primary: upper primary syllabi: creative and performing arts · creative and performing arts is a...

1

INTRODUCTION

The Creative and Performing Arts (CAPA) 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, Home Economics, Business

Studies, Drama, Dance, Music and Physical Education. Its main

aims, among other things, are to help students develop their creative,

aesthetic, psychomotor skills and the love for the arts.

All Primary school teachers should use this programme to guide their

overall teaching of standard 5 to 7. The syllabus has been put

together in a spiral approach which has a lot of flexibility to facilitate

project teaching and integration.

RATIONALE

Creative and Performing Arts will provide the opportunity for

learners to acquire basic knowledge, practical skills and develop 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. CAPA will

contribute towards the learners’ socialisation processes and self-

reliance which should provide the basis for further education.

It will further provide an awareness of various technologies and

businesses around the learners as well as their effects on everyday

life and the environment. It will encourage learners to develop

positive attitudes towards practical work and productivity. CAPA

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 UPPER PRIMARY CREATIVE AND

PERFORMING ARTS

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

1. psychomotor skills in the use of materials, tools, instruments,

equipment and implements.

2. the ability to compose, design and make products.

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

and Performing Arts.

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

in everyday life.

5. an understanding of simple technology applicable to real-life

situations.

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

problem-solving skills.

7. safe working habits and appreciation of healthy working

environment.

8. positive attitude towards practical work and productivity.

9. an appreciation of the environment in a conserving and

preserving manner.

10. competence in performing skills such as manipulative,

locomotors, vocal and stability.

11. basic entrepreneurial skills, work habits, attitudes and values

necessary for business activities.

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

13. knowledge, skills and values that contribute towards individual

development.

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.

2

16. awareness of the emerging issues such as Human

Immunodeficiency Virus (HIV) / Acquired Immune Deficiency

Syndrome (AIDS), Population Family Life Education

(POP/FLE).

ATTAINMENT TARGETS

1. Knowledge and Understanding

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

1.1 acquired knowledge and understanding of materials, tools,

equipment, instruments, implements and processes in Creative

and Performing Arts.

1.2 acquired knowledge and understanding of production processes

used in Creative and Performing Arts.

1.3 acquired knowledge and understanding of own culture and

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

1.4 developed awareness of rules and regulations pertaining to

Creative and Performing Arts.

1.5 acquired knowledge and understanding of safety precautions in

the use of tools, equipment, instruments, implements and

materials.

1.6 acquired knowledge and understanding of the elements,

principles and concepts as applied in Creative and Performing

Arts.

1.7 acquired knowledge and understanding of ways of prospecting,

procuring and improvising materials, tools and equipment.

1.8 acquired basic knowledge and understanding of health needs

and regulations in relation to producers, consumers and the

environment.

1.9 recognised factors that contribute to a healthy individual and

environment.

1.10 acquired knowledge and understanding of methods of

conservation and preservation of the environment.

1.11 acquired problem-solving skills using design process.

2. Communication

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

2.1 developed understanding and use of the Creative and

Performing Arts language.

2.2 developed understanding and appreciation in the use of verbal

and non-verbal forms of communication.

3. Practical / Manipulative Skills At the end of upper primary education, learners should have:

3.1 developed dexterity through working with materials, tools,

equipment, instrument and implements.

3.2 developed practical skills in manipulating materials into useful

products.

3.3 developed skills in the efficient use and management of

resources.

- Creativity At the end of upper primary education, learners should have:

4.1 developed creative skills through composing, performing,

designing and making products.

4.2 developed a project from a simple theme or concept.

5. Attitudes At the end of upper primary education, learners should have:

5.1 developed awareness and appreciation of indigenous

materials/activities.

5.2 developed positive attitudes towards practical activities.

5.3 developed a spirit of self-reliance.

5.4 developed interpersonal skills through participation in

teamwork activities.

3

5.5 developed awareness and appreciation of the value of culture,

beliefs and practices.

- developed desirable attitudes towards health and safety practices.

ORGANISATION OF THE SYLLABUS

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

content area subdivided into units with topics. Within each topic are

general and specific objectives. The specific objectives describe what

the learners are expected to achieve.

Module 1 - Health and Safety

The module focuses on aspects of safety as well as principles of

keeping healthy and fit. It also aims at introducing learners to the

concept of food and nutrition. Learners will be exposed to the

importance of exercise in relation to health.

Module 2 - Communication

This module seeks to develop an awareness and understanding of

visual and written forms of communication. The objectives focus on

the acquisition and application of knowledge, skills and techniques

of different media used in visual arts.

Module 3 - 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, creativity and performance.

Module 4 - Design and Production

The aim of this module is to equip learners with concepts of design,

principles of technology and the processes of production 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.

Module 5 - Entrepreneurship

This module introduces learners to basic skills required to start and

run a successful business. It emphasises on finding out about

businesses in their local area, why they are located in specific areas

and the processes the business people have to go through before

setting up a business.

TIME ALLOCATION

The Creative and Performing Arts programme has been developed

on the basis that it will be allocated at least four hours per week in

the primary school timetable.

ASSESSMENT PROCEDURES

Teachers are required to use a variety of assessment modes; e.g.

practical tasks and assignments, tests and quizzes to assess learners’

performance through out the course. It is important that teachers

keep a record of these assessments and summarise them as part of

the term’s work for 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 7 by Examinations, Research and Testing Division

(ERTD).

4

STANDARD FIVE

MODULE 1: HEALTH AND SAFETY

UNIT 1.1: HYGIENE AND SAFETY

Topics General Objectives Specific Objectives

Learners should be able to: Learners should be able to:

Hygiene 1.1.1 understand and apply hygiene

practices.

1.1.1.1 describe a hygienic environment.

1.1.1.2 practise hygiene within different environments.

1.1.1.3 discuss illnesses associated with unhygienic environment.

Safety and first aid 1.1.2 understand and apply safety and first

aid.

1.1.2.1 follow simple instructions to minimise risks.

1.1.2.2 label tools, equipment, instruments and implements for storage.

1.1.2.3 work safely with a range of materials, tools, equipment, instruments and

implements.

1.1.2.4 explain first aid.

1.1.2.5 discuss the importance of first aid.

UNIT 1.2: FOOD AND NUTRITION

Foods 1.2.1 acquire knowledge of foods and their

functions.

1.2.1.1 identify different food.

1.2.1.2 classify foods according to their groups and functions.

1.2.1.3 prepare a balanced breakfast.

UNIT 1.3: PERSONAL FITNESS

Exercise 1.3.1 understand types of exercise. 1.3.1.1 identify different types of exercise.

1.3.1.2 explain high and low intensity exercises.

1.3.1.3 perform high and low intensity exercises.

1.3.2 appreciate the role of exercise. 1.3.2.1 describe the effects of exercise on the body.

1.3.2.2 design a personal training programme to improve health.

1.3.2.3 follow individual training programmes to keep fit.

5

MODULE 2: COMMUNICATION

UNIT 2.1: DRAWING



Shapes, forms and

textures

2.1.1 develop skills and techniques of

creating shapes, forms and textures.

2.1.1.1 identify types of lines as vertical, horizontal, diagonal, zigzag and curved.

2.1.1.2 use lines to create contour drawings.

2.1.1.3 describe form.

2.1.1.4 explore the effects of light on objects.

2.1.1.5 explore various techniques of creating tonal values.

2.1.1.6 describe textures of various objects.

2.1.1.7 create textures using various drawing tools.

2.1.1.8 create a composition using tonal values to suggest form.

UNIT 2.2: PAINTING

Colour 2.2.1 develop skills in the use of colour. 2.2.1.1 define colour, value and intensity.

2.2.1.2 classify colours into primary, secondary and complimentary.

2.2.1.3 explore various colours to determine values and intensities.

2.2.1.4 create an arrangement of colours on the colour wheel.

2.2.1.5 analyse the use of colour in a composition.

Painting techniques 2.2.2 appreciate various techniques in

painting.

2.2.2.1 explore the use of various materials, tools and media in painting.

2.2.2.2 explore various techniques in painting.

2.2.2.3 create a composition using various painting techniques.

2.2.2.4 analyse the use of various techniques in a composition.

UNIT 2.3: TWO-DIMENSIONAL CRAFTS

Collage, Mosaic and

Montage


collage, montage and mosaic making.

2.3.1.1 describe mosaic, collage and montage.

2.3.1.2 identify materials used for mosaic, collage and montage.

2.3.1.3 create pictorial composition using either mosaic, collage or montage

technique.

UNIT 2.4: MEDIA

Visual

communication

2.4.1 demonstrate the ability to use visual

forms of communication.

2.4.1.1 explain visual forms of communication.

2.4.1.2 discuss the advantages and disadvantages of visual communication.

2.4.1.3 explain the use of visual communication.

2.4.1.4 design any form of visual communication to convey a specific message.

6

MODULE 3: COMPOSING AND PERFORMING

UNIT 3.1: TRACK AND FIELD EVENTS



Sprints

3.1.1 develop skills and techniques in the

selected sprint event.

3.1.1.1 identify the following sprint events: 100 m, 200 m and 300 m.

3.1.1.2 recognise starting and finishing points for the selected sprints.

3.1.1.3 demonstrate the bunch start and running through the tape finish.

3.1.1.4 apply rules and techniques in any selected sprints.

Throws

3.1.2 develop skills and techniques in

selected throwing event.

3.1.2.1 identify throwing events as discus, shot put and javelin.

3.1.2.2 demonstrate proper execution of the selected throw.

3.1.2.3 apply rules and techniques in the selected throw.

3.1.2.4 recognise the throwing sector for the selected throw.

Jumps 3.1.3 develop skills and techniques in a

selected jumping event.

3.1.3.1 identify jumping events as high, long and triple jump.

3.1.3.2 recognise the jumping areas for the selected jump.

3.1.3.3 demonstrate take off and landing in the selected jump.

3.1.3.4 demonstrate techniques of jumping for the selected jump.

3.1.3.5 apply rules and techniques for the selected jump.

UNIT 3.2: CREATIVE DANCE

Dance elements

3.2.1 understand dance elements. 3.2.1.1 identify dance elements as level, shape, direction and pathways.

3.2.1.2 discuss aspects of body movements as body awareness and space

awareness.

3.2.1.3 demonstrate the selected dance elements.

3.2.1.4 demonstrate aspects of body and space awareness.


choreography and dance.

3.2.2.1 explain choreography.

3.2.2.2 demonstrate proper use of personal and general space.

3.2.2.3 show co-operative and social skills in dance.

3.2.2.4 use selected dance elements to create a short dance.

3.2.2.5 show formations and patterns in dance.

3.2.2.6 explain the role of dance in the community.

3.2.2.7 evaluate compositions using a set criteria.

Traditional dance 3.2.3 acquire knowledge and develop skills

of traditional dance.

3.2.3.1 name traditional dances in Botswana.

3.2.3.2 list communities associated with each dance style.

3.2.3.3 perform traditional dance styles in a given locality/district.

3.2.3.4 explain the significance of each dance.

3.2.3.5 differentiate between dance patterns.

7

UNIT 3.3: GYMNASTICS

Gymnastic

movements


gymnastics.

3.3.1.1 identify gymnastic movements.

3.3.1.2 perform gymnastic movements of travelling, balancing and landing.

3.3.1.3 explain linking movements as leaps, turns and jumps.

3.3.1.4 use linking movements of leaps, turns and jumps in a sequence.

3.3.1.5 perform counter balance and counter tension skills with variations.

3.3.1.6 perform rhythmic movements in gymnastics.

3.3.1.7 perform a short sequence alone or with a partner in unison and canon.

3.3.1.8 observe and copy a partner.

3.3.1.9 evaluate performance by describing.

UNIT 3.4: BALL GAMES

Invasion/contact

games

3.4.1 develop skills and techniques in one

invasion/contact game.

3.4.1.1 identify invasion/contact games as netball, football and basketball.

3.4.1.2 explain sending and receiving skills for the selected game.

3.4.1.3 perform sending and receiving skills for the selected game.

3.4.1.4 recognise court dimensions and positions for the selected game.

3.4.1.5 identify pieces of equipment used for playing the selected game.

3.4.1.6 integrate skills in the selected invasion/contact games.

3.4.1.7 demonstrate offensive and defensive skills.

3.4.1.8 apply rules in a modified selected game.

3.4.1.9 play an even-sided modified game.

3.4.2 appreciate the benefits of participating

in games.

3.4.2.1 explain physical, social and mental benefits of participating in games.

3.4.2.2 demonstrate interpersonal and social skills in playing games.

3.4.2.3 utilise available time to participate in physical and social games.

3.4.2.4 demonstrate co-operative and decision making skills in games.

3.4.2.5 list recreational and social values of games.

3.4.2.6 explain the importance of good teamwork spirit.

3.4.2.7 demonstrate good teamwork spirit in games.

8

UNIT 3.5: MUSIC OF BOTSWANA

Composers and artists

3.5.1 acquire knowledge of local

composers, artists and their music.

3.5.1.1 differentiate between a composer and an artist.

3.5.1.2 list famous composers of Botswana origin.

3.5.1.3 classify famous compositions according to composers.

3.5.1.4 name famous traditional artists of Botswana origin.

3.5.1.5 list famous artists of modern music in Botswana.

3.5.1.6 perform any composition by a famous composer/artist.

3.5.1.7 discuss the significance of music in society.

UNIT 3.6: PITCH

Pentatonic scale

3.6.1 demonstrate knowledge of the

pentatonic scale.

3.6.1.1 describe pentatonic scale.

3.6.1.2 sing notes of the pentatonic scale in correct pitch.

3.6.1.3 play notes of the pentatonic scale on pitched percussions.

3.6.1.4 perform melodies in pentatonic scale.

UNIT 3.7: NOTATION

Types of notation

3.7.1 demonstrate an awareness of types of

notation.

3.7.1.1 explain notation.

3.7.1.2 describe types of notation.

3.7.1.3 create graphic notation of simple tunes.

3.7.1.4 state the importance of notation.

UNIT 3.8: TIME AND RHYTHM

Notes

3.8.1 explore notes names and values. 3.8.1.1 explain rhythm.

3.8.1.2 identify a crochet and a quaver in staff notation.

3.8.1.3 draw a crochet and quaver.

3.8.1.4 state time values of a crochet and quaver.

3.8.1.5 demonstrate rhythmic combinations of crochet and quaver.

3.8.1.6 create short rhythmic patterns with a crotchet and a quaver.

3.8.1.7 perform a full note and a half note in tonic solfa.

3.8.1.8 draw a full note and a half note in tonic solfa.

3.8.1.9 create short rhythmic patterns with full and half notes.

9

UNIT 3.9: DRAMATISATION

Drama

3.9.1 acquire knowledge and understanding

of drama.

3.9.1.1 explain drama.

3.9.1.2 list types of drama.

3.9.1.3 explain uses of drama.

3.9.1.4 identify elements of drama.

3.9.1.5 explain selected elements of drama.

3.9.1.6 perform selected elements of drama.

3.9.1.7 appreciate the role of drama in society

3.9.1.8 dramatise short stories/tales to communicate an idea

MODULE 4: DESIGN AND PRODUCTION

UNIT 4.1: NEEDS AND WANTS



Individual and

household needs and

wants

4.1.1 investigate the composition of

individual and household needs and

wants.

4.1.1.1 explain needs and wants.

4.1.1.2 differentiate between needs and wants.

4.1.1.3 classify school requirements into needs and wants.

4.1.1.4 discuss ways of contributing towards household needs and wants.

Satisfaction of needs

and wants

4.1.2 understand the satisfaction of needs

and wants.

4.1.2.1 explain the satisfaction of needs and wants directly and indirectly.

4.1.2.2 discuss the part played by money in the satisfaction of needs and wants

indirectly.

4.1.2.3 discuss ways of satisfying household and school needs and wants.

Budgeting

4.1.3 develop skills of preparing a budget. 4.1.3.1 explain budgeting.

4.1.3.2 explain the importance of budgeting.

4.1.3.3 analyse the parts of a budget.

4.1.3.4 discuss effective ways of budgeting.

4.1.3.5 prepare a family budget.

Business

4.1.4 appreciate the role of business in

providing for needs and wants of

people.

4.1.4.1 explain business.

4.1.4.2 analyse different goods and services supplied by businesses.

4.1.4.3 discuss ways businesses identify the needs and wants of consumers.

4.1.4.4 examine the part played by business in satisfying needs and wants.

4.1.4.5 investigate the activities of a specific business in the locality.

10

UNIT 4.2: PRODUCT DESIGN

Design process 4.2.1 explore and apply principles of the

design process.

4.2.1.1 discuss the importance of design.

4.2.1.2 describe the different stages of a design process.

4.2.1.3 come up with a variety of possible solutions from a given design brief.

4.2.1.4 make a product based on the best solution.

4.2.1.5 test and evaluate the product.

UNIT 4.3: GRAPHIC DESIGN

Postcards and

Greeting cards


designing postcards and greeting

cards.

4.3.1.1 explain graphic design.

4.3.1.2 identify examples of graphic designs.

4.3.1.3 use different tools and media to create various effects in postcards/greeting

cards.

4.3.1.4 use the layout technique of letters, words and symbols in postcard/greeting

card designing.

4.3.1.5 design either a postcard or greeting card.


Pattern and Print-

Making

4.4.1 develop and apply skills and

techniques of pattern and print-

making.

4.4.1.1 explain different types of pattern as random and planned.

4.4.1.2 create patterns using various printing techniques.

4.4.1.3 design random and planned patterns.

4.4.1.4 create a composition using any printing technique.

4.4.1.5 discuss careers relating to pattern and print-making.

UNIT 4.5: THREE-DIMENSIONAL CRAFTS

Pottery 4.5.1 develop and apply skills, techniques

and processes in pottery.

4.5.1.1 define pottery.

4.5.1.2 state sources of clay.

4.5.1.3 process clay for pottery making.

4.5.1.4 experiment with pottery techniques of pinch, coil and slab to make forms.

4.5.1.5 make different forms using the techniques of pinch, slab and coil.

4.5.1.6 decorate pottery with paint, textures or patterns.

4.5.1.7 burnish the surface of the leather-hard clay-pot.

UNIT 4.6: CLOTHING AND TEXTILES

Textile fibres 4.6.1 gain knowledge on types of textile

fibres.

4.6.1.1 describe a fibre.

4.6.1.2 classify fibres into natural and man-made.

4.6.1.3 classify natural fibres as vegetable or animal.

4.6.1.4 list examples of vegetable and animal fibres.

4.6.1.5 list man-made fibres.

11

Sewing tools and

basic hand stitches

4.6.2 develop skills of using sewing tools

and basic hand stitches.

4.6.2.1 identify basic sewing tools.

4.6.2.2 classify basic sewing tools according to use.

4.6.2.3 discuss care and storage of sewing tools.

4.6.2.4 classify basic hand stitches and their uses.

4.6.2.5 practise basic hand stitches of tacking, back stitch running and hemming.

4.6.2.6 apply basic hand stitches to a project.

Macramé 4.6.3 develop understanding and techniques

of macramé.

4.6.3.1 explain macramé.

4.6.3.2 discuss the use of macramé.

4.6.3.3 demonstrate techniques of macramé.

4.6.3.4 apply techniques of macramé to a project.

Embroidery stitches 4.6.4 understand and develop skills in

embroidery hand stitches

4.6.4.1 identify embroidery hand stitches.

4.6.4.2 list the uses of embroidery hand stitches.

4.6.4.3 practise creative ways of using embroidery hand stitches.

4.6.4.4 apply embroidery hand stitches to a project.

Seams 4.6.5 develop skills on seams.

4.6.5.1 explain seams.

4.6.5.2 identify types of seams.

4.6.5.3 make samples of different seams.

4.6.5.4 apply seams to a project.

12

UNIT 4.7: TECHNOLOGY

Structures 4.7.1 apply the principles of structures in

problem-solving.

4.7.1.1 explain forces.

4.7.1.2 differentiate between static forces and dynamic forces.

4.7.1.3 use the principle of triangulation to achieve stability and rigidity.

4.7.1.4 experiment with materials such as card, straws, dowels, wood strips, metal

strips and others to make model structures.

4.7.1.5 design and make model structures to solve specific problems.

4.7.1.6 test model structures.

Mechanisms

4.7.2 apply the principles of the crank

mechanisms in problem-solving.

4.7.2.1 illustrate the four basic types of motion.

4.7.2.2 identify crank mechanisms.

4.7.2.3 identify the input and output of a crank mechanism.

4.7.2.4 demonstrate the mechanical advantage of crank mechanisms.

4.7.2.5 use crank mechanisms to solve specific problems.

4.7.3 apply the principles of cam and

follower mechanisms in problem-

solving.

4.7.3.1 identify cam and follower mechanisms.

4.7.3.2 identify the input and output of a cam and follower mechanism.

4.7.3.3 illustrate different types of cams.

4.7.3.4 demonstrate the different movements of cam and follower mechanisms.

4.7.3.5 use the cam and follower mechanisms to solve specific problems.

13

UNIT 4.8: MATERIALS AND MAKING PROCESSES

Craft materials

- Jelutong

- Acrylic

- Round wire nail

- Panel pin

- Round head screw

- Polyvinyl Acetate

(PVA)

- Tensol cement

4.8.1 make informed decisions on the choice

of craft materials.

4.8.1.1 name craft materials.

4.8.1.2 describe properties and characteristics of craft materials.

4.8.1.3 list the different uses of craft materials.

Measuring and

marking out tools

- Ruler

- Pencil

- Felt pen

- Try square

- Marking gauge

- Compasses

4.8.2 apply techniques of measuring and

marking out materials.

4.8.2.1 recognise measuring and marking out tools.

4.8.2.2 use measuring and marking out tools correctly.

4.8.2.3 realise the importance of using datum surfaces and datum points.

Holding tools

- Woodwork bench

- Woodworker’s vice

- G-cramp

- Bench hook

4.8.3 use the principles of holding materials

in place when working.

4.8.3.1 identify holding tools.

4.8.3.2 use holding tools appropriately when working with wood and acrylic.

Cutting and shaping

tools

- Tenon saw

- Coping saw

- Hand drill

- Twist drill

- Bradawl

- Smoothing plane

- Flat surform

- Curved surform

- Round surform

- Hand file

- Half round file

- Round file

4.8.4 manipulate materials using cutting and

shaping tools.

4.8.4.1 list cutting tools.

4.8.4.2 cut wood and acrylic to the required sizes.

4.8.4.3 plane the edges of wood and acrylic to the required sizes.

4.8.4.4 shape wood and acrylic to specified requirements.

4.8.4.5 drill through holes and pilot holes in wood and acrylic.

4.8.4.6 drill through holes in acrylic.

14

Joining and forming

tools

- Cross pein hammer

- Pincers

- Flat screwdriver

- Phillips screwdriver

- Ring spanner

4.8.5 join wooden and plastic products using

different methods.

4.8.5.1 recognise joining tools.

4.8.5.2 join wood using different methods including dovetail and staggered

nailing, round head screws, bolts and nuts, polyvinyl acetate (PVA) and

tensol cement.

Finishing

- Glass paper

- Garnet paper

- Wet and dry paper

- Steel wool

- Wax

4.8.6 finish wooden and plastic products. 4.8.6.1 identify different types of finishes.

4.8.6.2 prepare surfaces of wood using appropriate abrasives and clean up

techniques.

4.8.6.3 prepare edges of acrylic using appropriate abrasives and clean up

techniques.

4.8.2.4 follow the stages of applying wax finish to a wooden product.

MODULE 5: ENTREPRENEURSHIP

UNIT 5.1: ENTREPRENEURIAL SKILLS



The entrepreneur 5.1.1 understand the functions of the

entrepreneur.

5.1.1.1 describe the entrepreneur.

5.1.1.2 explain the functions of entrepreneurs.

5.1.1.3 discuss the importance of entrepreneurs in Botswana.

Entrepreneurial skills 5.1.2 examine the entrepreneurial skills.

5.1.2.1 explain the skills and qualities of an entrepreneur.

5.1.2.2 examine the weaknesses of a prospective entrepreneur that can cause

business failure.

5.1.2.3 discuss ways of correcting the weaknesses of a prospective entrepreneur.

15

STANDARD SIX





Personal hygiene 1.1.1 understand and apply the concept of

personal hygiene.

1.1.1.1 discuss personal hygiene practices.

1.1.1.2 discuss illnesses associated with unhygienic practices.

1.1.1.3 explain the importance of proper hygiene.


aid.

explain safety and first aid.

differentiate between safety and first aid

discuss ways of avoiding an electric shock.

1.1.2.4 discuss types of wounds such as abrasions, incisions and lacerations.

1.1.2.5 describe treatment of cuts, bruises, scalds and burns.

1.1.2.6 apply preventative measures in dealing with infections.


Nutrients 1.2.1 acquire knowledge of food nutrients. 1.2.1.1 state the nutrients found in food.

1.2.1.2 discuss sources and functions of proteins, carbohydrates, fats, oils,

vitamins, minerals and water.

1.2.1.3 discuss dietary guidelines

1.2.1.4 discuss a food plate.

1.2.1.5 prepare a balanced meal.

16


UNIT 2.1: DRAWING



Space and distance 2.1.1 develop skills and techniques of

creating the illusion of space and

distance in drawing.

2.1.1.1 describe different ways of creating the illusion of space and distance in

drawing.

2.1.1.2 explore ways of creating the illusion of space and distance in drawing.

2.1.1.3 draw either a landscape, cityscape or village scene to suggest space and

distance.

2.1.1.4 discuss the illusion of space and distance in a work of art.

UNIT 2.2: PAINTING

Space and distance 2.2.1 develop skills and techniques of

creating the illusion of space and

distance in painting.

2.2.1.1 describe different ways of creating the illusion of space and distance in

painting.

2.2.1.2 explore ways of creating the illusion of space and distance in painting.

2.2.1.3 paint either a landscape, cityscape or village scene that suggests space and

distance.

2.2.1.4 discuss the illusion of space and distance in a work of art.

UNIT 2.3: MEDIA

The post office 2.3.1 gain knowledge of the communication

functions of the post office.

2.3.1.1 identify the various ways the post office delivers letters and parcels.

2.3.1.2 explain the reasons for sending documents by express or registration.

2.3.1.3 discuss the transfer of money and parcels through the post office.

17





Sprints 3.1.1 develop skills and techniques in the

selected sprint events.

3.1.1.1 list the following sprint events: 400 m and 800 m.

3.1.1.2 recognise starting and finishing points for the selected sprints.

3.1.1.3 explain the drop finish.

3.1.1.4 demonstrate the drop finish.

3.1.1.5 demonstrate the bunch and medium starts.

3.1.1.6 apply rules and techniques in the selected sprints.

Throws 3.1.2 develop skills and techniques in a

selected throwing event.

3.1.2.1 name one throwing event.

3.1.2.2 explain techniques for the selected throw.

3.1.2.3 apply rules and techniques for the selected throw.

3.1.2.4 recognise throwing sector for the selected throw.

Jumps 3.1.3 develop skills and techniques in a

selected jump event.

3.1.3.1 name one jumping event.

3.1.3.2 demonstrate proper jumping techniques for the named jump.

3.1.3.3 explain techniques for the named jump.

3.1.3.4 identify the jumping area for the selected jump.

18


Dance elements

3.2.1 understand dance elements. 3.2.1.1 identify dance elements as pathways, relationships and speed.

3.2.1.2 demonstrate the selected dance elements.

3.2.1.3 explain aspects of effort awareness and relationships.

3.2.1.4 demonstrate effort awareness and relationships

3.2.2 develop skills of choreography and

dance.

3.2.2.1 differentiate between rhythm and coordination.

3.2.2.2 demonstrate rhythm and coordination in dance.

3.2.2.3 show awareness of personal and general space.

3.2.2.4 show co-operative and social skills in dance.

3.2.2.5 use contemporary dance movements to create a short dance.

3.2.2.6 compose a short narrative dance.

3.2.2.7 show different patterns and styles in dance.

3.2.2.8 explain the significance of dance in the community.


Gymnastic

movements

3.3.1 develop skills in gymnastics. 3.3.1.1 travel and balance on various parts of the body.

3.3.1.2 demonstrate static and dynamic balances with variations.

3.3.1.3 show aesthetic qualities in gymnastics.

3.3.1.4 perform a short movement sequence with rhythm.

3.3.1.5 mirror and match movements with a partner.


3.3.1.7 evaluate performance by comparing.


Striking/fielding

games


striking/fielding games.

3.4.1.1 identify net/wall/racquet games as badminton, tennis and volleyball.

3.4.1.2 explain sending and receiving skills for the selected game.

3.4.1.3 perform sending and receiving skills for the selected game with co-

ordination and control.

3.4.1.4 demonstrate proper grip/hold and stance for the selected game.


3.4.1.6 demonstrate proper hand-eye co-ordination for the selected game.

3.4.1.7 list pieces of equipment used for playing the selected game.

3.4.1.8 demonstrate offensive and defensive techniques in a game situation.

3.4.1.9 apply rules and techniques in a modified game.

3.4.1.10 integrate skills in a game.

19


Traditional music

instruments

3.5.1 explore traditional music instruments

of Botswana.

3.5.1.1 name traditional instruments of Botswana origin.

3.5.1.2 list materials used for making each instrument.

3.5.1.3 recognise sounds made by each instrument.

3.5.1.4 describe the production of sound by different traditional musical

instruments.

3.5.1.5 demonstrate the use of each traditional musical instrument.

3.5.1.6 perform a musical tune using traditional instruments

UNIT 3.6: PITCH

Chromatic intervals.

3.6.1 develop skills in chromatic intervals. 3.6.1.1 explain chromatic notes.

3.6.1.2 sing chromatic notes in a melody.

3.6.1.3 play chromatic notes on pitched percussions.

Dynamics

3.6.2 interpret dynamic markings. 3.6.2.1 explain dynamics.

3.6.2.2 identify dynamics signs.

3.6.2.3 state Italian names of soft, loud, very soft, very loud, moderately soft and

moderately loud.

3.6.2.4 respond to dynamic markings on a piece of music.


Notes

3.7.1 explore note names and values. 3.7.1.1 identify a minim and a semi breve.

3.7.1.2 state time values of a minim and semi breve.

3.7.1.3 draw a minim and a semi breve.

3.7.1.4 demonstrate rhythmic combination of quaver, crotchet, minim and semi

breve.

3.7.1.5 create a short rhythmic combination of quaver, crotchet, minim and semi

breve.

3.7.1.6 identify the equivalents of quaver, crotchet, minim and semi breve in tonic

solfa.


Drama

3.8.1 develop and appreciate the ability to

perform in drama.

3.8.1.1 explain comedy and tragedy in drama.

3.8.1.2 differentiate between comedy and tragedy.

3.8.1.3 identify elements of drama.

3.8.1.4 perform comedy and tragedy in drama.

3.8.1.5 apply selected drama elements in comedy and tragedy.

3.8.1.6 use facial expressions and gestures to show feelings in drama.

3.8.1.7 demonstrate co-operative skills with a partner in an imaginary context.

20





Importance of

production

4.1.1 understand the importance of

production in the satisfaction of needs

and wants.

4.1.1.1 explain the meaning of production.

4.1.1.2 differentiate between producers and consumers.

4.1.1.3 classify production activities into primary, secondary and tertiary.

4.1.1.4 discuss the importance of production in the satisfaction of needs and

wants.

Resources and

production

4.1.2 explore the relationship between

resources and production.

4.1.2.1 identify production resources.

4.1.2.2 classify production resources into land, labour, capital and enterprise.

4.1.2.3 list the production resources of a specific business in the locality.

4.1.2.4 explain factors determining production decisions.

4.1.2.5 discuss the importance of an entrepreneur in acquiring and using the

production resources.


Design process 4.2.1 explore and apply the basic principles

of the design process.

4.2.1.1 explain the elements and principles of design.

4.2.1.2 come up with a design brief of the problem to be solved.

4.2.1.3 analyse the problem and gather relevant information to solve the problem.

4.2.1.4 prepare a list of specification for the intended product.

4.2.1.5 generate a variety of design solutions to the problem.

4.2.1.6 develop the preferred solution.

4.2.1.7 make the product as per the developed solution.


21

UNIT 4.3: GRAPHIC DESIGN

Poster design 4.3.1 develop and apply skills and

techniques in poster designing.

4.3.1.1 define a poster.

4.3.1.2 describe the use of posters.

4.3.1.3 experiment with tools and media in poster designing.

4.3.1.4 design a poster for a specific event.

Mural design 4.3.2 apply skills and techniques in mural

making.

4.3.2.1 explain a mural.

4.3.2.2 discuss murals in the surroundings.

4.3.2.3 explore mural themes and designs.

4.3.2.4 design a mural for the school.


Tie-dye 4.4.1 apply skills and techniques in tie-dye

making.

4.4.1.1 define tie-dye.

4.4.1.2 experiment with artificial and natural dyes in tie-dye making.

4.4.1.3 explore the use of tools and materials in tie-dye making.

4.4.1.4 create tie-dye work for either a tablecloth, sofa cover or tray cover.

Weaving 4.4.2 develop skills and techniques in

weaving.

4.4.2.1 discuss weaving.

4.4.2.2 experiment with different techniques and materials in weaving.

4.4.2.3 weave either a wall hanging, a doormat, a scarf, a shawl, a purse or a tie.

UNIT 4.5: SCULPTURE

Modelling- Sculpture 4.5.1 develop skills and techniques in

sculpture making.

4.5.1.1 explain sculpture.

4.5.1.2 differentiate between freestanding and relief sculpture.

4.5.1.3 explore the use of tools and materials in sculpture making.

4.5.1.4 model either freestanding or relief sculpture.

22


Textile fibres 4.6.1 gain knowledge on types of yarn and

fabric.

4.6.1.1 describe a yarn and fabric.

4.6.1.2 state the properties of cotton, linen, wool and silk.

4.6.1.3 collect samples of cotton, linen, woollen and silk fabrics to make a fabric

chart.

4.6.1.4 collect samples of man-made fabrics.

Crocheting 4.6.2 develop understanding and techniques

in crocheting.

4.6.2.1 identify different types of crocheting.

4.6.2.2 demonstrate techniques of crocheting.

4.6.2.3 apply crocheting techniques to a project.

4.6.2.4 follow a crocheting pattern to make a product.

Creative textiles 4.6.3 acquire and apply skills in appliqué. 4.6.3.1 differentiate between patchwork and appliqué.

4.6.3.2 state the importance of appliqué.

4.6.3.3 explore various ways of applying patchwork and appliqué in mending.

4.6.3.4 identify patchwork and appliqué designs.

4.6.3.5 demonstrate patchwork and appliqué in a simple project.

Disposal of fullness 4.6.4 understand and develop skills of

disposing fullness.

4.6.4.1 explain disposal of fullness.

4.6.4.2 identify types of disposal of fullness.

4.6.4.3 state the procedures for disposal of fullness.

4.6.4.4 apply appropriate disposal of fullness to a project.



problem-solving.

4.7.1.1 explain the functions of structures.

4.7.1.2 create various beam structures and test them for strength.

4.7.1.3 experiment with sheet materials to determine the rigidity of a shape.

4.7.1.4 create model structures using cardboards, straws, wooden strips and metal

strips.

Mechanisms 4.7.2 apply the principles of pulleys in

problem-solving.

4.7.2.1 define a pulley.

4.7.2.2 identify pulleys used in simple machines.

4.7.2.3 demonstrate the use of pulleys in increasing speed and force.

4.7.2.4 arrange pulleys to turn in the same direction, opposite directions and at 90°

to each other.

4.7.2.5 recognise the relationships between turning ratio and size of pulleys.

4.7.2.6 use pulleys to solve specific problems.

23

UNIT 4.8 MATERIALS AND MAKING PROCESS

Craft materials

- Meranti

- Mild steel

- ABS (Acrylonitrile

butadiene styrene)

- Countersunk screw

- Self-tapping screws

- Hot plastic glue


of craft materials.

4.8.1.1 identify craft materials.


4.8.1.3 identify the sources of different craft materials.


Measuring and

marking out

- Tape rule

- Scriber

- Engineer’s square

- Spring dividers

- Odd-leg calipers

4.8.2 apply techniques of measuring and

marking out materials.

4.8.2.1 list measuring and marking out tools.



Holding tools

- Metalwork bench

- Engineer’s vice

- Hand vice

- Pliers

4.8.3 use principles of holding materials in

place when working.

4.8.3.1 recognise holding tools.

4.8.3.2 use holding tools appropriately when working with metals.

Cutting tools

- Junior hacksaw

- Abrafile saw

- Straight tin snips

- Trimming knife

- Bevel edged chisel

- Countersink bit


shaping techniques.

4.8.4.1 name cutting tools.

4.8.4.2 cut sheet metals and plastics using the cutting and shearing techniques.

4.8.4.3 drill countersunk holes in wood, metal and acrylic.

4.8.4.4 chisel wood using the paring and chopping techniques.

4.8.4.5 file metal and acrylic edges to specific shapes and sizes.

Joining and forming

tools

- Claw hammer

- Carpenter’s mallet

- Glue gun

- Heat gun

- Adjustable

spanner

4.8.5 join materials using different methods. 4.8.5.1 list joining tools.

4.8.5.2 make wooden joints such as simple, lap and mitre butt joints.

4.8.5.3 join metal using self-tapping screws.

4.8.5.4 join different materials using a glue gun.

4.8.5.5 bend acrylic using appropriate techniques.

Finishing

- Emery cloth

4.8.6 finish materials using varnishing and

painting techniques.

4.8.6.1 recognise different types of finishes.

4.8.6.2 follow the stages of applying sanding sealer to a wooden product.

24

- Sanding sealer

- Varnish

- Aerosol Paint

4.8.6.3 carry out the process of varnishing a wooden product.

4.8.6.4 spray paint wooden and metal products.





Researching

businesses

5.1.1 develop skills in research about

businesses.

5.1.1.1 identify types of businesses in the local area.

5.1.1.2 classify businesses in the local area according to production activities.

5.1.1.3 draw a map of the local area and indicate the various businesses.

New entrepreneurs 5.1.2 examine the problems faced by new

entrepreneurs.

5.1.2.1 explain reasons for self-employment.

5.1.2.2 discuss the reasons for small business failures and successes.

5.1.2.3 examine problems faced by new entrepreneurs.

5.1.2.4 identify institutions providing support services to entrepreneurs.

25

STANDARD SEVEN





Hygiene in the home 1.1.1 understand and apply hygiene

practices in the home.

1.1.1.1 discuss different ways of disposing waste.

1.1.1.2 explain the importance of keeping the home and surroundings clean.


aid.

1.1.2.1 state ways of avoiding common hazards in the school and at home.

1.1.2.2 follow simple safety precautions.

1.1.2.3 work safely with a range of materials, tools, equipment, instruments and

implements.

1.1.2.4 store materials, tools, equipment, instruments and implements safely.

1.1.2.5 describe ways of treating poisons.

1.1.2.6 discuss the uses of triangular bandages.

1.1.2.7 demonstrate the making of reef knot.

1.1.2.8 demonstrate the bandaging of hand, foot and knee.

1.1.2.9 demonstrate the use of a sling.

1.1.2.10 list advantages of using bandages and slings.


Malnutrition 1.2.1 acquire knowledge and develop an

understanding of malnutrition.

1.2.1.1 explain malnutrition.

1.2.1.2 discuss causes, signs, treatment and prevention of marasmus and

kwashiorkor.

1.2.1.3 state the functions and sources of calcium, phosphorous and iron.

1.2.1.4 state the functions, sources and deficiency diseases of vitamin A, B

complex, C and D.

1.2.1.5 prepare a balanced meal.

26


UNIT 2.1: DRAWING



Art elements and

principles

2.1.1 use art elements and principles in

drawing.

2.1.1.1 state art elements as line, shape, texture, colour, space and value.

2.1.1.2 discuss art principles as contrast, movement and pattern.

2.1.1.3 explore the use of art elements and principles in drawing.

2.1.1.4 create a composition using art elements and principles.

2.1.1.5 analyse art elements and principles in a given artwork.

UNIT 2.2: PAINTING

Colour schemes 2.2.1 develop skills an techniques of colour

schemes.

2.2.1.1 explain a colour scheme.

2.2.1.2 explain tertiary, monochromatic, complimentary, neutral, warm and cool

colours.

2.2.1.3 recognise the use of colour schemes from works of art.

2.2.1.4 explore with colour schemes in painting.

2.2.1.5 create a composition using a chosen colour scheme.

UNIT 2.3: MEDIA

Advertising 2.3.1 develop the ability to advertise a

product.

2.3.1.1 explain advertising.

2.3.1.2 state the purpose of advertising.

2.3.1.3 list main types of advertising media.

2.3.1.4 suggest factors to consider in choosing an advertising media.

2.3.1.5 design and produce an advertisement for a chosen product.

27





Sprints 3.1.1 develop skills and techniques in sprint

events.

3.1.1.1 explain 4x100m and 4x400m relay as sprints.

3.1.1.2 explain visual and non-visual methods of baton exchange.

3.1.1.3 perform visual and non-visual methods of baton exchange.

3.1.1.4 apply rules and techniques in relays.

3.1.1.5 demonstrate the 4x100m and 4x400m relays.

3.1.1.6 differentiate between bunch, medium and elongated starts.

3.1.1.7 differentiate between the drop, running through the tape and shoulder

shrug finish.

3.1.1.8 perform all starts and finishes for sprints.

Throws


throwing events.

3.1.2.1 name one throwing event.

3.1.2.2 demonstrate proper ways of executing the selected throw.

3.1.2.3 apply rules and techniques for the selected throw.

3.1.2.4 recognise the throwing sector for the selected throw.


Dance elements

3.2.1 understand dance elements. 3.2.1.1 recall dance elements as shape, speed, pathways, size, levels, directions

and relationships.

3.2.1.2 differentiate between body, space, effort awareness and relationships.

3.2.1.3 perform all selected dance elements with competence.

3.2.1.4 use all selected dance elements to create a dance.

3.2.1.5 demonstrate proper beginning and ending in a dance.


choreography and dance.

3.2.2.1 use personal and general space efficiently.

3.2.2.2 respond to a variety of stimuli with a range of movements.

3.2.2.3 design and make costumes for a particular dance.

3.2.2.4 appreciate the use of sound in dance.

3.2.2.5 use feedback from peers to improve performance.

3.2.2.6 evaluate performance by comparing and contrasting.

28


Gymnastic

movements


gymnastics.

3.3.1.1 differentiate between static and dynamic balances.

3.3.1.2 demonstrate travelling and balancing with improved qualities.

3.3.1.3 use selected apparatus to perform gymnastic movements.

3.3.1.4 show techniques of/in unison, canon, mirroring and matching with a

partner.


3.3.1.6 evaluate performance by comparing and describing.


Net/wall/racquet

games

3.4.1 develop skills and techniques in one

net/wall/ racquet game.

3.4.1.1 identify net/wall/racquet games as: table tennis, badminton and volleyball.

3.4.1.2 identify sending and receiving skills for the selected game.

3.4.1.3 perform sending and receiving skills for the selected games.

3.4.1.4 demonstrate proper stand/grip or hold and stance for the selected game.


3.4.1.6 demonstrate proper hand-eye coordination in the selected game.

3.4.1.7 identify pieces of equipment used for playing the selected game.

3.4.1.8 demonstrate offensive and defensive techniques in a game situation.

3.4.1.9 apply rules and techniques in a modified game.


Modern musical

instruments

3.5.1 explore modern musical instruments. 3.5.1.1 name modern instruments prevalent in Botswana.

3.5.1.2 state instruments mostly used in modern music.

3.5.1.3 classify modern instruments as string, wind and percussion.

3.5.1.4 identify sounds made by each of the modern instruments.

3.5.1.5 play a piece of music using modern instruments.

3.5.1.6 compose a class song with accompaniment.

29

UNIT 3.6: PITCH

Stave

3.6.1 interpret the treble and bass staves. 3.6.1.1 explain the stave.

3.6.1.2 draw clef signs.

3.6.1.3 draw the treble stave and label its lines and spaces.

3.6.1.4 draw the bass clef and label its lines and spaces.

3.6.1.5 place clef signs correctly on the stave.

3.6.1.6 place notes correctly on the stave.

3.6.1.7 play notes CDEFGABC on an instrument.

3.6.1.8 play songs with notes CDEFGABC on an instrument.


Notes

3.7.1 explore note names and values. 3.7.1.1 identify a semi quaver.

3.7.1.2 state the time value of a semi quaver.

3.7.1.3 draw a semi quaver.

3.7.1.4 demonstrate a combination of crotchets, quaver, minims, semi breves and

semi quavers.

3.7.1.5 create a short rhythmic combination of crotchets, quaver, minims, semi

breves and semi quavers.

3.7.1.6 perform the equivalents of crotchets, quaver, minims, semi breves and

semi quavers in tonic solfa.

Tempo markings and

dynamics

3.7.2 demonstrate an awareness of tempo

markings, dynamics and their effects

on music.

3.7.2.1 explain largo, andante and allegro.

3.7.2.2 perform songs showing different tempo markings.

3.7.2.3 describe effects of tempo markings on the mood of a song.

3.7.2.4 draw signs representing gradual change in dynamics.

3.7.2.5 respond to a combination of dynamic signs.

3.7.2.6 describe the effects of dynamics on mood of a song.

3.7.2.7 perform a song showing gradual change in dynamics

3.7.2.8 describe gradual change in tempo and their effects on mood (accelerando,

rallentando and ritardando).

30


Music and dance in

drama

3.8.1 understand the effects of music and

dance in drama.

3.8.1.1 explain uses of music in drama.

3.8.1.2 describe uses of dance in drama.

3.8.1.3 identify and sing songs for selected types of drama.

3.8.1.4 perform songs and dances showing different moods.

3.8.1.5 act out aspects of life in the past and present.

3.8.2 understand and appreciate the use of

music in drama.

3.8.2.1 perform comedy, tragedy and irony drama.

3.8.2.2 differentiate between comedy, tragedy and irony drama.

3.8.2.3 mime out activities from simple to more challenging mime work.

3.8.2.4 use different accompaniments in comedy, tragedy and irony drama.

3.8.2.5 dramatise play on the theme of the day in small groups.

3.8.2.6 demonstrate proper use of personal and general space in drama.

3.8.2.7 compare and contrast the roles of comedy, tragedy and irony in drama.




Learners should be able to: Learners should be able to

Productivity

4.1.1 understand the importance of

productivity.

4.1.1.1 explain productivity.

4.1.1.2 discuss workers’ performance on productivity.

4.1.1.3 examine the effects of HIV and AIDS on productivity.

4.1.1.4 discuss ways of improving productivity.

4.1.1.5 outline the effects of increased productivity.


Design process 4.2.1 apply principles of the design process. 4.2.1.1 state considerations to be observed when designing products.

4.2.1.2 outline the different stages of a design process.

4.2.1.3 analyse the problem and collect relevant design solutions to the problem.

4.2.1.4 write a detailed specification for the intended product.

4.2.1.5 generate a range of design solutions to the problem.

4.2.1.6 select and refine the preferred solution.

4.2.1.7 produce a presentation drawing of the refined solution.

4.2.1.8 prepare a plan of action for making the product.

4.2.1.9 make the intended product as per the refined solution.


31


Batik 4.3.1 develop skills and techniques in batik

making.

4.3.1.1 define batik.

4.3.1.2 experiment with artificial and natural dyes in batik making.

4.3.1.3 explore the use of tools and materials in batik making.

4.3.1.4 create a batik work such as scarf, skirt and wall hanging.

UNIT 4.4: THREE-DIMENSIONAL CRAFTS

Body ornaments 4.4.1 apply skills and techniques in

ornament making.

4.4.1.1 explain body ornaments.

4.4.1.2 identify types of ornaments.

4.4.1.3 decorate jewellery made from paper by painting and texturing.

4.4.1.4 explore different materials and techniques for making body ornaments

4.4.1.5 make body ornaments using different materials.

4.4.1.6 use found objects to make body ornaments.

UNIT 4.5: SCULPTURE

Carving 4.5.1 develop skills and techniques in

sculpture making by carving.

4.5.1.1 define carving.

4.5.1.2 recognise examples of sculpture made by carving.

4.5.1.3 identify materials suitable for sculpture making by carving.

4.5.1.4 explore with tools, materials and techniques in sculpture making by

carving.

4.5.1.5 create a sculpture by carving either in relief or in the round.

Construction 4.5.2 develop skills and techniques of

sculpture making by construction.

4.5.2.1 explain construction.

4.5.2.2 explain mobile, relief and freestanding sculptures.

4.5.2.3 explore with tools, materials and techniques in sculpture making by

construction.

4.5.2.4 construct a sculpture using appropriate materials and techniques.

32


Textile fibres 4.6.1 gain knowledge on natural fibres.

4.6.1.1 make burning test to cotton and wool.

4.6.1.2 experiment with cotton and wool using bleach, washing soda and

ammonia.

4.6.1.3 analyse the effects of chemicals and heat on cotton and wool.

Sewing machines 4.6.2 develop skills of the sewing.

4.6.2.1 identify types of sewing machines.

4.6.2.2 label different parts of a sewing machine.

4.6.2.3 describe uses of the parts of a sewing machine.

4.6.2.4 demonstrate the treading of a sewing machine.

4.6.2.5 identify and correct common sewing machine faults.

4.6.2.6 care for sewing machines.

Knitting 4.6.3 apply techniques of knitting.

4.6.3.1 identify a knitted article.

4.6.3.2 demonstrate casting-on and casting-off stitches in hand knitting.

4.6.3.3 discuss the uses of knitting.

4.6.3.4 demonstrate knitting and purling.

4.6.3.5 follow a knitting pattern to make a product.

4.6.3.6 make a project using the knitting technique.

Creative textiles 4.6.4 apply techniques of quilting. 4.6.4.1 identify designs of quilting.

4.6.4.2 demonstrate creative ways of quilting.

4.6.4.3 make quilt project.

Edge finishes.

4.6.5 apply skills of edge finishes.

4.6.5.1 identify edge finishes.

4.6.5.2 demonstrate different techniques of edge finishes.

4.6.5.3 apply seams, fullness and edge finishes to a project.

33



problem-solving.

4.7.1.1 identify type of forces of an existing structure.

4.7.1.2 describe different types of structure.

4.7.1.3 identify stable and unstable structures.

4.7.1.4 explain triangulation.

4.7.1.5 experiment with ways of strengthening three-dimensional frames

structures.

4.7.1.6 design and make model structures to solve specific problems.

Mechanisms 4.7.2 apply the principles of mechanisms in

problem-solving.

4.7.2.1 identify gears used in simple machines.

4.7.2.2 explain gear.

4.7.2.3 demonstrate the use of gears in increasing speed and force.

4.7.2.4 arrange gears to turn in the same direction, opposite directions and at 90°

to each other.

4.7.2.5 recognise the relationships between turning ratio and number of teeth on

the gears.

4.7.2.6 use gears to solve specific problems.

34

UNIT 4.8: MATERIALS AND MAKING PROCESSES

Craft materials

- Epoxy resin

- SA pine

- Contact glue

- Staples

- Pop rivets


of craft materials.

4.8.1.1 identify craft materials.


4.8.1.3 identify the sources of different craft materials.


Measuring and

marking out tools

- Sliding bevel

- Dot punch

- Centre punch

- Mitre square

4.8.2 use techniques of measuring and

marking out on materials.

4.8.2.1 identify measuring and marking out tools.



Holding tools

- Mitre box

- Folding bars

- Tool maker’s clamp

4.8.3 apply principles of holding materials in

place when working.

4.8.3.1 identify holding tools.

4.8.3.2 use holding tools appropriately when working with materials.

Cutting tools

- Hack saw

- Cold chisel

- Three square file

- Square file

- Square file

- Warding file

- Rasp


shaping techniques.

4.8.4.1 identify cutting tools.

4.8.4.2 cut sheet metal using a cold chisel.

4.8.4.3 use a range of saws for straight and curved cutting of materials.

4.8.4.4 shape materials to specific requirements.

Joining and forming

tools

- Pop riveter

- Staple gun

- Heat gun

- Ball pein hammer

4.8.5 join materials using different methods. 4.8.5.1 identify tools for joining materials.

4.8.5.2 bend sheet metals using appropriate techniques.

4.8.5.3 join sheet metals using pop rivets.

4.8.5.4 join materials using epoxy resin and contact adhesive.

Finishing

- Primer paint

- Undercoat paint

- Gloss or matt paint

- Paint brush

4.8.6 finish materials using painting

techniques.

4.8.6.1 identify different types of finishes.

4.8.6.2 prepare the surfaces of wood and metal for painting.

4.8.6.3 paint wooden and metal products using a paint brush.

35





Business ideas 5.1.1 develop workable and profitable

business ideas.

5.1.1.1 discuss various ways of finding business ideas.

5.1.1.2 develop business ideas based on the methods discussed.

5.1.1.3 explain criteria for screening business ideas.

5.1.1.4 screen business ideas.

Market research

5.1.2 acquire skills of conducting a market

research.

5.1.2.1 explain market research.

5.1.2.2 identify the market for a product.

5.1.2.3 outline information about a market for a product.

5.1.2.7 conduct a market research.

5.1.2.8 analyse data collected.

primary: upper primary syllabi: creative and performing arts · creative and performing arts is a...

Documents