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GRADE 10 PHYSICAL EDUCATION SCHEMES OF WORK FOR TERM 1
NAME OF THE TEACHER:………………………………………………………………………………………………………………………………………
SCHOOL:……………………………………………………………………………………………………….. YEAR:………………………………………….
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| Week | Lesson | Strand | Sub-strand | Specific Learning Outcomes | Key Inquiry Questions | Learning Experiences | Learning Resources | Assessment | Reflection |
| 1 | 1 | 1.0 Ball Games | 1.1 Football | By the end of the lesson, the learner should be able to identify the facility and equipment used in Football. | How does the equipment of Football make it a popular game? | The learner is guided to observe pictures/real facility and identify equipment used in Football. | Curriculum Design (2024) pg 1; Balls, Whistle | Oral Questions | |
| 2 | By the end of the lesson, the learner should be able to improvise equipment for Football. | The learner is guided to engage in marking the playing field and improvising equipment. | Curriculum Design (2024) pg 1; Markers/Cones | Project Work | |||||
| 3 | By the end of the lesson, the learner should be able to perform lofted pass (Stance/Contact). | Why is passing essential? | The learner is guided to demonstrate stance and contact in lofted pass. | Curriculum Design (2024) pg 1; Footballs | Observation | ||||
| 4 | By the end of the lesson, the learner should be able to perform lofted pass (Follow through). | The learner is guided to demonstrate follow through in lofted pass. | Curriculum Design (2024) pg 1; Footballs | Practical | |||||
| 2 | 1 | By the end of the lesson, the learner should be able to execute marking in Football. | Why is marking essential? | The learner is guided to demonstrate positioning and anticipation in marking. | Curriculum Design (2024) pg 1; Bibs | Observation | |||
| 2 | By the end of the lesson, the learner should be able to execute dodging in Football. | The learner is guided to demonstrate feinting, faking, and turning in dodging. | Curriculum Design (2024) pg 2; Cones | Practical | |||||
| 3 | By the end of the lesson, the learner should be able to perform goalkeeping (Positioning). | The learner is guided to demonstrate positioning and quick reactions in goalkeeping. | Curriculum Design (2024) pg 2; Goal posts | Practical | |||||
| 4 | By the end of the lesson, the learner should be able to perform goalkeeping (Catching/Punching). | The learner is guided to demonstrate catching, dives, and punching in goalkeeping. | Curriculum Design (2024) pg 2; Gloves | Practical | |||||
| 3 | 1 | By the end of the lesson, the learner should be able to play mini Football games. | The learner is guided to apply lofted pass, marking, and dodging in mini games observing rules. | Curriculum Design (2024) pg 2; Field | Game Play | ||||
| 2 | By the end of the lesson, the learner should be able to appraise own performance in Football. | The learner is guided to reflect on own abilities and share feedback with peers. | Curriculum Design (2024) pg 2; Checklist | Peer review | |||||
| 3 | 1.2 Netball | By the end of the lesson, the learner should be able to identify facility and equipment for Netball. | How can equipment for Netball be improvised? | The learner is guided to observe a live/recorded match and note equipment. | Curriculum Design (2024) pg 4; Netball court | Oral Questions | |||
| 4 | By the end of the lesson, the learner should be able to execute flip pass (Stance/Grip). | Why is passing a necessary skill? | The learner is guided to demonstrate stance and grip in flip pass. | Curriculum Design (2024) pg 4; Netballs | Observation | ||||
| 4 | 1 | By the end of the lesson, the learner should be able to execute flip pass (Release/Follow through). | The learner is guided to demonstrate release and follow through in flip pass. | Curriculum Design (2024) pg 4; Netballs | Practical | ||||
| 2 | By the end of the lesson, the learner should be able to execute side pass (Stance/Timing). | The learner is guided to demonstrate stance and timing in side pass. | Curriculum Design (2024) pg 4; Netballs | Practical | |||||
| 3 | By the end of the lesson, the learner should be able to execute side pass (Release/Accuracy). | The learner is guided to demonstrate release and accuracy in side pass. | Curriculum Design (2024) pg 4; Target markers | Practical | |||||
| 4 | By the end of the lesson, the learner should be able to practice combination of passes. | The learner is guided to practice combination of flip pass and side pass observing rules. | Curriculum Design (2024) pg 4; Bibs | Observation | |||||
| 5 | 1 | By the end of the lesson, the learner should be able to play mini Netball games. | The learner is guided to play mini Netball games applying pass skills observing safety. | Curriculum Design (2024) pg 4; Court | Game Play | ||||
| 2 | By the end of the lesson, the learner should be able to give feedback on performance. | The learner is guided to observe and give feedback on others’ performance in Netball. | Curriculum Design (2024) pg 5; Checklist | Peer Assessment | |||||
| 3 | 2.0 Athletics | 2.1 Sprints | By the end of the lesson, the learner should be able to perform bunch start in sprints. | Why is body alignment crucial? | The learner is guided to demonstrate the bunch start in sprints. | Curriculum Design (2024) pg 18; Starting blocks | Practical | ||
| 4 | By the end of the lesson, the learner should be able to perform medium start in sprints. | The learner is guided to demonstrate the medium start in sprints. | Curriculum Design (2024) pg 18; Starting blocks | Practical | |||||
| 6 | 1 | By the end of the lesson, the learner should be able to perform elongated start in sprints. | The learner is guided to demonstrate the elongated start in sprints. | Curriculum Design (2024) pg 18; Starting blocks | Practical | ||||
| 2 | By the end of the lesson, the learner should be able to demonstrate acceleration (Body position). | The learner is guided to demonstrate body position during acceleration. | Curriculum Design (2024) pg 18; Track | Observation | |||||
| 3 | By the end of the lesson, the learner should be able to demonstrate acceleration (Leg/Arm action). | The learner is guided to demonstrate leg and arm action during acceleration. | Curriculum Design (2024) pg 18; Track | Practical | |||||
| 4 | By the end of the lesson, the learner should be able to demonstrate finish techniques (Dip). | The learner is guided to demonstrate the dip finish in a sprint race. | Curriculum Design (2024) pg 18; Finish line | Practical | |||||
| 7 | 1 | By the end of the lesson, the learner should be able to participate in sprint races. | Why is sprinting beneficial? | The learner is guided to participate in sprint races applying starts and running skills. | Curriculum Design (2024) pg 19; Track | Performance | |||
| 2 | By the end of the lesson, the learner should be able to review performance in sprints. | The learner is guided to observe and give feedback on each other’s performance. | Curriculum Design (2024) pg 19; Checklist | Peer review | |||||
| 3 | 2.2 Long Jump | By the end of the lesson, the learner should be able to describe equipment for Long Jump. | How does Long jump develop skills? | The learner is guided to observe pictures or real Long jump facilities. | Curriculum Design (2024) pg 20; Landing pit | Oral Questions | |||
| 4 | By the end of the lesson, the learner should be able to demonstrate approach and take off. | The learner is guided to demonstrate approach and take off phases. | Curriculum Design (2024) pg 20; Runway | Practical | |||||
| 8 | MID-TERM | MID-TERM BREAK | MID-TERM BREAK | MID-TERM BREAK | MID-TERM BREAK | MID-TERM BREAK | MID-TERM BREAK | MID-TERM BREAK | MID-TERM |
| 9 | 1 | By the end of the lesson, the learner should be able to demonstrate flight (Hang style). | The learner is guided to demonstrate the hang technique in flight. | Curriculum Design (2024) pg 20; Pit | Practical | ||||
| 2 | By the end of the lesson, the learner should be able to demonstrate flight (Hitch kick). | The learner is guided to demonstrate the hitch kick technique in flight. | Curriculum Design (2024) pg 20; Pit | Practical | |||||
| 3 | By the end of the lesson, the learner should be able to demonstrate landing and recovery. | How is safety enhanced? | The learner is guided to demonstrate landing and recovery phases observing safety. | Curriculum Design (2024) pg 20; Rake | Practical | ||||
| 4 | By the end of the lesson, the learner should be able to practice full sequence of Long Jump. | The learner is guided to practice hang/hitch kick following all phases. | Curriculum Design (2024) pg 20; Runway/Pit | Performance | |||||
| 10 | 1 | By the end of the lesson, the learner should be able to play mini Long Jump games. | The learner is guided to play mini Long Jump games applying techniques. | Curriculum Design (2024) pg 20; Pit | Game Play | ||||
| 2 | By the end of the lesson, the learner should be able to share feedback on Long Jump. | The learner is guided to share feedback on own and others’ performance. | Curriculum Design (2024) pg 21; Checklist | Peer review | |||||
| 3 | REVISION | Revision | By the end of the lesson, the learner should be able to revise Football concepts. | Review of rules, skills, and safety. | Past papers | Written Practice | |||
| 4 | REVISION | Revision | By the end of the lesson, the learner should be able to revise Netball concepts. | Review of rules, skills, and safety. | Past papers | Written Practice | |||
| 11 | 1 | REVISION | Revision | By the end of the lesson, the learner should be able to revise Athletics concepts. | Review of Sprints and Long Jump phases. | Past papers | Written Practice | ||
| 2 | ALL | END TERM | END TERM ONE ASSESSMENT | END TERM ONE ASSESSMENT | EXAMS | ASSESSMENT |