1
Strand 1.0
Creating and Performing in Creative Arts and Sports
5 Sub-strands69 Lessons in Term 2
1.1 Netball
10 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- explain the execution of different passes in Netball
- perform passes in netball for skill acquisition
- execute dodging and marking in Netball for skill development
- perform footwork skills in Netball game situation
- appreciate teamwork in application of skills during collaborative play for fun and enjoyment in a Netball game
Key Inquiry Questions (KIQs)
- What is the importance of dodging and marking skill in a game of Netball?
- What footwork options does a player have after landing with a ball in a Netball game?
Learning Experiences
- observe a virtual or actual Netball game for analysis of skills and demonstrate execution of the passes observed
- demonstrate dodging and marking in pairs
- use drills, in groups to practise passing(overhead and chest pass) the ball while dodging and marking
- demonstrate footwork skills (landing and pivoting)
- use drills to practise footwork skills while observing safety
- apply overhead and chest passes, dodging and marking and footwork skills to play a mini game
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.2 Descant recorder or any other Western instrument
14 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- explain techniques of playing a descant recorder or any other solo instrument
- create a poster on Western solo instrumental playing technique
- interpret performance directions on given pieces of music
- perform a solo piece in G Major
- value playing music on the descant recorder or any other Western solo instrument
Key Inquiry Questions (KIQs)
- What is the importance of applying technique when playing instruments?
- How do artistic illustrations enhance interpretation of music?
Learning Experiences
- read, and interpret fingering charts to play the notes G, A, B, C, D, E. F#, and Gl on a descant recorder or any other Western solo instruments to master the fingering technique
- watch actual or virtual instrumental tutorials to demonstrate and explain techniques (fingering, pinching, slurring, embouchure, tonguing, strumming, picking, bowing, blowing, tone quality, blend and balance) of playing a descant recorder or any other solo Western instrument
- take photos of each others’ portraits while playing the notes G, A, B, C, D, E. F#, and Gl on descant recorder or any other Western instrument with emphasis on posture, fingering and movement
- arrange the photos to form pitches of simple melodies and play them
- use digital tools to crop, resize and organise the photographs to compose a technique poster
- caption the photographs with letters G- G written on a treble and bass staff accordingly
- display and critique own and others’ posters for feedback
- tune the recorder or solo Western instrument
- practice playing the note F#
- play, repeatedly, technical exercises (scale of G major ascending and descending, tonic arpeggios in C and G major and brief sight reading exercises) for warm-up
- read to interpret performance directions for repeat (da capo al fine, dal segno al fine), articulation (accent and fermata), dynamics (moderately loud (mf) and moderately soft (mp) and tempo (andante,allegro and adagio), on solo pieces of music
- perform simple solo pieces in 3-4 time, and in ABA, strophic or through composed form, on a descant recorder or any other solo instrument with appropriate playing technique
- observe performance directions for repeat (da capo al fine, dal segno al fine), articulation (accent and fermata), dynamics (moderately loud (mf) and moderately soft (mp) and tempo (andante,allegro and adagio), on pieces of music played
- comment on each other’s posters and performance technique
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.3 Volleyball
10 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- differentiate between the overarm and jump service in Volleyball
- draw human figures of players serving or volleying a ball
- serve the ball using the jump serve over a net
- perform the volley for skill acquisition
- appraise others’ efforts when applying serving and volleying skills in Volleyball
Key Inquiry Questions (KIQs)
- What are the ways of shading human figure drawings?
Learning Experiences
- observe virtual or actual performances of a volleyball game and identify skills of serving the ball
- draw human figures of volleyball players with emphasis on actions of (serving or volleying)
- shade the drawing using a pointillism technique
- finish the drawing creatively
- exhibit and critique the human figure drawings
- demonstrate the skills of serving the ball ( overarm and jump serves) in volleyball
- use drills to practise overarm and jump serves techniques in Volleyball
- demonstrate volleying skill in Volleyball
- use drills to practise volleying in Volleyball
- play a mini Volleyball game while observing safety
- apply skills learnt in a mini Volleyball game and appraise each other
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.4 Play
20 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- describe the format of a play script
- create a one act play addressing a societal issue
- act a role in a play performance
- decorate a stage prop using the collage technique
- recognise play performance as a channel of addressing societal issues
Key Inquiry Questions (KIQs)
- How can a play performance be made believable to an audience?
- Why is it important to decorate props to be used for performance?
Learning Experiences
- read a sample play to identify the format of a script (title, playwright, characters, acts, scenes, setting, stage directions and dialogue)
- brainstorm, in groups, an idea for a short play
- create a short play script using the play elements (theme, characters, plot, setting, conflict, language)
- select relevant prop(s), costumes and music for the play performance
- collect found materials for collage technique to create a prop for the play with emphasis on the theme
- create the prop with focus on pasting, different materials, combined with painting, and superimposition
- finish, present and use the decorated prop in a play performance
- perform breathing, vocal and physical warm up activities in preparation for play performance
- enact a role in play performances
- rehearse the play (paying attention to use of voice, body, movement, space, use of props, music, and costume)
- perform the play before an audience
- record experiences onto a journal
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.5 Swimming
15 Suggested LessonsTerm 2
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- describe the body position in breaststroke
- describe the body position in water treading
- perform breaststroke in swimming for skill acquisition
- perform water treading skill in swimming
- acknowledge own and others’ efforts while performing water treading and breast stroke skills in swimming
Key Inquiry Questions (KIQs)
- Why are swimming skills considered as survival skills?
Learning Experiences
- using virtual or actual performance, observe breast stroke and water treading in order to describe them
- demonstrate water treading
- demonstrate breaststroke
- use drills to practise treading and breaststroke skills while observing safety
- observe others as they apply the skills of water treading and breast stroke and give feedback
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.