Creating and Performing

Rhythm - The Crotchet as Principal Beat

By the end of the lesson, the learner should be able to:
- Describe the role of the crotchet as the principal beat in 4/4 time
- Beat time to familiar tunes identifying accented and weak beats in 4/4 time
- Show interest in understanding rhythmic patterns in music

In groups, learners are guided to:
- Listen to music and tap along to identify the crotchet as the principal beat
- Beat time to familiar tunes in 4/4 time clapping the first beat and snapping remaining beats per bar
- Discuss how the pattern of tapping relates to the beats being played

How can various note combinations be used to form rhythms in simple time?

- Grade 9 Creative Arts and Sports Learner's Book - Percussion instruments
- Audio recordings of music in 4/4 time

- Oral questions - Observation - Practical demonstration

Creating and Performing

Rhythm - Accented and Weak Beats

By the end of the lesson, the learner should be able to:
- Distinguish between accented and weak beats in 4/4 time
- Clap and play rhythmic patterns marking accented and weak beats accurately
- Value the role of beat structure in creating a sense of rhythm in music

In groups, learners are guided to:
- Clap familiar tunes and identify which beats are accented and which are weak in 4/4 time
- Play two-part rhythmic patterns in 4/4 time using body percussion, one part on accented beats and the other on weak beats
- Discuss how the distinction between accented and weak beats gives rhythm its character

Why do accented beats give rhythm its character in 4/4 time?

- Grade 9 Creative Arts and Sports Learner's Book - Percussion instruments
- Music exercise books

- Oral questions - Observation - Practical demonstration

Creating and Performing

Rhythm - Dotted Minim and Dotted Crotchet Values
Rhythm - Grouping Notes with Dotted Rhythms

By the end of the lesson, the learner should be able to:
- Identify the dotted minim, dotted crotchet and quaver and state the duration of each
- Write the values of dotted notes and their corresponding rests on a staff
- Appreciate dotted notes as tools for creating rhythmic interest in music

In groups, learners are guided to:
- Research and state the duration in beats of the dotted minim, dotted crotchet and quaver
- Write signs for dotted notes and their rests on a staff in 4/4 time
- Study given rhythmic patterns and identify which dotted notes appear and their effect on the rhythm

How do dotted notes extend rhythm in 4/4 time?

- Grade 9 Creative Arts and Sports Learner's Book - Music exercise books
- Printed rhythmic pattern worksheets
- Percussion instruments

- Written assignments - Oral questions - Observation

Creating and Performing

Rhythm - Composing Two-Bar Rhythmic Patterns

By the end of the lesson, the learner should be able to:
- Compose two-bar rhythmic patterns involving dotted notes and their rests on monotone in 4/4 time
- Improvise rhythmic accompaniment patterns for sports activities
- Show creativity in composing original rhythmic patterns

In groups, learners are guided to:
- Orally compose two-bar rhythmic patterns involving dotted notes and their rests in 4/4 time
- Write the composed patterns on monotone in music exercise books
- Improvise rhythmic accompaniment patterns to given tunes incorporating dotted notes and rests

How can rhythmic patterns be improvised to accompany sports activities?

- Grade 9 Creative Arts and Sports Learner's Book - Music exercise books
- Percussion instruments

- Written assignments - Observation - Peer feedback

Creating and Performing

Rhythm - Notating Four-Bar Rhythms

By the end of the lesson, the learner should be able to:
- Notate four-bar rhythms in 4/4 time from dictation incorporating dotted notes
- Reproduce a rhythmic pattern heard by writing it in an exercise book grouped into bars
- Appreciate music notation as a means of preserving rhythmic ideas

In groups, learners are guided to:
- Listen to a piece of music played by the teacher and tap or clap the rhythm
- Reproduce the rhythm by writing it in exercise books grouped into bars in 4/4 time
- Present rhythms in class for peer review and discuss accuracy of notation

Why is the ability to notate rhythm from dictation important for a musician?

- Grade 9 Creative Arts and Sports Learner's Book - Music exercise books
- Percussion instruments

- Written assignments - Observation - Peer feedback

Creating and Performing

Rhythm - Composing Four-Bar Rhythmic Patterns

By the end of the lesson, the learner should be able to:
- Compose a complete four-bar rhythmic pattern in 4/4 time incorporating dotted notes and rests
- Notate the composed pattern clearly on monotone using correct note grouping
- Value originality and clarity in rhythmic composition

In groups, learners are guided to:
- Compose a four-bar rhythmic pattern incorporating dotted minim, dotted crotchet, quaver and their rests in 4/4 time
- Write the composed pattern on monotone in music exercise books observing correct grouping rules
- Share composed patterns with classmates and give polite constructive feedback

How does a four-bar rhythmic pattern create a complete musical phrase?

- Grade 9 Creative Arts and Sports Learner's Book - Music exercise books
- Percussion instruments

- Written assignments - Observation - Peer feedback

Creating and Performing

Rhythm - Playing Two-Part Rhythmic Patterns

By the end of the lesson, the learner should be able to:
- Play two-part and imitative rhythmic patterns in 4/4 time using body percussion and percussion instruments
- Coordinate with a partner to maintain separate rhythmic parts simultaneously
- Show responsibility for their part in the ensemble while playing two-part music

In groups, learners are guided to:
- Practise two-part rhythmic patterns in 4/4 time with one part on body percussion and the other on a percussion instrument
- Play imitative rhythmic patterns where one part echoes the other with a slight delay
- Perform two-part patterns before the class and discuss the effect of combining the two parts

How does playing two-part rhythms develop musical coordination?

- Grade 9 Creative Arts and Sports Learner's Book - Percussion instruments
- Music exercise books

- Observation - Practical demonstration - Peer feedback

Creating and Performing

Rhythm - Improvising Rhythmic Accompaniment
Melody - Rhythmic Melodic and Dynamic Variations

By the end of the lesson, the learner should be able to:
- Improvise rhythmic patterns to accompany given tunes incorporating dotted notes in 4/4 time
- Apply creativity in selecting combinations of dotted and undotted notes for accompaniment
- Appreciate improvisation as a creative skill in music

In groups, learners are guided to:
- Listen to a given tune and identify its rhythmic character
- Improvise a rhythmic accompaniment pattern using dotted notes and rests that complements the tune
- Perform the improvised accompaniment alongside the tune and give each other feedback

How can improvised rhythm enhance the performance of a musical piece?

- Grade 9 Creative Arts and Sports Learner's Book - Percussion instruments
- Audio recording of a tune
- Grade 9 Creative Arts and Sports Learner's Book - Musical instruments (keyboard or voice)
- Music exercise books

- Observation - Practical demonstration - Self-assessment

Creating and Performing

Melody - Rhythmic Variation

By the end of the lesson, the learner should be able to:
- Define augmentation and diminution as types of rhythmic variation
- Apply rhythmic variation to a given melody by increasing or decreasing note values
- Value rhythmic variation as a means of creating contrast in melody writing

In groups, learners are guided to:
- Study examples of rhythmic variation applied to a melody phrase showing augmentation (notes doubled in value) and diminution (notes halved in value)
- Apply rhythmic variation to a given opening phrase and write the varied version in exercise books
- Perform both versions of the phrase and discuss the difference in character

How does rhythmic variation change the character of a melody?

- Grade 9 Creative Arts and Sports Learner's Book - Music exercise books
- Musical instruments (keyboard or voice)

- Written assignments - Oral questions - Practical performance

Creating and Performing

Melody - Melodic and Dynamic Variations

By the end of the lesson, the learner should be able to:
- Apply melodic variation by changing the pitch contour of a phrase while keeping the rhythm the same
- Apply dynamic variation by marking one phrase forte and another piano
- Show creativity in combining melodic and dynamic variation in a musical phrase

In groups, learners are guided to:
- Study examples of melodic variation where the pitch of notes is altered while the rhythm remains unchanged
- Discuss dynamic variation and mark dynamic directions on a sample melody: forte for one phrase and piano for another
- Perform the varied melody observing the dynamic markings and discuss the expressive effect

How do melodic and dynamic variations make a melody more expressive?

- Grade 9 Creative Arts and Sports Learner's Book - Music exercise books
- Musical instruments (keyboard or voice)

- Written assignments - Practical performance - Peer feedback

Creating and Performing

Melody - F Major Scale and Tonic Arpeggio

By the end of the lesson, the learner should be able to:
- Perform the scale of F major and its tonic arpeggio ascending and descending
- Apply the scale of F major as a foundation for melody composition
- Show confidence in performing the F major scale and arpeggio in preparation for composition

In groups, learners are guided to:
- Sing or play the scale of F major ascending and descending from staff notation
- Sing or play the tonic arpeggio of F major (F-A-C-F ascending then F-C-A-F descending)
- Practise the scale and arpeggio repeatedly until fluent then give each other performance feedback

Why is fluency in the F major scale important for melody composition?

- Grade 9 Creative Arts and Sports Learner's Book - Musical instruments (keyboard or voice)
- Music exercise books

- Practical performance - Oral questions - Peer feedback

Creating and Performing

Melody - Composing Two-Bar Phrases

By the end of the lesson, the learner should be able to:
- Compose a two-bar opening or answering phrase in F major and 4/4 time
- Apply knowledge of dotted note values and variation when composing phrases
- Value originality and integrity in music composition

In groups, learners are guided to:
- Study an opening phrase and write a varied answering phrase in F major and 4/4 time
- Improvise two-bar opening phrases with varied pitches to given answering phrases
- Add phrase marks indicating dynamics as forte for the opening and piano for the answering phrase

What makes a two-bar phrase sound like a complete musical idea?

- Grade 9 Creative Arts and Sports Learner's Book - Music exercise books
- Musical instruments (keyboard or voice)

- Written assignments - Practical performance - Peer feedback

Creating and Performing

Melody - Creating a Four-Bar Melody
Melody - Phrase Marks and Dynamics

By the end of the lesson, the learner should be able to:
- Create a complete four-bar melody in F major and 4/4 time with a question-and-answer structure
- Incorporate extended notes and variation in the composed melody
- Show integrity by producing original melodies free from plagiarism

In groups, learners are guided to:
- Study a sample melody and identify the question-and-answer structure across its phrases
- Create a four-bar melody in F major and 4/4 time incorporating extended notes and varied phrases
- Sight read the melodies composed by self and classmates and give feedback

How does the question-and-answer structure make a melody engaging?

- Grade 9 Creative Arts and Sports Learner's Book - Music exercise books
- Musical instruments (keyboard or voice)

- Written assignments - Observation - Peer feedback

Creating and Performing

Melody - Notating Four-Bar Melodies

By the end of the lesson, the learner should be able to:
- Notate four-bar melodies in 4/4 time in F major with correct note placement on the staff
- Apply knowledge of dotted notes, phrase marks and key signature in melody notation
- Value accuracy and neatness in music notation

In groups, learners are guided to:
- Practise writing notes of F major on both treble and bass staff with correct placement
- Notate a complete four-bar melody in F major and 4/4 time including key signature, phrase marks and dynamic markings
- Share notated melodies with classmates and check each other's notation for accuracy

Why is accurate notation important when sharing musical compositions?

- Grade 9 Creative Arts and Sports Learner's Book - Music exercise books
- Printed staff paper

- Written assignments - Observation - Peer feedback

Creating and Performing

Melody - Performing and Evaluating Melodies

By the end of the lesson, the learner should be able to:
- Perform melodies in F major and 4/4 time on an instrument of choice observing dynamics and phrase marks
- Evaluate own and others' melody performances using structured criteria
- Show confidence and self-efficacy when performing original compositions

In groups, learners are guided to:
- Perform composed four-bar melodies on an instrument of choice observing all notation markings
- Listen to and evaluate each other's performances commenting on pitch accuracy, dynamics and phrasing
- Record performances on a digital device for future reference and self-reflection

How does performing own compositions build musical confidence?

- Grade 9 Creative Arts and Sports Learner's Book - Musical instruments (keyboard, recorder or voice)
- Digital devices for recording

- Practical performance - Peer feedback - Self-assessment

Creating and Performing

The Descant Recorder - F Major Scale Fingering

By the end of the lesson, the learner should be able to:
- Identify the fingering of each note in the scale of F major on the descant recorder
- Read and interpret a fingering chart to play the notes of F major
- Show interest in learning the descant recorder as a musical instrument

In groups, learners are guided to:
- Read and interpret the fingering chart to identify which holes to cover for each note of F major
- Practise playing individual notes of the F major scale ascending and descending using the fingering chart as a guide
- Discuss the technique of pinching the thumb hole for high notes and share observations

Why is correct fingering technique important when playing the descant recorder?

- Grade 9 Creative Arts and Sports Learner's Book - Descant recorders
- Fingering charts for F major

- Observation - Oral questions - Practical demonstration

Creating and Performing

The Descant Recorder - Playing F Major from Staff Notation

By the end of the lesson, the learner should be able to:
- Play the scale of F major ascending and descending from staff notation on the descant recorder
- Apply the pinching technique correctly when playing higher notes
- Value precision and self-discipline in instrumental performance

In groups, learners are guided to:
- Study the staff notation of the F major scale and identify the notes and their positions on the recorder
- Play the scale of F major ascending and descending from staff notation observing the pinching technique for higher notes
- Watch actual or virtual tutorials demonstrating the pinching technique and apply it in practice

How does reading staff notation improve recorder playing?

- Grade 9 Creative Arts and Sports Learner's Book - Descant recorders
- Staff notation of F major scale

- Practical performance - Observation - Peer feedback

Creating and Performing

The Descant Recorder - Playing Simple Melodies in F Major

By the end of the lesson, the learner should be able to:
- Play simple melodies in F major from staff notation on the descant recorder
- Apply correct fingering and breath control when playing melodies
- Show confidence in performing simple recorder pieces

In groups, learners are guided to:
- Study simple melodies written in F major and identify all notes and their fingerings before playing
- Play simple melodies in F major from staff notation at a slow tempo observing correct fingering throughout
- Give each other feedback on tone quality, fingering accuracy and breath control

How does practising simple melodies develop recorder technique?

- Grade 9 Creative Arts and Sports Learner's Book - Descant recorders
- Printed simple melodies in F major

- Practical performance - Observation - Peer feedback

Creating and Performing

The Descant Recorder - Dynamics Crescendo and Diminuendo
Play - Elements of a Play

By the end of the lesson, the learner should be able to:
- Define crescendo and diminuendo as performance directions for dynamics
- Identify crescendo and diminuendo markings on a music score and apply them when playing
- Appreciate the effect of dynamics on musical expression in recorder performance

In groups, learners are guided to:
- Explore virtual demonstrations of crescendo and diminuendo on the descant recorder
- Identify crescendo and diminuendo markings on a printed score and discuss how they should be performed
- Play a short melody applying crescendo and diminuendo as marked and discuss the expressive effect

What effect do crescendo and diminuendo have on recorder performance?

- Grade 9 Creative Arts and Sports Learner's Book - Descant recorders
- Printed melodies with dynamic markings
- Grade 9 Creative Arts and Sports Learner's Book - Sample play scripts
- Reference books on drama

- Practical performance - Observation - Oral questions

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Criteria for Evaluating a Play

By the end of the lesson, the learner should be able to:
- Identify the criteria used to evaluate a play performance including theme, setting, conflict, resolution, voice, body movement and use of props
- Interpret and discuss a marking guide for evaluating a play performance
- Show interest in developing analytical skills for evaluating Creative Arts

In groups, learners are guided to:
- Study the marking guide provided and discuss an interpretation of each criterion
- Identify and correct any misplaced criteria and add any missing explanations in the 'What to look for' column
- Discuss in groups how each criterion contributes to the overall quality of a play performance

Why is analysis an important skill in Creative Arts and Sports?

- Grade 9 Creative Arts and Sports Learner's Book
- Sample play evaluation criteria/marking guide
- Digital devices with video content

- Oral questions - Written assignments - Observation

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Analysing a Play Performance

By the end of the lesson, the learner should be able to:
- Analyse a play performance using established criteria covering theme, voice, body movement, internalisation, audience involvement and overall impression
- Record and present analytical comments on each component of the play criterion
- Appreciate the role of analysis in improving play performance standards

In groups, learners are guided to:
- Watch a live, recorded or virtual play performance
- Using the criterion from the previous lesson, analyse the play performance and note comments on each component including what was good and what needs improvement
- Present analytical findings in class and give polite feedback on each other's responses

How can analysis of a play performance enhance creativity and performance quality?

- Grade 9 Creative Arts and Sports Learner's Book
- Recorded or virtual play performance
- Play evaluation criterion sheet

- Written assignments - Oral presentation - Peer feedback

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Analysing a Solo Vocal Piece

By the end of the lesson, the learner should be able to:
- Identify the elements of a solo vocal piece including key, time signature, dynamics, tonic sol-fa and form
- Analyse a given solo vocal music piece by responding to specific analytical questions
- Show interest in using music analytical skills as part of Creative Arts appreciation

In groups, learners are guided to:
- Study the solo vocal piece Doe a Deer and identify the key in which it is written
- Identify the tonic sol-fas of the first four bars and name the dynamics and time signature used in the piece
- Discuss findings in groups and present responses in class for peer feedback

How does analysis of a solo vocal piece deepen musical understanding?

- Grade 9 Creative Arts and Sports Learner's Book
- Printed or projected copy of Doe a Deer music piece
- Music reference books

- Oral questions - Written assignments - Observation

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Music Elements in Analysis

By the end of the lesson, the learner should be able to:
- Analyse the key, time signature, dynamics and musical form of a solo vocal piece
- Identify and describe the structure and phrasing of a piece of music from a score
- Value the ability to read and interpret music notation as part of musical appreciation

In groups, learners are guided to:
- Study the music piece further and identify the time signature, key signature and dynamic markings used
- Describe the musical form by identifying repeated sections, contrasting phrases and cadences
- Discuss how the use of dynamics and musical form contributes to the expressive quality of the piece

Why is it important for a performer to understand musical form and dynamics?

- Grade 9 Creative Arts and Sports Learner's Book
- Printed or projected music score
- Music reference books

- Written assignments - Oral questions - Observation

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Criteria for Evaluating Solo Vocal Music
Analysis of Creative Arts and Sports - Evaluating a Solo Vocal Piece

By the end of the lesson, the learner should be able to:
- Brainstorm and interpret a criterion for evaluating a solo vocal piece of music
- Apply the criterion to prepare for evaluating songs in a music competition context
- Appreciate the importance of fair and structured criteria in music evaluation

In groups, learners are guided to:
- Study the solo vocal evaluation criterion provided and discuss an interpretation of each component
- Note interpretations in exercise books and discuss how to apply the criterion fairly and consistently
- Identify any gaps in the criterion and suggest additions that would improve its comprehensiveness

What criteria should be used to fairly evaluate a solo vocal performance?

- Grade 9 Creative Arts and Sports Learner's Book
- Solo vocal evaluation criterion sheet
- Music reference books
- Recorded or virtual solo vocal performance

- Written assignments - Oral questions - Peer discussion

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Criteria for Evaluating 2D Art

By the end of the lesson, the learner should be able to:
- Brainstorm and interpret a criterion for evaluating 2D artworks including photography and other visual art pieces
- Identify how each criterion component guides the selection and evaluation of artworks
- Show interest in developing Visual Arts analytical skills

In groups, learners are guided to:
- Study the 2D artwork evaluation criterion provided for a school art competition and discuss an interpretation of each component
- Note interpretations in exercise books and discuss how the criterion can be adapted to evaluate other types of 2D artworks
- Brainstorm additional components that could strengthen the evaluation criterion

Why is a structured criterion important when evaluating artworks?

- Grade 9 Creative Arts and Sports Learner's Book
- 2D artwork evaluation criterion sheet
- Sample 2D artworks (photographs, mosaics, paintings)

- Oral questions - Written assignments - Peer discussion

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Evaluating 2D Artworks

By the end of the lesson, the learner should be able to:
- Evaluate 2D artworks including photographs and mosaics using the established criterion
- Create an art catalogue documenting the name of gallery, artist's name, type of artwork, medium, subject matter and function
- Value honest and principled assessment when critiquing exhibited artworks

In groups, learners are guided to:
- Apply the 2D artwork criterion to evaluate a selection of photographs or mosaic compositions displayed in class
- Record evaluation comments on each criterion component and adapt the criterion to evaluate other types of 2D artworks
- Create an art catalogue for the exhibited artworks and share evaluations in class for reflection and inspiration

How can critiquing artworks inspire creativity and improve artistic standards?

- Grade 9 Creative Arts and Sports Learner's Book
- 2D artwork evaluation criterion sheet
- Displayed artworks: photographs and mosaic compositions

- Written assignments - Observation - Portfolio assessment

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Anti-Doping in Sports

By the end of the lesson, the learner should be able to:
- Define doping and anti-doping and explain their significance in sports
- Describe the importance of anti-doping regulations in ensuring fair competition
- Show awareness of the ethical responsibility of athletes regarding banned substances

In groups, learners are guided to:
- Research and define doping and anti-doping using relevant resource materials
- Discuss in pairs the importance of anti-doping, the effects of doping on athletes and the role of anti-doping bodies in sports
- Share findings with classmates and discuss why doping is classified as an unethical behaviour in sports

Why is anti-doping regulation important for fair competition in sports?

- Grade 9 Creative Arts and Sports Learner's Book
- Digital devices with internet access
- Sports ethics reference materials

- Oral questions - Written assignments - Observation

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Effects of Doping

By the end of the lesson, the learner should be able to:
- Describe the physical, psychological and social effects of doping on an athlete
- Identify actions that constitute anti-doping violations such as possession, trafficking and administering prohibited substances
- Value clean sport and personal integrity in athletic competition

In groups, learners are guided to:
- Discuss in pairs the physical effects of doping on athlete performance and long-term health
- Identify and list actions that are classified as anti-doping violations including possession of a prohibited substance, trafficking and administering prohibited substances to another athlete
- Reflect on how doping violations affect an athlete's career and the reputation of sport

How does doping undermine the integrity and spirit of sport?

- Grade 9 Creative Arts and Sports Learner's Book
- Digital devices with internet access
- Sports ethics reference materials

- Oral questions - Written assignments - Observation

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Effects of Doping

By the end of the lesson, the learner should be able to:
- Describe the physical, psychological and social effects of doping on an athlete
- Identify actions that constitute anti-doping violations such as possession, trafficking and administering prohibited substances
- Value clean sport and personal integrity in athletic competition

In groups, learners are guided to:
- Discuss in pairs the physical effects of doping on athlete performance and long-term health
- Identify and list actions that are classified as anti-doping violations including possession of a prohibited substance, trafficking and administering prohibited substances to another athlete
- Reflect on how doping violations affect an athlete's career and the reputation of sport

How does doping undermine the integrity and spirit of sport?

- Grade 9 Creative Arts and Sports Learner's Book
- Digital devices with internet access
- Sports ethics reference materials

- Oral questions - Written assignments - Observation

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Ethical Practices in Sports

By the end of the lesson, the learner should be able to:
- Examine ethical and unethical practices in sports using a structured comparison table
- Distinguish between acceptable and unacceptable behaviour in sports competition
- Show commitment to upholding ethical standards in Creative Arts and Sports

In groups, learners are guided to:
- Study the table of sports practices and copy it into exercise books, ticking whether each practice is ethical or unethical
- Discuss in groups the reasoning behind classifying each practice and share responses with the class
- Reflect on how ethical practices in sports contribute to fair play and respect among athletes

Why is it important to maintain ethical standards in sports competition?

- Grade 9 Creative Arts and Sports Learner's Book
- Ethical practices comparison table
- Sports ethics reference materials

- Written assignments - Oral questions - Observation

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Research on Anti-Doping

By the end of the lesson, the learner should be able to:
- Research the meaning and scope of anti-doping in sports from relevant resource materials
- Present findings on anti-doping clearly and confidently to peers for review
- Appreciate the role of analysis and research in addressing ethical issues in sports

In groups, learners are guided to:
- Research from relevant resource materials the meaning of anti-doping, its regulations and its importance in maintaining fair sport
- Discuss why anti-doping is classified as an unethical behaviour and compile findings into a brief presentation
- Present findings in class for peer review, give and receive constructive feedback respectfully

How does research on anti-doping contribute to ethical awareness in sports?

- Grade 9 Creative Arts and Sports Learner's Book
- Digital devices with internet access
- Sports ethics and anti-doping reference materials

- Oral presentation - Written assignments - Peer feedback

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Research on Anti-Doping

By the end of the lesson, the learner should be able to:
- Research the meaning and scope of anti-doping in sports from relevant resource materials
- Present findings on anti-doping clearly and confidently to peers for review
- Appreciate the role of analysis and research in addressing ethical issues in sports

In groups, learners are guided to:
- Research from relevant resource materials the meaning of anti-doping, its regulations and its importance in maintaining fair sport
- Discuss why anti-doping is classified as an unethical behaviour and compile findings into a brief presentation
- Present findings in class for peer review, give and receive constructive feedback respectfully

How does research on anti-doping contribute to ethical awareness in sports?

- Grade 9 Creative Arts and Sports Learner's Book
- Digital devices with internet access
- Sports ethics and anti-doping reference materials

- Oral presentation - Written assignments - Peer feedback