Creating and Performing in Creative Arts and Sports

Handball - Passes

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

- Identify different types of passes in Handball
- Describe the arm and leg positioning for passes
- Show interest in Handball as a sport

In groups, learners are guided to:
- Study pictures of different passes in Handball
- Identify types of passes shown (side pass, jump pass, flick pass)
- Describe arm and leg positioning in the pictures
- Watch virtual or live demonstration of Handball passes

How do different types of passes contribute to effective gameplay in Handball?

- Humming Bird Creative Arts and Sports pg. 62
- Pictures of Handball passes
- Digital resources showing Handball techniques
- Handball

- Oral questioning - Group discussions - Written descriptions

Creating and Performing in Creative Arts and Sports

Handball - Passes

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

- Demonstrate side pass in Handball
- Execute proper technique for side pass
- Observe safety measures during practice

In groups, learners are guided to:
- Stand a few meters apart facing a partner
- Hold the ball with one hand
- Practice side pass technique with step forward and push
- Release ball to target or partner
- Follow through with hand facing direction of ball

Why is proper technique important in Handball passing?

- Humming Bird Creative Arts and Sports pg. 63
- Handballs
- Open space for practice
- Cones for marking positions

- Demonstration - Practical assessment - Peer feedback

Creating and Performing in Creative Arts and Sports

Handball - Passes

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

- Demonstrate jump pass in Handball
- Execute proper technique for jump pass
- Practice safe landing techniques

In groups, learners are guided to:
- Hold ball with one hand above head level
- Take off from ground and release ball at top of jump
- Land on both feet and follow through with hand
- Practice with partners at appropriate distances
- Provide feedback to each other

How does jumping affect the effectiveness of passes in Handball?

- Humming Bird Creative Arts and Sports pg. 64
- Handballs
- Open space for practice
- Mats for safe landing if available

- Practical assessment - Observation - Peer evaluation

Creating and Performing in Creative Arts and Sports

Handball - Passes

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

- Demonstrate flick pass in Handball
- Use quick wrist action for flick pass
- Practice controlled passing

In groups, learners are guided to:
- Stand close to partner for short, quick passes
- Hold ball firmly and use quick flick of wrist
- Focus on controlling flick with wrist, not whole arm
- Practice quick, controlled passes with partner
- Give feedback on technique

When would a flick pass be most useful in a Handball game?

- Humming Bird Creative Arts and Sports pg. 65
- Handballs
- Open space for practice

- Practical assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Handball - Passes

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

- Practice alternate passing exercise
- Apply different types of passes in practice
- Show teamwork in passing drills

- Form groups of 4 learners each
- Practice alternate passing exercise as shown
- Use different types of passes (side, jump, flick)
- Ensure everyone participates multiple times
- Appreciate each other's efforts

How do passing drills improve game performance?

- Humming Bird Creative Arts and Sports pg. 66
- Handballs
- Open space for practice
- Markers for positions
- Humming Bird Creative Arts and Sports pg. 67
- Markers for circle

- Group assessment - Individual skill evaluation - Participation observation

Creating and Performing in Creative Arts and Sports

Handball - Dribbling

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

- Identify types of dribbling in Handball
- Describe body positioning for dribbling
- Show interest in learning dribbling skills

In groups, learners are guided to:
- Study pictures showing dribbling techniques
- Identify high and low dribbling techniques
- Describe body positioning for each technique
- Watch videos or demonstrations of dribbling in Handball

What is the difference between high and low dribbling in Handball?

- Humming Bird Creative Arts and Sports pg. 68
- Pictures showing dribbling techniques
- Digital resources on Handball dribbling
- Handballs

- Oral questioning - Written descriptions - Group discussions

Creating and Performing in Creative Arts and Sports

Handball - Dribbling

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

- Demonstrate low dribble technique
- Maintain control of the ball during dribbling
- Practice safe dribbling techniques

In groups, learners are guided to:
- Start in balanced stance with knees slightly bent
- Lower back slightly for low stance and balance
- Hold ball with dominant hand, non-dominant hand for protection
- Practice dribbling low with controlled tapping motion
- Keep head up and eyes forward

When would low dribbling be most useful in a Handball game?

- Humming Bird Creative Arts and Sports pg. 69
- Handballs
- Open space for practice

- Demonstration - Practical assessment - Individual guidance

Creating and Performing in Creative Arts and Sports

Handball - Dribbling

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

- Demonstrate high dribble technique
- Maintain control while dribbling at higher height
- Show confidence in dribbling skills

In groups, learners are guided to:
- Stand with feet shoulder-width apart, knees slightly bent
- Position dribbling hand on top of ball, non-dribbling hand for shielding
- Practice bouncing ball higher with more force
- Protect ball from imaginary opponents
- Keep head up and eyes forward

Why is high dribbling used when moving at faster speeds?

- Humming Bird Creative Arts and Sports pg. 70
- Handballs
- Open space for practice

- Practical assessment - Observation - Individual feedback

Creating and Performing in Creative Arts and Sports

Handball - Dribbling

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

- Practice dribbling drills
- Switch between high and low dribbling
- Demonstrate control in directional changes

In groups, learners are guided to:
- Form groups and practice dribbling in straight lines
- Practice high dribble and low dribble techniques
- Switch hands and techniques at designated points
- Progress towards goal area while dribbling
- Give feedback on each other's technique

How does dribbling help players advance toward the goal?

- Humming Bird Creative Arts and Sports pg. 71
- Handballs
- Open space for practice
- Markers for switching points

- Practical assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Handball - Jump shot

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

- Identify jump shot technique in Handball
- Describe body positioning for jump shot
- Show interest in shooting skills

In groups, learners are guided to:
- Study picture showing jump shot technique
- Identify the type of shot shown
- Describe the body positioning of players
- Watch videos or demonstrations of jump shots in Handball

How does jumping affect shooting accuracy in Handball?

- Humming Bird Creative Arts and Sports pg. 72
- Pictures showing jump shot technique
- Digital resources on Handball shooting
- Handballs

- Oral questioning - Written descriptions - Group discussions

Creating and Performing in Creative Arts and Sports

Handball - Jump shot

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

- Demonstrate jump shot technique
- Execute proper body movement for jump shot
- Observe safety during shooting practice

In groups, learners are guided to:
- Hold ball above head using dominant hand
- Make short run (maximum three steps)
- Jump and release ball at top of jump
- Aim at target (goal or marked area)
- Land safely on both feet

Why is timing important in executing a jump shot?

- Humming Bird Creative Arts and Sports pg. 73
- Handballs
- Goals or targets
- Open space for practice

- Demonstration - Practical assessment - Individual guidance

Creating and Performing in Creative Arts and Sports

Descant Recorder - Interpreting melodies on staff notation

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

- Outline factors to consider in interpreting melodies on staff notation
- Identify key signature and time signature
- Show interest in music notation

In groups, learners are guided to:
- Brainstorm factors to consider when interpreting melodies on staff
- Discuss key signature, time signature, note values
- Identify these elements in written music examples
- Understand how these elements guide musical interpretation

What is the value of sight reading music?

- Humming Bird Creative Arts and Sports pg. 74
- Charts showing music notation elements
- Sheet music examples
- Descant recorders

- Oral questioning - Written identification - Group discussions

Creating and Performing in Creative Arts and Sports

Descant Recorder - Interpreting melodies on staff notation

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

- Learn fingering chart for scale of C Major
- Practice playing notes on descant recorder
- Show patience in learning new skills

In groups, learners are guided to:
- Study fingering chart for C Major scale on descant recorder
- Practice correct finger positions for each note
- Play scale of C Major ascending and descending
- Focus on proper breath control and fingering technique

Why is proper fingering technique essential for playing recorder?

- Humming Bird Creative Arts and Sports pg. 75
- Fingering charts
- Descant recorders
- Sheet music for C Major scale

- Practical assessment - Individual guidance - Technique observation

Creating and Performing in Creative Arts and Sports

Descant Recorder - Performance directions

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

- Identify performance directions in musical notation
- Explain dynamics markings in music
- Show interest in expressive music performance

In groups, learners are guided to:
- Study performance directions related to dynamics (ff, f, mf, mp, p, pp)
- Discuss meaning of Italian terms and their symbols
- Identify dynamic markings in sheet music examples
- Practice playing with different dynamic levels

Why are performance directions important in music?

- Humming Bird Creative Arts and Sports pg. 76
- Charts showing dynamics markings
- Sheet music with dynamics
- Descant recorders
- Humming Bird Creative Arts and Sports pg. 77
- Charts showing tempo markings
- Sheet music with varied tempos

- Oral questioning - Written identification - Performance assessment

Creating and Performing in Creative Arts and Sports

Descant Recorder - Playing melodies

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

- Sight read simple melodies on descant recorder
- Apply correct fingering and breath control
- Show confidence in music reading

In groups, learners are guided to:
- Practice sight reading simple melodies in C Major
- Apply correct fingering technique for each note
- Focus on accurate rhythm and pitch
- Give and receive feedback on playing technique

How can sight reading skills be improved with practice?

- Humming Bird Creative Arts and Sports pg. 78
- Sheet music with simple melodies
- Descant recorders
- Music stands if available

- Sight reading assessment - Performance evaluation - Individual feedback

Creating and Performing in Creative Arts and Sports

Descant Recorder - Playing melodies

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

- Perform a piece in C major on descant recorder
- Apply performance directions in playing
- Show sensitivity to musical expression

In groups, learners are guided to:
- Practice performing "Jingle Bells" on descant recorder
- Focus on following dynamics and tempo markings
- Work in pairs to give feedback on performance
- Perform individually and as a group

How do performance directions enhance musical expression?

- Humming Bird Creative Arts and Sports pg. 78
- Sheet music for "Jingle Bells"
- Descant recorders
- Music stands if available

- Performance assessment - Expressive playing evaluation - Peer feedback

Creating and Performing in Creative Arts and Sports

Descant Recorder - Playing melodies

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

- Perform more complex pieces in C major
- Apply varied performance directions
- Show growing confidence in recorder playing

In groups, learners are guided to:
- Practice more challenging pieces in C major
- Apply dynamics and tempo variations
- Focus on expressive playing and technical accuracy
- Perform for peers and receive feedback

How does technical skill contribute to musical expression?

- Humming Bird Creative Arts and Sports pg. 79
- Sheet music with more complex melodies
- Descant recorders
- Music stands if available

- Performance assessment - Technical skill evaluation - Individual feedback

Creating and Performing in Creative Arts and Sports

Descant Recorder - Duets

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

- Perform simple duets on descant recorder
- Coordinate playing with a partner
- Appreciate playing music with others

In groups, learners are guided to:
- Learn to play duets in C major
- Practice coordinating with a partner
- Focus on staying in time together
- Listen to each other while playing
- Perform duets for the class

How does playing in an ensemble differ from solo playing?

- Humming Bird Creative Arts and Sports pg. 79
- Duet sheet music
- Descant recorders
- Music stands if available

- Ensemble performance assessment - Coordination evaluation - Partner feedback

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Storytelling techniques

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

- Describe techniques used in storytelling
- Identify elements that make storytelling engaging
- Show interest in storytelling as an art form

In groups, learners are guided to:
- Watch live or recorded narration clips
- Identify storytelling techniques (voice, body language, songs, audience involvement, props, costumes)
- Discuss how these elements make stories more interesting
- Share observations with classmates

How can storytelling be made interesting?

- Humming Bird Creative Arts and Sports pg. 80
- Video clips of storytelling performances
- Digital devices for viewing
- Story books

- Oral questioning - Group discussions - Written analysis

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Storytelling techniques

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

- Practice specific storytelling techniques
- Use voice modulation effectively
- Show confidence in oral expression

In groups, learners are guided to:
- Form groups to practice specific storytelling techniques
- Focus on voice modulation, facial expressions, and gestures
- Practice using body language to enhance storytelling
- Give and receive feedback on technique

How do different techniques enhance storytelling?

- Humming Bird Creative Arts and Sports pg. 81
- Simple stories for practice
- Props (optional)
- Open space for movement

- Practical assessment - Technique demonstration - Peer feedback

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Qualities of a good flipbook

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

- Explain qualities of a good flipbook
- Analyze examples of flipbook animation
- Show interest in animation techniques

In groups, learners are guided to:
- Study examples of flipbooks
- Discuss qualities of good flipbooks (smooth sequence, clarity, consistency, creativity)
- Analyze how movement is created through sequential images
- Identify positive and negative space in examples

How can flip book animation be used in storytelling?

- Humming Bird Creative Arts and Sports pg. 82
- Sample flipbooks
- Digital resources showing flipbook animation
- Video clips of flipbook animation

- Oral questioning - Group discussions - Written analysis

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Qualities of a good flipbook

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

- Identify and discuss qualities of good flipbooks
- Analyze movement in sequential images
- Appreciate flipbook animation as an art form

In groups, learners are guided to:
- Search for videos of flipbooks and analyze qualities
- Discuss sequencing, positioning, creativity in flipbook design
- Examine how slight changes between frames create illusion of movement
- Prepare to create own flipbook animation

What makes animation appear smooth and realistic?

- Humming Bird Creative Arts and Sports pg. 83
- Sample flipbooks
- Digital resources showing flipbook animation
- Video clips of animation principles

- Research presentation - Oral questioning - Group discussions

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Composing a story

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

- Read and analyze elements of a story
- Identify beginning, middle and end structure
- Show appreciation for story structure

In groups, learners are guided to:
- Read sample story "A Matter of Integrity"
- Identify theme, characters, and plot structure
- Discuss beginning, middle, and end of the story
- Analyze how the story develops and resolves

What makes a story engaging and meaningful?

- Humming Bird Creative Arts and Sports pg. 84
- Story text "A Matter of Integrity"
- Reading materials
- Notebooks for analysis
- Humming Bird Creative Arts and Sports pg. 85
- Reference materials on social issues
- Newspapers and magazines
- Digital resources if available

- Reading comprehension - Story analysis - Group discussions

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Composing a story

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

- Plan a story with clear structure
- Create a visual map of story elements
- Show creativity in story development

In groups, learners are guided to:
- Create clear beginning, middle, and end for social issue story
- Plan key plot points, conflicts, and resolutions
- Decide on setting and time frame
- Draw a visual map including scenes and characters

How do authors plan and organize their stories?

- Humming Bird Creative Arts and Sports pg. 86
- Planning sheets
- Drawing materials
- Story mapping templates

- Story plan assessment - Creativity evaluation - Individual guidance

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Composing a story

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

- Write a 3-5 minute script based on chosen topic
- Apply story structure principles
- Show creativity in script writing

In groups, learners are guided to:
- Work in groups to write 3-5 minute script
- Use descriptive language, imagery, and dialogue
- Ensure story addresses chosen social issue
- Include clear theme related to the issue
- Edit script based on peer feedback

How can scripts effectively convey messages about social issues?

- Humming Bird Creative Arts and Sports pg. 87
- Writing materials
- Story plans from previous lesson
- Sample scripts for reference

- Script writing assessment - Content evaluation - Group collaboration

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Flipbook animation

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

- Brainstorm ideas for flipbook animation
- Sketch initial character designs
- Show creativity in animation planning

In groups, learners are guided to:
- Brainstorm ideas for flipbook animation
- Choose simple story with clear movement for character(s)
- Sketch initial character designs
- Plan sequence of movements for animation

How do animators plan the movement sequence for animation?

- Humming Bird Creative Arts and Sports pg. 88
- Drawing paper
- Pencils and erasers
- Reference materials for character design

- Planning assessment - Character design evaluation - Creativity observation

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Flipbook animation

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

- Draw a sequence of a moving character
- Apply principles of sequential movement
- Show patience and attention to detail

In groups, learners are guided to:
- Draw first frame of character on first page
- Use light table or window to trace elements that remain same
- Make small adjustments to moving parts in each frame
- Focus on consistent character size and positioning
- Complete series of sequential images

How do small changes between frames create illusion of movement?

- Humming Bird Creative Arts and Sports pg. 88
- Paper for flipbook pages
- Pencils and erasers
- Light box or clear window for tracing
- Reference materials

- Drawing technique assessment - Sequential movement evaluation - Individual guidance

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Flipbook animation

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

- Arrange sequential pages correctly
- Create binding for flipbook
- Show craftsmanship in construction

In groups, learners are guided to:
- Arrange pages in correct sequential order
- Number pages if necessary
- Choose binding method (stapling, string, etc.)
- Secure pages together to create flipbook spine
- Test flipbook to ensure smooth animation

How does page arrangement affect the animation quality?

- Humming Bird Creative Arts and Sports pg. 89
- Completed sequence drawings
- Stapler, string, or other binding materials
- Scissors
- Card stock for covers (optional)

- Construction quality assessment - Binding technique evaluation - Finished product review

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Flipbook animation

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

- Demonstrate flipbook animation technique
- Present completed flipbook to class
- Appreciate animation as storytelling medium

In groups, learners are guided to:
- Practice flipping through completed flipbook
- Experiment with different speeds to find optimal animation rate
- Present flipbook to classmates
- Explain process and challenges of creation
- Give and receive feedback on flipbook animations

How can flip book animation be used in storytelling?

- Humming Bird Creative Arts and Sports pg. 89
- Completed flipbooks
- Presentation space

- Presentation assessment - Animation quality evaluation - Peer feedback

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Performing a story

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

- Perform vocal warm-up exercises
- Prepare for storytelling performance
- Show confidence in oral expression

In groups, learners are guided to:
- Practice deep breathing exercises
- Loosen up with physical warm-ups
- Perform vocal warm-ups (humming, lip trills, tongue twisters)
- Practice physical movements and stretches
- Prepare for story performance

Why are warm-up exercises important before storytelling?

- Humming Bird Creative Arts and Sports pg. 90
- Open space for movement
- Story scripts from previous work

- Warm-up technique assessment - Preparation quality - Individual guidance

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Performing a story

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

- Practice storytelling techniques
- Memorize story content
- Show confidence in performance preparation

In groups, learners are guided to:
- Read through script multiple times
- Familiarize with plot, characters, and key moments
- Practice varying voice tone, pace, and volume
- Use gestures and facial expressions to enhance story
- Rehearse story multiple times for smooth delivery

How do storytellers prepare for performances?

- Humming Bird Creative Arts and Sports pg. 90
- Story scripts
- Open space for rehearsal
- Props if needed

- Rehearsal assessment - Memorization check - Performance technique evaluation

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Performing a story

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

- Perform 3-5 minute story before an audience
- Apply storytelling techniques effectively
- Show confidence in public performance

In groups, learners are guided to:
- Choose appropriate performance space
- Introduce self and story confidently
- Give brief overview of story content
- Use expressive techniques during performance
- Thank audience at conclusion
- Receive feedback on performance

What makes a storytelling performance effective and engaging?

- Humming Bird Creative Arts and Sports pg. 91
- Story scripts
- Performance space
- Props if needed

- Performance assessment - Technique application evaluation - Audience engagement observation

Creating and Performing in Creative Arts and Sports

Storytelling and Animation - Storytelling as communication
Football - Trapping

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

- Record narration performance
- Evaluate own storytelling techniques
- Appreciate storytelling as a means of communication

In groups, learners are guided to:
- Record storytelling performance using available technology
- Play back recording and analyze technique
- Make notes for improvement
- With permission, share recording on appropriate platform
- Discuss storytelling as a communication medium

How has digital technology changed storytelling practices?

- Humming Bird Creative Arts and Sports pg. 91
- Recording devices
- Story scripts
- Performance space
- Humming Bird Creative Arts and Sports pg. 90
- Pictures showing trapping techniques
- Digital resources showing football skills
- Footballs

- Recording quality assessment - Self-evaluation - Reflection quality

Creating and Performing in Creative Arts and Sports

Football - Trapping

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

- Demonstrate chest trapping technique
- Execute proper body positioning for chest trap
- Observe safety during practice

- Stand a few meters apart facing partners
- One learner passes, other receives for trapping
- For chest trap, stand in line with ball
- Position feet shoulder-width apart, focus on ball
- Place arms stretched out and lean back slightly when ball approaches
- Let ball drop gently to feet after trapping

How does proper body positioning improve trapping effectiveness?

- Humming Bird Creative Arts and Sports pg. 91
- Footballs
- Open field for practice
- Cones for marking positions

- Demonstration - Practical assessment - Peer feedback

Creating and Performing in Creative Arts and Sports

Football - Trapping

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

- Demonstrate foot trapping techniques
- Use different parts of foot for trapping
- Show improvement in trapping skills

In groups, learners are guided to:
- Practice trapping with inside part of foot
- Practice trapping with outside part of foot
- Practice trapping with sole of foot
- Focus on proper positioning and technique for each method
- Give and receive feedback on technique

When would you use different foot trapping techniques?

- Humming Bird Creative Arts and Sports pg. 92
- Footballs
- Open field for practice
- Cones for marking positions

- Practical assessment - Technique evaluation - Individual guidance

Creating and Performing in Creative Arts and Sports

Football - Trapping

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

- Demonstrate thigh trapping technique
- Combine different trapping methods
- Show confidence in ball control skills

In groups, learners are guided to:
- Practice thigh trapping technique
- Stand in line with ball path
- Lift trapping leg slightly forward and upward with bent knee
- Make contact with thigh to absorb ball impact
- Let ball land in front of non-trapping foot
- Combine different trapping methods in practice

How does thigh trapping differ from other trapping techniques?

- Humming Bird Creative Arts and Sports pg. 93
- Footballs
- Open field for practice
- Cones for marking positions

- Practical assessment - Technique evaluation - Individual guidance

Creating and Performing in Creative Arts and Sports

Football - Trapping

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

- Practice various trapping exercises
- Apply trapping skills in game-like situations
- Show teamwork in group activities

In groups, learners are guided to:
- Practice "Throw and trap" exercise in pairs
- Take turns throwing and trapping using different techniques
- Respond to commands for different trap types (thigh, chest, foot)
- Change roles to ensure everyone practices all techniques
- Observe safety measures during practice

How does practicing different trapping techniques improve overall ball control?

- Humming Bird Creative Arts and Sports pg. 94
- Footballs
- Open field for practice
- Whistle for commands

- Group dynamics assessment - Skill application evaluation - Participation observation

Creating and Performing in Creative Arts and Sports

Football - Trapping

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

- Practice "Interceptors" trapping exercise
- Apply trapping skills in competitive situation
- Show fair play in group activities

- Form groups of 7 learners with 2 interceptors in center
- Learners in circle pass ball to each other
- Interceptors try to intercept and control ball using various traps
- Change roles when ball is intercepted
- Ensure everyone gets chance to be interceptor
- Give feedback on trapping technique

How do trapping skills contribute to defensive play in football?

- Humming Bird Creative Arts and Sports pg. 94
- Footballs
- Open field for practice
- Markers for circle

- Group activity assessment - Skill application evaluation - Fair play observation

Creating and Performing in Creative Arts and Sports

Football - Dribbling

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

- Identify dribbling techniques in football
- Describe body positioning for dribbling
- Show interest in dribbling skills

In groups, learners are guided to:
- Watch videos or demonstrations of dribbling in football
- Identify parts of foot used in dribbling (inside and outside)
- Discuss how to dribble using different foot parts
- Observe body positioning during dribbling demonstrations

Why is ball control important in a football match?

- Humming Bird Creative Arts and Sports pg. 95
- Digital resources showing dribbling techniques
- Footballs
- Pictures of dribbling techniques

- Oral questioning - Group discussions - Written descriptions

Creating and Performing in Creative Arts and Sports

Football - Dribbling

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

- Demonstrate inside foot dribbling technique
- Maintain control while dribbling
- Show confidence in dribbling skills

In groups, learners are guided to:
- Set up cones in straight line about 2 meters apart
- Practice inside foot dribbling through cones
- Focus on using inside of foot to push ball forward
- Keep ball close to feet throughout dribbling
- Concentrate on control rather than speed

How does inside foot dribbling help maintain ball control?

- Humming Bird Creative Arts and Sports pg. 96
- Footballs
- Cones
- Open field for practice

- Demonstration - Practical assessment - Individual guidance

Creating and Performing in Creative Arts and Sports

Football - Dribbling

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

- Demonstrate outside foot dribbling technique
- Maintain control while changing direction
- Show improvement in dribbling skills

In groups, learners are guided to:
- Set up cones for practice course
- Practice outside foot dribbling through cones
- Use outside of foot to tap ball while weaving through cones
- Maintain body position between ball and imaginary defenders
- Focus on ball control during direction changes

When would outside foot dribbling be most useful in a game?

- Humming Bird Creative Arts and Sports pg. 97
- Footballs
- Cones
- Open field for practice

- Practical assessment - Technique evaluation - Individual guidance

Creating and Performing in Creative Arts and Sports

Football - Dribbling

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

- Practice dribbling drills
- Apply dribbling techniques in structured activities
- Show improvement in ball control

In groups, learners are guided to:
- Arrange cones in zigzag formation
- Practice dribbling around cones using inside and outside foot
- Focus on control, direction changes, and speed regulation
- Practice returning to starting point using alternate technique
- Ensure everyone gets multiple practice opportunities

How do dribbling drills improve match performance?

- Humming Bird Creative Arts and Sports pg. 98
- Footballs
- Cones
- Open field for practice
- Cones or markers

- Drill performance assessment - Technique application evaluation - Individual progress observation

Creating and Performing in Creative Arts and Sports

Football - Dribbling

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

- Participate in dribbling relay race
- Apply dribbling skills in competitive situation
- Show team spirit and fair play

- Divide into two teams for relay race
- Set up dribbling course with cones for each team
- First learner dribbles through cones using inside foot
- Return dribbling with outside foot
- Next learner starts when previous finishes
- Focus on control and accuracy over speed

How do competitive activities help improve dribbling skills?

- Humming Bird Creative Arts and Sports pg. 99
- Footballs
- Cones
- Open field for practice
- Whistle for commands

- Relay performance assessment - Team coordination evaluation - Fair play observation

Creating and Performing in Creative Arts and Sports

Football - Shooting

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

- Identify shooting techniques in football
- Describe body positioning for shooting
- Show interest in shooting skills

In groups, learners are guided to:
- Study pictures showing shooting techniques
- Identify shooting action shown in pictures
- Describe body positioning for shooting
- Watch videos or demonstrations of low drive and placed shots
- Discuss different shooting techniques

Why is shooting technique important for scoring goals?

- Humming Bird Creative Arts and Sports pg. 100
- Pictures showing shooting techniques
- Digital resources on football shooting
- Footballs

- Oral questioning - Group discussions - Written descriptions

Creating and Performing in Creative Arts and Sports

Football - Shooting

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

- Demonstrate low drive shot technique
- Execute proper body positioning for shooting
- Observe safety during practice

In groups, learners are guided to:
- Place ball on ground for practice
- Approach ball at slight angle
- Position non-kicking leg beside ball
- Strike ball with laces at center-below point
- Lean slightly forward with head down
- Follow through in direction of target
- Practice with emphasis on keeping ball low

How does foot position affect the trajectory of a shot?

- Humming Bird Creative Arts and Sports pg. 101
- Footballs
- Goals or targets
- Open field for practice

- Demonstration - Practical assessment - Individual guidance

Creating and Performing in Creative Arts and Sports

Football - Shooting

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

- Demonstrate placed shot technique
- Control direction and accuracy in shooting
- Show confidence in shooting skills

In groups, learners are guided to:
- Place ball on ground for practice
- Approach ball directly
- Use inside of foot to strike ball
- Aim for corners of goal or target
- Focus on accuracy rather than power
- Practice with emphasis on placement precision

When would a placed shot be more effective than a power shot?

- Humming Bird Creative Arts and Sports pg. 102
- Footballs
- Goals or targets
- Open field for practice

- Practical assessment - Accuracy evaluation - Individual guidance

Creating and Performing in Creative Arts and Sports

Football - Shooting

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

- Practice shooting drills
- Apply shooting techniques in structured activities
- Show improvement in shooting accuracy

- Practice "Pass, dribble and shoot" exercise in groups
- Select one learner as goalkeeper
- Practice passing, receiving, dribbling and shooting sequence
- Take turns in different roles
- Focus on proper technique for each shooting method
- Give feedback on technique and accuracy

How do passing and dribbling set up effective shooting opportunities?

- Humming Bird Creative Arts and Sports pg. 103
- Footballs
- Goals or targets
- Cones for marking positions
- Open field for practice

- Drill performance assessment - Technique application evaluation - Accuracy measurement

Creating and Performing in Creative Arts and Sports

Football - Shooting

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

- Practice target shooting exercises
- Improve accuracy in shooting
- Show determination in skill development

In groups, learners are guided to:
- Place cones or markers inside goal as target areas
- Position ball at various distances from goal
- Practice low drive shots aiming for lower corners
- Practice placed shots aiming for specific targets
- Focus on technique and accuracy rather than power
- Give feedback on shooting technique

How does target practice improve shooting precision?

- Humming Bird Creative Arts and Sports pg. 103
- Footballs
- Goals
- Cones or markers for targets
- Open field for practice

- Accuracy measurement - Technique evaluation - Individual progress observation

Creating and Performing in Creative Arts and Sports

Football - Mini game

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

- Participate in mini football game
- Apply trapping, dribbling and shooting skills
- Show teamwork and fair play

In groups, learners are guided to:
- Split into two teams of 4-6 players each
- Mark goals and field boundaries with cones
- Apply trapping, dribbling and shooting skills in game
- Focus on ball control and protecting from defenders
- Work as team to create scoring opportunities
- Observe safety and fair play throughout
- Discuss performance after game

How does combining skills in a game situation differ from practicing skills in isolation?

- Humming Bird Creative Arts and Sports pg. 104
- Footballs
- Cones for marking field
- Open field for play
- Whistle

- Game performance assessment - Skill application observation - Teamwork evaluation - Fair play observation

Creating and Performing in Creative Arts and Sports

Football - Crayon etching

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

- Identify materials for making improvised crayons
- Prepare materials for crayon making
- Show interest in art materials creation

In groups, learners are guided to:
- Gather materials for making crayons (used candle wax, beeswax, pigments, molds)
- Discuss materials and their properties
- Prepare materials by sorting and organizing
- Watch demonstrations or videos on safely melting wax
- Discuss why double container method is used for melting wax

How can we create art materials from recycled or natural sources?

- Humming Bird Creative Arts and Sports pg. 104
- Wax materials (candle stubs, beeswax)
- Pigments (old crayons, natural pigments)
- Molds (straws, bottle caps, pen tubes)
- Digital resources on crayon making

- Materials identification - Preparation quality - Safety awareness

Creating and Performing in Creative Arts and Sports

Football - Crayon etching

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

- Make improvised crayons safely
- Mix colors in crayon making
- Show patience and attention to detail

In groups, learners are guided to:
- Break wax into small pieces
- Place in double container for safe melting
- Heat water in bigger container to melt wax gently
- Add pigments and stir for even color distribution
- Experiment with mixing colors
- Pour melted wax into molds
- Allow to cool completely before removing

Why is safety important when making art materials?

- Humming Bird Creative Arts and Sports pg. 105
- Prepared wax and pigments
- Heat source (supervised)
- Double containers for melting
- Molds
- Safety equipment
- Humming Bird Creative Arts and Sports pg. 106
- Magazines and newspapers
- Digital resources for images
- Scissors
- Planning paper

- Process assessment - Safety protocol observation - Final product evaluation

Creating and Performing in Creative Arts and Sports

Football - Crayon etching

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

- Apply crayon to create varied patterns
- Prepare background for etching
- Show creativity in pattern design

In groups, learners are guided to:
- Use drawing paper of choice
- Apply crayons to fill entire paper with patterns and shapes
- Explore swirls, stripes, blocks of color
- Use bright and contrasting colors
- Press firmly to ensure thick layer of crayon
- Cover entire paper surface completely

How do layers of color affect the final appearance of crayon etching?

- Humming Bird Creative Arts and Sports pg. 107
- Drawing paper
- Improvised crayons from previous lesson
- Commercial crayons if needed

- Pattern creation assessment - Color application evaluation - Creativity observation

Creating and Performing in Creative Arts and Sports

Football - Crayon etching

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

- Cover crayon design with black media
- Trace images onto black-coated paper
- Show patience and attention to detail

In groups, learners are guided to:
- Cover entire crayon design with black tempera paint or black crayon
- Ensure complete coverage of colored layer
- Allow to dry completely if using paint
- Place cut-out images on black-coated paper
- Trace around images to create impressions
- Plan placement for balanced composition

Why is the black coating essential for crayon etching technique?

- Humming Bird Creative Arts and Sports pg. 107
- Crayon-covered papers
- Black tempera paint or black crayon
- Paintbrushes if using paint
- Cut-out images
- Tracing tools

- Coating quality assessment - Tracing precision evaluation - Composition balance observation

Creating and Performing in Creative Arts and Sports

Football - Crayon etching

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

- Create a pictorial composition using crayon etching
- Apply scratch technique effectively
- Appreciate own and others' etched drawings

In groups, learners are guided to:
- Use scratch tools to carefully remove black layer within traced outlines
- Reveal colored layer underneath to create football-themed composition
- Experiment with different line types and textures
- Complete etching with attention to detail
- Display completed works
- Discuss techniques and artistic choices
- Reflect on process and results

How does the crayon etching technique create unique artistic effects?

- Humming Bird Creative Arts and Sports pg. 108
- Prepared black-coated papers
- Scratch tools (toothpicks, wooden skewers)
- Display area

- Final product assessment - Technique application evaluation - Creativity and expression observation - Peer critique

Creating and Performing in Creative Arts and Sports

Kenyan Folk Songs - Classification

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

- Classify folk songs in Kenyan communities
- Identify community of origin for folk songs
- Show interest in Kenyan musical heritage

In groups, learners are guided to:
- Brainstorm to list different folk songs
- Classify songs by community of origin (Kikuyu, Luo, Maasai, etc.)
- Discuss how to identify community through language, instruments, dance movements
- Begin creating classification chart in groups
- Share findings with class

What is the role of folk songs in Kenyan society?

- Humming Bird Creative Arts and Sports pg. 109
- Charts for classification
- Audio examples of folk songs
- Digital resources on Kenyan communities

- Classification accuracy - Group discussion participation - Written assignments

Creating and Performing in Creative Arts and Sports

Kenyan Folk Songs - Classification

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

- Classify folk songs by occasion
- Identify purpose and function of different folk songs
- Appreciate diversity in folk song traditions

In groups, learners are guided to:
- Continue classification activity focusing on occasion
- Identify songs for different occasions (birth, marriage, work, funerals)
- Discuss functions of different song types
- Add to classification chart
- Share examples of songs for different occasions

How are folk songs connected to important life events?

- Humming Bird Creative Arts and Sports pg. 110
- Classification charts
- Audio examples of folk songs
- Reference materials on folk songs

- Classification accuracy - Knowledge application - Group discussion participation

Creating and Performing in Creative Arts and Sports

Kenyan Folk Songs - Classification

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

- Classify folk songs by gender and age
- Complete folk song classification chart
- Show appreciation for diversity in folk songs

In groups, learners are guided to:
- Complete classification activity focusing on gender and age
- Identify songs performed by men, women, children, or mixed groups
- Discuss age-specific songs (children's songs, youth songs, elder songs)
- Complete classification chart
- Present findings to class

How does gender influence folk song performance in different communities?

- Humming Bird Creative Arts and Sports pg. 111
- Classification charts
- Audio examples of folk songs
- Reference materials on folk song traditions

- Final classification assessment - Presentation quality - Comprehension evaluation

Creating and Performing in Creative Arts and Sports

Kenyan Folk Songs - Classification

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

- Visit or virtually explore cultural centers
- Observe folk song performances
- Select folk songs for class performance

In groups, learners are guided to:
- Visit local cultural center or use internet to find performances
- Watch different folk song performances
- Take notes on community, occasion, gender, age for each song
- Discuss observations with class
- Select solo or group folk song for class to learn
- Begin learning selected folk song

How can cultural centers help preserve traditional music?

- Humming Bird Creative Arts and Sports pg. 112
- Field trip to cultural center (if possible)
- Digital resources for virtual visits
- Recording equipment
- Notebooks for documentation

- Observation quality - Documentation thoroughness - Song selection rationale

Creating and Performing in Creative Arts and Sports

Kenyan Folk Songs - Performance techniques

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

- Identify folk song performance techniques
- Explain elements that enhance performance
- Show interest in performance techniques

In groups, learners are guided to:
- Study folk song performance techniques (voice projection, phrasing, tempo, tone)
- Discuss dynamics, expression, gestures, intensity, mood in folk songs
- Analyze authenticity in folk song performance
- Begin applying techniques to selected folk song

How can performances of Kenyan folk songs be made interesting?

- Humming Bird Creative Arts and Sports pg. 113
- Charts showing performance techniques
- Audio/video examples of folk song performances
- Selected folk song materials

- Technique identification - Comprehension assessment - Discussion participation

Creating and Performing in Creative Arts and Sports

Kenyan Folk Songs - Performance techniques

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

- Apply voice projection and balance in singing
- Practice proper phrasing in folk songs
- Show improvement in vocal technique

In groups, learners are guided to:
- Practice voice projection ensuring adequate volume
- Work on balance when singing in groups
- Practice proper phrasing with appropriate breathing
- Maintain appropriate tempo for selected folk song
- Focus on authentic tone production

How does proper vocal technique enhance folk song performance?

- Humming Bird Creative Arts and Sports pg. 114
- Open space for practice
- Audio examples for reference
- Selected folk song materials
- Humming Bird Creative Arts and Sports pg. 115
- Open space for movement
- Audio/video examples for reference

- Vocal technique assessment - Phrasing accuracy - Individual progress observation

Creating and Performing in Creative Arts and Sports

Kenyan Folk Songs - Performance techniques

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

- Perform selected folk song using appropriate techniques
- Demonstrate cultural authenticity in performance
- Show confidence in public performance

In groups, learners are guided to:
- Perform selected folk song as solo or group
- Apply all learned performance techniques
- Focus on cultural authenticity
- Record performance if possible
- Give and receive feedback on performances
- Discuss what worked well and areas for improvement

How does folk song performance help preserve cultural heritage?

- Humming Bird Creative Arts and Sports pg. 116
- Performance space
- Recording equipment if available
- Cultural props or costumes if appropriate

- Performance assessment - Technique application evaluation - Cultural accuracy observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Kenyan Folk Songs - Stencil printing

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

- Study alternate patterns in stencil printing
- Design a motif from geometric shapes
- Show creativity in design process

In groups, learners are guided to:
- Study samples of alternate patterns in stencil printing
- Design motif from geometric (inorganic) shapes
- Plan alternate repeat pattern for costume decoration
- Focus on creating clear, printable design
- Consider cultural influences in design

How can geometric shapes be used to create culturally relevant patterns?

- Humming Bird Creative Arts and Sports pg. 117
- Sample stencil prints
- Drawing paper
- Pencils
- Reference materials for geometric patterns

- Design assessment - Creativity evaluation - Cultural influence observation

Creating and Performing in Creative Arts and Sports

Kenyan Folk Songs - Stencil printing

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

- Prepare stencil using inorganic motif
- Cut stencil with precision
- Show patience and attention to detail

In groups, learners are guided to:
- Transfer geometric motif design to stencil material
- Cut out non-image parts leaving image parts raised
- Ensure clean, precise edges
- Make registration marks on fabric for printing
- Prepare printing ink and surface

How does stencil preparation affect print quality?

- Humming Bird Creative Arts and Sports pg. 117
- Stencil material (cardboard, plastic sheet)
- Cutting tools
- Fabric for costume
- Marking tools

- Stencil quality assessment - Cutting precision evaluation - Preparation thoroughness

Creating and Performing in Creative Arts and Sports

Kenyan Folk Songs - Stencil printing

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

- Create alternate repeat pattern using stencil printing
- Apply stencil to fabric for costume
- Show craftsmanship in printing technique

In groups, learners are guided to:
- Print alternate repeat pattern on costume using dabbing method
- Use registration marks for accurate placement
- Create balanced, rhythmic pattern
- Ensure consistent ink application
- Allow prints to dry between applications

How do printed patterns enhance folk song performances?

- Humming Bird Creative Arts and Sports pg. 118
- Prepared stencils
- Fabric with registration marks
- Printing ink/paste
- Sponges or dabbers

- Print quality assessment - Pattern accuracy evaluation - Technical skill observation

Creating and Performing in Creative Arts and Sports

Kenyan Folk Songs - Folk song performance

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

- Perform folk song wearing printed costume
- Appreciate folk songs as cultural preservation
- Show pride in cultural expression

In groups, learners are guided to:
- Fix ink on printed fabric by ironing
- Complete costume preparation
- Perform folk song wearing printed costume
- Apply all learned performance techniques
- Discuss importance of folk songs in cultural preservation
- Appreciate Kenya's rich cultural heritage

How do folk songs and traditional costumes contribute to cultural identity?

- Humming Bird Creative Arts and Sports pg. 118
- Printed costumes
- Performance space
- Audio equipment if needed

- Performance assessment - Cultural expression evaluation - Appreciation observation - Peer feedback