NATIONAL COUNCIL FOR

CURRICULUM & ASSESSMENT (MINISTRY OF EDUCATION)

CREATIVE ARTS AND DESIGN
COMMON CORE PROGRAMME (CCP) CURRICULUM FOR B7/JHS1 - B9/JHS3
SEPTEMBER, 2020
MINISTRY OF EDUCATION REPUBLIC OF GHANA

Creative Arts and Design Curriculum for B7/JHS1- B9/JHS3

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: info@nacca.gov.gh
Website: www.nacca.gov.gh
© NaCCA, Ministry of Education 2021
ii
Ghana
©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.

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
© NaCCA, Ministry of Education 2021 iii

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.
© NaCCA, Ministry of Education 2021 iv

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 © NaCCA, Ministry of Education 2021 v

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 ...........................................................................
...............................................................72
STRAND 2: CREATIVE
ARTS ..............................................................................
...................................................................................
..................... 74
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
© NaCCA, Ministry of Education 2021 vi

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.
© NaCCA, Ministry of Education 2021 vii

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.
© NaCCA, Ministry of Education 2021 viii

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/JHS1 – B9/JHS3) 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.
© NaCCA, Ministry of Education 2021 ix

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;
© NaCCA, Ministry of Education 2021 x

8. 9.
10.
embrace all domains of knowledge and life: intellectual, social, psychological,
spiritual, artistic, aesthetic and physical;
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;
develop the skills, ability and aptitudes to adapt positively to:
i. the changing local and global environment and ii. the need to sustain it.
© NaCCA, Ministry of Education 2021 xi

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
© NaCCA, Ministry of Education 2021 xii

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.
© NaCCA, Ministry of Education 2021 xiii

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.
© NaCCA, Ministry of Education 2021 xiv

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.
© NaCCA, Ministry of Education 2021 xv

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;
© NaCCA, Ministry of Education 2021 xvi

• 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.
© NaCCA, Ministry of Education 2021 xvii

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.
© NaCCA, Ministry of Education 2021 xviii

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.
© NaCCA, Ministry of Education 2021 xx

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.
© NaCCA, Ministry of Education 2021 xxi

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
(CAT)
Assessment for Learning
Assessment of Learning
 Assessment as Learning
Class exercises
Class Assessment Task
Portfolio
Quizzes
End of term assessment
Journal entries
Class tests (written, oral, aural and/or practical)
End of year assessment
Project work
Class Assessment Task (CAT)
Checklist
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
© NaCCA, Ministry of Education 2021 xxiv
LEVEL OF PROFICIENCY
BENCHMARK
GRADE LEVEL DESCRIPTOR
1: Highly proficient (HP)
80% +
Learner shows high level of 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 Proficiency (AP)
54-67%
Learner is approaching proficiency in terms of knowledge, skills and values with
little guidance and can transfer understanding through authentic performance tasks

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.
© NaCCA, Ministry of Education 2021 xxv

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.
© NaCCA, Ministry of Education 2021 xxix

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.
© NaCCA, Ministry of Education 2021 xxxi

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/JHS1– B9/JHS3). 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.
© NaCCA, Ministry of Education 2021 xxxiii

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
1.2 Drawing, Shading, Colouring and Modelling for Design
1.DESIGN
2.CREATIVE ARTS
1.1 Design in Nature and the Manmade Environment
1.3 Creativity, Innovation and the Design Process 2.1 Media and Techniques
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:
Class/Year
Strand Number
1. 1.1
B7/JHS1.1.
Learning indicator
Sub-strand Number
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Content Standard Number
Figure 3: Curriculum Reference Numbers

ORGANISATION AND STRUCTURE OF THE CURRICULUM

a) Organisation: The curriculum is organised under the following key headings.
CLASS
STRAND
SUB-STRAND
CONTENT STANDARD
INDICATOR
STRAND: 1.Design
SUB-STRAND: 1.1 Design in Nature and the Manmade Environment
CONTENT STANDARD INDICATORS AND EXEMPLARS
CORE COMPETENCIES
EXEMPLAR
B7/JHS1 1.1.1
Demonstrate understanding of design as a concept in relation to the elements and
principles of design and as a medium for creative expression of design in nature
and the manmade environment.
B7/JHS1 1.1.1.1
Demonstrate understanding of design as a concept and its importance and role as a
medium for creative expression of design in nature and the manmade environment.
Communication and Collaboration (CC), Critical Thinking and Problem Solving (CP),
Creativity and Innovation (CI), Digital Literacy (DL)
1. Research to determine and record the meaning, relevance and role of design
in nature and the manmade environment for reflection and discussion.
CC9.1: Demonstrate behaviour and skills of working towards group goals
CP5.1: Ability to combine Information and ideas from several sources to reach a
conclusion
CI5.5: Ability to try new alternatives and
different approaches
DL6.1: Use digital tools to create novel things.
2. Identify and reflect on selected natural and manmade designs to appreciate
and determine how nature has influenced manmade designs to benefit society for
appreciation and discussion.
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
© NaCCA, Ministry of Education 2021
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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.
© NaCCA, Ministry of Education 2021
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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/JHS1‒B9/JHS3) have been sequenced progressively.
© NaCCA, Ministry of Education 2021 xxxix
STRANDS
SUB-STRANDS
CONTENT STANDARD
B7/JHS1
B8/JHS2
B9/JHS3
DESIGN
1.1 Design in Nature and the Manmade Environment
B7/JHS1 1.1.1
Demonstrate understanding of design as a concept in relation to the elements (dots,
lines, shapes) and principles (balance, rhythm, repetition) of design and as a
medium for creative expression of design in nature and the manmade environment.
B8/JHS2 1.1.1
Demonstrate understanding of design as a concept in relation to the elements
(texture, colour) and principles (unity, variety) of design and as a medium for
creative expression of design in nature and the manmade environment.
B9/JHS3 1.1.1
Demonstrate understanding of design as a concept in relation to the elements
(value) and principles (emphasis) of design and as a medium for creative expression
of design in nature and the manmade environment.
1.2 Drawing, Shading, Colouring and Modelling for Design
B7/JHS1 1.2.1.
Demonstrate
understanding and ability to use (outline drawing), shading, colouring and
modelling media and techniques for creative expression of design ideas.
B8/JHS2 1.2.1.
Demonstrate
understanding and ability to use (2-D drawing, shading, colouring and modelling
media and techniques for creative expression of design ideas.
B9/JHS3 1.2.1.
Demonstrate understanding and ability to use ( 3-D drawing, shading, colouring and
modelling media and techniques for creative expression of design ideas.

CREATIVE ARTS
1.3 Creativity, Innovation and the Design Process
B7/JHS1 1.3.1
Demonstrate understanding of the design process and models of its application in
problem solving in various disciplines.
B8/JHS2 1.3.1
Demonstrate understanding of the design process and models of its application in
problem solving in various disciplines.
B9/JHS3 1.3.1
Demonstrate understanding of the design process and models of its application in
problem solving in various disciplines.
2.1 Media and Techniques
B7/JHS1. 2.1.1. Visual Arts
Demonstrate understanding of Visual Arts media and techniques and their application
in still-life drawing, pattern making and modelling.
B8/JHS2. 2.1.1. Visual Arts
Demonstrate understanding of Visual Arts media and techniques and their application
in drawing from direct observation/ memory and imagination, print making and
weaving.
B9/JHS3. 2.1.1. Visual Arts
Demonstrate understanding and apply media and techniques in casting, assemblage and
folding.
B7/JHS1. 2.1.2. Music
Demonstrate understanding and apply scale, note durational values and simple time
beat patterns in music.
B8/JHS2. 2.1.2. Music
Demonstrate understanding and apply tempo, dynamics and simple forms in music.
B9/JHS3. 2.1.2. Music
Demonstrate knowledge, understanding and
application of triads, chord progression and improvisation in music.
© NaCCA, Ministry of Education 2021 xl

B7/JHS1. 2.1.3. Dance and Drama:

Demonstrate understanding and apply media, voice and movement techniques in dance
and drama.
B8/JHS2. 2.1.3. Dance and Drama:
Demonstrate understanding of Ghanaian dance forms.
B9/JHS3. 2.1.3. Dance and Drama:
Demonstrate understanding and application of Dance
Drama
2.2 Creative and Aesthetic Expression
B7/JHS1. 2.2.1. Visual Arts
Demonstrate the ability to use concept of the design process (idea development) to
produce, display and appraise own creative artworks that reflect the range of
different times and cultures.
B8/JHS2. 2.2.1. Visual Arts
Demonstrate the ability to apply the concept of the design process (idea
development) to produce and display own creative and expressive art-forms that
reflect a range of different times and cultures.
B9/JHS3. 2.2.1.
Visual Arts
Exhibit art works produced from competencies and skills acquired from the
application of the philosophies, designs and processes learnt from different times
and cultures
B7/JHS1. 2.2.2. Music
Demonstrate the ability to use concept of the design process (idea development) to
create and display own creative musical artworks that reflect the range of
different times
B8/JHS2. 2.2.2. Music
Demonstrate the ability to use concept of the design process (idea development) to
create and display own creative musical artworks that reflect a range of different
times and cultures.
B9/JHS3. 2.2.2. Music
Exhibit competencies in the application of the design process to produce and
display own creative musical works that reflect a range of different times,
cultures and topical issues.
© NaCCA, Ministry of Education 2021 xli

B7/JHS1. 2.2.3. Dance and Drama:

Demonstrate the ability to use concepts of design process (idea development) to
produce and display own creative and expressive art-forms that reflect in the range
of different times and cultures in dance and drama.
B8/JHS2. 2.2.3.
Dance and Drama:
Demonstrate how to apply the concept of design process (Idea development) to
produce and display own creative and expressive art-forms that reflect a range of
different times and cultures
B9/JHS3. 2.2.3.
Dance and Drama: Producing a Dance Drama
by exhibiting competencies in the application of design process and skills to
produce and display own creative artworks that reflect a range of different times,
cultures and topical issues.
2.3 Connections in Local and Global Cultures
B7/JHS1. 2.3.1. Visual Arts
Demonstrate the ability to correlate and generate ideas from visual artworks in the
community that reflect a range of different times, cultures and topical issues.
B8/JHS2. 2.3.1. Visual Arts
Demonstrate the ability to correlate and generate ideas from creative artworks of
visual artists that reflect a range of different times, cultures and topical
issues.
B9/JHS3. 2.3.1. Visual Arts
Demonstrate the skill to correlate and generate ideas from creative artworks of
African artists that reflect a range of different times, cultures and topical
issues.
© NaCCA, Ministry of Education 2021 xlii

B7/JHS1. 2.3.2. Music

Demonstrate the ability to correlate and generate ideas from indigenous creative
musical forms and art musicians in the immediate community that reflect a range of
different times, cultures and topical issues.
B8/JHS2. 2.3.2.
Music
Demonstrate the capacity to correlate and generate ideas from indigenous creative
musical forms and Ghanaian art musicians that reflect a range of different times,
cultures and topical issues.
B9/JHS3. 2.3.2. Music
Demonstrate the skill to correlate and generate ideas from indigenous creative
musical forms of African composers that reflect the history, culture, environment
and topical issues.
B7/JHS1. 2.3.3. Dance and Drama:
Demonstrate the ability to correlate and generate ideas from creative artworks of
dancers and actors in the community that reflect a range of different times,
cultures and topical issues.
B8/JHS2. 2.3.3.
Dance and Drama:
Demonstrate the capacity to correlate ideas from creative artworks of dance and
drama artistes that reflect a range of different times, cultures and topical
issues.
B9/JHS3. 2.3.3. Dance and Drama:
Demonstrate the skill to correlate African dance and drama that reflect the
history, culture and topical issues
© NaCCA, Ministry of Education 2021 xliii

© NaCCA, Ministry of Education 2021

1
BASIC 7

B7/JHS1 1.1.1 Demonstrate understanding of design as a concept in relation to the

elements (dots, lines, and shapes) and principles (balance, rhythm, repetition) of
design and as a medium for creative expression of design in nature and the manmade
environment.
Exemplar
1. Research to determine and record the meaning, importance and role of design in
nature and the manmade environment for reflection and discussion.
CC9.1: Demonstrate behaviour and skills of working towards group goals
CP5.1: Ability to combine Information and ideas from several sources to reach a
conclusion CI5.5: Ability to try new alternatives and different approaches
DL6.1: Use digital tools to create novel things
STRAND 1: DESIGN
SUB-STRAND 1.1.: DESIGN IN NATURE AND MANMADE ENVIRONMENT
CONTENT STANDARD
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B7/JHS1 1.1.1.1
Demonstrate understanding of design as a concept and its
importance and role as a medium for creative expression of design in nature and the
manmade environment.
Communication and Collaboration (CC), Critical Thinking and Problem Solving (CP),
Creativity and Innovation (CI), Digital Literacy (DL)
2. Identify and reflect on selected natural and manmade designs to
appreciate and determine how design in nature has influenced manmade designs to
benefit society for appreciation and discussion.
Beak of kingfisher bird inspired Shinkansen Bullet Train – Japan
Design inspired by the palm
Colourful bird
Source: Pinterest.com
© NaCCA, Ministry of Education 2021
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CONTENT STANDARD
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
3. Compare and contrast selected natural and manmade designs to
determine and record their similarities and differences for reflection and
inspiration to create and illustrate own design ideas (e.g. rivers/roads,
anthills/houses, etc.)
CC9.1: Demonstrate behaviour and skills of working towards group goals
CP5.1: Ability to combine Information and ideas from several sources to reach a
conclusion CI5.5: Ability to try new alternatives and different approaches
DL6.1: Use digital tools to create novel things
 Anthill inspired Eastgate Building in Harare Zimbabwe
Source: Pinterest.com
B7/JHS1 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.
B7/JHS1 1.1.1 Demonstrate understanding of design as a concept in relation to
the elements (dots, lines, and shapes) and principles (balance, rhythm, repetition)
of design and as a medium for creative expression of design in nature and the
manmade environment.
1. Research to deduce and record what constitutes the ‘elements of design’ and
their application as building blocks for creative expression of design for
reflection and discussion.
Examples: dots, lines, shapes
Source: Pinterest.com
© NaCCA, Ministry of Education 2021
Exemplar CC7.5: Identify and analyse different points of views of speaker
CP5.1: Ability to combine 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
3

CONTENT STANDARD
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B7/JHS1 1.1.1 Demonstrate understanding of design as a concept in relation to
the elements (dots, lines, and shapes) and principles (balance, rhythm, repetition)
of design and as a medium for creative expression of design in nature and the
manmade environment.
2. Explore the natural and manmade environments to identify and document examples
of elements of design for reflection and discussion.
3. Reflect on knowledge gained from discussions to create patterns that reflect
selected elements of design using available manual and digital tools, materials and
techniques for display and sharing.
Examples: patterns of lines and shapes; concentric circles; different sizes of
dots.
Source: Google.com
© NaCCA, Ministry of Education 2021
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CONTENT STANDARD
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B7/JHS1 1.1.1.3
Research to identify and record in writing what constitutes the principles of
design and describe how they are used to organise the elements of design into
building blocks for creative expression of design in nature and the manmade
environment.
B7/JHS1 1.1.1 Demonstrate understanding of design as a concept in relation to
the elements (dots, lines, and shapes) and principles (balance, rhythm, repetition)
of design and as a medium for creative expression of design in nature and the
manmade environment.
Exemplar
2. Identify, describe and record examples of principles of design in nature and the
manmade environment for appreciation and discussion.
CC8.2: Explain ideas in a clear order with relevant detail, using correct
construction and structure of speech.
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 information
1. Search for and organise relevant information to describe and record the
principles of design and how they apply in nature and the manmade environment for
reflection.
Examples: balance, rhythm, repetition
Natural designs Zimbabwe
Manmade design
Source: Pinterest.com
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
© NaCCA, Ministry of Education 2021
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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/JHS1 1.2.1.1
Explore available manual and digital tools, materials and techniques for outline
drawing, shading and colouring to create designs from lines and simple shapes.
Communication and Collaboration (CC), Critical Thinking and Problem Solving (CP),
Creativity and Innovation (CI), Digital Literacy (DL), Personal Development and
Leadership (PL), Cultural Identity and Global Citizenship (CG)
B7/JHS1 1.2.1.
Design
Demonstrate understanding and use of (outline drawing, shading, colouring) and
modelling media and techniques for creative expression of design ideas.
Exemplar
CP 5.1: Ability to combine Information and ideas from several sources to reach a
conclusion 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
CG5.2: Develop and exhibit ability to defend one's cultural beliefs, practices and
norms
CP 5.7:Provide new insight into controversial situation or task
6
1. Explore to determine and document the nature and suitability of available
manual tools, materials and techniques for outline drawing, shading, and colouring
for appreciation and reflection.
E.g. of tools: T-square, set square, protractor/paper/cardboard/pencil.
Tools and
mate S rials o
© NaCCA, Ministry of Education 2021
draw u ing r c e
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CONTENT STANDARD
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B7/JHS1 1.2.1.
Design
Demonstrate understanding and use of (outline drawing, shading, colouring) and
modelling media and techniques for creative expression of design ideas.
2. Identify, select and experiment the use of available manual 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.
Ref. to YouTube videos: Start drawing Part 2-6: Drawing Shapes, Understanding Eye
Level etc.
Pencil holding and shading techniques
Shading and colouring techniques
Source: Google.com
CP 5.1: Ability to combine Information and ideas from several sources to reach a
conclusion 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
CG5.2: Develop and exhibit ability to defend one's cultural beliefs, practices and
norms
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.
© NaCCA, Ministry of Education 2021
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CONTENT STANDARD
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B7/JHS1 1.2.1.2
Demonstrate skills in using available digital tools, materials and techniques for
freehand and outline drawing, shading and colouring to create designs from lines,
simple shapes and forms.
B7/JHS1 1.2.1.
Design
Demonstrate understanding and use of (outline drawing, shading, colouring) and
modelling media and techniques for creative expression of design ideas.
Exemplar
CP 5.1: Ability to combine Information and ideas from several sources to reach a
conclusion
DL5.1: Ability to ascertain when information is needed and be able to identify,
PL5.5: Desire to accept one's true self and overcome weaknesses
1. Explore available digital tools, materials and techniques to determine and
document their suitability for drawing, shading and colouring for appreciation and
reflection.
S Di o git
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.
© NaCCA, Ministry of Education 2021
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CONTENT STANDARD
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B7/JHS1 1.2.1.3
Demonstrate ability to generate design ideas and develop models of simple shapes
and forms for appreciation and display.
 B7/JHS1 1.2.1.
Design
Demonstrate understanding and use of (outline drawing, shading, colouring) and
modelling media and techniques for creative expression of design ideas.
Exemplar
1. Identify simple products and generate drawings to illustrate templates for
creating models of simple shapes and forms using cardboard, Styrofoam, pulp paper
and/or clay for reflection, display and appreciation.
CP 5.6: Demonstrate a thorough understanding of a generalised concept and facts
specific to task or situation
DL6.3:Use digital tools to create novel things
CI 6.9: Interpret and apply learning in new contexts
2. Develop own drawings of templates and create models of simple shapes and
forms using cardboard, Styrofoam, clay and/or pulp paper for appreciation and
sharing.
3. Display own drawings, templates and models of simple shapes and forms for
appreciation, appraisal and feedback.
© NaCCA, Ministry of Education 2021
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CONTENT STANDARD
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B7/JHS1 1.3.1.1
Distinguish between creativity and innovation and their application for developing
design solutions to problems in society.
Critical Thinking and Problem Solving (CP), Creativity and Innovation (CI), Digital
Literacy (DL
B7/JHS1 1.3.1
Design
Demonstrate understanding of creativity and innovation in terms of the design
process, and its application in developing design solutions to identified problems
in society.
STRAND 1: DESIGN
SUB-STRAND: 1.3.: CREATIVITY, INNOVATION AND THE DESIGN PROCESS
Exemplar CI 6.2: Ability to reflect on approaches to creative tasks and
evaluate the effectiveness of tools used CP 5.1: Ability to combine Information and
ideas from several sources to reach a conclusion DL5.1:Ability to ascertain when
information is needed and be able to identify, locate, evaluate and effectively use
it to solve a problem
Exemplar CP 6.5: Ability to select alternative(s) that adequately meet
selected criteria
CI 5.5: Ability to try new alternatives and different approaches DL5.6:Preparedness
to make better decisions using available information
1. Research and define the key differences between creativity and innovation for
reflection and discussion.
2. Apply knowledge of creativity and innovation to evaluate the design products
that solve specific problems in society for appreciation.
Example: Prosthetics in health, wheel chair for mobility, hearing aids.
3. Examine specific artefacts available in the local community and report on
specific challenges associated with their design for reflection and discussion.
B7/JHS1 1.3.1.2
Demonstrate understanding of the design process in relation to creativity and
innovations in design.
1. Research and record the concept, importance and application of the
design process in creative problem solving for reflection and discussion.
Examples: define, brief, research, ideation, invent, prototype, testing, refine.
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.
© NaCCA, Ministry of Education 2021
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CONTENT STANDARD
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B7/JHS1 1.3.1.3
Demonstrate ability to apply the design process to create artefacts that solve
specific problems in the local community.
B7/JHS1 1.3.1
Design
Demonstrate understanding of creativity and innovation in terms of the design
process, and its application in developing design solutions to identified problems
in society.
Exemplar CP 6.5: Ability to select alternative(s) that adequately meet
selected criteria
CI 6.3: Ability to select the most effective creative tools for work, and give
reasons for the choice DL6.3:Use digital tools to create novel things
1. Apply knowledge of creativity and innovation to evaluate specific problems in
society to deduce how the design process can be used to solve those problems for
reporting and feedback.
2. Reflect on feedback and apply relevant manual and digital tools, materials
and techniques to design and create model artefacts that 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.
© NaCCA, Ministry of Education 2021
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STRAND 2: CREATIVE ARTS SUB-STRAND 2.1: MEDIA AND TECHNIQUES

CONTENT STANDARD
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B7/JHS1. 2.1.1 Visual Arts:
B7/JHS1 2.1.1.1. Identify and determine the nature and uses of tools, materials
and techniques needed for still-life drawing and shading, pattern making and
modelling
Communication and Collaboration (CC), Critical Thinking and Problem Solving
(CP), Creativity and Innovation (CI), Digital Literacy (DL)
© NaCCA, Ministry of Education 2021
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Exemplars
1.
Identify, describe and record relevant tools, materials and techniques for still-
life drawing and shading, pattern making and modelling from a variety of sources.
Examples of tools: pencil, charcoal, crayon, cutting wire, knife, smooth stones,
Examples of materials: paint, pastel, paper, tracing paper, clay, paper pulp,
plasticine
Examples of techniques: direct observation, freehand and outline drawing, hatching,
cross-hatching
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.
CC8.2: Explain ideas in a clear order with relevant detail, using correct
construction and structure of speech.
CP5.2: Analyse and make distinct judgement about viewpoints expressed in an
argument
CI5.1: Examine alternatives in creating new things.
DL5.3: Ability to find and utilise digital content
Demonstrate understanding of relevant Visual Arts media and techniques and their
application to still-life drawing, shading, pattern making and modelling
CONTENT STANDARD
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
© NaCCA, Ministry of Education 2021
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B7/JHS1. 2.1.1 (CONTINUED) Visual Arts:

Demonstrate understanding of relevant Visual Arts media and techniques and their
application to still-life drawing, shading, pattern making and modelling
5. Apply knowledge and skills in cleaning-up, maintaining and storing of
tools, materials and equipment in a sustainable manner.
Example: wash and clean brushes, pencils, etc., after use and apply oil on metallic
tools to avoid rusting.
B7/JHS1 2.1.1.2 Apply techniques of still-life drawing and shading to make own
visual artworks
Exemplars
1.
2. 3.
Identify and use the techniques in still-life drawing and shading to create own
artworks.
Examples: hatching, cross-hatching, smoothing, mass shading and stippling.
Use various shading techniques in still-life drawing to create own artworks.
Display artworks for appreciation and reflection and use appropriate language to
give supportive and informative peer and self-evaluation.
Example: “The work used the stippling technique to achieve a range of tones.’’
CC8.2: Explain ideas in a clear order with relevant detail, using correct
construction and structure of speech.
CP5.5: Effectively evaluate the success of solutions used in an attempt to solve a
complex problem
CI5.5: Ability to try new alternatives and different approaches
DL5.3: Ability to find and utilise digital content
B7/JHS1 2.1.1.3 Experiment by using the techniques to test and prepare clay, pulp
paper (papier-mâché) for modelling
© NaCCA, Ministry of Education 2021
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Exemplars
1. Prepare and test clay and pulp paper for modelling
2. Identify and use hand building techniques for modelling such as coiling, slab
building, pinch pot, modelling, indenting, relief in clay, play dough, plasticine,
papier-mâché (pulp paper).
3. Display models for appreciation and reflection and use appropriate language to
give supportive and informative peer and self-evaluation.
Example: The modelling technique has achieved the desired form; it could have been
improved through closer attention to scale.
CC9.4: Help group work on relevant activities.
CP5.2: Analyse and make distinct judgement about viewpoints expressed in an
argument
CI5.1: Examine alternatives in creating new things.
DL5.3: Ability to find and utilise digital content
© NaCCA, Ministry of Education 2021
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CONTENT STANDARD
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B7/JHS1. (CONTINUED)
Visual Arts:
2.1.1
Demonstrate understanding of relevant Visual Arts media and techniques and their
application to still-life drawing, shading, pattern making and modelling
B7/JHS1 2.1.1.4 Apply the techniques in pattern making using available media to
create visual artworks
Exemplars
1. Identify and describe the techniques and media for pattern making. Examples:
dabbing, direct and relief printing
Media: paints
2. Apply relevant pattern making techniques with available media to create own
visual artworks.
Example of pattern making technique: sponging, veining, blowing, spraying,
spattering, stippling, string pulling, wax-resist/crayon batik, marbling,
scribbling, rubbing-in, rubbing-out, etc.
3. Display patterns for appreciation and reflection and use appropriate language to
give supportive and informative peer and self-evaluation.
Example: The use of dabbing was effective in creating a pattern.
CC8.5: Vary the level of detail and the language used when presenting to make it
appropriate to the audience.
CP6.7: Implement strategies with accuracy
CI6.9: Interpret and apply learning in new contexts
CI6.10: Reflect on work and explore the thinking behind thoughts and processes
PL6.3: Ability to manage time effectively.
DL5.3: Ability to find and utilise digital content
© NaCCA, Ministry of Education 2021
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CONTENT STANDARD
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B7/JHS1. 2.1.2.
Performing Arts - Music:
Demonstrate understanding and apply scale, note durational values and simple time
beat patterns in music
B7/JHS1 2.1.2.5 Sing in pitch the diatonic major scale when playing theJohn
Curwen’s Hand Sign Game by Lahing or using solfege
Communication and Collaboration (CC), Personal Development and Leadership (PL),
Critical Thinking and Problem Solving (CP), Creativity and Innovation (CI)
Exemplars
1. Singinpitchoneoctaveascendinganddescendingfromdohand/oranyother scale degree.
2. MatchthesevenalphabetstothenotesintheCmajorscaleinthetrebleclef by placing them
under their locations (i.e., on line or in space).
CC9.1: Demonstrate behaviour and skillsof working towards group goals.
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.
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CONTENT STANDARD
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B7/JHS1. 2.1.2 (CONTINUED) Performing Arts - Music:
Demonstrate understanding and apply scale, note durational values and simple time
beat patterns in music.
B7/JHS1 2.1.2.6 Identify durational symbols and move/perform their value in
relation to the semibreve
Exemplars
1. Internalise the arithmetic or numeral value of note durations against
the crochet ( ) and perform by clapping. E.g. clapping the following lines
individually or in groups:
CC9.1: Demonstrate behaviour and skills of working towards group goals
CP 6.7: Implement strategies with accuracy
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/JHS1. 2.1.2 (CONTINUED) Performing Arts - Music:
Demonstrate understanding and apply scale, note durational values and simple time
beat patterns in music
B7/JHS1 2.1.2.7 Conduct songs in simple duple, triple and quadruple time
Exemplars
1. Explain the concept of time signature in simple time in music.
2. Rehearse and conduct a group by using simple time beat patterns and use peer-
and self-evaluation to review work.
CC7.2: Interpret correctly and respond to non-verbal communication such as facial
expressions, cues and gestures.
CC9.6: Ability to work with all group 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
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CONTENT STANDARD
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B7/JHS1. 2.1.3. Dance and Drama:
Demonstrate understanding and apply media, voice and movement techniques in dance
and drama
B7/JHS1.2.1.3.8 Identify and demonstrate the various Ghanaian dance/body
movements, positions and voice projection patterns
Communication and Collaboration (CC), Personal Development and Leadership (PL),
Cultural Identity and Global Citizenship (CG)
Exemplars
1. Identify and perform Ghanaian physical exercises, rhythmic/theatre games, simple
dance movements, etc.
2. Examine, record and reflect on different types of voices in speech and song.
3. Use body posture and voice quality as instruments of performance in Ghanaian
dance and drama.
4. Identify and demonstrate various facial expressions and gestures associated with
Ghanaian dancing and acting and use peer- and self-evaluation.
PL5.3: Recognise one’s emotional state and preparedness to apply emotional
intelligence.
CC8.1: Speak clearly and explain ideas. PL5.4: Ability to understand one’s
personality traits.
PL5.5: Desire to accept one’s true self and overcome weaknesses.
B7/JHS1.2.1.3.9 Explore and experiment with techniques of dance, body movements
and voice projections in the Ghanaian performance space
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Exemplars
1. Identify and explain the basic parts of the performance space, body profiles and
positions.
2. Mimicking and characterisation of different postures and make facial expressions
of characters in the performance space.
3. Demonstrate low/medium/high levels of indigenous genre dance movements.
4. Demonstrate flexibility in body movements in the performance space and use peer-
and self-evaluation.
CP 5.6: Demonstrate a thorough understanding of generalised concept and facts
specific to a task or situation.
CC 7.2: Interpret correctly and respond to non-verbal communication such as facial
expressions, cues and gestures.
CI 6.1: Exhibit strong memory, intuitive thinking and respond appropriately
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/JHS1. 2.2.1 Visual Arts:
Demonstrate the ability to use concept of the design process (idea development) to
produce, display and appraise own creative artworks that reflect in the range of
different times and cultures
B7/JHS1. 2.2.1.1. Design and produce own visual artworks that reflect the
history and culture of the people of the local community
Communication and Collaboration (CC),Critical Thinking and Problem Solving
(CP), Creativity and Innovation (CI), Personal Development and Leadership (PL),
Cultural Identity and Global Citizenship (CG), Digital Literacy (DL)
Exemplars
1. Gather and record relevant information for developing ideas to design own visual
artworks that reflect the history and culture of the people of the local community.
Example: making drawings and/or taking photographs of local buildings, people,
schools, landscapes, sculpture pieces, graphic arts, textiles, basketry, jewellery,
leatherworks, etc.,
2. Apply recorded ideas and design thinking process to create 2D and 3D artworks to
address social, cultural and historical problems in the community such as artworks
of painting, landscape, poster design, repeat pattern or sculpture.
CP5.5: Effectively evaluate the success of solutions used in an attempt to solve
a complex problem
CI6.3: Ability to select the most effective creative tools for work, and give
reasons for the choice
PL5.6: Ability to set and maintain personal standards and values
CG5.2: Develop and exhibit ability to 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/JHS1. 2.2.1 (CONTINUED)
Visual Arts:
Demonstrate the ability to use concept of the design process (idea development) to
produce, display and appraise own creative artworks that reflect in the range of
different times and cultures
B7/JHS1. 2.2.1.2. Plan a display of own and others’ artworks that reflect the
history and culture of the people in the community
Exemplars
1. Demonstrate understanding and skill in keeping portfolio of artworks.
2. Apply understanding and skills in planning, displaying and exhibiting artworks
in class, school and the community to reflect the history and culture of the people
in the community.
3. Reflect and use comments to refine own and others’ artworks and the exhibition.
CC9.6: Ability to work with all group members to complete a task successfully.
CP5.5: Effectively evaluate the success of solutions used in an attempt to solve a
complex problem.
PL5.2: Demonstrate a sense of belongingness to a group
CG5.2: Develop and exhibit ability to defend one’s cultural beliefs, practices and
norms.
B7/JHS1. 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
1. Prepare criteria to appreciate and appraise own and others’ artworks using
relevant art vocabulary and write report on own aesthetic experience.
Examples of art specific language vocabulary: content, context, composition,
primary colour, secondary colour, tertiary colour, complementary colour, form,
tone, pattern, line, texture, shape.
2. Reflect and share aesthetic experience for future refinement and modification.
Example: pair work, small group work, group presentations, written evaluation in a
personal journal, one on one discussion with teacher.
CC8.1: Speak clearly and explain ideas. Share a narrative or extended answer
while speaking to a group.
CP 6.4: Ability to identify important and appropriate criteria and use them to
evaluate available alternatives.
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.
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
B7/JHS1. 2.2.2
Performing Arts - Music:
Demonstrate the ability to use concept of the design process (idea development) to
create and display own creative musical art works that reflect the range of
different times and cultures
B7/JHS1. 2.2.2.4. Create and produce own musical art works that reflect the
history and culture of the people of the community
Critical thinking and Problem Solving (CP), Creativity and Innovation (CI),
Digital Literacy (DL), Personal Development and Leadership (PL), Communication and
Collaboration (CC), Cultural Identity and Global Citizenship (CG)
Exemplars
1. Research, select and record indigenous musical genre of the community that
expresses personal experiences and interests, moods, visual images, concepts,
texts, or storylines.
2. Create rehearsal plan for performing one of the selected works in Exemplar 1 by
identifying and allocating time to the various aspects - singing, drumming,
dancing, costume, venue, etc.
CI 6.3: Ability to select the most effective creative tools for work, and give
reasons for the choice
CP 5.1: Ability to combine information and ideas from several sources to reach a
conclusion
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/JHS1. 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
1. Give a class concert (to be video recorded) that begins with a presentation on
the style, historical and cultural context of the compositions selected in B7/JHS1.
2.2.2.4. Exemplar 1.
PL5.2: Demonstrate a sense of belongingness to a group
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/JHS1. 2.2.2 (CONTINUED) Performing Arts - Music:
Demonstrate the ability to use concept of the design process (idea development) to
create and display own creative musical art works that reflect the range of
different times and cultures
B7/JHS1. 2.2.2.6. Organise an appreciation and appraisal of own and others’
musical works that reflect the history and culture of the people in the community
Exemplars
1. Conduct an enquiry by playing the recorded video clip from B7/JHS1. 2.2.2.4
Exemplar 1 to a group of people (including learners, staff and parents) to collect
data and write an aesthetic appreciation report.
2. Reflectandrefineownworkusingthefeedbackfromtheappraisal and aesthetic
appreciation report.
3. Disseminate the findings of your research to the class by giving a presentation.
CP 5.2: Analyse and make distinct judgement about viewpoints expressed in an
argument
CC8.1: Speak clearly and explain ideas. Share a narrative or extended answer while
speaking to a group.
CC9.5: Appreciate the importance of including all team members in discussions
and actively encourage contributions from them
DL5.3: Ability to find and utilise digital content
B7/JHS1. 2.2.3 Dance and Drama:
Demonstrate the ability to use concepts of
B7/JHS1.2.2.3.7 Design and produce own artworks in dance and drama that reflect
the history and culture of the people in the community
Creativity and Innovation (CI), Cultural Identity and Global Citizenship (CG),
Critical Thinking and Problem Solving (CP), Communication and Collaboration (CC)
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Exemplars
1. Discuss an artist and his works in your community.
2. Design and produce own dance piece and drama skit.
CG 5.1: Show a strong sense of belongingness to one’s culture.
CI 5.2: Ability to merge simple/complex ideas to create novel situation.
design process (idea development) to produce and display own creative and
expressive art-forms that reflect in the range of different times and cultures in
dance and drama.
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CONTENT STANDARD
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B7/JHS1. 2.2.3 (CONTINUED) Dance and Drama:
Demonstrate the ability to use concepts of design process (idea development) to
produce and display own creative and expressive art-forms that reflect in the range
of different times and cultures in dance and drama
B7/JHS1.2.2.3.8 Plan a display of own and others’ artwork in dance and drama
that reflect the history and culture of the community
Exemplars
1. Describe how to plan a dance piece and drama skit for a performance.
2. Choose an appropriate venue to showcase the performance and spread the
information about it.
3. Rehearse, perform and record the planned dance piece and drama skit.
CC 8.3: Apply appropriate diction CC9.4: Help group work on relevant
activities.
CC 9.6 Ability to work with all group members to complete a task successfully
B7/JHS1.2.2.3.9 Organise an appreciation and appraisal of own and others’
artworks in dance and drama that reflect the history and culture of the people of
the community
Exemplars
1. Inviteanaudiencetowatchtheperformanceofownandothersfor appreciation and
appraisal.
2. Note and write the strengths and weaknesses of the production and performance
for discussion and modification of future performances.
CP 6.7: Implement strategies with accuracy
CP 5.1: Ability to combine information and ideas from several sources to reach a
conclusion
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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/JHS1. 2.3.1 Visual Arts:
Demonstrate the ability to correlate and generate ideas from visual artworks in the
community that reflect a range of different times, cultures and topical issues
B7/JHS1. 2.3.1.1. Narrate own views of the history, culture, environment and
topical issues in the community
Communication and Collaboration (CC), Critical Thinking and Problem Solving
(CP), Personal Development and Leadership (PL), Digital Literacy (DL), Cultural
Identity and Global Citizenship (CG)
Exemplars
1. Identify and use a range of techniques such as observational drawings, sketches,
own photographs and material such as adverts and images from the internet or from
printed media, to record own views on the history, culture, environment and topical
issues in the community.
Examples: chieftaincy, landmarks, artists and artworks, events, festivals, tourist
sites (natural and man-made).
2. Discuss and make individual or collaborative presentations on information
recorded.
Example: Using PowerPoint, Flip chart, Journal/Visual/Audio recordings such 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.
CC9.1: Demonstrate behaviour and skills of working towards group goals.
CP 6.5: Ability to select alternative(s) that adequately meet selected criteria.
DL6.5: Recognition of societal issues emanating from the use of digital
technologies.
CG5.1: Show a strong sense of belongingness to one’s culture.
PL5.4: Ability to understand one’s personality traits.
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CONTENT STANDARD
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B7/JHS1. 2.3.1 (CONTINUED)
Visual Arts:
Demonstrate the ability to correlate and generate ideas from visual artworks in the
community that reflect a range of different times, cultures and topical issues
B7/JHS1. 2.3.1.2. Identify visual artworks that reflect the history, culture,
environment and topical issues in the community
Exemplars
1. Scout for and record visual artworks found in the community by taking
photographs and making drawings from direct observation where possible.
Examples: Paintings, carvings, sculpture pieces, pottery works, posters,
billboards, packages, textiles, baskets, weavings, jewellery, leather sandals,
buildings.
2. Discuss, classify and group visual artworks found in the community according to
their nature.
Example: Painting (Homowo festival), Sculpture pieces (bust of the chief), Pottery
(earthenware bowl), Graphic Arts (inscriptions on buildings), textiles (traditional
cloths worn), basketry (cane /raffia chairs), jewellery (necklace, beads),
leatherworks (scandals, shoes).
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.
CC8.1: Speak clearly and explain ideas. Share a narrative or extended answer while
speaking to a group.
CP 6.4: Ability to identify important and appropriate criteria and use them to
evaluate available alternatives
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
DL6.5: Recognition of societal issues emanating from the use of digital
technologies
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CONTENT STANDARD
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B7/JHS1. 2.3.2. Performing Arts - Music:
Demonstrate the
ability to correlate and generate ideas from indigenous creative musical forms and
art musicians in the immediate community that reflect a range of different times,
cultures and topical issues
B7/JHS1. 2.3.2.3. Identify indigenous and art musicians in the community whose
works reflect the history, culture, environment and topical issues
Communication and Collaboration (CC), Critical Thinking and Problem Solving
(CP), Personal Development and Leadership (PL), Cultural Identity and Global
Citizenship (CG)
Exemplars
1. Select one indigenous or popular musician and assess their contribution to the
society.
Examples: Agya Koo Nimo, Afia Abaasa, Kakraba Lobi, Kojo Nuatro, E. T. Mensah, Kojo
Antwi, Amakye Dede, Gyedu-Blay Ambolley
2. Transcribe any song in the community that promotes and sensitises the public on
emerging topical issue.
Examples: Sanitation song by Ubongo kids; Sanitation by Osei Boateng; Illegal
Fishing by Kofi Kinaata; Driver Banza by George Jarrah.
CP 5.1: Ability to combine information and ideas from several sources to reach a
conclusion
CG5.3: Develop and express respect, recognition and appreciation of others’
cultures
CG5.1: Show a strong sense of belongingness to one’s culture
B7/JHS1. 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
1. Research, select and document an indigenous and a neo-traditional group within
the community based on their style, instruments, song themes, dance movements, etc.
2. Compare and contrast the two selected indigenous and neo-traditional types.
PL6.1: Ability to serve group members effectively.
CC8.1: Speak clearly and explain ideas. Share a narrative or extended answer 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/JHS1. 2.3.3. Dance and Drama:
Demonstrate the ability to correlate and generate ideas from creative artworks of
dancers and actors in the community that reflect a range of different times,
cultures and topical issues.
B7/JHS1. 2.3.3.5 Select artworks of dance and drama artistes in the community
or other places, and identify the history, culture, environment and topical issues
that are reflected in them
Digital Literacy (DL), Cultural Identity and Global Citizenship (CG), Critical
Thinking and Problem Solving (CP)
Exemplars
1. Research and write about the history, culture and important sites of the
environment.
2. Select a dance or play and identify and write about the history, culture,
environment and topical issues in them.
CG 5.2: Develop and exhibit ability to defend one’s cultural beliefs and norms.
DL 5.1: Ability to ascertain when information is needed and able to identify,
locate, evaluate and effectively use them to solve a problem.
B7/JHS1. 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
1. Watch video clips of other artistes that reflect the historical, cultural and
topical issues in dance and drama.
2. Analyse the video clips watched and document the historical, cultural and
topical issues that are reflected in them.
3. Reflect on and discuss to generate ideas from the video clips watched.
DL5.3: Ability to find and utilise digital content.
CP 5.6: Demonstrate a thorough understanding of a generalised concept and facts
specific to a task or situation.
CP 5.10: Develop and defend a logical plausible resolution to a confusion,
uncertainty or contradiction surrounding an event.
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BASIC 8

CONTENT STANDARD
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B8/JHS2 1.1.1.1
Demonstrate understanding of design as a concept by using the
elements and principles of design as a medium for creative expression of design in
nature and the manmade environment.
Communication and Collaboration (CC), Critical Thinking and Problem Solving (CP),
Creativity and Innovation (CI), Digital Literacy (DL)
B8/JHS2 1.1.1 Demonstrate understanding of design as a concept in relation to
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.
STRAND 1: DESIGN
SUB-STRAND 1.1.: DESIGN IN NATURE AND MANMADE ENVIRONMENT
Exemplar CC8.2: Explain ideas in a clear order with relevant detail, using
correct construction and structure of speech.
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 information
1. Identify and reflect on selected natural and manmade designs to appreciate and
determine how design in nature has influenced manmade designs to benefit society
for appreciation and discussion.
Example: colours and textures
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
3. Reflect on knowledge gained from discussions to create patterns that
reflect selected elements of design using available manual and digital tools,
materials and techniques for display and sharing.
Examples: visual effects of texture and colour
Wall paintings Source: Pinterest.com
B8/JHS2 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.
B8/JHS2 1.1.1 Demonstrate understanding of design as a concept in relation to
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.
1. Identify and record what constitutes the ‘elements of design’ using the
principles of design and their application for creative expression of design.
Examples: texture, colour
© NaCCA, Ministry of Education 2021
Exemplar CC7.5: Identify and analyse different points of views of speaker
CP5.1: Ability to combine
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
37

CONTENT STANDARD
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B8/JHS2 1.1.1 Demonstrate understanding of design as a concept in relation to
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.
2. Explore the natural and manmade environments to identify and document examples
of elements of design for reflection and discussion.
3. Reflect on knowledge gained from discussions to create patterns that reflect
selected elements of design using available manual and digital tools, materials and
techniques for display and sharing.
Examples: texture, colour
B8/JHS2 1.1.1.3
Research to identify and record in writing what constitutes the ‘principles of
design’ and describe how they are used to organise the elements of design into
building blocks for creative expression of design in nature and the manmade
environment.
Exemplar
3. Identify, describe and record examples of principles of design in nature and the
manmade environment for appreciation and discussion.
CC8.2: Explain ideas in a clear order with relevant detail, using correct
construction and structure of speech.
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 information
3. Search for and organise relevant information to describe and record the
‘principles of design’ and how they apply in nature and the manmade environment for
reflection.
Examples: unity, variety
Source: Pinterest.com
Manmade designs
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.
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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
B8/JHS2 1.2.1.1
Explore available manual and digital tools, materials and techniques for 2-D
drawing, shading and colouring to create designs from lines, simple shapes and
forms.
Communication and Collaboration (CC), Critical Thinking and Problem Solving (CP),
Creativity and Innovation (CI), Digital Literacy (DL), Personal Development and
Leadership (PL), Cultural Identity and Global Citizenship (CG)
B8/JHS2 1.2.1.
Design
Demonstrate understanding and use of 2-D drawing, shading, colouring and modelling
media and techniques for creative expression of design ideas.
Exemplar CP 5.1: Ability to combine Information and ideas from
several sources to reach a conclusion
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
CG5.2: Develop and exhibit ability to defend one's cultural beliefs, practices and
norms
1. Explore to determine and document the nature and suitability of available
manual tools, materials and techniques for 2-D drawing, shading, and colouring for
appreciation and reflection.
E.g. of tools: T-square, set square, protractor/paper/cardboard/pencil.
Tools and materials drawing
Source: Google.com
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INDICATORS AND EXEMPLARS

CORE COMPETENCIES
CONTENT STANDARD
2. Identify, select and experiment the use of available manual tools,
materials and techniques for freehand and 2-D drawing, shading and colouring to
create designs from lines, simple shapes and forms for sharing and appraising.
Ref. to YouTube videos: Start drawing Part 2-6: Drawing Shapes, Understanding Eye
Level etc.
Pencil holding
Sh ad
S o
B8/JHS2 1.2.1.
Design
Demonstrate understanding and use of 2-D drawing, shading, colouring and modelling
media and techniques for creative expression of design ideas.
CP 5.7:Provide new insight into controversial situation or task
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/JHS2 1.2.1.2
Demonstrate skills in using available digital tools, materials and techniques for
2-D drawing, shading and colouring to create designs from lines, simple shapes and
forms.
B8/JHS2 1.2.1.
Design
Demonstrate understanding and use of 2-D drawing, shading, colouring and modelling
media and techniques for creative expression of design ideas.
Exemplar
3. Exhibit own portfolio of freehand and outline drawings and colour work to share
design ideas for appreciation, appraising and feedback.
CP 5.1: Ability to combine Information and ideas from several sources to reach a
conclusion
DL5.1: Ability to ascertain when information is needed and be able to identify,
PL5.5: Desire to accept one's true self and overcome weaknesses
1. Explore available digital tools, materials and techniques to determine and
document their suitability for drawing, shading and colouring for appreciation and
reflection.
S Digi o 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.
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CONTENT STANDARD
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B8/JHS2 1.2.1.3
Demonstrate ability to generate design ideas and develop models of simple shapes
and forms for appreciation and display.
B8/JHS2 1.2.1.
Design
Demonstrate understanding and use of 2-D drawing, shading, colouring and modelling
media and techniques for creative expression of design ideas.
Exemplar
3. Identify simple products and generate drawings to illustrate templates for
creating models of simple shapes and forms using cardboard, Styrofoam, pulp paper
and/or clay for reflection, display and appreciation.
CP 5.6: Demonstrate a thorough understanding of a generalised concept and facts
specific to task or situation
DL6.3:Use digital tools to create novel things
CI 6.9: Interpret and apply learning in new contexts
 4. Develop own drawings of templates and create models of simple shapes and
forms using cardboard, Styrofoam, clay and/or pulp paper for appreciation and
sharing.
5. Display own 2-D drawings, templates and models of simple shapes and forms for
appreciation,
appraisal and feedback.
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B8/JHS2 1.3.1
Design
Demonstrate understanding of creativity and innovation in terms of the design
process, and its application in developing design solutions to problems in society.
Exemplar
2. Apply knowledge of creativity and innovation to evaluate the design products
that solve specific problems in society for appreciation.
CI 6.2: Ability to reflect on approaches to creative tasks and evaluate the
effectiveness of tools used CP 5.1: Ability to combine Information and ideas from
several sources to reach a conclusion DL5.1:Ability to ascertain when information
is needed and be able to identify, locate, evaluate and effectively use it to solve
a problem
CP 6.5: Ability to select alternative(s) that adequately meet selected criteria
CI 5.5: Ability to try new alternatives and different approaches
DL5.6:Preparedness to make better decisions using available information
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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/JHS2 1.3.1.1
Distinguish between creativity and innovation and their
application for developing design solutions to problems in society.
Critical Thinking and Problem Solving (CP), Creativity and Innovation (CI), Digital
Literacy (DL
1. Research and define the key differences between creativity and innovation
for reflection and discussion.
3. Examine specific artefacts available in the local community and report on
specific challenges associated with their design for reflection and discussion.
B8/JHS2 1.3.1.2
Demonstrate understanding of the design process in relation to creativity and
innovations in design.
Exemplar
1. Research and record the concept, importance and application of the design
process in creative problem solving for reflection and discussion.
Examples: define, brief, research, ideation, invent, prototype, testing, refine.
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.
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CONTENT STANDARD
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B8/JHS2 1.3.1.3
Demonstrate ability to apply the design process to create artefacts that solve
specific problems in the local community.
B8/JHS2 1.3.1
Design
Demonstrate understanding of creativity and innovation in terms of the design
process, and its application in developing design solutions to problems in society.
Exemplar CP 6.5: Ability to select alternative(s) that adequately meet
selected criteria
CI 6.3: Ability to select the most effective creative tools for work, and give
reasons for the choice DL6.3:Use digital tools to create novel things
1. Apply knowledge of creativity and innovation to evaluate specific problems in
society to deduce how the design process can be used to solve those problems for
reporting and feedback.
2. Reflect on feedback and apply relevant manual and digital tools, materials
and techniques to design and create model artefacts that 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.
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STRAND 2: CREATIVE ARTS SUB-STRAND: 2.1 MEDIA AND TECHNIQUES

CONTENT STANDARD
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B8/JHS2. 2.1.1. Visual Arts:
Demonstrate understanding of Visual Arts media and techniques and their application
in drawing from direct observation/ memory and imagination, print making and
weaving
B8/JHS2. 2.1.1.1 Explore media and techniques in drawing from direct
observation/ memory and imagination, print making and weaving to express own views
in visual artworks to encourage recording and research skills.
Communication and Collaboration (CC), Critical Thinking and Problem Solving
(CP), Creativity and Innovation (CI), Digital Literacy (DL)
Exemplars
1. Identify, describe, classify and record the tools, materials and equipment for
drawing from direct observation/memory and imagination, print making and weaving.
Examples: from videos/illustrations/pictures/realia
2. Test and classify the tools, materials, equipment according to their uses in
drawing direct observation/memory and imagination, print making and weaving.
3. Apply the tools, materials and equipment safely to create drawing direct
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.
CC8.2: Explain ideas in a clear order with relevant detail, using correct
construction and structure of speech.
CP5.2: Analyse and make distinct judgement about viewpoints expressed in an
argument
CI5.1: Examine alternatives in creating new things.
DL5.3: Ability to find and utilise digital content
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CONTENT STANDARD
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B8/JHS2. 2.1.1 (CONTINUED)
Visual Arts:
Demonstrate understanding of Visual Arts media and techniques and their application
in drawing from direct observation/memory and imagination, print making and weaving
B8/JHS2. 2.1.1.2 Experiment by using techniques in print making to generate
own ideas and make visual artworks
Exemplars
1.
2. 3.
Identify and use the relevant media and techniques in printmaking to create visual
artworks.
Examples: low/relief, direct, stencil, block printing, etc.
Apply and design using relevant media and techniques in print making to create own
visual artworks.
Display printed artworks for appreciation and reflection and use peer- and self-
evaluation to review work.
Examples of specific language vocabulary: stencil, block printing, pattern,
contrasting colour, harmonious colour.
CC8.2: Explain ideas in a clear order with relevant detail, using correct
construction and structure of speech.
CP5.5: Effectively evaluate the success of solutions used in an attempt to solve a
complex problem
CI5.5: Ability to try new alternatives and different approaches
DL5.3: Ability to find and utilise digital content
B8/JHS2 2.1.1.3 Apply techniques of drawing direct observation/memory and
imagination to make own visual artworks
Exemplars
1. Identify and use the techniques in drawing direct observation/memory and
imagination to create own artworks.
2. Use various techniques in drawing direct observation/memory and imagination to
create own artworks.
3. Display artworks for appreciation and reflection and use peer- and self-
evaluation to review works.
Examples of art specific language vocabulary: tone, line, pattern, form, shape.
CC9.4: Help group work on relevant activities.
CP5.2: Analyse and make distinct judgement about viewpoints expressed in an
argument
CI5.1: Examine alternatives in creating new things.
DL5.3: Ability to find and utilise digital content
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CONTENT STANDARD
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B8/JHS2 2.1.1.4 Experiment with available media and techniques for weaving
to create visual artworks
Exemplars
1.
2. 3.
Identify and use the available media and techniques for weaving to create own woven
artefacts.
Examples: plain weave, twill and satin media: cane, yarns, raffia, reed
Apply relevant weaving techniques with available media to create own woven
artefacts.
Display woven artefacts for appreciation and reflection and use peer- and self-
evaluation to review works.
Examples of art specific language vocabulary: plain, weave, twill, pattern, form.
CC8.5: Vary the level of detail and the language used when presenting to make it
appropriate to the audience.
CP6.7: Implement strategies with accuracy
CI6.9: Interpret and apply learning in new contexts
CI6.10: Reflect on work and explore the 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/JHS2. 2.1.2. Performing Arts - Music:
Demonstrate understanding and apply tempo, dynamics and simple forms in music
B8/JHS2 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 music
Communication and Collaboration (CC), Creativity and Innovation (CI), Digital
Literacy (DL), Personal Development and Leadership (PL)
Exemplars
1. Explain Italian terms used in describing the speed of music. Examples: allegro,
poco a poco, largo, etc.
2. Differentiate between fast and slow music in relation to moments on specific
occasions.
CC7.2: Interpret correctly and respond to non-verbal communication such as facial
expressions, cues and gestures.
CC8.1: Speak clearly and explain ideas. 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/JHS2 2.1.2.6 Compare and contrast the benefits associated with soft or loud
music
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Exemplars
1. Explain Italian terms used in describing the dynamics of music. Examples: piano,
forte, crescendo, diminuendo, etc.
2. Differentiate between the benefits and harm of loud and soft music.
CC7.2: Interpret correctly and respond to non-verbal communication such as
facial expressions, cues and gestures.
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/JHS2. 2.1.2 (CONTINUED) Performing Arts - Music:
Demonstrate understanding and apply tempo, dynamics and simple forms in music
B8/JHS2 2.1.2.7 Internalise and identify aurally basic architectural designs
in art, pop and indigenous musical works (e.g., AB, ABA, AA, AABA, ABAB and ABC).
Exemplars
1. Listen and tell if the form of an art musical work is binary, ternary or through
composed or free fantasia.
2. Listen and tell if the form of a pop musical work is ballad, verse-bridge song,
verse-chorus song or verse-chorus-bridge.
CC7.2: Interpret correctly and respond to non-verbal communication such as facial
expressions, cues and gestures.
CP 5.3: Create simple logic trees to think through problems.
CI 5.6: Understand and use analogies and metaphors.
B8/JHS2. 2.1.3. Dance and Drama:
Demonstrate understanding of Ghanaian dance forms
B8/JHS2.2.1.3.8 Identify various Ghanaian Dance types and their context of
performance
Communication and Collaboration (CC), Creativity and Innovation (CI), Personal
Development and Leadership (PL)
Exemplars
1. Identify the dance types and categories. (religious, war and sociocultural)
2. Compare and contrast the types and categories.
3. Explore the context of performance.
CC 7.5: Identify and analyse different points of views of speaker.
PL 5.6: Ability to set and maintain personal standards.
CI 5.5: Ability to try alternative and fresh approaches.
B8/JHS2.2.1.3.9 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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Exemplars
1. Demonstrate dance movements with different rhythms and dynamics.
2. Apply relevant media and techniques to choreograph a dance or direct a play..
CI 5.2: Ability to merge simple/complex ideas to create novel situations or
things.
CI 6.6: Being open-minded, adapting and 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/JHS2. 2.2.1. Visual Arts:
Demonstrate the ability to apply the concept of the design process (idea
development) to produce and display own creative and expressive art-forms that
reflect a range of different times and cultures
B8/JHS2. 2.2.1.1 Design and produce your own artworks that reflect a range of
different times and cultures
Communication and Collaboration (CC), Critical Thinking and Problem Solving
(CP), Creativity and Innovation (CI), Personal Development and Leadership (PL),
Cultural Identity and Global Citizenship (CG), Digital Literacy (DL)
Exemplars
1. Research and record relevant information for planning and developing ideas to
make visual artworks that reflect any of the following: history, culture, topical
issues, natural and man-made environment.
Example: Plan an artwork on SSNIT Pension Scheme services, Ghana’s independence in
1957, galamsay, sanitation, etc.
2. Apply recorded ideas, design process, appropriate tools, materials and
techniques to create artworks that communicate views about topical issues.
Example: Design an artwork on SSNIT Pension Scheme services, Ghana’s independence
in 1957, galamsay, sanitation, etc.
3. Reflect on and explain whether the artwork in progress conveys the intended
ideas and meaning for appropriate revision and use peer- and self-evaluation to
review work.
Examples of art specific language vocabulary: form, line, texture, colour, shape,
technique, media.
CC8.2: Explain ideas in a clear order with relevant detail, using correct
construction and structure of speech.
CP 5.6: Demonstrate a thorough understanding of a generalised concept and facts
specific to a task or situation.
CI 6.9: Interpret and apply learning in new contexts.
PL6.3: Ability to manage time effectively.
CG6.1: Understanding of influences of globalisation on traditions, languages and
cultures.
DL 6.2: Create a meaningful and original piece of work or its interpretation by
integrating existing information.
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CONTENT STANDARD
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B8/JHS2. 2.2.1 (CONTINUED)
Visual Arts:
Demonstrate the ability to apply the concept of the design process (idea
development) to produce and display own creative and expressive art-forms that
reflect a range of different times and cultures
B8/JHS2. 2.2.1.2 Plan and display own and others’ artworks that reflect the
history, cultures, physical and social environment
Exemplars
1. Demonstrate understanding and skill in defining roles and responsibilities in
selecting and preserving a collection of artworks for an exhibition.
2. Collaborate with peers to monitor, assess and report on the exhibition.
Examples: in learner journals, print and electronic media.
CC9.3: Understand roles during group activities.
PL6.1: Ability to serve group members effectively.
DL5.3: Ability to find and utilise digital content.
B8/JHS2. 2.2.1.3 Organise an appreciation and appraisal of own and others’
artworks that reflect the history, cultures, physical and social environment.
Exemplars
1. Analyse and interpret how selected elements, principles and techniques are used
in an artwork to express beauty, meaning and culture of a people.
2. Reflect on and make suggestions on how own interpretation and views on artworks
of a culture can be improved to give it an identity.
CC8.2: Explain ideas in a clear order with relevant detail, using correct
construction and structure of speech.
CP 5.5: Effectively evaluate the success of solutions used in an attempt to solve a
complex problem.
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CONTENT STANDARD
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B8/JHS2. 2.2.2. Performing Arts - Music:
Demonstrate the ability to use concept of the design process (idea development) to
create and display own creative musical art works that reflect a range of different
times and cultures
B8/JHS2. 2.2.2.4 Design and produce own musical genre that reflect the history
and cultures, physical and social environment
Communication and Collaboration (CC), Creativity and Innovation (CI), Personal
Development and Leadership (PL), Cultural Identity and Global Citizenship (CG)
Exemplars
1. Research and select own and indigenous musical genre outside your community that
express personal experiences and interests, moods, visual images, concepts, texts,
or storylines on example the SSNIT Pension Scheme services, etc.
2. Collaborate to create rehearsal plan for performing the chosen work in B8/JHS2.
2.2.2.4 Exemplar 1, identifying and allocating time to the various aspects —
singing, drumming, dancing, costume, venue, etc.
CI 6.3: Ability to select the most effective creative tools for work, and give
reasons for the choice.
CP 5.1: Ability to combine information and ideas from several sources to reach a
conclusion.
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/JHS2. 2.2.2 (CONTINUED) Performing Arts - Music:
Demonstrate the ability to use concept of the design process (idea development) to
create and display own creative musical art works that reflect a range of different
times and cultures
B8/JHS2. 2.2.2.5 Plan and display own and others’ musical works that reflect
a range of different times and cultures
Exemplars
1. Give a class concert (to be video recorded) that begins with a presentation on
the style, historical and cultural context of the compositions selected and
rehearsed in B8/JHS2. 2.2.2.4 Exemplar 1.
CC8.2: Explain ideas in a clear order with relevant detail, using correct
construction and structure of speech.
CC9.5: Appreciate the importance of including all team members in discussions and
actively encourage contributions from them.
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/JHS2. 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
1. Conduct an enquiry by playing the recorded video clip from B8/JHS2. 2.2.2.4
Exemplar 1 to a group of people (including learners, staff and parents) to collect
data and write an aesthetic appreciation report.
2. Reflect and refine own work using the feedback from the appraisal and aesthetic
appreciation report.
3. Disseminate the findings of your research to the class by giving a presentation.
CC9.1: Demonstrate behaviour and skills of working towards group goals.
CC8.2: Explain ideas in a clear order with relevant detail, using correct
construction and structure of speech.
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
B8/JHS2.2.2.3.7 Design and produce own dance and drama that reflect a range
of different times and cultures
Exemplars
1. Discuss a dance or drama artist and their artworks. Example: Martin Owusu, Nia
Yartey.
2. Design and produce own dance piece or play.
Example: SSNIT Pension Scheme services, sanitation etc.
Creativity and Innovation (CI), Cultural Identity and Global Citizenship (CG),
Critical Thinking and Problem Solving (CP), Personal Development and Leadership
(PL)
B8/JHS2.2.2.3.8 Plan and display own and others’ dance and drama pieces
that reflect a range of different times and cultures.
CG 6.4: Exhibit a sense of nationality and global identity.
CI 6.6: Being open-minded, adapting and modifying ideas to achieve creative
results.
Exemplars
1. Describe how to plan a dance or drama production that reflects the history,
cultures, environment and heritage of a people.
2. Choose and prepare a venue to showcase the performance.
3. Rehearse and perform the planned dance piece or drama skit.
CI 5.3: Identification of requirements of a given situation and justification of
more than one creative tool that will be suitable.
CP 6.2: Ability to explain plans for attaining goals.
PL6.5: Ability to monitor team members to ascertain progress.
B8/JHS2.2.2.3.9 Organise an appreciation and appraisal of own and others’
dance and drama artworks that reflect a range of different times, cultures and
topical issues
B8/JHS2. 2.2.3.
Dance and Drama:
Demonstrate how to apply the concept of design process (Idea development) to
produce and display own creative and expressive art-forms that reflect a range of
different times and cultures
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Exemplars
1. Invite an audience to watch the performance of own and others’ for appreciation
and appraisal.
2. Note and record the strengths and weaknesses of the production and performance
for discussion and modification of future performances.
CP 6.7: Implement strategies with accuracy.
CP 5.1: Ability to combine information and ideas from several sources to reach a
conclusion.
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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/JHS2. 2.3.1. Visual Arts:
Demonstrate the ability to correlate and generate ideas from creative artworks of
visual artists that reflect a range of different times, cultures and topical issues
B8/JHS2. 2.3.1.1. Identify and discuss visual artists whose work reflected
the history, culture, environment and topical issues in the community
Communication and Collaboration (CC), Critical Thinking and Problem Solving (CP),
Creativity and Innovation (CI), Personal Development and Leadership (PL), Cultural
Identity and Global Citizenship (CG), Digital Literacy (DL)
Exemplars
1.
2. 3.
Conduct an enquiry and gather information on visual artists in the community whose
work made impact on the history, culture, environment and topical issues.
Examples: ethnic group, education, exhibition, museum, gallery.
Classify and record information on visual artists in the community and their
artworks according to their areas of specialisation/discipline.
Examples: ethnic group, education, exhibition, museum, gallery
Select any visual artist in the community and make a presentation on their life,
work and influence.
Example; ethnic group, education, philosophy and competition/ exhibition, role
model, achievement etc.
CC7.4: Identify underlying themes, implications and issues when listening.
CP 5.2: Analyse and make distinct judgement about viewpoints expressed in an
argument.
PL5.2: Demonstrate a sense of belongingness to a group.
CG5.3: Develop and express respect, recognition and appreciation of others’
cultures.
DL5.3: Ability to find and utilise digital content.
B8/JHS2. 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
1. Analyse the similarities and differences of themes and techniques used by visual
artists in the production of artworks that reflect the history, culture,
environment and topical issues.
Examples: Ablade Glover, Kofi Antobam, Theodosia Okoh, Francis Boateng.
2. Relate artworks to tradition, culture and environmental issues of the community
to derive meaning and ideas.
CP 5.6: Demonstrate a thorough understanding of a generalised concept and facts
specific to a task or situation.
CG5.3: Develop and express respect, recognition and appreciation of others’
cultures.
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CONTENT STANDARD
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B8/JHS2. 2.3.1 (CONTINUED)
Visual Arts:
Demonstrate the ability to correlate and generate ideas from creative artworks of
visual artists that reflect a range of different times, cultures and topical issues
B8/JHS2. 2.3.1.3. Determine the creative design approaches and processes used
by visual artists in creating artworks that reflect the history, culture,
environment and topical issues
Exemplars
1. Examine and record the design approaches used by visual artists in the
production of artworks that reflect the history culture, environment and topical
issues.
Example: Serge Attukwei Clottey using disposed waste to create parch installation.
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.
CG6.4: Exhibit a sense of nationality and global identity.
CC8.2: Explain ideas in a clear order with relevant detail, using correct
construction and structure of speech.
B8/JHS2. 2.3.2. Performing Arts - Music:
Demonstrate the capacity to correlate and generate ideas from indigenous creative
musical forms and Ghanaian art musicians that reflect a range of different times,
cultures and topical issues
B8/JHS2. 2.3.2.4. Distinguish different ways musical works of Ghanaian art
composers reflect the history, culture, environment and topical issues
Communication and Collaboration (CC), Personal Development and Leadership (PL),
Cultural Identity and Global Citizenship (CG).
Exemplars
1. Compare Ephraim Amu and J. H. K. Nketia.
2. Transcribe a popular song that promotes and sensitises the public an emerging
topical issue, e.g., the SSNIT Pension Scheme
CG5.2: Develop and exhibit ability to defend one’s cultural beliefs, practices and
norms.
CP 5.1: Ability to combine information and ideas from several sources to reach a
conclusion.
CC9.6: Ability to work with all group 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/JHS2. 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
1. Research, select and document three (3) indigenous and neo-traditional groups
within the nation based on their style, instruments, song themes, dance movements,
etc.
2. Compare and contrast two of the selected indigenous types and two of the neo-
traditional types.
CC8.3: Apply appropriate diction, and structure sentences correctly for narrative,
persuasive, imaginative and expository purposes.
CP 5.1: Ability to combine information and ideas from several sources to reach a
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/JHS2. 2.3.3. Dance and Drama:
Demonstrate the capacity to correlate ideas from creative artworks of dance and
drama artistes that reflect a range of different times, cultures and topical issues
B8/JHS2.2.3.3.6 Select and analyse creative artworks of dance and drama
artistes, and identify the history, culture, environment and topical issues that
are reflected in them for documentation
Critical Thinking and Problem Solving (CP), Creativity and Innovation (CI)
Exemplars
1. Compare and contrast a dance piece and a play of artistes reflecting the
history, culture and topical issues.
2. Document and reflect on the key issues in the dance or play that address
environment 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.
CI 6.9: Interpret and apply learning in new contexts.
CP 5.5: Effectively evaluate the success of solutions used to attempt to solve a
complex problem.
 B8/JHS2.2.3.3.7 Organise a group discussion to appreciate dance and/or plays of
own and other cultures, environment and topical issues.
Exemplars
1. View and analyse a dance and/or drama performance from own or other cultures
based on environment and topical issues for documentation.
CP 5.2: Analyse and make distinct judgement about viewpoints expressed in an
argument.
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BASIC 9

CORE COMPETENCIES
CONTENT STANDARD
INDICATORS AND EXEMPLARS
B9/JHS3 1.1.1.1
Demonstrate understanding of design as a concept by using the
elements and principles of design as a medium for creative expression of design in
nature and the manmade environment.
Communication and Collaboration (CC), Critical Thinking and Problem Solving (CP),
Creativity and Innovation (CI), Digital Literacy (DL)
B9/JHS3 1.1.1 Demonstrate understanding of design as a concept in relation to
the elements (form, value) and principles (variety, proportion) of design and as a
medium for creative expression of design in nature and the manmade environment.
STRAND 1: DESIGN
SUB-STRAND 1.1.: DESIGN IN NATURE AND MANMADE ENVIRONMENT
Exemplar CC9.1: Demonstrate behaviour and skills of working towards group goals
CP5.1: Ability to combine Information and ideas from several sources to reach a
conclusion
CI5.5: Ability to try new alternatives and different approaches
DL6.1: Use digital tools to create novel things
1. Research to determine and record the meaning, importance and role of design in
nature and the manmade environment for reflection and discussion.
2. Explore and reflect on selected natural and manmade designs to appreciate and
determine how design in nature has influenced manmade designs to benefit society
for appreciation and discussion.
Example: form, value
Beak of kingfisher bird inspired the palm Shinkansen Bullet Train – Japan
Source: Pinterest.com
Colourful bird
Design inspired by
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CORE COMPETENCIES
CONTENT STANDARD
INDICATORS AND EXEMPLARS
3. Compare and contrast selected natural and manmade designs to determine and
record their similarities and differences for reflection and inspiration to create
and illustrate own design ideas (e.g. rivers/roads, anthills/houses, etc.)
CC9.1: Demonstrate behaviour and skills of working towards group goals
CP5.1: Ability to combine Information and ideas from several sources to reach a
conclusion
CI5.5: Ability to try new alternatives and different approaches
DL6.1: Use digital tools to create novel things
Anthill inspired Eastgate Building in Harare Zimbabwe
Source: Pinterest.com
B9/JHS3 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.
B9/JHS3 1.1.1 Demonstrate understanding of design as a concept in relation to
the elements (form, value) and principles (variety, proportion) of design and as a
medium for creative expression of design in nature and the manmade environment.
1. Research to deduce and record what constitutes the ‘elements of design’ and
their application as building blocks for creative expression of design for
reflection and discussion.
Examples: form, value
Source: Pinterest.com
© NaCCA, Ministry of Education 2021
Exemplar CC7.5: Identify and analyse different points of views of speaker
CP5.1: Ability to combine 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
65

CONTENT STANDARD
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B9/JHS3 1.1.1 Demonstrate understanding of design as a concept in relation to
the elements (form, value) and principles (variety, proportion) of design and as a
medium for creative expression of design in nature and the manmade environment.
2. Explore the natural and manmade environments to identify and document examples
of elements of design for reflection and discussion.
CC7.5: Identify and analyse different points of views of speaker
CP5.1: Ability to combine 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
3. Reflect on knowledge gained from discussions to create patterns that reflect
selected elements of design using available manual and digital tools, materials and
techniques for display and sharing.
Examples: forms of objects, value
Source: Pinterest.com
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INDICATORS AND EXEMPLARS

CONTENT STANDARD
CORE COMPETENCIES
B9/JHS3 1.1.1.3
Research to identify and record in writing what constitutes
the principles of design and describe how they are used to organise the elements of
design into building blocks for creative expression of design in nature and the
manmade environment.
B9/JHS3 1.1.1 Demonstrate understanding of design as a concept in relation to
the elements (form, value) and principles (variety, proportion) of design and as a
medium for creative expression of design in nature and the manmade environment.
Exemplar
4. Identify, describe and record examples of principles of design in nature and the
manmade environment for appreciation and discussion.
CC8.2: Explain ideas in a clear order with relevant detail, using correct
construction and structure of speech. 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 information
5. Search for and organise relevant information to describe and record the
principles of design and how they apply in nature and the manmade environment for
reflection.
Examples: variety, proportion
Natural designs Zimbabwe
Manmade design
Source: Pinterest.com
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/JHS3 1.2.1.1
Explore available manual and digital tools, materials and techniques for 3-D
drawing, shading and colouring to create designs from lines, simple shapes and
forms.
Communication and Collaboration (CC), Critical Thinking and Problem Solving (CP),
Creativity and Innovation (CI), Digital Literacy (DL), Personal Development and
Leadership (PL), Cultural Identity and Global Citizenship (CG)
B9/JHS3 1.2.1.
Design
Demonstrate understanding and use of (3- D drawing, shading, colouring and
modelling) media and techniques for creative expression of design ideas.
Exemplar CP 5.1: Ability to combine Information and ideas from several sources
to reach a
conclusion
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
1. Explore to determine and document the nature and suitability of available
manual tools, materials and techniques for 3-D drawing, shading, and colouring for
appreciation and reflection.
E.g. of tools: T-square, set square, protractor/paper/cardboard/pencil.
Source: Google.com
Tools and materials drawing
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CONTENT STANDARD
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B9/JHS3 1.2.1.
Design
Demonstrate understanding and use of (3- D drawing, shading, colouring and
modelling) media and techniques for creative expression of design ideas.
2. Identify, select and experiment the use of available manual tools, materials
and techniques for 3-D drawing, shading and colouring to create designs from lines,
simple shapes and forms for sharing and appraising.
Ref. to YouTube videos: Start drawing Part 2-6: Drawing Shapes, Understanding Eye
Level etc.
Pencil holding and shading techniques
Shading and colouring techniques
Source: Google.com
CG5.2: Develop and exhibit ability to defend one's
cultural beliefs, practices and norms
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
B8/JHS2 1.2.1.2
Demonstrate skills in using available digital tools, materials and techniques for
3-D drawing, shading and colouring to create designs from lines, simple shapes and
forms.
B9/JHS3 1.2.1.
Design
Demonstrate understanding and use of (3- D drawing, shading, colouring and
modelling) media and techniques for creative expression of design ideas.
Exemplar
3. Exhibit own portfolio of freehand and outline drawings and colour work to share
design ideas for appreciation, appraising and feedback.
CP 5.1: Ability to combine Information and ideas from several sources to reach a
conclusion
DL5.1: Ability to ascertain when information is needed and be able to identify,
PL5.5: Desire to accept one's true self and overcome weaknesses
1. Explore available digital tools, materials and techniques to determine and
document their suitability for drawing, shading and colouring for appreciation and
reflection.
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.
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NTENT STANDARD
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B9/JHS3 1.2.1.3
Demonstrate ability to generate design ideas and develop models of simple shapes
and forms for appreciation and display.
CO
Design
Demonstrate understanding and use of (3- D drawing, shading, colouring and
modelling) media and techniques for creative expression of design ideas.
B9/JHS3 1.2.1.
Exemplar
6. Identify simple products and generate drawings to illustrate templates for
creating models of simple shapes and forms using cardboard, Styrofoam, pulp paper
and/or clay for reflection, display and appreciation.
CP 5.6: Demonstrate a thorough understanding of a generalised concept and facts
specific to task or situation DL6.3:Use digital tools to create novel things
CI 6.9: Interpret and apply learning in new contexts
7. Develop own drawings of templates and create models of simple shapes and
forms using cardboard, Styrofoam, clay and/or pulp paper for appreciation and
sharing.
3. Display own 3-D drawings, templates and models of simple shapes and forms for
appreciation, appraisal and feedback.
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CONTENT STANDARD
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B9/JHS3 1.3.1.1
Distinguish between creativity and innovation and their application for developing
design solutions to problems in society.
Critical Thinking and Problem Solving (CP), Creativity and Innovation (CI), Digital
Literacy (DL
B9/JHS3 1.3.1
Design
Demonstrate understanding of creativity and innovation in terms of the design
process, and its application in developing design solutions to problems in society.
STRAND 1: DESIGN
SUB-STRAND1.3.: CREATIVITY, INNOVATION AND THE DESIGN PROCESS
Exemplar CI 6.2: Ability to reflect on approaches to creative tasks and
evaluate the effectiveness of tools used CP 5.1: Ability to combine
Information and ideas from several sources to reach a conclusion DL5.1:Ability to
ascertain when information is needed and be able to identify, locate, evaluate and
effectively use it to solve a problem
Exemplar CP 6.5: Ability to select alternative(s) that adequately meet selected
criteria
CI 5.5: Ability to try new alternatives and different approaches
DL5.6:Preparedness to make better decisions using available information
1. Research and define the key differences between creativity and innovation for
reflection and discussion.
2. Apply knowledge of creativity and innovation to evaluate the design products
that solve specific problems in society for appreciation.
Example: Energy conservation, Energy efficiency etc
3. Examine specific artefacts available in the local community and report on
specific challenges associated with their design for reflection and discussion.
Example: cutlass in farming, kitchen stool, basket for farming,
B9/JHS3 1.3.1.2
Demonstrate understanding of the design process in relation to creativity and
innovations in design.
1. Research and record the concept, importance and application of the
design process in creative problem solving for reflection and discussion.
Examples: define, brief, research, ideation, invent, prototype, testing,
refine.
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.
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CONTENT STANDARD
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B9/JHS3 1.3.1.3
Demonstrate ability to apply the design process to create artefacts that solve
specific problems in the local community.
B9/JHS3 1.3.1
Design
Demonstrate understanding of creativity and innovation in terms of the design
process, and its application in developing design solutions to problems in society.
Exemplar CP 6.5: Ability to select alternative(s) that adequately meet selected
criteria
CI 6.3: Ability to select the most effective creative tools for work, and give
reasons for the choice
DL6.3:Use digital tools to create novel things
1. Apply knowledge of creativity and innovation to evaluate specific problems in
society to deduce how the design process can be used to solve those problems for
reporting and feedback.
2. Reflect on feedback and apply relevant manual and digital tools, materials
and techniques to design and create model artefacts that 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.
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STRAND 2: CREATIVE ARTS SUB-STRAND: 2.1 MEDIA AND TECHNIQUES

CONTENT STANDARD
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B9/JHS3. 2.1.1. Visual Arts:
Demonstrate understanding and apply media and techniques in casting, assemblage and
folding
B9/JHS3. 2.1.1.1
Explore and identify media and techniques used to create visual artworks by
casting, assemblage and folding
Communication and Collaboration (CC), Creativity and Innovation (CI), Digital
Literacy (DL), Personal Development and Leadership (PL), Cultural Identity and
Global Citizenship (CG)
Exemplars
1. Identify, describe, discuss and record information on available tools, materials
and equipment from a variety of sources for casting, assemblage and folding.
Examples: from videos/illustrations/pictures/realia
2. Test, classify and discuss the use of the tools, materials, equipment according
to their findings on casting, assemblage and folding.
3. Apply the tools, materials and equipment safely and skilfully to create own
artefacts using casting, assemblage and folding techniques and 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.
CC8.2: Explain ideas in a clear order with relevant detail, using correct
construction and structure of speech.
CP5.2: Analyse and make distinct judgement about viewpoints expressed in an
argument
CI5.1: Examine alternatives in creating new things.
DL5.3: Ability to find and utilise digital content
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 CONTENT STANDARD
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B9/JHS3. 2.1.1 (CONTINUED)
Visual Arts:
Demonstrate understanding and apply media and techniques in casting, assemblage and
folding
B9/JHS3. 2.1.1.2 Experiment by using techniques in casting to create visual
artworks
Exemplars
1. Identify the techniques in casting such as filled-in, hump and hollow to create
own cast artworks.
2. Design own cast artworks and apply the relevant techniques of casting to create
own visual artworks for display and feedback.
3. Display cast artworks for appreciation, reflection and review using peer- and
self-evaluation for feedback.
Examples of art specific language vocabulary: form, casting, hump and hollow.
CC9.4: Help group work on relevant activities.
CP5.2: Analyse and make distinct judgement about viewpoints expressed in an
argument
CI5.1: Examine alternatives in creating new things.
DL5.3: Ability to find and utilise digital content
B9/JHS3 2.1.1.3 Apply artistic techniques in folding by using available media
to make creative artworks.
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Exemplars
1. 2.
Identify the techniques in folding such as creasing, pleating, knotting, to make
creative artworks and research artists who use folding techniques in their artwork.
Use the techniques in folding such as creasing, pleating and knotting to make
creative artworks and use your research into artists who use folding techniques in
their artwork to inform the design of your artwork.
Techniques: creasing, pleating, knotting, stippling, gluing and folding etc.
Tools and Materials: scissors, craft knife, glue, paper, fabric, staple pin,
ribbons etc.
Uses: for decoration of halls, rooms, occasions, paper bags, broche etc.
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.
3.
CC8.2: Explain ideas in a clear order with relevant detail, using correct
construction and structure of speech.
CP5.5: Effectively evaluate the success of solutions used in an attempt to solve a
complex problem.
CI5.5: Ability to try new alternatives and different approaches.
DL5.3: Ability to find and utilise digital content.
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CONTENT STANDARD
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B9/JHS3. 2.1.1 (CONTINUED) Visual Arts:
Demonstrate understanding and apply media and techniques in casting, assemblage and
folding
B9/JHS3 2.1.1.4 Experiment by using techniques in construction using available
media to create own ideas and make visual artworks
Exemplars
1. Identify variety of techniques in construction by observing and interacting with
artworks made using construction technique (realia, OERs and other internet
sources).
Suggested examples of Local artists: K. Z. Adzraku, Margaret Asabea Anakwa
2.
3.
Suggested examples of National artists: P .M. Amonoo
Some suggested examples of International (Diaspora) artists:
El Anatsui, Ibrahim Mahama
Design and produce an art work applying some of the techniques identified in
B9/JHS3. 2.1.1.4 Exemplar 1
Types of objects used: found objects in the environment How objects were joined:
stitching, gluing, stapling etc.,
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.
CC8.5: Vary the level of detail and the language used when presenting to make it
appropriate to the audience.
CP6.7: Implement strategies with accuracy. CI6.9: Interpret and apply learning in
new
contexts.
CI6.10: Reflect on work and explore the 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
B9/JHS3. 2.1.2. Performing Arts - Music:
Demonstrate knowledge, understanding and application of triads, chord progression
and improvisation in music
B9/JHS3 2.1.2.5 Sing in pitch triads on all the seven degrees of the scale
horizontally (arpeggios) and vertically (harmony)
Communication and Collaboration (CC), Creativity and Innovation (CI), Digital
Literacy (DL), Personal Development and Leadership (PL)
Exemplars
1. Sing and/or perform on melodic instruments triads built on all the seven degrees
of the scale melodically.
Sing through the triads as technical exercise arpeggios. Hold last notes at ends
(long pause).
2. Sing and/or perform on keyboard/melodic instruments triads built on all the
seven degrees of the scale harmonically.
Group 1 d’ r’ Group2 s l Group3 m f Group4 d r Degree I II
m’ f’ s’ t d’ r’ s l t
m f s
l’ t’** m’ f’ d’ r’ l t
III IV V
Groups must be arranged from high voices to low (i.e. 1 through 4) End on the
VI VII
**Replace [t] with [r] where highlighted because that note is not doubled in music.
first degree to complete the cycle.
CC7.2: Interpret correctly and respond to non-verbal 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 background of others.
DL6.3: Use digital tools to create novel things.
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CONTENT STANDARD
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B9/JHS3. 2.1.2 (CONTINUED) Performing Arts - Music:
Demonstrate knowledge, understanding and application of triads, chord progression
and improvisation in music
B9/JHS3 2.1.2.6 Create/improvise a melody using (I, VI, IV, V) as the ostinato
bass line
Exemplar
1. Rehearse an improvised melody on [d: l: f: s ] ostinato and perform the melody
with voice/instrument based on [I, VI, IV and V] chord progression.
E.g.,
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.
PL6.1: Ability to serve group members effectively.
B9/JHS3. 2.1.3. Dance and Drama:
Demonstrate understanding and application of media and techniques in Dance and
Drama
B9/JHS3 2.1.3.7 Create a simple Dance Drama and/or one act based on a topical
issue
Digital Literacy (DL), Personal Development and Leadership (PL), Creativity and
Innovation (CI),Critical Thinking and Problem Solving (CP)
Exemplar
1. Identify and select materials for creating a Dance Drama and/or one act play.
CI 5.3: Identification of requirements of 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/JHS3. 2.1.3 (CONTINUED) Dance and Drama:
Demonstrate understanding and application of media and techniques in Dance and
Drama
B9/JHS3.2.1.3.8 Explore and identify the various approaches to improvisation,
creating harmony/balance and blocking for dance and drama
Exemplars
1. Identify additional parts of the performance space. Refer to the Teacher’s
Resource Pack.
2. Explore the parts of the body and props essential for acting and dancing.
3. Explain masking, aside, apron, linear and circular patterns, etc., in dance and
drama.
CI 6.1: Exhibit strong memory, intuitive thinking, and respond appropriately.
CP 6.2: Ability to explain plans for attaining goals.
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/JHS3.2.1.3.9 Experiment and practise by using the techniques of improvisation,
creation of harmony/balance and blocking in dance and drama
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 Exemplars
1.
2. 3. 4.
Improvise/execute different postures at various levels and perform various
movements – walking, running, crouching, swimming, fighting, etc., on the stage or
in the performance space.
Refer to teachers pack.
Perform simple stage movements. Example: move DR, UL, DC, DL, CC.
Identify the positions on stage.
Example: Profile: open and close, full back, front, and positions:1st, 2nd 3rd,
4th.
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.
CI 5.5: Ability to try new alternatives and different approaches.
CI 6.9: Interpret and apply learning in new contexts.
CI 6.1: Exhibit strong memory, intuitive thinking, and respond appropriately.
PL6.2: Division of tasks into solvable units and assigning group members to task
units.
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STRAND 2: CREATIVE ARTS SUB-STRAND: 2.2 CREATIVE AND AESTHETIC EXPRESSION

CONTENT STANDARD
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B9/JHS3. 2.2.1.
Visual Arts:
Exhibit art works
produced
competences and skills acquired from the application of the philosophies, designs
and processes learnt from different times and cultures
from
B9/JHS3. 2.2.1.1 Design and produce own visual artworks that reflect a range
of different times, cultures and topical issues
Communication and Collaboration (CC), Critical Thinking and Problem Solving
(CP), Creativity and Innovation (CI), Digital Literacy (DL), Personal Development
and Leadership (PL), Cultural Identity and Global Citizenship (CG)
Exemplars
1. Select an artist or art works from a different time or culture. Research and
document the elements of design used in the art works such as colour, media,
techniques, composition and content.
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, composition)
and the design process to create an artwork.
3. Develop and use peer- and self-evaluation criteria to review work in progress
for reflection, encouragement, guidance and improvement:
Examples of art specific language vocabulary: form, line, texture, colour, shape,
unity, balance, variety, harmony, technique, media.
CI 6.6: Being open-minded, adapting and modifying ideas to achieve creative
results.
CP5.6: Demonstrate a thorough understanding of a generalised concept and facts
specific to a task or situation.
PL5.5: Desire to accept one’s true self and overcome weaknesses.
CG6.1: Understanding of influences of globalisation on traditions, languages and
cultures.
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 CONTENT STANDARD
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B9/JHS3. (CONTINUED) Arts:
Exhibit art
produced
competencies and skills acquired from the application of the philosophies, designs
and processes learnt from different times and cultures
2.2.1 Visual
works from
B9/JHS3. 2.2.1.2 Plan and display artworks that reflect the influence of a
range of different times, cultures and topical issues
Exemplars
1. Investigate and apply the knowledge and skills in organising exhibition in
Visual Arts paying attention to peculiarity of artefacts involved, target audience,
space/venue, finance, publicity, etc.
2. Collaborate to analyse and present reports on the similarities, differences and
challenges in preserving and exhibiting art works.
CC8.4: Anticipate different responses from the audience and plan for them.
CP 5.6: Demonstrate a thorough understanding of a generalised concept and facts
specific to a task or situation.
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/JHS3. 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
1. Appreciate and appraise an artwork by using criteria that covers the form,
content, elements and principles, purpose, cultural traditional/ contemporary
impact.
2. Plan and organise a class exhibition and do self and peer review on exhibits.
CC8.4: Anticipate different responses from the audience and plan for them.
CP 5.6: Demonstrate a thorough understanding of a generalised concept and 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/JHS3. 2.2.2. Performing Arts - Music:
Exhibit competences in the application of the design process to produce and display
own creative musical work that reflect a range of different times, cultures and
topical issues
B9/JHS3. 2.2.2.4 Design and produce own musical work that reflects a range of
different times and cultures that promote and sensitise the public on emerging
topical issues
Communication and Collaboration (CC), Critical Thinking and Problem Solving
(CP), Digital Literacy (DL), Personal Development and Leadership (PL), Cultural
Identity and Global Citizenship (CG).
Exemplars
1 Research and select your own and works of other musicians (either indigenous, art
or pop) within the African continent that promote and sensitise the public on
emerging topical issues such as climate change, galamsey, sanitation, water, energy
waste and conservation, disease, terrorism, war, democracy, pension scheme, etc.
2. Create a rehearsal plan for performing the chosen musical works in B9/JHS3.
2.2.2.4 Exemplar 1, identifying and allocating time to the various aspects—
singing, drumming, dancing, costume, venue, etc.
CG5.3: Develop and express respect, recognition and appreciation of others’
cultures.
CG6.1: Understanding of influences of globalisation on traditions, languages and
cultures.
B9/JHS3. 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
1. Give a concert with the selected compositions in B9/JHS3. 2.2.2.4 Exemplar 1 (to
be video recorded) that begins with a presentation on the style and how it is
sensitising the public on emerging topical issues.
CC8.1: Speak clearly and explain ideas. Share a narrative or extended answer
while speaking to a group.
CC9.5: Appreciate the importance of including all team members in discussions and
actively encourage contributions from them.
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CONTENT STANDARD
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B9/JHS3. 2.2.2 (CONTINUED) Performing Arts - Music:
Exhibit competences in the application of the design process to produce and display
own creative musical work that reflect a range of different times, cultures and
topical issues
B9/JHS3. 2.2.2.6 Organise an appreciation and appraisal of own original musical
works and those of others on the African continent that promote and sensitise the
public on emerging topical issues
Exemplars
1. Conduct an enquiry by playing the recorded video clip from B9/JHS3. 2.2.2.4
Exemplar 1 to a group of people (including learners, staff and parents) to collect
data and write an aesthetic appreciation report.
2. Reflect and refine own work using the feedback from the appraisal and aesthetic
appreciation report.
3. Disseminate the findings of your research to the class by giving a presentation.
CI 6.3: Ability to select the most effective creative tools for work, and give
reasons for the choice.
CP 5.1: Ability to combine information and ideas from several sources to reach a
conclusion.
CC8.3: Apply appropriate diction, and structure sentences correctly for narrative,
persuasive, imaginative and expository purposes.
B9/JHS3. 2.2.3.
Dance and Drama:
Producing a dance drama
B9/JHS3.2.2.3.7 Perform an original dance drama and/or one act play on socio-
cultural issues
Creativity and Innovation (CI), Critical Thinking and Problem Solving
(CP),Cultural Identity and Global Citizenship (CG)
Exemplar
1. Rehearse and perform the original dance drama and/or one act play you created
with your identified and selected materials to a selected audience.
Example of play titles: SSNIT Pension Scheme services, Sanitation, Energy etc.
CP 6.7: Implement strategies with accuracy.
CP 5.1: Ability to combine information and ideas from several sources to reach a
conclusion.
PL5.2: Demonstrate a sense of belongingness to a group.
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CONTENT STANDARD
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B9/JHS3. 2.2.3 (CONTINUED) Dance and Drama:
Producing a Dance Drama
B9/JHS3.2.2.3.8 Post-performance analysis of the original dance drama and/
or one act play
Exemplar
1. Reflect on the audience response and prescribe areas of improvement.
Example of plays to prescribe: SSNIT Pension Scheme services, Sanitation, Energy
etc.
CP 6.6: Preparedness to recognise and explain results after implementation of
plans.
B9/JHS3.2.2.3.9 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
1. Invite an audience to watch the performance of own and others for appreciation
and appraisal.
Example of performance: SSNIT Pension Scheme services, Sanitation, Energy etc.
2. Note and record the strengths and weaknesses of the production and performance
for discussion and modification of future performances.
CP 6.7: Implement strategies with accuracy.
CP 6.6: Preparedness to recognise and explain results after implementation of
plans.
CG5.3: Develop and express respect, 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/JHS3. 2.3.1. Visual Art
Demonstrate the skill to correlate and generate ideas from creative artworks of
African artists that reflect a range of different times, cultures and topical
issues
B9/JHS3. 2.3.1.1. Identify, discuss, and analyse creative artworks of African
visual artists that reflect their background, influence and way of solving
continental issues
Communication and Collaboration (CC), Critical Thinking and Problem Solving
(CP), Creativity and Innovation (CI), Digital Literacy (DL), Cultural Identity and
Global Citizenship (CG).
Exemplars
1. Scout for, gather and classify information on prominent African visual artists
and record their respective artworks according to disciplines.
Example: Tribe, Education, Philosophy and Competition/ Exhibition, Achievements
etc. (Ablade Glover, Dorothy Amenuke, Saka Aquaye, etc
2. Reflect, discuss and appreciate prominent African visual artists, their
motivation and inspiration in solving environmental and continental issues.
3. Analyse and make presentations on the contributions of artworks of prominent
African visual artists in addressing continental issues.
CC8.4: Anticipate different responses from the audience and plan for them.
CP 5.8: Identify and prove misconceptions about a generalised concept or fact
specific to a task or situation.
CI 6.8: Recognise and generalise information and experience; search for trends and
patterns.
DL5.5: Evaluate the quality and validity of information.
B9/JHS3. 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
1. Discuss and compare the approach, significance and achievements of prominent
African visual artists in past and present contexts.
2. Appreciate and appraise how prominent African visual artists used their own
history, culture and environment experiences to influence the nature of their
artworks.
3. Examine, record and make presentation on how prominent African visual artists
made connections with other creative arts and subjects in Africa
CG6.1: Understanding of influences of globalisation on traditions, languages
and cultures.
CP 6.5: Ability to select alternative(s) that adequately meet selected criteria.
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/JHS3. 2.3.2. Performing Arts - Music:
Demonstrate the skill to correlate African music that reflect the history, culture
and topical issues
B9/JHS3. 2.3.2.3. Distinguish different ways musical works of African art
composers reflect the history, culture, environment and topical issues
Exemplars
1. Compare Akin Euba and J. H. K. Nketia.
2. Transcribe a popular song from a composer from an African country that promotes
and sensitises the public on an emerging topical issue such as climate change, war,
terrorism, sanitation, social security, etc.
CG6.4: Exhibit a sense of nationality and global identity.
CG5.3: Develop and express respect, recognition and appreciation of others’
cultures.
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/JHS3. 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
1. Research, select and document three (3) African indigenous genres and three (3)
popular musical genres from an African nation based on their style, instruments,
song themes, forms, dance movements, etc.
2. Compare and contrast two of the selected indigenous musical types and two of the
popular musical types.
3. Watch and write an aesthetic appreciation report on an African movie commenting
on acting, drama, music and dance scenes.
 CG6.4: Exhibit a sense of nationality and global identity.
CG5.3: Develop and express respect, recognition and appreciation of others’
cultures.
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.
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CONTENT STANDARD
INDICATORS AND EXEMPLARS
B9/JHS3.2.3.3.5 Reflect on a selected African creative work (dance and/or drama)
and appreciate the ideas embedded
CORE COMPETENCIES
Creativity and Innovation (CI),Digital Literacy(DL), Personal Development and
Leadership (PL)Cultural Identity and Global Citizenship (CG)
Exemplar
1. Discuss and document some important aspects of history, culture, and topical
issues in the selected Africa creative work.
CG5.3: Develop and express respect, recognition and appreciation of others’
cultures.
B9/JHS3.2.3.3.6 Create and perform a one act play or dance based on your selected
African creative work (dance/drama)
Exemplar
1. Rehearse and perform a one act play and/or dance (the performance should be
recorded).
PL6.2: Division of tasks into solvable units and assigning group members to task
units.
CI 5.2: Ability to merge simple/complex ideas to create novel situations or things.
B9/JHS3. 2.3.3. Dance and Drama:
Demonstrate the skill to correlate African dance and drama that reflect the
history, culture and topical issues
B9/JHS3.2.3.3.7 Conduct a performance review
Exemplar
1. Arrange a live performance or view the recorded creative work for appraisal.
CP 6.4: Ability to identify important and 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
WRITING PANEL
Prof. Cosmas W. K. Mereku Prof. Nana Afia Opoku-Asare Mr. Obed Kwesi-Ahordjie
Mr. Terry Bright Kweku Ofosu Mrs. Veronica Odom
Mr. Desmond Ali-Alhassan Gasanga Benjamin Kwao Adipah
Cambridge International
Dr. Nyuieko Avotri Dr. Sylvanus K. Kuwor Mr. Solomon Dartey
UEW, Winneba KNUST
Accra, Wesley Girls University of Ghana NaCCA
GES, KROMA NaCCA (RTD)
Consultant
University of Ghana, Legon Al-Rayan International School
REVIEWERS
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SUPERVISORS AND COORDINATING TEAM
NAME
INSTITUTION
SUPERVISORS
COORDINATING TEAM
GRAPHIC DESIGNER
Dr. Prince H. Armah
Prof. Kwame Osei Kwarteng
Mr. Johnson Boakye Yiadom Mr. John Mensah Anang
Mr. Cosmos Eminah
Mrs. Wilma S. Titus-Glover Eugene Offei Tettey
Director-General (Ag.), NaCCA Council Chairman, NaCCA
NaCCA/EDT NaCCA NaCCA
NaCCA NaCCA
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