Creating and Performing in Creative Arts and Sports

Fabric Decoration - Identifying decorated fabric

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

- Identify fabric decoration techniques including tie and dye (marbling, pleating) and stencil printing
- Distinguish between the different methods used in fabric decoration
- Show curiosity in exploring how fabric decoration enhances appearance and value of fabric

In groups, learners are guided to:
- Study pictures of decorated fabrics and identify the technique used in each: tie and dye or stencil printing
- Search online for information on marbling, pleating and stencil techniques and discuss findings
- Mount cut-out pictures of each technique in journals labelled by method and display in class

How does fabric decoration change the appearance and value of plain fabric?

- Champion Creative Arts and Sports Grade 8 pg. 67
- Digital devices
- Reference books

- Oral questions - Observation - Class discussion

Creating and Performing in Creative Arts and Sports

Fabric Decoration - Marbling technique introduction
Fabric Decoration - Decorating fabric with marbling

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

- Describe the marbling technique in tie and dye and explain how it produces unique patterns
- Prepare a natural dye from green leaves for use in the marbling process
- Show patience and care when preparing materials for fabric decoration

In groups, learners are guided to:
- Research and discuss marbling in tie and dye and why different colours create vibrant patterns
- Prepare natural green dye: chop leaves, simmer in water with baking soda for 30 minutes and strain
- Wash, iron and lay cotton fabric flat in preparation for the dyeing process

What makes the marbling technique produce unique and unpredictable patterns on fabric?

- Champion Creative Arts and Sports Grade 8 pg. 68
- Cotton fabric, rubber bands
- Natural dye materials (leaves, baking soda)
- Champion Creative Arts and Sports Grade 8 pg. 69
- Cotton fabric, rubber bands, dye, salt
- Squeeze bottles

- Observation - Practical assessment - Oral questions

Creating and Performing in Creative Arts and Sports

Fabric Decoration - Pleating technique introduction

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

- Describe the pleating technique and explain how it differs from marbling in tie and dye
- Prepare a natural red dye from flower petals for use in the pleating process
- Appreciate how different tie and dye techniques produce distinct design outcomes

In groups, learners are guided to:
- Look at pictures of T-shirts decorated with pleating and discuss how horizontal and vertical pleats are created
- Prepare natural red dye by simmering flower petals in water until liquid turns red, then strain
- Discuss how the direction of pleating affects the final pattern produced on the fabric

How does the direction of pleating (horizontal or vertical) affect the pattern produced on the fabric?

- Champion Creative Arts and Sports Grade 8 pg. 70
- Cotton fabric, rubber bands
- Natural dye materials (red flowers)

- Oral questions - Observation - Class discussion

Creating and Performing in Creative Arts and Sports

Fabric Decoration - Applying the pleating technique

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

- Apply pleating technique on fabric following correct step-by-step procedure
- Secure folds tightly with rubber bands and apply dye accurately between bands
- Show creativity by experimenting with different pleat patterns and colour combinations

In groups, learners are guided to:
- Lay fabric flat, create horizontal or vertical pleats and secure tightly with rubber bands
- Add salt to dye mixture, apply red dye between rubber bands, leave for 30 minutes then rinse with cold water
- Untie fabric, dry in shade, display different pleat patterns and colours in class for peer review

How does the position of rubber bands in pleating determine the final design of the dyed fabric?

- Champion Creative Arts and Sports Grade 8 pg. 71
- Cotton fabric, rubber bands, dye, salt
- Squeeze bottles

- Practical assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Fabric Decoration - Printing fabric using stencil
Fabric Decoration - Making a decorated tote bag

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

- Describe the stencil printing technique and explain how stencils are made and used on fabric
- Apply stencil printing on fabric following correct step-by-step procedure
- Develop creativity and precision in creating stencil patterns on fabric

In groups, learners are guided to:
- Look at pictures of stencils and discuss materials used and locally available alternatives
- Draw or print leaf and flower patterns to create personal stencils of varying complexity
- Position stencil on fabric, dab ink through openings, lift carefully, allow to dry completely then iron

How does the choice of stencil design affect the overall appearance of the decorated fabric?

- Champion Creative Arts and Sports Grade 8 pg. 73
- Stencil, fabric ink, brushes
- Fabric, scissors
- Champion Creative Arts and Sports Grade 8 pg. 74
- Decorated fabric, sewing thread
- Scissors and needle

- Practical assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Fabric Decoration - Assessment and review

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

- Compare tie and dye and stencil printing and describe how their outcomes differ
- Write a detailed report on combining tie and dye with stencil printing to create a unique design
- Reflect on personal progress across all three fabric decoration techniques

In groups, learners are guided to:
- Study and compare tie and dye and stencil-printed fabric samples side by side
- Write a report on combining tie and dye with stencil printing and read it to the class
- Answer assessment questions and complete a self-assessment checklist on all three techniques

How do tie and dye and stencil printing techniques each contribute uniquely to fabric decoration?

- Champion Creative Arts and Sports Grade 8 pg. 75
- Fabric samples
- Exercise books

- Written assignments - Self-assessment - Peer feedback

Creating and Performing in Creative Arts and Sports

Descant Recorder - Techniques of playing a descant recorder

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

- Identify the five techniques used when playing the descant recorder: embouchure, fingering, pinching, blowing, tonguing and slurring
- Read and interpret a fingering chart for the descant recorder
- Show interest in learning recorder techniques as a foundation for music performance

In groups, learners are guided to:
- Study the fingering chart and practise positioning fingers using open, closed and pinched positions
- Watch video tutorials on G major fingering and practise the skills demonstrated
- Take turns playing notes E', F#' and G' in G major while classmates observe and comment

What are the key techniques required to produce a clear and accurate sound on the descant recorder?

- Champion Creative Arts and Sports Grade 8 pg. 81
- Descant recorders
- Finger charts

- Oral questions - Observation - Practical assessment

Creating and Performing in Creative Arts and Sports

Descant Recorder - Embouchure and breath control

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

- Demonstrate correct embouchure when playing the descant recorder
- Apply steady controlled breath using the word "tu" to produce a clear tone
- Show patience in practising breath control and embouchure for improved sound quality

In groups, learners are guided to:
- Place mouthpiece on the bottom lip, close lips firmly creating an airtight seal and blow using "tu"
- Practise long sustained notes to develop control over breath and embouchure, using a mirror to self-check
- Practise breath control exercises to strengthen the diaphragm and maintain consistent airflow

How does correct embouchure and breath control affect the quality of sound on the descant recorder?

- Champion Creative Arts and Sports Grade 8 pg. 83
- Descant recorders
- Mirror for self-correction

- Observation - Practical assessment - Peer feedback

Creating and Performing in Creative Arts and Sports

Descant Recorder - Fingering and pinching technique
Descant Recorder - Blowing and tonguing

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

- Apply correct fingering for all notes in the G major scale on the descant recorder
- Use the pinching (half-holing) technique accurately to produce upper register notes
- Develop precision and coordination in fingering transitions during scale playing

In groups, learners are guided to:
- Cover the thumb hole halfway and practise pinching for upper notes E', F#' and G'
- Play notes G, A, B, C', D', E', F#' and G' applying correct fingering from the finger chart
- Practise slowly, observe each other's finger placement and provide positive feedback

Why is the pinching technique necessary for producing upper register notes on the descant recorder?

- Champion Creative Arts and Sports Grade 8 pg. 85
- Descant recorders
- Finger charts
- Champion Creative Arts and Sports Grade 8 pg. 86
- Reference books

- Practical assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Descant Recorder - Slurring technique

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

- Explain the slurring technique and distinguish it from tonguing in recorder playing
- Apply slurring by tonguing only the first note and connecting subsequent notes with continuous breath
- Appreciate slurring as a technique that creates smooth and expressive musical flow

In groups, learners are guided to:
- Discuss what a slur is and how it differs from tonguing using staff examples
- Practise transitioning between notes G, A, B, C', D', E', F#' and G' with smooth finger changes and one breath
- Play slurred passages slowly for accuracy then increase speed while maintaining smooth note connections

How does slurring change the expressive quality of a melody compared to tonguing each note separately?

- Champion Creative Arts and Sports Grade 8 pg. 87
- Descant recorders
- Music flashcards

- Observation - Practical assessment - Peer feedback

Creating and Performing in Creative Arts and Sports

Descant Recorder - Playing the G major scale

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

- Play the complete G major scale applying all five techniques: pinching, embouchure, fingering, tonguing and slurring
- Evaluate own performance of the G major scale using peer observation and recordings
- Show confidence and musicality when performing the G major scale in class

In groups, learners are guided to:
- Practise the G major scale on the recorder applying all techniques in sequence
- Record each other's performance on digital devices and review for technique evaluation
- Share recordings with peers and ask for specific feedback on areas for improvement

How does combining all recorder techniques when playing the G major scale improve overall performance quality?

- Champion Creative Arts and Sports Grade 8 pg. 89
- Descant recorders
- Digital devices

- Practical assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Descant Recorder - Performance directions and performing melodies
Verses - Language use in a verse

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

- Define Da Capo al Fine and Dal Segno al Fine and apply them when performing a melody
- Perform simple solo and group melodies in G major observing correct performance directions
- Show pride in performing prepared recorder pieces before an audience

In groups, learners are guided to:
- Discuss the meaning of D.C. al Fine and D.S. al Fine and study melodies with these directions on the staff
- Perform melodies observing D.C. al Fine: play to the direction, return to beginning, continue to Fine
- Sight-read simple pieces in G major, present solo performances in class and record for self-review

Why are performance directions such as Da Capo al Fine important for interpreting a piece of music correctly?

- Champion Creative Arts and Sports Grade 8 pg. 90
- Descant recorders
- Music flashcards
- Champion Creative Arts and Sports Grade 8 pg. 91
- Reference books
- Digital devices

- Oral questions - Practical assessment - Self-assessment

Creating and Performing in Creative Arts and Sports

Verses - Figurative language in a verse

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

- Define and identify alliteration, rhyme and repetition as sound devices in verse
- Explain how diction, line and stanza contribute to the structure and meaning of a verse
- Appreciate how figurative language makes verse more expressive and engaging

In groups, learners are guided to:
- Identify examples of alliteration and repetition in the provided verse and discuss their sound effect
- Discuss how end-of-line rhyme creates musical quality and aids memory in verse
- Study definitions of diction, line and stanza and find examples of each in the provided verse

How do sound devices like alliteration, rhyme and repetition give a verse its musical quality?

- Champion Creative Arts and Sports Grade 8 pg. 92
- Reference books
- Exercise books

- Oral questions - Written assignments - Observation

Creating and Performing in Creative Arts and Sports

Verses - Analysing language in a verse

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

- Analyse a verse to identify and explain its use of imagery, sound, diction, line and stanza
- Complete a structured analysis table identifying specific language features from a given verse
- Develop critical thinking through close reading and interpretation of verse

In groups, learners are guided to:
- Read the provided verse and discuss the language features used to make it effective
- Identify the format of the verse and write examples of language use in each category from the text
- Complete an analysis table and share with classmates, comparing identified language features

What language features in a verse most effectively communicate the poet's intended message?

- Champion Creative Arts and Sports Grade 8 pg. 93
- Exercise books
- Reference books

- Written assignments - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Verses - Composing a verse on a societal issue

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

- Select a societal issue and develop ideas that form the basis of a verse
- Express a message about the chosen issue in a simple verse using appropriate language devices
- Show responsibility and awareness of community issues through verse composition

In groups, learners are guided to:
- Search for and discuss emerging societal issues affecting youth such as child labour, pollution or abuse
- Identify the key message of the chosen issue and express it in essay-style notes
- Transform notes into a simple verse using imagery, repetition and rhyme, share verses in class

How can composing a verse about a societal issue raise awareness and inspire positive change?

- Champion Creative Arts and Sports Grade 8 pg. 95
- Exercise books
- Digital devices

- Written assignments - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Verses - Developing and performing a verse
Verses - Verse as communication and assessment

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

- Develop a verse draft using carefully selected imagery, diction, lines and stanzas
- Perform a verse using appropriate vocal variation, body language and expression
- Develop confidence and stage presence when performing before an audience

In groups, learners are guided to:
- Reread notes on the chosen issue and develop a verse draft focusing on imagery and diction
- Read the verse aloud to assess rhythm and emotional impact and revise accordingly
- Practise vocalisation and breathing exercises, rehearse with costumes and props, perform solo in class

How does the use of voice, body and expression transform a written verse into a compelling live performance?

- Champion Creative Arts and Sports Grade 8 pg. 96
- Costumes and props
- Digital devices
- Champion Creative Arts and Sports Grade 8 pg. 97
- Exercise books

- Practical assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Volleyball - Introduction to Volleyball and overarm serve

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

- Describe Volleyball as a team sport and identify the objective of the game
- Demonstrate the three components of the overarm serve: correct stance, toss and hitting action
- Show enthusiasm for learning Volleyball skills and applying them in a game

In groups, learners are guided to:
- Study pictures of Volleyball activities and identify the overarm serve technique shown
- Read and discuss Juma's poster on overarm service: stance (feet apart, knees bent), toss (above hitting shoulder) and serve (palm and fingers)
- Use an improvised ball to demonstrate the overarm serve and observe each other, providing feedback

How does correct stance and toss technique contribute to an accurate overarm serve in Volleyball?

- Champion Creative Arts and Sports Grade 8 pg. 99
- Volleyball or improvised ball
- Open playing space

- Oral questions - Observation - Practical assessment

Creating and Performing in Creative Arts and Sports

Volleyball - Volleying skill and mini Volleyball game

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

- Perform net serve exercises at 7–8 metres and partner serve drills at 15–20 feet applying correct technique
- Demonstrate the volleying skill in Volleyball using correct stance and contact
- Apply all learned skills in a mini Volleyball game showing sportsmanship and teamwork

In groups, learners are guided to:
- Conduct net serve drills standing 7–8 metres from the net, serve multiple times focusing on net clearance
- Conduct partner serve drills at 15–20 feet, each partner catching and returning the serve alternately
- Form two teams of six, wear appropriate sports gear and play a Volleyball game applying all skills

How do serving and volleying skills work together during an actual Volleyball game?

- Champion Creative Arts and Sports Grade 8 pg. 101
- Volleyball and net
- Open playing space

- Observation - Practical assessment - Peer feedback

Creating and Performing in Creative Arts and Sports

Kenyan Folk Dance - Folk dances from Kenyan communities
Kenyan Folk Dance - Classifying folk dances

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

- Identify folk dances from different Kenyan communities including Isikuti, Mwomboko and Orutu dances
- Describe the community origin, costumes, instruments and occasion of at least three Kenyan folk dances
- Show appreciation for the cultural diversity expressed through Kenyan folk dances

In groups, learners are guided to:
- Study pictures of folk dance performers and identify communities, costumes and instruments represented
- Watch video clips of Mwomboko, Isikuti and Mwinjiro dances and discuss movements, costumes and instruments
- Complete a folk dance table noting community, dance name, age, gender, occasion and instruments

What makes folk dances important for preserving and celebrating Kenyan cultural identity?

- Champion Creative Arts and Sports Grade 8 pg. 103
- Digital devices
- Reference books
- Champion Creative Arts and Sports Grade 8 pg. 104

- Oral questions - Observation - Written assignments

Creating and Performing in Creative Arts and Sports

Kenyan Folk Dance - Classifying by occasion and instruments

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

- Classify folk dances according to occasion of performance, instruments used and props or costumes
- Describe the significance of the occasion in determining which folk dance is performed
- Show respect for the cultural significance of folk dance occasions

In groups, learners are guided to:
- Study the folk dance table and discuss occasions for each dance: weddings, funerals, initiation, festivals
- Identify the instruments, costumes and props associated with at least three classified folk dances
- Discuss why folk dances are named after accompanying instruments such as Isikuti and Kilumi

Why is the occasion of performance an important factor in classifying Kenyan folk dances?

- Champion Creative Arts and Sports Grade 8 pg. 105
- Reference books
- Digital devices

- Oral questions - Written assignments - Observation

Creating and Performing in Creative Arts and Sports

Kenyan Folk Dance - Researching and rehearsing a folk dance

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

- Research a selected folk dance focusing on community, gender, age, occasion, mood and movements
- Collect and improvise costumes and instruments from locally available materials
- Practise individual body movements and connect them into a continuous sequence with music

In groups, learners are guided to:
- Choose a folk dance, research its origin, occasion, instruments and movements
- Collect environmental materials and improvise the costumes and instruments needed for the dance
- Listen to the folk dance song, practise movements individually then connect them into a full sequence

What key information and preparation does a learner need before performing a folk dance authentically?

- Champion Creative Arts and Sports Grade 8 pg. 107
- Locally available materials
- Digital devices

- Observation - Practical assessment - Peer feedback

Creating and Performing in Creative Arts and Sports

Kenyan Folk Dance - Performing and assessment
Indigenous Kenyan Craft – Basketry - Basketry items and coiling technique

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

- Perform a Kenyan folk dance before the class with costumes, props and musical accompaniment
- Write a report on a researched folk dance covering title, theme, community, gender, occasion and function
- Appreciate folk dance as a living repository of Kenyan cultural values and history

In groups, learners are guided to:
- Conduct body warm-up, introduce the dance explaining its cultural background then perform with costumes and music
- Record performance on a digital device and discuss each other's mood, movements and quality of execution
- Answer assessment questions on folk dance meaning and classification; write and present a folk dance report

How does a live performance of a folk dance communicate the cultural values and identity of its community?

- Champion Creative Arts and Sports Grade 8 pg. 108
- Improvised costumes and instruments
- Digital devices
- Champion Creative Arts and Sports Grade 8 pg. 109
- Reference books

- Practical assessment - Written assignments - Self-assessment

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Craft – Basketry - Materials and tools in basketry

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

- Identify natural and recyclable synthetic materials used in basketry including grass, reeds, sisal and banana fibre
- Distinguish between natural materials and recyclable synthetic materials used in modern basketry
- Show respect for the natural environment through responsible material collection

In groups, learners are guided to:
- Discuss the range of natural materials used: grass, reeds, willow, bamboo, straw, sisal and banana fibre
- Identify tools: needle, raffia, scissors, thimble and clips used in coiling basketry
- Study pictures of basketry materials, classify them as natural or recyclable and complete a classification table

Why is it important for a basketry maker to know the properties of different natural and synthetic materials?

- Champion Creative Arts and Sports Grade 8 pg. 111
- Basketry material samples
- Reference books

- Oral questions - Observation - Written assignments

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Craft – Basketry - Collecting and preparing basketry materials

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

- Collect locally available basketry materials from the school environment safely
- Clean, dry, measure, cut and dye collected materials in preparation for weaving
- Develop environmental awareness and patience in preparing materials to the required standard

In groups, learners are guided to:
- Collect straws, grass, sticks and banana fibre from the community while observing safety measures
- Clean and dry collected materials, measure and cut to required length using scissors safely
- Apply dye in different colours to materials and take progress pictures as classmates work

Why is proper preparation of materials an essential first step before beginning a basketry project?

- Champion Creative Arts and Sports Grade 8 pg. 113
- Collected natural materials, dye
- Scissors and cutting tools

- Observation - Practical assessment - Peer feedback

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Craft – Basketry - Making a tray using coiling technique

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

- Follow step-by-step procedure to make a coiled basketry tray using grass and yarn
- Apply the coiling stitch correctly to build up sides of the tray to the desired height
- Show precision and perseverance in producing a neat and structurally sound coiled tray

In groups, learners are guided to:
- Bundle long grass, tie with yarn at one end and form a tight starting loop as the base
- Stitch the coil by wrapping yarn around the grass bundle and through the previous row using a needle
- Continue adding grass to maintain bundle thickness and coil to the desired base diameter and height

What skills and techniques are most important for producing a well-made coiled basketry tray?

- Champion Creative Arts and Sports Grade 8 pg. 114
- Grass, banana fibre, needle, scissors
- Yarn or raffia

- Practical assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Craft – Basketry - Making a mat using coiling technique
Indigenous Kenyan Craft – Basketry - Safety measures in basketry

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

- Follow step-by-step procedure to make a coiled mat from braided fabric strips
- Coil and stitch braided strips into a flat spiral mat to the desired size
- Develop creativity using different fabric colours to produce a visually attractive mat

In groups, learners are guided to:
- Cut fabric into 2-inch strips, braid three strands tightly and continue to desired length
- Coil the braided cord into a tight spiral, stitching each row to the previous one with needle and thread
- Continue coiling to desired size, tuck the end under the coil and sew it; display and critique in class

How does the choice of fabric colours and tightness of coiling affect the appearance and durability of the finished mat?

- Champion Creative Arts and Sports Grade 8 pg. 115
- Old fabric strips, needle, thread
- Scissors
- Champion Creative Arts and Sports Grade 8 pg. 116
- Basketry projects in progress
- Reference books

- Practical assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Indigenous Kenyan Craft – Basketry - Assessment and review

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

- Weave a traditional basket using the coiling technique and display it with a written description of its use
- Evaluate basketry products using polite and constructive critique language
- Appreciate the cultural and functional significance of basketry in Kenyan communities

In groups, learners are guided to:
- Use the coiling technique to weave a traditional basket and set up a display in class with descriptions
- Provide constructive feedback on each other's baskets using polite language and structured criteria
- Answer assessment questions on basketry materials, tools, techniques and cultural significance

How does completing a full basketry project develop patience, creativity and cultural appreciation?

- Champion Creative Arts and Sports Grade 8 pg. 117
- Completed basketry items
- Exercise books

- Practical assessment - Peer feedback - Self-assessment

Creating and Performing in Creative Arts and Sports

Swimming - Introduction to swimming and water treading

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

- Define water treading and describe the upright body position used during this technique
- Identify the key benefits of swimming as a full-body workout
- Show willingness to follow safety measures when participating in swimming activities

In groups, learners are guided to:
- Study pictures of swimming techniques and identify water treading and inverted breaststroke
- Watch demonstrations of water treading and discuss body, arms and legs positioning required
- Discuss safety measures to observe in and around the swimming pool at all times

Why is water treading a useful swimming skill for safety and physical fitness?

- Champion Creative Arts and Sports Grade 8 pg. 118
- Swimming pool
- Digital devices

- Oral questions - Observation - Class discussion

Creating and Performing in Creative Arts and Sports

Swimming - Body position and breathing in water treading
Swimming - Arms and legs action in water treading

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

- Demonstrate correct upright body position and breathing control during water treading
- Describe how head and shoulders are maintained above the water surface during treading
- Develop confidence and composure when practising water treading in the pool

In groups, learners are guided to:
- Demonstrate upright body position in pool with head and shoulders above the water surface
- Practise steady breathing control while maintaining position — inhale above water, exhale steadily
- Observe each other's body position and give feedback on posture and head height

How does maintaining correct body position and breathing control help a swimmer stay afloat safely?

- Champion Creative Arts and Sports Grade 8 pg. 119
- Swimming pool
- Reference books
- Champion Creative Arts and Sports Grade 8 pg. 121

- Observation - Practical assessment - Peer feedback

Creating and Performing in Creative Arts and Sports

Swimming - Introduction to inverted breaststroke

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

- Describe the inverted breaststroke technique including body position and direction of movement
- Identify differences between inverted breaststroke and conventional breaststroke
- Show readiness to apply the inverted breaststroke technique safely in the pool

In groups, learners are guided to:
- Watch video clips of inverted breaststroke and describe legs and arms action, body position and breathing
- Compare inverted breaststroke (face upward, on back) with conventional breaststroke and note key differences
- Discuss the advantage of inverted breaststroke — face above water allows natural breathing

What are the key differences between the inverted breaststroke and the conventional breaststroke?

- Champion Creative Arts and Sports Grade 8 pg. 122
- Swimming pool
- Digital devices

- Oral questions - Observation - Class discussion

Creating and Performing in Creative Arts and Sports

Swimming - Body position and legs in inverted breaststroke

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

- Demonstrate correct body position (on back, face upward) in inverted breaststroke
- Apply frog kick leg action: feet facing downward, kick backward and outward, recover to streamlined position
- Develop confidence and coordination in performing the inverted breaststroke leg action

In groups, learners are guided to:
- Lie on back in the water with body facing upward and practise maintaining a streamlined body position
- Practise legs action: feet facing downward, kick backward and outward, bring legs together to recover
- Combine body positioning with leg action and attempt a short glide across the pool with teacher guidance

How does correct body position and leg action contribute to efficient movement in the inverted breaststroke?

- Champion Creative Arts and Sports Grade 8 pg. 123
- Swimming pool
- Reference books

- Observation - Practical assessment - Peer feedback

Creating and Performing in Creative Arts and Sports

Swimming - Arms action and glide in inverted breaststroke

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

- Demonstrate correct arms action in inverted breaststroke: extend forward, push backward and recover to sides
- Combine arms and legs action to achieve a smooth glide in inverted breaststroke
- Show coordination and persistence in practising the full inverted breaststroke stroke cycle

In groups, learners are guided to:
- Practise arms action from chest level — extend toward direction of movement, push water backward, pull arms to sides
- Combine arms and legs movements and attempt a short glide across the pool
- Observe each other's coordination of arms and legs and provide constructive feedback

How do the arms and legs work together in the inverted breaststroke to produce an efficient smooth glide?

- Champion Creative Arts and Sports Grade 8 pg. 124
- Swimming pool
- Reference books

- Observation - Practical assessment - Peer feedback

Creating and Performing in Creative Arts and Sports

Swimming - Combining water treading and inverted breaststroke
Swimming - Assessment and review

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

- Transition smoothly between water treading and inverted breaststroke in a continuous sequence
- Apply all safety measures while combining the two techniques in the pool
- Develop stamina and confidence by sustaining a combination swimming sequence

In groups, learners are guided to:
- Begin with water treading for 10–15 seconds then transition to inverted breaststroke and swim to pool end
- Alternate between treading and inverted breaststroke in a rhythmic flow with teacher guidance
- Evaluate each other using a score sheet assessing arms action, legs action, body position and breathing

How does alternating between water treading and inverted breaststroke build overall swimming endurance?

- Champion Creative Arts and Sports Grade 8 pg. 125
- Swimming pool
- Score sheets
- Champion Creative Arts and Sports Grade 8 pg. 126
- Assessment score sheets

- Practical assessment - Observation - Peer feedback

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Showcasing artwork for appreciation

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

- Describe different pieces of artwork including drawings, paintings, montages, decorated fabric and basketry items
- Prepare a display area within school spaces and arrange artwork neatly for appreciation
- Appreciate the importance of presenting artwork in an organised and appealing manner

- Study pictures of artworks and describe each piece, sharing what aspects are most appealing
- Watch video clips showcasing drawings, montage pictures, paintings, decorated fabric and basketry in a display and discuss how lighting, arrangement and labelling enhance appreciation
- Organise a class display of learner artwork, label each piece with name and brief description, and invite teachers and peers to visit and give feedback

Why is it important to display and present artwork in an organised and thoughtful manner for an audience to appreciate?

- Champion Creative Arts and Sports Grade 8 pg. 134
- Learner artwork (drawings, paintings, montages, fabric, basketry)
- Digital devices

- Oral questions - Observation - Peer feedback

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Factors for displaying artworks

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

- State the specific factors to consider when displaying basketry items, drawings and paintings
- Apply display techniques such as labelling, framing, appropriate lighting and grouping by size or material
- Show responsibility in setting up and maintaining a creative and appealing artwork display

In groups, learners are guided to:
- Discuss factors for displaying basketry: labelling materials and technique used, grouping by size or shape and choosing whether to hang or shelf the items
- Discuss factors for drawings: framing, displaying one by one or on a board, and using lighting to reveal shading and details
- Discuss factors for paintings: choosing frames, labelling with artist name and medium, and displaying in open places for good colour visibility

What factors must be considered when displaying different types of artworks to help viewers enjoy and appreciate them fully?

- Champion Creative Arts and Sports Grade 8 pg. 135
- Learner artwork samples
- Reference books

- Oral questions - Written assignments - Observation

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Analysing a verse performance
Analysis of Creative Arts and Sports - Composing and performing a verse

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

- Identify and describe the criteria for analysing a verse performance including persona, theme, language and performance style
- Analyse a given verse identifying its theme, characters, use of language and emotional impact
- Develop critical thinking skills through close reading and structured analysis of verse

In groups, learners are guided to:
- Research different methods of analysing a verse and discuss what the verse is about, how language is used and which characters are represented
- Read the verse "In the comfort of my room" in turns and complete an analysis table covering character, theme, costume and props, and language use (simile, metaphor, rhyme and repetition)
- Compile analysis findings in a report and upload to the journal for future reference

Why is analysis of a verse performance an important skill for understanding and appreciating creative arts?

- Champion Creative Arts and Sports Grade 8 pg. 136
- Digital devices
- Reference books
- Champion Creative Arts and Sports Grade 8 pg. 137
- Exercise books
- Costumes and props

- Written assignments - Observation - Class discussion

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Sportsmanship in sporting activities

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

- Define sportsmanship and identify examples of good conduct and behaviour in sporting activities
- Demonstrate sportsmanship through respect for opponents, teamwork, fair play and safety during a mini game
- Appreciate the importance of good sportsmanship for healthy, enjoyable and safe sporting participation

In groups, learners are guided to:
- Study pictures showing sportsmanship (handshakes, first aid) and discuss why each action demonstrates good conduct
- Research examples of sportsmanship online or in sports magazines and complete a table covering: respect for opponents, teamwork, fair play, being a good winner and loser, and observing safety
- Organise a mini Volleyball game, take turns demonstrating good conduct and behaviour, and assess each other's performance providing positive feedback

How does practising good sportsmanship contribute to fair, safe and enjoyable sporting activities for everyone involved?

- Champion Creative Arts and Sports Grade 8 pg. 138
- Volleyball or improvised ball
- Sports magazines and reference books

- Observation - Oral questions - Practical assessment

Appreciation in Creative Arts and Sports

Analysis of Creative Arts and Sports - Analysing a folk dance and cross-analysis

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

- Analyse a Kenyan folk dance by evaluating dance techniques, costumes, props, instruments, audience engagement and group coordination
- Compare and analyse aspects of a verse, a folk dance and a sporting event including expression, teamwork and audience engagement
- Appreciate the role of analysis in adding value to Creative Arts and Sports

In groups, learners are guided to:
- Watch live or recorded video clips of different Kenyan folk dances, compare music, costumes, movement, occasion, community, gender and age, and discuss similarities and differences
- Create or select a folk dance, practise with costumes and instruments, perform in class and use the evaluation table to analyse each other's dance techniques, props, instruments and audience engagement
- Watch a verse performance, folk dance and Netball game and compile a comparative report on expression, teamwork, audience engagement and sportsmanship, then read the report in class

Why is the ability to analyse Creative Arts and Sports performances an important skill for both performers and audiences?

- Champion Creative Arts and Sports Grade 8 pg. 140
- Digital devices
- Improvised costumes and instruments

- Written assignments - Practical assessment - Self-assessment