Creating and Performing in Creative Arts and Sports

Rhythm - Rhythm and Note Values

By the end of the lesson, the learner should be able to:
- Define rhythm and a rhythmic pattern and identify note values, rests and their French rhythm names
- Identify the factors to consider when creating a rhythmic pattern in simple time
- Show interest in exploring musical rhythm through everyday movement

In groups, learners are guided to:
- Study pictures of rhythmic movements and imitate the rhythms through clapping, tapping and snapping
- Study the note value table: semibreve (Taa-aa-ga-ea), minim (Taa-ad), crotchet (Taa), quaver pair (Ta-te) and copy it into exercise books
- Identify the time signature, note values and their rests in given rhythmic patterns and discuss the factors considered

What is rhythm and what factors determine a rhythmic pattern in 2/4 time?

- Champion Creative Arts and Sports Grade 7 pg. 40
- Exercise books, pencils
- Percussion instruments (optional)

- Oral questions - Written assignment - Observation

Creating and Performing in Creative Arts and Sports

Rhythm - Bar Lines, Beams and Note Grouping
Rhythm - Composing a Four-Bar Rhythmic Pattern
Rhythm - Writing and Performing Rhythms on Monotone

By the end of the lesson, the learner should be able to:
- Define bar line, double bar line and beam and explain their role in note grouping
- Group notes correctly into bars using bar lines, double bar lines and beams in 2/4 time
- Appreciate how organised note grouping makes music easier to read and perform
- Compose an original four-bar rhythmic pattern in 2/4 time using crotchets, quavers and rests
- Apply principles of repetition and variation when composing rhythmic patterns
- Show creativity and confidence in sharing original rhythmic compositions

In groups, learners are guided to:
- Define bar line, double bar line and beam and explain how beaming quavers together makes reading easier
- Complete a table identifying note names, French rhythm names, note symbols and rests from given examples
- Identify the number of bars in given rhythmic patterns and clap the rhythms while reciting their French rhythm names
- Study examples of four-bar rhythmic patterns in 2/4 time and identify note groupings per bar
- Draw four bars on paper and compose an original rhythmic pattern ensuring each bar has a total of two crotchet beats
- Share four-bar rhythmic pattern with the class on the treble staff; give and receive feedback on accuracy and creativity

How do bar lines and beams help organise music so it is easier to read and perform?
How do repetition and variation make a composed rhythmic pattern more interesting?

- Champion Creative Arts and Sports Grade 7 pg. 42
- Exercise books, pencils, rulers
- Music notation charts
- Champion Creative Arts and Sports Grade 7 pg. 44
- Exercise books, pencils, rulers
- Music notation resources
- Champion Creative Arts and Sports Grade 7 pg. 45
- Exercise books, pencils
- Percussion instruments or body percussion

- Written assignment - Observation - Oral questions
- Written assignment - Observation - Peer feedback

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
- Exercise books, pencils
- Percussion instruments (optional)

- Oral performance - Written assignment - Observation

Creating and Performing in Creative Arts and Sports

Rhythm - Sight Reading Rhythmic Patterns
Rhythm - Creating and Performing Original 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
- Percussion instruments or body percussion
- Champion Creative Arts and Sports Grade 7 pg. 49
- Percussion instruments, clapping, snapping
- Exercise books

- Oral performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Rhythm - Review of Note Values, Composition and Sight Reading
Javelin and Sculpture - Carving Materials in Sculpture

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
- Assessment worksheets
- Champion Creative Arts and Sports Grade 7 pg. 50
- Print/digital images of sculptures
- Sample carving materials (optional), exercise books

- Written test - Oral questions - Observation

Creating and Performing in Creative Arts and Sports

Javelin and Sculpture - Understanding the Javelin
Javelin and Sculpture - Carving a Javelin
Javelin and Sculpture - Researching Decoration Patterns

By the end of the lesson, the learner should be able to:
- Describe the shape, dimensions, weight and purpose of a javelin
- Identify suitable materials and tools for carving a javelin
- Show curiosity about the link between sports equipment and the art of sculpture
- Measure and sketch the shape of a javelin on a stick of wood to correct proportions
- Carve a wooden javelin using appropriate tools following safety precautions
- Show patience, precision and care for safety throughout the carving process

In groups, learners are guided to:
- Study pictures of a javelin and a javelin throw and answer questions on shape, length, weight and how the sport is played
- In pairs, discuss which materials are suitable for carving a javelin considering strength, durability and ease of carving
- List carving tools needed for the project and write answers in exercise books
- Measure and cut a stick of soft wood to javelin size using a pencil and measuring tape
- Use a carving tool to shape the javelin ensuring one end is sharp and smooth; wear gloves and face cutter away from the body
- Regularly check carving against specifications; use sandpaper to smooth rough edges and perfect the pointed tip

Why is wood the most suitable material for carving a javelin and what tools are needed?
How do correct specifications and safe technique affect the quality of a carved javelin?

- Champion Creative Arts and Sports Grade 7 pg. 51
- Reference images of a javelin, exercise books
- Sample carving materials and tools (optional)
- Champion Creative Arts and Sports Grade 7 pg. 52
- Soft wood, carving knife, sandpaper, measuring tape, pencil, protective gloves
- Reference images of a javelin
- Champion Creative Arts and Sports Grade 7 pg. 54
- Digital devices or library resources for pattern research
- Pencils, exercise books

- Oral questions - Written assignment - Observation
- Practical work assessment - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Javelin and Sculpture - Applying Decoration to the Javelin

By the end of the lesson, the learner should be able to:
- Apply either engraving or painting technique to decorate the carved javelin with chosen African-inspired patterns
- Demonstrate precision and care when engraving or painting the javelin surface
- Value craftsmanship and cultural expression in the finished decorated javelin

In groups, learners are guided to:
- Lightly sketch chosen pattern onto the javelin using a pencil
- Choose engraving (carve slowly following sketch lines ensuring depth is noticeable but not weakening) OR painting (apply base colours first then add detail with smaller brushes and contrasting colours)
- Present the decorated javelin to classmates explaining design choices and technique used; give and receive structured feedback

How does applying African-inspired decoration transform a carved javelin into a work of art?

- Champion Creative Arts and Sports Grade 7 pg. 56
- Carved javelin, carving knife or paint and brushes, pencil, protective gloves
- African pattern sketches from previous lesson

- Practical work assessment - Oral presentation - Peer feedback

Creating and Performing in Creative Arts and Sports

Javelin and Sculpture - Phases of the Javelin Throw
Javelin and Sculpture - Javelin Throw Field Event

By the end of the lesson, the learner should be able to:
- Describe and demonstrate the five phases of the javelin throw: carry, approach run, cross over, release and follow through
- Practise each phase individually in an open field under teacher supervision
- Demonstrate safety awareness and good sportsmanship during javelin practice

In groups, learners are guided to:
- Study pictures and descriptions of the five phases of the javelin throw and summarise each in own words
- Practise each phase separately: carry (hold at shoulder height), approach run (increase speed), cross over (transition), release (throw forward), follow through (complete motion)
- In pairs, practise the complete sequence and observe each other giving feedback on technique and safety

What are the five phases of a correct and safe javelin throw?

- Champion Creative Arts and Sports Grade 7 pg. 57
- Carved javelin, open field
- Reference diagrams of javelin throw phases
- Champion Creative Arts and Sports Grade 7 pg. 58
- Carved javelins, open field
- Feedback checklist

- Practical performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Javelin and Sculpture - Review of Carving, Decoration and Javelin Throw

By the end of the lesson, the learner should be able to:
- Summarise all concepts covered: carving materials, javelin specifications, decoration techniques and throw phases
- Complete a self-assessment and written assessment on the sub-strand outcomes
- Reflect on what was learnt and how carving and sporting skills connect

In groups, learners are guided to:
- Review carving materials, javelin carving steps, five decoration techniques and the five phases of the javelin throw
- Complete written assessment and self-assessment checklist on all learning outcomes
- Write a short paragraph reflecting on the experience of carving and throwing a javelin and share with a parent or guardian

How have carving a javelin and performing the throw developed your creativity and physical skill?

- Champion Creative Arts and Sports Grade 7 pg. 59
- Exercise books, self-assessment checklist
- Assessment worksheets

- Written test - Self-assessment - Oral questions

Creating and Performing in Creative Arts and Sports

Melody - Sol-fa Notation and Qualities of Melody
Melody - Melody Contour and Shape
Melody - Tonic Triad and Melody Structure

By the end of the lesson, the learner should be able to:
- Identify the sol-fa notations of the C major scale and relate them to staff notation
- Describe the three qualities of a good melody: singable leaps of a 3rd, identifiable shape and starting/ending on tonic triad notes
- Show appreciation for the structure and beauty of a well-composed melody
- Define the tonic triad and identify its notes (C, E, G) in the scale of C major
- Explain why melodies in C major should start on doh, mi or so and end on doh
- Value understanding of melodic structure as a foundation for composing music

In groups, learners are guided to:
- Sing 'Twinkle Twinkle Little Star' and describe the song using melody vocabulary
- Identify sol-fa notations (d r m f s l t d') on given notes on the treble staff and write them in exercise books
- Discuss and copy the three qualities of a good melody identifying examples of each in familiar songs
- Define tonic triad and explain that it combines three notes each an interval of a 3rd apart: C (doh), E (mi) and G (so)
- Identify the starting and ending notes of familiar melodies and check whether they follow the rule of starting on doh, mi or so and ending on doh
- Write out the C major scale on the treble staff and label each note with its sol-fa name; circle the tonic triad notes

What are the qualities that make a melody pleasant to sing and easy to remember?
Why must a good melody in C major start on doh, mi or so and always end on doh?

- Champion Creative Arts and Sports Grade 7 pg. 66
- Exercise books, pencils, rulers
- Music notation charts
- Champion Creative Arts and Sports Grade 7 pg. 67
- Exercise books, pencils
- Music notation charts / digital resources
- Champion Creative Arts and Sports Grade 7 pg. 68
- Exercise books, pencils, rulers
- Music notation charts

- Oral questions - Written assignment - Observation
- Written assignment - Oral questions - Observation

Creating and Performing in Creative Arts and Sports

Melody - Composing a Melody in C Major
Melody - Performing Melodies

By the end of the lesson, the learner should be able to:
- Compose an original melody in C major on the treble staff applying all three qualities of a good melody
- Ensure the composed melody starts on doh, mi or so, uses leaps of no more than a 3rd and ends on doh
- Show creativity and pride in composing and notating an original musical piece

In groups, learners are guided to:
- Review the three qualities of a good melody: singable leaps of a 3rd, identifiable contour and tonic triad start/end
- Compose a 4–8 note original melody in C major on the treble staff observing all three qualities
- Share the composed melody with classmates by singing it on sol-fa syllables and invite feedback on its structure and qualities

How do the rules of melody writing guide you in creating an original musical composition?

- Champion Creative Arts and Sports Grade 7 pg. 69
- Exercise books, pencils, rulers
- Music notation software/apps (optional)
- Champion Creative Arts and Sports Grade 7 pg. 70
- Exercise books with composed melodies
- Digital recording device (optional)

- Practical performance - Written assignment - Peer feedback

Creating and Performing in Creative Arts and Sports

Melody - Review of Sol-fa, Contour, Tonic Triad and Composition

By the end of the lesson, the learner should be able to:
- Summarise all concepts covered in Melody: sol-fa notation, contour shapes, tonic triad and composition rules
- Answer assessment questions covering all Melody topics
- Reflect on how understanding melody has improved their musicality

In groups, learners are guided to:
- Review sol-fa notations, melodic contour shapes, the tonic triad, three qualities of a good melody and composition steps
- Complete a written assessment and perform a short melody for the teacher
- In pairs, share what was most interesting about composing melody and what they found most challenging

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

- Champion Creative Arts and Sports Grade 7 pg. 71
- Exercise books
- Assessment worksheets

- Written test - Oral performance - Observation

Creating and Performing in Creative Arts and Sports

Melody - Extended Melody Creation and Performance
Melody - Portfolio Completion and Reflection

By the end of the lesson, the learner should be able to:
- Extend a previously composed melody by adding more bars following the rules of good melody writing
- Perform the extended melody to the class with improved confidence and expression
- Appreciate the creative process involved in developing and refining a melody

In groups, learners are guided to:
- Revisit the composed melody from a previous lesson and extend it by adding two more bars observing the three melody qualities
- Practise performing the extended melody using sol-fa syllables then on a comfortable pitch
- Perform the extended melody for the class; discuss how the extension changed the character and feel of the melody

How does extending and refining a melody develop your compositional and performance skills?

- Champion Creative Arts and Sports Grade 7 pg. 72
- Exercise books with original composed melodies
- Digital music tools/apps (optional)
- Champion Creative Arts and Sports Grade 7 pg. 73
- Portfolio folder, completed melody work
- Exercise books

- Practical performance - Written assignment - Observation

Creating and Performing in Creative Arts and Sports

Handball - Passing Skills
Handball - Jump Pass and Overhead Pass
Handball - Dribbling 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
- Describe and demonstrate dribbling technique in Handball including ball control while moving forward and changing direction
- Perform dribbling drills showing speed variation and change of direction
- Value coordination and persistence in developing Handball dribbling skills

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
- Watch demonstrations of dribbling technique and identify the key elements: body position, hand control and movement direction
- Practise dribbling the ball while moving forward, sideways and changing direction around cones
- Discuss as a team how dribbling combined with passing helps create scoring opportunities; share observations

How do effective passing skills contribute to teamwork and ball control in Handball?
How does effective dribbling give a Handball player an advantage during a game?

- Champion Creative Arts and Sports Grade 7 pg. 74
- Handballs, open court or field
- Digital devices for reference clips
- Champion Creative Arts and Sports Grade 7 pg. 75
- Cones for drill organisation
- Champion Creative Arts and Sports Grade 7 pg. 75
- Handballs, cones, open court or field
- Digital reference clips (optional)

- Practical performance - Observation - Oral questions
- Practical performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Handball - Jump Shot
Handball - Combined Passing and Shooting Drill

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

- Practical performance - Observation - Oral questions

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

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

- Oral questions - Observation - Written assignment

Creating and Performing in Creative Arts and Sports

Handball - Fitness and Warm-Up for Handball
Descant Recorder - Parts of the Recorder and Posture
Descant Recorder - Finger Positions for C Major

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
- 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

- 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
- 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

Why is a proper warm-up and cool-down essential for safe and effective Handball performance?
How does correct posture and hand positioning affect the sound produced on the descant recorder?

- Champion Creative Arts and Sports Grade 7 pg. 74
- Handballs, open field or court
- Exercise books
- Champion Creative Arts and Sports Grade 7 pg. 82
- Descant recorders, parts diagram
- Exercise books
- Champion Creative Arts and Sports Grade 7 pg. 83
- Descant recorders, finger position chart

- Practical performance - Observation - Oral questions
- Observation - Oral questions - Practical performance

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
Descant Recorder - Performing with Dynamics and Tempo

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

- Practical performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Descant Recorder - Solo and Group Recorder Performance
Descant Recorder - Review of Fingering, Sight Reading and 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
- Champion Creative Arts and Sports Grade 7 pg. 88
- Descant recorders, exercise books
- Assessment worksheets, improvement chart

- Practical performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Storytelling Techniques
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:
- 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
- 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:
- 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
- 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 do storytelling techniques make a story more engaging and memorable?
How does varying tone, pitch and volume make characters in a story more believable?

- Champion Creative Arts and Sports Grade 7 pg. 92
- Digital devices for recorded storytelling
- Props and costumes (optional), exercise books
- Champion Creative Arts and Sports Grade 7 pg. 93
- Short story texts
- Exercise books
- Open performance space

- Observation - Oral questions - Peer feedback
- 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
Storytelling and Animation - Flipbook Animation Introduction

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

- 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
Storytelling and Animation - Rehearsing the Story
Storytelling and Animation - Story Performance

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
- 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:
- 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
- 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

Why does the speed of riffling through a flipbook affect the quality of the animation?
How does performing a story before a live audience develop confidence and communication skills?

- 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
- Champion Creative Arts and Sports Grade 7 pg. 99
- Written story/script, recording device (optional)
- Comfortable clothing, open space, water bottle
- Champion Creative Arts and Sports Grade 7 pg. 100
- Written story/script, performance space, recording device (optional)
- Portfolio folder

- Practical work assessment - Observation - Oral questions
- Practical performance - Oral feedback - Written reflection

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Review of Techniques, Flipbook and Performance
Football - Foot Trapping

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

- Written test - Oral questions - Observation

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
Football - Low Drive Shooting

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

- Practical performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Football - Placed Shot
Football - Football Game
Football - Making Improvised Crayons

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
- Describe the process of making improvised crayons from wax and natural or artificial pigments
- Make improvised crayons following the correct steps under teacher guidance
- Show care and responsibility when using heat-safe materials and equipment

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
- Read the steps for making improvised crayons: melt wax, add pigments, stir, pour into moulds and allow to cool
- In groups with teacher guidance, melt wax in a heat-safe container, mix chosen pigments and pour into ice cube trays or homemade moulds
- Allow wax to harden, remove from moulds and discuss the final colour and shape of each crayon

When should a footballer choose a placed shot over a low drive shot?
How can everyday materials like wax and pigments be transformed into art-making tools?

- Champion Creative Arts and Sports Grade 7 pg. 111
- Footballs, goal posts, cones, open field
- Exercise books
- 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 - Peer feedback
- Practical work assessment - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

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

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

- Practical work assessment - Observation - Peer feedback

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
Kenyan Folk Songs - Classifying 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
- Champion Creative Arts and Sports Grade 7 pg. 118
- Digital/print resources on Kenyan folk songs

- Oral questions - Observation - Written assignment

Creating and Performing in Creative Arts and Sports

Kenyan Folk Songs - Folk Song Performance Techniques
Kenyan Folk Songs - Rehearsing a Folk Song
Kenyan Folk Songs - Folk Song Performance

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
- 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:
- 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
- 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

What performance techniques make a folk song performance authentic and culturally meaningful?
How does understanding the cultural background of a folk song improve the quality of the performance?

- Champion Creative Arts and Sports Grade 7 pg. 120
- Digital devices for folk song recordings
- Exercise books
- Champion Creative Arts and Sports Grade 7 pg. 121
- Digital devices for folk song recordings
- Traditional instruments (optional), exercise books
- Improvised cultural costumes and props
- Peer evaluation form, exercise books

- Oral questions - Observation - Written assignment
- Observation - Oral performance - Peer feedback

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

Beadwork - Function of Jewellery
Beadwork - Beadwork Materials

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

- Oral presentation - Observation - Written reflection

Creating and Performing in Creative Arts and Sports

Beadwork - Threading Materials and Sourcing
Beadwork - Making Clay Beads
Beadwork - Painting Beads in Patriotic Colours

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
- 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:
- 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
- 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

Why is it important to choose the right threading material for a beadwork project?
What steps are needed to make a well-crafted clay bead suitable for beadwork?

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

- Oral questions - Observation - Written assignment
- 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
Beadwork - Cultural Significance and Display
Beadwork - Review of Materials, Techniques and Cultural Significance

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
- Champion Creative Arts and Sports Grade 7 pg. 130
- Completed beaded jewellery pieces
- Exercise books, display space
- Champion Creative Arts and Sports Grade 7 pg. 131
- Exercise books, self-assessment checklist
- Assessment worksheets

- Practical work assessment - Observation - Peer feedback