CBE · Junior School
Grade 9 Creative Arts and Sports Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Creative Arts and Sports scheme of work for Grade 9 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 9
- Subject
- Creative Arts and Sports
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 9 Creative Arts and Sports scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
FOUNDATIONS OF CREATIVE ARTS
Careers in Creative Arts and Sports · Components of Creative Arts and Sports · Components of Creative Arts and Sports - elements of a play: theme, characters, plot, conflict, resolution, setting, language) · Components of Creative Arts and Sports - Rhythm: dotted minim, the dotted crotchet and quaver and their rests · Components of Creative Arts and Sports - Note extension: dots and ties · Components of Creative Arts and Sports - Construct F major on treble and bass staff ascending and descending( with and without Key signatures · Components of Creative Arts and Sports - Pitch: Grand stave
CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS
Drawing and Painting · Drawing and Painting - Painting; colour harmony, colour mood(cool/warm ), texture of forms (dabbing)) · Rhythm · Athletics and Mosaic · Athletics and Mosaic - Long distance running · Athletics and Mosaic - Mosaic · Melody · Melody - Note value involving the dotted minim, dotted crotchet and a quaver
| 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 | Careers in Creative Arts and Sports | By the end of the lesson, the learner should be able to: identify careers in Creative Arts and Sports. | The learner is guided to: research, using digital devices or print material, to identify and discuss careers in Creative Arts and Sports. | What are the career opportunities related to 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 | |
| 1 | 2 | FOUNDATIONS OF CREATIVE ARTS | Careers in Creative Arts and Sports | By the end of the lesson, the learner should be able to: illustrate entrepreneurial opportunities in Creative Arts and Sports. | The learner is guided to: interact with actual or virtual Creative Arts spaces (theatre, recording studio, festivals, galleries, fine arts studios, workshops, exhibitions, cultural and sports centres) to observe roles performed by the personnel. | What are the career opportunities related to 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 | |
| 1 | 3 | FOUNDATIONS OF CREATIVE ARTS | Careers in Creative Arts and Sports | By the end of the lesson, the learner should be able to: appreciate careers in Creative Arts and Sports. | The learner is guided to: watch videos/recording of entrepreneurial opportunities in Creative Arts and Sports; discuss to identify different entrepreneurial opportunities in Creative Arts and Sports. | What are the career opportunities related to 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 | |
| 1 | 4 | FOUNDATIONS OF CREATIVE ARTS | Careers in Creative Arts and Sports | By the end of the lesson, the learner should be able to: identify careers in Creative Arts and Sports. | The learner is guided to: acknowledge own and others’ talents and areas of career interest in Creative Arts and Sports. | What are the career opportunities related to 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 | |
| 1 | 5 | FOUNDATIONS OF CREATIVE ARTS | Components of Creative Arts and Sports | By the end of the lesson, the learner should be able to: describe the elements of a play. | The learner is guided to: watch actual or virtual play performance to identify the elements of a play. | How does one create harmony pictorial composition?; Why should athletes avoid performance enhancers to develop physical fitness?; Why is note extension important in music notation? | 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 | Components of Creative Arts and Sports - elements of a play: theme, characters, plot, conflict, resolution, setting, language) | 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 basic elements of a play; observe actual or virtual activities of fitness that show power and reaction time in physical fitness. | How does one create harmony pictorial composition?; Why should athletes avoid performance enhancers to develop physical fitness?; Why is note extension important in music notation? | 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 | Components of Creative Arts and Sports - Rhythm: dotted minim, the dotted crotchet and quaver and their rests | By the end of the lesson, the learner should be able to: name pitches on the grand stave. | The learner is guided to: demonstrate fitness exercises that enhance power and reaction time. | How does one create harmony pictorial composition?; Why should athletes avoid performance enhancers to develop physical fitness?; Why is note extension important in music notation? | 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 | Components of Creative Arts and Sports - Note extension: dots and ties | By the end of the lesson, the learner should be able to: group music notes in 4 time 4 incorporating note extension. | The learner is guided to: practise activities that enhance power and reaction time using music; draw the grand stave and name lines and spaces. | How does one create harmony pictorial composition?; Why should athletes avoid performance enhancers to develop physical fitness?; Why is note extension important in music notation? | 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 | Components of Creative Arts and Sports - Construct F major on treble and bass staff ascending and descending( with and without Key signatures | By the end of the lesson, the learner should be able to: construct the scale of F major on a staff. | The learner is guided to: draw the piano keyboard and relate to the grand stave. | How does one create harmony pictorial composition?; Why should athletes avoid performance enhancers to develop physical fitness?; Why is note extension important in music notation? | 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 | Components of Creative Arts and Sports - Pitch: Grand stave | 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 F major on both treble and bass staff. | How does one create harmony pictorial composition?; Why should athletes avoid performance enhancers to develop physical fitness?; Why is note extension important in music notation? | 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 | Components of Creative Arts and Sports | By the end of the lesson, the learner should be able to: describe the elements of a play. | The learner is guided to: write signs for tied and dotted notes on a staff; play or sing scales F major ascending and descending and their tonic arpeggios. | How does one create harmony pictorial composition?; Why should athletes avoid performance enhancers to develop physical fitness?; Why is note extension important in music notation? | 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 | 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: sight read simple melodies in C, G and F major for aural recognition of basic element of pitch. | How does one create harmony pictorial composition?; Why should athletes avoid performance enhancers to develop physical fitness?; Why is note extension important in music notation? | 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 | Drawing and Painting | By the end of the lesson, the learner should be able to: discuss harmony/unity in a picture. | The learner is guided to: observe pictures to review texture and colour; and discuss unity/harmony. | Why is colour classification important in painting?; How does the colour affect the mood? | 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 | Drawing and Painting - Painting; colour harmony, colour mood(cool/warm ), texture of forms (dabbing)) | By the end of the lesson, the learner should be able to: classify analogous colours on a colour wheel for painting. | The learner is guided to: paint a colour wheel to classify analogous colours. | Why is colour classification important in painting?; How does the colour affect the mood? | 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 | Drawing and Painting | By the end of the lesson, the learner should be able to: illustrate a colour gradation strip for colour harmony. | The learner is guided to: paint line strip using a pair of analogous colours to study colour harmony. | Why is colour classification important in painting?; How does the colour affect the mood? | 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 | Drawing and Painting | By the end of the lesson, the learner should be able to: paint a scenery composition to express harmony/unity. | The learner is guided to: research to sketch a composition inspired by the surrounding; a sea scape or landscape. | Why is colour classification important in painting?; How does the colour affect the mood? | 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: appreciate own and others pictures. | The learner is guided to: paint a thin wash using the brush stroke technique to create a background. | Why is colour classification important in painting?; How does the colour affect the mood? | 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 | By the end of the lesson, the learner should be able to: discuss harmony/unity in a picture. | The learner is guided to: paint the scenery composition to express texture and colour harmony/unity. | Why is colour classification important in painting?; How does the colour affect the mood? | 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: classify analogous colours on a colour wheel for painting. | The learner is guided to: collaboratively, display scenery composition in a working portfolio for peer feedback. | Why is colour classification important in painting?; How does the colour affect the mood? | 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: illustrate a colour gradation strip for colour harmony. | The learner is guided to: observe pictures to review texture and colour; and discuss unity/harmony. | Why is colour classification important in painting?; How does the colour affect the mood? | 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 | Rhythm | By the end of the lesson, the learner should be able to: describe the effect of. | The learner is guided to: listen to, sing or play tunes involving dotted notes to outline effects of note extension in. | How can various note combinations be used to form | 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 | Rhythm | By the end of the lesson, the learner should be able to: describe the effect of. | The learner is guided to: listen to, sing or play tunes involving dotted notes to outline effects of note extension in. | How can various note combinations be used to form | 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 | Rhythm | By the end of the lesson, the learner should be able to: describe the effect of. | The learner is guided to: listen to, sing or play tunes involving dotted notes to outline effects of note extension in. | How can various note combinations be used to form | 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 | Rhythm | By the end of the lesson, the learner should be able to: describe the effect of. | The learner is guided to: listen to, sing or play tunes involving dotted notes to outline effects of note extension in. | How can various note combinations be used to form | 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 | Rhythm | By the end of the lesson, the learner should be able to: describe the effect of. | The learner is guided to: listen to, sing or play tunes involving dotted notes to outline effects of note extension in. | How can various note combinations be used to form | 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 9 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 - Note value involving the dotted minim, dotted crotchet and a quaver · Rugby · Rugby - Kicks; place and drop · Photography · Photography - scenic points (geographical features, building among others) · Photography - view point (normal, birds and worm) · Photography - presentation; arrangement of photographs, caption · Descant Recorder · Descant Recorder - Dynamics: crescendo and diminuendo. · Play · Play - play elements-theme, characters, plot, setting, conflict, language · Play - Performing a play · Basketball and Logo Design · Basketball and Logo Design - Dribbling-high and low · Basketball and Logo Design - Logo design
| 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 the use of variation in composing a melody. | The learner is guided to: sing familiar tunes and discuss how variation has been achieved in the different phrases of the melody; perform the scale of F major and its tonic arpeggio. | How can a melody 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 | 2 | CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS | Melody - Note value involving the dotted minim, dotted crotchet and a quaver | By the end of the lesson, the learner should be able to: compose a four-bar melody in F Major and 4 time. | The learner is guided to: write a 2-bar answering phrase in F major which is a variation of the given 4 opening phrase in time; improvise 2-bar opening phrases with variation in pitches to given answering 4 phrases in time and F major. | How can a melody 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 | Melody | By the end of the lesson, the learner should be able to: notate four-bar, 4 melodies in time; perform melodies in F 4 major and time. | The learner is guided to: create a four-bar melody in F major and 4 in time with varied phrases observing 4 integrity; add phrase marks to the four-bar composed melodies indicating dynamics as loud for one phrase and soft for the other. | How can a melody 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 | 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: sight read the melodies composed by self and others; listen to melodies written by self and others and give feedback. | How can a melody 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 | Rugby | By the end of the lesson, the learner should be able to: distinguish passes in Rugby. | The learner is guided to: watch a live, or virtual Rugby game to identify passes and kicks. | What are the best ways to advance a ball in a game of Rugby? | 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 | Rugby - Kicks; place and drop | By the end of the lesson, the learner should be able to: perform passing skills in Rugby. | The learner is guided to: demonstrate passing skills in Rugby. | What are the best ways to advance a ball in a game of Rugby? | 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 | Rugby | By the end of the lesson, the learner should be able to: perform kick techniques in Rugby. | The learner is guided to: practise the spin, pop and basic passes in Rugby. | What are the best ways to advance a ball in a game of Rugby? | 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 | Rugby | By the end of the lesson, the learner should be able to: value own and others' efforts in applying passing and kicking skills for enjoyment. | The learner is guided to: demonstrate kicking skills in Rugby. | What are the best ways to advance a ball in a game of Rugby? | 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 | Rugby | By the end of the lesson, the learner should be able to: distinguish passes in Rugby. | The learner is guided to: practise the drop and place kick techniques in Rugby. | What are the best ways to advance a ball in a game of Rugby? | 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 | Rugby | By the end of the lesson, the learner should be able to: perform passing skills in Rugby. | The learner is guided to: use the skills of passing and kicking to play a modified game in Rugby while observing the rules of the game and safety. | What are the best ways to advance a ball in a game of Rugby? | 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 | Rugby | By the end of the lesson, the learner should be able to: perform kick techniques in Rugby. | The learner is guided to: watch a live, or virtual Rugby game to identify passes and kicks. | What are the best ways to advance a ball in a game of Rugby? | 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 | Rugby | By the end of the lesson, the learner should be able to: value own and others' efforts in applying passing and kicking skills for enjoyment. | The learner is guided to: demonstrate passing skills in Rugby. | What are the best ways to advance a ball in a game of Rugby? | 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 | Rugby | By the end of the lesson, the learner should be able to: distinguish passes in Rugby. | The learner is guided to: practise the spin, pop and basic passes in Rugby. | What are the best ways to advance a ball in a game of Rugby? | 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 | Rugby | By the end of the lesson, the learner should be able to: perform passing skills in Rugby. | The learner is guided to: demonstrate kicking skills in Rugby. | What are the best ways to advance a ball in a game of Rugby? | 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 | Photography | By the end of the lesson, the learner should be able to: identify different viewpoints in photography. | The learner is guided to: observe virtual and actual samples of photographs to analyse the bird’s, normal and worm’s viewpoints. | Which are the ethical issues to consider in photography? Question(s): | 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 | Photography - scenic points (geographical features, building among others) | By the end of the lesson, the learner should be able to: take photographs of a scenery in viewpoint for showcase. | The learner is guided to: research/take a field walk to explore and identify scenic point in the surroundings. | Which are the ethical issues to consider in photography? Question(s): | 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 | Photography - view point (normal, birds and worm) | By the end of the lesson, the learner should be able to: present the photographs for appreciation. | The learner is guided to: take photographs inspired by the environment to showcase beautiful scenes in our country (Kenya) focusing on; varied scene and viewpoints. | Which are the ethical issues to consider in photography? Question(s): | 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 | Photography - presentation; arrangement of photographs, caption | By the end of the lesson, the learner should be able to: identify different viewpoints in photography. | The learner is guided to: select and store the photographs in an e folder to make a still/slide presentation. | Which are the ethical issues to consider in photography? Question(s): | 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 | Photography | By the end of the lesson, the learner should be able to: take photographs of a scenery in viewpoint for showcase. | The learner is guided to: make a presentation for own. | Which are the ethical issues to consider in photography? Question(s): | 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 | Photography | By the end of the lesson, the learner should be able to: present the photographs for appreciation. | The learner is guided to: observe virtual and actual samples of photographs to analyse the bird’s, normal and worm’s viewpoints. | Which are the ethical issues to consider in photography? Question(s): | 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 | Photography | By the end of the lesson, the learner should be able to: identify different viewpoints in photography. | The learner is guided to: research/take a field walk to explore and identify scenic point in the surroundings. | Which are the ethical issues to consider in photography? Question(s): | 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 | Photography | By the end of the lesson, the learner should be able to: take photographs of a scenery in viewpoint for showcase. | The learner is guided to: take photographs inspired by the environment to showcase beautiful scenes in our country (Kenya) focusing on; varied scene and viewpoints. | Which are the ethical issues to consider in photography? Question(s): | 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: identify the fingering of notes in the scale of F major. | The learner is guided to: read, and interpret fingering charts to play the notes of F major scale. | What is the importance of applying technique when playing instrumental music? Inquiry Question(s): | 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 - Dynamics: crescendo and diminuendo. | By the end of the lesson, the learner should be able to: play the scale of F major from staff notation on a descant recorder. | The learner is guided to: play the scale of F Major ascending and descending on staff notation. | What is the importance of applying technique when playing instrumental music? Inquiry Question(s): | 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: perform a solo piece in F major on a descant recorder, applying correct playing techniques. | The learner is guided to: play simple melodies in the scale of F major on staff notation. | What is the importance of applying technique when playing instrumental music? Inquiry Question(s): | 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 9 Creative Arts and Sports scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS
Basketball and Logo Design · Basketball and Logo Design - Dribbling-high and low · Basketball and Logo Design - Logo design · Indigenous Kenyan Crafts · Indigenous Kenyan Crafts - weaving · Swimming · Swimming - Standing dive · Swimming - Butterfly stroke · Kenyan Indigenous Games (Optional) Board games
APPRECIATION IN CREATIVE ARTS AND SPORTS
Analysis of Creative Arts and Sports · Analysis of Creative Arts and Sports - Anti-doping in sports · Analysis of Creative Arts and Sports - Time signature, 2, 3 , 4 4 4 4 · Analysis of Creative Arts and Sports - Performance directions-repeat and dynamics · Analysis of Creative Arts and Sports - Art catalogue; (name of gallery, artist’s name, type of artwork, medium, subject matter/theme, function)
| 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 | Basketball and Logo Design | By the end of the lesson, the learner should be able to: perform passes in Basketball for skill acquisition. | The learner is guided to: watch a live or virtual Basketball game and identify the passing and dribbling skills in Basketball. | How can a poster be made an effective means of communicating?; Why is it important to combine passing and dribbling in Basketball? | 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 | Basketball and Logo Design - Dribbling-high and low | By the end of the lesson, the learner should be able to: execute dribbling in Basketball for skill acquisition. | The learner is guided to: demonstrate the overhead, bounce and chest passes in Basketball. | How can a poster be made an effective means of communicating?; Why is it important to combine passing and dribbling in Basketball? | 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 | Basketball and Logo Design - Logo design | By the end of the lesson, the learner should be able to: design logo for a Basketball team. | The learner is guided to: demonstrate high and low dribbling in Basketball. | How can a poster be made an effective means of communicating?; Why is it important to combine passing and dribbling in Basketball? | 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 | Basketball and Logo Design | By the end of the lesson, the learner should be able to: appreciate each other’s skills in Basketball game. | The learner is guided to: practise passing and dribbling skills while observing safety. | How can a poster be made an effective means of communicating?; Why is it important to combine passing and dribbling in Basketball? | 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 | Basketball and Logo Design | By the end of the lesson, the learner should be able to: perform passes in Basketball for skill acquisition. | The learner is guided to: research to examine actual or virtual samples of a logo. | How can a poster be made an effective means of communicating?; Why is it important to combine passing and dribbling in Basketball? | 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 | Basketball and Logo Design | By the end of the lesson, the learner should be able to: execute dribbling in Basketball for skill acquisition. | The learner is guided to: design a logo for a basketball team, name/letter combination. | How can a poster be made an effective means of communicating?; Why is it important to combine passing and dribbling in Basketball? | 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 | Basketball and Logo Design | By the end of the lesson, the learner should be able to: design logo for a Basketball team. | The learner is guided to: apply the skills learnt in Basketball in a mini-Basketball game in teams displaying the team logos. | How can a poster be made an effective means of communicating?; Why is it important to combine passing and dribbling in Basketball? | 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 | Basketball and Logo Design | By the end of the lesson, the learner should be able to: appreciate each other’s skills in Basketball game. | The learner is guided to: display the logo around the basketball pitch for appreciation. | How can a poster be made an effective means of communicating?; Why is it important to combine passing and dribbling in Basketball? | 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 | Indigenous Kenyan Crafts | By the end of the lesson, the learner should be able to: describe coil techniques in pottery. | The learner is guided to: study pottery items from actual and virtual sources and analyse coil technique. | Why is clay the preferred material for pottery?; How is a fabric woven? | 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 Crafts - weaving | By the end of the lesson, the learner should be able to: model a vessel using coil method. | The learner is guided to: source clay and prepare clay by removing impurities, drying, kneading and wedging. | Why is clay the preferred material for pottery?; How is a fabric woven? | 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 Crafts | By the end of the lesson, the learner should be able to: make a frame loom for weaving. | The learner is guided to: make coils of uniform thickness. | Why is clay the preferred material for pottery?; How is a fabric woven? | 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 Crafts | By the end of the lesson, the learner should be able to: make a fabric using 2/1 twill weaving technique. | The learner is guided to: join clay coils to form a vessel. | Why is clay the preferred material for pottery?; How is a fabric woven? | 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 Crafts | By the end of the lesson, the learner should be able to: display and critique own and others’ woven articles. | The learner is guided to: smoothen the inside and outside of the vessel; decorate the slightly dry vessel by incising and dry under shade. | Why is clay the preferred material for pottery?; How is a fabric woven? | 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 Crafts | By the end of the lesson, the learner should be able to: describe coil techniques in pottery. | The learner is guided to: collaboratively fire the completely dry vessel using an open pit kiln. | Why is clay the preferred material for pottery?; How is a fabric woven? | 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 Crafts | By the end of the lesson, the learner should be able to: model a vessel using coil method. | The learner is guided to: explore actual and virtual resources to study making a frame loom and 2/1 twill weaves. | Why is clay the preferred material for pottery?; How is a fabric woven? | 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 Crafts | By the end of the lesson, the learner should be able to: make a frame loom for weaving. | The learner is guided to: collaboratively, make a wooden mitre joint frame loom, (equal spacing of nails). | Why is clay the preferred material for pottery?; How is a fabric woven? | 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 Crafts | By the end of the lesson, the learner should be able to: make a fabric using 2/1 twill weaving technique. | The learner is guided to: secure the warps on the loom and interlace the wefts using 2/1 twill techniques to weave a fabric. | Why is clay the preferred material for pottery?; How is a fabric woven? | 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 Crafts | By the end of the lesson, the learner should be able to: display and critique own and others’ woven articles. | The learner is guided to: display and talk about own and peers’ articles. | Why is clay the preferred material for pottery?; How is a fabric woven? | 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 | Swimming | By the end of the lesson, the learner should be able to: describe the body position in standing dive and butterfly stroke in swimming. | The learner is guided to: watch a live or virtual demonstration to identify the standing dive and butterfly stroke. | How can swimming skills be performed safely?; Why is synchrony important in butterfly stroke? | 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 - Standing dive | By the end of the lesson, the learner should be able to: perform a standing dive in swimming. | The learner is guided to: demonstrate the phases of standing dive. | How can swimming skills be performed safely?; Why is synchrony important in butterfly stroke? | 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 - Butterfly stroke | By the end of the lesson, the learner should be able to: perform the butterfly stroke in swimming. | The learner is guided to: practise standing dive while observing safety. | How can swimming skills be performed safely?; Why is synchrony important in butterfly stroke? | 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 | By the end of the lesson, the learner should be able to: appreciate swimming as a life skill. | The learner is guided to: demonstrate the phases of butterfly stroke. | How can swimming skills be performed safely?; Why is synchrony important in butterfly stroke? | 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 | By the end of the lesson, the learner should be able to: describe the body position in standing dive and butterfly stroke in swimming. | The learner is guided to: practise the butterfly stroke while observing safety and coordination. | How can swimming skills be performed safely?; Why is synchrony important in butterfly stroke? | 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: perform a standing dive in swimming. | The learner is guided to: practise combination of standing dive and butterfly stroke. | How can swimming skills be performed safely?; Why is synchrony important in butterfly stroke? | 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: perform the butterfly stroke in swimming. | The learner is guided to: watch a live or virtual demonstration to identify the standing dive and butterfly stroke. | How can swimming skills be performed safely?; Why is synchrony important in butterfly stroke? | 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 9 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 9 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.