CBE · Junior School
Grade 8 Creative Arts and Sports Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Creative Arts and Sports scheme of work for Grade 8 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 8
- Subject
- Creative Arts and Sports
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 8 Creative Arts and Sports scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
FOUNDATIONS OF CREATIVE ARTS: INTRODUCTION TO CREATIVE ARTS AND SPORTS
Roles of Creative Arts and Sports · Roles of Creative Arts and Sports - Creating a Storyboard · Roles of Creative Arts and Sports - Painting background ((splattering, wash) · Components of Creative Arts and Sports · Components of Creative Arts and Sports - Endurance and agility components of physical fitness · Components of Creative Arts and Sports - Pitch: Bass staff, ledger lines, G major, piano keyboard, accidentals, middle C · Components of Creative Arts and Sports - Rhythm: semibreve, minim, crotchet, a pair of quavers
CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS
Drawing and Painting · Drawing and Painting - Dominance (size variation) · Drawing and Painting - Painting · Rhythm · Rhythm - Rhythmic patterns in 3 4 time · Middle Distance Races and Montage · Middle Distance Races and Montage - Montage - (subject, posture, center of interest, finishing · Melody · Melody - 4-bar melodies in G Major and time. · Melody - Extending a melody using exact repetition, and varied repetition.
| 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: INTRODUCTION TO CREATIVE ARTS AND SPORTS | Roles of Creative Arts and Sports | By the end of the lesson, the learner should be able to: describe the roles of Creative Arts and Sports in society. | The learner is guided to: research and brainstorm on social and economic roles of Creative Arts and Sports in society. | What is the importance of Creative Arts and Sports in society? | 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: INTRODUCTION TO CREATIVE ARTS AND SPORTS | Roles of Creative Arts and Sports - Creating a Storyboard | By the end of the lesson, the learner should be able to: make a storyboard highlighting the roles of Creative Arts and Sports in society. | The learner is guided to: collect and cut the pictures of Creative Arts and Sports activities creatively. | What is the importance of Creative Arts and Sports in society? | 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: INTRODUCTION TO CREATIVE ARTS AND SPORTS | Roles of Creative Arts and Sports - Painting background ((splattering, wash) | By the end of the lesson, the learner should be able to: appreciate the role played by Creative Arts and Sports in society. | The learner is guided to: prepare the background surface by painting. | What is the importance of Creative Arts and Sports in society? | 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: INTRODUCTION TO CREATIVE ARTS AND SPORTS | Roles of Creative Arts and Sports | By the end of the lesson, the learner should be able to: describe the roles of Creative Arts and Sports in society. | The learner is guided to: use the pictures collected to make a photographic storyboard by pasting them on the painted surface. | What is the importance of Creative Arts and Sports in society? | 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: INTRODUCTION TO CREATIVE ARTS AND SPORTS | Roles of Creative Arts and Sports | By the end of the lesson, the learner should be able to: make a storyboard highlighting the roles of Creative Arts and Sports in society. | The learner is guided to: display the storyboard in the classroom, make observations and give each other feedback. | What is the importance of Creative Arts and Sports in society? | 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: INTRODUCTION TO CREATIVE ARTS AND SPORTS | Roles of Creative Arts and Sports | By the end of the lesson, the learner should be able to: appreciate the role played by Creative Arts and Sports in society. | The learner is guided to: research and brainstorm on social and economic roles of Creative Arts and Sports in society. | What is the importance of Creative Arts and Sports in society? | 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: INTRODUCTION TO CREATIVE ARTS AND SPORTS | Roles of Creative Arts and Sports | By the end of the lesson, the learner should be able to: describe the roles of Creative Arts and Sports in society. | The learner is guided to: collect and cut the pictures of Creative Arts and Sports activities creatively. | What is the importance of Creative Arts and Sports in society? | 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: INTRODUCTION TO CREATIVE ARTS AND SPORTS | Roles of Creative Arts and Sports | By the end of the lesson, the learner should be able to: make a storyboard highlighting the roles of Creative Arts and Sports in society. | The learner is guided to: prepare the background surface by painting. | What is the importance of Creative Arts and Sports in society? | 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: INTRODUCTION TO 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 Verse. | The learner is guided to: read sample verses to discuss elements of verse. | What are the components of Creative Arts and Sports? | 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: INTRODUCTION TO CREATIVE ARTS AND SPORTS | Components of Creative Arts and Sports - Endurance and agility components of physical fitness | By the end of the lesson, the learner should be able to: perform activities that enhance endurance and agility in physical fitness. | The learner is guided to: watch an actual or virtual fitness session to perform activities showing endurance and agility. | What are the components of Creative Arts and Sports? | 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: INTRODUCTION TO CREATIVE ARTS AND SPORTS | Components of Creative Arts and Sports - Pitch: Bass staff, ledger lines, G major, piano keyboard, accidentals, middle C | By the end of the lesson, the learner should be able to: write note values on the bass staff. | The learner is guided to: demonstrate fitness activities that enhance endurance and agility; practise activities that enhance endurance and agility using music. | What are the components of Creative Arts and Sports? | 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: INTRODUCTION TO CREATIVE ARTS AND SPORTS | Components of Creative Arts and Sports - Rhythm: semibreve, minim, crotchet, a pair of quavers | By the end of the lesson, the learner should be able to: name pitches on the bass staff. | The learner is guided to: draw the bass staff and name lines and spaces including ledger lines. | What are the components of Creative Arts and Sports? | 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: INTRODUCTION TO 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 in3 4 time. | The learner is guided to: draw the piano keyboard and relate to the bass staff. | What are the components of Creative Arts and Sports? | 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: INTRODUCTION TO CREATIVE ARTS AND SPORTS | Components of Creative Arts and Sports | By the end of the lesson, the learner should be able to: construct the scale of G major on a staff. | The learner is guided to: construct and name the pitches on the bass staff; group music notes in 3 time. | What are the components of Creative Arts and Sports? | 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: INTRODUCTION TO CREATIVE ARTS AND SPORTS | Components of Creative Arts and Sports | By the end of the lesson, the learner should be able to: appreciate the basic elements of Creative Arts and Sports. | The learner is guided to: construct the scale of G major on a staff. | What are the components of Creative Arts and Sports? | 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: INTRODUCTION TO 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 Verse. | The learner is guided to: write the scale of G major on both treble and bass staff. | What are the components of Creative Arts and Sports? | 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: discuss dominance in a picture. | The learner is guided to: observe pictures to review on shape and colour; and discuss dominance. | What are complimentary colours?; How is dominance created using in a picture? | 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 - Dominance (size variation) | By the end of the lesson, the learner should be able to: classify complementary colours on a colour wheel. | The learner is guided to: paint a colour wheel to represent the three sets of complementary colours. | What are complimentary colours?; How is dominance created using in a picture? | 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 - Painting | By the end of the lesson, the learner should be able to: illustrate a colour gradation strip for colour contrast. | The learner is guided to: illustrate line strip using a pair of complimentary colours to study colour contrast. | What are complimentary colours?; How is dominance created using in a picture? | 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 still life composition to express dominance. | The learner is guided to: draw a setup of forms/shapes to create dominance. | What are complimentary colours?; How is dominance created using in a picture? | 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 pictures. | The learner is guided to: paint the sketched picture using a thin wash. | What are complimentary colours?; How is dominance created using in a picture? | 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: discuss dominance in a picture. | The learner is guided to: paint the forms using complimentary colours to contrast and enhance dominance. | What are complimentary colours?; How is dominance created using in a picture? | 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: classify complementary colours on a colour wheel. | The learner is guided to: display and talk about own and others’. | What are complimentary colours?; How is dominance created using in a picture? | 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: illustrate a colour gradation strip for colour contrast. | The learner is guided to: observe pictures to review on shape and colour; and discuss dominance. | What are complimentary colours?; How is dominance created using in a picture? | 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 still life composition to express dominance. | The learner is guided to: paint a colour wheel to represent the three sets of complementary colours. | What are complimentary colours?; How is dominance created using in a picture? | 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 8 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 - 4-bar melodies in G Major and time. · Melody - Extending a melody using exact repetition, and varied repetition. · Netball · Netball - Footwork - landing, pivoting. · Netball - Dodging and marking. · Fabric Decoration · Fabric Decoration - stencil printing · Fabric Decoration - alternate pattern (motif layout/ colour alternate) · Descant Recorder · Descant Recorder - Melodies in G Major · Descant Recorder - Performance directions: repeat (da capo al fine, dalsegno al fine) · Descant Recorder - Technique poster · Verse · Verse - Performing a verse · Volleyball · Volleyball - Volleying skill
| 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: describe methods of creating a melody. | The learner is guided to: sing familiar tunes using tonic sol-fa and describe the methods used in extending a melody; listen to or sing familiar tunes in 3time and tap the main beat. | How can a melody be extended to make it interesting? | 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 - 4-bar melodies in G Major and time. | By the end of the lesson, the learner should be able to: compose a 2-bar answering phrase to a given 2-bar opening phrase. | The learner is guided to: improvise a 2-bar answering phrases to given opening phrases in 3 time, 4 using either exact repetition or varied repetition; create a four-bar melody in G major, in 3 time, with intervals not 4 exceeding a major perfect 4th, observing integrity. | How can a melody be extended to make it 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 | Melody - Extending a melody using exact repetition, and varied repetition. | By the end of the lesson, the learner should be able to: compose a 4-bar melody in G Major; perform simple pieces of music in G Major. | The learner is guided to: add phrase marks to four-bar melodies; sight read the melodies composed using voice/descant recorder/any other western instrument. | How can a melody be extended to make it 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 | Melody | By the end of the lesson, the learner should be able to: value the use of melody in Creative Arts and Sports. | The learner is guided to: use a digital device to notate and play back composed melodies; perform and record composed melodies and share with peers for feedback. | How can a melody be extended to make it 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 | Netball | By the end of the lesson, the learner should be able to: describe the execution of different passes in Netball. | The learner is guided to: observe a virtual or actual Netball game for analysis of skills. | 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? | 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 | Netball - Footwork - landing, pivoting. | By the end of the lesson, the learner should be able to: perform passes in Netball for skill acquisition. | The learner is guided to: demonstrate execution of the overhead and chest passes observed. | 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? | 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 | Netball - Dodging and marking. | By the end of the lesson, the learner should be able to: execute dodging and marking in Netball for skill development. | The learner is guided to: practice the overhead and chest pass skills. | 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? | 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 | Netball | By the end of the lesson, the learner should be able to: perform footwork skills in a Netball game situation. | The learner is guided to: demonstrate dodging and marking with peers. | 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? | 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 | Netball | By the end of the lesson, the learner should be able to: appreciate teamwork in application of netball skills for fun and enjoyment. | The learner is guided to: practise dodging and marking skills in Netball with peers. | 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? | 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 | Netball | By the end of the lesson, the learner should be able to: describe the execution of different passes in Netball. | The learner is guided to: demonstrate landing and pivoting footwork skills in Netball. | 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? | 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 | Netball | By the end of the lesson, the learner should be able to: perform passes in Netball for skill acquisition. | The learner is guided to: practice footwork skills while observing safety. | 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? | 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 | Netball | By the end of the lesson, the learner should be able to: execute dodging and marking in Netball for skill development. | The learner is guided to: collaboratively play a mini Netball game applying; overhead and chest passes, dodging and marking and footwork skills. | 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? | 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 | Netball | By the end of the lesson, the learner should be able to: perform footwork skills in a Netball game situation. | The learner is guided to: observe a virtual or actual Netball game for analysis of skills. | 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? | 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 | Netball | By the end of the lesson, the learner should be able to: appreciate teamwork in application of netball skills for fun and enjoyment. | The learner is guided to: demonstrate execution of the overhead and chest passes observed. | 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? | 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 | Netball | By the end of the lesson, the learner should be able to: describe the execution of different passes in Netball. | The learner is guided to: practice the overhead and chest pass skills. | 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? | 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 | Netball | By the end of the lesson, the learner should be able to: perform passes in Netball for skill acquisition. | The learner is guided to: demonstrate dodging and marking with peers. | 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? | 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 | Fabric Decoration | By the end of the lesson, the learner should be able to: identify fabrics decorated for familiarity. | The learner is guided to: watch videos and analyse tie and dye; marbling and pleating, and stencil printing. | Why do we finish a decorated fabric? | 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 | Fabric Decoration - stencil printing | By the end of the lesson, the learner should be able to: tie and dye a fabric using marbling. | The learner is guided to: responsibly, source and prepare a recyclable cotton fabric by washing and ironing. | Why do we finish a decorated fabric? | 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 | Fabric Decoration - alternate pattern (motif layout/ colour alternate) | By the end of the lesson, the learner should be able to: decorate a fabric using pleating technique. | The learner is guided to: collaboratively, prepare natural dye from the environment/source artificial dye with emphasis on; pigment, fixatives. | Why do we finish a decorated fabric? | 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 | Fabric Decoration | By the end of the lesson, the learner should be able to: print fabric using a stencil. | The learner is guided to: decorate the fabric using marbling and pleating techniques. | Why do we finish a decorated fabric? | 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 | Fabric Decoration | By the end of the lesson, the learner should be able to: acknowledge tie and dye, and stencil printing as fabric decorating techniques. | The learner is guided to: design a simple motif inspired by the environment such as flower/leaves. | Why do we finish a decorated fabric? | 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 | Fabric Decoration | By the end of the lesson, the learner should be able to: identify fabrics decorated for familiarity. | The learner is guided to: prepare a stencil on stiff paper using the motif. | Why do we finish a decorated fabric? | 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 | Fabric Decoration | By the end of the lesson, the learner should be able to: tie and dye a fabric using marbling. | The learner is guided to: use ink/paste and a stencil to print an alternate pattern on a fabric creatively. | Why do we finish a decorated fabric? | 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 | Fabric Decoration | By the end of the lesson, the learner should be able to: decorate a fabric using pleating technique. | The learner is guided to: finish the decorated fabrics by ironing and trimming to make a simple tote bag. | Why do we finish a decorated fabric? | 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 | Fabric Decoration | By the end of the lesson, the learner should be able to: print fabric using a stencil. | The learner is guided to: display and give peer feedback on decorated bags. | Why do we finish a decorated fabric? | 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 8 Creative Arts and Sports scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS
Volleyball · Volleyball - Volleying skill · Kenyan Folk Dance · Kenyan Folk Dance - Performing a folk dance · Indigenous Kenyan Craft (Basketry) · Swimming (Optional) · Swimming (Optional) - Water treading · Kenyan Indigenous Games (Optional)
APPRECIATION IN CREATIVE ARTS AND SPORTS: ANALYSIS OF CREATIVE ARTS AND
Analysis of Creative Arts and Sports
| 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 | Volleyball | By the end of the lesson, the learner should be able to: identify the overarm serve in Volleyball game. | The learner is guided to: observe virtual or actual performances of a volleyball game and identify the overarm skills of serving the ball; demonstrate the skills of overarm in volleyball. | How does the volley pass make the Volleyball game interesting? | 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 | Volleyball - Volleying skill | By the end of the lesson, the learner should be able to: serve the ball using overarm serve over a net. | The learner is guided to: practise overarm serve techniques in Volleyball game; demonstrate volleying skill in Volleyball. | How does the volley pass make the Volleyball game 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 | Volleyball | By the end of the lesson, the learner should be able to: perform the volleying skill in Volleyball. | The learner is guided to: practise volleying in Volleyball. | How does the volley pass make the Volleyball game 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 | Volleyball | By the end of the lesson, the learner should be able to: appraise others’ efforts when applying serving and volleying skills in Volleyball. | The learner is guided to: collaboratively, play a mini Volleyball game while observing safety; apply skills learnt in a mini Volleyball game while giving each other feedback. | How does the volley pass make the Volleyball game 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 Dance | By the end of the lesson, the learner should be able to: classify folk dances from Kenyan communities. | The learner is guided to: explore live or virtual folk dance performances from diverse Kenyan communities to describe and categorise them. | How do folk dances represent Kenyan culture?; What makes a good folk dance performance? | 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 Dance - Performing a folk dance | By the end of the lesson, the learner should be able to: perform a folk dance from a Kenyan community. | The learner is guided to: select an appropriate folk dance from a given Kenyan community for performance. | How do folk dances represent Kenyan culture?; What makes a good folk dance performance? | 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 Dance | By the end of the lesson, the learner should be able to: appreciate different cultures through performing folk dances from diverse Kenyan communities. | The learner is guided to: watch actual or virtual performances of the selected folk dance to explore dance movements, singing, instrumentation, costumes, body make-up, props, mood, and context of performance and performers. | How do folk dances represent Kenyan culture?; What makes a good folk dance performance? | 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 Dance | By the end of the lesson, the learner should be able to: classify folk dances from Kenyan communities. | The learner is guided to: create a written or oral synopsis highlighting the title, theme, community, gender and occasion of performance, and function of a dance. | How do folk dances represent Kenyan culture?; What makes a good folk dance performance? | 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 Dance | By the end of the lesson, the learner should be able to: perform a folk dance from a Kenyan community. | The learner is guided to: collaboratively, take a role in performing a group folk dance before an audience. | How do folk dances represent Kenyan culture?; What makes a good folk dance performance? | 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 | Kenyan Folk Dance | By the end of the lesson, the learner should be able to: appreciate different cultures through performing folk dances from diverse Kenyan communities. | The learner is guided to: give feedback on own and others' performances of Kenyan folk dances. | How do folk dances represent Kenyan culture?; What makes a good folk dance performance? | 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 | Kenyan Folk Dance | By the end of the lesson, the learner should be able to: classify folk dances from Kenyan communities. | The learner is guided to: explore live or virtual folk dance performances from diverse Kenyan communities to describe and categorise them. | How do folk dances represent Kenyan culture?; What makes a good folk dance performance? | 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 | Kenyan Folk Dance | By the end of the lesson, the learner should be able to: perform a folk dance from a Kenyan community. | The learner is guided to: select an appropriate folk dance from a given Kenyan community for performance. | How do folk dances represent Kenyan culture?; What makes a good folk dance performance? | 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 | Kenyan Folk Dance | By the end of the lesson, the learner should be able to: appreciate different cultures through performing folk dances from diverse Kenyan communities. | The learner is guided to: watch actual or virtual performances of the selected folk dance to explore dance movements, singing, instrumentation, costumes, body make-up, props, mood, and context of performance and performers. | How do folk dances represent Kenyan culture?; What makes a good folk dance performance? | 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 | Kenyan Folk Dance | By the end of the lesson, the learner should be able to: classify folk dances from Kenyan communities. | The learner is guided to: create a written or oral synopsis highlighting the title, theme, community, gender and occasion of performance, and function of a dance. | How do folk dances represent Kenyan culture?; What makes a good folk dance performance? | 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 (Basketry) | By the end of the lesson, the learner should be able to: By the end of the Sub Strand the learner should be able to. | The learner is guided to: collaboratively, research, discuss and present in plenary focusing on; definition and practise in Kenya/Africa, materials and tools, coiling techniques. | How does basket making contribute to the economic well-being of communities? | 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 (Basketry) | By the end of the lesson, the learner should be able to: identify basketry items made using coil techniques. | The learner is guided to: source natural or recyclable synthetic materials for basketry taking care of the environment. | How does basket making contribute to the economic well-being of communities? | 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 (Basketry) | By the end of the lesson, the learner should be able to: make a basketry item using the coil method. | The learner is guided to: prepare the material appropriately (cutting/dying/any other). | How does basket making contribute to the economic well-being of communities? | 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 (Basketry) | By the end of the lesson, the learner should be able to: appreciate basketry as an indigenous craft in Kenya. | The learner is guided to: observe videos on coil techniques in basketry taking into account; process and pattern/colour. | How does basket making contribute to the economic well-being of communities? | 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 (Basketry) | By the end of the lesson, the learner should be able to: By the end of the Sub Strand the learner should be able to. | The learner is guided to: use coil technique to make simple items such a mat and a tray. | How does basket making contribute to the economic well-being of communities? | 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 | Indigenous Kenyan Craft (Basketry) | By the end of the lesson, the learner should be able to: identify basketry items made using coil techniques. | The learner is guided to: display and critique own and others basketry work. | How does basket making contribute to the economic well-being of communities? | 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 | Indigenous Kenyan Craft (Basketry) | By the end of the lesson, the learner should be able to: make a basketry item using the coil method. | The learner is guided to: collaboratively, research, discuss and present in plenary focusing on; definition and practise in Kenya/Africa, materials and tools, coiling techniques. | How does basket making contribute to the economic well-being of communities? | 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 | Indigenous Kenyan Craft (Basketry) | By the end of the lesson, the learner should be able to: appreciate basketry as an indigenous craft in Kenya. | The learner is guided to: source natural or recyclable synthetic materials for basketry taking care of the environment. | How does basket making contribute to the economic well-being of communities? | 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 | Indigenous Kenyan Craft (Basketry) | By the end of the lesson, the learner should be able to: By the end of the Sub Strand the learner should be able to. | The learner is guided to: prepare the material appropriately (cutting/dying/any other). | How does basket making contribute to the economic well-being of communities? | 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 | Indigenous Kenyan Craft (Basketry) | By the end of the lesson, the learner should be able to: identify basketry items made using coil techniques. | The learner is guided to: observe videos on coil techniques in basketry taking into account; process and pattern/colour. | How does basket making contribute to the economic well-being of communities? | 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 (Optional) | By the end of the lesson, the learner should be able to: explain the inverted breaststroke and water treading technique in swimming. | The learner is guided to: watch a virtual or actual performance of swimming and identify inverted breaststroke and water treading. | How is inverted breaststroke used in life saving?; Why is water treading skill important? | 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 8 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 8 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.