Creating and Performing

Melody - Rhythmic Melodic and Dynamic Variations
Melody - Rhythmic Variation

By the end of the lesson, the learner should be able to:
¶- Describe rhythmic, melodic and dynamic variations and explain how each is used in melody composition¶- Identify variation techniques in familiar tunes¶- Appreciate variation as a tool for making melodies interesting

- Sing familiar tunes and discuss how variation has been achieved across different phrases¶- Study examples of rhythmic variation (augmentation and diminution), melodic variation and dynamic variation¶- Discuss the effect on sound when a melody is performed softly versus loudly using dynamics

How can a melody be made interesting through variation?

- Creative Arts and Sports Learner's Book pg. 45¶- Musical instruments (keyboard or voice)¶- Music exercise books
- Creative Arts and Sports Learner's Book pg. 45¶- Music exercise books¶- Musical instruments (keyboard or voice)

- Oral questions¶- Observation¶- Written assignments

Creating and Performing

Melody - Melodic and Dynamic Variations

By the end of the lesson, the learner should be able to:
¶- Apply melodic variation by changing the pitch contour of a phrase while keeping the rhythm the same¶- Apply dynamic variation by marking one phrase forte and another piano¶- Show creativity in combining melodic and dynamic variation in a musical phrase

- Study examples of melodic variation where the pitch of notes is altered while the rhythm remains unchanged¶- Discuss dynamic variation and mark dynamic directions on a sample melody: forte for one phrase and piano for another¶- Perform the varied melody observing the dynamic markings and discuss the expressive effect

How do melodic and dynamic variations make a melody more expressive?

- Creative Arts and Sports Learner's Book pg. 45¶- Music exercise books¶- Musical instruments (keyboard or voice)

- Written assignments¶- Practical performance¶- Peer feedback

Creating and Performing

Melody - F Major Scale and Tonic Arpeggio
Melody - Composing Two-Bar Phrases

By the end of the lesson, the learner should be able to:
¶- Perform the scale of F major and its tonic arpeggio ascending and descending¶- Apply the scale of F major as a foundation for melody composition¶- Show confidence in performing the F major scale and arpeggio in preparation for composition

- Sing or play the scale of F major ascending and descending from staff notation¶- Sing or play the tonic arpeggio of F major (F-A-C-F ascending then F-C-A-F descending)¶- Practise the scale and arpeggio repeatedly until fluent then give each other performance feedback

Why is fluency in the F major scale important for melody composition?

- Creative Arts and Sports Learner's Book pg. 47¶- Musical instruments (keyboard or voice)¶- Music exercise books
- Creative Arts and Sports Learner's Book pg. 47¶- Music exercise books¶- Musical instruments (keyboard or voice)

- Practical performance¶- Oral questions¶- Peer feedback

Creating and Performing

Melody - Creating a Four-Bar Melody
Melody - Phrase Marks and Dynamics

By the end of the lesson, the learner should be able to:
¶- Create a complete four-bar melody in F major and 4/4 time with a question-and-answer structure¶- Incorporate extended notes and variation in the composed melody¶- Show integrity by producing original melodies free from plagiarism

- Study a sample melody and identify the question-and-answer structure across its phrases¶- Create a four-bar melody in F major and 4/4 time incorporating extended notes and varied phrases¶- Sight read the melodies composed by self and classmates and give feedback

How does the question-and-answer structure make a melody engaging?

- Creative Arts and Sports Learner's Book pg. 49¶- Music exercise books¶- Musical instruments (keyboard or voice)
- Creative Arts and Sports Learner's Book pg. 51¶- Music exercise books¶- Musical instruments (keyboard or voice)

- Written assignments¶- Observation¶- Peer feedback

Creating and Performing

Melody - Notating Four-Bar Melodies

By the end of the lesson, the learner should be able to:
¶- Notate four-bar melodies in 4/4 time in F major with correct note placement on the staff¶- Apply knowledge of dotted notes, phrase marks and key signature in melody notation¶- Value accuracy and neatness in music notation

- Practise writing notes of F major on both treble and bass staff with correct placement¶- Notate a complete four-bar melody in F major and 4/4 time including key signature, phrase marks and dynamic markings¶- Share notated melodies with classmates and check each other's notation for accuracy

Why is accurate notation important when sharing musical compositions?

- Creative Arts and Sports Learner's Book pg. 49¶- Music exercise books¶- Printed staff paper

- Written assignments¶- Observation¶- Peer feedback

Creating and Performing

Melody - Performing and Evaluating Melodies

By the end of the lesson, the learner should be able to:
¶- Perform melodies in F major and 4/4 time on an instrument of choice observing dynamics and phrase marks¶- Evaluate own and others' melody performances using structured criteria¶- Show confidence and self-efficacy when performing original compositions

- Perform composed four-bar melodies on an instrument of choice observing all notation markings¶- Listen to and evaluate each other's performances commenting on pitch accuracy, dynamics and phrasing¶- Record performances on a digital device for future reference and self-reflection

How does performing own compositions build musical confidence?

- Creative Arts and Sports Learner's Book pg. 47¶- Musical instruments (keyboard, recorder or voice)¶- Digital devices for recording

- Practical performance¶- Peer feedback¶- Self-assessment

Creating and Performing

Melody - Review and Portfolio

By the end of the lesson, the learner should be able to:
¶- Review variation techniques, F major composition and dynamics covered in the sub-strand¶- Compile a portfolio of all melodies composed and explored during the lessons¶- Demonstrate confidence in composing, notating and performing melodies in F major

- Review variation techniques and four-bar melody composition through class Q&A¶- Compile a portfolio of composed melodies and select one for a final performance before the class¶- Reflect on one's own compositions identifying strengths and areas for improvement

Why is keeping a melody portfolio useful for a music student?

- Creative Arts and Sports Learner's Book pg. 45¶- Completed melody portfolios¶- Musical instruments

- Portfolio assessment¶- Practical performance¶- Self-assessment

Creating and Performing

Rugby - Describing Passes in Rugby
Rugby - Performing the Basic Pass

By the end of the lesson, the learner should be able to:
¶- Identify and describe the basic, spin and pop passes used in Rugby¶- Distinguish the characteristics of each type of pass from visual or virtual performances¶- Show interest in learning passing as a key skill in Rugby

- Watch a live or virtual Rugby game and identify the types of passes used¶- Use Rugby reference materials or digital videos to describe how the basic, spin and pop passes are performed¶- Discuss and note down the differences between the three passes

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

- Creative Arts and Sports Learner's Book pg. 52¶- Digital devices with video content¶- Rugby reference books
- Creative Arts and Sports Learner's Book pg. 54¶- Rugby balls¶- Open field or court

- Oral questions¶- Written assignments¶- Observation

Creating and Performing

Rugby - Performing the Pop Pass
Rugby - Performing the Spin Pass

By the end of the lesson, the learner should be able to:
¶- Demonstrate the pop pass in Rugby with correct hand position and release¶- Apply the pop pass in passing drills with a partner¶- Show responsibility by observing safety during passing practice

- Demonstrate the pop pass: hold the ball close to the body, slightly bend the knees and pop the ball upward quickly to a nearby player¶- Practise the pop pass in pairs and compare it to the basic pass in terms of distance and speed of release¶- Discuss when the pop pass is more effective than the basic pass in a game situation

When is the pop pass more effective than the basic pass in Rugby?

- Creative Arts and Sports Learner's Book pg. 54¶- Rugby balls¶- Open field or court
- Creative Arts and Sports Learner's Book pg. 55¶- Rugby balls¶- Open field or court

- Observation¶- Practical demonstration¶- Peer feedback

Creating and Performing

Rugby - Practising All Passes

By the end of the lesson, the learner should be able to:
¶- Practise the basic, pop and spin passes in Rugby combining all three in drills¶- Execute passing skills accurately while observing safety and rules of the game¶- Appreciate the role of passing accuracy in advancing the ball in Rugby

- Perform warm-up exercises before passing practice¶- Practise all three passes in sequence in pairs and small groups following the steps in previous lessons¶- Comment politely on each other's technique and identify the most common errors to correct

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

- Creative Arts and Sports Learner's Book pg. 56¶- Rugby balls¶- Open field or court

- Observation¶- Practical demonstration¶- Peer feedback

Creating and Performing

Rugby - Place and Drop Kick Techniques
Rugby - Practising Kick Techniques

By the end of the lesson, the learner should be able to:
¶- Describe and demonstrate the place kick and drop kick techniques in Rugby¶- Perform kick techniques in Rugby for skill acquisition¶- Value safety and discipline when practising kicking skills

- Watch video demonstrations of place kick and drop kick techniques and identify key differences¶- Demonstrate the place kick: position the ball on a tee, take a run-up and strike the ball cleanly with the instep¶- Demonstrate the drop kick: hold the ball, release it so it falls freely and kick it just as it bounces up

How does a player decide between a place kick and a drop kick in Rugby?

- Creative Arts and Sports Learner's Book pg. 57¶- Rugby balls and kicking tee¶- Open field with goal posts
- Creative Arts and Sports Learner's Book pg. 57¶- Rugby balls, kicking tee and cones¶- Open field with goal posts

- Observation¶- Practical demonstration¶- Oral questions

Creating and Performing

Rugby - Mini-Rugby Game

By the end of the lesson, the learner should be able to:
¶- Apply passing and kicking skills in a modified mini-Rugby game while observing the rules¶- Demonstrate teamwork, fair play and sportsmanship during the mini-game¶- Value own and others' efforts in applying Rugby skills for enjoyment

- Divide into teams of seven players each and organise a cheering squad from remaining classmates¶- Play a mini-Rugby game applying basic, pop and spin passes and place and drop kicks learnt¶- Comment on each other's skill execution and discuss how passing and kicking worked together in the game

How do passing and kicking skills work together in a game of Rugby?

- Creative Arts and Sports Learner's Book pg. 58¶- Rugby balls, kicking tee, cones and bibs¶- Open field with goal posts

- Observation¶- Practical demonstration¶- Peer feedback

Creating and Performing

Rugby - Peer Coaching and Feedback

By the end of the lesson, the learner should be able to:
¶- Identify specific areas for improvement in own and others' Rugby passing and kicking skills¶- Give and receive structured peer coaching feedback during passing and kicking practice¶- Show respect and encouragement when coaching peers in Rugby

- Review key technique points for all passes and kicks through discussion and demonstration¶- Work in pairs with one player performing and the other acting as coach providing specific technique feedback¶- Swap roles and repeat the peer coaching activity for all passes and kicks

How does giving feedback to a teammate improve both the coach and the player?

- Creative Arts and Sports Learner's Book pg. 52¶- Rugby balls and kicking tee¶- Open field or court

- Observation¶- Peer feedback¶- Self-assessment

Creating and Performing

Rugby - Review and Self-Assessment
Photography - Viewpoints and Scenic Points

By the end of the lesson, the learner should be able to:
¶- Review passing and kicking skills covered in the sub-strand¶- Evaluate own progress in Rugby passing and kicking through a structured self-assessment¶- Demonstrate commitment to continued improvement in Rugby skills

- Review all three passes and both kick techniques through a class Q&A and skills demonstration¶- Complete a self-assessment checklist rating own ability in each pass and kick covered¶- Set personal improvement goals for Rugby skills and share them with a partner

Why is self-assessment important in developing sports skills?

- Creative Arts and Sports Learner's Book pg. 52¶- Rugby balls¶- Self-assessment checklist
- Creative Arts and Sports Learner's Book pg. 60¶- Digital devices with camera¶- Sample photographs

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

Creating and Performing

Photography - Identifying Scenic Points

By the end of the lesson, the learner should be able to:
¶- Identify scenic points in the school environment suitable for photography¶- Distinguish between geographical features, buildings and natural scenery as scenic points¶- Show interest in using the environment as a subject for photography

- Take a field walk to explore and identify scenic points in the school surroundings¶- List and discuss identified scenic points and decide which viewpoint would best showcase each¶- Discuss how the choice of scenic point and viewpoint together determine the impact of a photograph

How does the choice of scenic point affect the quality of a photograph?

- Creative Arts and Sports Learner's Book pg. 60¶- Digital devices with camera¶- Open environment

- Oral questions¶- Observation¶- Peer discussion

Creating and Performing

Photography - Taking Photographs from Varied Viewpoints
Photography - Selecting and Storing Photographs

By the end of the lesson, the learner should be able to:
¶- Take photographs of scenery from bird's eye, worm's eye and normal eye viewpoints¶- Apply compositional awareness when selecting scenes and viewpoints for photography¶- Show creativity in capturing beautiful scenes from the environment

- Photograph identified scenery from the bird's eye viewpoint by standing on an elevated position and angling the camera downward¶- Change the camera position to ground level for a worm's eye view and then to standing height for normal eye view¶- Share and discuss photographs with classmates evaluating each for viewpoint and composition

How does viewpoint change the way a photograph communicates?

- Creative Arts and Sports Learner's Book pg. 62¶- Digital devices with camera (phone or camera)¶- Open environment with scenic points
- Creative Arts and Sports Learner's Book pg. 63¶- Digital devices with camera and storage¶- Photography evaluation criteria

- Observation¶- Portfolio assessment¶- Peer feedback

Creating and Performing

Photography - Making a Slide or Print Presentation

By the end of the lesson, the learner should be able to:
¶- Present photographs in a slide or print format with appropriate labels and captions¶- Organise photographs by viewpoint and arrange them clearly in a presentation¶- Value fair and respectful feedback when presenting photographs to an audience

- Use presentation software to create a slide show with each photograph on its own labelled slide¶- Alternatively print photographs, arrange them on manila paper by viewpoint and label each with a caption¶- Take turns to present slide or print presentations to other groups and give polite feedback

How does labelling and captioning enhance a photographic presentation?

- Creative Arts and Sports Learner's Book pg. 65¶- Computers with presentation software¶- Printed photographs, manila paper and adhesive

- Observation¶- Portfolio assessment¶- Peer feedback

Creating and Performing

Photography - Ethical Issues in Photography
Photography - Peer Review and Display

By the end of the lesson, the learner should be able to:
¶- Identify ethical issues to consider in photography such as privacy, consent and copyright¶- Discuss how photographers in the community adhere to ethical principles¶- Show respect for the rights and dignity of people and places photographed

- Invite a resource person or watch a video to discuss ethical issues in photography¶- Conduct research in the community on whether local photographers adhere to ethical terms of photography¶- Share findings with classmates and discuss the importance of responsible photography in society

Why is it important to observe ethics when taking photographs of people and places?

- Creative Arts and Sports Learner's Book pg. 68¶- Digital devices with internet access¶- Resource person (local photographer)
- Creative Arts and Sports Learner's Book pg. 65¶- Displayed slide or print presentations¶- Peer feedback forms

- Oral questions¶- Observation¶- Written assignments

Creating and Performing

Photography - Review and Self-Assessment
The Descant Recorder - F Major Scale Fingering

By the end of the lesson, the learner should be able to:
¶- Review viewpoints, scenic points, slide presentation and ethical issues covered in the sub-strand¶- Evaluate own progress in photography skills and presentation¶- Demonstrate commitment to responsible and creative photography

- Review viewpoints, scenic points, presentation and ethical issues through class Q&A¶- Complete a self-assessment checklist on photography skills and ethical awareness acquired¶- Reflect on own photograph collection and identify the strongest image and why it is effective

Why is self-assessment important in developing photography skills?

- Creative Arts and Sports Learner's Book pg. 60¶- Photography portfolio¶- Self-assessment checklist
- Creative Arts and Sports Learner's Book pg. 69¶- Descant recorders¶- Fingering charts for F major

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

Creating and Performing

The Descant Recorder - Playing F Major from Staff Notation

By the end of the lesson, the learner should be able to:
¶- Play the scale of F major ascending and descending from staff notation on the descant recorder¶- Apply the pinching technique correctly when playing higher notes¶- Value precision and self-discipline in instrumental performance

- Study the staff notation of the F major scale and identify the notes and their positions on the recorder¶- Play the scale of F major ascending and descending from staff notation observing the pinching technique for higher notes¶- Watch actual or virtual tutorials demonstrating the pinching technique and apply it in practice

How does reading staff notation improve recorder playing?

- Creative Arts and Sports Learner's Book pg. 71¶- Descant recorders¶- Staff notation of F major scale

- Practical performance¶- Observation¶- Peer feedback

Creating and Performing

The Descant Recorder - Playing Simple Melodies in F Major
The Descant Recorder - Dynamics Crescendo and Diminuendo

By the end of the lesson, the learner should be able to:
¶- Play simple melodies in F major from staff notation on the descant recorder¶- Apply correct fingering and breath control when playing melodies¶- Show confidence in performing simple recorder pieces

- Study simple melodies written in F major and identify all notes and their fingerings before playing¶- Play simple melodies in F major from staff notation at a slow tempo observing correct fingering throughout¶- Give each other feedback on tone quality, fingering accuracy and breath control

How does practising simple melodies develop recorder technique?

- Creative Arts and Sports Learner's Book pg. 71¶- Descant recorders¶- Printed simple melodies in F major
- Creative Arts and Sports Learner's Book pg. 72¶- Descant recorders¶- Printed melodies with dynamic markings

- Practical performance¶- Observation¶- Peer feedback

Creating and Performing

The Descant Recorder - Playing Melodies with Dynamics

By the end of the lesson, the learner should be able to:
¶- Play simple melodies in F major and 4/4 time applying crescendo and diminuendo dynamics¶- Perform a solo piece on the descant recorder with correct technique and dynamics¶- Appreciate the effect of dynamics on musical expression in recorder performance

- Play simple melodies in 4/4 time and F major observing dynamic directions increasing and decreasing volume as indicated¶- Practise the solo piece repeatedly until it can be performed fluently with correct dynamics¶- Record performances on a digital device for future reference and self-reflection

How do dynamics enhance a recorder performance?

- Creative Arts and Sports Learner's Book pg. 72¶- Descant recorders¶- Digital devices for recording

- Practical performance¶- Observation¶- Self-assessment

Creating and Performing

The Descant Recorder - Solo Piece Performance
The Descant Recorder - Recorder Care and Maintenance

By the end of the lesson, the learner should be able to:
¶- Perform a complete solo piece in F major on the descant recorder applying all technique and dynamics learnt¶- Demonstrate fluency in fingering, breath control and dynamic variation in a solo performance¶- Show confidence in performing before an audience

- Rehearse the solo piece in F major focusing on smooth fingering transitions, consistent tone and accurate dynamics¶- Perform the solo piece before the class as an audience¶- Give and receive constructive feedback on tone quality, fingering accuracy and dynamic expression

How does performing a solo piece develop musical confidence?

- Creative Arts and Sports Learner's Book pg. 72¶- Descant recorders¶- Digital devices for recording
- Creative Arts and Sports Learner's Book pg. 69¶- Descant recorders and cleaning cloths¶- Recorder care reference materials

- Practical performance¶- Peer feedback¶- Self-assessment

Creating and Performing

The Descant Recorder - Review and Self-Assessment
Play - Format of a Play Script

By the end of the lesson, the learner should be able to:
¶- Review F major fingering, dynamics, solo performance and recorder care covered in the sub-strand¶- Evaluate own progress in recorder playing skills through a structured self-assessment¶- Demonstrate commitment to continued improvement in instrumental music

- Review F major fingering, crescendo and diminuendo, and recorder care through class Q&A¶- Complete a self-assessment checklist rating own ability in each skill covered during the sub-strand¶- Perform a chosen melody from the sub-strand as a final performance and reflect on growth made

Why is self-assessment important in developing instrumental skills?

- Creative Arts and Sports Learner's Book pg. 69¶- Descant recorders¶- Self-assessment checklist
- Creative Arts and Sports Learner's Book pg. 74¶- Sample play scripts¶- Digital devices with video content

- Self-assessment¶- Practical performance¶- Oral questions

Creating and Performing

Play - Elements of a Play

By the end of the lesson, the learner should be able to:
¶- Identify and describe the elements of a play including theme, characters, plot, setting, conflict, language and resolution¶- Analyse the elements of a play from a sample script or performance¶- Appreciate the role of each element in making a play believable and engaging

- Study a sample play and identify each element: theme, characters, plot, setting, conflict, language and resolution¶- Discuss how each element contributes to the overall effectiveness of the play¶- Compare how two different plays use the same elements differently to tell their stories

How does each element of a play contribute to its effectiveness?

- Creative Arts and Sports Learner's Book pg. 74¶- Sample play scripts¶- 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

- 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?

- Creative Arts and Sports Learner's Book pg. 75¶- 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

- 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?

- Creative Arts and Sports Learner's Book pg. 75¶- 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

- 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?

- Creative Arts and Sports Learner's Book pg. 76¶- Open space for movement activities¶- Written play script
- Creative Arts and Sports Learner's Book pg. 76¶- Props, costumes and music¶- Written play script

- Observation¶- Oral questions¶- Peer feedback

Creating and Performing

Play - Performing a Play before an Audience
Play - Evaluating the Play Performance

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

- 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?

- Creative Arts and Sports Learner's Book pg. 76¶- Props, costumes and music¶- Digital devices for recording
- Creative Arts and Sports Learner's Book pg. 74¶- Recorded play performance¶- Play evaluation criteria sheet

- Observation¶- Practical performance¶- Peer feedback

Creating and Performing

Play - Review and Journal Reflection

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

- 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?

- Creative Arts and Sports Learner's Book pg. 74¶- Completed play portfolios and journals¶- Self-assessment checklist

- Portfolio assessment¶- Self-assessment¶- Peer feedback

Creating and Performing

Basketball and Logo Design - Describing Passes and Dribbling

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

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

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

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

- Oral questions¶- Written assignments¶- Observation

Creating and Performing

Basketball and Logo Design - Overhead Pass

By the end of the lesson, the learner should be able to:
¶- Demonstrate the overhead pass in Basketball with correct grip, release and follow-through¶- Perform the overhead pass for skill acquisition¶- Value safety and fair play during Basketball passing drills

- Demonstrate the 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?

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

- Observation¶- Practical demonstration¶- Peer feedback

Creating and Performing

Basketball and Logo Design - 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

- 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?

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

- 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?

- Creative Arts and Sports Learner's Book pg. 79¶- Basketballs and cones¶- Court or open space
- Creative Arts and Sports Learner's Book pg. 83¶- Basketballs and cones¶- Court or open space

- Observation¶- Practical demonstration¶- Peer feedback

Creating and Performing

Basketball and Logo Design - Practising Dribbling Skills

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

- Perform warm-up exercises before dribbling practice¶- Practise high and low dribbling through cone courses individually then in relay teams¶- Assess defensive strategies and adapt dribbling technique accordingly giving and receiving polite feedback

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

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

- Observation¶- Practical demonstration¶- Peer feedback

Creating and Performing

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

By the end of the lesson, the learner should be able to:
¶- Identify the components of a logo including name, letter combinations, symbols and colours¶- Analyse actual and virtual logo samples for design principles¶- Show interest in logo design as a form of Visual Arts linked to sports

- 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?

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

- Oral questions¶- Observation¶- Written assignments

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

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

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

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

- Observation¶- Practical demonstration¶- Peer feedback

Creating and Performing

Basketball and Logo Design - 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

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

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

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

- Observation¶- Practical demonstration¶- Peer feedback

Creating and Performing

Basketball and Logo Design - Review and Self-Assessment

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

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

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

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

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

Creating and Performing

Basketball and Logo Design - 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

- 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?

- Creative Arts and Sports Learner's Book pg. 85¶- 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

- Study pottery items from actual and virtual sources and analyse the coil technique used in their construction¶- Research and discuss the materials used in pottery and why clay is the preferred material¶- Identify different decorative patterns used on pottery items from actual and virtual sources

Why is clay the preferred material for making pottery?

- Creative Arts and Sports Learner's Book pg. 87¶- Actual or virtual pottery samples¶- Pottery reference books
- Creative Arts and Sports Learner's Book pg. 89¶- Clay, water and a bucket¶- Tools for kneading and wedging

- Oral questions¶- Observation¶- Written assignments

Creating and Performing

Indigenous Kenyan Crafts - Making Coils and Building a Vessel

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

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

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

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

- Observation¶- Practical demonstration¶- Portfolio assessment

Creating and Performing

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

By the end of the lesson, the learner should be able to:
¶- Explain the purpose of firing a clay vessel and describe the open pit kiln method¶- Fire a completely dry clay vessel using an open pit kiln safely¶- Appreciate the transformation of clay through firing as a key stage in pottery

- Discuss why firing is necessary to convert fragile clay shapes into strong durable pottery¶- Collaboratively dig a pit, place dry wood at the base and arrange completely dry clay vessels on top for open pit firing while observing safety¶- Observe the fired vessels and discuss how their properties changed after firing

Why must the clay vessel be completely dry before it is fired?

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

- Observation¶- Oral questions¶- Practical demonstration

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

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

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

- Creative Arts and Sports Learner's Book pg. 94¶- Frame loom, weft thread and weaving needle¶- Reference images of 2/1 twill weave
- Creative Arts and Sports Learner's Book pg. 96¶- Frame loom and completed weaving¶- Scissors for finishing

- Observation¶- Practical demonstration¶- Portfolio assessment

Creating and Performing

Indigenous Kenyan Crafts - Display and Critique

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

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

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

- Creative Arts and Sports Learner's Book pg. 97¶- Displayed woven articles and pottery¶- Craft evaluation criteria

- Portfolio assessment¶- Peer feedback¶- Oral questions