Creating and Performing in Creative Arts and Sports

Javelin and Sculpture - Carving Materials in Sculpture
Javelin and Sculpture - Understanding the Javelin

By the end of the lesson, the learner should be able to:
- Define sculpture and carving and identify common materials used: wood, stone, clay and soap
- Compare properties of carving materials considering ease of carving, durability and finish quality
- Appreciate sculpture as a three-dimensional form of creative expression

In groups, learners are guided to:
- Study pictures of sculptures made from different materials and discuss what material each is made from and how the material choice affects appearance
- Compare wood, stone, clay and soap: discuss which is easiest and hardest to carve and why
- In pairs, present which material they would choose for a carving project with reasons; share in class

What makes certain materials more suitable than others for carving sculptures?

- Champion Creative Arts and Sports Grade 7 pg. 50
- Print/digital images of sculptures
- Sample carving materials (optional), exercise books
- Champion Creative Arts and Sports Grade 7 pg. 51
- Reference images of a javelin, exercise books
- Sample carving materials and tools (optional)

- Oral questions - Observation - Written assignment

Creating and Performing in Creative Arts and Sports

Javelin and Sculpture - Carving a Javelin
Javelin and Sculpture - Researching Decoration Patterns

By the end of the lesson, the learner should be able to:
- Measure and sketch the shape of a javelin on a stick of wood to correct proportions
- Carve a wooden javelin using appropriate tools following safety precautions
- Show patience, precision and care for safety throughout the carving process

In groups, learners are guided to:
- Measure and cut a stick of soft wood to javelin size using a pencil and measuring tape
- Use a carving tool to shape the javelin ensuring one end is sharp and smooth; wear gloves and face cutter away from the body
- Regularly check carving against specifications; use sandpaper to smooth rough edges and perfect the pointed tip

How do correct specifications and safe technique affect the quality of a carved javelin?

- Champion Creative Arts and Sports Grade 7 pg. 52
- Soft wood, carving knife, sandpaper, measuring tape, pencil, protective gloves
- Reference images of a javelin
- Champion Creative Arts and Sports Grade 7 pg. 54
- Digital devices or library resources for pattern research
- Pencils, exercise books

- Practical work assessment - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Javelin and Sculpture - Applying Decoration to the Javelin

By the end of the lesson, the learner should be able to:
- Apply either engraving or painting technique to decorate the carved javelin with chosen African-inspired patterns
- Demonstrate precision and care when engraving or painting the javelin surface
- Value craftsmanship and cultural expression in the finished decorated javelin

In groups, learners are guided to:
- Lightly sketch chosen pattern onto the javelin using a pencil
- Choose engraving (carve slowly following sketch lines ensuring depth is noticeable but not weakening) OR painting (apply base colours first then add detail with smaller brushes and contrasting colours)
- Present the decorated javelin to classmates explaining design choices and technique used; give and receive structured feedback

How does applying African-inspired decoration transform a carved javelin into a work of art?

- Champion Creative Arts and Sports Grade 7 pg. 56
- Carved javelin, carving knife or paint and brushes, pencil, protective gloves
- African pattern sketches from previous lesson

- Practical work assessment - Oral presentation - Peer feedback

Creating and Performing in Creative Arts and Sports

Javelin and Sculpture - Phases of the Javelin Throw
Javelin and Sculpture - Javelin Throw Field Event

By the end of the lesson, the learner should be able to:
- Describe and demonstrate the five phases of the javelin throw: carry, approach run, cross over, release and follow through
- Practise each phase individually in an open field under teacher supervision
- Demonstrate safety awareness and good sportsmanship during javelin practice

In groups, learners are guided to:
- Study pictures and descriptions of the five phases of the javelin throw and summarise each in own words
- Practise each phase separately: carry (hold at shoulder height), approach run (increase speed), cross over (transition), release (throw forward), follow through (complete motion)
- In pairs, practise the complete sequence and observe each other giving feedback on technique and safety

What are the five phases of a correct and safe javelin throw?

- Champion Creative Arts and Sports Grade 7 pg. 57
- Carved javelin, open field
- Reference diagrams of javelin throw phases
- Champion Creative Arts and Sports Grade 7 pg. 58
- Carved javelins, open field
- Feedback checklist

- Practical performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Javelin and Sculpture - Review of Carving, Decoration and Javelin Throw
Melody - Sol-fa Notation and Qualities of Melody

By the end of the lesson, the learner should be able to:
- Summarise all concepts covered: carving materials, javelin specifications, decoration techniques and throw phases
- Complete a self-assessment and written assessment on the sub-strand outcomes
- Reflect on what was learnt and how carving and sporting skills connect

In groups, learners are guided to:
- Review carving materials, javelin carving steps, five decoration techniques and the five phases of the javelin throw
- Complete written assessment and self-assessment checklist on all learning outcomes
- Write a short paragraph reflecting on the experience of carving and throwing a javelin and share with a parent or guardian

How have carving a javelin and performing the throw developed your creativity and physical skill?

- Champion Creative Arts and Sports Grade 7 pg. 59
- Exercise books, self-assessment checklist
- Assessment worksheets
- Champion Creative Arts and Sports Grade 7 pg. 66
- Exercise books, pencils, rulers
- Music notation charts

- Written test - Self-assessment - Oral questions

Creating and Performing in Creative Arts and Sports

Melody - Melody Contour and Shape
Melody - Tonic Triad and Melody Structure

By the end of the lesson, the learner should be able to:
- Identify and describe different melodic contours: rising, falling, rising-falling, flat-rising and falling-rising
- Analyse familiar melodies to describe their shape and contour
- Appreciate how melodic shape gives music its distinctive character and emotional direction

In groups, learners are guided to:
- Study diagrams of the eight melodic contour shapes: rising, rising-flat, rising-falling, flat-rising, flat-falling, falling-rising, falling-flat and falling
- Analyse the melody of 'Twinkle Twinkle Little Star' and identify its contour shape across the phrases
- In pairs, describe the contour of two other familiar songs and share observations with the class

How does the contour or shape of a melody affect the emotion and character of a song?

- Champion Creative Arts and Sports Grade 7 pg. 67
- Exercise books, pencils
- Music notation charts / digital resources
- Champion Creative Arts and Sports Grade 7 pg. 68
- Exercise books, pencils, rulers
- Music notation charts

- Oral questions - Written assignment - Observation

Creating and Performing in Creative Arts and Sports

Melody - Composing a Melody in C Major

By the end of the lesson, the learner should be able to:
- Compose an original melody in C major on the treble staff applying all three qualities of a good melody
- Ensure the composed melody starts on doh, mi or so, uses leaps of no more than a 3rd and ends on doh
- Show creativity and pride in composing and notating an original musical piece

In groups, learners are guided to:
- Review the three qualities of a good melody: singable leaps of a 3rd, identifiable contour and tonic triad start/end
- Compose a 4–8 note original melody in C major on the treble staff observing all three qualities
- Share the composed melody with classmates by singing it on sol-fa syllables and invite feedback on its structure and qualities

How do the rules of melody writing guide you in creating an original musical composition?

- Champion Creative Arts and Sports Grade 7 pg. 69
- Exercise books, pencils, rulers
- Music notation software/apps (optional)

- Practical performance - Written assignment - Peer feedback

Creating and Performing in Creative Arts and Sports

Melody - Performing Melodies
Melody - Review of Sol-fa, Contour, Tonic Triad and Composition

By the end of the lesson, the learner should be able to:
- Sing composed melodies with correct sol-fa names, pitch and rhythm
- Evaluate own and peers' melody performances using criteria of pitch accuracy, rhythm and expression
- Show confidence and enjoyment in performing original melodic compositions

In groups, learners are guided to:
- Practise singing composed melodies using sol-fa syllables focusing on correct pitch and rhythm
- Perform melodies in pairs or groups for the class applying appropriate expression and steady tempo
- Give and receive structured feedback on each performance noting pitch accuracy, rhythmic steadiness and expressiveness

How does performing your own composed melody develop musical confidence and expression?

- Champion Creative Arts and Sports Grade 7 pg. 70
- Exercise books with composed melodies
- Digital recording device (optional)
- Champion Creative Arts and Sports Grade 7 pg. 71
- Exercise books
- Assessment worksheets

- Oral performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Melody - Extended Melody Creation and Performance
Melody - Portfolio Completion and Reflection

By the end of the lesson, the learner should be able to:
- Extend a previously composed melody by adding more bars following the rules of good melody writing
- Perform the extended melody to the class with improved confidence and expression
- Appreciate the creative process involved in developing and refining a melody

In groups, learners are guided to:
- Revisit the composed melody from a previous lesson and extend it by adding two more bars observing the three melody qualities
- Practise performing the extended melody using sol-fa syllables then on a comfortable pitch
- Perform the extended melody for the class; discuss how the extension changed the character and feel of the melody

How does extending and refining a melody develop your compositional and performance skills?

- Champion Creative Arts and Sports Grade 7 pg. 72
- Exercise books with original composed melodies
- Digital music tools/apps (optional)
- Champion Creative Arts and Sports Grade 7 pg. 73
- Portfolio folder, completed melody work
- Exercise books

- Practical performance - Written assignment - Observation

Creating and Performing in Creative Arts and Sports

Handball - Passing Skills

By the end of the lesson, the learner should be able to:
- Identify and describe the four Handball passing skills: side, jump, overhead and flick pass
- Demonstrate correct side pass technique aiming for the partner's chest with accurate follow-through
- Show teamwork and communication during passing drills

In groups, learners are guided to:
- Watch video clips or live demonstration of different Handball passing types and list each type identified
- In pairs, stand shoulder-width apart and practise the side pass focusing on grip, aim and follow-through direction
- Discuss how each pass type can be used effectively during a game; share findings with the class

How do effective passing skills contribute to teamwork and ball control in Handball?

- Champion Creative Arts and Sports Grade 7 pg. 74
- Handballs, open court or field
- Digital devices for reference clips

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Handball - Jump Pass and Overhead Pass
Handball - Dribbling Skills

By the end of the lesson, the learner should be able to:
- Demonstrate the jump pass and overhead pass with correct take-off, ball control and release
- Apply jump and overhead passes appropriately in drill situations
- Value precision, timing and coordination in developing advanced Handball passing skills

In groups, learners are guided to:
- Observe teacher demonstration of jump pass (take-off, ball grip, mid-air release) and overhead pass (two-hand grip above head, forward release)
- Practise both passes in pairs focusing on footwork, timing and accuracy of release
- Give each other structured feedback on body position, grip, release point and accuracy after each drill

When would a player use a jump pass or overhead pass instead of a side pass in Handball?

- Champion Creative Arts and Sports Grade 7 pg. 75
- Handballs, open court or field
- Cones for drill organisation
- Handballs, cones, open court or field
- Digital reference clips (optional)

- Practical performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Handball - Jump Shot
Handball - Combined Passing and Shooting Drill

By the end of the lesson, the learner should be able to:
- Describe and demonstrate the jump shot technique with correct approach, take-off, ball release and follow-through
- Execute a jump shot with accuracy targeting specific areas of the goal
- Show determination, accuracy and fair play during jump shot practice

In groups, learners are guided to:
- Watch teacher demonstrate the jump shot focusing on approach run, take-off height, ball grip and release angle
- Practise jump shots from different positions in front of the goal focusing on technique over power
- Observe each other and give structured feedback on approach, take-off, release and follow-through

What are the key technical elements of an effective jump shot in Handball?

- Champion Creative Arts and Sports Grade 7 pg. 76
- Handballs, goal posts, open court or field
- Cones for positioning
- Champion Creative Arts and Sports Grade 7 pg. 77
- Handballs, cones, goal posts, bibs
- Open court or field

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Handball - Handball Game
Handball - Rules and Tactics

By the end of the lesson, the learner should be able to:
- Apply passing, dribbling and jump shot skills in a full Handball game
- Demonstrate knowledge of Handball rules and fair play throughout the game
- Show sportsmanship, teamwork and a positive attitude in game play

In groups, learners are guided to:
- Organise into two teams of seven players; conduct a warm-up before the game begins
- Play a full Handball game applying all skills; assign positions such as goalkeeper, defenders, midfielders and forwards
- Cool down after the game; discuss as a team what went well and identify at least two areas for improvement

How do all Handball skills combine in an actual game situation to create effective team play?

- Champion Creative Arts and Sports Grade 7 pg. 78
- Handballs, goal posts, bibs, cones
- Open court or field
- Champion Creative Arts and Sports Grade 7 pg. 79
- Digital devices for Handball game clips
- Exercise books, court or field

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Handball - Review of Passing, Dribbling, Shooting and Game Play

By the end of the lesson, the learner should be able to:
- Summarise all Handball skills and concepts covered: passing types, dribbling, jump shot, rules and game play
- Demonstrate at least two Handball skills in a practical assessment drill
- Reflect on personal improvement and teamwork developed during the sub-strand

In groups, learners are guided to:
- Review passing types, dribbling technique, jump shot phases, Handball rules and basic tactics
- Complete a written assessment; perform a practical drill combining at least two skills for teacher assessment
- In pairs, discuss personal improvement and what teamwork element was most valuable during the sub-strand

What skills and understanding have you developed through playing Handball?

- Champion Creative Arts and Sports Grade 7 pg. 80
- Exercise books, handballs, court or field
- Assessment worksheets

- Written test - Practical performance - Observation

Creating and Performing in Creative Arts and Sports

Handball - Fitness and Warm-Up for Handball
Descant Recorder - Parts of the Recorder and Posture

By the end of the lesson, the learner should be able to:
- Describe the importance of warm-up and cool-down routines in preventing injury during Handball
- Demonstrate a structured warm-up routine applicable to Handball including jogging, stretching and ball familiarisation
- Value physical fitness and injury prevention as essential components of sports participation

In groups, learners are guided to:
- Discuss why warm-up and cool-down routines are important in Handball and sports generally
- Lead a structured warm-up: jog two laps, dynamic stretches (leg swings, arm circles), then ball familiarisation drills (toss and catch, solo dribble)
- Cool down with static stretches after the activity and reflect on how the warm-up affected their performance readiness

Why is a proper warm-up and cool-down essential for safe and effective Handball performance?

- Champion Creative Arts and Sports Grade 7 pg. 74
- Handballs, open field or court
- Exercise books
- Champion Creative Arts and Sports Grade 7 pg. 82
- Descant recorders, parts diagram

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Descant Recorder - Finger Positions for C Major
Descant Recorder - Sight Reading for Recorder

By the end of the lesson, the learner should be able to:
- State the correct finger positions for each note of the C major scale on the descant recorder
- Play the C major scale slowly and smoothly with clear tone and correct fingering
- Show patience and persistence in practising correct finger placement

In groups, learners are guided to:
- Study the finger position chart for C D E F G A B C' on the descant recorder: which holes are covered or uncovered for each note
- Practise covering and uncovering holes for each note individually before combining into a scale
- Play the C major scale slowly upward and downward ensuring each note is clear and each transition is smooth

Why is correct finger placement essential for producing clear notes on the descant recorder?

- Champion Creative Arts and Sports Grade 7 pg. 83
- Descant recorders, finger position chart
- Exercise books
- Champion Creative Arts and Sports Grade 7 pg. 84
- Descant recorders, printed music notation
- Exercise books, pencils

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Descant Recorder - Playing Melodies in C Major

By the end of the lesson, the learner should be able to:
- Play simple pieces in C major and 2/4 time on the descant recorder with clear tone and steady rhythm
- Gradually increase playing speed from slow to comfortable tempo while maintaining note clarity
- Show confidence and steady improvement in recorder performance

In groups, learners are guided to:
- Warm up by playing the C major scale ascending and descending
- Play each measure of three short pieces in C major slowly then combine measures; focus on clear tone and playing in time
- Gradually increase speed as comfort improves; in groups, play all three pieces and give each other feedback on clarity and rhythm

How does practising a piece slowly before increasing speed improve the quality of recorder performance?

- Champion Creative Arts and Sports Grade 7 pg. 85
- Descant recorders, printed music notation
- Exercise books

- Practical performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Descant Recorder - Performing with Dynamics and Tempo
Descant Recorder - Solo and Group Recorder Performance

By the end of the lesson, the learner should be able to:
- Define dynamics (loud and soft) and tempo (fast and slow) as performance directions
- Apply dynamics and tempo markings when performing a simple melody on the recorder
- Appreciate how dynamics and tempo make a musical performance more expressive and engaging

In groups, learners are guided to:
- Define performance directions and identify dynamics (forte, piano) and tempo (allegro, adagio) in a piece of music
- Practise 'Rain Rain Go Away' on the recorder adding dynamics and tempo instructions gradually as comfort increases
- Reflect on how adding dynamics and tempo changed the way the music sounded and what was most challenging about the exercise

How do dynamics and tempo transform a simple melody into an expressive musical performance?

- Champion Creative Arts and Sports Grade 7 pg. 86
- Descant recorders, printed music with performance directions
- Exercise books
- Champion Creative Arts and Sports Grade 7 pg. 87
- Descant recorders
- Improvement chart, portfolio folder

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Descant Recorder - Review of Fingering, Sight Reading and Performance
Storytelling and Animation - Storytelling Techniques

By the end of the lesson, the learner should be able to:
- Summarise all recorder topics covered: parts, hand position, C major scale, sight reading, dynamics and tempo
- Demonstrate competence in playing the C major scale and a short piece with performance directions
- Reflect on personal growth and improvement as a recorder player

In groups, learners are guided to:
- Review recorder parts, hand positioning, C major finger positions, sight reading steps and performance directions
- Complete a written assessment on recorder knowledge and perform the C major scale and a short piece for the teacher
- Write a reflection on the improvement chart noting progress made and areas still to develop

What knowledge and performance skills have you developed through learning the descant recorder?

- Champion Creative Arts and Sports Grade 7 pg. 88
- Descant recorders, exercise books
- Assessment worksheets, improvement chart
- Champion Creative Arts and Sports Grade 7 pg. 92
- Digital devices for recorded storytelling
- Props and costumes (optional), exercise books

- Written test - Practical performance - Observation

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Use of Voice

By the end of the lesson, the learner should be able to:
- Explain how tone, pitch and volume are used to convey characters and emotions in storytelling
- Demonstrate distinct voice changes for at least three different characters in a story
- Show confidence and creativity in using vocal variety to bring characters to life

In groups, learners are guided to:
- Discuss how a storyteller uses tone (warmth, sternness), pitch (high for children, low for elders) and volume (loud for excitement, soft for mystery) in storytelling
- In pairs, choose a short story and practise using different voice qualities for each character
- Perform to a small group; audience gives feedback on whether character voices were distinct and believable

How does varying tone, pitch and volume make characters in a story more believable?

- Champion Creative Arts and Sports Grade 7 pg. 93
- Short story texts
- Exercise books

- Oral performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Gestures and Audience Engagement
Storytelling and Animation - Analysing Storytelling

By the end of the lesson, the learner should be able to:
- Demonstrate effective use of gestures, facial expressions and body movement in storytelling
- Apply at least two audience involvement strategies such as call-and-response and audience participation
- Value the interactive nature of storytelling as a communal experience

In groups, learners are guided to:
- Practise telling a story using exaggerated gestures and facial expressions to convey emotions; vary gesture size for different moments
- Practise audience involvement strategies: ask the audience to roar when the lion appears, repeat a phrase or make a sound at key moments
- List other ways to engage an audience and share ideas in class

How do gestures, facial expressions and audience involvement bring a story to life?

- Champion Creative Arts and Sports Grade 7 pg. 93
- Short story texts
- Open performance space
- Champion Creative Arts and Sports Grade 7 pg. 94
- Digital devices for storytelling recordings
- Exercise books, evaluation criteria

- Oral performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Props, Costumes and Social Storytelling
Storytelling and Animation - Flipbook Animation Introduction

By the end of the lesson, the learner should be able to:
- Identify and describe how props and costumes enhance a storytelling performance
- Explain how storytelling can be used to raise awareness and inspire change on social issues
- Show creativity in choosing appropriate props and costumes for a story performance

In groups, learners are guided to:
- Use digital or print resources to find examples of props and costumes used in storytelling and discuss how each enhances realism and narrative
- Read examples of stories that address social issues and discuss how storytelling can educate, inspire and encourage action
- Plan a short story addressing a social issue in school or community; outline the props, costumes and techniques to be used

How can storytelling with the right props and costumes be used to address important issues in society?

- Champion Creative Arts and Sports Grade 7 pg. 95
- Digital/print resources, props and costumes (available items)
- Exercise books
- Champion Creative Arts and Sports Grade 7 pg. 96
- Digital devices for flipbook examples

- Oral questions - Observation - Written assignment

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Creating Flipbook Sequences
Storytelling and Animation - Completing and Presenting the Flipbook

By the end of the lesson, the learner should be able to:
- Draw a sequence of images for a flipbook where each image shows a slight and consistent change from the previous one
- Apply consistency in object positioning across frames using a ruler for alignment
- Show creativity and patience in designing an engaging flipbook storyline

In groups, learners are guided to:
- Write a brief storyline outline for the flipbook noting key actions per frame
- Draw a sequence of 10–11 images showing gradual movement of a character or object; use a ruler to keep positions consistent across pages
- Add details and expressions to make the story engaging; keep drawings clear and consistent for smooth animation

How does careful sequencing of drawings create a convincing animation in a flipbook?

- Champion Creative Arts and Sports Grade 7 pg. 97
- Blank paper, pencils, erasers, coloured pencils, ruler
- Flipbook sequence reference
- Champion Creative Arts and Sports Grade 7 pg. 98
- Completed sequence drawings, good quality paper, scissors, glue or tape, stapler or hole punch and string
- Coloured pencils or markers

- Practical work assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Rehearsing the Story

By the end of the lesson, the learner should be able to:
- Conduct vocal and physical warm-up exercises to prepare for a storytelling performance
- Rehearse a 3–5 minute story applying all storytelling techniques: voice, gestures, facial expressions, pace and pauses
- Show discipline and commitment in the rehearsal process

In groups, learners are guided to:
- Perform vocal warm-up: deep breathing, humming, tongue twisters for diction
- Perform physical warm-up: stretches, hand/foot shaking, facial expression exaggeration
- Rehearse the story aloud focusing on character voices, gestures, recording the rehearsal and identifying areas for improvement from playback

How do vocal and physical warm-ups help a storyteller prepare for a confident and expressive performance?

- Champion Creative Arts and Sports Grade 7 pg. 99
- Written story/script, recording device (optional)
- Comfortable clothing, open space, water bottle

- Observation - Oral questions - Self-assessment

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Story Performance
Storytelling and Animation - Review of Techniques, Flipbook and Performance

By the end of the lesson, the learner should be able to:
- Perform a 3–5 minute story before a class audience applying all storytelling techniques with confidence
- Engage the audience effectively through eye contact, vocal variety, gestures and interaction
- Value constructive feedback as a tool for growth as a performer

In groups, learners are guided to:
- Warm up, then introduce the story confidently with a brief overview before beginning the performance
- Perform the story using vocal variety, gestures, expressions, pauses and audience engagement throughout
- Record the performance; after all performances write a reflection in the portfolio gathering feedback from teacher and classmates

How does performing a story before a live audience develop confidence and communication skills?

- Champion Creative Arts and Sports Grade 7 pg. 100
- Written story/script, performance space, recording device (optional)
- Portfolio folder
- Champion Creative Arts and Sports Grade 7 pg. 101
- Exercise books
- Assessment worksheets

- Practical performance - Oral feedback - Written reflection

Creating and Performing in Creative Arts and Sports

Football - Foot Trapping
Football - Thigh and Chest Trapping

By the end of the lesson, the learner should be able to:
- Describe and demonstrate ball trapping using the inside and sole of the foot with correct body positioning and cushioning
- Apply the foot trap in a passing drill with a partner sending the ball at different speeds
- Show responsibility and safety awareness during football practice

- Watch teacher demonstrate foot trapping using the inside and sole of the foot; study technique diagrams in the learner's book
- In pairs, practise foot trapping: position in line with the ball, lift trapping foot with toes up, cushion impact by pulling foot back
- Give each other feedback on positioning, cushioning technique and ball control after each trapping repetition

Why is correct cushioning technique important when trapping a ball with the foot in Football?

- Champion Creative Arts and Sports Grade 7 pg. 106
- Footballs, open field
- Cones for organisation
- Champion Creative Arts and Sports Grade 7 pg. 107
- Cones for drill organisation

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Football - Dribbling Skills

By the end of the lesson, the learner should be able to:
- Describe and demonstrate dribbling technique maintaining close ball control while moving and changing direction
- Perform dribbling drills through a cone course alternating feet and varying speed
- Value coordination, persistence and creative movement in developing Football dribbling skills

In groups, learners are guided to:
- Watch demonstrations of dribbling technique and identify key elements: body lean, foot contact point and eye direction
- Practise dribbling through a cone relay course alternating feet and changing direction on signal
- Discuss how close ball control during dribbling creates space and scoring opportunities; share reflections with the team

How does effective dribbling create space and advantage for a player in a Football game?

- Champion Creative Arts and Sports Grade 7 pg. 108
- Footballs, cones, open field
- Digital reference clips (optional)

- Practical performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Football - Low Drive Shooting
Football - Placed Shot

By the end of the lesson, the learner should be able to:
- Describe and demonstrate the low drive shot with correct approach, foot contact, follow-through and targeting
- Apply the low drive shot from different positions aiming for the bottom corners of the goal
- Show determination, accuracy and responsible behaviour during shooting practice

In groups, learners are guided to:
- Watch teacher demonstrate the low drive shot focusing on approach angle, non-kicking foot placement, laced contact and low follow-through
- Practise low drive shots from different positions around the penalty area aiming for the bottom corners with power
- Give structured feedback on approach, foot contact point, power and accuracy; discuss what makes the low drive effective

What makes a low drive shot difficult for a goalkeeper to stop?

- Champion Creative Arts and Sports Grade 7 pg. 110
- Footballs, goal posts, open field
- Cones for shooting positions
- Champion Creative Arts and Sports Grade 7 pg. 111
- Footballs, goal posts, cones, open field
- Exercise books

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Football - Football Game
Football - Making Improvised Crayons

By the end of the lesson, the learner should be able to:
- Apply trapping, dribbling and shooting skills in a full Football game
- Demonstrate knowledge of Football positions and basic rules during the game
- Show teamwork, sportsmanship and a positive attitude throughout game play

In groups, learners are guided to:
- Organise into two teams; assign positions (goalkeeper, defenders, midfielders, forwards) and warm up before the game
- Play a full Football game applying all skills learned; encourage each other throughout and follow the rules of fair play
- Cool down after the game; discuss as a team what went well and identify two areas for improvement

How do all Football skills come together in a real game situation to create effective team play?

- Champion Creative Arts and Sports Grade 7 pg. 112
- Footballs, goal posts, bibs, cones, open field
- Whistle
- Champion Creative Arts and Sports Grade 7 pg. 113
- Wax/used candles, pigments/food colouring, heat-safe container, stove or hot plate, moulds, stirring stick
- Safety gloves, teacher supervision

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Football - Crayon Etching Composition
Football - Review of Trapping, Dribbling, Shooting and Crayon Etching

By the end of the lesson, the learner should be able to:
- Create a crayon etching pictorial composition depicting a Football scene
- Apply the etching technique by scratching through a black-coated surface to reveal vibrant crayon colours underneath
- Show creativity, precision and teamwork in producing and discussing the finished composition

In groups, learners are guided to:
- Cut out Football skill images from magazines or printouts; choose sturdy paper and fill it with vibrant crayon layers using improvised crayons from the previous lesson
- Cover the entire crayon surface with black paint/ink mixed with dish soap and allow to dry completely
- Use a toothpick or scratching tool to etch the Football scene into the black surface revealing the coloured layer; display and discuss compositions in class

How does the crayon etching technique create an unexpected and vibrant visual effect?

- Champion Creative Arts and Sports Grade 7 pg. 114
- Improvised crayons, black paint or ink, dish soap, toothpicks, sturdy paper, scissors, magazines
- Ruler, pencils
- Champion Creative Arts and Sports Grade 7 pg. 115
- Footballs, cones, open field
- Self-assessment checklist, exercise books

- Practical work assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Football - Relay Drills and Team Tactics

By the end of the lesson, the learner should be able to:
- Execute a football relay drill combining dribbling and passing through a cone course
- Describe simple attacking and defensive tactics in Football
- Show teamwork, communication and encouragement during relay and tactical drills

In groups, learners are guided to:
- Set up a relay course with cones; each team member dribbles through the cones then passes to the next teammate and continues until all have completed the course
- Discuss simple tactics: creating space through movement, supporting the ball carrier and defensive positioning
- Reflect on how teamwork helped complete the relay efficiently and which tactics were most effective

How do relay drills and simple tactics develop teamwork and football intelligence?

- Champion Creative Arts and Sports Grade 7 pg. 116
- Footballs, cones, bibs, open field
- Exercise books

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Kenyan Folk Songs - Defining Folk Songs
Kenyan Folk Songs - Classifying Folk Songs

By the end of the lesson, the learner should be able to:
- Define a folk song and distinguish between solo and group folk songs
- Identify folk songs from at least three Kenyan communities and the occasions during which they are performed
- Show respect and appreciation for the diversity of Kenya's folk song traditions

In groups, learners are guided to:
- Discuss what a folk song is and how folk songs are passed from one generation to the next
- Identify examples of Kenyan folk songs from communities such as Agikuyu, Akamba, Maasai and Luo and name the occasions they are sung
- Distinguish between solo folk songs (herding songs, lullabies) and group folk songs; share examples in class

Why are folk songs described as an important part of a community's cultural heritage?

- Champion Creative Arts and Sports Grade 7 pg. 117
- Digital devices for folk song recordings
- Exercise books
- Champion Creative Arts and Sports Grade 7 pg. 118
- Digital/print resources on Kenyan folk songs

- Oral questions - Observation - Written assignment

Creating and Performing in Creative Arts and Sports

Kenyan Folk Songs - Folk Song Performance Techniques
Kenyan Folk Songs - Rehearsing a Folk Song

By the end of the lesson, the learner should be able to:
- Describe folk song performance techniques: voice projection, tempo, dynamics, gestures and body movement
- Identify the role of musical instruments and authentic idioms in folk song performance
- Value the technical skill and cultural knowledge required to perform folk songs authentically

In groups, learners are guided to:
- Visit or watch a recording of a folk song performance noting voice projection, tempo, dynamics, gestures, instruments and authentic idioms used
- Identify the role of instruments such as obokano, orutu, drums and shakers in introducing, identifying community and providing tempo
- Discuss how each performance technique contributes to expressing the mood, occasion and cultural identity of the folk song

What performance techniques make a folk song performance authentic and culturally meaningful?

- Champion Creative Arts and Sports Grade 7 pg. 120
- Digital devices for folk song recordings
- Exercise books
- Champion Creative Arts and Sports Grade 7 pg. 121
- Traditional instruments (optional), exercise books

- Oral questions - Observation - Written assignment

Creating and Performing in Creative Arts and Sports

Kenyan Folk Songs - Folk Song Performance

By the end of the lesson, the learner should be able to:
- Perform a Kenyan folk song before the class applying correct technique, tone, gestures and cultural body movements
- Evaluate each other's folk song performances using structured criteria: voice projection, tempo, dynamics, gestures and cultural elements
- Appreciate and celebrate the cultural value of folk songs across different Kenyan communities

In groups, learners are guided to:
- Perform the rehearsed folk song in class with full cultural presentation including costumes, gestures and movements
- After each performance classmates complete a peer evaluation noting voice projection, tempo, gestures, mood and cultural authenticity
- Reflect as a class on what made the best performances stand out and discuss the value of preserving folk songs

How does performing a folk song with authentic technique and cultural expression preserve Kenya's heritage?

- Champion Creative Arts and Sports Grade 7 pg. 121
- Improvised cultural costumes and props
- Peer evaluation form, exercise books

- Practical performance - Peer assessment - Observation

Creating and Performing in Creative Arts and Sports

Kenyan Folk Songs - Digital Research on Folk Songs
Kenyan Folk Songs - Review and Reflection

By the end of the lesson, the learner should be able to:
- Use digital devices to search for folk songs from different Kenyan communities attending to lyrics, melody and instruments
- Note down thoughts and feelings about each song and its role in cultural preservation
- Develop digital literacy skills while deepening appreciation for Kenya's folk song heritage

In groups, learners are guided to:
- Use digital devices to search for folk songs from at least three different Kenyan communities using the provided link and other approved sources
- Listen attentively to each song noting the lyrics, melody, instruments and the occasion it represents
- Note down thoughts and feelings about each song; discuss as a class how these songs help preserve cultural heritage and what values they convey

How does using digital resources to research folk songs broaden understanding of Kenya's cultural diversity?

- Champion Creative Arts and Sports Grade 7 pg. 117
- Digital devices / Internet access
- Exercise books
- Champion Creative Arts and Sports Grade 7 pg. 119
- Assessment worksheets

- Written assignment - Oral questions - Observation

Creating and Performing in Creative Arts and Sports

Kenyan Folk Songs - Review and Reflection
Beadwork - Function of Jewellery

By the end of the lesson, the learner should be able to:
- Summarise all folk song topics: definition, classification, performance techniques, rehearsal and performance
- Answer assessment questions covering all Kenyan Folk Songs concepts
- Reflect on what was learnt and how folk songs connect them to their cultural identity

In groups, learners are guided to:
- Review folk song definitions, classification criteria, performance techniques and folk song roles (lead singer, chorus, instruments)
- Complete a written assessment on all folk song topics
- Write a personal reflection on which folk song they found most meaningful and why, sharing with a classmate

Why is studying and performing Kenyan folk songs important for cultural identity and heritage preservation?

- Champion Creative Arts and Sports Grade 7 pg. 119
- Exercise books
- Assessment worksheets
- Champion Creative Arts and Sports Grade 7 pg. 122
- Pictures of Kenyan jewellery
- Digital devices / print resources

- Written test - Oral questions - Observation

Creating and Performing in Creative Arts and Sports

Beadwork - Beadwork Materials
Beadwork - Threading Materials and Sourcing

By the end of the lesson, the learner should be able to:
- Identify beadwork materials including plastic, clay, shells, bone, wood and glass and their characteristics
- Match each material to the communities that commonly use it
- Show appreciation for how different communities use locally available materials to create cultural jewellery

In groups, learners are guided to:
- Study pictures of beadwork and identify the materials used in each piece
- Read the materials table: plastic (lightweight, colourful), clay (durable, paintable), shells (natural, coastal), bone (strong, carvable), wood (lightweight, carvable), glass (intricate, colourful)
- Match each material to the communities associated with it and discuss which materials would be easiest to source locally

How does the choice of material reflect the cultural identity and environment of a Kenyan community?

- Champion Creative Arts and Sports Grade 7 pg. 124
- Pictures of beadwork, materials table
- Exercise books
- Champion Creative Arts and Sports Grade 7 pg. 125
- Fishing line, twine, wire samples

- Oral questions - Written assignment - Observation

Creating and Performing in Creative Arts and Sports

Beadwork - Making Clay Beads

By the end of the lesson, the learner should be able to:
- Make clay beads following the correct steps of rolling, shaping, smoothing, piercing and drying
- Produce beads that are evenly sized and have clean pierced holes for threading
- Show craftsmanship, patience and care during the clay bead-making process

In groups, learners are guided to:
- Roll clay on a flat surface and pinch into evenly-sized balls; dip fingers in water to soften the clay if needed
- Roll each ball between palms to smooth, then use a toothpick or tapestry needle to pierce a clean hole through the centre
- Allow beads to dry completely; identify any that need reshaping and correct them before drying is complete

What steps are needed to make a well-crafted clay bead suitable for beadwork?

- Champion Creative Arts and Sports Grade 7 pg. 126
- Clay, water, toothpicks, workspace
- Tapestry needle, flat board

- Practical work assessment - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Beadwork - Painting Beads in Patriotic Colours
Beadwork - One-Way Beading Technique

By the end of the lesson, the learner should be able to:
- Paint dried clay beads in Kenya's flag colours: red, white, green and black
- Sort painted beads by colour in preparation for threading
- Show patriotism and creativity in using Kenya's national colours in a beadwork project

In groups, learners are guided to:
- Sort dried clay beads into four piles for painting
- Paint each pile using red, white, green and black acrylic paint ensuring even coverage; allow each colour to dry completely before handling
- Identify natural materials gathered from the environment such as shells, seeds and wood pieces as additional bead options for the jewellery project

How can beadwork using Kenya's flag colours express patriotism and national identity?

- Champion Creative Arts and Sports Grade 7 pg. 127
- Dried clay beads, red/white/green/black acrylic paint, brushes
- Newspaper to protect workspace
- Champion Creative Arts and Sports Grade 7 pg. 128
- Painted clay beads, fishing wire or thread, needles, scissors
- Exercise books

- Practical work assessment - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Beadwork - Criss-Cross Beading Technique
Beadwork - Cultural Significance and Display

By the end of the lesson, the learner should be able to:
- Demonstrate the criss-cross beading technique by crossing the thread through each bead in opposite directions
- Create a beaded piece using the criss-cross technique showing Kenya's patriotic colours
- Value craftsmanship and precision in applying a more advanced beading technique

In groups, learners are guided to:
- Review the criss-cross technique: cross the thread through each bead so the thread goes through each bead from both ends creating a firmer, more structured piece
- Using painted beads in Kenya's flag colours, apply the criss-cross technique to create a bracelet or necklace section
- Compare the finished criss-cross piece with the one-way piece from the previous lesson; discuss differences in texture, firmness and appearance

How does the criss-cross technique create a different effect compared to the one-way beading technique?

- Champion Creative Arts and Sports Grade 7 pg. 129
- Painted clay beads, fishing wire or thread, needles, scissors
- One-way beaded piece from previous lesson
- Champion Creative Arts and Sports Grade 7 pg. 130
- Completed beaded jewellery pieces
- Exercise books, display space

- Practical work assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Beadwork - Review of Materials, Techniques and Cultural Significance

By the end of the lesson, the learner should be able to:
- Summarise all Beadwork topics: functions of jewellery, materials, threading, clay bead-making, one-way and criss-cross techniques and cultural significance
- Complete a written assessment and self-assessment on all Beadwork learning outcomes
- Reflect on personal growth in craft skills and cultural understanding through beadwork

In groups, learners are guided to:
- Review beadwork functions, material properties, threading types, clay bead-making steps, both beading techniques and cultural significance of beadwork
- Complete written assessment and self-assessment checklist on all Beadwork learning outcomes
- Write a short paragraph on what was most meaningful about the beadwork project and share with a parent or guardian

How has making beaded jewellery developed both your craft skills and appreciation for Kenyan cultural heritage?

- Champion Creative Arts and Sports Grade 7 pg. 131
- Exercise books, self-assessment checklist
- Assessment worksheets

- Written test - Self-assessment - Oral questions