Foundation of Creative Arts and sports

Careers in Creative Arts And Sports - Careers in Creative Arts

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

-Illustrate entrepreneurial opportunities in creative arts and sports
-Watch video recording entrepreneurial opportunities in creative arts and sports
-Discuss the entrepreneurial activities
-Acknowledge the entrepreneurial opportunities

In groups or pairs, learners are guided to:
-Watch videos or recordings of entrepreneurial opportunities in creative arts
-Discuss entrepreneurial opportunities in careers in creative arts
-Search for more information
-Write short notes on illustration
-Prepare a chart on illustration of entrepreneurial opportunities

What are your talents and areas of interest in creative arts and sports?

- MENTOR pg. 4
-Digital resources
-Notebooks
-Textbooks
-Journals

- Practical activity -Observation -Peer assessment -Portfolio

Foundation of Creative Arts and sports

Components of Creative Arts and Sports - Physical Fitness

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

-Define the components of physical fitness
-Outline the components of physical fitness
-Discuss the components of physical fitness
-Recognize the components of physical fitness

In groups or pairs, learners are guided to:
-Brainstorm the components of physical fitness
-Search the Internet or print resources for information on power and reaction as components of fitness
-Explain the components of fitness

What are the components of physical fitness?

- MENTOR pg. 10
-Video clips
-Digital devices

- Practical activity -Assessment rubrics -Checklist -Oral questions

Foundation of Creative Arts and sports
Creating And Performing

Components of Creative Arts and Sports - Physical Fitness
Athletics and Mosaic - Triple Jump

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

-Perform activities demonstrating the components of fitness
-Observe actual or virtual activities on performance activities demonstrating fitness
-Enjoy performing the activities

In groups or pairs, learners are guided to:
-Demonstrate fitness exercise
-Practice activities that enhance power and reaction time

How do you perform activities demonstrating the components of fitness?

- MENTOR pg. 12
-Digital devices
-Lesson notes
- MENTOR pg. 54
-Video clips
-Open field

- Assessment rubrics -Checklist -Oral questions

Creating And Performing

Athletics and Mosaic - Approach and Take-off
Athletics and Mosaic - Hop and Step

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

-Demonstrate the approach phase in Triple jump
-Execute proper take-off technique
-Maintain proper body position
-Value correct technique in athletics

In groups, learners are guided to:
-Practice running along the runway in long strides
-Demonstrate proper alignment and upright posture
-Practice taking off horizontally with speed
-Provide feedback to peers on technique

How do you execute the approach and take-off phases of Triple jump correctly?

- MENTOR pg. 55
-Open field
-Cones
-Markers
-Digital resources
- MENTOR pg. 56
-Video clips

- Practical activity -Assessment rubrics -Observation -Peer feedback

Creating And Performing

Athletics and Mosaic - Jump and Landing
Athletics and Mosaic - Complete Triple Jump

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

-Demonstrate the jump phase in Triple jump
-Execute proper landing technique
-Complete the full Triple jump sequence
-Value proper technique and safety

In groups, learners are guided to:
-Practice jumping from the opposite leg
-Propel forward for maximum distance
-Bring both legs together for landing
-Practice the complete sequence (hop-step-jump)

How can you maximize distance in the jump phase while maintaining control for landing?

- MENTOR pg. 56
-Sand pit
-Open field
-Markers
-Digital resources
- MENTOR pg. 57
-Digital recording devices

- Practical activity -Assessment rubrics -Observation -Peer feedback

Creating And Performing

Athletics and Mosaic - Long Distance Running
Athletics and Mosaic - Starting Technique

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

-Identify long distance races in athletics
-Describe techniques used in long distance running
-Recognize the importance of long distance running
-Value Kenya's achievements in long distance

In groups, learners are guided to:
-Discuss categories of long distance races
-Research famous Kenyan long distance runners
-Identify benefits of long distance running
-Discuss Kenya's global standing in long distance

How has long distance running benefitted Kenya?

- MENTOR pg. 58
-Digital resources
-Textbooks
-Pictures of famous runners
-Videos of races
-Running track
-Markers
-Stopwatch

- Oral discussions -Written work -Research presentations -Group projects

Creating And Performing

Athletics and Mosaic - Arm Action and Stride
Athletics and Mosaic - Pacing and Breathing

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

-Demonstrate proper arm action in running
-Maintain consistent stride length
-Coordinate arm and leg movements
-Value efficient technique for endurance

In groups, learners are guided to:
-Practice proper arm swing (hip to chest)
-Maintain upright shoulders
-Develop consistent stride pattern
-Coordinate arm action with leg movement

How do arm action and stride work together in long distance running?

- MENTOR pg. 58
-Running track
-Markers
-Stopwatch
-Digital resources
- MENTOR pg. 59
-Training plans

- Practical activity -Assessment rubrics -Observation -Peer feedback

Creating And Performing

Athletics and Mosaic - Practice Run
Rugby - Different Passes

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

-Perform techniques for long distance running
-Apply all learned techniques in practice
-Demonstrate proper recovery
-Value discipline in running

In groups, learners are guided to:
-Carry out warm-up activities
-Practice long distance running techniques
-Implement proper finishing technique
-Perform cool-down and recovery activities

How can all techniques be integrated for effective long distance running?

- MENTOR pg. 59
-Running track
-Stopwatch
-Water
-First aid kit
- MENTOR pg. 84
-Digital resources
-Rugby balls
-Playing field
-Video clips

- Complete performance assessment -Observation -Self-evaluation -Recovery assessment

Creating And Performing

Rugby - Basic Pass
Rugby - Spin Pass

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

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

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

What makes the basic pass effective in Rugby?

- MENTOR pg. 85
-Rugby balls
-Playing field
-Digital resources
-Video clips
- MENTOR pg. 86
-Video demonstrations

- Practical activity -Technical assessment -Peer evaluation -Observation

Creating And Performing

Rugby - Pop Pass
Rugby - Pass Demonstrations

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

-Describe the pop pass in Rugby
-Demonstrate proper technique for pop pass
-Execute passes with proper timing
-Value situational skills in sports

In groups, learners are guided to:
-Study the technique for pop pass
-Practice the short-range passing technique
-Execute the pop pass with proper timing
-Practice with partners to develop timing

When is the pop pass most effective in Rugby gameplay?

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

- Practical activity -Technical assessment -Peer evaluation -Observation