Learning points for falling shot Take a position outside the 6m line facing the goal. With the feet firm on the floor outside the goal area, fall towards the goal area . Release the ball before contacting the goal area with the hands or any other part of the .body Learning points for lob shot Take a position outside the 6m line Face the goalkeeper who may have moved closer to you in defense Throw the ball in a curved path over the goalkeeper Flick the wrist to give the ball direction and accuracy. 42 Drills for shooting in handball Drill 1: Step and shoot In groups of five make a line facing the goal with the leader at the free throw line The leader makes a pass to the first player in the line The player makes 3 steps and then a jump shot After making a jump shot the player joins the line from the back Repeat the activity3 times then change to practice a running shot Drill 2: Drill and shoot In a group of four players, make a line at the substitution zone facing the goal where you intend to shoot Use a high dribble to move towards the goal area On reaching the free throw line, catch the ball and make a jump shot Retrieve the ball and run along the goal line to the corner and then along the sideline to join your teammates After three attempts change and practice a running shot Drill 3: Corner drill In a group of five, make a line at the corner of the court The leader to stand at a point within the court The first player in the line to run along the goal area line When at a comfortable position, catch the ball from the group leader and make a dive short. Pupils activities Pg. 35. 43 Creating and Performing in Creative Arts and Sports Western Solo Instrument Western Solo Instruments Activity 1: Tuning the Descant Recorder or Any Other Solo Western Instrument Study the following instruments and answer the questions that follow. 1. What can you see? 2. With the guidance of your teacher and resource persons, watch a live or recorded solo instrumental performance. 3. In groups, discuss the importance of tuning a solo Western instrument in preparation for a performance. 4.


3. In groups, discuss the importance of tuning a solo Western instrument in preparation for a performance. 4. Watch videos demonstrating techniques of tuning various Western instruments and apply them to your chosen instrument. Activity 2: Playing the Scale Of C Major On Staff What I need to know 1. Western instruments have different fingering charts to guide in playing of different pitches. 2. Use digital devices to download the fingering charts for the instrument of choice. 3. Below is the fingering chart for the Descant Recorder showing the notes of the scale of C major. Descant Recorder Fingering Chart44 Individual Activity 1. Practise playing the notes of the scale of C major ascending and descending on your instrument using the fingering chart. 2. On a digital device, watch videos to learn how to play the scale of C major. 3. Use the fingering provided to the play the notes C D EF G A B C' on the descant recorder. 4. Practise playing the scale in ascending and descending order. Group Activity Play familiar tunes in the scale of C major on your instrument. Activity 3: Sight Reading Simple Melodies in C Major To do individually and in groups. 45 1. Look at the clef below. 2. Check the key signature and keep the key in your head while playing 3. Look at the time signature. 4. Clap or tap the rhythms of each of the melodies before you play them. 5. Locate the notes on the instrument. 6. Look at the melodies and play. 1. Sight-reading is playing of music without prior preparation. 2. Your teacher will provide 2-bar melodies for you to sight-read. 3. Do so without referring to the fingering chart or tapping the rhythms before playing. Activity 4: Playing with Appropriate Techniques 1. Every instrument has specific techniques to be applied while playing. For example, for strings there is bowing, plucking, strumming, fingering; and for wind, there is tonguing, blowing and fingering. 2. All the techniques when well applied ensure good tone quality. How To Produce a Good Tone on The Descant Recorder 1. Blow gently into the descant recorder as you make the sound du with the tongue. This is referred to as tonguing and it helps to produce a clear sound. 2. Do not blow too hard into the recorder because it will make a high pitch sound. 3.


2.Do not blow too hard into the recorder because it will make a high pitch sound.3.If you are having trouble producing a sound after lots of practice, clean your recorder. Cover the air hole below the mouthpiece and blow in hard.46 Activity 5: Observing Performance Directions What I Need to Know 1.Performance directions are words, phrases or signs showing the appropriate tempo, dynamics, articulation and repeats in a piece of music.2.The directions help to enhance the overall effect in a performance.3.With your teacher s guidance, play various melodies observing the performance directions shown.4.Your teacher will also help you search for short duets in C major to be played in pairs and groups.47 Creating and Performing in Creative Arts and Sports Football.


Is the most advanced creature to appear on earthImportance of Fossil Records. Fossils refer to the preserved remains of plants and animals that are found beneath the surface of the earth. Fossil records help to understand how human beings evolved, lived, adapted and changed their physical appearance in the past. Fossil records have the following importance:Provide past evidence on how plants and animals adapted to their environment. Helps to establish evolutionary relationship between organisms and their ancestors. Fossil records help to establish the time period in which organisms lived. Fossil records help archeologists and other natural scientists to place important events and species in the appropriate historical and geographical era. Fossil records of humans help us to understand the social, political and economic life of man over years. They give us information on the culture of humans, clothing, food, and beliefs in the past. Fossil records give us information on the economic activities of man such as the animals they hunted, crops they cultivated, fishing among others. Fossil records give us information on the type and uses of tools and other materials used by humans in farming, hunting, war or religious activities over the years. They provide evidence of Africa being the cradle of humanity. Locations of human remains discovered in Africa. Prehistoric sites are places where man s remains which are evident of his past existence were found. The oldest known human remains in Africa were discovered in Ethiopia, dating back to around 200,000 years ago. The following are a few examples of where and when pre-historic human remains have been discovered in Africa. Other places are:Fort Ternan Kenya where Ramapithecus or Kenyapithecus were found. Changes that took places in humans as a result of evolution. Evolution of human beings has been a continuous process resulting from various changes and adaptations. These changes are characterized in their teeth, arms, body shape, brain size, structure of their legs and shape of their head. These changes were important for them to adapt to new environmental conditions for survival. Human beings evolved to walk on two legs, freeing their hands for tool use and enhancing mobility. Overtime, the human brain had grown, leading to advanced cognitive abilities. They developed the ability to make and use tools. Humans developed language, enabling communication. Evolution influenced teeth, adapting them to a diverse diet including plants and animals. Humans evolved complex social structures, forming family units and communities.


Humans developed language, enabling communication. Evolution influenced teeth, adapting them to a diverse diet including plants and animals. Humans evolved complex social structures, forming family units and communities. Humans have had reduced hair on the bodies. 1.2 Early civilization. Places of origin of early visitors to the East Africa coast. East Africa was visited by visitors from Europe and Asia. They included the following:ArabsPortuguese. Indian. Persians. Chinese. Greek. Egyptians. Phoenicians. Romans. Syrians. Swahili civilization along the East African Coast. The east African coastline is a long stretch made up of Somali, Kenya, Tanzania and Mozambique. Swahili civilization developed from the interactions between local bantu speaking communities and the Arab traders who visited the East African Coast. They practiced a blend of Islam and traditional African religions. They changed the culture, religions, economic and even social way of life. They came up with new clothing designs to blend with different cultures. This includes Kanga, kanzu and taqiyah. They also introduced special Swahili foods such as biryani, pilau, mahamri among others. Swahili people were known for their skills in trading, fishing and seafaring. They established city-states such as Kilwa, Mombasa and Zanzibar which later become centres of trade. They traded their goods such as gold, ivory and slaves. They built impressive religious structures such as mosques and houses made from makuti, coral stones and lime. The Swahili people constructed dhows which were small wooden boats that helped them navigate along the East African Coast of the Indian Ocean. They also had networks of trade routes that connected them to other parts of Africa and the Middle East. Over time, European powers established colonies in East Africa. They abolished the slave trade, which had a significant source of wealth for the Swahili city-state. However, the Swahili people and their culture still thrive along the East African Coast to date. The Swahili language is spoken by people of Kenya, Tanzania, Uganda and even Democratic Republic of Congo. Factors that led to the growth of East Africa city-states. Bantu migration and arrival of the Arabs. Migration of Bantu speaking people to the east African coast where they interacted with the Arabs. Bantus practiced agriculture while Arabs were traders. This helped in the establishment of trading centres that grew into city-states. Trade.


Bantus practiced agriculture while Arabs were traders. This helped in the establishment of trading centres that grew into city-states. Trade. There were trading activities between the East Africa merchants and traders from India, China, Persia and Arabia. The East African cities exported agricultural products and slaves. Monsoon winds. Facilitated the movement of vessels of traders to travel from one coast to another. Rise of Islam. Conversion of Islam linked Swahili states to massive trade networks that crossed the coastal area. Good deep natural harbours. The natural harbours along the coast ensured the safe docking of vessels. Swahili language and culture. City-states are considered the product of Swahili language and cultural heritage. Best practices of early civilization that contributed to the development of the modern world. Ancient Egypt was the beginning o building designs and construction of permanent buildings we have today. The hieroglyphics form of writing in Egypt used to keep records developed into modern writing and education. Knowledge of planning and predicting of seasons based on the calendar started in the early civilisation. Today, it has been developed further to include weather forecasting in predicting accurate changes in weather. Industrial development in the ancient Kingdom was based on simple skills. Copper and tin were used in ancient Egypt to make items. Today, most of the industries use metals and alloys to make construction and infrastructural equipment. The modern irrigation technology borrows a lot from the ancient irrigation techniques such as shadoof irrigation. This has been applied in the agricultural sector. Tools such as jembes or hoes used in farming today were developed in the ancient civilisation. The political structure of the modern government resembles the government structure adopted in early civilisation. The current civilization owes its development to the ancient based on the following reasons:1.3 Population growth in Africa. Population growth is determined to carrying out a national census and comparing the outcome with the previous census outcome. Population growth can either be positive or negative. Positive population growth results when the birth rates and immigration rates are higher than death rates and emigration rates. This results in rapid population growth. Negative population growth rate occurs when there are some people leaving a population through death or emigration as compared to those joining it through birth and immigration. This results in slow population growth. Population growth is the change of population size in a region over a period of time. Several factors influence population growth. These include:Migration. High birth rate. Reduced death rate etc.


These include:Migration. High birth rate. Reduced death rate etc. Population census data among countries in Africa, is counted and analysed to guide the government in planning and making decisions that affect lives of many people. Causes of Population growth in Africa. Population growth in Africa is influence by various causes and has both positive and negative effects. Population growth in Africa is caused by:High fertility rates-African countries have high birth rates due to cultural, social and economic factors such as early marriages, limited access to contraceptives and traditional beliefs that value large families. Declining mortality rates-improved healthcare, access to clean water and advancement in medical technology have led to lower infant and child mortality rates. Urbanization-rapid urbanization in Africa has led to increased migration from rural areas to cities in search of better opportunities. This contributes to growth of population. Lack of education-lack of education limits individual understanding of the family planning methods and contraceptives which results in high birth rates. Natural calamities- natural calamities such as drought and famine results in high deaths in Africa. This slows down the rate of population growth. Effects of population growth in Africa. Over-exploitation of resources. Unemployment and poverty due to few employment opportunities. Shortage of social amenities. Increased innovation. Development of urban centres due to increased population. Food insecurity. Increased crime rates. Ready markets for goods and services. Increase in supply of human labour. Types of Migration in Africa. Deforestation to provide human settlement. Strain on limited resources such as land, water and food and in infrastructure and services such as housing, transportation and sanitation. Loss of culture and diminishing of trust among citizens. Rise in dependency ratio which increases the economic pressure on the work force. Migration refers to the movement of people from one place to another. The place that people move from is called the place of origin. The place people move to is called the place of destination. People migrate due to different reasons. There are different types of migration as follows: Internal migration-this is the movement of people within a country. Internal migration has the following types of migration as well. Rural to urban migration-migration involving people moving from rural areas to urban area. Urban to Rural migration-involve moving from urban areas to rural areas. Rural to rural migration-involves moving rural areas to other rural areas. Urban to urban migration-involves moving from one urban centre to another. External migration- migration of people from their country to other countries.


Rural to rural migration-involves moving rural areas to other rural areas. Urban to urban migration-involves moving from one urban centre to another. External migration- migration of people from their country to other countries. Effects of migration in Africa. Development of urban centres due to increase in population. Congestion of urban areas dur to increase in the population. Migration results in cultural diversity. Growth of slums due to poor living conditions. Pressure on public services such as schools, housing and healthcare. Separation of families. Money sent to home countries in form of remittances boost the local economy. Results in rural areas having more elderly people as the younger ones migrate in search of a better life. Demographic trends in Kenya. Kenya s demographic trend have been changing over the years. Population growth-Kenya s population has been growing steadily over the years, and it is currently estimated to around 50m people. Urbanization-more and more Kenyans are moving from rural areas to urban centers in search of better opportunities. This has led to the growth of cities like Nairobi, Mombasa and Kisumu. Age structure-Kenya has a relatively young population, with large proportion of people under age of 30. This has implication for education, employment and social services. Ethic diversity-Kenya is the home to many different ethic groups, each with its own language and culture. This diversity can be a source of strength, nut also present challenges in terms of national unity. Health and mortality- Kenya had made significant progress in improving health outcomes recently, but challenges remain. Infant mortality rates are still high and HIV AIDS continues to be a major public concern. STRAND 2 PEOPLE AND RELATIONSHIPS. 2.1 Building Self-esteem. Building self-esteem refers to the process of developing a positive perception and belief in one s own worth and abilities. It involves recognizing and appreciating one s strengths, accomplishment and unique qualities, while accepting and learning from mistakes and setbacks. Factors that influence self-esteem in day-to-day life. There are many factors that can influence a persons self-esteem in day-to-day life. The factors include:Positive interactions such as showing empathy and acts of kindness can boost our selfesteem while negative interaction can lower it. Accomplishing personal goals or achieving success in different areas of life can increase our self-esteem. Negative body image can lead to low self-esteem while positive body image can boost it.


The factors include:Positive interactions such as showing empathy and acts of kindness can boost our selfesteem while negative interaction can lower it. Accomplishing personal goals or achieving success in different areas of life can increase our self-esteem. Negative body image can lead to low self-esteem while positive body image can boost it. Supportive environment can boost our self-esteem while a negative environment can lower it. Unrealistic beaty standards and expectations can lead to low self-esteem. Ways of building a healthy self-esteem for promotion of social cohesion. A healthy self-esteem is important in promoting social cohesion. It helps to enhance positive interactions and respect for others. We can build a healthy self-esteem by:Believing in yourself and embracing your strengths and weaknesses. Celebrating successes and achievements. Maintaining a positive attitude. Being king to yourself by doing things you enjoy, practising positive self-talk among others. Promoting body positivity and unhealthy body image. Being assertive. Healthy esteem in social interactions. Healthy esteem involves demonstrating confidence, self-worth and self-acceptance in our thoughts, behaviours and interaction with others. We can exhibit show a healthy self-esteem by; Being confident in ourselves. Setting goals and working towards achieving them. Seeking support or guidance when faced with challenges. Handling criticism positively. Practising self-care such as maintaining personal hygiene and doing physical exercise. Values that enhance healthy self-esteem in day-to-day life. Integrity. Responsibility. Patience. Love. Kindness. Respect. 2.2 Emotional care. Emotional care refers to one s well being and the ability to cope with challenges in life and recognise our own feelings and the emotions of those around us. Ways of dealing with difficult emotions in daily life. Difficult emotions refer to feelings that are challenging to manage. They include:Anger. Sadness. Fear. Loneliness. Guilt. Anxiety. Shame. Difficult emotions can be overwhelming and may lead to distress, elf criticism and reduced self-esteem. We should manage difficult emotions in a healthy manner that I not harmful to ourself and others. We can deal with difficult emotions by:Recognizing and accepting that difficult emotions are a natural part of the human experience. Identifying the emotions. Seeking support from others. Finding what triggered the emotions. Engaging in physical activities. Guiding and counselling. Real life situations that require emotional intelligence in day-to-day interactions.


Engaging in physical activities. Guiding and counselling. Real life situations that require emotional intelligence in day-to-day interactions. Emotional intelligence refers to the ability to recognise, understand and manage our own emotions as well as the emotions of others. Rel-life situations that require emotional intelligence in day-to-day interactions can be encountered in various environments such as:School environment. Family environment. Social environment. Emotional intelligence is important because:It helps individuals make better decisions. It helps one to manage emotions. It helps to maintain healthy relationships with others. You can be described as having emotional intelligence if you show the following qualities:Self-awareness-recognise and understand one s emotions, strengths and weaknesses. Self-regulation -ability to control one s emotions, stay calm under pressure and in challenging situations. Self-motivation -involves staying focuses, setting goals and maintaining a positive attitude, especially when faced with challenges. Empathy -involves understanding and appreciating the feelings of others and responding with compassion and support. Social skills -ability to build and maintain healthy relationships. It also involves effectively communicating with others. Exhibiting emotional intelligence. We can exhibit emotional intelligence by:Recognizing and understanding your own emotions. Learn to manage and control your emotions. Identify our emotional triggers. Finding positive ways of coping with stress and difficult emotions. Journaling the emotions experience. Understanding and appreciating the feelings of others. 2.3 Resilience. Resilience is the ability to bounce back and recover from adversity, challenges or stressful situations. It is the ability to cope with challenges while maintaining a positive mindset. Resilient individuals are able to persevere in the face of setbacks, learn from failures and fin solutions to problems. Situations thar require resilience in day-to-day life. Resilience is important because it helps to approach challenges with a positive attitude. Circumstances that require resilience include:Dealing with chronic or terminal illness. Overcoming grief after loss of a loved one. Failure. Losses in business. Practising a new skill. Rejection or discrimination. Characteristics of a resilient person. The following are characteristics of a resilient person. Problem solver-willing to find solutions for the challenges they are facing. Positive attitude-maintains a positive mindset even when faced with challenges. They believe that they can overcome the challenges they face. Flexible-they can easily adopt to changing circumstances. They are open to new ideas and can change.


They believe that they can overcome the challenges they face. Flexible-they can easily adopt to changing circumstances. They are open to new ideas and can change. Perseverance-not giving up easily, even when things get tough. It involves staying committed to one s goals and working hard to achieve them. Emotionally intelligent-they are able to recognise, understand and manage their emotions when faced with challenges. Confident-believes in themselves and their abilities. This helps them stay motivated and confident, even when faced with challenges. Growth attitude resilient people view challenges as opportunities for growth and learning. Self-awareness resilient people understand their emotions, strengths and weakness. Good communicator resilient individuals often possess good communication skills, which enable them to express their needs, thoughts and emotions effectively. Accepting a resilient person accepts reality and face challenges head-on, instead of avoiding them. Values that enhance effectiveness in resilience in life. Courage -resilient people show courage by tackling challenges, risks and persisting even when faced with setbacks. Patience-resilient people show patience by thinking long-term, setting achievable goals and staying positive even when faced challenges. Integrity -resilient individuals show integrity by staying true to their values and acting ethically in tough situations. Humility-resilient individuals display humility by seeking help when needed. Gratitude -resilient individuals express gratitude by focusing on the positive aspects of their lives and showing appreciation, regardless of the circumstances. Ways of Building Resilience in different situations. Knowing when to ask for help. Developing a positive mindset. Embracing change. Building your self-esteem. Managing stress positively. Improving your problem-solving skills and coping strategies. 2.4 Socio-Cultural diversity and inclusion. Socio-cultural diversity refers to social, cultural, racial and ethnic backgrounds that exists in different communities. It can be seen the way people dress, the food they eat, languages they speak, the festivals they celebrate and the social interactions they engage in. Socio-cultural diversity refers to social and cultural characteristics that exist among people. It includes differences in aspects such as ethnicity, nationality, language, religion, gender, age and socio-economic status. Inclusion refers to the practice of giving people from diverse background equal access to opportunities without discrimination or exclusion based on factors such as race, gender, beliefs or ability.


Socio-cultural diversity refers to social and cultural characteristics that exist among people. It includes differences in aspects such as ethnicity, nationality, language, religion, gender, age and socio-economic status. Inclusion refers to the practice of giving people from diverse background equal access to opportunities without discrimination or exclusion based on factors such as race, gender, beliefs or ability. Ways of celebrating various socio-cultural diversity in the community. We can celebrate cultural diversity by:Participating in music and drama festivals which represents various cultures. Celebrating Utamaduni day. Organizing and participating in cultural festivals. Encouraging intermarriages between people from different races and ethnic communities. Interacting freely with people from different religious, race, ethnic communities among others. Cooking and eating dishes from different cultures. Promoting respect for socio-cultural and inclusion in society. We can promote respect for social-cultural diversity and inclusion in he following ways:Learning about different cultures. Participating in cultural events of other communities. Participating in the Kenya Music and Drama Festivals. Creating awareness about socio-cultural diversity and inclusion. Preserving cultural artefacts in museums and cultural centres. Respecting and celebrating various socio-cultural diversities. 2.5 Building healthy relationships. Relations refers to connections between individuals. Engaging in healthy relationships in day-to-day. Ways of building health relationship include:Effective communication. Empathy. Respect. Trust. Resolving conflicts. Building healthy relationships for sustainable lifestyle. Tips for building healthy relationships for sustainable lifestyles. Shared values. Communication. Educate and inspire. Shared activities. Volunteer together. We can build healthy relationships which will enable us to support healthy lifestyles by engaging in activities such as:Planting trees. Engaging in physical exercises. Engaging in business enterprises. Cleaning waste in the community. Signs that indicate unhealthy relationship. Poor communication. Lack of trust. Disrespectful behaviour. Physical abuse. Emotional abuse. Repeated patterns of conflict. Characteristics of an unhealthy relationships. Unhealthy relationships often involve difficulties in effectively expressing needs and feelings. Unhealthy relationships involve dishonesty which results in lack of trust. Unhealthy relationships can exhibit disrespect through constant criticism. Unhealthy relationships involve jealous. Values that enhance healthy relationships in life. Trust-allows people to feel safe, protected and connected. Respect -promotes consideration in relationships. Unity -involves a sense of togetherness, shared goals and support for each other. This strengthens the bond in a relationship.


Respect -promotes consideration in relationships. Unity -involves a sense of togetherness, shared goals and support for each other. This strengthens the bond in a relationship. Gratitude -can improve relationship by enhancing a positive outlook and appreciation for others. Love -involves care, respect and affection which creates a nurturing and positive environment that contributes to emotional wellbeing in relationships. Empathy - -allows people to understand and share their feelings which enhances understanding in relationships. 2.6 Peaceful Conflict resolution. Conflict is a disagreement or argument between individuals or groups of people. It can arise to differences in opinion, interest or belief. Situations that may lead to conflict in a family. Poor communication -leads to misunderstandings and disagreements. Competition such as sibling rivalry. Parental comparison between siblings. Unequal distribution of house chores. Differences in valueStressCharacteristics of a peaceful family. Provides support, love and care for its members. Maintains open and honest communication, allowing each member to express their thoughts, feelings and concerns without fear of judgment. Spends quality time together and engages in activities that strengthens their bond. Family members shows respect towards each other, creating an environment where each person feels important and valued. They have conflict resolution mechanism or strategies, allowing them to address disagreements and challenges in a healthy. Family members provide emotional support, celebrate accomplishments and offer encouragement during tough times. Non-violent ways of solving family conflict. Non-violent methods of resolving conflict are approaches and strategies that aim to address disagreements and disputes without resorting to physical violence or harm. Some of the non-violent methods of resolving family conflict include:Negotiation- family members should discuss and find a solution that meets everyone s needs. Problem-solving- involves willingness to identify the issue that resulted in the conflict and solving them. Both parties should find lasting solution to the problem. Mediation-involves a neutral third party to help in communication and amicable solutions. Apologizing -family members should apologise for harmful actions and words. Forgiveness - family members should forgive each other to promote peace. Importance of resolving family conflicts peacefully. Maintains healthy and positive relationship. Sets a positive example for the family. Reduces stress and tension within the family. Promotes understanding and empathy among family members. STRAND 3 COMMUNITY SERVICE LEARNING. 3.1 Community Service-Learning Project. A community service project refers to a voluntary initiative undertaken to solve a specific need or improve the well-being of the community.


STRAND 3 COMMUNITY SERVICE LEARNING. 3.1 Community Service-Learning Project. A community service project refers to a voluntary initiative undertaken to solve a specific need or improve the well-being of the community. Identifying a problem or a gap in the community. The following are ways to determine the gaps or needs in the community. Classroom discussion where learners discuss and share their observations and experiences regarding community needs. Field trips to community centres, shelters or NGOs working in the area may assist learners to interact with individuals involved in community development, who knows more about gaps they address and the needs they fulfil. Conducting survey where learners design and distribute questionnaires to their peers, family members and community members to gather their opinions on community needs. Conducting media analyses where learners analyse local news articles, social media platforms or online community forums to understand the concern and needs expressed by the community members. Implementing the plan for solving the identified problem. Set clear objectives. Break down the project into tasks. Assign responsibilities for individuals responsible for each task. Set deadlines for each task. Gather the resources required for the project. Perform the tasks allocated as planned. Regularly monitor the progress of each activity. Assess the effectiveness of the solution implemented and measure the impact achieved making adjustments where necessary. Benefits of Community Service Learning. Give us opportunity to apply what you have learnt in classroom to real-life situation. Helps to develop skills such as problem-solving, critical thinking, communication, collaboration and leadership. One gains better understanding of social issues and needs facing our communities. Boosts our self-esteem and personal growth s we overcome challenges while conducting he project. Community benefits from the project. Encourages diversity since learners from different backgrounds participate in shared projects. STRAND 4 NATURAL AND HISTORIC BUILT ENVIRONMENTS. 4.1 Map reading and interpretation. A map is a representation of an area, drawn to scale and showing various features such as roads, rivers and landmarks. Map reading is the process of interpreting and analysing information presented on a map. Marginal information to interpret maps. Marginal information refers to the information and additional facts found around the margin or border of a map. The information is always given on the margin of the map sheet. Elements of a map. They include: Title. Frame. Key. Compass direction. Scale. THE FOLLOWING ARE ELEMENTS OF MARGINAL INFORMATION.


Compass direction. Scale. THE FOLLOWING ARE ELEMENTS OF MARGINAL INFORMATION. A topographical map is a representation of the earth s physical features and manmade features in details. These features include:Rivers. Roads. Railways. Mountains among others. Types and Uses of Scales on maps. A scale is a ratio of distance on the map to the corresponding distance on the ground. It helps in understanding the relationship between distance on the map and actual distance in the physical world. There are 3 types of scale as follows:Statement scale. Representative scale. Linear scale. Statement scale. This is a written description of the relationship between the distance on the map and the distance on the actual ground. For example,A statement scale might say:1 centimetre represents 100 kilometres. Representative scale. This is a ratio scale that expresses the relationship between the distance on the map and the distance on the actual ground. For example, a representative scale might be expressed as 1:10,000, which means that one unit on the map represents 10,000 of the same units on the ground. It is also referred to as a fraction scale. Linear scale. A linear scale is a graphic representation of the relationship between the distance on the map and the distance on the ground. It is usually shown as a bar or line with markings that indicate the distance on the map and the corresponding distance on the ground. Uses of scales on Maps. Used to measure distance on maps and compare them to actual distance on the ground. They are used to determine level of details that a map can display. Scales enable us to draw a map expressing the actual distance on a small flat surface. Scales can be used to determine the shortest route to follow when navigating. Converting scalesConverting representative fraction scale RF into linear scaleNOTE:Scales used on maps can be representative, linear or statement. Scales are important as they enable us to find actual distance on the ground. They also enable us to determine details presented by a map. This is determined by the size of maps. The size of maps is determined by scale. This can be:Small scale maps -this is a map that has a scale larger than 1:1000,000. Medium scale maps this is a map whose scale range from 1:25,000 to 1:50,000.


The areas of all the strips are added together. For example, in the following field in a map, Find the length of each strip, calculate the area of each and add all the areas of the rectangle strips. Use of grid squares. This methos is used in most topographical maps which always have grid squares formed by eastings and northings and they are drawn to a scale of 1:50,000 with each square representing an area of 1km2. To calculate area of an irregular shape on the map, use the following procedure. Mark complete squares and record their number, multiply the total number with 1km2. Calculate half squares using different marks, the total number of half squares should be divided by 2 and then multiplied by 1km2. Add the total area of complete squares to the total area of the half squares to get the total area of the feature. Methods of representing relief on topographical maps. Relief of an area means the physical appearance of the land surface in term of shape, size, height above see level elevation and slope. Earth surface is made up of various natural features such as water bodies, landforms and rocks. A location s relief is the difference between the highest and lowest elevations. On topographical maps, some features are represented using different methods as shown in the table. Ways in which vegetation is represented on a topographical map. Colouring different colours are used to represent different types vegetation. Symbols different symbols can be used to represent different types of vegetation such as trees, crops among others. Text label -labels with text explaining the type of vegetation can be used. Interpreting Physical features on a map. Topographical features have numerous physical features indicated on them and represented differently. The relief features are widely shown by means of contours. Contours on the maps occupy patterns with respect to the shape of the landforms relief features . Relief on topographical maps are represented using different lines. The lines are arranged differently depending on the type of relief being represented as shown in the table below. 4.2 Weather and Climate. Weather refers to the atmospheric conditions of a particular place at a specific time, such as temperature, humidity, precipitation and wind. Climate refers to the long-term patterns of weather in a particular area, including average temperatures, precipitation levels and other meteorological factors. Factors influencing weather and climate in Africa.


Weather refers to the atmospheric conditions of a particular place at a specific time, such as temperature, humidity, precipitation and wind. Climate refers to the long-term patterns of weather in a particular area, including average temperatures, precipitation levels and other meteorological factors. Factors influencing weather and climate in Africa. DISTRIBUTION AND CHARACTERISTICS OF CLIMATIC REGIONS IN AFRICA. Characteristics of Equatorial Climate. Temperatures are very high throughout the year, averaging to about 260 C. The hottest months in the year are march and September when the sun is overhead at the equator. Daily temperature range is very small about 30C. Humidity us high throughout the year. It mainly receives convectional rainfall. The rain falls mainly in the afternoons. Rainfall falls mainly over a short period of time, about 15-20 minutes. The rainfall is heavy and falls throughout the year, averaging about 2,000 mm. Characteristics of Tropical climate. Found alongside east African coast. High rainfall is experienced ranging between 100mm to 2000mm per year. There is moderate temperature of about 220 C due to low altitude. The region receives convectional rainfall due to nearness to large water bodies. There is high humidity throughout the year due to high rate of evaporation. It has two main seasons wet and dry. Modified equatorial climate. Mostly located close to large water bodies. Experiences long rains between march to may and short rains between October to December. Modified tropical climate. Mostly located in the high lands of Africa such as the Ethiopian highlands, East Africa rift highlands, Kenya and Tanzanian highlands. Desert climate. Also known as a rid climate. Evaporation rate are high making it difficult for plants to survive. Hot and dry winds cause low rainfall. It is experienced in areas such as Sahara Desert, Nubian desert and Kalahari deserts in Africa. 4.3 Vegetation in Africa. Vegetation refers to the plant life that grows in a particular region or area. It includes all types of plants such as trees, shrubs, grasses and flowers. Factors influencing vegetation distribution in Africa. Climate. Drainage. Pest. Soil. Human activities. Altitude. Government policy. Relief. Characteristics of major vegetation regions in Africa. Natural vegetation in Africa includes:Tropical rainforest. Savannah vegetation. Desert vegetation. Semi desert vegetation.


Savannah vegetation. Desert vegetation. Semi desert vegetation. Mediterranean vegetation. Mountain vegetation. Mangrove vegetation. Tropical rainforest. Found in equatorial type of climate that experiences high rainfall. The emergent layer is made of giant trees that are taller than average canopy trees. Vegetation is ever green, thick and dense. The leaves of plants are broad. Trees in the vegetation zone are mainly hardwood such as oak, mahogany, teak, ebony and ironwoods among others. Savannah vegetation. Grasses have deep roots. Trees are often deciduous hence they shed leaves during dry season to conserve water. Tree have deep roots for search of water. Vegetation zone is dominated by various grass species which can grow tall and form dense carpet across the landscape. Trees are scattered with main trees being acacia and baobab. This vegetation is a home to large herbivores such as elephants, giraffes, zebras and antelopesThis vegetation zone experiences distinct wet and dry seasons. Desert vegetation. Little or no plants. Animals can stay for long without water. Plants germinate after a long period of time. Plants grow to taller heights. Plants are short and mostly shrubs. There are special places with water known as oasis. Semi desert vegetation. Has short, scanty and thorny bushes. Vegetation have adaptations that enable them to preserve water such as thick stems, small needle-like leaves and thorn to scare away animals. Vegetation is usually drought resistant. Mediterranean vegetation. Trees have thick back and wax coated leaves that help them reduce transpiration. Citrus fruits such as oranges, olives and grapes are commonly cultivated. Mountain vegetation. This type of vegetation is found in high mountains in Africa. The vegetation is not uniform all over the mountain due to the effects of altitude, soil, winds and other local physical variations. Mountain vegetation is characterized by rapid changes in vegetation due to changes in altitude. The vegetation zones on a mountain include:4.4 Historical sites and monuments in Africa. Africa has many historical sites and monuments such as fort Jesus, Kilwa, great Zimbabwe. The Giza pyramids, Meroe, Timbuktu and Robben IslandImportance of historical sites and monuments for preservation of cultural heritage. Historical sites and monuments are important to a country because:They are sites of tourist attraction. The earn a country foreign exchange through tourism.


The Giza pyramids, Meroe, Timbuktu and Robben IslandImportance of historical sites and monuments for preservation of cultural heritage. Historical sites and monuments are important to a country because:They are sites of tourist attraction. The earn a country foreign exchange through tourism. They create jobs for people who work on the sites. Some sites and monuments serve as cultural and religious centres. Historical sites preserve some aspects of architectural development. Historical sites and monuments represent tangible remains of society. Ways of conserving historical sites and monuments in Africa. Cleaning the historic sites and monuments. Regularly monitor the conditions of the historical sites and monuments to identify any changes or threats. Avoid writing on the walls of the historic sites and monuments. St regulations and laws governing the use of historic sites and monuments. Create awareness to the community members for them to conserve the sites and monuments. Decorating the places to make them more attractive. Reconstruct worn-out parts. STRAND 5 POLITICAL DEVELOPMENTS AND GOVERNANCE. 5.1 The Constitution. A constitution is the rule book for state or country. It sets the basic principles by which the state or country is governed. Components of the Constitution of Kenya. Preamble- sets out guiding principles and objectives of the constitution. Bill of rights outlines the fundamental rights and freedoms of all individuals in Kenya. Structure of the government-establishes the three arms of government-the Executive, Legislature and Judiciary- and goes a head to define their powers and functions. Devolution-provides for the establishment of country government and outlines their powers and functions. Citizenship-defines who is considered a citizen of Kenya and outlines the rights and responsibilities of citizenship. Land and responsibilities- Sets out principles for the management and use of land and the protection of the environment. Leadership and integrity- Establishes standards of ethical conduct for public officers and provides for mechanisms to ensure accountability. Elections-sets out the principles and procedures for conducting elections in Kenya. Public finance-outlines principles of public fianc management, including budgeting, taxation and public debt. National security provides for the security of Kenya and outline the roles and responsibility for security agencies. Amendment of the constitution-sets out the procedures for amending the constitution. The roles of the three arms of government in reference to the relevant chapters in the constitution. Interrelationship between the three arms of Government. The interrelationship between the three arms of government are crucial for the functioning of a democratic government.


The roles of the three arms of government in reference to the relevant chapters in the constitution. Interrelationship between the three arms of Government. The interrelationship between the three arms of government are crucial for the functioning of a democratic government. The executive branch proposes laws and policies which are then debated and approved by the legislature branch. The judiciary, in turn, ensures that these laws are constitutional and applied fairly. The executive branch also relies on the judiciary to resolve disputes and interpret the law. Additionally, the legislature branch has the power to impeach the President or other government officials if they are found to have committed serious misconduct. The guiding principles in the Constitution of Kenya. Leadership principles in the constitution of Kenya. Accountability-leaders are responsible for their actions and decisions. Inclusivity-leaders should promote diversity and ensure equal opportunities for all. Transparency-leaders should be open and honest in their dealings. Participatory -leaders should involve citizens in decision making processes,Good governance -leaders should promote efficiency, effectiveness and fairness. Integrity principles in the constitution of Kenya. Honesty-leaders should be truthful and trustworthy. Ethics -leaders should adhere to moral and ethical standards. Anti-corruption -leaders should fight against corruption and promote integrity. Public interest -leaders should prioritise the welfare of the public. Accountability -leaders should be answerable for their actions and use of public resources. Ways of upholding constitutional principles of leadership and integrity in daily interactions with each other. Uphold the constitutional principles of leadership and integrity in daily interactions. Lead by example and demonstrate ethical behaviors. Act with honesty, transparency and accountability. Respect the rights and dignity of others. Promote equality, fairness and justice in all interactions. Foster a culture of trust, teamwork and collaboration. Make decisions based on the best interest of the people and the nation. Strive for excellency and continuous improvement in all endeavours. Embrace diversity and inclusivity in our interactions. Uphold the rule of law and ensure equal access to justice for all. Exhibiting good leadership intended in Chapter Six of the Constitution of Kenya. Good leadership in chapter six of the constitution is intended to promote integrity, transparency and accountability. It emphasizes the need for leadership to be honest, ethical and responsible in their actions and decisions. The chapter also emphasizes the importance of leadership being servants of the people and working towards the well-being of the citizens. Good leadership in chapter six encourages leaders to uphold the values of national unity, inclusivity and respect for diversity.


It emphasizes the need for leadership to be honest, ethical and responsible in their actions and decisions. The chapter also emphasizes the importance of leadership being servants of the people and working towards the well-being of the citizens. Good leadership in chapter six encourages leaders to uphold the values of national unity, inclusivity and respect for diversity. It also highlights the need for leaders to promote social justice, equality and freedoms of all individuals. The chapter emphasizes the need for leaders to promote national values and principles of governance. Good leadership in chapter six aims to foster a culture of good governance and ethical conduct among leaders. 5.2 Human Rights. Human rights are defined as the fundamental rights that all human beings possess regardless of their race, national or ethnic origin, residence, religion or any other status. Respecting and protecting human rights in the community. Respecting human rights involves recognizing the inherent dignity and equality of every individual. It is our daily duty to advocate for and ensure that community practices protect individual freedoms. Everyone should feel free from unwarranted harm. Listening to other s perspective, avoiding making assumptions and fostering an atmosphere of mutual respect in interaction are some of the ways to respect human rights. We should stand up against discrimination when you witness it, promote inclusivity, and ensure that everyone in the community is treated fairly. Investigating how children s rights are violated in the society. Children, like everyone else have fundamental rights that are crucial for their well-being and development. The include the right to education, health and protection. Children are more often vulnerable to violations of their rights due to their age, dependency on adults and lack of access to adults. We should find out whether children have access to quality education, and if any barriers or discriminations exist based on gender or social-economic status. Collaborating with local authorities, Non-governmental organizations and child protection agencies to ensure children s voice and experience are heard will uphold children s right. Empowering children as active participants equips communities to address root causes of rights violations. By investigating how children s rights are violated, we can shine a light on areas that need improvement, advocate for change.,. And work towards creating a society where every child s rights are protected and respected. The rights of children as stipulated in the children s Act, 2022 and African charter on the right and welfare to the child.


Empowering children as active participants equips communities to address root causes of rights violations. By investigating how children s rights are violated, we can shine a light on areas that need improvement, advocate for change.,. And work towards creating a society where every child s rights are protected and respected. The rights of children as stipulated in the children s Act, 2022 and African charter on the right and welfare to the child. World children day was established in 1954 as a Universal Children Day and it is celebrated on 2oth November annually. O This day aimed to promote international togetherness, awareness among children worldwide and improving children s welfare. It is an important date as it is the date in 1959 when the UN General Assembly adopted the Declaration of the Rights of the Child. It is also the date in 1989 when the UN General Assembly adopted the Convention on the Rights of the Child. The Children Act, 2022 is a law in our country that outlines the rights of children and ensure their well-being. It covers things like education, healthcare and protection from abuse. The African charter is an international treaty that was adopted by the African Union to protect the rights and welfare of children across the continent. It includes similar rights as the Children Act but also emphasizes on cultural values and traditions. Both the children s act and the African charter recognizes the right to education, healthcare and protection from abuse and exploitation. They also emphasize the right to a name, nationality and family. The Children Act,2022 is a revision on the Children s Act,2001. Promoting protection of human rights in the society. You can do the following to promote and protect human rights. Demonstrating respect for human rights in your daily interactions. Raising awareness about human rights. Educating yourself on various human rights. Encouraging diversity and inclusivity. Participating in local initiatives that promote human rights, such as volunteering at children homes, hospitals among others. 5.3 Citizenship. Global citizenship is the concept that all people of the world are members of a worldwide community. A global citizen is someone who is aware of and understands the wider world and their place in it. They take an active role in their community and work with others to make the planet more peaceful, sustainable and fair. Factors that promote Eastern Africa and African citizen in the community. Civic education-actively participating in community life shows our commitment to the well-being of our African community.


They take an active role in their community and work with others to make the planet more peaceful, sustainable and fair. Factors that promote Eastern Africa and African citizen in the community. Civic education-actively participating in community life shows our commitment to the well-being of our African community. Environment stewardship -caring for the environment ensures the well-being of our African communities. Cultural celebration -celebrating our diverse cultures strengthens our sense of being Africans. Educational programs-learning about African history empowers us to actively contribute to our community. Language promotion -promoting our language helps preserve our unique African heritage. Trade collaborating economically withing East Africa contributes to our collective prosperity. Qualities and responsibilities of a global citizen in the world today. Responsibilities of a global citizen. Respecting human rights. Supporting sustainable development. Valuing other s dignity. Respecting and cherishing diversity. Understanding global issues. Understanding how countries in the world are interconnected and interdependent. Advocating greater international cooperation with other nations. Qualities of a global citizen. Open-mindedness Empathy. Courageous. Patient. Similarities in the ways in which the selected Nobel Prize Winner responded to injustice and unfair situations in the society. Wangari Maathai and Mahatma Gandhi. They were committed advocates for non-violent resistant and civil disobedience as powerful tools for social and political change. Both Maathai ad Gandhi were champions of women s rights. Maathai s Green Belt Movement was a symbol of women s rights efforts both at home and abroad. Gaandhi was a vocal advocate for women s education and empowerment. Gandhi and Maathai were instrument in addressing socio-economic issues. Gandhi focused on poverty and the caste system while Maathai tackled deforestation and environmental degradation. Both leaders exhibited global citizenship. They recognised that their actions could have a broader impact. Both leaders engaged in political activism to challenge oppressive systems and governance. Maathai was involved in Kenya politics, advocating for democracy and environmental conservation. Gandhi, through his leadership in the Indian National Congress played a key role in India s struggle for independence. 5.4 Essential skills in Critical thinking. Critical thinking is the process of analyzing and evaluating information or situations in a logical and objective manner. Essential skills for critical thinking in different situations. The following are critical thinking skills. Creativity- thinking and coming up with ideas out of nothing. Generate ideas or solutions especially when traditional approaches are insufficient.


The following are critical thinking skills. Creativity- thinking and coming up with ideas out of nothing. Generate ideas or solutions especially when traditional approaches are insufficient. Problem solving -use systematic approaches to address challenges and find solutions, often involving multiple steps and testing different strategies. Analysis- ability to break down complex information or situations into their constituent s parts, examine each to understand how they relate to the whole. Open Mindedness -this encourages individuals to explore various potential solutions and approaches to a problem. Communication- involves sharing ideas with others in order to find solutions. Hinderance to critical thinking in different circumstances. Pressure from the society Peer pressure. Emotions. Fear of failure. Lack of information. Importance of critical thinking. Enhance problem solving skills by encouraging individuals to analyse situations. Enables individuals to make well-informed decisions based on a thorough analysis of available information. It promotes creativity encouraging individuals to explore different perspective, think outside the box and generate ideas. Individuals with strong critical thinking skills express their ideas more clearly and engage in constructive discussions, contributing to effective communications. 5.5 Developing of Creative thinking. Developing creative thinking involves cultivating the ability to generate and explore new ideas, think outside the box and approach problems from different points of view. Creative thinking is the ability to generate new ideas, concepts or solutions by approaching problems and challenges in innovative and imaginative way. It involves breaking free from traditional thought patterns, explore different perspective and making connections between seemingly unrelated concepts. Creative thinking is not limited to art, it also applied to problem solving, decision making and various aspects of daily life. The following are characteristics of creative thinking. Originality-ability to generated ideas that are unique. Flexibility being open minded and adaptable to change. Fluency ability to produce many ideas or solutions. Elaboration develop and expand upon ideas to add depth and richness. Risk taking willingness to step outside of ones comfort zone and explore unconventional solutions. Complexity to understand and deal with difficult problems or concepts-Common challenges in creative thinking. Distractions -things that take away your attention such as noise, notifications or interruptions that disrupt your focus and flow of ideas. Mental blocks are obstacles that stop creative thinking. Can come from stress, depression or preconceived ideas, making it had to think creative. Lack of inspiration. Peer influence. Self-doubts. The following are ways to overcome challenges in creative thinking.


Peer influence. Self-doubts. The following are ways to overcome challenges in creative thinking. Embrace failure as part of creative thinking process and use it as a learning point. Take breaks to clear your mind when stuck. Challenge negative self-talks by recognizing your strengths and achievements. Work in a conducive environment that has no distractions. Seek inspiration from various sources. Values that enhance creative thinking in day-to-day life. Courage-allow one to experiment, try new things. Curiosity -drives exploration and spark new ideas which contribute ro creative thinking Perseverance. Resilience -encourages perseverance in the face of creative challenges. Empathy-promotes collaboration and the integration of diverse points of view which enrich creative thinking. Making ethical choices ensures that innovative solutions are not compromised by unethical practices. Integrity. Ways of developing creative thinking in different context. Using imaginations and innovation as you carry out different activities. Sharing ideas with others. Participating in learning such as field trips and hand-on activities. Embrace experimentation of alternative approaches to problems-solving and idea generation. Collaborate with different people to expose yourself to a variety of perspectives and ideas. Importance of Creative thinking. Improves collaboration and understanding, as creative thinkers can covey ideas in engaging ways which facilitate positive social interactions. Promotes resourcefulness by encouraging individuals to find alternative solution with limited resources. Fosters a community s ability to respond to evolving challenges and embrace positive change. Enhances a sense of persona; accomplishment and fulfilment through the exploration and realization of creative ideas. Improves your problem-solving skills. Develops and grows your personality. Boosts your confidence. It enables you to have freedom of thought. It promotes your entrepreneurial skills. Makes your easier and more convenient. It improves your productivity quality of life. 5.6 Process of problem-Solving. Problem solving is the process of analysing and understanding a problem. It involves identifying its cause and deciding on a solution which solves the problem and prevents it from being repeated. The Rational problem-solving model in different Context. Rational problem-solving means thinking carefully, considering facts and following a stepby-step method to find the best solution to a problem. A rational problem-solving model involves a systematic approach to addressing challenges. It is designed to help individuals make well-informed choices by following a series of step to identify problems or opportunities, analyse alternatives and select the best solution.


Rational problem-solving means thinking carefully, considering facts and following a stepby-step method to find the best solution to a problem. A rational problem-solving model involves a systematic approach to addressing challenges. It is designed to help individuals make well-informed choices by following a series of step to identify problems or opportunities, analyse alternatives and select the best solution. The following are steps of the rational problem-solving model:Identify the problem clearly defining and understanding the issue or challenge. Choose a decision style. Develop alternatives. Choosing the best solution. Implement solutions Evaluate the decision. Obstacles to problem-solving in society. Effective problem-solving skills in social interactions. The following are effective problem-solving skills in social interactions:CommunicationActive listeningNegotiationConflict resolutionDecision makingFlexibilitypatienceValues that enhance problem-solving. Empathy o Integrity.o Respect. Responsibility. Roles of values in problem-solving. Values serve as guiding principles that help individuals and communities determine what is important and morally right. Values influence the ethical considerations in decision-making process. Values often emphasize social responsibilities and the well-being of others.


GRADE 7 PERFORMING ARTSLESSON NOTES COMPLETE TERM 1, 2,3 1. PERFORMING ARTSIntroduction to Performing Arts Basic ElementsActivity 1: Defining Performing ArtsPerforming Arts can be defined as cultural and creative activities prepared and staged for an audience. Activity 2: Identifying the Various Disciplines of Performing ArtsThere are different genres of Performing Arts namely music, drama, dance, film and elocution. They can also be referred to as the disciplines of Performing Arts. Each discipline is divided into smaller areas, for example music vocal and instrumental music , drama skit and play , dance Creative and folk dances , film documentaries, fiction films and elocution verse, narrative . These are known as the genres of Performing Arts. Ln some cases, several disciplines can be used together in a particular performance. For example, songs can be used in narratives and skits to make them more interesting poetry is used with background music, while a movie trailer uses drama, film and music. Activity 3: Discussing the Importance of Performing Arts in SocietyPerforming Arts are used as a medium of self-expression. Through Performing Arts, talents are identified and developed. Performing Arts are a source of entertainment. They promote cultural appreciation, unity and cohesion when people come together to watch a performancePerforming Arts enables the learner to develop skills that can help him or her to solve the issues and challenges of everyday life. RhythmActivity 1: Clapping Rhythmic Patterns Incorporating the SemiquaverA quaver is half the value of the crotchet. A semiquaver is half the value of a quaverTwo quavers make a crotchet while, four semiquavers make a crotchet. The rhythmic patterns that include the semiquaver in simple tune are ta-fa-te-fe, ta-te-fe and ta-fa-teActivity 2: Aurally Recognizing Rhythmic Patterns with Semiquavers and Their Corresponding RestsClass ActivityWith the help of your teacher, listen to various pieces of music and identity where the semiquavers are round. In small groups, sing songs that have the semiquaver patterns. Recite the following rhythmic patterns using French Rhythm names and clap them.


The rhythmic patterns that include the semiquaver in simple tune are ta-fa-te-fe, ta-te-fe and ta-fa-teActivity 2: Aurally Recognizing Rhythmic Patterns with Semiquavers and Their Corresponding RestsClass ActivityWith the help of your teacher, listen to various pieces of music and identity where the semiquavers are round. In small groups, sing songs that have the semiquaver patterns. Recite the following rhythmic patterns using French Rhythm names and clap them. Use common words or names of the members in the class to practise the rhythmic patterns with semiquavers, for example: apple juice, ripe mango, mama mboga etc. Activity 3: Grouping Notes into Beats in Simple TimeNotes of small value such as quavers and semiquavers are joined together to form a crotchet beat. This is known as grouping notes. A horizontal line, known as a beam, is used to connect two or more notes of small value to form a crotchet beat. The number of beams in a group is equal to the number of flags or tails in the separate notes. The following shows how the notes are grouped into beats. Note1. Music is made up of strong and weak beats. 2. The strong beat is shown by the use of a symbol known as an accent insert 3. The strong beat can recur every two, three or four beats. 4. With the help of your teacher, clap the rhythmic patterns below, stressing the strong beats in each. The repetition of the strong beat after either two, three or four beats is known as meter. In written music short vertical lines, known as bar lines, are used to separate the groups of beats into twos, threes or fours. These groups of beats are known as bars. The first beat of every bar is accented and double bar lines are used at the end. The meter of music is shown using a symbol of two numbers, one on top of the other. This is a called a time signature. The top number shows the number of beats in a bar and the bottom number shows the value of the beats. The number 4 is used at the bottom because there are four crotchet beats in a semibreve. The commonly used meters are simple duple, simple triple and simple quadruple time. The strong beat can occur after 2 beats, 3 beats and 4 beats.


The number 4 is used at the bottom because there are four crotchet beats in a semibreve. The commonly used meters are simple duple, simple triple and simple quadruple time. The strong beat can occur after 2 beats, 3 beats and 4 beats. Activity 4: Writing Rhythms in Simple Time on Monotone. Can You Recall? A time signature is a symbol made up of two numbers that shows the meter of a piece of music. Music is divided into strong and weak beats. The strong beats occur after every bar line. Grouping of notes makes it easier to read music. Group ActivityWith the help of your teacher, write down 2-bar rhythms in simple time on monotone. Use all the rhythmic patterns you have learnt so farTake turns clapping your written rhythms. You can also take turns to tap and write down each other's rhythms. Your teacher will assist you to write down the rhythms of familiar songs in simple timeActivity 5: Appreciating Music in Simple TimeClass ActivityListen to the song "pease porridge hot" played by your teacher:With the help of your teacher, study the song to find out what its time signature is. Practise beating time for the different time signatures. The conducting patterns in simple duple, triple and quadruple. Listen to a variety of excerpts that will be played by your teacher. You will be assisted to beat time for each of them. Individual ActivityListen carefully to the rhythmic patterns which will be played by your teacher. Write down the rhythmic patterns in your exercise book. Group ActivityYour teacher will play some rhythmic patterns tor you. In groups, write down the dictated rhythmic patterns. PitchActivity 1: Writing Musical Notes on Treble StaffCan You Recall? 1. Pitch is the highness or lowness of sound. 2. A scale is made up of eight notes d -d1. Pitches can be represented using the letters A, B, C, D, E, Fand G. Music is written on a set of five horizontal lines and four spaces between them, known as the staff. The lines and spaces are numbered upwards. 4 The lines are numbered 1 to 5, while the spaces are numbered 1-4 starting from the bottom.


Music is written on a set of five horizontal lines and four spaces between them, known as the staff. The lines and spaces are numbered upwards. 4 The lines are numbered 1 to 5, while the spaces are numbered 1-4 starting from the bottom. A symbol is written at the beginning of the staff to determine the position of the pitch names A, B, C, D, E, F, G on the lines and spaces. The symbol is called a clef. The treble clef fixes the second line as the note G. It touches the second line severally and therefore it is also known as the G clef. Practise drawing the treble clef by joining the dotted lines starting from the Second line. Join the dots 1-64 to make the treble clef. Practise drawing several treble clefs on the staff belowThis is how the lines and spaces are named. The word for spaces is F-A-C-E. The lines are E-G-B-D-E. Here are some fun ways to remember the order of the lines. Every Good Boy Does Fine. Eleven Girls Bring Donuts Friday. Can you come up with other interesting sentences to help you remember this? Share with your classmates. Below are the notes in the treble clef compared to the notes on the keyboard. You will notice a short line below and above the treble staff on which other notes are written. This short line is used to extend the staff to include notes whose pitches are lower or higher than the five lines and spaces. This line is referred to as a ledger line. Activity 2: Describing Melodic IntervalsWhat I Need to KnowAn interval is the distance in pitch between two notes. The smallest interval on the major scale is a semitone. It can be found between m-f and t-d1 in the major scale. All the other notes are a tone apart. Kodaly Hand SignsSing the major scale using hand signs to hear the sounds of semitones and tones. The semitone intervals are found between E- F and B-C on the keyboard. Note that they do not have a black key in between them. The interval between a black key and the adjacent white key is a semitone. Since the black keys do not have letter names, we use special symbols known as accidentals to name them. An accidental is a symbol that alters the pitch of a note by a semitone.


The interval between a black key and the adjacent white key is a semitone. Since the black keys do not have letter names, we use special symbols known as accidentals to name them. An accidental is a symbol that alters the pitch of a note by a semitone. There are three commonly used accidentals: sharp , flat b and natural . The sharp raises the pitch of a note by a semitone as shown on the keyboard as shown on the following page. The flat b lowers the pitch of a note by a semitone as shown on the keyboard below. The natural cancels the effect of either a sharp or a flat b previously encountered. It, therefore, restores the note to its original state. Practise writing the three accidentalsSharp Raises by a semitoneFlat b Lowers by a semitoneNatural Cancels out previous or b 9. Each black key has two letter names relating to the white note on either side. 10. On the staff, the accidentals are written before the note. On the pitch they appear after the letter. 11. Looking at the notes C and D there are two letter names apart and so this interval is a 2nd. 12. Looking at the notes C and E there are three letter notes apart and so this interval is a 3rd. There are two ways of describing an interval: numerically by counting the number of note names in between the two notes and by quality using an adjective or descriptor determined by the number of semitones in between the two notes . Unison is the simplest interval as it involves a note and its repetition, for example, when you play the note C followed by the same note C. It is called a perfect unison. The smallest interval between two notes is a semitone. It is round between a white key and the adjacent black key or between the two white keys without a black key in between, that is, E - Fand B-C. An interval of a semitone is a 2nd. A second with only one semitone is known as a minor 2nd. A 2nd with two semitones in between the notes is a major 2nd. Thirds can also exist as either minor or major. A minor 3rd has three semitones in between the notes, whereas a major 3rd has four semitones.


Sing the melodies in tonic sol-fa. Use hand signs to indicate the tonic sol-fas as you sing the melodies. NarrativeA narrative is a story or an account of events or experiences whether true or fictitious imaginative. The person who tells a story is known as a story teller or a narrator. A narrative is told to a person or people. The person or people watching a narrative is called an audience. A narrative is an account of events or experiences narrated by a narrator to an audience. It could also be defined as a story told by a storyteller to an audienceActivity 2: The Elements of a NarrativeIn a narrative, there is a logical sequence or flow of events. This is known as the storyline or the plot. The plot of a narrative usually has a conflict. A conflict refers to the obstacles, setbacks or challenges that the main character has to overcome before the story ends. The action or events in a narrative must take place at a specific place or a physical location. The place where the events in a narrative take place is known as the setting. A narrative has characters. Characters can be human beings or non-human beings. A narrator uses characters to advance the story. Narratives are used to pass important messages to the society. These messages are called themes. A theme is the lesson that is learnt from the narrative at the end of the narration. It is also referred to as the message. Some people call it the moral of the story. Most of the themes addressed in the narratives are contemporaryActivity 3: Demonstrating the Qualities of a Good Story-TellerThe qualities of a good storyteller are:Good storytellers have good memory. They should be able to memorize the story and narrate it afresh every time they meet a new audienceGood storytellers are creative, original and imaginative. They recreate the story afresh or anew each time it is narrated. They make the story relevant to the audience by using it to address or refer to contemporary issues. Good storytellers are confident, courageous and determined. They do not panic or tremble while narrating They face the audience directly without being shy. They do not avoid looking at the audience by facing down, looking sideways or looking up. Good storytellers speak loudly in order to be heard by everybody in the audience. Speaking loudly does not mean shouting. Good storytellers know how to use their voices to make the story interesting.


Good storytellers speak loudly in order to be heard by everybody in the audience. Speaking loudly does not mean shouting. Good storytellers know how to use their voices to make the story interesting. They can imitate the voices of the characters to make it sound real. They also vary their voices to make sure the story is not boring. Sometimes they even sing songs contained in their narratives. Good storytellers use parts of their bodies to tell the story. They use gestures and body movements to drive home the messages in their stories. Good storytellers use their facial expressions to capture the mood in the narrative. Good storytellers utilize space by making relevant stage movements,Good storytellers involve the audience in their story. VerseActivity 1: Describing the Basic Elements of a VersePoems are written to be performed or to be read aloud to an audience. Poems a have a definite structure that is easily recognized. They have lines. A line of a poem is the equivalent of a sentence in prose. In poetry, poets intentionally use broken lines to create rhythm and musicality in a poem. A poem has stanzas. A stanza is a collection of several lines in a poem. A stanza is the equivalent of paragraph in prose writing However, not all poems are divided into stanzas. Some poems like Sunset only have one stanza. Poems often use language musically. Certain sounds, letters, words, phrases or lines are repeated to create rhythm. When some words on the same line of a poem begin with similar consonant sounds, we call that alliteration. When some words on the same line of a poem have similar vowel sounds, we call that assonance. When some words, phrases or lines are repeated in a poem, we call it repetition. Poems are short in nature. The poet uses fewer words to communicate a lot of information. Unlike prose and drama, a poet selects words carefully and uses fewer words to communicate a lot of information. Poems communicate strong feelings. Poems convey heavy emotions. Poets carefully select words that are packed with emotions so as to affect the readers emotionally. With the help of your teacher, write down the words which have high emotions in the poems in the previous page. With the help of your teacher:Identify words that appeal to the various senses of your body in each of the poems on page 39. Identify similes, metaphors, personification and exaggeration that are used in the poems on page 38.


With the help of your teacher, write down the words which have high emotions in the poems in the previous page. With the help of your teacher:Identify words that appeal to the various senses of your body in each of the poems on page 39. Identify similes, metaphors, personification and exaggeration that are used in the poems on page 38. Activity 2: Discussing Theme in VerseWhen listening to the performance of a poem, we pay attention to what the poem is about. We get to know what the poem is about by paying attention to:The character speaking in the poem- the persona. The experiences of the character speaking in the poem-what he or she goes through and what he or she says. From what the persona says or goes through in the verse, we are able to get the message of the verse. The message in the verse is also known as the theme of the verse. Most themes address issues that affect the society. Verses convey certain values in the society that we must learn. Activity 3: Reading a Verse to Convey MeaningWhen reading a verse in order to convey meaning:Firstly, we have to read the poem once just to have a feel of the verse. Secondly, we have to read the poem while observing the punctuation marks. This helps to bring out the intonation in the poem. Intonation is the rising or falling of the voice while reading. Thirdly, we have to read the poem in order to emphasize the content words. Content words are the words that carry the meaning or message of each line. Such words are usually nouns, verbs and adjectives. The next step is to read while observing the stressed and unstressed syllables in each word. This ensures that the rhythm of the verse comes out well during the reading. The last step is the reading of the verse so as to bring out the various emotions in different words, phrases or lines. For example, if we read very fast, we want to convey emotions of excitement, anxiety or tension, we read slowly when expressing sadness or lamentation; we read loudly when emphasizing something reading loudly does not mean shouting or screaming ; we read softly to express emotions of love, persuasion reading softly does not mean we should be inaudible . SkitActivity 1: Describing, Structure and Themes of a SkitSkit -This is a short performance intended to educate or inform. It is usually performed in an informal set up. It requires little preparation.


SkitActivity 1: Describing, Structure and Themes of a SkitSkit -This is a short performance intended to educate or inform. It is usually performed in an informal set up. It requires little preparation. It is meant to be acted. Structure - It is the general organization of a skit. It refers to how the story in the skit is laid out from the beginning, middle to the end. It entails the following:Plot - How the story in a skit is brought out from the beginning, middle to the end. It shows the following:The beginning - The introduction or beginning of the story. It is the first important event from which the rest of the plot develops. Here, the audience asks, what next? A series of events that follow and where characters are introduced and the problem or conflict is made known, characters are seen to struggle to solve the problem they are experiencing, leading to the climax. Middle - When the plot reaches Climax, it is at its most important part. It is the turning point that determines the outcome of the conflict and when the problem is resolved. The ending - From the climax, a series of events leading to the end of the story followMilestones - This is the series of events that show how the plot unfolds from beginning to the end. They show the problems or the challenges that the character or characters are facing and their struggles to solve them. Theme - This refers to the issues being addressed in the skit. Most are contemporary issues that affect us in the society. It gives us the message in the skit. Characters-These are the people taking part in the various roles in a skit. They are the actors and actresses. The main character is called the protagonist, while the villain or the character who is in conflict with the main character is referred to as the antagonist. Support characters serve various roles in the skit. Setting - When and where the action is taking placeConflict - Problems, challenges or issues being experienced by the characters that need to be resolved. Language - Manner of communicating or the choice of words used to bring out the desired message effectively. It varies from one character to another depending on the role. Activity 2: Discussing the Importance of Improvisation and Use of Dialogue in a SkitIn a dialogue, the exact words of the speakers are used. It refers to the speeches or lines that the character says. It is the most critical part of a skit.


Activity 2: Discussing the Importance of Improvisation and Use of Dialogue in a SkitIn a dialogue, the exact words of the speakers are used. It refers to the speeches or lines that the character says. It is the most critical part of a skit. It carries the information that the writer wishes to convey to the audience. Person's thoughts and feelings are revealed through his or her tone of voice and way the word is spoken. Language should be appropriate for the character. How a person interacts with others is based on his or her responses and how much or how often he or she speaks. It is through a dialogue that a character is developed. Stage directions such as Mary: disgusted should be minimized and character dialogue to be self-explanatory. Shortened form is often used as well as hesitation markers like, mm...I...um... and interjections like ouch! Hurray! Wow! Improvisation is the acting of a scene without prior preparation. It is not scripted. One should avoid negative ideas that may not build the improvisation. Always keep the focus of the scene clear. Keep questions direct. Build stories on the spot, use your mind but, do not over-think. To make improvisation successful;Do not try to be better than those in the group, work with them. One must connect with the other players. Do not deliberately make a joke out of everything. Use your body to perform different actions. It builds confidence and imaginative and creative abilities. Activity 3: Discussing Functions of Costumes and Props in a SkitCostumes are clothes and accessories worn by the actors to portray character. They can indicate style, genre and period, as well as give clue about the character. Props, which is short for properties, are the other items used in the skit apart from costume such as hand props like walking stick, fly whisk or spear. They can also be movable items on stage that ad in telling the story. They help to tell the story. They help in identification of the character s . They help the actors get into character. They communicate details of a character's personality to the audience and bring out different aspects of the character. Help actors to transform into new and believable persons. They immediately tell the audience what is going on. They indicate time and place of the skit, that is, the settingIt is of utmost importance to learn of items from other cultures and understand them. This is called appreciation. 2.


They indicate time and place of the skit, that is, the settingIt is of utmost importance to learn of items from other cultures and understand them. This is called appreciation. 2. CREATINGRhythmActivity 1: Outlining Factors to Consider When Creating a Rhythmic PatternWhat I need to knowA good rhythm has a variety of rhythmic patterns. In order to achieve unity, some rhythmic patterns can be used more than once repeated . The number of notes in each bar should correspond to the time signature. Activity 2: Interpreting Rhythmic Patterns in Simple TimePlay or sing the short melodies provided. 2. The time signature will guide you to emphasize the main beat, and the number of beats in every bar. 3. Write down the French rhythm names below each melody, then tap or clap them while reciting. 4. In groups, clap the following 2-bar rhythms as you recite the French rhythm names. Activity 3: Improvising Rhythmic Accompaniments to Tunes in Simple TimeWhat I Need to KnowPercussive instruments are used to provide rhythmic accompaniment. The rhythmic accompaniments can be written or improvised based on the main beat. Sing familiar tunes in Simple time and improvise accompaniment on drum or any other percussive instrument. For example: Maua mazuri can be accompanied using any of the following rhythmic patterns. Activity 4: Creating Rhythms in Simple TimeCan You Recall? 1. Rhythms are created by combining various rhythmic patterns. 2. In simple time, and time signatures are used. 3. The first beat in every bar in simple time is an accented beatIndividual ActivityCombine the rhythmic patterns you have learnt to create 2-bar rhythms in simple time and write them down in your exercises book. Work In PairsTake turns to clap or tap the rhythms you have created as the other recites the French rhythm names. Activity 5: Appreciating Rhythms in Simple TimeRhythm PuzzleMelodyActivity 1: Identifying Qualities of a Good MelodyThe melodies move in stepwise motion with a few leaps. The melodies begin on notes d, m or s and end on d. They have a good melodic contour. They have several rhythmic patterns.


The melodies begin on notes d, m or s and end on d. They have a good melodic contour. They have several rhythmic patterns. Activity 2: Interpreting 4-bar Melodies in Simple TimeSing the melodies below and take note of the melodic contourTo interpret a melody, the following should be done:Identify the clef, key signature and time signature. Tap the rhythms of the melody. Write tonic sol-fas of the melody below the staff. Remember "doh' is the note that gives the key its name, for example, in C major, doh is C,Practise singing the tonic sol-fas of the melody, first in crotchets and then using the correct rhythm. Notice the movement of successive notes in each of the melodies. Stepwise motion is where the interval between any two neighbouring notes is not more than a step on the scale. In some cases there can be more than a step between two successive notes of a melody. This type of motion is called skipwise motion or movement by leaps. Each melody has a shape, which depends on the successive movement of notes. A melody can move upwards, downwards, in waves forming a curve and so on. This is referred to as the melodic shape or contour. Activity 3: Creating 1-bar Melodies in Simple Time on Treble ClefThings To RememberBefore you begin creating a melody, you should: draw the staff, add the treble clef, write the key signature of the scale you want to use, and write the time signature you will use. Work in PairsWhat are the qualities of a good melody as was discussed in the previous activity? Practise Writing a 4-bar melody in simple time in major scales of C, G, D and A. Sing or play the melody you have created. Describe the melodic motion and shape or contour. What is the first and the last note in each of the melodies? Activity 4: Playing or Singing Melodies Created by Self and OthersCan You Recall? What are the qualities of a good melody? Work in pairsTake turns to play each other's melodies. Discuss the qualities in each of the melodies played. Group ActivityWith the guidance of your teacher, use mobile apps or computer software to create, notate and play back 4-bar melodies.


Work in pairsTake turns to play each other's melodies. Discuss the qualities in each of the melodies played. Group ActivityWith the guidance of your teacher, use mobile apps or computer software to create, notate and play back 4-bar melodies. Activity 5: Appreciating Melodies Composed by Self and OthersListen and LearnYou have created 4-bar melodies in simple time in the major scales of C, G, D and AIn pairs, take turns to sing or play or use: digital devices to listen to and appraise each other's melodies. Take turns to sing your melodies to the class. PERFORMING ARTS GRADE 7 NOTES TERM 2NarrativeActivity 1: Creating A NarrativeCan you recall? Name the qualities of a good narrator. The process of developing a theme of a narrative begins with an idea. An idea is an issue that is affecting the society and which you have a strong feeling about. When you decide to compose a narrative on this issue, it becomes a theme of the narrative. We can develop themes of narratives from various sources such as:Our daily experiences the daily conversations that we have with our classmates, schoolmates, friends, family, relatives and even neighbours. The things we observe within our environment. What we watch on television or listen on the radio. What we read in books, magazines or newspapers. Issues that are trending on the media. Activity 2: Creating a Narrative StoryCan you recall? Name four sources of ideas for scripting a narrative. Narratives are created in order to educate the audience about a chosen theme. A good story begins with the introduction. This is the beginning point of the narrative. At this point:The audience is told about where the action of the narrative is taking place setting . The audience is told who the main characters is name and what he or she wants to achieve in the story the goal . The main problem that the main character faces is introduced to the audience conflict . As the main character struggles to overcome the initial problem, he or she encounters other problems that prevent him from overcoming the first problem. These are called milestones. At some point in the narrative the problems may become too much for the main character until he or she seems defeated and cannot fight anymore because he or she has finished all the efforts and tricks. This is the point of no return. This point is called the climax of the story.


At some point in the narrative the problems may become too much for the main character until he or she seems defeated and cannot fight anymore because he or she has finished all the efforts and tricks. This is the point of no return. This point is called the climax of the story. The last point in the narrative is when the main character finally manages to overcome all his or her problems. This is called the conflict resolution. It marks the end of the story. Activity 3: Creating Characters in A NarrativeCan you recall? Define the following terms:Setting. Beginning. Goal. Middle. Milestone. EndingThere are two types of characters in narratives:The main character. The minor characters. The main character is the one that the story is about. He or she is the one who carries the story. Most events in the story revolve around the main character. The minor characters play very important roles in the narrative:Some support the main character to achieve his or her goals. Some oppose the main character or create problems and trouble for the main character. When minor characters support or create problems for the main character they help in creating milestones in the story. Activity 4: Writing A Narrative ScriptCan you recall? Who is a main character? What are the functions of the minor characters? Writing is the process of putting the narrative that has been created into a written text. A narrative text is a written story of the narrative that is going to be performed. Before writing a narrative ensure that all milestones are plotted. These are the series of events in the narrative. As we write the story, we use descriptive words that make the story interesting,In the written text, the following should be well described in order to help the audience to understand them:The introductionThe setting. The goal. The conflict. The beginning. The middle. The ending. VerseActivity 1: identifying a theme for a verse scriptCan you recall? How can you read a poem in order to bring out its meaning? The theme of a verse is an issue that affects the society. People who write poems get their themes from:Their own personal experiences in homes, school, mosques, churchesor even at the places of work. What they observe other people do or go through in life. What they watch or listen to using digital devices such as televisions,radios and computers. What is trending on the media. What they read in the newspapers or magazines. Activity 2: Writing A PoemCan you recall?


What is trending on the media. What they read in the newspapers or magazines. Activity 2: Writing A PoemCan you recall? What is a theme of a verse? From which sources do poets get the ideas for writing their poems? Before you write a verse, you must decide on the theme you want to write about. After identifying a theme, you have to come up with one topic under that theme that you will write the poem about. It is good to write a poem about your own experiences that are related to the topic you have chosen. As you write a poem, you must choose a character who will tell the experiences you want him or her to share the poem with people. This is the person speaking in your poem. We call this person the persona. After writing a few stanzas of the poem, keep it in the portfolio for future use. This enables you to go and think about the poem you are writing. As you think about it you will discover many things that will help you to improve on the poem to make it better. The poem that you have kept for future use is known as the draft. A draft is a script of a poem that is still being worked on. It is an incomplete verse script. Activity 3: Using Poetic Devices to Write a VerseCan you recall? Who is a persona in a poem? What is a draft? Writing a poem is a process. The first stage which you have already done is called the drafting stage. The second stage is called the reworking stage. Reworking on a poem can be done several times. In the reworking stage the following things take place:Poetic devices are included in the poem. Some of the poetic devices are:rhyme - words at the end of different lines end with similar sounds. Repetition some words, phrases or lines are repeated in the poems. You can compare things in the poem using similes and metaphors. You can also use personification by making non-human beings like animals and plants to behave like human beings. Words that describe emotions are also introduced in the poem to add emotions to it. Can You Recall? Define the following terms:Rhyme. Simile. Alliteration. Metaphor. Assonance. Personification. Repetition. Activity 4: Improvising PropsA prop is an item that a performer of the verse uses to demonstrate an action.