KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

A Skilled and Ethical Society

JUNIOR SCHOOL CURRICULUM DESIGN

CREATIVE ARTS AND SPORTS

GRADE 9
 First published 2024

All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transcribed, in any form or by any
means, electronic, mechanical, photocopy, recording or otherwise, without the prior written permission of the publisher.

ISBN: 978-9914-43-982-3

Published and printed by Kenya Institute of Curriculum Development

FOREWORD

i
PREFACE

ii
ACKNOWLEDGEMENT

iii
TABLE OF CONTENTS
FOREWORD ........................................................................................................................................................................................................ I
PREFACE ............................................................................................................................................................................................................ II
ACKNOWLEDGEMENT ................................................................................................................................................................................. III
NATIONAL GOALS OF EDUCATION ........................................................................................................................................................... V
LESSON ALLOCATION ................................................................................................................................................................................. VII
LEARNING AREA .......................................................................................................................................................................................... VII
LEVEL LEARNING OUTCOMES................................................................................................................................................................ VIII
ESSENCE STATEMENT .............................................................................................................................................................................. VIII
SUBJECT GENERAL LEARNING OUTCOMES ........................................................................................................................................... IX
SUMMARY OF STRAND AND SUB STRAND ............................................................................................................................................. X
STRAND 1.0: FOUNDATIONS OF CREATIVE ARTS ................................................................................................................................... 2
STRAND 2.0: CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS............................................................................... 9
OPTIONAL SUB STRANDS............................................................................................................................................................................ 37
STRAND 3.0: APPRECIATION IN CREATIVE ARTS AND SPORTS ........................................................................................................ 43
APPENDIX I: GUIDELINES FOR INTEGRATING COMMUNITY SERVICE-LEARNING (CSL) PROJECT ......................................... 47
APPENDIX II: LIST OF SUGGESTED ASSESSMENT METHODS, LEARNING RESOURCES AND NON- FORMAL ACTIVITIES . 49

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NATIONAL GOALS OF EDUCATION
Education in Kenya should:
1. Foster nationalism and patriotism and promote national unity.
Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They must be
able to live and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense of nationhood
by removing conflicts and promoting positive attitudes of mutual respect which enable them to live together in harmony and
foster patriotism in order to make a positive contribution to the life of the nation.

2. Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.
a) Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the smooth
progress of a rapidly developing modern economy. There is bound to be a silent social revolution following the wake of
rapid modernisation. Education should assist our youth to adapt to this change.
b) Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are required
to support a growing economy. Kenya is building up a modern and independent economy which is in need of an adequate
and relevant domestic workforce.
c) Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya
recognises the rapid industrial and technological changes taking place, especially in the developed world. We can only
be part of this development if our education system is deliberately focused on the knowledge, skills and attitudes that
will prepare our young people for these changing global trends.

3. Promote individual development and self-fulfilment

Education should provide opportunities for the fullest development of individual talents and personality. It should help children
to develop their potential interests and abilities. A vital aspect of individual development is the building of character.

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4. Promote sound moral and religious values.
Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of sound
moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens.

5. Promote social equity and responsibility.

Education should promote social equality and foster a sense of social responsibility within an education system which provides
equal educational opportunities for all. It should give all children varied and challenging opportunities for collective activities
and corporate social service irrespective of gender, ability or geographical environment.

6. Promote respect for and development of Kenya’s rich and varied cultures.
Education should instil in the youth of Kenya an understanding of past and present cultures and their valid place in contemporary
society. Children should be able to blend the best of traditional values with the changing requirements that must follow rapid
development in order to build a stable and modern society.

7. Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and nations.
Education should therefore lead the youth of the country to accept membership of this international community with all the
obligations and responsibilities, rights and benefits that this membership entails.

8. Promote positive attitudes towards good health and environmental protection.

Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that will
lead to physical or mental ill health. It should foster positive attitudes towards environmental development and conservation. It
should lead the youth of Kenya to appreciate the need for a healthy environment.

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LESSON ALLOCATION
S/No LEARNING AREA Number of Lessons Per Week

1. English 5

2. Kiswahili / Kenya Sign Language 4

3. Mathematics 5

4. Religious Education 4

5. Social Studies 4

6. Integrated Science 5

7. Pre-Technical Studies 4

8. Agriculture and Nutrition 4

9. Creative Arts and Sports 5

Pastoral/Religious Instruction Programme 1*

Total 40+ 1*

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LEVEL LEARNING OUTCOMES
By the end of Junior School, the learner should be able to:
1. Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
2. Communicate effectively, verbally and non-verbally, in diverse contexts.
3. Demonstrate social skills, spiritual and moral values for peaceful co-existence.
4. Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development.
5. Practise relevant hygiene, sanitation and nutrition skills to promote health.
6. Demonstrate ethical behaviour and exhibit good citizenship as a civic responsibility.
7. Appreciate the country's rich and diverse cultural heritage for harmonious coexistence.
8. Manage pertinent and contemporary issues in society effectively.
9. Apply digital literacy skills for communication and learning.

ESSENCE STATEMENT
The Creative Arts and Sports Curriculum is a multidisciplinary learning area encompassing Sports, Visual Arts, and Performing
Arts. This curriculum is anchored in Howard Gardner's Multiple Intelligence theory (1983), that recognizes the diverse
intelligences of learners by accommodating varied ways of learning through, creating, performing, and analysing. Furthermore,
this curriculum is informed by John Dewey's Social Constructivism Theory, which emphasises an immersive and participatory
approach to learning that gives learners the freedom to express their ideas, feelings, and skills.

The curriculum is organised into three Strand: Foundations of Creative Arts and Sports, Creating and Performing in Creative Arts
and Sports, and Appreciation in Creative Arts and Sports. The curriculum emphasises the development of practical, fine, and gross
motor abilities. This concept stimulates critical thinking, lateral thinking, advanced analysis, and problem-solving skills—all of
which are beneficial to the learner's overall growth.

A pivotal aspect of this curriculum is the integration of Information and Communication Technology (ICT) into the learning
process. Proficiency in digital skills has been aligned with contemporary educational needs. Moreover, elements of

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entrepreneurship have been embedded in the curriculum to acquaint the learner with potential careers in the creative and sports
industry.

The suggested learning experiences are designed to be learner-centred, employing experiential and inquiry-based learning
methodologies. This approach aims to actively engage the learner in a learning process that fosters deeper understanding and
application of knowledge. This curriculum is aligned to the National Goals of Education in Kenya, providing a comprehensive
and structured framework for the progressive development of the learner in the realms of Creative Arts and Sports.

The curriculum further lays a foundation for the acquisition of essential skills, preparing learners for a seamless transition to the
Arts and Sports Science pathway at the Senior School level.

SUBJECT GENERAL LEARNING OUTCOMES

By the end of Junior School, the learner should be able to:
1. Explore individual abilities in Creative Arts and Sports to nurture talent for self-expression and personal development.
2. Exhibit positive intrapersonal and interpersonal skills of communication during activities in Creative Arts and Sports.
3. Cultivate social values, moral principles in Creative Arts and Sports for peaceful coexistence.
4. Manage resources in the physical environment for sustainable development.
5. Promote health and wellness through participation in Creative Arts and Sports activities.
6. Embrace ethics and etiquette in producing Creative Arts and Sports items to enhance good citizenship
7. Participate in Creative Arts and Sports activities to appreciate Kenya's diverse cultures for harmonious coexistence.
8. Address Pertinent and Contemporary Issues through Creative Arts and Sports.
9. Apply digital skills in learning and production in Creative Arts and Sports.

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SUMMARY OF STRAND AND SUB STRAND

STRAND SUB STRAND SUGGESTED NUMBER OF

LESSONS

1.0 Foundations of Creative Arts and 1.1. Careers in Creative Arts and Sports 8 lessons
Sports
1.2. Components of Creative Arts and Sports 8 lessons

2.0 Creating and Performing in 2.1 Picture Making 10 lessons

Creative Arts and Sports
2.2. Rhythm 10 lessons

2.3 Athletics and Mosaic 12 lessons

2.4. Melody 10 lessons

2.5 Rugby 10 lessons

2.6 Multimedia 10 lessons

2.7 Descant Recorder 10 lessons

2.8 Play 12 lessons

x
 STRAND SUB STRAND SUGGESTED NUMBER OF
LESSONS

2.9. Basketball and Graphic Design 12 lessons

2.10 Contemporary Dance 10 lessons

2.11 Indigenous Kenyan craft 10 lessons

OPTIONAL (Do One) 2.12 Swimming (Optional) 10 lessons

Either Swimming Or Kenyan
Indigenous Craft Game 2.13 Kenyan Indigenous Craft Games (Optional) 10 lessons

3.0 Appreciation in Creative Arts and 3.1 Analysis of Creative Arts and Sports 8 lessons
Sports

TOTAL NUMBER OF LESSONS 150 Lessons

NOTE:
The suggested number of lessons per Sub Strand may be less or more depending on the content.

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STRAND 1.0: FOUNDATIONS OF CREATIVE ARTS
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s):

1.0 Foundations 1.1. Careers in By the end of the Sub The learner is guided to: What are the
of Creative Arts Creative Arts Strand, the learner should be  research, using digital devices or career
and Sports and Sports able to: print material, to identify and opportunities
a) identify careers in discuss careers in Creative Arts related to
(8 lessons) Creative Arts and and Sports, Creative Arts
Sports,  interact with actual or virtual and Sports?
b) create a photo slide Creative Arts spaces (theatre,
● photo slide showing careers in recording studio, festivals,
Creative Arts and galleries, fine arts studios,
Sports, workshops, exhibitions, cultural
c) outline entrepreneurial and sports centres) to observe
opportunities in Creative roles performed by the
Arts and Sports, personnel,
d) appreciate careers in  collect virtual photos of
Creative Arts and professions in Creative Arts and
Sports. Sports activities,
 use available digital software to
make a photo slide of Creative
Arts and Sports activities with
emphasis on harmony and unity,
by;

2
 -image quality
-pasting,
-resizing and
-captioning,
 animate the photo slide while
focussing on slide transition
effects,
 save in an e-folder and present
the photo slide on a digital
platform,
 critique own and others’ digital
photo slide,
 watch videos/recording of
entrepreneurial opportunities in
Creative Arts and Sports,
 discuss to identify different
entrepreneurial opportunities in
Creative Arts and Sports,
 acknowledge own and others’
talents and areas of career
interest in Creative Arts and
Sports.

Core competencies to be developed:

● Communication and collaboration: the learner enhances communication during research and collaborating while discussing
careers in Creative Arts and Sports.

3
● Learning to learn: the learner develops research skills as they search and organise information on careers in Creative Arts
and Sports.
● Creativity and Imagination: the learner creates an artistic photo slide showing careers in Creative Arts and Sports
● Digital literacy: the learner develops digital literacy as they create the digital brochure, the e-folder on careers in Creative
arts and Sports and presenting on a digital platform.
● Self-efficacy: the learner identifies and utilises own talents in digital literacy while researching and organizing information
on careers in Creative Arts and Sports.

Values
● Respect: the learner accommodates others opinions as they discuss the different personnel in Creative Arts and Sports in
groups.
● Unity: the learner works with others in groups as they search for information on careers and personnel in Creative Arts and
Sports.
● Responsibility: the learner uses digital devices appropriately while observing netiquette.

Pertinent and Contemporary Issues (PCIs)

● Life Skills education: the learner gains decision making skills as they explore different careers in Creative Arts and Sports,
with a view of identifying a career of interest.
● Social cohesion: the learner visits various Creative Arts and Sports spaces to interact with different personnel involved in
Performing Arts activities.
● Poverty eradication: the learner gains knowledge on use of money earned by engaging in paid performances, tournaments
or Art exhibitions.

Link to other Learning areas

Pre-Technical Studies: the learner enhances digital skills as they research careers and develops entrepreneurial skills learnt in
business studies and they engage in income earning performances.

4
Strand Sub Strand Specific Learning Suggested Learning Suggested Key
Outcomes Experiences Inquiry
Question(s):
1.0 Foundations 1.2 Components By the end of the Sub The learner is guided to: 1. How does one
of Creative Arts of Creative Arts Strand the learner should  watch actual or virtual play create harmony
and Sports and Sports be able to: performance to identify the pictorial
a) describe the elements elements of a play composition?
(8 lessons) of a play,  discuss the basic elements of 2. Why should
b) perform activities a play (theme, characters, athletes avoid
Rhythm: dotted demonstrating the plot, conflict, resolution, performance
minim, the dotted components of setting, language), enhancers to
crotchet and fitness,  observe actual or virtual develop physical
quaver and their c) name pitches on the activities of fitness that show fitness?
corresponding grand stave, power and reaction time in 3. Why is note
rests, d) group music notes in physical fitness, extension
● Note extension: 4
time incorporating  demonstrate fitness exercises important in
dots and ties 4 that enhance power and music notation?
● Pitch: Grand note extension,
reaction time,
stave e) construct the scale of
F major on a staff,  practise activities that
enhance power and reaction
● features of a f) describe features of
contemporary dance, time using music,

5
contemporary g) appreciate the basic  draw the grand stave and
dance: - elements of Creative name lines and spaces,
storytelling, - Arts and sports.  draw the piano keyboard
use of body in and relate to the grand stave,
space, -  construct the scale of F
improvisation- major on both treble and bass
use of styles staff,
from other -  write signs for tied and
genres, -music, dotted notes on a staff,
-costumes  repeatedly play or sing scales
F major ascending and
descending and their tonic
arpeggios
 sight read simple melodies
in C, G and F major for aural
recognition of basic elements
of pitch,
 watch actual or virtual
performances of
contemporary dance to
describe its features,
 share finding on the features
of contemporary dance,
 appreciate the role played by
Creative Arts and Sports in
society.

6
Core competencies to be developed:
● Communication and Collaboration: the learner articulates and shares their understanding of various creative arts genres with
peers and educators.
● Learning to Learn: the learner engages in independent research to understand the unique aspects of Creative Arts and Sports
genres.
● Critical Thinking and Problem Solving: the learner engages in analysis of components and their roles in Creative Arts and
Sports.
Values
 Unity: the learner strengthens teamwork as they collaboratively research and do presentations on the components of
Creative Arts and Sports.
 Citizenship: the learner shares knowledge on contemporary music from different parts of the world.
Pertinent and Contemporary Issues (PCIs):
 Mental Health: learners participate in Creative Arts and Sports performances for fun and enjoyment to promote mental
health and wellbeing.
 Identifying and nurturing of gifts and talents: the learner identifies different components of Creative Arts and Sports.
Link to other learning areas:
Mathematics: as the learner interacts with mathematical patterns to create rhythm in music.

7
Assessment Rubric for Foundations of Creative Arts and Sports
Level Exceeds Expectation Meets Expectation Approaches Below Expectation
Indicator Expectation
Ability to identify careers in Identifies careers in Identifies careers in Identifies careers in Identifies very few
Creative Arts and Sports Creative Arts and Creative Arts and Creative Arts and careers in Creative
(Visual Arts, Physical Sports with details in Sports in all of the 5 Sports in 2-3 areas. Arts and Sports in
Education and Sports, Music all the 5 areas areas. less than 2 areas.
and Theatre)
Ability to describe Describes 9 Describes 9 Describes 5-8 Describes 4 or less
components of Creative Arts components of components of components of components of
and Sports Creative Arts and Creative Arts and Creative Arts and Creative Arts and
basic elements of play;( Sports clearly and with Sports clearly. Sports clearly. Sports.
theme, characters, plot, examples .
conflict, resolution, setting,
language), features of
contemporary dance (story,
use of body in space,
technique, music, costumes,
choreography)
Ability to execute components Ability to execute 10 Ability to execute 10 Ability to execute 5- Ability to execute
of Creative Arts and Sports components of components of 9 components of less than 5
Components of fitness (power Creative Arts and Creative Arts and Creative Arts and components of
and reaction time), elements Sports in detail. Sports. Sports. Creative Arts and
of music (pitch, rhythm, Sports.
dynamics, form and texture)

8
STRAND 2.0: CREATING AND PERFORMING IN CREATIVE ARTS AND SPORTS
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question(s):

2.0 Creating 2.1 Picture By the end of the Sub The learner is guided to: 1. Why is
and Performing Making Strand, the learner should ● explore virtual and actual sample colour
be able to: pictures to analyse elements and classification
(10 lesson) a) discuss texture, colour principle of Visual Art focusing important in
and unity as elements on; texture, colour and unity/ painting?
2. How does
 Drawing and principle of Visual harmony
the colour
 Painting Art, ● research on properties of colour affect the
focusing on; b) classify analogous focusing on hue, colour value and mood?
colour colours on a colour intensity,
harmony, wheel for painting, ● paint a colour wheel to classify
colour c) draw a scenery analogous colours,
mood(cool/war composition for ● paint line strip using a pair of
m), texture of expression of elements analogous colours to study colour
forms(dabbing) and principles of harmony,
Visual Arts ● research to sketch a composition
d) paint the scenery inspired by the surrounding; a sea
composition for scape or landscape,
expression of elements ● create a compositions focusing on
and principles of harmony,
Visual Arts

9
 e) appreciate the use of ● paint a thin wash using brush
elements and stroke technique to create
principles of Visual background,
Arts in Picture ● paint the composition using
Making, analogous colours.
● display in a portfolio for critique,

Core Competencies to be developed:

● Communication and Collaboration: The learner engages in effective communication by describing and discussing the
elements and principles of Visual Art present in sample pictures, fostering collaboration in the interpretation and
understanding of artistic concepts.
● Critical Thinking and Problem Solving: The learner applies critical thinking to analyze and describe the elements and
principles of Visual Art in sample pictures, as well as solve problems related to the use of colour properties in painting.
● Creativity and Imagination: The learner exercises creativity and imagination in drawing and painting a scenery
composition, expressing the elements and principles of Visual Arts in a unique and personal manner.
● Learning to Learn: The learner actively seeks and absorbs knowledge about the elements and principles of Visual Art and
color properties, demonstrating a commitment to continuous learning and skill development in picture making.

Values:
● Integrity: The learner upholds integrity by honestly representing and describing the elements and principles of Visual Art in
sample pictures and their own creations.
● Responsibility: The learner takes responsibility for their artistic choices and expressions, demonstrating accountability in
the process of drawing, painting, and understanding colour properties.
● Respect: The learner respects the significance of Visual Arts by valuing the elements and principles as essential components
of artistic expression and recognizing the diverse interpretations of art.

10
● Unity: The learner contributes to a sense of unity by appreciating the universal language of Visual Arts, connecting with
others through shared understanding and appreciation of artistic concepts.

Pertinent and Contemporary Issues PCIs:

● Cultural Diversity: The learner engages with the pertinent issue of cultural diversity by appreciating how Visual Arts can
express and celebrate the richness of different cultural traditions in the drawn and painted compositions.
● Representation and Inclusion: The learner may explore how Visual Arts can address contemporary issues related to
representation and inclusion, using their creations to convey diverse perspectives.

Link to other Learning areas:

● English: The learner enhances their English language skills by articulating and describing elements and principles of Visual
Arts, developing the ability to convey artistic concepts effectively.
● Social Studies: The learner connects with social studies by exploring the cultural and historical significance of Visual Arts
in different societies, understanding the role of art in shaping human experiences.
● Integrated Science: The learner may explore the scientific principles behind colour properties, linking Visual Arts to
integrated science and understanding the physics of colour.
● Pre-Technical Studies: The learner gains practical skills in pre-technical studies by preparing materials and tools for drawing
and painting, laying the foundation for hands-on technical proficiency in Visual Arts.

11
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s):

2.0 Creating 2.2 Rhythm By the end of the Sub The learner is guided to: 1. How are
and Performing Strand, the learner should  listen to, sing or play tunes various note
(10 lessons) be able to: involving dotted notes to outline combinations
a) describe the effect of effects of note extension in used to form
Note values: note extension on rhythmic patterns, rhythms in
dotted minim, rhythmic patterns, 4 simple time?
 beat time to familiar tunes in
the dotted b) compose a four--bar 4 2. How does one
crotchet and 4 time considering the crochet as improvise
quaver and their rhythmic patterns in principle beat, accented and weak accompanimen
4
corresponding time, beats, t patterns for
rests, c) notate four-bar  group notes of given two-bar Sports?
4 rhythmic patterns involving
rhythms in time, 4
4 dotted notes in time,
d) create rhythmic 4
4  orally compose 4-bar rhythmic
patterns in time for patterns involving dotted notes
4
synchronised 4
and their corresponding rests, in
movements in 4
basketball routines, time and write on monotone,
e) appreciate rhythmic  write rhythmic patterns from
patterns as a means of dictation,
creating interest in

12
 Creative Arts and  sight read two-bar rhythms
Sports. 4
involving dotted notes in time
4
using French rhythm names,
 play two-part and imitative
4
rhythmic patterns in time, using
4
body percussion and percussion
instruments,
 improvise rhythmic patterns to
given tunes with rhythms
4
involving dotted notes in time,
4
 perform rhythmic patterns in
4
time for synchronised
4
movements in basketball routines,
 make a portfolio of all rhythmic
patterns explored,
 appreciate rhythmic patterns as a
means of creating interest in
Creative Arts and Sports.

Core Competencies to be developed:

 Communication and Collaboration: The learner, through effective communication, articulates and discusses the effect of
note extension in rhythmic patterns, with peers.

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 Learning to Learn: The learner actively seeks to understand and apply notation conventions to represent rhythm in music.
 Critical Thinking and Problem Solving: The learner creatively solves problems related to achieving the desired solutions on
rhythmic structure in creating rhythmic patterns,
 Creativity and Imagination: The learner embraces creativity by exploring innovative factors such as unconventional
instruments, unique combinations of beats, or experimental rhythmic elements as they create rhythmic patterns.

Values:
 Peace: the learner while engaging in the creative process of composing a rhythm fosters a peaceful state of mind, allowing
free and peaceful expression through music.
 Unity: the learner in collaborating with others on rhythm composition projects creates a harmonious atmosphere.
 Responsibility: the learner takes responsibility for their part in the ensemble while playing in unison or in two-part music,
ensuring a coordinated and responsible musical performance.
 Social Justice: the learner in creating, improvising and notating rhythms with diverse influences - notation and interaction
with games- contributes to social justice by acknowledging and celebrating cultural diversity in music.

Pertinent and Contemporary Issues PCIs:

 Ethnic and racial relations: the learner is acquainted with world music by learning notation and music interpretation.
 Health education: the learner gets insight into personal hygiene by cleaning and maintaining the instruments for use in
playing rhythmic patterns.

Link to other Learning areas

 Mathematics: is involved in understanding the mathematical aspects of rhythm, such as beats per minute, time signatures,
and mathematical relationships between dotted rhythmic elements.
 Integrated Science: Understanding the science of sound helps learners accurately notate rhythms, considering the physical
properties of sound.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s):

2.0 Creating 2.3 By the end of the Sub Strand, The learner is guided to: 1. How has long
and Performing Athletics the learner should be able to;  observe a live or virtual distance running
and Mosaic a) describe the phases in performance of Triple jump to benefitted
Triple jump, identify the phases, Kenya?
(12 lessons) b) perform Triple jump for  demonstrate the approach, take 2. Why is it
skill acquisition, off, flight and landing phases in important to
 Triple c) perform skills for long Triple jump, follow the
Jump distance running,  practise triple jump skills in phases of
 Long d) explore characteristics of athletics, jumping in triple
distance mosaic,  practise technique used in long jump?
running e) create a mosaic pictorial distance running while observing 3. How can mosaic
 Mosaic composition inspired by safety, pictorial
an athletic event,  observe each other's performance composition be
f) acknowledge own and in Triple jump and long distance used to improve
others’ efforts in running skills and give feedback. the environment?
performing Triple jump,  source for actual and virtual
skills in long distance samples of mosaic work to
races and pictorial analyse characteristics with focus
composition. on; mono media, spacing of
materials,

15
  collect and prepare materials and
tools for creating a mosaic
focusing on material, support, and
adhesive,
 sketched based on the theme
“athletics” on the support,
 collaboratively, make the mosaic
composition with emphasis on;
spacing of materials, colour
contrast (material vs support),
 display and talk about own and
others mosaic composition and
athletic skills,

Core Competencies to be developed:

 Learning to Learn: the learner gains knowledge performing triple jump and long distance running skills and gives feedback
to enhance confidence.
 Self-efficacy: the learner shows confidence in taking up new challenges and belief in performing new skills in athletics.
 Critical thinking and problem solving: learners make decisions and decide on the skill to apply at a particular phase while
running long distance.
 Creativity and imagination: the learner creates an artistic themed mosaic composition for describing the long distance races.
 Citizenship: the learner searches and makes a mosaic of Kenyan long distance athletes.

16
Values:
 Love: the learner shows love for the country as they identify and appreciate a Kenyan athlete and make a mosaic composition.
 Responsibility: the learner cares for self and others, as they participate in skills for long distance running and triple jump
while observing safety.

Pertinent and Contemporary Issues (PCIs):

 Social Cohesion- the learner engages in various creative arts and sports activities, appreciating the diverse cultures and values
from different communities to enhance social cohesion.
 Citizenship: learner appreciates Kenyan athletes as they create mosaic compositions of their favourite Kenyan athletes.

Link to other learning areas

 English: language skills are applied when learners discuss different techniques in long-distance races, enhancing their ability
to express ideas clearly.
 Mathematics: Analysing the pacing, speed, and strategies involved in long-distance races incorporates mathematical
concepts into the learning process.
 Pre-Technical Studies: the learner interacts with digital devices when searching Kenyan athletes.

17
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question(s):

2.0 Creating 2.4 Melody By the end of the Sub The learner is guided to: How can a
and Performing Strand, the learner should  sing familiar tunes and discuss how melody be
be able to: variation has been achieved in the made
(10 lessons) a) describe the use of different phrases of the melody, interesting?
variation in composing  perform the scale of F major and its
 Variations in: melody, tonic arpeggio,
-rhythmic, - b) compose four-bar  write a 2-bar answering phrase F major
melodic - melodies in F Major which is a variation of the given
dynamic 4 4
and time, opening phrase in time,
 Note value 4 4
involving the c) notate four-bar,  improvise 2-bar opening phrases with
dotted minim, 4 variation in pitches to given answering
melodies in time,
the dotted 4 4
d) perform melodies in F
phrases in time and F major,
crotchet and 4
4  create a four-bar melody in F major and
quaver, the major and time, 4
dotted quaver 4 in with varied phrases,
e) value the use of 4
and melody in Creative  add phrase marks to the four-bar
semiquaver Arts and Sports. composed melodies indicating
dynamics as loud for one phrase and
soft for the other,

18
  sight read the melodies composed by
self and others,
 appreciate melodies written by self
and others.

Core Competencies to be developed

 Creativity and Imagination: The learner explores innovative techniques to create variation in melodies. .
 Learning to Learn: The learner applies knowledge gained from earlier grades on the process of melody composition.
 Communication and Collaboration: The learner communicates with peers as they discuss how variation has been achieved
in the different phrases of the melody,

Values:
 Unity: The learner collaborates with others in discussions about variation techniques in melody writing.
 Responsibility: The learner ensures accuracy and clarity in representing melodies, taking responsibility for conveying
musical ideas effectively.
 Integrity: The learner strives to be true to their artistic vision, avoiding plagiarism and embracing originality in the creation
of melodies.

Pertinent and Contemporary Issues (PCIs):

Moral Education: The learner sings familiar songs with messages on values as they discuss how variation has been achieved in
the different phrases of the melody,

19
Link to other learning areas:
 Mathematics: The learner is involved in understanding the mathematical aspects of rhythm, such as beats per bar, time
signatures, and mathematical relationships between different melodic elements.
 Integrated Science: The learner accurately notates melodies, considering the physical properties of sound.

20
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question(s):

2.0 Creating and 2.5 Rugby By the end of the Sub The learner is guided to: What are the
Performing Strand, the learners should  watch a live, or virtual Rugby game best ways to
be able to: to identify passes (spin, pop and advance a ball
(10 lessons) a) distinguish passes in basic), and kicks (place and drop) in a game of
Rugby,  demonstrate passing skills in Rugby?
 Passes b) perform passing skills in Rugby,
 Kicks Rugby for skill  practise the passes in Rugby,
acquisition,  demonstrate kicking skills in
c) perform kick techniques Rugby,
in Rugby for skill  practise the drop and place kick
acquisition, techniques in rugby,
d) value own and others  use the skills of passing and kicking
efforts in applying to play a modified game in Rugby
passing and kicking while observing safety.
skills for enjoyment

Core Competencies to be developed:

 Communication and Collaboration: The learner communicates effectively by understanding and articulating the various
types of passes in Rugby.
 Digital Literacy: the learner interacts with digital devices to observe virtual performances in Rugby, to enhance digital
citizenship and appropriate use of technology.

21
 Creativity and Imagination: the learner devises creative ways of advancing the ball with passes to outsmart the opponents
during play and creatively model a dummy clay trophy.

Values:
 Integrity: The learner upholds a high standard of integrity by respecting the rules of the game and engaging in skill acquisition
with honesty and transparency.
 Unity: The learner actively collaborates with teammates, emphasising unity in executing passing drills to achieve collective
skill acquisition.
 Responsibility: as the learner adheres to safety guidelines and actively seeks opportunities to improve kicking skills.

Pertinent and Contemporary Issues (PCIs):

 Health promotion issues- the learner enhances health and wellbeing while engaging in Rugby games to reduce the chances
of lifestyle diseases.
 Life skills - the learner develops the skill of coping with emotion when they play a modified Rugby game safely.

Link to other learning areas:

 Integrated Science: Exploring the science behind different kicking techniques incorporates principles of force, motion, and
anatomy.
 English: language skills are utilised when learners communicate and distinguish types of passes in Rugby, enhancing their
ability to express ideas clearly.

22
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s):

2.0 Creating 2.6 Multi By the end of the Sub Strand, The learner is guided to: Which are the
and Performing Media Art the learners should be able ● observe virtual and actual samples ethical issues to
to: of photographs to analyse the consider when
(10 lessons) a) identify different bird’s, normal and worm’s photography?
viewpoint in viewpoints,
 Photography photography, ● explore to identify scenic point in
b) take photographs of the surrounding,
scenery in normal eye ● take photographs inspired by the
and bird’s eye view, environment focusing on; varied
c) edit the photographs for scene and view points
presentation ● select and store the photographs in
d) present photographs in an e folder,
slide show for ● edit the photographs focusing on;
appreciation, cropping, contrast/tone, captions,
● prepare a 3 -4 minutes’ slide show
focusing on; arrangement of
photographs, caption, transition,
and sound.
● talk about own and others in a just
manner.

23
Core Competencies to be developed:
 Communication and Collaboration: Effectively conveying ideas and narratives through visual storytelling in the form of a
slide show presentation,
 Critical Thinking: learner evaluating and selecting the most compelling images, considering different viewpoints and
perspectives, and making informed decisions during the editing process.

Values:
Respect: learner Respecting the skills and perspectives of others in the field of photography.

Pertinent and Contemporary Issues (PCIs):

 Ethical Considerations: Addressing contemporary issues related to ethical photography practices, including issues of
consent, privacy, and cultural sensitivity, especially when capturing different viewpoints.
 Environmental Awareness: Considering and reflecting on the impact of photography on the environment, especially when
photographing landscapes and natural scenes.

Link to other learning areas:

Social Studies: Understanding the geographical and environmental aspects of different viewpoints in landscape photography.

24
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question(s):

2.0 Creating 2.7 Descant By the end of the Sub The learner is guided to: What is the
and Performing Recorder Strand, the learner  read, and interpret fingering charts to importance of
should be able to: play the notes of F major scale, applying
a) identify the fingering  play the scale of F Major ascending technique
(10 lessons) of notes in the scale and descending on staff notation, when playing
of F major,  play simple melodies in the scale of F instrumental
 Technique of b) play the scale of F major on staff notation, music?
pinching major from staff  watch actual or virtual instrumental
 Dynamics notation on a descant tutorials to demonstrate and explain
crescendo and recorder, techniques of pinching on a descant
diminuendo, c) perform a solo piece recorder,
in F major on a  explore actual or virtual demonstrations
descant recorder, of playing techniques of descant
applying correct recorder to explain performance
playing techniques, directions for dynamics crescendo and
d) value playing music diminuendo,
on the descant 4
recorder.  play simple melodies in time, and in
4
. F major observing performance
directions for dynamics,
 use digital devices to record
performances for future reference.

25
Core Competencies to be developed:
 Self-Efficacy The learner confidently reads and interprets fingering charts as they play the notes of F major scale.
4
 Creativity and Imagination: The learner plays simple melodies in time, and in F major observing performance directions
4
for dynamics,

Values:
 Responsibility: The learner acquires self-discipline as they use digital devices to record performances for future reference
 Social justice: The learner and peers share roles fairly in executing musical duties towards playing the descant recorder.

Pertinent and Contemporary Issues (PCIs):

 Safety and security; learners observe safety as they clean and play instruments,
 Poverty eradication; learners learn different ways in which creative arts and sports can help with income generation.
 Self-awareness: learners are able to identify skills they are good at and connect them with their talents in instrumental playing.

Link to other Learning areas:

 Integrated Science: Understanding the science of sound production enhances the learner's comprehension of playing
techniques, especially regarding the impact on the quality of sound.
 Pre-technical and Business Studies: the learner acquires concepts and procedures for understanding technical aspects in
assembling, playing, caring for and maintaining the Descant Recorder they play. .

26
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s):

2.0 Creating 2.8 Play By the end of the Sub The learner is guided to: 1. How can a
and Performing Strand, the learner should ● read a sample play to identify the play
(12 lessons) be able to: format of a script (title, performance
a) describe the format of playwright, characters, acts, be made
a play script, scenes, setting, stage directions believable to
b) create a one act play and dialogue), an audience?
● Writing a addressing a societal ● brainstorm, in groups, an idea for 2. Why is it
play issue, a short play, important to
● Performing c) act a role in a play ● create a short play script using the decorate props
a play performance, play elements (theme, characters, to be used for
d) recognise play plot, setting, conflict, language) performance?
performance as a ● select relevant prop(s), costumes
channel of addressing and music for the play
societal issues. performance,
● perform vocal and physical warm
up activities in preparation for
play performance,
● rehearse a role in the play (paying
attention to use of voice, body,
movement, space, use of props,
music, and costume)

27
 ● perform a role in a play
performance before an audience,
● record experiences onto a journal.

Core Competencies to be developed:

 Communication: the learner speaks clearly during class discussions and when acting in a play.
 Collaboration: the learner participates in group activities when creating and performing in a play and when decorating fabric
using collage technique.
 Creativity and Imagination: the learner sharpens observation skills of the environment to note challenges in society and to
experiment with new ideas for addressing these challenges using play performance. The learner applies inventive and artistic
skills when decorating fabric using collage technique.
 Critical thinking and problem solving: the learner develops problem identification skills and conflict resolution mechanisms
when creating and performing a play.
 Self-efficacy: the learner develops task management and execution skills in the course of rehearsing and performing a play
and when decorating fabric using collage technique.
 Citizenship: the learner develops a sense of civic mindedness and social awareness in creating and performing plays which
address societal concerns.
 Digital literacy: the learner interacts with digital devices when selecting and using music for the play performance.

Values:
 Responsibility: the learner develops skills of self-drive, accountability and determination while decorating fabric, creating
and performing a play.
 Social Justice: the learner fosters fairness and justice while working in groups and through creation of fictional works.
 Peace: the learner works in harmony with others during fabric decoration, rehearsal and performance sessions.
 Integrity: the learner is equipped with the value of honesty through the creation of own original works devoid of plagiarism.

28
 Unity: the learner develops works in pairs and groups when decorating fabric and producing a play.

Pertinent and Contemporary Issues (PCIs):

 Learner support programmes: the learner identifies and natures talent in acting or any other role in play performance.
 Life skills education: the learner gains self-esteem and assertiveness while decorating fabric and while performing on stage.
 Citizenship Education: the learner uses the play performance space to create awareness about societal issues.

Link to other Learning areas:

 English and Kiswahili: the learner takes part in class discussions using these languages as media for communication.
 Pre-technical Studies: the learner uses computer literacy skills to manipulate digital gadgets in play creation and performance.
 Religious Studies: the learner performs plays which advocate for social and moral values in society.

29
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s):

2.0 Creating 2.9 Basketball By the end of the Sub The learner is guided to: 1. How can a
and Performing and Graphic Strand, the learner ● watch a live or virtual Basketball poster be made
Design should be able to: game and identify the passing and an effective
a) perform passes in dribbling skills in Basketball, means of
(12 lessons) basketball for ● demonstrate the overhead, bounce communicating?
skill acquisition, and chest passes in Basketball, 2. Why is it
 Logo and b) execute dribbling ● demonstrate high and low dribbling important to
poster design in basketball for in Basketball, combine
 Passing skill acquisition, ● practise passing and dribbling skills passing and
 Dribbling c) design logo for a while observing safety dribbling in
basketball team, ● research to examine actual or virtual Basketball?
d) make a poster for samples of logo and a poster,
a basketball ● design a logo for a basketball team,
event, name/letter combination,
e) appreciate each ● apply the skills learnt in basketball
other’s skills in in a mini basketball game in teams
Basketball game, displaying the team logos,
logos and posters ● design a poster announcing a
design. basketball event (layout, colour,
message and image)
● display the logo and posters around
the basketball pitch for appreciation,

30
Core Competencies
 Critical Thinking and Problem Solving: the learner assesses defensive strategies, anticipates opponents' moves, and adapts
their dribbling techniques accordingly, showcasing critical thinking skills.
 Creativity and Imagination: the learner creates a team identification logo and design a poster announcing a basketball event
 Communication: the learner communicates when practising different basketball passes.
 Collaboration: the learner shares ideas on the different basketball passes, as they cheer their teams.

Values
 Unity: the learner values the contributions of each team member, recognizing that unity enhances overall team performance.
 Integrity: the learner exhibits integrity by following the rules and ethical guidelines of the game. They prioritise fair play and
honesty during skill acquisition, ensuring that their progress aligns with principles of integrity.
 Responsibility: the learner ensures all tools and equipment used are stored well, and organises the class, room or field after
making the dummy trophy..

Pertinent and Contemporary Issues PCIS:

 Health promotion issues: as the learner gains physical fitness through games for prevention of lifestyle diseases
 Safety and Security: as learners observe safety measures during mini games and handling sharp tools while trimming and
fixing the placards.

Link to other learning areas

 Agriculture and nutrition: Exploring colour combinations, natural dyes and their sources and understanding the properties of
different fabrics during tie-dye connects to Home Science and Agriculture principles.
 Mathematics: Dribbling involves quick calculations of distances and angles. The learner applies mathematical concepts to
determine the most efficient paths and angles during dribbling, reinforcing practical mathematical application.

31
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question(s):

2.0 Creating 2.10 Contemporary By the end of the Sub The learner is guided to: How can
and Performing Dance Strand, the learner should ● watch real or virtual contemporary contemporary
be able to: dance performances to discuss dance be
(10 lessons) a) describe performing performance techniques made
● Performance techniques used in ● brainstorm an idea on a Pertinent interesting?
technique: - contemporary dance, and Contemporary issue in the
controlled leg b) create a 3-5-minute local community for a dance story,
work, contemporary dance ● create milestones for the
-floor work, - routine, contemporary dance story,
improvisation, c) perform a 3-5-minute ● execute warm up exercises for body
-fall and recovery contemporary dance balance, stability and flexibility,
-movement and routine to an ● select suitable contemporary dance
release, audience, techniques and styles (even from
d) appreciate the use of other genres such as African styles,
contemporary dance jazz, modern, ballet) for the routine,
as a means for self- ● block dance movements and
expression. patterns for effective use of time,
space, action and energy,
● select and use appropriate music
(for example recorded music,
songs, beatboxing, body
percussion) for the dance routine,

32
 ● select and use appropriate
costumes, props and make-up for
the routine,
● use the decorated costume in a
performance, where applicable,
● rehearse the dance routine,
● perform a contemporary dance, in a
troupe, to tell a story to an
audience.

Core Competencies to be developed:

 Self-efficacy: the learner boosts self-esteem, self-expression and mastery of concepts in dance creation.
 Digital literacy: the learner gains skills on the use of technological devices to create different visual and audio materials
using appropriate ICT tools for dance creation.
 Communication: the learner fluently communicates research findings and listens to narratives on pertinent issues in the
society that can be addressed using contemporary dance.
 Collaboration: the learner presents research findings, rehearses and performs the dance routine as a troupe.
 Creativity and imagination: the learner applies artistic and innovative abilities to decorate a costume using batik technique.

Values:
 Respect: the learner gains respect for others’ opinions while creating and sharing on dance creation.
 Responsibility: the learner acquires self-discipline as when creating contemporary dance within the timeline given.
 Social justice: the learner gains appreciation for modern and contemporary dance styles from diverse cultures and historical
periods.

33
Pertinent and Contemporary Issues (PCIs):
 Social Cohesion: the learner appreciates diversity by creating dances on national themes.
 Ethnic and racial relations: the learner is acquainted with diverse dance techniques in various ethnic and racial cultures that
enables them nurture respect for varied cultures of the world.
 Health education: the learner gets insight into various thematic health concerns like, HIV/AIDS, alcohol and substance abuse,
lifestyle diseases, personal hygiene, among others as they sketch storylines for contemporary dance performance.

Link to other Learning areas

 Social Studies: the learner gains interest and develops interest in issues in the society like good governance, child rights,
human rights and responsibilities that relate to the subject.
 Pre-technical Studies: the learner uses ICT devices to research from the internet and watch contemporary dance
performances.
 English or Kiswahili: the learner applies writing skills in scripting the dance story.

34
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s):

2.0 Creating 2.11 Indigenous By the end of the Sub The learner is guided to: 1. Why is clay
and Performing Kenyan Crafts Strand, the learner should ● study pottery items from actual the
be able to: and virtual sources and analyse preferred
(10 lessons) a) describe coil coil technique, material for
techniques in pottery, ● source clay and prepare clay by pottery?
 pottery b) model a vessel using removing impurities, drying, 2. How is a
 weaving coil method, kneading and wedging, fabric
c) make a frame loom ● make coils of uniform thickness, woven?
for weaving, ● join clay coils to form a vessel,
d) make a fabric using ● smoothen the inside and outside of
2/1 twill weaving the vessel,
technique, ● decorate the slightly dry vessel by
e) display and critique incising, dry under shade.
own and others’ ● collaboratively fire the completely
woven articles. dry vessel using an open pit kiln,
● explore actual and virtual
resources to study making a frame
loom and 2/1 twill weaves,
● collaboratively, make a wooden
mitre joint frame loom, (equal
spacing of nails).

35
 ● secure the warps on the loom and
interlace the wefts using 2/1 twill
techniques to weave a fabric
● display and talk about own and
peers’ articles.

Core Competencies to be developed:

 Creativity and Imagination: learner makes a fabric using 2/1 twill weaving technique,
 communication and collaboration: learner collaboratively fires the bone dry vessel using an open pit kiln.
 Self-efficacy: learner displays and talk about own and peers’ articles.

Values:
● Respect: the learner gains respect for others’ opinions while creating and sharing on own and peers’ articles.
● Responsibility: the learner acquires self-discipline as when making a wooden mitre joint frame loom.
● patriotism : the learner gains appreciation for Indigenous Kenyan Crafts through pottery items from actual and virtual
sources and coil technique periods.

Pertinent and Contemporary Issues (PCIs):

 Hygiene and safety: the learner fire the bone dry vessel using an open pit kiln.
 Environmental conservation: the learner sources clay and prepares clay.

Link to other Learning areas

Agriculture and nutrition : learner sources clay thus understanding types of soils .

36
OPTIONAL SUB STRANDS
The learner MUST cover at least ONE of these areas:
1. Swimming
2. Kenyan Indigenous Games

Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s):

2.0 Creating 2.12 By the end of the Sub The learner is guided to: 1. How can
and Performing Swimming Strand, the learner should ● watch a live or virtual swimming skills
be able to: demonstration to identify: be performed
(10 lessons) a) describe the body standing dive and butterfly safely?
position in standing stroke 2. Why is
(Optional) dive and butterfly ● demonstrate the phases of standing synchrony
stroke in swimming, dive, important in
 Standing b) perform a standing ● practise standing dive while butterfly stroke?
dive dive in swimming observing safety,
 Butterfly c) perform butterfly ● demonstrate the phases of butterfly
stroke stroke in swimming stroke,
for skill acquisition, ● practise the butterfly stroke while
d) appreciate swimming observing safety and coordination
as a life skill. ● practise combination of standing
dive and butterfly stroke.

37
Core Competencies to be developed:
 Self-efficacy- Developing confidence through mastery and performing skills in swimming.
 Learn to learn- exposing learners to research and inquiry in swimming skills.
 Communication and collaboration; learners work in groups to practise different skills swimming.

Values:
 Unity-working in teams as they play during swimming.
 Responsibility-Handling the swimming equipment with care keeping them well after use.
 Respect; taking turns to demonstrate skills in swimming.

Pertinent and Contemporary Issues (PCIs):

 Lifestyle diseases: physical fitness is attained during swimming
 safety and security; wearing suitable swimming clothing and ensuring that the pool area is safe.
 Self-awareness: learners are able to identify suitable skills and apply them in swimming.

Link to other learning areas:

 Agriculture and Nutrition: use of water for swimming and learning survival skills during swimming activities raises
awareness of water conservation, connecting the learning outcomes to agricultural concepts related to resource management.
 English and Kiswahili: the learner enhances language skills as they describe body positions in swimming in both English
and Kiswahili.

38
Strand Sub Strand Specific Learning Outcomes Suggested Learning Suggested Key
Experiences Inquiry
Question(s)

2.0 Creating 2.13 Kenyan By the end of the Sub Strand, The learner is guided to: 1. How does
and Performing indigenous games the learner should be able to: ● watch a virtual or live indigenous
a) identify types of demonstration of indigenous board games
Board games indigenous board games board games and identify enhance mental
(Optional) played in Kenya, the skills observed in the relaxation?
b) perform different games, 2. Why are board
(10 lessons) indigenous board games ● demonstrate indigenous games
for skill acquisition board game skills while considered an
c) perform indigenous observing safety, indigenous
board games to ● practice skills in different game?
background music for indigenous board games
enjoyment while observing safety
d) appreciate the role played ● play games using different
by indigenous board indigenous board games
games for mental health with background musical
rhythm

Core competency to be developed:

 Communication and Collaboration: the learner works with others in indigenous board games.
 Learning to learn: the learner acquires and masters skills in indigenous board games.

39
Values:
 Responsibility: the learner takes on different roles during indigenous board games.
 Unity: the learner works with others in indigenous board games

Pertinent and Contemporary Issues (PCIs):

 Safety: the learner observes safety rules when playing indigenous board games.
 Health and Fitness: the learner improves fitness through indigenous board games for a healthy lifestyle.

Link to other learning areas:

 Mathematics: the learner keeps counting during indigenous board games.

40
Assessment Rubric for Creating and Performing in Creative Arts and Sport

Level Exceeds Expectation Meets Expectation Approaches Below Expectation

Indicator Expectation

Ability to describe creating Describes all 10 aspects Describes all 10 Describes 5-9 aspects Describes 4 or less
and performing features in of creating and aspects of creating of creating and aspects of creating
Creative Arts and Sports. performing in Creative and performing in performing in and performing in
contemporary dance Arts and Sports Creative Arts and Creative Arts and Creative Arts and
techniques (leg work, accurately citing Sports accurately. Sports leaving out Sports leaving out
versatility, fall, recovery, relevant illustrations. minor details. major details.
and release), elements of a
play character, plot, theme,
conflict, resolution, language

Ability to create items in Creates the 10 items in Creates the 10 items Creates 5-9 items in Creates 4 or less
Creative Arts and Sports: Creative Arts and in Creative Arts and Creative Arts and items in Creative
(rhythm, melody, mosaic, Sports creatively. Sports. Sports. Arts and Sports.
modelling a dummy trophy,
book jacket, logo on a
placard, play, traditional
flipbook animation,
contemporary dance routine,
batik, drawing a scenery
composition, model a vessel,
make a frame loome, make a

41
fabric using twill weaving
technique.

Ability to perform skills in Performs the 24 skills Performs the 24 Performs 12-24 items Performs 11 or less
Creative Arts and Sports: in Creative Arts and items in Creative in Creative Arts and items in Creative
rhythm creation and Sports skilfully and/or Arts and Sports Sports with minor Arts and Sports with
notation, triple jump (hop, creatively. Correctly and/ or flaws and/or flaws and/or
step and jump), long distance accurately inconsistencies. inconsistencies.
running (start, arm action,
pacing, stride and
breathing), melody writing,
passes in rugby (spin , pop
and basic), kicks in rugby
(place and drop), descant
recorder playing, passes in
basketball (overhead, bounce
and chest), dribbling in
basketball, (high and low),
performing a play, skills in
contemporary dance, take
photographs of scenery, edit
photographs,
swimming/board games

42
STRAND 3.0: APPRECIATION IN CREATIVE ARTS AND SPORTS
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Question(s):

3.0 Appreciation 3.1 Analysis of By the end of the Sub Strand, The learner is guided to: 1. Why is
in Creative Arts Creative Arts the learner should be able to:  brainstorm to interpret criteria analysis an
and Sports and Sports a) examine the criteria for for evaluating different important
analysing Creative Arts categories of Creative Arts and skill in
and Sports, Sports (rugby, contemporary Creative Arts
b) analyse a play dance and 2D and 3D art and Sports?
(8 lessons) performance, exhibition), 2. How can
c) analyse skills in rugby,  watch, listen to, read or observe analysis of
 Analyse Key: d) analyse a solo vocal piece selected Creative Arts and Sports creative arts
C major/ G of music, performances for analysis. and sports
major/ F e) analyse a contemporary  analyse a given play enhance
major dance performance, performance to evaluate theme, creativity?
 Media f) evaluate an exhibition setting, conflict, resolution, use
 Time with both 2D and 3D of voice, use of body movement,
signature, artworks, internalisation, audience
234 g) appreciate the role of involvement, props, costume,
444 analysis in adding value overall impression
 -Performance to Creative Arts and  listen to and analyse a solo vocal
directions- Sports, piece of music,
repeat and h) embrace ethical issues in  analyse a given game of rugby
Creative Arts and Sports paying attention to:

43
  dynamics  passes (pop, spin and basic) and
kicking (drop and place kick),
 analyse a given contemporary
dance routine to evaluate the
following: story, technique,
movement, music, costume and
props,
 analyse an exhibition with both
2D and 3D artworks for self-
reflection while paying attention
to: (organisation of the work
balance, proportion,
dominance), -subject matter
(what is happening - topic),
theme - what is the artist saying),
Judgement: Evaluating the
exhibited artworks.
 discuss ethical issues in Creative
Arts,
 discuss ethical issues in Sports
(Anti-doping overview)

Core competencies to be developed:

 Self-Efficacy: the learner gains confidence in their ability to evaluate and appreciate diverse forms of artistic expression as
they apply their knowledge and skills to assess the artistic merits of visual representations in these arts.

44
 Citizenship: the learner exhibits cultural citizenship by exploring and understanding the cultural context and significance of
the folk song.
 Learning to Learn: demonstrated as the learner adapts to new information, seeks further knowledge, and refines their
evaluation skills throughout the process of evaluating Creative Arts and Sports.
Values
 Unity: Through collaborative efforts in understanding diverse perspectives, the learner contributes to a sense of unity within
the learning community.
 Patriotism: The learner showcases patriotism by exploring and celebrating the cultural richness embedded in a Kenyan folk
song, contributing to the preservation and appreciation of local heritage.
 Integrity: The learner approaches the evaluation task with integrity, ensuring honest and principled assessments that
contribute to the ethical critique of artistic expression.
Pertinent and Contemporary Issues (PCIs):
 Life Skills: the learner develops analytical and creative thinking as they discuss and critique the Creative Arts and Sports
areas.
 Learner Support Programmes: the learner exercises fair play as they critique and give honest opinions respectfully of their
own and other’s displayed disciplines.
Link to other learning areas:
 English and Kiswahili: language skills are essential in articulating and expressing thoughts when examining and discussing
criteria for creative arts and sports evaluation.
 Social Studies: perspectives can be applied to understand the historical, cultural, and societal context of the folk song and its
significance within the community

45
Assessment Rubric for Appreciation in Creative Arts and Sports

Level Exceeds Meets Expectation Approaches Below Expectation

Indicator Expectation Expectation
Ability to examine the Examines the Examines the criteria for Examines the Examines the
criteria for evaluating criteria for evaluating evaluating the 5 areas in criteria for criteria for evaluating
Creative Arts and Sports. the 5 areas in Creative Arts and Sports evaluating 3-4 areas 2 or less areas in
(Rugby, mosaic artwork, Creative Arts and correctly. in Creative Arts and Creative Arts and
solo vocal music, Sports in areas depth. Sports. Sports
contemporary dance )
Ability to analyse Analyses all the 6 Analyses all the 6 Analyses 3 to 5 Analyses less than 2
performances or pieces in performances or performances or pieces performances or or less performances
Creative Arts and Sports, pieces in Creative in Creative Arts and pieces in Creative or pieces in Creative
(solo vocal music, game of Arts and Sports Sports. Arts and Sports. Arts and Sports.
rugby, mosaic artwork critically.
(organisation of the work,
subject matter, theme),
modelling of dummy trophy
(organisation of the work,
subject matter, theme),
contemporary dance)

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APPENDIX I: GUIDELINES FOR INTEGRATING COMMUNITY SERVICE-LEARNING (CSL) PROJECT

Introduction
In Grade 9, learners will undertake an integrated Community Service Learning (CSL) project of choice from a single or combined
subject. The CSL project will enable the learner to apply knowledge and skills from other subjects to address a problem in the
community. The implementation of the integrated CSL project will take a Whole School Approach, where all members of the
school community including teachers, school administration, parents/guardians/ local community and support staff. It will be a
collaborative effort where the teacher of Social Studies coordinates and works with other subject teachers to design and implement
the integrated CSL project. The teachers will select a theme drawn from different Learning Areas and the broader categories of
Pertinent and Contemporary Issues (PCIs) for the CSL project. It should also provide an opportunity for development of core
competencies and nurturing of values. Learners will undertake a variety of integrated CSL group projects in teams of following a
6-step milestone approach as follows:

Milestone Description

Milestone Problem Identification

1 Learners study their community to understand the challenges faced and their effects on community members.
Some of the challenges in the community can be:
● Environmental degradation
● Lifestyle diseases, Communicable and non-communicable diseases
● Poverty
● Violence and conflicts in the community
● Food security issues

Milestone Designing a solution

2 Learners create an intervention to address the challenge identified.

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 Milestone Planning for the Project
3 Learners share roles, create a list of activities to be undertaken, mobilise resources needed to create their
intervention and set timelines for execution

Milestone Implementation
4 The learners execute the project and keep evidence of work done.

Milestone Showcasing /Exhibition and Report Writing

5 Exhibitions involve showcasing learners’ project items to the community and reflecting on the feedback
Learners write a report detailing their project activities and learnings from feedback

Milestone Reflection
6 Learners review all project work to learn from the challenges faced.
They link project work with academic concepts, noting how the concepts enabled them to do their project
as well as how the project helped to deepen learning of the academic concepts.

NOTE: The milestones will be staggered across the 3 terms of the academic calendar.

Assessment of CSL integrated Project

Assessment for the integrated CSL group projects will be conducted formatively. The assessment will consider both the process
and end product. This entails assessing each of the milestone stages of the integrated CSL group projects. They will focus on 3
components namely: skills from various learning areas applied in carrying out the projects, core competencies developed and
values nurtured.

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APPENDIX II: LIST OF SUGGESTED ASSESSMENT METHODS, LEARNING RESOURCES AND NON-
FORMAL ACTIVITIES
STRAND SUB STRAND SUGGESTED ASSESSMENT SUGGESTED NON-FORMAL
RESOURCES ASSESSMENT ACTIVITIES
METHODS

1.0 1.1. Careers In ● Manilla paper ● Portfolio ● Field visits -

Foundations Creative Arts ● Colours Assessment: visiting
of Creative And Sports ● ICT devices Compilation of Cultural, Art,
Arts and ● cutting tools individual and group Music centres
Sports ● found/recycled materials work. and performing
● Textbooks on the history and ● Individual theatres, to
significance of creative arts and Reflections and learn folk
sports Self-Assessment: songs, folk
● Videos showcasing the evolution Personal dances, musical
and cultural importance of creative understanding and instruments,
arts and sports in Kenya growth. verses, skits and
● Guest speakers, such as local artists ● Group narrative, Art
and athletes, for interactive sessions Presentation and work. Attend
● Field trips to museums, art Panel Discussion: live
galleries, and sports facilities Comprehensive performances

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1.2. Components ● Found materials understanding and for basic
Of Creative Arts ● Sample pictures ability to articulate analysis.
And Sports ● Videos concepts. ● Apprenticeship
● Keyboard ● Interactive - connections
● Open field Classroom Display with artists,
● Charts and diagrams illustrating the Walkthrough: athletes and
various components Application of sportsmen in
● Online articles explaining the role of knowledge in a real- the community,
each component in creative arts and world context. learning from
sports ● Individual Written the example of
● Hands-on activities to engage test: Mastery of older people or
students in experiencing different theoretical concepts. instrumentalists
components ● Peer Review and in all disciplines
● Collaborative projects where Feedback: of Performing
students can explore and showcase Collaboration, Arts, Visual
their talents in creative arts and communication, and Arts and Sports.
sports constructive ● Concerts –
feedback. Participating in
● Practical and attending
Demonstrations: music or drama
Application of skills concerts within
in physical the school and
activities. its environs.
● Observation ● Project work –
Checklist: The learners
Coordination, will be guided

50
 teamwork, and to consider the
engagement. various PCIs
● Creative provided in the
Expression subjects in
Assessment: Grade 7 and
Expression of choose one
creativity in arts and suitable to their
performance. context and
● Final Project reality.
Evaluation Rubric: ● Music, Art,
Holistic assessment. Sports and
Drama clubs -
2.0 Creating 2.1 Picture  Art supplies: drawing paper, pencils, participating in
and Making colored pencils, paints, etc. Music, Art,
Performing  Art tutorials and demonstrations Sports and
in Creative  Examples of famous paintings and Drama club
Arts and artists activities within
Sports  Classroom exhibitions of students' the school
artwork ● Sports Mini
Tournaments:

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2.2. Rhythm ● Instructional Videos Hosting a mini
● Interactive Worksheets tournament
● Notation Software Tutorials where learners
● Interactive Notation Apps form teams
● Printable Rhythm Worksheets and compete in
● Improvisation Guides friendly
● Improvisation Exercises matches.
Music Games learners can
learn and
2.3 Athletics  Athletic equipment: cones, hurdles, practise the
And Mosaic shot puts, etc. basics, engage
 Space for running and field in skill-
activities building drills,
 Mosaic creation materials: tiles, developing
glue, backing material sportsmanship,
 Videos demonstrating athletic teamwork, and
techniques and mosaic creation fair play.
 Outdoor activities promoting ● Creative Arts
physical fitness and mosaic creation Exhibition:

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2.4. Melody  Musical instruments: keyboards, Plan a creative
guitars, etc. arts exhibition
 Sheet music and musical notation where learners
resources showcase their
 Listening sessions featuring artistic talents.
different melodies and genres This can
 Group singing and composition include
exercises displaying
paintings,
2.5 Rugby  Rugby equipment: balls, goalposts, drawings,
cones, etc. sculptures, and
 Rugby rules and strategies other visual
 Videos of rugby matches and arts creations.
professional players Incorporate a
 Practical sessions for rugby skills and small stage for
gameplay musical
performances
and dance
2.6 Multimedia  Cameras or smartphones with displays.
photography capabilities ● School
 Photography tutorials and techniques assembly
 Examples of impactful photographic activities –
works performing,
 Student projects capturing various watching or
aspects of creative arts and sports listening to
performances

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2.7 Descant  Descant recorders for students during school
Recorder  Sheet music and recorder tutorials assemblies.
 Videos featuring descant recorder ● School events:
performances performing
 Group sessions for practicing and during events
performing descant recorder music such as parents,
prize giving,
career and
2.8 Play  Play books and collections sports day
 Play-related resources and games among others.
● Scout/Girl
 Role-playing scenarios and activities guide activities
- participating
 Discussions on the importance of
in the school
play in creative arts and sports band by playing
 Creative playwriting and musical
performance exercises instruments.
● Performing

54
2.9. Basketball  Basketball equipment: balls, hoops, troupes or
And Graphic bibs, etc. ensembles-
Design  Basketball rules and strategies Learner form
 Graphic design software and small groups for
tutorials performance.
 Student projects combining ● Festivals/Inter
basketball themes with graphic -house/class
design elements competitions-
performing and
learning from
2.10  Dance studio or open space for art, music,
Contemporary dance activities dance, theatre
Dance  Dance tutorials and choreography and sports
sessions competitions
 Videos showcasing contemporary held in and out
dance performances of school.
 Student-led dance performances ● Participating
and projects during

55
 2.11 Indigenous  Pottery materials: clay, wheel, Cultural
Kenyan Craft glazes, etc. day/week-
 Tutorials on traditional Kenyan learners acquire
pottery techniques skills,
 Examples of Kenyan pottery knowledge and
designs attitude that
enhances
 Student projects creating their awareness on
pottery pieces
how Creative
Arts and Sports
address social
OPTIONAL 2.12 Swimming  Swimming pool access and safety issues.
(Do One) (Optional) measures 
Either  Swimming instructors or lifeguards
Swimming  Swim gear: swimsuits, goggles, etc.
Or Kenyan  Swimming lessons and practice
Indigenous sessions
Craft Game

2.13 Kenyan  Traditional Kenyan craft game

Indigenous materials for tagging
Craft Games  Rules and instructions for the craft
(Optional) game

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  Examples of traditional Kenyan
tagging games
 Group sessions for playing and
learning the craft game

3.0 3.1 Analysis Of  Critical analysis tools and 3.0 Appreciation in

Appreciation Creative Arts frameworks Creative Arts and Sports
in Creative And Sports  Worksheets for analyzing artistic ● Criteria
Arts and and sports performances Interpretation
Sports  Class discussions and debates on ● Brainstorming
the cultural and social aspects Session: Ability to
 Research projects exploring the interpret and discuss
impact of creative arts and sports criteria for evaluating
in Kenya different categories.
Assess their
understanding and
ability to articulate
evaluation criteria.
● Performance
Analysis: Reflective
analysis of selected
Creative Arts and
Sports performances.
(Folksong, Football
game, Storytelling

57
 performances)
● Painting Evaluation:
Evaluation of visual
artworks. Assess their
ability to evaluate the
organisation of the
work (balance,
proportion,
dominance), subject
matter, theme, and
overall judgement of
the artwork.
● Group Analysis and
Presentation:
Collaborative analysis
and presentation skills.
Assess their
collaborative skills and
the depth of their
understanding.
● Critical Judgement
Essays: Critical
analysis and judgement
in written form
providing critical
judgement on specific

58
 Creative Arts and
Sports categories.
Peer Review and
Feedback:

59