Creating and Performing in Creative Arts and Sports

Rhythm - Rhythm and Note Values

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

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

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

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

- Oral questions - Written assignment - Observation

Creating and Performing in Creative Arts and Sports

Rhythm - Bar Lines, Beams and Note Grouping

By the end of the lesson, the learner should be able to:
- Define bar line, double bar line and beam and explain their role in note grouping
- Group notes correctly into bars using bar lines, double bar lines and beams in 2/4 time
- Appreciate how organised note grouping makes music easier to read and perform

In groups, learners are guided to:
- Define bar line, double bar line and beam and explain how beaming quavers together makes reading easier
- Complete a table identifying note names, French rhythm names, note symbols and rests from given examples
- Identify the number of bars in given rhythmic patterns and clap the rhythms while reciting their French rhythm names

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

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

- Written assignment - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Rhythm - Composing a Four-Bar Rhythmic Pattern

By the end of the lesson, the learner should be able to:
- Compose an original four-bar rhythmic pattern in 2/4 time using crotchets, quavers and rests
- Apply principles of repetition and variation when composing rhythmic patterns
- Show creativity and confidence in sharing original rhythmic compositions

In groups, learners are guided to:
- Study examples of four-bar rhythmic patterns in 2/4 time and identify note groupings per bar
- Draw four bars on paper and compose an original rhythmic pattern ensuring each bar has a total of two crotchet beats
- Share four-bar rhythmic pattern with the class on the treble staff; give and receive feedback on accuracy and creativity

How do repetition and variation make a composed rhythmic pattern more interesting?

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

- Written assignment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Rhythm - Writing and Performing Rhythms on Monotone

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

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

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

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

- Oral performance - Written assignment - Observation

Creating and Performing in Creative Arts and Sports

Rhythm - Song-Based Rhythm Identification

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

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

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

- Champion Creative Arts and Sports Grade 7 pg. 46
- Exercise books, pencils
- Percussion instruments (optional)

- Oral performance - Written assignment - Observation

Creating and Performing in Creative Arts and Sports

Rhythm - Sight Reading Rhythmic Patterns

By the end of the lesson, the learner should be able to:
- Identify the features to observe when sight reading a rhythmic pattern: time signature, note values and repeated notes
- Sight read given rhythmic patterns on a monotone pitch by clapping then humming
- Show confidence and consistency when performing rhythmic patterns from notation

In groups, learners are guided to:
- Read and discuss the definition of sight reading and the three features to observe before reading a pattern
- In groups, clap or tap five different rhythmic patterns in 2/4 time, then perform each on a monotone
- In pairs, take turns sight reading different patterns from print or digital resources and give feedback on timing and consistency

What skills are needed to sight read a rhythmic pattern accurately and confidently?

- Champion Creative Arts and Sports Grade 7 pg. 48
- Exercise books, music notation charts
- Percussion instruments or body percussion

- Oral performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Rhythm - Creating and Performing Original Rhythmic Patterns

By the end of the lesson, the learner should be able to:
- Create a four-bar rhythmic pattern using claps, snaps or percussion instruments
- Perform their rhythmic pattern confidently in front of the class
- Value teamwork, creativity and positive feedback in musical performance

In groups, learners are guided to:
- In pairs, create an original four-bar rhythmic pattern using body percussion or available instruments
- Practise the pattern several times ensuring accuracy and steady tempo before performing
- Perform for the class; after each performance give positive and constructive feedback focusing on rhythm, creativity and timing

How does creating and performing your own rhythm develop musical creativity and confidence?

- Champion Creative Arts and Sports Grade 7 pg. 49
- Percussion instruments, clapping, snapping
- Exercise books

- Practical performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Rhythm - Review of Note Values, Composition and Sight Reading

By the end of the lesson, the learner should be able to:
- Summarise all topics covered in Rhythm: note values, bar lines, composing in 2/4, monotone performance and sight reading
- Answer assessment questions covering all concepts in the sub-strand
- Reflect on personal growth and skill gained in musical rhythm

In groups, learners are guided to:
- Review note values and French rhythm names, bar lines and beams, composing in 2/4, monotone performance and sight reading
- Complete a written assessment covering all topics in the sub-strand
- In pairs, share what was most interesting and what they would like to improve in their rhythm performance

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

- Champion Creative Arts and Sports Grade 7 pg. 40
- Exercise books
- Assessment worksheets

- Written test - Oral questions - Observation

Creating and Performing in Creative Arts and Sports

Javelin and Sculpture - Carving Materials in Sculpture

By the end of the lesson, the learner should be able to:
- Define sculpture and carving and identify common materials used: wood, stone, clay and soap
- Compare properties of carving materials considering ease of carving, durability and finish quality
- Appreciate sculpture as a three-dimensional form of creative expression

In groups, learners are guided to:
- Study pictures of sculptures made from different materials and discuss what material each is made from and how the material choice affects appearance
- Compare wood, stone, clay and soap: discuss which is easiest and hardest to carve and why
- In pairs, present which material they would choose for a carving project with reasons; share in class

What makes certain materials more suitable than others for carving sculptures?

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

- Oral questions - Observation - Written assignment

Creating and Performing in Creative Arts and Sports

Javelin and Sculpture - Understanding the Javelin

By the end of the lesson, the learner should be able to:
- Describe the shape, dimensions, weight and purpose of a javelin
- Identify suitable materials and tools for carving a javelin
- Show curiosity about the link between sports equipment and the art of sculpture

In groups, learners are guided to:
- Study pictures of a javelin and a javelin throw and answer questions on shape, length, weight and how the sport is played
- In pairs, discuss which materials are suitable for carving a javelin considering strength, durability and ease of carving
- List carving tools needed for the project and write answers in exercise books

Why is wood the most suitable material for carving a javelin and what tools are needed?

- Champion Creative Arts and Sports Grade 7 pg. 51
- Reference images of a javelin, exercise books
- Sample carving materials and tools (optional)

- Oral questions - Written assignment - Observation

Creating and Performing in Creative Arts and Sports

Javelin and Sculpture - Carving a Javelin

By the end of the lesson, the learner should be able to:
- Measure and sketch the shape of a javelin on a stick of wood to correct proportions
- Carve a wooden javelin using appropriate tools following safety precautions
- Show patience, precision and care for safety throughout the carving process

In groups, learners are guided to:
- Measure and cut a stick of soft wood to javelin size using a pencil and measuring tape
- Use a carving tool to shape the javelin ensuring one end is sharp and smooth; wear gloves and face cutter away from the body
- Regularly check carving against specifications; use sandpaper to smooth rough edges and perfect the pointed tip

How do correct specifications and safe technique affect the quality of a carved javelin?

- Champion Creative Arts and Sports Grade 7 pg. 52
- Soft wood, carving knife, sandpaper, measuring tape, pencil, protective gloves
- Reference images of a javelin

- Practical work assessment - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Javelin and Sculpture - Researching Decoration Patterns

By the end of the lesson, the learner should be able to:
- Identify and describe decorating techniques: sanding, texturing, smoking, engraving and painting
- Research traditional African patterns and sketch suitable designs for use on the javelin
- Show cultural awareness and creativity in selecting patterns and designs for decoration

In groups, learners are guided to:
- Read Mutua's notes on decorating techniques: sanding, texturing, smoking, engraving and painting and copy into exercise books
- Search for traditional African patterns using digital devices or the library; note geometric shapes, bold lines and vibrant colours commonly used
- Sketch at least three African-inspired patterns on paper considering how they could be engraved or painted onto the javelin

How do traditional African patterns and decoration techniques enhance the appearance of a javelin?

- Champion Creative Arts and Sports Grade 7 pg. 54
- Digital devices or library resources for pattern research
- Pencils, exercise books

- Observation - Oral questions - Practical sketch assessment

Creating and Performing in Creative Arts and Sports

Javelin and Sculpture - Applying Decoration to the Javelin

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

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

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

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

- Practical work assessment - Oral presentation - Peer feedback

Creating and Performing in Creative Arts and Sports

Javelin and Sculpture - Phases of the Javelin Throw

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

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

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

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

- Practical performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Javelin and Sculpture - Javelin Throw Field Event

By the end of the lesson, the learner should be able to:
- Execute a complete javelin throw applying all five phases in a field event setting
- Evaluate peers' javelin throws using structured feedback criteria
- Show sportsmanship, determination and responsible behaviour during the field event

In groups, learners are guided to:
- Organise a class field event with teacher guidance; warm up before throwing begins
- Take turns demonstrating a complete javelin throw following the five phases; after each throw prepare structured feedback
- Discuss observed strengths and areas for improvement in each other's throws; congratulate each other on improvements

How does practising all five phases together improve the accuracy and safety of a javelin throw?

- Champion Creative Arts and Sports Grade 7 pg. 58
- Carved javelins, open field
- Feedback checklist

- Practical performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

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

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

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

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

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

- Written test - Self-assessment - Oral questions

Creating and Performing in Creative Arts and Sports

Melody - Sol-fa Notation and Qualities of Melody

By the end of the lesson, the learner should be able to:
- Identify the sol-fa notations of the C major scale and relate them to staff notation
- Describe the three qualities of a good melody: singable leaps of a 3rd, identifiable shape and starting/ending on tonic triad notes
- Show appreciation for the structure and beauty of a well-composed melody

In groups, learners are guided to:
- Sing 'Twinkle Twinkle Little Star' and describe the song using melody vocabulary
- Identify sol-fa notations (d r m f s l t d') on given notes on the treble staff and write them in exercise books
- Discuss and copy the three qualities of a good melody identifying examples of each in familiar songs

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

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

- Oral questions - Written assignment - Observation

Creating and Performing in Creative Arts and Sports

Melody - Melody Contour and Shape

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

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

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

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

- Oral questions - Written assignment - Observation

Creating and Performing in Creative Arts and Sports

Melody - Tonic Triad and Melody Structure

By the end of the lesson, the learner should be able to:
- Define the tonic triad and identify its notes (C, E, G) in the scale of C major
- Explain why melodies in C major should start on doh, mi or so and end on doh
- Value understanding of melodic structure as a foundation for composing music

In groups, learners are guided to:
- Define tonic triad and explain that it combines three notes each an interval of a 3rd apart: C (doh), E (mi) and G (so)
- Identify the starting and ending notes of familiar melodies and check whether they follow the rule of starting on doh, mi or so and ending on doh
- Write out the C major scale on the treble staff and label each note with its sol-fa name; circle the tonic triad notes

Why must a good melody in C major start on doh, mi or so and always end on doh?

- Champion Creative Arts and Sports Grade 7 pg. 68
- Exercise books, pencils, rulers
- Music notation charts

- Written assignment - Oral questions - Observation

Creating and Performing in Creative Arts and Sports

Melody - Composing a Melody in C Major

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

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

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

- Champion Creative Arts and Sports Grade 7 pg. 69
- Exercise books, pencils, rulers
- Music notation software/apps (optional)

- Practical performance - Written assignment - Peer feedback

Creating and Performing in Creative Arts and Sports

Melody - Performing Melodies

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

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

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

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

- Oral performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

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

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

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

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

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

- Written test - Oral performance - Observation

Creating and Performing in Creative Arts and Sports

Melody - Extended Melody Creation and Performance

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

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

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

- Champion Creative Arts and Sports Grade 7 pg. 72
- Exercise books with original composed melodies
- Digital music tools/apps (optional)

- Practical performance - Written assignment - Observation

Creating and Performing in Creative Arts and Sports

Melody - Portfolio Completion and Reflection

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

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

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

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

- Portfolio assessment - Written reflection - Peer feedback

Creating and Performing in Creative Arts and Sports

Handball - Passing Skills

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 - 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

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 - 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