2023/24 ANNUAL TEACHING PLANS: CREATIVE ARTS (MUSIC): GRADE 8

2023/24 ANNUAL TEACHING PLANS: CREATIVE ARTS (MUSIC): GRADE 8 (TERM 1)

TERM 1 WEEK 1 WEEK 2-3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11

CAPS TOPIC Baseline Music literacy Music literacy Music literacy Music literacy Music literacy Music literacy Music literacy Formal practical Formal practical
assessment Music listening Music listening Music listening Music listening Music Music assessment assessment
Performing and creating Performing and creating music Performing and creating Performing and creating listening listening
music music music Performing Performing
and creating and creating
music music

CONCEPTS, SKILLS Consolidation of Consolidation of music Listen to the sound of the Listen to the sound of the families of Listen to the sound of the Listen to the sound of the Listen to the sound of the families Formal practical assessment task (FAT): 25
AND VALUES music notation: notation: families of instruments and instruments and describe how the families of instruments and families of instruments and of instruments and describe how marks
• Note values: • Note values: Crotchet, describe how the sound is sound is produced: describe how the sound is describe how the sound is the sound is produced: Practical listening activity with questionnaire
crotchet, minim, minim, dotted minim, produced: - Idiophones produced: produced: - Aerophones based on the sound of the families of
dotted minim, semibreve, quaver rests – - Membranophone Group or solo performances from the - Chordophones - Chordophones Writing four-line lyrics based on a instruments, including assessing music literacy
semibreve, quaver as for note values (complete last week’s work if standard repertoire of Accompanying choral works Creating own music in personal or social issue and own appreciation, and evaluating
rests – as for note necessary) Western/African/Indian/popular musical with body percussion or group context by performances listened to
• Time signatures: 2/4;
values 3/4; 4/4 - Idiophones styles: found or self-made improvising on a rhythmic
Create own music in group Choral works instruments or traditional ostinato on African drums
• Time signatures: • Treble and the bass
context by improvising on a instruments, keyboard or or other traditional
2/4; 3/4; 4/4 clefs • Group instrumental works
rhythmic ostinato on African guitar. instruments
• Treble and the • Letter names on the • Solo vocal works
drums or other traditional
bass clefs treble and bass clefs instruments • Solo instrumental works
• Letter names on The construction of the
the treble and bass major scale: C and G
clefs major
• Construction of the • Listen to the sound of
major scale: C and G the families of instruments
major and describing how the
sound is produced:
- Membranophones-
Idiophones
- Chordophones
- Aerophones

REQUISITE PRE- The basic elements and theory of music which were taught in primary school: clefs, letter names of notes, note values, time signatures, key signatures, elements (tempo, dynamics, rhythm, beat, texture) Preparation towards music listening activity
KNOWLEDGE during past 8 weeks

RESOURCES Musical instruments, textbooks, songbooks, file resource with or without CD with music and/or accompaniments
(OTHER THAN Senior Phase Music Guide for teachers (WCED): https://bit.ly/2JBzAFj
TEXTBOOK) TO
ENHANCE Lesson plans: https://bit.ly/37WLphE
LEARNING

INFORMAL Continuous informal assessment through observation, classroom discussions, learners’ continuous reflection in workbooks (journals, worksheets, puzzles, quizzes, class tests, etc.) assessed by self, peer or teacher
ASSESSMENT;
REMEDIATION Workbook: New Workbook: Mind map of Observation, side coaching Workbook: Reflection by means of Observation and assistance Peer assessment on Rehearsal, directing by teacher Classroom discussion and critical reflection
terminology explored elements of music and direction by teacher to journal on relationship in music on basic music elements creating musical and peers towards polished music using music terminology learnt during past
with quizzes, continuously improve performances performance weeks
pictures, diagrams, technique
etc.

SBA (FORMAL Formal assessment task: Listening activity

ASSESSMENT) 25 marks

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2023/24 ANNUAL TEACHING PLANS: CREATIVE ARTS (MUSIC): GRADE 8

2023/24 ANNUAL TEACHING PLANS: CREATIVE ARTS (MUSIC): GRADE 8 (TERM 2)

TERM 2 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10-11

CAPS TOPIC Music literacy Music literacy Music literacy Music literacy Music literacy Music literacy Music literacy Music literacy Music literacy Formal practical and written
Music listening Music listening Music listening Music listening Music listening Music listening Music listening Music listening Music listening assessment
Performing and Performing and Performing and Performing and Performing and Performing and Performing and creating music Performing and creating music Performing and creating music
creating music creating music creating music creating music creating music creating music

CONCEPTS, • Duration: • Pitch: The • Reading • Reading • Musical • Active listening •Create own music in group Continue from previous week Continue from previous week GUIDELINES FOR MID-YEAR
SKILLS AND construction of musical notation: musical terminology to identify context by improvising on a • Creating own music in group • Creating own music in group TESTS
Note values: triplet context by improvising on a context by improvising on a
VALUES the major scale - Reading music in notation: contrasts in tempo rhythmic ostinato on African Content is made up of notes,
• Time • Dynamics: rhythmic ostinato on African rhythmic ostinato on African
F major the keys of C, G Reading music in piano; forte; and texture drums or other traditional reflections, activities in learners’
signatures: 2/4; and F major 2/4; 3/4; 4/4 time instruments by writing four-line drums or other traditional drums or other traditional
• Active crescendo; • Active listening instruments by writing four-line instruments by writing four-line workbooks (Music Literacy) based
3/4; 4/4 lyrics based on a personal or
listening to • Active listening • Active diminuendo to identify the lyrics based on a personal or lyrics based on a personal or on all the practical and theoretical
Active listening to identify Meter: to identify rhythmic listening to meaning of the social issue work done during term 1 and 2.
• Tempo: allegro; social issue social issue
identify Meter: duple and triple and melodic identify rhythmic lyrics
andante NB: Classroom discussion and
duple and triple repetition and melodic critical reflection using music
repetition • Active terminology, sharing ideas on
listening to individual and group performances.
identify dynamics:
piano and forte Appreciation for polished
performance and skills acquired.
Rehearsal towards polished
performance during past 8 weeks.
Performance skills, audience
REQUISITE PRE- The basic elements and theory of music which were taught in primary school: clefs, letter names of notes, note values, time signatures, key signatures, elements (tempo, dynamics, rhythm, beat, texture)
behaviour, theatre etiquette.
KNOWLEDGE
Formal practical performance:
RESOURCES TO Musical instruments, textbooks, songbooks, file resource with or without CD with music and/or accompaniments Individual and/or groups
ENHANCE Lesson plans: https://bit.ly/39BuXGc 25 marks
LEARNING
Formal written assessment
INFORMAL Continuous informal assessment through observation, classroom discussions, learners’ continuous reflection in workbooks (journals, worksheets, puzzles, quizzes, class tests, etc.) assessed by self, peer or teacher focussing on music literacy
ASSESSMENT; covered during term 1 and 2.
REMEDIATION Workbook: New Workbook: Mind Workbook: Workbook: Observation and Peer assessment Rehearsal, directing by teacher Rehearsal, directing by teacher Rehearsal, directing by teacher 25 marks
terminology map of elements Reflection by means Reflection by assistance on on creating musical and peers towards polished and peers towards polished music and peers towards polished
explored with of music of journal on means of journal basic music performances music performance performance music performance Cognitive levels:
quizzes, pictures, relationship in music on relationship in elements Lower order: 30%
diagrams, etc. music Middle order: 40%
Higher order: 30%
SBA (FORMAL Equal weighting between
ASSESSMENT) practical and written assessment
Recommendation: Test slot on
timetable to assess practical and
theory test

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2023/24 ANNUAL TEACHING PLANS: CREATIVE ARTS (MUSIC): GRADE 8

2023/24 ANNUAL TEACHING PLANS: CREATIVE ARTS (MUSIC): GRADE 8 (TERM 3)

TERM 3 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10-11

CAPS TOPIC Music literacy Music literacy Music literacy Music literacy Music literacy Music literacy Music literacy Music Music literacy Formal practical
Music listening Music listening Music listening Music listening Music listening Music listening Music listening literacy Music listening assessment
Performing and creating Performing and creating Performing and creating music Performing and creating Performing and Performing and Performing and Music Performing and
music music music creating music creating music creating music listening creating music
Performing
and creating
music

CONCEPTS, • Duration: • Pitch: The construction of • Reading musical notation: • Reading musical • Musical terminology: • Active listening to • Creating own • Composing a one-minute jingle Formal practical
SKILLS AND Note values –triplet the major scale – F major Reading music in the keys of C, G notation: Reading music in Dynamics: Piano, forte, identify Rhythmic and music in group context based on a social issue using the assessment task
VALUES and F major 2/4; 3/4; 4/4 time crescendo, diminuendo melodic repetition by – improvising on voice or available software (FAT):
• Time signatures: 2/4; 3/4; • Listen to recorded or live
music and identify the • Active listening to identify • Active listening to • Creating own music a melodic ostinato or 25 marks
4/4 Tempo: Allegro, andante riff
sound of instruments in a rhythmic and melodic repetition identify meter: duple, triple in group context by – Practical
• Active listening to identify variety of works using the and quadruple times • Active listening to improvising on a • Writing four-line
• Listen to recorded or live music listening activity
meter: duple, triple and following instruments: identify dynamics, melodic ostinato or lyrics based on a
and identify the sound of • Listen to recorded or live with
quadruple times Idiophones contrasts in tempo and riff personal or social
instruments in a variety of works music and identify the sound questionnaire
texture and the issue and adding own
• Listen to recorded or live using the following instruments: of instruments in a variety of • Writing four-line based on the
meaning of lyrics melody to it
music and identify the sound of Membranophones works using the following lyrics based on a sound of the
instruments in a variety of instruments: Aerophones personal or social issue families of
works using the following and adding own melody instruments
instruments: Chordophones to it Including
assessing music
literacy and own
appreciation and
evaluating
performances
listened to

REQUISITE PRE- The basic elements and theory of music which were taught in primary school: clefs, letter names of notes, note values, time signatures, key signatures, elements (tempo, dynamics, rhythm, beat, texture)
KNOWLEDGE Lesson plans: https://bit.ly/36nNNPa

RESOURCES TO Musical instruments, textbooks, songbooks, file resource with or without CD with music and/or accompaniments
ENHANCE
LEARNING

INFORMAL Continuous informal assessment through observation, classroom discussions, learners’ continuous reflection in workbooks (journals, worksheets, puzzles, quizzes, class tests, etc.) assessed by self, peer or teacher
ASSESSMENT;
REMEDIATION Workbook: New terminology Workbook: Reflection by Workbook: Reflection by means of Workbook: Reflection by Observation and Peer assessment on Peer assessment on creating Rehearsal, directing by
explored with quizzes, pictures, means of journal on journal on relationship in music means of journal on assistance on basic creating musical musical performances teacher and peers
diagrams, etc. relationship in music relationship in music music elements performances towards polished music
performance

SBA (FORMAL Formal

ASSESSMENT) assessment
task: Listening
activity 25 marks

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2023/24 ANNUAL TEACHING PLANS: CREATIVE ARTS (MUSIC): GRADE 8

2023/24 ANNUAL TEACHING PLANS: CREATIVE ARTS (MUSIC): GRADE 8 (TERM 4)

TERM 4 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10

CAPS TOPIC Music literacy Music literacy Music literacy Music literacy Music literacy Music literacy Music literacy Music literacy Formal practical and written
Music listening Music listening Music listening Music listening Music listening Music listening Music listening Music listening assessment
Performing and Performing and Performing and Performing and creating Performing and creating Performing and creating Performing and creating Performing and creating
creating music creating music creating music music music music music music

CONCEPTS, SKILLS • Duration: Meter – • Consolidation of the • Music terminology: Listen to recorded or live Listen to recorded or live • Creating own music in • Creating own music in • Creating own music in GUIDELINES FOR END-OF-YEAR
AND VALUES 2/4; 3/4; 4/4; construction of the Tempo: moderato, music and write own music and write own group and solo context by – group and solo context by – group and solo context by – EXAM
compound duple 6/8 major scale: C, G, D presto, ritardando, a impression focusing on: impression focusing on: composing a musical work composing a musical work composing a musical work
and adding another art form and adding another art form Content is made up of notes, reflections,
• Reading (clapping and F major tempo Message of the music • Message of the music and adding another art form activities in learners’ workbooks (Music
Articulation: legato, to it to it to it
or playing) music in • Reading (singing or (lyrics) (lyrics) literacy) based on all the practical and
2/4; 3/4; 4/4; playing) music in the staccato Instruments/voices used Instruments/voices used theoretical work done during term 3 and
compound duple 6/8 keys of C, G, D and F • Tempo 4
• Tempo
pitch major NB: Classroom discussion and critical
• Dynamics • Dynamics
reflection using music terminology,
• Placing it in a cultural • Placing it in a cultural sharing ideas on individual and group
or social context or social context performances
• The performing artist • The performing artist Appreciation for polished performance
or composer or composer and skills acquired
Rehearsal towards polished performance
REQUISITE PRE- The basic elements and theory of music which were taught in primary school: clefs, letter names of notes, note values, time signatures, key signatures, elements (tempo, dynamics, rhythm, beat, texture) during past 8 weeks
KNOWLEDGE
Performance skills, audience behaviour,
RESOURCES (OTHER Musical instruments, textbooks, songbooks, file resource with or without CD with music and/or accompaniments theatre etiquette
THAN TEXTBOOK) TO Lesson plans: https://bit.ly/3k7IRS2 Formal practical performance:
ENHANCE LEARNING individual and/or groups
25 marks
INFORMAL Continuous informal assessment through observation, classroom discussions, learners’ continuous reflection in workbooks (journals, worksheets, puzzles, quizzes, class tests, etc.) assessed by self, peer or teacher
ASSESSMENT; Formal written assessment focussing
REMEDIATION Workbook: New Workbook: Reflection by Workbook: Reflection Workbook: Reflection by Observation and Peer assessment on Peer assessment on Rehearsal, directing by on music literacy covered during term
terminology explored means of journal on by means of journal means of journal on assistance on basic music creating musical creating musical teacher and peers towards 3 and 4
with quizzes, pictures, relationship in music on relationship in relationship in music elements performances performances polished music 25 marks
diagrams, etc. music performance
Cognitive levels:
Lower order: 30%
Middle order: 40%
Higher order: 30%
Equal weighting between practical
and written assessment
Recommendation: Exam slot on
timetable to assess practical and
theory test

SBA (FORMAL Formal practical performance:

ASSESSMENT) Individual and/or groups
Formal written question paper:
Examination