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SCHEME OF WORK
Creative Arts & Sports
Grade 7 2026
TERM II
School


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WK LSN STRAND SUB-STRAND LESSON LEARNING OUTCOMES LEARNING EXPERIENCES KEY INQUIRY QUESTIONS LEARNING RESOURCES ASSESSMENT METHODS REFLECTION
2 1
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
2 2
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
2 3
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
2 4
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
2 5
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
3 1
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
3 2
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
3 3
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
3 4
Creating and Performing in Creative Arts and Sports
Kenyan Folk Songs - Defining Folk Songs
By the end of the lesson, the learner should be able to:

- Define a folk song and distinguish between solo and group folk songs
- Identify folk songs from at least three Kenyan communities and the occasions during which they are performed
- Show respect and appreciation for the diversity of Kenya's folk song traditions
In groups, learners are guided to:
- Discuss what a folk song is and how folk songs are passed from one generation to the next
- Identify examples of Kenyan folk songs from communities such as Agikuyu, Akamba, Maasai and Luo and name the occasions they are sung
- Distinguish between solo folk songs (herding songs, lullabies) and group folk songs; share examples in class
Why are folk songs described as an important part of a community's cultural heritage?
- Champion Creative Arts and Sports Grade 7 pg. 117
- Digital devices for folk song recordings
- Exercise books
- Oral questions - Observation - Written assignment
3 5
Creating and Performing in Creative Arts and Sports
Kenyan Folk Songs - Defining Folk Songs
By the end of the lesson, the learner should be able to:

- Define a folk song and distinguish between solo and group folk songs
- Identify folk songs from at least three Kenyan communities and the occasions during which they are performed
- Show respect and appreciation for the diversity of Kenya's folk song traditions
In groups, learners are guided to:
- Discuss what a folk song is and how folk songs are passed from one generation to the next
- Identify examples of Kenyan folk songs from communities such as Agikuyu, Akamba, Maasai and Luo and name the occasions they are sung
- Distinguish between solo folk songs (herding songs, lullabies) and group folk songs; share examples in class
Why are folk songs described as an important part of a community's cultural heritage?
- Champion Creative Arts and Sports Grade 7 pg. 117
- Digital devices for folk song recordings
- Exercise books
- Oral questions - Observation - Written assignment
4 1
Creating and Performing in Creative Arts and Sports
Kenyan Folk Songs - Classifying Folk Songs
By the end of the lesson, the learner should be able to:

- Classify folk songs by type (solo/group), occasion, community of origin and age group
- Study pictures of folk song performers and identify their community from attire and instruments
- Appreciate how classification helps understand the rich variety of Kenyan folk song traditions
In groups, learners are guided to:
- Study pictures of folk song performers and identify the communities from attire, instruments and body movements
- Read the Agikuyu folk song 'Nguina Ndina Tha' and discuss its meaning and occasion; identify similar songs from three other communities
- Create a table classifying at least five folk songs by community, occasion, type and age group
How does classifying folk songs by occasion, community and type deepen our appreciation of Kenyan culture?
- Champion Creative Arts and Sports Grade 7 pg. 118
- Digital/print resources on Kenyan folk songs
- Exercise books
- Written assignment - Observation - Oral presentation
4 2
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
4 3
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
4 4
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
4 5
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
5 1
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
5 2
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
5 3
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
5 4
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
5 5
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
6 1
Creating and Performing in Creative Arts and Sports
Kenyan Folk Songs - Folk Song Performance
By the end of the lesson, the learner should be able to:

- Perform a Kenyan folk song before the class applying correct technique, tone, gestures and cultural body movements
- Evaluate each other's folk song performances using structured criteria: voice projection, tempo, dynamics, gestures and cultural elements
- Appreciate and celebrate the cultural value of folk songs across different Kenyan communities
In groups, learners are guided to:
- Perform the rehearsed folk song in class with full cultural presentation including costumes, gestures and movements
- After each performance classmates complete a peer evaluation noting voice projection, tempo, gestures, mood and cultural authenticity
- Reflect as a class on what made the best performances stand out and discuss the value of preserving folk songs
How does performing a folk song with authentic technique and cultural expression preserve Kenya's heritage?
- Champion Creative Arts and Sports Grade 7 pg. 121
- Improvised cultural costumes and props
- Peer evaluation form, exercise books
- Practical performance - Peer assessment - Observation
6 2
Creating and Performing in Creative Arts and Sports
Kenyan Folk Songs - Folk Song Performance
By the end of the lesson, the learner should be able to:

- Perform a Kenyan folk song before the class applying correct technique, tone, gestures and cultural body movements
- Evaluate each other's folk song performances using structured criteria: voice projection, tempo, dynamics, gestures and cultural elements
- Appreciate and celebrate the cultural value of folk songs across different Kenyan communities
In groups, learners are guided to:
- Perform the rehearsed folk song in class with full cultural presentation including costumes, gestures and movements
- After each performance classmates complete a peer evaluation noting voice projection, tempo, gestures, mood and cultural authenticity
- Reflect as a class on what made the best performances stand out and discuss the value of preserving folk songs
How does performing a folk song with authentic technique and cultural expression preserve Kenya's heritage?
- Champion Creative Arts and Sports Grade 7 pg. 121
- Improvised cultural costumes and props
- Peer evaluation form, exercise books
- Practical performance - Peer assessment - Observation
6 3
Creating and Performing in Creative Arts and Sports
Kenyan Folk Songs - Folk Song Performance
By the end of the lesson, the learner should be able to:

- Perform a Kenyan folk song before the class applying correct technique, tone, gestures and cultural body movements
- Evaluate each other's folk song performances using structured criteria: voice projection, tempo, dynamics, gestures and cultural elements
- Appreciate and celebrate the cultural value of folk songs across different Kenyan communities
In groups, learners are guided to:
- Perform the rehearsed folk song in class with full cultural presentation including costumes, gestures and movements
- After each performance classmates complete a peer evaluation noting voice projection, tempo, gestures, mood and cultural authenticity
- Reflect as a class on what made the best performances stand out and discuss the value of preserving folk songs
How does performing a folk song with authentic technique and cultural expression preserve Kenya's heritage?
- Champion Creative Arts and Sports Grade 7 pg. 121
- Improvised cultural costumes and props
- Peer evaluation form, exercise books
- Practical performance - Peer assessment - Observation
6 4
Creating and Performing in Creative Arts and Sports
Kenyan Folk Songs - Folk Song Performance
By the end of the lesson, the learner should be able to:

- Perform a Kenyan folk song before the class applying correct technique, tone, gestures and cultural body movements
- Evaluate each other's folk song performances using structured criteria: voice projection, tempo, dynamics, gestures and cultural elements
- Appreciate and celebrate the cultural value of folk songs across different Kenyan communities
In groups, learners are guided to:
- Perform the rehearsed folk song in class with full cultural presentation including costumes, gestures and movements
- After each performance classmates complete a peer evaluation noting voice projection, tempo, gestures, mood and cultural authenticity
- Reflect as a class on what made the best performances stand out and discuss the value of preserving folk songs
How does performing a folk song with authentic technique and cultural expression preserve Kenya's heritage?
- Champion Creative Arts and Sports Grade 7 pg. 121
- Improvised cultural costumes and props
- Peer evaluation form, exercise books
- Practical performance - Peer assessment - Observation
6 5
Creating and Performing in Creative Arts and Sports
Kenyan Folk Songs - Digital Research on Folk Songs
By the end of the lesson, the learner should be able to:

- Use digital devices to search for folk songs from different Kenyan communities attending to lyrics, melody and instruments
- Note down thoughts and feelings about each song and its role in cultural preservation
- Develop digital literacy skills while deepening appreciation for Kenya's folk song heritage
In groups, learners are guided to:
- Use digital devices to search for folk songs from at least three different Kenyan communities using the provided link and other approved sources
- Listen attentively to each song noting the lyrics, melody, instruments and the occasion it represents
- Note down thoughts and feelings about each song; discuss as a class how these songs help preserve cultural heritage and what values they convey
How does using digital resources to research folk songs broaden understanding of Kenya's cultural diversity?
- Champion Creative Arts and Sports Grade 7 pg. 117
- Digital devices / Internet access
- Exercise books
- Written assignment - Oral questions - Observation
7 1
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
7 2
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
7 3
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
7 4
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
7 5
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
8 1
Creating and Performing in Creative Arts and Sports
Beadwork - Function of Jewellery
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
- Oral presentation - Observation - Written reflection
8 2
Creating and Performing in Creative Arts and Sports
Beadwork - Beadwork Materials
By the end of the lesson, the learner should be able to:

- Identify beadwork materials including plastic, clay, shells, bone, wood and glass and their characteristics
- Match each material to the communities that commonly use it
- Show appreciation for how different communities use locally available materials to create cultural jewellery
In groups, learners are guided to:
- Study pictures of beadwork and identify the materials used in each piece
- Read the materials table: plastic (lightweight, colourful), clay (durable, paintable), shells (natural, coastal), bone (strong, carvable), wood (lightweight, carvable), glass (intricate, colourful)
- Match each material to the communities associated with it and discuss which materials would be easiest to source locally
How does the choice of material reflect the cultural identity and environment of a Kenyan community?
- Champion Creative Arts and Sports Grade 7 pg. 124
- Pictures of beadwork, materials table
- Exercise books
- Oral questions - Written assignment - Observation
8 3
Creating and Performing in Creative Arts and Sports
Beadwork - Beadwork Materials
By the end of the lesson, the learner should be able to:

- Identify beadwork materials including plastic, clay, shells, bone, wood and glass and their characteristics
- Match each material to the communities that commonly use it
- Show appreciation for how different communities use locally available materials to create cultural jewellery
In groups, learners are guided to:
- Study pictures of beadwork and identify the materials used in each piece
- Read the materials table: plastic (lightweight, colourful), clay (durable, paintable), shells (natural, coastal), bone (strong, carvable), wood (lightweight, carvable), glass (intricate, colourful)
- Match each material to the communities associated with it and discuss which materials would be easiest to source locally
How does the choice of material reflect the cultural identity and environment of a Kenyan community?
- Champion Creative Arts and Sports Grade 7 pg. 124
- Pictures of beadwork, materials table
- Exercise books
- Oral questions - Written assignment - Observation
8 4
Creating and Performing in Creative Arts and Sports
Beadwork - Beadwork Materials
By the end of the lesson, the learner should be able to:

- Identify beadwork materials including plastic, clay, shells, bone, wood and glass and their characteristics
- Match each material to the communities that commonly use it
- Show appreciation for how different communities use locally available materials to create cultural jewellery
In groups, learners are guided to:
- Study pictures of beadwork and identify the materials used in each piece
- Read the materials table: plastic (lightweight, colourful), clay (durable, paintable), shells (natural, coastal), bone (strong, carvable), wood (lightweight, carvable), glass (intricate, colourful)
- Match each material to the communities associated with it and discuss which materials would be easiest to source locally
How does the choice of material reflect the cultural identity and environment of a Kenyan community?
- Champion Creative Arts and Sports Grade 7 pg. 124
- Pictures of beadwork, materials table
- Exercise books
- Oral questions - Written assignment - Observation
8 5
Creating and Performing in Creative Arts and Sports
Beadwork - Beadwork Materials
By the end of the lesson, the learner should be able to:

- Identify beadwork materials including plastic, clay, shells, bone, wood and glass and their characteristics
- Match each material to the communities that commonly use it
- Show appreciation for how different communities use locally available materials to create cultural jewellery
In groups, learners are guided to:
- Study pictures of beadwork and identify the materials used in each piece
- Read the materials table: plastic (lightweight, colourful), clay (durable, paintable), shells (natural, coastal), bone (strong, carvable), wood (lightweight, carvable), glass (intricate, colourful)
- Match each material to the communities associated with it and discuss which materials would be easiest to source locally
How does the choice of material reflect the cultural identity and environment of a Kenyan community?
- Champion Creative Arts and Sports Grade 7 pg. 124
- Pictures of beadwork, materials table
- Exercise books
- Oral questions - Written assignment - Observation

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