Creating and Performing in Creative Arts and Sports

Rhythm - Writing and Performing Rhythms on Monotone

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

- Write rhythmic patterns in 2/4 time using correct bar lines and double bar lines
- Perform rhythmic patterns on monotone by stamping or tapping while reciting French rhythm names
- Appreciate the precision needed in both writing and reading musical rhythm

In groups, learners are guided to:
- Discuss the meaning of monotone and identify strong and weak beats in 2/4 time
- Study given rhythms and group them using bar lines and double bar lines correctly in 2/4 time
- Write French rhythm names for each pattern then stamp or tap while reciting them; listen to teacher-played rhythms, clap back and write the note symbols

How does writing rhythmic patterns in 2/4 time develop accuracy in music performance?

- Champion Creative Arts and Sports Grade 7 pg. 45
- Exercise books, pencils

- Oral performance Observation

Creating and Performing in Creative Arts and Sports

Rhythm - Song-Based Rhythm Identification

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

- Identify accented syllables, bar lines and beats per bar in a song
- Write the rhythm of a song by noting the note value above each syllable
- Show enjoyment in discovering rhythmic structure through song

In groups, learners are guided to:
- Sing 'Bounce High' with teacher guidance and write the words in exercise books
- Count the beats, underline accented syllables and place bar lines before each accented note
- Write the rhythm of the song placing the note value above each syllable and count beats per bar as beat 1 and 2

How does a song help us understand how rhythm and bar lines work in 2/4 time?

- Champion Creative Arts and Sports Grade 7 pg. 46)

- Oral performance - Written assignment - Observation

Creating and Performing in Creative Arts and Sports

Rhythm - Sight Reading Rhythmic Patterns

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

- Identify the features to observe when sight reading a rhythmic pattern: time signature, note values and repeated notes
- Sight read given rhythmic patterns on a monotone pitch by clapping then humming
- Show confidence and consistency when performing rhythmic patterns from notation

In groups, learners are guided to:
- Read and discuss the definition of sight reading and the three features to observe before reading a pattern
- In groups, clap or tap five different rhythmic patterns in 2/4 time, then perform each on a monotone
- In pairs, take turns sight reading different patterns from print or digital resources and give feedback on timing and consistency

What skills are needed to sight read a rhythmic pattern accurately and confidently?

- Champion Creative Arts and Sports Grade 7 pg. 48
- Exercise books, music notation charts

- Oral performance - Observation 

Creating and Performing in Creative Arts and Sports

Rhythm - Creating and Performing Original Rhythmic Patterns

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

- Create a four-bar rhythmic pattern using claps, snaps or percussion instruments
- Perform their rhythmic pattern confidently in front of the class
- Value teamwork, creativity and positive feedback in musical performance

In groups, learners are guided to:
- In pairs, create an original four-bar rhythmic pattern using body percussion or available instruments
- Practise the pattern several times ensuring accuracy and steady tempo before performing
- Perform for the class; after each performance give positive and constructive feedback focusing on rhythm, creativity and timing

How does creating and performing your own rhythm develop musical creativity and confidence?

- Champion Creative Arts and Sports Grade 7 pg. 49
- Percussion instruments, clapping, snapping
- 

- Practical performance - Observation

Creating and Performing in Creative Arts and Sports

Rhythm - Review of Note Values, Composition and Sight Reading

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

- Summarise all topics covered in Rhythm: note values, bar lines, composing in 2/4, monotone performance and sight reading
- Answer assessment questions covering all concepts in the sub-strand
- Reflect on personal growth and skill gained in musical rhythm

In groups, learners are guided to:
- Review note values and French rhythm names, bar lines and beams, composing in 2/4, monotone performance and sight reading
- Complete a written assessment covering all topics in the sub-strand
- In pairs, share what was most interesting and what they would like to improve in their rhythm performance

What key skills and knowledge have you gained from studying Rhythm?

- Champion Creative Arts and Sports Grade 7 pg. 40
- Exercise books
- 

- Written test -                Oral questions - Observation

Creating and Performing in Creative Arts and Sports

Handball - Passing Skills

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

- Identify and describe the four Handball passing skills: side, jump, overhead and flick pass
- Demonstrate correct side pass technique aiming for the partner's chest with accurate follow-through
- Show teamwork and communication during passing drills

In groups, learners are guided to:
- Watch video clips or live demonstration of different Handball passing types and list each type identified
- In pairs, stand shoulder-width apart and practise the side pass focusing on grip, aim and follow-through direction
- Discuss how each pass type can be used effectively during a game; share findings with the class

How do effective passing skills contribute to teamwork and ball control in Handball?

- Champion Creative Arts and Sports Grade 7 pg. 74
- Handballs, open court or field
- 

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Handball - Jump Pass and Overhead Pass
Handball - Dribbling Skills

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

- Demonstrate the jump pass and overhead pass with correct take-off, ball control and release
- Apply jump and overhead passes appropriately in drill situations
- Value precision, timing and coordination in developing advanced Handball passing skills

In groups, learners are guided to:
- Observe teacher demonstration of jump pass (take-off, ball grip, mid-air release) and overhead pass (two-hand grip above head, forward release)
- Practise both passes in pairs focusing on footwork, timing and accuracy of release
- Give each other structured feedback on body position, grip, release point and accuracy after each drill

When would a player use a jump pass or overhead pass instead of a side pass in Handball?

- Champion Creative Arts and Sports Gradee74

- Practical performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Handball - Jump Shot

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

- Describe and demonstrate the jump shot technique with correct approach, take-off, ball release and follow-through
- Execute a jump shot with accuracy targeting specific areas of the goal
- Show determination, accuracy and fair play during jump shot practice

In groups, learners are guided to:
- Watch teacher demonstrate the jump shot focusing on approach run, take-off height, ball grip and release angle
- Practise jump shots from different positions in front of the goal focusing on technique over power
- Observe each other and give structured feedback on approach, take-off, release and follow-through

What are the key technical elements of an effective jump shot in Handball?

- Champion Creative Arts and Sports Grade 7 pg. 76
- Handballs,

- Practical performance - Observation -                    Oral questions

Creating and Performing in Creative Arts and Sports

Handball - Combined Passing and Shooting Drill

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

- Combine passing, dribbling and shooting skills in structured drills
- Apply correct technique and decision-making when choosing which pass or shot to use
- Show teamwork, communication and positive sportsmanship during combined drills

- Set up a passing relay course: dribble through cones, choose appropriate pass type to a teammate then attempt a shot at goal
- Rotate positions so every learner practises dribbling, passing and shooting in sequence
- Discuss as a group which skills felt most natural and which need more practice; celebrate improvements

How do dribbling, passing and shooting work together to create scoring opportunities in Handball?

- Champion Creative Arts and Sports Grade 7 pg. 77
- Handballs, cones, goal posts, bibs
- Open court or field

- Practical performance - Observation - 

Creating and Performing in Creative Arts and Sports

Handball - Handball Game

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

- Apply passing, dribbling and jump shot skills in a full Handball game
- Demonstrate knowledge of Handball rules and fair play throughout the game
- Show sportsmanship, teamwork and a positive attitude in game play

In groups, learners are guided to:
- Organise into two teams of seven players; conduct a warm-up before the game begins
- Play a full Handball game applying all skills; assign positions such as goalkeeper, defenders, midfielders and forwards
- Cool down after the game; discuss as a team what went well and identify at least two areas for improvement

How do all Handball skills combine in an actual game situation to create effective team play?

- Champion Creative Arts and Sports Grade 7 pg. 78
- Handballs, goal posts, bibs, cones
- Open court or field

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Handball - Rules and Tactics

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

- State the basic rules of Handball including court dimensions, goal area rules and fouls
- Identify simple attacking and defensive tactics used in Handball
- Appreciate the importance of rules and tactics in making Handball fair and competitive

In groups, learners are guided to:
- Read and discuss basic Handball rules: team composition, goal area, throw-off, dribbling rules and fouls
- Watch a recorded Handball game clip and identify attacking tactics (fast break, screen) and defensive tactics (zone defence, man-to-man)
- In groups, design a simple attacking play and demonstrate it in a short drill

Why are rules and tactics essential for fair and effective play in Handball?

- Champion Creative Arts and Sports Grade 7 pg. 79
- Digital devices for Handball gam

- Oral questions - Observation - Written assignment

Creating and Performing in Creative Arts and Sports

Handball - Review of Passing, Dribbling, Shooting and Game Play

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

- Summarise all Handball skills and concepts covered: passing types, dribbling, jump shot, rules and game play
- Demonstrate at least two Handball skills in a practical assessment drill
- Reflect on personal improvement and teamwork developed during the sub-strand

In groups, learners are guided to:
- Review passing types, dribbling technique, jump shot phases, Handball rules and basic tactics
- Complete a written assessment; perform a practical drill combining at least two skills for teacher assessment
- In pairs, discuss personal improvement and what teamwork element was most valuable during the sub-strand

What skills and understanding have you developed through playing Handball?

- Champion Creative Arts and Sports Grade 7 pg. 80
- Exercise books, handballs, court or field
-

- Written test - Practical performance - Observation

Creating and Performing in Creative Arts and Sports

Handball - Fitness and Warm-Up for Handball

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

- Describe the importance of warm-up and cool-down routines in preventing injury during Handball
- Demonstrate a structured warm-up routine applicable to Handball including jogging, stretching and ball familiarisation
- Value physical fitness and injury prevention as essential components of sports participation

In groups, learners are guided to:
- Discuss why warm-up and cool-down routines are important in Handball and sports generally
- Lead a structured warm-up: jog two laps, dynamic stretches (leg swings, arm circles), then ball familiarisation drills (toss and catch, solo dribble)
- Cool down with static stretches after the activity and reflect on how the warm-up affected their performance readiness

Why is a proper warm-up and cool-down essential for safe and effective Handball performance?

- Champion Creative Arts and Sports Grade 7 pg. 74
- Handballs, open field or court
- Exercise books

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Descant Recorder - Parts of the Recorder and Posture

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

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

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

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

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

- Observation - Oral questions - Practical performance

Creating and Performing in Creative Arts and Sports

Descant Recorder - Finger Positions for C Major

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

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

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

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

- Champion Creative Arts and Sports Grade 7 pg. 83
- Descant recorders, finger position chart
- Exercise books

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Descant Recorder - Sight Reading for Recorder

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

- Identify notes on the treble staff including time signature, key signature and highest and lowest notes before playing
- Apply sight reading skills when preparing to play a melody on the recorder
- Appreciate how sight reading skills improve readiness and accuracy in musical performance

In groups, learners are guided to:
- Read the excerpt on sight reading the descant recorder and identify the features to check: notes, time signature, key signature and dynamics
- Identify given notes on the treble staff from two examples and name each note on sol-fa and letter names
- Write simple melodies in C major on the treble staff in exercise books and identify all features before attempting to play

What should you check on a piece of sheet music before you begin playing on the descant recorder?

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

- Written assignment - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Descant Recorder - Playing Melodies in C Major

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

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

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

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

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

- Practical performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Descant Recorder - Performing with Dynamics and Tempo

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

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

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

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

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

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Descant Recorder - Solo and Group Recorder Performance

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

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

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

What does a polished recorder performance look and sound like?

- Champion Creative Arts and Sports Grade 7 pg. 87
- Descant recorders
- Improvement chart, portfolio folder

- Practical performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Descant Recorder - Review of Fingering, Sight Reading and Performance

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

- Summarise all recorder topics covered: parts, hand position, C major scale, sight reading, dynamics and tempo
- Demonstrate competence in playing the C major scale and a short piece with performance directions
- Reflect on personal growth and improvement as a recorder player

In groups, learners are guided to:
- Review recorder parts, hand positioning, C major finger positions, sight reading steps and performance directions
- Complete a written assessment on recorder knowledge and perform the C major scale and a short piece for the teacher
- Write a reflection on the improvement chart noting progress made and areas still to develop

What knowledge and performance skills have you developed through learning the descant recorder?

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

- Written test - Practical performance - Observation

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Storytelling Techniques

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

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

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

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

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

- Observation - Oral questions - Peer feedback

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Use of Voice
Storytelling and Animation - Gestures and Audience Engagement

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

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

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

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

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

- Oral performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Analysing Storytelling

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

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

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

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

- Champion Creative Arts and Sports Grade 7 pg. 94
- Digital devices for storytelling recordings
- Exercise books, evaluation criteria

- Written reflection - Oral questions - Observation

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Props, Costumes and Social Storytelling

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

- Identify and describe how props and costumes enhance a storytelling performance
- Explain how storytelling can be used to raise awareness and inspire change on social issues
- Show creativity in choosing appropriate props and costumes for a story performance

In groups, learners are guided to:
- Use digital or print resources to find examples of props and costumes used in storytelling and discuss how each enhances realism and narrative
- Read examples of stories that address social issues and discuss how storytelling can educate, inspire and encourage action
- Plan a short story addressing a social issue in school or community; outline the props, costumes and techniques to be used

How can storytelling with the right props and costumes be used to address important issues in society?

- Champion Creative Arts and Sports Grade 7 pg. 95
- Digital/print resources, props and costumes (available items)
- Exercise books

- Oral questions - Observation - Written assignment

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Flipbook Animation Introduction

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

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

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

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

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

- Oral questions - Observation - Written assignment

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Creating Flipbook Sequences

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

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

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

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

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

- Practical work assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Completing and Presenting the Flipbook

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

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

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

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

- Champion Creative Arts and Sports Grade 7 pg. 98
- Completed sequence drawings, good quality paper, scissors, glue or tape, stapler or hole punch and string
- Coloured pencils or markers

- Practical work assessment - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Rehearsing the Story

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

- Conduct vocal and physical warm-up exercises to prepare for a storytelling performance
- Rehearse a 3–5 minute story applying all storytelling techniques: voice, gestures, facial expressions, pace and pauses
- Show discipline and commitment in the rehearsal process

In groups, learners are guided to:
- Perform vocal warm-up: deep breathing, humming, tongue twisters for diction
- Perform physical warm-up: stretches, hand/foot shaking, facial expression exaggeration
- Rehearse the story aloud focusing on character voices, gestures, recording the rehearsal and identifying areas for improvement from playback

How do vocal and physical warm-ups help a storyteller prepare for a confident and expressive performance?

- Champion Creative Arts and Sports Grade 7 pg. 99
- Written story/script, recording device (optional)
- Comfortable clothing, open space, water bottle

- Observation - Oral questions - Self-assessment

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Story Performance

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

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

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

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

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

- Practical performance - Oral feedback - Written reflection

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Review of Techniques, Flipbook and Performance

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

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

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

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

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

- Written test - Oral questions - Observation

Creating and Performing in Creative Arts and Sports

Football - Foot Trapping

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

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

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

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

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

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Football - Thigh and Chest Trapping

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

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

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

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

- Champion Creative Arts and Sports Grade 7 pg. 107
- Footballs, open field
- Cones for drill organisation

- Practical performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Football - Dribbling Skills

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

- Describe and demonstrate dribbling technique maintaining close ball control while moving and changing direction
- Perform dribbling drills through a cone course alternating feet and varying speed
- Value coordination, persistence and creative movement in developing Football dribbling skills

In groups, learners are guided to:
- Watch demonstrations of dribbling technique and identify key elements: body lean, foot contact point and eye direction
- Practise dribbling through a cone relay course alternating feet and changing direction on signal
- Discuss how close ball control during dribbling creates space and scoring opportunities; share reflections with the team

How does effective dribbling create space and advantage for a player in a Football game?

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

- Practical performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Football - Low Drive Shooting

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

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

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

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

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

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Football - Placed Shot

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

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

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

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

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

- Practical performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Football - Football Game
Football - Making Improvised Crayons

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

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

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

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

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

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Football - Crayon Etching Composition

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

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

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

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

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

- Practical work assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

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

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

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

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

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

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

- Written test - Practical performance - Self-assessment

Creating and Performing in Creative Arts and Sports

Football - Relay Drills and Team Tactics

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

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

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

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

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

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Kenyan Folk Songs - Defining Folk Songs

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

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

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

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

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

- Oral questions - Observation - Written assignment

Creating and Performing in Creative Arts and Sports

Kenyan Folk Songs - Classifying Folk Songs

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

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

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

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

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

- Written assignment - Observation - Oral presentation

Creating and Performing in Creative Arts and Sports

Kenyan Folk Songs - Folk Song Performance Techniques

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

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

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

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

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

- Oral questions - Observation - Written assignment

Creating and Performing in Creative Arts and Sports

Kenyan Folk Songs - Rehearsing a Folk Song

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

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

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

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

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

- Observation - Oral performance - Peer feedback

Creating and Performing in Creative Arts and Sports

Kenyan Folk Songs - Folk Song Performance

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

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

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

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

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

- Practical performance - Peer assessment - Observation

Creating and Performing in Creative Arts and Sports

Kenyan Folk Songs - Digital Research on Folk Songs

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

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

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

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

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

- Written assignment - Oral questions - Observation

Creating and Performing in Creative Arts and Sports

Kenyan Folk Songs - Review and Reflection

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

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

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

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

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

- Written test - Oral questions - Observation

Creating and Performing in Creative Arts and Sports

Kenyan Folk Songs - Review and Reflection

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

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

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

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

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

- Written test - Oral questions - Observation

Creating and Performing in Creative Arts and Sports

Beadwork - Function of Jewellery

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

Creating and Performing in Creative Arts and Sports

Beadwork - Beadwork Materials

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

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

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

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

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

- Oral questions - Written assignment - Observation

Creating and Performing in Creative Arts and Sports

Beadwork - Threading Materials and Sourcing

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

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

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

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

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

- Oral questions - Observation - Written assignment

Creating and Performing in Creative Arts and Sports

Beadwork - Making Clay Beads
Beadwork - Painting Beads in Patriotic Colours

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

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

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

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

- Champion Creative Arts and Sports Grade 7 pg. 126
- Clay, water, toothpicks, workspace
- Tapestry needle, flat board
- Champion Creative Arts and Sports Grade 7 pg. 127
- Dried clay beads, red/white/green/black acrylic paint, brushes
- Newspaper to protect workspace

- Practical work assessment - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Beadwork - One-Way Beading Technique

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

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

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

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

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

- Practical work assessment - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Beadwork - Criss-Cross Beading Technique

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

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

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

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

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

- Practical work assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Beadwork - Cultural Significance and Display

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

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

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

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

- Champion Creative Arts and Sports Grade 7 pg. 130
- Completed beaded jewellery pieces
- Exercise books, display space

- Oral presentation - Observation - Written reflection

Creating and Performing in Creative Arts and Sports

Beadwork - Review of Materials, Techniques and Cultural Significance

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

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

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

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

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

- Written test - Self-assessment - Oral questions

Creating and Performing in Creative Arts and Sports

Swimming - Water Safety and Entry

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

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

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

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

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

- Observation - Oral questions - Written assignment

Creating and Performing in Creative Arts and Sports

Swimming - Crouch Dive

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

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

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

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

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

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Swimming - Pencil Dive

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

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

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

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

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

- Practical performance - Observation - Peer feedback