Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Rehearsing the Story

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

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

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

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

- Observation - Oral questions - Self-assessment

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Rehearsing the Story

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

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

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

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

- Observation - Oral questions - Self-assessment

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Story Performance

By the end of the lesson, the learner should be able to:
- Perform a 3–5 minute story before a class audience applying all storytelling techniques with confidence
- Engage the audience effectively through eye contact, vocal variety, gestures and interaction
- Value constructive feedback as a tool for growth as a performer

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

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

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

- Practical performance - Oral feedback - Written reflection

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Review of Techniques, Flipbook and Performance

By the end of the lesson, the learner should be able to:
- Summarise all topics covered in Storytelling and Animation: techniques, analysis, flipbook and performance
- Answer assessment questions covering all sub-strand concepts
- Reflect on personal growth as a storyteller and animator

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

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

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

- Written test - Oral questions - Observation

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Review of Techniques, Flipbook and Performance

By the end of the lesson, the learner should be able to:
- Summarise all topics covered in Storytelling and Animation: techniques, analysis, flipbook and performance
- Answer assessment questions covering all sub-strand concepts
- Reflect on personal growth as a storyteller and animator

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

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

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

- Written test - Oral questions - Observation

Creating and Performing in Creative Arts and Sports

Football - Foot Trapping

By the end of the lesson, the learner should be able to:
- Describe and demonstrate ball trapping using the inside and sole of the foot with correct body positioning and cushioning
- Apply the foot trap in a passing drill with a partner sending the ball at different speeds
- Show responsibility and safety awareness during football practice

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

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

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

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Football - Thigh and Chest Trapping

By the end of the lesson, the learner should be able to:
- Demonstrate ball trapping using the thigh and chest with correct positioning and cushioning
- Apply thigh and chest trapping techniques in partner drills with lofted passes
- Value the importance of mastering multiple trapping techniques for versatile Football play

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

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

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

- Practical performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Football - Thigh and Chest Trapping

By the end of the lesson, the learner should be able to:
- Demonstrate ball trapping using the thigh and chest with correct positioning and cushioning
- Apply thigh and chest trapping techniques in partner drills with lofted passes
- Value the importance of mastering multiple trapping techniques for versatile Football play

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

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

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

- Practical performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Football - Dribbling Skills

By the end of the lesson, the learner should be able to:
- Describe and demonstrate dribbling technique maintaining close ball control while moving and changing direction
- Perform dribbling drills through a cone course alternating feet and varying speed
- Value coordination, persistence and creative movement in developing Football dribbling skills

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

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

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

- Practical performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Football - Making Improvised Crayons

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

How can everyday materials like wax and pigments be transformed into art-making tools?

- 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 work assessment - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Football - Crayon Etching Composition

By the end of the lesson, the learner should be able to:
- Create a crayon etching pictorial composition depicting a Football scene
- Apply the etching technique by scratching through a black-coated surface to reveal vibrant crayon colours underneath
- Show creativity, precision and teamwork in producing and discussing the finished composition

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

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

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

- Practical work assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Football - Crayon Etching Composition

By the end of the lesson, the learner should be able to:
- Create a crayon etching pictorial composition depicting a Football scene
- Apply the etching technique by scratching through a black-coated surface to reveal vibrant crayon colours underneath
- Show creativity, precision and teamwork in producing and discussing the finished composition

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

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

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

- Practical work assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Football - Crayon Etching Composition

By the end of the lesson, the learner should be able to:
- Create a crayon etching pictorial composition depicting a Football scene
- Apply the etching technique by scratching through a black-coated surface to reveal vibrant crayon colours underneath
- Show creativity, precision and teamwork in producing and discussing the finished composition

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

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

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

- Practical work assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

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

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

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

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

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

- Written test - Practical performance - Self-assessment

Creating and Performing in Creative Arts and Sports

Kenyan Folk Songs - Rehearsing a Folk Song

By the end of the lesson, the learner should be able to:
- Take on roles of lead singer, chorus and instrumentalist in a folk song rehearsal
- Rehearse a Kenyan folk song with correct tune, tone, mood and cultural body movements
- Show teamwork, cultural pride and commitment during the rehearsal process

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

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

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

- Observation - Oral performance - Peer feedback

Creating and Performing in Creative Arts and Sports

Kenyan Folk Songs - Folk Song Performance

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

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

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

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

- Practical performance - Peer assessment - Observation

Creating and Performing in Creative Arts and Sports

Kenyan Folk Songs - Folk Song Performance

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

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

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

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

- Practical performance - Peer assessment - Observation

Creating and Performing in Creative Arts and Sports

Kenyan Folk Songs - Digital Research on Folk Songs

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

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

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

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

- Written assignment - Oral questions - Observation

Creating and Performing in Creative Arts and Sports

Kenyan Folk Songs - 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

Beadwork - One-Way Beading Technique

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

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

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

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

- Practical work assessment - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Beadwork - Criss-Cross Beading Technique

By the end of the lesson, the learner should be able to:
- Demonstrate the criss-cross beading technique by crossing the thread through each bead in opposite directions
- Create a beaded piece using the criss-cross technique showing Kenya's patriotic colours
- Value craftsmanship and precision in applying a more advanced beading technique

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

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

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

- Practical work assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Beadwork - Criss-Cross Beading Technique

By the end of the lesson, the learner should be able to:
- Demonstrate the criss-cross beading technique by crossing the thread through each bead in opposite directions
- Create a beaded piece using the criss-cross technique showing Kenya's patriotic colours
- Value craftsmanship and precision in applying a more advanced beading technique

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

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

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

- Practical work assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Beadwork - Cultural Significance and Display

By the end of the lesson, the learner should be able to:
- Explain how beadwork carries cultural significance in ceremonies, social status and storytelling
- Display completed beaded jewellery and present it describing design choices and patriotic meaning
- Appreciate beadwork as a cultural art form that connects communities to their heritage and history

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

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

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

- Oral presentation - Observation - Written reflection

Creating and Performing in Creative Arts and Sports

Beadwork - Cultural Significance and Display

By the end of the lesson, the learner should be able to:
- Explain how beadwork carries cultural significance in ceremonies, social status and storytelling
- Display completed beaded jewellery and present it describing design choices and patriotic meaning
- Appreciate beadwork as a cultural art form that connects communities to their heritage and history

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

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

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

- Oral presentation - Observation - Written reflection

Creating and Performing in Creative Arts and Sports

Swimming - Backstroke Arm Action and Breathing

By the end of the lesson, the learner should be able to:
- Demonstrate backstroke arm action: circular motion alternating each arm pull with fingers closed
- Coordinate arm action with rhythmic breathing: inhaling through the mouth and exhaling through the nose or mouth
- Show steadily improving coordination of kick, arms and breathing in backstroke

In groups, learners are guided to:
- Watch teacher demonstrate backstroke arm action: extend arms above head, pull down in a circular motion alternating each arm
- Practise arm action in the pool combining with flutter kicks; focus on keeping arms straight with fingers closed to maximise pull
- Add rhythmic breathing to the coordinated kick and arm action; practise across a designated distance and give each other feedback on coordination and breathing rhythm

How does coordinating arm action and breathing with flutter kicks improve backstroke efficiency?

- Champion Creative Arts and Sports Grade 7 pg. 140
- Swimming pool, swim gear
- Qualified instructor or teacher supervision

- Practical performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Swimming - Aquatic Careers and Safety

By the end of the lesson, the learner should be able to:
- Identify career opportunities related to aquatics: swimming coach, lifeguard, water sports instructor and competitive swimmer
- Describe the qualifications and safety responsibilities associated with each aquatic career
- Show interest in aquatic careers and the importance of lifelong safety awareness in water environments

In groups, learners are guided to:
- Discuss careers in aquatics: swimming coach, lifeguard, competitive swimmer and water sports instructor
- Identify the responsibilities, skills and qualifications needed for each career and discuss how swimming lessons at school are the first step
- In groups, present one aquatic career to the class explaining the career path, safety responsibilities and how it contributes to community health and safety

What career opportunities exist in aquatics and how do swimming skills prepare you for them?

- Champion Creative Arts and Sports Grade 7 pg. 135
- Digital devices for research
- Exercise books

- Oral presentation - Observation - Written assignment

Creating and Performing in Creative Arts and Sports

Swimming - Aquatic Careers and Safety

By the end of the lesson, the learner should be able to:
- Identify career opportunities related to aquatics: swimming coach, lifeguard, water sports instructor and competitive swimmer
- Describe the qualifications and safety responsibilities associated with each aquatic career
- Show interest in aquatic careers and the importance of lifelong safety awareness in water environments

In groups, learners are guided to:
- Discuss careers in aquatics: swimming coach, lifeguard, competitive swimmer and water sports instructor
- Identify the responsibilities, skills and qualifications needed for each career and discuss how swimming lessons at school are the first step
- In groups, present one aquatic career to the class explaining the career path, safety responsibilities and how it contributes to community health and safety

What career opportunities exist in aquatics and how do swimming skills prepare you for them?

- Champion Creative Arts and Sports Grade 7 pg. 135
- Digital devices for research
- Exercise books

- Oral presentation - Observation - Written assignment

Creating and Performing in Creative Arts and Sports

Swimming - Competition Rules and Etiquette

By the end of the lesson, the learner should be able to:
- Identify basic competitive swimming rules including lane usage, turns and disqualification rules
- Demonstrate proper pool etiquette during competitive and recreational swimming sessions
- Show respect, fairness and sportsmanship in a competitive swimming context

In groups, learners are guided to:
- Discuss basic competitive swimming rules: lane assignments, legal starts, turning rules and disqualification criteria
- Role-play a mini swimming competition following the rules: designated lanes, fair starts and lane etiquette during and after races
- Reflect on the importance of following rules and showing sportsmanship in competitive swimming; connect to broader sports values learned in Strand 1

Why are rules and etiquette important in both competitive and recreational swimming?

- Champion Creative Arts and Sports Grade 7 pg. 135
- Swimming pool, swim gear, lane dividers
- Exercise books

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Swimming - Portfolio Completion and Sub-Strand Review

By the end of the lesson, the learner should be able to:
- Compile all swimming notes, reflections, self-assessments and the personal fitness plan into the portfolio
- Summarise the full swimming sub-strand in a visual summary or mind map
- Celebrate personal achievement and growth in swimming skills, safety and aquatic knowledge

In groups, learners are guided to:
- Organise all swimming materials into the portfolio: safety rules summary, skill notes, self-assessment checklists, personal fitness plan and reflections
- Create a visual summary or mind map of the entire swimming sub-strand covering safety, skills and career connections
- Present the portfolio page on swimming to a classmate and give each other encouraging feedback on their swimming journey

How does compiling a swimming portfolio help you recognise and celebrate your own learning journey?

- Champion Creative Arts and Sports Grade 7 pg. 135
- Portfolio folder, completed swimming materials
- Exercise books, coloured pencils

- Portfolio assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Swimming - Portfolio Completion and Sub-Strand Review

By the end of the lesson, the learner should be able to:
- Compile all swimming notes, reflections, self-assessments and the personal fitness plan into the portfolio
- Summarise the full swimming sub-strand in a visual summary or mind map
- Celebrate personal achievement and growth in swimming skills, safety and aquatic knowledge

In groups, learners are guided to:
- Organise all swimming materials into the portfolio: safety rules summary, skill notes, self-assessment checklists, personal fitness plan and reflections
- Create a visual summary or mind map of the entire swimming sub-strand covering safety, skills and career connections
- Present the portfolio page on swimming to a classmate and give each other encouraging feedback on their swimming journey

How does compiling a swimming portfolio help you recognise and celebrate your own learning journey?

- Champion Creative Arts and Sports Grade 7 pg. 135
- Portfolio folder, completed swimming materials
- Exercise books, coloured pencils

- Portfolio assessment - Observation - Peer feedback