CBC Grade 6 Physical and Health Education Schemes of Work Free Editable Word, PDF Downloads
GRADE 6 KLB PHYSICAL AND HEALTH EDUCATION
SCHEMES OF WORK TERM 3
Week | Lesson | Strand | Sub strand | Specific learning outcomes | Learning experiences | Key inquiry questions | Learning resources | Assessment | Reflection |
1 | 1 | Gymnastics | Elbow stand | By the end of the lesson, the learner should be able to: · Use digital device to watch a video clip on elbow stand and observe the placement of the hands. · Draw the picture on learner’s book that show the elbow stand. · Discuss the benefits of an elbow. · Appreciate the benefits of an elbow. | The learner is guided individually or in groups to: -Use digital device to watch a video clip on elbow stand and observe the placement of the hands. -Draw the picture on learner’s book that show the elbow stand. -Discuss the benefits of an elbow. | What is an elbow? | KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 198-199 | Value based sports channels,Observation Peer assessment and feedback Self – assessment and feedback Practical’s Written Tests Portfolio | |
2 | Gymnastics | Elbow stand | By the end of the lesson, the learner should be able to:
· Practice warm up and cool down activities such as bear crawl and Cross-Body shoulder stretch.
· Appreciate the spirit of sports through dedication and commitment | The learner is guided individually or in groups to: -Identify warm up activities. -Practice warm up and cool down activities such as bear crawl and Cross-Body shoulder stretch. | How do you perform warm up activity in elbow stand? | KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 199-201 | Value based sports channels,Observation Peer assessment and feedback Self – assessment and feedback Practical’s Written Tests Portfolio | ||
3 | Gymnastics | Elbow stand | By the end of the lesson, the learner should be able to:
| The learner is guided individually or in groups to: -Describe the placement of the forearm during the elbow stand.
-Demonstrate the elbow stand balance.
-Practice elbow stand kicks. | What is the other name for the elbow stand? | KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 201-204 | Value based sports channels,Observation Peer assessment and feedback Self – assessment and feedback Practical’s Written Tests Portfolio | ||
4 | Gymnastics | Dive forward roll into squat stand | By the end of the lesson, the learner should be able to: · Explain the meaning of dive forward roll into squat stand.
· Use digital device to watch a video clip and observe the body position, arm and leg movement.
· Practice warm up activities.
· Appreciate feedback from the teacher and others
| The learner is guided individually or in groups to: -Explain the meaning of dive forward roll into squat stand.
-Use digital device to watch a video clip and observe the body position, arm and leg movement.
-Practice warm up activities
| What is dive forward roll into squat stand? | KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 205-207 | Value based sports channels,Observation Peer assessment and feedback Self – assessment and feedback Practical’s Written Tests Portfolio | ||
5 | Gymnastics | Dive forward roll into squat stand | By the end of the lesson, the learner should be able to: · Describe the dive forward roll squat stand.
| The learner is guided individually or in groups to: -Describe the dive forward roll squat stand.
-Demonstrate a dive forward roll into squat stand.
-Practice dive roll, tuck forward roll and handstand forward roll. | When can you use the dive forward roll in real life situations? | KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 207-209 | Value based sports channels,Observation Peer assessment and feedback Self – assessment and feedback Practical’s Written Tests Portfolio | ||
2 | 1 | Gymnastics | Fence vault | By the end of the lesson, the learner should be able to: · Define a fence vault. · Use digital device to watch a video clip on fence vault and observe the body position, arm and leg movement. · Practice the warm up and cool down activities. · Appreciate the importance of following safety instructions.
| The learner is guided individually or in groups to: -Define a fence vault.
-Use digital device to watch a video clip on fence vault and observe the body position, arm and leg movement.
-Practice the warm up and cool down activities.
| What is a fence vault? | KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 210-211 | Value based sports channels,Observation Peer assessment and feedback Self – assessment and feedback Practical’s Written Tests Portfolio | |
2 | Gymnastics | Fence vault | By the end of the lesson, the learner should be able to: · Outline the drills used to practice the fence vault. · Demonstrate the fence vault. · Practice side vault, box top and fence vault. · Have fun and enjoy practising the fence vault gymnastic movement.
| The learner is guided individually or in groups to: -Outline the drills used to practice the fence vault.
-Demonstrate the fence vault.
-Practice side vault, box top and fence vault. | When can you use a fence vault in everyday life? | KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 212-214 | Value based sports channels,Observation Peer assessment and feedback Self – assessment and feedback Practical’s Written Tests Portfolio | ||
3 | Gymnastics | Partner balances | By the end of the lesson, the learner should be able to: · Explain the meaning of partner balances.
· Display the character of a sport person.
| The learner is guided individually or in groups to: -Explain the meaning of partner balances.
-Describe the physical activities taking place on learner’s book.
-Use digital device to watch a video clip on partner balances and observe the different types of partner balances.
| What is partner balance? | KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 214-215 | Value based sports channels,Observation Peer assessment and feedback Self – assessment and feedback Practical’s Written Tests Portfolio | ||
4 | Gymnastics | Partner balances | By the end of the lesson, the learner should be able to: · Explain the meaning of counter balance.
| The learner is guided individually or in groups to: -Explain the meaning of counter balance.
-Practice warm up and cool down activities such as side reach and torso twists.
| What is counter balance? | KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 216-217 | Sports channels,Observation Peer assessment and feedback Self – assessment and feedback Practical’s Written Tests Portfolio | ||
5 | Gymnastics | Partner balances | By the end of the lesson, the learner should be able to: · State the safety measures to observe when performing the counter balance and the counter tension. · Demonstrate pair and trio balances. · Practise trio partner balances.
· Display an attitude to work in a team | The learner is guided individually or in groups to: -State the safety measures to observe when performing the counter balance and the counter tension.
-Demonstrate pair and trio balances.
-Practise trio partner balances | What is counter tension? | KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 218-220 | Sports channels,Observation Peer assessment and feedback Self – assessment and feedback Practical’s Written Tests Portfolio | ||
3 | 1 | Gymnastics | Six action sequence | By the end of the lesson, the learner should be able to: · Describe each of the six actions in the sequence on learner’s book.
| The learner is guided individually or in groups to: -Describe each of the six actions in the sequence on learner’s book.
-Use digital device to watch a video clip on gymnastic sequences and observe the sequence of several gymnastics’ actions.
-Practice warm up and cool down activities.
| What is six action sequence? | KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 220-222 | Sports channels,Observation Peer assessment and feedback Self – assessment and feedback Practical’s Written Tests Portfolio | |
2 | Gymnastics | Six action sequence | By the end of the lesson, the learner should be able to: · Outline the drills to perform six action sequence.
| The learner is guided individually or in groups to: -Outline the drills to perform six action sequence.
-Demonstrate a six action sequence.
| Which gymnastics actions are combined to come up with a six action sequence? | KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 222-223 | sports channels,Observation Peer assessment and feedback Self – assessment and feedback Practical’s Written Tests Portfolio | ||
3 | Health and Fitness | Speed | By the end of the lesson, the learner should be able to: · Define speed.
| The learner is guided individually or in groups to: -Define speed.
-Use digital device to watch a video clip on how to improve speed.
-Practice warm up and cool down activities such as collect tails. | What is speed? | KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 226-227 | Observation Peer assessment and feedback Self – assessment and feedback Practical’s Written Tests Portfolio | ||
4 | Health and Fitness | Speed | By the end of the lesson, the learner should be able to: · Name the components of health fitness that are taken care of by activities for developing speed.
| The learner is guided individually or in groups to: -Name the components of health fitness that are taken care of by activities for developing speed.
-Demonstrate the drills to perform to enhance speed.
| Why is speed important in games? | KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 227-229 | Observation Peer assessment and feedback Self – assessment and feedback Practical’s Written Tests Portfolio | ||
5 | Health and Fitness | Speed | By the end of the lesson, the learner should be able to: · List games and sports in which speed is very important. · Perform the interval sprints, jumping jacks and weight running. · Have fun and enjoy performing speed drill games. | The learner is guided individually or in groups to: -List games and sports in which speed is very important.
-Perform the interval sprints, jumping jacks and weight running.
| How do you improve speed? | KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 229-232 | Observation Peer assessment and feedback Self – assessment and feedback Practical’s Written Tests Portfolio | ||
4 | 1 | Health and Fitness | Power | By the end of the lesson, the learner should be able to: · Define power. · State the importance of power in games and sports. · Practice warm up and cool down activities. · Appreciate the importance of power in games and sports. | The learner is guided individually or in groups to: -Define power State the importance of power in games and sports.
-Practice warm up and cool down activities.
| What is power?
What is the importance of power in games and sports? | KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 232-233 | Observation Peer assessment and feedback Self – assessment and feedback Practical’s Written Tests Portfolio | |
2 | Health and Fitness | Power | By the end of the lesson, the learner should be able to: · List three sports where athletes need a lot of power. · Create drills that improve power. · Practice and perform physical exercise to enhance muscular strength. · Appreciate the importance being physically fit. | The learner is guided individually or in groups to: -List three sports where athletes need a lot of power.
-Create drills that improve power.
-Practice and perform physical exercise to enhance muscular strength. | Which activities can help you develop power at home? | KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 233-238 | Observation Peer assessment and feedback Self – assessment and feedback Practical’s Written Tests Portfolio | ||
3 | Health and Fitness | Co-ordination | By the end of the lesson, the learner should be able to: · Define co-ordination. · Discuss ways to improve co-ordination. · Practice warm up and cool down activities. · Respect each other’s opinion. | The learner is guided individually or in groups to: -Define co-ordination.
-Discuss ways to improve co-ordination.
-Practice warm up and cool down activities. | What is co-ordination? | KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 238-239 | Observation Peer assessment and feedback Self – assessment and feedback Practical’s Written Tests Portfolio | ||
4 | Health and Fitness | Co-ordination | By the end of the lesson, the learner should be able to: · Outline the drills to practice to improve co-ordination. · Practice and perform different drills that help improve co-ordination. · Appreciate feedback from the teacher and others. | The learner is guided individually or in groups to: -Outline the drills to practice to improve co-ordination.
-Practice and perform different drills that help improve co-ordination. | Why does an athlete need to be agile? | KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 239-240 | Observation Peer assessment and feedback Self – assessment and feedback Practical’s Written Tests Portfolio | ||
5 | 1 | Outdoor Activities | Leadership styles | By the end of the lesson, the learner should be able to: · Identify types of leadership styles in sports.
· State the qualities of a good leader.
· Role play the scenario on learner’s book.
· Appreciate different kinds of leadership.
| The learner is guided individually or in groups to: -Identify types of leadership styles in sports.
-State the qualities of a good leader.
-Role play the scenario on learner’s book.
| What are the qualities of a good leader? | KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 244-247 | Observation Peer assessment and feedback Self – assessment and feedback Practical’s Written Tests Portfolio | |
2 | Outdoor Activities | Lightning the camp fire | By the end of the lesson, the learner should be able to: · Define firewood. · Discuss importance of stones around a fire place. · State the precautions to observe when starting a camp fire. · Draw the picture on learner’s book. · Appreciate importance of observing precautions when starting a camp fire.
| The learner is guided individually or in groups to: -Define firewood.
-Discuss importance of stones around a fire place.
-State the precautions to observe when starting a camp fire.
-Draw the picture on learner’s book. | What precautions should you take when starting a camp fire? | KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 247-248 | Observation Peer assessment and feedback Self – assessment and feedback Practical’s Written Tests Portfolio | ||
3 | Outdoor Activities | Lightning the camp fire | By the end of the lesson, the learner should be able to: · Identify the materials that can be used to light a camp fire. · Demonstrate how to arrange firewood for a better camp fire during a camping activity. · Appreciate the importance of lightning a camp fire. | The learner is guided individually or in groups to: -Identify the materials that can be used to light a camp fire.
-Demonstrate how to arrange firewood for a better camp fire during a camping activity.
| How can you manage a camp fire during an outdoor activity? | KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 248-250 | Observation Peer assessment and feedback Self – assessment and feedback Practical’s Written Tests Portfolio | ||
4 | Outdoor Activities | Choosing and constructing shelter | By the end of the lesson, the learner should be able to: · Define shelter.
· Discuss why it is necessary to know how to make a shelter during an outdoor activity. · Practice warm up and cool down activities such as jog on the spot. · Appreciate the importance of making a shelter during an outdoor activity. | The learner is guided individually or in groups to: -Define shelter.
-Discuss why it is necessary to know how to make a shelter during an outdoor activity. -Practice warm up and cool down activities such as jog on the spot.
| What is a shelter? Why is it necessary to know how to make a shelter during an outdoor activity? | KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 251-252 | Observation Peer assessment and feedback Self – assessment and feedback Practical’s Written Tests Portfolio | ||
5 | Outdoor Activities | Choosing and constructing shelter | By the end of the lesson, the learner should be able to: · Explain the factors needed to consider when choosing a site for setting up a shelter. · Model a simple shelter they would use in a camp. · Have fun and enjoy modelling a simple shelter. | The learner is guided individually or in groups to: -Explain the factors needed to consider when choosing a site for setting up a shelter. -Model a simple shelter they would use in a camp.
| What are the factors to consider when choosing a site for setting up a shelter? | KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 252-255 | Observation Peer assessment and feedback Self – assessment and feedback Practical’s Written Tests Portfolio | ||
6 | 1 | Sports related injuries | Fainting | By the end of the lesson, the learner should be able to: · Define fainting. · Identify causes of fainting. · Practise warm up and cool down activities. · Appreciate positive ways of coping with stress in daily life. | The learner is guided individually or in groups to: -Define fainting.
-Identify causes of fainting.
-Practise warm up and cool down activities. | Have you ever felt dizzy?
What are the causes of fainting? | KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 256-257 | Observation Peer assessment and feedback Self – assessment and feedback Practical’s Written Tests Portfolio | |
2 | Sports related injuries | Fainting | By the end of the lesson, the learner should be able to: · State the safety procedures to observe when attending to a person who has fainted. · Practise how to assist a person who has fainted. · Appreciate the importance of learning first aid of fainting. | The learner is guided individually or in groups to: -State the safety procedures to observe when attending to a person who has fainted.
-Practise how to assist a person who has fainted.
| What should you do if you start experiencing the signs and symptoms of fainting? | KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 257-259 | Observation Peer assessment and feedback Self – assessment and feedback Practical’s Written Tests Portfolio | ||
3 | Sports related injuries | Insect bites and stings | By the end of the lesson, the learner should be able to: · Explain how an insect bite occurs. · Practice the warm up and cool down activities of an insect bites and stings. · Appreciate the teacher’s feedback. | The learner is guided individually or in groups to: -Explain how an insect bite occurs.
-Practice the warm up and cool down activities of an insect bites and stings.
| How does an insect bite occurs? | KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 259-260 | Observation Peer assessment and feedback Self – assessment and feedback Practical’s Written Tests Portfolio | ||
4 | Sports related injuries | Insect bites and stings | By the end of the lesson, the learner should be able to: · Identify the signs and symptoms of insect bites and sting. · Draw insects that are common in their locality. · Have fun discussing the observations with their classmates. | The learner is guided individually or in groups to: -Identify the signs and symptoms of insect bites and sting.
-Draw insects that are common in their locality.
| What are the signs and symptoms of insects bites and stings? | KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 260-262 | Observation Peer assessment and feedback Self – assessment and feedback Practical’s Written Tests Portfolio | ||
5 | Sports related injuries | Insect bites and stings | By the end of the lesson, the learner should be able to: · State the difference between an insect bite and a sting. · Demonstrate how to take care of an insect bite. · Practise first aid procedure for insect bite and stings. · Appreciate importance of learning first aid of bites and stings. | The learner is guided individually or in groups to: -State the difference between an insect bite and a sting.
-Demonstrate how to take care of an insect bite.
-Practise first aid procedure for insect bite and stings.
| What is the difference between an insect bite and a sting? | KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 269-263 | Observation Peer assessment and feedback Self – assessment and feedback Practical’s Written Tests Portfolio | ||
7 | 1 | Sports related injuries | Snake bite | By the end of the lesson, the learner should be able to: · Define poisonous and non-poisonous snakes. · List down traditional ways in their locality that were used to care for snakes. · Demonstrate how to care for a snake bite. · Practise how to assist a casualty of a snake bite. · Advocate the importance of learning first-aid.
| The learner is guided individually or in groups to: -Define poisonous and non-poisonous snakes.
-List down traditional ways in their locality that were used to care for snakes.
-Demonstrate how to care for a snake bite.
-Practise how to assist a casualty of a snake bite. | How would you tell if you have been bitten by a snake? | KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 263-265 | Observation Peer assessment and feedback Self – assessment and feedback Practical’s Written Tests Portfolio | |
2 | Sports related injuries | Bandages and dressings | By the end of the lesson, the learner should be able to: · Explain the meaning of dressing a wound. · Define bandage. · Identify the different types of bandages and dressing first aid. · Draw the things found in a first aid box. · Appreciate the use of a first aid box. | The learner is guided individually or in groups to: -Explain the meaning of dressing a wound. -Define bandage. -Identify the different types of bandages and dressing first aid.
-Draw the things found in a first aid box. | What is a bandage?
How to identify different types of bandages? | KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 266-267 | Observation Peer assessment and feedback Self – assessment and feedback Practical’s Written Tests Portfolio | ||
3 | Sports related injuries | Bandages and dressings | By the end of the lesson, the learner should be able to: · Define a triangular bandage. · List the materials used to make a triangular bandage. · Practice how to use the triangular bandage. · Appreciate the importance of using a triangular bandage. | The learner is guided individually or in groups to: -Define a triangular bandage.
-List the materials used to make a triangular bandage.
-Practice how to use the triangular bandage. | How do you use a triangular bandage? | KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 268-270 | Observation Peer assessment and feedback Self – assessment and feedback Practical’s Written Tests Portfolio | ||
4 | Sports related injuries | Slings and splints | By the end of the lesson, the learner should be able to: · Define slings and splints. · State the functions of a splints and a sling in first aid. · Practice warm up and cool down activities. · Appreciate the functions of a splints and a sling in first aid. | The learner is guided individually or in groups to: -Define slings and splints.
-State the functions of a splints and a sling in first aid.
-Practice warm up and cool down activities.
| What are the functions of a splints and a sling in first aid? | KLB Visionary Physical and HealthEducation Learner’s Book 6 Pg. 270-271 | Observation Peer assessment and feedback Self – assessment and feedback Practical’s Written Tests Portfolio | ||
5 | Sports related injuries | Slings and splints | By the end of the lesson, the learner should be able to: · List the materials required to improvise a sling.
· Practise how to tie the reef knot on a triangular bandage. · Have fun and enjoy practising tie the reef knot. | The learner is guided individually or in groups to: -List the materials required to improvise a sling.
-Practise how to tie the reef knot on a triangular bandage.
| What materials do you require to improvise a sling at home? | KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 272-273 | Observation Peer assessment and feedback Self – assessment and feedback Practical’s Written Tests Portfolio | ||
8 | 1 | Sports related injuries | Two and four-handed seat | By the end of the lesson, the learner should be able to: · Explain two-handed seat carry. · Differentiate between the two-handed seat carry and four handed seat carry. · Demonstrate the two and four handed seat carry method. · Display positivity in accepting feedback from the teacher. | The learner is guided individually or in groups to: -Explain two-handed seat carry.
-Differentiate between the two-handed seat carry and four handed seat carry.
-Demonstrate the two and four handed seat carry method. | What is two and four handed seat carry? | KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 274-276 | Observation Peer assessment and feedback Self – assessment and feedback Practical’s Written Tests Portfolio | |
2 | Sports related injuries | Two and four-handed seat | By the end of the lesson, the learner should be able to: · Identify situations whereby the two-handed seat carry may be used. · Outline the steps to carry two and four-handed seat. · Practise the four handed seat carry. · Advocate social justice by respecting and appreciating the abilities of others. | The learner is guided individually or in groups to: -Identify situations whereby the two-handed seat carry may be used.
-Outline the steps to carry two and four-handed seat.
-Practise the four handed seat carry. | How do you perform two-and four handed seat? | KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 276-278 | Observation Peer assessment and feedback Self – assessment and feedback Practical’s Written Tests Portfolio | ||
3 | Sports related injuries | Bone fractures and dislocation | By the end of the lesson, the learner should be able to: · Define a bone fracture. · Identify causes of fractures. · Practice warm up and cool down activities such as tag game. · Display respect for others opinion when discussing bone fractures and dislocation. | The learner is guided individually or in groups to: -Define a bone fracture.
-Identify causes of fractures.
-Practice warm up and cool down activities such as tag game.
| What is a bone fracture?
How do you identify a broken bone? | KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 279-280 | Observation Peer assessment and feedback Self – assessment and feedback Practical’s Written Tests Portfolio | ||
4 | Sports related injuries | Bone fractures and dislocation | By the end of the lesson, the learner should be able to: · Identify the signs and symptoms of fractures. · Draw human skeleton and the areas prone to dislocation. · Appreciate the teacher’s feedback | The learner is guided individually or in groups to:
-Identify the signs and symptoms of fractures. -Draw human skeleton and the areas prone to dislocation. | Where do dislocation occur in the human body? | KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 280-282 | Observation Peer assessment and feedback Self – assessment and feedback Practical’s Written Tests Portfolio | ||
5 | Sports related injuries | Bone fractures and dislocation | By the end of the lesson, the learner should be able to: · Define dislocation. · Identify symptoms of dislocation. · Demonstrate how to splint a fractures arm for first aid. · Appreciate the importance of learning bone fracture and dislocation first aid. | The learner is guided individually or in groups to: -Define dislocation Identify symptoms of dislocation.
-Demonstrate how to splint a fractures arm for first aid. | What is the difference between a fracture and a dislocation? | KLB Visionary Physical and Health Education Learner’s Book 6 Pg. 282-284 | Observation Peer assessment and feedback Self – assessment and feedback Practical’s Written Tests Portfolio | ||
9 | ASSESSMENT |