Creating and Performing

Play - Format of a Play Script
Play - Elements of a Play

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, setting, stage directions and dialogue
- Identify format features from a sample play script
- Show interest in analysing play scripts as a foundation for performance

In groups, learners are guided to:
- Read a sample play script and identify each element of its format
- Discuss how each formatting element contributes to the readability and performance of the play
- Brainstorm in groups on societal issues that could be addressed through a short play

What makes a play script easy to perform from?

- Grade 9 Creative Arts and Sports Learner's Book - Sample play scripts
- Digital devices with video content
- Reference books on drama

- Oral questions - Written assignments - Observation

Creating and Performing

Play - Brainstorming and Planning a Play Script
Play - Writing a Play Script

By the end of the lesson, the learner should be able to:
- Brainstorm ideas for a short one-act play addressing a societal issue
- Plan the structure of the play including acts, scenes, characters and plot outline
- Value collaboration and shared creative responsibility in group playwriting

In groups, learners are guided to:
- Brainstorm in groups to select a societal issue as the theme for the short play
- Plan the play structure: number of acts, scenes, characters, plot outline and resolution
- Assign roles to group members for scriptwriting, prop sourcing and directing

How does careful planning improve the quality of a play script?

- Grade 9 Creative Arts and Sports Learner's Book - Writing materials
- Reference play scripts

- Observation - Oral questions - Portfolio assessment

Creating and Performing

Play - Props Costumes and Music

By the end of the lesson, the learner should be able to:
- Select relevant props, costumes and music that complement the play's theme and characters
- Explain how props, costumes and music enhance believability in a play performance
- Show creativity in sourcing and preparing props and costumes from available materials

In groups, learners are guided to:
- Review the completed play script and identify what props, costumes and music are needed for each scene
- Source or create simple props and costumes from available materials appropriate to the characters and setting
- Discuss how the selected items will enhance the audience's experience of the play

How do props, costumes and music make a play performance more believable?

- Grade 9 Creative Arts and Sports Learner's Book - Props, costumes and music resources
- Written play script

- Observation - Oral questions - Portfolio assessment

Creating and Performing

Play - Vocal and Physical Warm-Up
Play - Rehearsing a Role

By the end of the lesson, the learner should be able to:
- Perform vocal and physical warm-up activities in preparation for play performance
- Explain why warm-up is important before acting in a play
- Show commitment to thorough preparation before a performance

In groups, learners are guided to:
- Perform a series of vocal warm-up exercises including humming, tongue twisters and voice projection activities
- Perform physical warm-up activities including stretching, posture exercises and movement drills relevant to the characters in the play
- Discuss how warm-up exercises improve voice quality and physical expressiveness in acting

Why is a warm-up important before a play performance?

- Grade 9 Creative Arts and Sports Learner's Book - Open space for movement activities
- Written play script
- Grade 9 Creative Arts and Sports Learner's Book - Props, costumes and music

- Observation - Oral questions - Peer feedback

Creating and Performing

Play - Performing a Play before an Audience

By the end of the lesson, the learner should be able to:
- Perform a role in a play before an audience with confidence and clarity
- Demonstrate effective use of voice, body movement, props and costume during performance
- Recognise play performance as a channel for addressing societal issues

In groups, learners are guided to:
- Perform the completed one-act play before a class or school audience applying all rehearsed skills
- Maintain character throughout the performance using voice, body and props effectively
- Record the performance on a digital device and record reflections in a journal

How can a play performance effectively communicate a societal issue to an audience?

- Grade 9 Creative Arts and Sports Learner's Book - Props, costumes and music
- Digital devices for recording

- Observation - Practical performance - Peer feedback

Creating and Performing

Play - Evaluating the Play Performance

By the end of the lesson, the learner should be able to:
- Evaluate the play performance using criteria covering voice, body movement, props, theme and overall impression
- Give structured and constructive feedback on the performance to peers
- Appreciate the role of honest evaluation in improving dramatic arts standards

In groups, learners are guided to:
- Watch the recorded performance and evaluate it using structured criteria covering use of voice, body movement, props, theme portrayal and audience engagement
- Write evaluation comments for each criterion and share with the group
- Discuss how the feedback received can inform future improvements in play performance

How does evaluating a play performance improve future performances?

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

- Written assignments - Oral presentation - Peer feedback

Creating and Performing

Play - Review and Journal Reflection
Basketball and Logo Design - Describing Passes and Dribbling

By the end of the lesson, the learner should be able to:
- Review the format of a play script, elements of a play and performance skills covered in the sub-strand
- Reflect on own experience of creating and performing a play in a written journal entry
- Demonstrate commitment to continuous improvement in dramatic arts

In groups, learners are guided to:
- Review play script format, elements, rehearsal techniques and performance skills through class Q&A
- Write a journal entry reflecting on the experience of creating and performing the play including challenges faced and lessons learnt
- Share journal reflections with a partner and discuss key learning points from the sub-strand

Why is reflective journaling important in Creative Arts and Sports?

- Grade 9 Creative Arts and Sports Learner's Book - Completed play portfolios and journals
- Self-assessment checklist
- Grade 9 Creative Arts and Sports Learner's Book - Digital devices with video content
- Basketball reference books

- Portfolio assessment - Self-assessment - Peer feedback

Creating and Performing

Basketball and Logo Design - Overhead 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

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

How is the overhead pass executed correctly in Basketball?

- Grade 9 Creative Arts and Sports Learner's Book - Basketballs
- Court or open space

- Observation - Practical demonstration - Peer feedback

Creating and Performing

Basketball and Logo Design - Bounce Pass
Basketball and Logo Design - Chest Pass

By the end of the lesson, the learner should be able to:
- 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 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

When is a bounce pass more effective than an overhead pass in Basketball?

- Grade 9 Creative Arts and Sports Learner's Book - Basketballs
- Court or open space

- Observation - Practical demonstration - Peer feedback

Creating and Performing

Basketball and Logo Design - Practising All Passes
Basketball and Logo Design - High and Low Dribbling

By the end of the lesson, the learner should be able to:
- Practise overhead, bounce and chest passes in Basketball combining all three in drills
- Execute passing skills accurately while observing safety guidelines
- Appreciate the role of passing accuracy in team play in Basketball

In groups, learners are guided to:
- Perform warm-up exercises before passing practice
- Practise all three passes in sequence in pairs and small groups
- Set up simple passing drills involving movement and decision-making on which pass to use

How does practising all pass types prepare a player for a Basketball game?

- Grade 9 Creative Arts and Sports Learner's Book - 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?

- Grade 9 Creative Arts and Sports Learner's Book - 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

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

How does a logo communicate the identity of a sports team?

- Grade 9 Creative Arts and Sports Learner's Book - Digital devices with internet access
- Sample sports logos
- Grade 9 Creative Arts and Sports Learner's Book - Art materials for logo design
- Sample sports logos for reference

- Oral questions - Observation - Written assignments

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?

- Grade 9 Creative Arts and Sports Learner's Book - Basketballs, cones, bibs and court
- Displayed team logos

- Observation - Practical demonstration - 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?

- Grade 9 Creative Arts and Sports Learner's Book - 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?

- Grade 9 Creative Arts and Sports Learner's Book - Completed logo portfolios
- Self-assessment checklist

- Self-assessment - Portfolio assessment - Oral questions

Creating and Performing

Basketball and Logo Design - Appreciation and Display

By the end of the lesson, the learner should be able to:
- 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:
- 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

How does combining sport and Visual Arts enrich learning in Creative Arts and Sports?

- Grade 9 Creative Arts and Sports Learner's Book - Displayed team logos
- Visual Arts evaluation criteria

- Portfolio assessment - Peer feedback - Oral questions

Creating and Performing

Indigenous Kenyan Crafts - Coil Pottery Introduction
Indigenous Kenyan Crafts - Preparing Clay

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?

- Grade 9 Creative Arts and Sports Learner's Book - Actual or virtual pottery samples
- Pottery reference books
- Grade 9 Creative Arts and Sports Learner's Book - 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
Indigenous Kenyan Crafts - Firing the Clay 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?

- Grade 9 Creative Arts and Sports Learner's Book - Prepared clay and modelling tools
- Water for smoothing
- Grade 9 Creative Arts and Sports Learner's Book - Dry clay vessels, dry wood and a pit
- Safety gear: gloves and protective clothing

- Observation - Practical demonstration - Portfolio assessment

Creating and Performing

Indigenous Kenyan Crafts - Making a Frame Loom

By the end of the lesson, the learner should be able to:
- 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:
- 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

How does the spacing of nails on a frame loom affect the quality of the weave?

- Grade 9 Creative Arts and Sports Learner's Book - Wood, saw, nails and hammer
- Warp thread

- Observation - Practical demonstration - Portfolio assessment

Creating and Performing

Indigenous Kenyan Crafts - 2/1 Twill Weave
Indigenous Kenyan Crafts - Completing the Woven Fabric

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?

- Grade 9 Creative Arts and Sports Learner's Book - Frame loom, weft thread and weaving needle
- Reference images of 2/1 twill weave
- Grade 9 Creative Arts and Sports Learner's Book - Frame loom and completed weaving
- Scissors for finishing

- Observation - Practical demonstration - Portfolio assessment

Creating and Performing

Indigenous Kenyan Crafts - Display and Critique
Swimming - Standing Dive

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?

- Grade 9 Creative Arts and Sports Learner's Book - Displayed woven articles and pottery
- Craft evaluation criteria
- Grade 9 Creative Arts and Sports Learner's Book - Swimming pool with safety measures in place
- Swimming gear: swimsuits and goggles

- Portfolio assessment - Peer feedback - Oral questions

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?

- Grade 9 Creative Arts and Sports Learner's Book - Swimming pool with safety measures in place
- Swimming gear: swimsuits and goggles

- Observation - Practical demonstration - Peer feedback

Creating and Performing

Swimming - Butterfly Stroke Body Position
Swimming - Butterfly Stroke Leg Kick

By the end of the lesson, the learner should be able to:
- 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:
- 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

Why is body position critical in performing the butterfly stroke?

- Grade 9 Creative Arts and Sports Learner's Book
- Swimming pool with safety measures in place
- Swimming gear: swimsuits and goggles

- Observation - Oral questions - Practical demonstration

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?

- Grade 9 Creative Arts and Sports Learner's Book
- 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

In groups, learners are guided to:
- 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

Why is observing safety rules essential when swimming?

- Grade 9 Creative Arts and Sports Learner's Book - Swimming pool with safety measures in place
- Self-assessment checklist
- Grade 9 Creative Arts and Sports Learner's Book - Swimming pool
- Recorded or live performance footage

- Self-assessment - Oral questions - Observation

Creating and Performing
Appreciation in Creative Arts and Sports

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

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?

- Grade 9 Creative Arts and Sports Learner's Book - Swimming pool with safety measures in place
- Peer feedback forms
- Grade 9 Creative Arts and Sports Learner's Book
- Sample play evaluation criteria/marking guide
- Digital devices with video content

- Practical performance - Peer feedback - Portfolio assessment

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Analysing a Play Performance

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

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

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

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

- Written assignments - Oral presentation - Peer feedback

Appreciation in Creative Arts and Sports

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

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

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

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

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

- Oral questions - Written assignments - Observation

Appreciation in Creative Arts and Sports

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

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

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

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

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

- Written assignments - Oral questions - Peer discussion

Appreciation in Creative Arts and Sports

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

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

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

Why is a structured criterion important when evaluating artworks?

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

- Oral questions - Written assignments - Peer discussion

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Evaluating 2D Artworks
Analysis of Creative Arts and Sports - Anti-Doping in Sports

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

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

How can critiquing artworks inspire creativity and improve artistic standards?

- Grade 9 Creative Arts and Sports Learner's Book
- 2D artwork evaluation criterion sheet
- Displayed artworks: photographs and mosaic compositions
- Digital devices with internet access
- Sports ethics reference materials

- Written assignments - Observation - Portfolio assessment

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Effects of Doping

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

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

How does doping undermine the integrity and spirit of sport?

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

- Oral questions - Written assignments - Observation

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Effects of Doping

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

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

How does doping undermine the integrity and spirit of sport?

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

- Oral questions - Written assignments - Observation

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Ethical Practices in Sports

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

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

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

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

- Written assignments - Oral questions - Observation

Appreciation in Creative Arts and Sports

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

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

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

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

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

- Oral presentation - Written assignments - Peer feedback