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	Creating and Performing in Creative Arts and Sports	Melody: rhythmic, melodic and dynamic variations in composing melody.	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 Melody: rhythmic, melodic and dynamic variations in composing melody..	Learners listen to varied melodies, describe variation, and experiment with rhythmic, melodic and dynamic changes.	How does variation make a melody interesting?	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 notes, melody experiments and oral explanation.	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 Melody: rhythmic, melodic and dynamic variations in composing melody. 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	Creating and Performing in Creative Arts and Sports	Melody: composing a four-bar melody in F major and 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 Melody: composing a four-bar melody in F major and 4/4 time..	Learners compose, sing or play four-bar melodies in F major using dotted minim, dotted crotchet and quaver values.	How can learners compose a clear four-bar melody?	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 melody composition rubric, notation accuracy and performance.	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 Melody: composing a four-bar melody in F major and 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.
3	1	Creating and Performing in Creative Arts and Sports	Rugby: basic, spin and pop passes.	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 Rugby: basic, spin and pop passes..	Learners watch demonstrations, practise basic, spin and pop passes safely, and apply passing in small-group drills.	How do different passes help a rugby team keep possession?	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 passing technique, teamwork and safety.	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 Rugby: basic, spin and pop passes. 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	Creating and Performing in Creative Arts and Sports	Rugby: place kick, drop kick and modified game application.	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 Rugby: place kick, drop kick and modified game application..	Learners practise place and drop kicks, discuss rules and safety, and apply passing and kicking in modified games.	How can kicking skills support rugby game play?	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 practical rubric, rule application and peer feedback.	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 Rugby: place kick, drop kick and modified game application. 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	Creating and Performing in Creative Arts and Sports	Photography: scenic points and principles of taking photographs.	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 Photography: scenic points and principles of taking photographs..	Learners identify scenic points in the school or community, discuss viewpoint, framing and light, and plan a photography walk.	What makes a scenic point suitable for photography?	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 photography plan, safety checklist and oral responses.	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 Photography: scenic points and principles of taking photographs. 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	Creating and Performing in Creative Arts and Sports	Photography: taking and presenting photographs of scenery.	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 Photography: taking and presenting photographs of scenery..	Learners take or simulate photographs, select images, describe composition choices and prepare a simple photo display.	How can photographs communicate beauty in the environment?	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 photo display rubric, composition checklist 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 Photography: taking and presenting photographs of scenery. 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	Descant Recorder: parts, assembly, care, posture and tone production.	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 Descant Recorder: parts, assembly, care, posture and tone production..	Learners identify recorder parts, practise assembly, care and handling, and produce clear tones using correct posture and breath control.	How does proper care and posture improve recorder 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 checklist, tone production and care routine.	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 Descant Recorder: parts, assembly, care, posture and tone production. 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	Descant Recorder: fingering, simple melodies and ensemble playing.	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 Descant Recorder: fingering, simple melodies and ensemble playing..	Learners practise fingering patterns, play simple melodies, keep time with others and maintain the recorder responsibly.	How can learners play recorder melodies accurately in a group?	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 performance rubric, fingering accuracy and peer feedback.	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 Descant Recorder: fingering, simple melodies and ensemble playing. 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	Play: script format, title, playwright, characters, acts, scenes, setting, stage directions and dialogue.	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 Play: script format, title, playwright, characters, acts, scenes, setting, stage directions and dialogue..	Learners examine scripts, identify format features, and draft a short script extract with proper stage directions and dialogue.	Why is script format important in preparing a play?	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 script-format task, draft script and correction notes.	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 Play: script format, title, playwright, characters, acts, scenes, setting, stage directions and dialogue. 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	Play: play elements and rehearsal for performance.	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 Play: play elements and rehearsal for performance..	Learners analyse theme, character, plot, setting, conflict and language, rehearse a short scene and refine voice, movement and teamwork.	How do play elements guide 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 rehearsal observation, scene performance rubric and reflection.	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 Play: play elements and rehearsal for performance. 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	Play: performing a play for an audience.	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 Play: performing a play for an audience..	Learners perform a short play, apply stage etiquette, use props or costume responsibly, and receive audience feedback.	How can performers engage an audience effectively?	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 performance rubric, audience 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 Play: performing a play for an audience. 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	Term 2 integrated project: melody, rugby, photography, recorder and play.	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 Term 2 integrated project: melody, rugby, photography, recorder and play..	Learners compile selected music, sport, photography and drama evidence into a Creative Arts and Sports portfolio.	How can different creative and sports skills be presented in one portfolio?	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 portfolio completeness, skill evidence and learner self-assessment.	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 Term 2 integrated project: melody, rugby, photography, recorder and play. 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	End-term review and assessment for Term 2 sub-strands.	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 End-term review and assessment for Term 2 sub-strands..	Learners revise melody, rugby, photography, recorder and play; complete assessment and plan remediation or enrichment tasks.	Which skills need more practice before Term 3?	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.	File marks, corrected work, remediation records and teacher 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 End-term review and assessment for Term 2 sub-strands. 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

Creating and Performing in Creative Arts and Sports

Melody: rhythmic, melodic and dynamic variations in composing melody.

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 Melody: rhythmic, melodic and dynamic variations in composing melody..

Learners listen to varied melodies, describe variation, and experiment with rhythmic, melodic and dynamic changes.

How does variation make a melody interesting?

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 notes, melody experiments and oral explanation.

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 Melody: rhythmic, melodic and dynamic variations in composing melody. 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

Melody: composing a four-bar melody in F major and 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 Melody: composing a four-bar melody in F major and 4/4 time..

Learners compose, sing or play four-bar melodies in F major using dotted minim, dotted crotchet and quaver values.

How can learners compose a clear four-bar melody?

Use melody composition rubric, notation accuracy and performance.

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 Melody: composing a four-bar melody in F major and 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

Rugby: basic, spin and pop passes.

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 Rugby: basic, spin and pop passes..

Learners watch demonstrations, practise basic, spin and pop passes safely, and apply passing in small-group drills.

How do different passes help a rugby team keep possession?

Assess passing technique, teamwork and safety.

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 Rugby: basic, spin and pop passes. 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

Rugby: place kick, drop kick and modified game application.

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 Rugby: place kick, drop kick and modified game application..

Learners practise place and drop kicks, discuss rules and safety, and apply passing and kicking in modified games.

How can kicking skills support rugby game play?

Use practical rubric, rule application and peer feedback.

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 Rugby: place kick, drop kick and modified game application. 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

Photography: scenic points and principles of taking photographs.

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 Photography: scenic points and principles of taking photographs..

Learners identify scenic points in the school or community, discuss viewpoint, framing and light, and plan a photography walk.

What makes a scenic point suitable for photography?

Assess photography plan, safety checklist and oral responses.

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 Photography: scenic points and principles of taking photographs. 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

Photography: taking and presenting photographs of scenery.

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 Photography: taking and presenting photographs of scenery..

Learners take or simulate photographs, select images, describe composition choices and prepare a simple photo display.

How can photographs communicate beauty in the environment?

Use photo display rubric, composition checklist 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 Photography: taking and presenting photographs of scenery. 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

Descant Recorder: parts, assembly, care, posture and tone production.

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 Descant Recorder: parts, assembly, care, posture and tone production..

Learners identify recorder parts, practise assembly, care and handling, and produce clear tones using correct posture and breath control.

How does proper care and posture improve recorder performance?

Assess practical checklist, tone production and care routine.

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 Descant Recorder: parts, assembly, care, posture and tone production. 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

Descant Recorder: fingering, simple melodies and ensemble playing.

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 Descant Recorder: fingering, simple melodies and ensemble playing..

Learners practise fingering patterns, play simple melodies, keep time with others and maintain the recorder responsibly.

How can learners play recorder melodies accurately in a group?

Use performance rubric, fingering accuracy and peer feedback.

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 Descant Recorder: fingering, simple melodies and ensemble playing. 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

Play: script format, title, playwright, characters, acts, scenes, setting, stage directions and dialogue.

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 Play: script format, title, playwright, characters, acts, scenes, setting, stage directions and dialogue..

Learners examine scripts, identify format features, and draft a short script extract with proper stage directions and dialogue.

Why is script format important in preparing a play?

Assess script-format task, draft script and correction notes.

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 Play: script format, title, playwright, characters, acts, scenes, setting, stage directions and dialogue. 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

Play: play elements and rehearsal for performance.

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 Play: play elements and rehearsal for performance..

Learners analyse theme, character, plot, setting, conflict and language, rehearse a short scene and refine voice, movement and teamwork.

How do play elements guide performance?

Use rehearsal observation, scene performance rubric and reflection.

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 Play: play elements and rehearsal for performance. 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

Play: performing a play for an audience.

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 Play: performing a play for an audience..

Learners perform a short play, apply stage etiquette, use props or costume responsibly, and receive audience feedback.

How can performers engage an audience effectively?

Assess performance rubric, audience 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 Play: performing a play for an audience. 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

Term 2 integrated project: melody, rugby, photography, recorder and play.

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 Term 2 integrated project: melody, rugby, photography, recorder and play..

Learners compile selected music, sport, photography and drama evidence into a Creative Arts and Sports portfolio.

How can different creative and sports skills be presented in one portfolio?

Assess portfolio completeness, skill evidence and learner self-assessment.

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 Term 2 integrated project: melody, rugby, photography, recorder and play. 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

End-term review and assessment for Term 2 sub-strands.

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 End-term review and assessment for Term 2 sub-strands..

Learners revise melody, rugby, photography, recorder and play; complete assessment and plan remediation or enrichment tasks.

Which skills need more practice before Term 3?

File marks, corrected work, remediation records and teacher 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 End-term review and assessment for Term 2 sub-strands. 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: Creating and Performing in Creative Arts and Sports
Sub-strand: Melody: rhythmic, melodic and dynamic variations in composing melody.
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 Melody: rhythmic, melodic and dynamic variations in composing melody..
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 Melody: rhythmic, melodic and dynamic variations in composing melody. 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: Creating and Performing in Creative Arts and Sports
Sub-strand: Melody: composing a four-bar melody in F major and 4/4 time.
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 Melody: composing a four-bar melody in F major and 4/4 time..
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 Melody: composing a four-bar melody in F major and 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.

Week 3 , Lesson 1

Strand: Creating and Performing in Creative Arts and Sports
Sub-strand: Rugby: basic, spin and pop passes.
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 Rugby: basic, spin and pop passes..
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 Rugby: basic, spin and pop passes. 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.