Creating and Performing

Basketball and Logo Design - Describing Passes and Dribbling

By the end of the lesson, the learner should be able to:
¶- Identify and describe the overhead, bounce and chest passes in Basketball¶- Distinguish between high and low dribbling in Basketball¶- Show interest in learning Basketball as a team sport

In groups, learners are guided to:
- Watch a live or virtual Basketball game and identify the passing and dribbling skills used¶- Use Basketball reference materials to describe the overhead, bounce and chest passes¶- Discuss how high and low dribbling differ and when each is used in a game

Why is it important to combine passing and dribbling in Basketball?

- Creative Arts and Sports Learner's Book pg. 78¶- Digital devices with video content¶- Basketball reference books

- Oral questions¶- Written assignments¶- Observation

Creating and Performing

Basketball and Logo Design - Overhead Pass
Basketball and Logo Design - Bounce Pass

By the end of the lesson, the learner should be able to:
¶- Demonstrate the overhead pass in Basketball with correct grip, release and follow-through¶- Perform the overhead pass for skill acquisition¶- Value safety and fair play during Basketball passing drills
¶- Demonstrate the bounce pass in Basketball with correct push direction and contact point on the floor¶- Apply the bounce pass in drills to bypass a defender¶- Show responsibility by observing safety during Basketball drills

In groups, learners are guided to:
- Demonstrate the overhead pass: hold the ball above the head with both hands, elbows bent, and release toward a teammate extending arms fully¶- Practise the overhead pass in pairs alternating roles and providing feedback¶- Discuss when the overhead pass is most useful in a game of Basketball
- Demonstrate the bounce pass: hold the ball at waist level, push it toward the floor so it bounces up to the receiver's hands at waist height¶- Practise the bounce pass in pairs focusing on the correct contact point (two-thirds of the way to the receiver)¶- Discuss when the bounce pass is more effective than the overhead pass

How is the overhead pass executed correctly in Basketball?
When is a bounce pass more effective than an overhead pass in Basketball?

- Creative Arts and Sports Learner's Book pg. 79¶- Basketballs¶- Court or open space

- Observation¶- Practical demonstration¶- Peer feedback

Creating and Performing

Basketball and Logo Design - Chest Pass
Basketball and Logo Design - Practising All Passes

By the end of the lesson, the learner should be able to:
¶- Demonstrate the chest pass in Basketball with correct grip, wrist snap and follow-through¶- Apply the chest pass in drills with accuracy and speed¶- Appreciate the chest pass as the most commonly used pass in Basketball

In groups, learners are guided to:
- Demonstrate the chest pass: hold the ball at chest level with both hands, snap wrists and push the ball directly to a teammate extending arms fully on release¶- Practise the chest pass in pairs and in small groups emphasising wrist snap and follow-through¶- Compare the chest, bounce and overhead passes and discuss when each is most appropriate

Why is the chest pass the most commonly used pass in Basketball?

- Creative Arts and Sports Learner's Book pg. 81¶- Basketballs¶- Court or open space
- Creative Arts and Sports Learner's Book pg. 79¶- Basketballs and cones¶- Court or open space

- Observation¶- Practical demonstration¶- Peer feedback

Creating and Performing

Basketball and Logo Design - High and Low Dribbling

By the end of the lesson, the learner should be able to:
¶- Demonstrate high and low dribbling in Basketball with correct hand contact and body posture¶- Explain when high dribbling and low dribbling are used in a game¶- Show responsibility by observing safety during Basketball dribbling drills

In groups, learners are guided to:
- Demonstrate high dribble: push the ball to waist height using fingertips while moving at speed in open court¶- Demonstrate low dribble: push the ball close to the ground while crouching to protect the ball from a defender¶- Practise high and low dribbling individually and in pairs while navigating cones

How does ball control through dribbling create scoring opportunities in Basketball?

- Creative Arts and Sports Learner's Book pg. 83¶- Basketballs and cones¶- Court or open space

- Observation¶- Practical demonstration¶- Peer feedback

Creating and Performing

Basketball and Logo Design - Practising Dribbling Skills

By the end of the lesson, the learner should be able to:
¶- Practise high and low dribbling with improved control and fluency¶- Apply dribbling skills in movement drills while observing safety¶- Appreciate the importance of ball control in Basketball

In groups, learners are guided to:
- Perform warm-up exercises before dribbling practice¶- Practise high and low dribbling through cone courses individually then in relay teams¶- Assess defensive strategies and adapt dribbling technique accordingly giving and receiving polite feedback

Why is it important to master both high and low dribbling in Basketball?

- Creative Arts and Sports Learner's Book pg. 84¶- Basketballs and cones¶- Court or open space

- Observation¶- Practical demonstration¶- Peer feedback

Creating and Performing

Basketball and Logo Design - Examining Logo Samples
Basketball and Logo Design - Designing a Basketball Team Logo

By the end of the lesson, the learner should be able to:
¶- Identify the components of a logo including name, letter combinations, symbols and colours¶- Analyse actual and virtual logo samples for design principles¶- Show interest in logo design as a form of Visual Arts linked to sports
¶- Design an original logo for a Basketball team incorporating name or letter combinations and a meaningful symbol¶- Apply Visual Arts principles of colour, balance and contrast in logo design¶- Appreciate the creative value of logo design in representing a team's identity

In groups, learners are guided to:
- Research and examine actual and virtual samples of sports logos and identify their components¶- Discuss how each logo component communicates the identity of the team or organisation¶- Brainstorm ideas and concepts for an original Basketball team logo
- Sketch initial logo design ideas incorporating the team name, letter combinations and a symbol that represents the team's values¶- Refine the best sketch into a complete logo design applying appropriate colours and balance¶- Display logo designs around the classroom and give polite feedback on each other's designs

How does a logo communicate the identity of a sports team?
How does a well-designed logo strengthen team identity in sport?

- Creative Arts and Sports Learner's Book pg. 85¶- Digital devices with internet access¶- Sample sports logos
- Creative Arts and Sports Learner's Book pg. 86¶- Art materials for logo design¶- Sample sports logos for reference

- Oral questions¶- Observation¶- Written assignments
- Observation¶- Portfolio assessment¶- Peer feedback

Creating and Performing

Basketball and Logo Design - Mini-Basketball Game

By the end of the lesson, the learner should be able to:
¶- Apply passing and dribbling skills in a mini-Basketball game while displaying team logos¶- Demonstrate teamwork, fair play and sportsmanship during the mini-game¶- Appreciate each other's skills in Basketball and creative work in logo design

In groups, learners are guided to:
- Display the designed logos around the basketball pitch identifying each team by its logo¶- Apply all passing and dribbling skills learnt in a mini-Basketball game organised by teams¶- Comment on each other's skill execution and discuss how the logos enhanced team identity during the game

How do passing and dribbling skills work together in a mini-Basketball game?

- Creative Arts and Sports Learner's Book pg. 86¶- Basketballs, cones, bibs and court¶- Displayed team logos

- Observation¶- Practical demonstration¶- Peer feedback

Creating and Performing

Basketball and Logo Design - Review and Self-Assessment

By the end of the lesson, the learner should be able to:
¶- Review passing skills, dribbling techniques and logo design covered in the sub-strand¶- Evaluate own progress in Basketball skills and logo design through structured self-assessment¶- Demonstrate commitment to continued improvement in Basketball and Visual Arts

In groups, learners are guided to:
- Review all three passes, high and low dribbling and logo design through class Q&A¶- Complete a self-assessment checklist rating own ability in each skill and design task covered¶- Reflect on own logo design and Basketball skills and identify one area of strength and one for improvement

Why is self-assessment important in developing both sports and design skills?

- Creative Arts and Sports Learner's Book pg. 78¶- Completed logo portfolios¶- Self-assessment checklist

- Self-assessment¶- Portfolio assessment¶- Oral questions

Creating and Performing

Basketball and Logo Design - Review and Self-Assessment

By the end of the lesson, the learner should be able to:
¶- Review passing skills, dribbling techniques and logo design covered in the sub-strand¶- Evaluate own progress in Basketball skills and logo design through structured self-assessment¶- Demonstrate commitment to continued improvement in Basketball and Visual Arts

In groups, learners are guided to:
- Review all three passes, high and low dribbling and logo design through class Q&A¶- Complete a self-assessment checklist rating own ability in each skill and design task covered¶- Reflect on own logo design and Basketball skills and identify one area of strength and one for improvement

Why is self-assessment important in developing both sports and design skills?

- Creative Arts and Sports Learner's Book pg. 78¶- Completed logo portfolios¶- Self-assessment checklist

- Self-assessment¶- Portfolio assessment¶- Oral questions

Creating and Performing

Basketball and Logo Design - Review and Self-Assessment
Basketball and Logo Design - Appreciation and Display

By the end of the lesson, the learner should be able to:
¶- Review passing skills, dribbling techniques and logo design covered in the sub-strand¶- Evaluate own progress in Basketball skills and logo design through structured self-assessment¶- Demonstrate commitment to continued improvement in Basketball and Visual Arts
¶- Appreciate the interplay between Basketball as a sport and logo design as a Visual Art¶- Evaluate own and others' logo designs using Visual Arts criteria¶- Show respect and encouragement when appreciating peers' creative and athletic work

In groups, learners are guided to:
- Review all three passes, high and low dribbling and logo design through class Q&A¶- Complete a self-assessment checklist rating own ability in each skill and design task covered¶- Reflect on own logo design and Basketball skills and identify one area of strength and one for improvement
- Organise a class showcase displaying all Basketball team logos alongside a summary of skills learnt¶- Evaluate each logo using Visual Arts criteria: balance, colour use, clarity of identity and originality¶- Reflect on how the experience of combining sport and design enriched learning across disciplines

Why is self-assessment important in developing both sports and design skills?
How does combining sport and Visual Arts enrich learning in Creative Arts and Sports?

- Creative Arts and Sports Learner's Book pg. 78¶- Completed logo portfolios¶- Self-assessment checklist
- Creative Arts and Sports Learner's Book pg. 85¶- Displayed team logos¶- Visual Arts evaluation criteria

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

Creating and Performing

Indigenous Kenyan Crafts - Coil Pottery Introduction

By the end of the lesson, the learner should be able to:
¶- Describe the coil technique used in pottery and identify pottery items made using coils¶- Analyse actual and virtual pottery samples for coil technique and design¶- Appreciate coil pottery as an Indigenous Kenyan craft tradition

In groups, learners are guided to:
- Study pottery items from actual and virtual sources and analyse the coil technique used in their construction¶- Research and discuss the materials used in pottery and why clay is the preferred material¶- Identify different decorative patterns used on pottery items from actual and virtual sources

Why is clay the preferred material for making pottery?

- Creative Arts and Sports Learner's Book pg. 87¶- Actual or virtual pottery samples¶- Pottery reference books

- Oral questions¶- Observation¶- Written assignments

Creating and Performing

Indigenous Kenyan Crafts - Preparing Clay

By the end of the lesson, the learner should be able to:
¶- Source clay and prepare it for pottery by removing impurities, drying, kneading and wedging¶- Explain why clay preparation is important before modelling a vessel¶- Show responsibility when sourcing and preparing clay from the environment

In groups, learners are guided to:
- Source clay from the local environment and remove visible impurities such as stones and roots¶- Soak fine clay dust in cold water in a bucket overnight then dry, knead and wedge the clay until it is of uniform consistency¶- Discuss why each step in clay preparation is important and share findings with classmates

Why must clay be prepared before it can be used for pottery?

- Creative Arts and Sports Learner's Book pg. 89¶- Clay, water and a bucket¶- Tools for kneading and wedging

- Oral questions¶- Observation¶- Written assignments

Creating and Performing

Indigenous Kenyan Crafts - Making Coils and Building a Vessel

By the end of the lesson, the learner should be able to:
¶- Make coils of uniform thickness from prepared clay¶- Join clay coils to form a vessel smoothing the inside surface¶- Value patience and craftsmanship in the process of building a clay vessel

In groups, learners are guided to:
- Roll out coils of uniform thickness from the prepared clay on a flat surface¶- Join the coils by pressing and blending them together to build up the walls of a vessel smoothing the inside with fingers or a tool¶- Decorate the slightly dry vessel by incising patterns on the surface

How do coils of uniform thickness produce a well-formed vessel?

- Creative Arts and Sports Learner's Book pg. 90¶- Prepared clay and modelling tools¶- Water for smoothing

- Observation¶- Practical demonstration¶- Portfolio assessment

Creating and Performing

Indigenous Kenyan Crafts - Firing the Clay Vessel
Indigenous Kenyan Crafts - Making a Frame Loom

By the end of the lesson, the learner should be able to:
¶- Explain the purpose of firing a clay vessel and describe the open pit kiln method¶- Fire a completely dry clay vessel using an open pit kiln safely¶- Appreciate the transformation of clay through firing as a key stage in pottery
¶- Identify the materials and tools needed to make a wooden mitre joint frame loom¶- Construct a frame loom with equally spaced nails¶- Show self-discipline when constructing the frame loom

In groups, learners are guided to:
- Discuss why firing is necessary to convert fragile clay shapes into strong durable pottery¶- Collaboratively dig a pit, place dry wood at the base and arrange completely dry clay vessels on top for open pit firing while observing safety¶- Observe the fired vessels and discuss how their properties changed after firing
- Explore actual and virtual resources to study how a frame loom is constructed for weaving¶- Cut the ends of each piece of wood at a 45-degree angle to create mitre joints and assemble the frame¶- Drive nails into the top and bottom of the frame at equal spacing and secure warp threads from top nail to bottom nail

Why must the clay vessel be completely dry before it is fired?
How does the spacing of nails on a frame loom affect the quality of the weave?

- Creative Arts and Sports Learner's Book pg. 91¶- Dry clay vessels, dry wood and a pit¶- Safety gear: gloves and protective clothing
- Creative Arts and Sports Learner's Book pg. 93¶- Wood, saw, nails and hammer¶- Warp thread

- Observation¶- Oral questions¶- Practical demonstration
- Observation¶- Practical demonstration¶- Portfolio assessment

Creating and Performing

Indigenous Kenyan Crafts - 2/1 Twill Weave

By the end of the lesson, the learner should be able to:
¶- Make a fabric using the 2/1 twill weaving technique on a frame loom¶- Apply the over-two under-one interlacing pattern consistently across the fabric¶- Appreciate weaving as an Indigenous Kenyan craft that preserves cultural heritage

In groups, learners are guided to:
- Set up the frame loom on a flat surface and interlace the weft threads using the 2/1 twill technique passing the weft over two and under one warp thread alternately¶- Push each row of weft threads down firmly and repeat until the fabric reaches the desired length¶- Observe the diagonal pattern created by the 2/1 twill and discuss why it differs from plain weave

How is a fabric woven using the 2/1 twill technique?

- Creative Arts and Sports Learner's Book pg. 94¶- Frame loom, weft thread and weaving needle¶- Reference images of 2/1 twill weave

- Observation¶- Practical demonstration¶- Portfolio assessment

Creating and Performing

Indigenous Kenyan Crafts - Completing the Woven Fabric

By the end of the lesson, the learner should be able to:
¶- Complete a woven fabric article on the frame loom reaching the desired length and securing the ends¶- Remove the completed fabric from the loom and finish the edges neatly¶- Show pride in completing a traditional craft article

In groups, learners are guided to:
- Continue the 2/1 twill weaving until the fabric reaches the desired length¶- Secure the final weft thread and carefully remove the fabric from the loom trimming and finishing the warp ends neatly¶- Display the completed fabric and discuss its texture, pattern and practical uses

How does finishing a woven article correctly affect its appearance and durability?

- Creative Arts and Sports Learner's Book pg. 96¶- Frame loom and completed weaving¶- Scissors for finishing

- Observation¶- Portfolio assessment¶- Peer feedback

Creating and Performing
Appreciation in Creative Arts and Sports

Indigenous Kenyan Crafts - Display and Critique
Analysis of Creative Arts and Sports - Criteria for Evaluating a Play

By the end of the lesson, the learner should be able to:
¶- Display and critique own and others' woven articles and pottery items¶- Evaluate craft articles using criteria covering technique, finish and cultural significance¶- Show respect for traditional Kenyan crafts and the skills required to produce them

In groups, learners are guided to:
- Display completed woven articles and fired pottery items side by side in a class showcase¶- Evaluate each article by commenting on quality of coils or weave, decoration, finish and cultural significance¶- Give polite and constructive feedback and reflect on the cultural value of Indigenous Kenyan Crafts

Why is it important to preserve and appreciate Indigenous Kenyan Crafts?

- Creative Arts and Sports Learner's Book pg. 97¶- Displayed woven articles and pottery¶- Craft evaluation criteria
- Creative Arts and Sports Learner's Book pg. 107¶- Sample play evaluation criteria/marking guide¶- Digital devices with video content

- Portfolio assessment¶- Peer feedback¶- Oral questions

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 - Evaluating a Solo Vocal Piece

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

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

How can evaluation of a solo vocal piece enhance creativity and performance standards?

- Creative Arts and Sports Learner's Book pg. 111¶- Recorded or virtual solo vocal performance¶- Solo vocal evaluation criterion sheet

- Written assignments¶- Oral presentation¶- Peer feedback

Appreciation in Creative Arts and Sports

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

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
¶- 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:
- 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
- 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

Why is a structured criterion important when evaluating artworks?
How can critiquing artworks inspire creativity and improve artistic standards?

- Creative Arts and Sports Learner's Book pg. 111¶- 2D artwork evaluation criterion sheet¶- Sample 2D artworks (photographs, mosaics, paintings)
- Creative Arts and Sports Learner's Book pg. 112¶- 2D artwork evaluation criterion sheet¶- Displayed artworks: photographs and mosaic compositions

- Oral questions¶- Written assignments¶- Peer discussion
- 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 - 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
Analysis of Creative Arts and Sports - Research on Anti-Doping

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
¶- 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:
- 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
- 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

Why is it important to maintain ethical standards in sports competition?
How does research on anti-doping contribute to ethical awareness in sports?

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

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