KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

Nurturing Every Learner’s Potential

DIPLOMA IN TEACHER EDUCATION

PRE-PRIMARY AND PRIMARY

MUSIC CURRICULUM DESIGN

2024
 First Published in 2021

Revised 2024

All rights reserved. No part of this document may be reproduced, stored in a retrieval system or transcribed, in
any form or by any means, electronic, mechanical, photocopy, recording or otherwise, without the prior written
permission of the publisher.

ISBN: 978-9914-724-67-7

Published and printed by Kenya Institute of Curriculum Development

TABLE OF CONTENTS
INTRODUCTION ............................................................................................................................................................................................... ii
REGULATIONS FOR DIPLOMA IN TEACHER EDUCATION -PRE-PRIMARY AND PRIMARY (DTE-PP&P) .................................... v
TABLE 1: DISTRIBUTION OF PROFESSIONAL LEARNING AREAS ..................................................................................................... vii
TABLE 2: DISTRIBUTION OF CONTENT + PEDAGOGY (SUBJECTS) ................................................................................................. viii
NATIONAL GOALS OF EDUCATION ........................................................................................................................................................... ix
LEVEL LEARNING OUTCOMES FOR DIPLOMA IN TEACHER EDUCATION - PRE-PRIMARY AND PRIMARY (DTE–PP&P) ..... xi
ESSENCE STATEMENT................................................................................................................................................................................... xi
GENERAL LEARNING OUTCOMES............................................................................................................................................................. xii
STRAND 1.0 FOUNDATIONAL SKILLS......................................................................................................................................................... 1
STRAND 2.0 PERFORMING ........................................................................................................................................................................... 10
STRAND 3.0 CREATING AND COMPOSING .............................................................................................................................................. 41
STRAND 4.0 LISTENING AND APPRECIATION ........................................................................................................................................ 59

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INTRODUCTION
The development of the curriculum for Diploma in Teacher Education for the Pre-Primary and Primary level (DTE–PP&P) is
a critical milestone in the implementation of Competency Based Curriculum (CBC) in Kenya. The curriculum designs herein
have been developed to prepare the teacher trainee to be able to effectively guide the learners at the Pre-Primary and Primary
School level; that is from Pre-Primary One (PP1) to Grade Six (G6) in Basic Education.
It is envisaged that the teacher educator will guide the teacher trainees appropriately to embrace the shift from the Objective-
Based to the Competency Based Curriculum which is hinged on use of learner-centred pedagogy for realisation of the stated
expected learning outcomes. In addition, the emphasis on formative assessment to facilitate learning should be underscored as
the basis for determining learner aptitude and performance. Other key aspects that have been introduced include structured
micro-teaching, a longer period for the practicum and the introduction of specific Professional Courses that ensure congruence
with the CBC vision, mission, pillars and guiding principles as enshrined in the Basic Education Curriculum Framework (KICD,
2017).
The DTE-PP&P curriculum seeks to develop the teacher to act as a facilitator in the learning process taking into consideration
the different abilities and learning styles of individual target learners. The curriculum has been designed with emphasis on
experiential and reflective learning to develop appropriate Pedagogical Content Knowledge (PCK); hence, the emphasis on
integrated content and pedagogy for the student teachers while at college. This is to ensure that the student teacher is given
adequate time to practice how to facilitate learning of the different strands prescribed in the curriculum designs.
The Curriculum designs for the DTE-PP&P are packaged according to courses of training as follows:
Professional Learning areas
1. Child Development and Psychology

2. Curriculum Studies
3. Educational Resources

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4. ICT Integration in Education
5. Educational Assessment
6. Research Skills
7. Inclusive Education
8. Educational Leadership and Management
9. Sociological and Philosophical Foundations of Education
10. Historical and Comparative Foundations of Education
11. Micro Teaching
12. Practicum

Integrated Content and Pedagogy Learning areas

1. English

2. Kiswahili
3. Mathematics
4. Science and Technology
5. Agriculture
6. Home Science

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7. Religious Education: CRE/IRE/HRE
8. Social Studies
9. Physical and Health Education
10. Art and Craft
11. Music
12. Indigenous Language
13. Foreign Languages: French/ Arabic/ German/ Mandarin (Chinese)/ KSL

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REGULATIONS FOR DIPLOMA IN TEACHER EDUCATION -PRE-PRIMARY AND PRIMARY (DTE-PP&P)

Entry Requirements
The entry requirements for the Diploma in Teacher Education – Pre-Primary and Primary shall be C Plain Mean Grade in the
Kenya Certificate of Secondary Education examination (KCSE) or its equivalent (as equated by the Kenya National Examinations
Council (KNEC). The Special Needs Candidates (SNE) could be admitted with C Minus (-) Grade in KCSE or equivalent

Duration of Training
The duration for the Diploma in Teacher Education – Pre-Primary and Primary shall be three years.

Subjects Offered
The trainee undertaking the Diploma in Teacher Education – Pre-Primary and Primary (DTE –PP&P) shall take ALL courses
specified in the DTE- PP&P curriculum; which includes Professional Courses and learning areas (subjects) related to the content
in the Pre-Primary and Primary School Curriculum.

Micro-Teaching and Practicum

Micro Teaching shall be undertaken as a course and shall be a pre-requisite for the Practicum; hence a course design has been
developed for it. There shall be two (2) school term practicum sessions for which guidelines shall be developed.

Award of the Diploma

To be awarded the Diploma in Teacher Education – Pre-Primary and Primary (DTE-PP&P), the candidate must achieve the
following:
i) Complete the required hours for coursework and pass the stipulated assessment as directed by the Kenya National
Examinations Council (KNEC).
ii) Complete the required hours for the Practicum and pass the stipulated assessment as directed by the Kenya National
Examinations Council (KNEC).

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Note: If the student teacher fails to meet the requirements for award of the Diploma in Teacher Education – Pre-Primary and
Primary (DTE –PP&P) he/she will be allowed to repeat the specific component or learning area failed.

Grading
The Diploma in Teacher Education – Pre-Primary and Primary (DTE PP&P) shall be graded as stipulated by the Kenya National
Examinations Council (KNEC).

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TABLE 1: DISTRIBUTION OF PROFESSIONAL LEARNING AREAS
SUBJECT TERM TER TER TERM TER TER Sub TERM 7 TE TER TOTAL
1 M2 M3 4 M5 M6 Total Micro RM M9 FOR COURSE
Teaching - 8
Subject
Practicals
PROFESSIONAL LEARNING
AREAS PROFESSIONAL
1. Child Development and 10 10 10 10 10 10 60 LEARNING
Psychology AREAS
2. Curriculum Studies 30 20 20 20 90 (420 Hours )
3. Educational Resources 10 10 10 30
4. ICT Integration in 10 10 10 30
Education
5. Educational Assessment 10 10 10 30
6. Research Skills 10 10 4 24
7. Inclusive Education 10 10 10 30
8. Educational Leadership and 10 10 10 30
Management
9. Sociological and 10 10 10 30
Philosophical Foundations
of Education
10. Historical and Comparative 10 10 10 30
Foundations of Education
11. Micro Teaching 30 30
SUB TOTAL 120Hrs 80Hrs 80Hrs 60Hrs 40Hrs 40Hrs 414Hrs

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TABLE 2: DISTRIBUTION OF CONTENT + PEDAGOGY (SUBJECTS)
CONTENT + PEDAGOGY (SUBJECTS)
SUBJECT TERM TERM TERM TERM TERM TERM SUB TERM 7 TERM 8 TERM 9 TOTAL
1 2 3 4 5 6 TOTAL Micro FOR
Teaching - COURSE
Subject
Practicals
1 English 24 34 34 35 29 30 186 30 Practicum Practicum
2 Kiswahili 20 20 20 20 20 20 120 20 CONTENT&
3 Mathematics 30 30 30 30 30 30 180 30 300 Hours 300 Hours PEDAGOGY
4 Science and 20 20 20 20 20 20 120 30 (SUBJECTS)
Technology (1680 Hrs)
5 Agriculture 20 20 20 20 20 20 120 20
6 Home science 20 20 20 20 20 20 120 20 +
7 Religious Education:- 20 20 20 20 20 20 120 20 PRACTICUM
(CRE, IRE, HRE) (600Hrs)
8 Social Studies 20 20 20 20 20 20 120 20
9. Physical and Health 10 10 10 30 30 30 120 30
Education
10. Art and craft 10 30 30 10 20 20 120 20
11. Music 10 20 20 20 20 30 120 20
12. Indigenous Languages 10 20 20 20 30 20 120 20
13 Foreign Languages: 10 10 10 30 30 30 120 20
French/ Arabic/
German/ Mandarin
(Chinese)/ KSL
SUB TOTAL 230 Hrs 270 Hrs 270 Hrs 290 Hrs 310 Hrs 310 Hrs 1686Hrs
TOTAL 350 350 350 350 350 350 2100 300 300 300 3000 HRS

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NATIONAL GOALS OF EDUCATION
Education in Kenya should:
1. Foster nationalism and patriotism and promote national unity.
Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They must be able to
live and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense of nationhood by removing
conflicts and promoting positive attitudes of mutual respect which enable them to live together in harmony and foster patriotism in order
to make a positive contribution to the life of the nation.

2. Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.
a) Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the smooth progress of a
rapidly developing modern economy. There is bound to be a silent social revolution following in the wake of rapid modernization.
Education should assist our youth to adapt to this change.
b) Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are required to support a
growing economy. Kenya is building up a modern and independent economy which is in need of an adequate and relevant domestic
workforce.
c) Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya recognizes the rapid
industrial and technological changes taking place, especially in the developed world. We can only be part of this development if our
education system is deliberately focused on the knowledge, skills and attitudes that will prepare our young people for these changing
global trends.

3. Promote individual development and self-fulfilment

Education should provide opportunities for the fullest development of individual talents and personality. It should help children to develop
their potential interests and abilities. A vital aspect of individual development is the building of character.

ix
4. Promote sound moral and religious values.
Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of sound moral values
and help children to grow up into self-disciplined, self-reliant and integrated citizens.

5. Promote social equity and responsibility.

Education should promote social equality and foster a sense of social responsibility within an education system which provides equal
educational opportunities for all. It should give all children varied and challenging opportunities for collective activities and corporate
social service irrespective of gender, ability or geographical environment.

6. Promote respect for and development of Kenya’s rich and varied cultures.
Education should instill in the youth of Kenya an understanding of past and present cultures and their valid place in contemporary society.
Children should be able to blend the best of traditional values with the changing requirements that must follow rapid development in order
to build a stable and modern society.

7. Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and nations. Education
should therefore lead the youth of the country to accept membership of this international community with all the obligations and
responsibilities, rights and benefits that this membership entails.

8. Promote positive attitudes towards good health and environmental protection.

Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that will lead to
physical or mental ill health. It should foster positive attitudes towards environmental development and conservation. It should lead the
youth of Kenya to appreciate the need for a healthy environment.

x
LEVEL LEARNING OUTCOMES FOR DIPLOMA IN TEACHER EDUCATION - PRE-PRIMARY AND PRIMARY
(DTE–PP&P)
By the end of the course the teacher trainee should be able to:
1. Model appropriate behaviour and values for Pre-Primary and Primary school learners to emulate for development of good
citizenship
2. Communicate and collaborate effectively with learners, peers, parents and the community to create a conducive learning
environment.
3. Use appropriate pedagogical approaches to facilitate learning for Pre-Primary and Primary school learners in and out of the
classroom
4. Apply inclusive practices to support all Pre-Primary and Primary school learners including those with disabilities and
special educational needs
5. Employ ICT skills in the learning process to enhance digital literacy
6. Employ appropriate assessment approaches to promote effective learning
7. Identify and nurture learner’s potential and talents for appropriate placement and transition into Junior School.
8. Develop environmental conservation skills in Pre-Primary and Primary school learners to promote education for
sustainable development
9. Create innovative and effective solutions to challenges in the learning process.
10. Integrate pertinent and contemporary issues in learning to enable learners to cope with daily challenges.

ESSENCE STATEMENT
Music is an art form and a cultural activity that uses sound and movement as a way of expression and communication. As a learning
area, it involves creating/composing, performing, critical and responsive listening to music. The course will equip the teacher-
trainee with both content in music and necessary pedagogical skills to facilitate learning of music as a practical experience. It also
equips them with skills and knowledge to identify and nurture a learner’s music potential through a learner-centred approach
focusing on learning that integrates the use of ICT resources. The music course seeks to develop a competent, efficient and reflective
generalist music teacher for Primary Education (PE). This is in line with Albert Bandura’s Social-Cognitive Theory which argues

xi
that individuals have some type of proactive involvement with their own development and their actions are capable of producing
desired results. The theory emphasizes an experiential approach to acquisition of knowledge, skills and attitude in music through
proactive individual agency.

Upon completion of the course, the trainee will be able to work as a generalist music teacher in Primary School. In addition,
it will provide them with the ability to continue developing their skills and knowledge in music through further training and
lifelong engagement in musical activities.

GENERAL LEARNING OUTCOMES

By the end of the course, the teacher trainee should be able to:
1. Apply acquired knowledge on theory and practice of music to facilitate learning of the elements of Music in Primary
School
2. Compose, improvise and arrange music for diverse developmental ability groups using voice, percussion and melodic
instruments
3. Choose appropriate instructional methods and materials representing a broad range of repertoire and adapt them
creatively to meet the varying needs and ability levels of the learner
4. Design and apply assessment and evaluation techniques in learning music
5. Create and notate music using a music software and use ICT to enhance learning
6. Apply acquired competencies in performing music as an individual and in an ensemble
7. Identify and nurture every learner’s music potential during the learning process
8. Appreciate and promote Kenya’s diverse cultural heritage through music-making activities
9. Integrate values and PCI’s in the learning of music.

xii
STRAND 1.0 FOUNDATIONAL SKILLS
Strand Sub Strand Specific Learning Outcomes Suggested Learning Key Inquiry
Experiences Questions
1.0 1.1 Overview By the end of the Sub Strand, The teacher trainee: 1. Why is
the teacher trainee should be  research from online or print music
Foundational of Music
Skills able to: resources and describe Music indispensable
(5 hrs) a) describe music as a component as a component of the Creative in the growth
 Description of the Creative Arts and Arts, and
of Music rationalize its inclusion in the  brainstorms on the rationale development
and as a curriculum, of including music as a of a child?
component b) evaluate the place of music in component of Creative Arts 2. How can
of Creative the growth and development of in the curriculum. music be
Arts, a learner in Primary School  discusses the benefits of used to
 Essence education, learning music and carry out facilitate
Statement- c) examine the general structure a group research on the learning in
Creative of the Primary Education and place of music in the growth other
Activities DPTE Music curricula, and development of a learner learning
and d) analyse the essence statements areas?
in formative years of
Creative for the Primary Education 3. How does
education,
Arts Creative Arts Curriculum one
 refers to the EYE and
 Structure: Designs,
Grade 4-6 Creative Arts
continuously
National e) illustrate the use of Creative build a music
Arts as a tool of learning in PE, curriculum designs and resource
Goals of
f) explore digital and online discusses the general portfolio?
Education,
Learning resources and explain their overview, 4. How can
outcomes, application in Creative Arts  discusses the essence online music

1
strands, learning, statements of the Creative resources be
Sub g) discuss how to continuously Activities and the used to
Strands develop a music resource Creative Arts Curriculum, facilitate
portfolio to facilitate learning  refers to the Creative learning?
music in PE, Activities/ Arts, the DPTE
h) appreciate the importance of Music curricular and
music as a component o discusses the general
Creative Arts to a learner in the learning outcomes,
formative years of education.  relates the Creative
Activities/Arts and DPTE
Music curricular to the
National goals of Education,
 summarizes the
organization of the Creative
Activities and Creative Arts
and the DPTE curricular
content (strands and Sub
Strands),
 explains and illustrates how
music as be used as a
learning tool in other
learning areas.
 explores different digital and
online music learning
resources with an emphasis
on their responsible usage,

2
  selectsa Sub Strand and
develops a resource portfolio
to facilitate learning music in
Primary Education.
Core Competencies to be developed:
 Communication and collaboration: developed during group discussions, research and report-making.
 Digital literacy skills: developed as trainees explore the use of ICT resources and through the use of online music
resources in learning various concepts.
Values:
 Sharing: instilled through sharing of digital resources as well as ideas during discussions.
 Respect: enhanced through listening to others’ views during group discussions.
 Responsibility: instilled through care and proper use of ICT resources.

3
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
1.0 1.1 By the end of the Sub The teacher trainee: 1. How does
Foundational Overview Strand, the teacher  researches and discusses the critical
Skills of Creative trainee should be able to: relationship between the subjects appreciation
Arts a) analyse the within Creative Arts Curriculum in contribute to the
interconnection Primary school, development of
(4 hrs.) between Music,  brainstorms on the concept of Creative Art
Physical Education, and appreciation as used in Creative fundamental
Art and Craft, in the Arts curriculum, skills?
Creative Arts  refers to the Creative activities and 2. How can a
Curriculum, Creative Arts curriculum designs teacher use
b) analyse the components and picks out the components to be integrated
of the Appreciation analysed, approach for
strand in the Creative  researches on the criteria to analysis of
Arts Curriculum analyse various creative Art works, Creative Arts
Design,  refers to the Creative Arts works?
c) formulate strategies for curriculum design for a specific
analysing Creative Arts grade and develops a criterion for
works in lesson, analysing a selected Creative Art
d) value appreciation as a work,
core skill in Creative  explore strategies of analysing
Arts. different Creative Art works.
Core Competencies to be developed:
 Critical thinking an Problem solving: The teacher trainee logically explores strategies of analysing different Creative Art
works.
 Communication and collaboration: the teacher trainee researches and discusses the relationship between the subjects

4
 within Creative Arts Curriculum in Primary school
 Learning to learn and reflective practice: developed through research and use of digital and online resources for a
criteria on analysis of Creative Art works.
 Pedagogical Content Knowledge: The teacher trainee displays an understanding of the subject matter as they develop
a criterion for analysing a selected Creative Art work.
Values:
 Respect: The teacher trainee appreciates peers’ views as they brainstorm on the concept of appreciation as used in the
Creative Arts curriculum.
 Integrity: The teacher trainee acknowledges sources information as they research the criteria for analysing various creative
Art works.

Suggested Formative Assessment Rubric

Level Exceeds Expectations Meets Expectations Approaches Below Expectations
Indicator Expectations
Ability to: Demonstrates Demonstrates solid Demonstrates solid Demonstrates solid
- Describe music comprehensive understanding of the 6 understanding of understanding of the 3-
- Evaluate place understanding of the 6 concepts accurately the 5-3 concepts 1 concept(s) accurately
of music, concepts accurately describing, evaluating, accurately describing, evaluating,
- Examine describing, evaluating, and analysing with describing, and analysing with
primary and analysing with clear connections. evaluating, and clear connections.
education insightful connections analysing with clear
structure and detailed connections.
- Analyse explanations.
essence

5
 statements
- Interconnection
between
Music,
Physical
Education, and
Art and Craft,
- Analyse the
components of
the
Appreciation
strand.
Ability to illustrate: Executes all the 2 skills Executes all the 2 Executes 1 skill Demonstrates limited
- use of Creative with creativity and skills competently, with competency, ability in executing
Arts as a tool of precision, providing providing clear providing skills, with unclear or
learning in PE innovative illustrations, illustrations, relevant illustrations and incomplete illustrations,
- strategies for thorough analyses, and analyses, and well- analyses. analyses, and strategies.
analysing well-formulated formulated strategies
Creative Arts
strategies that that demonstrate
works
demonstrate deep adequate
understanding and understanding and
application. application.

6
Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Questions
1.0 1.2 Music By the end of the Sub The teacher trainee: 1. What is the place
Foundational in society Strand, the teacher trainee  watches videos of music of music in
Skills (4hrs.) should be able to: performances in various society?
a) appraise the occasions in society and debates 2. How can one
importance of music with peers on the social identify and
in the society, importance of music in the nurture a learner’s
b) evaluate careers and society. music potential?
business opportunities  watches videos of various Music 3. How can one
related to different careers and discusses the manage stardom in
genres of Music, economic and other benefits of music?
c) analyse ways of 4. Why is copyright
music in society,
identifying and law important?
 explores viable business ideas in
nurturing a
Music as a means of income
learner’s music
generation and prepares a pitch
potential,
for a viable music business
d) formulate strategies of
project,
managing a learner’s
 searches online and on print
stardom,
e) evaluate the ethics,
materials, ways of identifying
laws and and nurturing a learner’s talent
regulations in music and illustrates them,
governing music  discusses and illustrates ways of
works, managing a learner who has a
f) appreciate the talent in music observing child’s

7
 importance of rights,
careers and job  researches and discusses the
opportunities in ethics, laws and regulations
music business for governing music works and
economic organizations.
development and
self-fulfilment.
Core Competencies to be developed:
• Critical thinking and problem solving: enhanced through discussions on business ideas in music.
• Communication & collaboration: developed during group discussions and pitching for viable business ideas.
• Digital literacy skills: is developed as the trainee researches on copyright laws in Kenya and the body delegated with
copy right issues.
Values:
• Sharing: enhanced through sharing of digital resources.
• Respect: instilled through respect of others’ views during group discussions.
• Integrity: instilled through use of ICT to get appropriate information as well as in issues on copyright.

Suggested Formative Assessment Rubric

Level Exceeds Expectations Meets Expectations Approaches Below Expectations
Indicator Expectations
Ability to Appraises providing in- Appraises the Appraises the Appraises the
appraise/evaluate/: depth details the importance of music, importance of importance of music in
- importance importance of music in analyses careers and music in society, society, analyses career
of music in society, analyses various business opportunities analyses career opportunities, and
the society, music-related careers and related to different opportunities, and evaluates relevant
- careers and business opportunities genres of Music and evaluates relevant ethics, laws, and

8
 Level Exceeds Expectations Meets Expectations Approaches Below Expectations
Indicator Expectations
business related to different genres evaluates relevant ethics, laws, and regulations overlooking
opportunities of Music, and critically ethics, laws, and regulations many details.
related to evaluates ethics, laws, and regulations with clear overlooking a few
different regulations with explanations. details.
genres of comprehensive and
Music insightful explanations.
- ethics, laws
and
regulations
governing
music works
Ability to analyse/ Formulates advanced Formulates practical Formulates basic Formulates basic
formulate: strategies for managing a strategies for managing strategies for strategies for managing
- strategies of learner's stardom, a learner's stardom, managing a learner's a learner's stardom,
managing a identifying and nurturing identifying and stardom, identifying identifying and
learner’s the music potential of a nurturing the music and nurturing the nurturing the music
stardom learner with creativity potential of a learner music potential of a potential of a learner
- ways of and effectiveness, applying effective learner with some with unclear or
identifying and demonstrating high methods and gaps or lack of incomplete execution.
nurturing a competence. demonstrating clarity.
learner’s music appropriate
potential competence.

9
STRAND 2.0 PERFORMING
Strand Sub Strand Specific Learning Suggested Learning Key Inquiry
Outcomes Experiences Questions
2.0 Performing 2.1 Songs By the end of the The teacher trainee: 1. Why is the
Sub Strand, the  watches/listens to and knowledge on
(9 hrs.) teacher trainee performs songs from classification
 Types of songs: should be able to: different communities, of songs
Action, lullaby, a) categorise songs cultures and contexts and important?
rounds, patriotic. from different categorizes them, 2. What constitutes
Topical, The Kenya cultures and contexts,  describes songs in relation an appropriate
and East African b) perform different to type, cultural song for
Community types of songs with
Anthems, Art background, message and classroom use?
appropriate the functions of the songs,
songs, Religious 3. How can one
interpretation,
songs, rhymes  sings various types of effectively
c) facilitate the
 Interpretation: songs including observing facilitate
learning of
- Performance different types of appropriate performance learning of
techniques (diction, songs in Creative directions and techniques songs in the
facial expressions, Arts and to communicate the classroom?
gestures and tone Creative intended messages, 4. How can songs
quality) Activities,  simulates a lesson on how be used to
- Directions d) illustrate how songs to develop music
(dynamics, tempo, can be used to facilitate learning of the skills and
rhythm, pitch), and develop core Kenya National Anthem concepts?
performance competencies, instil in unison observing
directions, terms values and address required etiquette.
and signs)

10
 PCI’s,  outlines and illustrates
e) research and illustrate activities/strategies that a
how to facilitate teacher can use to
learning of music facilitate learning of a
skills and concepts song to primary school
through songs learners.
f) choose appropriate  researches on factors to
songs for learning in consider when selecting
Primary Education, appropriate songs for
g) develop and use an classroom use and
observation schedule presents findings to peers
for assessing for discussion,
performance of a song,  collect a wide repertoire
h) appreciate performing
of songs and store on
songs from different
either a digital or
cultures.
physical portfolio for use
in facilitating learning of
music in Creative Arts,
 researches and writes a
report on the background,
occasions of performance,
values, and roles of the
selected types of songs,
 researches and presents
on techniques of

11
 facilitating the learning of
music skills and concepts
(pitch, rhythm, diction,
facial expressions,
gestures, tone quality,
tempo and dynamics)
through songs.
 determines and describes
how to develop Basic
Education core
competencies through
different types of songs,
 discusses how different
types of songs can be
used to inculcate values
and address PCI’s in the
society,
 brainstorms on the
indicators and develops
an observation schedule
for assessing performance
of a song,
 uses an observation
schedule to assess peers’
song performances,

12
  outlines appropriate
learning experiences
in facilitating a new
song in PE,
 Carries out a project to
collect and build a digital
portfolio of songs to
facilitate learning in PE as
a project.
Core Competencies to be developed:
 Communication and collaboration: achieved through group work activities such as singing the Kenya National and East
African Community Anthems together in unison and in parts as well as through expressive singing of different types of
songs to convey intended messages.
 Pedagogical content knowledge: gained through multiple learning strategies like group inquiries/discussions,
singing and watching videos.
 Citizenship and leadership: enhanced through performance and discussions of the Kenya National and East African
Community anthems.
 Digital literacy skills: enhanced through use of digital devices to collect and build a digital portfolio of songs.
 Creativity and innovation: developed through singing various types of songs using expressive elements.
 Self-efficacy: achieved through solo/group performances of different types of songs.
 Critical thinking and problem solving: developed through selection of appropriate songs for use in facilitating learning in
PE.
Values:
 Respect: realized by singing songs from different cultures, communities and context.
 Responsibility: instilled through discipline in group tasks such as group singing.
 Patriotism: instilled through discussing messages and values in the Kenya and East African community anthems.

13
Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Questions
2.0 Performing 2.2 Kenyan By the end of the Sub The teacher trainee: 1. How can one
folk Songs Strand, the teacher  watches/listens to folk songs effectively
(6 hrs.) trainee should be able from different communities, facilitate learning
to: cultures and contexts and of folk songs in
a) discuss the categorizes them, the classroom?
categories and  researches and writes a report 2. How can one
characteristics of on Kenyan folk songs in effectively assess
folk songs from relation to type, cultural a folk song
different Kenyan background, message, performance?
communities participants and their roles, 3. How can the
b) perform folk
occasion, accompaniment and local community
songs drawn from
the functions of the songs, be utilized in
different Kenyan
 discusses the characteristics learning folk
communities,
c) explore how the
of different types of songs?
community can be folksongs
used to facilitate  surveys the local community
learning of folk and maps out resources for
songs, facilitating learning of a
d) illustrate how to Kenyan folk song,
facilitate learning  visits a cultural center or
of folk songs in invite a resource person to
Creative Arts, facilitate learning of a folk
e) design and use an song,

14
 assessment tool  learns and performs various
for a folk song Kenyan folk songs with
performance, appropriate: movements,
f) appreciate costumes, props, ornaments,
performing body adornment and
Kenyan folk accompanied with appropriate
songs from instruments,
different  researches on factors to consider
communities, when selecting appropriate
cultures and Kenyan folk songs for classroom
contexts. use and present findings to
peers,
 researches and discusses the
importance of folk songs to PE
learners and simulates how to
facilitate learning of the folk
songs,
 discusses how different types of
folk songs can be used to
inculcate values and address
PCI’s in the society,
 researches and presents on
techniques of facilitating
the learning of folk songs,
 discusses various assessment

15
 tools, then develops an
appropriate tool for assessing
performance of a folk song
 practices the use of the tool
in assessing peer’s
performances
 carries out a project to collect
and build a repertoire of
Kenyan folk songs from
different communities to
develop a digital portfolio for
use in learning at primary
education.
Core Competencies to be developed:
 Pedagogical content knowledge: gained through multiple learning strategies like group inquiries/discussions,
singing and watching videos.
 Citizenship and leadership: enhanced through performance and discussions on folk songs drawn from different
communities in Kenya.
 Digital literacy skills: enhanced through use of digital devices to collect and build a digital portfolio of Kenyan folk songs.
 Critical thinking and problem solving: developed through selection of appropriate Kenyan folk songs for use in facilitating
learning in PE.
 Assessment competency: developed through discussion and development of various assessment tools.
Values:
 Respect: realized by singing songs/folk songs from different cultures, communities and context.
 Responsibility: instilled through discipline in group tasks such as group singing.
 Patriotism: instilled through discussing messages and values in the Kenya folk songs.

16
Suggested Formative Assessment Rubric
Level Exceeds Expectations Meets Expectations Approaches Below Expectations
Indicator Expectations
Ability to: Categorises all songs and Categorises all songs Categorises some of Categorises some of the
- categorise Kenyan folk songs and Kenyan folk songs the songs and songs and Kenyan folk
songs and systematically and and examines Kenyan folk songs songs and examines
Kenyan folk critically examines considerations for and examines considerations for
songs considerations for choice choice of songs and considerations for choice of songs and the
- examine of songs and the the community as a choice of songs and community as a source
factors for the community as a source source for learning the community as a for learning Kenyan
choice of a for learning Kenyan folk Kenyan folk songs. source for learning folk songs overlooking
song songs. Kenyan folk songs most of the details.
- discuss how overlooking a few
songs can be details.
used to develop
core
competencies,
instil values and
address PCI’s,
- examine how
the community
can be used to
facilitate
learning of
folk songs

17
 Level Exceeds Expectations Meets Expectations Approaches Below Expectations
Indicator Expectations
Ability to: Performs different types Performs different Performs different Performs different types
- perform of songs and Kenyan types of songs and types of songs and of songs and Kenyan
different types folk songs applying all Kenyan folk songs Kenyan folk songs folk songs applying
of songs the performance applying all the applying all the some of the performance
- perform a techniques artistically. performance performance techniques with many
Kenyan folk techniques. techniques with a errors.
song
few errors.
Ability to Creatively illustrates the Illustrates the use of Illustrates the use Illustrates the use of
illustrate/develop: use of songs in songs in development of songs in songs in development of
- learning of development of of music concepts, development of music concepts, core
different types concepts, core core competencies, music concepts, competencies, instilling
of songs competencies, instilling instilling values, core competencies, values, addressing PCIs
- how songs can values, addressing PCIs addressing PCIs and instilling values, with some errors and
be used to and develops a detailed develops a functional addressing PCIs develops an observation
develop core functional observation observation schedule with some errors schedule and an
competencies,
schedule and an and an assessment and develops an assessment tool lacking
instil values
assessment tool. tool. observation many of the details.
and address
schedule and an
PCI’s,
assessment tool
- learning of
lacking some
music skills
and concepts details.
through songs

18
 Level Exceeds Expectations Meets Expectations Approaches Below Expectations
Indicator Expectations
- an observation
schedule
- assessment
tool for a
folk song
performance.

19
Strand Sub Strand Specific Learning Outcomes Suggested Learning Key Inquiry
Experiences Questions
2.0 2.3 Singing By the end of the Sub The teacher trainee: 1. Why is the
Performing games Strand the learner should  researches and describes performance
be able to: Vygotsky’s Musical Play of a singing
(6 hrs.) a) examine the application of and Socialization game
 Vygotsky’s musical play and Theory, important to
Musical socialization theories in  discusses how learners an primary
Play and learning music, can learn music through school
Socialization b) describe the components peer collaboration and learner?
Theory of a singing game, adult guidance, 2. How can one
c) discuss the importance of  discusses the create a child-
 Singing singing games to young importance of singing friendly
games- learners, environment
games to young
Kenyan, d) formulate lesson specific for a singing
learners,
Western learning outcomes for a game
 watches singing games
style singing game lesson, performance?
performances and
e) outlines strategies for
 Components facilitating learning of
describes with
of a singing, a singing game, illustrations the
game, f) design a program for components of a singing
movement, preparing primary school game,
costumes learners for a music festival  discusses factors to
and props singing game performance, consider in choosing
g) appreciate the importance of appropriate singing
singing games in the growth games for use in the

20
and development of a classroom,
learner.  discusses the values
and PCI’s that can be
addressed through
singing games,
 discusses safety
precautions to
observe in the
performance of a
singing game by PE
learners.,
 refers to the Creative
Activities/Arts
curriculum design and
develop lesson specific
learning
outcomes for a singing
game lesson for a
specific grade
incorporating the three
components; action
verb, object of the verb
and the context),
 improvises
costumes, props

21
 and movements for
a singing game
performance,
 illustrates how to
facilitate
improvisation/making
of costumes props and
movements in PE,
 outlines the steps of
facilitating a singing
game in PE,
 researches and
discusses the process
of preparing a team
of learners for a
singing game
performance at a
music festival or
cultural event.
Core Competencies to be developed:
 Pedagogical content knowledge: enhanced through trainees performing and facilitating learning of singing games from
different cultures and communities employing different strategies.
 Creativity and imagination: developed through improvising costumes and props using locally available materials.
 Critical thinking and innovation: developed through trainee preparing and facilitating learning of a singing game.
 Learning to learn and reflective practice: enhanced as trainees take part in facilitating learning of singing games and

22
 receive feedback from peers as well as doing self- reflection on their performance.
 Communication and collaboration: achieved when trainees take turns to facilitate learning of singing games during
peer-teaching and
give feedback.

Values:
 Patriotism: developed through discussion of Kenyan singing games for use in learning.
 Unity: Instilled through group performance in the facilitation of learning a singing game.
 Respect & Love: enhanced through facilitating the learning of singing games from different cultures & communities and
providing feedback to peers.

23
Strand Sub Strand Specific Learning Suggested Learning Key Inquiry
Outcomes Experiences Questions
2.0 2.4 Kenyan By the end of the Sub The teacher trainee: 1. What factors
Performing indigenous Strand the teacher  watches a video/live influence the
musical trainee should be able performance of musical classification of
instruments to: instruments and Kenyan
(10 hrs.) a) describe the recognizes them by their indigenous
 Classification: classification of timbres, musical
Membranophones Kenyan indigenous  identifies and classifies instruments?
musical instruments, instruments, 2. How can we
Idiophones
b) recognize different sustainably
(percussions),  aurally and visually
types of Kenyan exploit the local
chordophones identifies Kenyan
indigenous musical environment to
(strings) and instruments aurally indigenous musical enrich music
Aerophones and visually, instruments, performances?
(wind), c) illustrate the techniques  sources different types of 3. How can one
 Techniques of of playing different Kenyan indigenous enhance
playing skills of types of Kenyan musical instruments and proficiency in
playing; holding, indigenous musical practices the skills of instrumental
tuning, fingering instruments playing, skills?
and playing, d) formulate strategies of  interacts with proficient
facilitating performing community musicians
of rhythmic and and uses community
melodic patterns on resources to learn
Kenyan indigenous instrumental skills,
musical instruments in
 searches and watches you

24
 Creative Arts, tube and other channels
e) improvise a Kenyan on how to play different
indigenous musical types of indigenous
instrument using musical instruments,
available materials,  practices playing different
f) develop an authentic musical instruments alone
task and its (solo) and with others
assessment rubric to (ensemble),
measure sustainable  outlines the possible
use of resources in learning experiences that
making a musical
a teacher would take
instrument for
Primary school learners
Creative Arts,
g) play a Kenyan
through in improvising a
indigenous musical musical instrument using
instrument alone and locally available
in an ensemble. materials,
 takes part in a group
discussion and
determines strategies of
facilitating
improvisation of
Kenyan indigenous
musical instruments
taking turns to illustrate
them,

25
  improvises rhythmic and
melodic patterns on
different indigenous
Kenyan musical
instruments,
 creates suitable melodic or
non- melodic instrumental
accompaniment for song
or dance,
 researches and discusses
the steps of facilitating a
project on learners making
a musical instrument and
share findings with peers.
 determines an authentic
task, develops the
standards and an
assessment rubric,
 as a project, makes a
Kenyan indigenous
musical instrument
using locally available
materials while
observing safety,
 prepares, practices and

26
 presents a
solo/ensemble
instrumental
performance.
Core Competencies to be developed:
 Pedagogical content knowledge: gained through research and practice of different strategies of facilitating learning in
PE in simulated lessons.
 Creativity and innovation: developed through improvisation/making of instruments for use in learning using locally
available materials.
 Critical thinking and problem solving: developed during selection and collection of materials to improvise musical
instruments.
Citizenship and leadership: enhanced through playing of Kenyan indigenous musical instruments from different communities.
Values:
 Responsibility: enhanced through proper use of locally available materials to improvise instruments.
 Unity: achieved through group work such as discussions.
 Patriotism: instilled through playing a variety of Kenyan indigenous musical instruments.

Suggested Formative Assessment Rubric

Level Exceeds Expectations Meets Expectations Approaches Below Expectations
Indicator Expectations
Ability to examine Critically examines the Examines the musical Examines to a Examines the musical
/classify: musical play and play and socialization large extend the play and socialization
- musical play and socialization theories in theories in learning musical play and theories in learning
socialization theories learning music, music, components socialization music, components
in learning music, components and and importance of a theories in and importance of a
- components of a importance of a singing singing game and learning music, singing game

27
 Level Exceeds Expectations Meets Expectations Approaches Below Expectations
Indicator Expectations
singing game game and systematically classifies all Kenyan components and inappropriately and
- importance of classifies all Kenyan indigenous musical importance of a classifies Kenyan
singing games to indigenous musical instruments. singing game and indigenous musical
young learners instruments. classifies some instruments with some
- Kenyan Kenyan inaccuracies.
indigenous indigenous
musical musical
instruments instruments.
Ability to formulate/apply: Artistically formulates Formulates and Formulates and Formulates and applies
- lesson specific and applies lesson applies lesson applies lesson lesson specific learning
learning outcomes specific learning specific learning specific learning outcomes, strategies
for a singing game outcomes, strategies for outcomes, strategies outcomes, for facilitating learning
lesson, facilitating learning and for facilitating strategies for and a program for the
- strategies in a program for the music learning and a facilitating music festival singing
facilitating learning festival singing game program for the learning and a game performance
of a singing game, performance. music festival program for the overlooking many
- a program for a singing game music festival details.
music festival performance. singing game
singing game performance
performance overlooking a few
- strategies of details.
facilitating
performing of
rhythmic and

28
 Level Exceeds Expectations Meets Expectations Approaches Below Expectations
Indicator Expectations
melodic patterns.
Ability to recognize/ Creatively improvise a Improvises a Kenyan Improvises a Improvises a Kenyan
illustrate/improvise/develop Kenyan indigenous indigenous musical Kenyan indigenous musical
- Kenyan musical instrument, instrument, illustrates indigenous instrument, illustrates
indigenous proficiently illustrates the techniques of musical the techniques of
musical the techniques of playing, and develops instrument, playing, and develops a
instruments, playing, and develops a detailed authentic illustrates the detailed authentic task
- the techniques of a detailed authentic
task and its assessment techniques of and its assessment
playing, task and its assessment
rubric. playing, and rubric leaving out many
- an authentic task rubric.
and its assessment develops a details.
rubric. detailed authentic
task and its
assessment rubric
leaving out a few
details.

29
Strand Sub Strand Specific Learning Suggested Learning Key Inquiry
Outcomes Experiences Questions
2.0 Performing 2.5 Descant By the end of the Sub The teacher trainee: 1. What ways can a
recorder Strand, the teacher trainee  researches and presents teacher use to
should be able to: findings on application develop descant
(10 hrs.) a) examine the application of Suzuki method of recorder playing
of Suzuki method in learning to play musical skills in
 Simple learning to play a musical instruments, formative years
melodies in: instrument,  explores different parts of of music
 Playing b) apply appropriate a descant recorder and education?
techniques: methods for safe 2. How can a
their functions,
holding, handling, care for and teacher cater for
 researches and practices
posture, maintenance of a descant learners at
fingering, safe handling, care for
recorder, different levels
breath and maintenance of a
c) play simple melodies on and abilities of
control and descant recorder,
the descant recorder playing the
blowing,  studies and practices
applying appropriate descant recorder?
tonguing techniques, the techniques
d) play own created (holding, posture,
melodies on the descant fingering, breath
recorder, control and blowing,
e) develop learning tonguing) of playing
experiences for a descant the descant recorder,
recorder lesson in  interprets fingering
Creative Arts, charts of various notes
f) simulate a lesson on the descant recorder

30
 applying differentiated within the scales of C G,
learning strategies in D F major, D and E
facilitating descant natural minor,
recorder lesson,  plays random tunes by
g) appreciate playing the rote on the descant
descant recorder. recorder such as The
Kenya National Anthem,
 uses available online
tutorials to further the
techniques of playing the
descant recorder and
practices playing the
scales of C G, D F major,
D and E natural minor,
 plays melodies in C G,
D F major, D and E
natural minor on a
descant recorder
applying appropriate
techniques,
 sight reads melodies in the
keys of C G, D F major, D
and E natural minor
applying appropriate
techniques and

31
 performance directions,
 creates and plays own
and others’ melodies for
the descant recorder,
 refers to the Creative
Arts curriculum design
for Grade 4, 5 or 6 and
develops learning
experiences for a
descant recorder lesson
an shares with peers for
critique,
 simulates a descant
recorder lesson using a
variety of learning
experiences to cater for
learners of different
levels and abilities,
 facilitates learning of
the descant recorder to
individuals or groups
within the community.
Core Competencies to be developed:
 Pedagogical content knowledge: developed through acquiring skills on how to play and facilitate learning of the descant
recorder in PE.

32
  Self-efficacy: patience and resilience is built through regular practice on playing different scales and melodies.
 Communication and collaboration: developed as trainees collaborate and take turns in facilitating learning of the
descant recorder and in group discussions.
 Digital literacy: developed through use of online resources to learn how to play the descant recorder.
 Learning to learn: developed through interaction with online resources in furthering learning on how to play the descant
recorder.
Values:
 Respect: instilled through peer teaching sessions where trainees listen to each other’s views.
 Responsibility: acquired through care, handling and maintenance of a descant recorder.

33
Strand Sub Strand Specific Learning Outcomes Suggested Learning Key Inquiry
Experiences Questions
2.0 2.6 Kenyan folk By the end of the Sub The teacher trainee: 1. What makes a
Performing Dances Strand, the teacher  watches live /recorded dance suitable
trainee should be able to: Kenyan folk dance for learning in
(10 hrs.) a) analyse the different performances and analyses formative years?
 Features of a folk components of a folk the elements and features 2. What contributes
dance: dance, as components of a folk to the beauty of
performers, b) source materials for use dance, a cultural dance?
in performing a Kenyan  Watches live /recorded 3. How can one set
occasion
message, folk dance dance performances and up an ideal
emotions/feelings, c) perform at folk dance discusses the emotions, learning
song, dance from a Kenyan environment for
feelings and ideas
community, dance?
movements, (messages) expressed
d) analyse factors to
formations, through the dances.
instruments, consider when choosing a
 discusses and practices
costumes, body Kenyan folk dance for the
to be performed by a application of the
adornment, elements of dance and
ornaments and primary school learner,
e) set up an ideal observance of safety and
props
learning etiquette,
 Elements: (body, environment for  collects and uses locally
space, time, a dance available materials to
energy, performance, make/improvise costumes,
relationship and f) apply different strategies props, instruments,
movement of facilitating learning of ornaments and body

34
 a Kenya folk dance in adornments for use in a
Primary Education, folk dance and for use in
g) evaluate a dance facilitating learning in PE,
performance using an  performs folk dances to
appropriate assessment express emotions feelings
tool, and ideas, using
h) appreciate the role of folk appropriate costumes,
dance the in society. props body adornment,
ornaments and
instruments to accompany
a folk dance,
 critiques peers’ and
others’ folk dance
performances,
 researches and writes a
report on factors to
consider when choosing
an appropriate dance for
a primary school learner,
 analyses video clips/live
performances and
discusses how values have
been integrated and core
competencies developed,
 determines the Basic

35
 education Core
competencies and
values that can be
developed and
instilled through
dance performances,
 explores and discusses
different strategies of
facilitating learning of
dances as well as ensuring
the learner develops and
acquires core
competencies and values,
 prepares a short lesson
on facilitating learning
of a folk dance and
presents to peers for
critique,
 discusses, determines and
sets up an ideal learning
environment for a folk
dance performance in PE,
 takes turns to facilitate
learning of a folk dance
in a peer teaching

36
 session and critiques
peers’ presentations,
 prepares an assessment
tool and uses it to evaluate
a dance performance (live
or recorded),
 critiques peers’
assessment tools for
improvement,
 carries out a survey to
map out community
cultural resources and
resource persons and uses
them to learn more about
folk dances,
 collects folk dances by
recording performances in
their institutions and local
community events and
shares their collections on
different social media
channels
Core Competencies to be developed:
 Pedagogical content knowledge: developed through the use of indigenous dances in facilitating learning.
 Citizenship and leadership: Through performance of different cultural dances and facilitation of learning the same, the

37
 trainee learns to appreciate different Kenyan cultures.
 Digital literacy: developed through manipulation of digital devices in learning, recording and building a digital
portfolio of indigenous dances.
 Critical thinking and problem solving: developed during peer teaching sessions where the trainee is expected to
facilitate learning as well as critique peers’ work.
 Learning to learn and reflective learning: developed through continuous learning of different indigenous dances and
receiving feedback during peer teaching.
 Assessment competency: developed through preparing an appropriate assessment tool and using it to evaluate a dance
performance.
Values:
 Patriotism: achieved through appreciation of the diverse Kenyan dance heritage.
 Respect: the teacher trainee learns to respect others through the concept of personal and shared space in dance
performance.
 Unity: achieved through performance of group dances
 Responsibility: achieved through dance performance while personal and collective responsibility is developed
 Sharing: enhanced through a shared space in dance performance.

38
Suggested Formative Assessment Rubric
Level Exceeds Expectations Meets Expectations Approaches Below Expectations
Indicator Expectations
Ability to Thoroughly explores the Accurately explores Provides a general Demonstrates limited
examine/apply/develop application of the the Suzuki method, exploration and ability to explore and
/analyse/describe/evaluate Suzuki method, analyses analyses dance analysis of the analyse musical and
- Suzuki method in components of folk components, and Suzuki method and dance concepts, with
learning dances, and describes describes factors for dance components, significant gaps in
- Care and factors for choosing choosing dances with with some gaps or explanations and
maintenance of dances with clear explanations and incomplete details. details.
instruments comprehensive insights relevant details.
- Learning and detailed
experiences explanations.
- Components of a
folkdance
- strategies of
facilitating
learning
Ability to Executes all skills with Executes all skills Shows basic Demonstrates limited
play/create/simulate, creativity and precision, competently, playing competency in ability in playing
perform, facilitate, and playing and creating melodies, creating playing melodies, melodies, creating
evaluate musical and melodies on the descant learning experiences, creating learning learning experiences,
dance activities recorder, developing performing dances, experiences, performing dances, and
-melodies on a descant effective learning and applying performing applying assessment
recorder
experiences and assessment tools with dances, and tools, with unclear or

39
 Level Exceeds Expectations Meets Expectations Approaches Below Expectations
Indicator Expectations
- Kenyan folk dance simulations, performing effective execution. applying incomplete execution.
- dance folk dances, and assessment tools,
applying assessment with some gaps or
tools with high lack of clarity.
competence.
Set/apply
- ideal learning
environment

40
STRAND 3.0 CREATING AND COMPOSING
Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Questions
3.0 Creating 3.1 Rhythm By the end of the Sub The teacher trainee: 1. What are the
(14 hrs.) Strand, the teacher  listens to pieces of music fundamentals
and Composing
Music  Beat trainee should be able in different time/meter and of rhythm?
 Body to: establishes the beat, 2. How can you
percussions- a) establish the beat  searches, watches and effectively
clapping, in a given piece of imitates videos/illustrations facilitate the
tapping music, on improvisation of rhythmic learning of
 Natural b) use body and patterns using body rhythm in
speech other percussions observing legal Creative Arts?
rhythm- percussions to and ethical issues in the use 3. How can
syllabic create rhythmic rhythms
of online resources,
division patterns, created?
 uses body and other
 Music notes c) interpret the
percussions such as clapping
4. How can
Semibreve, natural speech technology be
rhythm of words and tapping to improvise used to
minim, repetitive rhythmic patterns
dotted and phrases using enhance music
French rhythm to accompany familiar / composition
minim,
names and note children songs. and pedagogy?
crotchet,
patterns,  improvises rhythmic
dotted
crotchet, d) interpret rhythms patterns to given opening
quaver, in simple and rhythmic phrases,
dotted compound time  establishes the natural
quaver and aurally and by rhythm of words and phrases

41
 semiquaver sight reading, using French rhythm names,
and their e) create rhythms of  claps and writes the natural
rests up to 8 bars in speech rhythms of words
 Simple time simple and with an emphasis on correct
simple compound time syllabic division and
using both music accents,
duple ( ,)
notes and French  converts/interprets French
simple
rhythm names, rhythm names into note
triple ( ) f) write
simple patterns,
rhythms to
quadruple (  recites and writes rhythms
given words,
g) develop a scheme of of simple songs using
) work for one week French rhythm names,
Compound time- and a lesson plan for  claps/taps rhythmic patterns
compound duple facilitating learning in simple and compound
of rhythm in Primary time while reciting their
time ( ), Education,
 Gordon’s h) illustrate strategies French rhythm names,
Music of facilitating  aurally and orally
learning learning rhythm in recognizes musical notes
Theory Primary Education, and their corresponding
i) value creating
rhythmic patterns in rests by dictation and
different metres. recitation of a series of
musical notes,
 writes note symbols
and their
corresponding rests,

42
  claps/taps rhythmic patterns
comprising different note
values and rests (Semibreve,
minim, crotchet, quaver
semiquaver and their
extensions),
 sight reads short rhythmic
patterns in simple and
compound time in the time
signatures learnt,
 writes short rhythms using
note symbols and rests from
dictation
 sings songs based on learnt
note values.
 listens to music in simple and
compound time and identifies
the beat pattern (two, three and
four beat patterns).
 identifies divisibility of
beats into two (simple time)
or three (compound time)
and distinguishes between
simple and compound
time/meter.
 listens to music/rhythmic

43
 patterns and
identifies the grouping of the
beat to classify it as simple
time: and compound duple time
sings songs in simple time
(simple duple, triple and
quadruple) and compound time
(compound duple).
 writes rhythmic patterns in
simple and compound time
grouping notes and rests
correctly.
 uses music websites, apps
and software (such as teoria)
to do rhythm exercises,
 creates and performs own
rhythms of up to 8 bars
(music note and French
rhythm names) in , and
time signatures; applying
compositional techniques.
 critiques peer’s rhythmic
improvisation and
composition,
 examines and shows the

44
 application of
Gordon’s Music learning
Theory in facilitating
learning of rhythm in
Primary school,
 refers to the Creative Arts
curriculum design and writes
a scheme of work for one
week and a lesson plan on
rhythm,
 researches and watches video
clips/live presentations on
application of the music
learning theory principles,
 researches and illustrates how
songs can be used to
facilitate learning of rhythm
concepts and skills (beat,
note duration and rests),
 researches, prepares a
lesson and practices
strategies of facilitating
learning rhythm in Creative
Activities/Creative Arts
and critique peers

45
 presentations.
Core Competencies to be developed:
 Pedagogical content knowledge: developed through acquisition of knowledge on rhythm and how to facilitate learning the
same in PE.
 Communication and collaboration: developed through peer teaching.
 Digital literacy skills: developed through the use of apps, websites and soft wares in learning rhythm.
 Assessment competency: is developed through integration of Assessment in the facilitation of learning rhythm in PE as
well as in all the rhythm exercises.
 Self-efficacy: achieved through acquisition of rhythm skills.

Values:
 Integrity: instilled through practice of composing own original rhythms.
 Respect: As trainees work together in performing group tasks, they learn to respect each other.
 Unity: Through working together in groups undertaking class activities, the trainee learns the value of unity.

46
Suggested Formative Assessment Rubric
Level Exceeds Meets Expectations Approaches Below Expectations
Indicator Expectations Expectations
Ability to Establishes the beat Establishes the beat of a Establishes the beat Establishes the beat and
interpret/create of a rhythmic rhythmic pattern, and interprets interprets rhythmic
- the beat pattern with interprets and creates rhythmic patterns patterns with
- natural speech precision, rhythms in simple and with inconsistencies, inconsistencies, and
rhythm of word artistically compound time. and creates rhythms creates rhythms in
- rhythms in interprets and in simple and simple and compound
simple and creates rhythms in compound time with time with many errors.
compound time simple and a few errors.
- rhythms of up to compound time.
8 bars
Ability to Develops Develops schemes of Develops schemes Develops schemes of
develop/illustrate: comprehensive work and illustrates of work and work and illustrates
- scheme of work schemes of work, strategies of facilitating illustrates strategies strategies of facilitating
- lesson plan lesson plan and learning of rhythm. of facilitating learning of rhythm
- strategies of exemplary learning of rhythm overlooking many of the
facilitating illustrates strategies overlooking a few of required details.
learning of of facilitating the required details.
rhythm learning of rhythm.

47
Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Questions
3.0 3.2 Pitch By the end of the Sub The teacher trainee: 1. What is the
Creating (10 hrs.) Strand the teacher  listens to and aurally value of pitch in
and trainee should be able distinguishes sounds of different music making?
Composing  Scales: - to: pitches, 2. Why is
Music pentatonic, a) aurally discriminate the  sings the pentatonic major and transposition
major and different pitches in natural minor sol-fa ladders important in
natural music, ascending and descending music?
minor b) perform the scales in starting on different pitches,
Keys: C, G, D, F music ascending and  listens to and sings simple
and B- flat major descending, tunes from different
scales natural and c) construct scales in backgrounds in major and
harmonic minor music on treble and minor tonalities and discusses
scales of A, E B, D bass staves,
and G the differences,
d) interpret music in  relates the sol-fa ladder notes
 Intervals: various keys,
melodic to their technical names,
e) transpose
and  watches video
music from
harmonic clips/demonstrations on
one pitch to
intervals Kodaly hand signs and
another and
(major, imitates,
perform it,
minor,  uses sol-fa syllables and hand
f) recognize
perfect,) signs to perform the sol-fa
simple melodic
and harmonic syllables,
intervals in  uses sol-fa syllables and hand
signs to perform simple

48
 music, melodies,
g) illustrate  listens to and names the keys
strategies of on the keyboard using the
facilitating music alphabet,
learning pitch  writes the treble and bass
in music, staves, and identifies the pitch
h) value pitch as a names on the staff and leger
key element of lines using the music
music.
alphabet,
 relates the letter names on the
great stave with pitches on
the piano keyboard,
 listens to and describes the
effect of different accidentals
(sharp, flat and natural) on given
notes,
 describes the effect of the
accidentals on the naming of
the keys of the keyboard and
notes of the staff,
 identifies notes on the stave and
plays them on the keyboard or
any other melodic instrument,
 constructs major scales of up
to 2 accidentals and their

49
 relative natural and harmonic
minor with and without key
signatures,
 sings the major, natural and
harmonic minor scales using
sol-fa syllables ascending and
descending,
 uses available ICT resources
to listen to music in different
tonalities and writes the
scales learnt,
 interprets the keys of given
pieces of music,
 Sings songs addressing a variety
of PCIs (such as; environmental
education, safety and security,
health education) and values
(such as patriotism, social justice,
responsibility and love) in the
different scales learnt,
 orally and in writing shifts the
pitch of a piece of music from
one key to another,
 searches and watches videos on
Kodaly method of music
pedagogy and discusses its

50
 utility in facilitating learning,
 listens to simple melodies
and aurally recognizes
melodic and harmonic
intervals,
 writes, describes and aurally
recognizes melodic and
harmonic intervals within an
octave in the scales learnt,
 writes and describe simple
melodic and harmonic intervals
(major, minor, perfect,) within
the scales learnt.
Core competencies to be developed:
 Pedagogical content knowledge: enhanced through integration of hand signs and solfege to facilitate learning of pitch.
 Digital literacy: developed through the use of ICT in listening and writing scales.
Learning to learn: developed in the use of acquired knowledge to interpret pitch in new situations.
Values:
 Respect: the trainees learn the value of respect through group singing activities involving scales and pitch relationships.
 Love: instilled as they sing songs on love.
 Patriotism: instilled through listening and singing patriotic songs.

51
Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Questions
3.0 3.3 Melody By the end of the Sub The teacher trainee: 1. What constitutes a
Creating Strand the teacher  takes turns in improvising good melody?
and (10 hrs.) question and answer melodic
trainee should be able 2. How does
Composing  Keys: C, G phrases orally or using an
to: language
Music and F major instrument,
a) improvise an contribute to
 Melody  improvises simple tunes
answering phrase to composition of a
composition vocally or on a melodic
a given phrase melody?
techniques
b) compose a 4-8 bar instrument and records. 3. What is the place
melody for voice,  Sings familiar songs using sol- fa of melodic
c) interpret melodies of and/or other syllables. improvisation to
four bars in major  adds and sings sol-fa syllables to the development
keys and their given and own created 8- bar of a leaner’s
relative minors, rhythms. compositional
d) set text to simple  composes (using staff notation) skills?
existing tunes for and performs melodies of up to 8 4. How can Kodaly
use in learning in bars in the keys of C, G and F method be applied
Creative Arts, major for voice employing in facilitating
e) evaluate the use of different compositional creating and
Kodaly principles in techniques, observing the range composing?
facilitating melody and grouping notes accurately.
composition in  Performs and records own
Creative Arts, compositions for peer review,
f) appreciate  sight-sings melodies by correctly
performing own and

52
 other’s melodic interpreting the key, time
composition. signature, performance
Directions, terms and signs of
music for voice in C, G and F
major.
 writes short melodies from
dictation in the learnt keys.
 sets new and relevant text
addressing various PCI’s and
values to a variety of familiar
tunes,
 researches and presents on Kodaly
method and other strategies for
facilitating learning of creating and
composing melodies in Creative
Arts,
 records, shares and critiques each
other’s melodies.
Core Competencies to be developed:
 Assessment competency: skill of assessment is enhanced through application of a variety of assessment methods during
peer teaching.
 Pedagogical content knowledge: developed through acquisition of knowledge and skills on melody composition.
 Creativity and innovation: through development of skills of composing own original melodies.
 Learning to learn and reflective practice: developed through interacting with new ideas from peers and online resources on
melody.
 Critical thinking and problem solving: developed through improvisation of an answering phrase.
 Self-efficacy: achieved through creating/composing own original melodies.

53
 Values:
 Integrity: instilled through acknowledgement of composers in adaption and arrangement of tunes.
 Sharing: instilled through sharing of information and ideas acquired through research.
 Respect: instilled through giving and receiving feedback during peer presentations.
 Responsibility: instilled during own composition.

Suggested Formative Assessment Rubric

Level Exceeds Expectations Meets Expectations Approaches Below Expectations
Indicator Expectations
Ability to Interprets with Interprets pitches, Interprets pitches, Interprets pitches,
interpret/construct: precision pitches, intervals, music in intervals, music in intervals, music in
- Pitches intervals, music in various keys, Kodaly various keys, various keys, Kodaly
- Scales various keys, Kodaly principles and Kodaly principles principles and
- Music principles and accurately constructs and constructs constructs scales with
- Melodic intervals accurately constructs scales. scales with a few many errors.
- Kodaly principles scales. errors.
Ability to create, perform, Exhibits advanced Exhibits skills in Exhibits skills in Exhibits limited skills
transpose/illustrate/improvise skills in improvising, improvising, improvising, in improvising,
- music pieces composing melodies, composing melodies, composing composing melodies,
- strategies of learning setting text to tunes, setting text to tunes, melodies, setting setting text to tunes,
pitch and creatively applies and applies strategies text to tunes, and and applies strategies
- answering phrase strategies of learning of learning pitch. applies strategies of learning pitch with
- melodies
pitch. of learning pitch many inconsistencies.
- text
with a few
inconsistencies.

54
Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Questions
3.0 Creating 3.4 By the end of the Sub The teacher trainee: 1. What constitutes
and Harmony Strand the teacher  writes and describes primary an appropriate
Composing trainee should be able to: triads in root position in the round or part song
Music (6 hrs.) a) describe primary scales learnt. for classroom
 Major triads in root  listens to simple songs use?
and position in a addressing different PCIs and 2. How can one
minor diatonic scale, values accompanied by primary effectively
scales: b) improvise triads and identifies them. facilitate learning
C G, D, accompaniment for  using an appropriate instrument, of rounds and part
F a simple melody accompanies simple songs (on songs in the
major, using primary PCIs such as: peace, patriotism
triads, classroom?
D and and good governance and values
E c) perform in songs of up
such as: respect, love) using
natural to 4-voice parts in a
group, primary triads. Peers critiques
minor presentations.
d) analyse the factors to
 Triads: consider in the choice  sings and discusses rounds
IV,V of rounds for addressing different PCI’s
performance by (such as; life style diseases,
primary school disaster reduction) and values
learners, and critiques peer’s

55
 e) simulate a lesson on performances.
learning of rounds  researches on factors to
and part songs of up consider when selecting
to 3 voices in primary appropriate rounds and part
school, songs for classroom use and
f) appreciate presents findings to peers.
performing rounds  researches and presents on
and part songs. techniques/strategies of
facilitating the learning of
rounds and part songs in
primary school,
 simulates a lesson on singing of
rounds
in primary education applying
appropriate strategies and
appraises peers’ presentations,
 facilitates learning of part
songs in the community,
 collects and builds a repertoire of
rounds to develop a digital
portfolio for use in learning in
primary education.
Core competencies to be developed:
 Creativity and innovation: developed through creating harmonic accompaniment to melodies using primary triads.
 Digital literacy: developed through the use of ICT in playing and listening to triads.
 Learning to learn and reflective practice: developed through listening to music built on triads and learning how to

56
 accompany melodies using primary triads.
 Critical thinking and problem solving: Developed through making decisions on the choice of triads to accompany a
melody.
Values:
 Respect: the trainee learns the value of respect through group singing activities involving accompanying melodies
addressing respect,
 Love: instilled as trainee sing songs on love accompanied with primary triads.
 Patriotism: instilled through listening and singing patriotic songs accompanied by primary triads.

Suggested Formative Assessment Rubric

Level Exceeds Expectations Meets Expectations Approaches Below Expectations
Indicator Expectations
Ability to Describes with in- Describes all the Describes all the 2- Describes all the 1
describe/analyse depth detail all the 3 3 primary triads 1 primary triads primary triad and
- primary triads primary triads and and analyses and critically analyses factors to
in root position critically analyses factors to analyses factors to consider in choosing
- factors to factors to consider in consider in consider in rounds for performance
consider in the choosing rounds for choosing rounds choosing rounds by primary school
choice of performance by for performance for performance by
learners omitting most of
rounds primary school by primary primary school
the details.
learners. school learners. learners omitting a
few details.

57
 Level Exceeds Expectations Meets Expectations Approaches Below Expectations
Indicator Expectations
Ability to Improvises an Improvises an Improvises an Improvises an
improvise/perform: accompaniment for a accompaniment for accompaniment for accompaniment for a
- accompaniment melody creatively using a melody using a melody using melody using primary
for a simple primary triads and primary triads and primary triads with triads with major flaws
melody using artistically performs in performs in songs some flaws in in compatibility and
primary triads songs of up to 4 parts. of up to 4 parts compatibility and performs in songs of up
- songs of up to with accuracy in performs in songs
to 4 parts with
4-voice parts in pitch and rhythm. of up to 4 parts
inaccuracies in pitch and
a group with a few
inaccuracies in rhythm.
pitch and rhythm.
Ability to simulate a Facilitates engaging Facilitates lessons Facilitates lessons Facilitates lessons on
lesson on learning of lessons on rounds and on learning of on learning of learning of rounds and
rounds and part songs part songs with high rounds and part rounds and part part songs of up to 3
of up to 3 voices in competence. songs of up to 3 songs of up to 3 voices in primary school
primary school voices in primary voices in primary with unclear or
school with school with some incomplete execution.
appropriate gaps or lack of
execution. clarity.

58
STRAND 4.0 LISTENING AND APPRECIATION

Strand Sub Strand Specific Learning Suggested Learning Key Inquiry

Outcomes Experiences Questions
4.0 Listening and 4.1 Songs and By the end of the Sub The teacher trainee: What is the value
Sounds from the Strand, the teacher  listens to sounds from of listening to
Appreciation
Environment trainee should be able to: the environment and sounds from the
a) examine the importance discusses the environment in
 Sounds from the of learners listening to importance of children foundational
environment sounds from the listening to sounds music learning?
 Elements and environment, from the environment,
features of b) describe how selected  listens to and discusses
Kenyan folk sounds from the the suitability of different
songs: (rhythm, environment can be used Kenyan folk songs and
melody), and in learning in Creative sounds from the
features (text, Activities,
environment for use in
movement c) analyse the elements and
music learning in,
accompaniment, features in Kenyan
 collects and selects
structure, indigenous songs,
d) formulate strategies to
suitable sounds and
costumes,
facilitate analysis of Kenyan indigenous
ornamentation
and texture) Kenyan folk songs and songs for facilitating
sounds from the different concepts
(8 hrs.) environment, and elements of
e) formulate key inquiry music,
questions to guide a  uses digital devices

59
 lesson on critical to collect, select and
listening to music build a digital
f) design a tool for portfolio of
analysing sounds and appropriate Kenyan
Kenyan folk songs, folk songs and
g) appreciate Kenyan sounds from the
folk songs and environment for use
sounds from the in listening,
environment.
responding and
appreciation of music
in Creative
Activities/Arts.
 watches, listens and
responds to various
Kenyan indigenous songs
describing the songs in
terms of the elements and
features,
 identifies and describes
the indicators of critical
listening and responding
to sounds and songs,
 illustrate how to guide
learner to critically listen
and respond to sounds

60
 from the environment and
Kenyan folk songs,
 uses digital and
electronic devices to
create a video/audio
recording to facilitate
critical listening in PE,
 refers to the Creative
Activities and Creative
Arts curriculum
designs select a
specific learning
outcome and
formulates Key Inquiry
Questions (KIQ’s) to
guide learning in
listening and
responding.
 Presents to peers and
critique each other’s’
presentations,
 develops a criterion for
analysing sounds from
the environment and
Kenyan folk songs.

61
 Core Competencies to be developed:
 Digital literacy: developed through using a variety of devices to collect music and sounds for use in the classroom.
 Pedagogical content knowledge: gained through listening/watching and appreciating music from different cultural
backgrounds.
 Creativity and innovation: enhanced through building a digital portfolio of Kenyan sounds and music for use in learning.
Citizenship and leadership: developed through listening and analysis of indigenous and contemporary Kenyan music.
Values:
 Patriotism: enhanced through learning and appreciating Kenyan folk and contemporary music.
 Respect: instilled through appreciating music from different Kenyan backgrounds as proper works of art in their own
rights

62
Strand Sub Strand Specific Learning Suggested Learning Key Inquiry
Outcomes Experiences Questions
4.0 Listening 4.2 Songs By the end of the The teacher trainee: 1. What
and (8 hrs) Sub Strand, the  listens to/watches different characterizes
Appreciation  Genres of trainee should be Western songs and classifies contemporary
Western songs: able to: them into genres, songs in
art songs, folk a) describe the  researches and analyses Kenyan?
songs, rhymes, classification of features of genres of 2. What features
Western songs contemporary music in
religious songs genres, make a song
b) analyse types of
Western and Kenyan contexts,
and ballads suitable for
 Western Western and Kenyan  watches or listens to selected
appreciation in
contemporary Contemporary Western and contemporary
songs, music learning?
songs: hip songs with appropriate
hop, rap, c) analyse factors to
messages and identifies how
country, soul, consider when
selecting Western different elements are used,
jazz, rhythm  aurally recognises
and blues songs for use in
performance directions, terms
 Kenyan facilitating and signs in a simple score,
contemporary appreciation of  discusses the characteristics of
songs: music in Primary Western songs suitable for use
rhumba Education, in facilitating appreciation in
benga, d) examine the use of Creative Arts,
kapungala, elements of music in  analyses and selects
rap, selected Western
 Elements of songs,
appropriate Western songs
Western e) simulate a lesson on addressing PCI’s and values
songs: rhythm, appreciation of a and uses them in a simulated
melody, Western song,
dynamics, lesson on appreciation in
f) appreciate listening

63
 texture and to different genres of Creative Arts,
form/structure Western songs.  collects and builds a digital
portfolio of appropriate
Western songs for use in
facilitating the strand on
listening and appreciation of
music in Creative Arts
observing legal and ethical
issues.
Core Competencies to be developed:
 Critical thinking and problem solving: developed in the selection of ethically appropriate songs for classroom use and
also during critical listening to music.
 Digital literacy: developed through use of digital skills in the collection of western and contemporary songs to build a digital
portfolio.
 Learning to learn and reflective practice: enhanced through exposure to songs from Western cultures.
 Assessment competency: enhanced through application of appropriate assessment methods during peer teaching.
Values:
 Responsibility: instilled through observance of ethical and legal issues in collection of songs for classroom use.
 Respect: for other cultures is developed as the trainees listen to and appreciate western and contemporary songs drawn
from different cultures.
 Unity: is instilled as the trainees work in groups and in discussions.

64
Suggested Formative Assessment Rubric
Level Exceeds Expectations Meets Expectations Approaches Below Expectations
Indicator Expectations
Ability to describe/ Describes in detail and Describes and classifies Describes and Describes and classifies
analyse/examine classifies Western song Western song genres, classifies Western Western song genres with
- classification genres, analyses types of analyses types of song genres with few few inaccuracies, analyses
of Western Western and Kenyan Western and Kenyan inaccuracies, types of Western and
songs contemporary songs, and contemporary songs, analyses types of Kenyan contemporary
- types of evaluates factors for song and evaluates factors for Western and Kenyan songs, and evaluates
Western and selection with detailed song selection. contemporary songs, factors for song selection
Kenyan
Contemporary and insightful and evaluates factors with significant gaps in
songs, explanations. for song selection explanations and details.
- factors to with some gaps or
consider incomplete details.
when
selecting
Western
songs
- the use of
elements of
music in
selected
Western
songs

65
 Level Exceeds Expectations Meets Expectations Approaches Below Expectations
Indicator Expectations
Ability to simulate a Simulates a lesson on Simulates a lesson on Simulates a lesson Simulates a lesson on a
lesson on appreciation Western song Western song on a Western song Western song
of a Western song,
appreciation effectively, appreciation appreciation with appreciation with
applying advanced competently, applying some gaps or lack of unclear or incomplete
strategies and appropriate strategies clarity in strategy execution.
demonstrating creativity and demonstrating application and
and high competence in effective facilitation facilitation.
facilitating music skills.
appreciation.

66