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INTRODUCTION

The Creative and Performing Arts syllabus is designed to meet the

requirements of the Revised National Policy on Education

(Government Paper no.2 of 1994). It was recommended that a wide

range of practical subjects be included in the primary curriculum in

order to help students develop an understanding and appreciation of

technology, manipulative skills and familiarity with tools, equipment

and materials.

Creative and Performing Arts is a subject that draws its content from

Art and Craft, Design and Technology, Drama, Dance, Music and

Physical Education. Its main aims among other things are to help

students develop their creativity, aesthetic skills, psychomotor skills

and the love for the arts.

All Primary school teachers should use this programme to guide their

overall teaching of standard 1 to 4. Although it has been put together

in a modular approach it has a lot of flexibility to facilitate project

teaching and integration.

The programme has been developed on the basis that Creative and

Performing Arts will be allocated at least five hours per week in the

primary school timetable.

RATIONALE

Creative and Performing Arts will provide the opportunity for

learners to acquire basic knowledge, practical skills and self-

expression. The programme will offer learners opportune time to

acquire generic and specific skills in designing, performing and

realising whilst using a wide variety of materials and processes.

It will also seek to foster in learners’ physical development and self-

expression through body movement and sound. The programme will

provide an awareness of various technologies around the learners as

well as their effects on everyday life and the environment.

It will further encourage learners to develop positive attitudes

towards practical work and productivity. Creative and Performing

Arts will help learners develop critical thinking and problem-solving

skills. Products and performance will be the outcomes of their

creative thoughts, aesthetic and socio-cultural awareness.

AIMS OF LOWER PRIMARY CREATIVE AND

PERFORMING ARTS

At the end of standard four, learners should have developed:

1. awareness of the emerging issues such as Human

Immunodeficiency Virus (HIV) / Acquired Immune Deficiency

Syndrome (AIDS), Population Family Life Education

(POP/FLE).

2. psychomotor skills in the use of materials, tools, instruments /

equipment.

3. problem-solving skills through designing and making products.

4. awareness and appreciation of pre-vocational skills in Creative

and Performing Arts.

5. awareness of the effects of art, science and technology on society

in everyday life.

6 an understanding of simple technology applicable to real-life

situations.

7. critical thinking, inquiry, creative, initiative and interpersonal

skills.

8. safe working habits and appreciation of healthy working

environment.

9. positive attitude towards practical work and productivity.

10. an appreciation of the environment in a conserving and

preserving manner.

11. competence in performing skills such as manipulative,

locomotor, vocal and stability.

12. the ability to maintain physical fitness and well being.

13. knowledge, skills and values that contribute towards individual

development.

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14. the ability to express themselves through the medium of visual

arts, dramatisation, sounds and movements.

15 a spirit of self-reliance and self-sufficiency.

ORGANISATION OF THE SYLLABUS

The syllabus is organised in four modules. Each module has a broad

content area subdivided into topics with general and specific

objectives. The specific objectives describe what the learners are

expected to do.

Health and Safety

This module focuses on the basic aspects of safety in the school

workshop and the sports field. It also attempts to give learners the

basic principles of keeping healthy and fit.

Communication

This module seeks to develop an awareness and understanding of

visual forms of communication. The objectives focus on the

acquisition and application of knowledge, skills and techniques of

different media used in artwork. These include drawing, painting,

collage / mosaic, modelling, construction, illustration, lettering,

pattern making, print making and textiles.

Listening, Composing and Performing

This module centres on providing the learners with basic concepts

and principles of music, dance, drama and physical education. The

emphasis is on skills development and creativity. Learners will also

have the opportunity to explore choreography, games, athletics

and gymnastics.

Designing and Making

This module aims at introducing learners to the basic concept of

design and the fundamental principles of technology through a

problem-solving approach. Learners will also be exposed to the

essence and importance of technology. This will be achieved through

experiments and hands-on activities. Materials and basic making

processes have been included to develop learners’ manipulative and

fabricational skills. The module consists of topics such as materials,

structures, mechanisms, design, and making processes.

ASSESSMENT PROCEDURES

This syllabus will be assessed in the following ways:

1. Formative Assessment

Teachers are required to construct tests and quizzes to assess

learners’ performance through out the course. It is important

that teachers keep a record of these tests and summarised them

as part of the term’s work for summative assessment.

2. Summative Assessment

Teachers are required to construct termly tests for each standard

to assess what learners have attained throughout the course. A

national test based on the attainment targets will be conducted at

the end of standard 4 by Examinations Research and Testing

Division (ERTD).

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ATTAINMENT TARGETS

1. Knowledge and Understanding

At the end of the lower primary education, learners should have:

1.1 developed an understanding of the different media used in

Creative and Performing Arts.

1.2 acquired knowledge and understanding of materials, tools,

equipment / instruments and processes in making or developing

a product.

1.3 acquired knowledge and understanding of their own culture and

others, and how they relate to Creative and Performing Arts.

1.4 developed the ability to follow rules and regulations pertaining

to Creative and Performing Arts.

1.5 acquired knowledge and understanding of basic principles and

concepts applied in Creative and Performing Arts.

1.6 developed the ability to use and manage resources efficiently.

1.7 recognised factors that contribute to a healthy individual and

environment.

1.8 develop knowledge and understanding of design.

2. Practical / Manipulative Skills

At the end of the lower primary education, learners should have

developed:

2.1 dexterity through working with materials, tools and equipment /

instrument.

2.2 skills in a range of practical processes to produce useful

products.

2.3 skills to perform a range of physical activities.

3. Creativity


developed:

3.1 creative skills through composing, performing and designing

products.

3.2 a project from a simple theme.

4. Attitudes


developed:

4.1 positive attitudes towards practical activities.

4.2 a spirit of self-reliance.

4.3 interpersonal skills through participation in teamwork.

4.4 awareness and appreciation of the value of culture and tradition.

4.5 desirable attitudes towards health and safety practices.

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STANDARD ONE

MODULE 1: HEALTH AND SAFETY

Topics General Objectives Specific Objectives

Students should be able to: Students should be able to

1.1 Safety

Precautions

1.1.1 acquire and apply sound knowledge

of safety precautions applicable to the

school workshop and the sports field.

1.1.1.1 identify common hazards in the school workshop and the sports field.

1.1.1.2 follow simple instructions to minimise risk.

1.1.1.3 work safely with a range of materials, tools and equipment / instruments.

1.1.1.4 store materials, tools, equipment / instruments safely.

1.2 Good Health

Practices

1.2.1 demonstrate good health practices.

1.2.1.1 identify health hazards in the school workshop and the sports field.

1.2.1.2 properly handle and dispose waste to minimise hazards in the workshop.

1.2.1.3 perform different types of exercises for improving health.

1.2.1.4 identify different types of exercises that can contribute to good health.

1.2.1.5 state the effects of exercise on the body.

1.2.1.6 discuss the importance of keeping healthy and fit.

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MODULE 2: COMMUNICATION



2.1 Drawing

2.1.1 develop the ability to draw from their

experiences and observations to

express their feelings.

2.1.1.1 draw marks, lines and shapes on surfaces using different tools.

2.1.1.2 create drawings of their homes, nuclear and extended family, favourite

animals or any subject of their own choice.

2.1.1.3 use a variety of tools on surfaces to express ideas and feelings.

2.1.1.4 make observation drawings.

2.1.1.5 use the crayon etching techniques to create different lines and shapes.

2.1.2 develop awareness of the possibilities

and limitations of different materials

and tools.

2.1.2.1 experiment with tools and materials on topics that relate to their area of

interest.

2.1.2.2 use found objects to make marks on different surfaces.

2.1.2.3 use hands to make marks, lines and shapes on the sand / soil.

2.1.2.4 create different texture rubbings on a variety of surfaces.

2.2 Painting 2.2.1 develop awareness and appreciation

of various colours in the environment.

2.2.1.1 identify and name different colours from the natural and man-made

environment.

2.2.1.2 identify colours as they relate to the forms in the environment.

2.2.1.3 identify and name colours from the spectrum.

2.2.1.4 differentiate primary and secondary colours.

2.2.1.5 mix primary colours to get secondary colours.

2.2.2 develop awareness of the possibilities

and limitations of painting tools.

2.2.2.1 identify various painting tools

2.2.2.2 discuss the use of tools and materials for painting.

2.2.2.3 use painting tools to make compositions in colour.

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2.3 Collage 2.3.1 appreciate the use of a variety of

materials and techniques in creating

collage.

2.3.1.1 identify different materials for collage making.

2.3.1.2 make collage using a variety of natural and man-made materials.

2.3.1.3 create simple patterns using the collage techniques.

2.3.1.4 use locally available materials for collage making.

2.4 Modelling 2.4.1 explore and discover the potential of

modelling using various materials.

2.4.1.1 create different forms and shapes from soft materials such as clay and

papier-mâché.

2.4.1.2 create textures on surfaces of different forms.

2.4.1.3 state the properties of clay.

2.5 Illustration 2.5.1 develop awareness of illustrations as

artwork.

2.5.1.1 illustrate stories of their own choice.

2.5.1.2 present the stories they have illustrated.

2.5.1.3 cut out and colour shapes which help to illustrate a theme for a class

mural.

2.6 Pattern Making 2.6.1 explore and discover patterns. 2.6.1.1 identify different patterns from natural and man-made environment.

2.6.1.2 identify patterns of lines, shapes, colours and textures.

2.6.1.3 make patterns using a variety of elements such as colour, line, shape and

texture.

2.7 Print Making

2.7.1 explore and discover print making

designs.

2.7.1.1 identify natural and man-made prints.

2.7.1.2 make different prints such as leaf prints, fingerprints, handprints and other

found objects on different surfaces.

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MODULE 3: LISTENING, COMPOSING AND PERFORMING



3.1 Sound

3.1.1 acquire knowledge and appreciation

of sound.

3.1.1.1 list different sources of sound.

3.1.1.2 differentiate between natural and man-made sources of sound.

3.1.1.3 produce a variety of sounds.

3.2 Rhymes and

Choreography

3.2.1 show control over the body in

performing simple non-locomotor and

locomotor movements.

3.2.1.1 identify beat in music.

3.2.1.2 move in time to the beat of a simple tune.

3.2.1.3 compose varied simple beats.

3.2.1.4 perform varied movements to the beat.

3.2.1.5 practise controlled movements with or without a stimulus.

3.2.2 explore and discover rhymes. 3.2.2.1 sing rhymes and songs.

3.2.2.2 identify words that rhyme.

3.3 Body

Percussion

3.3.1 develop the ability to produce various

body sounds.

3.3.1.1 use different parts of the body to produce sounds.

3.3.1.2 combine different body sounds rhythmically for musical effect.

3.3.1.3 clap, sing and move to a steady beat.

3.4 Pitch and

Duration

3.4.1 demonstrate low and high pitch.

3.4.1.1 sing the notes of the modulator ascending and descending.

3.4.1.2 sort out objects according to the pitch of sound.

3.4.1.3 imitate varied pitch of animal sounds.

3.4.1.4 produce high and low pitch with varied objects.

3.4.1.5 produce long and short sounds.

3.5 Dramatisation 3.5.1 develop the ability to dramatise

stories and tales.

3.5.1.1 use facial expressions, gestures and songs to communicate stories and

tales.

3.5.1.2 use movement to bring out the mood of the story.

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3.6 Dance 3.6.1 acquire knowledge and appreciation

of traditional dances.

3.6.1.1 perform a variety of traditional dances in one’s locality.

3.6.1.2 demonstrate different dances with/without stimuli.

3.6.2 explore different ways of moving in

space.

3.6.2.1 demonstrate different ways of moving in general space.

3.6.2.2 demonstrate proper use of personal space.

3.6.2.3 respond to different stimuli with appropriate action.

3.6.2.4 demonstrate body shapes, body actions and use of space.

3.6.2.5 perform simple movement patterns.

3.6.2.6 name dance elements.

3.6.2.7 demonstrate basic elements.

3.7 Games

3.7.1 acquire knowledge and understanding

of movements.

3.7.1.1 identify different types of games.

3.7.1.2 perform movements of sending, receiving and travelling.

3.7.1.3 demonstrate the ability to throw balls at a distance with accuracy and

speed.

3.7.1.4 demonstrate the ability to integrate skills in selected games.

3.7.1.5 perform a variety of physical activities individually and in groups.

3.7.1.6 perform musical games.

3.8 Gymnastics

3.8.1 develop and demonstrate basic

gymnastic movements.

3.8.1.1 identify basic gymnastic movements.

3.8.1.2 perform gymnastic movements.

3.8.1.3 link three to four basic gymnastics movements in a sequence.

3.8.1.4 observe and copy a partner.

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MODULE 4: DESIGNING AND MAKING



4.1 Materials 4.1.1 explore and use different materials. 4.1.1.1 observe and name different materials around them.

4.1.1.2 identify hard, soft, rough, smooth and shiny surfaces.

4.1.1.3 use various materials for making a particular product.

4.2 Structures 4.2.1 study and examine basic principles of

structures.

4.2.1.1 identify structures around them.

4.2.1.2 give examples of natural and man-made structures.

4.2.1.3 experiment with materials such as paper, card, sticks and others to make

model structures.

4.2.1.4 design and make model structures to solve specific problems.

4.3 Mechanisms 4.3.1 experiment and apply the concepts of

levers.

4.3.1.1 identify the input and output of a lever system.

4.3.1.2 demonstrate through experiment how levers can be used to produce small

output movement from a large input movement and vice-versa.

4.3.1.3 design and make lever devices to solve specific problems.

4.4 Design and

Making

Processes


of design.

4.4.1.1 make simple objects of their choice from found materials.

4.4.1.2 state the good and bad points about each other’s objects.

4.4.2 manipulate and process sheet

materials into a product.

4.4.2.1 mark / trace sheet materials such drawing paper and cards to the required

shapes and sizes using pencil, ruler and / or template.

4.4.2.2 cut sheet materials to the required shapes and sizes using a pair of scissors.

4.4.2.3 identify and name marking out and cutting tools for making their products.

4.4.2.4 join sheet materials using adhesives, split pins, paper fasteners and tapes.

4.4.2.5 colour their products using colour pencils and / or crayons.

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STANDARD TWO




1.1 Safety

Precautions

1.1.1 gain practical experience needed to

work safely in the school workshop

and the sports field.

1.1.1.1 identify and name common hazards in the school workshop and the sports

field.

1.1.1.2 interpret and follow safety charts and symbols.


1.2 Good Health

Practices

1.2.1 acquire and apply knowledge of good

health practices.

1.2.1.1 describe how posture can affect health.

1.2.1.2 describe how the body reacts to a variety of exercises.

1.2.1.3 demonstrate different types of exercise that can contribute to good health.

1.2.1.4 identify activities that can contribute to good health.

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2.1 Drawing 2.1.1 appreciate the different shapes, forms

and textures of different objects.

2.1.1.1 name and describe kinds of objects found in the natural and man-made

environment.

2.1.1.2 draw various objects using different kinds of lines, marks and shapes.

2.1.2 use various drawing tools and

materials to create patterns and

pictures.

2.1.2.1 observe and record lines, marks, shapes and textures in the environment.

2.1.2.2 make rubbings of various natural and man-made objects to discover lines,

shapes and textures.

2.1.2.3 use the crayon etching techniques to create patterns.

2.1.3 use drawings to express feelings and

record experiences and observations.

2.1.3.1 draw various lines and marks to express feelings.

2.1.3.2 draw from observation, memory and imagination.

2.2 Painting 2.2.1 explore and develop an appreciation

of colour using several painting

techniques and processes.

2.2.1.1 identify and name colours.

2.2.1.2 mix, match and sort colours.

2.2.1.3 identify warm and cool colours.

2.2.1.4 create a painting using colours.

2.2.1.5 apply different techniques and processes of painting.

2.2.1.6 paint forms and shapes from observation, memory and imagination.

2.3 Collage 2.3.1 gain experience in working with

different materials in collage making.

2.3.1.1 use natural materials to create a collage.

2.3.1.2 use waste materials to create a collage.

2.3.1.3 use cut-outs to compose a collage.

2.4 Construction

2.4.1 explore and discover the potential of

construction materials and techniques.

2.4.1.1 experiment with construction techniques to create various forms.

2.4.1.2 construct forms by cutting, folding and joining.

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2.5 Modelling 2.5.1 discover and employ techniques of

hand building to create static forms.

2.5.1.1 examine and describe the nature of clay.

2.5.1.2 explore clay through the senses of touch, sight and smell.

2.5.1.3 use clay to make different forms.

2.5.1.4 make objects by using various modelling techniques.

2.6 Illustration

2.6.1 appreciate that stories are illustrated

in different ways.

2.6.1.1 illustrate their own stories.

2.6.1.2 illustrate poems of their own choice.

2.6.1.3 tell stories and convey information visually.

2.6.1.4 interpret a given illustration.

2.7 Pattern Making

2.7.1 explore and discover patterns. 2.7.1.1 identify and differentiate man-made and natural patterns.

2.7.1.2 use repeated lines to create patterns.

2.8 Print Making

2.8.1 develop skills in the application of

printing techniques.

2.8.1.1 identify prints and patterns in the environment and in artwork.

2.8.1.2 print with a variety of natural and man-made objects.

2.8.1.3 use a variety of printing techniques to create a product.

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3.1 Sound 3.1.1 develop an awareness of dynamics. 3.1.1.1 produce soft and loud sounds using objects and parts of the body.

3.1.1.2 use symbols to represent soft and loud sounds.

3.1.1.3 create sound variations in volume on accompanying instruments to match

a singing voice.

3.1.1.4 create variations in tempo on accompanying instruments to match the

singing voice.

3.2 Rhymes and

Choreography


of simple traditional rhymes, folk

tunes and dances.

3.2.1.1 sing rhymes and traditional folk tunes.

3.2.1.2 sing simple songs of their own composition.

3.2.1.3 clap, walk, tap, nod and stamp in time.

3.2.1.4 respond to a rhyme or tune through original movement.

3.3 Body

Percussion

3.3.1 develop an awareness and

appreciation of body percussion.

3.3.1.1 use different parts of the body to produce sounds.

3.3.1.2 combine different sounds rhythmically for musical effect.

3.3.1.3 create rhythm patterns by clapping and moving to a given piece of music.

3.4 Pitch and

Duration

3.4.1 demonstrate low and high pitch. 3.4.1.1 identify different pitches.

3.4.1.2 differentiate between high and low pitch.

3.4.1.3 sing notes of the modulator (ascending and descending).

3.4.1.4 produce long and short sounds.

3.5 Dramatisation

3.5.1 develop the ability to dramatise

stories and tales.

3.5.1.1 use movement and sound to express the mood of a story.

3.5.1.2 use sound effects to bring out variations in the mood.

3.5.1.3 create simple characters and narratives in response to a range of stimuli.

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3.6 Dance 3.6.1 explore different ways of moving in

space.

3.6.1.1 demonstrate different ways of moving in general space.

3.6.1.2 demonstrate proper use of personal space.

3.6.1.3 respond to different stimuli with a range of action.

3.6.1.4 name dance elements.



3.6.2.1 perform traditional dances in their locality.

3.6.2.2 perform a variety of traditional dances in their district.

3.6.2.3 perform different dances with/without a stimulus.

3.6.2.4 compose a simple dance piece.

3.7 Games 3.7.1 acquire knowledge and understanding

of games.

3.7.1.1 identify different types of games.

3.7.1.2 demonstrate control in receiving and sending skills.

3.7.1.3 demonstrate awareness of personal space and that of others when playing

in a variety of games.

3.7.1.4 apply skills in modified competitive even sided games.

3.7.1.5 state rules of specific games.

3.8 Gymnastics 3.8.1 develop basic gymnastic movements. 3.8.1.1 perform basic gymnastic movements of travelling and balancing.

3.8.1.2 perform a sequence of three to four movements on the floor.

3.8.1.3 demonstrate the ability to take weight on different parts of the body.


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4.1 Materials 4.1.1 explore the characteristics and uses of

materials.

4.1.1.1 identify different materials around them.

4.1.1.2 observe the characteristics of various materials including fabric, wood,

paper, cardboard, plastics and foil.

4.1.1.3 suggest possible uses of the materials mentioned above.

4.1.1.4 select and use appropriate materials for a particular purpose.

4.2 Structures 4.2.1 experiment and apply the principles

of structures.

4.2.1.1 identify shell and frame structures.

4.2.1.2 demonstrate through experiment that materials such as paper, card, sticks,

straws and others can be strengthened to make model structures.


4.3 Mechanisms 4.3.1 observe and apply the principles of

linkages.

4.3.1.1 identify input and output of a linkage system.

4.3.1.2 demonstrate through experiment how linkages can be used to increase or

decrease a movement or change the direction of a movement.

4.3.1.3 design and make simple linkage systems to solve specific problems.

4.4 Design and

Making

Processes

4.4.1 explore the basic aspects of design. 4.4.1.1 discuss the importance of design in relation to human needs.

4.4.1.2 observe considerations to be made when designing.

4.4.2 manipulate and process various

materials into a product.

4.4.2.1 trace different shapes onto sheet materials such as drawing paper, cards,

ABS, polystyrene and foam using pencil, ruler and / or template.

4.4.2.2 cut the above mentioned materials to the required shapes and sizes using a

pair of scissors and / or a trimming knife.

4.4.2.3 cut, fold and join wire into the required forms using a pair of pliers.

4.4.2.4 identify and name the appropriate tools for making their products.

4.4.2.5 join materials using appropriate adhesives and other jointing methods.

4.4.2.6 finish their products using different colouring and painting techniques.

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STANDARD THREE




1.1 Safety

precautions

1.1.1 demonstrate safety measures in the

school workshop and the sports field.

1.1.1.1 list safety precautions that are applicable to the school workshop and the

sports field.

1.1.1.2 explain safe behaviour in the school workshop and the sports field.


1.2 Good Health

Practices

1.2.1 demonstrate an awareness of good

health practices.

1.2.1.1 state ways of avoiding infections when performing practical activities.

1.2.1.2 identify different types of warm up and cool down exercises.

1.2.1.3 perform exercise safely.

1.2.1.4 explain how the body reacts to different exercises.

1.2.1.5 discuss how regular exercises can improve health.

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2.1 Drawing 2.1.1 explore ways of expressing ideas and

record experiences using a variety of

materials and tools.

2.1.1.1 draw pictorial compositions using different drawing tools, materials and

techniques.

2.1.1.2 draw pictorial compositions using lines, shapes and marks to express

feelings and ideas.

2.1.1.3 draw pictorial compositions from memory, imagination and observation.

2.2 Painting 2.2.1 develop an appreciation of colour and

its application.

2.2.1.1 show appreciation of the beauty of colour in the natural and man-made

environment.

2.2.1.2 mix paints to create different effects.

2.2.1.3 describe the effects of light on an object.

2.2.1.4 create paintings using warm and cool colours to depict time of the day,

weather or season.

2.3 Collage /

Mosaic

2.3.1 appreciate and explore the use of

various materials and techniques in

creating collage and mosaic.

2.3.1.1 use collage / mosaic processes to create a composition.

2.3.1.2 use natural materials and/or waste materials to create collage / mosaic.

2.3.1.3 differentiate between collage and mosaic forms.

2.4 Construction 2.4.1 explore and discover the potential of

materials used in construction.

2.4.1.1 construct various forms using different tools and materials.

2.4.1.2 use various construction processes to create forms.

2.4.1.3 select appropriate construction processes for a specific project.

2.5 Modelling 2.5.1 develop skills of using soft materials

to create various forms.

2.5.1.1 list the properties of clay.

2.5.1.2 express ideas in three-dimensional form using various modelling

techniques.

2.5.1.3 show appreciation of three-dimensional forms.

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2.6 Illustration 2.6.1 develop awareness and appreciation

of the use of illustration.

2.6.1.1 tell stories and convey information / messages visually.

2.6.1.2 illustrate and interpret stories, songs and poems.

2.6.1.3 create a mural using various forms of illustrations.

2.7 Pattern Making

2.7.1 develop awareness and appreciation

of pattern making.

2.7.1.1 identify different patterns from the natural and man-made environment.

2.7.1.2 make patterns using a variety of art elements.

2.7.1.3 describe natural and man-made patterns.

2.8 Print Making 2.8.1 explore ways of print making. 2.8.1.1 identify prints from natural and man-made environment.

2.8.1.2 identify different printing techniques.

2.8.1.3 make prints using various printing methods.

2.8.1.4 use objects and colours to create a print.

2.9 Textiles 2.9.1 develop an awareness and

appreciation of fabrics.

2.9.1.1 match and sort fabrics / threads according to colour, texture, pattern and

warmth.

2.9.1.2 describe fabrics and threads found in the immediate surrounding.

2.9.1.3 construct and decorate threads and fabrics.

2.9.1.4 use fabrics and threads in picture making.

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3.1 Sound 3.1.1 develop an awareness of dynamics. 3.1.1.1 demonstrate soft and loud sounds through singing.

3.1.1.2 add symbols to a simple tune to indicate soft and loud parts.

3.2 Rhymes and

Choreography

3.2.1 acquire knowledge of simple

traditional rhymes, folk tunes and

dances.

3.2.1.1 provide rhyming words to a given list of words.

3.2.1.2 compose a short verse with at least two rhyming words.

3.2.1.3 pass an object in time to the beat of music.

3.2.1.4 compose dance movements with selected accompaniment.

3.2.1.5 perform movements of a dance in a proper sequence.

3.3 Body

Percussion

3.3.1 develop an awareness and

appreciation of body sounds.

3.3.1.1 differentiate between beat and rhythm by contrasting body movements in

simple traditional tunes.

3.3.1.2 use objects from the environment to imitate body sounds.

3.4 Pitch and

Duration

3.4.1 develop an awareness of different

pitch levels.

3.4.1.1 use Curwen’s hand signs to indicate different pitches in the modulator.

3.4.1.2 create short melody patterns consisting of high and low sounds.

3.4.1.3 create a melody consisting of long and short sounds.

3.5 Dramatisation 3.5.1 develop an awareness of the

relationship between music, dance

and drama.

3.5.1.1 tell a story accompanied by a song to emphasise or express a message.

3.5.1.2 act stories using body language to emphasise and express meaning or

convey a message.

3.5.1.3 create movements to accompany songs.

3.6 Dance 3.6.1 acquire knowledge and appreciation


3.6.1.1 identify different traditional dances from their locality.

3.6.1.2 perform traditional dances in their locality.

3.6.1.3 perform a variety of traditional dances from other cultures.

3.6.2 explore different ways of moving in

space.

3.6.2.1 practise and refine dance elements.

3.6.2.2 perform selected dance pieces with/without stimuli.

3.6.2.3 perform movement patterns associated with cultural practices.

3.6.2.4 use body actions and music to express moods and feelings.

3.6.2.5 combine various elements to create a dance.

3.6.2.6 demonstrate proper use of personal and general space.

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3.7 Games 3.7.1 acquire knowledge and understanding

of various competitive games.

3.7.1.1 play a range of modified games from various categories.

3.7.1.2 state rules of modified games.

3.7.1.3 demonstrate receiving and sending skills.

3.7.1.4 use various equipment to create games.

3.8 Gymnastics 3.8.1 develop basic gymnastic skills. 3.8.1.1 perform gymnastic movements showing control in travelling and

balancing.

3.8.1.2 demonstrate ways of travelling using various apparatus.

3.8.1.3 demonstrate the ability to take weight on different parts of the body.

3.8.1.4 perform a simple movement sequence with or without apparatus.


3.9 Athletics 3.9.1 acquire knowledge and practice

various athletics activities.

3.9.1.1 identify short races.

3.9.1.2 participate in short races.

3.9.1.3 perform a range of running, throwing and jumping activities.

3.9.1.4 state and adhere to athletics rules.

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4.1 Materials 4.1.1 explore the characteristics and uses of

materials.

4.1.1.1 identify different materials around them.

4.1.1.2 state the characteristics of various materials including fabric, wood, paper,

cardboard, plastic and foil.

4.1.1.3 suggest possible uses of the materials mentioned above.

4.1.1.4 select and use appropriate materials for a particular purpose.

4.2 Structures 4.2.1 experiment and apply the concept of

structures.

4.2.1.1 identify shell and frame structures.

4.2.1.2 classify objects into natural and man-made structures.

4.2.1.3 create and test model beam and frame structures.

4.2.1.4 design and make beam and frame structures to solve specific problems.

4.3 Mechanisms 4.3.1 demonstrate the basic concepts of

wheel and axle system.

4.3.2.1 construct a wheel and axle system using found objects.

4.3.2.2 differentiate between single and separate axles.

4.3.2.3 construct models that have both single and separate axle systems.

4.4 Design and

Making

Processes

4.4.1 recognise a design need and develop a

possible solution.

4.4.1.1 state considerations to be observed when designing products.

4.4.1.2 identify the main stages of problem-solving or designing.

4.4.1.3 collect necessary information for their design projects.

4.4.1.4 identify the good and bad aspects of their designs in small groups.

4.4.2 demonstrate the manipulative skills of

producing a simple product.

4.4.2.1 mark out various materials including dowel, sticks, wood and plastics to

the required shapes and sizes.

4.4.2.2 cut the above mentioned materials to the required shapes and sizes using

cutting tools such as a pair of scissors, trimming knife and junior hacksaw.



4.4.2.5 finish their products using different colouring and painting techniques.

19

STANDARD FOUR




1.1 Safety

Precautions

1.1.1 demonstrate an awareness of safety

when working in the school workshop

and the sports field.

1.1.1.1 state preventative measures to be observed when working with materials,

tools and equipment / instruments.

1.1.1.2 use materials, tools and equipment / instruments safely.

1.1.1.3 state measures to be taken in case of injuries in the school workshop and

the sports field.

1.2 Good Health

Practices

1.2.1 acquire and apply sound knowledge

of good health practices.

1.2.1.1 identify the activities that contribute to good health.

1.2.1.2 perform activities that contribute to good health.

1.2.1.3 identify different types of warm up and cool down exercises.

1.2.1.4 perform exercises safely.

1.2.1.5 explain how the body reacts to different exercises.

1.2.1.6 discuss how regular exercises can improve your health.

20




2.1 Drawing 2.1.1 develop awareness of the complexity,

beauty of nature and man-made

environment.

2.1.1.1 draw the structure and composition of natural and man-made objects.

2.1.1.2 observe and draw simple linear arrangements of natural and man-made

forms.

2.1.2 develop an understanding of the

effects of light and dark tones.

2.1.2.1 create light and dark effects in a composition.

2.1.2.2 draw compositions from observation, memory and imagination.

2.1.2.3 interpret a given theme.

2.2 Painting 2.2.1 develop the ability to paint using a

variety of painting techniques,

materials and tools.

2.2.1.1 apply paint to surfaces using various painting techniques, tools and

materials.

2.2.1.2 mix and experiment with colour to discover different effects.

2.2.1.3 paint natural and man-made forms from observation.

2.2.1.4 paint pictorial compositions from memory, observation and imagination.

2.2.1.5 interpret and analyse a given pictorial composition.

2.3 Collage /

Mosaic

2.3.1 explore and appreciate collage /

mosaic processes.

2.3.1.1 sort out materials for collage and mosaic making.

2.3.1.2 select appropriate materials for collage and / or mosaic making.

2.4 Construction 2.4.1 explore and discover the techniques

of construction.

2.4.1.1 create various forms using construction techniques.

2.4.1.2 express ideas in three-dimensional form.

2.5 Modelling 2.5.1 explore the process of modelling

using various techniques.

2.5.1.1 use clay to create various objects.

2.5.1.2 model forms in relief and in the round.

2.5.1.3 differentiate between forms in relief and in round.

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2.6 Lettering 2.6.1 develop letter writing skills and

presentation.

2.6.1.1 identify different types of lettering.

2.6.1.2 write letters with the help of instruments.

2.6.1.3 construct well-spaced letters and words.

2.6.1.4 use various letters to create a design.

2.6.2 develop an appreciation of visual

symbols.

2.6.2.1 identify sources of information that use lettering.

2.6.2.2 identify and record graphic designs in their immediate surroundings.

2.6.2.3 create a design by arranging letters and images on a surface.

2.7 Illustration 2.7.1 develop awareness and appreciation

of the use of illustration.

2.7.1.1 identify and interpret different illustrations.

2.7.1.2 illustrate and interpret different stories, songs and poems.

2.7.1.3 discuss illustrations found in products.

2.7.1.4 create a mural using various forms of illustration.

2.8 Pattern Making 2.8.1 develop awareness and appreciation

of pattern making.

2.8.1.1 identify different patterns from the natural and man-made environment.

2.8.1.2 compare and contrast various patterns.

2.8.1.3 use art elements to create patterns.

2.9 Print Making 2.9.1 develop skills in print making. 2.9.1.1 identify natural and man-made prints.

2.9.1.2 create rubbings from man-made and nature’s designs.

2.9.1.3 make a variety of prints using different techniques.

2.10 Textiles

2.10.1 explore various fabric decoration

techniques.

2.10.1.1 use tie and dye to decorate fabrics.

2.10.1.2 use printing techniques to decorate fabrics.

2.10.1.3 use various threads to decorate surfaces.

22




3.1 Sound 3.1.1 develop an awareness of sound

quality.

3.1.1.1 use symbols to represent soft and loud sounds.

3.1.1.2 differentiate between metallic and non-metallic sounds.

3.1.1.3 identify sounds produced by different musical instruments.

3.2 Rhymes and

Choreography

3.2.1 develop an awareness of the

relationship between rhythm and

movement.

3.2.1.1 compose a piece of music with rhyming words.

3.2.1.2 provide rhyming words to a given list of words.

3.2.1.3 use movement to interpret music.

3.2.1.4 use movement to tell a story.

3.2.1.5 describe the importance of costume in choreography.

3.3 Body

Percussion

3.3.1 understand the characteristics of

sound.

3.3.1.1 use parts of the body to produce a percussive effect.

3.3.1.2 identify the sound produced by different parts of the body.

3.3.1.3 construct simple percussive musical instruments.

3.4 Pitch and

Duration

3.4.1 demonstrate an understanding of low

and high pitch.

3.4.1.1 sort various sound sources according to their pitch.

3.4.1.2 define pitch.

3.4.1.3 draw a graph representing different pitch levels.

3.4.1.4 use hand signs to show pitch levels.

3.4.1.5 sing tunes in tonic solfa.

3.4.1.6 improvise a tune on the notes B A G on the recorder.

3.4.1.7 use symbols to represent short and long sounds.

3.4.1.8 use French Time names in simple rhythms.

3.5 Dramatisation 3.5.1 develop the capacity for

dramatisation.

3.5.1.1 dramatise simple stories and tales.

3.5.1.2 mime simple stories and tales.

3.5.1.3 create and dramatise stories and tales.

23

3.6 Dance 3.6.1 develop an understanding and

appreciation of traditional dances.

3.6.1.1 respond to music creating a story through movement.

3.6.1.2 use traditional dance movements to make formations.

3.6.1.3 appreciate one’s potential to perform traditional dances.

3.6.1.4 create and perform movement patterns integrating songs.

3.6.1.5 perform combined movement patterns in a sequence to develop co-

ordination and rhythm.

3.6.1.6 perform movement patterns to develop a sequence in pairs / groups.

3.6.1.7 perform organised selected dance pieces with / without stimuli.

3.7 Games

3.7.1 acquire knowledge and understanding

of traditional games.

3.7.1.1 identify selected traditional games.

3.7.1.2 demonstrate the ability to participate in games.

3.7.1.3 state rules of selected traditional games.

3.7.1.4 perform selected traditional games.

3.7.2 develop and practice the skills of

simple competitive games.

3.7.2.1 participate in a range of modified games.

3.7.2.2 state rules of modified games.

3.7.2.3 demonstrate sending and receiving skills individually and with a partner.

3.7.2.4 use available equipment safely.

3.7.2.5 create games using available equipment.

3.8 Gymnastics

3.8.1 develop basic gymnastic skills. 3.8.1.1 travel at different levels.

3.8.1.2 perform static balances in pairs and in groups.

3.8.1.3 take weight on different parts of the body.

3.8.1.4 perform a simple sequence with a partner mirroring and matching on the

floor.


3.8.1.6 perform a specific sequence in pairs or in groups.

3.8.1.7 link different ways of travelling in a sequence smoothly.

3.8.1.8 perform counter balances with variations.

3.9 Athletics

3.9.1 develop basic skills in athletics. 3.9.1.1 perform a range of running, throwing and jumping using correct techniques.

3.9.1.2 run at a suitable pace for a particular race.

3.9.1.3 demonstrate a good range of skills when throwing, jumping and running.

3.9.1.4 measure height / distance according to rules.

3.9.1.5 demonstrate the ability to jump and throw from a distance.

3.9.1.6 identify starting zones for short races.

3.9.1.7 state rules for short races, jumps and throws.

24




4.1 Materials 4.1.1 make informed decisions about the

choice of materials.

4.1.1.1 select and justify materials for a particular product.

4.1.1.2 state the properties of materials in relation to their designs.

4.1.1.3 describe the importance of using materials economically.

4.1.1.4 use materials economically.

4.2 Structures 4.2.1 apply the concepts of triangulation

and reinforcement.

4.2.1.1 name the forces exerted on a frame structure.

4.2.1.2 demonstrate how thin materials can be strengthened.

4.2.1.3 use the principle of triangulation to add rigidity to different shapes.


4.3 Mechanisms 4.3.1 apply the principles of wheel and axle

system in problem-solving activities.

4.3.1.1 identify examples of wheel and axle system being used in the locality.

4.3.1.2 demonstrate through experiment how the wheel and axle system can:

• take less force to push than to slide a non-wheeled object.

• be used to reduce friction.

• be used to lift and lower a load.

4.3.1.3 explore single versus separate axles.

4.3.1.4 design and make models which use wheel and axle systems to solve

specific problems.

25

4.4 Design and

Making

Processes

4.4.1 recognise problems and design

possible solutions.

4.4.1.1 identify the main stages of problem-solving or designing.

4.4.1.2 collect necessary information for their designs.

4.4.1.3 design a product to solve a given problem.

4.4.1.4 evaluate their designs in groups.

4.4.2 show control and accuracy in shaping,

joining and finishing a product.

4.4.2.1 mark out various materials including wood, metals and plastics to the

required shapes and sizes.

4.4.2.2 cut the above mentioned materials to the required shapes and sizes using

cutting tools such as a pair of scissors, trimming knife and junior hacksaw

and coping saw.

4.4.2.3 cut, fold and join wire into the required forms using a pair of pliers.



4.4.2.6 finish their products using different techniques.

primary: lower primary syllabi: creative and performing arts)€¦ · · 2013-06-28creative and...

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