Grade 7 Creative Arts & Sports Strands, Sub-strands & Schemes of Work (2026)

• How are the categories of the Creative Arts and Sports related?

• watch, in groups, actual or virtual activities of Creative Arts and Sports to describe the categories Visual Arts, Music and dance, drama and film and Sports
• collaboratively collect images of creative Arts and sports activities, share materials and paste them on a manila paper under each category to make a collage
• decorate the chart neatly using found materials
• display the chart in the classroom
• discuss the relationships among the categories of Creative Arts and Sports (functions, execution, visual, presentation, competition, audience, attire, themes, team effort)
• give feedback on own and others’ displayed charts on the categories of Creative Arts and Sports

Approved course books, concrete realia, charts, manipulatives & digital devices.

• How are the components of Creative Arts and Sports inter- related?
• How are components of Creative Arts and Sports applied?
• Below Expectation Describes less than 2 categories of Creative Arts and Sports Executes less than 2 components of Creative Arts and Sports?

• collect samples of artworks to identify elements (colour, tone/value) and principles (balance, rhythm and movement) of Visual Arts
• discuss the elements of a story: character, setting, plot and theme
• observe actual or virtual activities of fitness that show coordination and strength in physical fitness
• demonstrate fitness exercises that enhance coordination and strength
• practise activities that enhance coordination and strength using music
• sing familiar tunes to recognize and execute basic elements of music: rhythm, (semibreve, minim, crotchet and quaver and their corresponding rests) and pitch (treble staff with ledger line- C, the notes A to G, the keyboard, the scale of C major, and melodic intervals of the major 2nd and major 3rd on the treble staff)
• watch videos/films to appreciate how the components of creative Arts and Sports relate to each other. Approaches Expectation Describes 2-3 categories of Creative Arts and Sports Executes the 2-3 components of Creative Arts and Sports

Approved course books, concrete realia, charts, manipulatives & digital devices.

• ● Field visits - visiting Cultural, Art, Music centres and performing theatres, to learn folk songs, folk dances, musical instruments, verses, skits and narrative, Art work. Attend live performances for basic analysis. ● Apprenticeship - connections with artists, athletes and sportsmen in the community, learning from the example of older people or instrumentalists in all disciplines of Performing Arts, Visual Arts and Sports. ● Concerts – Participating in?

• Portfolio Assessment: Compilation of individual and group work
• Individual Reflections and Self- Assessment: Personal understanding and growth
• Group Presentation and Panel Discussion: Comprehensive understanding and ability to articulate concepts
• Interactive Classroom Display Walkthrough: Application of knowledge in a real-world context
• Individual Written test: Mastery of theoretical concepts
• Peer Review and Feedback: Collaboration, communication, and constructive feedback
• Practical Demonstrations: Application of skills in physical

Approved course books, concrete realia, charts, manipulatives & digital devices.

• and attending music or drama concerts within the school and its environs. ● Project work – The learners will be guided to consider the various PCIs provided in the subjects in Grade 7 and choose one suitable to their context and reality. ● Music, Art, Sports and Drama clubs -participating in Music, Art, Sports and Drama club activities within the school ● Sports Mini Tournaments: Hosting a mini tournament where learners form teams and compete in friendly matches. learners can learn and practise the basics, engage in skill-building drills, developing sportsmanship, teamwork?

• Observation Checklist: Coordination, teamwork, and engagement
• Creative Expression Assessment: Expression of creativity in arts and performance
• Final Project Evaluation Rubric: Holistic assessment

Approved course books, concrete realia, charts, manipulatives & digital devices.

• What constitutes rhythm in music?
• How are rhythmic patterns used in sports?

• watch virtual or live spaces to listen to simple tunes and outline factors to consider in creating a rhythmic pattern (time signature, repetition of note values and rests, variation of note values and rests)
• write notes equivalent to two crotchet beats using different colours to make time
• write rhythmic patterns on monotone from dictation
• improvise rhythmic patterns for a warm-up routine
• select body movements (clapping. tapping, marching to rhythm, swaying and swinging) to accompany the rhythmic patterns for warm-up
• perform the warm-up while reciting the rhythmic patterns using French rhythm names (Taa-aa-aa-aa, Taa- aa, Taa, Ta-te, Tafa-te and Ta-tefe)
• appreciate rhythmic patterns created by self and others

Approved course books, concrete realia, charts, manipulatives & digital devices.

• Which safety considerations are important in carving and throwing a javelin?
• What found materials can be used to make a javelin while conserving the environment?

• observe actual or virtual images of a javelin with focus on; (general shape, length, thickness and weight)
• select and explore suitable materials and tools for carving a javelin implement
• carve a javelin while observing the following
• sketching image
• carve out the negative parts of the javelin focusing on the shape and pointedness
• craftsmanship
• finish the javelin using appropriate techniques (sanding, texturing or varnishing), -safety while handling tools and materials, -display and critique own and others’ javelin
• use the available digital devices or text to observe javelin throw and note the following phases; (carry, approach run, cross over, release and follow through)
• demonstrate the javelin throw while observing safety
• practise javelin throw while observing the five phases and the basic rules
• acknowledge others' effort by giving feedback on the carved javelin and throwing effort

Approved course books, concrete realia, charts, manipulatives & digital devices.

• How do Musical, Visual Arts and Physical Fitness skills contribute to composing melody?

• sing familiar tunes to outline the qualities of a good melody (singable - with leaps of a 3rd, has identifiable shape/contour, symmetry, starts on d, m or s, and ends on d)
• compose and notate 2-bar question and 2-bar answer phrases of a melody
• create and notate four- bar melodies in C major and in time using the treble staff
• sight read 4-bar melodies in C major using voice/descant recorder/any other western instrument
• design a decorated one-fold window seasonal card inspired by the melody composed, -cut out a window on the front page of card
• create illustrations inspired by the melody inside the window, -embellish the window with found objects (paper, buttons, beads, straws) and music notation signs, -include the melody
• sign the card using calligraphy. perform simple pieces of music in C major using voice/descant recorder/any other western instrument
• perform melodies with Curwen hand signs and other gestures or body movements (clapping. tapping, marching to rhythm, swaying and swinging) to create a warm-up routine
• give feedback on melodies composed and cards designed by self and others

Approved course books, concrete realia, charts, manipulatives & digital devices.

• How does playing handball enhance health?

• observe and discuss virtual or actual demonstrations of steps of making lark’s head macramé knots
• observe virtual or actual samples of 4 basic macramé knots used for weaving, (the larks head, half hitch, square, spiral/half knots)
• collaboratively practise tying the knots
• collaboratively, weave a handball goal net while observing the knots, size of the net and finishing
• fix the net onto goal posts and use in practising shooting in a handball game
• watch a virtual or observe a demonstration of passes (side pass, jump pass and flick pass), shooting (jump shot) and dribbling in handball
• perform passing skill in a handball game
• practise dribbling skills (high and low) in handball game
• practise jump shot using drills
• apply passing, dribbling and shooting skills in a mini game while observing safety and without gender bias
• value each other's effort in weaving, passing, shooting and dribbling in handball

Approved course books, concrete realia, charts, manipulatives & digital devices.

• How are the various instrumental techniques applied in playing Western solo instruments?
• What is the value of sight reading music?

• The learner guided to
• observe an actual or virtual demonstrations of techniques (appropriate playing posture, blowing, fingering, tonguing, strumming, picking, clarity of tone quality and embouchure) to playing the descant recorder or any other Western instrument
• observe an actual or virtual tutorials on tuning of a recorder or any other Western instrument and tune it appropriately
• create a stencil motif of a descant recorder or a solo Western instrument by; -sketching on strong paper, -marking non image and image, -cut out non image parts
• print the motif using the repeat pattern by on paper/fabric
• interpret fingering charts play the notes C, D, E. F. G, A, B and C
• practise playing the technical exercises (ascending and descending scale of C major, tonic arpeggio, sight reading exercises in C Major and simple time) enhance recorder or any other Western instrument playing technique
• observe performance directions for repeat (repeat marks, 1st and 2nd repeat) articulation (legato and staccato), dynamics (loud and soft) and tempo (fast and slow)
• perform a solo piece in C major in 2-4 time
• appreciate solo Western Instrumental Music performances for enjoyment

Approved course books, concrete realia, charts, manipulatives & digital devices.

• How can colours be used to show distance?
• Why is ball control important in a football match?

• paint an imaginative pictorial composition of a football match to show: -the field (atmospheric perspective) with emphasis on; -warm colours (progression) -cool colours (recession)
• players in action
• display and give feedback on each other's painted football fields
• watch a virtual or live football demonstration to discuss trapping skill (foot, thigh and chest) and dribbling skill (inside and outside of the foot)
• demonstrate the skills of trapping
• demonstrate dribbling skills
• Practise, in groups, trapping and dribbling for ball control
• Use the skills of trapping and dribbling in a conditioned game while observing safety
• give each other feedback on the execution of the skills in football

Approved course books, concrete realia, charts, manipulatives & digital devices.

• How can storytelling be made interesting?
• How can flip book animation be used in storytelling?

• watch live/recorded narration clips to discuss storytelling techniques (use of voice, use of body, use of songs, audience involvement, props and costumes)
• explore to identify a

Approved course books, concrete realia, charts, manipulatives & digital devices.

• How can drawing be used to enhance water safety awareness?
• Why are water safety skills important?

• paint a composition of a swimmer in water with emphasis on (body position and balance) using wash and brush stroke techniques
• display and give feedback on own and others’ paintings
• watch a virtual or live demonstration of backstroke and water entry skill (pencil dive)
• demonstrate a pencil dive (feet first)
• demonstrate flutter kicks, arm action and breathing while in supine position
• practise drills for backstroke focusing on coordination
• engage in water games for enjoyment and to enhance skill development
• Observe others and give feedback on the execution of the backstroke skill

Approved course books, concrete realia, charts, manipulatives & digital devices.

• What is the role of folk songs in Kenyan society?
• How can performances of Kenyan folk songs be made interesting?
• Below Expectation Describes aspects of creating and performing in Creative Arts and Sports leaving out major details. Creates 5 or less items in Creative Arts and Sports. Performs 6 or less items in Creative Arts and Sports?

• watch actual or virtual performances of folk songs, to describe components of folk songs from Kenyan communities
• brainstorm to classify the folk songs according to community of origin, occasion, purpose, participants and messages/themes)
• visit an actual or virtual cultural centre to watch and select a solo or group folk song from any Kenyan community for performance
• collect found materials (costumes, props, make-up, and ornaments) for a folksong performance
• take a role in rehearsing a solo or group folk song: -adhering to performance techniques (voice projection and balance, phrasing, tempo, tone, dynamics, expression and interpretation, gestures and movement, intensity, mood, idiom/authenticity)
• incorporating appropriate movements and instrumental accompaniment
• using appropriate costumes, props, and make-up
• study actual or virtual samples of alternate patterns in block printing
• design a motif from geometric (inorganic) shapes to be used in creating an alternate repeat pattern for block printing
• prepare the block using the inorganic motif by
• transferring the design onto the block
• cutting out the non-image parts leaving the image (motif) parts raised
• make registration marks on the fabric
• prepare printing ink and surface
• print the alternate repeat pattern on costume using the dabbing method
• fix the ink by ironing the fabric
• use the printed costume for performance
• rehearse the folk song with appropriate singing and movements
• create a written/aural synopsis with information on the; background of the song, purpose, and participants
• take up a role in performing the folk song before an audience
• appreciate folk song performances as a form of cultural expression. Approaches Expectation Describes aspects of creating and performing in Creative Arts and Sports leaving out minor details. Creates 6-10 items in Creative Arts and Sports. Performs 7-13 items in Creative Arts and Sports

Approved course books, concrete realia, charts, manipulatives & digital devices.

• and fair play. ● Creative Arts Exhibition: Plan a creative arts exhibition where learners showcase their artistic talents. This can include displaying paintings, drawings, sculptures, and other visual arts creations. Incorporate a small stage for musical performances and dance displays. ● School assembly activities – performing, watching or listening to performances during school assemblies. ● School events: performing during events such as parents, prize giving, career and sports day among others. ● Scout/Girl guide activities - participating in the school band by playing musical instruments?

• Portfolio Assessment: Compilation of individual creations. Evaluate the diversity, creativity, and technical skill demonstrated in their work
• Peer Critique and Presentation: Communication and peer evaluation, constructive feedback, considering creativity, originality, and technical execution
• Expert Panel Evaluation: Expert opinion and constructive feedback through a panel discussion or a review session
• Creation Journal Reflections: Individual reflection on the creative process. Evaluate the depth of reflection and self-awareness
• Performance Showcase: Live performances, exhibitions or recorded presentations
• Technical Skill Assessment: Proficiency in specific techniques through a practical demonstration or a series of specific tasks
• Written Test: Theoretical understanding and knowledge
• Collaborative Project Assessment: Collaboration and teamwork. Evaluate their ability to work effectively as a team, share responsibilities, and contribute to the overall success of the project
• Rubric-Based Assessment: Criteria- based evaluation Holistic or Analytic. Analytic (Detailed) rubric that covers specific criteria relevant to each type of creation. This can include elements such as creativity, technical skill, originality, and overall presentation

Approved course books, concrete realia, charts, manipulatives & digital devices.

Approved course books, concrete realia, charts, manipulatives & digital devices.

Approved course books, concrete realia, charts, manipulatives & digital devices.

Approved course books, concrete realia, charts, manipulatives & digital devices.

• ● Performing troupes or ensembles- Learner form small groups for performance. ● Festivals/Inter - house/class competitions- performing and learning from art, music, dance, theatre and sports competitions held in and out of school. ● Participating during Cultural day/week- learners acquire skills, knowledge and attitude that enhances awareness on how Creative Arts and Sports address social issues?

Approved course books, concrete realia, charts, manipulatives & digital devices.

Approved course books, concrete realia, charts, manipulatives & digital devices.

Approved course books, concrete realia, charts, manipulatives & digital devices.

Approved course books, concrete realia, charts, manipulatives & digital devices.

• Criteria Interpretation Brainstorming Session: Ability to interpret and discuss criteria for evaluating different categories. Assess their understanding and ability to articulate evaluation criteria
• Performance Analysis: Reflective analysis of selected Creative Arts and Sports performances. (Folksong, Football game, Storytelling performances)
• Painting Evaluation: Evaluation of visual artworks. Assess their ability to evaluate the organisation of the work (balance, proportion, dominance), subject matter, theme, and overall judgement of the artwork
• Group Analysis and Presentation: Collaborative analysis and presentation skills. Assess their collaborative skills and the depth of their understanding
• Critical Judgement Essays: Critical analysis and judgement in written form providing critical judgement on specific Creative Arts and Sports categories
• Peer Review and Feedback: Peer evaluation and constructive feedback. Assess their ability to offer insightful critiques and suggestions for improvement
• Interactive Classroom Discussion: Verbal articulation of analyses. Assess their ability to articulate their thoughts and respond to questions
• Individual Evaluation Project: Comprehensive individual evaluation. Assess the thoroughness and depth of their individual evaluations

Approved course books, concrete realia, charts, manipulatives & digital devices.

• Why is analysis an important skill in Creative Arts and Sports?
• Below Expectation Examines the criteria for evaluating Creative Arts and Sports with many omissions. Analyses less than 2 performances or pieces in Creative Arts and Sports. NON-FORMAL ACTIVITIES?

• brainstorm to interpret criteria for evaluating different categories of Creative Arts and Sports (football, folksong, narrative and 2-D Arts)
• watch, listen to, read or observe selected Creative Arts or football performances
• analyse a given folk song paying attention to: media of performance, structure, community of origin, participants, singing, messages, role of props, body movements, purpose, costumes, accompaniment and mood
• Play football game and analyse it football paying attention to trapping and dribbling while observing safety
• analyse a given storytelling performance to evaluate elements such as theme, plot, confidence of the performer(s), use of voice, use of body, use of costume and props, audience involvement, time management
• analyse a landscape painting paying attention to
• organisation of the work balance, proportion, dominance)
• subject matter (what is happening - topic), theme - what is the artist saying)
• judgement: Evaluating the Artwork. Approaches Expectation Examines the criteria for evaluating Creative Arts and Sports with minor omissions. Analyses 2 to 3 performances or pieces in Creative Arts and Sports

Approved course books, concrete realia, charts, manipulatives & digital devices.