Creating and Performing in Creative Arts and Sports

Descant Recorder - F Major Scale Fingering and Types

By the end of the lesson, the learner should be able to:
- Identify the fingering of all notes in the scale of F major on the descant recorder including the flattened B and the higher octave notes E and F.
- Read and interpret the fingering chart to play each note of the F major scale on the descant recorder.
- Appreciate the importance of reading fingering charts accurately when learning to play the descant recorder.

In groups, learners are guided to:
- Play the scales of C major and G major ascending and descending on the descant recorder then identify the accidental added in G major.
- Identify the new note added to the scale of F major (B flat) and use the fingering guide in Figure 2.7.2 to practise playing it.
- Use the fingering chart in Figure 2.7.3 to practise all notes of the F major scale noting special fingering for E and F in the higher octave.

What is the importance of applying technique when playing instrumental music?

- Oxford CAS Today Grade 9 pg. 71
- Descant recorder
- Fingering charts

- Oral questions - Practical demonstration

Creating and Performing in Creative Arts and Sports

Descant Recorder - Random Note Practice and Pinching Technique
Descant Recorder - F Major Scale Performance
Descant Recorder - Solo Preparation and Practice

By the end of the lesson, the learner should be able to:
- Describe the pinching technique on the descant recorder as opening the thumb hole slightly to play notes above D on the fourth line.
- Demonstrate the pinching technique by practising notes in the upper register of the F major scale.
- Value correct technique as essential to producing a clear and accurate tone on the descant recorder.
- Play the scale of F major ascending and descending from staff notation on the descant recorder.
- Play simple melodies in F major on the descant recorder applying correct posture, fingering and instrument positioning.
- Value regular practice as essential to developing fluency and accuracy when playing the descant recorder.

In groups, learners are guided to:
- Watch actual or virtual instrumental tutorials demonstrating the techniques of pinching, tonguing and slurring on the descant recorder.
- Practise pinching by opening the thumb hole slightly to play notes above D on the fourth line of the treble clef.
- Practise random notes from the F major scale in the upper register applying the pinching technique and verify correct fingering against the chart.
- Practise the scale of F major ascending and descending from staff notation on the descant recorder.
- Practise playing the textbook melodies including The Street Boy's Song and Hinkeruden applying correct posture, fingering and position.
- Identify and mark pitches of B flat in the melodies and ensure they are all played correctly then practise the tonic arpeggio F-A-C-F.

What is the importance of applying technique when playing instrumental music?

- Oxford CAS Today Grade 9 pg. 71
- Descant recorder
- Fingering charts
- Oxford CAS Today Grade 9 pg. 71
- Descant recorder
- Music exercise books
- Oxford CAS Today Grade 9 pg. 76

- Practical demonstration - Observation

Creating and Performing in Creative Arts and Sports

Descant Recorder - Group Rehearsal and Solo Performance

By the end of the lesson, the learner should be able to:
- Perform a part in simple duets in F major on the descant recorder observing part discipline and correct performance technique.
- Describe the characteristics of homophonic texture in two-part music for the descant recorder.
- Value the collaborative effort required to perform two-part music accurately and expressively.

In groups, learners are guided to:
- Read and discuss the features of a duet and the importance of part discipline and homophonic texture in two-part music.
- Practise individual parts of Duet 1 and Duet 2 separately before performing them together with a partner alternating Recorder 1 and Recorder 2 roles.
- Record the duet performance using a digital device and upload to a school digital platform as part of a digital portfolio.

What is the importance of applying technique when playing instrumental music?

- Oxford CAS Today Grade 9 pg. 76
- Descant recorder
- Digital devices

- Practical demonstration - Observation

Creating and Performing in Creative Arts and Sports

Play - Format and Structure of a Play Script

By the end of the lesson, the learner should be able to:
- Describe the format of a play script including title, playwright, characters, acts, scenes, stage directions and dialogue.
- Read a sample play script and identify all its format features distinguishing acts from scenes and stage directions from dialogue.
- Appreciate the play script as the written foundation that brings a theatrical performance to life.

In groups, learners are guided to:
- Read a sample play script and answer questions on its title, playwright, characters, acts, scenes, stage directions and dialogue.
- Discuss the format used to write a play script identifying what information is found in each section.
- Write down the key features of a play script format in exercise books as reference for creating an original script.

How can a play performance be made believable to an audience?

- Oxford CAS Today Grade 9 pg. 84
- Sample play scripts
- Exercise books

- Oral questions - Written assignments

Creating and Performing in Creative Arts and Sports

Play - Script Analysis and Elements

By the end of the lesson, the learner should be able to:
- Analyse the play script Rodent Trouble by identifying all format features including acts, scenes, stage directions, setting and characters.
- Explain the role of stage directions in guiding actors on how to execute dramatic action during performance.
- Value a thorough understanding of script structure as essential preparation for writing and performing a play.

In groups, learners are guided to:
- Read the sample play Rodent Trouble and identify all format features including acts, scenes, stage directions, setting and cast.
- Discuss in groups the role of stage directions in guiding actors noting that they are enclosed in italics and brackets.
- Answer comprehension questions on the play script and share answers with the class for discussion.

How can a play performance be made believable to an audience?

- Oxford CAS Today Grade 9 pg. 84
- Sample play scripts
- Exercise books

- Written assignments - Oral questions

Creating and Performing in Creative Arts and Sports

Play - Theme Selection and Plot Creation
Play - Character Development
Play - Setting and Dialogue

By the end of the lesson, the learner should be able to:
- Identify a relevant societal issue from the school or community as the theme for a one-act play.
- Develop an outline plot for a one-act play based on the selected theme including beginning, rising action and resolution.
- Appreciate that play performance is a meaningful channel for raising awareness about societal issues in the community.
- Create a list of characters for the one-act play including descriptions of each character's role, personality and relationship to other characters.
- Write a character profile for each character in the play specifying physical appearance, behaviour and speech style.
- Value character depth and consistency as essential to making a play believable to an audience.

In groups, learners are guided to:
- Brainstorm in groups a societal issue observed in the school or community that would make a meaningful play theme.
- Develop a brief plot outline for the one-act play including the beginning, the central conflict and the resolution.
- Share the plot outline with another group for feedback on clarity, relevance and dramatic potential.
- Based on the approved plot outline create a list of characters for the one-act play with brief descriptions of each character's role and personality.
- Write a character profile for each character specifying physical appearance, behaviour and how they speak.
- Share character profiles with a peer for feedback on believability, consistency and alignment with the plot.

How can a play performance be made believable to an audience?

- Oxford CAS Today Grade 9 pg. 89
- Exercise books

- Written assignments - Observation
- Written assignments - Oral questions

Creating and Performing in Creative Arts and Sports

Play - Script Creation

By the end of the lesson, the learner should be able to:
- Write a complete one-act play script using the correct play format including title, playwright, characters, acts, scenes, stage directions and dialogue.
- Ensure the script addresses a societal issue with a clear theme, conflict and resolution.
- Appreciate that originality, creativity and social relevance are the hallmarks of a well-crafted play script.

In groups, learners are guided to:
- Write the complete one-act play script using the correct play format building on the plot outline, character profiles, setting and opening dialogue developed in previous lessons.
- Ensure the script includes a clear title, playwright name, cast list, at least one act with multiple scenes, stage directions and dialogue that advances the plot.
- Review the draft script internally checking for format accuracy, theme clarity and believability of dialogue.

Why is it important to decorate props to be used for performance?

- Oxford CAS Today Grade 9 pg. 89
- Exercise books

- Written assignments - Peer review

Creating and Performing in Creative Arts and Sports

Play - Script Creation continued

By the end of the lesson, the learner should be able to:
- Refine the one-act play script by incorporating peer feedback on format, dialogue, stage directions and theme clarity.
- Finalise the play script so that it is ready for casting, rehearsal and performance.
- Value constructive peer feedback as an essential part of the script-development process.

In groups, learners are guided to:
- Share the draft play script with another group and receive structured peer feedback on format, dialogue quality, stage directions and societal theme clarity.
- Incorporate feedback to refine the script correcting any format errors and improving dialogue naturalness and character consistency.
- Finalise the script and distribute copies to the group members for casting and rehearsal planning.

Why is it important to decorate props to be used for performance?

- Oxford CAS Today Grade 9 pg. 89
- Exercise books
- Peer feedback notes

- Written assignments - Peer review

Creating and Performing in Creative Arts and Sports

Play - Music Costumes and Acting Preparation

By the end of the lesson, the learner should be able to:
- Select relevant props, costumes and music for a play performance based on the script's setting and characters.
- Explain how props, costumes and music contribute to the believability and effectiveness of a play performance.
- Value thorough preparation of props, costumes and music as essential to a convincing and professional play performance.

In groups, learners are guided to:
- Select relevant props, costumes and music that match the setting and theme of the one-act play script.
- Discuss how each selected prop, costume and music piece contributes to the believability of the play and the portrayal of each character.
- Prepare and organise all props, costumes and music ready for rehearsal in the next lessons.

Why is it important to decorate props to be used for performance?

- Oxford CAS Today Grade 9 pg. 90
- Props, costumes
- Music source

- Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Play - Movement and Voice
Play - Rehearsal Techniques
Play - Performance Preparation and Analysis

By the end of the lesson, the learner should be able to:
- Describe the techniques of vocal projection, tone, intonation and pace used by actors to communicate clearly and convincingly.
- Demonstrate the use of body movement and voice in rehearsing a role paying attention to character physicality and vocal expressiveness.
- Value rehearsal of voice and movement as essential to making a play believable and engaging for the audience.
- Apply rehearsal techniques including blocking, cue-to-cue and full run-through to prepare for a play performance.
- Rehearse a role in the play using props, music and costume paying attention to use of voice, body, movement and space.
- Appreciate that systematic and thorough rehearsal is the key to a confident, fluent and convincing play performance.

In groups, learners are guided to:
- Perform vocal and physical warm-up activities in preparation for play rehearsal.
- Practise vocal projection, tone, intonation and pace by reading sections of the script aloud with deliberate vocal expression.
- Rehearse individual roles focusing specifically on body movement, physical characterisation and vocal delivery.
- Discuss rehearsal techniques including blocking (positioning on stage), cue-to-cue (practising transitions) and full run-through.
- Rehearse individual roles in the play incorporating props, music and costume focusing on voice, movement, use of space and interaction with other characters.
- Conduct a full run-through of the play identifying sections that need further rehearsal and making notes in exercise books.

How can a play performance be made believable to an audience?

- Oxford CAS Today Grade 9 pg. 90
- Play script
- Props, costumes
- Oxford CAS Today Grade 9 pg. 90
- Play script
- Props, costumes, music
- Play script, props, costumes, music

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Play - Role Allocation

By the end of the lesson, the learner should be able to:
- Explain the criteria used for allocating roles in a play including suitability to character, availability and commitment.
- Confirm final role allocation for the play performance ensuring every group member has a clearly assigned responsibility.
- Appreciate fair and transparent role allocation as essential to team cohesion and a successful play performance.

In groups, learners are guided to:
- Discuss the criteria for role allocation in a play including character fit, vocal ability, commitment and availability.
- Confirm final role allocation for the performance ensuring each group member has a clearly assigned performance or production role.
- Brief all cast and crew members on their specific responsibilities, cues and logistics for the performance.

Why is it important to decorate props to be used for performance?

- Oxford CAS Today Grade 9 pg. 90
- Play script
- Role allocation notes

- Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Play - Performance

By the end of the lesson, the learner should be able to:
- Perform a role in a one-act play before an audience applying voice, body movement, props, costumes and music appropriately.
- Demonstrate confidence, fluency and believability in the live play performance before an audience.
- Recognise play performance as a meaningful channel for communicating messages about societal issues to the community.

In groups, learners are guided to:
- Perform the one-act play before a school audience applying all rehearsed skills including voice, movement, use of props and costumes.
- Maintain character throughout the performance responding naturally to other actors' lines and movements.
- Record the performance using a digital device and post on a school digital platform for others to learn from.

How can a play performance be made believable to an audience?

- Oxford CAS Today Grade 9 pg. 90
- Props, costumes
- Digital devices

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Play - Performance Reflection and Journal

By the end of the lesson, the learner should be able to:
- Evaluate the play performance by reflecting on what went well, what was challenging and what would be improved in a future performance.
- Record personal experiences and reflections on the play creation and performance process in a journal.
- Appreciate the value of reflective practice in developing artistic skills and personal growth in Creative Arts.

In groups, learners are guided to:
- Watch the recorded play performance and evaluate it against the criteria of voice, character believability, use of props and audience engagement.
- Record personal experiences and reflections on the full play creation process from script writing to performance in a journal entry.
- Share reflections with classmates discussing what was learnt through the process of creating and performing the one-act play.

Why is it important to decorate props to be used for performance?

- Oxford CAS Today Grade 9 pg. 90
- Digital devices
- Journal or exercise book

- Written assignments - Oral questions

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Modelling Vessels
Indigenous Kenyan Crafts - Decorating Vessels
Indigenous Kenyan Crafts - Firing Pottery

By the end of the lesson, the learner should be able to:
- Make clay coils of uniform thickness using the coil technique.
- Join clay coils using slurry to build the walls of a vessel and smoothen the inside surface.
- Value patience and craftsmanship in building a clay vessel using the traditional coil technique.
- Describe incision as the process of engraving a design by cutting into the clay surface while it is still slightly damp.
- Decorate a slightly dry clay vessel by incising a pattern or design on its surface.
- Appreciate decoration as a cultural expression that adds aesthetic and symbolic value to a pottery vessel.

In groups, learners are guided to:
- Make clay coils of uniform thickness by rolling prepared clay on a flat surface.
- Join coils using slurry to form the walls of a vessel building upward and smoothening the inside surface at each level.
- Review the vessel shape and walls for uniformity and make corrections before the clay dries further.
- Discuss the technique of incision and the types of patterns traditionally used in Kenyan pottery decoration.
- Decorate the slightly dry vessel by incising a chosen pattern or design into the clay surface using an appropriate tool.
- Compare decorated vessels within the group discussing the patterns chosen and their cultural or personal significance.

Why is clay the preferred material for pottery?

- Oxford CAS Today Grade 9 pg. 104
- Prepared clay, wooden surface, slurry
- Oxford CAS Today Grade 9 pg. 104
- Slightly dried clay vessel, incising tool
- Completely dry clay vessel, open pit kiln, dry fuel

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Weaving Introduction

By the end of the lesson, the learner should be able to:
- Identify types of Indigenous Kenyan crafts including pottery, weaving, beadwork and wood carving.
- Describe weaving as the interlacing of warps and wefts on a loom to create a fabric and explain the basic components of a frame loom.
- Appreciate weaving as a traditional Kenyan craft that reflects cultural identity and practical skill.

In groups, learners are guided to:
- Explore actual and virtual resources to study traditional Kenyan weaving and identify the types of crafts it belongs to.
- Discuss weaving as the interlacing of warps and wefts on a loom explaining what warps, wefts and the frame loom are.
- Use different coloured strings to practise a basic fabric design for reference before beginning frame loom construction.

How is a fabric woven?

- Oxford CAS Today Grade 9 pg. 104
- Actual woven articles
- Digital devices
- Coloured string

- Oral questions - Observation

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Frame Loom Making

By the end of the lesson, the learner should be able to:
- Describe the process of making a wooden mitre joint frame loom with equal spacing of nails.
- Collaboratively construct a wooden mitre joint frame loom following the correct procedure and ensuring equal nail spacing.
- Value responsibility and self-discipline in constructing craft tools and handling materials safely during loom making.

In groups, learners are guided to:
- Explore actual and virtual resources to study how a wooden mitre joint frame loom is made with equal spacing of nails.
- Collaboratively construct the frame loom following the correct procedure ensuring equal spacing of nails throughout.
- Test the completed loom for stability and equal nail spacing before beginning to set the warps.

How is a fabric woven?

- Oxford CAS Today Grade 9 pg. 109
- Wooden frame, nails, hammer, string

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Twill Weaving

By the end of the lesson, the learner should be able to:
- Describe the 2/1 twill weaving technique by explaining how warps and wefts are interlaced on the loom following a 2/1 pattern.
- Secure warps on the completed frame loom and begin interlacing wefts using the 2/1 twill technique.
- Appreciate the disciplined pattern of twill weaving as a craft technique that creates a strong and visually interesting fabric.

In groups, learners are guided to:
- Secure the warps on the completed frame loom ensuring even tension throughout.
- Begin interlacing the wefts using the 2/1 twill technique: the weft passes over two warps then under one repeating across the row.
- Review the weaving progress checking for consistent tension, even spacing and correct pattern repetition.

How is a fabric woven?

- Oxford CAS Today Grade 9 pg. 109
- Frame loom, string or yarn in various colours

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Twill Weaving continued
Indigenous Kenyan Crafts - Display Critique and Self-Assessment
Swimming - Standing Dive Technique and Practice

By the end of the lesson, the learner should be able to:
- Continue and complete the 2/1 twill weaving to produce a finished fabric on the frame loom.
- Review the completed fabric for consistency of the twill pattern, evenness of spacing and overall quality.
- Value perseverance and sustained effort in completing a multi-lesson traditional craft project.
- Display completed pottery vessels and woven fabrics and describe own work to classmates focusing on technique, design and cultural significance.
- Critique own and peers' craft articles providing constructive and polite feedback on technique and quality.
- Appreciate the value of self-assessment and peer critique in improving craft skills and acknowledging cultural heritage.

In groups, learners are guided to:
- Continue weaving using the 2/1 twill technique completing the fabric on the frame loom.
- Review the completed fabric for consistency of pattern, even spacing of wefts and overall structural integrity.
- Remove the completed fabric from the loom carefully and prepare for display and critique in the next lesson.
- Display completed pottery vessels and woven fabrics and talk about own work describing the technique used, design decisions and cultural connections.
- Use the craft characteristics studied earlier as evaluation criteria to give structured constructive feedback on peers' articles.
- Complete a self-assessment of pottery and weaving skills identifying what was mastered and what needs further practice.

How is a fabric woven?

- Oxford CAS Today Grade 9 pg. 109
- Frame loom, string or yarn in various colours
- Oxford CAS Today Grade 9 pg. 109
- Completed pottery and woven articles
- Oxford CAS Today Grade 9 pg. 112
- Swimming pool
- Appropriate swimwear

- Observation - Practical demonstration
- Peer review - Observation

Creating and Performing in Creative Arts and Sports

Swimming - Land Dive Activity

By the end of the lesson, the learner should be able to:
- Describe the phases of a standing dive: stance, entry and gliding identifying the correct body position at each phase.
- Demonstrate the phases of a standing dive on land as a preparatory activity before entering the water.
- Value land-based practice as a safe and effective way to build confidence and correct technique before entering the pool.

In groups, learners are guided to:
- Practise the complete standing dive sequence on land in slow motion: stance, forward lean, arm extension, chin tuck and entry position.
- Perform the land dive activity several times reviewing body position at each phase.
- Observe peers performing the land dive and give feedback on arm extension, body arch and chin position.

How can swimming skills be performed safely?

- Oxford CAS Today Grade 9 pg. 113
- Open space for land practice
- Appropriate sports wear

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Swimming - Butterfly Stroke Introduction and Body Position

By the end of the lesson, the learner should be able to:
- Describe the butterfly stroke as a swimming style involving simultaneous circular arm movement and a dolphin-like leg kick.
- Identify the correct body position in the butterfly stroke including face down in the water, hips near the surface and body undulating in a wave-like motion.
- Appreciate the butterfly stroke as a demanding but disciplined swimming style that requires synchrony and coordination.

In groups, learners are guided to:
- Watch a live or virtual demonstration of the butterfly stroke and note the key arm and leg movements.
- Discuss the butterfly stroke body position: face down in the water, hips near the surface and body moving in a wave-like undulation.
- Identify the phases of the butterfly stroke and describe the correct body position at each phase.

Why is synchrony important in butterfly stroke?

- Oxford CAS Today Grade 9 pg. 117
- Swimming pool
- Appropriate swimwear

- Oral questions - Observation

Creating and Performing in Creative Arts and Sports

Swimming - Butterfly Stroke Arm Action

By the end of the lesson, the learner should be able to:
- Describe the arm action in butterfly stroke as both arms moving simultaneously in a circular motion over the water to push the body forward.
- Demonstrate the butterfly stroke arm action in the water focusing on simultaneous movement and circular path.
- Value correct arm technique as essential to generating forward propulsion in the butterfly stroke.

In groups, learners are guided to:
- Demonstrate the butterfly stroke arm action on poolside first without water to understand the circular motion.
- Enter the water and practise the arm action only focusing on simultaneous movement and correct circular path over the water surface.
- Observe peers performing the arm action and give feedback on whether both arms move simultaneously and in the correct circular path.

Why is synchrony important in butterfly stroke?

- Oxford CAS Today Grade 9 pg. 117
- Swimming pool
- Appropriate swimwear

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Swimming - Butterfly Stroke Leg Action
Swimming - Butterfly Stroke Coordination and Complete Practice
Kenyan Indigenous Games - Board Games Introduction

By the end of the lesson, the learner should be able to:
- Describe the butterfly stroke leg kick as both legs moving together in a simultaneous up-and-down motion resembling a dolphin's tail.
- Demonstrate the butterfly stroke leg kick in the water focusing on simultaneous leg movement and a wave-like body undulation.
- Appreciate that simultaneous leg movement is what distinguishes the butterfly stroke from all other swimming styles.
- Combine the butterfly stroke arm action and leg kick in a coordinated complete swimming sequence.
- Perform the standing dive followed by the butterfly stroke as a connected swimming sequence.
- Value safety, coordination and self-efficacy in performing swimming skills confidently.

In groups, learners are guided to:
- Discuss the butterfly stroke leg kick and how it differs from freestyle kick: both legs move together simultaneously rather than alternately.
- Practise the leg kick holding the pool edge or a kickboard focusing on simultaneous movement and wave-like body undulation.
- Observe peers performing the leg kick and give feedback on whether both legs move simultaneously and the body undulates correctly.
- Combine the butterfly stroke arm action and leg kick in the water practising coordination and breathing timing.
- Practise the full sequence of standing dive followed by butterfly stroke repeating to build fluency.
- Take turns to perform the full sequence, observe peers and give constructive feedback on synchrony, technique and coordination.

Why is synchrony important in butterfly stroke?

- Oxford CAS Today Grade 9 pg. 117
- Swimming pool, kickboard
- Appropriate swimwear
- Oxford CAS Today Grade 9 pg. 118
- Swimming pool
- Appropriate swimwear
- Oxford CAS Today Grade 9 pg. 124
- Digital devices
- QR code references

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Kenyan Indigenous Games - Bao Game

By the end of the lesson, the learner should be able to:
- Describe the Bao game as a board game played with a larger board and more holes than Ajua, most common in coastal regions like Lamu.
- Demonstrate the correct procedure for setting up and playing Bao following the rules.
- Value the Bao game as an expression of cultural identity and strategic thinking from Kenya's coastal communities.

In groups, learners are guided to:
- Discuss what the Bao game is, where it originates and how it differs from Ajua in board size and number of holes.
- Set up the Bao game following the rules and demonstrate the correct procedure for play.
- Play the Bao game in pairs following the rules keenly and taking turns to observe and participate.

How do indigenous board games enhance mental relaxation?

- Oxford CAS Today Grade 9 pg. 124
- Bao board or improvised version
- Counters or stones

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Kenyan Indigenous Games - Shisima Game

By the end of the lesson, the learner should be able to:
- Describe the Shisima game and its rules explaining how it is played on an octagonal board with counters.
- Demonstrate the correct procedure for setting up and playing Shisima following the rules.
- Appreciate Shisima as a traditional Kenyan game that develops strategic thinking and cultural pride.

In groups, learners are guided to:
- Discuss what the Shisima game is, where it originates, what it looks like and how it is played.
- Set up the Shisima game and demonstrate the correct procedure for play.
- Play Shisima in pairs following the rules and taking turns to observe and participate.

Why are board games considered an indigenous game?

- Oxford CAS Today Grade 9 pg. 124
- Shisima board or improvised version
- Counters

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Kenyan Indigenous Games - Draughts Game

By the end of the lesson, the learner should be able to:
- Describe the Draughts game as a board game played on a chequered board using pieces that move diagonally to capture opponents' pieces.
- Demonstrate the correct procedure for setting up and playing Draughts following the rules.
- Value Draughts as a game that builds strategic thinking, patience and decision-making skills.

In groups, learners are guided to:
- Discuss what Draughts is, how the board is set up and the rules for moving and capturing pieces.
- Set up the Draughts board and demonstrate the correct procedure for play including diagonal movement and capturing rules.
- Play Draughts in pairs following rules keenly and alternating opponents.

Why are board games considered an indigenous game?

- Oxford CAS Today Grade 9 pg. 124
- Draughts board or improvised version
- Draughts pieces

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Kenyan Indigenous Games - Improvising Board Games
Kenyan Indigenous Games - Games with Music
Kenyan Indigenous Games - Mental Health Benefits and Extended Activities

By the end of the lesson, the learner should be able to:
- Design a simple improvised board game inspired by Kenyan indigenous board games using locally available materials.
- Explain the rules of the improvised board game to peers and demonstrate how to play it.
- Appreciate creativity and resourcefulness in using locally available materials to create educational and recreational games.
- Describe how background music can enhance the experience of playing indigenous board games by providing rhythm and cultural ambiance.
- Play indigenous board games with appropriate background music maintaining game rules and rhythm simultaneously.
- Appreciate the integration of music and indigenous games as a holistic expression of Kenyan cultural heritage.

In groups, learners are guided to:
- Discuss how indigenous board games can be improvised using locally available materials such as drawn boards, stones and seeds.
- Design a simple improvised board game inspired by Ajua, Bao or Shisima using available materials and write down the rules.
- Explain the rules to peers and demonstrate how the improvised game is played.
- Discuss how music has traditionally been incorporated into game-playing in Kenyan communities and the type of music used.
- Play indigenous board games such as Bao with appropriate background musical rhythm as described in the textbook.
- Reflect on how the background music affected the pace, enjoyment and cultural feel of the game.

How do indigenous board games enhance mental relaxation?

- Oxford CAS Today Grade 9 pg. 124
- Locally available materials (paper, stones, seeds)
- Oxford CAS Today Grade 9 pg. 124
- Bao or other board game
- Music source (drum or recorded music)
- Various board games
- Digital devices

- Practical demonstration - Observation
- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Kenyan Indigenous Games - Self-Assessment

By the end of the lesson, the learner should be able to:
- Evaluate personal ability to identify, play and explain the rules of each indigenous board game studied.
- Complete a self-assessment of knowledge and skills in Kenyan Indigenous Games identifying areas of strength and areas needing improvement.
- Value self-assessment as a tool for honest personal reflection and setting goals for further learning and improvement.

In groups, learners are guided to:
- Complete a self-assessment table evaluating personal ability to: identify types of indigenous board games, perform different board games, play games with background music and appreciate their mental health benefits.
- Discuss self-assessment results with a partner identifying shared strengths and common areas for improvement.
- Set personal learning goals for continued engagement with indigenous board games and cultural heritage activities.

How do indigenous board games enhance mental relaxation?

- Oxford CAS Today Grade 9 pg. 124
- Self-assessment table
- Exercise books

- Written assignments - Oral questions

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Introduction and Criteria

By the end of the lesson, the learner should be able to:
- Identify the criteria used to analyse and evaluate performances and artworks in Creative Arts and Sports.
- Distinguish between criteria for analysing Sports (skill, technique, physical fitness, fair play, tactics) and Creative Arts (use of stage, creativity, improvisation, context, originality).
- Appreciate analysis as a systematic skill that adds value to Creative Arts and Sports by supporting constructive feedback and improvement.

In groups, learners are guided to:
- Read the analysis scenarios on evaluating a Rugby game and acting as a play competition juror then discuss measurable and non-measurable aspects in each.
- Discuss Table 3.2 criteria for analysing Sports and Creative Arts comparing what is evaluated in each domain.
- Present findings on analysis criteria to the class and reflect on how systematic evaluation enhances the quality of performances.

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

- Oxford CAS Today Grade 9 pg. 131
- Exercise books
- Digital devices

- Oral questions - Written assignments

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Music Analysis

By the end of the lesson, the learner should be able to:
- Describe the criteria for analysing a solo vocal piece of music including rhythm, pitch, tempo, intervals, dynamics, melody, time signature and rests.
- Analyse solo vocal pieces of music using the stated criteria and complete given melodies using 2/4, 3/4 and 4/4 time signatures.
- Value the role of music analysis in developing listening skills, musical understanding and the ability to give and receive constructive feedback.

In groups, learners are guided to:
- Use books and other resources to identify the criteria for describing and analysing a solo vocal piece of music.
- Listen to given pieces of music and describe each using rhythm, pitch, tempo, intervals, dynamics, melody, time signature and rests.
- Complete given melodies using 2/4, 3/4 and 4/4 time signatures then play completed melodies on a descant recorder or wind instrument.

How can analysis of creative arts and sports enhance creativity?

- Oxford CAS Today Grade 9 pg. 135
- Music exercise books
- Descant recorder or wind instrument

- Practical demonstration - Oral questions

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Ethical Practices in Sports
Analysis of Creative Arts and Sports - Artwork Critique
Analysis of Creative Arts and Sports - Creating Art Catalogues

By the end of the lesson, the learner should be able to:
- Identify and describe ethical practices in Sports including fair play, respect, teamwork, integrity, responsibility, inclusivity, sportsmanship and empathy.
- Examine the issue of anti-doping in Sports by discussing the health effects of performance-enhancing substances and their impact on the integrity of competition.
- Appreciate the importance of upholding ethical conduct in Sports for the protection of players and the credibility of sport.
- Distinguish between 2D and 3D artworks by describing the characteristics and giving examples of each.
- Critique exhibited 2D and 3D artworks using qualities such as size, texture, material, medium, balance, colour and unity.
- Value artwork critique as a tool for inspiring artistic development, cultural understanding and appreciation of creative expression.

In groups, learners are guided to:
- Scan QR codes or use reference materials to identify ethical practices that should be upheld in Sports then discuss each and how it can be achieved.
- Discuss whether a player who uses performance-enhancing substances to win a marathon is acting ethically sharing views on health and fair play impacts.
- In groups discuss how sports professionals can consistently uphold ethical practices and share personal examples of ethical conduct in sports.
- Study Figure 3.1.1 showing artwork exhibition areas and distinguish between 2D and 3D artworks giving reasons.
- Select and apply appropriate criteria from size, texture, material, medium, balance, colour and unity to analyse both 2D and 3D artworks.
- Share and compare critique responses with classmates providing polite and constructive feedback on each other's analyses.

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

- Oxford CAS Today Grade 9 pg. 134
- Digital devices
- QR code references
- Oxford CAS Today Grade 9 pg. 136
- Digital devices
- Printed artwork samples
- Plain exercise book, adhesive, scissors, ruler, pen
- Printed artwork pictures (A5 size)

- Oral questions - Written assignments

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Ethical Issues in Creative Arts and Sports

By the end of the lesson, the learner should be able to:
- Identify non-ethical practices in Creative Arts including copyright infringement, lack of authenticity, use of non-sustainable materials and doping in performing arts.
- Examine how professionals in Creative Arts have an ethical responsibility to uphold integrity, originality and authenticity in their work.
- Appreciate the importance of ethical conduct in Creative Arts for the protection of artists, cultural heritage and the credibility of the creative industry.

In groups, learners are guided to:
- Discuss non-ethical practices in Creative Arts such as copyright infringement, plagiarism, lack of authenticity and use of non-sustainable materials comparing them to non-ethical practices in Sports.
- In groups discuss how professionals in Creative Arts can uphold ethical responsibility and share examples of ethical and non-ethical conduct in Creative Arts.
- Reflect on how ethical practices protect participants, audiences and the wider creative community and share views with the class.

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

- Oxford CAS Today Grade 9 pg. 131
- Digital devices
- Reference books

- Oral questions - Written assignments

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Value of Analysis and Self-Assessment

By the end of the lesson, the learner should be able to:
- Explain how analysis of Creative Arts and Sports leads to enhanced critical thinking, personal gratification, cultural understanding, skill development, decision-making and positive criticism.
- Complete a self-assessment of learning across the entire Appreciation strand evaluating personal understanding and growth.
- Appreciate the overall role of analysis in adding value to Creative Arts and Sports by deepening understanding and inspiring continuous improvement.

In groups, learners are guided to:
- Discuss in groups how analysis leads to enhanced critical thinking, personal gratification, cultural understanding, skill development, understanding of art forms, decision-making and positive criticism.
- Complete the self-assessment table evaluating personal ability to: examine analysis criteria, analyse a play performance, analyse a solo vocal piece, evaluate an exhibition, appreciate the role of analysis and embrace ethical issues.
- Share experiences of Creative Arts and Sports learning with classmates and reflect on how analysis has enriched personal understanding throughout the strand.

How can analysis of creative arts and sports enhance creativity?

- Oxford CAS Today Grade 9 pg. 131
- Self-assessment table
- Exercise books

- Written assignments - Oral questions