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 - 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

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

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Handball - Jump Pass and Overhead Pass

By the end of the lesson, the learner should be able to:
- Demonstrate the jump pass and overhead pass with correct take-off, ball control and release
- Apply jump and overhead passes appropriately in drill situations
- Value precision, timing and coordination in developing advanced Handball passing skills

In groups, learners are guided to:
- Observe teacher demonstration of jump pass (take-off, ball grip, mid-air release) and overhead pass (two-hand grip above head, forward release)
- Practise both passes in pairs focusing on footwork, timing and accuracy of release
- Give each other structured feedback on body position, grip, release point and accuracy after each drill

When would a player use a jump pass or overhead pass instead of a side pass in Handball?

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

- Practical performance - Observation - Peer feedback

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 - 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

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

- Practical performance - Observation - Oral questions

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

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

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

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

- Oral questions - Observation - Written assignment

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Flipbook Animation Introduction

By the end of the lesson, the learner should be able to:
- Explain what a flipbook is and describe how sequential images create the illusion of movement
- Identify the features of a good flipbook versus a poor one
- Show curiosity and enthusiasm about animation as a form of visual storytelling

In groups, learners are guided to:
- Read about the history of flipbooks and how they create animation through rapidly flipped sequential drawings
- Compare features of a good flipbook (smooth animation, consistent positioning) with a poor one (choppy animation, inconsistent images)
- Discuss how flipbooks relate to modern animation films; brainstorm a simple storyline for their own flipbook

How does a flipbook create the illusion of movement through sequential drawings?

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

- 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 - 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

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

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Football - Placed Shot

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

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

When should a footballer choose a placed shot over a low drive shot?

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

- Practical performance - Observation - Peer feedback

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 - 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

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

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