Creating and Performing in Creative Arts and Sports

Drawing and Painting - Types of Balance in a Picture

By the end of the lesson, the learner should be able to:
- Define balance in art and distinguish between symmetrical, asymmetrical and radial balance
- Identify types of balance in different drawings and explain how lines and tones contribute to each
- Show interest in understanding how visual elements create harmony in artwork

In groups, learners are guided to:
- In pairs, define balance in own words and discuss why it is important in drawing
- Find three drawings or paintings and identify whether each uses symmetrical, asymmetrical or radial balance
- Discuss how balance affects the overall feeling of each picture using guided questions on stability and emotions evoked

What are the different types of balance and why are they important in drawing?

- Champion Creative Arts and Sports Grade 7 pg. 26
- Print or digital images of artworks
- Exercise books, pencils

- Oral questions - Observation - Written assignment

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Creating Drawings with Balance
Drawing and Painting - Drawing Overlapping Objects

By the end of the lesson, the learner should be able to:
- Define tone, form and space as elements used to create balance in drawing
- Sketch two drawings — one showing symmetrical and one showing asymmetrical balance using lines and tones
- Appreciate how thoughtful arrangement of art elements creates harmony

In groups, learners are guided to:
- Read and match definitions of tone, form and space to their correct meanings
- Using pencils on blank paper, sketch a symmetrical drawing ensuring both sides mirror each other
- Create a second drawing with asymmetrical balance; discuss with a classmate how balance was achieved in each

How do lines, tones and forms work together to create balance in a drawing?

- Champion Creative Arts and Sports Grade 7 pg. 27
- Pencils, blank paper, erasers
- Digital or print reference images
- Champion Creative Arts and Sports Grade 7 pg. 28
- Pencils, charcoal, erasers, blending tools
- Balls of different sizes for still-life setup

- Practical work assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Cool and Warm Colours
Drawing and Painting - Colour Analysis Chart

By the end of the lesson, the learner should be able to:
- Classify colours as warm or cool and explain how each affects the mood and depth of a picture
- Identify recession and progression effects of cool and warm colours in artwork
- Appreciate how colour temperature is used to express emotion in visual art

In groups, learners are guided to:
- Study a colour wheel poster and list warm colours (reds, oranges, yellows) and cool colours (blues, greens, purples)
- Look at a picture and identify warm and cool colours, discussing which seem to come forward and which recede
- Discuss how warm colours express excitement and energy while cool colours express calmness and peace

How do warm and cool colours affect the mood and depth of a picture?

- Champion Creative Arts and Sports Grade 7 pg. 30
- Colour wheel chart, digital/print images
- Exercise books
- Champion Creative Arts and Sports Grade 7 pg. 31
- Digital devices or print images
- Exercise books, coloured pencils

- Oral questions - Written assignment - Observation

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Painting a Seascape
Drawing and Painting - Mounting and Displaying Artworks

By the end of the lesson, the learner should be able to:
- Apply warm or cool colours to paint an imaginative seascape depicting mood through colour temperature
- Demonstrate blending and layering of colours to create depth and atmosphere in a painting
- Show creativity and craftsmanship in completing a seascape painting

In groups, learners are guided to:
- Decide on warm or cool colour palette and find reference seascape images from digital or print resources
- Paint the sky and water blending from darker to lighter tones and add details such as sun, moon and wave reflections
- Clean brushes after completing the painting; compare warm and cool seascapes and discuss how colour temperature changed the mood

How does choosing warm or cool colours change the mood of a painting?

- Champion Creative Arts and Sports Grade 7 pg. 32
- Paints, brushes, palette, water, paper or canvas
- Digital/print seascape references
- Champion Creative Arts and Sports Grade 7 pg. 34
- Completed paintings/drawings, cardboard, glue or tape, scissors, ruler
- Display space, bulletin board or wall

- Practical work assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Art Critique and Appreciation
Rhythm - Rhythm and Note Values

By the end of the lesson, the learner should be able to:
- Explain what art critique means and apply it when giving constructive feedback on displayed artworks
- Present own artwork to the class describing inspiration, materials and feelings
- Develop genuine appreciation for the creative efforts of self and others

In groups, learners are guided to:
- Conduct a gallery walk observing displayed artworks and note what is admired about each piece
- Take turns presenting artwork to class answering guided questions on title, inspiration, materials and feelings
- Write a short reflection about the art appreciation session and share with a parent or guardian

How does critiquing and presenting artwork deepen appreciation for creative effort?

- Champion Creative Arts and Sports Grade 7 pg. 36
- Displayed artworks, exercise books
- Assessment rubric
- Champion Creative Arts and Sports Grade 7 pg. 40
- Exercise books, pencils
- Percussion instruments (optional)

- Oral presentation - Written reflection - Peer feedback

Creating and Performing in Creative Arts and Sports

Rhythm - Bar Lines, Beams and Note Grouping

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

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

How do bar lines and beams help organise music so it is easier to read and perform?

- Champion Creative Arts and Sports Grade 7 pg. 42
- Exercise books, pencils, rulers
- Music notation charts

- Written assignment - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Rhythm - Composing a Four-Bar Rhythmic Pattern

By the end of the lesson, the learner should be able to:
- 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:
- 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 repetition and variation make a composed rhythmic pattern more interesting?

- Champion Creative Arts and Sports Grade 7 pg. 44
- Exercise books, pencils, rulers
- Music notation resources

- Written assignment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Rhythm - Writing and Performing Rhythms on Monotone

By the end of the lesson, the learner should be able to:
- Write rhythmic patterns in 2/4 time using correct bar lines and double bar lines
- Perform rhythmic patterns on monotone by stamping or tapping while reciting French rhythm names
- Appreciate the precision needed in both writing and reading musical rhythm

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

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

- Champion Creative Arts and Sports Grade 7 pg. 45
- Exercise books, pencils
- Percussion instruments or body percussion

- Oral performance - Written assignment - Observation

Creating and Performing in Creative Arts and Sports

Rhythm - Song-Based Rhythm Identification

By the end of the lesson, the learner should be able to:
- Identify accented syllables, bar lines and beats per bar in a song
- Write the rhythm of a song by noting the note value above each syllable
- Show enjoyment in discovering rhythmic structure through song

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

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

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

Melody - Sol-fa Notation and Qualities of Melody

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

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

What are the qualities that make a melody pleasant to sing and easy to remember?

- Champion Creative Arts and Sports Grade 7 pg. 66
- Exercise books, pencils, rulers
- Music notation charts

- Oral questions - Written assignment - Observation

Creating and Performing in Creative Arts and Sports

Melody - Melody Contour and Shape

By the end of the lesson, the learner should be able to:
- Identify and describe different melodic contours: rising, falling, rising-falling, flat-rising and falling-rising
- Analyse familiar melodies to describe their shape and contour
- Appreciate how melodic shape gives music its distinctive character and emotional direction

In groups, learners are guided to:
- Study diagrams of the eight melodic contour shapes: rising, rising-flat, rising-falling, flat-rising, flat-falling, falling-rising, falling-flat and falling
- Analyse the melody of 'Twinkle Twinkle Little Star' and identify its contour shape across the phrases
- In pairs, describe the contour of two other familiar songs and share observations with the class

How does the contour or shape of a melody affect the emotion and character of a song?

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

- Oral questions - Written assignment - Observation

Creating and Performing in Creative Arts and Sports

Melody - Tonic Triad and Melody Structure

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

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. 68
- Exercise books, pencils, rulers
- Music notation charts

- Written assignment - Oral questions - Observation

Creating and Performing in Creative Arts and Sports

Melody - Composing a Melody in C Major

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)

- Practical performance - Written assignment - Peer feedback

Creating and Performing in Creative Arts and Sports

Melody - Performing Melodies

By the end of the lesson, the learner should be able to:
- Sing composed melodies with correct sol-fa names, pitch and rhythm
- Evaluate own and peers' melody performances using criteria of pitch accuracy, rhythm and expression
- Show confidence and enjoyment in performing original melodic compositions

In groups, learners are guided to:
- Practise singing composed melodies using sol-fa syllables focusing on correct pitch and rhythm
- Perform melodies in pairs or groups for the class applying appropriate expression and steady tempo
- Give and receive structured feedback on each performance noting pitch accuracy, rhythmic steadiness and expressiveness

How does performing your own composed melody develop musical confidence and expression?

- Champion Creative Arts and Sports Grade 7 pg. 70
- Exercise books with composed melodies
- Digital recording device (optional)

- Oral performance - Observation - 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

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)

- Practical performance - Written assignment - Observation

Creating and Performing in Creative Arts and Sports

Melody - Portfolio Completion and Reflection

By the end of the lesson, the learner should be able to:
- Compile all Melody work including notation, compositions and reflections into a portfolio
- Write a personal reflection on what was learnt in the Melody sub-strand
- Value keeping a portfolio as a record of creative and musical growth

In groups, learners are guided to:
- Organise all melody exercises, composed melodies and performance notes into the portfolio folder
- Write a reflection addressing: what was learnt about melody, which activity was most enjoyable and how melody skills apply in real life
- Share the portfolio with a classmate and give each other encouraging feedback on the musical journey

How does keeping a portfolio help you track and celebrate your growth in music?

- Champion Creative Arts and Sports Grade 7 pg. 73
- Portfolio folder, completed melody work
- Exercise books

- Portfolio assessment - Written reflection - Peer feedback

Creating and Performing in Creative Arts and Sports

Handball - Passing Skills
Handball - Jump Pass and Overhead Pass

By the end of the lesson, the learner should be able to:
- Identify and describe the four Handball passing skills: side, jump, overhead and flick pass
- Demonstrate correct side pass technique aiming for the partner's chest with accurate follow-through
- Show teamwork and communication during passing drills

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

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

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

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Handball - Dribbling Skills

By the end of the lesson, the learner should be able to:
- 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 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 does effective dribbling give a Handball player an advantage during a game?

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

- Practical performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Handball - Jump Shot

By the end of the lesson, the learner should be able to:
- Describe and demonstrate the jump shot technique with correct approach, take-off, ball release and follow-through
- Execute a jump shot with accuracy targeting specific areas of the goal
- Show determination, accuracy and fair play during jump shot practice

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

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

- Champion Creative Arts and Sports Grade 7 pg. 76
- Handballs, goal posts, open court or field
- Cones for positioning

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Handball - Combined Passing and Shooting Drill

By the end of the lesson, the learner should be able to:
- Combine passing, dribbling and shooting skills in structured drills
- Apply correct technique and decision-making when choosing which pass or shot to use
- Show teamwork, communication and positive sportsmanship during combined drills

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

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

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

- Practical performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Handball - Handball Game

By the end of the lesson, the learner should be able to:
- Apply passing, dribbling and jump shot skills in a full Handball game
- Demonstrate knowledge of Handball rules and fair play throughout the game
- Show sportsmanship, teamwork and a positive attitude in game play

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

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

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

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Handball - Rules and Tactics

By the end of the lesson, the learner should be able to:
- State the basic rules of Handball including court dimensions, goal area rules and fouls
- Identify simple attacking and defensive tactics used in Handball
- Appreciate the importance of rules and tactics in making Handball fair and competitive

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

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

- Champion Creative Arts and Sports Grade 7 pg. 79
- Digital devices for Handball game clips
- Exercise books, court or field

- Oral questions - Observation - Written assignment

Creating and Performing in Creative Arts and Sports

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

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

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

What skills and understanding have you developed through playing Handball?

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

- Written test - Practical performance - Observation

Creating and Performing in Creative Arts and Sports

Handball - Fitness and Warm-Up for Handball

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

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

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

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

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Descant Recorder - Parts of the Recorder and Posture

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

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

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

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

- Observation - Oral questions - Practical performance

Creating and Performing in Creative Arts and Sports

Descant Recorder - Finger Positions for C Major
Descant Recorder - Sight Reading for Recorder

By the end of the lesson, the learner should be able to:
- State the correct finger positions for each note of the C major scale on the descant recorder
- Play the C major scale slowly and smoothly with clear tone and correct fingering
- Show patience and persistence in practising correct finger placement

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

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

- Champion Creative Arts and Sports Grade 7 pg. 83
- Descant recorders, finger position chart
- Exercise books
- Champion Creative Arts and Sports Grade 7 pg. 84
- Descant recorders, printed music notation
- Exercise books, pencils

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Descant Recorder - Playing Melodies in C Major

By the end of the lesson, the learner should be able to:
- Play simple pieces in C major and 2/4 time on the descant recorder with clear tone and steady rhythm
- Gradually increase playing speed from slow to comfortable tempo while maintaining note clarity
- Show confidence and steady improvement in recorder performance

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

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

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

- Practical performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Descant Recorder - Performing with Dynamics and Tempo

By the end of the lesson, the learner should be able to:
- Define dynamics (loud and soft) and tempo (fast and slow) as performance directions
- Apply dynamics and tempo markings when performing a simple melody on the recorder
- Appreciate how dynamics and tempo make a musical performance more expressive and engaging

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

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

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

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Descant Recorder - Solo and Group Recorder Performance

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

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

What does a polished recorder performance look and sound like?

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

- Practical performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Descant Recorder - Review of Fingering, Sight Reading and Performance

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

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

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

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

- Written test - Practical performance - Observation

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Storytelling Techniques

By the end of the lesson, the learner should be able to:
- Identify and describe storytelling techniques: use of voice, gestures, audience involvement and props/costumes
- Demonstrate use of voice and gesture in telling a short story
- Appreciate storytelling as a powerful performing arts technique for communication and cultural preservation

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

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

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

- Observation - Oral questions - Peer feedback

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Use of Voice

By the end of the lesson, the learner should be able to:
- Explain how tone, pitch and volume are used to convey characters and emotions in storytelling
- Demonstrate distinct voice changes for at least three different characters in a story
- Show confidence and creativity in using vocal variety to bring characters to life

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

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

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

- Oral performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Gestures and Audience Engagement

By the end of the lesson, the learner should be able to:
- Demonstrate effective use of gestures, facial expressions and body movement in storytelling
- Apply at least two audience involvement strategies such as call-and-response and audience participation
- Value the interactive nature of storytelling as a communal experience

In groups, learners are guided to:
- Practise telling a story using exaggerated gestures and facial expressions to convey emotions; vary gesture size for different moments
- Practise audience involvement strategies: ask the audience to roar when the lion appears, repeat a phrase or make a sound at key moments
- List other ways to engage an audience and share ideas in class

How do gestures, facial expressions and audience involvement bring a story to life?

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

- Oral performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Analysing Storytelling

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

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

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

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

- Written reflection - Oral questions - Observation

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Props, Costumes and Social Storytelling
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

By the end of the lesson, the learner should be able to:
- Bind completed flipbook pages neatly using stapling, string binding or gluing
- Demonstrate the completed flipbook animation by riffling through pages at different speeds
- Show pride in craftsmanship and ability to share a self-made animation with others

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

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

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

- Practical work assessment - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Rehearsing the Story

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

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

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

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

- Observation - Oral questions - Self-assessment

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Story Performance

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

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

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

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

- Practical performance - Oral feedback - Written reflection

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Review of Techniques, Flipbook and Performance

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

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

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

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

- Written test - Oral questions - Observation

Creating and Performing in Creative Arts and Sports

Football - Foot Trapping

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

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

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

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

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Football - Thigh and Chest Trapping

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

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

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

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

- Practical performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Football - Dribbling Skills

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

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

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

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

- Practical performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Football - Low Drive Shooting
Football - Placed Shot

By the end of the lesson, the learner should be able to:
- Describe and demonstrate the low drive shot with correct approach, foot contact, follow-through and targeting
- Apply the low drive shot from different positions aiming for the bottom corners of the goal
- Show determination, accuracy and responsible behaviour during shooting practice

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

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

- Champion Creative Arts and Sports Grade 7 pg. 110
- Footballs, goal posts, open field
- Cones for shooting positions
- Champion Creative Arts and Sports Grade 7 pg. 111
- Footballs, goal posts, cones, open field
- Exercise books

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Football - Football Game

By the end of the lesson, the learner should be able to:
- Apply trapping, dribbling and shooting skills in a full Football game
- Demonstrate knowledge of Football positions and basic rules during the game
- Show teamwork, sportsmanship and a positive attitude throughout game play

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

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

- Champion Creative Arts and Sports Grade 7 pg. 112
- Footballs, goal posts, bibs, cones, open field
- Whistle

- Practical performance - Observation - Oral questions

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 - Review of Trapping, Dribbling, Shooting and Crayon Etching
Football - Relay Drills and Team Tactics

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

- Written test - Practical performance - Self-assessment