Movement Activities

Grade 2 Scheme of Work

Term: TWO Year:
W L Strand Sub-strand Specific learning outcomes Learning Experiences Key inquiry questions Learning resources Assessment Refl
k s
n
1 PREPARATIONS
2 1 Pulling and By the end of the sub strand, the  Who is your partner? learners push and pull in Field markers, field, Observation
Pushing- learner should be able to: different levels (high, bean bags, and ropes 2.Oral
Arm curl up a. appreciate pulling and What happens when you join medium, low) o learners Digital devices such questions
pushing for strength, hands with partner and push push and pull at different as computers and Observation
endurance and self- them up or down? speed (slow, fast, faster) mobile phones
awareness, Video clip of people
b. play games for enjoyment, pushing and pulling
Learners obey rules when
collaboration , and peaceful Foundation
playing games for safety
coexistence, movement activities
c. Observe rules when pulling Teachers guide
and pushing for own and Grade 2 pg. 50-66
others safety.
d. Develop curiosity in pulling
and pushing objects using
ICT devices

2 Pulling and By the end of the sub strand, the  How far can you pull your learners push and pull in Field markers, field, Observation
Pushing- One learner should be able to: partner with one hand? different levels (high, bean bags, and ropes 2.Oral
hand tug-of- a. appreciate pulling and medium, low) o learners Digital devices such questions
war pushing for strength, How far can your partner pull push and pull at different as computers and Observation
endurance and self- you? speed (slow, fast, faster) mobile phones
awareness, Video clip of people
b. play games for enjoyment, pushing and pulling
Learners obey rules when
collaboration , and peaceful Foundation
playing games for safety
coexistence, movement activities
c. Observe rules when pulling Teachers guide
and pushing for own and Grade 2 pg. 50-66
others safety.
d. Develop curiosity in pulling
and pushing objects using
ICT devices

3 Pulling and By the end of the sub strand, the  How far can you push your learners push and pull in Field markers, field, Observation
 Pushing- learner should be able to: partner with your back with different levels (high, bean bags, and ropes 2.Oral
Back to back a. appreciate pulling and your elbows locked? medium, low) o learners Digital devices such questions
push pushing for strength, push and pull at different as computers and Observation
endurance and self- How far can your partner push speed (slow, fast, faster) mobile phones
awareness, you? Video clip of people
b. play games for enjoyment, Learners obey rules when pushing and pulling
collaboration , and peaceful playing games for safety Foundation
coexistence, movement activities
c. Observe rules when pulling Teachers guide
and pushing for own and
Grade 2 pg. 50-66
others safety.
d. Develop curiosity in pulling
and pushing objects using
ICT devices

4 Pulling and By the end of the sub strand,  What is a “poison” ring? learners push and pull in Field markers, field, Observation
Pushing- a. perform pulling and pushing different levels (high, bean bags, and ropes 2.Oral
pulling in different ways for How do you play the “poison” medium, low) o learners Digital devices such questions
contest or coordination, strength, and ring? push and pull at different as computers and Observation
poison ring endurance, speed (slow, fast, faster) mobile phones
b. practice pulling and Video clip of people
pushing for strength, pushing and pulling
Learners obey rules when
coordination, balance and Foundation
playing games for safety
self-esteem, movement activities
c. establish relationships Teachers guide
through
Grade 2 pg. 50-66
d. Develop curiosity in pulling
and pushing objects using
ICT devices

5 Pulling and By the end of the sub strand,  How do you pull yourself up learners push and pull in Field markers, field, Observation
Pushing- a. perform pulling and pushing a rope? different levels (high, bean bags, and ropes 2.Oral
Pole in different ways for medium, low) o learners Digital devices such questions
climbing coordination, strength, and How easy or difficult is it to push and pull at different as computers and Observation
competition endurance, pull yourself up the rope? speed (slow, fast, faster) mobile phones
b. practice pulling and Video clip of people
pushing for strength, pushing and pulling
Learners obey rules when
coordination, balance and Foundation
playing games for safety
self-esteem, movement activities
c. establish relationships Teachers guide
through
Grade 2 pg. 50-66
d. Develop curiosity in pulling
and pushing objects using
ICT devices

3 1 Pulling and By the end of the sub strand,  What do you enjoy in a tug- learners push and pull in Field markers, field, Observation
 Pushing- a. perform pulling and of-war? different levels (high, bean bags, and ropes 2.Oral
Tug-of-war pushing in different ways medium, low) o learners Digital devices such questions
for coordination, strength, How did your team perform? push and pull at different as computers and Observation
and endurance, speed (slow, fast, faster) mobile phones
b. practice pulling and Video clip of people
pushing for strength, Learners obey rules when pushing and pulling
coordination, balance and playing games for safety Foundation
self-esteem, movement activities
c. establish relationships Teachers guide
through pulling and pushing
Grade 2 pg. 50-66
at different levels
d. Develop curiosity in pulling
and pushing objects using
ICT devices

2 Pulling and By the end of the sub strand, the  Which different parts of the learners push and pull in Field markers, field, Observation
Pushing- learner should be able to: body can you push an object different levels (high, bean bags, and ropes 2.Oral
pushing a. appreciate pulling and with? medium, low) o learners Digital devices such questions
objects with pushing for strength, push and pull at different as computers and Observation
different endurance and self- Which part of the body do you speed (slow, fast, faster) mobile phones
parts of the awareness, find difficult to push objects Video clip of people
body b. play games for enjoyment, pushing and pulling
with? Learners obey rules when
collaboration , and peaceful Foundation
playing games for safety
coexistence, movement activities
c. Observe rules when pulling Teachers guide
and pushing for own and
Grade 2 pg. 50-66
others safety.
d. Develop curiosity in pulling
and pushing objects using
ICT devices

3 Turning- By the end of the sub-strand the  How many parts of your o Learners to turn to Field markers, field, Observation
trunk turning learner should be able to: body can you turn while different directions such as right, bean bags, and ropes 2.Oral
a. watch a video clip of animals standing? left o Learners to make, quarter Digital devices such questions
playing and turning for turns, half turns and complete as computers and Observation
 How fast can you turn?
digital literacy, turns (360%) o Learners lie on mobile phones
b. perform turning in different the ground on their back and Video clip of
ways for agility and self- then turn onto their stomach animals turning for
awareness example the
c. appreciate the of turning in o learners turn using donkeys, dog’s cats
daily life varying levels (low, medium and and lions
high) to a given direction Foundation
o learners to pair up and
movement activities
turn to each other as they give a
Teachers guide
high five Learners to play
Grade 2 pg. 67-76
games for enjoyment
 Learners to obey rules for
safety.
4 Turning- By the end of the sub-strand the  Which parts of the body  Learners to turn to different Field markers, field, Observation
jump and learner should be able to: touch the ground when you directions such as right, left bean bags, and ropes 2.Oral
turn side-to- a. practice turning in different o Learners to make, quarter Digital devices such questions
lie on the ground and face
side/stepping ways for agility and space turns, half turns and as computers and Observation
up? complete turns (360%) o
over and awareness, mobile phones
turning under b. establish relationships Learners lie on the ground Video clip of
Which parts of the body can on their back and then turn
the stick through turning for animals turning for
you turn? onto their stomach
creativity, example the
c. appreciate turning for agility  learners turn using varying donkeys, dog’s cats
levels (low, medium and and lions
and self-awareness,
high) to a given direction
Foundation
 learners to pair up and turn
to each other as they give a
movement activities
high five Learners to Teachers guide
play games for enjoyment Grade 2 pg. 67-76
Learners to obey rules for
safety.
5 Turning- By the end of the sub-strand the  Which parts of the body  Learners to turn to different Field markers, field, Observation
hip/head/trun learner should be able to: touch the ground when you directions such as right, left bean bags, and ropes 2.Oral
k turning, a. practice turning in different o Learners to make, quarter Digital devices such questions
lie on the ground and face
arms ways for agility and space turns, half turns and as computers and Observation
up? complete turns (360%) o
swinging awareness, mobile phones
backwards b. establish relationships Learners lie on the ground Video clip of
Which parts of the body can on their back and then turn
through turning for animals turning for
you turn? onto their stomach
creativity, example the
c. appreciate turning for agility  learners turn using varying donkeys, dog’s cats
levels (low, medium and and lions
and self-awareness,
high) to a given direction
Foundation
 learners to pair up and turn
to each other as they give a
movement activities
high five Learners to play Teachers guide
games for enjoyment Grade 2 pg. 67-76
Learners to obey rules for
safety.
4 1 SWIMM Water By the end of the sub- Watching video clip on What are the signs of Foundation Observation
ING safety: strand, the learner should signs of a near drowning drowning person? movement, TG discussions
be able to:- person What equipment was
signs of a being used to rescue a
Book Grade 2 pg.
a. The learners should be
near able to watch a video near drowning person? 107-112
drowning clip on a near What did you see in the Video clip
person drowning person video
b. Watch a video clip on
the signs on near
drowning person
 c. Appreciate the
importance of
swimming skills
2 Identifying By the end of the sub- ▪ Learners to answer which items sink in Foundation Observation
floating strand, the learner questions on items that water? movement, TG discussions
should be able to:- sink and float in water. Which items float in
and water
Book Grade 2 pg.
a. name some items that
sinking sink and float in water 107-112
items for floating Stones, pebbles,
awareness , rope, kickboard,
b. Watch a video clip on rak, life jacket
the signs on near
drowning person
c. Appreciate the
importance of
swimming skills
3 Demonstra By the end of the sub- Learners to demonstrate Which items sink in Foundation Observation
tion of strand, the learner floating and sinking water? movement, TG discussions
should be able to:- Which items float in
floating water
Book Grade 2 pg.
a. Demonstrate floating
and and sinking items 107-112
sinking b. Watch a video clip on Stones, pebbles,
items the signs on near rope, kickboard,
drowning person
rak, life jacket
c. Appreciate the
importance of
swimming skills
4 Identifying By the end of the sub- ▪ Learners to answer What body movements Foundation Observation
an active strand, the learner questions on why a does a person make movement, TG discussions
should be able to:- person may get into while swimming?
near What are the signs of a
Book Grade 2 pg.
a. identify a drowning trouble in water: a person
drowning person for rescue, may get into trouble in person having trouble 107-112
person for b. name the body water because of; in the water? Stones, pebbles,
rescue movements that a o not knowing how to rope, kickboard,
person makes while swim rak, life jacket
swimming o becoming tired in the
c. Observe pool rules for water
own and others safety. o becoming suddenly sick
o getting a muscle cramp
5 Identifying By the end of the sub- ▪ Learners to answer What are the signs of a Foundation Observation
signs of a strand, the learner questions on why a passive near drowning movement, TG discussions
should be able to:- person may get into person?
near How do you know that
Book Grade 2 pg.
a. role play a person trouble in water: a
drowning drowning for rescue person may get into a person is swimming 107-112
 person awareness, trouble in water because normally? Stones, pebbles,
b. play simple water of; rope, kickboard,
games for o not knowing how to
creativity, enjoyment
rak, life jacket
swim
and peaceful co- o becoming tired in the
existence, water
c. appreciate the o becoming suddenly sick
importance of saving o getting a muscle cramp
life
5 1 Identifying By the end of the sub- ▪ Learners to answer What are the signs of a Foundation Observation
signs of a strand, the learner questions on why a passive near drowning movement, TG discussions
should be able to:- person may get into person?
near How do you know that
Book Grade 2 pg.
a. role play a person trouble in water: a
drowning drowning for rescue person may get into a person is swimming 113-120
person awareness, trouble in water because normally? ▪ Swimming
b. play simple water of; pool
games for o not knowing how to ▪ Floatation
creativity, enjoyment swim devices
and peaceful co- o becoming tired in the ▪ five litre
existence, water Jerrican
c. appreciate the o becoming suddenly sick ▪ a short rope
importance of saving o getting a muscle cramp
life
2 Rescuing a By the end of the sub- ▪ Learners to answer What are the signs of a Foundation Observation
near strand, the questions on why a passive near drowning movement, TG discussions
learner should: person may get into person?
drowning a. name any item that How do you know that
Book Grade 2 pg.
trouble in water: a
person: may be used to rescue person may get into a person is swimming 113-120
items used a drowning person for trouble in water because normally? ▪ Swimming
to rescue a rescue awareness, of; pool
b. watch a video clip of a o not knowing how to ▪ Floatation
near devices
water swim
drowning rescue mission for o becoming tired in the ▪ five litre
person digital literacy water Jerrican
c. appreciate the o becoming suddenly sick ▪ a short rope
importance of saving o getting a muscle cramp
life
3 Reach By the end of the sub- ▪ Learners to answer How can you rescue a Foundation Observation
assist strand, the questions on why a person using legs only? movement, TG discussions
learner should: person may get into Which role did you like;
using the a. design homemade being on pavement as
Book Grade 2 pg.
trouble in water: a person
leg rescuing may get into trouble in rescue or inside water 113-120
devices for use in water to be rescued? ▪ Swimming
rescuing a because of; pool
drowning person, ▪ Floatation
 b. role play rescuing a o not knowing how to devices
person who is swim ▪ five litre
drowning for safety, o becoming tired in the Jerrican
c. appreciate the water ▪ a short rope
importance of saving o becoming suddenly sick
life o getting a muscle cramp
4 Reach By the end of the sub- ▪ Learners to answer How do you rescue a Foundation Observation
assist strand, the questions on why a person using hands movement, TG discussions
learner should: person may get into only?
using the a. design homemade
Book Grade 2 pg.
trouble in water: a person
hand-body rescuing may get into trouble in 113-120
in prone devices for use in water ▪ Swimming
position rescuing a because of; pool
drowning person, o not knowing how to ▪ Floatation
b. role play rescuing a swim devices
person who is o becoming tired in the ▪ five litre
drowning for safety, water Jerrican
c. appreciate the o becoming suddenly sick ▪ a short rope
importance of saving o getting a muscle cramp
life
5 Reach By the end of the sub- ▪ Learners to answer What would you do if Foundation Observation
assist strand, the questions on why a you saw a person movement, TG discussions
learner should: person may get into drowning?
using the a. design homemade What items are used to
Book Grade 2 pg.
trouble in water: a person
hand-body rescuing may get into trouble in rescue drowning people 113-120
in crouch devices for use in water from your local ▪ Swimming
position rescuing a because of; environment? pool
drowning person, o not knowing how to ▪ Floatation
b. role play rescuing a swim devices
person who is o becoming tired in the ▪ five litre
drowning for safety, water Jerrican
c. appreciate the o becoming suddenly sick ▪ a short rope
importance of saving o getting a muscle cramp
life
6 1 Play the By the end of the sub- ▪ Learners to answer What would you do if Foundation Observation
role of a strand, the questions on why a you saw a person movement, TG discussions
learner should: person may get into drowning?
near a. role play rescuing a What items are used to
Book Grade 2 pg.
trouble in water: a person
drowning person who is may get into trouble in rescue drowning people 113-120
person drowning for safety, water from your local ▪ Swimming
b. observe caution while because of; environment? pool
near water bodies for o not knowing how to ▪ Floatation
own and others safety swim devices
c. appreciate the o becoming tired in the ▪ five litre
importance of saving water Jerrican
 life o becoming suddenly sick ▪ a short rope
o getting a muscle cramp
2 Check- By the end of the sub- ▪ Learners to answer What would you do if Foundation Observation
call-care: strand, the questions on why a you saw a person movement, TG discussions
learner should: person may get into drowning?
rescuing a a. role play rescuing a What items are used to
Book Grade 2 pg.
trouble in water: a person
near person who is may get into trouble in rescue drowning people 113-120
drowning drowning for safety, water from your local ▪ Swimming
person b. mention the items because of; environment? pool
used in rescuing a o not knowing how to ▪ Floatation
drowning person swim devices
c. appreciate the o becoming tired in the ▪ five litre
importance of saving water Jerrican
life o becoming suddenly sick ▪ a short rope
o getting a muscle cramp
3 Rescuing a By the end of the sub- ▪ Learners to answer What would you do if Foundation Observation
near strand, the questions on why a you saw a person movement, TG discussions
learner should: person may get into drowning?
drowning a. play simple water What items are used to
Book Grade 2 pg.
trouble in water: a person
person games for may get into trouble in rescue drowning people 113-120
enjoyment, water from your local ▪ Swimming
collaboration and because of; environment? pool
peaceful co-existence o not knowing how to ▪ Floatation
b. observe caution while swim devices
near water bodies for o becoming tired in the ▪ five litre
own and others safety water Jerrican
c. appreciate the o becoming suddenly sick ▪ a short rope
importance of saving o getting a muscle cramp
life
4 Rescuing a By the end of the sub- ▪ Learners to answer What would you do if Foundation Observation
near strand, the questions on why a you saw a person movement, TG discussions
learner should: person may get into drowning?
drowning a. play simple water What items are used to
Book Grade 2 pg.
trouble in water: a person
person games for may get into trouble in rescue drowning people 113-120
enjoyment, water from your local ▪ Swimming
collaboration and because of; environment? pool
peaceful co-existence o not knowing how to ▪ Floatation
b. observe caution while swim devices
near water bodies for o becoming tired in the ▪ five litre
own and others safety water Jerrican
c. appreciate the o becoming suddenly sick ▪ a short rope
importance of saving o getting a muscle cramp
life
5 Basic By the end of the sub- ▪ Learners to answer Describe how water ▪ Swimming Observation
treading is done pool
 swimming strand, the learner should question on ways of How does the hands ▪ Floatation discussions
skills: be able to:- moving in water. move in water treading devices
a. explore the different ▪ Learners to watch style? Foundation
treading
ways of moving in video clips movement, TG
water- water for water- of people treading water.
Book Grade 2 pg.
partner confidence ▪ Learners to practice
b. watch a video clip of treading 121-128
support
people treading water water individually and in
for digital literacy, groups.
c. perform treading water ▪ Learners to play water
for endurance, games
buoyance and for self- while treading.
esteem, ▪ Observe pool rules
d. practice treading water safety.
for endurance,
buoyance and for
creativity,
e. obey pool rules for own
and others safety
7 1 Treading By the end of the sub- ▪ Learners to answer How is water treading ▪ Swimming Observation
water strand, the learner should question on ways of with floatation is done? pool discussions
be able to:- moving in water. ▪ Floatation
while devices
a. perform treading water ▪ Learners to watch
wearing for endurance, video clips Foundation
floatation buoyance and for self- of people treading water. movement, TG
devices esteem, ▪ Learners to practice
Book Grade 2 pg.
b. practice treading water treading
for endurance, water individually and in 121-128
buoyance and for groups.
creativity, ▪ Learners to play water
c. obey pool rules for own games
and others safety while treading.
d. Appreciate the ▪ Observe pool rules
importance of basic safety.
swimming skills
2 Frog kick By the end of the sub- ▪ Learners to answer How is frog kick in ▪ Swimming Observation
treading strand, the learner should question on ways of water treading done? pool discussions
be able to:- moving in water. How do the hands ▪ Floatation
style with move when in frog kick devices
a. perform treading water ▪ Learners to watch
partner for endurance, video clips treading style? Foundation
buoyance and for self- of people treading water. How do the legs move movement, TG
esteem, ▪ Learners to practice when in frog kick
treading style?
Book Grade 2 pg.
b. practice treading water treading
for endurance, water individually and in 121-128
 buoyance and for groups.
creativity, ▪ Learners to play water
c. obey pool rules for own games
and others safety while treading.
d. Appreciate the ▪ Observe pool rules
importance of basic safety.
swimming skills
3 Frog kick By the end of the sub- ▪ Learners to answer How is frog kick with ▪ Swimming Observation
treading strand, the learner should question on ways of floater’s assistance pool discussions
be able to: moving in water. done? ▪ Floatation
style with devices
a. perform treading water ▪ Learners to watch
floater for endurance, video clips Foundation
buoyance and for self- of people treading water. movement, TG
esteem, ▪ Learners to practice
Book Grade 2 pg.
b. practice treading water treading
for endurance, water individually and in 121-128
buoyance and for groups.
creativity ▪ Learners to play water
c. obey pool rules for own games
and others safety while treading.
d. Appreciate the ▪ Observe pool rules
importance of basic safety.
swimming skills
4 Frog kick By the end of the sub- ▪ Learners to answer What is your ▪ Swimming Observation
treading strand, the learner should question on ways of experience of frog kick pool discussions
be able to: moving in water. in treading style? ▪ Floatation
style devices
a. perform treading water ▪ Learners to watch
practices for endurance, video clips Foundation
buoyance and for self- of people treading water. movement, TG
esteem ▪ Learners to practice
Book Grade 2 pg.
b. practice treading water treading
for endurance, water individually and in 121-128
buoyance and for groups.
creativity, ▪ Learners to play water
c. obey pool rules for own games
and others safety while treading.
d. Appreciate the ▪ Observe pool rules
importance of basic safety.
swimming skills
5 Egg beater By the end of the sub- ▪ Learners to answer How is egg-beater ▪ Swimming Observation
treading strand, the learner should question on ways of treading style done? pool discussions
be able to: moving in water. ▪ Floatation
with ▪ Learners to watch devices
a. perform treading water
partner for endurance, video clips Foundation
 buoyance and for self- of people treading water. movement, TG
esteem, ▪ Learners to practice Book Grade 2 pg.
b. practice treading water treading
water individually and in
121-128
for endurance,
buoyance and for groups.
creativity, ▪ Learners to play water
c. obey pool rules for own games
and others safety while treading.
d. Appreciate the ▪ Observe pool rules
importance of basic safety.
swimming skills
8 1 Egg beater By the end of the sub- ▪ Learners to answer How does legs move ▪ Swimming Observation
treading strand, the learner should question on ways of when in egg beater pool discussions
be able to: moving in water. treading style? ▪ Floatation
with ▪ Learners to watch devices
a. perform treading water
floaters for endurance, video clips Foundation
buoyance and for self- of people treading water. movement, TG
esteem, ▪ Learners to practice
treading
Book Grade 2 pg.
b. practice treading water
for endurance, water individually and in 121-128
buoyance and for groups.
creativity, ▪ Learners to play water
c. obey pool rules for own games
and others safety while treading.
d. Appreciate the ▪ Observe pool rules
importance of basic safety.
swimming skills
2 Egg beater By the end of the sub- ▪ Learners to answer How do legs move in ▪ Swimming Observation
treading strand, the learner should question on ways of egg beater treading pool discussions
be able to: moving in water. practices? ▪ Floatation
practices ▪ Learners to watch devices
a. perform treading water
for endurance, video clips Foundation
buoyance and for self- of people treading water. movement, TG
esteem, ▪ Learners to practice
treading
Book Grade 2 pg.
b. practice treading water
for endurance, water individually and in 121-128
buoyance and for groups.
creativity ▪ Learners to play water
c. obey pool rules for own games
and others safety while treading.
d. Appreciate the ▪ Observe pool rules
importance of basic safety.
swimming skills
3 Practice By the end of the sub- ▪ Learners to answer Which of the two styles, ▪ Swimming Observation
 frog kick strand, the learner should question on ways of water treading using pool discussions
and egg be able to: moving in water. frog kick and egg- ▪ Floatation
a. perform treading water ▪ Learners to watch beater, do you like? devices
beater video clips Why do you like this
for endurance, Foundation
treading buoyance and for self- of people treading water. style? movement, TG
practices esteem, ▪ Learners to practice
treading
Book Grade 2 pg.
b. practice treading water
for endurance, water individually and in 121-128
buoyance and for groups.
creativity, ▪ Learners to play water
c. obey pool rules for own games
and others safety while treading.
d. Appreciate the ▪ Observe pool rules
importance of basic safety.
swimming skills
4-
5
HALF TERM
9 1 Treading By the end of the sub- ▪ Learners to answer 1. name different ▪ Swimming Observation
water strand, the learner should question on ways of positions pool discussions
be able to: moving in water. for floating in water ▪ Floatation
a. appreciate treading ▪ Learners to watch 2. why is it important devices
water for endurance video clips Foundation
to
and buoyance of people treading water. movement, TG
▪ Learners to practice
float in water?
b. establish relationships Book Grade 2 pg.
through while reading treading
water for creativity, water individually and in 121-128
c. play simple water groups.
games for enjoyment, ▪ Learners to play water
collaboration and games
peaceful co-existence, while treading.
d. obey pool rules for own ▪ Observe pool rules
and others safety safety.
e. Appreciate the
importance of basic
swimming skills
2 Floating By the end of the sub- Learners to watch video How do you do ▪ Swimming Observation
and strand, the learner should clips of the horizontal horizontal floating? pool discussions
horizontal be able to:- float, jelly fish float and ▪ Floatation
float or a. perform the horizontal prone float devices
back float: float technique in Learners individually and Foundation
water for survival in pairs, while using or movement, TG
basic
b. practise floating in without using floatation
horizontal devices practise the
Book Grade 2 pg.
water using the basics
float- of horizontal float, jelly horizontal float 129-135
 teacher fish float, star shape Learners to cooperate
demonstrat float and prone float while playing simple
ion c. appreciate floating on water games
water in different ways Learners to obey
and directions using swimming pool rules for
the horizontal float for safety
survival
3 Use of By the end of the sub- Learners to watch video Which part of the body ▪ Swimming Observation
supporting strand, the learner should clips of the horizontal does a partner hold to pool discussions
be able to:- float, jelly fish float and assist in horizontal ▪ Floatation
partner in prone float floating? devices
a. perform the horizontal
horizontal float technique in Learners individually and Foundation
float water for survival in pairs, while using or movement, TG
b. practise floating in without using floatation
devices practise the
Book Grade 2 pg.
water using the basics
of horizontal float, jelly horizontal float 129-135
fish float, star shape Learners to cooperate
float and prone float while playing simple
c. appreciate floating on water games
water in different ways Learners to obey
and directions using swimming pool rules for
the horizontal float for safety
survival
4 Horizontal By the end of the sub- Learners to watch video When should a partner ▪ Swimming Observation
float- strand, the learner should clips of the horizontal assist you in horizontal pool discussions
be able to:- float, jelly fish float and float? ▪ Floatation
standby prone float devices
a. perform the horizontal
partner float technique in water Learners individually and Foundation
support for survival in pairs, while using or movement, TG
b. practise floating in without using floatation
devices practise the
Book Grade 2 pg.
water using the basics
of horizontal float, jelly horizontal float 129-135
fish float, star shape Learners to cooperate
float and prone float while playing simple
c. appreciate floating on water games
water in different ways Learners to obey
and directions using the swimming pool rules for
horizontal float for safety
survival
d. obey swimming pool
rules for own and
others safety
5 Horizontal By the end of the sub- Learners to watch video Where are the floating ▪ Swimming Observation
float using strand, the learner should clips of the horizontal devices placed on the pool discussions
be able to:- float, jelly fish float and body during horizontal ▪ Floatation
 floatation a. perform the horizontal prone float float? devices
devices float technique in Learners individually and Foundation
water for survival in pairs, while using or movement, TG
b. practise floating in without using floatation
water using the basics devices practise the
Book Grade 2 pg.
of horizontal float, jelly horizontal float 129-135
fish float, star shape Learners to cooperate
float and prone float while playing simple
c. appreciate floating on water games
water in different ways Learners to obey
and directions using swimming pool rules for
the horizontal float for safety
survival
d. obey swimming pool
rules for own and
others safety
9 1 Horizontal By the end of the sub- Learners to watch video Which is the position of ▪ Swimming Observation
float/back strand, the learner should clips of the horizontal hands during the pool discussions
be able to:- float, jelly fish float and horizontal float or back ▪ Floatation
float prone float float? devices
a. perform the horizontal
practices float technique in water Learners individually and Which is the position of Foundation
for survival in pairs, while using or the legs during the float movement, TG
b. practise floating in without using floatation or back float?
devices practise the
Book Grade 2 pg.
water using the basics
of horizontal float, jelly horizontal float 129-135
fish float, star shape Learners to cooperate
float and prone float while playing simple
c. appreciate floating on water games
water in different ways Learners to obey
and directions using the swimming pool rules for
horizontal float for safety
survival
d. obey swimming pool
rules for own and
others safety
2 Gliding in By the end of the sub- ▪ Learners to name some Describe your front field markers, Observation
water strand the learner should animals that gliding action and pebbles, ropes, discussions
be able to:- live in water. experience in water ▪ digital devices
a. name some animals ▪ Learners to be shown What do you do if you such as
that live in water, video clips of want to travel a further computer and
b. watch a video clip of other learners /people distance during gliding? mobile phones
people gliding in water gliding in ▪ video clip of
for digital literacy water. other learners
c. perform gliding in ▪ Learners to individually gliding in water
water for confidence, and in groups Foundation
 d. practice gliding in to practice gliding in movement, TG
water for self-esteem water. Book Grade 2 pg.
e. appreciate gliding in ▪ Learners to play simple
water games
136-142
water for creativity
f. obey rules while while gliding in water.
playing water games ▪ Learners to obey
for own and others swimming pool rules
safety. for own and others
safety.
3 Front glide By the end of the sub- ▪ Learners to name some Describe your front field markers, Observation
with strand the learner should animals that live in gliding action and pebbles, ropes, discussions
be able to: water. experience in water ▪ digital devices
occasional a. perform gliding in What do you do if you such as
▪ Learners to be shown
leg kick water for confidence, video clips of other want to travel a further computer and
b. practice gliding in learners /people gliding distance during gliding? mobile phones
water for self-esteem in water. ▪ video clip of
c. appreciate gliding in ▪ Learners to individually other learners
water for creativity, and in groups to practice gliding in water
d. Obey rules while gliding in water. Foundation
playing water games ▪ Learners to play simple movement, TG
for own and others water games while Book Grade 2 pg.
safety. gliding in water.
▪ Learners to obey 136-142
swimming pool rules for
own and others safety.
4 Push and By the end of the sub- ▪ Learners to name some Describe your front field markers, Observation
glide strand the learner should animals that live in gliding action and pebbles, ropes, discussions
be able to: water. experience in water ▪ digital devices
without a. appreciate gliding in What do you do if you such as
▪ Learners to be shown
float water for creativity video clips of other want to travel a further computer and
devices b. establish relationships learners /people gliding distance during gliding? mobile phones
while gliding in water in water. ▪ video clip of
for creativity and ▪ Learners to individually other learners
imagination and in groups to practice gliding in water
c. play simple water gliding in water. Foundation
games for enjoyment ▪ Learners to play simple movement, TG
creativity and peaceful water games while Book Grade 2 pg.
co-existence, gliding in water.
d. obey rules while ▪ Learners to obey 136-142
playing water games swimming pool rules for
for own and others own and others safety.
safety.
5 Push and By the end of the sub- ▪ Learners to name some Describe your front field markers, Observation
glide- push strand the learner should animals that live in gliding action and pebbles, ropes, discussions
 with one be able to: water. experience in water ▪ digital devices
leg a. perform gliding in ▪ Learners to be shown What do you do if you such as
water for confidence, video clips of other want to travel a further computer and
b. practice gliding in learners /people gliding distance during gliding? mobile phones
water for self-esteem in water. ▪ video clip of
c. appreciate gliding in ▪ Learners to individually other learners
water for creativity, and in groups to practice gliding in water
d. obey rules while gliding in water. Foundation
playing water games ▪ Learners to play simple movement, TG
for own and others water games while Book Grade 2 pg.
safety. gliding in water.
▪ Learners to obey 136-142
swimming pool rules for
own and others safety.
1 1 Front By the end of the sub- ▪ Learners to name some Describe your front field markers, Observation
0 glide- strand the learner should animals that live in gliding action and pebbles, ropes, discussions
be able to: water. experience in water ▪ digital devices
individual a. perform gliding in What do you do if you such as
▪ Learners to be shown
performan water for confidence, video clips of other want to travel a further computer and
ce b. practice gliding in learners /people gliding distance during gliding? mobile phones
water for self-esteem in water. ▪ video clip of
c. appreciate gliding in ▪ Learners to individually other learners
water for creativity, and in groups to practice gliding in water
d. obey rules while gliding in water. Foundation
playing water games ▪ Learners to play simple movement, TG
for own and others water games while Book Grade 2 pg.
safety. gliding in water.
▪ Learners to obey 136-142
swimming pool rules for
own and others safety.
2 Back By the end of the sub- ▪ Learners to name some Describe your front field markers, Observation
glide- strand the learner should animals that live in gliding action and pebbles, ropes, discussions
be able to: water. experience in water ▪ digital devices
individual a. perform gliding in What do you do if you such as
▪ Learners to be shown
practice water for confidence, video clips of other want to travel a further computer and
b. practice gliding in learners /people gliding distance during gliding? mobile phones
water for self-esteem in water. ▪ video clip of
c. appreciate gliding in ▪ Learners to individually other learners
water for creativity, and in groups to practice gliding in water
d. obey rules while gliding in water. Foundation
playing water games ▪ Learners to play simple movement, TG
for own and others water games while Book Grade 2 pg.
safety. gliding in water.
▪ Learners to obey 136-142
 swimming pool rules for
own and others safety.
3
- REVISION
5
11
- REVISION/ASSESMENT/CLOSING
13