Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - Elements of a Story

By the end of the lesson, the learner should be able to:
- Identify and describe the four elements of a story: character, setting, plot and theme
- Analyse short stories to extract each story element
- Appreciate storytelling as a component of the performing arts

In groups, learners are guided to:
- Read the guide on story elements and write a summary of character, setting, plot and theme in exercise books
- Read Stories 1 and 2 and identify the four elements in each
- Discuss how each element contributes to making a story meaningful and engaging

What makes a story effective and engaging?

- Champion Creative Arts and Sports Grade 7 pg. 11
- Exercise books
- Reference books

- Oral questions - Written assignment - Observation

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - Components of Fitness

By the end of the lesson, the learner should be able to:
- Define coordination and strength as components of fitness
- Demonstrate exercises that develop coordination and strength
- Value physical fitness as an essential component of Creative Arts and Sports

In groups, learners are guided to:
- Define coordination and strength with practical everyday examples such as dribbling and lifting
- Carry out dribbling, balance challenge, push-up and strength circuit exercises in the field
- Create a personal fitness routine targeting coordination and strength for daily practice

Why is physical fitness important in Creative Arts and Sports?

- Champion Creative Arts and Sports Grade 7 pg. 12
- Basketballs, weights or water bottles
- Open field / sports ground

- Observation - Practical activity assessment - Oral questions

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - Note Values on a Treble Staff

By the end of the lesson, the learner should be able to:
- Identify and draw the four note values — semibreve, minim, crotchet and quaver — with their rests
- Write note values on a treble staff observing correct stemming direction
- Show interest in reading and writing musical notation

In groups, learners are guided to:
- Discuss note values and their rests from Mr. Msamwa's explanation and complete a summary table
- Draw the treble staff and write each note value with its corresponding rest observing stem direction
- Draw a treble clef and practise placing note values correctly on the staff

How are note values used to represent rhythm in music?

- Champion Creative Arts and Sports Grade 7 pg. 13
- Exercise books, pencils, rulers
- Music notation charts

- Written assignment - Observation - Oral questions

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - Pitch on the Treble Staff

By the end of the lesson, the learner should be able to:
- Name the lines and spaces of the treble staff using correct letter names
- Identify and explain the function of ledger lines on the staff
- Appreciate the importance of pitch in musical performance and notation

In groups, learners are guided to:
- Draw a treble staff and label lines (E G B D F) and spaces (F A C E) using the memory phrases
- Add ledger lines and explain their purpose in extending the staff above and below
- Relate the treble staff to the piano keyboard by drawing and labelling both

How does naming pitches help in reading and writing music?

- Champion Creative Arts and Sports Grade 7 pg. 15
- Exercise books, pencils, rulers
- Piano keyboard chart / diagram

- Observation - Oral questions - Written assignment

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - Pitch on the Treble Staff

By the end of the lesson, the learner should be able to:
- Name the lines and spaces of the treble staff using correct letter names
- Identify and explain the function of ledger lines on the staff
- Appreciate the importance of pitch in musical performance and notation

In groups, learners are guided to:
- Draw a treble staff and label lines (E G B D F) and spaces (F A C E) using the memory phrases
- Add ledger lines and explain their purpose in extending the staff above and below
- Relate the treble staff to the piano keyboard by drawing and labelling both

How does naming pitches help in reading and writing music?

- Champion Creative Arts and Sports Grade 7 pg. 15
- Exercise books, pencils, rulers
- Piano keyboard chart / diagram

- Observation - Oral questions - Written assignment

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - Scale of C Major

By the end of the lesson, the learner should be able to:
- Construct the C major scale on the treble staff using semibreves from Middle C
- Assign and sing the sol-fa names of the C major scale ascending and descending
- Show enjoyment in singing and notating musical scales

In groups, learners are guided to:
- Draw the treble staff, add a ledger line for Middle C, and notate the C major scale (C D E F G A B C') using semibreves
- Label each note with its letter name and sol-fa name
- In groups, sing the sol-fa syllables ascending and descending with teacher guidance

How is the C major scale constructed and performed on the treble staff?

- Champion Creative Arts and Sports Grade 7 pg. 17
- Exercise books, pencils, rulers
- Digital music tools / apps (optional)

- Practical performance - Observation - Oral questions

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports - Grouping Notes in 2/4 Time

By the end of the lesson, the learner should be able to:
- Explain what a 2/4 time signature means and how it organises beats into bars
- Group notes correctly into bars of 2/4 time using crotchets, quavers and minims
- Appreciate the role of time signatures in creating musical rhythm and structure

In groups, learners are guided to:
- Discuss the meaning of a 2/4 time signature and how it divides music into two-beat bars
- Study a four-bar rhythmic pattern in 2/4 time and fill in measures with chosen rhythmic values
- Group C major scale notes in 2/4 time and use notation apps to verify groupings

How does a time signature organise music into a rhythmic pattern?

- Champion Creative Arts and Sports Grade 7 pg. 19
- Exercise books, pencils, rulers
- Music notation apps (optional)

- Written assignment - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Types of Balance in a Picture

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

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

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

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

- Oral questions - Observation - Written assignment

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Creating Drawings with Balance

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

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

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

- Champion Creative Arts and Sports Grade 7 pg. 27
- Pencils, blank paper, erasers
- Digital or print reference images

- Practical work assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Drawing Overlapping Objects

By the end of the lesson, the learner should be able to:
- Describe the techniques of toning, blending and smudging in pencil drawing
- Draw overlapping objects demonstrating balance, negative space and tonal variation
- Show patience and attention to detail in developing a three-dimensional drawing

In groups, learners are guided to:
- Read definitions of toning, blending and smudging and match each to the correct art term
- Set up overlapping balls and sketch their shapes, adding tone to give three-dimensional appearance and blending shadows with a cloth
- Compare drawings with classmates and discuss how balance, negative space and tonal variation were achieved

How do tone and blending create a sense of depth and balance in a drawing?

- Champion Creative Arts and Sports Grade 7 pg. 28
- Pencils, charcoal, erasers, blending tools
- Balls of different sizes for still-life setup

- Practical work assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

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

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

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

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

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

- Oral questions - Written assignment - Observation

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Painting a Seascape

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

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

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

- Champion Creative Arts and Sports Grade 7 pg. 32
- Paints, brushes, palette, water, paper or canvas
- Digital/print seascape references

- Practical work assessment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Drawing and Painting - Mounting and Displaying Artworks

By the end of the lesson, the learner should be able to:
- Define mounting and displaying and explain why they are important in presenting artwork professionally
- Mount a completed painting or drawing neatly on a cardboard backing with a border
- Show responsibility and pride in presenting and protecting their own artwork

In groups, learners are guided to:
- Read and discuss definitions of mounting, displaying and art critique
- Cut backing cardboard slightly larger than the artwork to create a border and attach the artwork securely using glue or tape
- Arrange mounted artworks in a display space grouping similar themes together and adding labels with artist name and title

Why is it important to mount and display artwork carefully and professionally?

- Champion Creative Arts and Sports Grade 7 pg. 34
- Completed paintings/drawings, cardboard, glue or tape, scissors, ruler
- Display space, bulletin board or wall

- Practical work assessment - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

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

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

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

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

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

- Oral presentation - Written reflection - Peer feedback

Creating and Performing in Creative Arts and Sports

Rhythm - Bar Lines, Beams and Note Grouping

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

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

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

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

- Written assignment - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Rhythm - Composing a Four-Bar Rhythmic Pattern

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

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

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

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

- Written assignment - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Rhythm - 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 - 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 - 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 - 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

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 - 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 - 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 - 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

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 - 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 - 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 - Combined Passing and Shooting Drill

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

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

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

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

- Practical performance - Observation - Peer feedback

Creating and Performing in Creative Arts and Sports

Handball - Handball Game

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

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

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

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

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

Handball - Rules and Tactics

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

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

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

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

- Oral questions - Observation - Written assignment

Creating and Performing in Creative Arts and Sports

Handball - Rules and Tactics

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

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

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

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

- Oral questions - Observation - Written assignment

Creating and Performing in Creative Arts and Sports

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

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

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

What skills and understanding have you developed through playing Handball?

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

- Written test - Practical performance - Observation

Creating and Performing in Creative Arts and Sports

Handball - Fitness and Warm-Up for Handball

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

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

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

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

- Practical performance - Observation - Oral questions

Creating and Performing in Creative Arts and Sports

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