Grade 9 Creative Arts and Sports Scheme of Work

Wk.	Lsn	Strand	Sub-strand	Lesson Learning Outcomes	Learning Experiences	Key Inquiry Question(s)	Learning Resources	Assessment Methods	Reflection
1	1	Foundations of Creative Arts and Sports	Careers in Creative Arts and Sports: careers and personnel in visual arts, music, theatre, physical education and sports.	By the end of the lesson, the learner should be able to demonstrate Grade 9 Creative Arts and Sports knowledge, skill, values and reflection related to Careers in Creative Arts and Sports: careers and personnel in visual arts, music, theatre, physical education and sports..	Learners research Creative Arts and Sports careers, interact with actual or virtual creative and sports spaces, discuss entrepreneurial opportunities, and identify personal areas of interest.	What career opportunities are related to Creative Arts and Sports?	KICD Grade 9 Creative Arts and Sports curriculum design, learner portfolios, art materials, musical instruments, sports equipment, ICT devices, locally available materials, performance space and safety equipment.	Assess career research notes, group presentation, oral responses and learner reflection.	Most learners were able to perform the practised movement skill safely, for example kicking the ball about 3 metres using the instep where ball control was involved. Support will focus on learners who need more practice on Careers in Creative Arts and Sports: careers and personnel in visual arts, music, theatre, physical education and sports. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.
2	1	Foundations of Creative Arts and Sports	Careers in Creative Arts and Sports: entrepreneurial opportunities and talent development.	By the end of the lesson, the learner should be able to demonstrate Grade 9 Creative Arts and Sports knowledge, skill, values and reflection related to Careers in Creative Arts and Sports: entrepreneurial opportunities and talent development..	Learners watch videos or recordings on income-generating opportunities, discuss talents in creative and sports fields, and prepare a simple career-interest profile.	How can Creative Arts and Sports talents become career or enterprise opportunities?	KICD Grade 9 Creative Arts and Sports curriculum design, learner portfolios, art materials, musical instruments, sports equipment, ICT devices, locally available materials, performance space and safety equipment.	Use career-interest profile, peer feedback and portfolio evidence.	Most learners were able to perform the practised movement skill safely, for example kicking the ball about 3 metres using the instep where ball control was involved. Support will focus on learners who need more practice on Careers in Creative Arts and Sports: entrepreneurial opportunities and talent development. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.
3	1	Foundations of Creative Arts and Sports	Components of Creative Arts and Sports: power and reaction time in physical fitness.	By the end of the lesson, the learner should be able to demonstrate Grade 9 Creative Arts and Sports knowledge, skill, values and reflection related to Components of Creative Arts and Sports: power and reaction time in physical fitness..	Learners observe power and reaction-time activities, demonstrate fitness exercises, and record safe participation routines.	Why are power and reaction time important in creative and sports performance?	KICD Grade 9 Creative Arts and Sports curriculum design, learner portfolios, art materials, musical instruments, sports equipment, ICT devices, locally available materials, performance space and safety equipment.	Assess practical demonstration, safety checklist and fitness log.	Most learners were able to perform the practised movement skill safely, for example kicking the ball about 3 metres using the instep where ball control was involved. Support will focus on learners who need more practice on Components of Creative Arts and Sports: power and reaction time in physical fitness. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.
4	1	Foundations of Creative Arts and Sports	Components of Creative Arts and Sports: elements of a play, including theme, character, plot, conflict, resolution, setting and language.	By the end of the lesson, the learner should be able to demonstrate Grade 9 Creative Arts and Sports knowledge, skill, values and reflection related to Components of Creative Arts and Sports: elements of a play, including theme, character, plot, conflict, resolution, setting and language..	Learners watch or read a play extract, identify elements, discuss how they create meaning, and complete a play-elements chart.	How do the elements of a play help communicate meaning?	KICD Grade 9 Creative Arts and Sports curriculum design, learner portfolios, art materials, musical instruments, sports equipment, ICT devices, locally available materials, performance space and safety equipment.	Use play-elements chart, oral questioning and written task.	Most learners were able to use digital tools correctly and type or enter data with improving speed and accuracy, for example typing about 40 words per minute where keyboard practice was involved. Support will focus on learners who need more practice on Components of Creative Arts and Sports: elements of a play, including theme, character, plot, conflict, resolution, setting and language. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.
5	1	Foundations of Creative Arts and Sports	Components of Creative Arts and Sports: rhythm, dotted notes, rests, dots, ties and grouping notes in 4/4 time.	By the end of the lesson, the learner should be able to demonstrate Grade 9 Creative Arts and Sports knowledge, skill, values and reflection related to Components of Creative Arts and Sports: rhythm, dotted notes, rests, dots, ties and grouping notes in 4/4 time..	Learners clap, count, write and group dotted minim, dotted crotchet, quaver and rests, then practise ties and dots on a staff.	How do rhythm signs help performers keep accurate time?	KICD Grade 9 Creative Arts and Sports curriculum design, learner portfolios, art materials, musical instruments, sports equipment, ICT devices, locally available materials, performance space and safety equipment.	Assess rhythm exercises, clapping accuracy and notation task.	Most learners were able to perform the practised movement skill safely, for example kicking the ball about 3 metres using the instep where ball control was involved. Support will focus on learners who need more practice on Components of Creative Arts and Sports: rhythm, dotted notes, rests, dots, ties and grouping notes in 4/4 time. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.
6	1	Foundations of Creative Arts and Sports	Components of Creative Arts and Sports: pitch, grand stave, F major scale and tonic arpeggios.	By the end of the lesson, the learner should be able to demonstrate Grade 9 Creative Arts and Sports knowledge, skill, values and reflection related to Components of Creative Arts and Sports: pitch, grand stave, F major scale and tonic arpeggios..	Learners identify pitches on the grand stave, construct F major scale, sing or play ascending and descending scales, and sight-read simple melodies.	How does pitch organisation support music performance?	KICD Grade 9 Creative Arts and Sports curriculum design, learner portfolios, art materials, musical instruments, sports equipment, ICT devices, locally available materials, performance space and safety equipment.	Use staff notation exercise, singing or playing rubric and exit ticket.	Most learners were able to perform the practised movement skill safely, for example kicking the ball about 3 metres using the instep where ball control was involved. Support will focus on learners who need more practice on Components of Creative Arts and Sports: pitch, grand stave, F major scale and tonic arpeggios. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.
7	1	Creating and Performing in Creative Arts and Sports	Drawing and Painting: harmony or unity in a picture and analogous colours.	By the end of the lesson, the learner should be able to demonstrate Grade 9 Creative Arts and Sports knowledge, skill, values and reflection related to Drawing and Painting: harmony or unity in a picture and analogous colours..	Learners discuss unity in sample artworks, classify analogous colours, sketch compositions and plan harmonious pictures.	How does harmony make a picture more effective?	KICD Grade 9 Creative Arts and Sports curriculum design, learner portfolios, art materials, musical instruments, sports equipment, ICT devices, locally available materials, performance space and safety equipment.	Assess colour classification, sketchbook work and peer critique.	Most learners were able to use digital tools correctly and type or enter data with improving speed and accuracy, for example typing about 40 words per minute where keyboard practice was involved. Support will focus on learners who need more practice on Drawing and Painting: harmony or unity in a picture and analogous colours. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.
8	1	Creating and Performing in Creative Arts and Sports	Drawing and Painting: colour mood, warm and cool colours, texture of forms and dabbing technique.	By the end of the lesson, the learner should be able to demonstrate Grade 9 Creative Arts and Sports knowledge, skill, values and reflection related to Drawing and Painting: colour mood, warm and cool colours, texture of forms and dabbing technique..	Learners explore warm and cool colours, create texture using dabbing, paint a composition and explain mood created through colour choices.	How can colour and texture communicate mood in painting?	KICD Grade 9 Creative Arts and Sports curriculum design, learner portfolios, art materials, musical instruments, sports equipment, ICT devices, locally available materials, performance space and safety equipment.	Use painting rubric, process observation and learner reflection.	Most learners were able to perform the practised movement skill safely, for example kicking the ball about 3 metres using the instep where ball control was involved. Support will focus on learners who need more practice on Drawing and Painting: colour mood, warm and cool colours, texture of forms and dabbing technique. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.
9	1	Creating and Performing in Creative Arts and Sports	Rhythm: effect of note extension on rhythmic patterns.	By the end of the lesson, the learner should be able to demonstrate Grade 9 Creative Arts and Sports knowledge, skill, values and reflection related to Rhythm: effect of note extension on rhythmic patterns..	Learners listen to and perform rhythmic patterns, identify dotted notes and rests, and describe how note extension creates interest.	How does note extension affect rhythm?	KICD Grade 9 Creative Arts and Sports curriculum design, learner portfolios, art materials, musical instruments, sports equipment, ICT devices, locally available materials, performance space and safety equipment.	Assess listening responses, rhythm performance and written explanation.	Most learners were able to collect force-extension data, plot or interpret the pattern, and describe the behaviour of the spring within the elastic limit. Support will focus on learners who need more practice on Rhythm: effect of note extension on rhythmic patterns. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.
10	1	Creating and Performing in Creative Arts and Sports	Rhythm: composing and notating four-bar rhythmic patterns in 4/4 time.	By the end of the lesson, the learner should be able to demonstrate Grade 9 Creative Arts and Sports knowledge, skill, values and reflection related to Rhythm: composing and notating four-bar rhythmic patterns in 4/4 time..	Learners compose, clap, dictate and notate four-bar rhythms using dotted minim, dotted crotchet, quaver and rests.	How can learners create an interesting four-bar rhythm?	KICD Grade 9 Creative Arts and Sports curriculum design, learner portfolios, art materials, musical instruments, sports equipment, ICT devices, locally available materials, performance space and safety equipment.	Use composition rubric, notation accuracy and peer performance.	Most learners were able to use digital tools correctly and type or enter data with improving speed and accuracy, for example typing about 40 words per minute where keyboard practice was involved. Support will focus on learners who need more practice on Rhythm: composing and notating four-bar rhythmic patterns in 4/4 time. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.
11	1	Creating and Performing in Creative Arts and Sports	Athletics and Mosaic: phases of triple jump and skill acquisition.	By the end of the lesson, the learner should be able to demonstrate Grade 9 Creative Arts and Sports knowledge, skill, values and reflection related to Athletics and Mosaic: phases of triple jump and skill acquisition..	Learners describe hop, step and jump phases, practise safe triple-jump drills and give peer feedback on technique.	How can proper phases improve triple-jump performance?	KICD Grade 9 Creative Arts and Sports curriculum design, learner portfolios, art materials, musical instruments, sports equipment, ICT devices, locally available materials, performance space and safety equipment.	Assess skill checklist, safety observation and oral questioning.	Most learners were able to perform the practised movement skill safely, for example kicking the ball about 3 metres using the instep where ball control was involved. Support will focus on learners who need more practice on Athletics and Mosaic: phases of triple jump and skill acquisition. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.
12	1	Creating and Performing in Creative Arts and Sports	Athletics and Mosaic: long distance running techniques and races.	By the end of the lesson, the learner should be able to demonstrate Grade 9 Creative Arts and Sports knowledge, skill, values and reflection related to Athletics and Mosaic: long distance running techniques and races..	Learners identify long-distance races, practise start, arm action, pacing, stride and breathing, and record personal progress.	Why are pacing and breathing important in long-distance running?	KICD Grade 9 Creative Arts and Sports curriculum design, learner portfolios, art materials, musical instruments, sports equipment, ICT devices, locally available materials, performance space and safety equipment.	Use running technique checklist, fitness log and reflection.	Most learners were able to perform the practised movement skill safely, for example kicking the ball about 3 metres using the instep where ball control was involved. Support will focus on learners who need more practice on Athletics and Mosaic: long distance running techniques and races. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.
13	1	Creating and Performing in Creative Arts and Sports	Athletics and Mosaic: characteristics of mosaic and pictorial composition inspired by athletics.	By the end of the lesson, the learner should be able to demonstrate Grade 9 Creative Arts and Sports knowledge, skill, values and reflection related to Athletics and Mosaic: characteristics of mosaic and pictorial composition inspired by athletics..	Learners examine mosaic samples, identify characteristics, plan and create a mosaic composition inspired by athletics activities.	How can sports inspire visual artwork?	KICD Grade 9 Creative Arts and Sports curriculum design, learner portfolios, art materials, musical instruments, sports equipment, ICT devices, locally available materials, performance space and safety equipment.	Assess mosaic design, craftsmanship, creativity and portfolio evidence.	Most learners were able to use digital tools correctly and type or enter data with improving speed and accuracy, for example typing about 40 words per minute where keyboard practice was involved. Support will focus on learners who need more practice on Athletics and Mosaic: characteristics of mosaic and pictorial composition inspired by athletics. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Wk.

Lsn

Strand

Sub-strand

Lesson Learning Outcomes

Learning Experiences

Key Inquiry Question(s)

Learning Resources

Assessment Methods

Reflection

Foundations of Creative Arts and Sports

Careers in Creative Arts and Sports: careers and personnel in visual arts, music, theatre, physical education and sports.

By the end of the lesson, the learner should be able to demonstrate Grade 9 Creative Arts and Sports knowledge, skill, values and reflection related to Careers in Creative Arts and Sports: careers and personnel in visual arts, music, theatre, physical education and sports..

Learners research Creative Arts and Sports careers, interact with actual or virtual creative and sports spaces, discuss entrepreneurial opportunities, and identify personal areas of interest.

What career opportunities are related to Creative Arts and Sports?

KICD Grade 9 Creative Arts and Sports curriculum design, learner portfolios, art materials, musical instruments, sports equipment, ICT devices, locally available materials, performance space and safety equipment.

Assess career research notes, group presentation, oral responses and learner reflection.

Most learners were able to perform the practised movement skill safely, for example kicking the ball about 3 metres using the instep where ball control was involved. Support will focus on learners who need more practice on Careers in Creative Arts and Sports: careers and personnel in visual arts, music, theatre, physical education and sports. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Foundations of Creative Arts and Sports

Careers in Creative Arts and Sports: entrepreneurial opportunities and talent development.

By the end of the lesson, the learner should be able to demonstrate Grade 9 Creative Arts and Sports knowledge, skill, values and reflection related to Careers in Creative Arts and Sports: entrepreneurial opportunities and talent development..

Learners watch videos or recordings on income-generating opportunities, discuss talents in creative and sports fields, and prepare a simple career-interest profile.

How can Creative Arts and Sports talents become career or enterprise opportunities?

Use career-interest profile, peer feedback and portfolio evidence.

Most learners were able to perform the practised movement skill safely, for example kicking the ball about 3 metres using the instep where ball control was involved. Support will focus on learners who need more practice on Careers in Creative Arts and Sports: entrepreneurial opportunities and talent development. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports: power and reaction time in physical fitness.

By the end of the lesson, the learner should be able to demonstrate Grade 9 Creative Arts and Sports knowledge, skill, values and reflection related to Components of Creative Arts and Sports: power and reaction time in physical fitness..

Learners observe power and reaction-time activities, demonstrate fitness exercises, and record safe participation routines.

Why are power and reaction time important in creative and sports performance?

Assess practical demonstration, safety checklist and fitness log.

Most learners were able to perform the practised movement skill safely, for example kicking the ball about 3 metres using the instep where ball control was involved. Support will focus on learners who need more practice on Components of Creative Arts and Sports: power and reaction time in physical fitness. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports: elements of a play, including theme, character, plot, conflict, resolution, setting and language.

Learners watch or read a play extract, identify elements, discuss how they create meaning, and complete a play-elements chart.

How do the elements of a play help communicate meaning?

Use play-elements chart, oral questioning and written task.

Most learners were able to use digital tools correctly and type or enter data with improving speed and accuracy, for example typing about 40 words per minute where keyboard practice was involved. Support will focus on learners who need more practice on Components of Creative Arts and Sports: elements of a play, including theme, character, plot, conflict, resolution, setting and language. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports: rhythm, dotted notes, rests, dots, ties and grouping notes in 4/4 time.

Learners clap, count, write and group dotted minim, dotted crotchet, quaver and rests, then practise ties and dots on a staff.

How do rhythm signs help performers keep accurate time?

Assess rhythm exercises, clapping accuracy and notation task.

Most learners were able to perform the practised movement skill safely, for example kicking the ball about 3 metres using the instep where ball control was involved. Support will focus on learners who need more practice on Components of Creative Arts and Sports: rhythm, dotted notes, rests, dots, ties and grouping notes in 4/4 time. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Foundations of Creative Arts and Sports

Components of Creative Arts and Sports: pitch, grand stave, F major scale and tonic arpeggios.

Learners identify pitches on the grand stave, construct F major scale, sing or play ascending and descending scales, and sight-read simple melodies.

How does pitch organisation support music performance?

Use staff notation exercise, singing or playing rubric and exit ticket.

Most learners were able to perform the practised movement skill safely, for example kicking the ball about 3 metres using the instep where ball control was involved. Support will focus on learners who need more practice on Components of Creative Arts and Sports: pitch, grand stave, F major scale and tonic arpeggios. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Creating and Performing in Creative Arts and Sports

Drawing and Painting: harmony or unity in a picture and analogous colours.

By the end of the lesson, the learner should be able to demonstrate Grade 9 Creative Arts and Sports knowledge, skill, values and reflection related to Drawing and Painting: harmony or unity in a picture and analogous colours..

Learners discuss unity in sample artworks, classify analogous colours, sketch compositions and plan harmonious pictures.

How does harmony make a picture more effective?

Assess colour classification, sketchbook work and peer critique.

Most learners were able to use digital tools correctly and type or enter data with improving speed and accuracy, for example typing about 40 words per minute where keyboard practice was involved. Support will focus on learners who need more practice on Drawing and Painting: harmony or unity in a picture and analogous colours. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Creating and Performing in Creative Arts and Sports

Drawing and Painting: colour mood, warm and cool colours, texture of forms and dabbing technique.

By the end of the lesson, the learner should be able to demonstrate Grade 9 Creative Arts and Sports knowledge, skill, values and reflection related to Drawing and Painting: colour mood, warm and cool colours, texture of forms and dabbing technique..

Learners explore warm and cool colours, create texture using dabbing, paint a composition and explain mood created through colour choices.

How can colour and texture communicate mood in painting?

Use painting rubric, process observation and learner reflection.

Most learners were able to perform the practised movement skill safely, for example kicking the ball about 3 metres using the instep where ball control was involved. Support will focus on learners who need more practice on Drawing and Painting: colour mood, warm and cool colours, texture of forms and dabbing technique. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Creating and Performing in Creative Arts and Sports

Rhythm: effect of note extension on rhythmic patterns.

By the end of the lesson, the learner should be able to demonstrate Grade 9 Creative Arts and Sports knowledge, skill, values and reflection related to Rhythm: effect of note extension on rhythmic patterns..

Learners listen to and perform rhythmic patterns, identify dotted notes and rests, and describe how note extension creates interest.

How does note extension affect rhythm?

Assess listening responses, rhythm performance and written explanation.

Most learners were able to collect force-extension data, plot or interpret the pattern, and describe the behaviour of the spring within the elastic limit. Support will focus on learners who need more practice on Rhythm: effect of note extension on rhythmic patterns. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Creating and Performing in Creative Arts and Sports

Rhythm: composing and notating four-bar rhythmic patterns in 4/4 time.

By the end of the lesson, the learner should be able to demonstrate Grade 9 Creative Arts and Sports knowledge, skill, values and reflection related to Rhythm: composing and notating four-bar rhythmic patterns in 4/4 time..

Learners compose, clap, dictate and notate four-bar rhythms using dotted minim, dotted crotchet, quaver and rests.

How can learners create an interesting four-bar rhythm?

Use composition rubric, notation accuracy and peer performance.

Most learners were able to use digital tools correctly and type or enter data with improving speed and accuracy, for example typing about 40 words per minute where keyboard practice was involved. Support will focus on learners who need more practice on Rhythm: composing and notating four-bar rhythmic patterns in 4/4 time. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Creating and Performing in Creative Arts and Sports

Athletics and Mosaic: phases of triple jump and skill acquisition.

By the end of the lesson, the learner should be able to demonstrate Grade 9 Creative Arts and Sports knowledge, skill, values and reflection related to Athletics and Mosaic: phases of triple jump and skill acquisition..

Learners describe hop, step and jump phases, practise safe triple-jump drills and give peer feedback on technique.

How can proper phases improve triple-jump performance?

Assess skill checklist, safety observation and oral questioning.

Most learners were able to perform the practised movement skill safely, for example kicking the ball about 3 metres using the instep where ball control was involved. Support will focus on learners who need more practice on Athletics and Mosaic: phases of triple jump and skill acquisition. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Creating and Performing in Creative Arts and Sports

Athletics and Mosaic: long distance running techniques and races.

By the end of the lesson, the learner should be able to demonstrate Grade 9 Creative Arts and Sports knowledge, skill, values and reflection related to Athletics and Mosaic: long distance running techniques and races..

Learners identify long-distance races, practise start, arm action, pacing, stride and breathing, and record personal progress.

Why are pacing and breathing important in long-distance running?

Use running technique checklist, fitness log and reflection.

Most learners were able to perform the practised movement skill safely, for example kicking the ball about 3 metres using the instep where ball control was involved. Support will focus on learners who need more practice on Athletics and Mosaic: long distance running techniques and races. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Creating and Performing in Creative Arts and Sports

Athletics and Mosaic: characteristics of mosaic and pictorial composition inspired by athletics.

By the end of the lesson, the learner should be able to demonstrate Grade 9 Creative Arts and Sports knowledge, skill, values and reflection related to Athletics and Mosaic: characteristics of mosaic and pictorial composition inspired by athletics..

Learners examine mosaic samples, identify characteristics, plan and create a mosaic composition inspired by athletics activities.

How can sports inspire visual artwork?

Assess mosaic design, craftsmanship, creativity and portfolio evidence.

Most learners were able to use digital tools correctly and type or enter data with improving speed and accuracy, for example typing about 40 words per minute where keyboard practice was involved. Support will focus on learners who need more practice on Athletics and Mosaic: characteristics of mosaic and pictorial composition inspired by athletics. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

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Week 1 , Lesson 1

Strand: Foundations of Creative Arts and Sports
Sub-strand: Careers in Creative Arts and Sports: careers and personnel in visual arts, music, theatre, physical education and sports.
Learning Outcome: By the end of the lesson, the learner should be able to demonstrate Grade 9 Creative Arts and Sports knowledge, skill, values and reflection related to Careers in Creative Arts and Sports: careers and personnel in visual arts, music, theatre, physical education and sports..
Reflection: Most learners were able to perform the practised movement skill safely, for example kicking the ball about 3 metres using the instep where ball control was involved. Support will focus on learners who need more practice on Careers in Creative Arts and Sports: careers and personnel in visual arts, music, theatre, physical education and sports. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Week 2 , Lesson 1

Strand: Foundations of Creative Arts and Sports
Sub-strand: Careers in Creative Arts and Sports: entrepreneurial opportunities and talent development.
Learning Outcome: By the end of the lesson, the learner should be able to demonstrate Grade 9 Creative Arts and Sports knowledge, skill, values and reflection related to Careers in Creative Arts and Sports: entrepreneurial opportunities and talent development..
Reflection: Most learners were able to perform the practised movement skill safely, for example kicking the ball about 3 metres using the instep where ball control was involved. Support will focus on learners who need more practice on Careers in Creative Arts and Sports: entrepreneurial opportunities and talent development. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Week 3 , Lesson 1

Strand: Foundations of Creative Arts and Sports
Sub-strand: Components of Creative Arts and Sports: power and reaction time in physical fitness.
Learning Outcome: By the end of the lesson, the learner should be able to demonstrate Grade 9 Creative Arts and Sports knowledge, skill, values and reflection related to Components of Creative Arts and Sports: power and reaction time in physical fitness..
Reflection: Most learners were able to perform the practised movement skill safely, for example kicking the ball about 3 metres using the instep where ball control was involved. Support will focus on learners who need more practice on Components of Creative Arts and Sports: power and reaction time in physical fitness. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.