Creating and Performing in Creative Arts and Sports

Descant Recorder - Parts of the Recorder and Posture

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

- Identify and label the parts of a descant recorder: mouthpiece, windway, thumb hole, finger holes and bell
- Demonstrate correct posture and left-hand and right-hand positioning when holding the recorder
- Show care and responsibility in handling the descant recorder

- Identify and label the parts of the descant recorder using a diagram in the learner's book
- Study how to hold the recorder: left thumb on back hole, left index, middle and ring fingers on top three front holes; right thumb as support and right fingers on lower holes
- Practise holding the recorder correctly in pairs; give each other feedback on hand position and posture

How does correct posture and hand positioning affect the sound produced on the descant recorder?

- Champion Creative Arts and Sports Grade 7 pg. 82
- Descant recorders, parts diagram
- Exercise books

- Observation - Oral questions - Practical performance

Creating and Performing in Creative Arts and Sports

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

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

- State the correct finger positions for each note of the C major scale on the descant recorder
- Play the C major scale slowly and smoothly with clear tone and correct fingering
- Show patience and persistence in practising correct finger placement

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

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

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

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Descant Recorder - Playing Melodies in C Major

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

- Play simple pieces in C major and 2/4 time on the descant recorder with clear tone and steady rhythm
- Gradually increase playing speed from slow to comfortable tempo while maintaining note clarity
- Show confidence and steady improvement in recorder performance

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

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

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

- Practical performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Descant Recorder - Performing with Dynamics and Tempo

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

- Define dynamics (loud and soft) and tempo (fast and slow) as performance directions
- Apply dynamics and tempo markings when performing a simple melody on the recorder
- Appreciate how dynamics and tempo make a musical performance more expressive and engaging

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

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

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

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Descant Recorder - Solo and Group Recorder Performance
Descant Recorder - Review of Fingering, Sight Reading and Performance

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

- Perform a complete simple melody on the descant recorder from start to finish applying dynamics and tempo
- Evaluate own and peers' recorder performances using criteria of tone clarity, rhythm, dynamics and tempo
- Show confidence and pride in presenting a polished recorder performance to the class

In groups, learners are guided to:
- In pairs, practise a chosen piece in C major and 2/4 time focusing on all performance directions
- Present the best performance in class; teacher and peers observe for tone clarity, steady rhythm and correct application of dynamics and tempo
- Note areas for improvement and record them in a personal improvement chart stored in the portfolio

What does a polished recorder performance look and sound like?

- Champion Creative Arts and Sports Grade 7 pg. 87
- Descant recorders
- Improvement chart, portfolio folder
- Champion Creative Arts and Sports Grade 7 pg. 88
- Descant recorders, exercise books
- Assessment worksheets, improvement chart

- Practical performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Storytelling Techniques

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

- Identify and describe storytelling techniques: use of voice, gestures, audience involvement and props/costumes
- Demonstrate use of voice and gesture in telling a short story
- Appreciate storytelling as a powerful performing arts technique for communication and cultural preservation

In groups, learners are guided to:
- Observe a live or recorded storytelling session and identify how voice, gestures, props and audience involvement are used
- In pairs, practise telling a short story using exaggerated gestures and varied tone, pitch and volume for different characters
- Ask a small audience questions or invite participation at key moments; discuss how each technique made the story more engaging

How do storytelling techniques make a story more engaging and memorable?

- Champion Creative Arts and Sports Grade 7 pg. 92
- Digital devices for recorded storytelling
- Props and costumes (optional), exercise books

- Observation - Oral questions - Peer feedback

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Use of Voice

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

- Explain how tone, pitch and volume are used to convey characters and emotions in storytelling
- Demonstrate distinct voice changes for at least three different characters in a story
- Show confidence and creativity in using vocal variety to bring characters to life

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

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

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

- Oral performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Gestures and Audience Engagement

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

- Demonstrate effective use of gestures, facial expressions and body movement in storytelling
- Apply at least two audience involvement strategies such as call-and-response and audience participation
- Value the interactive nature of storytelling as a communal experience

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

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

- Champion Creative Arts and Sports Grade 7 pg. 93
- Short story texts
- Open performance space

- Oral performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Analysing Storytelling
Storytelling and Animation - Props, Costumes and Social Storytelling

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

- Identify the elements used to evaluate a storytelling performance: theme, plot, confidence, voice, body, costume and audience involvement
- Analyse a recorded storytelling performance using structured evaluation criteria
- Appreciate the craft involved in a well-executed storytelling performance

In groups, learners are guided to:
- Watch a recorded storytelling session and observe how the storyteller uses all techniques discussed in previous lessons
- Discuss as a class what made the performance effective and what could be improved using evaluation criteria
- Write a short analytical reflection on the most important elements of the performance and how they worked together

What are the key elements that make a storytelling performance effective and culturally meaningful?

- Champion Creative Arts and Sports Grade 7 pg. 94
- Digital devices for storytelling recordings
- Exercise books, evaluation criteria
- Champion Creative Arts and Sports Grade 7 pg. 95
- Digital/print resources, props and costumes (available items)
- Exercise books

- Written reflection - Oral questions - Observation

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Flipbook Animation Introduction

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

- Explain what a flipbook is and describe how sequential images create the illusion of movement
- Identify the features of a good flipbook versus a poor one
- Show curiosity and enthusiasm about animation as a form of visual storytelling

In groups, learners are guided to:
- Read about the history of flipbooks and how they create animation through rapidly flipped sequential drawings
- Compare features of a good flipbook (smooth animation, consistent positioning) with a poor one (choppy animation, inconsistent images)
- Discuss how flipbooks relate to modern animation films; brainstorm a simple storyline for their own flipbook

How does a flipbook create the illusion of movement through sequential drawings?

- Champion Creative Arts and Sports Grade 7 pg. 96
- Digital devices for flipbook examples
- Exercise books

- Oral questions - Observation - Written assignment

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Creating Flipbook Sequences

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

- Draw a sequence of images for a flipbook where each image shows a slight and consistent change from the previous one
- Apply consistency in object positioning across frames using a ruler for alignment
- Show creativity and patience in designing an engaging flipbook storyline

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

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

- Champion Creative Arts and Sports Grade 7 pg. 97
- Blank paper, pencils, erasers, coloured pencils, ruler
- Flipbook sequence reference

- Practical work assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Completing and Presenting the Flipbook
Storytelling and Animation - Rehearsing the Story

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

- Bind completed flipbook pages neatly using stapling, string binding or gluing
- Demonstrate the completed flipbook animation by riffling through pages at different speeds
- Show pride in craftsmanship and ability to share a self-made animation with others

In groups, learners are guided to:
- Make two simple flipbooks from A4 paper by folding; arrange sequence drawings in correct order and align properly
- Bind pages using stapling, string or gluing; draw a bouncing circle on each page as a test animation
- Hold the flipbook and riffle at different speeds to see how speed affects the smoothness of animation; present to the class

Why does the speed of riffling through a flipbook affect the quality of the animation?

- Champion Creative Arts and Sports Grade 7 pg. 98
- Completed sequence drawings, good quality paper, scissors, glue or tape, stapler or hole punch and string
- Coloured pencils or markers
- Champion Creative Arts and Sports Grade 7 pg. 99
- Written story/script, recording device (optional)
- Comfortable clothing, open space, water bottle

- Practical work assessment - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Story Performance

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

- Perform a 3–5 minute story before a class audience applying all storytelling techniques with confidence
- Engage the audience effectively through eye contact, vocal variety, gestures and interaction
- Value constructive feedback as a tool for growth as a performer

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

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

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

- Practical performance - Oral feedback - Written reflection

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Review of Techniques, Flipbook and Performance

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

- Summarise all topics covered in Storytelling and Animation: techniques, analysis, flipbook and performance
- Answer assessment questions covering all sub-strand concepts
- Reflect on personal growth as a storyteller and animator

In groups, learners are guided to:
- Review storytelling techniques (voice, gestures, audience involvement, props), flipbook animation steps and performance evaluation criteria
- Complete a written assessment covering all topics in the sub-strand
- Share what was most enjoyable about the sub-strand and what they would like to develop further in storytelling

What key skills have you developed as a storyteller and animator during this sub-strand?

- Champion Creative Arts and Sports Grade 7 pg. 101
- Exercise books
- Assessment worksheets

- Written test - Oral questions - Observation

Creating and Performing in Creative Arts and Sports

Football - Foot Trapping

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

- Describe and demonstrate ball trapping using the inside and sole of the foot with correct body positioning and cushioning
- Apply the foot trap in a passing drill with a partner sending the ball at different speeds
- Show responsibility and safety awareness during football practice

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

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

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

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Football - Thigh and Chest Trapping
Football - Dribbling Skills

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

- Demonstrate ball trapping using the thigh and chest with correct positioning and cushioning
- Apply thigh and chest trapping techniques in partner drills with lofted passes
- Value the importance of mastering multiple trapping techniques for versatile Football play

In groups, learners are guided to:
- Watch teacher demonstrate thigh trap (raise thigh at upward angle, cushion by lowering as ball contacts) and chest trap (lift chest, lean back as ball contacts)
- In pairs, practise thigh trapping with lofted passes focusing on positioning, angle and cushioning
- Alternate between thigh and chest trapping; observe and give structured feedback on body position and control

How do thigh and chest trapping techniques differ from foot trapping and when should each be used?

- Champion Creative Arts and Sports Grade 7 pg. 107
- Footballs, open field
- Cones for drill organisation
- Champion Creative Arts and Sports Grade 7 pg. 108
- Footballs, cones, open field
- Digital reference clips (optional)

- Practical performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Football - Low Drive Shooting

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

- Describe and demonstrate the low drive shot with correct approach, foot contact, follow-through and targeting
- Apply the low drive shot from different positions aiming for the bottom corners of the goal
- Show determination, accuracy and responsible behaviour during shooting practice

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

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

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

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Football - Placed Shot

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

- Describe and demonstrate the placed shot with correct inside-foot contact, controlled power and corner targeting
- Apply the placed shot from different positions aiming for specific goal areas
- Appreciate the difference between power and placement as strategic shooting options

In groups, learners are guided to:
- Review the difference between a low drive (power, low corners) and placed shot (precision, specific corners) from previous lesson notes
- Practise placed shots using the inside of the foot from different positions; focus on accuracy over power and consistent follow-through
- Give structured feedback comparing accuracy of placed shots from different positions; discuss when a placed shot is better than a low drive

When should a footballer choose a placed shot over a low drive shot?

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

- Practical performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Football - Football Game
Football - Making Improvised Crayons

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

- Apply trapping, dribbling and shooting skills in a full Football game
- Demonstrate knowledge of Football positions and basic rules during the game
- Show teamwork, sportsmanship and a positive attitude throughout game play

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

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

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

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Football - Crayon Etching Composition

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

- Create a crayon etching pictorial composition depicting a Football scene
- Apply the etching technique by scratching through a black-coated surface to reveal vibrant crayon colours underneath
- Show creativity, precision and teamwork in producing and discussing the finished composition

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

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

- Champion Creative Arts and Sports Grade 7 pg. 114
- Improvised crayons, black paint or ink, dish soap, toothpicks, sturdy paper, scissors, magazines
- Ruler, pencils

- Practical work assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

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

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

- Summarise all Football skills and art concepts covered: foot/thigh/chest trapping, dribbling, low drive, placed shot, game play and crayon etching
- Complete a practical Football skills drill and a written assessment
- Reflect on personal skill development and the link between Football and visual art

In groups, learners are guided to:
- Review all trapping techniques, dribbling steps, shooting types, Football rules and crayon etching process
- Complete a written assessment on all Football topics; demonstrate two Football skills in a practical drill for the teacher
- Complete the self-assessment checklist on all Football learning outcomes and discuss as a class the link between sport and visual art

What is the connection between Football skills and visual art in this sub-strand?

- Champion Creative Arts and Sports Grade 7 pg. 115
- Footballs, cones, open field
- Self-assessment checklist, exercise books

- Written test - Practical performance - Self-assessment

Creating and Performing in Creative Arts and Sports

Football - Relay Drills and Team Tactics

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

- Execute a football relay drill combining dribbling and passing through a cone course
- Describe simple attacking and defensive tactics in Football
- Show teamwork, communication and encouragement during relay and tactical drills

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

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

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

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

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

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

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

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

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

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

- Oral questions - Observation - Written assignment

Creating and Performing in Creative Arts and Sports

Kenyan Folk Songs - Folk Song Performance Techniques

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
Kenyan Folk Songs - Digital Research on Folk Songs

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

- Practical performance - Peer assessment - 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

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

Beadwork - Function of Jewellery
Beadwork - Beadwork Materials

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

- Identify the sociocultural, economic and symbolic functions of jewellery in Kenyan communities
- Describe how jewellery communicates social status, age, marital status and cultural identity
- Appreciate the cultural significance of beadwork as part of Kenya's rich heritage

In groups, learners are guided to:
- Study pictures of jewellery from different communities and identify which community each piece belongs to
- Read about beadwork functions: social stratification, ceremonies, spiritual meaning, trade and cultural preservation
- In groups, brainstorm different functions of beaded jewellery and present findings in class

What does beaded jewellery communicate about identity and culture in Kenyan communities?

- Champion Creative Arts and Sports Grade 7 pg. 122
- Pictures of Kenyan jewellery
- Digital devices / print resources
- Champion Creative Arts and Sports Grade 7 pg. 124
- Pictures of beadwork, materials table
- Exercise books

- Oral presentation - Observation - Written reflection

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
Beadwork - Criss-Cross 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
- Champion Creative Arts and Sports Grade 7 pg. 129
- One-way beaded piece from previous lesson

- Practical work assessment - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Beadwork - Cultural Significance and Display

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

- Oral presentation - Observation - Written reflection

Creating and Performing in Creative Arts and Sports

Beadwork - Review of Materials, Techniques and Cultural Significance

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

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

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

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

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

- Written test - Self-assessment - Oral questions

Creating and Performing in Creative Arts and Sports

Swimming - Water Safety and Entry
Swimming - Crouch Dive

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
- Champion Creative Arts and Sports Grade 7 pg. 138
- Qualified instructor or teacher supervision

- Observation - Oral questions - Written assignment

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
Swimming - Skills Consolidation and Practice

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
- Skills circuit checklist

- Practical performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Swimming - Water Safety Review and Assessment

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

- Practical performance - Observation - Self-assessment

Creating and Performing in Creative Arts and Sports

Swimming - Written Assessment and Reflection

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

- Answer written assessment questions covering all swimming topics: safety, water entry, crouch dive, pencil dive and backstroke
- Write a personal reflection on growth and confidence gained during swimming lessons
- Show pride and gratitude for the swimming skills and safety knowledge developed

In groups, learners are guided to:
- Complete a written assessment on all swimming topics: safety rules, water entry techniques, crouch dive steps, pencil dive safety and backstroke coordination elements
- Write a personal reflection: what was most challenging, what improved most and how swimming skills will be used in life
- Share the reflection with a classmate and celebrate each other's progress and growth in swimming

What have you learnt about swimming safety and technique and how will these skills benefit you in life?

- Champion Creative Arts and Sports Grade 7 pg. 142
- Exercise books, assessment worksheets
- Portfolio folder

- Written test - Written reflection - Observation

Creating and Performing in Creative Arts and Sports

Swimming - Swimming for Fitness
Swimming - Aquatic Careers and Safety

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
- Digital devices for research
- Exercise books

- Written assignment - Oral questions - Observation

Creating and Performing in Creative Arts and Sports

Swimming - Competition Rules and Etiquette

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

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Swimming - Portfolio Completion and Sub-Strand Review

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

- Compile all swimming notes, reflections, self-assessments and the personal fitness plan into the portfolio
- Summarise the full swimming sub-strand in a visual summary or mind map
- Celebrate personal achievement and growth in swimming skills, safety and aquatic knowledge

In groups, learners are guided to:
- Organise all swimming materials into the portfolio: safety rules summary, skill notes, self-assessment checklists, personal fitness plan and reflections
- Create a visual summary or mind map of the entire swimming sub-strand covering safety, skills and career connections
- Present the portfolio page on swimming to a classmate and give each other encouraging feedback on their swimming journey

How does compiling a swimming portfolio help you recognise and celebrate your own learning journey?

- Champion Creative Arts and Sports Grade 7 pg. 135
- Portfolio folder, completed swimming materials
- Exercise books, coloured pencils

- Portfolio assessment - Observation - Peer feedback