Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Introduction to Passing

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

- Identify the three types of passes in Basketball: overhead pass, bounce pass and chest pass.
- Describe when each type of pass is most effectively used in a game of Basketball.
- Appreciate passing as a fundamental skill for creating team scoring opportunities in Basketball.

In groups, learners are guided to:
- Watch a live or virtual Basketball game and observe how players pass the ball then discuss what an overhead pass, bounce pass and chest pass are.
- Research from sports materials what each type of pass is, when it is used and how it is executed.
- Discuss the general rules for passing in Basketball and record key findings in exercise books.

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

- Oxford CAS Today Grade 9 pg. 93
- Digital devices
- Sports reference materials

- Oral questions - Observation

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Chest Pass

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

- Describe the chest pass as the quickest pass that moves in a straight line from chest level to a teammate who is not tightly marked.
- Demonstrate the chest pass by bending elbows close to the chest and releasing the ball in a straight line to a partner.
- Value the chest pass as the most efficient pass for quick ball distribution when space is available.

In groups, learners are guided to:
- Discuss what a chest pass is, when it is used and how it is executed then demonstrate without a ball first.
- Perform the chest pass by bending elbows close to the chest and releasing the ball in a straight line ensuring the receiver gets the ball around chest area.
- Take turns practising the chest pass in pairs focusing on accuracy, hand position and follow-through.

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

- Oxford CAS Today Grade 9 pg. 93
- Basketball
- Open court

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Bounce Pass

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

- Describe the bounce pass as a pass used when opponents have hands raised over the ball carrier making an air pass impossible.
- Demonstrate the bounce pass by bouncing the ball with force using two hands to reach a teammate stepping forward with the release.
- Value the bounce pass as a skill for bypassing high defensive hands and delivering the ball safely to a teammate.

In groups, learners are guided to:
- Discuss when the bounce pass is used and how it differs from the chest pass in execution and purpose.
- Practise the bounce pass by bouncing the ball with force using two hands stepping forward and following through with fingers pointing to the bounce point.
- Take turns practising the bounce pass in pairs focusing on force, target point and follow-through.

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

- Oxford CAS Today Grade 9 pg. 93
- Basketball
- Open court

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Overhead Pass

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

- Describe the overhead pass as a pass made by holding the ball over the head with both hands and throwing it to a teammate at a distance.
- Demonstrate the overhead pass by holding the ball over the head and releasing it to a distant teammate.
- Appreciate the overhead pass as the most effective pass for reaching teammates over a long distance or over defensive players.

In groups, learners are guided to:
- Discuss what an overhead pass is, when it is used and how it differs from the chest and bounce passes.
- Demonstrate the overhead pass by holding the ball over the head with both hands and throwing it to a teammate at a distance.
- Take turns to perform the overhead pass in pairs repeating to ensure confidence in correct execution.

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

- Oxford CAS Today Grade 9 pg. 93
- Basketball
- Open court

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Pass Demonstrations and Practice

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

- Perform all three pass types — chest, bounce and overhead — in a combined passing drill.
- Apply passing skills with accuracy, correct technique and effective communication with teammates.
- Value teamwork and clear communication as essential components of effective passing in Basketball.

- Combine all three pass types in a structured passing drill practising chest, bounce and overhead passes in sequence.
- Communicate effectively with teammates to coordinate passes during the drill ensuring ball direction and height are accurate.
- Observe all safety rules during the drill and ensure all learners participate actively.

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

- Oxford CAS Today Grade 9 pg. 93
- Basketball
- Open court

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Passing Games

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

- Apply all three pass types in a structured passing game that simulates game conditions.
- Demonstrate decision-making by selecting the most appropriate pass type based on the position of teammates and defenders.
- Appreciate the importance of passing accuracy and decision-making in creating scoring opportunities during a Basketball game.

- Organise learners into teams and set up a passing game that requires use of all three pass types in game-like conditions.
- Apply decision-making by selecting chest, bounce or overhead pass based on the position of teammates and defenders.
- Reflect on the game discussing which pass types were most effective and what improvements are needed.

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

- Oxford CAS Today Grade 9 pg. 93
- Basketball
- Open court

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Dribbling Introduction and Low Dribble
Basketball and Logo Design - High Dribble and Demonstrations

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

- Describe dribbling in Basketball as a skill allowing a player to move while maintaining ball possession, shield the ball from defenders and create break-away opportunities.
- Demonstrate low dribbling by keeping the ball close to the ground for maximum protection from defenders.
- Value dribbling as a key skill for individual and team offensive play in Basketball.

In groups, learners are guided to:
- Discuss what dribbling is in Basketball identifying when low dribbling and high dribbling are used in a game.
- Demonstrate low dribbling by keeping the ball close to the ground protecting it from defenders while moving.
- Practise low dribbling in pairs moving across the court while maintaining ball control and observing safety.

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

- Oxford CAS Today Grade 9 pg. 98
- Basketball
- Open court

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Dribbling Practice

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

- Combine high and low dribbling in a continuous practice drill switching between both techniques in response to changing game scenarios.
- Apply dribbling skills in combination with passing in game-like drills.
- Value consistent dribbling practice as essential to developing ball control, spatial awareness and individual court skills.

In groups, learners are guided to:
- Set up a combined dribbling drill that requires switching between high and low dribbling in response to changing scenarios.
- Integrate dribbling with passing: dribble to a position then execute the most appropriate pass to a teammate.
- Observe all safety rules during dribbling practice and peer-evaluate technique for accuracy, control and appropriate dribble selection.

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

- Oxford CAS Today Grade 9 pg. 98
- Basketball
- Open court

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Logo Introduction and Research

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

- Describe what a logo is and explain what a good logo consists of including symbol, colour, text and emotional connection with fans.
- Research actual and virtual samples of Basketball team logos to identify features that make them effective.
- Appreciate the role of a logo in representing a team's identity, spirit and values.

In groups, learners are guided to:
- Study sample team logos in Figure 2.9.8 and discuss what each logo communicates about the team's identity.
- Research actual and virtual team logos discussing the features that make each effective including colour, symbol and text.
- Identify the logos of at least five sports teams and explain how the design elements support the team's identity.

How can a poster be made an effective means of communicating?

- Oxford CAS Today Grade 9 pg. 101
- Digital devices
- Sample team logos

- Oral questions - Observation

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Logo Characteristics and Sketching

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

- Describe the characteristics of an effective Basketball team logo including clear symbol, meaningful colour selection and readable team name or letter combination.
- Sketch a logo design for a Basketball team selecting the name or letter combination, colours and layout.
- Value creativity and originality in logo design as a means of creating a distinctive team identity.

In groups, learners are guided to:
- Discuss the characteristics that make a logo effective: clear symbol, purposeful colour selection, readable text and emotional connection.
- Sketch a logo for a Basketball team on paper selecting the team name or letter combination, colours and overall layout.
- Share sketches with a classmate for feedback on clarity, originality and effectiveness of the design concept.

How can a poster be made an effective means of communicating?

- Oxford CAS Today Grade 9 pg. 101
- Drawing materials, paper, ruler, marker pens

- Practical demonstration - Observation

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Logo Finalization and Critique

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

- Develop and finalise a Basketball team logo by refining the sketch, selecting final colours and completing the design on paper.
- Display the completed logo in the classroom and present it to other groups explaining design choices.
- Appreciate peer critique as a constructive tool for evaluating and improving visual communication design.

In groups, learners are guided to:
- Develop the logo by refining the sketch based on feedback selecting final colours and completing the design on paper with letters, symbol and colour fill.
- Display the completed logo in the classroom and present it to other groups explaining the team name, symbol, colour choices and what the logo communicates.
- Evaluate peers' logos using the effectiveness criteria discussed earlier and provide polite and constructive feedback.

How can a poster be made an effective means of communicating?

- Oxford CAS Today Grade 9 pg. 101
- Drawing materials, paper, ruler, marker pens

- Practical demonstration - Peer review

Creating and Performing in Creative Arts and Sports

Basketball and Logo Design - Mini Basketball Game

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

- Apply passing and dribbling skills learnt in Basketball in a mini-Basketball game in teams displaying their designed logos.
- Observe safety measures during the mini game and demonstrate fair play and team spirit.
- Appreciate each other's skills in Basketball and value unity, integrity and fair play during the game.

- Organise learners into teams with each team displaying their designed logo during the game.
- Apply all passing and dribbling skills in the mini-Basketball game observing safety rules and fair play.
- Celebrate each other's efforts and skills during the game and reflect on individual and team performance.

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

- Oxford CAS Today Grade 9 pg. 101
- Basketball, open court
- Team logos

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Pottery Coil Technique and Clay Preparation

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

- Describe the coil technique in pottery including sourcing clay and preparing it by drying, crushing, sieving, kneading and wedging.
- Prepare clay by removing impurities, drying, crushing, sieving, mixing with water and kneading it to an even and smooth consistency.
- Appreciate pottery as a traditional Indigenous Kenyan craft that connects learners to cultural heritage and responsible use of natural resources.

In groups, learners are guided to:
- Collect and study actual pottery items made using the coil technique and discuss the stages of the technique observed.
- Source clay from a stream, river or pond and prepare it by sun-drying, crushing, sieving, mixing with water and kneading until smooth.
- Store excess clay in an airtight container and take a piece to mix with water to form slurry for joining coils.

Why is clay the preferred material for pottery?

- Oxford CAS Today Grade 9 pg. 104
- Clay soil, stone, fine cloth or sieve, water

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Modelling Vessels

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

- Make clay coils of uniform thickness using the coil technique.
- Join clay coils using slurry to build the walls of a vessel and smoothen the inside surface.
- Value patience and craftsmanship in building a clay vessel using the traditional coil technique.

In groups, learners are guided to:
- Make clay coils of uniform thickness by rolling prepared clay on a flat surface.
- Join coils using slurry to form the walls of a vessel building upward and smoothening the inside surface at each level.
- Review the vessel shape and walls for uniformity and make corrections before the clay dries further.

Why is clay the preferred material for pottery?

- Oxford CAS Today Grade 9 pg. 104
- Prepared clay, wooden surface, slurry

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Decorating Vessels

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

- Describe incision as the process of engraving a design by cutting into the clay surface while it is still slightly damp.
- Decorate a slightly dry clay vessel by incising a pattern or design on its surface.
- Appreciate decoration as a cultural expression that adds aesthetic and symbolic value to a pottery vessel.

In groups, learners are guided to:
- Discuss the technique of incision and the types of patterns traditionally used in Kenyan pottery decoration.
- Decorate the slightly dry vessel by incising a chosen pattern or design into the clay surface using an appropriate tool.
- Compare decorated vessels within the group discussing the patterns chosen and their cultural or personal significance.

Why is clay the preferred material for pottery?

- Oxford CAS Today Grade 9 pg. 104
- Slightly dried clay vessel, incising tool

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Firing Pottery

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

- Describe the process of open pit kiln firing including the preparation of dry fuel, placement of vessels and monitoring of the firing process.
- Collaboratively fire a completely dry clay vessel using an open pit kiln observing all safety and hygiene precautions.
- Value safety, responsibility and patience in the firing process as essential to producing a strong and durable pottery vessel.

In groups, learners are guided to:
- Discuss the steps for open pit kiln firing: preparing dry fuel, arranging vessels, lighting the kiln and monitoring the fire.
- Collaboratively fire the completely dry vessel using an open pit kiln observing safety and hygiene throughout.
- Allow the vessel to cool completely before removing it and discuss the changes in texture, colour and strength after firing.

Why is clay the preferred material for pottery?

- Oxford CAS Today Grade 9 pg. 104
- Completely dry clay vessel, open pit kiln, dry fuel

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Weaving Introduction

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

- Identify types of Indigenous Kenyan crafts including pottery, weaving, beadwork and wood carving.
- Describe weaving as the interlacing of warps and wefts on a loom to create a fabric and explain the basic components of a frame loom.
- Appreciate weaving as a traditional Kenyan craft that reflects cultural identity and practical skill.

In groups, learners are guided to:
- Explore actual and virtual resources to study traditional Kenyan weaving and identify the types of crafts it belongs to.
- Discuss weaving as the interlacing of warps and wefts on a loom explaining what warps, wefts and the frame loom are.
- Use different coloured strings to practise a basic fabric design for reference before beginning frame loom construction.

How is a fabric woven?

- Oxford CAS Today Grade 9 pg. 104
- Actual woven articles
- Digital devices
- Coloured string

- Oral questions - Observation

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Frame Loom Making

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

- Describe the process of making a wooden mitre joint frame loom with equal spacing of nails.
- Collaboratively construct a wooden mitre joint frame loom following the correct procedure and ensuring equal nail spacing.
- Value responsibility and self-discipline in constructing craft tools and handling materials safely during loom making.

In groups, learners are guided to:
- Explore actual and virtual resources to study how a wooden mitre joint frame loom is made with equal spacing of nails.
- Collaboratively construct the frame loom following the correct procedure ensuring equal spacing of nails throughout.
- Test the completed loom for stability and equal nail spacing before beginning to set the warps.

How is a fabric woven?

- Oxford CAS Today Grade 9 pg. 109
- Wooden frame, nails, hammer, string

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Twill Weaving

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

- Describe the 2/1 twill weaving technique by explaining how warps and wefts are interlaced on the loom following a 2/1 pattern.
- Secure warps on the completed frame loom and begin interlacing wefts using the 2/1 twill technique.
- Appreciate the disciplined pattern of twill weaving as a craft technique that creates a strong and visually interesting fabric.

In groups, learners are guided to:
- Secure the warps on the completed frame loom ensuring even tension throughout.
- Begin interlacing the wefts using the 2/1 twill technique: the weft passes over two warps then under one repeating across the row.
- Review the weaving progress checking for consistent tension, even spacing and correct pattern repetition.

How is a fabric woven?

- Oxford CAS Today Grade 9 pg. 109
- Frame loom, string or yarn in various colours

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Crafts - Twill Weaving continued
Indigenous Kenyan Crafts - Display Critique and Self-Assessment

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

- Continue and complete the 2/1 twill weaving to produce a finished fabric on the frame loom.
- Review the completed fabric for consistency of the twill pattern, evenness of spacing and overall quality.
- Value perseverance and sustained effort in completing a multi-lesson traditional craft project.

In groups, learners are guided to:
- Continue weaving using the 2/1 twill technique completing the fabric on the frame loom.
- Review the completed fabric for consistency of pattern, even spacing of wefts and overall structural integrity.
- Remove the completed fabric from the loom carefully and prepare for display and critique in the next lesson.

How is a fabric woven?

- Oxford CAS Today Grade 9 pg. 109
- Frame loom, string or yarn in various colours
- Completed pottery and woven articles

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Swimming - Standing Dive Technique and Practice

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

- Describe the body position in a standing dive including arching the upper body, extending arms overhead and tucking in the chin.
- Demonstrate the standing dive stance on poolside arching the upper body, extending arms overhead and tucking in the chin before entry.
- Observe all safety rules during aquatic activities including not diving into the shallow end or running before diving.

In groups, learners are guided to:
- Watch a live or virtual demonstration of the standing dive and identify the body position, arm extension and chin position.
- Research the phases of a standing dive and discuss the stance, entry and gliding phases.
- Demonstrate the standing dive stance on poolside arching the upper body, extending arms overhead and tucking the chin before entering.

How can swimming skills be performed safely?

- Oxford CAS Today Grade 9 pg. 112
- Swimming pool
- Appropriate swimwear

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Swimming - Land Dive Activity

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

- Describe the phases of a standing dive: stance, entry and gliding identifying the correct body position at each phase.
- Demonstrate the phases of a standing dive on land as a preparatory activity before entering the water.
- Value land-based practice as a safe and effective way to build confidence and correct technique before entering the pool.

In groups, learners are guided to:
- Practise the complete standing dive sequence on land in slow motion: stance, forward lean, arm extension, chin tuck and entry position.
- Perform the land dive activity several times reviewing body position at each phase.
- Observe peers performing the land dive and give feedback on arm extension, body arch and chin position.

How can swimming skills be performed safely?

- Oxford CAS Today Grade 9 pg. 113
- Open space for land practice
- Appropriate sports wear

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Swimming - Butterfly Stroke Introduction and Body Position

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

- Describe the butterfly stroke as a swimming style involving simultaneous circular arm movement and a dolphin-like leg kick.
- Identify the correct body position in the butterfly stroke including face down in the water, hips near the surface and body undulating in a wave-like motion.
- Appreciate the butterfly stroke as a demanding but disciplined swimming style that requires synchrony and coordination.

In groups, learners are guided to:
- Watch a live or virtual demonstration of the butterfly stroke and note the key arm and leg movements.
- Discuss the butterfly stroke body position: face down in the water, hips near the surface and body moving in a wave-like undulation.
- Identify the phases of the butterfly stroke and describe the correct body position at each phase.

Why is synchrony important in butterfly stroke?

- Oxford CAS Today Grade 9 pg. 117
- Swimming pool
- Appropriate swimwear

- Oral questions - Observation

Creating and Performing in Creative Arts and Sports

Swimming - Butterfly Stroke Arm Action

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

- Describe the arm action in butterfly stroke as both arms moving simultaneously in a circular motion over the water to push the body forward.
- Demonstrate the butterfly stroke arm action in the water focusing on simultaneous movement and circular path.
- Value correct arm technique as essential to generating forward propulsion in the butterfly stroke.

In groups, learners are guided to:
- Demonstrate the butterfly stroke arm action on poolside first without water to understand the circular motion.
- Enter the water and practise the arm action only focusing on simultaneous movement and correct circular path over the water surface.
- Observe peers performing the arm action and give feedback on whether both arms move simultaneously and in the correct circular path.

Why is synchrony important in butterfly stroke?

- Oxford CAS Today Grade 9 pg. 117
- Swimming pool
- Appropriate swimwear

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Swimming - Butterfly Stroke Leg Action

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

- Describe the butterfly stroke leg kick as both legs moving together in a simultaneous up-and-down motion resembling a dolphin's tail.
- Demonstrate the butterfly stroke leg kick in the water focusing on simultaneous leg movement and a wave-like body undulation.
- Appreciate that simultaneous leg movement is what distinguishes the butterfly stroke from all other swimming styles.

In groups, learners are guided to:
- Discuss the butterfly stroke leg kick and how it differs from freestyle kick: both legs move together simultaneously rather than alternately.
- Practise the leg kick holding the pool edge or a kickboard focusing on simultaneous movement and wave-like body undulation.
- Observe peers performing the leg kick and give feedback on whether both legs move simultaneously and the body undulates correctly.

Why is synchrony important in butterfly stroke?

- Oxford CAS Today Grade 9 pg. 117
- Swimming pool, kickboard
- Appropriate swimwear

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Swimming - Butterfly Stroke Coordination and Complete Practice

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

- Combine the butterfly stroke arm action and leg kick in a coordinated complete swimming sequence.
- Perform the standing dive followed by the butterfly stroke as a connected swimming sequence.
- Value safety, coordination and self-efficacy in performing swimming skills confidently.

In groups, learners are guided to:
- Combine the butterfly stroke arm action and leg kick in the water practising coordination and breathing timing.
- Practise the full sequence of standing dive followed by butterfly stroke repeating to build fluency.
- Take turns to perform the full sequence, observe peers and give constructive feedback on synchrony, technique and coordination.

Why is synchrony important in butterfly stroke?

- Oxford CAS Today Grade 9 pg. 118
- Swimming pool
- Appropriate swimwear

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Kenyan Indigenous Games - Board Games Introduction

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

- Identify types of indigenous board games played in Kenya including Ajua, Bao, Shisima, Olubimbi, Uthi and Draughts.
- Describe the general features of indigenous board games including the use of a board, counters, rules and critical thinking.
- Appreciate indigenous board games as a meaningful part of Kenyan cultural heritage that promotes mental development.

In groups, learners are guided to:
- Use digital devices or QR codes to identify and discuss different indigenous board games played in Kenya.
- Observe pictures and video clips of board games and identify the key features including board, counters, rules and strategy.
- Discuss the significance of indigenous board games to participants and communities in Kenya.

How do indigenous board games enhance mental relaxation?

- Oxford CAS Today Grade 9 pg. 124
- Digital devices
- QR code references

- Oral questions - Observation

Creating and Performing in Creative Arts and Sports

Kenyan Indigenous Games - Bao Game

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

- Describe the Bao game as a board game played with a larger board and more holes than Ajua, most common in coastal regions like Lamu.
- Demonstrate the correct procedure for setting up and playing Bao following the rules.
- Value the Bao game as an expression of cultural identity and strategic thinking from Kenya's coastal communities.

In groups, learners are guided to:
- Discuss what the Bao game is, where it originates and how it differs from Ajua in board size and number of holes.
- Set up the Bao game following the rules and demonstrate the correct procedure for play.
- Play the Bao game in pairs following the rules keenly and taking turns to observe and participate.

How do indigenous board games enhance mental relaxation?

- Oxford CAS Today Grade 9 pg. 124
- Bao board or improvised version
- Counters or stones

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Kenyan Indigenous Games - Shisima Game

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

- Describe the Shisima game and its rules explaining how it is played on an octagonal board with counters.
- Demonstrate the correct procedure for setting up and playing Shisima following the rules.
- Appreciate Shisima as a traditional Kenyan game that develops strategic thinking and cultural pride.

In groups, learners are guided to:
- Discuss what the Shisima game is, where it originates, what it looks like and how it is played.
- Set up the Shisima game and demonstrate the correct procedure for play.
- Play Shisima in pairs following the rules and taking turns to observe and participate.

Why are board games considered an indigenous game?

- Oxford CAS Today Grade 9 pg. 124
- Shisima board or improvised version
- Counters

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Kenyan Indigenous Games - Draughts Game

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

- Describe the Draughts game as a board game played on a chequered board using pieces that move diagonally to capture opponents' pieces.
- Demonstrate the correct procedure for setting up and playing Draughts following the rules.
- Value Draughts as a game that builds strategic thinking, patience and decision-making skills.

In groups, learners are guided to:
- Discuss what Draughts is, how the board is set up and the rules for moving and capturing pieces.
- Set up the Draughts board and demonstrate the correct procedure for play including diagonal movement and capturing rules.
- Play Draughts in pairs following rules keenly and alternating opponents.

Why are board games considered an indigenous game?

- Oxford CAS Today Grade 9 pg. 124
- Draughts board or improvised version
- Draughts pieces

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Kenyan Indigenous Games - Improvising Board Games

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

- Design a simple improvised board game inspired by Kenyan indigenous board games using locally available materials.
- Explain the rules of the improvised board game to peers and demonstrate how to play it.
- Appreciate creativity and resourcefulness in using locally available materials to create educational and recreational games.

In groups, learners are guided to:
- Discuss how indigenous board games can be improvised using locally available materials such as drawn boards, stones and seeds.
- Design a simple improvised board game inspired by Ajua, Bao or Shisima using available materials and write down the rules.
- Explain the rules to peers and demonstrate how the improvised game is played.

How do indigenous board games enhance mental relaxation?

- Oxford CAS Today Grade 9 pg. 124
- Locally available materials (paper, stones, seeds)

- Practical demonstration - Observation

Creating and Performing in Creative Arts and Sports

Kenyan Indigenous Games - Games with Music

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

- Describe how background music can enhance the experience of playing indigenous board games by providing rhythm and cultural ambiance.
- Play indigenous board games with appropriate background music maintaining game rules and rhythm simultaneously.
- Appreciate the integration of music and indigenous games as a holistic expression of Kenyan cultural heritage.

In groups, learners are guided to:
- Discuss how music has traditionally been incorporated into game-playing in Kenyan communities and the type of music used.
- Play indigenous board games such as Bao with appropriate background musical rhythm as described in the textbook.
- Reflect on how the background music affected the pace, enjoyment and cultural feel of the game.

How do indigenous board games enhance mental relaxation?

- Oxford CAS Today Grade 9 pg. 124
- Bao or other board game
- Music source (drum or recorded music)

- Observation - Practical demonstration

Creating and Performing in Creative Arts and Sports

Kenyan Indigenous Games - Mental Health Benefits and Extended Activities
Kenyan Indigenous Games - Self-Assessment

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

- Explain how indigenous board games enhance mental relaxation, concentration, critical thinking and social wellbeing.
- Identify the range of indigenous board games played in Kenya and their respective mental health benefits.
- Appreciate indigenous board games as a culturally rooted means of promoting mental health and intergenerational bonding.

In groups, learners are guided to:
- Discuss how playing indigenous board games enhances mental relaxation, concentration, decision-making and social interaction.
- Identify the specific mental health benefits of Ajua, Bao, Shisima and Draughts connecting each to the skills it develops.
- Engage in an extended board games session applying the games learnt and observing their impact on focus and relaxation.

Why are board games considered an indigenous game?

- Oxford CAS Today Grade 9 pg. 124
- Various board games
- Digital devices
- Self-assessment table
- Exercise books

- Oral questions - Observation

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Introduction and Criteria

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

- Identify the criteria used to analyse and evaluate performances and artworks in Creative Arts and Sports.
- Distinguish between criteria for analysing Sports (skill, technique, physical fitness, fair play, tactics) and Creative Arts (use of stage, creativity, improvisation, context, originality).
- Appreciate analysis as a systematic skill that adds value to Creative Arts and Sports by supporting constructive feedback and improvement.

In groups, learners are guided to:
- Read the analysis scenarios on evaluating a Rugby game and acting as a play competition juror then discuss measurable and non-measurable aspects in each.
- Discuss Table 3.2 criteria for analysing Sports and Creative Arts comparing what is evaluated in each domain.
- Present findings on analysis criteria to the class and reflect on how systematic evaluation enhances the quality of performances.

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

- Oxford CAS Today Grade 9 pg. 131
- Exercise books
- Digital devices

- Oral questions - Written assignments

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Music Analysis

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

- Describe the criteria for analysing a solo vocal piece of music including rhythm, pitch, tempo, intervals, dynamics, melody, time signature and rests.
- Analyse solo vocal pieces of music using the stated criteria and complete given melodies using 2/4, 3/4 and 4/4 time signatures.
- Value the role of music analysis in developing listening skills, musical understanding and the ability to give and receive constructive feedback.

In groups, learners are guided to:
- Use books and other resources to identify the criteria for describing and analysing a solo vocal piece of music.
- Listen to given pieces of music and describe each using rhythm, pitch, tempo, intervals, dynamics, melody, time signature and rests.
- Complete given melodies using 2/4, 3/4 and 4/4 time signatures then play completed melodies on a descant recorder or wind instrument.

How can analysis of creative arts and sports enhance creativity?

- Oxford CAS Today Grade 9 pg. 135
- Music exercise books
- Descant recorder or wind instrument

- Practical demonstration - Oral questions

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Ethical Practices in Sports

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

- Identify and describe ethical practices in Sports including fair play, respect, teamwork, integrity, responsibility, inclusivity, sportsmanship and empathy.
- Examine the issue of anti-doping in Sports by discussing the health effects of performance-enhancing substances and their impact on the integrity of competition.
- Appreciate the importance of upholding ethical conduct in Sports for the protection of players and the credibility of sport.

In groups, learners are guided to:
- Scan QR codes or use reference materials to identify ethical practices that should be upheld in Sports then discuss each and how it can be achieved.
- Discuss whether a player who uses performance-enhancing substances to win a marathon is acting ethically sharing views on health and fair play impacts.
- In groups discuss how sports professionals can consistently uphold ethical practices and share personal examples of ethical conduct in sports.

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

- Oxford CAS Today Grade 9 pg. 134
- Digital devices
- QR code references

- Oral questions - Written assignments

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Artwork Critique

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

- Distinguish between 2D and 3D artworks by describing the characteristics and giving examples of each.
- Critique exhibited 2D and 3D artworks using qualities such as size, texture, material, medium, balance, colour and unity.
- Value artwork critique as a tool for inspiring artistic development, cultural understanding and appreciation of creative expression.

In groups, learners are guided to:
- Study Figure 3.1.1 showing artwork exhibition areas and distinguish between 2D and 3D artworks giving reasons.
- Select and apply appropriate criteria from size, texture, material, medium, balance, colour and unity to analyse both 2D and 3D artworks.
- Share and compare critique responses with classmates providing polite and constructive feedback on each other's analyses.

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

- Oxford CAS Today Grade 9 pg. 136
- Digital devices
- Printed artwork samples

- Oral questions - Written assignments

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Creating Art Catalogues

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

- Describe the components of an art catalogue including title or description, artist's name, date completed, size or dimensions and medium or materials.
- Create a personal art catalogue by printing, organising and captioning 2D and 3D artworks in a plain exercise book with cover, table of contents and description.
- Value the art catalogue as a tool for documenting, organising and sharing knowledge about artworks for inspiration and mentorship.

In groups, learners are guided to:
- Search for and print pictures of various 2D and 3D artworks in A5 size noting each artwork's title, artist's name, date completed, size and medium.
- Create an art catalogue with a cover picture and captivating title, name and class on the first page, table of contents, brief catalogue description and artworks one per page with information on the back.
- Ask classmates to review the completed catalogue and provide feedback then include a short personal bio on the last page.

How can analysis of creative arts and sports enhance creativity?

- Oxford CAS Today Grade 9 pg. 136
- Plain exercise book, adhesive, scissors, ruler, pen
- Printed artwork pictures (A5 size)

- Practical demonstration - Peer review

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Ethical Issues in Creative Arts and Sports

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

- Identify non-ethical practices in Creative Arts including copyright infringement, lack of authenticity, use of non-sustainable materials and doping in performing arts.
- Examine how professionals in Creative Arts have an ethical responsibility to uphold integrity, originality and authenticity in their work.
- Appreciate the importance of ethical conduct in Creative Arts for the protection of artists, cultural heritage and the credibility of the creative industry.

In groups, learners are guided to:
- Discuss non-ethical practices in Creative Arts such as copyright infringement, plagiarism, lack of authenticity and use of non-sustainable materials comparing them to non-ethical practices in Sports.
- In groups discuss how professionals in Creative Arts can uphold ethical responsibility and share examples of ethical and non-ethical conduct in Creative Arts.
- Reflect on how ethical practices protect participants, audiences and the wider creative community and share views with the class.

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

- Oxford CAS Today Grade 9 pg. 131
- Digital devices
- Reference books

- Oral questions - Written assignments

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Value of Analysis and Self-Assessment

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

- Explain how analysis of Creative Arts and Sports leads to enhanced critical thinking, personal gratification, cultural understanding, skill development, decision-making and positive criticism.
- Complete a self-assessment of learning across the entire Appreciation strand evaluating personal understanding and growth.
- Appreciate the overall role of analysis in adding value to Creative Arts and Sports by deepening understanding and inspiring continuous improvement.

In groups, learners are guided to:
- Discuss in groups how analysis leads to enhanced critical thinking, personal gratification, cultural understanding, skill development, understanding of art forms, decision-making and positive criticism.
- Complete the self-assessment table evaluating personal ability to: examine analysis criteria, analyse a play performance, analyse a solo vocal piece, evaluate an exhibition, appreciate the role of analysis and embrace ethical issues.
- Share experiences of Creative Arts and Sports learning with classmates and reflect on how analysis has enriched personal understanding throughout the strand.

How can analysis of creative arts and sports enhance creativity?

- Oxford CAS Today Grade 9 pg. 131
- Self-assessment table
- Exercise books

- Written assignments - Oral questions