Foundations of Creative Arts and Sports

Introduction to Creative Arts and Sports - Categories of Creative Arts and Sports

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

- Define Creative Arts and Sports and identify its four categories
- Describe examples of activities under each category
- Show curiosity and openness towards diverse forms of Creative Arts and Sports

In groups, learners are guided to:
- Watch actual or virtual activities under Visual Arts, Music and Dance, Theatre and Film, and Sports
- Fill in a poster describing each category with definitions and famous practitioners
- Discuss how each category is expressed in everyday Kenyan life

What are the different categories of Creative Arts and Sports?

- Champion Creative Arts and Sports Grade 7 pg. 1
- Digital devices / Internet access
- Manila paper and markers

- Oral questions - Observation - Class discussion

Foundations of Creative Arts and Sports

Introduction to Creative Arts and Sports - Importance of Creative Arts and Sports
Introduction to Creative Arts and Sports - Relationships among the Categories

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

- State the importance of each category of Creative Arts and Sports
- Explain how Creative Arts and Sports contribute to individual and community well-being
- Appreciate the value of Creative Arts and Sports in daily life

In groups, learners are guided to:
- In groups, choose one category and discuss its importance to society and well-being
- Prepare and deliver a short presentation on how the chosen category impacts society
- Participate in one brief activity from each category and reflect on how it felt

How do Creative Arts and Sports contribute to individual and community well-being?

- Champion Creative Arts and Sports Grade 7 pg. 2
- Digital devices / Internet access
- Reference materials
- Champion Creative Arts and Sports Grade 7 pg. 4
- Reference books

- Oral presentation - Observation - Written reflection

Foundations of Creative Arts and Sports

Introduction to Creative Arts and Sports - Making a Collage
Introduction to Creative Arts and Sports - Displaying and Evaluating Collages

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

- Describe what a collage is and identify the materials needed to make one
- Collect and organise pictures representing all four categories of Creative Arts and Sports
- Show creativity and cooperation while arranging materials into a collage

In groups, learners are guided to:
- Discuss the meaning of a collage and suitable materials such as photographs, fabric and paper
- Collect pictures representing Visual Arts, Music and Dance, Theatre and Film, and Sports
- Arrange and paste pictures onto manila paper, labelling each section by category

What makes a collage an effective way to represent Creative Arts and Sports?

- Champion Creative Arts and Sports Grade 7 pg. 5
- Manila paper, glue, cut-out images, cardboard
- Digital devices for sourcing images
- Champion Creative Arts and Sports Grade 7 pg. 7
- Completed collages from previous lesson
- Assessment checklist / rubric

- Observation - Practical activity assessment - Peer feedback

Foundations of Creative Arts and Sports

Introduction to Creative Arts and Sports - Observing Creative Arts and Sports in the Community
Introduction to Creative Arts and Sports - Review of Categories, Relationships and Collage

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

- Identify Creative Arts and Sports activities present in their local community
- Describe observations from attending or watching a live or virtual event
- Develop genuine appreciation for local Creative Arts and Sports talent and culture

In groups, learners are guided to:
- Visit a local gallery, attend a sports event, or watch one using digital devices
- Describe observations under each category encountered and note feelings evoked
- Share observations and personal reflections with the class

Why is it important to observe and appreciate Creative Arts and Sports in your community?

- Champion Creative Arts and Sports Grade 7 pg. 8
- Digital devices
- Field visit or virtual event resources
- Champion Creative Arts and Sports Grade 7 pg. 9
- Exercise books
- Assessment worksheets

- Oral report - Observation - Written reflection

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - Elements of a Story
Components of Creative Arts and Sports - Components of Fitness

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

- Identify and describe the four elements of a story: character, setting, plot and theme
- Analyse short stories to extract each story element
- Appreciate storytelling as a component of the performing arts

In groups, learners are guided to:
- Read the guide on story elements and write a summary of character, setting, plot and theme in exercise books
- Read Stories 1 and 2 and identify the four elements in each
- Discuss how each element contributes to making a story meaningful and engaging

What makes a story effective and engaging?

- Champion Creative Arts and Sports Grade 7 pg. 11
- Exercise books
- Reference books
- Champion Creative Arts and Sports Grade 7 pg. 12
- Basketballs, weights or water bottles
- Open field / sports ground

- Oral questions - Written assignment - Observation

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - Note Values on a Treble Staff

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

- Identify and draw the four note values — semibreve, minim, crotchet and quaver — with their rests
- Write note values on a treble staff observing correct stemming direction
- Show interest in reading and writing musical notation

In groups, learners are guided to:
- Discuss note values and their rests from Mr. Msamwa's explanation and complete a summary table
- Draw the treble staff and write each note value with its corresponding rest observing stem direction
- Draw a treble clef and practise placing note values correctly on the staff

How are note values used to represent rhythm in music?

- Champion Creative Arts and Sports Grade 7 pg. 13
- Exercise books, pencils, rulers
- Music notation charts

- Written assignment - Observation - Oral questions

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - Pitch on the Treble Staff

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

- Name the lines and spaces of the treble staff using correct letter names
- Identify and explain the function of ledger lines on the staff
- Appreciate the importance of pitch in musical performance and notation

In groups, learners are guided to:
- Draw a treble staff and label lines (E G B D F) and spaces (F A C E) using the memory phrases
- Add ledger lines and explain their purpose in extending the staff above and below
- Relate the treble staff to the piano keyboard by drawing and labelling both

How does naming pitches help in reading and writing music?

- Champion Creative Arts and Sports Grade 7 pg. 15
- Exercise books, pencils, rulers
- Piano keyboard chart / diagram

- Observation - Oral questions - Written assignment

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - Scale of C Major

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

- Construct the C major scale on the treble staff using semibreves from Middle C
- Assign and sing the sol-fa names of the C major scale ascending and descending
- Show enjoyment in singing and notating musical scales

In groups, learners are guided to:
- Draw the treble staff, add a ledger line for Middle C, and notate the C major scale (C D E F G A B C') using semibreves
- Label each note with its letter name and sol-fa name
- In groups, sing the sol-fa syllables ascending and descending with teacher guidance

How is the C major scale constructed and performed on the treble staff?

- Champion Creative Arts and Sports Grade 7 pg. 17
- Exercise books, pencils, rulers
- Digital music tools / apps (optional)

- Practical performance - Observation - Oral questions

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - Grouping Notes in 2/4 Time
Components of Creative Arts and Sports - Review of Story Elements, Fitness and Music Components

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

- Explain what a 2/4 time signature means and how it organises beats into bars
- Group notes correctly into bars of 2/4 time using crotchets, quavers and minims
- Appreciate the role of time signatures in creating musical rhythm and structure

In groups, learners are guided to:
- Discuss the meaning of a 2/4 time signature and how it divides music into two-beat bars
- Study a four-bar rhythmic pattern in 2/4 time and fill in measures with chosen rhythmic values
- Group C major scale notes in 2/4 time and use notation apps to verify groupings

How does a time signature organise music into a rhythmic pattern?

- Champion Creative Arts and Sports Grade 7 pg. 19
- Exercise books, pencils, rulers
- Music notation apps (optional)
- Champion Creative Arts and Sports Grade 7 pg. 21
- Exercise books
- Assessment worksheets

- Written assignment - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Kenyan Folk Songs - Defining Folk Songs

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

- Define a folk song and distinguish between solo and group folk songs
- Identify folk songs from at least three Kenyan communities and the occasions during which they are performed
- Show respect and appreciation for the diversity of Kenya's folk song traditions

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

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

- Champion Creative Arts and Sports Grade 7 pg. 117
- Digital devices for folk song recordings
- Exercise books

- Oral questions - Observation - Written assignment

Creating and Performing in Creative Arts and Sports

Kenyan Folk Songs - Classifying Folk Songs

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

- Classify folk songs by type (solo/group), occasion, community of origin and age group
- Study pictures of folk song performers and identify their community from attire and instruments
- Appreciate how classification helps understand the rich variety of Kenyan folk song traditions

In groups, learners are guided to:
- Study pictures of folk song performers and identify the communities from attire, instruments and body movements
- Read the Agikuyu folk song 'Nguina Ndina Tha' and discuss its meaning and occasion; identify similar songs from three other communities
- Create a table classifying at least five folk songs by community, occasion, type and age group

How does classifying folk songs by occasion, community and type deepen our appreciation of Kenyan culture?

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

- Written assignment - Observation - Oral presentation

Creating and Performing in Creative Arts and Sports

Kenyan Folk Songs - Folk Song Performance Techniques

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

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

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

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

- Champion Creative Arts and Sports Grade 7 pg. 120
- Digital devices for folk song recordings
- Exercise books

- Oral questions - Observation - Written assignment

Creating and Performing in Creative Arts and Sports

Kenyan Folk Songs - Rehearsing a Folk Song

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

- Take on roles of lead singer, chorus and instrumentalist in a folk song rehearsal
- Rehearse a Kenyan folk song with correct tune, tone, mood and cultural body movements
- Show teamwork, cultural pride and commitment during the rehearsal process

In groups, learners are guided to:
- In groups, choose a Kenyan folk song and research its cultural background, occasion and significance using digital or print resources
- Listen to recordings of the chosen song and practise taking on roles: lead singer starts and guides, chorus responds
- Rehearse the song with correct mood and gestures; use digital devices to check pronunciation and cultural accuracy

How does understanding the cultural background of a folk song improve the quality of the performance?

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

- Observation - Oral performance - Peer feedback

Creating and Performing in Creative Arts and Sports

Kenyan Folk Songs - Folk Song Performance

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

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

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

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

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

- Practical performance - Peer assessment - Observation

Creating and Performing in Creative Arts and Sports

Kenyan Folk Songs - Digital Research on Folk Songs

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

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

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

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

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

- Written assignment - Oral questions - Observation

Creating and Performing in Creative Arts and Sports

Kenyan Folk Songs - Review and Reflection

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

- Summarise all folk song topics: definition, classification, performance techniques, rehearsal and performance
- Answer assessment questions covering all Kenyan Folk Songs concepts
- Reflect on what was learnt and how folk songs connect them to their cultural identity

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

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

- Champion Creative Arts and Sports Grade 7 pg. 119
- Exercise books
- Assessment worksheets

- Written test - Oral questions - Observation

Creating and Performing in Creative Arts and Sports

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

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

- Summarise all folk song topics: definition, classification, performance techniques, rehearsal and performance
- Answer assessment questions covering all Kenyan Folk Songs concepts
- Reflect on what was learnt and how folk songs connect them to their cultural identity

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

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

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

- Written test - Oral questions - Observation

Creating and Performing in Creative Arts and Sports

Beadwork - Beadwork Materials

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

- Identify beadwork materials including plastic, clay, shells, bone, wood and glass and their characteristics
- Match each material to the communities that commonly use it
- Show appreciation for how different communities use locally available materials to create cultural jewellery

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

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

- Champion Creative Arts and Sports Grade 7 pg. 124
- Pictures of beadwork, materials table
- Exercise books

- Oral questions - Written assignment - Observation

Creating and Performing in Creative Arts and Sports

Beadwork - Threading Materials and Sourcing

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

- Identify threading materials used in beadwork: fishing line, twine and wire and describe the properties of each
- Source beadwork materials from the environment, craft stores and family resources
- Show resourcefulness and environmental awareness when collecting materials for beadwork

In groups, learners are guided to:
- Identify threading materials: fishing line (durable, clear), twine (strong, suitable for large beads) and wire (rigid beadwork) and discuss properties of each
- List parts of a necklace and identify items that can be used to make each part from available resources
- Plan an extended activity to source natural beads (shells, seeds, stones) and threading materials from home or environment

Why is it important to choose the right threading material for a beadwork project?

- Champion Creative Arts and Sports Grade 7 pg. 125
- Fishing line, twine, wire samples
- Exercise books

- Oral questions - Observation - Written assignment

Creating and Performing in Creative Arts and Sports

Beadwork - Making Clay Beads

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

- Make clay beads following the correct steps of rolling, shaping, smoothing, piercing and drying
- Produce beads that are evenly sized and have clean pierced holes for threading
- Show craftsmanship, patience and care during the clay bead-making process

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

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

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

- Practical work assessment - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Beadwork - Painting Beads in Patriotic Colours

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

- Paint dried clay beads in Kenya's flag colours: red, white, green and black
- Sort painted beads by colour in preparation for threading
- Show patriotism and creativity in using Kenya's national colours in a beadwork project

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

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

- Champion Creative Arts and Sports Grade 7 pg. 127
- Dried clay beads, red/white/green/black acrylic paint, brushes
- Newspaper to protect workspace

- Practical work assessment - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Beadwork - One-Way Beading Technique

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

- Demonstrate the one-way beading technique by stringing beads in a single direction onto thread or fishing wire
- Create a beaded bracelet or necklace using Kenya's flag colours following a planned colour pattern
- Show attention to detail and creativity in designing and completing the beadwork piece

In groups, learners are guided to:
- Review the one-way technique: thread needle, knot one end of fishing wire or string and string beads in one direction in a planned colour sequence
- String painted beads in Kenya's flag colours (black, red, green, white) following a patriotic pattern
- Tie off the ends securely; display the bracelet or necklace and describe the colour pattern choice to classmates

What pattern and colour choices make a one-way beaded piece both beautiful and culturally meaningful?

- Champion Creative Arts and Sports Grade 7 pg. 128
- Painted clay beads, fishing wire or thread, needles, scissors
- Exercise books

- Practical work assessment - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Beadwork - Criss-Cross Beading Technique

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

- Demonstrate the criss-cross beading technique by crossing the thread through each bead in opposite directions
- Create a beaded piece using the criss-cross technique showing Kenya's patriotic colours
- Value craftsmanship and precision in applying a more advanced beading technique

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

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

- Champion Creative Arts and Sports Grade 7 pg. 129
- Painted clay beads, fishing wire or thread, needles, scissors
- One-way beaded piece from previous lesson

- Practical work assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Beadwork - Cultural Significance and Display
Beadwork - Review of Materials, Techniques and Cultural Significance

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

- Explain how beadwork carries cultural significance in ceremonies, social status and storytelling
- Display completed beaded jewellery and present it describing design choices and patriotic meaning
- Appreciate beadwork as a cultural art form that connects communities to their heritage and history

In groups, learners are guided to:
- Read and discuss how beadwork is used in weddings, initiations, status symbols and storytelling; identify the cultural narratives communicated through patterns and colours
- Display all completed beaded pieces and take turns presenting to the class: explain the technique used, colour pattern and what the piece represents
- Discuss as a class how beadwork projects developed creativity, patriotism and understanding of Kenyan culture

How does creating beadwork deepen understanding of cultural heritage and identity?

- Champion Creative Arts and Sports Grade 7 pg. 130
- Completed beaded jewellery pieces
- Exercise books, display space
- Champion Creative Arts and Sports Grade 7 pg. 131
- Exercise books, self-assessment checklist
- Assessment worksheets

- Oral presentation - Observation - Written reflection

Creating and Performing in Creative Arts and Sports

Swimming - Water Safety and Entry

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

- Identify and describe the safety rules that must be observed before entering a swimming pool
- Identify different water entry techniques and describe the body positions involved in each
- Show awareness of pool safety rules and respect for supervision during all swimming activities

In groups, learners are guided to:
- Discuss pool safety rules: check water depth, ensure area is clear, only enter under supervision, no running on pool deck
- Study pictures of different water entry techniques and describe the body positions and movements shown for each
- Watch teacher demonstrate water entry techniques and note safety measures observed for each; share observations in class

Why are water safety rules essential before any swimming pool activity?

- Champion Creative Arts and Sports Grade 7 pg. 136
- Swimming pool, swim gear
- Safety briefing checklist

- Observation - Oral questions - Written assignment

Creating and Performing in Creative Arts and Sports

Swimming - Crouch Dive

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

- Describe and demonstrate the crouch dive starting from a crouched position and entering the water hands-first
- Apply safety measures before and during the crouch dive including checking water depth and clearance
- Show confidence and willingness to attempt and improve diving technique under supervision

In groups, learners are guided to:
- Listen to teacher safety briefing on the crouch dive and watch teacher demonstration step by step
- Practise the crouch dive: stand shoulder-width apart at pool edge, lower into crouch, lean forward with arms outstretched, push off and enter water hands-first
- Focus on body position — crouch, push off, dive smoothly; repeat under teacher supervision giving each other feedback

What is the correct technique for a safe and effective crouch dive?

- Champion Creative Arts and Sports Grade 7 pg. 138
- Swimming pool, swim gear
- Qualified instructor or teacher supervision

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Swimming - Pencil Dive

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

- Describe and demonstrate the pencil dive entering the water feet-first with body straight and arms extended above head
- Apply all safety measures for the pencil dive: check water depth, ensure area is clear and only dive under supervision
- Show body control and safety awareness during the pencil dive

In groups, learners are guided to:
- Discuss the pencil dive technique: stand at pool edge, feet together, body straight, arms extended above head, push off gently and enter feet-first
- Practise the pencil dive under teacher supervision focusing on keeping body vertical and arms straight above head throughout entry
- Give each other structured feedback after each dive; listen to teacher's additional feedback and make adjustments

What safety measures and body positions are essential for a correct pencil dive?

- Champion Creative Arts and Sports Grade 7 pg. 139
- Swimming pool, swim gear
- Qualified instructor or teacher supervision

- Practical performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Swimming - Backstroke Flutter Kicks

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

- Describe and demonstrate flutter kicks in the supine position with correct body alignment and ankle relaxation
- Apply flutter kick technique across a designated distance in the pool
- Show perseverance and water confidence while practising backstroke flutter kicks

In groups, learners are guided to:
- Watch teacher demonstrate correct backstroke body position: lie on back, body straight and relaxed, face above water
- Practise flutter kicks: legs straight, kick alternately up and down with relaxed ankles and small quick movements across the pool
- In pairs, observe each other's kick frequency, leg straightness and body position; give structured feedback and make corrections

How do effective flutter kicks contribute to a smooth and efficient backstroke?

- Champion Creative Arts and Sports Grade 7 pg. 140
- Swimming pool, swim gear
- Qualified instructor or teacher supervision

- Practical performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Swimming - Backstroke Arm Action and Breathing

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

- Demonstrate backstroke arm action: circular motion alternating each arm pull with fingers closed
- Coordinate arm action with rhythmic breathing: inhaling through the mouth and exhaling through the nose or mouth
- Show steadily improving coordination of kick, arms and breathing in backstroke

In groups, learners are guided to:
- Watch teacher demonstrate backstroke arm action: extend arms above head, pull down in a circular motion alternating each arm
- Practise arm action in the pool combining with flutter kicks; focus on keeping arms straight with fingers closed to maximise pull
- Add rhythmic breathing to the coordinated kick and arm action; practise across a designated distance and give each other feedback on coordination and breathing rhythm

How does coordinating arm action and breathing with flutter kicks improve backstroke efficiency?

- Champion Creative Arts and Sports Grade 7 pg. 140
- Swimming pool, swim gear
- Qualified instructor or teacher supervision

- Practical performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Swimming - Full Backstroke and Relay

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

- Demonstrate a complete backstroke combining flutter kicks, arm action and rhythmic breathing across a pool length
- Participate in a backstroke relay race showing improved technique and team spirit
- Show perseverance, safety consciousness and genuine support for teammates during swimming activities

In groups, learners are guided to:
- Practise full backstroke coordination combining kicks, arm action and breathing in one smooth motion across the pool
- In small groups, conduct a backstroke relay race: each swimmer completes a designated distance using backstroke while teammates cheer and encourage
- After the relay, discuss what was done well in coordination, kick quality and breathing; set personal targets for improvement

How does combining all elements of backstroke create a smooth and effective swimming style?

- Champion Creative Arts and Sports Grade 7 pg. 141
- Swimming pool, swim gear
- Qualified instructor or teacher supervision

- Practical performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Swimming - Skills Consolidation and Practice

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

- Demonstrate improved performance across all swimming skills: water entry, crouch dive, pencil dive and backstroke
- Apply feedback from previous lessons to correct technique in each skill area
- Show growing confidence and safety awareness in the swimming pool environment

- Review all swimming skills taught: water entry, crouch dive, pencil dive, backstroke flutter kicks, arm action and full coordination
- Each learner selects one skill they found most challenging and practises it with focused feedback from teacher and peers
- Complete a swimming skills circuit: water entry → crouch dive → pencil dive → backstroke length; observe and encourage each other throughout

How does targeted practice of your weakest skill lead to overall improvement in swimming?

- Champion Creative Arts and Sports Grade 7 pg. 141
- Swimming pool, swim gear
- Skills circuit checklist

- Practical performance - Observation - Self-assessment

Creating and Performing in Creative Arts and Sports

Swimming - Water Safety Review and Assessment
Swimming - Written Assessment and Reflection

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

- Summarise all pool safety rules and explain why each rule exists
- Demonstrate at least two swimming skills to the required standard during a practical assessment
- Reflect on personal progress and safety habits developed throughout the swimming lessons

In groups, learners are guided to:
- Review all pool safety rules from the first lesson and explain the reason behind each one
- Complete a practical swimming assessment: demonstrate water entry, one dive and a backstroke length for the teacher
- Complete the self-assessment checklist for all swimming learning outcomes and discuss personal progress

Why is following pool safety rules just as important as developing swimming technique?

- Champion Creative Arts and Sports Grade 7 pg. 136
- Swimming pool, swim gear
- Self-assessment checklist, assessment rubric
- Champion Creative Arts and Sports Grade 7 pg. 142
- Exercise books, assessment worksheets
- Portfolio folder

- Practical performance - Observation - Self-assessment

Creating and Performing in Creative Arts and Sports

Swimming - Swimming for Fitness

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

- Explain the health and fitness benefits of regular swimming including cardiovascular fitness, muscle strengthening and flexibility
- Describe how different swimming strokes develop different muscle groups
- Show motivation to continue swimming as a lifelong fitness activity

In groups, learners are guided to:
- Discuss the health benefits of swimming: cardiovascular fitness, full-body muscle engagement, low-impact exercise and stress relief
- Identify which muscle groups are developed by backstroke arm action, flutter kicks and diving techniques
- Create a personal swimming fitness plan showing how frequently they would swim and which skills to practise; share with a classmate

How does swimming contribute to overall physical fitness and well-being?

- Champion Creative Arts and Sports Grade 7 pg. 135
- Exercise books, digital devices for reference
- Personal fitness plan template

- Written assignment - Oral questions - Observation

Creating and Performing in Creative Arts and Sports

Swimming - Aquatic Careers and Safety

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

- Identify career opportunities related to aquatics: swimming coach, lifeguard, water sports instructor and competitive swimmer
- Describe the qualifications and safety responsibilities associated with each aquatic career
- Show interest in aquatic careers and the importance of lifelong safety awareness in water environments

In groups, learners are guided to:
- Discuss careers in aquatics: swimming coach, lifeguard, competitive swimmer and water sports instructor
- Identify the responsibilities, skills and qualifications needed for each career and discuss how swimming lessons at school are the first step
- In groups, present one aquatic career to the class explaining the career path, safety responsibilities and how it contributes to community health and safety

What career opportunities exist in aquatics and how do swimming skills prepare you for them?

- Champion Creative Arts and Sports Grade 7 pg. 135
- Digital devices for research
- Exercise books

- Oral presentation - Observation - Written assignment

Creating and Performing in Creative Arts and Sports

Swimming - Competition Rules and Etiquette
Swimming - Portfolio Completion and Sub-Strand Review

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

- Identify basic competitive swimming rules including lane usage, turns and disqualification rules
- Demonstrate proper pool etiquette during competitive and recreational swimming sessions
- Show respect, fairness and sportsmanship in a competitive swimming context

In groups, learners are guided to:
- Discuss basic competitive swimming rules: lane assignments, legal starts, turning rules and disqualification criteria
- Role-play a mini swimming competition following the rules: designated lanes, fair starts and lane etiquette during and after races
- Reflect on the importance of following rules and showing sportsmanship in competitive swimming; connect to broader sports values learned in Strand 1

Why are rules and etiquette important in both competitive and recreational swimming?

- Champion Creative Arts and Sports Grade 7 pg. 135
- Swimming pool, swim gear, lane dividers
- Exercise books
- Portfolio folder, completed swimming materials
- Exercise books, coloured pencils

- Practical performance - Observation - Oral questions