Grade 8 Creative Arts & Sports Schemes of Work & Strands (Term 1 2026)

• What is the importance of Creative Arts and Sports in society?

• brainstorm and outline the social (cohesion, Identity, Culture preservation, health, citizenship, patriotism, entertainment) and economic (eradicating poverty, creating employment) roles of Creative Arts and Sports in society
• collect and cut the pictures of Creative Arts and Sports activities creatively
• prepare the surface by painting (splattering, wash)
• use the pictures collected to make a photographic storyboard by pasting them on the painted surface
• decorate the storyboard with found beads or any other creative materials
• display the storyboard in the classroom, make observations and give each other feedback

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

• What are the components of Creative Arts and Sports?
• Below Expectation Explains less than 4 roles of Creative Arts and Sports. Executes less than 5 components of Creative Arts and Sports?

• watch actual or virtual displays of 2-Dimensional artworks and describe the principles of: (dominance and proportion)
• sketch illustrations to demonstrate dominance and proportion
• watch a play performance and explore reference materials to discuss basic elements of play; theme, characters, plot, language and setting
• make a class presentation demonstrating theme, characters, plot, language and setting in a play
• watch an actual or virtual fitness session to perform activities showing endurance and agility
• demonstrate fitness activities that enhance endurance and agility
• practise activities that enhance endurance and agility using music
• represent pitch on staff notation by drawing the bass staff, , identifying notes G, A, B, C, D, E, F, G and A on the bass staff, ledger line -middle C, and the keyboard, and constructing the scale of C and G, intervals up to a perfect 4th)
• represent rhythm using staff notation by drawing signs for the note values (semibreve, minim, crotchet, quaver and semiquaver)
• study a music excerpt to define dynamics, timbre, and form (ABA, strophic and through composed) in music
• repeatedly play/sing technical exercises (singing or playing scales C, and G and arpeggios and singing back simple melodies in C, and G major) for aural recognition of basic elements in music
• watch virtual or actual presentations of a folk dance to describe elements of dance (body, action, space and time)
• give feedback on experiences on foundational elements of Creative Arts and Sports in society. Approaches Expectation Explains 4-8 roles of Creative Arts and Sports. Executes 5-11 components of Creative Arts and Sports

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

• How does one acquire the skill of composing rhythm in music?
• What is the role of music in day to day life?

• listen to, sing or play familiar tunes in time to describe these time pattern
• listen to rhythmic patterns in time and identify the main beat
• explore rhythm games to recognize rhythms in time
• group notes equivalent to three crotchet beats using different colours to make rhythmic patterns in time
• write rhythmic patterns on monotone from dictation
• compose and write rhythmic patterns on monotone using the staff, single line and free space), inserting bar lines
• tap or clap four-bar rhythmic patterns in 3-4 time as they recite the corresponding French rhythm names
• improvise rhythmic patterns in 3-4 time to accompany movements (clapping. tapping, marching to rhythm, swaying and swinging) in a warm-up routine for long distance races
• perform the warm-up routine while reciting French rhythm names (Taa-aa-aa-aa, Taa-aa, Taa, Ta-te, Tafa-te and Ta- tefe) of the accompanying rhythmic patterns in 3-4 time
• appreciate rhythm as a means of coordination of movements

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

• What are the uses of photomontage?
• How do running techniques affect performance in middle distance races?

• explore actual or virtual samples of photomontage to take note of the characteristics (use of pictures, superimposition, emphasis on shape)
• observe actual or virtual images of middle distance running focusing on curved or staggered start, stride length, pacing and recovery
• collect an assortment of photos
• create a photomontage of a runner with focus on the subject, posture and centre of interest, by
• creatively trimming the photos
• preparing the support/surface
• pasting the photos on the support
• finishing and presenting creatively
• display and critique own and others’ photomontage
• demonstrate start and running skills in middle distance races
• use drills to safely practise the skills of middle distance races
• share experiences of running middle distance races

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

• How can melody be made interesting?
• How is melody used in day-to- day life?

• sing familiar tunes using tonic sol- fa to describe methods of extending a melody (exact repetition, and varied repetition)
• listen to or sing familiar tunes in time to tap the main beat
• perform technical skills (scale of G major and its tonic arpeggio, short pieces for sight reading) to recognise the key of G major
• improvise 2-bar answering phrases to given opening phrases in time, using either exact repetition or varied repetition
• improvise 2-bar opening phrases to given answering phrases in time and G major using either exact repetition or varied repetition
• create a four-bar melody in G major, in 3-4 time, with intervals not exceeding a major perfect 4th
• add phrase marks to four-bar melodies indicating the dynamics loud (forte-) and soft (piano-p) appropriately
• sight read the melodies composed using voice/descant recorder/any other western instrument
• compose a four-bar game- chants in G Major
• use a digital device to notate and play back composed melodies
• perform and record composed melodies and share with others for feedback
• acknowledge melodies written by self and others

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

• What is the importance of dodging and marking skill in a game of Netball?
• What footwork options does a player have after landing with a ball in a Netball game?

• observe a virtual or actual Netball game for analysis of skills and demonstrate execution of the passes observed
• demonstrate dodging and marking in pairs
• use drills, in groups to practise passing(overhead and chest pass) the ball while dodging and marking
• demonstrate footwork skills (landing and pivoting)
• use drills to practise footwork skills while observing safety
• apply overhead and chest passes, dodging and marking and footwork skills to play a mini game

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