2026 KICD CBC Curriculum Design13 Weeks · 65 Lessons2 Strands in Term 1

Grade 9 Creative Arts & Sports Schemes of Work & Strands (Term 1 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 9 Creative Arts & Sports Term 1. 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 9 Creative Arts & Sports Term 1 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 9 Creative Arts & Sports in Term 1.

Class / Grade: Grade 9
Learning Area: Creative Arts & Sports
Term Duration: 13 Weeks (65 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 13

Full Term Timetable

Grade 9 Creative Arts & Sports Term 1 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.

65 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	Foundations of Creative Arts and Sports	Careers in Creative Arts and Sports	By the end of the sub strand, the learner should be able to; a) identify careers in Creative Arts and Sports	1. What are the career opportunities related to Creative Arts and Sports?	- research, using digital devices or print material, to identify and discuss careers in Creative Arts and Sports	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Foundations of Creative Arts and Sports	Careers in Creative Arts and Sports	By the end of the sub strand, the learner should be able to; a) identify careers in Creative Arts and Sports	1. What are the career opportunities related to Creative Arts and Sports?	- interact with actual or virtual Creative Arts spaces (theatre, recording studio, festivals, galleries, fine arts studios, workshops, exhibitions, cultural and sports centres) to observe roles performed by the personnel	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Foundations of Creative Arts and Sports	Careers in Creative Arts and Sports	By the end of the sub strand, the learner should be able to; a) illustrate entrepreneurial opportunities in Creative Arts and Sports	1. What are the career opportunities related to Creative Arts and Sports?	- watch videos/recording of entrepreneurial opportunities in Creative Arts and Sports	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Foundations of Creative Arts and Sports	Components of Creative Arts and Sports	By the end of the sub strand, the learner should be able to; a) describe the elements of a play	1. How does one create harmony pictorial composition?	- watch actual or virtual play performance to identify the elements of a play	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Foundations of Creative Arts and Sports	Components of Creative Arts and Sports	By the end of the sub strand, the learner should be able to; a) describe the elements of a play	1. How does one create harmony pictorial composition?	- discuss the basic elements of a play	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Foundations of Creative Arts and Sports	Components of Creative Arts and Sports	By the end of the sub strand, the learner should be able to; a) perform activities demonstrating the components of fitness	1. How does one create harmony pictorial composition?	- observe actual or virtual activities of fitness that show power and reaction time in physical fitness	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Foundations of Creative Arts and Sports	Components of Creative Arts and Sports	By the end of the sub strand, the learner should be able to; a) name pitches on the grand stave	1. Why should athletes avoid performance enhancers to develop physical fitness?	- demonstrate fitness exercises that enhance power and reaction time	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Foundations of Creative Arts and Sports	Components of Creative Arts and Sports	By the end of the sub strand, the learner should be able to; a) group music notes 4 in time 4 incorporating note extension	1. Why should athletes avoid performance enhancers to develop physical fitness?	- practise activities that enhance power and reaction time using music	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Foundations of Creative Arts and Sports	Components of Creative Arts and Sports	By the end of the sub strand, the learner should be able to; a) group music notes 4 in time 4 incorporating note extension	1. Why should athletes avoid performance enhancers to develop physical fitness?	- draw the grand stave and name lines and spaces	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Foundations of Creative Arts and Sports	Components of Creative Arts and Sports	By the end of the sub strand, the learner should be able to; a) construct the scale of F major on a staff	1. Why is note extension important in music notation?	- draw the piano keyboard and relate to the grand stave	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Foundations of Creative Arts and Sports	Components of Creative Arts and Sports	By the end of the sub strand, the learner should be able to; a) appreciate the basic elements of Creative Arts and sports	1. Why is note extension important in music notation?	- construct the scale of F major on both treble and bass staff	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Foundations of Creative Arts and Sports	Careers In Creative Arts And Sports	By the end of the sub strand, the learner should be able to; a) ● Manilla paper b) ● Colours c) ● ICT devices d) ● cutting tools e) ● found/recycled materials f) ● Textbooks on the history and g) significance of creative arts and h) sports i) ● Videos showcasing the evolution j) and cultural importance of creative k) arts and sports in Kenya l) ● Guest speakers, such as local artists m) and athletes, for interactive sessions n) ● Field trips to museums, art o) galleries, and sports facilities	1. ● 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?	- Portfolio Assessment: Compilation of individual and group work - Individual Reflections and Self-Assessment: Personal understanding and growth - Group Presentation and Panel Discussion: Comprehensive	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Foundations of Creative Arts and Sports	Components Of Creative Arts And Sports	By the end of the sub strand, the learner should be able to; a) ● Found materials b) ● Sample pictures c) ● Videos d) ● Keyboard e) ● Open field f) ● Charts and diagrams illustrating the g) various components h) ● Online articles explaining the role of i) each component in creative arts and j) sports k) ● Hands-on activities to engage l) students in experiencing different m) components n) ● Collaborative projects where o) students can explore and showcase p) their talents in creative arts and q) sports	1. 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 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?	- 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 activities - Observation Checklist: Coordination, teamwork, and engagement - Creative Expression Assessment: Expression of creativity in arts and performance - Final Project Evaluation Rubric: Holistic assessment	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Creating and Performing	Drawing and Painting	By the end of the sub strand, the learner should be able to; a) discuss harmony/unity in a picture	1. Why is colour classification important in painting?	- observe pictures to review texture and colour; and discuss unity/harmony	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Creating and Performing	Drawing and Painting	By the end of the sub strand, the learner should be able to; a) discuss harmony/unity in a picture	1. Why is colour classification important in painting?	- observe pictures to review texture and colour; and discuss unity/harmony	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 9 Creative Arts & Sports Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in Grade 9 Creative Arts & Sports. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Foundations of Creative Arts and Sports

4 Sub-strands14 Lessons in Term 1

1.1 Careers in Creative Arts and Sports

4 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

identify careers in Creative Arts and Sports
illustrate entrepreneurial opportunities in Creative Arts and Sports
appreciate careers in Creative Arts and Sports

Key Inquiry Questions (KIQs)

What are the career opportunities related to Creative Arts and Sports?

Learning Experiences

research, using digital devices or print material, to identify and discuss careers in Creative Arts and Sports
interact with actual or virtual Creative Arts spaces (theatre, recording studio, festivals, galleries, fine arts studios, workshops, exhibitions, cultural and sports centres) to observe roles performed by the personnel
watch videos/recording of entrepreneurial opportunities in Creative Arts and Sports
discuss to identify different entrepreneurial opportunities in Creative Arts and Sports
acknowledge own and others’ talents and areas of career interest in Creative Arts and Sports

Teaching Resources

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

1.2 Components of Creative Arts and Sports

8 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

describe the elements of a play
perform activities demonstrating the components of fitness
name pitches on the grand stave
group music notes 4 in time 4 incorporating note extension
construct the scale of F major on a staff
appreciate the basic elements of Creative Arts and sports

Key Inquiry Questions (KIQs)

How does one create harmony pictorial composition?
Why should athletes avoid performance enhancers to develop physical fitness?
Why is note extension important in music notation?

Learning Experiences

watch actual or virtual play performance to identify the elements of a play
discuss the basic elements of a play
observe actual or virtual activities of fitness that show power and reaction time in physical fitness
demonstrate fitness exercises that enhance power and reaction time
practise activities that enhance power and reaction time using music
draw the grand stave and name lines and spaces
draw the piano keyboard and relate to the grand stave
construct the scale of F major on both treble and bass staff

Teaching Resources

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

1.3 Careers In Creative Arts And Sports

1 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

● Manilla paper
● Colours
● ICT devices
● cutting tools
● found/recycled materials
● Textbooks on the history and
significance of creative arts and
sports
● Videos showcasing the evolution
and cultural importance of creative
arts and sports in Kenya
● Guest speakers, such as local artists
and athletes, for interactive sessions
● Field trips to museums, art
galleries, and sports facilities

Key Inquiry Questions (KIQs)

● 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?

Learning Experiences

Portfolio Assessment: Compilation of individual and group work
Individual Reflections and Self-Assessment: Personal understanding and growth
Group Presentation and Panel Discussion: Comprehensive

Teaching Resources

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

1.4 Components Of Creative Arts And Sports

1 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

● Found materials
● Sample pictures
● Videos
● Keyboard
● Open field
● Charts and diagrams illustrating the
various components
● Online articles explaining the role of
each component in creative arts and
sports
● Hands-on activities to engage
students in experiencing different
components
● Collaborative projects where
students can explore and showcase
their talents in creative arts and
sports

Key Inquiry Questions (KIQs)

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 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?

Learning Experiences

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

Teaching Resources

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

Strand 2.0

Creating and Performing

5 Sub-strands50 Lessons in Term 1

2.1 Drawing and Painting

8 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

discuss harmony/unity in a picture
classify analogous colours on a colour wheel for painting
illustrate a colour gradation strip for colour harmony
paint a scenery composition to express harmony/unity
appreciate own and others pictures

Key Inquiry Questions (KIQs)

Why is colour classification important in painting?
How does the colour affect the mood?

Learning Experiences

observe pictures to review texture and colour; and discuss unity/harmony
paint a colour wheel to classify analogous colours
paint line strip using a pair of analogous colours to study colour harmony
research to sketch a composition inspired by the surrounding; a sea scape or landscape
paint a thin wash using the brush stroke technique to create a background
paint the scenery composition to express texture and colour harmony/unity
collaboratively, display scenery composition in a working portfolio for peer feedback

Teaching Resources

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

2.2 Rhythm

10 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

describe the effect of note extension on rhythmic patterns
compose a four-bar 4 rhythmic pattern in 4 time
notate four-bar 4 rhythms in time from 4 dictation
appreciate rhythmic patterns as a means of creating interest in Creative Arts and Sports

Key Inquiry Questions (KIQs)

How can various note combinations be used to form rhythms in simple time?
How can one improvise accompaniment patterns for Sports?

Learning Experiences

listen to, sing or play tunes involving dotted notes to outline effects of note extension in rhythmic patterns, 4
beat time to familiar tunes in 4 time considering the crochet as principle beat, accented and weak beats
group notes of given two-bar rhythmic patterns involving 4 dotted notes in time, 4
orally compose 4-bar rhythmic patterns involving dotted notes and their corresponding rests, in 4 time and write on monotone, 4
write rhythmic patterns from dictation
sight read two-bar rhythms 4 involving dotted notes in time 4 using French rhythm names
play two-part and imitative 4 rhythmic patterns in time, 4 using body percussion and percussion instruments
improvise rhythmic patterns to given tunes with rhythms 4 involving dotted notes in time, 4
make a portfolio of all rhythmic patterns explored

Teaching Resources

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

2.3 Athletics and Mosaic

12 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

describe the phases in Triple jump
perform Triple jump for skill acquisition
identify long distance races in athletics
perform techniques for long distance running
explore characteristics of mosaic in sample pictures
create a mosaic pictorial composition inspired by an athletic event
acknowledge own and others’ efforts in performing Triple jump, skills in long distance races and pictorial composition

Key Inquiry Questions (KIQs)

How has long distance running benefitted Kenya?
Why is it important to follow the phases of jumping in triple jump?
How can mosaic pictorial composition be used to improve the environment?

Learning Experiences

observe a live or virtual performance of Triple jump to identify the phases
demonstrate the approach, take off, flight and landing phases in Triple jump
practise triple jump skills in athletics
practise technique used in long distance running while observing safety
observe others’ performance in Triple jump and long distance running skills and give feedback
collaboratively, play games or engage in athletic events where the skills and techniques in Triple jump and long distance running
source for actual and virtual samples of mosaic work to analyse characteristics with focus on; mono media and spacing of materials
collect and prepare materials and tools for creating a mosaic focusing on material, support, and adhesive
sketched based on the theme “athletics” on the support
collaboratively, make the mosaic composition with emphasis on; spacing of materials and colour contrast (material vs support)
display and talk about own and others' mosaic composition and athletic skills

Teaching Resources

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

2.4 Melody

10 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

describe the use of variation in composing a melody
compose a four-bar melody in F Major and 4 time, 4
notate four-bar, 4 melodies in time, 4
perform melodies in F 4 major and time, 4
value the use of melody in Creative Arts and Sports

Key Inquiry Questions (KIQs)

How can a melody be made interesting?

Learning Experiences

sing familiar tunes and discuss how variation has been achieved in the different phrases of the melody
perform the scale of F major and its tonic arpeggio
write a 2-bar answering phrase in F major which is a variation of the given 4 opening phrase in time, 4
improvise 2-bar opening phrases with variation in pitches to given answering 4 phrases in time and F major, 4
create a four-bar melody in F major and 4 in time with varied phrases observing 4 integrity
add phrase marks to the four-bar composed melodies indicating dynamics as loud for one phrase and soft for the other
sight read the melodies composed by self and others
listen to melodies written by self and others and give feedback

Teaching Resources

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

2.5 Rugby

10 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

distinguish passes in Rugby
perform passing skills in Rugby
perform kick techniques in Rugby
value own and others' efforts in applying passing and kicking skills for enjoyment

Key Inquiry Questions (KIQs)

What are the best ways to advance a ball in a game of Rugby?

Learning Experiences

watch a live, or virtual Rugby game to identify passes and kicks
demonstrate passing skills in Rugby
practise the spin, pop and basic passes in Rugby
demonstrate kicking skills in Rugby
practise the drop and place kick techniques in Rugby
use the skills of passing and kicking to play a modified game in Rugby while observing the rules of the game and safety

Teaching Resources

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

Grade 9 Creative Arts & Sports Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 9 Creative Arts & Sports showing the term-by-term distribution of all 5 strands.

Term 1Current

Foundations of Creative Arts and Sports
Creating and Performing

Term 2View Term 2 →

Creating and Performing

Term 3View Term 3 →

Creating and Performing
Appreciation in Creative Arts and Sports
Creating and Performing in Creative Arts and Sports
OPTIONAL (Do One) Either Swimming Or Kenyan Indigenous Game

Other Grade 9 Schemes of Work for Term 1

Download complete, editable schemes of work and explore strands for all learning areas in Grade 9.

Arabic (Term 1)French (Term 1)Agriculture & Nutrition (Term 1)Pre-Technical Studies (Term 1)Christian Religious Education (Term 1)English (Term 1)Integrated Science (Term 1)Islamic Religious Education (Term 1)Mathematics (Term 1)German (Term 1)Hindu Religious Education (Term 1)Indigenous Languages (Term 1)Kiswahili (Term 1)Mandarin (Term 1)Social Studies (Term 1)

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 7 Schemes Grade 8 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 9 Creative Arts & Sports Term 1

What strands and sub-strands are covered in Grade 9 Creative Arts & Sports Term 1?

In Term 1, Grade 9 Creative Arts & Sports covers the following main strands: Foundations of Creative Arts and Sports, Creating and Performing. Each strand is broken down into specific sub-strands with allocated lesson periods across the 13-week term.

What are the specific learning outcomes for Grade 9 Creative Arts & Sports in Term 1?

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 9 Creative Arts & Sports Term 1 structured across weeks?

This scheme spans 13 calendar weeks (65 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 13, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 1 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.