NATIONAL COUNCIL FOR

CURRICULUM & ASSESSMENT

(MINISTRY OF EDUCATION)

CREATIVE ARTS AND DESIGN

COMMON CORE PROGRAMME (CCP)
CURRICULUM FOR JHS1 (B7) - JHS3 (B9)

SEPTEMBER, 2020

MINISTRY OF EDUCATION
REPUBLIC OF GHANA
Creative Arts and Design Curriculum for B7- B9

Enquiries and comments on this Curriculum should be addressed to:

The Director-General
National Council for Curriculum and Assessment (NaCCA)
Ministry of Education
P. O. Box CT PMB 77 Cantonments Accra

Telephone: 0302909071, 0302909862

Email: [email protected]
Website: www.nacca.gov.gh

©2020 National Council for Curriculum and Assessment (NaCCA).

This publication is not for sale. All rights reserved. No part of this publication may be
reproduced without prior written permission of the Ministry of Education, Ghana.

Ghana

© NaCCA, Ministry of Education 2021 ii

FOREWORD
The Ministry of Education, acting through the National Council for Curriculum and Assessment (NaCCA) has, in recent times, been working on curriculum and
assessment reforms to improve the quality and relevance of learning experiences in pre-tertiary schools in Ghana. This curriculum, known as the Common Core
Programme (CCP), is a sequel to the Kindergarten-Primary standards-based school curriculum, the implementation of which commenced with the 2019/2020
academic year. The CCP is carefully designed for learners in Basic 7 to Basic 9 (JHS 1 – JHS 3) as part of a holistic learning experience that prepares them for post-
secondary education, the world of work or both. The curriculum focuses on building character and nurturing values, in addition to ensuring a seamless progression
for all learners from JHS to SHS and creates clear pathways for academic and career-related programmes from Basic 10 to Basic 12 (SHS1 - SHS3).

In the twenty-first century, memorisation of facts and figures is no longer a sufficient learner attribute. Therefore, the CCP focuses on the acquisition of the 4Rs
(Reading, wRiting, aRithmetic and cReativity) and core competencies to afford learners the ability to apply knowledge innovatively to solve everyday problems.
Personal projects, community projects and community service have been integrated into the CCP as part of a comprehensive assessment programme, including
assessment of knowledge, skills, attitudes and values that mainly emphasise what learners can do. It is hoped that the content of this curriculum will promote better
high school education that meets the varied learning needs of the young people in the country and addresses the shortfalls in the current school curriculum in
relation to learning and assessment.

The Ministry of Education is committed to ensuring that our schools develop globally competitive high school graduates who have the requisite employable skills
and workplace ethos. The CCP curriculum will, therefore, play an important role in this regard. The Ministry will support the effective implementation of the CCP
to include capacity development of all teachers to ensure improved learning experiences and outcomes for our young people.

Dr. Matthew Opoku Prempeh (MP)

The Honourable Minister of Education

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ACKNOWLEDGEMENTS

This Common Core Programme (CCP) curriculum was developed together with the National Pre-tertiary Learning Assessment Framework (NPLAF) and Teacher’s
and Learner’s Resource Packs. All these documents were developed by the National Council for Curriculum and Assessment (NaCCA), under the oversight and
strategic direction of the Ministry of Education (MoE) with support from some agencies of the MoE and other relevant stakeholders.

NaCCA, acting on behalf of the Ministry of Education (MoE), would like to express its sincere gratitude to all its partners who participated in the professional
conversations and discussions during the course of the development of the CCP curriculum.

NaCCA also extends special commendations to the leadership of the Ghana Education Service (GES), National School Inspectorate Authority (NaSIA), National
Teaching Council (NTC), Commission for Technical and Vocational Education and Training (Commission for TVET) and other agencies of the MoE.

Additionally, NaCCA acknowledges the contributions of staff from various Universities and Colleges of Education as well as teachers and learners within the Ghana
Education Service.

Special thanks go to those who also contributed to shaping this curriculum content through the consultation process, including the national stakeholder engagement
conducted in Accra in February, 2020.

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CONTENTS
INTRODUCTION........................................................................................................................................................................................................................................................................vii
RATIONALE ................................................................................................................................................................................................................................................................................... x
PHILOSOPHY ............................................................................................................................................................................................................................................................................... xii
AIMS ............................................................................................................................................................................................................................................................................................... xiv
PROFILE OF EXPECTED LEARNING BEHAVIOURS ....................................................................................................................................................................................................... xv
ASSESSMENT ............................................................................................................................................................................................................................................................................... xxi
CREATIVE PEDAGOGICAL APPROACHES .................................................................................................................................................................................................................... xxvi
CORE COMPETENCIES .......................................................................................................................................................................................................................................................... xxx
INSTRUCTIONAL EXPECTATIONS................................................................................................................................................................................................................................. xxxii
ORGANISATION AND STRUCTURE OF THE CAD CURRICULUM ................................................................................................................................................................... xxxiv
SCOPE AND SEQUENCE ................................................................................................................................................................................................................................................... xxxix
BASIC 7 ............................................................................................................................................................................................................................................................................................ 1
STRAND 1: DESIGN ....................................................................................................................................................................................................... 2
SUB-STRAND 1.1.: DESIGN IN NATURE AND MANMADE ENVIRONMENT ................................................................................................................................................ 2
SUB-STRAND: 1.2.: DRAWING, SHADING, COLOURING AND MODELLING FOR DESIGN ................................................................................................................. 6
SUB-STRAND: 1.3.: CREATIVITY, INNOVATION AND THE DESIGN PROCESS ........................................................................................................................................ 10
STRAND 2: CREATIVE ARTS ...................................................................................................................................................................................... 12
SUB-STRAND 2.1: MEDIA AND TECHNIQUES....................................................................................................................................................................................................... 12
SUB-STRAND: 2.2. CREATIVE AND AESTHETIC EXPRESSION......................................................................................................................................................................... 22
SUB-STRAND: 2.3. CONNECTIONS IN LOCAL AND GLOBAL CULTURES................................................................................................................................................ 30
BASIC 8 .......................................................................................................................................................................................................................................................................................... 35
STRAND 1: DESIGN ..................................................................................................................................................................................................... 36
SUB-STRAND 1.1.: DESIGN IN NATURE AND MANMADE ENVIRONMENT .............................................................................................................................................. 36
SUB-STRAND: 1.2.: DRAWING, SHADING, COLOURING AND MODELLING FOR DESIGN ............................................................................................................... 39
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 SUB-STRAND: 1.3.: CREATIVITY, INNOVATION AND THE DESIGN PROCESS ........................................................................................................................................ 43
STRAND 2: CREATIVE ARTS ...................................................................................................................................................................................... 45
SUB-STRAND: 2.1 MEDIA AND TECHNIQUES....................................................................................................................................................................................................... 45
SUB-STRAND: 2.2 CREATIVE AND AESTHETIC EXPRESSION.......................................................................................................................................................................... 52
SUB-STRAND: 2.3. CONNECTIONS IN LOCAL AND GLOBAL CULTURES................................................................................................................................................ 58
BASIC 9 .......................................................................................................................................................................................................................................................................................... 63
STRAND 1: DESIGN ..................................................................................................................................................................................................... 64
SUB-STRAND 1.1.: DESIGN IN NATURE AND MANMADE ENVIRONMENT .............................................................................................................................................. 64
SUB-STRAND 1.2.: DRAWING, SHADING, COLOURING AND MODELLING FOR DESIGN ................................................................................................................ 68
SUB-STRAND1.3.: CREATIVITY, INNOVATION AND THE DESIGN PROCESS........................................................................................................................................... 71
STRAND 2: CREATIVE ARTS ...................................................................................................................................................................................... 73
SUB-STRAND: 2.1 MEDIA AND TECHNIQUES....................................................................................................................................................................................................... 74
SUB-STRAND: 2.2 CREATIVE AND AESTHETIC EXPRESSION.......................................................................................................................................................................... 82
SUB-STRAND: 2.3. CONNECTIONS IN LOCAL AND GLOBAL CULTURES................................................................................................................................................ 87
CREATIVE ARTS AND DESIGN SUBJECT PANEL MEMBERS AND REVIEWERS ................................................................................................................................................... 92
SUPERVISORS AND COORDINATING TEAM ................................................................................................................................................................................................................. 93

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INTRODUCTION
In the junior high school education, learners are expected to take a Common Core Programme (CCP) that emphasises a set of high, internationally-benchmarked
career and tertiary education readiness standards. Learners need to acquire these for post-secondary education, the workplace or both. The standards articulate
what learners are expected to know, understand and be able to do by focusing on their social, emotional, cognitive and physical development. The (CCP) runs from
Basic 7 through Basic 9.

The common core attributes of the learner, which describe the essential outcomes in the three domains of learning (i.e. cognitive, psychomotor and affective), are
at the centre of the CCP (see Figure 1). Inspired by the values which are important to the Ghanaian society, the CCP provides an education of the heart, mind and
hands in relation to the learner’s lifetime values, wellbeing, physical development, metacognition and problem-solving abilities. Ultimately, this will produce character-
minded learners who can play active roles in dealing with the increasing challenges facing Ghana and the global society.

The features that shape the common core programme are shown in Figure 1.These are

• learning and teaching approaches – the core competencies, pedagogical approaches and the 4Rs;
• learning context – engagements service and projects;
• learning areas – mathematics, science, computing, languages (English Language, Ghanaian Language, French and Arabic), career technology, social studies,
physical and health education, creative arts and design and religious and moral education.

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Figure 1: CCP Learner Attributes

Learning and Teaching Approaches

• The core competencies: The core competencies describe the relevant global skills for learning that the CCP helps learners to develop in addition to the
4Rs.The global skills for learning allow learners to become critical thinkers, problem-solvers, creators, innovators, good communicators, collaborators, digitally
literate, and culturally and globally sensitive citizens who are life-long learners with a keen interest in their personal development.
• Pedagogical approaches: The CCP emphasises creative and inclusive pedagogies that are anchored on authentic and enquiry-based learning, collaborative and
cooperative learning, differentiated learning and holistic learning as well as cross disciplinary learning.
• The 4Rs across the Curriculum: The 4Rs refer to Reading, wRiting, aRithmetic and cReativity, which all learners must become fluent in.

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Learning Context
The CCP places emphasis on engagement of learners in the classroom activities and projects (in and outside classroom).These projects can involve individual or
group tasks which all learners are required to complete by the end of Basic 9. The CCP projects provide learners with contexts to demonstrate creativity and
inventiveness in various areas of human endeavour. Community service offers opportunities for learners to nurture, love and care for, and solve problems in their
community.

Learning Areas
The CCP comprises the following learning areas:

1. Languages (English Language, Ghanaian Languages, French, Arabic)

2. Mathematics
3. Science
4. Creative Arts and Design (CAD)
5. Career Technology
6. Social Studies
7. Computing
8. Religious and Moral Education (RME)
9. Physical and Health Education (PHE)
This document sets out the standards for learning Creative Arts and Design (CAD) in the Common Core Programme (CCP). The standards in the document are
posited in the expectation that the CCP (B7 – B9) will offer quality education for all types of learners. The design of this curriculum is based on the features of the
CCP as shown in Figure 1. It emphasises a set of high internationally-benchmarked career and tertiary education readiness standards. Learners need to acquire
these competencies in CAD for post-secondary education, workplace training or both. The curriculum has been designed to be user friendly because it provides a
detailed preamble that covers the rationale, philosophy, aims, profile of expected learning behaviours (i.e. knowledge, skills, attitudes and values), pedagogical
approaches, core competencies and the 4Rs, assessment practices and instructional expectations.

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RATIONALE
CAD, is a new subject that has been introduced at the CCP level in educating the Ghanaian child. The subject is a multifaceted discipline which is both multidisciplinary
and interdisciplinary. The subject comprises four major disciplines namely (i) Design, (ii) Visual Arts, (iii) Music and (iv) Dance and Drama. As CAD, the disciplines
become integrated and complement each other. Consequently, learners will have the privilege to study CAD for a statutory period of 200 minutes every week.

Creative Arts and Design (CAD) provides opportunities for a learner to self-explore, self-express, build mental focus, skilfully use hands to create (physical dexterity),
manage and reduce stress and achieve personal satisfaction and enjoyment. The arts inform our lives with meaning every time we experience the joy of a well-
remembered song, experience the flash of inspiration that comes with immersing ourselves in an artist’s sculpture or painting, enjoying a sublime dance, learning
from an exciting animation or being moved by a captivating play. The skills acquired through the study of CAD will enable learners to improve their performance
in other learning areas. It also prepares them for the modern world of work. In addition, we envisage that CAD will be generating a significant part of the creative
and intellectual capital that will drive our country’s economy in future. It will also provide an avenue for personal realisation in at least one art discipline in which
they will continue to be actively involved in their adult lives, as well as support in their communities.

Creative Arts and Design study at the basic school level is aimed at developing a functional and all-round learner. Learners are exposed to the 3Hs of Head
(cognitive/mind/thinking), Hand (psychomotor/body) and Heart (affective/ feelings).

CAD inculcates in the learner the basic knowledge and understanding of diverse cultures, strong logical competences and a range of comprehensive communication
and interpersonal skills. Learners are to become critical thinkers and problem solvers as a result. Their self-esteem and sense of emotional intelligence is also
improved as they engage in tasks that require intuitive, emotional, holistic, nonverbal and visual-spatial methods for processing ideas and issues.

Therefore, the study of Creative Arts and Design will:

1. develop learners to have creative and innovative skills, critical thinking and problem-solving skills, collaborative and communicative skills;
2. engage learners to acquire, develop and express their feelings and emotions in different ways during the learning process for effective transfer of knowledge:
vertically and horizontally;
3. shape the individual’s personal sense of social and cultural identity; including addressing stereotypes about gender, disability, ethnicity, religion, and economic
status to promote self-worth;
4. facilitate the recognition of the importance and value of the culture of the people; locally, nationally and globally;
5. prepare and predispose the learner for advance learning in senior high school and college thus contributing to informed choices of career courses and
vocations in the creative arts industry;
6. transmit, promote and preserve the culture of the nation;
7. help learners think critically and imaginatively to develop ideas for designing, making and responding to artistic processes and products;

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8. embrace all domains of knowledge and life: intellectual, social, psychological, spiritual, artistic, aesthetic and physical;
9. provide avenues for performing, producing, self-expression, visual knowledge and the sense of discrimination between what is beautiful and unpleasant, so
that people can make the right choices;
10. develop the skills, ability and aptitudes to adapt positively to:
i. the changing local and global environment and ii. the need to sustain it.

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PHILOSOPHY
In our ever growing industrialised and technological society, there is the urgent need to generate a learning system that will not just give knowledge but also the
necessary skills to individuals to develop the right values and attitudes. Creative Arts and Design education is to guide the learner to acquire 21st century skills of
communication and collaboration, critical thinking and problem solving, personal development and leadership, cultural identity and global citizenship, creativity and
innovation, digital literacy, financial literacy, open-mindedness, etc., on one hand, and instil the nation’s core values of honesty, integrity, cooperation, perseverance
and grit, teamwork, respect for others and responsible citizenry, on the other.

Teaching Philosophy
The philosophy for teaching Creative Arts and Design (CAD) interconnects with the concept of mentoring of learners through consistent guidance and role
modelling both inside and outside of the classroom. The teacher acts as a facilitator, inspires and encourages learners to become:

1. Observant (sharp-eyed/eared): Learn to look closely for details of an object mentally and draw/hear/see even if no object/sound/text is present.
2. Inventive (visionary): Learn to imagine and manipulate ideas and images from memory.
3. Explorative: Learn to take initiatives to explore, experiment and learn from experiences, e.g., trying other alternatives using non-traditional media, instruments,
styles and techniques.
4. Expressive: Learn to convey personal opinions through artistic Expression.
5. Persistent: Learn to persevere (grit), e.g. commit oneself to an activity or project and see it through to the end.
6. Reflective: Learn to become aware of personal interests, skills, knowledge and experiences to make critical decisions and judgements.

7. Perceptive: Learn to become aware through the senses – seeing, feeling, tasting, smelling and hearing.
8. Appreciative: Learn to appraise and talk about all the values of a person or thing

Learning Philosophy
Creative Arts and Design respects the uniqueness of every learner. It develops individual talents based on the learning activities – music, dance, drama, drawing,
modelling, casting, weaving, etc. CAD offers learners the opportunity to work as individuals or in groups without discrimination or comparison. In CAD, learners
engage through various learning approaches and activities that promote critical thinking, brainstorming, decision making and learning. It helps learners to appreciate
various aspects of the arts.

The CAD curriculum is designed to be interactive, exciting and stimulating. The teacher’s primary role is to coach and facilitate learning and overall comprehension
of materials, and to measure learning through both formal and informal forms of assessment, like group projects, learners’ portfolios, and class participation. The

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high tech approach to learning that utilises different technologies to aid learners in their classroom is employed in CAD. As much as possible, where available,
computers, tablets and internet will be used to engage learners in the learning process.

The classroom environment (social and physical) should encourage learners to participate and collaborate inclusively, understand and respect their skills, abilities
and experiences and those of others. This sets a sustainable pace in achieving expected learning outcomes in the 4Rs—Reading, wRiting, aRithmetric and cReativity.
Ultimately, CAD enables learners to discover their talents, develop core competencies, and acquire functional and foundational skills that lead to lifelong learning.

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AIMS
General Aim
The CAD curriculum is aimed at developing individuals who are literate good problem solvers, have the ability to think creatively and have both the confidence and
competence to participate fully in the Ghanaian society as responsible local and global citizens.

Specific Aims
The CAD curriculum:

1. Educates the learner in Art and through the Arts (head, heart and hands or 3-H Therapy);
2. Develops the learners’ thinking capacity, reasoning power and an understanding of the world and its cultures;
3. Provides learners with the opportunity to respond and act creatively according to intuition;
4. Instils in the learner a lifelong critical mind: analytical and problem solving skills, creative and innovative skills;
5. Develops the ability of the learner to identify and address gender and inclusion issues related to the creative arts;
6. Develops the emotional, material, spiritual, cultural and intellectual life of an individual;
7. Strengthens the power of imagination, creative thinking and self- expression;
8. Predisposes the learner to technical, vocational and entrepreneurial skills needed for industrialisation;
9. Develops in the learner the skill of appreciation and appraisal of the creative arts and the artists /artistes.

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PROFILE OF EXPECTED LEARNING BEHAVIOURS
A central aspect of this curriculum is the concept of three integral learning domains that should be the basis for instruction and assessment. These are:

• Knowledge, Understanding and Application;

• Artistic Process (Creating, Performing, Presenting, Producing, Responding and Connecting);
• Attitudes and Values (Honesty, Integrity, Cooperation, Perseverance and Grit, Teamwork, Respect for Others and Responsible Citizenry).

Knowledge, Understanding and Application

Under this domain, learners acquire knowledge through some learning experiences. They may also show understanding of concepts by comparing, summarising,
rewriting etc. in their own words and constructing meaning from instruction. The learner may also apply the knowledge acquired in some new contexts. At a higher
level of learning behaviour, the learner may be required to analyse an issue or a problem. At higher levels, the learner may be required to synthesise knowledge by
integrating a number of ideas to formulate a plan, solve a problem, compose a story or a piece of music. Further, the learners may be required to evaluate, estimate
and interpret a concept. At the last level, which is the highest, learners may be required to create, invent, compose, design and construct. These learning behaviours
“knowing”, “understanding”, “applying”, “analysing”, “synthesising”, “evaluating” and “creating” fall under the domain “Knowledge, Understanding and Application”.

In this curriculum, learning indicators are stated with action words to show what the learner should know and be able to do. For example, the learner will be able
to describe something. Being able to “describe” something after teaching and learning has been completed means that the learner has acquired “knowledge”. Being
able to explain, summarise and give examples means that the learner has understood the concept taught.

Similarly, being able to develop, defend, etc. means that the learner can apply the knowledge acquired in some new context. You will note that each of the indicators
in the curriculum contains an “action word” that describes the behaviour the learner will be able to demonstrate after teaching and learning has taken place.
“Knowledge, Understanding and Application” is a domain that should be the prime focus of teaching and learning in schools. Teaching in most cases has tended to
stress knowledge acquisition to the detriment of other higher level behaviours such as applying knowledge.

Each action word in any indicator outlines the underlying expected outcome. Each indicator must be read carefully to know the learning domain towards which you
have to teach. The focus is to move teaching and learning from the didactic acquisition of “knowledge” where there is fact memorisation, heavy reliance on formulae,
remembering facts without critiquing them or relating them to real world – surface learning – to a new position called – deep learning. Learners are expected to
deepen their learning by knowledge application to develop critical thinking skills, explain reasoning and to generate creative ideas to solve real life problems in their
school lives and later in their adult lives. This is the position where learning becomes beneficial to the learner.

The keywords and explanation and the key words involved in the “Knowledge, Understanding and Application” domain are as follows:

Knowing: The ability to remember, recall, identify, define, describe, list, name, match, state principles, facts and concepts. Knowledge is the ability to remember
or recall material already learned and this constitutes the lowest level of learning.
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Understanding: The ability to explain, summarise, translate, rewrite, paraphrase, give examples, generalise, estimate or predict consequences based on a trend.
Understanding is generally the ability to grasp the meaning of some concepts that may be verbal, pictorial or symbolic.

Applying: This dimension is also referred to as “Use of Knowledge”. Ability to use knowledge or apply knowledge, apply rules, methods, principles, theories, etc.
to situations that are new and unfamiliar. It also involves the ability to produce, solve, plan, demonstrate, discover etc.

Analysing: The ability to break down material/information into its component parts; to differentiate, compare, distinguish, outline, separate, identify significant
points etc., ability to recognise unstated assumptions and logical fallacies; ability to draw inferences from facts etc.

Synthesising: The ability to put parts or ideas together to form a new whole. It involves the ability to combine, compile, compose, devise, plan, revise, organise,
create and generate new ideas and solutions.

Evaluating: The ability to appraise, compare features of different things and make comments or judgement, criticise, justify, support, discuss, conclude, make
recommendations etc. Evaluation refers to the ability to judge the worth or value of some material based on some criteria.

Creating: The ability to use information or materials to plan, compose, produce, manufacture or construct other products.

From the foregoing, creating is the highest form of thinking and learning and is therefore the most important behaviour. This, unfortunately, is the area where most
learners perform poorly. In order to get learners to develop critical thinking, it is advised that you do your best to help learners to develop analytical skills and
processes as we have said already. It is advised that teachers do their best to help the learners develop reasoning skills.

To be effective, competent and reflective citizens who will be willing and capable of solving personal and societal problems, learners should be exposed to situations
that challenge them to raise questions and attempt to solve problems.

As the Creative Arts and Design (CAD) subject is new, we believe there would be challenges delivering its content effectively. Some of the challenges include
personnel to handle the specialised CAD disciplines, availability of equipment and resources, and statutory time available for teaching the subject on the basic school
time table. Consequently, a Teacher’s Resource Pack and Learner’s Resource Pack have been developed to support and guide teachers.

Suggested Activities in the Exemplars: Teachers are to:

• plan their teaching by first reading through the resource packs for the suggested activities and write their own lesson plans for their lesson delivery
- they may re-order the suggested teaching and learning activities
- they may also add to them where necessary in order to achieve the best learner learning experiences
• guide learners to apply their knowledge in dealing with issues both in and out of school that extends learners’ knowledge through homework, project work,
community engagement suggestions, etc.
• select teaching and learning activities that will ensure maximum learner participation;
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 • avoid rote learning and drill-oriented approaches and rather emphasise participatory teaching and learning with special focus on the cognitive, affective and
psychomotor domains wherever appropriate;
• teach learners to be problem solvers.
In CAD, learners are expected to acquire valuable basic practical skills to serve as a foundation for further skills development. Observe and also ensure that learners
exhibit skills and values in their behaviour and in creative activities.

Evaluation: Suggested mode of evaluating learners’ performance in CAD lessons/activities are as follows:

1. Conceptualisation/Ideation/Audiation: Originality, Creativity, Idea Development, Visualisation, Pre-imaging, Sketching, Internalising (pitch/
rhythm/melody/harmony/body movement, etc.), Singing, Instrument Playing, etc.
2. Planning/Preparation/Rehearsal: Acquisition of Tools, Props, Materials, Costumes, Equipment and Instruments.
3. Artistic Process: (Creating/Composing/Producing): Selection and use of tools/instruments, materials, imagination; plan and make; evaluate and refine.
4. Presentation/Performance/Exhibition: Analysis, Responding, Appreciation, Appraisal, Criticism, Judgement and Connecting.
5. Product/Composition: Finishing, Suitability, Usefulness, Aesthetic Appreciation and Cultural Value.
6. Core Values and Core Competencies: honesty, integrity, cooperation, perseverance and grit, teamwork, respect for others, communication and collaboration,
critical thinking and problem solving, personal development and leadership, cultural identity and global citizenship, creativity and innovation, digital literacy,
financial literacy, open-mindedness.
Teachers should:

• design sets of tasks and assignments that will challenge learners to apply their knowledge to issues and problems;
• engage learners in creating new and original items/compositions;
• assist learners to develop positive attitudes for creative activities;
• emphasise the issues of conceptualisation, planning and making/ composing as key components in evaluating learners’ work;
• guide learners to transform what they know, understand and can do into creative products;
• observe and guide learners as they work independently or in groups in the performance of various tasks since both process and products are equally important;
• select and plan other learning activities to assist learners acquire, develop and demonstrate the subject specific practices and Core Competencies outlined
under the specific indicators and exemplars of each content standard of the sub-strands/strands in addition to what have been suggested;
• bear in mind that the curriculum cannot be taken as a substitute for lesson plans. It is therefore necessary that teachers develop a scheme of learning and
lesson plans for teaching the indicators and exemplars of this curriculum.

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Note that:

• CAD is taught as a practical subject. Learners are to be TAUGHT and EVALUATED PRACTICALLY.
• CAD is basically for the acquisition of practical skills.
• Though learners have to be taken through few theoretical lessons, this is to reinforce their learning and for ideation, conceptualisation, brainstorming and
critical thinking to find solutions to identified problems.
• Learners must observe, listen, reflect, brainstorm, discuss, compose, perform, respond, talk, report and describe.

Skills and Processes

These are specific activities or tasks that indicate performance or proficiency in the learning of CAD. They are useful benchmarks for planning lessons, developing
exemplars and are the core of inquiry-based learning.

Practical Skills
Practical skills refer generally to the psychomotor domain. This involves the demonstration of manipulative skills using tools/equipment and materials to carry out
practical operations, pre-image to solve practical problems, and produce items. The teaching and assessment of practical skills should involve projects, case studies
and creative practical tasks. Skills required for effective practical work are the following:

1. Handling of Tools/Equipment/Materials
2. Observation
3. Craftsmanship/Draftsmanship
4. Perception
5. Creativity
6. Communication

Tools/Equipment/Material Handling: Learners should be able to handle and use tools/equipment/materials properly for practical work to acquire skills through
creative activities.

Observation: Learners should be able to use their senses to make accurate observation of skills and techniques during demonstrations. In this case, learners should
be able to apply or imitate the techniques they have observed for performing other tasks.

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Craftsmanship/Draftsmanship: This involves the skilful and efficient handling of materials and tools for accomplishing specific tasks according to the level of the
learners.

Perception: Learners should be able to respond to their environment using all the senses (seeing, hearing, smelling, touching, tasting and movement or kinaesthetic).
The learner should be encouraged to apply these senses to every project that is undertaken.

Originality/Creativity: Learners should be encouraged to be creative or original and be able to use new methods in carrying out projects. Encourage them to be
original in making own artworks and not to copy existing work. You can help them to be creative and original by encouraging any little creative effort, technique
and product they may develop.

Communication: Learners should be guided to develop effective oral and written communication skills necessary for group work, reporting and appreciation etc.

Attitudes, Values and Process Skills

To be effective, competent and reflective citizens, who will be willing and capable of solving personal and societal problems, learners should be exposed to situations
that challenge them to raise questions and attempt to solve problems. Learners therefore need to acquire positive attitudes, values and psychosocial skills that will
enable them participate in debates and take a stand on issues affecting them and others. The CAD curriculum thus focuses on the development of attitudes and
values.
The CAD curriculum aims at helping learners to acquire the following:

1. Commitment: determination to contribute to national development.

2. Tolerance: willingness to respect the views of others and embrace diversity. .
3. Patriotism: readiness to defend the nation.
4. Flexibility in ideas: willingness to change opinion in the face of more plausible evidence.
5. Respect for evidence: willingness to collect and use data for one’s investigation, and also have respect for data collected by others.
6. Reflection: the habit of critically reviewing ways in which an investigation or observation has been carried out to see possible faults and other ways in which
the investigation or observation can be improved upon.
7. Comportment conforming to acceptable societal norms.
8. Co-operation the ability to work effectively with others.
9. Responsibility: the ability to act independently and make decisions; morally accountable for one’s action; capable of rational conduct.
10. Environmental Awareness: being conscious of one’s physical and socio-economic surroundings.

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 11. Respect for the Rule of Law: obeying the rules and regulations of the land.
The teacher should ensure that learners cultivate the above attitudes and skills as basis for living in the nation as effective citizens.

Values
At the heart of this curriculum is the belief in nurturing honest, creative and responsible citizens. As such, every part of this curriculum, including the related
pedagogy, should be consistent with the following set of values.

Respect: This includes respect for the nation of Ghana, its institutions and laws and the culture and respect among its citizens and friends of Ghana.
Diversity: Ghana is a multicultural society in which every citizen enjoys fundamental rights and responsibilities. Learners must be taught to respect the views of all
persons and to see national diversity as a powerful force for nation development. The curriculum promotes social cohesion.

Equity: The socio-cultural and economic environment across the country is uneven. Consequently, it is necessary to be deliberate in addressing the specific needs
of learners and to ensure an equitable distribution of resources. Ghana’s learners have varied needs influenced by their gender, abilities, economic status, geographical
background among others which requires the provision of equal opportunities to all.

Commitment to achieving excellence: Learners must be taught to appreciate the opportunities provided through the curriculum and persist in doing their
best in any field of endeavour as global citizens. The curriculum encourages innovativeness through creative and critical thinking and the use of contemporary
technology.

Teamwork/Collaboration: Learners are encouraged to be committed to team-oriented working and learning environments. This also means that learners should
have an attitude of tolerance to be able to live peacefully with all persons.

Truth and Integrity: The curriculum aims to develop learners into individuals who will consistently tell the truth irrespective of the consequences and be morally
upright with the attitude of doing the right thing even when no one is watching. Also, be true to themselves and be willing to live the values of honesty and
compassion. Equally important is the practice of positive values as part of the ethos or culture of the workplace, which includes integrity and perseverance. These
values must underpin the learning processes to allow learners to apply skills and competencies in the world of work.

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ASSESSMENT
Assessment is a process of collecting and evaluating information about learners and using the information to make decisions to improve their learning. Assessment
may be formative, summative, diagnostic or evaluative depending on its purpose. It is integral to the teaching-learning process, promotes learners learning and
improves instruction. In CCP, it is suggested that assessment involves assessment for learning, assessment of learning and assessment as learning, which are described
in the subsequent paragraphs.

Assessment for Learning (AfL)

Assessment for Learning (AfL) is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learner is in their
learning, where they need to be (the desired goal) and how best to get them there. AfL is one of the most suitable methods for improving learning and raising
standards (Black and William, 1998).

Assessment for Learning also refers to all the activities undertaken by teachers and/or learners, which provide information to be used as feedback to modify the
teaching and learning activities in which they are engaged. AfL can be achieved through processes such as sharing criteria with learners, effective questioning and
feedback.

AfL, therefore, provides timely feedback to ensure individual learners are assisted during the teaching and learning process using various strategies and questioning
to measure the learning that has actually taken place. It is a continuous process that happens at all stages of the instructional process to monitor the progress of a
learner and to offer feedback or change teaching strategies to achieve performance standards of a lesson.

Assessment as Learning (AaL)

Assessment as Learning develops and supports learners’ sense of owner- ship and efficacy about their learning through reflective practices. This form of self-
assessment helps in building the competencies of learners to achieve deeper understanding of what their own learning and what they are taught.

Assessment of Learning (AoL)

Assessment of learning provides a picture of the achieved standards of the teacher and performance of learners at the terminal stage of the learning process. This
information provides data for accountability and educational decisions such as grading, selection and placement, promotion and certification. Through AoL,
stakeholders such as parents and guardians are informed about the extent learners have attained expected learning outcomes at the end of their grade or programme.

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What do we assess?
Emphasis in assessment in the CCP is on the Common Core Learner Attributes, which are essential outcomes in the three domains of learning (i.e. cognitive,
psychomotor and affective).

Knowledge and skills with emphasis on the 4Rs in the learning areas

Core competencies with emphasis on attitudes and values developed through the learning and its context as well as the pedagogical approaches.

The Process is illustrated diagrammatically in Figure 2.

Figure 2: Essential Assessment Features

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How do we monitor progress?
School Based Assessments (SBA) cover all forms/modes of assessment including AfL, AaL and AoL (see Table 1), that can be undertaken by any school-level actor
(learner, teacher, headteacher) to monitor the learner’s achievement over a period of time. Data collection and keeping records of the data are central to the
conduct of SBA.

Table1: Modes of Assessment

Assessment for Assessment of Assessment as
Learning Learning Learning

Class Assessment
Class exercises Portfolio
Task

(CAT)

End of term
Quizzes Journal entries
assessment

Class tests (written,

End of year
oral, aural and/or Project work
assessment
practical)

Class Assessment Task

Checklist
(CAT)

Questionnaire
The following are samples of relevant records that can be kept on the learner’s learning.

• Learner’s Progress Record (Cumulative Record)

• Learner’s Report Card
• School Based Assessment Termly Recording Register

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Details of guidelines on SBA can be found in the National Pre-tertiary Learning Assessment Framework (NPLAF) document (Ministry of Education, 2020a) and the
School-Based Assessment Guidelines (Ministry of Education, 2020b)

Reporting School-Based Assessment (SBA) in the CCP

The CCP uses a criterion-referenced model of presenting and reporting school-based assessment data. School-based assessment throughout the three- year duration
of CCP is done against criteria linked to performance standards and not against the work of other learners. The CCP provides levels of proficiency to be attained
and descriptors for all grade levels of the programme (see Table 2). These levels and descriptors cannot be changed by individual schools and are, therefore,
common to all learners as well as learning areas nationwide. For each assessment criterion or benchmark for the level of proficiency, a number of descriptors are
defined as shown in Table 2.

Table 2: Benchmarks, levels of proficiency and the grade level descriptors

LEVEL OF GRADE LEVEL
PROFICIENCY BENCHMARK DESCRIPTOR

1: Highly 80% + Learner shows high level of

proficient (HP) proficiency in knowledge, skills
and values and can transfer
them automatically and flexibly
through authentic
performance tasks.
2: Proficient (P) 68-79%
Learner demonstrates sufficient
level of proficient knowledge,
skills and core understanding;
can transfer them independently
through authentic performance
tasks
3: Approaching 54-67% Learner is approaching
Proficiency proficiency in terms of
(AP) knowledge, skills and values
with little guidance and can
transfer understanding through
authentic performance tasks
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 4: Developing (D) 40-53% Learner demonstrates
developing level of knowledge,
skills and values but needs help
throughout the performance of
authentic tasks
5: Emerging (E) 39% and below Learner is emerging with
minimal understanding in terms
of knowledge, skills, and values
but needs a lot of help.

The grading system presented, shows the letter grade system and equivalent grade boundaries. In assigning grades to learners’ test results, or any form of evaluation,
the above grade boundaries and the descriptors may be applied. The descriptors (Highly Proficient [HP], Proficient [P], Approaching Proficiency [AP] , Developing
[D], Emerging [E], indicate the meaning of each grade.

In addition to the school-based assessment (SBA), a national standards assessment test is conducted in Basic 8 to provide national level indicators on learners’
achievements.

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CREATIVE PEDAGOGICAL APPROACHES
These are the approaches, methods, strategies, appropriate relevant teaching and learning resources for ensuring that every learner benefits from the teaching and
learning process. The curriculum emphasises the:

1. creation of learning-centred classrooms through the use of creative approaches to ensure learner empowerment and independent learning;
2. positioning of inclusion and equity at the centre of quality teaching and learning;. Inclusion involves addressing the varied needs of learners based on their
gender, disability, economic status, religious affiliation, geographical location, etc
3. use of differentiation and scaffolding as teaching and learning strategies for ensuring that no learner is left behind;
4. use of Information Communication Technology (ICT) as a pedagogical tool;
5. identification of subject specific instructional expectations needed for making learning in the subject relevant to learners;
6. integration of assessment as learning, for learning and of learning into the teaching and learning processes and as an accountability strategy; and
7. use questioning techniques that promote deep learning.

Learning-Centred Pedagogies
The learner is at the centre of learning. At the heart of the national curriculum for change and sustainable development, is the learning progression and improvement
of learning outcomes for Ghana’s young people with a focus on the 4Rs – Reading, wRiting, aRithmetic and cReativity. It is expected that at each curriculum phase,
learners would be offered the essential learning experiences to progress seamlessly to the next phase. Where there are indications that a learner is not sufficiently
ready for the next phase, a compensatory provision through differentiation should be provided to ensure that such a learner is ready to progress with their cohort.
The CAD curriculum encourages the creation of a learning-centred classroom with the opportunity for learners to engage in meaningful “hands-on” activities that
bring home to the learner what they are learning in school and what they know from outside of school. The learning-centred classroom is a place for the learners
to discuss ideas through the inspiration of the teacher. The learners then become actively engaged in looking for answers and working in groups to solve problems.
They also research information, analyse and evaluate information. The aim of the learning-centred classroom is to enable learners to take ownership of their learning.
It provides the opportunity for deep and profound learning to take place.

The teacher as a facilitator needs to create a learning environment that ensures:

1. learners feel safe, accepted and encouraged to actively participate in the learning process.
2. learners are given frequent opportunities to interact with varied sources of information, teaching and learning materials and ideas in a variety of ways;
3. the teacher assumes the position of a facilitator or coach who helps learners to identify a problem suitable for investigation via project work;
4. problems are connected to the context of the learners’ world so that it presents authentic opportunities for learning;
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 5. subject matter around the problem, not the discipline;
6. learners responsibly define their learning experience and draw up a plan to solve the problem in question;
7. learners collaborate whilst learning;
8. demonstration of the results of their learning through a product or performance.
It is more productive for learners to find answers to their own questions rather than teachers providing the answers and their opinions in a learning centred
classroom.

The teacher is a facilitator or coach who:

• helps learners to identify a problem suitable for investigation;

• connects the problem with the context of the learners’ world so that it presents authentic opportunities for learning;
• organises the subject matter around the problem, not the discipline;
• gives learners responsibility for defining their learning experience and planning to solve the problem;
• encourages collaboration by creating learning teams expects all learners to demonstrate the results of their learning through a product or performance.

Inclusion
Inclusion is recognising that learners come from diverse background with varied needs and must be uniquely supported through the learning process. Learners can
be disadvantaged based on their gender, ability, ethnicity economic status, religious affiliation among others.

Inclusion is therefore ensuring access and learning for all learners. All learners are entitled to a broad and balanced curriculum in every school in Ghana. The daily
learning activities to which learners are exposed should ensure that the learners’ right to equal access and accessibility to quality education is met. The Curriculum
suggests a variety of approaches that addresses learners’ diversity and their special needs in the learning process. When these approaches are effectively used in
lessons, they will contribute to the full development of the learning potential of every learner. Learners have individual needs and learning experiences and different
levels of motivation for learning. Planning, delivery and reflection on daily learning experiences should take these differences into consideration.

The curriculum therefore promotes:

1. learning that is linked to the learner’s background and to their prior experiences, interests, potential and capacities;
2. learning that is meaningful because it aligns with learners’ ability (e.g. learning that is oriented towards developing general capabilities and solving the practical
problems of everyday life); and

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 3. the active involvement of the learners in the selection and organisation of learning experiences, making them aware of their importance and also enabling
them to assess their own learning outcomes.

Differentiation and Scaffolding

Differentiation is a process by which differences (learning styles, interest and readiness to learn) between learners are accommodated so that all learners in a
group have the best chance of learning. Differentiation could be by content, tasks, questions, outcome, groupings and support. Differentiation as a way of ensuring
each learner benefits adequately from the delivery of the curriculum can be achieved in the classroom through (i) Task (ii) Support from the Guidance and Counselling
Unit and (iii) Learning outcomes.

• Differentiation by task involves teachers setting different tasks for learners of different abilities. For example: in sketching the plan and shape of their
classroom some learners could be made to sketch with free hand while others would be made to trace the outline of the plan.

• Differentiation by support involves the teacher giving needed support and referring weak learners to the Guidance and Counselling Unit for academic
support.

• Differentiation by outcome involves the teacher allowing learners to respond at different levels. Weaker learners are allowed more time for complicated
tasks.

Scaffolding in education refers to the use of a variety of instructional techniques aimed at moving learners progressively towards stronger understanding and
ultimately greater independence in the learning process.

It involves breaking up the learning task, experience or concepts into smaller parts and then providing learners with the support they need to learn each part. The
process may require a teacher assigning an excerpt of a longer text to learners to read and engaging them to discuss the excerpt to improve comprehension. The
teacher goes ahead to guide them through the key words/ vocabulary to ensure learners have developed a thorough understanding of the text before engaging them
to read the full text.

Common scaffolding strategies available to the teacher are:

1. giving learners a simplified version of a lesson, assignment, or reading, and then gradually increasing the complexity, difficulty or sophistication over time;
2. describing or illustrating a concept, problem, or process in multiple ways to ensure understanding;
3. giving learners an Exemplar(s) or a model of an assignment they will be asked to complete;
4. giving learners a vocabulary lesson before they read a difficult text;
5. describing the purpose of a learning activity clearly and the learning goals they are expected to achieve; and
6. explicitly describing how the new lesson builds on the knowledge and skills learners were taught in a previous lesson
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Information Communication Technology (ICT)
ICT has been integrated into this curriculum as a teaching and learning tool to enhance deep and independent learning. Some of the expected outcomes that this
curriculum aims to achieve through ICT use for teaching and learning are: ICT has the potential to innovate, accelerate, enrich and deepen skills. It also motivates
and engages learners to relate school experiences to work practices. It provides opportunities for learners to fit into the world of work..

Some of the expected outcomes that ICT aims to achieve are:

1. improved teaching and learning processes;

2. improved consistency and quality of teaching and learning;
3. increased opportunities for more learner-centred pedagogical approaches;
4. improved inclusive education practices.; where learners with special education and social need such as disabilities and gender differences are uniquely
catered for;
5. improved collaboration, creativity, higher order thinking skills;
6. enhanced flexibility and differentiated approach of delivery;
7. enhanced use of digital media responsibly as they understand appropriate and inappropriate behaviour in cyberspace and their implications that help them to
evaluate the quality and validity of information.
The use of ICT as a teaching and learning tool is to provide learners access to large quantities of information online and offline. It also provides the frame-work for
analysing data to investigate patterns and relationships in the Creative Arts and Design context. Once learners have made their findings, ICT can help them organise,
edit and print the information in many different ways.

Learners need to be exposed to various ICT tools around them including calculators, radios, cameras, phones, television sets and computers and related software
like Microsoft Office packages - Word, PowerPoint and Excel - as teaching and learning tools. The exposure that learners are given from Basic 7 to 9 to use ICT in
exploiting learning will build their confidence and will increase their level of motivation to apply ICT use in later years, both within and outside of education. ICT
use for teaching and learning is expected to enhance the quality and competence level of learners.

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CORE COMPETENCIES
The core competencies for CAD describe a body of skills that teachers at the basic level should seek to develop in their learners. They are ways in which teachers
and learners in CAD engage with the subject matter as they learn the subject. The competencies describe a connected body of core skills that are acquired
throughout the processes of teaching and learning. They are the relevant global skills for learning that allow learners to develop, in addition to the 4Rs, to become
critical thinkers, problem-solvers, creators, innovators, good communicators, collaborators, culturally identified individuals and digitally literate and global citizens
who are have keen interest in their personal development. In using this curriculum, we hope the core competencies will be developed in learners to help them
develop our country, Ghana.

These competencies include:

Critical Thinking and Problem Solving (CP)

This skill develops learners’ cognitive and reasoning abilities to enable them analyse and solve problems. Critical thinking and problem-solving skill enable learners
to draw on their own experiences to analyse situations and choose the most appropriate out of a number of possible solutions. It requires that learners embrace
the problem at hand, persevere and take responsibility for their own learning.

Creativity and Innovation (CI)

Creativity and innovation promote the development of entrepreneurial skills in learners through their ability to think of new ways of solving problems and developing
technologies for addressing the problem at hand. It requires ingenuity of ideas, arts, technology and enterprise. Learners with this skill are also able to think
independently and creatively.

Communication and Collaboration (CC)

This competence promotes in learners the skills to make use of languages, symbols and texts to exchange information about themselves and their life experiences.
Learners actively participate in sharing their ideas. They engage in dialogue with others by listening to and learning from them. They also respect and value the views
of others.
Cultural Identity and Global Citizenship (CG)
This competence involves developing learners to put country and service foremost through an understanding of what it means to be active citizens. This is done by
inculcating in learners a strong sense of social and economic awareness. Learners make use of the knowledge, skills, competencies and attitudes acquired to
contribute effectively towards the socioeconomic development of the country and on the global stage. Learners build skills to critically identify and analyse cultural
and global trends that enable them to contribute to the global community.

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Personal Development and Leadership (PL)
This competence involves improving self-awareness and building self-esteem. It also entails identifying and developing talents, fulfilling dreams and aspirations.
Learners are able to learn from mistakes and failures of the past. They acquire skills to develop other people or to meet other people’s needs. It involves recognising
the importance of values such as honesty and empathy and seeking the well-being of others. Personal development and leadership enables learners to distinguish
between right and wrong. The skill helps them to foster per- severance, resilience and self-confidence. It helps them acquire the skill of leadership, self-regulation
and responsibility necessary for lifelong learning.

Digital Literacy (DL)

Digital Literacy involves equipping learners to discover, acquire and communicate through ICT to support their learning. It also makes them use digital media
responsibly.

For effective lesson planning for teaching, learning and assessment, it is suggested that teachers refer to Appendix 1 for details of the components of the core
competencies. These details comprise the unpacked skills such as: listening, presenting and team work for collaboration.

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INSTRUCTIONAL EXPECTATIONS
Creative Arts and Design (CAD) teachers are expected to recognise each learner’s unique ability and put in place appropriate teaching and learning strategies to
meet the unique need of the individual learner. The approach is not a “one size fits all” because each learner has distinct skills, talents and capabilities. This approach
calls for the use of a range of different pedagogical approaches that seek to address the needs of the individual learner. The most important thing is that they are
always ready to participate in a CAD lesson. Therefore:

1. through class discussions, guide learners to be aware that creative activities are used to solve identified problems. For example: the visual arts products
beautify our homes, schools, churches, mosques, palaces and work places. They are used to give us information, educate us and show directions
2. the performing arts works are used to entertain us during social gatherings and religious functions. They are also used to educate and advise us
3. lead learners to identify problems in the home, school and community that affect the individual, family, community and the country.
4. Guide them to discuss the effect of these problems on their education, health and sanitation, cultural beliefs and practices, job creation and employment, etc.
5. lead them to investigate the causes of these problems through interviews, visits, observations, reading and group or class discussions, etc.
6. learners through brainstorming activities, exploration with available tools, materials, instruments, materials and techniques (individually or in groups) to design,
compose/make visual and performing arts projects to help solve an identified problem.
7. learners plan, display and share their artworks and compositions through exhibitions and performances with peers and other members of the community.
8. guide learners to appreciate, appraise and critique their works, document the outcomes, reflect creatively on their findings and use the feedback to undertake
future projects
Teachers of CAD should present the learner with options that make skills, concepts and experiences in creative arts applicable in other learning areas and in real
world situations. Opportunities should be provided for visits to historical sites, galleries, museums, parks, centres of arts and culture, chief’s palaces, theatres, drama
studios, craft centres and production units to observe and interact with practitioners to form the core of learning activities. These will enable learners appreciate
the nature of things and to focus their natural curiosity for self-learning, academic progression and career choices. Well-planned lessons which involve learners
making decisions and taking responsibility of their own learning will help to achieve the goals of the learning and become grounded in the acquisition of the 4Rs
(Reading, wRiting, aRithmetric and cReativity) for life.

CAD teachers are encouraged to use the following strategies in facilitating teaching and learning:

• Project-based learning
• Exploration
• Inquiry-based learning
• Procedural learning
• Experiential learning.
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Learners are to be guided to:

• explore their environment, critically observe, examine, investigate, reflect on happenings around them,
• design, compose, make, perform and display using available materials, tools, equipment, instruments, props, costumes, ICT devices and
• examine, assess and make value judgements and recommendations for improvement or correction.

Suggested Time Allocation

A total of four periods a week, each period consisting of 50 minutes, is allocated to the teaching of CAD at the CCP level (B7– B9). Learners will have the privilege
to study CAD for a statutory duration of 200 minutes every week. Design will have one period of 50 minutes, Visual Arts will have two periods of 100 minutes,
Music and Dance–Drama will alternate and have one 50-minutes period every fortnight. It is suggested that teachers of CAD agree among themselves for the
timetabling arrangements.

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ORGANISATION AND STRUCTURE OF THE CAD CURRICULUM
The Creative Arts and Design (CAD) programme is an amalgamation of four subject disciplines in the arts, namely: Design, Visual Arts, Music and Dance, and
Drama. As a subject on the basic school timetable, CAD becomes a multifaceted discipline that is both multidisciplinary and interdisciplinary. For effective delivery
of its content, two main areas are created (namely Design and Creative Arts) that form the main Strands of the subject.
CAD will be offered to all CCP learners. Under Design, three sub-strands are identified. Under Creative Arts, three sub-strands are identified. The strands and
sub-strands are shown below.
STRANDS SUB-STRANDS

1.1 Design in Nature and the Manmade Environment

1.2 Drawing, Shading, Colouring and Modelling for

1.DESIGN Design

1.3 Creativity, Innovation and the Design Process

2.1 Media and Techniques

2.CREATIVE ARTS 2.2 Creative and Aesthetic Expression

2.3. Connections in Local and Global Cultures

Curriculum Sectional Headings

Strands are the broad learning areas or domains of the CAD content to be studied.

Sub-strands are the sub-divisions of the broad learning areas or strands.

Content standard refers to the pre-determined level of knowledge, skill and/or attitude that a learner attains by a set stage of education.

Indicators are clear outcomes or milestones that learners have to exhibit in each year to meet the content standard expectation. The indicators represent the
minimum expected standard in a year.

Exemplars clearly explain the expected outcomes of indicators and serve as support and guidance to the facilitator/teacher in the delivery of the curriculum.

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Annotation (Curriculum Reference Numbers)
A unique notation is used to label the class, strands, sub-strands, content standards and learning indicators in the curriculum for the purpose of easy referencing.
The notation is defined in Figure 3:
Strand Number

Class/Year

B7.1.1.1.1 Learning indicator

Sub-strand Number Content Standard Number

Figure 3: Curriculum Reference Numbers

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ORGANISATION AND STRUCTURE OF THE CURRICULUM
a) Organisation: The curriculum is organised under the following key headings.

CLASS CONTENT STANDARD

SUB-STRAND

STRAND
INDICATOR EXEMPLAR

STRAND: 1.Design
SUB-STRAND: 1.1 Design in Nature and the Manmade Environment

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7 1.1.1 B7 1.1.1.1 Communication and Collaboration
Demonstrate understanding Demonstrate understanding of design as a concept and its (CC), Critical Thinking and Problem
of design as a concept in importance and role as a medium for creative expression of design Solving (CP), Creativity and Innovation
relation to the elements and in nature and the manmade environment. (CI), Digital Literacy (DL)
principles of design and as a 1. Research to determine and record the meaning, relevance and role of CC9.1: Demonstrate behaviour and skills
medium for creative design in nature and the manmade environment for reflection and of working towards group goals
expression of design in nature discussion. CP5.1: Ability to combine Information
and the manmade 2. Identify and reflect on selected natural and manmade designs to appreciate and ideas from several sources to reach a
environment. and determine how nature has influenced manmade designs to benefit society conclusion
for appreciation and discussion. CI5.5: Ability to try new alternatives and
different approaches
DL6.1: Use digital tools to create novel
things.

Beak of kingfisher bird inspired Design inspired by the palm

Shinkansen Bullet Train – Japan
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Design
Design consists of creative knowledge and understanding about creativity and innovation.

The Design Strand consists of the following learning areas:

• Design in Nature and the Manmade Environment

• Drawing, Shading, Colouring and Modelling for Design
• Creativity, Innovation and the Design Process

Visual Arts
Visual Arts consist of the following learning areas/experiences

Two-dimensional arts: drawing, painting, colour work, printmaking, patternmaking, lettering and camera/electronic arts etc.

Three-dimensional art: modelling, casting, carving, weaving (fibre arts), paper craft (origami/quilting art), sewing/stitching, crocheting, construction and assemblage.

This strand encourages self-expression, brainstorming, imagination, perception, reflective thinking, critical observation, analytical and practical skills and attitudes for
designing and making visual arts works. Through this strand, learners further develop their visual literacy by looking at, examining, thinking about and expressing
their own views and feelings about a wide variety of their own and others’ artworks produced or found in different cultures and environments in Ghana and other
parts of the world based on the following:

• Type of artworks
• People who make the artworks
• Theme or topic
• Materials used
• Tools used
• Methods of production
• Cultural, functional and aesthetic value of the artworks

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Performing Arts Strand
Performing Arts consists of the following learning areas:

• Music
• Dance
• Drama
This strand encourages self-expression, brainstorming, imagination, perception, reflective thinking, critical observation, listening, analytical and practical skills and
attitudes for composing and performing music, dance and drama. Through this strand, learners further develop their visual literacy by looking at, examining, thinking
about and expressing their own views and feelings about a wide variety of own and others compositions and performances produced or found in different cultures
and environments in Ghana and other parts of the world based on the following:

• Types of compositions
• People who compose or perform the artworks
• Theme or topics
• Materials and elements used
• Instruments used
• Methods of production
• Cultural, functional and aesthetic value.

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SCOPE AND SEQUENCE
The Content Standards that are pre-determined level of knowledge; skill and/or attitude that the learner attains by each of the Common Core Programme
[CCP] levels (B7‒B9) have been sequenced progressively.
STRANDS SUB-STRANDS CONTENT STANDARD

B7 B8 B9

1.1 Design in Nature B7 1.1.1 B8 1.1.1 B9 1.1.1

and the Manmade
Demonstrate understanding of Demonstrate understanding of Demonstrate understanding of
Environment
design as a concept in relation to the design as a concept in relation to the design as a concept in relation to the
elements (dots, lines, shapes) and elements (texture, colour) and elements (value) and principles
principles (balance, rhythm, principles (unity, variety) of design (emphasis) of design and as a
repetition) of design and as a and as a medium for creative medium for creative expression of
medium for creative expression of expression of design in nature and design in nature and the manmade
design in nature and the manmade the manmade environment. environment.
environment.
DESIGN
1.2 Drawing, Shading, B7 1.2.1. B8 1.2.1. B9 1.2.1.
Colouring and Demonstrate Demonstrate Demonstrate understanding and
Modelling for Design understanding and ability to use understanding and ability to use (2-D ability to use ( 3-D drawing, shading,
(outline drawing), shading, colouring drawing, shading, colouring and colouring and modelling media and
and modelling media and techniques modelling media and techniques for techniques for creative expression of
for creative expression of design creative expression of design ideas. design ideas.
ideas.

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 1.3 Creativity, B7 1.3.1 B8 1.3.1 B9 1.3.1
Innovation and the Demonstrate understanding of the
Demonstrate understanding of the Demonstrate understanding of the
Design Process design process and models of its
design process and models of its design process and models of its
application in problem solving in application in problem solving in application in problem solving in
various disciplines. various disciplines. various disciplines.

CREATIVE 2.1 Media and B7. 2.1.1. B8. 2.1.1. B9. 2.1.1.
ARTS Techniques Visual Arts Visual Arts Visual Arts
Demonstrate understanding of Demonstrate understanding of Demonstrate understanding and
Visual Arts media and techniques Visual Arts media and techniques apply media and techniques in
and their application in still-life and their application in drawing from casting, assemblage and folding.
drawing, pattern making and direct observation/ memory and
modelling. imagination, print making and
weaving.

B7. 2.1.2. B8. 2.1.2. B9. 2.1.2.

Music Music Music
Demonstrate understanding and Demonstrate understanding and Demonstrate knowledge,
apply scale, note durational values apply tempo, dynamics and simple understanding and
and simple time beat patterns in forms in music. application of triads, chord
music. progression and improvisation in
music.

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 B7. 2.1.3. B8. 2.1.3. B9. 2.1.3.
Dance and Drama: Dance and Drama: Dance and Drama:
Demonstrate understanding and Demonstrate understanding of Demonstrate understanding and
apply media, voice and movement Ghanaian dance forms. application of Dance
techniques in dance and drama. Drama

2.2 Creative and B7. 2.2.1. B8. 2.2.1. B9. 2.2.1.

Aesthetic Expression Visual Arts Visual Arts Visual Arts
Demonstrate the ability to use Demonstrate the ability to apply the Exhibit art works produced from
concept of the design process (idea concept of the design process (idea competencies and skills acquired
development) to produce, display development) to produce and from the application of the
and appraise own creative artworks display own creative and expressive philosophies, designs and processes
that reflect the range of different art-forms that reflect a range of learnt from different times and
times and cultures. different times and cultures. cultures

B7. 2.2.2. B8. 2.2.2. B9. 2.2.2.

Music Music Music
Demonstrate the ability to use Demonstrate the ability to use Exhibit competencies in the
concept of the design process (idea concept of the design process (idea application of the design process to
development) to create and display development) to create and display produce and display own creative
own creative musical artworks that own creative musical artworks that musical works that reflect a range of
reflect the range of different times reflect a range of different times and different times, cultures and topical
cultures. issues.

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 B7. 2.2.3. B8. 2.2.3. B9. 2.2.3.
Dance and Drama: Dance and Drama: Dance and Drama:
Demonstrate the ability to use Demonstrate how to apply the Producing a Dance Drama
concepts of design process (idea concept of design process (Idea by exhibiting competencies in the
development) to produce and development) to produce and application of design process and
display own creative and expressive display own creative and expressive skills to produce and display own
art-forms that reflect in the range of art-forms that reflect a range of creative artworks that reflect a range
different times and cultures in dance different times and cultures of different times, cultures and topical
and drama. issues.

2.3 Connections in B7. 2.3.1. B8. 2.3.1. B9. 2.3.1.

Local and Global Visual Arts Visual Arts Visual Arts
Cultures
Demonstrate the ability to correlate Demonstrate the ability to correlate Demonstrate the skill to correlate
and generate ideas from visual and generate ideas from creative and generate ideas from creative
artworks in the community that artworks of visual artists that reflect artworks of African artists that reflect
reflect a range of different times, a range of different times, cultures a range of different times, cultures
cultures and topical issues. and topical issues. and topical issues.

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 B7. 2.3.2. B8. 2.3.2. B9. 2.3.2.
Music Music Music
Demonstrate the ability to Demonstrate the capacity to Demonstrate the skill to
correlate and generate ideas correlate and generate ideas correlate and generate ideas from
from indigenous creative musical from indigenous creative musical indigenous creative musical forms
forms and art musicians in the forms and Ghanaian art musicians of African composers that reflect
immediate community that that reflect a range of different the history, culture, environment
reflect a range of different times, times, cultures and topical issues. and topical issues.
cultures and topical issues.

B7. 2.3.3. B8. 2.3.3. B9. 2.3.3.

Dance and Drama: Dance and Drama: Dance and Drama:
Demonstrate the ability to Demonstrate the capacity to Demonstrate the skill to
correlate and generate ideas from correlate ideas from creative correlate African dance and
creative artworks of dancers and artworks of dance and drama drama that reflect the history,
actors in the community that artistes that reflect a range of culture and topical issues
reflect a range of different times, different times, cultures and
cultures and topical issues. topical issues.

© NaCCA, Ministry of Education 2021 xliii

 BASIC 7

© NaCCA, Ministry of Education 2021 1

 STRAND 1: DESIGN
SUB-STRAND 1.1.: DESIGN IN NATURE AND MANMADE ENVIRONMENT
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES
B7 1.1.1 B7 1.1.1.1 Communication and
Demonstrate Demonstrate understanding of design as a concept and its Collaboration (CC), Critical
understanding of design importance and role as a medium for creative expression of design Thinking and Problem Solving
as a concept in relation to in nature and the manmade environment. (CP), Creativity and Innovation
the elements (dots, lines, (CI), Digital Literacy (DL)
and shapes) and Exemplar CC9.1: Demonstrate behaviour
principles (balance, 1. Research to determine and record the meaning, importance and role of design and skills of working towards
rhythm, repetition) of in nature and the manmade environment for reflection and discussion. group goals
design and as a medium CP5.1: Ability to combine
2. Identify and reflect on selected natural and manmade designs to appreciate and
for creative expression of Information and ideas from several
determine how design in nature has influenced manmade designs to benefit
design in nature and the sources to reach a conclusion
society for appreciation and discussion.
manmade environment. CI5.5: Ability to try new
alternatives and different
approaches
DL6.1: Use digital tools to create
novel things

Design inspired by
Beak of kingfisher bird inspired the palm
Colourful bird
Shinkansen Bullet Train – Japan

Source: Pinterest.com

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES
B7 1.1.1 3. Compare and contrast selected natural and manmade designs to determine CC9.1: Demonstrate behaviour
Demonstrate and record their similarities and differences for reflection and inspiration to and skills of working towards group
understanding of design as create and illustrate own design ideas (e.g. rivers/roads, anthills/houses, etc.) goals
a concept in relation to CP5.1: Ability to combine
the elements (dots, lines, Information and ideas from several
and shapes) and principles sources to reach a conclusion
(balance, rhythm, CI5.5: Ability to try new
repetition) of design and alternatives and different
as a medium for creative approaches
expression of design in DL6.1: Use digital tools to create
nature and the manmade Source: Pinterest.com novel things
environment.
Anthill inspired Eastgate Building in Harare

B7 1.1.1.2
Research to identify and record what constitutes the ‘elements of
design’ in nature and as building blocks for creative expression of
design ideas.
Exemplar CC7.5: Identify and analyse
1. Research to deduce and record what constitutes the ‘elements of design’ and different points of views of speaker
their application as building blocks for creative expression of design for CP5.1: Ability to combine
reflection and discussion. Information and ideas from several
Examples: dots, lines, shapes sources to reach a conclusion
CI6.2: Ability to reflect on
approaches to creative tasks and
evaluate the effectiveness of tools
used
DL5.6:Preparedness to make better
decisions using available information

Source: Pinterest.com

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

© NaCCA, Ministry of Education 2021 3

 B7 1.1.1 2. Explore the natural and manmade environments to identify and document
Demonstrate examples of elements of design for reflection and discussion.
understanding of design 3. Reflect on knowledge gained from discussions to create patterns that reflect
as a concept in relation to selected elements of design using available manual and digital tools, materials and
the elements (dots, lines, techniques for display and sharing.
and shapes) and principles Examples: patterns of lines and shapes; concentric circles; different sizes of dots.
(balance, rhythm,
repetition) of design and
as a medium for creative
expression of design in
nature and the manmade
environment.

Source: Google.com

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES
B7 1.1.1 B7 1.1.1.3
Demonstrate Research to identify and record in writing what constitutes the
understanding of design principles of design and describe how they are used to organise the
as a concept in relation to elements of design into building blocks for creative expression of
the elements (dots, lines, design in nature and the manmade environment.
and shapes) and principles Exemplar CC8.2: Explain ideas in a clear
(balance, rhythm, 1. Search for and organise relevant information to describe and record the order with relevant detail, using
repetition) of design and principles of design and how they apply in nature and the manmade correct construction and structure
as a medium for creative environment for reflection. of speech.
expression of design in Examples: balance, rhythm, repetition CP6.5: Ability to select
nature and the manmade alternative(s) that adequately meet
environment. selected criteria
CI6.2: Ability to reflect on
approaches to creative tasks and
evaluate the effectiveness of tools
used
DL5.6:Preparedness to make better
Manmade design decisions using available information
Natural designs Zimbabwe
Source: Pinterest.com

2. Identify, describe and record examples of principles of design in nature and

the manmade environment for appreciation and discussion.
3. Apply knowledge gained to select examples of elements and principles of
design to create own designs using available manual and digital tools,
materials and techniques for appreciation, display and feedback.

Source: Google.com

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 STRAND 1: DESIGN
SUB-STRAND: 1.2.: DRAWING, SHADING, COLOURING AND MODELLING FOR DESIGN
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES
B7 1.2.1. B7 1.2.1.1 Communication and Collaboration
Design Explore available manual and digital tools, materials and techniques for (CC), Critical Thinking and Problem
Demonstrate outline drawing, shading and colouring to create designs from lines and Solving (CP), Creativity and
understanding and use of simple shapes. Innovation (CI), Digital Literacy
(outline drawing, (DL), Personal Development and
shading, colouring) and Leadership (PL), Cultural Identity
modelling media and and Global Citizenship (CG)
techniques for creative Exemplar CP 5.1: Ability to combine
expression of design
1. Explore to determine and document the nature and suitability of available Information and ideas from several
ideas.
manual tools, materials and techniques for outline drawing, shading, and colouring sources to reach a conclusion
for appreciation and reflection. DL5.5:Evaluate the quality and
E.g. of tools: T-square, set square, protractor/paper/cardboard/pencil. validity of information
CI5.2: Ability to merge simple/
complex ideas to create novel
situation or thing
PL5.4: Ability to understand one's
personality trait CC8.2: Explain
ideas in a clear order with relevant
detail, using correct construction
and structure of speech
CG5.2: Develop and exhibit ability
to defend one's cultural beliefs,
Tools practices and norms
d CP 5.7:Provide new insight into
controversial situation or task

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES
B7 1.2.1. 2. Identify, select and experiment the use of available manual tools, materials and CP 5.1: Ability to combine
Design techniques for freehand and outline drawing, shading and colouring to create Information and ideas from several
Demonstrate designs from lines, simple shapes and forms for sharing and appraising. sources to reach a conclusion
understanding and use of DL5.5:Evaluate the quality and
(outline drawing, Ref. to YouTube videos: Start drawing Part 2-6: Drawing Shapes, Understanding Eye validity of information
shading, colouring) and Level etc. CI5.2: Ability to merge simple/
modelling media and complex ideas to create novel
techniques for creative situation or thing
expression of design PL5.4: Ability to understand one's
ideas. personality trait CC8.2: Explain
ideas in a clear order with relevant
detail, using correct construction
and structure of speech
CG5.2: Develop and exhibit ability
to defend one's cultural beliefs,
Pencil holding and shading
Shading and colouring techniques practices and norms
Source: Google.com CP 5.7:Provide new insight into
controversial situation or task
3. Exhibit own freehand and outline drawings and colour work to share design
ideas based on lines, shapes and forms for appreciation, appraising and
feedback.

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES
B7 1.2.1. B7 1.2.1.2
Design Demonstrate skills in using available digital tools, materials and
Demonstrate techniques for freehand and outline drawing, shading and colouring to
understanding and use of create designs from lines, simple shapes and forms.
(outline drawing,
Exemplar CP 5.1: Ability to combine
shading, colouring) and
1. Explore available digital tools, materials and techniques to determine and Information and ideas from several
modelling media and
document their suitability for drawing, shading and colouring for appreciation sources to reach a conclusion
techniques for creative
and reflection. DL5.1: Ability to ascertain when
expression of design
information is needed and be able
ideas.
to identify,
PL5.5: Desire to accept one's true
self and overcome weaknesses

Di

2. Identify, select and experiment the use of available digital tools, materials and
techniques for freehand and outline drawing, shading and colouring to create
designs from lines, simple shapes and forms for sharing and appraising.

Refer to: YouTube videos: Start drawing Part 2-6: Drawing Shapes; Understanding
Eye Level; etc.
3. Exhibit own portfolio of freehand and outline drawings and colour work to share
design ideas for appreciation, appraising and feedback.

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 CONTENT INDICATORS AND EXEMPLARS CORE COMPETENCIES
STANDARD
B7 1.2.1. B7 1.2.1.3
Design Demonstrate ability to generate design ideas and develop
Demonstrate understanding and models of simple shapes and forms for appreciation and display.
use of (outline drawing, shading, Exemplar
colouring) and modelling media 1. Identify simple products and generate drawings to illustrate CP 5.6: Demonstrate a thorough
and techniques for creative templates for creating models of simple shapes and forms using understanding of a generalised
expression of design ideas. cardboard, Styrofoam, pulp paper and/or clay for reflection, display concept and facts specific to task
and appreciation. or situation
2. Develop own drawings of templates and create models of simple DL6.3:Use digital tools to create
shapes and forms using cardboard, Styrofoam, clay and/or pulp paper novel things
for appreciation and sharing. CI 6.9: Interpret and apply learning
3. Display own drawings, templates and models of simple shapes and in new contexts
forms for appreciation, appraisal and feedback.

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 STRAND 1: DESIGN
SUB-STRAND: 1.3.: CREATIVITY, INNOVATION AND THE DESIGN PROCESS
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES
B7 1.3.1 B7 1.3.1.1 Critical Thinking and Problem Solving
Design Distinguish between creativity and innovation and their application (CP), Creativity and Innovation
Demonstrate for developing design solutions to problems in society. (CI), Digital Literacy (DL
understanding of Exemplar CI 6.2: Ability to reflect on
creativity and innovation 1. Research and define the key differences between creativity and innovation approaches to creative tasks and
in terms of the design for reflection and discussion. evaluate the effectiveness of tools
process, and its used CP 5.1: Ability to combine
application in developing 2. Apply knowledge of creativity and innovation to evaluate the design
products that solve specific problems in society for appreciation. Information and ideas from several
design solutions to
sources to reach a conclusion
identified problems in
society. Example: Prosthetics in health, wheel chair for mobility, hearing aids. DL5.1:Ability to ascertain when
3. Examine specific artefacts available in the local community and report on information is needed and be able to
specific challenges associated with their design for reflection and discussion. identify, locate, evaluate and effectively
use it to solve a problem

B7 1.3.1.2
Demonstrate understanding of the design process in relation to
creativity and innovations in design.
Exemplar CP 6.5: Ability to select
1. Research and record the concept, importance and application of the alternative(s) that adequately meet
design process in creative problem solving for reflection and discussion. selected criteria
Examples: define, brief, research, ideation, invent, prototype, testing, refine. CI 5.5: Ability to try new
2. Analyse information gathered and describe the steps in the design process alternatives and different approaches
in relation to creativity and innovation for appreciation and sharing. DL5.6:Preparedness to make better
decisions using available information
3 Evaluate the design of different products and suggest ways in which they
could be modified to solve other problems in society.

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES
B7 1.3.1 B7 1.3.1.3
Design Demonstrate ability to apply the design process to create artefacts
Demonstrate that solve specific problems in the local community.
understanding of Exemplar CP 6.5: Ability to select
creativity and innovation 1. Apply knowledge of creativity and innovation to evaluate specific problems alternative(s) that adequately meet
in terms of the design in society to deduce how the design process can be used to solve those selected criteria
process, and its problems for reporting and feedback. CI 6.3: Ability to select the most
application in developing effective creative tools for work, and
design solutions to 2. Reflect on feedback and apply relevant manual and digital tools, materials give reasons for the choice
identified problems in and techniques to design and create model artefacts that express own DL6.3:Use digital tools to create
society. concept for solving specific problems in society for appreciation and display. novel things
3. Display design expressions and prototypes of artefacts to disseminate own
creativity and innovation for appreciation and feedback.

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 STRAND 2: CREATIVE ARTS
SUB-STRAND 2.1: MEDIA AND TECHNIQUES
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7. 2.1.1 B7 2.1.1.1. Identify and determine the nature and uses of tools,
materials and techniques needed for still-life drawing and shading, Communication and Collaboration (CC),
Visual Arts: Critical Thinking and Problem Solving
pattern making and modelling
(CP), Creativity and Innovation (CI),
Digital Literacy (DL)

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 Demonstrate CC8.2: Explain ideas in a clear order
understanding of Exemplars with relevant detail, using correct
relevant Visual Arts 1. Identify, describe and record relevant tools, materials and techniques for construction and structure of speech.
media and techniques still-life drawing and shading, pattern making and modelling from a variety of CP5.2: Analyse and make distinct
and their application to sources. judgement about viewpoints expressed in
still-life drawing,
Examples of tools: pencil, charcoal, crayon, cutting wire, knife, smooth stones, an argument
shading, pattern making
Examples of materials: paint, pastel, paper, tracing paper, clay, paper pulp, CI5.1: Examine alternatives in creating
and modelling
plasticine new things.

Examples of techniques: direct observation, freehand and outline drawing, DL5.3: Ability to find and utilise digital
hatching, cross-hatching content

Examples of sources from videos/illustrations/pictures/realia,

2. Test and classify tools, materials and techniques for still-life drawing and
shading, pattern making and modelling according to their nature and use.
3. Create patterns and moulds with selected elements of design for still-life
drawing, pattern making and modelling.
Examples of element of design: line, colour, form, value, dots, space, shape and
texture,
4. Select the most appropriate tools, materials and techniques and apply them
in a safe way, to create still-life drawings, patterns and models for
appreciation.
Examples of safe ways on how to handle tools, clean sharp tools, work with
materials such as paints, ink to avoid accident.

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE

COMPETENCIES

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 B7. 2.1.1 (CONTINUED)
Visual Arts: 5. Apply knowledge and skills in cleaning-up, maintaining and storing of tools,
materials and equipment in a sustainable manner.
Demonstrate
understanding of Example: wash and clean brushes, pencils, etc., after use and apply oil on
relevant Visual Arts metallic tools to avoid rusting.
media and techniques
and their application to B7 2.1.1.2 Apply techniques of still-life drawing and shading to make
still-life drawing, own visual artworks
shading, pattern making
Exemplars
and modelling CC8.2: Explain ideas in a clear order with
1. Identify and use the techniques in still-life drawing and shading to create relevant detail, using correct construction and
own artworks. structure of speech.
Examples: hatching, cross-hatching, smoothing, mass shading and stippling. CP5.5: Effectively evaluate the success
2. Use various shading techniques in still-life drawing to create own artworks. of solutions used in an attempt to solve a
complex problem
3. Display artworks for appreciation and reflection and use appropriate
language to give supportive and informative peer and self-evaluation. CI5.5: Ability to try new alternatives and
different approaches
Example: “The work used the stippling technique to achieve a range of
tones.’’ DL5.3: Ability to find and utilise digital
content

B7 2.1.1.3 Experiment by using the techniques to test and prepare

clay, pulp paper (papier-mâché) for modelling

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 Exemplars CC9.4: Help group work on relevant
1. Prepare and test clay and pulp paper for modelling activities.
2. Identify and use hand building techniques for modelling such as coiling, slab CP5.2: Analyse and make distinct judgement
building, pinch pot, modelling, indenting, relief in clay, play dough, about viewpoints expressed in an argument
plasticine, papier-mâché (pulp paper). CI5.1: Examine alternatives in creating new
3. Display models for appreciation and reflection and use appropriate things.
language to give supportive and informative peer and self-evaluation. DL5.3: Ability to find and utilise digital
Example: The modelling technique has achieved the desired form; it could content
have been improved through closer attention to scale.

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7. 2.1.1 (CONTINUED)

B7 2.1.1.4 Apply the techniques in pattern making using available
Visual Arts: media to create visual artworks
Demonstrate
CC8.5: Vary the level of detail and the
understanding of Exemplars language used when presenting to make it
relevant Visual Arts appropriate to the audience.
media and techniques 1. Identify and describe the techniques and media for pattern making.
and their application to Examples: dabbing, direct and relief printing CP6.7: Implement strategies with
still-life drawing, accuracy
Media: paints
shading, pattern making CI6.9: Interpret and apply learning in
and modelling 2. Apply relevant pattern making techniques with available media to create new contexts
own visual artworks.
CI6.10: Reflect on work and explore the
Example of pattern making technique: sponging, veining, blowing, spraying,
thinking behind thoughts and processes
spattering, stippling, string pulling, wax-resist/crayon batik, marbling,
scribbling, rubbing-in, rubbing-out, etc. PL6.3: Ability to manage time effectively.

3. Display patterns for appreciation and reflection and use appropriate DL5.3: Ability to find and utilise digital
language to give supportive and informative peer and self-evaluation. content

Example: The use of dabbing was effective in creating a pattern.

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 CONTENT INDICATORS AND EXEMPLARS CORE COMPETENCIES
STANDARD
B7. 2.1.2. B7 2.1.2.5 Sing in pitch the diatonic major scale when playing the Communication and Collaboration (CC),
John Curwen’s Hand Sign Game by Lahing or using solfege Personal Development and Leadership (PL),
Performing Arts - Music:
Critical Thinking and Problem Solving (CP),
Demonstrate Creativity and Innovation (CI)
understanding and apply
scale, note durational
values and simple time Exemplars CC9.1: Demonstrate behaviour and skillsof
beat patterns in music working towards group goals.
1. Sing in pitch one octave ascending and descending from doh and/or anyother
scale degree. CC9.6: Ability to work with all group
members to complete a task successfully
PL6.1: Ability to serve group members
effectively.
PL5.2: Demonstrate a sense of
belongingness to a group.
2. Match the seven alphabets to the notes in the C major scale in the trebleclef
by placing them under their locations (i.e., on line or in space).

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7. 2.1.2 (CONTINUED)

B7 2.1.2.6 Identify durational symbols and move/perform their value
Performing Arts - Music: in relation to the semibreve
Demonstrate
Exemplars CC9.1: Demonstrate behaviour and skills
understanding and apply
of working towards group goals
scale, note durational 1. Internalise the arithmetic or numeral value of note durations against
values and simple time CP 6.7: Implement strategies with
the crochet ( ) and perform by clapping. E.g. clapping the following lines accuracy
beat patterns in music.
individually or in groups:
PL5.2: Demonstrate a sense of
belongingness to a group
CI 6.6: Being open-minded, adapting and
modifying ideas to achieve creative results

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7. 2.1.2 (CONTINUED)

B7 2.1.2.7 Conduct songs in simple duple, triple and quadruple time
Performing Arts - Music:
CC7.2: Interpret correctly and respond
Demonstrate
Exemplars to non-verbal communication such as
understanding and apply
facial expressions, cues and gestures.
scale, note durational 1. Explain the concept of time signature in simple time in music.
values and simple time CC9.6: Ability to work with all group
beat patterns in music members to complete a task successfully
CP 6.3: Identify important and
appropriate alternatives
CI 5.5: Ability to try new alternatives and
different approaches
CI 6.4: Imagining and seeing things in a
different way.
PL6.1: Ability to serve group members
effectively

2. Rehearse and conduct a group by using simple time beat patterns and use
peer- and self-evaluation to review work.

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7. 2.1.3. B7.2.1.3.8 Identify and demonstrate the various Ghanaian dance/body
movements, positions and voice projection patterns Communication and Collaboration (CC),
Dance and Drama: Personal Development and Leadership
Demonstrate (PL), Cultural Identity and Global
understanding and apply Citizenship (CG)
media, voice and
movement techniques Exemplars PL5.3: Recognise one’s emotional state
in dance and drama and preparedness to apply emotional
1. Identify and perform Ghanaian physical exercises, rhythmic/theatre games, intelligence.
simple dance movements, etc.
CC8.1: Speak clearly and explain ideas.
2. Examine, record and reflect on different types of voices in speech and song.
PL5.4: Ability to understand one’s
3. Use body posture and voice quality as instruments of performance in personality traits.
Ghanaian dance and drama.
PL5.5: Desire to accept one’s true self
4. Identify and demonstrate various facial expressions and gestures associated
and overcome weaknesses.
with Ghanaian dancing and acting and use peer- and self-evaluation.

B7.2.1.3.9 Explore and experiment with techniques of dance, body

movements and voice projections in the Ghanaian performance space

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 Exemplars
CP 5.6: Demonstrate a thorough
1. Identify and explain the basic parts of the performance space, body profiles understanding of generalised concept and
and positions. facts specific to a task or situation.
2. Mimicking and characterisation of different postures and make facial CC 7.2: Interpret correctly and respond
expressions of characters in the performance space. to non-verbal communication such as
3. Demonstrate low/medium/high levels of indigenous genre dance facial expressions, cues and gestures.
movements. CI 6.1: Exhibit strong memory, intuitive
4. Demonstrate flexibility in body movements in the performance space and thinking and respond appropriately
use peer- and self-evaluation. CI 6.6: Being open-minded, adapting
and modifying ideas to achieve creative
results.
CI 6.10: Reflect on work and explore
the thinking behind thoughts and
processes.

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 STRAND 2: CREATIVE ARTS
SUB-STRAND: 2.2. CREATIVE AND AESTHETIC EXPRESSION
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7. 2.2.1 B7. 2.2.1.1. Design and produce own visual artworks that reflect the
Communication and Collaboration
Visual Arts: history and culture of the people of the local community
(CC),Critical Thinking and Problem
Demonstrate the Solving (CP), Creativity and Innovation
ability to use concept of (CI), Personal Development and
the design process Leadership (PL), Cultural Identity and
(idea development) to Global Citizenship (CG), Digital Literacy
produce, display and (DL)
appraise own creative Exemplars
artworks that reflect in CP5.5: Effectively evaluate the success
the range of different 1. Gather and record relevant information for developing ideas to design of solutions used in an attempt to solve a
own visual artworks that reflect the history and culture of the people of complex problem
times and cultures
the local community.
CI6.3: Ability to select the most effective
Example: making drawings and/or taking photographs of local buildings, creative tools for work, and give reasons
people, schools, landscapes, sculpture pieces, graphic arts, textiles, for the choice
basketry, jewellery, leatherworks, etc.,
PL5.6: Ability to set and maintain
2. Apply recorded ideas and design thinking process to create 2D and 3D personal standards and values
artworks to address social, cultural and historical problems in the
community such as artworks of painting, landscape, poster design, repeat CG5.2: Develop and exhibit ability to
pattern or sculpture. defend one’s cultural beliefs, practices and
norms
DL5.1: Ability to ascertain when
information is needed and be able to
identify, locate, evaluate and effectively
use it to solve a problem

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7. 2.2.1 (CONTINUED)

B7. 2.2.1.2. Plan a display of own and others’ artworks that reflect the
Visual Arts: history and culture of the people in the community
Demonstrate the
Exemplars
ability to use concept of CC9.6: Ability to work with all group
the design process 1. Demonstrate understanding and skill in keeping portfolio of artworks. members to complete a task successfully.
(idea development) to 2. Apply understanding and skills in planning, displaying and exhibiting artworks CP5.5: Effectively evaluate the success
produce, display and in class, school and the community to reflect the history and culture of the of solutions used in an attempt to solve a
appraise own creative people in the community. complex problem.
artworks that reflect in
3. Reflect and use comments to refine own and others’ artworks and the PL5.2: Demonstrate a sense of
the range of different
exhibition. belongingness to a group
times and cultures
CG5.2: Develop and exhibit ability to
defend one’s cultural beliefs, practices and
norms.

B7. 2.2.1.3. Organise an appreciation and appraisal of own and others

artworks that reflect the history and culture of the people in the
community

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 Exemplars
CC8.1: Speak clearly and explain ideas.
1. Prepare criteria to appreciate and appraise own and others’ artworks using Share a narrative or extended answer
relevant art vocabulary and write report on own aesthetic experience. while speaking to a group.
Examples of art specific language vocabulary: content, context, composition, CP 6.4: Ability to identify important
primary colour, secondary colour, tertiary colour, complementary colour, and appropriate criteria and use them to
form, tone, pattern, line, texture, shape. evaluate available alternatives.
2. Reflect and share aesthetic experience for future refinement and PL6.7: Actively promote effective group
modification. interaction and the expression of ideas
Example: pair work, small group work, group presentations, written and opinions in a way that is sensitive to
evaluation in a personal journal, one on one discussion with teacher. the feelings and background of others.
CG5.2: Develop and exhibit ability to
defend one’s cultural beliefs, practices and
norms.

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 CONTENT INDICATORS AND EXEMPLARS CORE COMPETENCIES
STANDARD
B7. 2.2.2 B7. 2.2.2.4. Create and produce own musical art works that reflect Critical thinking and Problem Solving
Performing Arts - the history and culture of the people of the community (CP), Creativity and Innovation (CI),
Music: Digital Literacy (DL), Personal
Development and Leadership (PL),
Demonstrate the ability Communication and Collaboration
to use concept of the (CC), Cultural Identity and Global
design process (idea Citizenship (CG)
development) to create
and display own Exemplars
CI 6.3: Ability to select the most
creative musical art 1. Research, select and record indigenous musical genre of the effective creative tools for work, and
works that reflect the community that expresses personal experiences and interests, moods, give reasons for the choice
range of different times visual images, concepts, texts, or storylines.
and cultures CP 5.1: Ability to combine information
2. Create rehearsal plan for performing one of the selected works in and ideas from several sources to reach
Exemplar 1 by identifying and allocating time to the various aspects - a conclusion
singing, drumming, dancing, costume, venue, etc.
CI 5.4: Ability to visualise alternatives,
see possibilities, and identify problems
and challenges
PL6.2: Division of tasks into solvable
units and assigning group members to
task units

B7. 2.2.2.5. Plan a display of own and others’ musical works that
reflect the history and culture of the people in the community

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 Exemplar
PL5.2: Demonstrate a sense of
1. Give a class concert (to be video recorded) that begins with a presentation belongingness to a group
on the style, historical and cultural context of the compositions selected in
B7. 2.2.2.4. Exemplar 1. PL6.1: Ability to serve group members
effectively
CG5.4: Develop and exhibit a sense of
cultural identity
PL6.2: Division of tasks into solvable
units and assigning group members to
task units

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7. 2.2.2 (CONTINUED)

Performing Arts - Music: B7. 2.2.2.6. Organise an appreciation and appraisal of own and
others’ musical works that reflect the history and culture of the
Demonstrate the ability people in the community
to use concept of the
design process (idea Exemplars CP 5.2: Analyse and make distinct
development) to create judgement about viewpoints expressed
1. Conduct an enquiry by playing the recorded video clip from B7.
and display own creative 2.2.2.4 in an argument
musical art works that CC8.1: Speak clearly and explain ideas.
Exemplar 1 to a group of people (including learners, staff and parents)
reflect the range of Share a narrative or extended answer
to collect data and write an aesthetic appreciation report.
different times and while speaking to a group.
cultures 2. Reflect and refine own work using the feedback from the appraisal
and aesthetic appreciation report. CC9.5: Appreciate the importance of
including all team members in
3. Disseminate the findings of your research to the class by giving a discussions
presentation. and actively encourage contributions
from them
DL5.3: Ability to find and utilise digital
content
B7.2.2.3.7 Design and produce own artworks in dance and drama
B7. 2.2.3 that reflect the history and culture of the people in the community Creativity and Innovation (CI), Cultural
Identity and Global Citizenship (CG),
Dance and Drama: Critical Thinking and Problem Solving
Demonstrate the ability (CP), Communication and
to use concepts of Collaboration (CC)

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 design process (idea Exemplars CG 5.1: Show a strong sense of
development) to 1. Discuss an artist and his works in your community. belongingness to one’s culture.
produce and display CI 5.2: Ability to merge simple/complex
own creative and 2. Design and produce own dance piece and drama skit.
ideas to create novel situation.
expressive art-forms
that reflect in the range
of different times and
cultures in dance and
drama.

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 CONTENT INDICATORS AND EXEMPLARS CORE COMPETENCIES
STANDARD
B7. 2.2.3
B7.2.2.3.8 Plan a display of own and others’ artwork in dance and
(CONTINUED) Dance drama that reflect the history and culture of the community
and Drama:
Exemplars
Demonstrate the CC 8.3: Apply appropriate diction
1. Describe how to plan a dance piece and drama skit for a
ability to use concepts CC9.4: Help group work on relevant
performance.
of design process (idea activities.
development) to 2. Choose an appropriate venue to showcase the performance and
produce and display spread the information about it. CC 9.6 Ability to work with all group
own creative and members to complete a task
3. Rehearse, perform and record the planned dance piece and drama
expressive art-forms successfully
skit.
that reflect in the
range of different
times and cultures in B7.2.2.3.9 Organise an appreciation and appraisal of own and others’
dance and drama artworks in dance and drama that reflect the history and culture of
the people of the community
Exemplars
CP 6.7: Implement strategies with
1. Invite an audience to watch the performance of own and others for accuracy
appreciation and appraisal.
CP 5.1: Ability to combine information
2. Note and write the strengths and weaknesses of the production
and ideas from several sources to reach
and performance for discussion and modification of future
a conclusion
performances.

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 STRAND 2: CREATIVE ARTS
SUB-STRAND: 2.3. CONNECTIONS IN LOCAL AND GLOBAL CULTURES
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7. 2.3.1 B7. 2.3.1.1. Narrate own views of the history, culture, environment and
Communication and Collaboration
Visual Arts: topical issues in the community
(CC), Critical Thinking and Problem
Demonstrate the ability Solving (CP), Personal Development and
to correlate and Leadership (PL), Digital Literacy (DL),
generate ideas from Cultural Identity and Global Citizenship
visual artworks in the (CG)
community that reflect CC9.1: Demonstrate behaviour and skills
a range of different Exemplars of working towards group goals.
times, cultures and
1. Identify and use a range of techniques such as observational drawings, CP 6.5: Ability to select alternative(s) that
topical issues
sketches, own photographs and material such as adverts and images from the adequately meet selected criteria.
internet or from printed media, to record own views on the history, culture,
DL6.5: Recognition of societal issues
environment and topical issues in the community.
emanating from the use of digital
Examples: chieftaincy, landmarks, artists and artworks, events, festivals, tourist technologies.
sites (natural and man-made).
CG5.1: Show a strong sense of
2. Discuss and make individual or collaborative presentations on information belongingness to one’s culture.
recorded.
PL5.4: Ability to understand one’s
Example: Using PowerPoint, Flip chart, Journal/Visual/Audio recordings such personality traits.
as drawings and photographs, verbal reports, assistive devices, etc.
3. Review and reflect on presentations to build consensus on the history,
culture, environment and topical issues in the community.

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7. 2.3.1 (CONTINUED)

B7. 2.3.1.2. Identify visual artworks that reflect the history, culture,
Visual Arts: environment and topical issues in the community
Demonstrate the ability
CC8.1: Speak clearly and explain ideas.
to correlate and Exemplars Share a narrative or extended answer
generate ideas from while speaking to a group.
visual artworks in the 1. Scout for and record visual artworks found in the community by taking
photographs and making drawings from direct observation where possible. CP 6.4: Ability to identify important and
community that reflect
a range of different Examples: Paintings, carvings, sculpture pieces, pottery works, posters, appropriate criteria and use them to
times, cultures and billboards, packages, textiles, baskets, weavings, jewellery, leather sandals, evaluate available alternatives
topical issues buildings. CG5.4: Develop and exhibit a sense of
2. Discuss, classify and group visual artworks found in the community according cultural identity
to their nature. PL6.2: Division of tasks into solvable units
Example: Painting (Homowo festival), Sculpture pieces (bust of the chief), Pottery and assigning group members to task units
(earthenware bowl), Graphic Arts (inscriptions on buildings), textiles DL6.5: Recognition of societal issues
(traditional cloths worn), basketry (cane /raffia chairs), jewellery (necklace, emanating from the use of digital
beads), leatherworks (scandals, shoes). technologies
3. Discuss in groups to appraise how the history, culture, environment and
topical issues in the community are reflected in the selected visual artworks
and document your findings using art specific language such as content, colour
scheme, symbolism, cultural significance.

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7. 2.3.2. B7. 2.3.2.3. Identify indigenous and art musicians in the community
whose works reflect the history, culture, environment and topical Communication and Collaboration
Performing Arts - Music: (CC), Critical Thinking and Problem
issues
Demonstrate the Solving (CP), Personal Development and
ability to correlate and Leadership (PL), Cultural Identity and
generate ideas from Global Citizenship (CG)
indigenous creative
CP 5.1: Ability to combine information
musical forms and art Exemplars and ideas from several sources to reach a
musicians in the
immediate community 1. Select one indigenous or popular musician and assess their contribution to the conclusion
that reflect a range of society. CG5.3: Develop and express respect,
different times, cultures Examples: Agya Koo Nimo, Afia Abaasa, Kakraba Lobi, Kojo Nuatro, E. T. Mensah, recognition and appreciation of others’
and topical issues Kojo Antwi, Amakye Dede, Gyedu-Blay Ambolley cultures

2. Transcribe any song in the community that promotes and sensitises the public CG5.1: Show a strong sense of
on emerging topical issue. belongingness to one’s culture
Examples: Sanitation song by Ubongo kids; Sanitation by Osei Boateng; Illegal
Fishing by Kofi Kinaata; Driver Banza by George Jarrah.

B7. 2.3.2.4 Appreciate and appraise an indigenous and a

neotraditional group within the community based on their
style, instruments, song themes, dance movements, etc.

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 Exemplars
PL6.1: Ability to serve group members
1. Research, select and document an indigenous and a neo-traditional group effectively.
within the community based on their style, instruments, song themes, dance
movements, etc. CC8.1: Speak clearly and explain ideas.
Share a narrative or extended answer
2. Compare and contrast the two selected indigenous and neo-traditional types. while speaking to a group.
CC8.3: Apply appropriate diction and
structure sentences correctly for
narrative, persuasive, imaginative and
expository purposes
DL6.3: Use digital tools to create novel
things

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B7. 2.3.3.
B7. 2.3.3.5 Select artworks of dance and drama artistes in the Digital Literacy (DL), Cultural Identity
Dance and Drama: community or other places, and identify the history, culture, and Global Citizenship (CG), Critical
Demonstrate the ability to environment and topical issues that are reflected in them Thinking and Problem Solving (CP)
correlate and generate ideas from
creative artworks of dancers and Exemplars CG 5.2: Develop and exhibit ability to
actors in the community that defend one’s cultural beliefs and norms.
1. Research and write about the history, culture and important sites
reflect a range of different times,
of the environment. DL 5.1: Ability to ascertain when
cultures and topical issues.
2. Select a dance or play and identify and write about the history, information is needed and able to identify,
culture, environment and topical issues in them. locate, evaluate and effectively use them
to solve a problem.

B7. 2.3.3.6 Analyse works of other dance and drama artistes

based on the history, culture, environment and topical issues
in and around their communities
Exemplars
DL5.3: Ability to find and utilise digital
1. Watch video clips of other artistes that reflect the historical, content.
cultural and topical issues in dance and drama.
CP 5.6: Demonstrate a thorough
2. Analyse the video clips watched and document the historical, understanding of a generalised concept
cultural and topical issues that are reflected in them. and facts specific to a task or situation.
3. Reflect on and discuss to generate ideas from the video clips CP 5.10: Develop and defend a logical
watched. plausible resolution to a confusion,
uncertainty or contradiction surrounding
an event.

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 BASIC 8

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 STRAND 1: DESIGN
SUB-STRAND 1.1.: DESIGN IN NATURE AND MANMADE ENVIRONMENT
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES
B8 1.1.1 B8 1.1.1.1 Communication and
Demonstrate Demonstrate understanding of design as a concept by using the Collaboration (CC), Critical
understanding of design elements and principles of design as a medium for creative expression Thinking and Problem Solving
as a concept in relation of design in nature and the manmade environment. (CP), Creativity and Innovation
to the elements (texture (CI), Digital Literacy (DL)
and colour) and Exemplar CC8.2: Explain ideas in a clear
principles (contrast, 1. Identify and reflect on selected natural and manmade designs to appreciate order with relevant detail, using
emphasis and unity) of and determine how design in nature has influenced manmade designs to correct construction and structure
design and as a medium benefit society for appreciation and discussion. of speech.
for creative expression Example: colours and textures CP6.5: Ability to select
of design in nature and alternative(s) that adequately meet
the manmade selected criteria
environment. CI6.2: Ability to reflect on
approaches to creative tasks and
evaluate the effectiveness of tools
used
DL5.6:Preparedness to make
better decisions using available
information

A colourful bird A textured wall

Source: Pinterest.com

2. Explore by using the ‘elements of design’ such as colour and texture and the
‘principles of design’ such as unity and variety as a medium for creative
expression
in nature and the manmade environment.

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES
B8 1.1.1 3. Reflect on knowledge gained from discussions to create patterns that reflect
Demonstrate selected elements of design using available manual and digital tools, materials
understanding of design as and techniques for display and sharing.
a concept in relation to Examples: visual effects of texture and colour
the elements (texture and
colour) and principles
(contrast, emphasis and
unity) of design and as a
medium for creative
expression of design in
nature and the manmade
environment.

Wall paintings
Source: Pinterest.com
B8 1.1.1.2
Research to identify and record what constitutes the ‘elements of
design’ in nature and the ‘principles of design’ for creative
expression of design ideas.
Exemplar CC7.5: Identify and analyse
1. Identify and record what constitutes the ‘elements of design’ using the different points of views of speaker
principles of design and their application for creative expression of design. CP5.1: Ability to combine
Examples: texture, colour Information and ideas from several
sources to reach a conclusion
CI6.2: Ability to reflect on
approaches to creative tasks and
evaluate the effectiveness of tools
used
DL5.6:Preparedness to make better
decisions using available information

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES
B8 1.1.1 2. Explore the natural and manmade environments to identify and document
Demonstrate examples of elements of design for reflection and discussion.
understanding of design as 3. Reflect on knowledge gained from discussions to create patterns that reflect
a concept in relation to selected elements of design using available manual and digital tools, materials and
the elements (texture and techniques for display and sharing.
colour) and principles Examples: texture, colour
(contrast, emphasis and B8 1.1.1.3
unity) of design and as a Research to identify and record in writing what constitutes the
medium for creative ‘principles of design’ and describe how they are used to organise the
expression of design in elements of design into building blocks for creative expression of design
nature and the manmade in nature and the manmade environment.
environment.
Exemplar CC8.2: Explain ideas in a clear
3. Search for and organise relevant information to describe and record the order with relevant detail, using
‘principles of design’ and how they apply in nature and the manmade correct construction and
environment for reflection. structure of speech.
Examples: unity, variety CP6.5: Ability to select
alternative(s) that adequately
meet selected criteria
CI6.2: Ability to reflect on
approaches to creative tasks and
evaluate the effectiveness of tools
used
DL5.6:Preparedness to make
better decisions using available
Manmade designs Source: Pinterest.com information
3. Identify, describe and record examples of principles of design in nature and the
manmade environment for appreciation and discussion.
4. Apply knowledge gained to select examples of ‘elements and principles of
design’ to create own designs using available manual and digital tools,
materials and techniques for appreciation, display and feedback.

STRAND 1: DESIGN
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 SUB-STRAND: 1.2.: DRAWING, SHADING, COLOURING AND MODELLING FOR DESIGN
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES
B8 1.2.1. B8 1.2.1.1 Communication and Collaboration
Design Explore available manual and digital tools, materials and techniques for (CC), Critical Thinking and
Demonstrate 2-D drawing, shading and colouring to create designs from lines, simple Problem Solving (CP), Creativity
understanding and use of shapes and forms. and Innovation (CI), Digital
2-D drawing, shading, Literacy (DL), Personal
colouring and modelling Development and Leadership (PL),
media and techniques for Cultural Identity and Global
creative expression of Citizenship (CG)
design ideas. Exemplar CP 5.1: Ability to combine
1. Explore to determine and document the nature and suitability of available Information and ideas from
manual tools, materials and techniques for 2-D drawing, shading, and colouring several sources to reach a
for appreciation and reflection. conclusion
E.g. of tools: T-square, set square, protractor/paper/cardboard/pencil. DL5.5:Evaluate the quality and
validity of information
CI5.2: Ability to merge simple/
complex ideas to create novel
situation or thing
PL5.4: Ability to understand
one's personality trait CC8.2:
Explain ideas in a clear order with
relevant detail, using correct
construction and structure of
speech
Tools and materials drawing CG5.2: Develop and exhibit
ability to defend one's cultural
Source: Google.com beliefs, practices and norms

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES
B8 1.2.1. 2. Identify, select and experiment the use of available manual tools, materials and CP 5.7:Provide new insight
Design techniques for freehand and 2-D drawing, shading and colouring to create designs into controversial situation
Demonstrate from lines, simple shapes and forms for sharing and appraising. or task
understanding and use of
2-D drawing, shading, Ref. to YouTube videos: Start drawing Part 2-6: Drawing Shapes, Understanding Eye
colouring and modelling Level etc.
media and techniques for
creative expression of
design ideas.

Sh
Pencil

3. Exhibit own 2-D drawings and colour work to share design ideas based on lines,
shapes and forms for appreciation, appraising and feedback.

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES
B8 1.2.1. B8 1.2.1.2
Design Demonstrate skills in using available digital tools, materials and
Demonstrate techniques for 2-D drawing, shading and colouring to create designs
understanding and use of from lines, simple shapes and forms.
2-D drawing, shading, Exemplar CP 5.1: Ability to combine
colouring and modelling 1. Explore available digital tools, materials and techniques to determine and Information and ideas from several
media and techniques for document their suitability for drawing, shading and colouring for appreciation sources to reach a conclusion
creative expression of and reflection. DL5.1: Ability to ascertain when
design ideas. information is needed and be able
to identify,
PL5.5: Desire to accept one's
true self and overcome
weaknesses

S Digi
tal
4. Identify, select and experiment the use of available digital tools, materials and
techniques for 2-D drawing, shading and colouring to create designs from
lines, simple shapes and forms for sharing and appraising.

Refer to: YouTube videos: Start drawing Part 2-6: Drawing Shapes;
Understanding Eye Level; etc.
3. Exhibit own portfolio of freehand and outline drawings and colour work to
share design ideas for appreciation, appraising and feedback.

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES
B8 1.2.1. B8 1.2.1.3
Design Demonstrate ability to generate design ideas and develop models of
Demonstrate simple shapes and forms for appreciation and display.
understanding and use of Exemplar
2-D drawing, shading, 3. Identify simple products and generate drawings to illustrate templates for CP 5.6: Demonstrate a thorough
colouring and modelling creating models of simple shapes and forms using cardboard, Styrofoam, pulp understanding of a generalised
media and techniques for paper and/or clay for reflection, display and appreciation. concept and facts specific to task or
creative expression of
4. Develop own drawings of templates and create models of simple shapes and situation
design ideas. DL6.3:Use digital tools to create
forms using cardboard, Styrofoam, clay and/or pulp paper for appreciation
and sharing. novel things
5. Display own 2-D drawings, templates and models of simple shapes and forms CI 6.9: Interpret and apply learning
for appreciation, in new contexts
appraisal and feedback.

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 STRAND 1: DESIGN
SUB-STRAND: 1.3.: CREATIVITY, INNOVATION AND THE DESIGN PROCESS
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES
B8 1.3.1 B8 1.3.1.1 Critical Thinking and Problem
Design Distinguish between creativity and innovation and their Solving (CP), Creativity and
Demonstrate application for developing design solutions to problems in Innovation (CI), Digital Literacy
understanding of society. (DL
creativity and innovation Exemplar CI 6.2: Ability to reflect on
in terms of the design 1. Research and define the key differences between creativity and innovation approaches to creative tasks and
process, and its for reflection and discussion. evaluate the effectiveness of tools
application in developing used CP 5.1: Ability to combine
design solutions to 2. Apply knowledge of creativity and innovation to evaluate the design
products that solve specific problems in society for appreciation. Information and ideas from several
problems in society.
sources to reach a conclusion
3. Examine specific artefacts available in the local community and report on
specific challenges associated with their design for reflection and discussion. DL5.1:Ability to ascertain when
information is needed and be able to
identify, locate, evaluate and
effectively use it to solve a problem

B8 1.3.1.2
Demonstrate understanding of the design process in relation to
creativity and innovations in design.
Exemplar CP 6.5: Ability to select
1. Research and record the concept, importance and application of the design alternative(s) that adequately meet
process in creative problem solving for reflection and discussion. selected criteria
Examples: define, brief, research, ideation, invent, prototype, testing, refine. CI 5.5: Ability to try new
2. Analyse information gathered and describe the steps in the design process in alternatives and different
relation to creativity and innovation for appreciation and sharing. approaches
DL5.6:Preparedness to make
3 Evaluate the design of different products and suggest ways in which they better decisions using available
could be modified to solve other problems in society. information

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES
B8 1.3.1 B8 1.3.1.3
Design Demonstrate ability to apply the design process to create artefacts
Demonstrate that solve specific problems in the local community.
understanding of Exemplar CP 6.5: Ability to select
creativity and innovation 1. Apply knowledge of creativity and innovation to evaluate specific problems alternative(s) that adequately meet
in terms of the design in society to deduce how the design process can be used to solve those selected criteria
process, and its problems for reporting and feedback. CI 6.3: Ability to select the most
application in developing effective creative tools for work,
design solutions to 2. Reflect on feedback and apply relevant manual and digital tools, materials and give reasons for the choice
problems in society. and techniques to design and create model artefacts that express own DL6.3:Use digital tools to create
concept for solving specific problems in society for appreciation and display. novel things
3. Display design expressions and prototypes of artefacts to disseminate own
creativity and innovation for appreciation and feedback.

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 STRAND 2: CREATIVE ARTS
SUB-STRAND: 2.1 MEDIA AND TECHNIQUES
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8. 2.1.1.
B8. 2.1.1.1 Explore media and techniques in drawing from direct Communication and Collaboration (CC),
Visual Arts: observation/ memory and imagination, print making and weaving Critical Thinking and Problem Solving
Demonstrate to express own views in visual artworks to encourage recording and (CP), Creativity and Innovation (CI),
understanding of research skills. Digital Literacy (DL)
Visual Arts media CC8.2: Explain ideas in a clear order
and techniques and Exemplars with relevant detail, using correct
their application in construction and structure of speech.
drawing from direct 1. Identify, describe, classify and record the tools, materials and equipment for
drawing from direct observation/memory and imagination, print making and CP5.2: Analyse and make distinct
observation/ memory
weaving. judgement about viewpoints expressed in
and imagination,
Examples: from videos/illustrations/pictures/realia an argument
print making and
weaving 2. Test and classify the tools, materials, equipment according to their uses in CI5.1: Examine alternatives in creating
drawing direct observation/memory and imagination, print making and new things.
weaving. DL5.3: Ability to find and utilise digital
3. Apply the tools, materials and equipment safely to create drawing direct content
observation/memory and imagination in nature (prints and woven items) for
appreciation.
4. Apply knowledge and skills in cleaning-up, storing and maintenance of tools,
materials and equipment in a sustainable manner.

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8. 2.1.1 (CONTINUED)

B8. 2.1.1.2 Experiment by using techniques in print making to generate
Visual Arts: own ideas and make visual artworks
Demonstrate
CC8.2: Explain ideas in a clear order with
understanding of Exemplars relevant detail, using correct construction
Visual Arts media and and structure of speech.
techniques and their 1. Identify and use the relevant media and techniques in printmaking to create
application in drawing visual artworks. CP5.5: Effectively evaluate the success
from direct Examples: low/relief, direct, stencil, block printing, etc. of solutions used in an attempt to solve a
observation/memory complex problem
2. Apply and design using relevant media and techniques in print making to
and imagination, print create own visual artworks. CI5.5: Ability to try new alternatives and
making and weaving different approaches
3. Display printed artworks for appreciation and reflection and use peer- and
self-evaluation to review work. DL5.3: Ability to find and utilise digital
content
Examples of specific language vocabulary: stencil, block printing, pattern,
contrasting colour, harmonious colour.

B8 2.1.1.3 Apply techniques of drawing direct observation/memory and

imagination to make own visual artworks

Exemplars CC9.4: Help group work on relevant

1. Identify and use the techniques in drawing direct observation/memory and activities.
imagination to create own artworks. CP5.2: Analyse and make distinct
2. Use various techniques in drawing direct observation/memory and judgement about viewpoints expressed in
imagination to create own artworks. an argument

3. Display artworks for appreciation and reflection and use peer- and self- CI5.1: Examine alternatives in creating
evaluation to review works. new things.

Examples of art specific language vocabulary: tone, line, pattern, form, shape. DL5.3: Ability to find and utilise digital
content

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8 2.1.1.4 Experiment with available media and techniques for weaving

to create visual artworks
Exemplars
CC8.5: Vary the level of detail and the
1. Identify and use the available media and techniques for weaving to create own language used when presenting to make it
woven artefacts. appropriate to the audience.
Examples: plain weave, twill and satin media: cane, yarns, raffia, reed CP6.7: Implement strategies with
2. Apply relevant weaving techniques with available media to create own woven accuracy
artefacts.
CI6.9: Interpret and apply learning in new
3. Display woven artefacts for appreciation and reflection and use peer- and self- contexts
evaluation to review works.
CI6.10: Reflect on work and explore the
Examples of art specific language vocabulary: plain, weave, twill, pattern, form. thinking behind thoughts and processes
PL6.3: Ability to manage time effectively
DL5.3: Ability to find and utilise digital
content

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8. 2.1.2. B8 2.1.2.5 Tell how fast or slow music is heard and compare and
contrast activities and events that are associated with fast or slow Communication and Collaboration (CC),
Performing Arts - Music: Creativity and Innovation (CI), Digital
music
Demonstrate Literacy (DL), Personal Development and
understanding and apply Leadership (PL)
tempo, dynamics and Exemplars
simple forms in music CC7.2: Interpret correctly and respond to
1. Explain Italian terms used in describing the speed of music. Examples: non-verbal communication such as facial
allegro, poco a poco, largo, etc. expressions, cues and gestures.
2. Differentiate between fast and slow music in relation to moments on CC8.1: Speak clearly and explain ideas.
specific occasions. Share a narrative or extended answer
while speaking to a group.
CP 5.2: Analyse and make distinct
judgement about viewpoints expressed in
an argument
CP 6.5: Ability to select alternative(s) that
adequately meet selected criteria.
CI 6.4: Imagining and seeing things in a
different way

B8 2.1.2.6 Compare and contrast the benefits associated with soft or

loud music

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 Exemplars
CC7.2: Interpret correctly and respond to
1. Explain Italian terms used in describing the dynamics of music. non-verbal communication such as facial
Examples: piano, forte, crescendo, diminuendo, etc. expressions, cues and gestures.
2. Differentiate between the benefits and harm of loud and soft music. CC8.1: Speak clearly and explain ideas.
Share a narrative or extended answer
while speaking to a group.
CI 6.4: Imagining and seeing things in a
different way.
DL5.6: Preparedness to make better
decisions using available information

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8. 2.1.2 (CONTINUED)

B8 2.1.2.7 Internalise and identify aurally basic architectural designs in
Performing Arts - Music: art, pop and indigenous musical works (e.g., AB, ABA, AA, AABA,
Demonstrate ABAB and ABC).
understanding and apply
Exemplars
tempo, dynamics and CC7.2: Interpret correctly and respond to
simple forms in music 1. Listen and tell if the form of an art musical work is binary, ternary or through non-verbal communication such as facial
composed or free fantasia. expressions, cues and gestures.
2. Listen and tell if the form of a pop musical work is ballad, verse-bridge song, CP 5.3: Create simple logic trees to think
verse-chorus song or verse-chorus-bridge. through problems.
CI 5.6: Understand and use analogies and
metaphors.
B8. 2.1.3. B8.2.1.3.8 Identify various Ghanaian Dance types and their context of
performance Communication and Collaboration (CC),
Dance and Drama: Creativity and Innovation (CI), Personal
Demonstrate Development and Leadership (PL)
understanding of
Exemplars
Ghanaian dance forms CC 7.5: Identify and analyse different
1. Identify the dance types and categories. (religious, war and sociocultural) points of views of speaker.
2. Compare and contrast the types and categories. PL 5.6: Ability to set and maintain
3. Explore the context of performance. personal standards.
CI 5.5: Ability to try alternative and fresh
approaches.

B8.2.1.3.9 Experiment and practise by using the techniques of rhythm

(i.e., beat, tempo, intensity), dynamics (i.e. fast, slow, smooth, flow) in
dance and drama.

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 CI 5.2: Ability to merge simple/complex
Exemplars
ideas to create novel situations or things.
1. Demonstrate dance movements with different rhythms and dynamics.
CI 6.6: Being open-minded, adapting and
2. Apply relevant media and techniques to choreograph a dance or direct a play.. modifying ideas to achieve creative
results.

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 STRAND 2: CREATIVE ARTS
SUB-STRAND: 2.2 CREATIVE AND AESTHETIC EXPRESSION
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8. 2.2.1. B8. 2.2.1.1 Design and produce your own artworks that reflect a range
of different times and cultures Communication and Collaboration (CC),
Visual Arts: Critical Thinking and Problem Solving
Demonstrate the ability (CP), Creativity and Innovation (CI),
to apply the concept of Personal Development and Leadership
the design process (idea (PL), Cultural Identity and Global
development) to Citizenship (CG), Digital Literacy (DL)
produce and display own
creative and expressive Exemplars CC8.2: Explain ideas in a clear order with
art-forms that reflect a relevant detail, using correct construction
1. Research and record relevant information for planning and developing ideas to and structure of speech.
range of different times
make visual artworks that reflect any of the following: history, culture, topical
and cultures CP 5.6: Demonstrate a thorough
issues, natural and man-made environment.
understanding of a generalised concept and
Example: Plan an artwork on SSNIT Pension Scheme services, Ghana’s facts specific to a task or situation.
independence in 1957, galamsay, sanitation, etc.
CI 6.9: Interpret and apply learning in new
2. Apply recorded ideas, design process, appropriate tools, materials and contexts.
techniques to create artworks that communicate views about topical issues.
PL6.3: Ability to manage time effectively.
Example: Design an artwork on SSNIT Pension Scheme services, Ghana’s
independence in 1957, galamsay, sanitation, etc. CG6.1: Understanding of influences of
globalisation on traditions, languages and
3. Reflect on and explain whether the artwork in progress conveys the intended cultures.
ideas and meaning for appropriate revision and use peer- and self-evaluation
to review work. DL 6.2: Create a meaningful and original
piece of work or its interpretation by
Examples of art specific language vocabulary: form, line, texture, colour, shape,
integrating existing information.
technique, media.

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8. 2.2.1 (CONTINUED)

B8. 2.2.1.2 Plan and display own and others’ artworks that reflect the
Visual Arts: history, cultures, physical and social environment
Demonstrate the ability
to apply the concept of Exemplars CC9.3: Understand roles during group
the design process (idea activities.
1. Demonstrate understanding and skill in defining roles and responsibilities in
development) to
selecting and preserving a collection of artworks for an exhibition. PL6.1: Ability to serve group members
produce and display
2. Collaborate with peers to monitor, assess and report on the exhibition. effectively.
own creative and
expressive art-forms Examples: in learner journals, print and electronic media. DL5.3: Ability to find and utilise digital
that reflect a range of content.
different times and
cultures B8. 2.2.1.3 Organise an appreciation and appraisal of own and
others’ artworks that reflect the history, cultures, physical and social
environment.

Exemplars CC8.2: Explain ideas in a clear order

1. Analyse and interpret how selected elements, principles and techniques are with relevant detail, using correct
used in an artwork to express beauty, meaning and culture of a people. construction and structure of speech.

2. Reflect on and make suggestions on how own interpretation and views on CP 5.5: Effectively evaluate the success
artworks of a culture can be improved to give it an identity. of solutions used in an attempt to solve a
complex problem.

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8. 2.2.2. B8. 2.2.2.4 Design and produce own musical genre that reflect the
history and cultures, physical and social environment Communication and Collaboration (CC),
Performing Arts - Music: Creativity and Innovation (CI), Personal
Demonstrate the ability Development and Leadership (PL),
to use concept of the Cultural Identity and Global Citizenship
design process (idea (CG)
development) to create Exemplars
and display own creative CI 6.3: Ability to select the most effective
musical art works that 1. Research and select own and indigenous musical genre outside your creative tools for work, and give reasons
reflect a range of community that express personal experiences and interests, moods, visual for the choice.
different times and images, concepts, texts, or storylines on example the SSNIT Pension Scheme
services, etc. CP 5.1: Ability to combine information
cultures and ideas from several sources to reach a
2. Collaborate to create rehearsal plan for performing the chosen work in B8. conclusion.
2.2.2.4 Exemplar 1, identifying and allocating time to the various aspects —
singing, drumming, dancing, costume, venue, etc. PL6.1: Ability to serve group members
effectively.
DL5.3: Ability to find and utilise digital
content.
CG5.2: Develop and exhibit ability to
defend one’s cultural beliefs, practices and
norms.

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8. 2.2.2 (CONTINUED)

B8. 2.2.2.5 Plan and display own and others’ musical works that reflect
Performing Arts - Music: a range of different times and cultures
Demonstrate the ability
Exemplars
to use concept of the CC8.2: Explain ideas in a clear order with
design process (idea 1. Give a class concert (to be video recorded) that begins with a presentation on relevant detail, using correct construction
development) to create the style, historical and cultural context of the compositions selected and and structure of speech.
and display own creative rehearsed in B8. 2.2.2.4 Exemplar 1.
CC9.5: Appreciate the importance of
musical art works that
including all team members in discussions
reflect a range of
and actively encourage contributions from
different times and
them.
cultures
CI 5.2: Ability to merge simple/complex
ideas to create novel situations or things.
CG5.4: Develop and exhibit a sense of
cultural identity.

B8. 2.2.2.6. Organise an appreciation and appraisal of own and others’

musical works that reflect a range of different times and cultures.

Exemplars CC9.1: Demonstrate behaviour and skills

of working towards group goals.
1. Conduct an enquiry by playing the recorded video clip from B8. 2.2.2.4 CC8.2: Explain ideas in a clear order with
Exemplar 1 to a group of people (including learners, staff and parents) to relevant detail, using correct construction
collect data and write an aesthetic appreciation report. and structure of speech.
2. Reflect and refine own work using the feedback from the appraisal and DL5.1: Ability to ascertain when
aesthetic appreciation report.
information is needed and be able to
3. Disseminate the findings of your research to the class by giving a presentation. identify, locate, evaluate and effectively use
it to solve a problem.

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8. 2.2.3. B8.2.2.3.7 Design and produce own dance and drama that reflect a
Dance and Drama: range of different times and cultures Creativity and Innovation (CI), Cultural
Identity and Global Citizenship (CG),
Demonstrate how to Critical Thinking and Problem Solving
Exemplars
apply the concept of (CP), Personal Development and
design process (Idea 1. Discuss a dance or drama artist and their artworks.
Leadership (PL)
development) to produce Example: Martin Owusu, Nia Yartey.
and display own creative
2. Design and produce own dance piece or play. CG 6.4: Exhibit a sense of nationality and
and expressive art-forms
global identity.
that reflect a range of Example: SSNIT Pension Scheme services, sanitation etc.
different times and CI 6.6: Being open-minded, adapting and
cultures modifying ideas to achieve creative
results.

B8.2.2.3.8 Plan and display own and others’ dance and drama pieces
that reflect a range of different times and cultures.
Exemplars
CI 5.3: Identification of requirements of
1. Describe how to plan a dance or drama production that reflects the history, a given situation and justification of more
cultures, environment and heritage of a people. than one creative tool that will be
2. Choose and prepare a venue to showcase the performance. suitable.
3. Rehearse and perform the planned dance piece or drama skit. CP 6.2: Ability to explain plans for
attaining goals.
PL6.5: Ability to monitor team members
to ascertain progress.

B8.2.2.3.9 Organise an appreciation and appraisal of own and others’

dance and drama artworks that reflect a range of different times,
cultures and topical issues

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 Exemplars CP 6.7: Implement strategies with
accuracy.
1. Invite an audience to watch the performance of own and others’ for
appreciation and appraisal. CP 5.1: Ability to combine information
and ideas from several sources to reach a
2. Note and record the strengths and weaknesses of the production and
conclusion.
performance for discussion and modification of future performances.

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 STRAND 2: CREATIVE ARTS
SUB-STRAND: 2.3. CONNECTIONS IN LOCAL AND GLOBAL CULTURES
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8. 2.3.1. Communication and Collaboration (CC),

B8. 2.3.1.1. Identify and discuss visual artists whose work reflected the
Visual Arts: Critical Thinking and Problem Solving
history, culture, environment and topical issues in the community
(CP), Creativity and Innovation (CI),
Demonstrate the ability Personal Development and Leadership
to correlate and (PL), Cultural Identity and Global
generate ideas from Citizenship (CG), Digital Literacy (DL)
creative artworks of
visual artists that reflect Exemplars CC7.4: Identify underlying themes,
a range of different
1. Conduct an enquiry and gather information on visual artists in the community implications and issues when listening.
times, cultures and
topical issues whose work made impact on the history, culture, environment and topical CP 5.2: Analyse and make distinct
issues. judgement about viewpoints expressed in
Examples: ethnic group, education, exhibition, museum, gallery. an argument.
2. Classify and record information on visual artists in the community and their PL5.2: Demonstrate a sense of
artworks according to their areas of specialisation/discipline. belongingness to a group.
Examples: ethnic group, education, exhibition, museum, gallery CG5.3: Develop and express respect,
recognition and appreciation of others’
3. Select any visual artist in the community and make a presentation on their life, cultures.
work and influence.
DL5.3: Ability to find and utilise digital
Example; ethnic group, education, philosophy and competition/ exhibition,
content.
role model, achievement etc.

B8. 2.3.1.2. Compare and contrast artworks of visual artists that reflect
the history, culture, environment and topical issues

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 Exemplars CP 5.6: Demonstrate a thorough
understanding of a generalised concept and
1. Analyse the similarities and differences of themes and techniques used by
facts specific to a task or situation.
visual artists in the production of artworks that reflect the history, culture,
environment and topical issues. CG5.3: Develop and express respect,
Examples: Ablade Glover, Kofi Antobam, Theodosia Okoh, Francis Boateng. recognition and appreciation of others’
cultures.
2. Relate artworks to tradition, culture and environmental issues of the
community to derive meaning and ideas.

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8. 2.3.1 (CONTINUED) B8. 2.3.1.3. Determine the creative design approaches and processes
Visual Arts: used by visual artists in creating artworks that reflect the history,
culture, environment and topical issues
Demonstrate the ability
to correlate and Exemplars CG6.4: Exhibit a sense of nationality and
generate ideas from 1. Examine and record the design approaches used by visual artists in the global identity.
creative artworks of production of artworks that reflect the history culture, environment and CC8.2: Explain ideas in a clear order with
visual artists that reflect topical issues. relevant detail, using correct construction
a range of different and structure of speech.
times, cultures and Example: Serge Attukwei Clottey using disposed waste to create parch
installation.
topical issues
2. Analyse, appreciate and appraise the design processes used by visual artists in
producing artworks that solved societal issues.
3. Reflect and evaluate the appreciation and appraisal done for refinement.

B8. 2.3.2. B8. 2.3.2.4. Distinguish different ways musical works of Ghanaian art Communication and Collaboration (CC),
Performing Arts - Music: composers reflect the history, culture, environment and topical issues Personal Development and Leadership
(PL), Cultural Identity and Global
Citizenship (CG).
Demonstrate the
capacity to correlate and Exemplars CG5.2: Develop and exhibit ability to
defend one’s cultural beliefs, practices and
generate ideas from 1. Compare Ephraim Amu and J. H. K. Nketia.
norms.
indigenous creative 2. Transcribe a popular song that promotes and sensitises the public an emerging
musical forms and CP 5.1: Ability to combine information
topical issue, e.g., the SSNIT Pension Scheme
Ghanaian art musicians and ideas from several sources to reach a
that reflect a range of conclusion.
different times, cultures CC9.6: Ability to work with all group
and topical issues members to complete a task successfully.
CC8.2: Explain ideas in a clear order with
relevant detail, using correct construction
and structure of speech.

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8. 2.3.2.5. Appreciate and appraise at least three (3) indigenous

and neo-traditional groups within the nation based on their style,
instruments, song themes, dance movements, etc

Exemplars CC8.3: Apply appropriate diction, and

structure sentences correctly for
1. Research, select and document three (3) indigenous and neo-traditional
narrative, persuasive, imaginative and
groups within the nation based on their style, instruments, song themes,
expository purposes.
dance movements, etc.
CP 5.1: Ability to combine information
2. Compare and contrast two of the selected indigenous types and two of the
and ideas from several sources to reach a
neo-traditional types.
conclusion.
CG5.2: Develop and exhibit ability to
defend one’s cultural beliefs, practices and
norms.
DL5.3: Ability to find and utilise digital
content.

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B8. 2.3.3. B8.2.3.3.6 Select and analyse creative artworks of dance and drama Critical Thinking and Problem Solving
Dance and Drama: artistes, and identify the history, culture, environment and topical (CP), Creativity and Innovation (CI)
issues that are reflected in them for documentation
Demonstrate the
capacity to correlate Exemplars CI 6.9: Interpret and apply learning in new
ideas from creative contexts.
1. Compare and contrast a dance piece and a play of artistes reflecting the
artworks of dance and history, culture and topical issues. CP 5.5: Effectively evaluate the success of
drama artistes that solutions used to attempt to solve a
reflect a range of 2. Document and reflect on the key issues in the dance or play that address
environment and topical issues. complex problem.
different times, cultures
and topical issues 3. Analyse and generate ideas from dance and drama performances of artistes
from other cultures based on the knowledge gained from community
experience.

B8.2.3.3.7 Organise a group discussion to appreciate dance and/or plays

of own and other cultures, environment and topical issues.

Exemplars
CP 5.2: Analyse and make distinct
1. View and analyse a dance and/or drama performance from own or other judgement about viewpoints expressed in
cultures based on environment and topical issues for documentation. an argument.
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 BASIC 9

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 STRAND 1: DESIGN
SUB-STRAND 1.1.: DESIGN IN NATURE AND MANMADE ENVIRONMENT
CORE
CONTENT STANDARD INDICATORS AND EXEMPLARS
COMPETENCIES
B9 1.1.1 B9 1.1.1.1 Communication and Collaboration
Demonstrate Demonstrate understanding of design as a concept by using the (CC), Critical Thinking and Problem
understanding of design elements and principles of design as a medium for creative Solving (CP), Creativity and
as a concept in relation expression of design in nature and the manmade environment. Innovation (CI), Digital Literacy (DL)
to the elements (form, Exemplar CC9.1: Demonstrate behaviour and skills
value) and principles 1. Research to determine and record the meaning, importance and role of working towards group goals
(variety, proportion) of of design in nature and the manmade environment for reflection and CP5.1: Ability to combine Information
design and as a medium discussion. and ideas from several sources to reach a
for creative expression conclusion
2. Explore and reflect on selected natural and manmade designs to
of design in nature and CI5.5: Ability to try new alternatives and
appreciate and determine how design in nature has influenced
the manmade different approaches
manmade designs to benefit society for appreciation and discussion.
environment. DL6.1: Use digital tools to create novel
Example: form, value
things

Design inspired by
Beak of kingfisher bird inspired the palm
Shinkansen Bullet Train – Japan Colourful bird
Source: Pinterest.com

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 CORE
CONTENT STANDARD INDICATORS AND EXEMPLARS
COMPETENCIES
B9 1.1.1 3. Compare and contrast selected natural and manmade designs to CC9.1: Demonstrate behaviour and skills
Demonstrate determine and record their similarities and differences for reflection of working towards group goals
understanding of design and inspiration to create and illustrate own design ideas (e.g. CP5.1: Ability to combine Information
as a concept in relation rivers/roads, anthills/houses, etc.) and ideas from several sources to reach a
to the elements (form, conclusion
value) and principles CI5.5: Ability to try new alternatives and
(variety, proportion) of different approaches
design and as a medium DL6.1: Use digital tools to create novel
for creative expression of things
design in nature and the
Source: Pinterest.com
manmade environment.
Anthill inspired Eastgate Building in Harare Zimbabwe
B9 1.1.1.2
Research to identify and record what constitutes the ‘elements
of design’ in nature and as building blocks for creative
expression of design ideas.
Exemplar CC7.5: Identify and analyse different
1. Research to deduce and record what constitutes the ‘elements of points of views of speaker
design’ and their application as building blocks for creative expression CP5.1: Ability to combine Information
of design for reflection and discussion. and ideas from several sources to reach a
Examples: form, value conclusion
CI6.2: Ability to reflect on approaches to
creative tasks and evaluate the
effectiveness of tools used
DL5.6:Preparedness to make better
decisions using available information

Source: Pinterest.com

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

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 B9 1.1.1 2. Explore the natural and manmade environments to identify and document CC7.5: Identify and analyse
Demonstrate examples of elements of design for reflection and discussion. different points of views of
understanding of design as 3. Reflect on knowledge gained from discussions to create patterns that reflect speaker
a concept in relation to the selected elements of design using available manual and digital tools, materials and CP5.1: Ability to combine
elements (form, value) and techniques for display and sharing. Information and ideas from
principles (variety, Examples: forms of objects, value several sources to reach a
proportion) of design and conclusion
as a medium for creative CI6.2: Ability to reflect on
expression of design in approaches to creative tasks and
nature and the manmade evaluate the effectiveness of tools
environment. used
DL5.6: Preparedness to make
better decisions using available
information

Source: Pinterest.com

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 INDICATORS AND EXEMPLARS CORE
CONTENT STANDARD
COMPETENCIES
B9 1.1.1 B9 1.1.1.3
Demonstrate Research to identify and record in writing what constitutes
understanding of design the principles of design and describe how they are used to
as a concept in relation organise the elements of design into building blocks for
to the elements (form, creative expression of design in nature and the manmade
value) and principles environment.
(variety, proportion) of Exemplar CC8.2: Explain ideas in a clear order
design and as a medium 5. Search for and organise relevant information to describe and record with relevant detail, using correct
for creative expression the principles of design and how they apply in nature and the manmade construction and structure of speech.
of design in nature and environment for reflection. CP6.5: Ability to select alternative(s)
the manmade Examples: variety, proportion that adequately meet selected criteria
environment. CI6.2: Ability to reflect on approaches to
creative tasks and evaluate the
effectiveness of tools used
DL5.6:Preparedness to make better
decisions using available information

Natural designs Zimbabwe Manmade design

Source: Pinterest.com
4. Identify, describe and record examples of principles of design in nature
and the manmade environment for appreciation and discussion.
5. Apply knowledge gained to select examples of elements and principles
of design to create own designs using available manual and digital
tools, materials and techniques for appreciation, display and feedback.

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 STRAND 1: DESIGN
SUB-STRAND 1.2.: DRAWING, SHADING, COLOURING AND MODELLING FOR DESIGN
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES
B9 1.2.1. B9 1.2.1.1 Communication and Collaboration (CC),
Design Explore available manual and digital tools, materials and Critical Thinking and Problem Solving
Demonstrate techniques for 3-D drawing, shading and colouring to create (CP), Creativity and Innovation (CI),
understanding and use of designs from lines, simple shapes and forms. Digital Literacy (DL), Personal
(3- D drawing, shading, Development and Leadership (PL),
colouring and modelling) Cultural Identity and Global Citizenship
media and techniques for (CG)
creative expression of Exemplar CP 5.1: Ability to combine Information
design ideas. and ideas from several sources to reach a
1. Explore to determine and document the nature and suitability of
available manual tools, materials and techniques for 3-D drawing, conclusion
shading, and colouring for appreciation and reflection. DL5.5:Evaluate the quality and validity of
E.g. of tools: T-square, set square, protractor/paper/cardboard/pencil. information
CI5.2: Ability to merge simple/ complex
ideas to create novel situation or thing
PL5.4: Ability to understand one's
personality trait CC8.2: Explain ideas in a
clear order with relevant detail, using
correct construction and structure of
speech

Tools and materials drawing

Source: Google com

CORE
CONTENT STANDARD INDICATORS AND EXEMPLARS
COMPETENCIES

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 B9 1.2.1. 2. Identify, select and experiment the use of available manual tools, materials CG5.2: Develop and exhibit ability to
Design and techniques for 3-D drawing, shading and colouring to create designs defend one's
Demonstrate from lines, simple shapes and forms for sharing and appraising. cultural beliefs, practices and norms
understanding and use CP 5.7:Provide new insight into
of (3- D drawing, Ref. to YouTube videos: Start drawing Part 2-6: Drawing Shapes, controversial situation or task
shading, colouring and Understanding Eye Level etc.
modelling) media and
techniques for creative
expression of design
ideas.

Shading and colouring techniques

Pencil holding and shading techniques
Source: Google.com

3. Exhibit own freehand and outline drawings and colour work to share
design ideas based on lines, shapes and forms for appreciation, appraising
and feedback.

CORE
CONTENT STANDARD INDICATORS AND EXEMPLARS
COMPETENCIES

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 B9 1.2.1. B8 1.2.1.2
Design Demonstrate skills in using available digital tools, materials and
Demonstrate techniques for 3-D drawing, shading and colouring to create designs
understanding and use of from lines, simple shapes and forms.
(3- D drawing, shading, Exemplar CP 5.1: Ability to combine Information
colouring and modelling) 1. Explore available digital tools, materials and techniques to determine and and ideas from several sources to reach a
media and techniques for document their suitability for drawing, shading and colouring for conclusion
creative expression of appreciation and reflection. DL5.1: Ability to ascertain when
design ideas. information is needed and be able to
identify,
PL5.5: Desire to accept one's true self and
overcome weaknesses

Source: Google.com Digital tools for drawing

6. Identify, select and experiment the use of available digital tools, materials
and techniques for 3-D drawing, shading and colouring to create designs
from lines, simple shapes and forms for sharing and appraising.

Refer to: YouTube videos: Start drawing Part 2-6: Drawing Shapes;
Understanding Eye Level; etc.
3. Exhibit own portfolio of freehand and outline drawings and colour work to
share design ideas for appreciation, appraising and feedback.

CORE
NTENT STANDARD INDICATORS AND EXEMPLARS
COMPETENCIES

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 B9 1.2.1. B9 1.2.1.3
Design Demonstrate ability to generate design ideas and develop models
Demonstrate of simple shapes and forms for appreciation and display.
understanding and use of Exemplar
(3- D drawing, shading, 6. Identify simple products and generate drawings to illustrate templates CP 5.6: Demonstrate a thorough
colouring and modelling) for creating models of simple shapes and forms using cardboard, understanding of a generalised concept and
media and techniques Styrofoam, pulp paper and/or clay for reflection, display and facts specific to task or situation
for creative expression appreciation. DL6.3:Use digital tools to create novel
of design ideas. things
7. Develop own drawings of templates and create models of simple shapes
and forms using cardboard, Styrofoam, clay and/or pulp paper for CI 6.9: Interpret and apply learning in new
appreciation and sharing. contexts
3. Display own 3-D drawings, templates and models of simple shapes and
forms for appreciation, appraisal and feedback.

STRAND 1: DESIGN
SUB-STRAND1.3.: CREATIVITY, INNOVATION AND THE DESIGN PROCESS

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES
B9 1.3.1 B9 1.3.1.1 Critical Thinking and Problem Solving (CP),
Design Distinguish between creativity and innovation and their Creativity and Innovation (CI), Digital
Demonstrate application for developing design solutions to problems in Literacy (DL
understanding of society.
creativity and innovation Exemplar CI 6.2: Ability to reflect on approaches to
in terms of the design 1. Research and define the key differences between creativity and creative tasks and evaluate the effectiveness
process, and its innovation for reflection and discussion. of tools used CP 5.1: Ability to combine
application in developing Information and ideas from several sources
design solutions to 2. Apply knowledge of creativity and innovation to evaluate the design
products that solve specific problems in society for appreciation. to reach a conclusion DL5.1:Ability to
problems in society.
ascertain when information is needed and be
Example: Energy conservation, Energy efficiency etc able to identify, locate, evaluate and
3. Examine specific artefacts available in the local community and report effectively use it to solve a problem
on specific challenges associated with their design for reflection and
discussion.
Example: cutlass in farming, kitchen stool, basket for farming,
B9 1.3.1.2
Demonstrate understanding of the design process in relation to
creativity and innovations in design.
Exemplar CP 6.5: Ability to select alternative(s) that
1. Research and record the concept, importance and application of the adequately meet selected criteria
design process in creative problem solving for reflection and CI 5.5: Ability to try new alternatives and
discussion. different approaches
Examples: define, brief, research, ideation, invent, prototype, testing, DL5.6:Preparedness to make better
refine. decisions using available information
2. Analyse information gathered and describe the steps in the design
process in relation to creativity and innovation for appreciation and
sharing.

3 Evaluate the design of different products and suggest ways in which

they could be modified to solve other problems in society.

CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

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 B9 1.3.1 B9 1.3.1.3
Design Demonstrate ability to apply the design process to create
Demonstrate artefacts that solve specific problems in the local community.
understanding of Exemplar CP 6.5: Ability to select alternative(s) that
creativity and innovation 1. Apply knowledge of creativity and innovation to evaluate specific adequately meet selected criteria
in terms of the design problems in society to deduce how the design process can be used to CI 6.3: Ability to select the most effective
process, and its solve those problems for reporting and feedback. creative tools for work, and give reasons
application in developing for the choice
design solutions to 2. Reflect on feedback and apply relevant manual and digital tools, DL6.3:Use digital tools to create novel
problems in society. materials and techniques to design and create model artefacts that things
express own concept for solving specific problems in society for
appreciation and display.
3. Display design expressions and prototypes of artefacts to disseminate
own creativity and innovation for appreciation and feedback.

STRAND 2: CREATIVE ARTS

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 SUB-STRAND: 2.1 MEDIA AND TECHNIQUES
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9. 2.1.1. B9. 2.1.1.1

Communication and Collaboration (CC),
Visual Arts: Explore and identify media and techniques used to create Creativity and Innovation (CI), Digital
Demonstrate understanding visual artworks by casting, assemblage and folding Literacy (DL), Personal Development and
and apply media and techniques Leadership (PL), Cultural Identity and
in casting, assemblage and Global Citizenship (CG)
folding Exemplars CC8.2: Explain ideas in a clear order with
relevant detail, using correct construction
1. Identify, describe, discuss and record information on available tools,
and structure of speech.
materials and equipment from a variety of sources for casting,
assemblage and folding. CP5.2: Analyse and make distinct judgement
Examples: from videos/illustrations/pictures/realia about viewpoints expressed in an argument

2. Test, classify and discuss the use of the tools, materials, equipment CI5.1: Examine alternatives in creating new
according to their findings on casting, assemblage and folding. things.

3. Apply the tools, materials and equipment safely and skilfully to create DL5.3: Ability to find and utilise digital
own artefacts using casting, assemblage and folding techniques and content
display them for appraisal using peer- and self-evaluation to review
work for feedback.
Examples of art specific language vocabulary: casting, assemblage and
folding.
4. Apply knowledge and skills in safety, maintenance and sustainability
to organise and store tools, materials and equipment, and clean up
the work space.

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9. 2.1.1 (CONTINUED) B9. 2.1.1.2 Experiment by using techniques in casting to create visual
Visual Arts: artworks

Demonstrate CC9.4: Help group work on relevant

understanding and apply Exemplars activities.
media and techniques in 1. Identify the techniques in casting such as filled-in, hump and hollow to create CP5.2: Analyse and make distinct
casting, assemblage and own cast artworks. judgement about viewpoints expressed in
folding
2. Design own cast artworks and apply the relevant techniques of casting to an argument
create own visual artworks for display and feedback. CI5.1: Examine alternatives in creating
3. Display cast artworks for appreciation, reflection and review using peer- and new things.
self-evaluation for feedback.
DL5.3: Ability to find and utilise digital
Examples of art specific language vocabulary: form, casting, hump and hollow. content

B9 2.1.1.3 Apply artistic techniques in folding by using available media

to make creative artworks.

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 Exemplars CC8.2: Explain ideas in a clear order with
relevant detail, using correct construction
1. Identify the techniques in folding such as creasing, pleating, knotting, to make
creative artworks and research artists who use folding techniques in their and structure of speech.
artwork. CP5.5: Effectively evaluate the success of
2. Use the techniques in folding such as creasing, pleating and knotting to make solutions used in an attempt to solve a
creative artworks and use your research into artists who use folding complex problem.
techniques in their artwork to inform the design of your artwork. CI5.5: Ability to try new alternatives and
Techniques: creasing, pleating, knotting, stippling, gluing and folding etc. different approaches.

Tools and Materials: scissors, craft knife, glue, paper, fabric, staple pin, ribbons DL5.3: Ability to find and utilise digital
etc. content.

Uses: for decoration of halls, rooms, occasions, paper bags, broche etc.
3. Display folded artworks for appreciation, reflection and use peer- and self-
evaluation to review work.
Examples of art-specific language vocabulary: creasing, pleating, knotting, and
folding.

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9. 2.1.1 (CONTINUED) B9 2.1.1.4 Experiment by using techniques in

Visual Arts: construction using available media to create own ideas
and make visual artworks
Demonstrate understanding and
apply media and techniques in Exemplars CC8.5: Vary the level of detail and the
casting, assemblage and folding language used when presenting to make it
1. Identify variety of techniques in construction by observing
appropriate to the audience.
and interacting with artworks made using construction
technique (realia, OERs and other internet sources). CP6.7: Implement strategies with accuracy.
Suggested examples of Local artists: K. Z. Adzraku, Margaret CI6.9: Interpret and apply learning in new
Asabea Anakwa contexts.
Suggested examples of National artists: P .M. Amonoo CI6.10: Reflect on work and explore the
Some suggested examples of International (Diaspora) artists: thinking behind thoughts and processes. PL6.3:
El Anatsui, Ibrahim Mahama Ability to manage time effectively.
2. Design and produce an art work applying some of the DL5.3: Ability to find and utilise digital
techniques identified in B9. 2.1.1.4 Exemplar 1 content.
Types of objects used: found objects in the environment
How objects were joined: stitching, gluing, stapling etc.,
3. Display constructed artworks for appreciation, reflection and
use peer- and self-evaluation to review work.
Examples of art specific language vocabulary: form, line,
texture, colour, texture, shape.

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9. 2.1.2. Communication and

B9 2.1.2.5 Sing in pitch triads on all the seven degrees of the scale horizontally
Performing Arts - Music: (arpeggios) and vertically (harmony) Collaboration (CC),
Creativity and Innovation
Demonstrate (CI), Digital Literacy (DL),
knowledge, Personal Development and
understanding and Leadership (PL)
application of triads,
chord progression and Exemplars CC7.2: Interpret correctly
improvisation in music 1. Sing and/or perform on melodic instruments triads built on all the seven degrees of the and respond to non-verbal
scale melodically. communication such as
facial expressions, cues and
gestures.
CP 5.3: Create simple logic
trees to think through
problems.
PL6.7: Actively promote
effective group interaction
and the expression of ideas
and opinions in a way that is
sensitive to the feelings and
Sing through the triads as technical exercise arpeggios. Hold last notes at ends (long pause).
background of others.
2. Sing and/or perform on keyboard/melodic instruments triads built on all the seven
DL6.3: Use digital tools to
degrees of the scale harmonically.
create novel things.
Group 1 d’ r’ m’ f’ s’ l’ t’**
Group 2 s l t d’ r’ m’ f’
Group 3 m f s l t d’ r’
Group 4 d r m f s l t
Degree I II III IV V VI VII
Groups must be arranged from high voices to low (i.e. 1 through 4) End on the
first degree to complete the cycle.
**Replace [t] with [r] where highlighted because that note is not doubled in music.

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9. 2.1.2 (CONTINUED)

B9 2.1.2.6 Create/improvise a melody using (I, VI, IV, V) as the ostinato
Performing Arts - Music: bass line
Demonstrate knowledge,
CC8.3: Apply appropriate diction, and
understanding and
Exemplar structure sentences correctly for
application of triads, narrative, persuasive, imaginative and
chord progression and 1. Rehearse an improvised melody on [d: l: f: s ] ostinato and perform the
expository purposes.
improvisation in music melody with voice/instrument based on [I, VI, IV and V] chord progression.
DL6.3: Use digital tools to create novel
E.g.,
things.
PL6.1: Ability to serve group members
effectively.

B9. 2.1.3. B9 2.1.3.7 Create a simple Dance Drama and/or one act based on a
topical issue Digital Literacy (DL), Personal
Dance and Drama: Development and Leadership (PL),
Demonstrate Creativity and Innovation (CI),Critical
understanding and Thinking and Problem Solving (CP)
application of media and
Exemplar
techniques in Dance and CI 5.3: Identification of requirements of
Drama 1. Identify and select materials for creating a Dance Drama and/or one act play. a given situation and justification of more
than one creative tool that will be
suitable.

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9. 2.1.3 (CONTINUED)

B9.2.1.3.8 Explore and identify the various approaches to
Dance and Drama: improvisation, creating harmony/balance and blocking for dance and
Demonstrate drama
understanding and
Exemplars
application of media and
techniques in Dance and 1. Identify additional parts of the performance space. CI 6.1: Exhibit strong memory, intuitive
Drama Refer to the Teacher’s Resource Pack. thinking, and respond appropriately.
2. Explore the parts of the body and props essential for acting and dancing. CP 6.2: Ability to explain plans for
attaining goals.
3. Explain masking, aside, apron, linear and circular patterns, etc., in dance and
drama. PL6.2: Division of tasks into solvable units
and assigning group members to task units.
DL6.3: Use digital tools to create novel
things.

B9.2.1.3.9 Experiment and practise by using the techniques of

improvisation, creation of harmony/balance and blocking in dance and
drama

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 CI 5.5: Ability to try new alternatives and
Exemplars different approaches.
1. Improvise/execute different postures at various levels and perform various CI 6.9: Interpret and apply learning in new
movements – walking, running, crouching, swimming, fighting, etc., on the contexts.
stage or in the performance space.
CI 6.1: Exhibit strong memory, intuitive
Refer to teachers pack. thinking, and respond appropriately.
2. Perform simple stage movements. PL6.2: Division of tasks into solvable units
Example: move DR, UL, DC, DL, CC. and assigning group members to task units.
3. Identify the positions on stage.
Example: Profile: open and close, full back, front, and positions:1st, 2nd 3rd, 4th.
4. Create a group artwork in place or in motion with stage balance/harmony in
mind and use appropriate language to give supportive and informative peer-
and self-evaluation.

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 STRAND 2: CREATIVE ARTS
SUB-STRAND: 2.2 CREATIVE AND AESTHETIC EXPRESSION
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9. 2.2.1. B9. 2.2.1.1 Design and produce own visual artworks that reflect a range
Visual Arts: of different times, cultures and topical issues Communication and Collaboration
(CC), Critical Thinking and Problem
Exhibit art works Solving (CP), Creativity and Innovation
produced from (CI), Digital Literacy (DL), Personal
competences and skills Development and Leadership (PL),
acquired from the Cultural Identity and Global Citizenship
application of the Exemplars
(CG)
philosophies, designs and 1. Select an artist or art works from a different time or culture. Research and
processes learnt from document the elements of design used in the art works such as colour, media, CI 6.6: Being open-minded, adapting and
different times and techniques, composition and content. modifying ideas to achieve creative
cultures results.
2. Use the information gathered on the selected artist to plan and use some of
the elements of design in the art works (such as colour, media, content, CP5.6: Demonstrate a thorough
composition) and the design process to create an artwork. understanding of a generalised concept and
3. Develop and use peer- and self-evaluation criteria to review work in progress facts specific to a task or situation.
for reflection, encouragement, guidance and improvement: PL5.5: Desire to accept one’s true self
Examples of art specific language vocabulary: form, line, texture, colour, shape, and overcome weaknesses.
unity, balance, variety, harmony, technique, media. CG6.1: Understanding of influences of
globalisation on traditions, languages and
cultures.

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9. 2.2.1 (CONTINUED)

Visual Arts: B9. 2.2.1.2 Plan and display artworks that reflect the influence of a
range of different times, cultures and topical issues
Exhibit art works
produced from Exemplars
competencies and skills 1. Investigate and apply the knowledge and skills in organising exhibition in
CC8.4: Anticipate different responses
acquired from the Visual Arts paying attention to peculiarity of artefacts involved, target from the audience and plan for them.
application of the audience, space/venue, finance, publicity, etc.
philosophies, designs and CP 5.6: Demonstrate a thorough
2. Collaborate to analyse and present reports on the similarities, differences understanding of a generalised concept and
processes learnt from
and challenges in preserving and exhibiting art works. facts specific to a task or situation.
different times and
cultures PL6.2: Division of tasks into solvable units
and assigning group members to task units.
CG5.5: Adjust to the demands of
customs, traditions, values and attitudes of
society.

B9. 2.2.1.3 Organise an appreciation and appraisal of artworks

produced using inspiration and ideas from different times, cultures and
other relevant topical issues
Exemplars
CC8.4: Anticipate different responses
1. Appreciate and appraise an artwork by using criteria that covers the form, from the audience and plan for them.
content, elements and principles, purpose, cultural traditional/ contemporary
impact. CP 5.6: Demonstrate a thorough
understanding of a generalised concept and
2. Plan and organise a class exhibition and do self and peer review on exhibits. facts specific to a task or situation.
PL6.7: Actively promote effective group
interaction and the expression of ideas and
opinions in a way that is sensitive to the
feelings and background of others.

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9. 2.2.2. B9. 2.2.2.4 Design and produce own musical work that reflects a range
Communication and Collaboration (CC),
Performing Arts - Music: of different times and cultures that promote and sensitise the public on
Critical Thinking and Problem Solving
emerging topical issues
Exhibit competences in (CP), Digital Literacy (DL), Personal
the application of the Development and Leadership (PL),
design process to Cultural Identity and Global Citizenship
produce and display own (CG).
creative musical work CG5.3: Develop and express respect,
that reflect a range of Exemplars recognition and appreciation of others’
different times, cultures cultures.
1 Research and select your own and works of other musicians (either
and topical issues indigenous, art or pop) within the African continent that promote and CG6.1: Understanding of influences of
sensitise the public on emerging topical issues such as climate change, globalisation on traditions, languages and
galamsey, sanitation, water, energy waste and conservation, disease, cultures.
terrorism, war, democracy, pension scheme, etc.
2. Create a rehearsal plan for performing the chosen musical works in B9.
2.2.2.4 Exemplar 1, identifying and allocating time to the various aspects—
singing, drumming, dancing, costume, venue, etc.

B9. 2.2.2.5 Plan and display own and others’ musical works within the
African continent that promote and sensitise the public on emerging
topical issues
Exemplar
CC8.1: Speak clearly and explain ideas.
1. Give a concert with the selected compositions in B9. 2.2.2.4 Exemplar 1 (to Share a narrative or extended answer
be video recorded) that begins with a presentation on the style and how it is while speaking to a group.
sensitising the public on emerging topical issues.
CC9.5: Appreciate the importance of
including all team members in discussions
and actively encourage contributions from
them.

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B9. 2.2.2 (CONTINUED)

B9. 2.2.2.6 Organise an appreciation and appraisal of own original
Performing Arts - Music: musical works and those of others on the African continent that
Exhibit competences in promote and sensitise the public on emerging topical issues
the application of the
Exemplars
design process to CI 6.3: Ability to select the most effective
produce and display own 1. Conduct an enquiry by playing the recorded video clip from B9. 2.2.2.4 creative tools for work, and give reasons
creative musical work Exemplar 1 to a group of people (including learners, staff and parents) to for the choice.
that reflect a range of collect data and write an aesthetic appreciation report.
CP 5.1: Ability to combine information
different times, cultures 2. Reflect and refine own work using the feedback from the appraisal and and ideas from several sources to reach a
and topical issues aesthetic appreciation report. conclusion.
3. Disseminate the findings of your research to the class by giving a presentation. CC8.3: Apply appropriate diction, and
structure sentences correctly for
narrative, persuasive, imaginative and
expository purposes.
B9.2.2.3.7 Perform an original dance drama and/or one act play on Creativity and Innovation (CI),
B9. 2.2.3. socio-cultural issues Critical Thinking and Problem Solving
Dance and Drama: (CP),Cultural Identity and Global
Citizenship (CG)
Producing a dance
drama
Exemplar
CP 6.7: Implement strategies with
1. Rehearse and perform the original dance drama and/or one act play you accuracy.
created with your identified and selected materials to a selected audience.
CP 5.1: Ability to combine information
Example of play titles: SSNIT Pension Scheme services, Sanitation, Energy etc. and ideas from several sources to reach a
conclusion.
PL5.2: Demonstrate a sense of
belongingness to a group.

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B9. 2.2.3 (CONTINUED)

B9.2.2.3.8 Post-performance analysis of the original dance drama and/
Dance and Drama: or one act play
Producing a Dance
CP 6.6: Preparedness to recognise and
Drama Exemplar explain results after implementation of
1. Reflect on the audience response and prescribe areas of improvement. plans.
Example of plays to prescribe: SSNIT Pension Scheme services, Sanitation,
Energy etc.

B9.2.2.3.9 Organise an appreciation and appraisal of own and others’

dance and drama artworks that reflect a range of different times,
cultures and topical issues

Exemplars CP 6.7: Implement strategies with

1. Invite an audience to watch the performance of own and others for accuracy.
appreciation and appraisal. CP 6.6: Preparedness to recognise and
Example of performance: SSNIT Pension Scheme services, Sanitation, Energy explain results after implementation of
etc. plans.

2. Note and record the strengths and weaknesses of the production and CG5.3: Develop and express respect,
performance for discussion and modification of future performances. recognition and appreciation of others’
cultures.

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 STRAND 2: CREATIVE ARTS
SUB-STRAND: 2.3. CONNECTIONS IN LOCAL AND GLOBAL CULTURES
CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9. 2.3.1. B9. 2.3.1.1. Identify, discuss, and analyse creative artworks of African
visual artists that reflect their background, influence and way of Communication and Collaboration (CC),
Visual Art Critical Thinking and Problem Solving
solving continental issues
Demonstrate the skill to (CP), Creativity and Innovation (CI),
correlate and generate Digital Literacy (DL), Cultural Identity and
ideas from creative Global Citizenship (CG).
artworks of African Exemplars
artists that reflect a range
of different times, 1. Scout for, gather and classify information on prominent African visual artists CC8.4: Anticipate different responses
cultures and topical issues and record their respective artworks according to disciplines. from the audience and plan for them.
Example: Tribe, Education, Philosophy and Competition/ Exhibition, CP 5.8: Identify and prove misconceptions
Achievements etc. (Ablade Glover, Dorothy Amenuke, Saka Aquaye, etc about a generalised concept or fact specific
2. Reflect, discuss and appreciate prominent African visual artists, their to a task or situation.
motivation and inspiration in solving environmental and continental issues. CI 6.8: Recognise and generalise
3. Analyse and make presentations on the contributions of artworks of information and experience; search for
prominent African visual artists in addressing continental issues. trends and patterns.
DL5.5: Evaluate the quality and validity of
information.
B9. 2.3.1.2. Examine and reflect on how African visual artists use their
influence and personal responses to connect with other creative arts
and subjects in Africa

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 Exemplars CG6.1: Understanding of influences of
globalisation on traditions, languages and
1. Discuss and compare the approach, significance and achievements of
cultures.
prominent African visual artists in past and present contexts.
CP 6.5: Ability to select alternative(s)
2. Appreciate and appraise how prominent African visual artists used their own that adequately meet selected criteria.
history, culture and environment experiences to influence the nature of their CC8.3: Apply appropriate diction, and
artworks.
structure sentences correctly for
3. Examine, record and make presentation on how prominent African visual narrative, persuasive, imaginative and
artists made connections with other creative arts and subjects in Africa expository purposes.

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B9. 2.3.2. B9. 2.3.2.3. Distinguish different ways musical works of African art
Performing Arts - Music: composers reflect the history, culture, environment and topical issues

Demonstrate the skill to Exemplars CG6.4: Exhibit a sense of nationality and

correlate African music global identity.
1. Compare Akin Euba and J. H. K. Nketia.
that reflect the history, CG5.3: Develop and express respect,
culture and topical issues 2. Transcribe a popular song from a composer from an African country that
recognition and appreciation of others’
promotes and sensitises the public on an emerging topical issue such as
cultures.
climate change, war, terrorism, sanitation, social security, etc.
DL6.3: Use digital tools to create novel
things.
CC8.3: Apply appropriate diction, and
structure sentences correctly for
narrative, persuasive, imaginative and
expository purposes.

B9. 2.3.2.4. Appreciate and appraise at least three (3) African

indigenous dance genres and three (3) popular musical genres from
an African nation based on their style, instruments, song themes,
forms, dance movements, etc

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 Exemplars CG6.4: Exhibit a sense of nationality and
global identity.
1. Research, select and document three (3) African indigenous genres and three
(3) popular musical genres from an African nation based on their style, CG5.3: Develop and express respect,
instruments, song themes, forms, dance movements, etc. recognition and appreciation of others’
cultures.
2. Compare and contrast two of the selected indigenous musical types and two
of the popular musical types. DL6.3: Use digital tools to create novel
3. Watch and write an aesthetic appreciation report on an African movie things.
commenting on acting, drama, music and dance scenes. CC8.3: Apply appropriate diction, and
structure sentences correctly for
narrative, persuasive, imaginative and
expository purposes.

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 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES

B9. 2.3.3. B9.2.3.3.5 Reflect on a selected African creative work (dance and/or Creativity and Innovation (CI),Digital
Dance and Drama: drama) and appreciate the ideas embedded Literacy(DL), Personal Development and
Leadership (PL)Cultural Identity and
Demonstrate the skill to Global Citizenship (CG)
correlate African dance
and drama that reflect Exemplar
CG5.3: Develop and express respect,
the history, culture and 1. Discuss and document some important aspects of history, culture, and topical recognition and appreciation of others’
topical issues issues in the selected Africa creative work. cultures.

B9.2.3.3.6 Create and perform a one act play or dance based on your
selected African creative work (dance/drama)

Exemplar PL6.2: Division of tasks into solvable units

and assigning group members to task units.
1. Rehearse and perform a one act play and/or dance (the performance should be
recorded). CI 5.2: Ability to merge simple/complex
ideas to create novel situations or things.

B9.2.3.3.7 Conduct a performance review

Exemplar
CP 6.4: Ability to identify important and
1. Arrange a live performance or view the recorded creative work for appraisal. appropriate criteria and use them to
evaluate available alternatives.
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 CREATIVE ARTS AND DESIGN SUBJECT PANEL MEMBERS AND REVIEWERS
SN NAME INSTITUTION

Prof. Cosmas W. K. Mereku UEW, Winneba

Prof. Nana Afia Opoku-Asare KNUST

Mr. Obed Kwesi-Ahordjie Accra, Wesley Girls

WRITING PANEL Mr. Terry Bright Kweku Ofosu University of Ghana

Mrs. Veronica Odom NaCCA

Mr. Desmond Ali-Alhassan Gasanga GES, KROMA

Benjamin Kwao Adipah NaCCA (RTD)

Cambridge International

Dr. Nyuieko Avotri Consultant

REVIEWERS
Dr. Sylvanus K. Kuwor University of Ghana, Legon

Mr. Solomon Dartey Al-Rayan International School

© NaCCA, Ministry of Education 2021 92

 SUPERVISORS AND COORDINATING TEAM
NAME INSTITUTION

Dr. Prince H. Armah Director-General (Ag.), NaCCA

SUPERVISORS
Prof. Kwame Osei Kwarteng Council Chairman, NaCCA

Mr. Johnson Boakye Yiadom NaCCA/EDT

COORDINATING Mr. John Mensah Anang NaCCA

TEAM Mr. Cosmos Eminah NaCCA

Mrs. Wilma S. Titus-Glover NaCCA

GRAPHIC DESIGNER Eugene Offei Tettey NaCCA

© NaCCA, Ministry of Education 2021 93