Creating And Performing

Rugby - Different Passes

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

-Distinguish passes in Rugby
-Identify the spin, pop and basic passes
-Describe the execution of the passes
-Appreciate passing as a fundamental skill in Rugby

In groups, learners are guided to:
-Watch a live or virtual Rugby game to identify passes
-Discuss how the passes are executed
-Research using digital devices on different passes in Rugby

What are the best ways to advance a ball in a game of Rugby?

- MENTOR pg. 84
-Digital resources
-Rugby balls
-Playing field
-Video clips

- Observation -Oral questions -Practical activity

Creating And Performing

Rugby - Basic Pass

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

-Describe the basic pass in Rugby
-Demonstrate proper technique for basic pass
-Execute passes accurately
-Value fundamentals in sports

In groups, learners are guided to:
-Study the technique for basic pass
-Practice holding the Rugby ball with both hands
-Execute the basic pass focusing on proper technique
-Give feedback to peers on passing technique

What makes the basic pass effective in Rugby?

- MENTOR pg. 85
-Rugby balls
-Playing field
-Digital resources
-Video clips

- Practical activity -Technical assessment -Peer evaluation -Observation

Creating And Performing

Rugby - Spin Pass
Rugby - Pop Pass

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

-Describe the spin pass in Rugby
-Demonstrate proper technique for spin pass
-Execute passes with proper spin
-Value specialized skills in sports

In groups, learners are guided to:
-Study the technique for spin pass
-Practice holding the ball with thumb on one side, fingers on other
-Execute the flicking motion for proper spin
-Practice the spin pass with partners

How does the spin action improve pass effectiveness in Rugby?

- MENTOR pg. 86
-Rugby balls
-Playing field
-Digital resources
-Video demonstrations
- MENTOR pg. 87

- Practical activity -Technical assessment -Peer evaluation -Observation

Creating And Performing

Rugby - Pass Demonstrations

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

-Perform passing skills in Rugby
-Demonstrate all three pass types
-Execute passes with proper technique
-Value versatility in sports skills

In groups, learners are guided to:
-Stand in pairs facing each other
-Practice all three passes on command
-Focus on proper technique for each pass
-Take turns demonstrating each pass type

How can you distinguish when to use each type of pass?

- MENTOR pg. 87
-Rugby balls
-Playing field
-Digital resources
-Visual cue cards

- Practical demonstration -Technical assessment -Response time assessment -Observation

Creating And Performing

Rugby - Group Practice

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

-Practice passes in group formations
-Apply passes in semi-game situations
-Adapt passing based on positioning
-Value teamwork in sports

In groups, learners are guided to:
-Form semi-circles with one learner at front
-Practice passing patterns between front player and semi-circle
-Rotate positions to practice different angles
-Provide feedback on passing accuracy

How does positioning affect passing technique and decision making?

- MENTOR pg. 88
-Rugby balls
-Playing field
-Markers for positions
-Digital resources

- Group dynamics assessment -Positional awareness evaluation -Passing accuracy measurement -Observation

Creating And Performing

Rugby - Kicking Techniques

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

-Identify different kicks in Rugby
-Describe the drop and place kick
-Understand kick applications
-Value diverse skills in sports

In groups, learners are guided to:
-Watch demonstrations of different kicks
-Discuss the technique for drop and place kicks
-Identify game situations for each kick type
-Research Rugby kicking strategies

What factors determine kick selection in Rugby?

- MENTOR pg. 89
-Rugby balls
-Kicking tees
-Digital resources
-Video demonstrations

- Oral questions -Written assessment -Research presentation -Class discussion

Creating And Performing

Rugby - Performing Kicks

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

-Perform kick techniques in Rugby
-Demonstrate the drop and place kick
-Practice kicking skills
-Value own and others' efforts in applying kicking skills

In groups, learners are guided to:
-Demonstrate kicking skills in Rugby
-Practice the drop and place kick techniques
-Use the skills of kicking in modified games
-Observe safety during practice

When are different kicks used in Rugby?

- MENTOR pg. 90
-Rugby balls
-Playing field
-Kicking tees
-Digital resources

- Practical activity -Assessment rubrics -Observation

Creating And Performing

Rugby - Modified Game
Rugby - Skill Review

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

-Apply passing and kicking in gameplay
-Make appropriate skill selections
-Demonstrate teamwork and strategy
-Value application of skills in competition

In groups, learners are guided to:
-Participate in modified Rugby games
-Apply the skills of passing and kicking
-Make strategic decisions during gameplay
-Observe the rules of the game and safety

How do skills practice translate to effective gameplay?

- MENTOR pg. 91
-Rugby balls
-Playing field
-Markers/cones
-Safety equipment
- MENTOR pg. 92
-Assessment checklists
-Digital recording devices

- Game performance assessment -Strategic decision evaluation -Teamwork assessment -Observation

Creating And Performing

Photography - Different Viewpoints

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

-Identify different viewpoints in photography
-Describe normal, bird's eye and worm's eye viewpoints
-Analyze photographs from different viewpoints
-Appreciate the effect of viewpoint on composition

In groups, learners are guided to:
-Observe virtual and/or actual samples of photographs to analyze viewpoints
-Discuss the forms captured in photographs
-Analyze how viewpoint affects the details visible in photographs

Which are the ethical issues to consider in photography?

- MENTOR pg. 95
-Digital cameras/smartphones
-Sample photographs
-Digital resources
-Textbooks

- Observation -Oral discussions -Written work

Creating And Performing

Photography - Normal Viewpoint

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

-Describe normal eye viewpoint
-Identify characteristics of normal viewpoint photos
-Analyze sample photographs
-Value perspective in visual communication

In groups, learners are guided to:
-Study photographs taken from normal eye level
-Discuss advantages and limitations of normal viewpoint
-Identify subjects best photographed from eye level
-Analyze composition elements in normal viewpoint

How does normal viewpoint affect viewer perception of an image?

- MENTOR pg. 96
-Sample photographs
-Digital resources
-Digital cameras/smartphones
-Display equipment

- Photo analysis -Written work -Oral discussions -Visual literacy assessment

Creating And Performing

Photography - Bird's Eye Viewpoint

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

-Describe bird's eye viewpoint
-Identify characteristics of high-angle photos
-Analyze sample photographs
-Value varied perspectives in art

In groups, learners are guided to:
-Study photographs taken from elevated positions
-Discuss how bird's eye view creates linear perspective
-Identify subjects best photographed from above
-Analyze composition elements in high-angle shots

How does bird's eye viewpoint change the narrative of an image?

- MENTOR pg. 97
-Sample photographs
-Digital resources
-Digital cameras/smartphones
-Display equipment

- Photo analysis -Written work -Oral discussions -Visual literacy assessment

Creating And Performing

Photography - Worm's Eye Viewpoint

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

-Describe worm's eye viewpoint
-Identify characteristics of low-angle photos
-Analyze sample photographs
-Value creative perspectives in art

In groups, learners are guided to:
-Study photographs taken from below subjects
-Discuss how worm's eye view affects subject perception
-Identify subjects best photographed from below
-Analyze composition elements in low-angle shots

How does worm's eye viewpoint create impact in photography?

- MENTOR pg. 97
-Sample photographs
-Digital resources
-Digital cameras/smartphones
-Display equipment

- Photo analysis -Written work -Oral discussions -Visual literacy assessment

Creating And Performing

Photography - Taking Photographs
Photography - Ethics

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

-Take photographs of a scenery in viewpoint for showcase
-Apply different viewpoints in photography
-Identify suitable scenic points
-Value photography as an art form

In groups, learners are guided to:
-Research/take a field walk to explore and identify scenic points
-Take photographs inspired by the environment from different viewpoints
-Discuss ethical issues in photography

How can photography be used to showcase Kenya's beauty?

- MENTOR pg. 98
-Digital cameras/smartphones
-Photography locations
-Digital storage
-Display equipment
- MENTOR pg. 99
-Digital resources
-Ethics guidelines
-Case studies
-Role-play scenarios

- Portfolio -Project assessment -Observation

Creating And Performing

Photography - Presenting Photographs

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

-Present the photographs for appreciation
-Select and organize photographs
-Create captions and context
-Appreciate photography as a means of expression

In groups, learners are guided to:
-Select and store the photographs in an E-folder
-Make a still/slide presentation
-Create captions for photographs
-Present for reflection and peer feedback

What makes a photograph effective in communicating a message?

- MENTOR pg. 100
-Digital devices
-Presentation software
-Display equipment
-Digital photographs

- Portfolio -Project assessment -Peer assessment -Observation

Creating And Performing

Descant Recorder - Fingering of Notes

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

-Identify the fingering of notes in the scale of F major
-Use correct finger positions
-Produce clear sounds
-Appreciate the importance of proper technique

In groups, learners are guided to:
-Read and interpret fingering charts to play the notes of F major scale
-Practice finger positions for each note
-Observe proper recorder techniques while playing
-Give feedback to peers

What are the correct fingerings for notes in F major on the descant recorder?

- MENTOR pg. 102
-Descant recorders
-Fingering charts
-Digital resources
-Music scores

- Practical activity -Assessment rubrics -Observation

Creating And Performing

Descant Recorder - Playing Techniques

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

-Demonstrate correct playing techniques
-Apply pinching technique for high notes
-Use proper breath control
-Value proper technique in recorder playing

In groups, learners are guided to:
-Watch actual or virtual instrumental tutorials to demonstrate and explain techniques of pinching on a descant recorder
-Practice playing high notes using the pinching technique
-Work on breath control exercises
-Give feedback to peers

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

- MENTOR pg. 104
-Descant recorders
-Digital resources
-Tutorial videos
-Music scores

- Practical activity -Assessment rubrics -Observation

Creating And Performing

Descant Recorder - Scale of F Major

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

-Play the scale of F major from staff notation on a descant recorder
-Perform ascending and descending scale
-Apply correct fingering and techniques
-Appreciate the sound of F major scale

In groups, learners are guided to:
-Play the scale of F Major ascending and descending on staff notation
-Practice long tones to improve breath control and tone quality
-Apply crescendo and diminuendo while playing scales
-Give feedback to peers

How can you develop good tone quality when playing the descant recorder?

- MENTOR pg. 106
-Descant recorders
-Music scores
-Digital resources
-Staff paper

- Practical activity -Assessment rubrics -Observation -Peer assessment

Creating And Performing

Descant Recorder - Simple Melodies
Descant Recorder - Performance Directions

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

-Play simple melodies in the scale of F major
-Apply correct fingering and breathing
-Follow notation accurately
-Value musical expression

In groups, learners are guided to:
-Play simple melodies in the scale of F major on staff notation
-Focus on accurate pitch and rhythm
-Apply proper breathing at phrase marks
-Practice with attention to musicality

How do you maintain accurate pitch and rhythm when playing melodies?

- MENTOR pg. 107
-Descant recorders
-Simple melody scores
-Digital resources
-Metronome
- MENTOR pg. 108
-Music scores with directions
-Demonstration recordings

- Melody performance assessment -Accuracy evaluation -Observation -Peer feedback

Creating And Performing

Descant Recorder - Solo Pieces

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

-Perform a solo piece in F major on a descant recorder
-Apply correct playing techniques
-Follow performance directions
-Value playing music on the descant recorder

In groups, learners are guided to:
-Study the music score for "Early One Morning"
-Analyze rhythm and pitch aspects
-Practice the piece with attention to details
-Perform for peer feedback

How can performance directions be applied when playing the descant recorder?

- MENTOR pg. 109
-Descant recorders
-Music scores
-Digital recording devices
-Performance space

- Practical activity -Assessment rubrics -Observation -Peer assessment -Portfolio

Creating And Performing

Basketball and Logo Design - Passing Skills

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

-Identify different passes in Basketball
-Describe the overhead, bounce and chest passes
-Observe proper technique in passing
-Value proper passing technique in Basketball

In groups, learners are guided to:
-Watch a live or virtual Basketball game and identify the passing skills in Basketball
-Discuss the execution of the skills
-Identify the overhead, bounce and chest passes
-Analyze the importance of passing in Basketball

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

- MENTOR pg. 123
-Digital resources
-Basketball court
-Basketballs
-Video clips

- Observation -Oral questions -Practical activity

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Performing Passes in Basketball

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

- Distinguish passes in Basketball.
- Perform passing skills in Basketball.
- Appreciate each other's skills in Basketball game.

The learner is guided to:
- Watch a live or virtual Basketball game and identify the passing skills in Basketball.
- Discuss the execution of the skills.
- Share ideas with classmates.

How can a poster be made an effective means of communicating?

- Mentor Creative Arts and Sports Learner's Book pg. 123
- Digital devices
- Basketball court
- Basketball

- Observation - Oral questions - Assessment rubrics - Written questions

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Performing the Overhead Pass

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

- Describe the execution of the overhead pass.
- Demonstrate the overhead pass in Basketball.
- Value teamwork during practice sessions.

The learner is guided to:
- Observe pictures of overhead pass and discuss body position.
- Perform warm up activities.
- Demonstrate the overhead pass.
- Practice the overhead pass in pairs.

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

- Mentor Creative Arts and Sports Learner's Book pg. 124
- Digital resources
- Basketball court
- Basketball

- Practical activity - Peer assessment - Observation - Oral feedback

Creating and Performing in Creative Arts and Sports

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

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

- Explain the bounce pass technique.
- Perform the bounce pass in Basketball.
- Appreciate the importance of proper technique in passing.

The learner is guided to:
- Perform warm up activities.
- Demonstrate the bounce pass.
- Practice the bounce pass in pairs.
- Give feedback to each other.

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

- Mentor Creative Arts and Sports Learner's Book pg. 126
- Basketball
- Open space
- Digital resources
- Mentor Creative Arts and Sports Learner's Book pg. 127
- Digital devices

- Practical activity - Observation - Checklist - Peer assessment

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Practicing Different Passes

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

- Combine different passes in Basketball.
- Perform passing drills in a group.
- Value teamwork during group activities.

The learner is guided to:
- Form a semi-circle with one learner in front.
- Practice the chest, bounce, and overhead passes.
- Change roles so everyone participates.
- Give feedback to each other.

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

- Mentor Creative Arts and Sports Learner's Book pg. 128
- Basketball
- Open space
- Digital resources

- Practical activity - Observation - Group assessment - Peer feedback

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Executing Dribbling in Basketball

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

- Identify dribbling techniques in Basketball.
- Distinguish between high and low dribble.
- Appreciate dribbling as a fundamental skill in Basketball.

The learner is guided to:
- Use digital resources to observe dribbling skills.
- Identify high and low dribbles from videos.
- Discuss the execution of dribbling techniques.
- Share observations with others.

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

- Mentor Creative Arts and Sports Learner's Book pg. 128
- Digital devices
- Basketball
- Video clips

- Oral questions - Written responses - Observation

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Performing High Dribble

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

- Explain the high dribble technique.
- Demonstrate the high dribble in Basketball.
- Show commitment to skill improvement.

The learner is guided to:
- Study pictures of high dribble.
- Describe body position of player.
- Perform warm up activities.
- Practice high dribble technique.
- Observe safety measures.

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

- Mentor Creative Arts and Sports Learner's Book pg. 129
- Basketball
- Open space/court
- Digital resources

- Practical activity - Observation - Checklist - Peer feedback

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Performing Low Dribble

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

- Describe the low dribble technique.
- Demonstrate the low dribble in Basketball.
- Appreciate proper technique in skill execution.

The learner is guided to:
- Study pictures of low dribble.
- Describe body position and differences from high dribble.
- Perform warm up activities.
- Practice low dribble technique.
- Give each other feedback.

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

- Mentor Creative Arts and Sports Learner's Book pg. 130
- Basketball
- Open space/court
- Digital resources

- Practical activity - Observation - Peer assessment - Checklist

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Combining Dribbling Skills
Basketball and Logo Design - Designing a Logo for a Basketball Team

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

- Combine high and low dribbling techniques.
- Perform dribbling drills.
- Value teamwork during practice sessions.

The learner is guided to:
- Perform warm up activities.
- Practice high and low dribbling skills.
- Perform dribbling drills between markers.
- Switch between high and low dribble as appropriate.
- Observe safety measures.

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

- Mentor Creative Arts and Sports Learner's Book pg. 131
- Basketball
- Cones/markers
- Open space
- Mentor Creative Arts and Sports Learner's Book pg. 132
- Digital devices
- Sample logos
- Chart papers

- Practical activity - Observation - Peer assessment - Checklist

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Creating a Basketball Team Logo

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

- Plan a design for a Basketball team logo.
- Sketch preliminary logo ideas.
- Value originality in creative work.

The learner is guided to:
- Identify a team name for designing the logo.
- Create a slogan for the team.
- Make sketches of logo designs.
- Try various combinations of letters arranged in different ways.

How can a poster be made an effective means of communicating?

- Mentor Creative Arts and Sports Learner's Book pg. 133
- Drawing books
- Pencils
- Digital devices

- Portfolio assessment - Observation - Peer feedback - Project work

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Refining and Finalizing Logo Design

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

- Create a final logo design for a Basketball team.
- Apply color appropriately in the design.
- Appreciate creativity in visual representation.

The learner is guided to:
- Refine their sketches into a final design.
- Apply appropriate colors to the logo.
- Ensure the logo is clear and recognizable.
- Display completed logos for appreciation.

How can a poster be made an effective means of communicating?

- Mentor Creative Arts and Sports Learner's Book pg. 134
- Paint/colored pencils
- Drawing books
- Manila paper
- Digital resources

- Project assessment - Portfolio - Peer review - Exhibition

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Applying Skills in a Modified Game

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

- Combine passing and dribbling skills in a game situation.
- Play the Warrior game using Basketball skills.
- Show sportsmanship during competitive activities.

The learner is guided to:
- Perform warm up exercises.
- Form two teams with assigned logos.
- Play the Warrior game applying passing and dribbling skills.
- Change roles to ensure everyone practices different skills.
- Display team logos during the game.

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

- Mentor Creative Arts and Sports Learner's Book pg. 134
- Basketball
- Team logos
- Open space
- Digital resources

- Practical activity - Observation - Peer assessment - Team evaluation

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Pottery

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

- Describe coil technique in pottery.
- Identify characteristics of pottery in samples.
- Appreciate pottery as an indigenous craft.

The learner is guided to:
- Study pottery items from actual and virtual sources.
- Analyze coil technique in samples.
- Discuss why the coil technique is preferred in traditional pottery.
- Share ideas with classmates.

Why is clay the preferred material for pottery?

- Mentor Creative Arts and Sports Learner's Book pg. 143
- Digital resources
- Sample pottery items
- Video clips

- Oral questions - Written responses - Observation - Group discussions

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Pottery Techniques
Indigenous Kenyan Crafts - Preparing Clay for Pottery

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

- Explain clay preparation procedures for pottery.
- Identify suitable clay for pottery.
- Value indigenous knowledge in craft making.

The learner is guided to:
- Use digital devices to find information on clay sources and preparation.
- Discuss different types of clay and their properties.
- Share information on clay preparation procedures.
- Identify local sources of clay for pottery.

Why is clay the preferred material for pottery?

- Mentor Creative Arts and Sports Learner's Book pg. 144
- Digital resources
- Sample clay
- Video clips
- Mentor Creative Arts and Sports Learner's Book pg. 145
- Clay
- Water container
- Sieves
- Canvas/sacks

- Oral discussions - Written responses - Question and answer - Research reports

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Modeling a Vessel Using Coil Method

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

- Create uniform coils from prepared clay.
- Model a vessel using the coil technique.
- Show patience during the creative process.

The learner is guided to:
- Make coils of uniform thickness.
- Roll coils to form a base.
- Score the clay coil and add slip.
- Join the clay coils to form a vessel.
- Smoothen the inside and outside of the vessel.

Why is clay the preferred material for pottery?

- Mentor Creative Arts and Sports Learner's Book pg. 146
- Prepared clay
- Water
- Sponge
- Working surface

- Practical activity - Observation - Product assessment - Peer feedback

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Decorating and Drying Clay Vessel

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

- Apply incising technique to decorate pottery.
- Dry clay vessels appropriately.
- Appreciate decoration in enhancing pottery.

The learner is guided to:
- Create designs by raising coils above the clay body.
- Smoothen and complete the form.
- Decorate the slightly dry vessel by incising.
- Dry the vessel in a shade.
- Display completed work for feedback.

Why is clay the preferred material for pottery?

- Mentor Creative Arts and Sports Learner's Book pg. 147
- Clay vessels
- Forks/spoons
- Table knife
- Textured objects

- Practical activity - Observation - Product assessment - Exhibition

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Firing Clay Vessels

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

- Explain the firing process for pottery.
- Fire clay vessels using an open pit kiln.
- Observe safety during the firing process.

The learner is guided to:
- Dig a pit about 2 feet deep in a dry area.
- Place firewood at the bottom and light a fire.
- Place completely dry clay works on the charcoal.
- Add more firewood and fire them for about 5 hours.
- Cover the pit with soil and leave overnight.
- Unearth the clay works the following day.

Why is clay the preferred material for pottery?

- Mentor Creative Arts and Sports Learner's Book pg. 147
- Dry clay vessels
- Firewood
- Matches
- Digging tools

- Practical activity - Observation - Product assessment - Safety checklist

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Making a Frame Loom for Weaving

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

- Describe a weaving loom and its purpose.
- Identify mitre joint technique in loom making.
- Value tools and materials for crafts.

The learner is guided to:
- Use digital devices to search for information on weaving looms.
- Study the mitre joint technique in woodwork.
- Discuss how a mitre joint is used to make a stable weaving loom.
- Share ideas with other learners.

How is a fabric woven?

- Mentor Creative Arts and Sports Learner's Book pg. 148
- Digital resources
- Sample looms
- Video clips

- Oral discussions - Written responses - Question and answer - Research reports

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Constructing a Frame Loom
Indigenous Kenyan Crafts - Making a Fabric Using 2/1 Twill Weaving

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

- Make a wooden mitre joint frame loom.
- Prepare the loom for weaving.
- Demonstrate teamwork during construction.

The learner is guided to:
- Collaboratively make a wooden mitre joint frame loom.
- Ensure equal spacing of nails around the frame.
- Secure the joints for stability.
- Prepare the loom for weaving.

How is a fabric woven?

- Mentor Creative Arts and Sports Learner's Book pg. 148
- Wooden planks
- Nails
- Hammer
- Measuring tools
- Mentor Creative Arts and Sports Learner's Book pg. 149
- Frame loom
- Yarn/threads
- Cardboard strip
- Scissors

- Practical activity - Observation - Product assessment - Group evaluation

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Completing a Woven Fabric

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

- Complete a fabric using 2/1 twill weaving technique.
- Finish the woven fabric properly.
- Appreciate the final woven product.

The learner is guided to:
- Continue weaving to desired size using 2/1 twill technique.
- Cut the warp threads off the top of the frame.
- Tie adjacent warp threads together.
- Weave the ends through the back of the weave.
- Trim long tails of warp threads.
- Display completed work for appreciation.

How is a fabric woven?

- Mentor Creative Arts and Sports Learner's Book pg. 150
- Frame loom with work in progress
- Scissors
- Additional yarn
- Display area

- Product assessment - Exhibition - Peer feedback - Portfolio

Creating and Performing in Creative Arts and Sports

Swimming - Body Positioning in Standing Dive

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

- Describe the body position in standing dive.
- Identify water entry techniques in swimming.
- Value safety in water activities.

The learner is guided to:
- Discuss the various safe ways of water entry into the pool.
- Study pictures showing standing dive technique.
- Describe the positioning of arms, legs, trunk and head in standing dive.
- Share ideas with classmates.

How can swimming skills be performed safely?

- Mentor Creative Arts and Sports Learner's Book pg. 157
- Digital resources
- Video clips
- Pictures

- Oral discussions - Written responses - Question and answer

Creating and Performing in Creative Arts and Sports

Swimming - Techniques for Standing Dive

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

- Explain the steps for performing a standing dive.
- Identify safe areas for practicing dive techniques.
- Show awareness of water safety rules.

The learner is guided to:
- Watch video clips on standing dive technique.
- Observe the body positioning before and during water entry.
- Discuss proper execution of standing dive.
- Identify safety measures for diving activities.

How can swimming skills be performed safely?

- Mentor Creative Arts and Sports Learner's Book pg. 158
- Digital resources
- Video clips
- Swimming pool (if available)

- Oral discussions - Written responses - Observation - Safety checklist

Creating and Performing in Creative Arts and Sports

Swimming - Performing Standing Dive

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

- Demonstrate a standing dive in swimming.
- Execute proper body positioning during dive.
- Show responsibility in following safety rules.

The learner is guided to:
- Perform warm up activities.
- Stand at the edge of the deep end of the pool.
- Get into ready position for standing dive.
- Practice pushing off and diving into the pool.
- Give feedback to each other.
- Observe safety measures.

How can swimming skills be performed safely?

- Mentor Creative Arts and Sports Learner's Book pg. 159
- Swimming pool
- Swimming attire
- First aid kit

- Practical activity - Observation - Peer feedback - Safety checklist

Creating and Performing in Creative Arts and Sports

Swimming - Body Positioning in Butterfly Stroke
Swimming - Techniques for Butterfly Stroke

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

- Describe the body positioning in butterfly stroke.
- Identify phases in butterfly stroke.
- Appreciate proper technique in swimming.

The learner is guided to:
- Study pictures of butterfly stroke.
- Identify and discuss body positioning of the swimmer.
- Watch video clips on butterfly stroke phases.
- Observe body, arm, and leg movements in the stroke.

Why is synchrony important in butterfly stroke?

- Mentor Creative Arts and Sports Learner's Book pg. 160
- Digital resources
- Video clips
- Pictures
- Mentor Creative Arts and Sports Learner's Book pg. 161
- Pictures
- Diagrams

- Oral discussions - Written responses - Observation - Question and answer

Creating and Performing in Creative Arts and Sports

Swimming - Performing Butterfly Stroke Components

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

- Demonstrate the body positioning for butterfly stroke.
- Practice arm actions for butterfly stroke.
- Show confidence in water activities.

The learner is guided to:
- Practice prone body position at the shallow end.
- Use kickboard to practice arm actions.
- Demonstrate arm actions while maintaining body position.
- Give feedback to each other.
- Observe safety measures.

Why is synchrony important in butterfly stroke?

- Mentor Creative Arts and Sports Learner's Book pg. 162
- Swimming pool
- Kickboards
- Pull buoys
- Swimming attire

- Practical activity - Observation - Peer feedback - Safety checklist

Creating and Performing in Creative Arts and Sports

Swimming - Performing Leg Actions in Butterfly Stroke

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

- Demonstrate leg actions for butterfly stroke.
- Coordinate leg movements in water.
- Appreciate teamwork in learning new skills.

The learner is guided to:
- Use kickboard to practice dolphin kicks.
- Perform leg action with kickboard support.
- Practice simultaneous upward and downward leg movements.
- Give feedback to each other.
- Observe safety measures.

Why is synchrony important in butterfly stroke?

- Mentor Creative Arts and Sports Learner's Book pg. 163
- Swimming pool
- Kickboards
- Swimming attire
- First aid kit

- Practical activity - Observation - Peer feedback - Safety checklist

Creating and Performing in Creative Arts and Sports

Swimming - Performing Breathing Technique in Butterfly Stroke

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

- Demonstrate breathing technique for butterfly stroke.
- Coordinate breathing with arm movements.
- Show persistence in skill development.

The learner is guided to:
- Use kickboard to practice breathing technique.
- Raise head above water to breathe in during arm pull.
- Immerse head back into water to breathe out.
- Practice breathing coordination with arm movements.
- Observe safety measures.

Why is synchrony important in butterfly stroke?

- Mentor Creative Arts and Sports Learner's Book pg. 163
- Swimming pool
- Kickboards
- Pull buoys
- Swimming attire

- Practical activity - Observation - Peer feedback - Safety checklist

Creating and Performing in Creative Arts and Sports

Swimming - Combining Butterfly Stroke Components

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

- Perform the complete butterfly stroke.
- Coordinate arm, leg, and breathing actions.
- Appreciate swimming as a life skill.

The learner is guided to:
- Perform prone body position.
- Execute arm and leg actions simultaneously.
- Coordinate breathing with arm movements.
- Practice full butterfly stroke in the shallow end.
- Give feedback to each other.
- Observe safety measures.

Why is synchrony important in butterfly stroke?

- Mentor Creative Arts and Sports Learner's Book pg. 164
- Swimming pool
- Swimming attire
- First aid kit

- Practical activity - Observation - Peer feedback - Safety checklist

Creating and Performing in Creative Arts and Sports

Swimming - Playing Water Games
Kenyan Indigenous Games - Board Games

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

- Combine standing dive and butterfly stroke in games.
- Participate in team water activities.
- Show sportsmanship during water games.

The learner is guided to:
- Form groups and place floaters in shallow end.
- Take turns to perform standing dive and swim using butterfly stroke to grab floaters.
- Time each group's performance.
- Appreciate each team's efforts.
- Observe safety measures.

How can swimming skills be performed safely?

- Mentor Creative Arts and Sports Learner's Book pg. 165
- Swimming pool
- Floaters
- Swimming attire
- First aid kit
- Mentor Creative Arts and Sports Learner's Book pg. 167
- Digital resources
- Pictures of board games
- Sample boards

- Practical activity - Observation - Team assessment - Safety checklist

Creating and Performing in Creative Arts and Sports

Kenyan Indigenous Games - Learning Bao

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

- Describe the Bao board game structure.
- Identify the rules of playing Bao.
- Value indigenous knowledge in games.

The learner is guided to:
- Watch demonstrations of playing Bao.
- Pay attention to game demonstration.
- Note main points on how to play Bao.
- Discuss important steps in playing the game.
- Share ideas with classmates.

Why are board games considered an indigenous game?

- Mentor Creative Arts and Sports Learner's Book pg. 168
- Digital resources
- Bao boards
- Seeds/stones
- Video clips

- Oral discussions - Written responses - Observation - Question and answer

Creating and Performing in Creative Arts and Sports

Kenyan Indigenous Games - Playing Bao

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

- Explain the terms used in Bao game.
- Demonstrate basic Bao moves.
- Show respect for rules during gameplay.

The learner is guided to:
- Learn terms like sowing, harvesting, move, and continue in Bao.
- Understand the aim of the game.
- Practice basic moves in Bao.
- Follow rules for moving seeds in the game.
- Give feedback to each other.

Why are board games considered an indigenous game?

- Mentor Creative Arts and Sports Learner's Book pg. 170
- Bao boards
- Seeds/stones/pebbles
- Digital resources

- Practical activity - Observation - Peer feedback - Process assessment

Creating and Performing in Creative Arts and Sports

Kenyan Indigenous Games - Improvising Bao Board

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

- Create improvised Bao boards.
- Prepare materials for playing Bao.
- Value creativity in game preparation.

The learner is guided to:
- Improvise boards for playing Bao.
- Use wooden planks, manila paper, or make holes in the ground.
- Collect seeds, pebbles, or stones as playing pieces.
- Prepare the board with correct number of pits.

Why are board games considered an indigenous game?

- Mentor Creative Arts and Sports Learner's Book pg. 172
- Wooden planks
- Manila paper
- Seeds/stones
- Carving tools

- Practical activity - Observation - Product assessment - Creativity evaluation

Creating and Performing in Creative Arts and Sports

Kenyan Indigenous Games - Playing Bao Game

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

- Play Bao using proper techniques.
- Apply game strategies in Bao.
- Demonstrate fair play during the game.

The learner is guided to:
- Organize themselves into pairs.
- Practice playing Bao on improvised boards.
- Correct each other respectfully.
- Take turns to practice and encourage each other.
- Master techniques and skills needed to win.

Why are board games considered an indigenous game?

- Mentor Creative Arts and Sports Learner's Book pg. 173
- Improvised Bao boards
- Seeds/stones/pebbles
- Digital resources

- Practical activity - Observation - Peer assessment - Skills evaluation

Creating and Performing in Creative Arts and Sports

Kenyan Indigenous Games - Learning Shisima
Kenyan Indigenous Games - Playing Shisima

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

- Describe the Shisima board game.
- Explain the origin and purpose of Shisima.
- Appreciate cultural significance of games.

The learner is guided to:
- Watch demonstrations of playing Shisima.
- Note that Shisima is from the Tiriki community.
- Learn that Shisima means "body of water" and imbalavali means "water bugs".
- Understand the aim of bringing three beads in a row.

How do indigenous board games enhance mental relaxation?

- Mentor Creative Arts and Sports Learner's Book pg. 174
- Digital resources
- Shisima boards
- Beads/stones
- Video clips
- Mentor Creative Arts and Sports Learner's Book pg. 175
- Improvised Shisima boards
- Digital resources

- Oral discussions - Written responses - Observation - Question and answer

Creating and Performing in Creative Arts and Sports

Kenyan Indigenous Games - Playing with Background Music

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

- Play indigenous board games with background music.
- Appreciate music as enhancement to games.
- Show enjoyment in cultural activities.

The learner is guided to:
- Select indigenous music to play in the background.
- Play Bao or Shisima with background music.
- Discuss how music enhances the gaming experience.
- Share ideas on the benefits of music during board games.

How do indigenous board games enhance mental relaxation?

- Mentor Creative Arts and Sports Learner's Book pg. 176
- Board games
- Playing pieces
- Music players
- Indigenous music

- Practical activity - Observation - Discussions - Reflective assessment

Creating and Performing in Creative Arts and Sports

Kenyan Indigenous Games - Mental Health Benefits

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

- Explain how board games contribute to mental health.
- Identify social benefits of indigenous games.
- Value traditional activities for wellbeing.

The learner is guided to:
- Discuss how playing board games creates relaxation.
- Identify how games help communities use leisure time wisely.
- Share how board games can ease conflict in communities.
- Present ideas on mental health benefits to classmates.

How do indigenous board games enhance mental relaxation?

- Mentor Creative Arts and Sports Learner's Book pg. 177
- Digital resources
- Video clips
- Reference materials

- Oral discussions - Written responses - Presentations - Reflective assessment