CBE · Junior School
Grade 7 Creative Arts and Sports Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Creative Arts and Sports scheme of work for Grade 7 covering Terms 1, 2 and 3 2026: strands and sub-strands mapped week by week with specific learning outcomes, key inquiry questions, suggested learning experiences, resources and assessment methods.
- Level
- Grade 7
- Subject
- Creative Arts and Sports
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 7 Creative Arts and Sports scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
FOUNDATIONS OF CREATIVE ARTS AND SPORTS
Introduction to Creative Arts and Sports · Introduction to Creative Arts and Sports - Collage · Introduction to Creative Arts and Sports - Relationships among the categories of Creative Arts and Sports (functions, execution, visual, presentation, competition, audience, attire, themes, team effort) · Components of Creative Arts and Sports · Components of Creative Arts and Sports - Components of Fitness (Coordination and strength) · Components of Creative Arts and Sports - Note values and their rests: semibreve, minim, crotchet a pair of quavers and their rests · Components of Creative Arts and Sports - Pitch: treble staff, ledger lines, scale of C major, keyboard
CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS
Drawing and Painting · Drawing and Painting - Painting (cool/war m colours) · Rhythm · Rhythm - Repetition of note · Rhythm - Values and rests, (Taa-aa-aa-aa, Taa-aa, Taa, Ta-te,) · Rhythm - Variation of note · Rhythm - Values and rests · Rhythm - Body movements · Rhythm - French rhythm names · Javelin and Sculpture · Javelin and Sculpture - Javelin appearance · Javelin and Sculpture - Carving · Javelin and Sculpture - Decorating Javelin (sanding, texturing or smoking) · Melody · Melody - Melodies in C major
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | FOUNDATIONS OF CREATIVE ARTS AND SPORTS | Introduction to Creative Arts and Sports | By the end of the lesson, the learner should be able to: describe categories of Creative Arts and Sports. | The learner is guided to: 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. | How are the categories of the Creative Arts and Sports related? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | FOUNDATIONS OF CREATIVE ARTS AND SPORTS | Introduction to Creative Arts and Sports - Collage | By the end of the lesson, the learner should be able to: outline the relationships among the categories of Creative Arts and Sports. | The learner is guided to: discuss the relationships among the categories of Creative Arts and Sports. | How are the categories of the Creative Arts and Sports related? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | FOUNDATIONS OF CREATIVE ARTS AND SPORTS | Introduction to Creative Arts and Sports - Relationships among the categories of Creative Arts and Sports (functions, execution, visual, presentation, competition, audience, attire, themes, team effort) | By the end of the lesson, the learner should be able to: make a collage on the categories of the Creative Arts and Sports. | The learner is guided to: collaboratively collect picture inspired by Creative Arts and Sports activities. | How are the categories of the Creative Arts and Sports related? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | FOUNDATIONS OF CREATIVE ARTS AND SPORTS | Introduction to Creative Arts and Sports | By the end of the lesson, the learner should be able to: appreciate the categories of Creative Arts and Sports. | The learner is guided to: paste the pictures to make a collage. | How are the categories of the Creative Arts and Sports related? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | FOUNDATIONS OF CREATIVE ARTS AND SPORTS | Introduction to Creative Arts and Sports | By the end of the lesson, the learner should be able to: describe categories of Creative Arts and Sports. | The learner is guided to: give feedback on own and others’ displayed collage on the categories of Creative Arts and Sports. | How are the categories of the Creative Arts and Sports related? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | FOUNDATIONS OF CREATIVE ARTS AND SPORTS | Introduction to Creative Arts and Sports | By the end of the lesson, the learner should be able to: outline the relationships among the categories of Creative Arts and Sports. | The learner is guided to: 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. | How are the categories of the Creative Arts and Sports related? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | FOUNDATIONS OF CREATIVE ARTS AND SPORTS | Introduction to Creative Arts and Sports | By the end of the lesson, the learner should be able to: make a collage on the categories of the Creative Arts and Sports. | The learner is guided to: discuss the relationships among the categories of Creative Arts and Sports. | How are the categories of the Creative Arts and Sports related? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | FOUNDATIONS OF CREATIVE ARTS AND SPORTS | Introduction to Creative Arts and Sports | By the end of the lesson, the learner should be able to: appreciate the categories of Creative Arts and Sports. | The learner is guided to: collaboratively collect picture inspired by Creative Arts and Sports activities. | How are the categories of the Creative Arts and Sports related? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | FOUNDATIONS OF CREATIVE ARTS AND SPORTS | Components of Creative Arts and Sports | By the end of the lesson, the learner should be able to: describe elements of a story. | The learner is guided to: discuss the elements of a story: character, setting, plot and theme. | How are the components of Creative Arts and Sports inter-related?; How are components of Creative Arts and Sports applied? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | FOUNDATIONS OF CREATIVE ARTS AND SPORTS | Components of Creative Arts and Sports - Components of Fitness (Coordination and strength) | By the end of the lesson, the learner should be able to: perform activities demonstrating the components of fitness. | The learner is guided to: observe actual or virtual activities of fitness that show coordination and strength in physical fitness. | How are the components of Creative Arts and Sports inter-related?; How are components of Creative Arts and Sports applied? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | FOUNDATIONS OF CREATIVE ARTS AND SPORTS | Components of Creative Arts and Sports - Note values and their rests: semibreve, minim, crotchet a pair of quavers and their rests | By the end of the lesson, the learner should be able to: write note values on a treble staff. | The learner is guided to: demonstrate fitness exercises that enhance coordination and strength. | How are the components of Creative Arts and Sports inter-related?; How are components of Creative Arts and Sports applied? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | FOUNDATIONS OF CREATIVE ARTS AND SPORTS | Components of Creative Arts and Sports - Pitch: treble staff, ledger lines, scale of C major, keyboard | By the end of the lesson, the learner should be able to: name pitches on treble staff. | The learner is guided to: practise activities that enhance coordination and strength using music. | How are the components of Creative Arts and Sports inter-related?; How are components of Creative Arts and Sports applied? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | FOUNDATIONS OF CREATIVE ARTS AND SPORTS | Components of Creative Arts and Sports | By the end of the lesson, the learner should be able to: group music notes in 2 4 time. | The learner is guided to: draw the treble staff and name lines and spaces including ledger lines. | How are the components of Creative Arts and Sports inter-related?; How are components of Creative Arts and Sports applied? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | FOUNDATIONS OF CREATIVE ARTS AND SPORTS | Components of Creative Arts and Sports | By the end of the lesson, the learner should be able to: appreciate the components of Creative Arts and Sports. | The learner is guided to: draw the piano keyboard and relate to the treble staff. | How are the components of Creative Arts and Sports inter-related?; How are components of Creative Arts and Sports applied? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | FOUNDATIONS OF CREATIVE ARTS AND SPORTS | Components of Creative Arts and Sports | By the end of the lesson, the learner should be able to: describe elements of a story. | The learner is guided to: watch videos or films to appreciate how the components of Creative Arts and Sports relate to each other. | How are the components of Creative Arts and Sports inter-related?; How are components of Creative Arts and Sports applied? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | FOUNDATIONS OF CREATIVE ARTS AND SPORTS | Components of Creative Arts and Sports | By the end of the lesson, the learner should be able to: perform activities demonstrating the components of fitness. | The learner is guided to: discuss the elements of a story: character, setting, plot and theme. | How are the components of Creative Arts and Sports inter-related?; How are components of Creative Arts and Sports applied? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Drawing and Painting | By the end of the lesson, the learner should be able to: explain balance in a picture. | The learner is guided to: observe drawings to review use of line and tone; and discuss balance of forms. | How can balance be achieved in a drawing?; What emotions do different colours evoke in us when we look at them? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Drawing and Painting - Painting (cool/war m colours) | By the end of the lesson, the learner should be able to: draw a picture to apply balance. | The learner is guided to: draw set up of balls using any dry media focusing on; balance of forms in a space. | How can balance be achieved in a drawing?; What emotions do different colours evoke in us when we look at them? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Drawing and Painting | By the end of the lesson, the learner should be able to: analyse cool and warm colours for colour temperature. | The learner is guided to: create tone on the drawing using smudging considering; blending and variation of tone. | How can balance be achieved in a drawing?; What emotions do different colours evoke in us when we look at them? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Drawing and Painting | By the end of the lesson, the learner should be able to: paint a scenery based on colour temperature. | The learner is guided to: discuss warm and cool colours on the colour wheel and pictures in regards to; recession /progression and emotional symbolism. | How can balance be achieved in a drawing?; What emotions do different colours evoke in us when we look at them? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Drawing and Painting | By the end of the lesson, the learner should be able to: appreciate own and others' pictorial composition. | The learner is guided to: paint an imaginative sea scape using either warm or cool colours mat mount pictures. | How can balance be achieved in a drawing?; What emotions do different colours evoke in us when we look at them? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Drawing and Painting | By the end of the lesson, the learner should be able to: explain balance in a picture. | The learner is guided to: display the artworks and take turn to talk about own and others work. | How can balance be achieved in a drawing?; What emotions do different colours evoke in us when we look at them? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Drawing and Painting | By the end of the lesson, the learner should be able to: draw a picture to apply balance. | The learner is guided to: observe drawings to review use of line and tone; and discuss balance of forms. | How can balance be achieved in a drawing?; What emotions do different colours evoke in us when we look at them? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Drawing and Painting | By the end of the lesson, the learner should be able to: analyse cool and warm colours for colour temperature. | The learner is guided to: draw set up of balls using any dry media focusing on; balance of forms in a space. | How can balance be achieved in a drawing?; What emotions do different colours evoke in us when we look at them? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Drawing and Painting | By the end of the lesson, the learner should be able to: paint a scenery based on colour temperature. | The learner is guided to: create tone on the drawing using smudging considering; blending and variation of tone. | How can balance be achieved in a drawing?; What emotions do different colours evoke in us when we look at them? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 1
Weeks 6–13 are in the full Term 1 document — KES 30 by M-Pesa.
Term 2 — Grade 7 Creative Arts and Sports scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS
Melody · Melody - Melodies in C major · Handball · Handball - Dribbling: high and low. · Handball - Shooting: Jump shot · Descant Recorder · Descant Recorder - Performance directions-dynamics (loud and soft) and tempo (fast and slow) · Storytelling and Animation · Football · Football - Dribbling · Football - Shooting · Football - Crayon etching
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Melody | By the end of the lesson, the learner should be able to: outline the qualities of a good melody. | The learner is guided to: sing familiar tunes to outline the qualities of a good melody. | What attributes contribute to a good melody? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Melody - Melodies in C major | By the end of the lesson, the learner should be able to: compose a four-bar melody in C major. | The learner is guided to: orally compose and notate 4-bar melodies in C major and 2 time. | What attributes contribute to a good melody? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Melody | By the end of the lesson, the learner should be able to: perform created pieces of music in C major. | The learner is guided to: create and notate four-bar melodies in C major and in 2 4 time using the treble staff. | What attributes contribute to a good melody? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Melody | By the end of the lesson, the learner should be able to: enjoy creating melodies in C major. | The learner is guided to: sight read 4-bar melodies in C major and in 2 time using voice, 4 descant recorder or any other Western musical instrument. | What attributes contribute to a good melody? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Melody | By the end of the lesson, the learner should be able to: outline the qualities of a good melody. | The learner is guided to: give feedback on melodies composed by self and others. | What attributes contribute to a good melody? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Melody | By the end of the lesson, the learner should be able to: compose a four-bar melody in C major. | The learner is guided to: sing familiar tunes to outline the qualities of a good melody. | What attributes contribute to a good melody? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Melody | By the end of the lesson, the learner should be able to: perform created pieces of music in C major. | The learner is guided to: orally compose and notate 4-bar melodies in C major and 2 time. | What attributes contribute to a good melody? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Handball | By the end of the lesson, the learner should be able to: describe passing, dribbling and jump shot in Handball game. | The learner is guided to: watch a virtual or observe a demonstration of passes, dribbling and shooting in Handball. | How does playing Handball enhance body health? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Handball - Dribbling: high and low. | By the end of the lesson, the learner should be able to: perform the passing skills in Handball. | The learner is guided to: demonstrate the side, jump and flick passes in Handball. | How does playing Handball enhance body health? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Handball - Shooting: Jump shot | By the end of the lesson, the learner should be able to: execute dribbling in Handball for skill acquisition. | The learner is guided to: practise the passing skills in playing Handball. | How does playing Handball enhance body health? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Handball | By the end of the lesson, the learner should be able to: execute jump shot in Handball for enjoyment. | The learner is guided to: demonstrate the high and low dribbling skills in Handball. | How does playing Handball enhance body health? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Handball | By the end of the lesson, the learner should be able to: appreciate each other's efforts in playing Handball game. | The learner is guided to: practise the dribbling skills in Handball game. | How does playing Handball enhance body health? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Handball | By the end of the lesson, the learner should be able to: describe passing, dribbling and jump shot in Handball game. | The learner is guided to: demonstrate jump shot skills. | How does playing Handball enhance body health? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Handball | By the end of the lesson, the learner should be able to: perform the passing skills in Handball. | The learner is guided to: practise shooting using jump shot skills while observing safety. | How does playing Handball enhance body health? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Handball | By the end of the lesson, the learner should be able to: execute dribbling in Handball for skill acquisition. | The learner is guided to: apply passing, dribbling and shooting skills in a mini Handball game while observing safety. | How does playing Handball enhance body health? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Handball | By the end of the lesson, the learner should be able to: execute jump shot in Handball for enjoyment. | The learner is guided to: talk about each other's effort in passing, dribbling and shooting while playing Handball. | How does playing Handball enhance body health? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Handball | By the end of the lesson, the learner should be able to: appreciate each other's efforts in playing Handball game. | The learner is guided to: watch a virtual or observe a demonstration of passes, dribbling and shooting in Handball. | How does playing Handball enhance body health? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Handball | By the end of the lesson, the learner should be able to: describe passing, dribbling and jump shot in Handball game. | The learner is guided to: demonstrate the side, jump and flick passes in Handball. | How does playing Handball enhance body health? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Handball | By the end of the lesson, the learner should be able to: perform the passing skills in Handball. | The learner is guided to: practise the passing skills in playing Handball. | How does playing Handball enhance body health? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Descant Recorder | By the end of the lesson, the learner should be able to: outline factors to consider in interpreting melodies on staff notation. | The learner is guided to: brainstorm on factors to consider when interpreting melodies written on staff. | What is the value of sight reading music?; Why are performance directions important in music? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Descant Recorder - Performance directions-dynamics (loud and soft) and tempo (fast and slow) | By the end of the lesson, the learner should be able to: sight read simple melodies on descant recorder from staff notation. | The learner is guided to: discuss the interpretation of performance directions on a piece of music for descant recorder. | What is the value of sight reading music?; Why are performance directions important in music? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Descant Recorder | By the end of the lesson, the learner should be able to: play a piece in C major on a descant recorder. | The learner is guided to: perform a solo descant recorder piece in C major and in 2 time. | What is the value of sight reading music?; Why are performance directions important in music? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Descant Recorder | By the end of the lesson, the learner should be able to: perform simple melodies on a descant recorder observing performance directions. | The learner is guided to: observe performance directions while playing a solo piece in C major in 2 time on a descant 4 recorder. | What is the value of sight reading music?; Why are performance directions important in music? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Descant Recorder | By the end of the lesson, the learner should be able to: appreciate playing music in C major on the descant recorder. | The learner is guided to: brainstorm on factors to consider when interpreting melodies written on staff. | What is the value of sight reading music?; Why are performance directions important in music? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Descant Recorder | By the end of the lesson, the learner should be able to: outline factors to consider in interpreting melodies on staff notation. | The learner is guided to: discuss the interpretation of performance directions on a piece of music for descant recorder. | What is the value of sight reading music?; Why are performance directions important in music? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 2
Weeks 6–13 are in the full Term 2 document — KES 30 by M-Pesa.
Term 3 — Grade 7 Creative Arts and Sports scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS
Football · Kenyan Folk Songs · Kenyan Folk Songs - Folk song performing techniques- (voice projection and balance, phrasing, tempo, tone, dynamics, expression and interpretation, gestures and movement, intensity, mood, idiom/authenticity) · Indigenous Kenyan Craft - Beadwork · Swimming · Swimming - Pencil dive · Swimming - Crouch dive · Swimming - Backstroke · Kenyan Indigenous Games (Optional)
Appreciation in Creative Arts and Sports
Analysis of Creative Arts and Sports · Analysis of Creative Arts and Sports - Folksong-components of a folk song: media of performance, style of performance, community, participants, singing, messages, role of props, body movements, purpose, costumes and mood · Analysis of Creative Arts and Sports - Storytelling analysis · Analysis of Creative Arts and Sports - Portfolio; measuring, cutting, folding
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Football | By the end of the lesson, the learner should be able to: execute trapping skill in football; perform dribbling skill in football; execute shooting skill in football; make improvised crayons for drawing; create a pictorial composition using crayon etching inspired by football game; value team effort in a football game and crayon etched drawing. | The learner is guided to: watch a virtual or live football demonstration of trapping skill: foot, thigh and chest, dribbling skill: inside and outside of the foot and shooting: low drive and placed shot; demonstrate foot, thigh and chest trapping in football; practise the trapping skills in football; demonstrate dribbling skills in football using the inside and outside of the foot; practise the dribbling skills in football game; demonstrate low drive and placed shot in football; practise shooting in football using low drive and placed shot; play a mini football match or game while ensuring the learnt skills in trapping, dribbling and shooting are applied; improvise crayons from locally available materials, (melting the wax, add pigment, pour in the moulds, cool and cut to size); source to cut out images inspired by the football skills; apply crayon to fill the paper in varied patterns/shapes; coat the surface with black media and trace the images to create a composition; scratch creatively within the outline on the black media; display and talk about own and others’ work. | How can colours be used to show distance?; Why is ball control important in a football match? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Kenyan Folk Songs | By the end of the lesson, the learner should be able to: classify folk songs in Kenyan communities. | The learner is guided to: brainstorm to classify the folk songs. | What is the role of folk songs in Kenyan society?; How can performances of Kenyan folk songs be made interesting? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Kenyan Folk Songs - Folk song performing techniques- (voice projection and balance, phrasing, tempo, tone, dynamics, expression and interpretation, gestures and movement, intensity, mood, idiom/authenticity) | By the end of the lesson, the learner should be able to: perform a folksong from a Kenyan community with appropriate techniques. | The learner is guided to: visit an actual or virtual cultural centre to watch and select a solo or group folk song from any Kenyan community for performance. | What is the role of folk songs in Kenyan society?; How can performances of Kenyan folk songs be made interesting? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Kenyan Folk Songs | By the end of the lesson, the learner should be able to: appreciate folk songs performance as means of cultural preservation. | The learner is guided to: take a role in performing a solo or group folk song applying performance techniques. | What is the role of folk songs in Kenyan society?; How can performances of Kenyan folk songs be made interesting? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Kenyan Folk Songs | By the end of the lesson, the learner should be able to: classify folk songs in Kenyan communities. | The learner is guided to: brainstorm to classify the folk songs. | What is the role of folk songs in Kenyan society?; How can performances of Kenyan folk songs be made interesting? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Kenyan Folk Songs | By the end of the lesson, the learner should be able to: perform a folksong from a Kenyan community with appropriate techniques. | The learner is guided to: visit an actual or virtual cultural centre to watch and select a solo or group folk song from any Kenyan community for performance. | What is the role of folk songs in Kenyan society?; How can performances of Kenyan folk songs be made interesting? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Kenyan Folk Songs | By the end of the lesson, the learner should be able to: appreciate folk songs performance as means of cultural preservation. | The learner is guided to: take a role in performing a solo or group folk song applying performance techniques. | What is the role of folk songs in Kenyan society?; How can performances of Kenyan folk songs be made interesting? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Kenyan Folk Songs | By the end of the lesson, the learner should be able to: classify folk songs in Kenyan communities. | The learner is guided to: brainstorm to classify the folk songs. | What is the role of folk songs in Kenyan society?; How can performances of Kenyan folk songs be made interesting? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Kenyan Folk Songs | By the end of the lesson, the learner should be able to: perform a folksong from a Kenyan community with appropriate techniques. | The learner is guided to: visit an actual or virtual cultural centre to watch and select a solo or group folk song from any Kenyan community for performance. | What is the role of folk songs in Kenyan society?; How can performances of Kenyan folk songs be made interesting? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Indigenous Kenyan Craft - Beadwork | By the end of the lesson, the learner should be able to: discuss function of jewellery in Kenyan communities. | The learner is guided to: watch actual/ virtual samples, research and brainstorm on beadwork in Kenyan communities with focus on; type and function of the beaded jewellery. | How can beadwork be used to preserve Kenyan culture?; How can you express patriotism through Creative activities? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Indigenous Kenyan Craft - Beadwork | By the end of the lesson, the learner should be able to: identify materials for beadwork in the local environment. | The learner is guided to: source for beads and strings/fishing line in the environment. | How can beadwork be used to preserve Kenyan culture?; How can you express patriotism through Creative activities? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Indigenous Kenyan Craft - Beadwork | By the end of the lesson, the learner should be able to: make beaded jewellery inspired by patriotism for Kenya. | The learner is guided to: prepare the materials focusing on; size, shape and colour. | How can beadwork be used to preserve Kenyan culture?; How can you express patriotism through Creative activities? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Indigenous Kenyan Craft - Beadwork | By the end of the lesson, the learner should be able to: sing a patriotic song adorned in beaded jewellery inspired by patriotism. | The learner is guided to: make a beaded jewellery (bracelet) inspired by patriotism for Kenya with focus on colour and pattern using one-way technique and criss-cross technique. | How can beadwork be used to preserve Kenyan culture?; How can you express patriotism through Creative activities? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Indigenous Kenyan Craft - Beadwork | By the end of the lesson, the learner should be able to: recognise beadwork as an indigenous Kenyan craft. | The learner is guided to: research on varied Kenyan patriotic songs for performance. | How can beadwork be used to preserve Kenyan culture?; How can you express patriotism through Creative activities? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Indigenous Kenyan Craft - Beadwork | By the end of the lesson, the learner should be able to: discuss function of jewellery in Kenyan communities. | The learner is guided to: sing a patriotic song adorned in beaded jewellery while applying performance techniques. | How can beadwork be used to preserve Kenyan culture?; How can you express patriotism through Creative activities? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Indigenous Kenyan Craft - Beadwork | By the end of the lesson, the learner should be able to: identify materials for beadwork in the local environment. | The learner is guided to: display and talk about own and others beadwork craft and patriotic song performances. | How can beadwork be used to preserve Kenyan culture?; How can you express patriotism through Creative activities? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Indigenous Kenyan Craft - Beadwork | By the end of the lesson, the learner should be able to: make beaded jewellery inspired by patriotism for Kenya. | The learner is guided to: watch actual/ virtual samples, research and brainstorm on beadwork in Kenyan communities with focus on; type and function of the beaded jewellery. | How can beadwork be used to preserve Kenyan culture?; How can you express patriotism through Creative activities? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Indigenous Kenyan Craft - Beadwork | By the end of the lesson, the learner should be able to: sing a patriotic song adorned in beaded jewellery inspired by patriotism. | The learner is guided to: source for beads and strings/fishing line in the environment. | How can beadwork be used to preserve Kenyan culture?; How can you express patriotism through Creative activities? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Indigenous Kenyan Craft - Beadwork | By the end of the lesson, the learner should be able to: recognise beadwork as an indigenous Kenyan craft. | The learner is guided to: prepare the materials focusing on; size, shape and colour. | How can beadwork be used to preserve Kenyan culture?; How can you express patriotism through Creative activities? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Swimming | By the end of the lesson, the learner should be able to: describe different ways of water entry in a pool. | The learner is guided to: watch a virtual or live demonstration of backstroke and water entry skill crouch dive, pencil dive). | How does water entry skills enhance safety in swimming? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Swimming - Pencil dive | By the end of the lesson, the learner should be able to: perform a crouch dive into the swimming pool. | The learner is guided to: demonstrate a crouch dive while observing safety. | How does water entry skills enhance safety in swimming? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Swimming - Crouch dive | By the end of the lesson, the learner should be able to: execute a water entry skill using a pencil dive. | The learner is guided to: practice crouch dives while observing safety. | How does water entry skills enhance safety in swimming? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Swimming - Backstroke | By the end of the lesson, the learner should be able to: perform backstroke skill in swimming for skill development. | The learner is guided to: demonstrate pencil dive while observing safety. | How does water entry skills enhance safety in swimming? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Swimming | By the end of the lesson, the learner should be able to: appreciate own and others’ effort in executing backstroke skill. | The learner is guided to: practise pencil dive while observing safety. | How does water entry skills enhance safety in swimming? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Swimming | By the end of the lesson, the learner should be able to: describe different ways of water entry in a pool. | The learner is guided to: demonstrate flutter kicks, arm action and breathing while in supine position. | How does water entry skills enhance safety in swimming? | Art materials, musical instruments, sports equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 3
Weeks 6–13 are in the full Term 3 document — KES 30 by M-Pesa.
More Grade 7 schemes of work
Questions about this scheme of work
Does this page cover all the terms?
It carries Terms 1, 2 and 3 of 2026 — every term published for Grade 7 Creative Arts and Sports so far. Each term has its own week-by-week table and free preview, and a new term joins this same page when it goes live.
How do I download a whole term as a PDF?
The first 5 weeks of each term are free to read on this page. Open the term you need, pay KES 30 by M-Pesa, then use Print / Save PDF — the sheet is laid out for A4 landscape.
Can I adapt it for my own school calendar?
Every scheme is generated from the curriculum taxonomy, so you can rebuild it with your own week count, strands and pacing on the Generate screen and keep the result as your own document.