2026 KICD CBC Curriculum Design9 Weeks · 45 Lessons2 Strands in Term 3

Grade 7 Creative Arts & Sports Schemes of Work & Strands (Term 3 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 7 Creative Arts & Sports Term 3. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

Select Term:

Term 1Term 1 Scheme & Strands Term 2Term 2 Scheme & Strands Term 3Term 3 Scheme & Strands

Grade 7 Creative Arts & Sports Term 3 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 7 Creative Arts & Sports in Term 3.

Class / Grade: Grade 7
Learning Area: Creative Arts & Sports
Term Duration: 9 Weeks (45 Lessons)
Key Milestones: Mid: Wk 5 · Exam: Wk 9

Full Term Timetable

Grade 7 Creative Arts & Sports Term 3 Scheme of Work Table

Week-by-week lesson matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

Scheme Font Size:

Changes text size in this preview and in downloaded Word (.docx) & PDF files.

45 Lessons · Weeks Merged← Swipe horizontally to see all columns →

Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	Creating and Performing in Creative Arts and Sports	Kenyan Folk songs	By the end of the sub strand, the learner should be able to; a) classify folk songs in Kenyan communities	1. What is the role of folk songs in Kenyan society?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Creating and Performing in Creative Arts and Sports	Kenyan Folk songs	By the end of the sub strand, the learner should be able to; a) improvise materials for a folk song performance	1. What is the role of folk songs in Kenyan society?	- 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)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Creating and Performing in Creative Arts and Sports	Kenyan Folk songs	By the end of the sub strand, the learner should be able to; a) improvise materials for a folk song performance	1. What is the role of folk songs in Kenyan society?	- incorporating appropriate movements and instrumental accompaniment - using appropriate costumes, props, and make-up	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Creating and Performing in Creative Arts and Sports	Kenyan Folk songs	By the end of the sub strand, the learner should be able to; a) improvise materials for a folk song performance	1. How can performances of Kenyan folk songs be made interesting?	- study actual or virtual samples of alternate patterns in block printing	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Creating and Performing in Creative Arts and Sports	Kenyan Folk songs	By the end of the sub strand, the learner should be able to; a) decorate a costume using the block printing technique	1. How can performances of Kenyan folk songs be made interesting?	- design a motif from geometric (inorganic) shapes to be used in creating an alternate repeat pattern for block printing	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Creating and Performing in Creative Arts and Sports	Kenyan Folk songs	By the end of the sub strand, the learner should be able to; a) decorate a costume using the block printing technique	1. How can performances of Kenyan folk songs be made interesting?	- prepare the block using the inorganic motif by - transferring the design onto the block	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Creating and Performing in Creative Arts and Sports	Kenyan Folk songs	By the end of the sub strand, the learner should be able to; a) decorate a costume using the block printing technique	1. How can performances of Kenyan folk songs be made interesting?	- cutting out the non-image parts leaving the image (motif) parts raised	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Creating and Performing in Creative Arts and Sports	Kenyan Folk songs	By the end of the sub strand, the learner should be able to; a) perform a folksong from a Kenyan community	1. How can performances of Kenyan folk songs be made interesting?	- make registration marks on the fabric - prepare printing ink and surface	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Creating and Performing in Creative Arts and Sports	Kenyan Folk songs	By the end of the sub strand, the learner should be able to; a) perform a folksong from a Kenyan community	1. 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?	- print the alternate repeat pattern on costume using the dabbing method	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Creating and Performing in Creative Arts and Sports	Kenyan Folk songs	By the end of the sub strand, the learner should be able to; a) perform a folksong from a Kenyan community	1. 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?	- fix the ink by ironing the fabric	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Creating and Performing in Creative Arts and Sports	Composing rhythm	By the end of the sub strand, the learner should be able to; a) ● Instructional b) Videos c) ● Interactive d) Worksheets e) ● Notation f) Software g) Tutorials h) ● Interactive i) Notation Apps j) ● Printable k) Rhythm l) Worksheets m) ● Improvisation n) Guides o) ● Improvisation p) Exercises q) ● Music Games	1. 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 textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Creating and Performing in Creative Arts and Sports	Athletics	By the end of the sub strand, the learner should be able to; a) ● Javelin b) ● Tape measure c) ● Field makers d) ● Wood e) ● Carving tools f) ● Colour g) ● Finishing tools h) ● Brush i) ● Mixing j) containers	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Creating and Performing in Creative Arts and Sports	Composing Melody	By the end of the sub strand, the learner should be able to; a) ● Drawing tools b) ● Eraser c) ● Music excerpts d) ● Manuscript	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Creating and Performing in Creative Arts and Sports	Handball	By the end of the sub strand, the learner should be able to; a) ● Handball b) ● Goal net c) ● Whistle d) ● Markers	-	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Creating and Performing in Creative Arts and Sports	Western Solo	By the end of the sub strand, the learner should be able to; a) ● Ballpoint pen b) ● Paper/surface c) ● Descant d) recorder/western e) Musical f) instrument	1. ● 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 textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 7 Creative Arts & Sports Term 3 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 3 in Grade 7 Creative Arts & Sports. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Creating and Performing in Creative Arts and Sports

10 Sub-strands24 Lessons in Term 3

1.1 Kenyan Folk songs

15 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

classify folk songs in Kenyan communities
improvise materials for a folk song performance
decorate a costume using the block printing technique
perform a folksong from a Kenyan community
appreciate folk songs performance as means of cultural preservation. Meets Expectation Describes aspects of creating and performing in Creative Arts and Sports accurately. Creates the 11 items in Creative Arts and Sports. Performs the 14 items in Creative Arts and Sports

Key Inquiry Questions (KIQs)

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?

Learning Experiences

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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.2 Composing rhythm

1 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

● Instructional
Videos
● Interactive
Worksheets
● Notation
Software
Tutorials
● Interactive
Notation Apps
● Printable
Rhythm
Worksheets
● Improvisation
Guides
● Improvisation
Exercises
● Music Games

Key Inquiry Questions (KIQs)

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?

Learning Experiences

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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.3 Athletics

1 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

● Javelin
● Tape measure
● Field makers
● Wood
● Carving tools
● Colour
● Finishing tools
● Brush
● Mixing
containers

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.4 Composing Melody

1 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

● Drawing tools
● Eraser
● Music excerpts
● Manuscript

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.5 Handball

1 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

● Handball
● Goal net
● Whistle
● Markers

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.6 Western Solo

1 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

● Ballpoint pen
● Paper/surface
● Descant
recorder/western
Musical
instrument

Key Inquiry Questions (KIQs)

● 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?

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.7 Football

1 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

● Surface
● Water colours
● Brush
● Football
● Whistle
● Field makers

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.8 Storytelling

1 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

● Paper
● Drawing tools
(pencil/pen)
● Cutting tools
● Colour
● Props
● Costumes
● Performance
● Digital tools
● Reference
materials

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.9 Swimming

1 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

● Surface
● Pencil
● Swimming
facility
● Floaters
● Water colours
● Paint brushes
● Paper

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

1.10 Kenyan Folk song

1 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

● Stop watch
● Whistle
● Notebook
● Paper motif
● Cutting tools
● Paste
● Printing surface
● Painting
● Sheet Music
Scores
● Live or virtual
● Pen notebook

Learning Experiences

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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

Strand 2.0

Appreciation in Creative Arts and Sports

1 Sub-strand18 Lessons in Term 3

2.1 Analysis of Creative Arts and Sports

18 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

examine the criteria for evaluating Creative Arts and Sports
analyse a football game for skill development
analyse a folk song from a Kenyan community
evaluate a storytelling performance
evaluate a 2D art work
appreciate the role of analysis in Creative Arts and Sports, Meets Expectation Examines the criteria for evaluating Creative Arts and Sports correctly. Analyses all performances or pieces in Creative Arts and Sports

Key Inquiry Questions (KIQs)

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?

Learning Experiences

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

Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

Grade 7 Creative Arts & Sports Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 7 Creative Arts & Sports showing the term-by-term distribution of all 3 strands.

Term 1View Term 1 →

Foundations of Creative Arts and Sports
Creating and Performing in Creative Arts and Sports

Term 2View Term 2 →

Creating and Performing in Creative Arts and Sports

Term 3Current

Creating and Performing in Creative Arts and Sports
Appreciation in Creative Arts and Sports

Other Grade 7 Schemes of Work for Term 3

Download complete, editable schemes of work and explore strands for all learning areas in Grade 7.

Arabic (Term 3)French (Term 3)Agriculture & Nutrition (Term 3)Pre-Technical Studies (Term 3)Christian Religious Education (Term 3)English (Term 3)Integrated Science (Term 3)Islamic Religious Education (Term 3)Mathematics (Term 3)German (Term 3)Hindu Religious Education (Term 3)Indigenous Languages (Term 3)Kiswahili (Term 3)Mandarin (Term 3)Social Studies (Term 3)

Explore Schemes for Other CBC Grades

Browse curriculum designs and ready-to-print schemes across Pre-Primary, Primary, and Junior Secondary levels.

PP1 Schemes PP2 Schemes Grade 1 Schemes Grade 2 Schemes Grade 3 Schemes Grade 4 Schemes Grade 5 Schemes Grade 6 Schemes Grade 8 Schemes Grade 9 Schemes

Curriculum Compliance & Official Accreditation

All schemes of work on this platform are meticulously aligned with official standards set by Kenyan educational statutory authorities:

Kenya Institute of Curriculum Development (KICD) ↗
Syllabus designs, strands, specific learning outcomes, and inquiry questions.
Ministry of Education Kenya (MoE) ↗
2026 school calendar dates, term durations, and mid-term break schedules.
Teachers Service Commission (TSC) ↗
Compliant with TPAD pedagogical records, professional records, and assessment rubrics.

Help & Answers

Frequently Asked Questions: Grade 7 Creative Arts & Sports Term 3

What strands and sub-strands are covered in Grade 7 Creative Arts & Sports Term 3?

In Term 3, Grade 7 Creative Arts & Sports covers the following main strands: Creating and Performing in Creative Arts and Sports, Appreciation in Creative Arts and Sports. Each strand is broken down into specific sub-strands with allocated lesson periods across the 9-week term.

What are the specific learning outcomes for Grade 7 Creative Arts & Sports in Term 3?

Each sub-strand defines measurable learning outcomes covering knowledge, psychomotor skills, and values. Learners engage in hands-on activities, realia observation, and collaborative problem-solving as outlined in the syllabus breakdown above.

How is Grade 7 Creative Arts & Sports Term 3 structured across weeks?

This scheme spans 9 calendar weeks (45 lesson slots), with Mid-Term Break in Week 5 and End-of-Term Assessment in Week 9, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 3 scheme in Microsoft Word or PDF?

Yes. You can instantly download a completely editable Microsoft Word document (.docx) or print-ready PDF, or open it directly in the online scheme builder to customize teacher name, school name, and TSC details.