Batik fabrics often include colorful, intricate, ornamental designs. What are two types of batik art? There are several different varieties of batik art. Two main types include hand-painted or drawn and stamped, block printed, or machine-printed. What is the batik method? The traditional batik method includes the drawing of a pattern on fabric, then the application of hot wax on the pattern, the dyeing of the fabric, removal of the wax, or some wax, then sometimes additional rounds of dyeing. The parts under the wax are not dyed. Other methods than the aforementioned traditional method exist. Light and Dry Crackle Effects has been formulated to create dry, cracked floors on the undersurfaces of vehicles, dioramas and vignettes. This product has been developed for the creation of scale crackle effects. On an acrylic base, use a thin coat and let dry. Descant recorder or Any other western instrumentDescant recorder, is the third-smallest instrument of the modern recorder family and is usually played as the highest voice in four-part ensembles SATB soprano, alto, tenor, bass . Recorders made today are designed after originals preserved in museums and based on historical evidence regarding dimensions, materials and pitch. Recorders come in many different sizes. The main kinds, from small to large, are: sopranino, descant soprano , treble alto , tenor and bass. Examples of western solo instruments. Instruments Playing technique Fingering chart for the G scale. Violin Bowing on the strings Guitar. Plucking the strings Trumpet in B flat Blowing air while producing a buzzing sound. Tones can be varied by pressing the valves. Xylophone Hitting the bars with a small mallet. Each piece of wood is a different length so it produces different sounds when they are hit. Piano Pressing on the keys. Playing the recorder using appropriate techniques. The following techniques are used to play descant recorder: Tonguing. Gently say tu when blowing air into the recorder. Embouchure. This is how one places their mouth on the recorder s mouthpiece to ensure that no air is lost when blowing into the instrument. Fingering. Correct placement of the fingers on the recorder. As a rule, the left hand is always at the top part of the recorder. All the holes must be tightly covered to prevent leakage of air.


Correct placement of the fingers on the recorder. As a rule, the left hand is always at the top part of the recorder. All the holes must be tightly covered to prevent leakage of air. Blowing. Blow warm air into the recorder. Blowing gently gives a good sound. Blowing too hard generates unpleasant sounds. Slurring. This is the technique of playing more than two notes in one breath. This involves only the movement of fingers while the airflow is constant. Staccato. Playing notes in a detached manner. Notes to be played staccato have a dot above or below the note. Tone quality. Listen carefully to the sound you produce when you blow into the recorder. Blowing gently and having consistent air gives a good tone. Blend and balance. Being able to listen to what the other in an ensemble are playing helps to blend and create a balanced sound. Interpret performance directions when playing the descant recorder. You should be able to play melodies on the descant recorder while observing the following directions: a. Repeat. Repeat signs are two dots that are placed before or after a double bar line. Whey they are placed after a double bar line, it means it is the start of the repeat. However, when they are placed before a double line, it means the end of repeat. B. 1st and 2nd ending The two lines above the staff mean that one will avoid playing 1 notes when repeating. This applies where there is a repeat and the last part of the melody is different from the first one. C. Da capo al fine It is often abbreviated as D.C al Fine. It means one goes back to the beginning of the piece and plays to the point written. D. Dal segno al fine. It is often abbreviated as D.S al fine. It means you go back to a point in the piece of music with the sign and play or sing to the bar marked Fine end then stop. E. Accent. The note with sign is played with emphasis. F. Fermata. This sign means that you can hold the note a little longer that its given time value or number of counts. G. Dynamics. This refers to how quietly or loudly a piece of music should be played. Italian terms are used to indicate dynamics in the piece of music. Dynamics English meaning.


This refers to how quietly or loudly a piece of music should be played. Italian terms are used to indicate dynamics in the piece of music. Dynamics English meaning. Pianissimo pp Very soft Piano p Soft Mezzo piano mp Moderately soft Mezzo forte mf Moderately wide. Forte f Loud. Fortissimo ff Very loud. H. Tempo. This term is used to refer to how fast or slow a piece of music can be played. Italina terms are used to indicate what tempo the music is played Tempo terms English meaning. Andante At a walking pace 73-77 beats per minute Allegro Fast 109-132 beats per minute Adagio Slow ss-65 beats per minute Lento Slowly 40-45 beats per minute VerseVerse is writing arranged in lines which have rhythm and which often rhyme at the end. ... A slim volume of verse. I have been moved to write a few lines of verse. Synonyms: poetry, poems, lyrics, rhyme More Synonyms of verse Composing a verse Start by committing your main ideas to paper, then go back and refine them later. Draw on devices like simile and metaphor to tell your story in a way that's engaging to the listener. Don't just explain the action give life to it through concrete images and unexpected turns of phrase. VOLLEYBAL Volleyball is a team sport in which two teams of six players are separated by a net. Each team tries to score points by grounding a ball on the other team's Overarm and Jump serve in Volley. Over arm serve. Over arm serve is where a player tosses the ball with one hand and strikes it in the air above their head with the other hand so that it crosses the net and lands into the opponents side. Safety instructions. Ensure you perform thorough warm up activities. Avoid congestion by maintaining a safe distance from your peers. Follow instructions. Jump serve in Volleyball. This is a type of serve where the serving player increases power and serve height by jumping to hit the ball when serving in volleyball. Minor Games and basic rules. Minor games are small sided games that help you practice skills learnt in volleyball while applying the rules of the games. Safety precaution. Never fist hit the ball as you could hit someone s face. Do not swing on the post.


Safety precaution. Never fist hit the ball as you could hit someone s face. Do not swing on the post. Do not go under the net, always walk around the nets. Do not throw the ball over the net, roll it under the net. Diagram of human figures playing Volley. Student activities monitored and instructed by the teacher Draw human figures of players serving or volleying a ball. C Serve the ball using the jump serve over a net. D Perform the volley for skill acquisition, KENYAN FOLK DANCE Classifying Kenyan folk dance African folk songs are classified according to the following. Their origin. Occasion. Function. Type. A. Community of origin. -. African songs can be classified according to their origin. -. The origin in this case means the community they are drawn from. -. Therefore, songs belong to a particular community such as luhya, luo, gikuyu, gusii. Kuria, Kamba, iteso, giriama, digo, Pokomo, gabra, nandi, Kipsigis, Marakwet, pokot, turkana and taita. -. These songs are passed on by oral tradition from one generation to the next. -. The music is related to the culture of a particular or region. For example, you can identify the culture od a particular community or region by their dressing, languageused, musical instruments, props, body adornments, ornaments, body movements, vocal embellishments used to enrich music, style of sing and tone among others. B. Occasion. -. African folk songs can also be categorized according to occasions they are performed. -. For example: - naming folk songs. -. Initiation folk songs. -. Marriage folk songs. -. War folk songs. -. Funeral folk songs. -. Worship folk songs among others. C. Function. Folk songs belong to the people with a common culture. Therefore, folk songs keep people connected to their cultures and heritage. They give history of the people and their culture. Folk songs usually pass important information, stories, messages and history from generation to generation. Folk songs are used to express emotions. They narrate stories of joy and sorrows in the simplest way. Folk songs are used as a means of unifying the community members when they come together to sing.


Folk songs are used to express emotions. They narrate stories of joy and sorrows in the simplest way. Folk songs are used as a means of unifying the community members when they come together to sing. This also creates positive outcomes or consequences if they do not watch their actions and intention. Some of the folk songs are purely for entertainment, enjoyment by performers and the audience. D. Type. African folk songs can also be classified according to the type such as: Lullabies. Dirges. Love songs. Protest songs. Children s songs among others. Creating improvised implements to use in performance of Folkdance songs. Folk dances are performed by different participants who plays different roles as follows: Soloist-person who leads the rest of the participants in singing the melodies and dancing during the performance of the dance. Response group-they provide an answer to the soloist during the dance. Instrumentalist-plays instruments to accompany a dance. Dancers- makes dance movements and formation in response to the songs and instruments. Along side the participants, folk song dances also require other implements so help in identifying different cultures and diversities such as costumes, ornaments, body adornments, body make ups, props etc. During a folk-dance performance, participants wear specially designed cloths, hides or skins called costumes. Costumes are made using locally available materials such as sisal fibre, sisal string, comb and pair of scissors. The participants also decorate their bodies using different paints to make patterns. This is called body adornments. Body adornments are made using the following materials: Water paints. Chalk powder. Objects or items of different shapes and sizes like bottle tops, water bottles, combs, folk and other design shaped objects. Dancers also use beads, necklaces, bracelets and anklets during the dance performance. These are called ornaments. Body ornaments are made using locally available materials such as: Pieces of thread. Pair of scissors. Grains such as beans, maize soaked in water to make them soft A needle. The costumes, body adornments and ornaments vary from one community to another expressing different cultures in Kenya. The following are social importance of songs to the pastoralists: Songs they sing accompany their journey to facilitate movements.


Grains such as beans, maize soaked in water to make them soft A needle. The costumes, body adornments and ornaments vary from one community to another expressing different cultures in Kenya. The following are social importance of songs to the pastoralists: Songs they sing accompany their journey to facilitate movements. They songs are sung during their herding sessions to take away boredom. They are a source of unity and collaboration among the community members. They educate on the importance of the animals and other resources. They tell the history of the community. General uses of Folk songs. As a source of entertainment. As a source of cultural and national unity. In teaching subjects such as history, literature and geography among others. To educate. To rebuke. To advise. To worship. To encourage. To promote culture. To give moral teachings. Economic importance of the songs. Economic importance or economic significance of something refers to the monetary or trade value of an item. Songs have economic importance to individuals, the cultural community and even the country. General these are the economic importance of folk songs: Performers can earn money or income by performing folk songs at private parties. Folk song musicians also earn a living by offering singing lessons. Some musicians are employed as singers or trainers of folk songs by some institutions such as cultural centres, universities and schools among others. Folk songs musicians also earn the country foreign exchange when they perform outside the country. Folk musicians also earn the country revenue when they pay taxes. Folk musicians can be independent artists by recording and selling their music. Indigenous Kenyan craft Baketry Kenya's artistic heritage also includes a rich tradition of traditional crafts, such as beadwork, woodcarving, pottery, and basket weaving. These crafts have been passed down through generations and are often used for practical purposes as well as for ceremonial and decorative purposes basketry items made using coil techniques This method is widely used throughout the world in making strong, fairly rigid objects for daily use: partitions for dwellings, baskets to be carried on the back, cages, and fish traps with a Mediterranean variety composed of three layers of standards and a knotted thread . Swimming Breast stroke in swimming.


Indigenous Kenyan craft Baketry Kenya's artistic heritage also includes a rich tradition of traditional crafts, such as beadwork, woodcarving, pottery, and basket weaving. These crafts have been passed down through generations and are often used for practical purposes as well as for ceremonial and decorative purposes basketry items made using coil techniques This method is widely used throughout the world in making strong, fairly rigid objects for daily use: partitions for dwellings, baskets to be carried on the back, cages, and fish traps with a Mediterranean variety composed of three layers of standards and a knotted thread . Swimming Breast stroke in swimming. Breast stroke is a stroke in which the arms are pushed forward and then swept back in a circular movement, while the legs are tucked in towards the bod and then kicked out in a sideways and backward movement. Description of the prone body position. The body lies in a horizontal position in the water with the head in line, with the spine and the face in the water, eyes looking down. The arms are extended forward and the legs are held close together, toes pointed. The breast stroke begins with a forceful push from the poolside in order to generate some propulsion, which results in a glide. The body moves in a smooth, continuous and effortless motion while lying on the stomach and glides in a horizontal position. From the glide phase, the propulsive arm action takes place and then the leg action as the arms recover. The body is then in a streamlined glide for a short moment in each before the next stroke begins. Glide. For effective gliding in the water, the body should be well streamlined. This can be affected by the underwater recovery movements, as the propulsive force remain still and streamlined. For example, as the legs kick to provide propulsion, the arms should be extended forward to create the ideal streamlined body position at the front. Similarly, as the arms pull around, the legs should be in the glide phase to create the same streamlined body position at the back. Gliding helps to make the breast stroke movement smooth and reduces the effort required by the arms to move forward, resulting on a more efficient swimming technique. It is important to cultivate a glide so that the proper sequence of arms-breath-leg - glide can be established. The breast stroke starts with the arm pull, breathe, then the kick and finally the glide in a streamlined position. Prone body postion and glide.


It is important to cultivate a glide so that the proper sequence of arms-breath-leg - glide can be established. The breast stroke starts with the arm pull, breathe, then the kick and finally the glide in a streamlined position. Prone body postion and glide. Stand waist-deep in water, with knees bent or feet flat against the side of the pool. You can hold onto the side of the pool with one hand for support. Breathe in and put your face in the water. Puch off the wall and glide to the prone body position. Lie flat, head facing down with your body in line with the water surface. Keep your face down and arms extended forward. Your eyes should look downwards and slightly forward to avoid straining the neck. Keep your shoulders, hips and legs horizontal as possible, and keep your hips as close as possible to the surface. Do not let your hips drop in the water. Stretch your legs behind with toes pointed but slope your body slightly to allow the legs to stay beneath the water. Keep your neck and shoulders as relaxed as possible to aid the arm action and reduce strain. Keep your body straight and streamlined to make swimming easier and enhance speed. The head movement should be kept to a minimum, and the shoulder should remain level throughout the stroke. Arm action. The arm pull technique is needed to assist the leg movement and also to keep the breast stroke streamlined and efficient. Cath phase. I. Begin with the glide position, arms extended out in front of you, fingers and hands together, palms facing downwards. Ii. Pitch your hand outwards and downwards to an angle of about 45 degrees at the start of the catch phase. Iii. Pull your arms outwards and downwards until they are appropriately shoulderwidth apart. Your elbows should begin to bend, and your shoulders to roll inwards at the end of the catch phase. Propulsive phase. Sweep your arms downwards and inwards, and let the hands pull to their deepest point. The elbows bend to 900 and remain high. At the end of the down sweep, your hands, your hands should sweep inwards and slightly upwards. The elbow should tuck into the side as you pull your hand inwards towards the chest and the chin. Recovery phase. Your hands should recover by stretching forward in a streamlined position.


The elbow should tuck into the side as you pull your hand inwards towards the chest and the chin. Recovery phase. Your hands should recover by stretching forward in a streamlined position. They should recover under, on, or over the water surface ready to restart the arm action. Leg action. The legs are the powerhouse of the breast stroke, and the full leg kick should be a simultaneous and flowing action, resulting in a powerful boost that propels the whole stroke. I. Start with your legs straight and together. Ii. Bend your knees and bring the heels towards your seat with the sole of the feet facing outwards for the frog kick . Iii. Sweep the legs outwards and download in a flowing circular path. The heels and soles of your feet should drive around and back to provide power and propulsion to the stroke. Iv. Squeeze legs together to come back together to the starting streamlined position with the toes pointed. Breathing action. -. Breast stroke breathing occurs naturally as the breast technique has a body lift, which gives the ideal breathing point for each stroke. Breathing in takes place every time your arms pull back to all the body to lift and the head to rise. Lift your shoulders to bring your face out of the water to breath. Don t raise your head, let the head naturally rise with the shoulders so your chin is resting just above the water. Inhale through your mouth before letting your shoulder drop as you sweep with your arms. Breath out as your legs kick back and extend your arms forward. The head returns to the water to exhale as the arms stretch forward to begin their recovery phase. Timing. A well-executed breast stroke timing sequence is key to achieving a smooth and efficient swimming stroke as you will effortlessly glide through the water. A. Try to time your arm action and leg kick so there is always something propelling you through water. B. The arms will be propulsive while the legs recover and the legs propulsive while the arms recover. C. To coordinate the leg kick, the arm strokes, and the breathing, think of the phrase pull, breath, kick, glide d. As your arms complete the power phase, take a breath, and then draw your feet toward the hips. E. When your arms are about halfway through the recovery phase, begin the leg action.


B. The arms will be propulsive while the legs recover and the legs propulsive while the arms recover.c. To coordinate the leg kick, the arm strokes, and the breathing, think of the phrase pull, breath, kick, glide d. As your arms complete the power phase, take a breath, and then draw your feet toward the hips.e. When your arms are about halfway through the recovery phase, begin the leg action.f. Time the arm strokes and kick so that the arms and legs are both at their full length as the kick finishes.g. Rest in the phase position as your body glides through the water. Then the glide begins to slow down, it is time to start another stroke. Water treading To maintain an upright position in deep water by moving the feet with a walking movement and the hands with a downward circular motion.


1 GILBERT MWANGI O711510486 KALOLENI JUNIOR SCHOOL CREATIVE ARTS AND SPORTS TERM 1 2024 LESSON NOTES Foundations of Creative Arts and Sports Introduction to Creative Arts and Sports By the end of the Sub Strand, the learner should be able to: a describe categories of Creative Arts and Sports, b outline the relationships among the categories of Creative Arts and Sports, c create a chart on the categories of the Creative Arts and Sports, d appreciate the categories of Creative Arts and Sports Foundations of Creative Arts and Sports Components of Creative Arts and Sports describe the components of Visual Arts, b describe elements of a story, c perform activities demonstrating the components of fitness, d execute basic elements of Music, e appreciate the components of Creative Arts and Sports Introduction to Creative Arts and Sports. What is creative arts? Creative Arts is a description of various artistic activities that allow performers to use their imaginations, creativity, and express ideas through a variety of mediums to passage a message to the audience. What is sports? A sport is any activity involving physical or mental effort combined with skills in which an individual or a team or teams compete against another or others for entertainment. 2 Roles of Creative arts and sports in the society. Social roles of Creative arts Sports. Creates a sense of identity-bring people together, creating shared experiences that help to foster a sense of community and collective identity. Creative arts and sports promote cohesion through teamwork. Through creative arts and sports culture is preserved-it ensures that our history and traditions are not forgotten, and that future generations can appreciate and learn from them. Creative arts and sports provide provides us with entertainment through components such as music, dance, drama, narratives, films and movies, various sports i.e., soccer, basketball, netball, volley ball. Economic roles of Creative arts and Sports. Creative arts and sports provide employment opportunities such as artists, musicians, referees, sports coaches, sports doctors, choreographers. Trainers, teachers etc. One can earn income through activities related to creative arts and sports hence eradicating poetry. Through creative arts and sports, a country can earn or generate tax revenue. Boosts revenue collection Creative arts and sports attract investments which in turn increases job opportunities.


There 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. 2. 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. 3. 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 Society 1. Performing Arts are used as a medium of self-expression. 2. Through Performing Arts, talents are identified and developed. 3. Performing Arts are a source of entertainment. 4. They promote cultural appreciation, unity and cohesion when people come together to watch a performance 5. Performing Arts enables the learner to develop skills that can help him or her to solve the issues and challenges of everyday life. 9 Importance of doing research of art Preparation for a presentation Factors to consider when making preparation and presentation of art research . 1. Relevance of the content It is important that the information in the presentation is relevant to the main topic. This help in preventing the speaker and the audience from talking about things not related to them. The information should be well organized starting from what the audience knows to providing new information 2. Oral presentation When making oral presentation, use appropriate language and expressions. Remember also to maintain eye contact with the audience. 3. Team work Every member of the group should actively participate in the activities. All members should take part in carrying out tasks during presentations. These includes: preparations, organization sample artwork, operating the equipment and answering questions from the audience. All members should demonstrate respect for one another and unity when carrying out the group activity. Guidelines to follow when making a presentation on categories of arts 1. Introductions Introduce yourself and member of the group to the audience. Give the tittle of the presentation. 2.


Introductions Introduce yourself and member of the group to the audience. Give the tittle of the presentation. 2. Body of the presentation Discuss the meaning of the arts Give as many examples of the arts as possible Show actual samples, pictures or drawing to emphasize your points Demonstrate where necessary10 Conclusion Ask the audience whether there are questions of contributions Answer the questions confidently, ask other group members, the audience of the teacher if you are not able to give a response to the question. When there are not more questions, thank the audience for the co- operation. Presentation and appreciation categories of arts A presentation involves talking to an audience about the topic, an idea or a product. The main purpose of a presentation is to pass information and persuade an audience about a certain idea or topic. Elements of presentation Speaker of the presenter The role of the presenter is to communicate with the audience. The speaker also controls the presentation. The presenter should involve the audience and other members of the group during presentation. The audience These are people the presenter will communicate with. It is important to maintain attention of the audience by involving them through questions and asking them to participate in some activities. The content This is the information you will pass to the audience. The resources used in the presentation These may include o samples of artwork o presentation software o charts o posters11 Career pathways in the arts Career pathways - is an area of study taken so as to lead and prepare someone for a specific career. The arts is a wide a field that has very many opportunities. Careers in the art range from traditional fine art emerging digital and media design. The artist therefore, has an opportunity to choose a career pathway that is interesting and suits their individual abilities in the world of work. Careers Path in Secondary school The arts are offered as two subjects in lower secondary: performing and Visual arts. Performing arts include: - music - dance - theatre and film Visual and applied art: - fine art - applied art - time based media Pupil s activities Pg. 1012 Presentation on career pathways in the Art When making a presentation on the career in the arts, follow the same procedure as in the categories of the arts. Make sure you have done a good research and that you have enough point for the presentation.


In small groups, sing songs that have the semiquaver patterns. 3. Recite the following rhythmic patterns using French Rhythm names and clap them. 16 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. 17 Activity 3: Grouping Notes into Beats in Simple Time 1. Notes of small value such as quavers and semiquavers are joined together to form a crotchet beat. This is known as grouping notes. 2. A horizontal line, known as a beam, is used to connect two or more notes of small value to form a crotchet beat. 3. The number of beams in a group is equal to the number of flags or tails in the separate notes. 4. The following shows how the notes are grouped into beats. Note 1. 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. 18 1. The repetition of the strong beat after either two, three or four beats is known as meter. 2. 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. 3. 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. 19 The number 4 is used at the bottom because there are four crotchet beats in a semibreve. 4. 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? 1. A time signature is a symbol made up of two numbers that shows the meter of a piece of music. 2. Music is divided into strong and weak beats. 3.


Demonstrations for javelin a. Grip in javelin Place the javelin along the length of your plan Hold the javelin at the back of the cord Keep the point of the javelin pointed in the direction you want to throw Keep the javelin lined up with your eyes Keep your grip relaxed Types of grips in javelin There are three types of grip in javelin a. The American grip b. The V grip c. The finish grip22 a. The American grip Here you Place your thumb and the first two joints of you index finger behind the cord The V grip hold the javelin between your index and middle fingers, behind the cord. The finish grip: place your thumb and the first tow joints of your index finger behind the cord, while the index finger supports the shaft of the javelin. Extend the index finger further away. Leaning points in javelin Carriage 1. Hold the javelin near your head above your shoulder 2. The javelin should point down towards the ground slightly. 23 3. Ensure the javelin is parallel to the ground. 4. Look at the direction of your through. Approach run After you have the javelin in position, begin running towards your target with the javelin Keep your hips high and down on the balls of your feet Let your free arms swing across your body Extend the arm carrying the javelin fully behind you. Keep your head facing in the direction of your target Turn so that the left side of your body faces your target. Cross over. Place yourright foot on the ground and your left foot forward and elevated. A. Put your right ahead in a lean back positions b. Pull the javelin back a little further so that the tip is lined up with your eyebrows c. Keep the right foot close to the ground d. Let the right heel touch the ground e. As the right foot moves forward, move the left foot up and lean your trunk back at 115 degree angle. F. Place your right foot on the ground and you left leg forward and elevated g. Direct your shoulder and hips towards your left target. H. Wait for your left foot to touch the ground i. Straighten your torso j. Turn your face toward the direction of the throw with the javelin parallel to your shoulder k.


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, 4. 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 Clef Things To Remember Before 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 Pairs 1. What are the qualities of a good melody as was discussed in the previous activity? 2. Practise Writing a 4-bar melody in simple time in major scales of C, G, D and A. 3. Sing or play the melody you have created. 4. Describe the melodic motion and shape or contour. 28 5. What is the first and the last note in each of the melodies? Activity 4: Playing or Singing Melodies Created by Self and Others Can You Recall? What are the qualities of a good melody? Work in pairs 1. Take turns to play each other's melodies. 2. Discuss the qualities in each of the melodies played. Group Activity With 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 Others Listen and Learn 1. You have created 4-bar melodies in simple time in the major scales of C, G, D and A 2. In pairs, take turns to sing or play or use: digital devices to listen to and appraise each other's melodies. 3. Take turns to sing your melodies to the class.


Communication good marking is a product of communicating with teammates to develop a suitable plan or approach to counter the playing actions of the attacking teams 6. Courageous a good marker should be courageous to withstand non-avoidable contacts that may occur during one on one tackling situations 7. Peripheral vision a player who is marking needs to see what is happening around him or her and not just focuses on the player being marked alone. Body feign in handball Body feigns are performed by using the trunk legs. They involve a shift of balance and weight. This can be done with or without the ball. Body feigns are used to free the player from an opponent and get a better position for receiving or passing the ball. Types of dodging technics include: a. Single feign dodge b. Double feign dodge37 Single feign dodge In group of five players, form two lines facing one another 5m apart Players approach each other In closing to one another, each of them performs a single feign to the opposite side. Leaning point for double feign dodge Take a position at least 5m in front of an opponent Make a short run and break it with a double foot landing referred to as a zero step Lean towards either the right or left and repeat the feigning. Complete the original intended love. Drill 1: Pair feign dodge In pairs without the ball, stand facing each other One of you to practice the double feign dodge Repeat three times and switch roles Drill 2: Quinque drill In groups of five, place a cone in the court and make a line facing the cone Sprint to the cone and stop on zero steps, feign to the right, then left and then move to the right to receive the ball. Dribbling in handball Dribbling it is a technique in handball where the player bounces the ball on the ground once or repeatedly. Types of handball dribbling 1. High dribble 2.


Dribbling in handball Dribbling it is a technique in handball where the player bounces the ball on the ground once or repeatedly. Types of handball dribbling 1. High dribble 2. Low dribble38 Demonstrating low dribble Stand with the feet shoulder-width apart The knees should be slightly bent and body weight on the balls of the feet Push the ball downwards using the wrist and the fingers for better control The arm of the non- dribbling hand should be extended outwards from the body for balance Use a pump like action to bounce the ball repeatedly with the enough force so that it bounces slightly above knee level. This constitutes a low level. Control the ball by flexing the wrist and the fingers Bounce the ball below knee level for a low dribble Keep the head up and avoid looking at the ball Learning points for high dribble Stand with the feet shoulder- width apart Keep erect with a slight lean forward and body weight on the balls of the feet Push the ball downwards using the wrist and the fingers for better control The arm of the non-dribbling hand should be extended outwards from the body for balance Use a pump like action to bounce the ball repeatedly with enough force so that it bounces slightly above knee level for a high. This constitutes a high dribble. Keep the head up and avoid looking at the ball. Drills of dribbling in handball Drill 1: Step and dribble Take three steps, make one dribble and take three more steps.


This constitutes a high dribble. Keep the head up and avoid looking at the ball. Drills of dribbling in handball Drill 1: Step and dribble Take three steps, make one dribble and take three more steps. Increase the number of dribbles between three- step sections At the end of the sequence, make a shot or a pass Drill 2: Walking drill Walk across the court with a ball five times making a high dribble Repeat the drill using a low dribble Drill 3: The cone drill Place seven cones in a line 1.5m apart In groups of five, practice zigzag movement pattern in and out of the cones one at a time Start with a low dribble and later a high dribble39 As you perfect the dribble, make more challenging by shortening the distance between the cones Drill 4:The court drill Individually dribble a ball along a court marking using high and low dribbles. Use a movement pattern of three high dribble and three low dribbles. SHOOTING IN HANDBALL Shooting it involves throwing the ball in to the opponent s goal to make a score. Safety measures to be observed when performing shooting in handball Never aim to hit or injure the goalkeeper with the ball. Take turn and shoot one player at a time Warm up adequately before starting the shooting activity Adhere to the instructions given by the instructor Be conscious of the nature of the floor or the ground while making a falling or a dive shot . . . Types of shots in handball include: a Jump shot b Dive shot c Running shot d Falling shot e Lob shot40 Demonstrating jump shot A jump shot is where a player can shoot from a stationary position and gain horizontal distance and the releasing powerfully towards the goal at the highest point of the jump. Make a shot run with a maximum of three steps while gripping the ball Make a single foot take off in the last step for an upward thrust. Bend the other leg at the knee for more force upward. Demonstration for a running short Running shot is executed while the player is in motion making the three steps progression.


Make a shot run with a maximum of three steps while gripping the ball Make a single foot take off in the last step for an upward thrust. Bend the other leg at the knee for more force upward. Demonstration for a running short Running shot is executed while the player is in motion making the three steps progression. Make two or three steps towards the attacking goal end then make a shot at the goal Follow through with a swing of the throwing hand41 Demonstrating a dive shot Take a position outside the 6m line facing the attacking goal. Take off with both feet high and the head fast towards the goal area. Release the ball while airborne and land in the goal area with the body low. Convert your landing into a roll for safety. 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.


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.