Creating and Performing

Athletics and Mosaic - Triple Jump Phases

By the end of the lesson, the learner should be able to:
¶- Define Triple jump and describe its phases: approach, take-off, hop, step, jump and landing¶- Identify the phases of Triple jump from visual or virtual performances¶- Show interest in learning Triple jump as an athletics skill

- Research and define Triple jump using sports books and reference materials¶- Observe a live or virtual Triple jump performance and identify the phases shown¶- Discuss the phases of Triple jump and note findings in exercise books

Why is it important to follow the correct phases in Triple jump?

- Creative Arts and Sports Learner's Book pg. 35¶- Digital devices with video content¶- Sports reference books

- Oral questions¶- Written assignments¶- Observation

Creating and Performing

Athletics and Mosaic - Demonstrating Approach and Take-Off

By the end of the lesson, the learner should be able to:
¶- Demonstrate the approach run and take-off phase in Triple jump with correct technique¶- Execute the take-off from the dominant foot with control and balance¶- Value disciplined and safe participation in Triple jump practice

- Perform relevant warm-up exercises before Triple jump practice¶- Demonstrate the approach run building speed progressively and the take-off from the dominant foot¶- Take turns to observe each other's approach and take-off and give polite constructive feedback

How does a well-executed approach run affect the quality of the Triple jump?

- Creative Arts and Sports Learner's Book pg. 35¶- Open field with take-off board or marked area¶- Sports reference books

- Observation¶- Practical demonstration¶- Peer feedback

Creating and Performing

Athletics and Mosaic - Demonstrating Hop Step and Jump

By the end of the lesson, the learner should be able to:
¶- Demonstrate the hop, step and jump phases of Triple jump in correct sequence¶- Perform the landing phase safely absorbing impact with bent knees¶- Show commitment to improving Triple jump technique through guided practice

- Demonstrate the hop phase landing on the dominant foot then the step landing on the non-dominant foot¶- Demonstrate the jump phase with arms extended forward and legs stretched out for landing¶- Practise the full hop-step-jump sequence in pairs providing feedback after each attempt

How is each phase of the hop, step and jump executed correctly?

- Creative Arts and Sports Learner's Book pg. 35¶- Open field with take-off board¶- Cones for marking

- Observation¶- Practical demonstration¶- Peer feedback

Creating and Performing

Athletics and Mosaic - Practising Triple Jump Full Sequence

By the end of the lesson, the learner should be able to:
¶- Practise the complete Triple jump combining all phases fluently¶- Apply correct technique during Triple jump practice while observing safety¶- Show commitment to improving performance through repeated practice

- Perform warm-up activities and drills to prepare for full Triple jump practice¶- Practise the full Triple jump repeatedly combining approach, hop, step and jump¶- Comment politely on each other's skill execution and suggest specific improvements

How can repeated practice improve Triple jump performance?

- Creative Arts and Sports Learner's Book pg. 37¶- Open field with take-off board¶- Cones for marking

- Observation¶- Practical demonstration¶- Peer feedback

Creating and Performing

Athletics and Mosaic - Long Distance Running Techniques

By the end of the lesson, the learner should be able to:
¶- Identify long distance races in athletics and describe the techniques used¶- Perform techniques for long distance running including start, arm action, pacing and breathing¶- Value safe and disciplined participation in long distance running

- Research and identify long distance races in athletics¶- Practise long distance running techniques including the starting position, arm action, pacing strategy and breathing pattern while observing safety¶- Observe each other's running technique and give polite feedback

How has long distance running benefitted Kenya?

- Creative Arts and Sports Learner's Book pg. 39¶- Open field or running track¶- Sports reference books

- Observation¶- Practical demonstration¶- Oral questions

Creating and Performing

Athletics and Mosaic - Long Distance Running Stride and Finishing

By the end of the lesson, the learner should be able to:
¶- Demonstrate correct stride pattern and finishing technique in long distance running¶- Apply pacing strategies to maintain energy over a long distance race¶- Show responsibility for personal safety and the safety of others during running practice

- Practise long distance running with a focus on stride length, cadence and energy conservation through pacing¶- Demonstrate the finishing technique: increasing pace in the final stretch and leaning forward at the finish line¶- Play a conditional long distance game on the field applying all techniques learnt

How does pacing strategy affect performance in a long distance race?

- Creative Arts and Sports Learner's Book pg. 39¶- Open field or running track¶- Cones for marking the course

- Observation¶- Practical demonstration¶- Peer feedback

Creating and Performing

Athletics and Mosaic - Characteristics of Mosaic

By the end of the lesson, the learner should be able to:
¶- Identify the characteristics of mosaic including mono media, material types and spacing of pieces¶- Analyse actual and virtual samples of mosaic work for technique and composition¶- Appreciate mosaic as a form of Visual Arts linked to athletics themes

- Source actual and virtual samples of mosaic work and analyse their characteristics¶- Discuss the concept of mono media and how spacing of materials affects the visual outcome¶- Identify the materials, support and adhesive used in the mosaic samples studied

How can mosaic compositions improve the visual environment?

- Creative Arts and Sports Learner's Book pg. 39¶- Sample mosaic works (actual or virtual)¶- Visual Arts reference books

- Oral questions¶- Observation¶- Written assignments

Creating and Performing

Athletics and Mosaic - Preparing Mosaic Materials

By the end of the lesson, the learner should be able to:
¶- Collect and prepare materials and tools for creating a mosaic composition¶- Sketch an athletics-themed composition on the support surface¶- Show responsibility in handling mosaic materials and tools safely

- Walk around the school compound and collect materials for mosaic such as glass, tiles, stones, coloured papers and shells¶- Prepare the support surface and sketch an athletics-themed composition on it¶- Discuss planned compositions with classmates wearing gloves and goggles when handling sharp materials

What materials are best suited for creating mosaic compositions?

- Creative Arts and Sports Learner's Book pg. 41¶- Mosaic materials: tiles, glass, stones, coloured paper, shells¶- Adhesive, support board, gloves and goggles

- Observation¶- Oral questions¶- Portfolio assessment

Creating and Performing

Athletics and Mosaic - Creating a Mosaic Composition

By the end of the lesson, the learner should be able to:
¶- Create a mosaic pictorial composition inspired by an athletic event¶- Apply principles of spacing, colour contrast and material arrangement in the mosaic¶- Appreciate own and others' efforts in creating mosaic compositions

- Arrange and adhere mosaic pieces on the support following the athletics-themed sketch focusing on spacing and colour contrast¶- Use a damp cloth or sponge to clean the working area of excess adhesive¶- Display the completed mosaic compositions and give polite feedback to classmates

How does spacing of materials affect the quality of a mosaic?

- Creative Arts and Sports Learner's Book pg. 41¶- Mosaic materials and adhesive¶- Display space or board

- Observation¶- Portfolio assessment¶- Peer feedback

Creating and Performing

Athletics and Mosaic - Mini-Game and Display

By the end of the lesson, the learner should be able to:
¶- Apply Triple jump and long distance running skills in a mini-game or athletics event¶- Display and discuss own and others' mosaic compositions alongside athletic performances¶- Acknowledge own and others' efforts in both athletics and mosaic creation

- Go to the field and mark areas for Triple jump and a conditional long distance race¶- Play a mini-game applying Triple jump and long distance running skills learnt in class¶- Display mosaic compositions alongside athletics activities and comment on each other's work

How do athletic events inspire creative expression in Visual Arts?

- Creative Arts and Sports Learner's Book pg. 43¶- Open field with marked areas¶- Displayed mosaic compositions

- Observation¶- Peer feedback¶- Self-assessment

Creating and Performing

Athletics and Mosaic - Mini-Game and Display

By the end of the lesson, the learner should be able to:
¶- Apply Triple jump and long distance running skills in a mini-game or athletics event¶- Display and discuss own and others' mosaic compositions alongside athletic performances¶- Acknowledge own and others' efforts in both athletics and mosaic creation

- Go to the field and mark areas for Triple jump and a conditional long distance race¶- Play a mini-game applying Triple jump and long distance running skills learnt in class¶- Display mosaic compositions alongside athletics activities and comment on each other's work

How do athletic events inspire creative expression in Visual Arts?

- Creative Arts and Sports Learner's Book pg. 43¶- Open field with marked areas¶- Displayed mosaic compositions

- Observation¶- Peer feedback¶- Self-assessment

Creating and Performing

Athletics and Mosaic - Review and Self-Assessment

By the end of the lesson, the learner should be able to:
¶- Review Triple jump phases, long distance running techniques and mosaic creation covered in the sub-strand¶- Evaluate own performance in athletics skills and mosaic composition¶- Demonstrate commitment to continued improvement in Creative Arts and Sports

- Review Triple jump phases, long distance running techniques and mosaic characteristics through class Q&A¶- Complete a self-assessment checklist on athletics skills and mosaic creation¶- Reflect on own mosaic composition and identify strengths and areas for improvement

Why is reflection on performance important in both athletics and Visual Arts?

- Creative Arts and Sports Learner's Book pg. 35¶- Completed mosaic portfolios¶- Self-assessment checklist

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

Creating and Performing

Athletics and Mosaic - Review and Self-Assessment

By the end of the lesson, the learner should be able to:
¶- Review Triple jump phases, long distance running techniques and mosaic creation covered in the sub-strand¶- Evaluate own performance in athletics skills and mosaic composition¶- Demonstrate commitment to continued improvement in Creative Arts and Sports

- Review Triple jump phases, long distance running techniques and mosaic characteristics through class Q&A¶- Complete a self-assessment checklist on athletics skills and mosaic creation¶- Reflect on own mosaic composition and identify strengths and areas for improvement

Why is reflection on performance important in both athletics and Visual Arts?

- Creative Arts and Sports Learner's Book pg. 35¶- Completed mosaic portfolios¶- Self-assessment checklist

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

Creating and Performing

Athletics and Mosaic - Appreciation and Feedback

By the end of the lesson, the learner should be able to:
¶- Appreciate the relationship between athletic performance and mosaic artistic expression¶- Give and receive constructive feedback on both athletic skills and mosaic compositions¶- Show respect for own and others' efforts in Creative Arts and Sports

- Organise a class showcase displaying mosaic compositions alongside photographs or videos of athletics performances¶- Give structured feedback on each other's mosaic compositions commenting on theme, spacing and colour contrast¶- Reflect on how the experience of creating mosaic inspired by athletics deepened appreciation for both disciplines

How does creating art inspired by sport deepen appreciation of both disciplines?

- Creative Arts and Sports Learner's Book pg. 43¶- Displayed mosaic compositions¶- Photographs or videos of athletics performances

- Portfolio assessment¶- Peer feedback¶- Oral questions

Creating and Performing

Athletics and Mosaic - Appreciation and Feedback

By the end of the lesson, the learner should be able to:
¶- Appreciate the relationship between athletic performance and mosaic artistic expression¶- Give and receive constructive feedback on both athletic skills and mosaic compositions¶- Show respect for own and others' efforts in Creative Arts and Sports

- Organise a class showcase displaying mosaic compositions alongside photographs or videos of athletics performances¶- Give structured feedback on each other's mosaic compositions commenting on theme, spacing and colour contrast¶- Reflect on how the experience of creating mosaic inspired by athletics deepened appreciation for both disciplines

How does creating art inspired by sport deepen appreciation of both disciplines?

- Creative Arts and Sports Learner's Book pg. 43¶- Displayed mosaic compositions¶- Photographs or videos of athletics performances

- Portfolio assessment¶- Peer feedback¶- Oral questions

Creating and Performing

Athletics and Mosaic - Appreciation and Feedback

By the end of the lesson, the learner should be able to:
¶- Appreciate the relationship between athletic performance and mosaic artistic expression¶- Give and receive constructive feedback on both athletic skills and mosaic compositions¶- Show respect for own and others' efforts in Creative Arts and Sports

- Organise a class showcase displaying mosaic compositions alongside photographs or videos of athletics performances¶- Give structured feedback on each other's mosaic compositions commenting on theme, spacing and colour contrast¶- Reflect on how the experience of creating mosaic inspired by athletics deepened appreciation for both disciplines

How does creating art inspired by sport deepen appreciation of both disciplines?

- Creative Arts and Sports Learner's Book pg. 43¶- Displayed mosaic compositions¶- Photographs or videos of athletics performances

- Portfolio assessment¶- Peer feedback¶- Oral questions

Creating and Performing

Melody - Rhythmic Melodic and Dynamic Variations

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

- Oral questions¶- Observation¶- Written assignments

Creating and Performing

Melody - Rhythmic Variation

By the end of the lesson, the learner should be able to:
¶- Define augmentation and diminution as types of rhythmic variation¶- Apply rhythmic variation to a given melody by increasing or decreasing note values¶- Value rhythmic variation as a means of creating contrast in melody writing

- Study examples of rhythmic variation applied to a melody phrase showing augmentation (notes doubled in value) and diminution (notes halved in value)¶- Apply rhythmic variation to a given opening phrase and write the varied version in exercise books¶- Perform both versions of the phrase and discuss the difference in character

How does rhythmic variation change the character of a melody?

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

- Written assignments¶- Oral questions¶- Practical performance

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

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

- Practical performance¶- Oral questions¶- Peer feedback

Creating and Performing

Melody - Composing Two-Bar Phrases

By the end of the lesson, the learner should be able to:
¶- Compose a two-bar opening or answering phrase in F major and 4/4 time¶- Apply knowledge of dotted note values and variation when composing phrases¶- Value originality and integrity in music composition

- Study an opening phrase and write a varied answering phrase in F major and 4/4 time¶- Improvise two-bar opening phrases with varied pitches to given answering phrases¶- Add phrase marks indicating dynamics as forte for the opening and piano for the answering phrase

What makes a two-bar phrase sound like a complete musical idea?

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

- Written assignments¶- Practical performance¶- Peer feedback

Creating and Performing

Melody - Creating a Four-Bar Melody

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)

- Written assignments¶- Observation¶- Peer feedback

Creating and Performing

Melody - Phrase Marks and Dynamics

By the end of the lesson, the learner should be able to:
¶- Add phrase marks and performance directions to a composed four-bar melody¶- Notate dynamics indicating loud for one phrase and soft for another¶- Appreciate the effect of dynamics and phrase marks on musical expression

- Research the function of curved phrase mark lines and add them to the composed four-bar melody¶- Add dynamics: forte at the beginning and piano from bar three and discuss the effect on performance¶- Sight read the marked melodies and perform them observing the phrase marks and dynamics

Why are dynamics and phrase marks important in melody performance?

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

- Written assignments¶- Practical performance¶- 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

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

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

- Oral questions¶- Written assignments¶- Observation

Creating and Performing

Rugby - Performing the Basic Pass

By the end of the lesson, the learner should be able to:
¶- Demonstrate the basic pass in Rugby with correct grip, stance and follow-through¶- Perform the basic pass for skill acquisition¶- Value teamwork and integrity during passing drills

- Demonstrate the basic pass: hold the ball with both hands, step forward and push the ball to a teammate with a follow-through of the arms¶- Practise the basic pass in pairs alternating roles and providing feedback after each attempt¶- Discuss the key technique points of the basic pass and how errors can be corrected

How is the basic pass executed correctly in Rugby?

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

- Observation¶- Practical demonstration¶- Peer feedback

Creating and Performing

Rugby - Performing the Pop 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

- Observation¶- Practical demonstration¶- Peer feedback

Creating and Performing

Rugby - Performing the Spin Pass

By the end of the lesson, the learner should be able to:
¶- Demonstrate the spin pass in Rugby with correct hand placement and rotational arm motion¶- Apply the spin pass in passing drills with reasonable accuracy¶- Appreciate the spin pass as an effective technique for long-range passing in Rugby

- Demonstrate the spin pass: hold the ball with fingers spread, non-dominant hand on the opposite side and release with a smooth rotational motion extending arms fully toward the target¶- Practise the spin pass in pairs giving feedback on grip, rotation and follow-through¶- Compare the spin pass to the basic and pop passes in terms of distance and accuracy

When is a spin pass more effective than a basic pass?

- 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

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

- Observation¶- Practical demonstration¶- Oral questions

Creating and Performing

Rugby - Practising Kick Techniques

By the end of the lesson, the learner should be able to:
¶- Practise place and drop kick techniques with improved accuracy and consistency¶- Apply kick techniques in drills while observing safety¶- Show commitment to improving kicking skills through repeated practice

- Perform warm-up activities and practise place kick and drop kick in pairs alternating roles¶- Set up targets near the goal posts and attempt to kick the ball between the posts using both techniques¶- Comment on each other's technique focusing on approach, contact point and follow-through

How does the point of contact on the ball affect the direction of a kick?

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

- Observation¶- Practical demonstration¶- Peer feedback

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

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

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

Creating and Performing

Rugby - Review and Self-Assessment

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

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

Creating and Performing

Photography - Viewpoints and Scenic Points

By the end of the lesson, the learner should be able to:
¶- Identify and define the three viewpoints in photography: bird's eye, worm's eye and normal eye view¶- Analyse virtual and actual sample photographs for viewpoint¶- Appreciate photography as a form of Creative Arts that showcases the environment

- Use a dictionary and reference materials to define the term viewpoint in photography¶- Study sample photographs and identify whether each was taken from a bird's eye, worm's eye or normal eye viewpoint¶- Identify objects and scenes in the surrounding environment that can be photographed from each viewpoint

Which ethical issues should be considered in photography?

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

- Oral questions¶- Observation¶- Written assignments

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

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

- Observation¶- Portfolio assessment¶- Peer feedback

Creating and Performing

Photography - Taking Photographs from Varied Viewpoints

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

- Observation¶- Portfolio assessment¶- Peer feedback

Creating and Performing

Photography - Selecting and Storing Photographs

By the end of the lesson, the learner should be able to:
¶- Select the best photographs from a photography session based on viewpoint, composition and scenic quality¶- Store selected photographs in a named folder on a digital device for presentation¶- Value careful curation of photographs as part of the creative process

- Review all photographs taken during the previous lesson and evaluate each for viewpoint accuracy, composition and aesthetic quality¶- Select the best photographs and store them in a folder named after the group on a storage device¶- Discuss the criteria used to select the best photographs and justify choices to classmates

What criteria should guide the selection of photographs for a presentation?

- Creative Arts and Sports Learner's Book pg. 63¶- Digital devices with camera and storage¶- Photography evaluation criteria

- Observation¶- Portfolio assessment¶- Peer discussion

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

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)

- Oral questions¶- Observation¶- Written assignments

Creating and Performing

Photography - Peer Review and Display

By the end of the lesson, the learner should be able to:
¶- Evaluate own and others' photograph presentations using criteria based on viewpoint, composition and caption quality¶- Give and receive constructive feedback on photographic work respectfully¶- Appreciate the aesthetic value of photography as a form of Creative Arts

- Display slide or print presentations from all groups in a class gallery format¶- Evaluate each presentation using structured criteria covering viewpoint accuracy, scene variety and caption quality¶- Give written and verbal feedback on each group's presentation and reflect on own photography growth

How does peer review improve photographic skills and presentation quality?

- Creative Arts and Sports Learner's Book pg. 65¶- Displayed slide or print presentations¶- Peer feedback forms

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

Creating and Performing

Photography - Review and Self-Assessment

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

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

Creating and Performing

The Descant Recorder - F Major Scale Fingering

By the end of the lesson, the learner should be able to:
¶- Identify the fingering of each note in the scale of F major on the descant recorder¶- Read and interpret a fingering chart to play the notes of F major¶- Show interest in learning the descant recorder as a musical instrument

- Read and interpret the fingering chart to identify which holes to cover for each note of F major¶- Practise playing individual notes of the F major scale ascending and descending using the fingering chart as a guide¶- Discuss the technique of pinching the thumb hole for high notes and share observations

Why is correct fingering technique important when playing the descant recorder?

- Creative Arts and Sports Learner's Book pg. 69¶- Descant recorders¶- Fingering charts for F major

- Observation¶- Oral questions¶- Practical demonstration

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

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

- Practical performance¶- Observation¶- Peer feedback

Creating and Performing

The Descant Recorder - Dynamics Crescendo and Diminuendo

By the end of the lesson, the learner should be able to:
¶- Define crescendo and diminuendo as performance directions for dynamics¶- Identify crescendo and diminuendo markings on a music score and apply them when playing¶- Appreciate the effect of dynamics on musical expression in recorder performance

- Explore virtual demonstrations of crescendo and diminuendo on the descant recorder¶- Identify crescendo and diminuendo markings on a printed score and discuss how they should be performed¶- Play a short melody applying crescendo and diminuendo as marked and discuss the expressive effect

What effect do crescendo and diminuendo have on recorder performance?

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

- Practical performance¶- Observation¶- Oral questions

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

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

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

Creating and Performing

The Descant Recorder - Recorder Care and Maintenance

By the end of the lesson, the learner should be able to:
¶- Describe the correct procedures for cleaning and maintaining a descant recorder¶- Apply hygiene practices when assembling, playing and storing the recorder¶- Show responsibility in the care and maintenance of musical instruments

- Demonstrate how to disassemble, clean and dry each part of the descant recorder after use¶- Discuss hygiene practices such as not sharing mouthpieces and cleaning the instrument regularly¶- Practise assembling and disassembling the recorder correctly and store it safely in its case

Why is proper care and maintenance of the recorder important?

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

- Observation¶- Oral questions¶- Practical demonstration

Creating and Performing

The Descant Recorder - Review and Self-Assessment

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

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