Physical Education

Topic outline

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• Part I: General introduction

  Part I: General introduction 
  1.0. About the teacher’s guide 
  This book is a teacher’s guide for Physical Education and Sports for Primary 
  Two. It is designed to help teachers in the implementation of competence based 
  curriculum planned by Rwanda Education Board and started in 2015. 
  As the name says, it is a guide that teachers can refer to when preparing their 
  lessons. Teachers may prefer to adopt provided activities/games/exercises and 
  related guidance but they are also expected to be more creative and consider 
  their specific classes’ contexts and prepare accordingly.
  
  1.1 The structure of the guide
  This section presents the overall structure of this guide, the unit and lesson 
  structure to help teachers to understand the different sections of this guide and 
  what they will find in each section.
  
  1.1.1 Overall structure 
  The whole guide has three main parts as follows:
  This part provides general guidance on how to develop the generic competences, 
  integrate cross cutting issues and cater for individual differences.
  Part I: General introduction
  This part provide general guidance on how to develop generic competencies, 
  how to integrete cross-cutting issues and how to cater for learners with special 
  needs education, active methods and techniques of teaching Physical Education 
  and Sports and guidance on assessment. 
  
  Part II: Sample lesson plan
  This part provides a sample lesson plan, developed and designed to help the 
  teacher develop his/her own lesson plan.
  Part III: Unit development 
  This is the core part of the guide. Each unit is developed following the structure 
  as set in subtitle structure of a unit. 
  1.1.2 Structure of the unit 
  

  Each unit is made of the following sections: 

  a. Unit title: From the syllabus 
  b. Key unit competence: From the syllabus
  c. Prerequisite (knowledge, skills, attitude and values)
  This section indicates knowledge, skills and attitudes required for the success 
  of the unit. The competence-based approach calls for links between units/
  topics within a subject and interconnections between different subjects. The 
  teacher will find an indication of those prerequisites and guidance on how to 
  establish connections.
  d. Cross cutting issues to be addressed 
  This section suggests cross cutting issues that can be integrated depending on 
  the unit content. It provides guidance on how to come up with the integration of 
  the issue. Teachers are free to take another crosscutting issue considering the 
  learning environment.
  e. List of lessons
  This section presents in a table suggestion on the list of lessons, lesson 
  objectives copied or adapted from the syllabus and duration for each lesson. 
  Each lesson /subheading is then developed. 
  f. End unit assessment 
  This part provides guidance on how to conduct the end of unit assessment in 
  a practical way. It suggests activities/ games as well as guidance on criteria to 
  be considered such as: 
  - Cognitive skills (e.g.: level of concentration, memory, capacity of 
  anticipation, problem solving); 
  - Technical competences (e.g.: throwing skills, catching skills, dribbling 
  skills, passing skills etc.); 
  - Strong emotional points such as self-confidence and safety; 
  - Social competences such as cooperation and unity; 
  - Attitudes and values: e.g.: optimism, confidence, respect and impartiality. 
  g. Additional exercises/games 
  - This section provides additional games/exercises for the teacher to have 
  a wide range of activities/games related to the unit.
  - Adapted and remedial exercises/games for learners with special needs 
  

  education and for learners who need more time and exercises to achieve 

  a certain level of performance. 
  - Extended activities: for quick learners.
  1.1.3 Structure of each lesson 
  Each lesson/sub-heading is made of the following sections: 
  a. Lesson title:………………………………………
  b. Prerequisite (knowledge, skills, attitude and values)
  The teacher will find an indication of those prerequisites and guidance on 
  how to establish connections between units/topics within a subject and 
  interconnections between different subjects. 
  c. Teaching resources 
  This section suggests the teaching aids or other resources needed in line with 
  the activities to achieve the learning objectives. Teachers are encouraged to 
  replace the suggested teaching aids with the available ones in their respective 
  schools and based on learning environment. 
  d. Introduction
  This section provides a clear instruction to the teacher on how to start the 
  lesson.
  e. Lesson development 
  This section provides methodological aspects on how the main topic should be 
  taught. It provides steps to follow and how a teacher conducts the lesson.
  f. Assessment 
  This section provides the opportunities of assessing learners by using R-C-A 
  (Reflect, Connect and Apply). At this level, through the R-C-A discussions the 
  teacher allows learners to do their self-evaluation and provide the feedback 
  from the learnt lesson. It helps to reflect on the game/play/skill learnt, to connect 
  what they have learnt to life experience, lesson content and to apply acquired 
  skill to another situation.
  1.2 Importance of Physical Education and Sports subject 
  Physical Education and Sport enables learner overall development: 
  - Physically: PES subject helps in biological growth (muscle development, 
  widening of chest cavity, better pulmonary aeration, coordination and 
  speed). It also helps to prevent and correct the morphological and physical 
  defects.
  - Intellectually: The learner acquires knowledge and ability of 
  

  concentration: he/ she observes recalls, performs experiments, and uses 

  strategies, changes and make decisions.
  - Emotionally: the learner is deeply involved: he/she discovers his/her 
  own potentials; develops self-confidence, gets interest and happiness.
  - Socially: the learner makes friends through playing and develops attitude 
  and competences of communicating, cooperating and building positive 
  relations with others.
  
  Games and sports provide learners with an excellent environment of learning 
  on how to develop and protect their health and welfare. Through the game, a 
  learner discovers that he/she has to take care of him or her and others.
  Physical Education and Sports is a powerful way of building personality because 
  it promotes self-confidence and competition skills. It develops knowledge and 
  self-monitoring, respect of the law, will, attention, courage, and communication 
  with others. This subject enables early discovery and improvement of sports 
  talents for young learners. When games are carefully planned according to 
  learner’s age, they enable learners to acquire practical skills such as respect, 
  honesty, understanding, communication, problem solving, understanding rules 
  of foundation and the way of obeying them. 
  
  Success in play and sports activities is a source of self-confidence which 
  contributes to the improvement of performance in other subjects even for 
  learners with low academic performance.
  Games contribute to link psychological gaps which usually exist between 
  learners and teachers: when teachers regularly play with their learners, the 
  mood becomes much more pleasant and learners become more open.
  Recreational activities provide learners with a real relaxation after hours of 
  intensive concentration.
  1.3 Principles of teaching Physical Education and Sports
   Holistic principle
  Well-planned games and sports programs must contribute to learner’s overall 
  development: physically, mentally and socio-affective development.
   Principle of adaptation to the age and to the stage of learner 
  development
  Age of learners must be taken into consideration while making choice 
  

  of recreational activities. Note that success in games creates a source of 

  motivation for children. Those who do not succeed can be frustrated and lose 
  self-confidence. For more motivation, it is necessary to propose new tasks and 
  new activities because if games are too easy, children will be less interested.
   Principle of inclusion (integration of all children) 
  Every learner must take advantage from his/her participation in games and 
  sports programs without a difference of performance, sex, etc. All forms of 
  discrimination must be avoided. A particular attention has to be paid to children 
  with disabilities; either physical or mental: those children have a right to games 
  and sports, be it in a special or ordinary school.
  
   Principle of physical and emotional security
  Recreational activities have some risks. Teachers/educators have to implement 
  strategies to protect children, for example by watching over their physical and 
  emotional security.
  
   Principle of interdisciplinary 
  The PES course is certainly linked to other disciplines. As it was underlined in 
  the previous point (Importance of teaching Physical Education and Sports), this 
  course provides relaxation, increases self-confidence, builds up concentration, 
  etc., like other necessary elements needed for school success in general. 
  Moreover, teachers regularly resort to games to introduce a course, awake 
  a dormant class or to strengthen knowledge acquired from other subjects 
  (languages, sciences, mathematics…). 
  
   Principle of participation and fair-play
  All children, even those less performing, must participate in games and not 
  watching. The bottom-line in educational program and sports is to participate, 
  not to win.
  
  1.4 Methodological guidance of teaching Physical Education 
  and Sports 
  1.4.1 Developing Competence 
  Since 2015 Rwanda shifted from a knowledge based to a competency-based 
  curriculum for pre-primary, primary and general secondary education. This 
  called for changing the way of learning by shifting from teacher-centered to a 
  learner-centered approach.
  
  Teachers are not only responsible for knowledge transfer but also for raising 
  

  learner’s learning achievement and creating safe and supportive a learning 

  motivation for children. Those who do not succeed can be frustrated and lose 
  self-confidence. For more motivation, it is necessary to propose new tasks and 
  new activities because if games are too easy, children will be less interested.
  
   Principle of inclusion (integration of all children) 
  Every learner must take advantage from his/her participation in games and 
  sports programs without a difference of performance, sex, etc. All forms of 
  discrimination must be avoided. A particular attention has to be paid to children 
  with disabilities; either physical or mental: those children have a right to games 
  and sports, be it in a special or ordinary school.
  
   Principle of physical and emotional security
  Recreational activities have some risks. Teachers/educators have to implement 
  strategies to protect children, for example by watching over their physical and 
  emotional security.
  
   Principle of interdisciplinary 
  The PES course is certainly linked to other disciplines. As it was underlined in 
  the previous point (Importance of teaching Physical Education and Sports), this 
  course provides relaxation, increases self-confidence, builds up concentration, 
  etc., like other necessary elements needed for school success in general. 
  Moreover, teachers regularly resort to games to introduce a course, awake 
  a dormant class or to strengthen knowledge acquired from other subjects 
  (languages, sciences, mathematics…). 
  
   Principle of participation and fair-play
  All children, even those less performing, must participate in games and not 
  

  watching. The bottom-line in educational program and sports is to participate, 

  not to win.
  1.4 Methodological guidance of teaching Physical Education 
  and Sports 
  1.4.1 Developing Competence 
  Since 2015 Rwanda shifted from a knowledge based to a competency-based 
  curriculum for pre-primary, primary and general secondary education. This 
  called for changing the way of learning by shifting from teacher-centered to a 
  learner-centered approach.
  Teachers are not only responsible for knowledge transfer but also for raising 
  

  learner’s learning achievement and creating safe and supportive a learning 

  environment. It implies also that a learner has to demonstrate what he/she is 
  able to do by using the knowledge, skills, values and attitude acquired in a new 
  or different or given situation.
  
  The competence-based curriculum uses an approach of teaching and learning 
  based on separate skills rather than dwelling on only knowledge or the cognitive 
  domain of learning.
  
  It focuses on what learners can do rather than what they know. Learners 
  develop basic competences through specific subject unit competences with 
  specific learning objectives broken down into knowledge, skills and attitudes. 
  These competences are developed through learning activities spread in learner
  centered rather than the traditional moral approach. The student is evaluated 
  against set standards to achieve before moving on.
  In addition to specific subject competences, learners also develop generic 
  competences which are transferable throughout a range of learning areas and 
  situations in life. 
  
  1.4.2 Addressing cross cutting issues
  Among the changes in the competence based curriculum is the addition of cross 
  Cutting issues as a basic part of the teaching learning process-as they relate 
  to and must be considered within all subjects to be appropriately addressed. 
  The eight cross cutting issues identified in the national curriculum framework 
  are: genocide studies, environment and sustainability, gender, Comprehensive 
  Sexuality Education (CSE), Peace and Values Education, Financial Education, 
  standardization Culture and Inclusive Education.
  
  Some cross cutting issues may seem specific to particular learning areas or 
  subjects but the teacher need to address all of them whenever an opportunity 
  

  arises. In addition, learners should always be given an opportunity during the 

  learning process to address these cross cutting issues both within and out of 
  the classroom so as to progressively develop related attitudes and values.
  
  

  Below are examples on how crosscutting issues can be addressed in PES:

  

  

  

  1.4.3 Attention to learners special needs education.
  Learners or people with disabilities do not have equal chances in families. In 
  Physical Education and Sports activities/exercises/games, sometimes those 
  learners are not considered. They are considered as spectators instead of 
  participating with others in sports activities. Currently we are convinced that 
  games and sports are very beneficial to people with physical, mental, emotional 
  and psychological disabilities.
  
  What attitude to implement?
   
  To promote the integration of learners with disabilities during recreational 
  activities, the following tips may help teachers / educators in the training of 
  these learners:
  - Adopt an approach of sports and games which are based on skills, 
  and focus on what learners are capable of doing. In this respect, you 
  can introduce small changes in games and activities for learners with 
  disabilities.
  - Be relaxed and natural when you are with people with disabilities. Do 
  not treat them as if they need your pity or your charity. Do not think they 
  necessarily need help. Let them do and say things themselves.
  - Avoid keeping learners living with disabilities out of the game: in a regular 
  class, let them participate in other’s games. However, avoid being too 
  demanding about the level of their performance.
  
  What can we modify?
  
  Within the framework of integration of learners in games, according to the 
  nature and the gravity of impairment, learners can, in some cases, participate in 
  games designed for all learners. In other cases, the teacher or educator should 
  think about changes he/she can make to meet the needs of learners he/she has 
  in the group. The teacher should also think about adaptation of the game, the 
  playground, equipment and duration of the game.
  Below are some examples of adaptations to initiate:
   
  

  Adjust roles and rules
  
  - Make the game easier or harder by changing some rules.
  Let learners play different roles and in different positions.
  - Allow players to play in different ways, for example, sitting instead of 
  standing.
  - Simplify expectations of the game.
  - Simplify instructions.
  
  Adjust the playground
  - Change the size of the playground. Enlarge or reduce the playground.
  - Change the distance: for example, put a target closer.
  - Change the height of a target.
  - Allow more or less space between players.
  Let learners move from different spaces.
  
  Adjust the materials
  - Reduce the size or weight of materials.
  - Choose balls of various textures, bright colours or balls which make noise 
  once they are bounced
  - Adjust the duration of the activity
  - Reduce or prolong the time allotted to the activity.
  
  Variation of players’ roles and rules of the game:
  - Change rules to simplify the game or complex game. 
  - Change players’ roles and posts. 
  - Let learners play in different playing positions. E.g.: while standing, 
  squatting, couching, lying down.
  - Simplify hopes from results.
  - Simplify game instructions. 
  Change sizes of the playground/court:
  - Increase or decrease the size the playground. 
  - Vary distance limiting playing area. E.g.: put forward the object.
  - Modify the size of the object. 
  - Put small or big space among players. 
  - Let learners walk around and around the playground. 
  
  Vary materials:
  - Change the size or weight of materials.
  - Select balls made in different materials and with various colours, or which 
  may produce sound.
  
  Modify duration of the activity: 
  
  - Reduce or prolong time allocated to the activity.
  Aspects to consider when you want to vary an activity
  - Does the change affect negatively the activity? This should not be the 
  case. 
  - Does the variation correspond to the ability and duration of learner’s 
  attention? 
  - Will the learners with disabilities be able to play with others? 
  - Is the activity proportional to the age of the learners? 
  - Does the activity respond to the needs of all learners? 
  
  Approaches to help learners with disabilities
  The following table shows the approaches of helping learners with special 
  

  needs education.

  
  

  
  

  Strategies to motivate girls to participate in Physical Education and 
  Sports lesson 
  - Encourage girls to play and take responsibilities in a team. 
  - Give equal time and materials to both girls and boys.
  - If needed give particular exercises to girls.
  - Respect girls’ views/opinions.
  - Avoid using expressions which discourage girls to participate in sports 
  activities or underestimate them. 
  - Appreciate girls who have well participated in sports. 
  - Sensitize parents to support girls while performing sports activities.
  
  1.4.4 Guidance on assessment of Physical Education and Sports 
  When assessment should be done?
  Assessment may be done before starting the new lesson for assessing basic 
  knowledge of learners. It is called diagnostic assessment. This assessment 
  enable teacher to detect learners with required knowledge and skills and those 
  who have difficulties in learning process. Assessment should be done when the 
  lesson is being delivered to assess the improvement of learners while performing 
  different games and exercises. This is called formative assessment. 
  
  What to assess?
  A teacher should assess how learners are developing their knowledge, skills, 
  

  value and attitudes. In general when a teacher is assessing learners he/she

  should assess their holistic development based on different values. 
  Various competences should be assessed:
   
  - Cognitive skills (e.g.: level of concentration, memory, capacity of 
  expectation, problem solving). 
  - Practical competences (e.g.: throwing skills, catching skills, dribbling 
  skills, passing skills etc.…).
  - Strong feeling points such as self-confidence and feeling secure.
  - Social competences such as cooperation and unity.
  - Attitudes and values: e.g.: confidence,, respect and fairness. 
  - Particularly a teacher assesses how learners have achieved objectives 
  through performing different exercises and games. 
  Other competences should be assessed based on the following questions:
  - Are learners developing competences while performing games/ exercises?
  - Are learners able to understand all content which has been discussed on?
  - Are learners able to match what they have learnt with their daily life situation? 
  Observation and understanding of learners help a teacher to check out whether 
  learners have understood very well what they have studied. 
  Assessment provides feedback to school and parents. 
  
  1.4.5 Planning and delivering Physical Education and Sports 
  lesson 
  • Lesson planning of PES 
  Why is it important to plan PES lesson? 
  Planning PES very well helps to: 
  - Indicate good quality of content to be learnt: a teacher should think about 
  the age of learners, structure and organization of the game based on 
  learners’ interest and steps of teaching Physical Education and Sports.
  - Choose a good teaching method, planning on time, teaching resources 
  and field based on planned activities. 
  - Take strategies of preventing all bad conducts which may result during 
  deliverance of the lesson and examine how to simplify the lesson so that 
  all learners may participate in it. 
  

  achieve set objectives. 

  Main steps of Physical Education and Sports lesson 
  Physical Education and Sports lesson consists of the following steps: 
  Introduction
  
  a. Opening discussion 
  - In this section, a teacher checks up: health conditions of learners their 
  smartness, materials and playground to use. At the end of this section 
  learners must be and go to the ground where the lesson will be delivered. 
  - When a teacher is going to teach a game lesson, he/she introduce the 
  lesson with opening discussions that focus on basic game, and enable 
  learners start the lesson with interest and participate actively in the new 
  lesson. A teacher introduces the title of the game before starting the next 
  step.
  
  b. Warm up 
  Warm up exercises are done before performing any other sports activities. 
  Warm ups play a great role in activating different body parts such as circulatory 
  system, respiratory system, muscular system and joints. 
  Warm up exercises should consist use of body parts which will involve more in 
  performing different exercises in the lesson. When those exercises are better 
  performed they help in reducing body injuries and accidents. Warm up exercises 
  are followed by stretching exercises. In unit 2 there are proposed exercises to 
  use during warm up and stretching.
   
  Warm up consists of three components:
  
  - Circulatory activity: This activity arises temperature, speeds heart beats 
  and respiration movements. For example there is jogging, in-place skipping 
  and walking while hopping.
  - Joints mobilization activity: It is a motion that unlocks joints which will 
  be strongly needed during physical activities.
  - Stretching exercise activity: it enhances the circulation of blood 
  towards muscles. It unlocks and warms up muscles.
  
  Warm-up exercises must:
  - Lead every physical activity: Always take time to warm yourselves up;
  - Be open-minded: Start slowly and easily. Accelerate rapidity and 
  intensity progressively;
  - Be determined: on muscles and motions needed in the following activity. 
  

  If the planned activity is relay race, concentrate on legs;

  - Be enjoyable: Perform various warm-up exercises. Use mostly games 
  instead of standard exercises. Make warm-up exercises a game or tell a 
  story while doing exercises. You will see children reacting with much more 
  liveliness.
  
  Lesson development 
  It is the main part which consists of the lesson because it is the part in which 
  learners perform exercises/games as planned in the lesson. This part takes 
  more than half of the time reserved for the whole lesson. For the game lesson, a 
  teacher explains rules of the game, demonstrate how to play the game and give 
  time to learners for practice. In this part, stretching exercises are performed: slow 
  walking exercises that relax the body and return the body into the normal state. 
  
  Assessment 
  Assessment in PES lesson is done when learners are performing exercises/
  activities/games. At this level, through the R-C-A discussions the teacher allows 
  learners to do their self-evaluation and provide the feedback from learnt lesson.
  Reflect-Connect-Apply is a teaching and learning strategy that leads learners 
  through a 3-step discussion about their experience:
  Reflect on the game/play. The teacher asks questions about their experience 
  and feelings during the game. 
  The teacher asks questions like: What was interesting? What was easy? What 
  was challenging? What strategies have you used to win? How did you feel in 
  case of success or failure? 
  
  Connect to life experiences and lesson content. 
  The teacher asks questions like: How does this game connect to what you 
  already know, believe or feel? Does it reinforce or expand your view? The tutor 
  also asks questions that connect the game to lesson content.
   
  Apply acquired experience to another situation. 
  The teacher asks questions like, “How could you use what you have learned 
  from this experience? How could you use your new learning to benefit yourself, 
  others, your community?” Learning is transferred and applied.
  
  Storing/Keeping materials 
  Learners in charge of keeping materials collect them and then give them to the 
  

  teacher. 

  1.4.6 Advice related to teaching Physical Education and Sports
  

  Before starting the lesson, the teacher should;
  
  

  - Arrive in advance where the lesson will be conducted from.
  

  - Prepare all materials needed to be used in the lesson, and prepare the 
  

  court based on needed materials in game/exercises.
  

  - Choose personality based on the game: scatter line, many lines, on the 
  

  circle, on half circle. 
  

  - Give care to the learners while teaching; do all possible to teach the lesson 
  

  in a conducive mood. 
  

  When a lesson starts:
  

  - Start on time, even though all learners are not present.
  

  - Encourage learners to work with courage.
  

  When the lesson is being delivered: 
  

   Lead the team
  

   Use materials which helps learners to alert/tell them to know time for 
  

  
  

  starting, stopping, keep going on. E.g.: whistle, rising up the hand etc… 
  

   It is not necessary that all learners play at the same time in one game. 
  

  Learners may play different games. In that time learners are trained to 
  

  
  

  collect materials after each game. 
  

   Giving clear instructions:
  

  - Give instructions with loud voice to be heard by all learners.
  

  
  

  - Instructions must be brief/concise, clear and rhythmic.
  

  - Demonstrate examples to learners. When a teacher is not able to 
  demonstrate may use a gifted learner.

  
  

  - Repeat instructions or demonstrate repeatedly the exercise/game in order to be understood.
  

   Helping learners to develop their ability
  - Have confidence of learners’ ability: Promote and appreciate what learners 
  

  are performing better in group and individually. 
  - Give time to learners to learn new things by starting from simple to complex. 
  

  - Give time learners to observe their teammates who are more skilled than them and imitate them.
  

  - Help learners to have self-confidence: give them time to learn new skills 
  

  and rules of the game. 

   Corrections 
  Objectives of those corrections are to improve the level of learners. Mistakes 
  are corrected first by general remarks, then individually. During individual 
  corrections, it is important to avoid leaving learners in tiring or inactive positions. 
  If after corrections, learners are still not able to perform the given exercise 
  correctly, there should be a stop and correct or look for educative exercises 
  before starting another one.
  At the end of the lesson: 
  Give learners enough time to express themselves by explaining what they have 
  performed or learnt. 
  1.4.7 Teaching materials and infrastructure 
   Field/playgrounds
  Inefficiency of teaching materials is the most challenge which impends the 
  implementation of Physical Education and Sports curriculum. 
  Physical Education and Sports lesson should be delivered on simple court/
  
  playground which should be created by the school, and then those grounds 
  may be used in teaching and training of learners various games. Sometimes a 
  rectangular playground should be used in performing games in teams, sprinting, 
  and long distance running on the track and jumping.
  For schools without enough grounds, learners may play games which do not 
  require a big court. For schools with financial capacity may construct one ground 
  in which different sports should be performed at the same time. 
  
  This court should have the following features: 
  - Football court; 
  - Handball court;
  - volleyball courts;
  - Area for long jump;
  - Area for high jump;, 
  - Athletic track(for speed race, long distance race and relay race) ; 
  - Area for throwing events (Discuss, Javelin and Shot put).
  
  Currently, one court can serve a lot of modern sports: athletics and traditional 
  games/sports. Two schools may share the ground. While one is playing volleyball 
  

  the other school should perform athletics. 

   Teaching resources 
  Examples of teaching resources 
  - Balls made of banana fibers (15cm of diameter): used in football 
  game, volleyball game, gymnastics and athletics;
  - Ropes for jumping (3m of length): used for showing lines, in gymnastics, 
  to separate 2 teams, for high jump, long jump;
  - Sticks (1m of length and 3cm of width): sticks are used in gymnastics, 
  posts for high jump; 
  - Wood made javelin (2,20m of length and 3cm of width): used in 
  throwing, posts to support ropes used as net in volleyball game or as 
  obstacles; 
  - Small stones (intosho), other stones weight 2kg; 
  - “Urugarika” stones that have circular shape or oval shape (with 20 cm of 
  diameter): used for throwing shot-put;
  - Elastic bands (at least 40cm length) used in high jump;
  - Drum; 
  - Balls used in ball games;
  Management of sports materials 
  Sources of sports materials and equipment
  Materials listed above are made from different sources: some materials are 
  made by learners themselves, others are bought by the school, others are gifts 
  from donors. 
  Advice for better management of sports materials:
   Before the lesson:
  - Collect all needed materials;
  - Check up all materials;
  - Make a list of only needed materials;
  - Check whether balls are pumped. Not pumped balls are usually damaged. 
  
   During the lesson:
  - Always locate materials for better management;
  - Demonstrate to learners how to use materials properly;
  - Focus on how a new learner is using materials in the game;
  - Encourage learners to use materials properly. Appoint learners responsible 
  to carry and collect materials;
  - Train them to collect materials after the lesson;
  

  - Count materials to ensure that nothing is lost. 

   After the lesson: 
  - Store and arrange materials well; 
  - Store materials where there is security;
  - Repair materials in case they have been damaged. 
  What can you do in case you don’t find needed Sports materials?
  When teaching resources in Physical Education and Sports are not found, you 
  can do the following: 
  - Find out other materials to use or if possible make them yourself;
  - Select the game which do not need materials missed but do not change 
  the objectives;
  

  - Be innovative and creative.

  III. Sample lesson plan 

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  
  

• UNIT 1 MOTOR CONTROL EXERCISES

  1.1 Key unit competence: 
  To perform moderate warm up exercises, stretch different parts of the body, 
  practice body balance exercise and physical exercises with courage and 
  

  self-confidence.

  1.2 List of lessons 

  
  

  Lesson 1: Warm-up, stretching and cool down exercises
  a. Learning objectives: Perform warm up, stretching and cool down 
  exercises using different parts of the body by following instructions and 
  rules. 
  b. Teaching resources: Field/playground, whistle.
  c. Introduction (Opening discussion, warm up and stretching 
  exercises) 
  - Teacher control learners’ readiness by checking learners’ health and 
  whether they are wearing sports clothes. Then teacher invites learners 
  to go on the field/playground. He/she asks learners to discuss the 
  importance of doing warm up, stretching and cool down exercises.
  

  - The teacher support/clarify where is necessary. 

  
  

  d. Lesson development
  Warm up exercises
  - Teacher demonstrates/shows how to perform warm up exercises. 
  - Learners practice warm up exercises according to the instructions given 
  

  by the teacher. 

  

  - Run around the playground while changing speed according to the 
  instruction. 
  - Exercises of running around the circles without leaving the place.
  - Exercises of jumping with arms stretched without leaving the place.
  
  Stretching exercises
  
  - Teacher demonstrates how to perform thoroughly various stretching 
  exercises and let learners perform those exercises individually or in groups.
  - Teacher supervises how learners are performing given exercises and 
  provides support where is necessary/needed
  .
  Example of stretching exercises
  - Exercises of stretching arms 
  Learners perform exercises of stretching the arms by raising them up and then 
  bring them in front of and backwards. Teacher observes and evaluates how 
  

  learners are performing exercise and assist them where it is necessary. 

  

  - Exercises of stretching the back
  
  Hold on the waist and stretch the back on the left, right, back and forward, bend 
  and touch the head on the knees and keep your legs still stretched. Teacher 
  observes and evaluates how learners are performing exercise and assist them 
  where it is necessary. 
  
  - Exercises of stretching the neck
  
  Teacher demonstrates to the learners how to stretch the neck bringing it back 
  and forward, left and right and then do all by changing direction. Teacher 
  observes and evaluates how learners are performing exercise and assist them 
  

  where it is necessary

  
  

  Figure 1.5: Learners perform leg stretch exercises
  
  - Stretching abdominal muscles while lying 
  
  Learners lie flat on their stomach and place their hands (palms) down under 
  their shoulders. Request them to keep their hips pressed to the ground and let 
  them gently raise their upper body off the ground. Remind them to keep their 
  shoulder and neck relaxed. Teacher observes and evaluates how learners are 
  

  performing exercise and assist them where it is necessary.

  

  Figure 1.6: Learners perform exercises of stretching abdominal muscles
  - Stretching the whole body
  - Tell learners to stand up with legs slightly apart.
  - Request them to breathe in and lift their hands upwards as high as possible.
  - Ask them to lower their hands slowly towards the head, then down on their 
  back.
  
  - Teacher observes and evaluates how learners are performing exercise and 
  

  assist them where it is necessary

  

  Cool down exercises
  - Cooling down the whole body
  
  Let learners cool down their different parts of the body (Arms, the back, the 
  neck and legs) as seen on the image below. Teacher observes and evaluates 
  

  how learners are performing exercise and assist them where it is necessary.

  
  

  Figure 1.9: Learners perform exercises of breathing in and out

  e. Assessment 
  Closing discussion
  Reflect 
  - Teacher asks learners to identify different warm up, stretching and cool 
  down exercises.
  Connect 
  - Teacher asks learners to name the parts of the body.
  - Teacher asks learners how they felt while they were performing warm up 
  exercises and stretching different parts of the body. 
  Apply
  - Teacher asks learners the importance of practicing warm up, stretching 
  and cool down exercises in their life. 
  Lesson 2: Balance exercises/games 
  a. Learning objectives: Perform balance exercises/games by following 
  instructions given by the teacher.
  b. Teaching resources: Field/court/playground, whistle, stick (tree), 
  images, teaching resources which learners can balance on the head like 
  cup, bag, jerry can and basket.
  c. Introduction (Opening discussion, warm up and stretching 
  exercises) 
  Teacher control learners’ readiness by checking their health and whether they 
  are wearing sports clothes. Then the teacher invites learners to go on the field/
  playground. He/she asks learners to discuss the importance of practicing 
  balance exercises.
  - The teacher support/clarify where necessary.
  

  - Teacher invites the learners to practice warm up and stretching exercises.

  
  

  

  Figure 1.12: Learners perform exercise of standing on one leg
  - Exercises of jumping on one leg
  Learners practice exercises of jumping on one leg and walk a distance between 
  30 and 40 meters. Teacher observes and evaluates how learners are performing 
  

  exercise and assist them where it is necessary.

  - Exercises of carrying object on the head without touching it
  Learners practice different exercises of balancing things on their heads. They 
  also perform exercises of walking while balancing different things on their 
  heads. Teacher observes and evaluates how learners are performing exercise 
  and assist them where it is necessary.
  - Exercises of walking on a log, on a narrow street (small road) or 
  in a line
  Practice the exercises of crossing the bridge that consists of one tree or two. 
  They should also walk quickly on a line that has been drawn on the ground 
  leaving the foot on the line. Teacher observes and evaluates how learners are 
  

  performing exercise and assist them where it is necessary.

  

  Each learner walks on the piece of wood or a log which is laid on the ground. 
  Two learners push each other using palms while standing on one leg or in 
  bending position. Teacher observes and evaluates how learners are performing 
  exercise and assist them where it is necessary.
  f. Assessment 
  Closing discussion
  Reflect 
  - Teacher asks learners to identify different balance exercises and explain 
  how to perform them. 
  Connect 
  - Teacher asks learners how they feel after performing balance Exercises. 
  Apply 
  - Teacher asks learners to identify the importance of doing balance exercises 
  

  in their daily life. 

  1.3 End unit assessment
  Teacher evaluates general knowledge and performance of learners by observing 
  how learners are performing various warm up, stretching, cool down and balance 
  

  exercises.

• UNIT 2 MOVEMENT AND COORDINATION

  2.1 Key unit competence: 
  

  Act accordingly in changing rhythm and direction in a straight line.

  

  Lesson 1: Exercises and games that develop movement 
  and coordination
  
  a. Learning objectives: To identify and perform exercises and games that 
  develops coordination and movement by following instructions.
  
  b. Teaching materials: Field/playground, whistle, pieces of wood.
  
  c. Introduction (Opening discussion, warm up and stretching 
  exercises) Teacher control learners’ readiness by checking their health 
  and whether they are wearing sports clothes. The teacher brings learners 
  to the playground. He/she explains to the learners the instructions of 
  doing warm up, stretching exercises and request learners to put in 
  practice those instructions (use warm up and stretching exercises which 
  are in the lesson 1 unit1, but you may also use other similar exercises). 
  - Teacher invites the learners to practice warm up and stretching exercises.
  d. Lesson development:
  - Teacher explains to the learners the importance of performing exercises 
  of walking on straight lines. He explains about instructions and rules to 
  follow during performing exercises/games. 
  - Teacher demonstrates how to do exercises that develop movement and 
  coordination.
  
  Learners practice exercises of shooting/targeting on the object that is moving 
  

  or not moving (static).

  

  Instructions of the game
  Learners are alternating to shoot on moving or static thing. When one learner 
  is moving for the ball that is using to shoot the object another learner move to 
  the other side in order to bring back the ball when the ball misses to touch the 
  

  object. Teacher observes and evaluates how learners are performing exercise and assist them where it is necessary.

  - A teacher requests learners to perform alternating their arms and legs to 
  coordinate a good rhythm (Left, Right). 
  - Learners performs exercises of making parallel straight lines 
  - The teacher observe whether learners are respecting and putting in 
  practice rules and instructions. 
  - Teacher observes and evaluates how learners are performing exercise and 
  assist them where it is necessary.
  
  Cool down exercises
  
  - Exercise of clapping their hands and count the times they clap their hands. 
  - Play “Mabigibigi” game 
  
  Mabigibigi
  Learners make parallel lines. Teacher demonstrates to them how they are going 
  to move alternating their arms (Left, Right). Meaning that, left leg goes with 
  right hand while the right leg goes with the left hand. Repeat this many times. 
  The teacher observes and evaluates how learners are performing exercise and 
  assist them where it is necessary.
  
  e. Assessment 
  Closing discussion
  Reflect 
  - Teacher asks leaners to identify the exercises of movement and rhythm 
  and ask questions about it.
  Connect 
  - Teacher asks the learners how they feel after practicing movement and 
  coordination exercises. 
  Apply 
  - Teacher asks learners the importance of doing movement and coordination 
  

  exercises in their daily life

  Lesson 2: Exercises and games that develop senses
  a. Learning objectives: To practice the exercises and games that 
  develops senses.
  
  b. Teaching resources: Field/playground, whistle, balls and piece of 
  cloth.
  
  c. Introduction (Opening discussion, warm up and stretching 
  exercises)
  Teacher controls learners’ readiness by checking their health and 
  whether they are wearing sports clothes. The teacher takes learners to 
  the playground. He/she explains to the learners the instructions of doing 
  warm up, stretching exercises and request learners to put in practice 
  those instructions (use warm up and stretching exercises which are in the 
  lesson 1 unit1, but you may also use other similar exercises). 
  - Teacher invites the learners to practice warm up and stretching exercises.
  
  d. Lesson development/ body lesson
  - Teacher explains to the learners the rules and instructions of exercise/
  games. 
  - Teacher leads and facilitates learners while they are performing the 
  exercises that develop senses.
  Example: Close the eyes and discover things by using the following sense: 
  Touching, smelling, and other senses. It helps learners to use their senses 
  correctly and discovering things using senses while blindfolded. Teacher 
  observes and evaluates how learners are performing exercise and assist them 
  

  where it is necessary 

  

  Cool down exercises 
  Use cool down exercises which are in lesson 1 unit 1
  
  e. Assessment 
  Closing discussion
  Reflect 
  - Teacher asks learners to name different exercises and games that develop 
  senses.
  Connect 
  - Teacher asks learners how they feel after practicing exercises and games 
  that develop senses.
  
  Apply 
  - Teacher asks learners the importance of doing exercises that develop 
  senses in their daily life.
  
  Lesson 3: Games of discovering things by smelling or 
  touching while blindfolded 
  
  a. Learning objectives: To practice the exercises of discovering things 
  by smelling or touching while blindfolded
  b. Teaching resources: Field/playground, whistle, balls and piece of 
  cloth.
  
  c. Introduction (Opening discussion, warm up and stretching 
  exercises) 
  - Teacher controls learners’ readiness by checking their health and 
  whether they are wearing sports clothes. The teacher takes learners to 
  the playground. He/she explains to the learners the instructions of doing 
  warm up, stretching exercises and request learners to put in practice 
  those instructions (use warm up and stretching exercises which are in the 
  lesson 1 unit1, but you may also use other similar exercises). 
  

  - Teacher invites the learners to practice warm up and stretching exercises.

  d. Lesson development 
  Learners play exercises with their eyes blindfolded. These games help them to 
  

  increase their sense abilities by using ears. 

  

  Figure 2.3: Learners play exercises with their eyes blindfolded
  - Blindfolded learners play games of putting things on the tongue for tasting 
  them. Teacher observes and evaluates how learners are performing 
  exercise and assist them where it is necessary.
  - Blindfolded learners play the game of hearing and discovering a person 
  by his/her voice. Teacher observes and evaluates how learners are 
  performing exercise and assist them where it is necessary.
  
  Example: Hide and seek game (YAKOBO)
  Learners call a learner who is hiding, if they call him three times and get a 
  response from him/her, immediately they go to search and find him. Teacher 
  observes and evaluates how learners are performing exercise and assist them 
  where it is necessary. 
  
  Cool down exercises 
  Use cool down exercises which are in lesson 1 unit 1. 
  e. Assessment 
  Closing discussion
  Reflect 
  - Teacher asks learners to identify various things which could be identified 
  

  by smelling or touching them without observation. 

  Connect 
  - The teacher asks learners how they feel after performing different exercises 
  related to this lesson. 
  Apply 
  - Teacher asks learners the importance of doing exercises that develop 
  senses in their daily life.
  
  Lesson 4: Play games by following instructions
  
  a. Learning objectives: To perform exercises that teach unity and 
  cooperation
  b. Teaching resources: field/playground, whistle and other various 
  materials.
  
  c. Introduction (Opening discussion, warm up and stretching 
  exercises) 
  
  - Teacher controls learners’ readiness by checking their health and 
  whether they are wearing sports clothes. The teacher takes learners to 
  the playground. He/she explains to the learners the instructions of doing 
  warm up, stretching exercises and request learners to put in practice 
  those instructions (use warm up and stretching exercises which are in the 
  lesson 1 unit1, but you may also use other similar exercises). 
  - Teacher invites the learners to practice warm up and stretching exercises.
  
  d. Lesson development
  Teacher explains to the learners the rules that teach them to live in peace with 
  others (sportsmanlike conduct). The teacher leads learners while performing 
  

  exercises of following and respecting instructions.

  

  First aid and cooperation exercises
  With the assistance of the teacher, learners perform the following exercises on 
  the football court: 
  
  Game: In this game one leaner tries to call other learners to come and support 
  another learner who seems to have a problem. Teacher should give enough 
  instructions to follow while playing this game. Teacher observes and evaluates 
  

  how learners are performing exercise and assist them where it is necessary.

  

  Figure 2.5: Learners play first aid and cooperation exercises.
  Cool down exercises 
  
  Use cool down exercises which are in lesson 1 unit 1. 
  e. Assessment 
  Closing discussion
  Reflect 
  - Teacher asks learners how they feel after performing exercises that develop 
  knowledge;
  
  Connect 
  - Teacher asks learners how to help someone who gets problems while 
  playing(first aid);
  - Teacher asks leaner how they feel after doing first aid exercises; 
  
  Apply 
  - Teacher asks learners the importance of doing unity and first aid exercises 
  

  in their daily life.

  Lesson 5: Physical exercises that promote living well with 
  others
  
  a. Learning objectives: To practice the exercises that aims living in peace 
  with others.
  
  b. Teaching resources: Field/playground, whistle, balls and sticks.
  
  c. Introduction (Opening discussion, warm up and stretching 
  exercises) 
  
  - Teacher controls learners’ readiness by checking their health and 
  whether they are wearing sports clothes. The teacher takes learners to 
  the playground. He/she explains to the learners the instructions of doing 
  warm up, stretching exercises and request learners to put in practice 
  those instructions (use warm up and stretching exercises which are in the 
  lesson 1 unit1, but you may also use other similar exercises). 
  - Teacher invites the learners to practice warm up and stretching exercises.
  
  d. Lesson development
  - Teacher explains to the learners instructions that govern the exercises of 
  living in peace with others;
  - Teacher demonstrate how to do exercises that aim at promoting peace 
  with other; 
  - Learners practice competitive exercises with the intention of avoiding any 
  conflicts
  .Example: Relay games
  The game is played by learners by making two parallel lines with the distance 
  between 15 and 20 meters, the stick must be one and be given to the learner 
  who is at the back of one of two lines. The teacher blows the whistle then the 
  learner who is at the back of the line without the stick run immediately, and then 
  the runner with the stick runs after this one. The learners continue to run by 
  alternating with runners and holders of the stick. When the runner without the 
  stick is touched at his/her back with the stick the team with the stick wins the 
  game and the teams alternate their roles. Those who are running pass behind 
  the lines, if there is anyone who passes in front of the line; his/her team loses the 
  game. Teacher observes and evaluates how learners are performing exercise 
  

  and assist them where it is necessary.

  

  Learners make two teams with equal number of players; each team must have 
  a goalkeeper, defenders, Centre mid-fielders and the attackers. One team 
  starts the game by kicking the ball from the center of the field. Teacher request 
  learners to play well in order to prevent injuries. Teacher observes and evaluates 
  how learners are performing exercise and assist them where necessary.
  
  Cool down exercises 
  Use cool down exercises which are in lesson 1 unit 1. 
  
  e. Assessment 
  Closing discussion
  Reflect 
  - Teacher asks learners to explain how they can accept the result of the 
  competition, when they win or lose. 
  Connect 
  - Teacher asks learners how they feel after doing exercises that develop 
  emotions. 
  Apply 
  - Teacher asks learners the importance of doing exercises of developing 
  

  emotions in their daily life.

  2.3 End unit assessment
  Teacher evaluates the ability of learners by performing exercises and games that 
  develop; movement and coordination, senses, discovering things by smelling or 
  touching while blindfolded, playing games by following instructions, promote 
  living in peace with others, emotions. This evaluation should also consider 
  observing and evaluating various attitudes and values the learner may possess 
  

  in order to perform set exercises well. 

  
  

• UNIT 3 ATHLETICS EXERCISES/GAMES

  3.1 Key unit competence:
  

  Perform various exercise/games of running, jumping and throwing. 

  

  Lesson 1: Exercises of running the distance between 30 and 
  40 metres. 
  
  a. Learning objectives: To run the distance between 30m and 40m with 
  the maximum speed on the given mark.
  
  b. Teaching resources: Field/playground, whistle, yardstick
  
  c. Introduction (Opening discussion, warm up and stretching 
  exercises)
  
  - Teacher controls learners’ readiness by checking their health and whether 
  they are wearing sports clothes. The teacher takes learners to the 
  playground. He/she explains to the learners instructions of doing warm 
  up, stretching exercises and request learners to put in practice given 
  instructions (use warm up and stretching exercises which are in the lesson 
  1 unit1, but you may also use other similar exercises to those ones). 
  - Teacher invites the learners to practice warm up and stretching exercises.
  
  d. Lesson development
  - Teacher tells to the learners instructions to follow; 
  

  - The teacher demonstrates how to perform the exercise.

  

  Learners practice running exercise on the same place;
  - Learners practice running exercise on the distance between 30 m and 40 
  following given mark; 
  - Learners practice sprinting exercise on the distance between 30 m and 
  

  40 m

  

  Figure 3.2: Learners practice sprinting exercise
  
  - Teacher observes and evaluates how learners are performing exercise and 
  assist them where necessary.
  Cool down exercises 
  Use cool down exercises which are in lesson 1 unit 1.
   
  e. Assessment 
  Closing discussion
  Reflect 
  - Teacher request learners to mention the length they have run and ask 
  them questions related to running exercises they have performed. 
  Connect 
  - Teacher asks learners how they feel after practicing running exercises 
  between 30 m and 40 m.
  Apply
  - Teacher asks learners the importance of practicing running exercises in 
  

  their daily life

  Lesson 2: Long jump exercises 
  
  a. Learning objectives: To perform long jump exercises with various 
  distance.
  
  b. Teaching resources: Field/playground, piece of wood (sticks) and 
  rope.
  c. Introduction (Opening discussion, warm up and stretching 
  exercises) 
  - Teacher checks learners’ readiness by checking their health and whether 
  they are wearing sports clothes. The teacher takes learners to the 
  playground. The teacher explains to the learners the instructions of doing 
  warm up, stretching exercises and request learners to put in practice given 
  instructions (use warm up and stretching exercises which are in the lesson 
  1 unit1, but you may also use other similar exercises 
  - Teacher invites the learners to practice warm up and stretching exercises.
  
  d. Lesson development/body lesson
  - The teacher gives instructions of long jump to learners and how to respect 
  them.
  - The teacher demonstrates how to perform the exercise.
  

  - Learners practice long jump exercise.

  

  - With the assistance of the teacher, learners measure the distance they 
  

  have jumped.

  

  - Teacher observes and evaluates how learners are performing the exercise 
  and assist them where necessary.
  
  Cool down exercises
   
  Use cool down exercises which are in lesson 1 unit 1. 
  e. Assessment 
  Closing discussion
  Connect 
  - Teacher asks learners what to pay attention to when practicing long jump 
  exercises;
  
  Reflect 
  - Teacher asks learners to express their feelings after performing long jump 
  exercise;
  Apply 
  - Teacher asks learners to state the importance of practicing long jump 
  

  exercises in their daily life.

  Lesson 3: High jump exercises
  
  a. Learning objectives: To perform jumping exercises at different level of 
  height.
  
  b. Teaching resources: Field/playground, whistle, ropes and piece of 
  wood (Sticks).
  c. Introduction (Opening discussion, warm up and stretching 
  exercises) 
  
  - Teacher checks learners’ readiness by checking their health and whether 
  they are wearing sports clothes. The teacher takes learners to the 
  playground. The teacher explains to the learners the instructions of doing 
  warm up, stretching exercises and request learners to put in practice 
  given instructions (use warm up and stretching exercises which are in 
  the lesson 1 unit1, but you may also use other similar exercises 
  - Teacher invites the learners to practice warm up and stretching exercises.
  
  d. Lesson development/body lesson
  - The teacher tells learners instructions of high jump and how to respect 
  them.
  - The teacher demonstrates how to perform the exercise.
  - Learners perform exercises of jumping short distance by following 
  

  teacher’s instructions.

  

  - Learners jump on an increased/adjusted distance.
  

  
  

  Figure 3.6: Learners perform high jump on the jumping mattress
  
  - Learners perform high jump exercises based on their ability. 
  - Teacher observes and evaluates how learners are performing exercise and 
  assist them where necessary.
  
  Cool down exercises 
  Use cool down exercises which are in lesson 1 unit 1. 
  
  e. Assessment 
  Closing discussion
  Reflect 
  - Teacher asks learners to tell what to pay attention when performing 
  different jumping exercises. 
  Connect 
  - Teacher asks learners to express their feelings after performing jumping 
  exercises. 
  Apply 
  - Teachers ask learners to state the important of jumping exercises in their 
  

  daily life.

  Lesson 4: Exercises of throwing and catching the ball 
  
  a. Learning objectives: To handle the ball properly using hands, throwing 
  and catching the ball while moving.
  
  b. Teaching materials: Field/playground, whistle, standard (purchased or 
  improvised) balls and tennis balls.
  
  c. Introduction (Opening discussion, warm up and stretching 
  exercises)
  - Teacher control learners’ readiness by checking their health and whether 
  they are wearing sports clothes. The teacher takes learners to the 
  playground. The teacher explains to the learners the instructions of doing 
  warm up, stretching exercises and request learners to put in practice given 
  instructions (use warm up and stretching exercises which are in the lesson 
  1 unit1, but you may also use other similar exercises). 
  - Teacher invites the learners to practice in warm up and stretching exercises.
  
  d. Lesson development 
  - The teacher tells learners instructions on throwing and catching the ball/
  tennis balls and how to respect them.
  - Teacher demonstrate how to hold the ball before throwing it;
  - Teacher demonstrate how to practice exercises of throwing the balls/
  tennis balls; 
  - Learners throw the balls/tennis balls in the air by using their arms;
  

  - Learners catch the ball/tennis balls while moving from one place to another;

  

  - Learners continue to perform exercises of throwing and catching the ball/
  

  tennis balls by making movement.

  

  - Teacher observes and evaluates how learners are performing throwing 
  exercises and assist them where necessary. 
  
  Cool down exercises 
  
  Use cool down exercises which are in lesson 1 unit 1.
  e. Assessment 
  Closing discussion
  Reflect 
  
  - Teacher asks learners to enumerate different exercises of throwing and 
  catching the ball.
  Connect 
  - Learners tell their feelings to the teacher after performing exercises of 
  throwing and catching the ball.
  
  Apply 
  - Teacher asks learners to state the importance of practicing exercises of 
  throwing and catching the ball in their daily life.
  
  3.3 End unit assessment
  Teacher evaluates the leaners’ abilities in performing exercises of running, 
  jumping and throwing and catching the ball. This should be done through 
  

  observation of what learners are performing.

• UNIT 4FOOTBALL

  4.1 Key unit competence: 
  Perform physical exercises that develop technical skills in football game, 
  

  playing in teams by respecting simple rules.

  

  Lesson 1: Exercises of dribbling the ball
  
  a. Learning objectives: To perform different types of dribbling the ball.
  
  b. Teaching resources: Playground/field/court, balls (purchased or 
  improvised), whistle, blackboard and goalposts. 
  c. Introduction (Opening discussion, warm up and stretching 
  exercises) 
  
  - Teacher checks whether learners are ready for a PES lesson. The teacher 
  takes learners to the playground. The teacher explains to the learners 
  the instructions of doing warm up, stretching exercises and request 
  learners to put in practice those instructions (use warm up and stretching 
  exercises which are in the lesson 1 unit1, but you may also use other 
  similar exercises). 
  

  - Teacher invites learners to practice warm up and stretching exercises.

  
  

  d. Lesson development
  
  - Teacher explains learners the instructions governing exercises of dribbling 
  the ball with the intention of shooting into the goal by using feet; 
  - Teacher demonstrates learners how to dribble the ball using foot with the 
  aim of shooting into the goals; 
  - Each learner dribbles the ball based on the demonstration of the teacher; 
  - Learners dribble the ball towards to the goals with the intention of shooting 
  into the goals. 
  - Teacher observes and evaluates how learners are performing dribbling 
  

  exercises and assist them where necessary 

  Cool down exercises 
  Use cool down exercises which are in lesson 1 unit 1.
  
  e. Assessment 
  Closing discussion
  Reflect 
  - Teacher asks learners to tell how to dribble the ball and ask questions 
  related to the techniques of dribbling and shooting the ball into the goal;
  
  Connect 
  - Teacher asks learners how they feel after performing exercises of dribbling 
  ball; 
  
  Apply 
  - Teacher asks learners the importance of performing exercises of dribbling 
  the ball in general.
  
  Lesson 2: Exercises of throwing the ball by using arms
  
  a. Learning objectives: To throw the ball by using arms.
  
  b. Teaching resources: Field/court/playground, balls (purchased or 
  improvised), whistle, blackboard, goalposts.
  
  c. Introduction (Opening discussion, warm up and stretching 
  exercises)
   
  - Teacher checks whether learners are ready for a PES lesson. The 
  teacher takes learners to the playground. He/she explains to the learners 
  the instructions of doing warm up, stretching exercises and request 
  learners to put in practice those instructions (use warm up and stretching 
  exercises which are in the lesson 1 unit1, but you may also use other 
  similar exercises). 
  - Teacher invites learners to practice warm up and stretching exercises.
  
  d. Lesson development:
  Teacher gives instructions to respect while throwing the ball using both arms.
  Examples: The player throws the ball in the court using both arms without 
  

  making any movement.

  

  Figure 4.2: Teacher demonstrating how to throw the ball by using both arms 
  • Teacher demonstrates how to use both hands to throw the ball;
  • Each learner throws the ball by using both arms respecting the 
  demonstration performed by the teacher; 
  • Learners alternate to throw the ball and count times which they threw 
  the ball. 
  • Teacher observes and evaluates how learners are performing throwing 
  

  exercises and assist them where necessary.

   

  Cool down exercises 
  

  Use cool down exercises which are in lesson 1 unit 1

  e. Assessment 
  Closing discussion
  Reflect 
  - Teacher asks learners to identify various techniques of throwing the ball.
  Connect 
  • Teacher asks learners how they feel after practicing exercises throwing 
  the ball.
  Apply 
  • The teacher asks learners the importance of performing throwing 
  exercises in general. 
  
  Lesson 3: Short and long pass exercises
  
  a. Learning objectives: To pass short and long passes.
  
  b. Teaching resources: Field/court/playground, balls (purchased or 
  improvised), whistle, blackboard, goalposts.
  
  c. Introduction (Opening discussion, warm up and stretching 
  exercises) 
  
  - Teacher checks whether learners are ready for a PES lesson. The teacher 
  takes learners to the playground. The teachers explains to the learners 
  the instructions of doing warm up, stretching exercises and request 
  learners to put in practice those instructions (use warm up and stretching 
  exercises which are in the lesson 1 unit1, but you may also use other 
  similar exercises). 
  - Teacher invites learners to practice warm up and stretching exercises.
  Example of warm up exercises: 
  - Put the ball on the ground,
  - Observe where you are going to shoot the ball (into the goal);
  - Move a short backwards distance; 
  - Shoot towards the goal with strength. 
  
  d. Lesson development:
  - Teacher gives instructions to follow while performing short and long 
  passes;
  

  - Teacher demonstrates how to perform good passes;

  

  - Learners perform passing exercises while making movements or standing 
  

  at the same place; 

  

  - Teacher observes and evaluates how learners are performing passing 
  exercises and assist them where necessary.
  Cool down exercises 
  Use cool down exercises which are in lesson 1 unit 1.
  e. Assessment 
  Closing discussion
  Reflect 
  - Teacher asks learners to identify different techniques of passing the ball.
  Connect 
  - Teacher asks learners how they feel after performing passing exercises. 
  Apply 
  

  - Teacher asks learners the importance of passing the ball exercises

  Lesson 4: Exercises of taking positions on the playground/
  court
  
  a. Learning objectives: To take different positions according to the given 
  instructions.
  b. Teaching resources: Field/playground, balls, whistle and goalposts.
  
  c. Introduction (Opening discussion, warm up and stretching 
  exercises) 
  - Teacher checks whether learners are ready for a PES lesson. The teacher 
  takes learners to the playground. The teacher explains to the learners 
  the instructions of doing warm up, stretching exercises and request 
  learners to put in practice those instructions (use warm up and stretching 
  exercises which are in the lesson 1 unit1, but you may also use other 
  similar exercises). 
  - Teacher invites learners to practice warm up and stretching exercises.
  
  d. Lesson development: 
  
  - Teacher shows learners different playing positions/posts on the court/
  playground and give instructions that help learners to know how to take 
  the right position in the playground; 
  - Teacher explains to learners the exact number of players on the football 
  court, the teacher also explains the role of each post/position that is 
  goalkeeper, defenders, midfielders ,and attackers; 
  - Learners in the given posts/position play the game by avoiding interchanging 
  

  their posts/positions while playing. 

  

  1. The goalkeeper - 2. Defenders - 3. Midfielders - 4. Strikers/attackers

  - Teacher observes and evaluates how learners are playing the game and 
  assist them where necessary.
  
  Cool down exercises 
  Use cool down exercises which are in lesson 1 unit 1.
  e. Assessment 
  Closing discussion
  Reflect 
  - Teacher asks learner to tell their positions and ask them different questions 
  related to those positions they covered. 
  Connect 
  - Teacher asks learners how they feel after playing the game by respecting 
  their posts/positions. 
  Apply 
  - Teacher asks learners to state the importance of respecting their assigned 
  posts/positions. 
  Lesson 5: Exercises of playing in teams by scoring in the 
  goals
  a. Learning objective: To play in teams of seven learners with the intention 
  of scoring the goals.
  b. Teaching resources: Field/court/playground, balls, whistle, blackboard 
  and goalposts.
  c. Introduction (Opening discussion, warm up and stretching 
  exercises) 
  - Teacher checks whether learners are ready for a PES lesson. The teacher 
  takes learners to the playground. The teacher explains to the learners 
  the instructions of doing warm up, stretching exercises and request 
  learners to put in practice those instructions (use warm up and stretching 
  exercises which are in the lesson 1 unit1, but you may also use other 
  similar exercises). 
  - Teacher invites learners to practice warm up and stretching exercises.
  

  d. Lesson development: 
  

  - The teacher helps learners to make teams of 7players.
  - Learners are taught how to know their teammates quickly; 
  - The teacher shows the playing direction to learners;
  - Learners play by respecting basic rules of the football game, like: playing 
  without pulling others, no tackling, no use of hands / fingers while scoring 
  

  into the goals; 

  

  - Teacher observes and evaluates how learners are playing the game and 
  assist them where necessary 
  e. Assessment 
  Closing discussion
  Reflect 
  - Teacher asks learners to identify techniques of playing football they have 
  used while playing the game in a team that consists of 7 players. 
  Connect 
  - Teacher asks learners how they feel after practicing exercise of playing in 
  team of 7 players.
  Apply 
  - Teacher asks learners the importance of playing in a team in their daily life.
  
  4.3 End unit assessment 
  
  Teacher evaluates learners’ ability by observing how learners are performing 
  various techniques of playing football game (dribbling, passing, throwing and 
  shooting), taking the right position on the football court by respecting basics 
  

  rules of playing football games. 

• UNIT 5EXERCISES OF PLAYING BALL BY USING HANDS

  5.1 Key unit competence:
  Follow basic rules of playing ball games played with hands while playing in 
  

  teams and accept results from the game.

  

  

  Lesson 1: Exercises of shooting the ball in the goals using hands
  
  a. Learning objectives: To be able to shoot in the goals by using hands
  b. Teaching resources: Field/playground, balls, ropes, blackboard, 
  whistle and goalposts.
  
  c. Introduction (Opening discussion, warm up and stretching 
  exercises) 
  - Teacher checks whether learners are ready for a PES lesson. The teacher 
  takes learners to the playground. The teacher explains to the learners 
  the instructions of doing warm up, stretching exercises and requests 
  them to put in practice those instructions (use warm up and stretching 
  exercises which are in the lesson 1 unit1, but you may also use other 
  similar exercises). 
  
  - Teacher invites learners to practice warm up and stretching exercises.
  d. Lesson development: 
  - Teacher explains the rules and instructions to follow while shooting the 
  ball in the goal in handball game like separating legs and jumping up while 
  shooting the ball in the goal. 
  - Teacher demonstrates how to handle the ball and shoot in the goal.
  - Teacher asks learners to practice exercise of shooting in the goals one by 
  

  one.

  

  - Teacher observes and evaluates how learners are performing an exercise 
  and assist them where necessary.
  
  e. Assessment 
  Closing discussion
  Reflect 
  - Teacher asks learners to follow instructions while shooting in the goal. 
  Connect 
  - Teacher asks learners how they feel after practicing exercises of shooting 
  in the goal.
  Apply 
  - Teacher asks learners the importance of practicing shooting in their daily 
  life.
  Lesson 2: Exercises of dribbling and shooting the ball into 
  the goals by using hands 
  
  a. Learning objectives: To be able to dribble and shoot the ball into the 
  

  goals using hands.

  b. Teaching resources: Field/court, ball, whistle, goalposts and net
  
  c. Introduction (Opening discussion, warm up and stretching 
  exercises) 
  - Teacher checks whether learners are ready for a PES lesson. The teacher 
  takes learners to the playground. The teacher explains to the learners 
  the instructions of doing warm up, stretching exercises and request 
  learners to put in practice those instructions (use warm up and stretching 
  exercises which are in the lesson 1 unit1, but you may also use other 
  similar exercises). 
  - Teacher invites learners to practice warm up and stretching exercises.
  
  d. Lesson development:
  • Teacher explains rules and regulations of dribbling the ball for shooting 
  using hands. example it is not allowed to :
  - Dribble after catching the ball in the hands, 
  - Dribble the ball with two hands;
  - Make more than 3 steps while holding the ball in the hands; 
  When they pass the ball to the learner, he/she dribbles while 
  running or standing in one position by using one arm. 
  • The teacher requests learner to dribble the ball towards the goal and 
  shoot the ball in the goals. 
  Teacher observes and evaluates how learners are dribbling and shooting 
  into the goal and assists them where necessary. 
  e. Assessment 
  Closing discussion
  Reflect 
  • Teacher asks learners to explain rules to follow while dribbling the ball. 
  Connect 
  • Teacher asks learners how they feel after practicing in different exercises 
  of dribbling and then shoot the ball in the goals. 
  Apply 
  • Teacher asks learners to tell the importance of dribbling the handball 
  

  game.

  Lesson 3: Exercises of passing the ball while moving 
  a. Learning objectives: To be able to pass the ball while moving.
  b. Teaching resources: Field/court, ball, whistle, ropes and goalposts.
  c. Introduction (Opening discussion, warm up and stretching 
  exercises) 
  
  - Teacher checks whether learners are ready for a PES lesson. The 
  teacher takes learners to the playground. The teacher explains to the 
  learners the instructions of doing warm up, stretching exercises and 
  request learners to put in practice those instructions (use warm up and 
  stretching exercises which are in the lesson 1 unit1, but you may also 
  use other similar exercises). 
  - Teacher invites learners to practice warm up and stretching exercises.
  
  d. Lesson development: 
  • Teacher explains the learners the rules of passing the ball while moving. 
  • Teacher explains to the learners how to take positions on the court in 
  order to receive the ball from their partners/teammates while making 
  movement. 
  • Teacher demonstrates to the learners how to pass the ball while making 
  movements. The teacher chooses one learner and passes to him/her the 
  

  ball, then this one pass the ball back to the teacher. 

  

  Teacher observes and evaluates how learners are execution passes while 
  moving and assist them where necessary.
  e. Assessment 
  Closing discussion
  Reflect
  - Teacher asks learners what to consider when passing the ball while 
  moving.
  Connect 
  - Teacher asks learners how they feel after practicing exercise passing the 
  ball while moving. 
  Apply 
  - Teacher asks learners the importance of doing exercises of passing the 
  ball during playing handball game.
  
  Lesson 4: Playing the game using hands with the purpose of 
  scoring goals
  a. Learning objectives: To play handball games by following basic rules 
  and accept results from the game. 
  b. Teaching resources: Field/court, ball, whistle, ropes, blackboard and 
  goalposts.
  c. Introduction (Opening discussion, warm up and stretching 
  exercises) 
  - Teacher checks whether learners are ready for a PES lesson. The teacher 
  takes learners to the playground. The teacher explains to the learners the 
  instructions of doing warm up, stretching exercises and request them to 
  put in practice those instructions (use warm up and stretching exercises 
  which are in the lesson 1 unit1, but you may also use other similar 
  exercises). 
  - Teacher invites learners to practice warm up and stretching exercises.
  d. Lesson development: 
  - Teacher informs the learners that they are going to play handball game by 
  competing. 
  - Teacher helps learners to make teams and requests them to follow 
  

  instructions of the game. 

  - Learners play the game with the purpose of competing among the teams 
  and accept results from the game. 
  Teacher observes and evaluates how learners are playing handball game and 
  

  assist them where necessary.

  

  e. Assessment 
  Closing discussion
  Reflect 
  - Teacher asks learners to identify different techniques they used while 
  playing handball game. 
  Connect 
  - Teacher asks learner to talk about the game and how they feel after losing 
  or winning the game. 
  

  Apply 

  - Teacher asks the importance of doing those exercises in their daily life.
  Lesson 5: Exercises of throwing the ball over the net 
  a. Learning objectives: To be able to serve the ball over the net
  b. Teaching resources: Field, balls, ropes, blackboard, posts, net and 
  

  whistle

  c. Introduction (Opening discussion, warm up and stretching 
  exercises) 
  
  - Teacher checks whether learners are ready for a PES lesson. The 
  teacher takes learners to the playground. The teacher explains to the 
  learners the instructions of doing warm up, stretching exercises and 
  request learners to put in practice those instructions (use warm up and 
  stretching exercises which are in the lesson 1 unit1, but you may also 
  use other similar exercises). 
  
  - Teacher invites learners to practice warm up and stretching exercises on 
  

  the volleyball court

  

  Teacher observes and evaluates how learners are performing exercise and 
  assist them where necessary.
  e. Assessment 
  Closing discussion
  Reflect 
  - Teacher asks learners explain rules and instructions to follow when 
  performing serving the ball over the net.
  Connect 
  - Teacher asks learners how they feel after performing exercise of serving 
  the ball over the net.
  Apply 
  - Teacher asks learners the importance of doing exercise of serving the ball 
  over the net in their daily life.
  
  Lesson 6: Play the game of serving the ball over the net with 
  the purpose of scoring a point
   
  a. Learning objectives: To play volleyball game by following basic rules 
  and accepts results from the game.
  b. Teaching resources: Field/court, balls, ropes, blackboard, nets and 
  whistle. 
  c. Introduction (Opening discussion, warm up and stretching 
  exercises) 
  - Teacher checks whether learners are ready for a PES lesson. The teacher 
  takes learners to the playground. The teacher explains to the learners 
  the instructions of doing warm up, stretching exercises and request 
  learners to put in practice those instructions (use warm up and stretching 
  exercises which are in the lesson 1 unit1, but you may also use other 
  similar exercises). 
  
  - Teacher invites learners to practice warm up and stretching exercises.
  
  d. Lesson development: 
  - Teacher explains rules to follow when playing the game of serving the ball 
  over the net (volleyball) when playing competition.
  Example: when touching the net, landing on opponent court/side, when 
  you fail to serve the ball over the net, when the ball lands on your face 
  

  your opponent gets a point. 

  • Teacher asks the learners to play volleyball game competition by serving 
  

  the ball over the net.

  

  

  - Teacher checks whether learners are ready to start PES lesson. The 
  teacher takes learners to the playground. The teacher explains to the 
  learners the instructions of doing warm up, stretching exercises and 
  request learners to put in practice those instructions (use warm up and 
  stretching exercises which are in the lesson 1 unit1, but you may also use 
  other similar exercises). 
  
  Teacher explains the instruction of shooting the ball in the basket to the learners. 
  Teacher invites learners to practice warm up and stretching exercises. Teacher 
  explains instructions of shooting the ball in the basket. 
  
  d. Lesson development: 
  - Teacher explains rules and regulations to follow while shooting the ball in 
  

  the basket using one arm or both.

  

  Example: Energy comes from legs, targeting of the ball comes from the arms; 
  the ball is shot and pass through the basket. 
  - Teacher demonstrates how to perform exercise of shooting the ball into 
  

  the basket. 

  

  - Learners compete by throwing and shooting the ball into the basket by using one or both arms.

  
  

  Figure 5.9: Teacher observing how learners are performing shooting the ball 
  

  into the basket 
  

  Teacher observes and evaluates how learners are shooting the ball into the 
  

  basket and assist them where necessary. 
  

  e. Assessment 
  

  Closing discussion
  

  Reflect 
  

  - Teacher asks learners how to perform exercises of shooting the ball into 
  

  the basket properly.
  

  Connect 
  

  - Teacher asks learners how they feel after shooting the ball into the basket. 
  

  Apply 
  

  - Teacher asks learners the importance of practicing exercise of shooting 
  

  the ball into the basket. 
  
  

  Lesson 8: Exercises of dribbling and shooting the ball in the 
  

  basket
  
  

  a. Learning objectives: To be able to dribble and shoot the ball into the 
  basket.
  b. Teaching resources: Field/court, ball, whistle, goalposts with ring and 
  net. 
  c. Introduction (Opening discussion, warm up and stretching 
  

  exercises) 

   Teacher checks whether learners are ready for a PES lesson. The 
  teacher takes learners to the playground. The teacher explains to the 
  learners the instructions of doing warm up, stretching exercises and 
  request learners to put in practice those instructions (use warm up and 
  stretching exercises which are in the lesson 1 unit1, but you may also 
  use other similar exercises). 
  
  - Teacher invites learners to practice warm up and stretching exercises.
  d. Lesson development: 
  - Teacher explains the rules and regulations to follow when dribbling before 
  shooting the ball into basketball.
  Example: it is not allowed to dribble the ball again after catching it with hands, 
  it is not allowed to dribble the ball using both arms, you can dribble the ball and 
  make movements or dribble the ball when you are at the same place. 
  Individually, learners perform dribbling and then shoot the ball into the basket. 
  Teacher observes and evaluates how learners are dribbling the ball and assist 
  them where necessary.
  
  e. Assessment 
  Closing discussion
  Reflect 
  - Teacher asks learners how to dribble the ball in basketball.
  Connect 
  - Teacher asks learners how they feel after dribbling and shooting the ball 
  into basketball.
  Apply 
  - Teacher asks learners the importance of dribbling the ball while playing 
  basketball game.
  Lesson 9: Exercises of passing and shooting into the basket
  
  a. Learning objectives: To be able to pass and shoot the ball into the 
  basket.
  b. Teaching resources: Field/court, ball, whistle, basket, goalposts with 
  

  ring and net, ropes and blackboard.

  c. Introduction (Opening discussion, warm up and stretching 
  exercises) 
  
  Teacher checks whether learners are ready for a PES lesson. The teacher takes 
  learners to the playground. The teacher explains to the learners the instructions 
  of doing warm up, stretching exercises and request learners to put in practice 
  those instructions (use warm up and stretching exercises which are in the lesson 
  1 unit1, but you may also use other similar exercises). 
  Teacher invites learners to practice warm up and stretching exercises.
  Teacher explains instructions to the learners of shooting the ball into the basket 
  by using one or both arms.
  
  d. Lesson development: 
  - Teacher explains rules of passing and shooting in basketball.
  Example: A team must have only 5 players each, players are allowed to use 
  only arms and other parts above the knees while passing and shooting the ball 
  into the basket.
  - Teacher demonstrates how to pass and shoot the ball in the basket.
  Image: 
  - Teacher asks learners in pair to practice passing and shooting exercises 
  into basket.
  Image: 
  Teacher observes and evaluates how learners are performing passing and 
  shooting the ball in basket and assists them where necessary.
  e. Assessment 
  Closing discussion
  Reflect 
  - Teacher asks learners rules to follow when passing and shooting into 
  basketball.
  
  Connect 
  - Teacher asks learners how they feel after passing and shooting into 
  basketball.
  Apply 
  - Teacher asks learners the importance of performing passing and shooting 
  

  exercises in their daily life.

  Lesson 10: Play the game of passing, dribbling and shooting 
  the ball into the basket
  
  a. Learning objectives: To play basketball game by following basic rules 
  and accepts results from the game. 
  b. Teaching resources: Field/court, ball, whistle, goalposts with ring and 
  net and blackboard.
  
  c. Introduction (Opening discussion, warm up and stretching 
  exercises) 
  - Teacher checks whether learners are ready for a PES lesson. The teacher 
  takes learners to the playground. The teacher explains to the learners 
  the instructions of doing warm up, stretching exercises and request 
  learners to put in practice those instructions (use warm up and stretching 
  exercises which are in the lesson 1 unit1, but you may also use other 
  similar exercises). 
  - Teacher invites learners to practice warm up and stretching exercises.
  The teacher explains rules and instructions to follow while playing the basketball 
  game and accept results from the game.
  
  d. Lesson development: 
  - Teacher explains rules and instructions to follow when practicing exercises 
  of accepting results from the game. 
  Example: avoid hurting the opponent when you lose the game and show fair 
  play and patience after the game. Don’t get mad when you lose the game. 
  - Teacher asks learners to compete by playing basketball game. 
  Teacher observes and evaluates how learners are playing basketball game and 
  

  assist them where necessary

  e. Assessment 
  Closing discussion
  Reflect 
  - Teacher asks learners how they accept results when the win or lose the 
  game. 
  Connect 
  - Teacher asks learners how they feel after winning or losing the game. 
  Apply 
  - Teacher asks learners the purposes of accepting results from the game. 
  5.3. End Unit assessment 
  Teacher evaluates the ability of learners in performing exercises of playing in 
  teams: shooting in goals (handball), shooting into the basket (basketball) and 
  serving the ball over the net (volleyball).He also evaluates how learners follow 
  

  basic rules of each game and how they accept results from the game. 

• UNIT 6 HEALTH AND WELL BEING

  6.1 Key unit competence: 
  Play games/exercises that facilitate learners to know the importance of 
  

  cleanliness/hygiene to human life.

  

  Lesson 1: Games/exercises that teach hygiene
  a. Learning objectives: To be able to play games/exercises that teaches 
  the importance of hygiene.
  b. Teaching resources: Field/playground, whistle, balls, videos and 
  hygiene teaching resources (basin, soap, clean water jerry can …).
  c. Introduction (Opening discussion, warm up and stretching 
  

  exercises) 

  - Teacher checks whether learners are ready for a PES lesson. The teacher 
  takes learners to the playground. The teacher explains to the learners 
  the instructions of doing warm up, stretching exercises and request 
  learners to put in practice those instructions (use warm up and stretching 
  exercises which are in the lesson 1 unit1, but you may also use other 
  similar exercises). 
  
  - Teacher invites learners to practice warm up and stretching exercises.
  d. Lesson development: 
  - Teacher demonstrates video/photo with hygiene activities and makes 
  

  discussion on it.

  

  - By using basins, soap and clean water, teacher requests learners to 
  perform the exercise of cleaning their clothes by washing them. They do 
  this exercise by preparing clean water, soap, light clothes, basin and ropes 
  for drying clothes. Learners wash the clothes with the help of teacher 
  once they are clean they dry them 
  
  - Teacher reminds learners to wash their hands, feet and the whole body to 
  avoid getting diseases from poor hygiene. 
  Teacher observes and evaluates how learners are playing the game and assist 
  them where necessary.
  
  e. Assessment 
  Closing discussion: 
  Reflect 
  

  - Teacher asks learners to explain how they can wash their cloths. 

  Connect 
  - Teacher asks learners how they feel after doing the exercise/game teaching 
  hygiene.
  Apply 
  - Teacher asks learners to tell the importance of hygiene in their daily life.
  Lesson 2: Exercises/games that teach prevention of diseases 
  caused by poor/bad hygiene 
  
  a. Learning objectives: To be able to play games/exercises the teach 
  prevention of diseases caused by poor hygiene.
  b. Teaching resources: videos/pictures (demonstrating diseases from 
  poor hygiene and their spreading), field/playground. 
  c. Introduction (Opening discussion, warm up and stretching 
  exercises) 
  - Teacher checks whether learners are ready for a PES lesson. The teacher 
  takes learners to the playground. The teacher explains to the learners 
  the instructions of doing warm up, stretching exercises and request 
  learners to put in practice those instructions (use warm up and stretching 
  exercises which are in the lesson 1 unit1, but you may also use other 
  similar exercises). 
  
  - Teacher invites learners to practice warm up and stretching exercises.
  d. Lesson development: 
  A. Diseases caused by poor hygiene and how they spread
  - Teacher asks learners to observe the videos/pictures demonstrating 
  people who are suffering from diseases caused by poor hygiene E.g.:
  diarrhea, Black Death, Vomiting, Round warm and threadworm, influenza 
  etc.). 
  - Learners in pairs/groups discuss about what they are observing.
  - Teacher asks learners how to prevent those diseases caused by poor 
  hygiene. 
  - Learners provides possible answers including how to use clean water 
  when bathing, cleaning food, cleaning kitchen materials, washing clothes 
  

  and cleaning house.

  

  - Teacher explains to the learners some diseases from poor hygiene like 
  vomiting, Black Death, and diarrhea. 
  Learners play the game in pairs/group where one learner acts as a patient 
  another acts as a doctor. A patient is supposed to answer questions related 
  to diseases caused by poor hygiene (their causes and how to prevent them) 
  asked. A doctor chooses questions to ask a patient. 
  Teacher observes and evaluates how learners are playing the game and assist 
  them where necessary.
  
  B. Prevention of diseases from poor hygiene
  
  - With the example of Malaria disease, teacher explains how to prevent it 
  by cutting down bushes around home, avoid stagnant water near houses, 
  sleep under treated mosquito net, and go to the hospital whenever you 
  have Malaria signs. 
  
  - Teacher indicates the signs of malaria like headache, fever, sweating, and 
  vomiting.
  - In pairs learners play the game related to Malaria. One learner acts as 
  a patient by telling the signs he has like headache, fever, sweating, 
  vomiting. Another learner acts as a doctor while he/she plays as if she/he 
  is examining that patient after she tells him/her that he has malaria.
  - Teacher observes and evaluates how learners performing exercises of 
  preventing Malaria.
  
  e. Assessment 
  Closing discussion
  Reflect 
  - Teacher asks learners to list any five diseases caused by poor hygiene. 
  

  - Teacher asks learners to identify signs of Malaria and how to prevent it. 

  Connect 
  - Teacher asks learners how they feel after performing games/exercises 
  teach them to prevent diseases caused by poor hygiene. 
  - Teacher asks learners how they feel after performing game of preventing 
  Malaria. 
  
  Apply 
  - Teacher asks learners how they will prevent diseases caused by poor 
  hygiene like vomiting, Black Death, and diarrhea. 
  - Teacher asks learners how they will prevent Malaria in their daily life. 
  
  6.3 End unit assessment 
  Teacher evaluates the ability of learners in performing exercises/games that 
  teach them the importance of hygiene, different diseases caused by poor 
  

  hygiene and how to prevent those diseases in their daily life.

  REFERENCES
  1. RIGHT TO PLAY, health game ,Kigali ,2008
  
  2. RWANDA EDUCATION BOARD (REB),physical education and sports 
  curriculum ,lower primary (1-3),Kigali ,2015
  
  3. F. Elias, A. Higers, MINEPRISEC: Education physique et sportive 
  pour les écoles primaires et les CERAI (sans année).
  
  4. MIJESCAFOP – UNICEF- MINEDUC KIGALI : Guide pour animateurs 
  pédagogiques en éducation physique et sportive à l’école primaire, Avril 
  1999.
  
  5. REB: Imbonezamasomo y’Igororangingo na Siporo P1-P3, Kanama 
  2012
  
  6. REB, July 2015, Teacher Training Manual, Roll out of the CompetenceBased Curriculum.
  
  7. REB: Integanyanyigisho y’igororangingo na siporo ikiciro cya mbere 
  cy’amashuri Abanza (1-3), Kigali 2015
  
  8. RIGHT TO PLAY : Jeux de la petite enfance, Guide du formateur, 2007
  
  9. Sport-Specific: Football for Development Coaching Manual, Right To 
  

  Play9/11/2007

  
  

• Topic 8
• Topic 9
• Topic 10
• Topic 11
• Topic 12