Grade 7 Creative Arts & Sports Schemes of Work & Strands (Term 1 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

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• 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

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• ● 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

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• 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 textbooks, realia, counters, flashcards, charts & 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

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• 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

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• 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

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• 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

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