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                  MINISTRY OF EDUCATION, SCIENCE AND SPORTS




                                             REPUBLIC OF GHANA




                            TEACHING SYLLABUS FOR BASKETRY

                                   (SENIOR HIGH SCHOOL 2 - 4)




                    Enquiries and comments on this syllabus should be addressed to:

                               The Director
                               Curriculum Research and Development Division (CRDD)
                               P.O. Box 2739
                               Accra, Ghana



Tel: 021-683668
021-683651


September, 2008
                                                                                   TEACHING SYLLABUS FOR BASKETRY
                                                                                         (SENIOR HIGH SCHOOL)


RATIONALE FOR TEACHING BASKETRY

Basketry which is a component of Vis ual Arts embraces all art activities that result in two-dimensional and three dimensional forms . A society achieves its cultural
significance through its production in the visual art. As a people, we are identified through our art works. To develop pride and patriotism, it is important that our young
people acquire love for the cultural and aesthetic values in Ghanaian art. The impact of Basketry is presently felt on education, health and communication and, in fact,
on the total lifestyles of the societies. Basketry has contributed to the advancement in art and technology. Consequently, Basketry has made a tremendous impact on
the economic development of nations and improved the quality of life in most parts of the world. In Ghana, th e combined energy of Basketry, Science and Technology
reinforces our survival and development. To this end, it is important to help our young people to develop artistic skills and capability in Basketry not only to contribute to
the development and significance of Ghanaian art forms but also through their application to every sphere of our development efforts. This requires education and
training.

GENERAL AIMS

The syllabus is designed to help students to:
1. salvage the negative attitude and declining interest among students and people in the art of basketry.
2. introduce new materials for the production of basketry items.
3. appreciate Basketry as an integral part of historical, social and industrial development and living.
4. develop self-esteem, pride, confidence and patriotism through appreciation of his/her own Basketry products.
5. develop the capacity for creativity and solving problems using indigenous and contemporary techniques, tools and materials in Basketry.
6. develop efficient manipulative, aesthetic and technical skills using tools and materials to make Basketry articles .
7. acquire perc eptual and analytical sk ills through the processes of self -expressions and communication of ideas and feelings.
8. develop critical thinking and practical skills that assist in harmonizing opposing ideas, contradictions, inconsistencies, artistic communication skills and attitudes
          for sound human relations.
9. be aware of variety of vocations available in the field of Basketry and opt to chose a career in the field of art.

SCOPE OF CONTENT

The scope of Basketry has been designed in such a way as to provide adequate foundation for students who will pursue further education in art. The course also offers
enough knowledge and skills to students terminating their education at the end of Senior High School who would practice the vocation. This course covers the history,
principles and practice of Bask etry as a vocation. It has enough activities to equip the learner with problem solving skill f or life. It also provides suggestions for art
appreciation and evaluation of art work

PRE-REQUISITE SKILLS AND ALLIED SUBJECTS

The study is based on courses in the Creative Arts and Basic Design and Technology offered at the Basic Education level. Students offering a course in Basketry
should have acquired satisfactory literacy and numeracy skills including basic skills in drawing and designing, as well as knowledge in social and integrated scienc e at
the Junior High School level. Basketry is one of the eight elective subjects of the Visual Art Vocational programme plus General Knowledge in Art which is compulsory.
Knowledge and skills in other subjects eg. General Knowledge in Art, Textiles, Picture, Leatherwork are relevant to Bask etry eg. appreciation, criticism, weaving.

                                                                                                               ii
ORGANISATION OF THE SYLLABUS

The Basketry syllabus has been structured to cover three years of Senior High School. The structure and organization of the Basketry syllabus is as follows:

                                                                       STRUCTURE AND ORGANISATION OF THE SYLLABUS



                            SHS 2                                                                  SHS 3                                                             SHS 4

                          BASKETRY                                                               BASKETRY                                                          BASKETRY

SECTION 1: SOCIAL, CULTURAL AND ECONOMIC                              SECTION 1: SUSTAINABLE DEVELOPMENT AND                                 SECTION 1: DESIGN AND MAKING BASKETRY
IMPORTANCE OF BASKETRY (p 1                           – 8)            BASKETRY (p. 39)                                                       ITEMS (p. 53                       – 55)
Unit 1     Meaning And Scope of Basketry                              Unit 1 The Significance of Sustainable Development to                  Unit 1 Designing and making items by Framing,
Unit 2     Rationale for Studying Basketry                            Soci ety and Basketry Industry                                         Weaving and Integrating other techniques
Unit 3     Historical, Social, Cultural and Economic                  Unit 2 Challenges of the Basketry Industry                             and objects
Importance                                                                                                                                   Unit 2 Designing and making items by Plaiting
Unit 4    Types and Contributi on of Basketry by Some                 SECTION 2: DESIGN AND MAKING ITEMS                                     and Integrating other techniques and
Places and People                                                     (p. 40                  – 52)                                          objects
Unit 5    Competencies, Attitude and Behaviour of                     Unit 1 Making Items to satisfy a need by weaving                       Unit 3      Designi ng and Making items by plaiting
Students for Education and Employment                                 Unit 2 Designing and Making Items to satisfy a need by                 and integrating other techniques and
                                                                      coiling and stitching                                                  objects
SECTION 2: MATERIALS (p. 9 – 23)                                      Unit 3     Desi gni ng and Maki ng items to satisfy a need by          Unit 4      Designi ng and Making items by coil ing,
Unit 1 Types of Materials                                             plaiting                                                               stitchi ng and i ntegrating other objects
Unit 2 Preparation of Materials                                       Unit 4     Desi gni ng and Maki ng Items by knotting
                                                                      (macramé)                                                              SECTION 2: EXHIBITION AND
SECTION 3: TOOLS AND EQUIPMENT (p. 24                   – 27)                                                                                ENTREPRENEURIAL SKILLS
Unit 1 Tools and their uses                                                                                                                  (p. 55                 – 60)
                                                                                                                                             Unit 1 Buildi ng a portfoli o of work
SECTION 4: BASIC DESIGN AND TECHNOLOGY                                                                                                       Unit 2   Exhibition
(p. 28               – 33)                                                                                                                   Unit 3   Entrepreneurial Skills
Unit 1 Elements of Design                                                                                                                    Unit 4   Packaging and Handling
Unit 2 The Design and Technology Process

SECTION 5: DESIGN AND MAKING OF ITEMS
(p. 34                 – 38)
Unit 1 Drawing Obj ects In Outline
Unit 2 Creation of Ideas and Design by Drawing/
Sketching
Unit 3 Designing and Making by Exploring
Techniques, Materials and Tools




                                                                                                        iii
TIME ALLOCATION

                                                                                  nd
Basketry has a total time allocation of:      4 periods a week - 2                      year
                                                                                   rd
5-7 periods a week - 3                                                                  year
5-6 periods a week - 4th year

DEFINITION OF PROFILE DIMENSIONS

As already stated, profile dimensions describe the underlying behaviours for teaching, learning and assessment.                   In Visual Ar t, (including Jewellery), the three
profile dimensions that have been specified for teaching, learning and testing are:
                                   Knowledge and Understanding       25%
Application of Knowledge          35%
Practical Skills     40%
Each of the dimensions has been given a percentage weight that should be reflected in teaching, learning and testing. The weights indicated on the right of the dimensions show the
relative emphases that the teacher should give in the teaching, learning and testing processes at the Senior High School level. Combining the three dimensions in the teaching and
learning process will ensure that Pre-Vocational Skills is taught and studied not only at the cognitive level, but will also ensure practical skill development on the part of students.
Note that “practical skills” has been given 40% of the teaching and learning time to emphasize the point that the orientation in Vocational Ski lls is more toward the acquisition of
practical vocational skills at the SHS level. Also added is the explanation and key words involved in each of the dimensions as follows:

Knowledge and Understanding (KU)

Knowledge       The ability to:
                                  remember, recall, identify, define, describe, list, name, match, state principles, facts and concepts. Knowledge is simply the ability to
                                  remember or recall material already learned and constitutes the lowest level of learning.

Understanding      The ability to:
                                 explain, summarise, translate, rewrite, paraphrase, give examples, generalise, estimate or predict consequences based upon a trend.
                                 Understanding is generally the ability to grasp the meaning of some material that may be verbal, pictorial, or symbolic.

Application of Knowledge (AK)


                                  Ability to use knowledge or apply knowledge, as implied in this syllabus, has a number of learning/behaviour levels. These levels include
                                  application, analysis, synthesis, and evaluation. These may be cons idered and taught separately, paying attention to reflect each of them
                                  equally in your teaching. The dimension “Use of Knowledge” is a summary dimension for all four learning le                                 vels.    Details of each of the
                                  four sub levels are as follows:

Application     The ability to:
                                  apply rules, methods, principles, theories, etc. to concrete situations that are new and unfamiliar.     It also involves the ability to produce,
                                  solve, operate, plan, demonstrate, discover etc.

Analysis   The ability to:
break down material into its component parts; to differentiate, compare, distinguish, outline, separate, identify

                                                                                                           iv
significant points etc., recognise unstated assumptions and logical fallacies, recognise inferences from facts , etc.

Synthesis     The ability to:
                                 put parts together to form a new whole.                It involves the ability to combine, compile, compose, devise, plan, revise, design, organise,
                                 create, generate, discuss, etc.

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

You will note from the above that evaluation is the highest form of thinking and behaviour and is therefore the most difficult behaviour.                       This accounts for the
generally poor performance of students and people generally on tasks that call for evaluation. Start to develop this important skill early in your students by giving
them lots of chances to do evaluative thinking, that is judging, appraising and critiquing the quality or worth of products.

Practical Skills (PS)

In every Sec tion, there is a related theory, which should be treated alongside the practical skills.
Practical sk ills refer to the psyc homotor domain. This involves the demonstration of manipulative skills using tools/equipment and materials to carry out practical
operations, to solve practical problems and to create 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.   Tools/Equipment/Materials Handling
2.   Observation
3.   Craftsmanship/Artisanship
4.   Perc eption
5.   Creativity
6.   Communication
7.    Exhibition
8.    Appreciation and Criticism
9.    Use of memory and imagination

Tools/Equipment/Material Handling: Students should be able to handle and use tools/equipment/materials properly responsibly and sustainably for practical
vocational work.   The teacher should ensure that students acquire a high level of proficiency in the us e of tools , equipment and materials in their selected
vocation(s). They should also be taught how to manger waster materials by recycling them to make other articles, or by disposing of them in an environmentally
friendly manner.

Observation: The student should be able to use his/her senses to make accurate observation of skills and techniques during demonstrations. The student in this
case should be able to accurately use the techniques he/she has observed for performing other tasks in a creative manner.

Craftsmanship/Artisanship: This involves the skilful and efficient handling of materials and tools for accomplishing specific tasks according to the standard and
maturity level of the students.



                                                                                                             v
Perc eption: The students should be able to respond to his/her environment using all the s enses i.e. seeing, hearing, smelling, touching, tasting and kinaesthetics.
The student should be encouraged to apply these senses in every activity or project he/she undertakes.

Originality/Creativity Students should be encouraged to be creative or original and be able to use new materials and methods in carrying out projects. Encourage
them to be original in making new items and not copy existing items/artefacts. You can help them to be creative and original by encouraging any little creative
efforts, techniques and products they may develop.

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

Exhibition: Students should be guided to display finis hed items and an artistic manner.

Appreciation and Criticism: Students should be guided in discussing and analysis of finished work based on s tandard princ iples and criteria of appreciation and
criticism.

Use of Imagination and Memory: The students should develop the ability to use the mind to think, reflect, pre-image/visualise what has been perceived or
observed to generate and use new and creative ideas.

The action verbs provided under the various profile dimensions should help you to structure your teaching such as to achieve the set objectives. Select from the
action verbs provided for your teaching, in evaluating learning before, during and after the instruction. Use the action verbs also in writing your test questions.
This will ensure that you give your student the chance to develop good think ing skills, and the capacity for excellent productive work.          Check the weights of the
profile dimensions to ensure that you have given the required emphasis to each of the dimensions in your teaching and assess ment.
Assessing Practical Skills

The following criteria are rec ommended to be used for assessing items produced by students:

Creativity (Originality) 20%
Design       30%
Craftsmanship      40%
Suitability   10%

An item produced in practical classes s hould be mark ed using the four criteria. The perc entages on the right indicate the proportion of marks to be allocated to
each of the four criteria. If an item is marked out of 20, 20%                     or 4 marks should go to “Creativity” or “Originality”, 6 marks to “Design”, 8 marks to
“Craftsmanship/Artisanship” and 2 mark s for “Suitability”.

You will note that c raftsmanship has been given greater weight in the four criteria above. While the teaching and learning of practical skills should stress originality
or creativity and design, it will be important to put more emphasis on craftsmanship at this stage. At a level higher than SH                                      S, one would want to weight “originality”
or “c reativity higher to emp         has ise that adult production should aim more at originality or creativity.

Craftsmanship/Artisanship: This deals with the ability to use tools and materials sk ilfully to create artefacts. It is import ant to pay attention to
good decoration and finishing. In doing so, the artist should have the ability to criticise, manipulate, organise, redesign, polish, varnish, burnish, paint, etc. and
judge the quality of the craftsmanship of his/her product.

                                                                                                             vi
Design: This is the ability to work with new ideas, materials, and tools in order to achieve a unique and attractive product through the appropriate organization of
elements and principles of design. In doing so, the artist should plan, organise, sketch, outline, construct, paint, brainstorm, discuss, compare, follow directions,
show awareness and sensitivity.

Creativity: This is the ability to produce a unique piece of (visual) art based on an idea, philosophy, concept in either two or three-dimensional form. The idea that
motivates creativity may be original or an improvement on an already existing piece of work . In doing so, the artist will observe, plan, produce, relate, reproduce,
assemble, design etc. Creativity in a number of cases is based upon attitudes and beliefs of the individual. Try to encourage creativity in your students as much as
possible.

Suitability: This is the ability to produce an artistic product to satisfy an intended purpose. In doing so, an attempt is made to work with new ideas, elements,
principles of design, materials and tools appropriately in order to achieve a product that is of both utility and aesthetic value to the consumer.

Suggested Procedures for Art Appreciation:

For each work produced by the student, appreciation should be conducted as follows:

     a)   identify the work (title, artist, date, size, medium used, and location);
     b)   give inventory of items in the work (physical characteristics)
     c)   analysis of technic al qualities kind of materials used, how the work was made, its design and composition);
     d)   interpretation of the work (its meaning, cultural and socio-economic significance)
     e)   judgement (successful/unsuccessful); this is added if appreciation is extended to cover criticism.

When students produce art works, attention should be paid to the following:

     a)   identification, discussion, care and testing of tools and materials;
     b)   preliminary designing and sketch-models;
     c)   translation of designs and sketch-models into art work s;
     d)   construction of the articles;
     e)   decoration and finishing;
     f)   discussion of uses/relevance of the article(s).

Bear in mind that the syllabus c annot be taken as a substitute for lesson plans. It is therefore necessary that you develop a scheme of work and lesson plans for
teaching the units of this s yllabus .

SUGGESTIONS FOR TEACHING THE SYLLABUS

While teaching one art subject, reference may be made to relevant ideas in the other subjects of the Vocational Skills Programme as a whole. The assistance of
local experts, artists, artisans, and elders may be sought where necessary. Knowledge acquired in the „General Knowledge sec                                     tion should be applied to activities
in the other subjects. Consideration should be given to each practical activity as a problem-solving venture i.e. identifying a problem, researching, analysing,
suggesting solutions, choosing appropriate solutions and produ                    cing an art work. „The Principles of Product Design as outlined in the General Knowledge Section
should be applied when designing art works.


                                                                                                         vii
The syllabus has been planned in five columns consisting of Units, Specific Objectives, Content, Teaching and Learning Activities and Evaluation.

General Objectives: General objectives have been listed at the beginning of each section. The general objectives are a summary of the spec ific objectives of the
units. Read the general objectives very carefully before you start teaching the units. After teaching all the units go back and read the general objectives again to be
sure you have covered the general objectives adequately in your teaching.

Sections and Units:         Each of the subjects represents a vocation. A year                   s work is divided into units, where a unit consists of a body of knowledge and skills that
forms a logical aspect of the section.

Column 1 - Units: The Units in Column 1 provide the major topics. You are expected to follow the units/topics according to t he linear order in which they have
been presented. However, if you find at some point that teaching and learning of a unit will be more effective if you branched to another unit before coming back to
the unit in the sequence, you are encouraged to do so.

Column 2 - Specific Objectives: Column 2 shows the Specific Objectives for each unit. The specific objectives begin with numbers such as 1.3.5 or 2.2.1. These
numbers are referred to as “Syllabus Reference Numbers”. The first digit in the syllabus refere                         nce number refers to the section, the second digit refers to the unit,
while the third digit refers to the rank order of the specific objective. For instance, 1.3.5 means: Section 1, Unit 3 and Specific Objective 5. In other words, 1.3.5
refers to Specific Objective 5 of Unit 3 of Section 1. Similarly, the syllabus reference number 2.2.1 simply means Specific Objective number 1 of Unit 2 of Section
2. Using syllabus reference numbers provides an eas y way for communication among teac hers and other educators. It further provides an easy way for selecting
objectives for test construction. Let s say for instance, that Unit 2 of Section 2 has five specific objectives: 2.2.1                           - 2.2.5. A teacher may want to base his/her test
items/questions on objectives 2.2.3 and 2.2.4 and not use the other three objectives. In this way, a teacher would sample the objectiv es within the units of the
section to be able to develop a test that accurately reflects the importance of the various objectives taught in class.

You will note also that specific objectives have been stated in terms of the student i.e., what the student will be able to do after instruction and learning in the unit.
Each specific objective hence starts with the following, “The student will be able to.” This in e                             ffect, means that you have to address the learning problems of each
individual s tudent. It means individualising your instruction as much as poss ible such that the majority of students will be able to master the objectives of each unit
of the syllabus.

As has been said already, the order in which the unit topics appear should not necessarily be the teaching order. There s hould however, be a linkage in the order
in which the units and specific objectives are treated. The teacher will have to study the syllabus carefully and plan ahead the activities the students will carry out
during a particular lesson. Knowing the requirements of a lesson, the teacher should assemble the materials required for the activities well in advance. The
collection of materials must be done by both the teacher and students. Other regular materials may be continually collected and stored to be used when needed.
When materials are not available in the immediate environment, the teacher should try to contact persons in higher institut ions and in the community for help.

As students begin work on the activities of each lesson, the teacher should serve as a facilitator and motivate the students in various ways to sustain their interest.
As much as possible, professional people working in each of the vocations should be invited as resource persons to make presentations and demonstrations to the
class. Visits to the workshops of practitioners of the various vocations contained in the syllabus are also encouraged.

The teacher should also attempt to introduce new non-traditional materials such as the slivers of immature bamboo (of 18 months), peelings of elephant grass or
guinea corn stem.

Profile Dimensions

A central aspect of this syllabus is the concept of profile dimensions that should be the basis for instruction and assessment. Learning may be divided into a
number of clas ses. A student may acquire some knowledge through learning. The student may also learn to apply the knowledge a cquired in some new context.

                                                                                                          viii
For instance, the principles for identifying design elements in the natural and man-made environment may be taught the student. If this is done well, the student
will acquire the knowledge and unders tanding of design principles. Beyond this, the student may be required to apply the elements and principles of design in
producing an item such bask etry, ceramics, picture-making or textile product. You will note from the sequence described, that the student has gone through
acquisition of basic knowledge, has acquired practical sk ills, and has had the opportunity to apply the knowledge acquired in a particular problem situation.
The four learning behaviours          , “knowledge”, “understanding”, “application” and “practical skills” are referred to as “dimensions of knowledge”. “Knowledge” is a
dimension; “application of knowledge” is also a dimension. More than one dimension form a profile of dimensions. A specific o                                   bjective may be stated with an action
verb as follows: The student will be able to describe......                Being able to “describe” somethin           g after the instruction has been completed means that the student has
acquired “knowledge”.

Being able to explain, s ummarise, give examples etc. means that the s tudent has understood the lesson. Similarly, being able to develop, plan, construct, design,
etc. means that the student can “apply” the knowledge acquired in some new context. You will note that each of the specific o                                  bjectives in this s yllabus c ontains an
”action verb” that describes the behaviour the student will be able to demonstrate after the                         instruction. “Knowledge”, “application” etc. are dimensions that should
be the prime focus of teaching and learning in schools. Instruction in schools, in most cases has tended to stress knowledge acquisition and memorisation to the
detriment of other higher-level behaviours such as application, analysis etc.

The focus of the new syllabus is to encourage students to apply their k nowledge, develop analytical thinking skills, develop plans, design new products, generate
new and creative ideas and solutions, and use their knowledge in a variety of ways to deal with problems and issues, solve problems and generally be productive.
Each action verb indicates the underlying profile dimension of each particular specific objective. Read each objective carefully to know the profile dimension you
have to teach.

Column 3 - Content : The “content” in the third column of the syllabus presents a selected body of information that you will need to use in tea                                        ching the particular
unit. In some cases, the content presented is quite ex haustive. In some other cases, you could add more information to the content presented. In any case, try to
find more information through reading and personal investigations, to add to the content provided.

The use of resource persons who are practitioners of the vocations of this s yllabus will in many c ases, help to provide your class with more information on each of
the vocations than can be obtained from books and journals.

Column 4 -Teaching and Learning Activities (T/LA): T/LA that will ensure maximum student participation in the lessons are presented in Column 4. Try to avoid
rote learning and drill-oriented methods and rather emphasis e participatory teaching and learning, and also emphasise the cognitive, affec tive and psychomotor
domains of knowledge in your instructional system wherever appropriate.

You are encouraged to re-order the suggested teaching and learning activities and also add to them where necessary in order to achieve optimum student
learning. As we have implied already, the major purpose for teaching and learning is to make students able to apply their knowledge in dealing with issues both in
and out of school. Students must be taught to be problem solvers. In this particular s ubject, students are expected to acquire valuable basic skills in selected
vocations to serve as a foundation for further sk ill development.

Column 5 - Evaluation: Suggestions and exercises for evaluating the lessons of each unit are indicated in Column 5. Evaluation exercises can be in the form of
oral questions, quizzes, class assignments (e.g., designing and drawing), essays, structured questions, project work etc. Try to ask questions and set tasks and
assignments that will challenge your students to apply their knowledge to is sues and problems, and that will engage them in creating new and original items, and
developing positive attitudes as a result of having undergone instruction in this subject.
Evaluation should also include observation of processes pupils go through in performing various activities, and the products students make. Processes and
products are both equally important and need observation, appreciation, appraisal and correction. The suggested evaluation tasks are not exhaustive. You are
encouraged to develop other creative evaluation task s to ensure that students have mastered the instruction and behaviours implied in the specific objectives of
each unit.
                                                                                                        ix
General Knowledge in Art and all Visual Art Elective Subjects:

Paper 1: (3hours). It will consist of two sec tions; A and B and candidates will be required to answer them at one sitting.
Section A: There will be 40 multiple-choice items and candidates will be expected to answer all the questions (40 marks ).

Section B:     It consists of six (6) structured essay-type questions bas ed on theory and practice from all areas of a subject.
Candidates will be expected to choose and answer four (4) of them at one sitting (50 marks).

Paper 2: Practical Test For All Visual Art Subjects:

All SHSCE Practic al Examinations in Visual Art should be taken under supervised examination conditions. The Practical Examinations in each Visual Art subject,
including General Knowledge in Art should be                taken for 6 hours a day for five days.
Paper 2 will be the “practical” test paper and will require a                student to choose one question from a number of practical questions. The practical questions will be
sent to schools teaching Visual Art           two weeks      before practical examinations would commence, and candidates would be expected to demonstrate their practical
skills and competence in the subject (100 marks). Preliminary designing (sketching will be tested on the first day of the Practic al Examination. It will be attached to
the finished work and would be marked).

The prac tical test is very important since Visual Art is practically oriented, and an actual practical test should therefore be conducted in addition to continuous
assessment and the test of theory.

What to look for in an Art work Evaluation:
The following may be used as a check list of what to look for in an artwork evaluation:

     a) creativity, originality, innovation;
     b) Use of media, tools and materials

     c) Design: composition of elements and principles
     d) Technical competence: draughtsmanship and craftsmanship

     e) Uses, relevance and suitability of artefact to soc iety/community


FORM OF ASSESSMENT

It is important that both instruction and assessment be based on the specified profile dimensions. In developing assessment procedures, try to select specific
objectives in such a way that you will be able to assess a representative samples of the syllabus objectives. Each specific objective in the syllabus is considered a
criterion to be achieved by the student. When you develop a test that consists of items or questions that are based on a representative sample of the specific
objectives taught, the test is referred to as a “Criterion              -Referenced Test”.

In many cases, a teacher cannot test all the objectives taught in a term, in a year etc. The assessment procedure you use i.e. class tes ts, homework, projects etc.
must be developed in such a way that it will consist of a sample of the important objectives taught over a period.




                                                                                                            x
The example in the next page shows an examination consisting of three papers, Paper 1A, Paper 1B, Paper 2 (Practic al Work) and School Based Assessment
(SBA). Paper 1A will usually be an objective-           type paper; Paper1B will consist of structured questions, essentially testing “                 Application of Knowledge               but also
consisting of some questions on “Knowledge and Understanding”.

Paper 2 will be the practical test paper. School Based Assessment will be 30% of a total of all tests taken in class.
The distribution of mark s for the objective test items, structured questions, the prac tical questions paper, and in SBA should be in line with the weights of the profile
dimensions and as shown in the last column of the table on below.


Paper 1A is marked out of 40; Paper 1B is mark ed out of 50, Paper 2 marked out of 80, and School Based Assessment is marked out of 70, giving 240 marks.
The last row shows the weight of marks allocated to each of the four test components. The three test papers are weighted differently to reflect their individual
importance in the total examination.

                                                                      Distribution of Examination Paper Weights And Marks


                                 Dimensions Paper 1A                                      Paper 1B                 Paper 2              School             Total Marks % Weight of
                                                                  (Objective             (Structured              (Practical            Based                             Dimensions
                                                                     Test)                Question               Test Paper)         Assessment
                                                                                            Paper)                                       (SBA)
                       Knowledge and
                       Understanding                                   25                       15                      -                   20                   60                25
                       Applic ation of Knowledge
                                                                       15                       35                      10                  24                   84                35

                       Practical Skills                                 -                        -                      70                  26                   96                40

                       Total Marks                                     40                       50                      80                  70                   240              100



                       % Contribution of Papers                        17                       20                      33                  30                                    100



You will note that Paper 1 A has a contribution of 17% to the total marks; Paper 1B has a contribution of 20% to the total marks; Paper 2 has a contribution of 33%,
and School Based Assessment has a contribution of 30% to the total marks. The numbers in the cells indicate the marks to be allocated to the items/questions
that test each of the dimensions within the respective test papers. The practical test paper is the most important paper at the SHS level and therefore has more
weight and more marks.

The last but one column shows the total marks allocated to each of the dimensions. Note that the numbers in the columns are additions of the numbers in the cells
and they agree approximately with the profile dimension weights indicated in the last column. Of the total marks of 240, 60 marks, equivalent to 25% of the total
marks, are allocated to Knowledge and Understanding; 84 marks, also                           equivalent to 35% of the total marks, are allocated to “Application of Knowledge”; 96 mark s,
equivalent to 40% of the marks are allocated to “Practical Skills”. The weight of each of the three dimensions is indicated i                                     n the last column. The ratio of theory to
practice in Visual Art is 60:40.



                                                                                                            xi
THE TERMINAL EXAMINATION

The terminal examination should have three test papers as described above, or could be developed as two test papers where, following the example of the
SHSCE, Paper 1 will consist of two sections: Section A and Section B. Section A of Paper 1 will consist of objective test items, while Section B will consist of
structured questions. Further details of the two papers are as follows:

GRADING PROCEDURE

To improve assessment and grading and introduce uniformity in schools, it is recommended that schools adopt the following grade boundaries for assigning
grades on student test results .
                            Grade A: 80 -100% - Excellent
Grade B:   70 - 79 % - Very Good
Grace C:   60 - 69 % - Good
Grade D:   45 - 59 % - Pass (Satis factory)
Grade E:   35 - 44 % - Weak
Grade F:   34 and Below %- Very Weak

In marking examination questions, it is very important that you develop a marking s cheme. A marking scheme, as you are aware, consists of the points for the
best answer you expect for each question, and the mark allocated for each point rais ed by the student as well as the total marks for the question. For instance, if a
question carries 10 marks, and you expect 4 points in the best answer, you could allocate 2 mark s or part of it, depending upon the quality of the point raised by
the student to each of the 4 points, totalling 8 marks, and then give the remaining 2 marks or part of it for organisation of answer. For objective test papers you
may develop an answer key to speed up the marking.                   In ass            igning grades to students test              results, you may apply the above grade boundaries and the
descriptors, which indicate the meaning of each grade. The grade descriptor for Grade A, with a mark of 80% and above, is “E                                           xcellen t”.
The grade boundaries are also referred to as grade cut-off scores. For instance, the grade cut-off score for a B grade is 70% in the example.

When you adopt a fixed cut-off s core grading system as in this example, you are using the criterion-referenced grading system.
By this system, a student must make a specified score to be awarded the requisite grade.                     This system of grading challenges s tudents to study harder to earn
better grades. It is hence more us eful for achievement testing and grading than the norm-referenced testing system of grading in which the grades are based on
the rank order of students marks i.e. where the best score in a clas s, no matter its quality, gets an A                          , etc.

GUIDELINES FOR SCHOOL-BASED ASSESSMENT (SBA)

School Based Assessment (SBA) system, formerly referred as continuous assessment will be introduced into the Senior High School from September, 2009. SBA
is a very effective system for teaching and learning if carried out properly. The new SBA system is designed to provide schools with an internal assessment system
that will help schools to achieve the following purposes:

     o Standardize the practice of internal school-based assessment in all schools in the country
     o Provide reduced assessment tasks for subjects studied at each of the school levels
     o Provide teachers with guidelines for constructing as sessment items/questions and other assessment tasks
     o Introduce standards of achievement in each subject and in each class of the school system
     o Provide guidance in marking and grading of test items /questions and other assessment tasks
     o     Introduce a system of moderation that will ensure acc uracy and reliability of teachers mark s
     o Provide teachers with advice on how to conduct remedial instruction on difficult areas of the s yllabus to improve class performance.

                                                                                                        xii
The arrangements for School Based Assessment may be grouped in categories as follows: Projects, Clas s Tests, homework and Terminal Test.

1. Projects: These are task s assigned to students to be completed over an extended time.

           These will include the following:
i) practical work
ii) experiments
iii) investigative study (including case study)

A report must be written for each project undertaken.

2. Class Tests    These will essentially consist of written assignments covering topics /units completed at some specific period within the term.

3. Home Work      This is an assignment to be completed within a day or a couple of days. Homework may consist of essays, summaries, and other problems
        to be solved.

4. End          – of – Term Examination:
          The end – of-term examination is a summative assessment system and should consist of the knowledge and skills students have acquired in th e term. The
          end-of-term test for Term 3 should be composed of items/questions based on the specific objectives st udied over the three terms, using a different
          weighting system such as to reflect the importance of the work done in each term in appropriate proportions. For example, a teacher may build an end-of-
          term test in such a way that it would consist of the 20% of the objectives studied in Term 1, 20% of objectives studied in Term 2 and 60% of objectives
          studied in Term 3.

Senior High Schools will be provided with information on the structure of the new SBA by the middle of 2009.

Combining SBA marks and End                 – of – Term Examination Marks
The new SBA s ystem is important in raising s tudent s school performance. For this reason, the 150 marks for SBA is scaled to                               50. The total marks for end   – of-
term test will also be scaled down 50 before adding the SBA marks and end-of-                    term examination mark s to determine students end of term results. SBA and end                 -
of-term marks will hence be combined in equal proportions of 50:50. The equal proportions will affect only assessment in the school system. It will not affect the
SBA mark proportion of 30% used by WAEC for determining examination results at the BECE.

School Based Assessment will consist of written assignments, papers, essays, summaries, quizzes, tests, practical work/projects, appreciation, appraisal and will
account for 30% of the total class work. The continuous assessment will comprise the following:

4 class exercises for        40 marks
1 class test for         20 marks
1 practical project work for     40 marks
1 end of term examination for                 100 marks

School Bas ed Assessment (SBA) will comprise both theory and practicals, and will start from first year to the end of the second term of the third year. In this
regards, students should be taught how to keep portfolio/records or samples of works f or presentation or s eeking jobs.



                                                                                                         xiii
                                                            SENIOR HIGH SCHOOL – YEAR 2
                                                                                                    SECTION 1
                                                             SOCIAL CULTURAL, HISTORICAL IMPORTANCE OF BASKETRY
                                                                                    General objectives            : The student will:

1. recognise that basketry has history and a variety of social , cultural and economic purposes.
2. be aware of how people use a diversity of ideas, techniques and a variety of material s from the envi ronment to make basketry that satisfy their needs.
3. recognise the need to study basketry for educational, social and economic purposes.

       UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                                                                      EVALUATION
                                                                                                                                              ACTIVITIES

UNIT 1                   The student will be able to:                                                                    Guide students to:                                The student to:

MEANING AND              1.1.1    explain the concept            Concept and scope of basketry.                          - brainstorm the meaning of the concept           - write a short essay with
SCOPE OF                          “basketry” and i ts                                                                      “basketry” and its scope.                       examples, his/her
BASKETRY                 scope.                                  - The art of making useful and                                                                            understanding of the
                                                                 beautiful items with man-made and                       - discuss the meaning and scope of basketry,      concept of basketry and its
                                                                 natural materials of different                          using samples and other audio-visual              scope using information
                                                                 characteristics and techniques such                     teaching and learning materials (TLM).            from the internet,
                                                                 as weaving, plaiting, knotting and                                                                        practitioners and other
                                                                 stitching.                                              - students to study the items, reflect and come   reference books.
                                                                                                                         out with their own explanation about the
                                                                 Items:                                                  meaning and scope of basketry.
                                                                 The three Dimensional (3-D) items:
                                                                 baskets, hats, mats, nets, couch                        NOTE
                                                                 footwear, cot, etc.                                     - organise the identification and collection of
                                                                 Materials:                                              basketry items and TLMs prior to the lesson.
                                                                 Characteristics of material s; e.g. tough,
                                                                 stiff, pliable, soft, thick, thin, flat                 - make use of ICT (DVD, internet, CDs, Video
                                                                 coloured, uncoloured, natural, man-                     Films, Magazines, Books for presentation and
                                                                 made strands of fibre, cords, canes,                    discussion.
                                                                 roots, stems, leaves, tree bark, etc.
                                                                 Techniques:
                                                                 - Weaving, randing, pai ring/twining,
                                                                 slewing, fitching, etc.
                                                                 - Plaiting:
                                                                 Using 3 or more strands of
                                                                 the same characteristics to interlace.
                                                                 - Coiling and stitching:
                                                                 Using core/bundl e and coiling and
                                                                 stitching them together.


                                                                                                              1
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                                                  EVALUATION
                                                                                                                   ACTIVITIES

UNIT 1 (CONT’D)   The student will be able to:                                                Guide students to:                                    The student to:

MEANING AND                                      - Knotting (macramé):        using one or
SCOPE OF                                         several knots and
BASKETRY
                                                 - Construction: framing and making
                                                   by cutting, nailing, tying, glueing,
                                                 weaving l ashing and incorporating
                                                 other techniques.

                                                 Others: combi ning, integrati ng
                                                 basketry materials and techniques with
                                                 other items e.g. calabash, gourd,
                                                 ceramic pots, bowls, beads, feathers,
                                                 leather, board, plastics, etc.

UNIT 2

RATIONALE FOR     1.2.1 analyse the rational e   Rati onale for studying basketry.            - brainstorm (in groups) the rationale for studying   - interact and interview a
STUDYING          for studying basketry in                                                    basketry in schools for their benefit and society.    number of people, students,
BASKETRY          school s for the benefit       - As a problem-solvi ng, creative visual                                                           parents, practitioners, school
                  of the learner and             art activity for designi ng and making       - discuss their views and reasons for studying        administrators and report on
                  society.                       items of cultural, functional and            basketry.                                             their views or reasons for
                                                 aesthetic value.                                                                                   studying basketry in schools.
                                                                                              - compare their views and reasons to determine
                                                 - Basketry can lead to several               those that are intangible or good, using              - search the internet and other
                                                 vocati ons for employment and                concrete examples.                                    reference books for
                                                 poverty allevi ation e.g. straw and                                                                information and write a short
                                                 cane basketry.                               - discuss and suggest how the teaching and            essay either agreeing or
                                                                                              learning basketry in schools can be done              disagreeing on the
                                                 - It can be pursued as an academic           effectively to justify the reasons.                     statement: “The Ministry of
                                                 and occupational course or training                                                                Education is justified by
                                                 at the tertiary level e.g. KNUST and         NOTE:                                                 including Basketry as a
                                                 UEW and enterprise.                          Interview and observe students to find their          subject to be studied in
                                                                                              attitudes, views and reasons for studying               school.”
                                                 - Materials for basketry are available in    basketry and use the result to monitor and
                                                 every region or district in this country     evaluate their behaviour.                             - suggest how the teaching
                                                 e.g. straw, pal m trees.                                                                           and learning of basketry in
                                                                                                                                                    schools can be done
                                                 - Basketry items promote, transmi t and                                                            effectively.
                                                 preserve our cul ture e.g. Bolga
                                                 baskets. They satisfy social,
                                                 religious and cultural needs. e.g.
                                                 containers and furniture.


                                                                                          2
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                                                    EVALUATION
                                                                                                                     ACTIVITIES

UNIT 3          The student will be able to:                                                    Guide students to:                                    The student to:

HISTORICAL,     1.3.1 analyse the origin,      Socio-cul tural and economic                     - brainstorm the origin of basketry and the idea of   - prepare (in groups) and
SOCIAL,         socio-cultural and             importance of basketry.                          making items to satisfy the needs of early man.         debate the topic “The
CULTURAL AND    economic importance of                                                                                                                importance and practice of
ECONOMIC        basketry of the past and       - Basket-making i s regarded as the              - discuss how basketry has satisfied the needs of     basketry for satisfying social ,
IMPORTANCE      the present.                   oldest art form because the oldest               people in the past in several ways.                   cultural and economic needs
                                               pottery items have basket marks on                                                                     of society is past and gone in
                                               them i.e. cl ay was smeared inside a             - compare the uses, social, cultural and                 modern times.”
                                               basket which got burnt perhaps by                economic importance of basketry of the past
                                               accident.                                        with the present to determine similarities and        - find out and write a short
                                                                                                differences.                                          report about the uses and
                                               - The origin of weaving containers i s                                                                 social-economic importance
                                               believed to have come from the bird              Students to suggest how basketry can be used to       of basketry in their locality.
                                               and the nest.                                    promote the social, cultural and economic
                                                                                                development of Ghana in modern times.
                                               - Early human beings needed basketry
                                               containers or items to sati sfy their
                                               basic needs, examples:
                                               Agriculture/Food:
                                               – items for carryi ng, stori ng, preparing
                                               and serving food; fishi ng, trapping
                                               animals eg. baskets, colanders,
                                               sieves, traps, nets, strainers.
                                               Shelter:
                                               - roofing/thatching, fencing, cots, etc.
                                               Furniture:
                                               - beds, mats, stools, chairs, curtains,
                                               etc.                                                                                                   .
                                               Clothing:
                                               - foot wear, fans, hats, vests, belts,
                                               etc.
                                               Transportation:
                                               - rafts, boats, hammock, palanquins,
                                               Carts, etc.
                                               Warfare:
                                               Shi eld (coiled, woven), helmet, etc.

                                               Religious/Social Ceremonies:
                                               - containers, bags for serving
                                               gods/goddesses, decorated and
                                               sculptural items, toys, coffi ns, etc.




                                                                                            3
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                                                  EVALUATION
                                                                                                                        ACTIVITIES

UNIT 3 (CONT’D)   The student will be able to:                                                     Guide students to:                                The student to:

                                                 Entertainment/Recreation:
                                                 - rattles, drums.

                                                 The uses and importance of basketry
                                                 in the past as compared with the
                                                 present examples: clothing, furniture,
                                                 marketing, agricul ture, shelter,
                                                 patronage and export trade.
UNIT 4

TYPES AND         1.4.1 outline the types and    Types of basketry and contribution of             - identify and discuss (with the help of a map)   Investigate with the help of ICT
CONTRIBUTION      contribution of some           selected places in Ghana and other                places noted for basketry, the types and          (i nternet) and books 2 places
OF BASKETRY       places to basketry in          parts of the world.                               contribution in satisfying needs of society.      in Ghana and elsewhere in the
BY SOME           Ghana and the world.                                                                                                               world where basketry is
PLACES AND                                       Bolgatanga and Upper East              – Straw,   NOTE:                                             practised in terms of type and
PEOPLE                                           grass flower stalk basketry.                      Use digital content and other audio-visual aids   purpose and contribution to
                                                                                                   where possible.                                   societal needs.
                                                 Items: satisfying national, tourists and
                                                 international markets.

                                                 Enyeresi (of the past and present)
                                                 Rattan Cane Basketry items: for
                                                 satisfying l ocal and national needs.

                                                 Asamankese – Rattan Cane Basketry:
                                                 satisfied local and national needs (of
                                                 the past).

                                                 Assin Foso – Bamboo factory to
                                                 promote bamboo handicrafts and                                                                      .
                                                 cottage industries as at now.

                                                 Gambilogu – Straw Basketry Centre:
                                                 for sati sfying local, tourist, internati onal
                                                 needs.

                                                 Sirigu UER – Straw Basketry: for
                                                 satisfying l ocal, tourist, national and
                                                 international markets.

                                                 Zaare UER – Straw Basketry: for
                                                 satisfying l ocal, tourist, national and
                                                 international markets.

                                                                                             4
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                             EVALUATION
                                                                                                                   ACTIVITIES

UNIT 4 (CONT’D)   The student will be able to:                                                Guide students to:                The student to:

TYPES AND                                        Southern Volta (Agave, Atiave,
CONTRIBUTION                                     Dabala, South Tongu, etc) bulrush
OF BASKETRY,                                     containers, bags, mats for local and
BY SOME                                          national market demands.
PLACES AND
PEOPLE                                           Accra - Tetteh Quarshie – Achimota
                                                 Motorway; Switchback Road; Okpoglo:
                                                 Rattan Cane Basketry and Furniture
                                                 satisfying national, tourist and
                                                 international market demands.

                                                 Kumasi - Centre for National Culture:
                                                 Cane Basket and Furni ture    –
                                                 promoti ng and producing basketry
                                                 items.

                                                 KNUST, KUMASI - Department of
                                                 Integrated Rural Art and Industry:                                             .
                                                 design and production in art and
                                                 basketry for industry.

                                                 UEW, Winneba - Department of Art:
                                                 education in art and basketry for
                                                 teaching in school.

                                                 Support/Agencies-          Aid to Artisans
                                                 Ghana (ATAG) Ghana Export
                                                 Promoti on Council; etc. training
                                                 financing, motivating artisans in
                                                 basketry to design and produce to
                                                 satisfy national and international needs
                                                 and standards.
                                                 Notable Countries/Cultures
                                                 Japan and China: bamboo basketry
                                                 and trai ning
                                                 North America Indians - Coiled and
                                                 twined/paired basketry items in
                                                 intricate patterns for use and
                                                 museums.
                                                 Philippines: Cane Basketry for
                                                 national and international markets.



                                                                                         5
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                                                 EVALUATION
                                                                                                                     ACTIVITIES

UNIT 4 (CONT’D)   The student will be able to:                                                  Guide students to:                                 The student to:

TYPES AND                                          East African (Kenya) - bags for
CONTRIBUTION                                       tourist and export markets.
OF BASKETRY
BY SOME                                            Venezuela/Mexico - plaited,
PLACES AND                                         patterned items of worl d standard.
PEOPLE
                                                   South African and Botswana          -
                                                   various coil ed and woven basketry
                                                   items for export and national markets.


                  1.3.3 describe jobs/vocations,   Careers/Vocations and peopl e in             - identify and discuss various careers/vocations   - research and describe 3
                  people and agencies              Basketry.                                    in basketry.                                       different vocations in
                  engaged in basketry.                                                          - discuss how to interview or look for             basketry for publication in a
                                                   Careers or vocations are mostly              information about jobs from practitioners          journal for visual art.
                                                   determi ned by the materials or items        for description and reporting in terms of:
                                                   made, examples:                              a. Job title/Name of enterprise/business
                                                   1. Cane Basketry:                            b. When and where started
                                                   a. Designer and Weaver of cane               c. Materials
                                                   baskets, trays, containers, etc.             d. Major skills involved or required for
                                                   b. Maker/Framer of cane baskets              designing and making end products
                                                   and palanquins, furniture e.g.               e. How location was identified.
                                                   book rack, tables, sofas, cots.              f. Initial capital and source.
                                                   c. Weaver of cane furniture, lamp            g. Materials required and source.
                                                   stands, baby cots, etc.                      h. Tasks performed.
                                                   d. Supplier of canes                         i. Steps in the performance of tasks.
                                                   e. Seller, Exporter of cane                  j. Benefits derived from business.
                                                   basketry.                                    k. Attitude and conditions for work.

                                                   2. Straw/Grass Flower, Stalk
                                                   Basketry:
                                                   - Weaver of containers; bags, hats,
                                                   fans, baskets, rattles, mats,
                                                   thatches, decorative and sculptural                                                             .
                                                   items.

                                                   3. Bulrush Basketry:
                                                   - Weaver of bags, mats.
                                                   - Seller of bulrush bags, mats.




                                                                                            6
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                             EVALUATION
                                                                                                                   ACTIVITIES

UNIT 4 (CONT’D)   The student will be able to:                                                Guide students to:                The student to:

TYPES AND
CONTRIBUTION                                     4. The Palms:
OF BASKETRY                                      - Weaver of containers, baskets,
BY SOME                                          mats, fish traps with oil palm and
PLACES AND                                       raffia palm rachi s.
PEOPLE                                           - Maker of baskets, containers,
                                                 hats, mats, etc. with strands by
                                                 plai ting, coili ng and stitching.

                                                 5. Bamboo Works:
                                                 Designer and maker of bamboo
                                                 furniture and containers by framing,
                                                 constructi on and weaving
                                                 (sometimes) integrating with cane.

                                                 6. Designer and maker of items by
                                                 knotti ng (macramé) e.g containers,
                                                 cl othing, pot holders, room, hall and
                                                 body decoration items e.g wall,
                                                 dividers, hangings and table covers.

                                                 7. Teacher/Lecturer/Educator in
                                                 basketry:
                                                 a. UEW         – I. Opoku-Mensah, Okai-                                        .
                                                 Nti Ernest, K.Z. Adzraku.
                                                 b. KNUST         – K. Adu Baah, Dr. R.
                                                 Steiner; Eunice Painstil, Millicent
                                                 Mate; Christiana Dassah-
                                                 Kabuga
                                                 c. Elsie Akyea (Accra) D.N.
                                                 Achi mboa (Navrongo, John
                                                 Bosco), Johnny Powers (Agogo
                                                 Training College), etc.
                                                 d. Practi tioners       – L. Ofori (Accra
                                                 Okponglo), Agbolosu Mensa
                                                 (Assin Fosu), Gi fty Al lotey
                                                 (Accra); G. Adongo (Bolga); A.
                                                 Atanga (Bolga); J. Adi ngba
                                                 (Bolga); T. Ayimbol o (Bolga); E.
                                                 Assa (Bolga), Vivian Anambona
                                                 (Bolga), etc.




                                                                                          7
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                                                  EVALUATION
                                                                                                                   ACTIVITIES

UNIT 5          The student will be able to:                                                 Guide students to:                                      The student to:

COMPETENCIES    1.5.1 analyse the              Competenci es atti tude and type of           - identify, discuss and analyse the skills, attitude,   - find out, analyse and wri te
ATTITUDE AND    competencies atti tude         behaviour required of a student/learner       competencies and other requirements of a                an essay on the requirement,
BEHAVIOUR OF    and behaviorial skills         for educati on and employment,                student/learner for                                     competencies and behaviour
THE STUDENT/    requi red of a                 examples:                                     (a) learning, training/education.                       expected of a student or
LEARNER FOR     student/learner for            - abil ity to observe, use memory and         (b) self or paid employment and                         learner i n any of the areas.
EMPLOYMENT      educati on, training, self     imagination to derive and develop             (c) clients/customers
AND             or paid employment and         ideas, pre-image/ visualize and make                                                                  - self employment i n basketry.
CUSTOMERS       customers.                     designs of items.                             NOTE:
                                               - abil ity to translate ideas and paper       Guide, support, observe and encourage students          - further education in basketry.
                                               designs into three-dimensional items          to acquire the skills and competencies as well as
                                               to solve a problems or satisfy an             inculcate the human and moral values; and               - senior high school.
                                               identified need usi ng the Design and         demonstrate them in the performing various tasks
                                               Technology process.                           in class, school or life.
                                               - dexterity and creati ve use of a tool s,
                                               equipment and a variety of materials.         Guide students to lay down rules, regulations and
                                               - appl ication of knowledge and               sections for class activities and moral behaviour.
                                               understanding to constant practice
                                               for proficiency and perfection.               Include observation of their behaviour in
                                               - creati vity, originality in thinking and    assessment.
                                               end products
                                               - criti cal thinki ng and problem-solving
                                               skills, healthy competi tion, good
                                               human relati ons, etc.
                                               - demonstration of human and moral
                                               behaviour in thinki ng, feeling and
                                               acting e.g. honesty, commitment,
                                               sel f-discipline/respect, diligence,
                                               pati ence, tolerance, teamwork, etc.
                                               - communication skills, portfolio of
                                               works
                                               - abil ity to perform tasks with littl e or
                                               no supervision, etc.
                                               - self-learning/evaluation for
                                               improvement, perseverance                                                                             .
                                               - time-management, work ethics,
                                               sel f-confidence, communication
                                               skills, etc.




                                                                                       8
                                                           SENIOR HIGH SCHOOL – YEAR 2
                                                                                                 SECTION 2
                                                                                                MATERIALS
                                                                                  General objectives          : The student will:

1. acquire knowledge and skills in handl ing and preparing basketry materials, safely and sustainably.
2. understand the uses, characteristics and limitations of basketry materials.
3. understand and use ICT (Internet) to seek information about basketry, the materials and uses.

       UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                                                                    EVALUATION
                                                                                                                                          ACTIVITIES

UNIT 1                   The student will be able to:                                                                Guide students to:                                  The student to:

TYPES OF                 2.1.1 categorise basketry              Categorisati on of materials according               - brainstorm and mention types of materials         - prepare a chart showing a
MATERIALS                materials according to                 to sources, types and locati on.                     required for basketry, their sources and            categorization of basketry
                         sources, uses and                      (1)                                                  location.                                           materials according to their
                         location.                                Name Bamboo (Green)                                                                                    sources, uses and location.
                                                                  Source Plant                                       - discuss and describe basketry materials
                                                                  Uses Containers, furni ture,                       according to their sources, uses and locations.     - investigate and prepare a
                                                                                fences, sieves,                                                                          chart of basketry materials
                                                                                strainers, etc.                      Students to categorise the materials according to   which are being used or
                                                                  Location Ashanti , Brong Ahafo,                    name, sources, uses and location.                   suitable for use in their
                                                                                Eastern, Greater Accra,                                                                  locality. The local name must
                                                                                Vol ta, along streams,               NOTE:                                               be indicated.
                                                                                etc.                                 Help student to identify plant materials by local
                                                                (2)                                                  names and if possible by their scientific names
                                                                  Name Bamboo (Yell ow)                              with the help of science and language experts.
                                                                  Source Plant
                                                                  Uses Containers, furni ture,
                                                                                fences, sieves,
                                                                                strainers, etc.
                                                                  Location Ashanti , Brong Ahafo,
                                                                                Eastern, KNUST-
                                                                                Kumasi, Kusi-Eastern
                                                                                Region, etc.




                                                                                                          9
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                           EVALUATION
                                                                                                                 ACTIVITIES

UNIT 1 (CONT’D)   The student will be able to:                                              Guide students to:                The student to:

TYPES OF                                         (3)
MATERIALS                                          Name BARADEP Being
                                                                established by Bamboo
                                                                and Rattan
                                                                Development
                                                                Programme of Ministry
                                                                of Lands and Forestry
                                                   Source Plant
                                                   Uses Furniture constructi on,
                                                                baskets, hats, fences,
                                                                etc.
                                                   Location Brong Ahafo, Northern,
                                                                Upper East and west,
                                                                Kusi i n Eastern Region,
                                                                etc.
                                                 (4)
                                                   Name Common Reed
                                                                (Phragmites Karka)
                                                   Source Plant
                                                   Uses Bol ga hats, bags,
                                                                baskets, etc.
                                                   Location Northern and Upper
                                                                East especially
                                                                Bol gatanga area.
                                                 (5)
                                                   Name Guinea Grass (Panicum
                                                                Maximum)
                                                   Source Plant
                                                   Uses Bol ga hats, baskets,
                                                                bags, etc.
                                                   Location Common in Southern
                                                                Ghana, al ong
                                                                roadsides, etc.
                                                 (6)
                                                   Name Common Grass Yoomo
                                                                Mua (Dangme)
                                                   Source Plant
                                                   Uses Hats, bags, etc.
                                                   Location Common in the south
                                                                al ong roadsides i n
                                                                abandoned open
                                                                pl aces, etc.

                                                                                       10
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                          EVALUATION
                                                                                                                ACTIVITIES

UNIT 1 (CONT’D)   The student will be able to:                                             Guide students to:                The student to:

TYPES OF                                         (7)
MATERIALS                                          Name Corn shucks (Zea
                                                                Mays)
                                                   Source Plant
                                                   Uses Doormats, hats, bags,
                                                                floral art, rope, mats,
                                                                bag (for crabs)
                                                   Location Common throughout the
                                                                country.
                                                 (8)
                                                   Name Jointed fl at Sedge
                                                                (cyperus articulatus)
                                                   Source Plant
                                                   Uses Mats, bags (for crabs)
                                                   Location Vol ta, Greater Accra i n
                                                                fresh water or lagoon
                                                                areas eg. Keta and Avu
                                                                Lagoons i n Volta
                                                                Region.
                                                 (9)
                                                   Name         Cat s Tail or Bulrush
                                                                (Typha domingensic
                                                   Source Plant
                                                   Uses Hats, bags, baskets,
                                                                containers, etc.
                                                   Location Ashanti , Vol ta, Brong
                                                                Ahafo, Eastern, Greater
                                                                Accra, Western, in
                                                                marshy areas.
                                                 (10)
                                                   Name Banana and Plantain
                                                                (Musa sapientum and
                                                                musa para dislaca
                                                   Source Plant
                                                   Uses The pseudo/false
                                                                fibrous stem is useful
                                                                for making cords, mats,
                                                                bags, containers of all
                                                                types.
                                                   Location Southern Ghana




                                                                                      11
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                           EVALUATION
                                                                                                                 ACTIVITIES

UNIT 1 (CONT’D)   The student will be able to:                                              Guide students to:                The student to:

TYPES OF                                         (11)
MATERIALS                                          Name Henaf Hibiscus
                                                                (annabi nus)
                                                                nndwanhoma (Akan)
                                                   Source Plant
                                                   Uses Cords, doormats, bags,
                                                                containers.
                                                   Location Every region in Ghana.
                                                 (12)
                                                   Name Sisal (Agave Sisalana)
                                                   Source Plant
                                                   Uses Containers of al l types,
                                                                mats, bags, baskets,
                                                                etc.
                                                   Location Grows wild but can be
                                                                culti vated everywhere in
                                                                Ghana, Dangme, Ewe
                                                                areas, etc.
                                                 (13)
                                                   Name Screw Pine (Pandanus
                                                                Abbiwii)
                                                   Source Plant
                                                   Uses Mats, containers, bags,
                                                                sieves, etc.
                                                   Location Common in Ewe,
                                                                Dangme areas. Can be
                                                                culti vated throughout
                                                                the country.




                                                                                       12
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                              EVALUATION
                                                                                                                    ACTIVITIES

UNIT 1 (CONT’D)   The student will be able to:                                                 Guide students to:                The student to:

TYPES OF                                         (14)
MATERIALS                                          Name The Pal ms: Large
                                                                Rattan Laccosperma
                                                                Opacum (Oyee[Akan])
                                                   Source Plant
                                                   Uses Containers of al l types,
                                                                basketry, furniture,
                                                                construction, etc.
                                                   Location Brong Ahafo, Ashanti,
                                                                Western, parts of
                                                                Central, Eastern and
                                                                Vol ta. It is becoming
                                                                endangered. Can be
                                                                culti vated in agro-
                                                                forestry scheme.
                                                 (15)
                                                   Name Medium Rattan
                                                                (Calamus deceratus
                                                                (demmere - Akan)
                                                   Source Plant
                                                   Uses Containers, baskets,
                                                                furniture, construction
                                                                framing, etc.
                                                   Location Brong Ahafo, Ashanti,
                                                                Western, parts of
                                                                Central, Eastern and
                                                                Vol ta. It is becoming
                                                                endangered. Can be
                                                                culti vated in agro-
                                                                forestry scheme.
                                                 (16)
                                                   Name Small Rattan
                                                                Eremospatha
                                                                Macrocarpa
                                                                (mfea - Akan)
                                                   Source Plant
                                                   Uses Basketry, construction
                                                                of furniture and other
                                                                containers by framing,
                                                                weaving, etc.
                                                   Location Western, Brong Ahafo,
                                                                Ashanti and parts of
                                                                Eastern, Volta.


                                                                                          13
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                              EVALUATION
                                                                                                                    ACTIVITIES

UNIT 1 (CONT’D)   The student will be able to:                                                 Guide students to:                The student to:

TYPES OF                                         (17)
MATERIALS                                          Name Oil Palm: Elaeis
                                                                guineensis
                                                   Source Plant
                                                   Uses Basketry, containers,
                                                                fish traps, fences,
                                                                drying mats, door and
                                                                window blinds, etc.
                                                   Location Brong Ahafo, Ashanti,
                                                                Western, Eastern,
                                                                Central, Greater Accra,
                                                                Vol ta.
                                                 (18)
                                                   Name Raffia Palm (Raphia
                                                                hookeri)
                                                   Source Plant
                                                   Uses Branches/fronds/rachis
                                                                are useful for making
                                                                baskets, containers,
                                                                construction of furniture,
                                                                etc. pith i n the rachis for
                                                                construction and
                                                                maki ng of toys, cages,
                                                                - leaves and fibre for
                                                                stitching, stringing of
                                                                beads, knotti ng, tying
                                                                into bags, mats, etc.
                                                   Location Brong Ahafo, Ashanti,
                                                                Western, Central,
                                                                Eastern, Volta, Eastern
                                                                al ong rivers and fresh
                                                                waters swamps. It is
                                                                becoming endangered.




                                                                                          14
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                           EVALUATION
                                                                                                                 ACTIVITIES

UNIT 1 (CONT’D)   The student will be able to:                                              Guide students to:                The student to:

TYPES OF                                         (19)
MATERIALS                                          Name Fan Pal m/Desert Palm
                                                                Barassius Aethiopum
                                                   Source Plant
                                                   Uses Large hats, bags,
                                                                baskets, sieves, mats,
                                                                fans, brushes, brooms,
                                                                etc.
                                                   Location Upper West and East,
                                                                Northern, Brong Ahafo,
                                                                Central, Eastern, Vol ta,
                                                                Coastal Savana. Grows
                                                                well in drier places.
                                                 (20)
                                                   Name Coconut Palm (Cocos
                                                                nucifera)
                                                   Source Plant
                                                   Uses Doormats, rugs,
                                                                brushes, cord/rope,
                                                                bags, etc.
                                                   Location Southern Ghana, along
                                                                the coast/beach.
                                                 (21)
                                                   Name Soft Cane
                                                                (Marantochloa
                                                                leacantha) (si bire,
                                                                Akan)
                                                   Source Plant
                                                   Uses Peelings from stem are
                                                                useful for making
                                                                sieves, mats.
                                                   Location Brong Ahafo, Ashanti,
                                                                western, Central,
                                                                Eastern, Volta.
                                                                Becoming endangered.
                                                                Can be cultivated easily
                                                                in agro-forestry scheme.




                                                                                       15
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                            EVALUATION
                                                                                                                  ACTIVITIES

UNIT 1 (CONT’D)   The student will be able to:                                               Guide students to:                The student to:

TYPES OF                                         (22)
MATERIALS                                          Name Compli mentary
                                                                materials: Calabash
                                                                and gourd
                                                   Source Plant
                                                   Uses Useful i n basketry as
                                                                base/attachment/embell
                                                                ishment for items by
                                                                weaving, coiling,
                                                                stitching, knotting, etc.
                                                   Location Can be cultivated i n all
                                                                regions in Ghana.
                                                                Available in the market.
                                                 (23)
                                                   Name Coconut Shel l
                                                   Source Plant
                                                   Uses Useful i n basketry as
                                                                base/attachment/embell
                                                                ishment for items by
                                                                weaving, coiling,
                                                                stitching, knotting, etc.
                                                   Location In Southern Ghana.
                                                 (24)
                                                   Name Bamboo Culm
                                                   Source Plant
                                                   Uses The joi nted hollow stem
                                                                (culm) can be carved
                                                                and is useful as base
                                                                for making items by
                                                                weaving, coiling,
                                                                knotting, etc.
                                                   Location Southern regi ons of
                                                                Ghana.




                                                                                        16
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                            EVALUATION
                                                                                                                  ACTIVITIES

UNIT 1 (CONT’D)   The student will be able to:                                               Guide students to:                The student to:

TYPES OF                                         (25)
MATERIALS                                          Name Wood, board, beads,
                                                                pi eces of wood.
                                                   Source Plant
                                                   Uses Useful as the base for
                                                                baskets for weaving,
                                                                coiling and stitching,
                                                                construction, framing of
                                                                furniture for decoration,
                                                                attachment, stringing
                                                                e.g. wooden beads.
                                                   Location Every region in Ghana.
                                                 (26)
                                                   Name Climbers, runners, roots
                                                   Source Plant
                                                   Uses Useful for weavi ng,
                                                                coiling, stitching of
                                                                items into baskets,
                                                                mats, etc.
                                                   Location All regions particularly
                                                                farming areas.
                                                 (27)
                                                   Name         Animals
                                                                Skins, leather,
                                                                leatherette, hides
                                                   Source Ani mals
                                                   Uses Useful for attachment
                                                                embellishment,
                                                                decoration and for
                                                                maki ng items by
                                                                knotting, coi ling,
                                                                stitching and weaving.
                                                   Location All regions.
                                                 (28)
                                                   Name Shells e.g. cowries
                                                                crams, snail s.
                                                   Source Ani mals
                                                   Uses Useful for attachment,
                                                                integration/decoration
                                                   Location All regions, markets and
                                                                sea coast.




                                                                                        17
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                           EVALUATION
                                                                                                                 ACTIVITIES

UNIT 1 (CONT’D)   The student will be able to:                                              Guide students to:                The student to:

TYPES OF                                         (29)
MATERIALS                                          Name Pottery and Ceramic
                                                              pots, bowls.
                                                   Source Man-made
                                                   Uses Serve as base upon
                                                              which items can be
                                                              woven, coiled, stitched
                                                              or knotted.
                                                   Location All regions.
                                                 (30)
                                                   Name Fabric (Scrap, ol d or
                                                              new)
                                                   Source Man-made
                                                   Uses Can be put into strips
                                                              for weaving, coiling,
                                                              knotting, decoration and
                                                              pl aiting of mats, bags,
                                                              etc.
                                                   Location All regions.
                                                 (31)
                                                   Name Bead (clay, plastic,
                                                              gl ass, stone, metal , etc)
                                                   Source Man-made
                                                   Uses For decorati on,
                                                              attachment,
                                                              embellishment/
                                                              Integration, etc.
                                                   Location All region and from the
                                                              markets.
                                                 (32)
                                                   Name Paper, card
                                                              (scrap or new)
                                                   Source Man-made
                                                   Uses For weaving, plai ting
                                                              and as base for items
                                                              eg. mat, baskets,
                                                              containers, etc.
                                                   Location All regions in stationery
                                                              stores.




                                                                                       18
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                             EVALUATION
                                                                                                                   ACTIVITIES

UNIT 1 (CONT’D)   The student will be able to:                                                Guide students to:                The student to:
                                                 (33)
TYPES OF                                           Name Wire (scrap)
MATERIALS                                          Source Man-made
                                                   Uses For weaving,
                                                                construction, framing of
                                                                items e.g. baskets and
                                                                other containers.
                                                   Location All regions.
                                                 (34)
                                                   Name Synthetic/natural cords,
                                                                ropes, threads, ribbons,
                                                                twines/polythene, etc.
                                                   Source Man-made
                                                   Uses For knotting, stitching,
                                                                tying, wrapping, lashing
                                                                items e.g baskets, mats
                                                                and decorative items.
                                                   Location All regions from the
                                                                markets.
                                                 (35)
                                                   Name Dyes from bark of trees,
                                                                seeds, roots, leaves,
                                                                etc.
                                                   Source Plant
                                                   Uses For dyeing, materials for
                                                                weaving, knotting,
                                                                pl aiting, coiling and
                                                                stitching.
                                                   Location All regions especially in
                                                                the rural areas.
                                                 (36)
                                                   Name Commercial dyes eg
                                                                potassium
                                                                permanganate (suede
                                                                dye), iron filling, rusted
                                                                iron, etc.
                                                   Source Man-made
                                                   Uses For dyeing, materials for
                                                                weaving, knotting,
                                                                pl aiting, coiling and
                                                                stitching.
                                                   Location All regions from local
                                                                markets, scrap metals
                                                                dealers.


                                                                                         19
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                                                     EVALUATION
                                                                                                                     ACTIVITIES

UNIT 2          The student will be able to:                                                                                                           The student to:

PREPARATION     2.1.2 prepare materi als for   Preparation of materials for use and             Quiz:                                                  - identify a material each from
OF MATERIALS    use and storage by             storage.                                         Guide students to review the lesson on basketry        animal and plant sources
                applyi ng appropriate                                                           materials and techniques.                              and prepare them for use by:
                techniques.                    Plant materials:     skills/techniques for                                                              i.   weaving
                                               preparation.                                     Guide students to discuss and observe how to           ii. plaiting
                                                                                                prepare, use and store materials for basketry.         iii. knotting
                                               - The rachis/frond of palm trees:                                                                       iv. coiling
                                               harvesting, cutting, splitting,                  Students to identify, collect, harvest and prepare     v. stitching, etc.
                                               scraping, peeling, etc.                          available materials for storage and use by
                                                                                                applying appropriate knowl edge and skills.            - write an illustrated report on
                                               - Palm leaves (date, fan, raffia, etc):                                                                 that procedure for preparing
                                               harvesti ng, cutting, peeling, sun-              NB:                                                    a plant material for use and
                                               dryi ng, splitting, dyei ng, etc.                Make student aware of the fact that:                   storage indicating problems
                                                                                                - harvesting, preparation of materials for sale is a   encountered and their
                                               - Rattan cane: harvesting, cutting,              vocation.                                              solution.
                                               scraping, splitting, peeling, etc.               - harvesting, preparation of material according to
                                                                                                characteristics for storage requires knowledge
                                               - Screw pine (pandanus):                         in science, (weather, plants, climate/seasons).
                                                harvesti ng, cutting, trimmi ng, sun-           - observational and technical skills
                                               dryi ng, splitting, rolling, dyeing, etc.        e.g. sun-drying
                                                                                                and storing in dry place to preserve it and
                                               - Coconut husk/coir: plucking,                   moistening before use to soften the fibre; rainy
                                                  cutting, peeling, smashi ng (beating          or dry seasons , bushfires, etc.
                                               up), drying, shaking off; dyeing.

                                               - Bulrush: harvesting, cutting, sun-
                                               dryi ng, beating up, dyeing, etc.

                                               - Corn Shuck: peeling, sun-drying,
                                               trimming, spli tting, dyeing, etc.

                                               - Banana/Plantain bark, sisal, kenaf:
                                               cutting, trimming, peeling, smashing,
                                               beating, soaking, retting, washing,
                                               dryi ng, dyeing, rolling and twisting
                                               into ropes.




                                                                                           20
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                      EVALUATION
                                                                                            ACTIVITIES

UNIT 2 (CONT’D)   The student will be able to:                                                           The student to:

PREPARATION                                      Bamboo: from primary and secondary
OF MATERIALS                                     preparation to pri mary and secondary
                                                 processing.

                                                 1. (a) Primary Preparation:
                                                 harvesting, removal of nodes.
                                                 (b) Secondary Preparati on:
                                                 extraction of gummy
                                                 substances, reduction of starch,
                                                 etc.

                                                 2. (a) Primary Processing:
                                                 splitting, bending, fl attening,
                                                 slicing, slitting, etc.
                                                 (b) Secondary Processi ng:
                                                 bl eaching, drying,
                                                 carbonization, colouring with
                                                 acid.

                                                 3. (a) Preservation:
                                                 Non-chemical/tradi tional
                                                 method; smoking, white
                                                 washing, elevation,
                                                 constructi on, etc.
                                                 (b) Chemical Method:
                                                 butt treatment, open tank
                                                 method for col d soaking.
                                                 (c) Boucheri e method, modified
                                                 boucherie method, pressure
                                                 method.
                                                 (d) Hot and cold bath process.
                                                 (e) Glue/li me treatment.
                                                 (f)      Fire resistant method and
                                                 storage:
                                                 By sorting out; rolling i nto coil,
                                                 arranging in bundle, keeping it
                                                 dry and keeping it flat, etc.




                                                                                       21
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                                                     EVALUATION
                                                                                                                        ACTIVITIES

UNIT 2 (CONT’D)   The student will be able to:                                                     Guide students to:                                  The student to:

PREPARATION       2.1.3 demonstrate knowledge    Safe and responsible harvesting and               - discuss and observe safe and sustainable          - propose rules and
OF MATERIALS      and skill s in safe and        use of materials.                                 measures in the harvesting, preparation and         regulations to guide safe,
                  sustai nable harvesting,                                                         use of materials now and for future generations.    responsible and sustainable
                  preparation and use of         - Safety measures for harvesting,                                                                     use of basketry materi als in
                  materials.                     preparation and usage i.e. weari ng of            NOTE:                                               the school or society.
                                                 protective clothing against thorns,               Use demonstration and digital content if possible
                                                 itchy juices, marshy areas,                       and let students seek more information from
                                                 dangerous animals, etc.                           agencies such as Environmental Protection
                                                                                                   Council, Ministry of Lands and Forestry and
                                                 - Wearing of masks, gloves when                   Ministry of Health.
                                                 handling and using dyes, etc.
                                                                                                   Always observe student s behavi our in the
                                                 - Wise and sustainable use of                     practice of safe, responsible and sustainable use
                                                 materials without wastage or                      of materials for sanctions or commendation.
                                                 destroying the ecol ogi cal system.

                                                 The rol e of human values e.g. sel f
                                                 di scipli ne, concern for others and the
                                                 environment, agro-forestry, etc.

                                                 - Avoiding: bushfi res, destruction of
                                                 young plants, greed, insensitivity to
                                                 the plight of future generation, etc.

                  2.1.4 classify materials       Characteristics of materials according            Quiz:                                               - explore experiment/test a
                  accordi ng to                  to techniques.                                    Students to review the lesson on preparation and    variety of materials to
                  characteristics and                                                              safe sustainable practices in basketry.             determine and classify them
                  techniques through             Weaving, pairing/twining, randing:                                                                    according to:
                  explorati on and               Tough, pliable/flexible, flat, slender,           - guide students to discuss, handle, explore,       i.     characteristics.
                  experimentation.               soft, hard, thin, thick weavers and               experiment/test to determine the characteristics    ii.    techniques.
                                                 stakes/spokes from canes, straw, palm             of materials.                                       iii. suitability as weaver or
                                                 rachis, bamboo, grass, etc.                                                                           stake.

                                                 Coiling and Stitching:
                                                 Tough, soft, thin, thick, pliable,
                                                 coloured, uncoloured strands for coil ing
                                                 and stitching.

                                                 Plaiting:
                                                 Tough, pliable, flat, thi n, slender, soft
                                                 coloured, uncoloured strands of the
                                                 same characteristics and i nterlaci ng
                                                 qualities.

                                                                                              22
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                                                       EVALUATION
                                                                                                                       ACTIVITIES

UNIT 2 (CONT’D)   The student will be able to:                                                    Guide students to:                                      The student to:

PREPARATION                                      Knotting (Macrame):                              NOTE:
OF MATERIALS                                     Soft, tough, thin, thick, sl ender, flat,        Demonstrate the techniques for students to
                                                 natural, man-made for making variety             observe.
                                                 of knots.
                                                                                                  NB:
                                                 Framing/Construction:                            Simple test for suitable material as a weaver or
                                                 Firm, rigid, tough, thick, pliable to be         stake or spoke is as follows:
                                                 joined together by tyi ng, nail ing,             Weaver:
                                                 lashing, etc.                                    Coil it around the finger. It is suitable for weaving
                                                                                                  if it does not break.
                                                 Exploring, testi ng materials to
                                                 determi ne thei r characteristics and            Stake/Spoke:
                                                 suitabili ty for making basketry as,             Coil it around the wrist. It is suitable for weaving
                                                 weavers, stakes, spokes, knotting,               if it does not break.
                                                 stitching, coiling, framing strands, etc.




                                                                                             23
                                                          SENIOR HIGH SCHOOL – YEAR 2
                                                                                                SECTION 3
                                                                                      TOOLS AND EQUIPMENT
                                                                                  General objectives     : The student will:

1. acquire knowledge and skills in the maki ng, mai ntenance, safe and responsibl e use of tools and equipment.
2. work with a range of tools and equipment accurately to perform appropriate tasks.
3. understand and apply knowledge and skills in ICT to gather and use the information for basketry.
       UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                                                                EVALUATION
                                                                                                                                       ACTIVITIES

UNIT 1                  The student will be able to:                                                              Guide students to:                                 The student to:

TOOLS AND               3.1.1 categorise and describe           Name of                Uses                       - identify , examine and discuss the use of        - identify and categorise
THEIR USES              tools and their uses in                 Tools/equipment                                   various tools and equipment for basketry.          basketry tools according to
                        basketry.                               Equipment              Drawing,                                                                      uses and source of power
                                                                Table, board,          designing,                 - perform specific and relevant tasks to
                                                                benches, etc.          construction,              determine their uses and effectiveness.            - find out from practitioners,
                                                                                       framing, servi ng                                                             reference books and
                                                                                       as support for             NOTE:                                              internet, tools and modern
                                                                                       work, etc.                 Machines for preparing rattan canes during the     equipment necessary for
                                                                ICT (Computer          For 3-D                    First Republic of Ghana are lying idle at places   basketry.
                                                                and                    Computer Aided             such as Okponglo (near Tetteh Quarshie Flyover
                                                                accessories,           Design (CAD),              behind Gulf House) and Enyeresi in Eastern
                                                                internet, etc.)        drawing,                   Region between Anyinam and Nkawkaw.
                                                                                       pl anning,
                                                                                       searching for              The Ministry of Lands and Forestry is promoting
                                                                                       information,               the use of bamboo for making handicrafts under
                                                                                       storing,                   the Bamboo Rattan Development Programme
                                                                                       retrievi ng and            (BARADEP).
                                                                                       presentation of
                                                                                       ideas, etc.
                                                                Tools                  For cutting,
                                                                Hacksaw, knife,        trimming,
                                                                shears, razor          splitting
                                                                blade, scissors,       scraping, slici ng,
                                                                hand saw,              etc.
                                                                cutlass, etc.
                                                                Awl, bodkin, etc. For piercing and
                                                                                     creati ng holes.
                                                                Needles              For sti tchi ng,
                                                                (small and large)    sewing, joi ning
                                                                                     parts together.

                                                                                                       24
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                         EVALUATION
                                                                                                               ACTIVITIES

UNIT 1 (CONT’D)   The student will be able to:                                            Guide students to:                The student to:

TOOLS AND                                        Name of              Uses
THEIR USES                                       Tools/equipment
                                                 Pliers For hol ding,
                                                                      gri ppi ng,
                                                                      bending, fixing,
                                                                      pulling, etc.
                                                 Nail Joining.
                                                 Hammer and           Nailing, applying
                                                 Mall et              pressure, etc..
                                                 Clamp Holding and
                                                                      fixing, etc.
                                                 Brush For applying
                                                                      gl ue, l acquer,
                                                                      etc.
                                                 Tape measure Measuring.
                                                 Sandpaper Smoothing.
                                                 Scythe Cutting,
                                                                      harvesting eg.
                                                                      palm branches.
                                                 Boots, googles,      As protective
                                                 gloves, masks,       clothing and
                                                 thimbles, apron,     safety measure.
                                                 etc.
                                                 Gas cylinder         For scorching
                                                 and accessories      and bending
                                                 eg. hose,            canes.
                                                 regulator
                                                 Scorching Lamp For singeing and
                                                                      scorching




                                                                                    25
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                                                EVALUATION
                                                                                                                    ACTIVITIES

UNIT 1 (CONT’D)   The student will be able to:                                                 Guide students to:                                  The student to:

TOOLS AND         3.1.2 design and make some     Designing and making tools:                   - review the lesson on basketry tools and           - design, make and test a tool
THEIR USES        simple tools using                                                           equipment.                                          for effectiveness and report
                  techniques and available       - designing, exploring, experimenting         - discuss and identify their needs for tools.       for class discussion.
                  material s.                    and making si mple tools with scarp           - use the designing process to solve identified
                                                 materials eg. metals, wood for                problems in design and making tools to              - describe the procedure for
                                                 piercing and cutting, splitting               perform tasks in basketry.                          identifying the need for a
                                                 scraping, nailing, stitching, glueing,        - investigate, explore, design, make and test       tools and how i t was sol ved
                                                 trimming, eg. knife, bodkin, scraper,         tools for suitability.                              through the design and
                                                 hacksaw.                                                                                          making process.
                                                                                               NOTE:
                                                 - appl ying knowledge and skills in           Demonstrate how to make the tools if required
                                                 Science and Technical Ski lls.                and access the internet and books for more
                                                                                               information.

                                                                                               Observe students for demonstration of safety
                                                                                               rules.

                  3.1.3 demonstrate knowledge    Maintenance and safety measures in            Students to identify and discuss how to maintain    - explain and suggest how to
                  and skills in maintaining      the use of tools and equi pment.              and use tools and equipment safely.                 care, maintain and use tools
                  and usi ng tools and                                                                                                             safely and responsible.
                  equi pment safely.             Care/maintenance and Safety                   Students to perform various tasks in handling,      - show by way of behaviour
                                                 Precauti on                                   using and maintaining tools and equipment in        the attitude and practice of
                                                 - Safe keeping in appropriate tool            safe and responsible ways for observation and       using tools safely and
                                                 boxes, or sheaths.                            assessment.                                         responsibly without causing
                                                 - Sharpening them properly for use.                                                               harm to him/herself.
                                                 - Correct handling/holding with fingers,      Students to show by behaviour or practice in
                                                 hands, arm and posture of body for            class, how to maintain and use tools responsibly,
                                                 cutting, piercing, scraping, slicing,         sustainably and safety.
                                                 spl itti ng, etc.
                                                 - Oil ing to avoi d rustiness eg. metal       NOTE:
                                                 blade, etc.                                   Use practical and participatory methods for the
                                                 - Following manufacturer s i nstructions      lesson eg. simulation, role-play, case studies,
                                                 and rules.                                    demonstration and observation.
                                                 - Using experts to repair in case of
                                                 faul ts or breakdown eg. power -tools.

                                                 Wearing protective cl othing when using
                                                 them eg. wearing thimbles for stitching
                                                 or piercing with needles or piercing
                                                 with other tools.
                                                 - avoiding the use of the same dye
                                                 container or bath for food, etc.


                                                                                          26
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                                             EVALUATION
                                                                                                                   ACTIVITIES

UNIT 1 (CONT’D)   The student will be able to:                                                Guide students to:                                The student to:

USING ICT AND     3.1.4 demonstrate knowledge    Usi ng ICT (computer and accessories)        - discuss the use of ICT and computer for         - describe how to use ICT and
COMPUTER IN       and skills in exploring        to perform tasks in basketry.                practicing basketry.                              computer to perform tasks in
BASKETRY          use of ICT (computer           - Accessi ng, internet for ideas,            - discuss the safe and responsible use of ICT     basketry responsibly.
                  and accessories) to            information , etc.                           and computer facilities.                          - explore the use of ICT and
                  perform tasks in               - Presentation of ideas and                  - identify and discuss computer software for 3-   computer to access
                  basketry.                      communications e.g. e-mail,                  dimensional design e.g. photo shop, corel draw,   information on basketry,
                                                 (website), etc.                              rhino, macromedia, Adobe, etc.                    designing, drawing, etc.
                                                 - Drawing, designing and production,         - handle, explore the use of the computer to
                                                 Computer-aided design (CAD)                  perform various tasks.




                                                                                         27
                                                           SENIOR HIGH SCHOOL - YEAR 2
                                                                                                  SECTION 4
                                                                                BASIC DESIGN AND TECHNOLOGY
                                                                                   General objectives     : The student will:

1. understand and value the role of the elements and principles of design and technology process to create items and solve probl ems in basketry.
2. acquire knowledge and skills in drawing, designing and making basketry i tems with appropriate techniques, tools and materials.
3. respond to finished item by others and him/herself through appreciation and evaluation.
                               4. develop skills in using ICT to access information, design and presentation of ideas and works.

       UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                                                                EVALUATION
                                                                                                                                       ACTIVITIES

UNIT 1                   The student will be able to:                                                            Guide students to:                                  The student to:

ELEMENTS OF              4.1.1 i dentify and create the         Creating the elements of design with             - discuss the concept; elements of design.          - create three elements of
DESIGN                   elements of design                     appropri ate techniques.                                                                             design with 3-different
                         using appropriate                                                                       - identify the elements in the man-made and         techniques and three
                         techniques.                            Elements of design as basic                      natural environment, including basketry items       different materials and
                                                                ingredi ents visual artists use or               and create the elements using appropriate           describe the process.
                                                                incorporate to desi gn and make two              techniques, tools and materials.
                                                                and three dimensional items of
                                                                functional and aesthetic beauty.                 - display and respond to their works through
                                                                                                                 appreciation and appraisal.
                                                                The elements of design eg. li ne, dot,
                                                                shape/form, texture, colour, space.              NOTE:
                                                                                                                 Students can use ICT facilities (if available) as
                                                                - i dentifying the elements i n man-             tools for creating the elements and organising
                                                                made and natural environment. eg.                them according to principles.
                                                                plants, basketry i tems.

                                                                - creati ng the element using
                                                                appropriate techniques eg. drawing,
                                                                print-making, spraying, tyi ng,
                                                                weaving, knotting, pl aiting.




                                                                                                         28
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                                                    EVALUATION
                                                                                                                      ACTIVITIES

UNIT 1 (CONT’D)   The student will be able to:                                                   Guide students to:                                   The student to:

ELEMENTS OF       4.1.2 create and organise the   Organi sing the el ements of design/art        - identify and discuss the principles of design      - create and organise the
DESIGN            elements according to           according to principl es.                      using natural and man-made items and other           elements according to four
                  principles.                     - the principles that govern the               audio-visual aids.                                   principles using four different
                                                  arrangement or organisation of the                                                                  techniques and describe the
                                                  visual el ements i nto various two-            - create and organise the elements according to      process.
                                                  dimensional (2-D) and three                    principles using appropriate techniques and
                                                  dimensional (3-D) items of cultural ,          materials and tools.
                                                  functional and aesthetic val ue;
                                                  examples; variety, repetition,                 NOTE:
                                                  balance, harmony, contrast, rhythm,            Knowledge and skills in ICT can be applied by
                                                  unity, etc.                                    students to create and organise the elements
                                                                                                 according to principles.
                                                  - i dentificati on of the principles in the
                                                  man-made and natural environment
                                                  eg. plants, animals, rocks,
                                                  manufactured items, basketry items.

                                                  - creati ng and organizing the elements
                                                  according to principles by drawing,
                                                  print-making, weaving, tying, plaiting,
                                                  etc.

                  4.1.3 paint and apply the 12-   Pai nting and applying the 12-point            - discuss, draw, mix and paint the 12-point colour   - paint the 12-point colour
                  point colour wheel              colour wheel concept to basketry.              wheel.                                               wheel and explain their
                  concept to basketry.                                                                                                                characteristics and
                                                  - mixing, drawing and painti ng the            - discuss their characteristics and interactions.    relationship.
                                                  12-point colour wheel.
                                                                                                 - discuss and relate their understanding of the      - use coloured basketry
                                                  - explaining the characteristics,              colour wheel to basketry eg. dyeing and using        strands to show
                                                  Interactions, rel ations of colours on         strands.                                             understanding of the colour
                                                  the wheel eg. warm, cool ,                                                                          wheel.
                                                  complimentary, analogous, etc.

                                                  - relating the understanding and
                                                  interacti on of colours of the colour
                                                  wheel to basketry eg. dyeing of
                                                  materials, organizing and using
                                                  col oured strands, weavers, stakes in
                                                  singles or groups according to
                                                  principl es.

                                                  - appl ying colour to basketry based on
                                                  the understanding of colour wheel.

                                                                                            29
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                                                   EVALUATION
                                                                                                                       ACTIVITIES

UNIT 1 (CONT’D)   The student will be able to:                                                    Guide students to:                                  The student to:

ELEMENTS OF       4.1.4 mix and appl y colour to   Applying Ghanai an colour concepts             - discuss Ghanaian colour concepts and              - explore, experiment and
DESIGN            depi ct Ghanaian colour          and symboli sm.                                symbolism using appropriate samples and             describe how colours can be
                  concepts and symbolism                                                            TLM s eg. the flag of Ghana.                      mixed and applied to
                  in basketry through              Ghanaian colour concept and                                                                        basketry to depict Ghanaian
                  explorati on and                 symbolism: association and its social,         - discuss the source, association, or social and    colour concepts and
                  experimentation.                 cultural significance.                         cultural meaning and importance of colour in        symbolism.
                                                    Colour Black                                  the context of Ghana.
                                                    Association/   Soot, charcoal night
                                                    Relation                                      Students to find out the concept of other colours
                                                    Symbolism,     Bad events, sadness,           and report for class discussion eg. grey, silver.
                                                    cultural,      devil, death, old age
                                                    social         strength, power, etc.
                                                    significance
                                                    Other uses Mourning, objects of
                                                                   war, etc.

                                                    Colour Blue
                                                    Association/    Water, sky
                                                    Relation
                                                    Symbolism,      Calmness, peace, love,
                                                    cultural,       etc.
                                                    social
                                                    significance
                                                    Other uses Love items, etc.

                                                    Colour Brown
                                                    Association/   Earth, soil
                                                    Relation
                                                    Symbolism,     Decay, rottenness, etc.
                                                    cultural,
                                                    social
                                                    significance
                                                    Other uses Mourning, dresses, etc.

                                                    Colour Red, vermilion,
                                                                    terracotta
                                                    Association/    Blood, ripe tomatoes
                                                    Relation
                                                    Symbolism,      Violence, war, force, riot,
                                                    cultural        anger, etc.
                                                    social
                                                    significance
                                                    Other uses Mourning dress for close
                                                                    relatives, war dresses,
                                                                    etc.



                                                                                             30
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                                 EVALUATION
                                                                                                                       ACTIVITIES

UNIT 1 (CONT’D)   The student will be able to:                                                    Guide students to:                The student to:

ELEMENTS OF                                      Colour Green
DESIGN                                           Association/     Vegetation, leaves, etc.
                                                 Relation
                                                 Symbolism        Newness, fertility,
                                                 cultural         vitality, growth, etc.
                                                 social
                                                 significance
                                                 Other uses       Children s dresses, etc.

                                                 Colour White
                                                 Association/     Cotton wool, ivory, egg
                                                 Relation         shell, clay, white cloth,
                                                                  etc.
                                                 Symbolism,       Purity, virginity
                                                 cultural,        happiness, victory, ideas
                                                 social           about God, etc.
                                                 significance
                                                 Other uses For funeral of the aged,
                                                                  joyful celebrations eg.
                                                                  puberty rites, marriage,
                                                                  outdoor ceremonies, etc.

                                                 Colour Gold/Yellow
                                                 Association/    Gold metal, ripe lemon
                                                 Relation        (yellow), pineapple
                                                 Symbolism,      Richness, prosperity,
                                                 cultural        fertility, etc.
                                                 social
                                                 significance
                                                 Other uses Dresses of chiefs, etc.




                                                                                             31
      UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                                                 EVALUATION
                                                                                                                       ACTIVITIES

UNIT 2           The student will be able to:                                                     Guide students to:                                 The student to:

THE DESIGN       4.2.1 analyse the procedure    Importance and process of Desi gn and             - discuss the concept and importance of Design     - prepare a researched and
AND              and importance of the          Technology.                                       and Technology Process (DTP).                      illustrated essay either
TECHNOLOGY       Design and Technology                                                                                                               agreeing or disagreeing with
PROCESS FOR:     process for creative           The concept of “Technology” explained             - describe the various steps in the design and        the statement that “The
                 thinking and solving of        as comi ng from the Greek word                    technology process in relation to basketry.        Design and Technology
- Creative       problems through               “technos” meaning “art”.                                                                             process is the only and best
thinking         basketry.                                                                        - use their own examples in basketry to explain,   approach to making items to
                                                - The belief that it took a real artist to        describe and analyse the DTP in relation to        develop critical thinking,
- Problem                                       make products from natural                        basketry, creativity and problem solving skills.   creative and problem solving
solving                                         materials.                                                                                           skills.

                                                - The i mportance of the Desi gn and                                                                 - access the internet (if
                                                Technology process for cri tical                                                                     available) and books for
                                                thinking, creativity and solving                                                                     information on the topic for
                                                problems of society through visual art                                                               further class discussion.
                                                and basketry eg. food, shelter,
                                                clothing, home, work, school,
                                                religious, cultural , customary
                                                practices, etc.

                                                The Desi gn Process:

                                                1. The Problem – the need for an item
                                                eg. container, basket.

                                                2. Define and Specify (explai n) the
                                                problem eg. basket for carrying
                                                tomatoes from the farm at the back
                                                (not on the head).

                                                3. Investigate (technology), safety,
                                                decoration, cultural and design
                                                elements, etc.




                                                                                             32
      UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                             EVALUATION
                                                                                                                    ACTIVITIES

UNIT 2 (CONT’D)   The student will be able to:                                                 Guide students to:                The student to:

THE DESIGN                                       4. (a)    Suggest possible solution.
AND                                              Observi ng, studying the design
TECHNOLOGY                                       of objects, elements and
PROCESS FOR:                                     pri nciples, patterns, shapes in
                                                 natural, man-made
- Creative                                       environment to derive ideas.
thinking
                                                 (b) Pre-imaging, visualisi ng and
- Problem                                        maki ng drawing of possible
solving                                          shapes or forms, considering
                                                 el ements and princi ples of
                                                 design, functi on and beauty,
                                                 etc.

                                                 5. Model:
                                                 Make a model or miniature
                                                 from the paper desi gn with suitable
                                                 materials.

                                                 6. Work Drawing:
                                                 Prepare work drawings (if for mass
                                                 production).

                                                 7. Using appropri ate tools, materials
                                                 and techni ques to make the final
                                                 item.

                                                 8. Appraisal/evaluation:
                                                 Trial-testi ng for suitability, the
                                                 Purpose, cost, etc. and for
                                                 modifi cation.




                                                                                          33
                                                           SENIOR HIGH SCHOOL - YEAR 2
                                                                                                  SECTION 5
                                                                                  DESIGN AND MAKING OF ITEMS
                                                                                  General objectives     : The student will:

1. understand and apply concepts, principles and techniques in drawing, ICT and the design process to basketry.
2. acquire knowledge and skills in designing and making basketry items to satisfy identified needs.
3. develop and use criteria to appreciate and eval uate their own and others works.
                                           4. be aware of moral and human val ues and exhibi t them in basketry work and activities.

       UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                                                                EVALUATION
                                                                                                                                       ACTIVITIES

UNIT 1                   The student will be able to:                                                            Guide students to:                                  The student to:

DRAWING                  5.1.1 draw obj ects i n outline        Drawing object in outl ine from                  - draw to record what he/she has observed.          - draw objects in outli ne
OBJECTS IN               from observation using                 observation.                                                                                         showing skills in observati on,
OUTLINE                  the senses.                                                                             - use different media to explore and draw objects   exploration and use of
                                                                Drawing as basic means for                       from several views.                                 senses.
                                                                expressing, recording and developing
                                                                ideas for designing and making of                - apply the senses to draw what is being
                                                                items.                                           observed to look real and true.

                                                                - Observing and drawing objects using            NOTE:
                                                                the senses.                                      Encourage and observe students to demonstrate
                                                                                                                 the human and moral values in class and in the
                                                                - Drawing natural and man-made                   practice of basketry.
                                                                objects in the environment and
                                                                within the experience of students eg.
                                                                fruits, parts of plants, man-made
                                                                obj ects, geometric, regular and
                                                                irregular shapes.

                                                                - Showing human and moral values in
                                                                behaviour i n class and basketry
                                                                activities eg. patience, truthfulness,
                                                                dil igence, honesty, co-operation,
                                                                self-respect, self-discipline.




                                                                                                        34
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                                             EVALUATION
                                                                                                                  ACTIVITIES

UNIT 2          The student will be able to:                                                 Guide students to:                                 The student to:

CREATION OF     5.2.1 create ideas and         Creating ideas and designs by                 - identify and discuss problems/needs in           - make several drawings/
IDEAS AND       designs for making             drawing from memory, imagination              basketry and how to solve them.                    sketches (in sketch book)
DESIGN BY       basketry items by              and observati on.                                                                                from memory, imagination,
DRAWING/        drawing from                                                                 - draw from observation, memory, imagination       observation, showi ng ideas
SKETCHING       observation, imagination       Drawing and making preliminary                based on objects and ideas derived from the        developed in stages, to
                and memory.                    designs from i deas derived from              natural and man-made environment.                  satisfy identified needs in
                                               natural and man-made objects.                                                                    basketry.
                                                                                             - identify a need and develop ideas in drawing,
                                               Drawing and developing i deas to              sketches and writing how to satisfy it through
                                               satisfy an identi fied need using the         basketry.
                                               design process.
                                                                                             NOTE:
                                               Needs:-                                       ICT facilities e.g. computer and accessories can
                                               - clothing, shelter, food, entertainment,     be used as a tool for accessing information,
                                               education, cel ebrations, marketing,          ideas, drawi ng and designing.
                                               etc.
                                                                                             - students should be discouraged from using clip
                                               - social , economic, cultural needs of        art or work of ideas.
                                               indivi dual s, the home and the
                                               community, etc.
UNIT 3

DESIGNING AND   5.3.1 design and make an       Designing and making items by                 - review and discuss lessons on designing,         - identify a need, design and
MAKING BY       item to satisfy a need by      weaving and exploring techniques.             drawing the Design and Technology process,         make an item to satisfy it
EXPLORING       using weaving and              - Applying knowledge and skills in the        idea development, through drawing, etc.            using DT process,
TECHNIQUES,     exploring techniques,          (Design and Technology Process                                                                   appropriate materials and
MATERIALS AND   tools and materi als.          (DTP) for critical thinking and               - identify and discuss the techniques in weaving   techniques.
TOOLS                                          creating items to solve problems.             using suitable materials.
                                               - Identi fying, preparing and using
(a) Weaving                                    sui table tools and materials.                - discuss various basketry needs that can be
                                               - Designing and maki ng items using           satisfied through critical thinking, problem-
                                               appropriate weaving skills.                   solving skills through DT process.

                                               Weavi ng techniques, exampl e:                - student to identify a need, use the DT process
                                               - Si mple pl ain weave (over one, under       to design and make items through exploration
                                               one)                                          and experimentation.
                                               - Twill weave
                                               - Randing                                     NOTE:
                                               - Pairing                                     Demonstrate for students to observe where
                                               - Chasi ng                                    necessary.
                                                                                             - encourage exploration and experimentation of
                                                                                             ideas, materials and techniques.


                                                                                        35
      UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                                             EVALUATION
                                                                                                                    ACTIVITIES

UNIT 3 (CONT’D)   The student will be able to:                                                Guide students to:                                 The student to:

DESIGNING AND                                    Materials: flat, slender, flexible, tough
MAKING BY                                        strands, spli nts, paper, palm leaves
EXPLORING                                        and rachis, straw, bulrush, leather.
TECHNIQUES,                                      Items/end products to satisfy needs;
MATERIALS AND                                    items of functional and aesthetic value
TOOLS                                            eg.
                                                 1. Variety of mats with or without
(b) Coiling and                                  embellishment (place, table, door
Stitching                                        mats, wall).
                                                 2. Simple containers with wooden or
                                                 woven bases.
                                                 3. woven items such as sieves,
                                                 strainers, traps, rattles, toys, fans,
                                                 hats.
                                                 4. exploring through testing,
                                                 experimentati on, observation,
                                                 perception, etc.

                  5.3.2 design and make an       Designing and making items through           - discuss the need to identify problems in         - design and make an item to
                  item to sol ve an              coiling, stitching and exploration.          basketry and solve them through the DT             satisfy an identified need by
                  identifi ed problem by                                                      process and using appropriate tools, materials     coiling and stitching and
                  using techniques i n           Applying knowledge and skill s in the        and techniques.                                    exploration techniques.
                  coiling, stitching,            Design and Technology Process (DTP)
                  explorati on and               for criti cal thinking and creating items    - identify a need, design and make an item to
                  experimentation.               to solve problems.                           satisfy it using the DT process, exploration and
                                                 - Identi fying, preparing and using          experimentation.
                                                 sui table materi als and tools.
                                                 - Designing and maki ng items with           NOTE:
                                                 appropriate techniques by coi ling and       Demonstrate the techniques in coiling and
                                                 stitching.                                   stitching for students to observe and practise.
                                                 Stitching Techniques:
                                                 i.    Lazy squaw and the variation of        Students to display items, appreciate and
                                                 African sti tch (with the stitch             appraise them according to criteria.
                                                 passing through the core) and figure
                                                 of eight stitch.
                                                 ii . Usi ng single rod/splint as the core
                                                 ii i. Using a core/bundle of flexible
                                                 strands
                                                 iv. Using flexible strands to stitch and
                                                 wrap to cover the core partiall y or
                                                 fully. Suggested items to solve
                                                 individual and community problems
                                                 eg. mats, containers, bowls.

                                                                                         36
      UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                                                 EVALUATION
                                                                                                                      ACTIVITIES

UNIT 3 (CONT’D)   The student will be able to:                                                   Guide students to:

DESIGNING AND     5.3.3 design and make an       Designing and making items by                   - identify and discuss some needs of basketry.     The student to design and
MAKING BY         item to satisfy a need         exploration and pl aiting techniques.                                                              make a plaited item to satisfy
EXPLORING         using techniques i n                                                           - discuss how to satisfy identified needs using    an identified need:
TECHNIQUES,       plai ting and exploration.     - appl ying knowledge and ski lls in the        DTP, materials and techniques in plaiting.         - of an individual.
MATERIALS AND                                    Design and Technology process for                                                                  - at home.
TOOLS                                            critical thi nking and creating items to        Students to identify a need, use the DT process,
                                                 sol ve i dentifi ed problems.                   design and make:
(c) Plaiting                                                                                     - a plaited item
                                                 - i dentifying, preparing and using             - a plaited and stitched item
                                                 sui table tools and materials.
                                                                                                 NOTE:
                                                 - designing and making i tems by using          Demonstrate various techniques in plaiting for
                                                 appropriate techniques in plaiting.             students to observe and practise.

                                                 Plaiting Techniques;       example;             Ensure that students display and appreciate,
                                                 - plai ting with 3,4,5 or more strands          appraise their works based on agreed procedure
                                                 into strips.                                    and criteria.

                                                 - exploring and making items with               The use of ICT to perform relevant tasks is also
                                                 plaited strips by foldi ng, cutting,            important. e.g. drawing and designing.
                                                 coi ling, stitching, fixing decorative
                                                 items eg. place mats; bel ts, straps for
                                                 foot wear, bags, contai ners, etc.

                                                 - exploring, experimenting, observing
                                                 when using tools, materials,
                                                 techniques to create items.

                                                 - decorating and finishing items using
                                                 appropriate techniques and materials
                                                 eg. tri mming, wrapping, lashing,
                                                 singeing of surfaces, rims, handles,
                                                 inside, outside, etc.




                                                                                            37
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                                               EVALUATION
                                                                                                                    ACTIVITIES

UNIT 3 (CONT’D)   The student will be able to:                                                 Guide students to:                                 The student to:

DESIGNING AND     5.1.6 design and make an       Designing and making items through            - how to design and make items to satisfy          - design and make a knotted
MAKING BY         item to satisfy a need by      exploration and use of knotting               identified needs by knotting.                      Item to satisfy a need in one
EXPLORING         exploring and using            techniques.                                                                                      of the following areas:
TECHNIQUES,       knotting techni ques.                                                        - demonstrate various techniques in planning,      i.    clothing/dressing
MATERIALS AND                                    Applying the understanding and skills         preparing, designing and making items for          ii. wal l decoration
TOOLS                                            in Design and Technology process to           students to observe and practise.                  iii. hanging of potted flowers
                                                 create and solve identified probl ems.                                                           iv. table decoration
(d) Knotting                                                                                   - design and make items to satisfy an identified
(Macramé)                                        Preparing, designing and using                need using DT process and appropriate
                                                 exploration, experimentati on and             knotting techniques.
                                                 appropri ate knotting techni ques to
                                                 create items of functi onal and aesthetic
                                                 value and to solve i dentified social,
                                                 cultural and economi c needs of
                                                 soci ety.

                                                 Knotting techniques, examples;
                                                 a. Lark Head Knot – for mounting
                                                 cords.

                                                 b. Clove Hitch and i ts vari ations eg.
                                                 Vertical, Horizontal and Diagonal
                                                 Clove Hi tch; Alternating half hitch
                                                 chain; Double alternating clove
                                                 hi tch chain, etc.

                                                 c. Square knot and its vari ation eg.
                                                 al ternating square knots, sennit,
                                                 etc.




                                                                                          38
                                                          SENIOR HIGH SCHOOL - YEAR 3
                                                                                                SECTION 1
                                                                      SUSTAINABLE DEVELOPMENT AND BASKETRY
                                                                                 General objectives       : The student will:

1. understand the need for initiating strategies to sustain the environment as he/she utilises resources to produce basketr y items.
2. acquire knowledge and skills to manage and operate a basketry enterprise in a sustai nable and an environmentally friendly manner.

       UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                                                                  EVALUATION
                                                                                                                                        ACTIVITIES

UNIT 1                  The student will be able to:                                                             Guide students to:                                    The student to:

THE                     1.1.1 suggest strategies to            Sustai nable use of basketry materials            - identify the various sources of raw materials       - suggest the strategies for
SIGNIFICANE OF          sustain and maintain the               and resources.                                    and other resources and discuss how they can          maintaining the sources
SUSTAINABLE             environment as the                                                                       be acquired and used in a sustainable manner.         from which raw materials
DEVELOPMENT             source of raw materials                Sustai ning and maintaini ng the                                                                        are obtained.
TO SOCIETY              and other inputs for the               environmental sources of raw materials
AND THE                 basketry industry.                     for basketry making:
BASKETRY                                                       Environmentally sound harvesting
INDUSTRY                                                       activities;
                                                               Re-aforestation,
                                                               Waste management,
                                                               Ingenuity,
                                                               Sel f-reliance, and
                                                               Resourceful ness.
UNIT 2

CHALLENGES              1.2.1 outline the challenges of        Challenges within the basketry sector             - brainstorm to identify and highlight the            - identify challenges in
OF THE                  the basketry sector and                of Ghana.                                         challenges of the basketry industry by                basketry and suggest
BASKETRY                suggest possi ble                      - probl em with competition with plastic          discussing.                                           solutions for sustaining the
INDUSTRY                solutions.                             containers.                                       - the role of professional basketry association(s).   teaching and learning in
                                                               - probl ems of material acquisition.              - the role of standards in the basketry sector.       schools, universities and
                                                               - l ack of customer confi dence or                - skill acquisition through further training.         enterprises.
                                                               patronage in made-in-Ghana                        - entrepreneurial and creative skills.                - propose how to design and
                                                               basketry due to dishonesty on the                 - need for the inputs of consultants/experts; Non-    make basketry items,
                                                               part of practiti oners in basketry.               governmental organisation (NGO), schools,             sustainably to satisfy
                                                               - compliance with standard                        universities, practitioners, general public, etc.     domestic, tourist and export
                                                               requirements.                                     - quality, control, finishing, packaging.             markets.
                                                                                                                 - work ethics, human and moral values, attitude,
                                                                                                                 etc.



                                                                                                        39
                                                            SENIOR HIGH SCHOOL - YEAR 3
                                                                                                  SECTION 2
                                                                            DESIGN AND MAKING BASKETRY ITEMS
                                                                                   General objectives       : The student will:

1. recognise the different needs of society and develop i deas and realistic designs to satisfy them through basketry.
2. understand the techniques, properties and working characteristics of basketry materials to make right choices.
3. be aware of a wide range of appropri ate sources of i nformation and use them to develop ideas, design and items.
                                          4. develop the ability to appreciate and evaluate their own or others work according to purpose and criteria.

       UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                                                                   EVALUATION
                                                                                                                                        ACTIVITIES

UNIT 1                   The student will be able to:                                                                                                                   The student to:

DESIGNING AND            2.1.1 design and make an                Designing and making items by using               Review l essons on Design and Technology             - identify a need and use DTP
MAKING ITEMS             item of aestheti c and                  various weaving techni ques.                      process, drawing, basic design elements and          to develop design and
TO SATISFY A             functional value to                                                                       principles, basketry techniques, tools and           making ideas for
NEED BY                  sati sfy a need using                   Identi fying a need or problem and                materials, using appropriate teaching, learning      presentation in class with
WEAVING                  various weaving                         using the Desi gn and Technology                  and assessment procedures, etc.                      ICT support if possible.
                         techniques.                             process (DTP) to solve/satisfy it eg.
                                                                 investigating, visualizing/pre-imaging,           Guide students to brainstorm and discuss             - design and make a
                                                                 using words, sketches, preliminary                needy/problem areas that can be solved or            functional and aesthetic
                                                                 designs, models/mi niatures to record             satisfied by design and making of items by           item to satisfy an identified
                                                                 and describe i deas, making an                    weaving.                                             need for a school exhibition.
                                                                 appraisal/evaluation for improvement,
                                                                 etc.                                              Students to design and make items to satisfy a
                                                                                                                   need.
                                                                 Broad areas of social, cultural,
                                                                 economic needs or problems of                     NOTE:
                                                                 individuals, community or the nati on.            - Demonstrate various processes or techniques
                                                                                                                   when necessary.
                                                                 a. Containers (with or without)                   - Encourage students to use ICT/internet
                                                                 handles, lids, straps/attachments,                facilities for seeking information, designing and
                                                                 adornments for:                                   presenting their ideas.
                                                                 i. carryi ng on the head, back, in                - Provide students with the opportunity to do self
                                                                 the hand, on the shoulders, side                  evaluation, presentation of designs and ideas
                                                                 by human beings, beasts of                        for class discussion.
                                                                 burden, bicycles, motor cycles.
                                                                                                                   Students to discuss and formulate procedure and
                                                                 ii. buying and selling at the market,             criteria for appreciating and evaluating works for
                                                                 shopping, protecting (glass,                      exhibition.
                                                                 ceramic bottles, pots).

                                                                                                           40
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                           EVALUATION
                                                                                                 ACTIVITIES

UNIT 1 (CONT’D)   The student will be able to:                                                                The student to:

DESIGNING AND                                    ii i. keeping fish, birds, fowls, eggs,
MAKING ITEMS                                     flowers, seeds, nuts, fruits, sweets,
TO SATISFY A                                     vegetables, foodstuffs.
NEED BY
WEAVING                                          iv. Personal:
                                                 - storage of li nen/clothes,
                                                 jewels/beads, etc.
                                                 - baskets, bags, purse for:
                                                 shopping, money, work, school .
                                                 - clothing/dressi ng eg. hat,
                                                 footwear, necklace, etc.

                                                 General:
                                                 i.     Agri culture – reaping, harvesting,
                                                 sieving, si fting, drying, fishing,
                                                 trappi ng, threshing, etc.

                                                 ii .   Home: brooms, baskets/containers
                                                 for food, keepi ng domestic pets;
                                                 decorating wall s, rooms, verandah,
                                                 hanging pots and baskets,
                                                 roofing/thatching, etc. mat (bi g and
                                                 smal l), door blind, fans, furniture,
                                                 seati ngs, stool, sofa, couch,
                                                 bookshelf, book rack, babycot,
                                                 cradle, beadstead, boxes, etc.

                                                 ii i. Spiritual religious/cultural:
                                                 ceremonial baskets             – puberty
                                                 (dipo) hats, gi fts for courtship,
                                                 wedding, burial , chiefs
                                                 paraphernalia (eg. palanqui n).

                                                 iv. Sculptural: animal, human forms,
                                                 toys, etc.

                                                 v.     Entertai nment/sports: nets, rattles,
                                                 dolls, etc.




                                                                                            41
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                                                EVALUATION
                                                                                                                   ACTIVITIES

UNIT 1 (CONT’D)   The student will be able to:                                                Guide students to:                                   The student to:

DECORATIVE        2.1.2 design and make a        Techni ques                                  - identify and discuss various ways of weaving,      - write an illustrated essay
WEAVING AND       functional and beautiful       (a) Variety of weaving styles (see           decorating/creating patterns and finishing           describing how to create
FINISHING         item to satisfy a need         decoration, patterni ng and finishing        during or after making the item.                     patterns or decorative
                  using appropriate              by weaving) example: variety of                                                                   weaves in basketry.
                  weaving decoration             randing, pairing/twining, twilling,          - discuss the importance and uses of coloured
                  (patternmaking) and            waling, fitching, sewing, chasi ng,          strands, weavers and stakes and other                - design and make an item
                  finishi ng techniques.         lashing, wrappi ng techniques.               elements and principles of design in creating        of functional and aesthetic
                                                                                              patterned weaves and overall decoration of the       value using appropriate
                                                 (b) Using coloured and uncoloured            item.                                                skills in
                                                 weavers, stakes/spokes and odd or                                                                 - DTP
                                                 even number of stakes,                       - discuss the importance and techniques in           - patterned weaving
                                                 incorporati ng, i ntegrating                 finishing, decorating the surface, rim and other
                                                 ornaments/embellishment, objects,            parts to ensure safe use, enhance beauty,            - explore and weave an item
                                                 etc.                                         attractiveness and presentation to                   with any number of stakes
                                                                                              customers/users.                                     divisible by 3 plus 1 using
                                                 Designing and making of items with                                                                two coloured weavers and
                                                 weaving, decoration and finishing            - discuss and develop a criteria and procedure       one uncoloured weaver.
                                                 techniques.                                  for appreciating and appraising, decorated and
                                                 - i dentifying a problem/need and usi ng     finished woven items.
                                                 the DTP to solve/satisfy it.
                                                 - preparing, dyeing and choosing             - students to identify a need, design and make a
                                                 sui table materi als based on                patterned/decorated and finished woven item to
                                                 characteristics, l imitation and             satisfy it.
                                                 strengths eg. splints/strands from;
                                                 straw, palm rachis, bamboo, canes,           NOTE:
                                                 bulrush, tree bark, etc.                     Encourage students to observe and search for
                                                 - i dentifying and choosing the              information, expl ore and experiment with vari ous
                                                 appropriate weaving techni ques for:         weaving techniques involving the weaver, stakes
                                                 making decorati on/pattern and               coloured and uncoloured strands.
                                                 fini shing. For example;




                                                                                         42
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                              EVALUATION
                                                                                                                    ACTIVITIES

UNIT 1 (CONT’D)   The student will be able to:                                                 Guide students to:                The student to:

DECORATIVE                                       Decorative Weaving
WEAVING AND                                      (1a)
FINISHING                                         Name of      (a) Randing in and out
                                                  weave        (plain weave).
                                                  No. of
                                                  spokes/      Odd
                                                  stakes
                                                  No. of       One
                                                  weavers
                                                  Colour of    Coloured or uncoloured.
                                                  weavers
                                                  Stroke Front of one behind one
                                                               and out.
                                                 (1b)
                                                  Name of      Double (or more) weave,
                                                  weave        slewing.
                                                  No. of
                                                  spokes/      Odd
                                                  stakes
                                                  No. of       Two (or more) used as
                                                  weavers      one.

                                                  Colour of    Both coloured or
                                                  weavers      uncoloured.
                                                  Stroke Front of one behind one
                                                               and out.
                                                 (2a)
                                                  Name of      2 (a) Pairing/Twining
                                                  weave
                                                  No. of       Any number.
                                                  spokes/
                                                  stakes
                                                  No. of       Two
                                                  weavers
                                                  Colour of    Both uncoloured or
                                                  weavers      coloured.
                                                  Stroke Front of one, behind one
                                                               and out. Repeat stroke
                                                               with left-hand weaver.

                                                               Front of one, behind one
                                                               and out. Repeat stroke
                                                               with left-hand weaver.




                                                                                          43
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                            EVALUATION
                                                                                                                  ACTIVITIES

UNIT 1 (CONT’D)   The student will be able to:                                               Guide students to:                The student to:

DECORATIVE                                       (2b)
WEAVING AND                                       Name of      Pairing/Twining
FINISHING                                         weave
                                                  No. of       Even
                                                  spokes/
                                                  stakes
                                                  No. of       Two
                                                  weavers
                                                  Colour of    One coloured and one
                                                  weavers      uncoloured.
                                                  Stroke Front of one, behind one
                                                               and out. Repeat stroke
                                                               with left-hand weaver.
                                                 (3)
                                                  Name of      Chasing
                                                  weave
                                                  No. of       Even
                                                  spokes/
                                                  stakes
                                                  No. of       Two
                                                  weavers
                                                  Colour of    Both uncoloured or
                                                  weavers      coloured
                                                  Stroke Front of the, behind one
                                                               and out (one weaver is
                                                               worked ahead of other)
                                                 (4)
                                                  Name of      Chasing
                                                  weave
                                                  No. of       Even
                                                  spokes/
                                                  stakes
                                                  No. of       Two
                                                  weavers
                                                  Colour of    One coloured and one
                                                  weavers      uncoloured
                                                  Stroke Front of one, behind one
                                                               and out (one weaver is
                                                               worked ahead of other)




                                                                                        44
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                            EVALUATION
                                                                                                                  ACTIVITIES

UNIT 1 (CONT’D)   The student will be able to:                                               Guide students to:                The student to:

DECORATIVE                                       (5)
WEAVING AND                                       Name of      Triple Weave Three-rod
FINISHING                                         weave        wale
                                                  No. of       Any number
                                                  spokes/
                                                  stakes
                                                  No. of       Three
                                                  weavers
                                                  Colour of    All uncoloured or coloured
                                                  weavers
                                                  Stroke Front of two, behind one
                                                               and out. Repeat with each
                                                               left-hand weaver.
                                                 (6)
                                                  Name of      Triple Weave Three-rod
                                                  weave        wale
                                                  No. of       Any number divisible by 3
                                                  spokes/      plus 2
                                                  stakes
                                                  No. of       Three
                                                  weavers
                                                  Colour of    One coloured and two
                                                  weavers      uncoloured
                                                  Stroke Front of two, behind one
                                                               and out. Repeat with each
                                                               left-hand weaver.
                                                 (7)
                                                  Name of      Triple Weave Three-rod
                                                  weave        wale
                                                  No. of       Any number divisible by 3.
                                                  spokes/
                                                  stakes
                                                  No. of       Three
                                                  weavers
                                                  Colour of    One coloured and two
                                                  weavers      uncoloured.
                                                  Stroke Front of two, behind one
                                                               and out. Repeat with each
                                                               left-hand weaver.




                                                                                        45
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                             EVALUATION
                                                                                                                   ACTIVITIES

UNIT 1 (CONT’D)   The student will be able to:                                                Guide students to:                The student to:

DECORATIVE                                       (8)
WEAVING AND                                       Name of      Twill wave
FINISHING                                         weave
                                                  No. of       Odd
                                                  spokes/
                                                  stakes
                                                  No. of       One
                                                  weavers
                                                  Colour of    Coloured or uncoloured
                                                  weavers
                                                  Stroke Front of two, behind two
                                                               and out. Repeat with each
                                                               left-hand weaver.
                                                 (9)
                                                  Name of     Fitching (open work)
                                                  weave
                                                  No. of      Any number
                                                  spokes/
                                                  stakes
                                                  No. of      Two
                                                  weavers
                                                  Colour of   Coloured or uncoloured.
                                                  weavers
                                                  Stroke Same as twining or pairing
                                                              but work with spaces
                                                              between rows.
                                                 (10)
                                                  Name of     Fitching with cross warp
                                                  weave
                                                  No. of      Any number
                                                  spokes/
                                                  stakes
                                                  No. of      Two
                                                  weavers
                                                  Colour of   Coloured or uncoloured
                                                  weavers
                                                  Stroke Same as twining but
                                                              spokes are crossed
                                                              between rows.




                                                                                         46
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                               EVALUATION
                                                                                                                     ACTIVITIES

UNIT 1 (CONT’D)   The student will be able to:                                                  Guide students to:                The student to:

DECORATIVE                                       Finishing
WEAVING AND                                      Finishing of rim, side (outside and
FINISHING                                        inside), handles, lids, bag, trimming,
                                                 tying, wrapping, lashing, bending,
                                                 singeing, glueing, sand papering,
                                                 vanishing, l acquering, embroidering,
                                                 spraying, sealing, using trac, scallop,
                                                 pl aited borders, etc.

                                                 NOTE:
                                                 Finishing is the process of completing
                                                 the maki ng incl udi ng the treatment of
                                                 the surface (inside and outside) to
                                                 achieve desired effect. It adds value
                                                 and makes the work neat, attractive,
                                                 tidy, presentable and competitive.
                                                 Attachment/embellishment/adornment
                                                 Integrating obj ects such as cowries
                                                 shells, beads, feathers to enhance the
                                                 beauty.




                                                                                           47
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                                                 EVALUATION
                                                                                                                   ACTIVITIES

UNIT 2          The student will be able to:                                                                                                        The student to:

DESIGNING AND   1.2.1 design and make an       Designing and making items to satisfy         Review previous lessons or units on DT process         - describe how to make an
MAKING ITEMS    item to satisfy a need by      a need by various coil ing and sti tching     ie. Idea development, elements and principles of       item to satisfy a need by
TO SATISFY A    using coiling and              techniques.                                   design, techniques, tools, materials for making        using the DT process
NEED BY         stitchi ng techniques.                                                       items by coiling and stitching.                        available tools and materials
COILING AND                                    1. Identifying a need or problem and                                                                 in the environment.
STITCHING                                      using the DTP to sol ve or satisfy it.        Students to identify and discuss basketry needs
                                                                                             and how to satisfy them by coiling and stitching       - design and make a
                                               2. Social, cultural , religious, economic     techniques.                                            decorative and finished item
                                               needs of individuals                                                                                 by coiling and stitching to
                                               communi ty/society (refer to section          Demonstrate various coiling and stitching              satisfy a need at
                                               2, year 3 on weaving).                        techniques for observation, discussion and             - home or
                                                                                             practice by students.                                  - community or
                                               3. Techniques:                                                                                       - school
                                               i. Variety of coiling and stitching           Students to design and make a decorated item to
                                               exampl es;                                    satisfy an identified need by coiling and stitching.
                                               Lazy squaw, variation of lazy
                                               squaw (passing the stitch                     NOTE:
                                               through the core), Figure of                  Encourage students to:
                                               eight stitch, Peruvian and                    - use ICT/internet or computer knowledge and
                                               Mariposa stitches, etc.                       skills to develop ideas, design and present
                                                                                             them for discussion.
                                               ii. Designing and making of i tems,
                                               mats, hats, bowls, containers of              - experiment, explore the use of tools, materials
                                               various shapes with coiled and                and techniques.
                                               sti tched/wooden bases; oval,
                                               round, square, rectangular,                   - find out how to make items to satisfy
                                               obl ong, irregular shape, forms,              requirements of users/customers for decision
                                               etc.                                          making and improvement. e.g. Ghana Export
                                                                                             Promotion Council, Ministry of Trade, Aid to
                                               iii . Using core made up of single rod        Artisans, Ghana, etc.
                                               or bundle of strands.

                                               iv. Making stitches to cover the core
                                               compl etely or partially.




                                                                                        48
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                                              EVALUATION
                                                                                                                  ACTIVITIES

UNIT 2 (CONT’D)   The student will be able to:                                               Guide students to:                                 The student to:

DECORATIVE        2.2.2 design and make a        Designing and making with coiling,          - identify and discuss various needs requiring     - write an illustrated essay for
COILING, AND      functional and beautiful       stitching, decoration and finishing         items by coiling and stitching.                    a newsletter on how to
FINISHING         item to satisfy a need         techniques.                                                                                    design and make a
                  using appropriate                                                          - identify and discuss various techniques in       decorative item by coiling
                  decorati ve coiling,           1. Identifying a problem/need and           making decoration with coloured and                and stitching.
                  stitchi ng and finishing       using the Design and Technology             uncoloured strands and finishing by coiling,
                  techniques.                    Process (DTP) to solve/satisfy it.          stitching, tapering, trimming and incorporating    - design and make a
                                                                                             other stitches or objects at the rim or parts of   decorated and finished item
                                                 2. planning, preparing, and choosing        the item.                                          to satisfy an identified need
                                                 suitable materials based on                                                                    for a school exhi bition.
                                                 characteristics, limitations and            Students to design and make a finished and
                                                 strengths eg.                               decorated item by coiling and stitching
                                                 (a) soft, tough, fl exible, dyed            techniques.
                                                 (coloured) or undyed
                                                 (uncoloured) strands for                    Students discuss the need for decoration and
                                                 stitching, wrapping.                        finishing.
                                                 (b) tough, flexible materials for
                                                 making the bundl e/core.                    Develop appreciation and appraisal criteria and
                                                                                             use it for their works.
                                                 3. Decorative/Pattern stitches:
                                                 (a) Using coloured and uncoloured           NOTE:
                                                 strands to create or make                   Encourage: observation and search for more
                                                 stitches fully or partially                 information from practitioners, reference books,
                                                 covering the core and showing               internet, experimentation and explorati on by
                                                 patterned lines, shapes,                    students.
                                                 images, symbols with other
                                                 el ements and princi ples of art.           They can also use the computer as well as the
                                                                                             hand for drawi ng and designing.
                                                 (b) Sti tches: Lazy squaw,
                                                 Mariposa, Figure-of-eight,
                                                 Peruvian, etc.

                                                 (c) Incorporating/integrati ng other
                                                 objects to enhance the item eg.
                                                 beads, calabash, gourd,
                                                 feathers, shells, seeds.




                                                                                        49
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                                                EVALUATION
                                                                                                                     ACTIVITIES

UNIT 2 (CONT’D)   The student will be able to:                                                  Guide students to:                                 The student to:
                                                 .
DECORATIVE                                       Finishing: Example; tapering,
COILING, AND                                     trimming, wrappi ng and making various
FINISHING                                        decorative sti tches at the rim, handle,
                                                 li d, etc.
                                                 - using decorative stitches eg.
                                                 herringbone, blanket or buttonhole
                                                 stitches at the rim.

                                                 - using embroidery stitches
                                                 imbrication, etc.

                                                 The need for decoration and fini shing
                                                 to add val ue and make the work neat,
                                                 tidy, attractive, safe in handling,
                                                 competiti ve and presentable.
UNIT 3

DESIGNING AND     2.3.1 design and make an       Designing and making an item by                Review previous lessons on DTP, basic design       - investigate and (in groups)
MAKING ITEMS      item to satisfy a need by      pl aiting.                                     elements and principles, plaiting and making       make a power-point or verbal
BY PLAITING       plai ting.                     1. identifying a problem and using the         simple items; using appropriate teaching and       presentation on how to
                                                 DTP to solve it (Refer to Unit 1               learning methods and audio-visual aids.            design and make an item to
                                                 Section 2 on weaving for areas of                                                                 satisfy a need by plaiti ng,
                                                 needs or problems to be satisfied              - discuss how to satisfy various needs in          using the DTP appropriate
                                                 or sol ved).                                   basketry through plaiting.                         tools, materials and
                                                 2. Planning and choosing suitable                                                                 techniques.
                                                 materi als based on their                      - demonstrate various plaiting techniques for
                                                 characteristics for plaiting eg. flat,         students to observe and practise.                  - design and make a
                                                 soft, pliable, tough, dyed                                                                        decorative and functional
                                                 (coloured) undyed (uncoloured)                 - identify a need or problem in basketry and       item to satisfy an identified
                                                 natural and synthetic such as palm             solve it by applying the Design and Technology     need of any of these areas
                                                 leaves of raffia, date, fan, trees,            process to design and make it.                     for a district exhi bition as
                                                 bulrush pandanus, cords, corn                                                                     follows:
                                                 shuck, paper, card, l eather, fabric.          NOTE:                                              i.    shopping (personal)
                                                                                                Computer aid designs (CAD) can be made and         ii. storage
                                                 Plaiting techniques:                           presented for class discussion.                    iii. matting
                                                 Making plaits with 3,4,5,6 or more                                                                iv. home
                                                 stands and stitching into i tems.              - items can be designed and made for cultural      v. dressing/clothing
                                                 - Pl aiting with several strands into a        functional and aesthetic purposes for the school   vi . wal l or floor decoration
                                                 container using straight and diagonal          or community.
                                                 techniques.

                                                 Designing and making items using
                                                 suitable materials and techniques.

                                                                                           50
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                                                  EVALUATION
                                                                                                                     ACTIVITIES

UNIT 3 (CONT’D)   The student will be able to:                                                  Guide students to:                                   The student to:

DECORATIVE        2.3.2 design and make an       Designing and making items with                - review the lesson on how to design, explore        - identify a problem in
PLAITING AND      item for a purpose by          decorative pl aiting and fi nishing            and make items by plaiting with strands,             basketry, design and make a
FINISHING         using appropriate              techniques.                                    elements and principles of design, drawing in        decorative and functional
TECHNIQUES        decorati ve plai ting and                                                     outline, colour concepts and symbolism.              plaited item to solve it.
                  finishi ng techniques.         - i dentifying a problem/need and usi ng
                                                 Design and Technology Process                  - identify and discuss needs to be satisfied by
                                                 (DTP) to solve/satisfy it.                     plaiting and decoration techniques.

                                                 - preparing, planning and selecting            - demonstrate the required techniques for
                                                 sui table materi als eg. dye and               students to observed and apply creatively in
                                                 undyed strands from pal m (fan, raffia,        their work.
                                                 date) leaves, screw pine, corn shuck,
                                                 bulrush, paper, card, leather, fabric.         - use the DT process to satisfy an identified need
                                                                                                in basketry by designing and making a
                                                 Decoration:                                    decorative and functional item by plaiting
                                                 - decorative/patterns plaiting                 techniques.
                                                 techniques       – using coloured,
                                                 uncoloured strands to plait/create             Students to display their works and respond to
                                                 and organise elements accordi ng to            them through appreciation, appraisal on an
                                                 principl es of art.                            agreed criterion.

                                                 Finishing:
                                                 (a) reinforci ng and decorating the rim
                                                 with stiffer material and fixing by
                                                 lashing, stitching, binding, wrapping
                                                 eg. leather, cane, cord.

                                                 (b) plai ting, weaving and trimming.

                                                 (c) integrating/embellishing with
                                                 embroidery stitches and
                                                 attachment of obj ects.




                                                                                           51
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                                               EVALUATION
                                                                                                                  ACTIVITIES

UNIT 4          The student will be able to:                                                 Guide students to:                                   The student to:

DESIGNING AND   2.4.1 design and make an       Designing and making items by using           - identifying and discuss needs to be satisfied by   - describe the procedure to
MAKING ITEMS    item to satisfy a need by      knotting techniques.                          making knotted items.                                solve a problem in basketry
BY KNOTTING     using appropriate              - i dentifying a need/probl em and                                                                 through the design and
(MACRAME)       knotting techni ques.          applyi ng the BDT process to                  Demonstrate the techniques and relevant skills       making of an item by
                                               sol ve/sati sfy it by using various           applications.                                        knotting.
                                               knotting techniques. (refer to section
                                               2 on weaving)                                 - identify a need, design and make an item to        - design and make an item by
                                                                                             satisfy it using the DT process, knotting            knotting to satisfy an
                                               - preparing, planni ng and selecting          techniques and materials.                            identified need of one of the
                                               sui table materi als eg. coloured or                                                               following:
                                               uncoloured natural or man-made                - exhibit their works for appreciation and           i.       home
                                               strands eg. vari ety of cords, ropes,         appraisal according to known criteria.               ii.     school
                                               strips of leather.                                                                                     iii. chief s pal ace
                                                                                                                                                      iv. District Chief Executive s
                                               Knotting techniques e.g. the clove hitch                                                           office
                                               knot and save variations, square knot                                                              v.      music, games
                                               and some vanateous, Chinese knot,                                                                  vi . storage
                                               Josephine knot, Gatheni ng knot,                                                                   vi i. shopping/buying and
                                               Verti cal lark s head chain, etc.                                                                  selling

DECORATIVE      1.4.2 design and make an       Designing and making items with               - review lessons in designing, decoration            Students to identify some
KNOTTING AND    item to sol ve an              decorative knotting and fi nishing            problem solving and creativity by using the DTP      needs and (in
FINISHING       identifi ed problem by         techniques.                                   elements and principles of design, techniques        groups) design and make a
TECHNIQUES      using decorative                                                             in making items by knotting, etc.                    decorative and functional
                knotting and finishing         - i dentifying a problem/need and usi ng                                                           item to solve them in the
                techniques.                    Design and Technology Processes               - discuss how to identify and develop ideas to       following areas:
                                               (DTP) to solve or satisfy i t.                satisfy needs by making knotted items.               i.   the school
                                                                                                                                                  ii. community library
                                               - preparing, planning and selecting           Demonstrate various techniques in making             iii. home of the visual art
                                               sui table materi als eg. coloured and         decorative knots.                                    teacher
                                               uncoloured strands.                                                                                iv. games
                                                                                             Students to identify a need, design and make a       v. agriculture
                                               - decorative knotting techniques.             decorative knotted item to satisfy it.

                                               (a) using coloured and uncoloured             NOTE:
                                               strands to knot and create and                Encourage students to present and discuss their
                                               organise a variety of knots,                  design ideas, stating constraints and how they
                                               elements according to principles              intend to solve them.
                                               of art.
                                               (b) integrating obj ects such as
                                               beads, shells to add value,
                                               beauty and fini shing by trimming,
                                               singeing, tying, etc.

                                                                                        52
                                                           SENIOR HIGH SCHOOL - YEAR 4
                                                                                                  SECTION 1
                                                                            DESIGN AND MAKING BASKETRY ITEMS
                                                                                   General objectives       : The student will:

1. develop control and profi ciency in the use of tools, materials and techniques in designing and making items by weaving, coiling, plaiting and knotting.
2. develop design and business proposal by applying knowledge and ski lls in basketry and entrepreneurship.
3. develop the ability to exhibit, appreciate and evaluate his/her items and that of others according to procedure, criteria and use of correct term s.

       UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                                                                   EVALUATION
                                                                                                                                        ACTIVITIES

UNIT 1                   The student will be able to:                                                                                                                   The student to:

DESIGNING AND            1.1.1 design and make an               Designing and making by framing,                   Quiz students to review l essons on DTP,             - research and write an essay
MAKING ITEMS             item of functional and                 weaving and integrati ng objects and               elements and principles of design; making of         on how to design and make
BY FRAMING,              aesthetic value by                     techniques.                                        items by weaving and decoration to satisfy an        an item to satisfy an
WEAVING AND              weaving, frami ng and                  - Applying knowledge and skills in                 identified need, etc.                                identified need by framing,
INTEGRATING              integrating other                      Design and Technology to identi fy                                                                      weaving and integrating
OTHER                    techniques and objects.                and sati sfy a need of society through             Guide students to identify and discuss the art and   objects.
TECHNIQUES                                                      basketry.                                          techniques in making items by framing,
AND OBJECTS                                                     - Social, cultural, economic, rel igi ous          construction, weaving and integrating other          Projects
                                                                needs of persons (individuals), the                techniques and objects.                              The students to apply the DT
                                                                home, community the nation such                                                                         process to identify, design and
                                                                as, storage of items, clothing,                    Students to identify a need, prepare, plan and       make an item by framing,
                                                                touri sm, domestic and export         –            use the DT process to make a functional and          weaving, i ntegration of other
                                                                markets, recreation, decoration,                   decorative item by framing, weaving and              techniques and objects for
                                                                farming, fishing, birthdays,                       integrating techniques.                              regional basketry exhibition.
                                                                anniversaries, celebrations, etc.
                                                                - Applying techni ques in                          Students discuss and develop a criteria for
                                                                (a) Designing, framing, construction,              appreciating and evaluating their own and others
                                                                weaving and decorati on and                        work.
                                                                finishing of items of functional
                                                                and aesthetic value eg. ri bbed                    Students to exhibit, appreciate and evaluate their
                                                                containers (baskets), furniture,                   works according to criteria.
                                                                book rack, book shelf, baby cot,                   NOTE:
                                                                etc.                                               Students should be encouraged to record their
                                                                (b) Designing and making items by                  ideas in words and sketches as well in a
                                                                attaching/i ntegrating or                          systematic procedure.
                                                                embellishing with other objects                    - present their design proposal for discussion
                                                                eg. calabash, gourd, ceramics                      - find out and report on criteria for assessing
                                                                pots, bowls, beads, shell s,                       plaited items with attachment or integrated
                                                                leather, etc.                                      materials.

                                                                                                        53
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                                              EVALUATION
                                                                                                                ACTIVITIES

UNIT 2          The student will be able to:                                                                                                     The student to:

DESIGNING AND   1.2.1 design and make an       Designing and making items by plaiting      Review with students the lessons on DTP,              - identify a basketry need in
MAKING ITEMS    item of functional and         and integrating other techni ques or        elements and principles of design, decorative         the community/society,
BY DESIGNING,   aesthetic value by             materials.                                  weaving and finishing techniques.                     design and make an item to
PLAITING AND    plai ting and integrating                                                                                                        satisfy it using appropriate
INTEGRATING     other techniques and           - Applying knowledge and skills in          Guide students to identify and discuss problems       techniques in plaiting
OTHER           material s.                    DTP to identify, design and make an         and needs to be solved/satisfied through plaiting     decoration and
TECHNIQUES                                     item to satisfy an identified need.         and integrating attachment with other materials.      attachment/integration with
AND OBJECTS                                    - Diversifi ed needs of society that can                                                          other materials.
                                               be satisfied by plaited items (refer to     Students to identify a need and use the DT
                                               section 2 on weavi ng).                     process, techniques and integration of decorative
                                               Applying various techniques:                materials to satisfy or solve them.
                                               (a) designing through i dea
                                               development, prelimi nary                   Guide students to discuss and develop,
                                               designing, model ling, etc.                 appreciation, evaluation, procedure and criteria
                                               (b) making items by plaiting with           for them to use to respond to their works.
                                               strands: formi ng them into useful
                                               and beautiful items by coiling,
                                               stitching, patterning, attachi ng
                                               decorative or functional obj ects,
                                               buckle, handles, l ids, beads,
                                               embroidery stitches, eyelets, press
                                               studs, l eather, etc.
UNIT 3

DESIGNING AND   1.3.1 design and make an       Design and making items by plaiting         Guide students to:                                    - write a report on how to
MAKING ITEMS    item to satisfy a need by      and combining/integrating other             - identify and discuss a need and how to satisfy it   design and make an item by
BY PLAITING     knotting and integrating       techniques and objects.                     through designing and making of an item by            using DTP, knotting and
AND             other techniques and                                                       applying knowledge and skills in knotting,            integrating/combining other
INTEGRATING     materials.                     - Apply knowledge and skil ls in Design     decoration, patterning, attaching or integrating      materials and object to
OTHER                                          and Technol ogy process to identify         other items.                                          enhance the function and
TECHNIQUES                                     and sati sfy a need through basketry                                                              beauty.
AND OBJECTS                                    (refer to needs from weaving):              - identify a need, design and make an item to
                                               - designing and making an item to           satisfy it by knotting and integrating other          - design and make decorated
                                               satisfy a need by vari ous knotting,        techniques and objects.                               and integrated item for a
                                               decorating, processes as well as                                                                  national visual art exhi bition
                                               integrating (attaching/embellishing)        NOTE:                                                 on macramé.
                                               other objects to enhance the functi on      Ensure that students apply knowledge and skills
                                               and beauty eg. musical instruments,         in creativity, elements and principles of design,
                                               clothing; wal l, door, windows,             Ghanaian colour, symbolism, exhibi tion,
                                               decorative items; sculptural items          appreciation and evaluation of works and ICT.
                                               e.g. objects for
                                               embelli shment/integration eg.
                                               gourds, beads seeds, l eather, etc.

                                                                                      54
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                                               EVALUATION
                                                                                                                 ACTIVITIES

UNIT 4          The student will be able to:                                               Guide students to:                                    The student to:

DESIGNING AND   1.4.1 design and make an       Designing and making items by coiling,      - identify and discuss the art of making an item to   - identify a need or problem
MAKING ITEMS    item by coiling, stitching     stitching and integrati ng other            satisfy an identified need by coiling, stitching      and solve/satisfy it through
BY COILING,     and integrating other          materials.                                  and integrating/combining with other materials        appropriate use of materials,
STITCHING AND   objects.                       - Applying knowledge and skills in          or objects.                                           tools, techniques in coiling,
INTEGRATING                                    Design and Technology Process                                                                     stitching, decoration and
OTHER                                          (DTP) to i dentify and satisfy a need       - identify a need, use hand or powered tools          integration with other
OBJECTS                                        of society (refer to needs from             (computer) to design and make an item to              objects.
                                               weaving, section 2).                        satisfy it by coiling, stitching and integrating
                                                                                           other items.                                          - write a well researched
                                               - Applying various techniques in                                                                  report on the purpose and
                                               coi ling, stitching, attachment/            - apply knowledge and skills to exhibit and           procedure for coiling and
                                               integration with other materials to         appreciate and evaluate their works.                  stitching with integration of
                                               enhance beauty, functi on and value.                                                              objects from other cultures.


                                                                                                                                                 .




                                                                                      55
                                                         SENIOR HIGH SCHOOL - YEAR 4
                                                                                                 SECTION 2
                                                                           EXHIBITION AND ENTREPRENEURSHIP
                                                                                  General objectives        : The student will:

1. understand and apply knowledge and skills in entrepreneurship from General Knowledge in Art and basketry to develop a business plan.
2. develop the skills, attitude and the interest to build a personal portfolio/albums of work.
3. apply the knowledge and skills in exhibition to participate willingly in organising and mounting one.

       UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                                                                EVALUATION
                                                                                                                                        ACTIVITIES

UNIT 1                  The student will be able to:                                                               Guide students to:                               The student to:

BUILDING A              2.1.1 determine the                   Determining the requi rement and                     - discuss the meaning, importance and types of   - write a well researched
PORTFOLIO OF            requi rements and                     qualities of a rel evant portfolio of                portfolio, using samples.                        paper on the importance and
WORKS                   qual ities of a relevant              works.                                                                                                qualities of relevant portfolio
                        portfolio of works.                                                                        - compare types of portfolio to determine        in basketry for a school,
                                                              Meaning of portfoli o of hard or soft                advantages and disadvantages similarities and    seminar and entrepreneurial
                                                              copy col lection of works.                           differences.                                     skills.

                                                              Importance:                                          - discuss and go through a checklist for
                                                              As a collecti on of works, i t is needed or          determining the qualities and requirement for
                                                              required for empl oyment, further                    relevant portfolio of works.
                                                              education, occupational training
                                                              employment or business promoti on as
                                                              evidence of educational qualification,
                                                              creati ve abil ity, achievement, technical
                                                              proficiency, etc.

                                                              Types: slides, samples,
                                                              transparencies CDs, DVDs, Videos,
                                                              stored, packed or contained in e.g.
                                                              files, envelopes, folders, al bums.

                                                              Criteria/checkl ist to determine whether
                                                              it is relevant for the purpose e.g.
                                                              1. Does the portfolio refl ect your best
                                                              work?
                                                              2. Does it communicate well?
                                                              3. Is your craftsmanship faul tless?
                                                              4. Are your personal strengths
                                                              apparent?

                                                                                                       56
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                                                       EVALUATION
                                                                                                                        ACTIVITIES

UNIT 1 (CONT’D)   The student will be able to:                                                     Guide students to:                                    The student to:

BUILDING A        2.1.2 built up a hard and soft   Hard and Soft copy portfolio or works           - build up and select appropriate hard and soft       PROJECT
PORTFOLIO OF      copy portfolio of works          Portfolio – a collecti on of creative           copy portfolios exhibition and future use.            Prepare a portfoli o of a hard
WORKS             for exhibition.                  works.                                                                                                and soft copy of works and
                                                                                                   NB:Assist students to organise a power point          present for simulated job
                                                   Bui ldi ng a portfolio to:                      presentation of their works if possible.              seeking interview.
                                                   - Selection of best works
                                                   - Finishing of work – e.g. framing,
                                                   vanishing, fixing, back boarding,
                                                   retouching, etc.
                                                   - Preparing brochure; i e. the artist
                                                   statement, appraisal from referees,
                                                   etc.
                                                   - Using digital content (ICT) to store
                                                      works on CD s, DVD,s, pen d         rives,
                                                   etc.
                                                   - Preparing a photo al bum of works
                                                   (col our prints, transparencies, etc.)

UNIT 2

EXHIBITIONS       2.2.1 plan and organise mini-    Organi sing and mounting exhibition             - discuss the meaning and procedure for               - plan and organise a class or
                  exhibiti on in a place with      The public di splay of art works for a          organising exhibition.                                school exhibition using their
                  others, using hi s/her           li mited period of time in order to attract                                                           works.
                  works.                           viewers and buyers.                             - discuss how to organise a class exhibition for
                                                                                                   their works.                                          Invi te the followi ng:
                                                   Importance of exhibition                                                                              Headmaster/mistress as the
                                                   - Helps to advertise the arti fact              NB:Students must apply their understanding            special guest of honour, PTA,
                                                   - Promote the arti st                           and skills in exhibition from General Knowledge in    students, teachers and others
                                                   - promote sale of the arti fact, etc.           Art.                                                  as observers.

                                                   How to organise exhibition                      Observe students for their active participation and   - write a comprehensive report
                                                   - Building a suitable portfolio                 demonstration of moral and human values e.g.          about the exhi bition to cover
                                                   - Finishing                                     co-operation, tolerance, and care for others, etc.    weaknesses, strengths,
                                                   - Preparing the brochure                                                                              opportunities and way
                                                   - Selection of venue, etc.                      - discuss planning and mounting procedures.           forward.
                                                                                                   - mount their works for the class exhibition.




                                                                                            57
       UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                                                               EVALUATION
                                                                                                                          ACTIVITIES

UNIT 3            The student will be able to:                                                      Guide students to:                                              The student to:

ENTREPRENEUR      2.3.1 cost and price works      Costing and pricing of works.                     - discuss costing, pricing and marketing                        - cost, price and market works
AL SKILLS IN      produced.                                                                         procedures.                                                     made in class.
PRACTISE                                          1. direct cost
                                                      Cost of raw material                          NB: Assist students to demonstrate, in practical
                                                      Cost of transporting raw                      and observable terms, application of knowledge
                                                          materials/finished works                  and skills in entrepreneurship from General
                                                      Cost of labour (this may include              Knowledge in Art to practise basketry in:
                                                          consultancy where necessary)              - setting up costing and pricing, marketing,
                                                                                                    managing, etc.
                                                  2. overhead cost
                                                      Cost of utilities e.g. electricity,           NOTE:
                                                          water, rent, etc.                         Suggested teaching and learning methods,
                                                                                                    simulation, experiential, role-      play, future s whe   el,
                                                  3. market survey (this involves the               value clarification, field trip, exhibition, seminar,
                                                  current value of works in the market              etc.
                                                  depending on demand and supply).

                                                  4. profi t (take into account
                                                     compensation for the artist s ski ll,
                                                  time, etc).


Business Plan     2.3.2 prepare a business plan   Preparing a business plan for basketry.           - brainstorm and discuss the meaning and                        - describe how to develop a
                  for an enterprise i n                                                             purpose of a business plan.                                     business plan using
                  basketry.                       Meaning and purpose      – it is a                - discuss with relevant examples in basketry, the               concrete examples.
                                                  document that indicates what one                  key points in preparing a business plan.
                                                  intends doing, how and when one                                                                                   - develop a business plan for
                                                  intends doing it.                                 Students to apply their knowledge, skills and                   his/her enterprise in
                                                                                                    understanding in entrepreneurial skill (General                 basketry for consideration
                                                  Purpose – as a plan, it:                          Knowledge in Art) and basketry to prepare a                     by a local
                                                  - controls the direction of the                   business plan.                                                  i.     bank or
                                                  enterprise.                                                                                                       ii.   financier or
                                                                                                    NOTE:                                                           iii. non-government
                                                  - i s useful for monitoring and                   Assist students to present their business plan                  organisation
                                                  evaluating the way and how the                    with or without digital content in class for
                                                  business/enterprise should go.                    discussion.

                                                  - i s useful as coll ateral or security to        - consult a business person for assistance on the
                                                  seek a loan or financial assistance,              topic.
                                                  etc.



                                                                                               58
       UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                            EVALUATION
                                                                                                                    ACTIVITIES

UNIT 3 (CONT’D)   The student will be able to:                                                 Guide students to:                The student to:

ENTREPRENEU-                                     Key in preparing a busi ness plan
RAL SKILLS IN                                    - executive summary.
PRACTICE
                                                 - name and address of business/
Business Plan                                    enterprise.

                                                 - i dentificati on of need to satisfy.

                                                 - establi sh what you want to achieve
                                                 or do.

                                                 - find out or research from past
                                                 sol utions to similar problems.

                                                 - anal yse the industry or market where
                                                 you can operate e.g. potential
                                                 customers, competitors, etc.

                                                 - pick the best solution.

                                                 - describe the enterpri se or business
                                                 (products, servi ces, background of
                                                 the entrepreneur).

                                                 - describe production activity e.g.
                                                 designing and making process,
                                                 machines, sources of raw materials,
                                                 location of enterprise, etc.

                                                 - marketing activities e.g. customers,
                                                 pricing, distribution, promotion,
                                                 advertising, etc.

                                                 - organisation e.g. background of
                                                 managers and their duties, etc.

                                                 - financial plan e.g. capital
                                                 requirements, potenti al profits, cash
                                                 flow, sources of funds.




                                                                                          59
     UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING                                                                                                   EVALUATION
                                                                                                                       ACTIVITIES

UNIT 4          The student will be able to:                                                      Guide students to:                                  The student to:

PACKAGING       2.4.1 i dentify various materials   Meaning and purpose of packaging.             - identify common packages, e.g. carton, crates,    - describe packages in each
AND HANDLING    used in packaging.                                                                sacks, wrappers, etc.                               category.
                                                    Packaging is a container that holds a
                                                    product and makes it possible for easy        - collect different packages and discuss them.
                                                    handli ng.
                                                                                                  - discuss peculiarities of the vari ous packages.
                                                    It markets the product and producer,
                                                    etc.


                2.4.2 categorise packagi ng         Categories i nclude:                          - identify, compare and differentiate between the   - categorise packages
                accordi ng to functions.            - Pri mary packaging                          types of packages and their functions.              according to materi al types
                                                    - Secondary packaging                                                                             and function.
                                                    - Tertiary packagi ng                         - discuss and categorise them according to
                                                                                                  functions.
                                                    Functions:
                                                    Packaging provides
                                                    - Identi fication
                                                    - Protection
                                                    - Information
                                                    - Convenience
                                                    - Attracti on, etc.



                2.4.3 design and construct          Packaging for basketry:                       - design and produce packages of any shape of       - state and expl ain the
                packages to satisfy a               - Packagi ng for presentation, for the        their choice.                                       importance of packaging
                need in basketry.                   market export, etc.                                                                               and handling.




                                                                                             60

				
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