Creating and Performing

Play - Format of a Play Script

By the end of the lesson, the learner should be able to:
¶- Describe the format of a play script including title, playwright, characters, acts, scenes, setting, stage directions and dialogue¶- Identify format features from a sample play script¶- Show interest in analysing play scripts as a foundation for performance

In groups, learners are guided to:
- Read a sample play script and identify each element of its format¶- Discuss how each formatting element contributes to the readability and performance of the play¶- Brainstorm in groups on societal issues that could be addressed through a short play

What makes a play script easy to perform from?

- Creative Arts and Sports Learner's Book pg. 74¶- Sample play scripts¶- Digital devices with video content

- Oral questions¶- Written assignments¶- Observation

Creating and Performing

Play - Elements of a Play

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

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

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

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

- Oral questions¶- Written assignments¶- Observation

Creating and Performing

Play - Brainstorming and Planning a Play Script

By the end of the lesson, the learner should be able to:
¶- Brainstorm ideas for a short one-act play addressing a societal issue¶- Plan the structure of the play including acts, scenes, characters and plot outline¶- Value collaboration and shared creative responsibility in group playwriting

In groups, learners are guided to:
- Brainstorm in groups to select a societal issue as the theme for the short play¶- Plan the play structure: number of acts, scenes, characters, plot outline and resolution¶- Assign roles to group members for scriptwriting, prop sourcing and directing

How does careful planning improve the quality of a play script?

- Creative Arts and Sports Learner's Book pg. 75¶- Writing materials¶- Reference play scripts

- Observation¶- Oral questions¶- Portfolio assessment

Creating and Performing

Play - Writing a Play Script

By the end of the lesson, the learner should be able to:
¶- Create a one-act play script that addresses a societal issue using the correct script format¶- Apply play elements including theme, characters, plot, setting, conflict and resolution in the script¶- Value originality and integrity in creating a play devoid of plagiarism

In groups, learners are guided to:
- Write the one-act play script applying the format and elements discussed in previous lessons¶- Include appropriate stage directions, dialogue and scene descriptions in the script¶- Read through the script as a group and refine dialogue for clarity and dramatic effect

What makes dialogue in a play script believable and effective?

- Creative Arts and Sports Learner's Book pg. 75¶- Writing materials¶- Reference play scripts

- Written assignments¶- Observation¶- Portfolio assessment

Creating and Performing

Play - Props Costumes and Music

By the end of the lesson, the learner should be able to:
¶- Select relevant props, costumes and music that complement the play's theme and characters¶- Explain how props, costumes and music enhance believability in a play performance¶- Show creativity in sourcing and preparing props and costumes from available materials

In groups, learners are guided to:
- Review the completed play script and identify what props, costumes and music are needed for each scene¶- Source or create simple props and costumes from available materials appropriate to the characters and setting¶- Discuss how the selected items will enhance the audience's experience of the play

How do props, costumes and music make a play performance more believable?

- Creative Arts and Sports Learner's Book pg. 75¶- Props, costumes and music resources¶- Written play script

- Observation¶- Oral questions¶- Portfolio assessment

Creating and Performing

Play - Vocal and Physical Warm-Up

By the end of the lesson, the learner should be able to:
¶- Perform vocal and physical warm-up activities in preparation for play performance¶- Explain why warm-up is important before acting in a play¶- Show commitment to thorough preparation before a performance

In groups, learners are guided to:
- Perform a series of vocal warm-up exercises including humming, tongue twisters and voice projection activities¶- Perform physical warm-up activities including stretching, posture exercises and movement drills relevant to the characters in the play¶- Discuss how warm-up exercises improve voice quality and physical expressiveness in acting

Why is a warm-up important before a play performance?

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

- Observation¶- Oral questions¶- Peer feedback

Creating and Performing

Play - Rehearsing a Role

By the end of the lesson, the learner should be able to:
¶- Rehearse a role in the play paying attention to voice, body movement, space, props, music and costume¶- Apply feedback from peers to improve performance during rehearsals¶- Show determination and accountability in preparing for play performance

In groups, learners are guided to:
- Rehearse assigned roles in the play focusing on voice projection, body language, facial expressions and use of space¶- Incorporate props, costumes and music during rehearsal to practise the full production environment¶- Give and receive specific feedback on each other's performance during rehearsals

How does rehearsal improve the believability of a play performance?

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

- Observation¶- Practical demonstration¶- Peer feedback

Creating and Performing

Play - Performing a Play before an Audience

By the end of the lesson, the learner should be able to:
¶- Perform a role in a play before an audience with confidence and clarity¶- Demonstrate effective use of voice, body movement, props and costume during performance¶- Recognise play performance as a channel for addressing societal issues

In groups, learners are guided to:
- Perform the completed one-act play before a class or school audience applying all rehearsed skills¶- Maintain character throughout the performance using voice, body and props effectively¶- Record the performance on a digital device and record reflections in a journal

How can a play performance effectively communicate a societal issue to an audience?

- Creative Arts and Sports Learner's Book pg. 76¶- Props, costumes and music¶- Digital devices for recording

- Observation¶- Practical performance¶- Peer feedback

Creating and Performing

Play - Evaluating the Play Performance

By the end of the lesson, the learner should be able to:
¶- Evaluate the play performance using criteria covering voice, body movement, props, theme and overall impression¶- Give structured and constructive feedback on the performance to peers¶- Appreciate the role of honest evaluation in improving dramatic arts standards

In groups, learners are guided to:
- Watch the recorded performance and evaluate it using structured criteria covering use of voice, body movement, props, theme portrayal and audience engagement¶- Write evaluation comments for each criterion and share with the group¶- Discuss how the feedback received can inform future improvements in play performance

How does evaluating a play performance improve future performances?

- Creative Arts and Sports Learner's Book pg. 74¶- Recorded play performance¶- Play evaluation criteria sheet

- Written assignments¶- Oral presentation¶- Peer feedback

Creating and Performing

Play - Review and Journal Reflection

By the end of the lesson, the learner should be able to:
¶- Review the format of a play script, elements of a play and performance skills covered in the sub-strand¶- Reflect on own experience of creating and performing a play in a written journal entry¶- Demonstrate commitment to continuous improvement in dramatic arts

In groups, learners are guided to:
- Review play script format, elements, rehearsal techniques and performance skills through class Q&A¶- Write a journal entry reflecting on the experience of creating and performing the play including challenges faced and lessons learnt¶- Share journal reflections with a partner and discuss key learning points from the sub-strand

Why is reflective journaling important in Creative Arts and Sports?

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

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

Creating and Performing

Basketball and Logo Design - Describing Passes and Dribbling

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

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

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

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

- Oral questions¶- Written assignments¶- Observation

Creating and Performing

Basketball and Logo Design - Describing Passes and Dribbling

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

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

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

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

- Oral questions¶- Written assignments¶- Observation

Creating and Performing

Basketball and Logo Design - Describing Passes and Dribbling

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

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

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

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

- Oral questions¶- Written assignments¶- Observation

Creating and Performing

Basketball and Logo Design - Overhead Pass

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

In groups, learners are guided to:
- Demonstrate the overhead pass: hold the ball above the head with both hands, elbows bent, and release toward a teammate extending arms fully¶- Practise the overhead pass in pairs alternating roles and providing feedback¶- Discuss when the overhead pass is most useful in a game of Basketball

How is the overhead pass executed correctly in Basketball?

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

- Observation¶- Practical demonstration¶- Peer feedback

Creating and Performing

Basketball and Logo Design - Bounce Pass

By the end of the lesson, the learner should be able to:
¶- Demonstrate the bounce pass in Basketball with correct push direction and contact point on the floor¶- Apply the bounce pass in drills to bypass a defender¶- Show responsibility by observing safety during Basketball drills

In groups, learners are guided to:
- Demonstrate the bounce pass: hold the ball at waist level, push it toward the floor so it bounces up to the receiver's hands at waist height¶- Practise the bounce pass in pairs focusing on the correct contact point (two-thirds of the way to the receiver)¶- Discuss when the bounce pass is more effective than the overhead pass

When is a bounce pass more effective than an overhead pass in Basketball?

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

- Observation¶- Practical demonstration¶- Peer feedback

Creating and Performing

Basketball and Logo Design - Chest Pass

By the end of the lesson, the learner should be able to:
¶- Demonstrate the chest pass in Basketball with correct grip, wrist snap and follow-through¶- Apply the chest pass in drills with accuracy and speed¶- Appreciate the chest pass as the most commonly used pass in Basketball

In groups, learners are guided to:
- Demonstrate the chest pass: hold the ball at chest level with both hands, snap wrists and push the ball directly to a teammate extending arms fully on release¶- Practise the chest pass in pairs and in small groups emphasising wrist snap and follow-through¶- Compare the chest, bounce and overhead passes and discuss when each is most appropriate

Why is the chest pass the most commonly used pass in Basketball?

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

- Observation¶- Practical demonstration¶- Peer feedback

Creating and Performing

Basketball and Logo Design - Practising All Passes

By the end of the lesson, the learner should be able to:
¶- Practise overhead, bounce and chest passes in Basketball combining all three in drills¶- Execute passing skills accurately while observing safety guidelines¶- Appreciate the role of passing accuracy in team play in Basketball

In groups, learners are guided to:
- Perform warm-up exercises before passing practice¶- Practise all three passes in sequence in pairs and small groups¶- Set up simple passing drills involving movement and decision-making on which pass to use

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

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

- Observation¶- Practical demonstration¶- Peer feedback

Creating and Performing

Basketball and Logo Design - High and Low Dribbling

By the end of the lesson, the learner should be able to:
¶- Demonstrate high and low dribbling in Basketball with correct hand contact and body posture¶- Explain when high dribbling and low dribbling are used in a game¶- Show responsibility by observing safety during Basketball dribbling drills

In groups, learners are guided to:
- Demonstrate high dribble: push the ball to waist height using fingertips while moving at speed in open court¶- Demonstrate low dribble: push the ball close to the ground while crouching to protect the ball from a defender¶- Practise high and low dribbling individually and in pairs while navigating cones

How does ball control through dribbling create scoring opportunities in Basketball?

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

- Observation¶- Practical demonstration¶- Peer feedback

Creating and Performing

Basketball and Logo Design - Practising Dribbling Skills

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

In groups, learners are guided to:
- Perform warm-up exercises before dribbling practice¶- Practise high and low dribbling through cone courses individually then in relay teams¶- Assess defensive strategies and adapt dribbling technique accordingly giving and receiving polite feedback

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

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

- Observation¶- Practical demonstration¶- Peer feedback

Creating and Performing

Basketball and Logo Design - Examining Logo Samples

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

In groups, learners are guided to:
- Research and examine actual and virtual samples of sports logos and identify their components¶- Discuss how each logo component communicates the identity of the team or organisation¶- Brainstorm ideas and concepts for an original Basketball team logo

How does a logo communicate the identity of a sports team?

- Creative Arts and Sports Learner's Book pg. 85¶- Digital devices with internet access¶- Sample sports logos

- Oral questions¶- Observation¶- Written assignments

Creating and Performing

Basketball and Logo Design - Designing a Basketball Team Logo

By the end of the lesson, the learner should be able to:
¶- Design an original logo for a Basketball team incorporating name or letter combinations and a meaningful symbol¶- Apply Visual Arts principles of colour, balance and contrast in logo design¶- Appreciate the creative value of logo design in representing a team's identity

In groups, learners are guided to:
- Sketch initial logo design ideas incorporating the team name, letter combinations and a symbol that represents the team's values¶- Refine the best sketch into a complete logo design applying appropriate colours and balance¶- Display logo designs around the classroom and give polite feedback on each other's designs

How does a well-designed logo strengthen team identity in sport?

- Creative Arts and Sports Learner's Book pg. 86¶- Art materials for logo design¶- Sample sports logos for reference

- Observation¶- Portfolio assessment¶- Peer feedback

Creating and Performing

Basketball and Logo Design - Mini-Basketball Game

By the end of the lesson, the learner should be able to:
¶- Apply passing and dribbling skills in a mini-Basketball game while displaying team logos¶- Demonstrate teamwork, fair play and sportsmanship during the mini-game¶- Appreciate each other's skills in Basketball and creative work in logo design

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

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

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

- Observation¶- Practical demonstration¶- Peer feedback

Creating and Performing

Basketball and Logo Design - Mini-Basketball Game

By the end of the lesson, the learner should be able to:
¶- Apply passing and dribbling skills in a mini-Basketball game while displaying team logos¶- Demonstrate teamwork, fair play and sportsmanship during the mini-game¶- Appreciate each other's skills in Basketball and creative work in logo design

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

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

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

- Observation¶- Practical demonstration¶- Peer feedback

Creating and Performing

Basketball and Logo Design - Review and Self-Assessment

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

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

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

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

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

Creating and Performing

Basketball and Logo Design - Review and Self-Assessment

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

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

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

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

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

Creating and Performing

Basketball and Logo Design - Appreciation and Display

By the end of the lesson, the learner should be able to:
¶- Appreciate the interplay between Basketball as a sport and logo design as a Visual Art¶- Evaluate own and others' logo designs using Visual Arts criteria¶- Show respect and encouragement when appreciating peers' creative and athletic work

In groups, learners are guided to:
- Organise a class showcase displaying all Basketball team logos alongside a summary of skills learnt¶- Evaluate each logo using Visual Arts criteria: balance, colour use, clarity of identity and originality¶- Reflect on how the experience of combining sport and design enriched learning across disciplines

How does combining sport and Visual Arts enrich learning in Creative Arts and Sports?

- Creative Arts and Sports Learner's Book pg. 85¶- Displayed team logos¶- Visual Arts evaluation criteria

- Portfolio assessment¶- Peer feedback¶- Oral questions

Creating and Performing

Basketball and Logo Design - Appreciation and Display

By the end of the lesson, the learner should be able to:
¶- Appreciate the interplay between Basketball as a sport and logo design as a Visual Art¶- Evaluate own and others' logo designs using Visual Arts criteria¶- Show respect and encouragement when appreciating peers' creative and athletic work

In groups, learners are guided to:
- Organise a class showcase displaying all Basketball team logos alongside a summary of skills learnt¶- Evaluate each logo using Visual Arts criteria: balance, colour use, clarity of identity and originality¶- Reflect on how the experience of combining sport and design enriched learning across disciplines

How does combining sport and Visual Arts enrich learning in Creative Arts and Sports?

- Creative Arts and Sports Learner's Book pg. 85¶- Displayed team logos¶- Visual Arts evaluation criteria

- Portfolio assessment¶- Peer feedback¶- Oral questions

Creating and Performing

Indigenous Kenyan Crafts - Coil Pottery Introduction

By the end of the lesson, the learner should be able to:
¶- Describe the coil technique used in pottery and identify pottery items made using coils¶- Analyse actual and virtual pottery samples for coil technique and design¶- Appreciate coil pottery as an Indigenous Kenyan craft tradition

In groups, learners are guided to:
- Study pottery items from actual and virtual sources and analyse the coil technique used in their construction¶- Research and discuss the materials used in pottery and why clay is the preferred material¶- Identify different decorative patterns used on pottery items from actual and virtual sources

Why is clay the preferred material for making pottery?

- Creative Arts and Sports Learner's Book pg. 87¶- Actual or virtual pottery samples¶- Pottery reference books

- Oral questions¶- Observation¶- Written assignments

Creating and Performing

Indigenous Kenyan Crafts - Preparing Clay

By the end of the lesson, the learner should be able to:
¶- Source clay and prepare it for pottery by removing impurities, drying, kneading and wedging¶- Explain why clay preparation is important before modelling a vessel¶- Show responsibility when sourcing and preparing clay from the environment

In groups, learners are guided to:
- Source clay from the local environment and remove visible impurities such as stones and roots¶- Soak fine clay dust in cold water in a bucket overnight then dry, knead and wedge the clay until it is of uniform consistency¶- Discuss why each step in clay preparation is important and share findings with classmates

Why must clay be prepared before it can be used for pottery?

- Creative Arts and Sports Learner's Book pg. 89¶- Clay, water and a bucket¶- Tools for kneading and wedging

- Oral questions¶- Observation¶- Written assignments

Creating and Performing

Indigenous Kenyan Crafts - Making Coils and Building a Vessel

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

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

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

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

- Observation¶- Practical demonstration¶- Portfolio assessment

Creating and Performing

Indigenous Kenyan Crafts - Firing the Clay Vessel

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

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

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

- Creative Arts and Sports Learner's Book pg. 91¶- Dry clay vessels, dry wood and a pit¶- Safety gear: gloves and protective clothing

- Observation¶- Oral questions¶- Practical demonstration

Creating and Performing

Indigenous Kenyan Crafts - Firing the Clay Vessel

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

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

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

- Creative Arts and Sports Learner's Book pg. 91¶- Dry clay vessels, dry wood and a pit¶- Safety gear: gloves and protective clothing

- Observation¶- Oral questions¶- Practical demonstration

Creating and Performing

Indigenous Kenyan Crafts - Making a Frame Loom

By the end of the lesson, the learner should be able to:
¶- Identify the materials and tools needed to make a wooden mitre joint frame loom¶- Construct a frame loom with equally spaced nails¶- Show self-discipline when constructing the frame loom

In groups, learners are guided to:
- Explore actual and virtual resources to study how a frame loom is constructed for weaving¶- Cut the ends of each piece of wood at a 45-degree angle to create mitre joints and assemble the frame¶- Drive nails into the top and bottom of the frame at equal spacing and secure warp threads from top nail to bottom nail

How does the spacing of nails on a frame loom affect the quality of the weave?

- Creative Arts and Sports Learner's Book pg. 93¶- Wood, saw, nails and hammer¶- Warp thread

- Observation¶- Practical demonstration¶- Portfolio assessment

Creating and Performing

Indigenous Kenyan Crafts - 2/1 Twill Weave

By the end of the lesson, the learner should be able to:
¶- Make a fabric using the 2/1 twill weaving technique on a frame loom¶- Apply the over-two under-one interlacing pattern consistently across the fabric¶- Appreciate weaving as an Indigenous Kenyan craft that preserves cultural heritage

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

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

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

- Observation¶- Practical demonstration¶- Portfolio assessment

Creating and Performing

Indigenous Kenyan Crafts - Completing the Woven Fabric

By the end of the lesson, the learner should be able to:
¶- Complete a woven fabric article on the frame loom reaching the desired length and securing the ends¶- Remove the completed fabric from the loom and finish the edges neatly¶- Show pride in completing a traditional craft article

In groups, learners are guided to:
- Continue the 2/1 twill weaving until the fabric reaches the desired length¶- Secure the final weft thread and carefully remove the fabric from the loom trimming and finishing the warp ends neatly¶- Display the completed fabric and discuss its texture, pattern and practical uses

How does finishing a woven article correctly affect its appearance and durability?

- Creative Arts and Sports Learner's Book pg. 96¶- Frame loom and completed weaving¶- Scissors for finishing

- Observation¶- Portfolio assessment¶- Peer feedback

Creating and Performing

Indigenous Kenyan Crafts - Display and Critique

By the end of the lesson, the learner should be able to:
¶- Display and critique own and others' woven articles and pottery items¶- Evaluate craft articles using criteria covering technique, finish and cultural significance¶- Show respect for traditional Kenyan crafts and the skills required to produce them

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

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

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

- Portfolio assessment¶- Peer feedback¶- Oral questions

Creating and Performing

Swimming - Standing Dive

By the end of the lesson, the learner should be able to:
¶- Describe the body position in a standing dive in swimming¶- Demonstrate the phases of a standing dive while observing safety¶- Appreciate swimming as a life skill that promotes safety near water

In groups, learners are guided to:
- Watch a live or virtual demonstration of a standing dive and identify the phases of the technique¶- Demonstrate the phases of a standing dive: standing position, arm swing, push off and streamlined entry into the water¶- Practise the standing dive in turns while observing safety and give polite feedback

Why is correct body position important when performing a standing dive?

- Creative Arts and Sports Learner's Book pg. 98¶- Swimming pool with safety measures in place¶- Swimming gear: swimsuits and goggles

- Observation¶- Practical demonstration¶- Peer feedback

Creating and Performing

Swimming - Practising the Standing Dive

By the end of the lesson, the learner should be able to:
¶- Practise the standing dive with improved technique and confidence¶- Apply safety protocols consistently during swimming practice¶- Show commitment to improving swimming skills through repeated practice

In groups, learners are guided to:
- Perform warm-up activities and review key technique points for the standing dive¶- Practise the standing dive repeatedly taking turns and applying feedback from the previous lesson¶- Evaluate each other's dives commenting on arm position, angle of entry and streamlined body position

How does repeated practice improve the quality of a standing dive?

- Creative Arts and Sports Learner's Book pg. 99¶- Swimming pool with safety measures in place¶- Swimming gear: swimsuits and goggles

- Observation¶- Practical demonstration¶- Peer feedback

Creating and Performing

Swimming - Butterfly Stroke Body Position

By the end of the lesson, the learner should be able to:
¶- Describe the body position and arm action in the butterfly stroke¶- Demonstrate the arm action of the butterfly stroke on the poolside or in shallow water¶- Show interest in learning the butterfly stroke as a competitive swimming style

In groups, learners are guided to:
- Watch a live or virtual demonstration of the butterfly stroke and identify the body position, arm pull-through and recovery phases¶- Demonstrate the arm action of the butterfly stroke on the poolside before entering the water¶- Discuss the importance of keeping the body flat and the hips close to the water surface

Why is body position critical in performing the butterfly stroke?

- Creative Arts and Sports Learner's Book pg. 101¶- Swimming pool with safety measures in place¶- Swimming gear: swimsuits and goggles

- Observation¶- Oral questions¶- Practical demonstration

Creating and Performing

Swimming - Butterfly Stroke Leg Kick

By the end of the lesson, the learner should be able to:
¶- Demonstrate the dolphin kick used in the butterfly stroke with correct hip and knee action¶- Coordinate arm action and dolphin kick to perform the butterfly stroke with basic fluency¶- Value synchrony of arm and leg movements as essential in butterfly stroke

In groups, learners are guided to:
- Demonstrate the dolphin kick: keep legs together and generate a wave-like motion from the hips through the knees and ankles¶- Practise the dolphin kick across the width of the pool building confidence and coordination¶- Combine the arm action and dolphin kick to perform the butterfly stroke across the pool observing safety

Why is synchrony of arm and leg movements important in butterfly stroke?

- Creative Arts and Sports Learner's Book pg. 101¶- Swimming pool with safety measures in place¶- Swimming gear: swimsuits and goggles

- Observation¶- Practical demonstration¶- Peer feedback

Creating and Performing

Swimming - Combining Standing Dive and Butterfly Stroke

By the end of the lesson, the learner should be able to:
¶- Combine a standing dive entry with the butterfly stroke in one continuous sequence¶- Apply all swimming techniques learnt in a coordinated swimming activity¶- Appreciate swimming as an important life skill for safety, fitness and competition

In groups, learners are guided to:
- Review and practise the standing dive and butterfly stroke separately as a warm-up¶- Combine the standing dive with the butterfly stroke: enter the water from a standing dive and transition immediately into butterfly stroke¶- Take turns and evaluate the smoothness of the transition from dive to stroke giving polite feedback

How does combining a standing dive with butterfly stroke improve overall swimming performance?

- Creative Arts and Sports Learner's Book pg. 102¶- Swimming pool with safety measures in place¶- Swimming gear: swimsuits and goggles

- Observation¶- Practical demonstration¶- Peer feedback

Creating and Performing

Swimming - Safety and Self-Assessment

By the end of the lesson, the learner should be able to:
¶- Identify safety rules and procedures to observe when swimming¶- Evaluate own progress in standing dive and butterfly stroke skills through structured self-assessment¶- Demonstrate commitment to safe and responsible participation in swimming activities

In groups, learners are guided to:
- Discuss key swimming safety rules: never swim alone, always have a lifeguard present, wear appropriate swimming attire and use the pool correctly¶- Complete a self-assessment checklist on standing dive and butterfly stroke skills acquired during the sub-strand¶- Reflect on personal progress and set goals for continued improvement in swimming

Why is observing safety rules essential when swimming?

- Creative Arts and Sports Learner's Book pg. 98¶- Swimming pool with safety measures in place¶- Self-assessment checklist

- Self-assessment¶- Oral questions¶- Observation

Creating and Performing

Swimming - Review and Appreciation

By the end of the lesson, the learner should be able to:
¶- Review the standing dive and butterfly stroke techniques covered in the sub-strand¶- Appreciate swimming as a life skill that builds fitness, safety awareness and confidence¶- Show respect for the efforts of peers in developing swimming skills

- Review standing dive and butterfly stroke technique points through class discussion and brief demonstrations¶- Discuss how swimming skills developed during the sub-strand contribute to fitness, safety and personal confidence¶- Celebrate individual progress and acknowledge the effort of each learner in developing swimming skills

How does learning to swim contribute to personal safety and fitness?

- Creative Arts and Sports Learner's Book pg. 98¶- Swimming pool¶- Recorded or live performance footage

- Oral questions¶- Peer feedback¶- Self-assessment

Creating and Performing

Swimming - Swimming Skills Showcase

By the end of the lesson, the learner should be able to:
¶- Demonstrate the standing dive and butterfly stroke skills before peers in a structured swimming showcase¶- Give and receive constructive feedback on swimming technique after the showcase¶- Appreciate the value of performing before an audience in building confidence in Creative Arts and Sports

- Organise a swimming skills showcase where each learner demonstrates the standing dive followed by the butterfly stroke before peers¶- Give structured feedback after each performance commenting on body position, coordination and safety¶- Reflect on the full swimming sub-strand experience and record reflections in a journal

Why is performing before an audience important in building confidence in sports?

- Creative Arts and Sports Learner's Book pg. 98¶- Swimming pool with safety measures in place¶- Peer feedback forms

- Practical performance¶- Peer feedback¶- Portfolio assessment

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Criteria for Evaluating a Play

By the end of the lesson, the learner should be able to:
¶- Identify the criteria used to evaluate a play performance including theme, setting, conflict, resolution, voice, body movement and use of props¶- Interpret and discuss a marking guide for evaluating a play performance¶- Show interest in developing analytical skills for evaluating Creative Arts

In groups, learners are guided to:
- Study the marking guide provided and discuss an interpretation of each criterion¶- Identify and correct any misplaced criteria and add any missing explanations in the 'What to look for' column¶- Discuss in groups how each criterion contributes to the overall quality of a play performance

Why is analysis an important skill in Creative Arts and Sports?

- Creative Arts and Sports Learner's Book pg. 107¶- Sample play evaluation criteria/marking guide¶- Digital devices with video content

- Oral questions¶- Written assignments¶- Observation

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Analysing a Play Performance

By the end of the lesson, the learner should be able to:
¶- Analyse a play performance using established criteria covering theme, voice, body movement, internalisation, audience involvement and overall impression¶- Record and present analytical comments on each component of the play criterion¶- Appreciate the role of analysis in improving play performance standards

In groups, learners are guided to:
- Watch a live, recorded or virtual play performance¶- Using the criterion from the previous lesson, analyse the play performance and note comments on each component including what was good and what needs improvement¶- Present analytical findings in class and give polite feedback on each other's responses

How can analysis of a play performance enhance creativity and performance quality?

- Creative Arts and Sports Learner's Book pg. 108¶- Recorded or virtual play performance¶- Play evaluation criterion sheet

- Written assignments¶- Oral presentation¶- Peer feedback

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Analysing a Solo Vocal Piece

By the end of the lesson, the learner should be able to:
¶- Identify the elements of a solo vocal piece including key, time signature, dynamics, tonic sol-fa and form¶- Analyse a given solo vocal music piece by responding to specific analytical questions¶- Show interest in using music analytical skills as part of Creative Arts appreciation

In groups, learners are guided to:
- Study the solo vocal piece Doe a Deer and identify the key in which it is written¶- Identify the tonic sol-fas of the first four bars and name the dynamics and time signature used in the piece¶- Discuss findings in groups and present responses in class for peer feedback

How does analysis of a solo vocal piece deepen musical understanding?

- Creative Arts and Sports Learner's Book pg. 109¶- Printed or projected copy of Doe a Deer music piece¶- Music reference books

- Oral questions¶- Written assignments¶- Observation

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Music Elements in Analysis

By the end of the lesson, the learner should be able to:
¶- Analyse the key, time signature, dynamics and musical form of a solo vocal piece¶- Identify and describe the structure and phrasing of a piece of music from a score¶- Value the ability to read and interpret music notation as part of musical appreciation

In groups, learners are guided to:
- Study the music piece further and identify the time signature, key signature and dynamic markings used¶- Describe the musical form by identifying repeated sections, contrasting phrases and cadences¶- Discuss how the use of dynamics and musical form contributes to the expressive quality of the piece

Why is it important for a performer to understand musical form and dynamics?

- Creative Arts and Sports Learner's Book pg. 110¶- Printed or projected music score¶- Music reference books

- Written assignments¶- Oral questions¶- Observation

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Criteria for Evaluating Solo Vocal Music

By the end of the lesson, the learner should be able to:
¶- Brainstorm and interpret a criterion for evaluating a solo vocal piece of music¶- Apply the criterion to prepare for evaluating songs in a music competition context¶- Appreciate the importance of fair and structured criteria in music evaluation

In groups, learners are guided to:
- Study the solo vocal evaluation criterion provided and discuss an interpretation of each component¶- Note interpretations in exercise books and discuss how to apply the criterion fairly and consistently¶- Identify any gaps in the criterion and suggest additions that would improve its comprehensiveness

What criteria should be used to fairly evaluate a solo vocal performance?

- Creative Arts and Sports Learner's Book pg. 110¶- Solo vocal evaluation criterion sheet¶- Music reference books

- Written assignments¶- Oral questions¶- Peer discussion

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Evaluating a Solo Vocal Piece

By the end of the lesson, the learner should be able to:
¶- Evaluate a solo vocal piece of music using the established criterion¶- Provide honest, principled and constructive written feedback on a vocal performance¶- Demonstrate integrity when assessing the artistic merits of others' performances

In groups, learners are guided to:
- Listen to a solo vocal performance (live, recorded or virtual) and apply the evaluation criterion to assess it¶- Record written comments on each criterion component noting strengths and areas for improvement¶- Share evaluations in class, compare responses and discuss how to give fair and respectful feedback

How can evaluation of a solo vocal piece enhance creativity and performance standards?

- Creative Arts and Sports Learner's Book pg. 111¶- Recorded or virtual solo vocal performance¶- Solo vocal evaluation criterion sheet

- Written assignments¶- Oral presentation¶- Peer feedback

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Criteria for Evaluating 2D Art

By the end of the lesson, the learner should be able to:
¶- Brainstorm and interpret a criterion for evaluating 2D artworks including photography and other visual art pieces¶- Identify how each criterion component guides the selection and evaluation of artworks¶- Show interest in developing Visual Arts analytical skills

In groups, learners are guided to:
- Study the 2D artwork evaluation criterion provided for a school art competition and discuss an interpretation of each component¶- Note interpretations in exercise books and discuss how the criterion can be adapted to evaluate other types of 2D artworks¶- Brainstorm additional components that could strengthen the evaluation criterion

Why is a structured criterion important when evaluating artworks?

- Creative Arts and Sports Learner's Book pg. 111¶- 2D artwork evaluation criterion sheet¶- Sample 2D artworks (photographs, mosaics, paintings)

- Oral questions¶- Written assignments¶- Peer discussion

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Criteria for Evaluating 2D Art

By the end of the lesson, the learner should be able to:
¶- Brainstorm and interpret a criterion for evaluating 2D artworks including photography and other visual art pieces¶- Identify how each criterion component guides the selection and evaluation of artworks¶- Show interest in developing Visual Arts analytical skills

In groups, learners are guided to:
- Study the 2D artwork evaluation criterion provided for a school art competition and discuss an interpretation of each component¶- Note interpretations in exercise books and discuss how the criterion can be adapted to evaluate other types of 2D artworks¶- Brainstorm additional components that could strengthen the evaluation criterion

Why is a structured criterion important when evaluating artworks?

- Creative Arts and Sports Learner's Book pg. 111¶- 2D artwork evaluation criterion sheet¶- Sample 2D artworks (photographs, mosaics, paintings)

- Oral questions¶- Written assignments¶- Peer discussion

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Evaluating 2D Artworks

By the end of the lesson, the learner should be able to:
¶- Evaluate 2D artworks including photographs and mosaics using the established criterion¶- Create an art catalogue documenting the name of gallery, artist's name, type of artwork, medium, subject matter and function¶- Value honest and principled assessment when critiquing exhibited artworks

In groups, learners are guided to:
- Apply the 2D artwork criterion to evaluate a selection of photographs or mosaic compositions displayed in class¶- Record evaluation comments on each criterion component and adapt the criterion to evaluate other types of 2D artworks¶- Create an art catalogue for the exhibited artworks and share evaluations in class for reflection and inspiration

How can critiquing artworks inspire creativity and improve artistic standards?

- Creative Arts and Sports Learner's Book pg. 112¶- 2D artwork evaluation criterion sheet¶- Displayed artworks: photographs and mosaic compositions

- Written assignments¶- Observation¶- Portfolio assessment

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Anti-Doping in Sports

By the end of the lesson, the learner should be able to:
¶- Define doping and anti-doping and explain their significance in sports¶- Describe the importance of anti-doping regulations in ensuring fair competition¶- Show awareness of the ethical responsibility of athletes regarding banned substances

In groups, learners are guided to:
- Research and define doping and anti-doping using relevant resource materials¶- Discuss in pairs the importance of anti-doping, the effects of doping on athletes and the role of anti-doping bodies in sports¶- Share findings with classmates and discuss why doping is classified as an unethical behaviour in sports

Why is anti-doping regulation important for fair competition in sports?

- Creative Arts and Sports Learner's Book pg. 112¶- Digital devices with internet access¶- Sports ethics reference materials

- Oral questions¶- Written assignments¶- Observation

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Effects of Doping

By the end of the lesson, the learner should be able to:
¶- Describe the physical, psychological and social effects of doping on an athlete¶- Identify actions that constitute anti-doping violations such as possession, trafficking and administering prohibited substances¶- Value clean sport and personal integrity in athletic competition

In groups, learners are guided to:
- Discuss in pairs the physical effects of doping on athlete performance and long-term health¶- Identify and list actions that are classified as anti-doping violations including possession of a prohibited substance, trafficking and administering prohibited substances to another athlete¶- Reflect on how doping violations affect an athlete's career and the reputation of sport

How does doping undermine the integrity and spirit of sport?

- Creative Arts and Sports Learner's Book pg. 113¶- Digital devices with internet access¶- Sports ethics reference materials

- Oral questions¶- Written assignments¶- Observation

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Ethical Practices in Sports

By the end of the lesson, the learner should be able to:
¶- Examine ethical and unethical practices in sports using a structured comparison table¶- Distinguish between acceptable and unacceptable behaviour in sports competition¶- Show commitment to upholding ethical standards in Creative Arts and Sports

In groups, learners are guided to:
- Study the table of sports practices and copy it into exercise books, ticking whether each practice is ethical or unethical¶- Discuss in groups the reasoning behind classifying each practice and share responses with the class¶- Reflect on how ethical practices in sports contribute to fair play and respect among athletes

Why is it important to maintain ethical standards in sports competition?

- Creative Arts and Sports Learner's Book pg. 114¶- Ethical practices comparison table¶- Sports ethics reference materials

- Written assignments¶- Oral questions¶- Observation

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Ethical Practices in Sports

By the end of the lesson, the learner should be able to:
¶- Examine ethical and unethical practices in sports using a structured comparison table¶- Distinguish between acceptable and unacceptable behaviour in sports competition¶- Show commitment to upholding ethical standards in Creative Arts and Sports

In groups, learners are guided to:
- Study the table of sports practices and copy it into exercise books, ticking whether each practice is ethical or unethical¶- Discuss in groups the reasoning behind classifying each practice and share responses with the class¶- Reflect on how ethical practices in sports contribute to fair play and respect among athletes

Why is it important to maintain ethical standards in sports competition?

- Creative Arts and Sports Learner's Book pg. 114¶- Ethical practices comparison table¶- Sports ethics reference materials

- Written assignments¶- Oral questions¶- Observation

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Ethical Practices in Sports

By the end of the lesson, the learner should be able to:
¶- Examine ethical and unethical practices in sports using a structured comparison table¶- Distinguish between acceptable and unacceptable behaviour in sports competition¶- Show commitment to upholding ethical standards in Creative Arts and Sports

In groups, learners are guided to:
- Study the table of sports practices and copy it into exercise books, ticking whether each practice is ethical or unethical¶- Discuss in groups the reasoning behind classifying each practice and share responses with the class¶- Reflect on how ethical practices in sports contribute to fair play and respect among athletes

Why is it important to maintain ethical standards in sports competition?

- Creative Arts and Sports Learner's Book pg. 114¶- Ethical practices comparison table¶- Sports ethics reference materials

- Written assignments¶- Oral questions¶- Observation

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Research on Anti-Doping

By the end of the lesson, the learner should be able to:
¶- Research the meaning and scope of anti-doping in sports from relevant resource materials¶- Present findings on anti-doping clearly and confidently to peers for review¶- Appreciate the role of analysis and research in addressing ethical issues in sports

In groups, learners are guided to:
- Research from relevant resource materials the meaning of anti-doping, its regulations and its importance in maintaining fair sport¶- Discuss why anti-doping is classified as an unethical behaviour and compile findings into a brief presentation¶- Present findings in class for peer review, give and receive constructive feedback respectfully

How does research on anti-doping contribute to ethical awareness in sports?

- Creative Arts and Sports Learner's Book pg. 114¶- Digital devices with internet access¶- Sports ethics and anti-doping reference materials

- Oral presentation¶- Written assignments¶- Peer feedback

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Research on Anti-Doping

By the end of the lesson, the learner should be able to:
¶- Research the meaning and scope of anti-doping in sports from relevant resource materials¶- Present findings on anti-doping clearly and confidently to peers for review¶- Appreciate the role of analysis and research in addressing ethical issues in sports

In groups, learners are guided to:
- Research from relevant resource materials the meaning of anti-doping, its regulations and its importance in maintaining fair sport¶- Discuss why anti-doping is classified as an unethical behaviour and compile findings into a brief presentation¶- Present findings in class for peer review, give and receive constructive feedback respectfully

How does research on anti-doping contribute to ethical awareness in sports?

- Creative Arts and Sports Learner's Book pg. 114¶- Digital devices with internet access¶- Sports ethics and anti-doping reference materials

- Oral presentation¶- Written assignments¶- Peer feedback