Creating and Performing

Swimming - Standing Dive

By the end of the lesson, the learner should be able to:
¶- Describe the body position in a standing dive in swimming¶- Demonstrate the phases of a standing dive while observing safety¶- Appreciate swimming as a life skill that promotes safety near water

In groups, learners are guided to:
- Watch a live or virtual demonstration of a standing dive and identify the phases of the technique¶- Demonstrate the phases of a standing dive: standing position, arm swing, push off and streamlined entry into the water¶- Practise the standing dive in turns while observing safety and give polite feedback

Why is correct body position important when performing a standing dive?

- Creative Arts and Sports Learner's Book pg. 98¶- Swimming pool with safety measures in place¶- Swimming gear: swimsuits and goggles

- Observation¶- Practical demonstration¶- Peer feedback

Creating and Performing

Swimming - Practising the Standing Dive

By the end of the lesson, the learner should be able to:
¶- Practise the standing dive with improved technique and confidence¶- Apply safety protocols consistently during swimming practice¶- Show commitment to improving swimming skills through repeated practice

In groups, learners are guided to:
- Perform warm-up activities and review key technique points for the standing dive¶- Practise the standing dive repeatedly taking turns and applying feedback from the previous lesson¶- Evaluate each other's dives commenting on arm position, angle of entry and streamlined body position

How does repeated practice improve the quality of a standing dive?

- Creative Arts and Sports Learner's Book pg. 99¶- Swimming pool with safety measures in place¶- Swimming gear: swimsuits and goggles

- Observation¶- Practical demonstration¶- Peer feedback

Creating and Performing

Swimming - Practising the Standing Dive
Swimming - Butterfly Stroke Body Position

By the end of the lesson, the learner should be able to:
¶- Practise the standing dive with improved technique and confidence¶- Apply safety protocols consistently during swimming practice¶- Show commitment to improving swimming skills through repeated practice
¶- Describe the body position and arm action in the butterfly stroke¶- Demonstrate the arm action of the butterfly stroke on the poolside or in shallow water¶- Show interest in learning the butterfly stroke as a competitive swimming style

In groups, learners are guided to:
- Perform warm-up activities and review key technique points for the standing dive¶- Practise the standing dive repeatedly taking turns and applying feedback from the previous lesson¶- Evaluate each other's dives commenting on arm position, angle of entry and streamlined body position
- Watch a live or virtual demonstration of the butterfly stroke and identify the body position, arm pull-through and recovery phases¶- Demonstrate the arm action of the butterfly stroke on the poolside before entering the water¶- Discuss the importance of keeping the body flat and the hips close to the water surface

How does repeated practice improve the quality of a standing dive?
Why is body position critical in performing the butterfly stroke?

- Creative Arts and Sports Learner's Book pg. 99¶- Swimming pool with safety measures in place¶- Swimming gear: swimsuits and goggles
- Creative Arts and Sports Learner's Book pg. 101¶- Swimming pool with safety measures in place¶- Swimming gear: swimsuits and goggles

- Observation¶- Practical demonstration¶- Peer feedback
- Observation¶- Oral questions¶- Practical demonstration

Creating and Performing

Swimming - Butterfly Stroke Leg Kick

By the end of the lesson, the learner should be able to:
¶- Demonstrate the dolphin kick used in the butterfly stroke with correct hip and knee action¶- Coordinate arm action and dolphin kick to perform the butterfly stroke with basic fluency¶- Value synchrony of arm and leg movements as essential in butterfly stroke

In groups, learners are guided to:
- Demonstrate the dolphin kick: keep legs together and generate a wave-like motion from the hips through the knees and ankles¶- Practise the dolphin kick across the width of the pool building confidence and coordination¶- Combine the arm action and dolphin kick to perform the butterfly stroke across the pool observing safety

Why is synchrony of arm and leg movements important in butterfly stroke?

- Creative Arts and Sports Learner's Book pg. 101¶- Swimming pool with safety measures in place¶- Swimming gear: swimsuits and goggles

- Observation¶- Practical demonstration¶- Peer feedback

Creating and Performing

Swimming - Combining Standing Dive and Butterfly Stroke

By the end of the lesson, the learner should be able to:
¶- Combine a standing dive entry with the butterfly stroke in one continuous sequence¶- Apply all swimming techniques learnt in a coordinated swimming activity¶- Appreciate swimming as an important life skill for safety, fitness and competition

In groups, learners are guided to:
- Review and practise the standing dive and butterfly stroke separately as a warm-up¶- Combine the standing dive with the butterfly stroke: enter the water from a standing dive and transition immediately into butterfly stroke¶- Take turns and evaluate the smoothness of the transition from dive to stroke giving polite feedback

How does combining a standing dive with butterfly stroke improve overall swimming performance?

- Creative Arts and Sports Learner's Book pg. 102¶- Swimming pool with safety measures in place¶- Swimming gear: swimsuits and goggles

- Observation¶- Practical demonstration¶- Peer feedback

Creating and Performing

Swimming - Combining Standing Dive and Butterfly Stroke

By the end of the lesson, the learner should be able to:
¶- Combine a standing dive entry with the butterfly stroke in one continuous sequence¶- Apply all swimming techniques learnt in a coordinated swimming activity¶- Appreciate swimming as an important life skill for safety, fitness and competition

In groups, learners are guided to:
- Review and practise the standing dive and butterfly stroke separately as a warm-up¶- Combine the standing dive with the butterfly stroke: enter the water from a standing dive and transition immediately into butterfly stroke¶- Take turns and evaluate the smoothness of the transition from dive to stroke giving polite feedback

How does combining a standing dive with butterfly stroke improve overall swimming performance?

- Creative Arts and Sports Learner's Book pg. 102¶- Swimming pool with safety measures in place¶- Swimming gear: swimsuits and goggles

- Observation¶- Practical demonstration¶- Peer feedback

Creating and Performing

Swimming - Safety and Self-Assessment
Swimming - Review and Appreciation

By the end of the lesson, the learner should be able to:
¶- Identify safety rules and procedures to observe when swimming¶- Evaluate own progress in standing dive and butterfly stroke skills through structured self-assessment¶- Demonstrate commitment to safe and responsible participation in swimming activities
¶- Review the standing dive and butterfly stroke techniques covered in the sub-strand¶- Appreciate swimming as a life skill that builds fitness, safety awareness and confidence¶- Show respect for the efforts of peers in developing swimming skills

- Discuss key swimming safety rules: never swim alone, always have a lifeguard present, wear appropriate swimming attire and use the pool correctly¶- Complete a self-assessment checklist on standing dive and butterfly stroke skills acquired during the sub-strand¶- Reflect on personal progress and set goals for continued improvement in swimming
- Review standing dive and butterfly stroke technique points through class discussion and brief demonstrations¶- Discuss how swimming skills developed during the sub-strand contribute to fitness, safety and personal confidence¶- Celebrate individual progress and acknowledge the effort of each learner in developing swimming skills

Why is observing safety rules essential when swimming?
How does learning to swim contribute to personal safety and fitness?

- Creative Arts and Sports Learner's Book pg. 98¶- Swimming pool with safety measures in place¶- Self-assessment checklist
- Creative Arts and Sports Learner's Book pg. 98¶- Swimming pool¶- Recorded or live performance footage

- Self-assessment¶- Oral questions¶- Observation
- Oral questions¶- Peer feedback¶- Self-assessment

Creating and Performing

Swimming - Swimming Skills Showcase

By the end of the lesson, the learner should be able to:
¶- Demonstrate the standing dive and butterfly stroke skills before peers in a structured swimming showcase¶- Give and receive constructive feedback on swimming technique after the showcase¶- Appreciate the value of performing before an audience in building confidence in Creative Arts and Sports

- Organise a swimming skills showcase where each learner demonstrates the standing dive followed by the butterfly stroke before peers¶- Give structured feedback after each performance commenting on body position, coordination and safety¶- Reflect on the full swimming sub-strand experience and record reflections in a journal

Why is performing before an audience important in building confidence in sports?

- Creative Arts and Sports Learner's Book pg. 98¶- Swimming pool with safety measures in place¶- Peer feedback forms

- Practical performance¶- Peer feedback¶- Portfolio assessment

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?

- Creative Arts and Sports Learner's Book pg. 107¶- 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 - 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?

- Creative Arts and Sports Learner's Book pg. 107¶- 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
Analysis of Creative Arts and Sports - Analysing a Solo Vocal Piece

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
¶- 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:
- 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
- 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 can analysis of a play performance enhance creativity and performance quality?
How does analysis of a solo vocal piece deepen musical understanding?

- Creative Arts and Sports Learner's Book pg. 108¶- Recorded or virtual play performance¶- Play evaluation criterion sheet
- Creative Arts and Sports Learner's Book pg. 109¶- Printed or projected copy of Doe a Deer music piece¶- Music reference books

- Written assignments¶- Oral presentation¶- Peer feedback
- 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?

- Creative Arts and Sports Learner's Book pg. 110¶- 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

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?

- Creative Arts and Sports Learner's Book pg. 110¶- Solo vocal evaluation criterion sheet¶- Music reference books

- Written assignments¶- Oral questions¶- Peer discussion

Appreciation in Creative Arts and Sports

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

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?

- Creative Arts and Sports Learner's Book pg. 110¶- Solo vocal evaluation criterion sheet¶- Music reference books

- Written assignments¶- Oral questions¶- Peer discussion

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Evaluating a Solo Vocal Piece
Analysis of Creative Arts and Sports - Criteria for Evaluating 2D Art

By the end of the lesson, the learner should be able to:
¶- Evaluate a solo vocal piece of music using the established criterion¶- Provide honest, principled and constructive written feedback on a vocal performance¶- Demonstrate integrity when assessing the artistic merits of others' performances
¶- 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:
- Listen to a solo vocal performance (live, recorded or virtual) and apply the evaluation criterion to assess it¶- Record written comments on each criterion component noting strengths and areas for improvement¶- Share evaluations in class, compare responses and discuss how to give fair and respectful feedback
- 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

How can evaluation of a solo vocal piece enhance creativity and performance standards?
Why is a structured criterion important when evaluating artworks?

- Creative Arts and Sports Learner's Book pg. 111¶- Recorded or virtual solo vocal performance¶- Solo vocal evaluation criterion sheet
- Creative Arts and Sports Learner's Book pg. 111¶- 2D artwork evaluation criterion sheet¶- Sample 2D artworks (photographs, mosaics, paintings)

- Written assignments¶- Oral presentation¶- Peer feedback
- Oral questions¶- Written assignments¶- 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?

- Creative Arts and Sports Learner's Book pg. 111¶- 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?

- Creative Arts and Sports Learner's Book pg. 112¶- 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?

- Creative Arts and Sports Learner's Book pg. 112¶- 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?

- Creative Arts and Sports Learner's Book pg. 113¶- 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?

- Creative Arts and Sports Learner's Book pg. 113¶- 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?

- Creative Arts and Sports Learner's Book pg. 114¶- 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 - 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?

- Creative Arts and Sports Learner's Book pg. 114¶- 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?

- Creative Arts and Sports Learner's Book pg. 114¶- 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?

- Creative Arts and Sports Learner's Book pg. 114¶- Digital devices with internet access¶- Sports ethics and anti-doping reference materials

- Oral presentation¶- Written assignments¶- Peer feedback