Republic of Malawi

Syllabus for

Creative arts

Forms 1 and 2

Ministry of Education, Science and Technology

 Syllabus for

Creative arts

Forms 1 and 2

Ministry of Education, Science and Technology

Prepared and published by

Malawi Institute of Education

PO Box 50
Domasi
Malawi

Email: miedirector@sdnp.org.mw

© Malawi Institute of Education 2013

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
or transmitted in any form by any means, electronic, mechanical, photocopying, recording or
otherwise, without the permission of the copyright owner.

First edition 2013

Acknowledgements

The Ministry of Education, Science and Technology and the Malawi Institute of Education
would like to thank all those who participated in various capacities, stages and levels in the
development, refinement and final production of this syllabus. The Ministry is particularly
indebted to the following for their contributions at various stages of the development of the
syllabus for creative arts:

Mike Chilemba - Chancellor College

Eva Chikabadwa - Chancellor College
E Lupiya - Blantyre Secondary school
Louis Msesa - Chichiri Secondary School
Dr CM Kadzera - Domasi College of Education
Gibson H Zembeni - Retired Curriculum Specialist in creative arts

Special thanks also go to the Director of Department of Inspectorate and Advisory Services
(DIAS), Raphael Agabu, and his staff, the Director of Malawi Institute of Education, Dr William
Susuwele-Banda, and his staff, the head of Department for Curriculum Development (DCD),
Coordinator of secondary school curriculum, Mrs Enia Ngalande and her Team (Naireti
Molande, Dr Ezekiel Kachisa and Austin Kalambo) for coordinating the process of reviewing
the syllabuses.

MoEST and MIE would also like to thank Davison PS Chatsera and Febbie S Chibambo who
helped in the refining of the syllabus. Finally, thanks should also go to Samson P Mawephe and
Nedson Magona for providing expert advice on the syllabus during its development.

Production team

Editing: Peter Ngunga

Typesetting and
layout: Sanderson Ndovi
Editor-In-Chief: Max J Iphani
 Contents

Page
Acknowledgements ....................................................................................................................... iii
Foreword ......................................................................................................................................... v
The secondary school curriculum in Malawi ............................................................................ vii
Developmental outcomes ............................................................................................................. viii
Rationale for creative arts ............................................................................................................. xi
Scope and sequence chart for Forms 1 to 4 ................................................................................ 1
Teaching syllabus for Forms 1 and 2 .......................................................................................... 10
References ....................................................................................................................................... 40
Foreword
Education is the vehicle through which every citizen can realise his or her potential and
contribute to national development. The vision of the education sector in Malawi is to be a
catalyst for socio-economic development, industrial growth and an instrument for empowering
the poor, the weak and the voiceless. Its mission is to provide quality and relevant education to
Malawians. As a catalyst for the development, education should equip the individual with
knowledge, skills, values and attitudes to enable one to perform one’s roles effectively, in an
attempt to promote and sustain the social-economic development of a nation.

It is the conviction of the Ministry of Education, Science and Technology that primary education
alone is not sufficient for achieving socio-economic development. As argued in the NESP (2008-
2017), ‘In an evolving and changing world of education, there is no way basic education can be
taken as a complete transformer of our society when the world at large is getting more complex
and sophisticated’. Therefore, secondary education is critical as it provides additional
knowledge, skills and attitudes crucial for enabling Malawians to cope with the complex and
sophisticated socio-economic and political environment of the global village to which Malawi
belongs. Specifically, secondary education is:
 a human right, and important for achieving gender equity
 important for improving the health and quality of life for individuals, families and
communities
 important for the socio-economic and political development of the nation
 necessary for reaching the Millennium Development Goals (MDGs), Education For All
(EFA) and for promoting Universal Primary Education (UPE)

Against this background, the Malawi Government through the Ministry of Education, Science
and Technology has reviewed the secondary school curriculum with a view to improving its
quality and relevance, and to align it with the primary curriculum which has since been
reviewed and emphasises continuous assessment as a tool for learning.

The rationale for reviewing the secondary school curriculum is contained in the NESP (2008-
2017), and PIF (2000). The documents clearly state that the purpose of secondary education is to
provide students with the academic basis for gainful employment in formal, private and public
sectors. They further state that secondary education will prepare students for further education
according to their abilities and aptitudes. However, it is important to note that for the majority
of the children in Malawi, secondary education is terminal. Consequently, the curriculum has
put emphasis on practical skills that enable them to achieve self-employment.

It is also clear that a good secondary school curriculum enables a student to develop into an
adult with sound intellectual, moral, physical, and emotional abilities. Therefore the curriculum
needs to address the whole range of students’ abilities and interests. In addition, it should aim
at equipping the student to become an independent learner in order to promote personal,
family, community and national development. The new curriculum has therefore been
deliberately designed to achieve these important goals. The importance of this syllabus
therefore, cannot be over-emphasised.

v
I would like to thank all those who were directly or indirectly involved in the preparation of the
syllabuses. Key among the stakeholders are the Director and staff of the Department of
Inspectorate and Advisory Services (DIAS) in the Ministry of Education, Science and
Technology (MoEST), for facilitating the development of the syllabuses in collaboration with the
Director and staff of the Malawi Institute of Education (MIE). I would also like to extend my
gratitude to university colleges (both public and private), teachers from secondary schools (both
public and private), members of different religious groups and officers representing special
interest groups such as the Malawi Revenue Authority (MRA), Reserve Bank of Malawi (RBM),
Malawi Bureau of Standards (MBS), Anti-Corruption Bureau (ACB) and Malawi Blood
Transfusion Services (MBTS) for their valuable contribution to and participation in the
preparation of these syllabuses.

Most of all, I would like to express my hope that teachers will implement this curriculum
diligently and in the best interest of the students so that the goals for reviewing the curriculum
are achieved.

Dr McPhail Magwira
Secretary for Education Science and Technology (SEST)

vi
 The secondary school curriculum in Malawi
Among other reasons, the secondary school curriculum has been reviewed to align it with the
primary school curriculum. This curriculum puts emphasis on student-centred teaching and
learning approaches, including continuous assessment.

This curriculum focuses on student achievement. To achieve the outcomes, students must be
introduced to new knowledge, skills, attitudes and values in the context of their existing
knowledge, skills, attitudes and values so that they develop a deeper understanding as they
learn and apply the knowledge. In this way, the process of learning is integral to the final
product. The final products are the outcomes, that is, what students are expected to achieve in
terms of knowledge, skills, attitudes and values, which must be clearly stated before teaching
and learning begin. The achievements made at school, however, are only truly beneficial when
the students transfer them to life beyond the school and view learning as a lifelong process. This
is essential to keep pace with the changing social environment of home and work.

The figure below illustrates the structure and major elements of Malawi’s secondary school
curriculum, which are elaborated in the text below.

TEACHING LEARNING

Developmental outcomes

Secondary education outcomes

Assessment standards

Success
criteria

ASSESSMENT

The developmental structure of the secondary school curriculum in Malawi

vii
Developmental outcomes
The developmental outcomes are over-arching; they are what the student is expected to achieve
by the end of the secondary school cycle both in and out of school. These outcomes apply to
subject areas and they have been derived from the Constitution of the Republic of Malawi,
Malawi Growth and Development Strategy (MGDS), National Education Sector Plan (NESP),
Education Act and other education policy documents, including global policies and multilateral
agreements to which Malawi is a signatory, as well as from the Secondary School Curriculum
and Assessment Review (SSCAR). That is, students should be able to:

1 demonstrate appropriate moral and ethical behaviour in accordance with the accepted
norms and values of the society
2 demonstrate local, regional, and international understanding
3 communicate competently, effectively, and relevantly in a variety of contexts, in an
appropriate local or international language
4 apply mathematical concepts in socio-cultural, political, economic, environmental, scientific,
and technological contexts to solve problems
5 apply scientific, technological, vocational, and managerial skills in a creative and innovative
way to identify problems and develop appropriate solutions, so as to participate
productively in society
6 demonstrate health-promoting behaviour in their personal lives as well as in their
communities and the wider environment, with particular attention to prevalent diseases
7 appreciate and interact with the environment in a responsible and sustainable manner
8 apply the indigenous and non-indigenous knowledge and skills necessary for lifelong
learning, personal advancement, employment, and the development of society
9 use Information and Communication Technology (ICT) responsibly and productively
10 demonstrate an understanding of the functioning of the economy and the contribution of
agriculture and other sectors to national development
11 make use of entrepreneurial and vocational skills for personal and national development
12 apply research skills for problem-solving
13 demonstrate an understanding and appreciation of issues of human rights, democracy,
gender, governance, and other emerging issues

Secondary education outcomes

The secondary education outcomes are categorised into seven sets of essential skills to be
acquired by a secondary school graduate. The skills are:
1 citizenship skills
2 ethical and socio-cultural skills
3 economic development and environmental management skills
4 occupational and entrepreneurial skills
5 practical skills
6 creativity and resourcefulness
7 scientific and technological skills

viii
Citizenship skills
1 demonstrate an understanding and appreciation of the symbols of nationhood
2 demonstrate a spirit of patriotism and national unity
3 apply decision-making skills necessary for participation in civic affairs
4 demonstrate a spirit of leadership and service
5 show respect for one’s own and other people’s rights and responsibilities
6 tolerate other people’s attitudes and beliefs
7 demonstrate respect for the rule of law
8 understand characteristics of good governance
9 initiate and implement community development projects
10 demonstrate a sense of good neighbourliness
11 demonstrate a sense of national, regional and international understanding
12 demonstrate cooperative behaviour
13 demonstrate personal and social responsibility

Ethical and socio-cultural skills

14 demonstrate moral, spiritual and ethical attitudes and values
15 appreciate Malawi’s diverse cultures and their respective practices
16 appreciate existing national institutions and cultural heritage
17 appreciate the value of the relationship between the individual and society
18 respect one’s own and other people’s cultures
19 identify beliefs which promote or retard national development
20 evaluate beliefs, taboos and superstitions in relation to national development
21 uphold beliefs which promote national development

Economic development and environmental management skills

22 understand Malawi’s economy and economic structure
23 demonstrate entrepreneurial and/or vocational skills for formal or informal employment
24 exploit economic opportunities stemming from agriculture
25 demonstrate an interest in land husbandry, animal husbandry and aquaculture
26 apply appropriate agricultural practices and methods
27 acquire positive attitudes and skills, and apply them to the sustainable development of the
natural and physical environment
28 understand the importance of diversified agriculture for Malawi’s economy
29 understand the impact of technologies on economic productivity
30 apply relevant technologies to various economic activities
31 apply value addition practices to agricultural and environmental resource utilisation and
management
32 appreciate Malawi’s environmental resources
33 understand the impact of rapid population growth on natural resources and the delivery of
social services
34 apply a variety of measures to conserve Malawi’s natural resources
35 apply ICT skills to improve intellectual growth, personal enhancement and communication
36 demonstrate the ability to adapt to climate change and mitigate its impact on the economy
and environment
ix
37 appreciate the importance of energy in economic development
38 understand the importance of diversifying the economy through sectors such as tourism,
mining and manufacturing

Occupational and entrepreneurial skills

39 demonstrate the spirit of self-reliance through vocational and entrepreneurial activities
40 apply appropriate vocational, occupational and entrepreneurial skills to individual and
national advancement
41 demonstrate effective communication skills for the transfer of occupational and
entrepreneurial knowledge, skills, attitudes and values
42 apply the principles of science and technology, entrepreneurship and management to
promote active and productive participation in the society
43 demonstrate creativity and innovation for the benefit of the individual, community and the
nation as a whole
44 demonstrate an understanding of indigenous and non-indigenous knowledge, skills,
attitudes and values, and apply them to personal intellectual growth and national
development
45 use vocational, occupational and entrepreneurial skills for the creation of economic
opportunities in agriculture and other sectors

Practical skills
46 acquire entrepreneurial skills related to agriculture, commerce and industry
47 apply appropriate skills to agricultural, commercial and industrial production
48 demonstrate positive attitudes to manual work
49 demonstrate excellence in any kind of workmanship
50 demonstrate sporting ability and sportsmanship
51 demonstrate the ability to use creative and innovative artistic talents for self-employment

Creativity and resourcefulness

52 demonstrate a spirit of inquiry and creative, critical and lateral thinking
53 use problem-solving techniques to solve practical problems
54 demonstrate an imaginative and creative mind
55 exploit creative potential
56 understand personal strengths and weaknesses and use strengths to promote healthy
self-esteem
57 maximise the use of available resources

Scientific and technological skills

58 apply appropriate scientific, technological and vocational skills to improve economic
productivity
59 apply relevant innovations in science and technology
60 demonstrate a capacity to utilise appropriate technology
61 demonstrate basic research skills

x
Rationale for creative arts
Creative arts education at secondary school level provides the opportunity to train both
students who would proceed to tertiary education and those who cannot make it. Creative arts
at this level enhances students’ holistic development embracing the psycho-motor, cognitive
and affective domains. Those who would be interested in developing their artistic skills would
use these skills in the field of entrepreneurship. Creative arts education also has the element of
developing art appreciation and problem solving skills in the students at the same time;
students are also able to appreciate their cultural heritage.

Core elements and their outcomes

Creating, interpreting and presenting artworks

The students will be able to design, produce, interpret and exhibit artworks.

Expressing and communicating

The students will be able to apply multiple forms of expression and communication in creative
arts.

Environmental-friendly art production practices

The students will be able to use ways of conserving the environment in art production.

Entrepreneurship in creative arts

The students will be able to effectively design artworks intended for the creation of economic
opportunities for self-reliance and national development.

xi
xii
 Scope and sequence chart for Forms 1 to 4

Core element Form 1 Form 2 Form 3 Form 4

Forms of Art Colour Design and lettering Figure drawing
1 Creating,  what art is  meaning of tints and  a survey of writings in  human figures in
interpreting and  roles of artists in shades the locality different positions and
presenting society  production of tints of  production of posters actions
artworks  different artistic various colours in colour
styles from various  production of shades - billboards Human figures in
African cultures of various colours - sign posts different positions
 painting using tints  free-hand lettering - standing
Managing art materials and shades - sitting on a floor
 suitable art materials Fabric printing - sitting on a chair
 appropriate and Design and lettering  fabric printing - lying on a bed
economical use of  book covers techniques  shading drawings
paint  posters  design of patterns
 appropriate use of  post cards on lino, rubber, Human figures in different
tools softwood, potato actions
 care for tools Shading shapes  printing patterns on - walking
 spheres materials - running
Basic shapes  boxes - playing a game
 rectangle  cones - soldier marching
 circle  cylinders - riding a bicycle
 triangle  painting drawings
 cylinder

1
Core element Form 1 Form 2 Form 3 Form 4
drawing techniques for Tie and dye Animal figures in different
basic shapes  meaning of tie and positions
 lines dye  standing
 tracing  tie and dye  sitting/lying on the
 stencils techniques ground
 templates - tying
 printing - knotting Animal figures in different
cutting various basic shapes - marbling actions
from paper, cardboard and - folding and tying  running
plywood - stitching  chasing another
 preparation of dyes animal
Shading  practical dying of  climbing a tree
 shading techniques cloth
 value scale
 shading value scale
using:
- stippling
- cross-hatching
- line shading
- rubbing

2
Core element Form 1 Form 2 Form 3 Form 4
Colours Perspective drawing – Figures and portrait Design and lettering
2 Expressing and  the colour wheel landscapes drawing  a stanza in freehand
communicating  colour categories  principles of  principles of pen lettering
- primary perspective in relation proportion such as:  designing a book
- secondary to landscape drawing - size cover
- tertiary – atmospheric/aerial - location  designing cards:
 improvisation of perspective - amount of - post cards
paint brushes and  observation of objects elements - occasion cards
colours that depict the effects compared to the  production of logos
 colour contrasts and of perspective other - iconic
harmony  practical drawing –  sketching human - word mark
landscape figures - combination
Perspective drawing  adding details to marks
 meaning of Still life and nature drawing make complete  computer-aided
perspective drawing  observation of still life figures logo designs
 effects of perspective and nature  sketching portraits
- eye level  description of various  adding details to Imaginative abstract and
- bird’s eye view still life objects and make complete realistic compositions
- worm’s eye view nature portraits  drawing
 vanishing points - proportionally imaginative realistic
 2-dimensional and 3- - placement of Animal figures art compositions
dimensional objects objects  principles of - village scene
- background proportion such as: - wild life
 painting /shading - size - urban setup
drawing - location

3
Core element Form 1 Form 2 Form 3 Form 4
Design and lettering Imaginative composition in - amount of  painting
 types of fonts colour elements imaginative realistic
- old English text  meaning of compared to the art compositions
- Algerian imaginative other
- times new Roman compositions
- gothic  drafting and painting  sketching animal Drawing and painting
- broadway imaginative figures imaginative abstract art
 lettering techniques compositions  adding details to compositions
- size have complete  peace
- colour figures  courage
- weight  achievement
- expanded Still life and nature  sorrow
- condensed  observation of still
- distorted life and nature  drawing and painting
 description of cartoon compositions
various forms of still such as:
life and nature - deforestation
- proportional - HIV/AIDS
- placement of - domestic violence
objects - politics
- background
 painting and
shading drawings
Perspective drawing
 principles of
perspective

4
Core element Form 1 Form 2 Form 3 Form 4
 observation of
objects that depict
effects of perspective
 practical production
of drawings
depicting
perspective
- brick wall
- trees along the
road
- houses along the
road
 painting various
objects in
perspective
Landscape drawing
 observation of
landscape from
different viewpoints
 sketching landscape
 practical – drawing
of various
landscape; check on:
- change in size
- change in colour

5
Core element Form 1 Form 2 Form 3 Form 4
Craft work – Paper art Conserving the environment Conserving the Paper carving
3 Environmental  process rough paper  establishing a woodlot environment  processing paper for
friendly art  model artworks  rehabilitation of clay  establishing a woodlot making paper blocks
production  drying artworks and soapstone sites  rehabilitation of clay  carving out of pulp
practices  alternative resources and soapstone sites blocks
Collage - plaster of Paris  alternative resources - animal figures
 suitable materials for - paper sculpture - plaster of Paris - human figures
collage - soapstone - paper sculpture - bowls
 collage designs - sawdust blocks - soapstone  carving out of saw-
 production of collage  production of posters - sawdust blocks dust blocks
items with awareness  imaginative - animal figures
 exhibition of collage messages compositions depicting - human figures
items dangers of
environmental
degradation

6
Core element Form 1 Form 2 Form 3 Form 4
Fired clay Animal and human figures Clay modelling and Craftwork in Wood and
4 Entrepreneurship  preparation of clay  principles of pottery Stone
in creative arts  production of proportion  preparation of clay  qualities of wood
various pottery  drawing basic shapes:  production of suitable for carving
artworks - rectangles various pottery - hard wood
- flower vases - triangles artworks using: - soft wood
- pots - circles - slabs  carving sculptures
- dishes  sketching human and - coils such as:
 decoration of clay animal figures from - scooping - animal figures
works basic shapes  methods of firing - human figures
- incisions  adding details to  glazing pottery - sugar bowls
- appliqué produce complete artworks - candle stands
 methods of firing figures  pricing artworks  pricing and
clay works  painting the finished  marketing artworks marketing
- open firing figures craftworks
- closed firing Tie and dye and batik Career opportunities in
 carrying out a Fired clay artworks  meaning of tie and creative arts
market search  preparation of clay dye and batik  explain career
- popular  production of various artworks opportunities in the
commodities pottery artworks  comparison of tie local environment
- supply and - flower vases and dye and batik  visitation of
demand - pots artworks - art galaries
- value addition - dishes  preparation of tie - printing houses
- accounting for and dye - textile
sales companies
 marketing clay
artworks

7
Core element Form 1 Form 2 Form 3 Form 4
- pricing  decoration of clay  production of batik - exhibition
- marketing works designs centres
Weaving and plaiting - incisions  pricing and - graphic
 collection of samples - appliqué marketing products designers
 types of weaving  methods of firing clay  design
- check weave works Weaving and plaiting advertisements
- twill weave - open firing  collection of samples for artworks
 collection of - closed firing  types of weaving
materials for  conduction of a - check weave
weaving and plaiting market search - twill weave
 dyeing the materials  pricing the items  collection of
 demonstration of  marketing the items materials for
weaving weaving and
 weaving mats Weaving and plaiting plaiting
(mikeka)  collection of samples  dyeing the materials
 explanation and  types of weaving  demonstration of
demonstration on - check weave weaving
plaiting - twill weave  weaving:
 practising plaiting  collection of materials - winnowers
table mats for weaving and - furniture using
 conduction of a plaiting canes, bamboos,
market search  dyeing the materials palm leaves, plastic
 pricing the items  demonstration of strips
 marketing the items weaving  explanation on
 weaving baskets plaiting
 explanation and  demonstration on
demonstration on plaiting
plaiting

8
Core element Form 1 Form 2 Form 3 Form 4
 explanation and  practising plaiting
demonstration on floor mats
plaiting  carrying out a
 practising plaiting market search for
door mats woven and plaited
 conduction of a items:
market search - popular
 pricing the items commodities
 marketing the items - supply and
demand
- value addition
- accounting for
sales
 pricing the woven
materials and
plaited items
 marketing the
woven and plaited
items

9
 Teaching syllabus for Forms 1 and 2

Form 1 Term 1
Core element: Creating, interpreting and presenting artworks
Outcome: The students will be able to design, produce, interpret and exhibit artworks

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching, learning
assessment methods and assessment
resources
We will know this Students must be
when the students are able to:
able to:
 appreciate different 1 explain what Forms of art  explaining what art is  brainstorming  magazines
forms of artworks art is  collecting examples of artefacts  discussion  newspapers
2 identify  identifying different roles of  critiquing artworks  art textbooks
different artists artists in the  question and  computers
in the society/community answer  sign language
society/commu  discussing different roles of the  observation interpreters
nity artists in the  peer assessment
3 recognise society/community  self assessment
different  recognising the different  group work
artistic styles artistic styles from different  pair work
from different African cultures
African  collecting different artefacts
cultures with different African cultures
 discussing the different
artefacts from different cultures

10
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching, learning
assessment methods and assessment
resources
We will know this Students must be
when the students are able to:
able to:
 manage different 1 identify Managing art  identifying suitable art  brainstorming  brooms
art resources suitable art materials materials  discussion  paints
materials  collecting suitable materials for  question and  brushes
2 use paint art answer  water
3 use tools  sorting materials for art  observation  buckets
4 clean art tools  using paint appropriately and  practice  rags
economically  peer assessment  bags
 using tools appropriately  self assessment  boxes
 cleaning art tools  group work  wasters
 storing materials and tools  pair work  sign language
interpreters
 portifolios
 rubrics
 checklists

11
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching, learning
assessment methods and assessment
resources
We will know this Students must be
when the students are able to:
able to:
 produce various 1 identify basic Basic shapes  identifying various basic  demonstration  pencils
basic shapes shapes shapes  question and  papers
 explaining different drawing answer  rulers
2 explain techniques  discussion  rubber/eraser
drawing - basic shapes  practice  glue
techniques - lines  peer assessment  pairs of scissors
- grip  self assessment  razor blades
- stencils  group work  sign language
- templates  pair work interpreter
3 draw basic - printing  cardboards
shapes  drawing basic shapes  plywoods
- rectangles  pencil sharpeners
- circles  portfolios
- triangles  rubric
- cylinders  checklist
- cones

12
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching, learning
assessment methods and assessment
resources
We will know this Students must be
when the students are able to:
able to:
4 cut shapes - spheres
5 display basic - cubes
shapes  cutting basic shapes from
paper, cardboard, plywood
 displaying basic shapes

 shade basic 1 discuss  discussing shading techniques

Shading  discussion  charcoal sticks
shapes shading - Stippling/dotting  demonstration  pencils
techniques - cross-hatching  question and  eraser
2 draw values - line shading answer  paper
scales - rubbing  practice  sign language
3 shade value  outlining the value scale  peer assessment interpreters
scales  self assessment  samples of
 shading the value scale  group work shaded objects
 pencil sharpeners
 portifolios
 rubrics
 checklists

13
Form 1 Term 2
Core element: Expression and communication
Outcome: The students will be able to apply multiple forms of expression and communication in creative arts.

Assessment Success criteria Theme/Topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching, learning
assessment methods and assessment
resources
We will know this
when the students are Students must be able
able to: to:
 present artworks 1 explain the Perspective  explaining the meaning of  explanation  pencils
in perspective meaning of drawing perspective drawing  discussion  erasers
drawing perspective - linear  observation  papers
drawing - aerial  demonstration  corridors
2 identify objects  identifying objects that  practice  walls
that depict effects depict the effects of  written exercises  sign language
of perspective perspective eg,  peer assessment interpreters
3 draw objects from - road  self assessment  pictures
various vanishing - train  group work depicting
points - people  pair work perspective
4 draw 2-  drawing objects from various  excursion  pencil sharpeners
dimensional and 3- vanishing points  portfolios
dimensional  rubrics
objects  drawing 2-dimensional and  checklists
3-dimensional objects

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested

14
standard learning activities learning and teaching, learning
assessment methods and assessment
resources

We will know this Students must be

when the students are able to:
able to:
 produce different 1 explain the Colours  explaining the colour wheel  discussion  feathers
colours colour wheel  group work  books
2 identify colour  identifying colour categories  demonstration  internet
categories - primary  explanation  colours
- secondary  practice  catalogue
- tertiary  peer assessment  magazines
3 develop  collecting materials for  self assessment  brushes
secondary and improvising  observation  containers
tertiary colours - colours  group work  leaves
- brushes  pair work  soils
 developing colours  excursion  tree barks
 producing brushes  flowers
 fruits
 charcoal
 sign language
interpreters

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested

15
standard learning activities learning and teaching, learning
assessment methods and assessment
resources
Students must be
able to:
 matching and contrasting
4 match and colours:  curry powder
contrast - tone  dead markers
colours - harmony  coloured chalk
 coffee
5 practise with  practising with colours  portifolios
colours  cleaning the environment and  mulberries
tools  rubrics
 storing materials and tools  checklists

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested

16
standard learning activities learning and teaching, learning
assessment methods and assessment
resources

We will know this Students must be

when the students are able to:
able to:
 design letters 1 identify Design and  collecting various examples of  demonstration  stencils
of the alphabet various letter lettering letter fonts  discussion  pencils
fonts  identifying various fonts  explanation  paper
- old English text  practice  magazines
- Algerian  group work  sign language
- times new roman  pair work interpreters
- gothic  peer assessment  newspapers
2 apply different - broadway  self assessment  christmas,
lettering wedding and
techniques  applying lettering techniques birthday cards
- size  internet
- colour  dead markers
- weight  computers
- expanded
- condensed
- distorted
to design birthday, Xmas
cards
 storing the produced items

Form 1 Term 3
Core element: Environmental-friendly art production practices

17
Outcome: The students will be able to use ways of conserving the environment in art production.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching, learning
assessment methods and assessment
resources
We will know this Students must be
when the students are able to:
able to:
 produce 1 identify Craftwork:  identifying materials for  explanation  paper
various materials for paper art paper art  demonstration  glue
craftworks paper art  collecting rough paper  discussion  water
2 collect rough  practice  buckets
paper  sorting rough paper  peer assessment  maize flour
3 model  self assessment  tree sap
artworks  crashing/pounding rough  mortars
4 dry artworks paper  pestle
5 paint  modelling artworks  moulds
artworks  sign language
 drying artworks interpreters
 seeds
 painting artworks  stones
 sand
 bags
 storing artworks
 card boards
 paints

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching, learning

18
 assessment methods and assessment
resources
Students must be
able to:

1 identify Collage  identifying suitable  discussion  local

suitable materials for collage  explanation environment
materials for  collecting materials for  demonstration  portfolios
collage collage  practice  pieces of cloth
2 collect - producing collage  peer assessment  leaves
materials for items  self assessment  feathers
collage - designing the collage  flowers
3 produce outlines  readymade
collage items - cutting materials as per collage
4 clean finished design  rubric
products - pasting materials  checklist
 cleaning up products

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standards learning activities learning and teaching, learning

19
 assessment methods and assessment
resources

Students must be
able to:

5 explain  explaining display

display techniques such as
techniques of - ground display
artworks - table display
- wall display
- line display
- ring display
6 exhibit  exhibiting finished
finished products
products
 storing the artworks

Form 1 Term 3
Core element: Entrepreneurship in creative arts

20
Outcome: The students will be able to effectively design artworks intended for the creation of economic opportunities for self reliance
and national development.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching,
assessment methods learning and
assessment
resources
We will know this Students must be
when the students are able to:
able to:
 produce various 1 process clay to Fired clay  identifying sources of clay  explanation  local
clay artworks produce artworks  fetching clay for moulding  excursion environment
pottery pottery artworks  demonstration  water
artworks  discussion  clay
 soaking clay in water  group work  buckets
2 mould  sieving clay to remove  peer assessment  sieves
different sediments  self assessment  traditional kiln
pottery  spreading clay on a flat surface  gallery walk  cardboards
artworks  wedging and kneading clay  bus stop  sacks
 producing various pottery  sawdust
artworks such as  bottles
- flower vases  smooth stones
- pots  plastic sheets
- dishes  paper
- jugs  sign language
using slabs, coils, scooping interpreters
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching,

21
 assessment methods learning and
assessment
resources

3 decorate clay  decorating clay artworks  portfolios

art works - incisions  rubrics
- applique  checklists

4 fire clay
artworks  discussing methods of firing
clay artworks
- open firing
5 carry out - closed firing
market search
 carrying out market search
- popular commodities
- supply and demand
6 market clay - value addition
artworks - accounting for sales
 pricing clay artworks
 marketing clay artworks

Assessment Success criteria Theme/Topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching,

22
 assessment methods learning and
assessment
resources
We will know this Students must be
when the students are able to:
able to:
 produce various 1 explain types Weaving and  collecting samples of woven  sisal
artworks of weaving plaiting and plaited materials  palm leaves
 explaining types of weaving  plastic strips
- check weave  knives
- twill weave  metal strips
 local
 collect materials for weaving environment
and plaiting  dyes
 dye materials for weaving and  hoes
plaiting  bamboos
 demonstrating types of  wood
2 demonstrate
weaving  wool
types of
- check weave  strips
weaving
- twill weave  needles
 practising weaving to produce  canes
mats (mikeka)
 explaining plaiting
 demonstrating plaiting

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching,
assessment methods learning and

23
 assessment
resources
We will know this Students must be
when the students are able to:
able to:
3 carry out Weaving and  practising plaiting table  sisal
market search plaiting mats  palm leaves
 carrying out market search for  plastic strips
woven and plaited items:  knives
- popular commodities  metal strips
- supply and demand  local
- value addition environment
- accounting for sales  dyes
 hoes
 pricing woven and plaited  bamboos
4 market woven
items  wood
and plaited
 marketing woven and plaited  wool
items
items  strips
 needles
 canes

Form 2 Term 1
Core element: Creating, interpreting and presenting artworks
Outcome: The student will be able to design, produce, interpret and exhibit artworks.

24
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching, learning
assessment methods and assessment
resources
We will know this Students must be
when the students are able to:
able to:
 apply colour in 1 explain what Colour  collecting samples of different  explanation  pencils
various tones to tints and units and shades  demonstration  rubbers
their artworks shades are  explaining what tints and  discussion  papers
2 develop tints shades are  question and  newspapers
and shades of answer  magazines
various colours  producing tints of various  group work  sign language
3 use tints and colours  peer assessment interpreter
shades to paint  producing shades of various  self assessment  colours
surfaces colours  pair work  marker pens
 rulers
 using tints and shades to paint  portfolios
surfaces  rubrics
 displaying finished work  checklists
 storing artworks  samples of
different tints
and shades

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching, learning
assessment methods and assessment
resources

25
We will know this Students must be able
when the students are to:
able to:
 demonstrate an 1 design book covers, Design and  designing book covers, posters  demonstration  paints
understanding of post cards and lettering and post cards  explanation  brushes
design techniques posters  discussion  water
2 develop post cards  developing book covers,  group work  paper
posters and post cards  peer assessment  sign language
3 use appropriate  using appropriate colours for  self assessment interpreters
colours for the designs  pair work  coloured chalk
designs  envelopes
 folders
4 display finished  displaying finished work  internet
work  storing artwork  computers
 portfolios
 rubrics
 checklists

Assessment Success criteria Theme/topic Suggested teaching and learning Suggested teaching, Suggested
standard activities learning and teaching,
assessment methods learning and
assessment

26
 resources
We will know this Students must be
when the students are able to:
able to:
 shade different 1 draft artworks Shading  drafting artworks to be shaded  explanation  paints
artworks in pencil to be shaded  shading objects such as  discussion  strings
and paint using pencil - cones  demonstration  cloth
and paint - circles  peer assessment  dyes
2 compare given - triangles  self assessment  buckets
shades  comparing given shades  practice  basins
 choosing appropriate shades  question and  sign language
answer interpreters
3 shade artworks  shading artworks using chosen  individual work  soap
shades  group work  water (cold or
4 display hot)
artworks  displaying finished artworks  envelopes
 storing artworks  folders
 portfolios
 rubrics
 checklists

Assessment Success criteria Theme/topic Suggested teaching and learning Suggested teaching, Suggested
standard activities learning and teaching,
assessment methods learning and
assessment

27
 resources
We will know this Students must be
when the students are able to:
able to:
 produce artworks 1 describe tie and Tie and dye  collecting tie and dye sample  explanation  strings
in tie and dye dye materials  discussion  cloth
2 explain tie and  describing tie and dye  observation  dyes
dye techniques  demonstration  buckets
 explaining tie and dye  peer assessment  basins
3 create tie and dye techniques  self assessment  sign language
artworks - tying  practice interpreters
- knotting  question and  soap
- marbling, answer  water
- folding  individual work  portfolios
- stitching  thread
 collecting materials for tie and  needles
dye  ready made
 preparing the dyes samples of tie
 soaking tied pieces into dyes and dye
 pressing dyed cloth  rubrics
 displaying work  checklists

Assessment Success criteria Theme/topic Suggested teaching and learning Suggested teaching, Suggested
standard activities learning and teaching,
assessment methods learning and
assessment

28
 resources
Students must be
able to:

4 carry out  carrying out market search:

market search - popular commodities
- supply and demand
5 market tie and - value addition
dye artworks - accounting for sales
 pricing tie and dye artworks
 marketing tie and dye artworks
 storing tie and dye art works

Form 2 Term 2
Core element: Expressing and communicating
Outcome: The students will be able to apply multiple forms of expression and communication in creative arts.

29
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested teaching,
standard learning activities teaching, learning learning and
and assessment assessment
methods resources
We will know this Students must be
when the students are able to:
able to:  readymade
 develop landscape 1 explain Perspective  collecting ready drawn  explanation samples of
drawings following principles of drawing - samples of landscape  demonstration landscape
the principles of perspective in landscape  explaining principles of  question and  pencils
perspective relation to perspective in relation to answer  paper
landscape landscape drawing  practice  rubber
drawing – atmospheric perspective  peer assessment  paint
 self assessment  paint brushes
2 observe objects  observing objects that depict  excursion  coloured chalk
that depict the the effects of perspective  group work  coloured pencils
effects of - electricity poles  pair work  dead markers
perspective - road  sign language
3 design a  designing a landscape interpreters
landscape  draw a landscape  marker pens
4 display their  displaying artwork  envelopes
work  storing artworks  folders
 portfolios
 rubrics
 checklists
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested teaching,
standard learning activities teaching, learning learning and
and assessment assessment
methods resources

30
 We will know this Students must be
when the students are able to:
able to:
 develop drawings 1 observe still Still life and  visiting the local  explanation  local environment
from still life and life and nature nature drawing environment  excursion  pencils
nature  observing still life and nature  demonstration  rubbers
2 describe  describing various still life  question and  marker pens
various forms objects and nature answer  dead markers
of still life and  drawing of still life and  practice  paints
nature nature  peer assessment  paint brushes
 self assessment  stones
 designing of still life and  group work  fruits
nature  bottles
- proportionally  twigs
- placement of objects  magazines
- background  newspapers
 drawing of still life and  sign language
nature interpreters
3 paint or shade
 painting or shading drawings  envelopes
drawings
from still life and nature  folders
from nature
 portfolios
and still life
 rubrics
4 display their
 displaying artworks  checklists
work
 storing artworks

Core element: Entrepreneurship in creative arts

Outcome: The students will be able to effectively apply, multiple forms of expression and communication in creative arts.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested

31
standard learning activities learning and teaching,
assessment methods learning and
assessment
resources
We will know this Students must be
when the students are able to:
able to:
 apply principles of 1 explain Animal and  explaining principles of  explanation  pencils
proportion when principles of human figures proportion  question and  rubbers
drawing animal proportion answer  paints
and human figures 2 draw basic  drawing basic shapes:  demonstration  paint brushes
shapes such as - rectangles  practice  buckets
triangles, - triangles  peer assessment  newspapers
rectangles and - circles  self assessment  magazines
circles  discussion  models of
3 sketch human  group work - triangles
and animal  pair work - rectangles
 sketching human and animal
figures - circles
figures from the basic shapes.
4 add details to  envelopes
have complete  folders
 adding details to produce
figures  portfolios
complete figures
 rubrics
 painting the finished figures
 checklists

Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested teaching,
standard learning activities teaching, learning learning and
and assessment assessment
methods resources

32
 5 carry out a  carrying out market search:
market search - popular commodities
- supply and demand
- value addition
- accounting for sales
6 market  pricing human and animal
human and figures
animal figures  displaying finished artworks
marketing human and
animal figures
 storing the artworks

Form 2 Term 3
Core element: Expressing and communicating
Outcome: The students will be able to apply multiple forms of expression and communication in creative arts

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
33
 standard learning activities learning and teaching,
assessment methods learning and
assessment
resources
We will know this Students must be able
when the students are to:
able to:
 create various 1 explain an Imaginative  collecting samples of  explanation  pencils
imaginative imaginative composition in readymade imaginative  question and  paper
compositions in composition colour compositions answer  brushes
colour 2 draft imaginative  explaining imaginative  demonstration  paint brushes
compositions composition  practice  buckets
3 paint imaginative  peer assessment  water
compositions  drafting imaginative  self assessment  marker pens
4 display compositions  discussion  dead markers
imaginative  painting imaginative  gallery walk  envelopes
compositions compositions  folders
 displaying the painted  sign language
compositions interpreters
 storing artwork  portfolios
 rubrics
 checklists

Core element: Entrepreneurship in creative arts

Outcome: The students will be able to effectively design artworks intended for the creation of economic opportunities for self reliance
and national development

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested

34
standard learning activities learning and teaching,
assessment methods learning and
assessment
resources
We will know this Students must be
when the students are able to:
able to:
 produce various 1 fetch clay for Fired clay  fetching clay for moulding  explanation  water
clay artworks moulding artworks pottery artworks  excursion  clay
pottery  demonstration  buckets
artworks  soaking clay in water  discussion  sieves
2 process clay to  sieving clay to remove  group work  firewood
produce pottery sediments  peer assessment  traditional kiln
artworks  spreading clay on a flat surface  self assessment  cardboards
 wedging and kneading clay  gallery walk  sacks
3 mould different  producing various pottery  bus stop  sawdusts
pottery artworks such as:  question and  tins
artworks - flower vases answer  bottles
- pots  smooth stones
- dishes  plastic sheets
- jugs  papers
using slabs, coils, scooping  sign language
interpreters
 portfolios
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching,
assessment methods learning and
assessment
resources

35
 Students must be
able to:
4 decorate clay  drying produced clay  checklists
artworks artworks  local
5 fire clay  decorating clay artworks environment
artworks - incisions
- appliqué
 collecting firewood
 firing clay artworks
- using open firing
6 carry out a - using closed firing
market search  carrying out a market search:
- popular commodities
- supply and demand
- value addition
- accounting for sales
 displaying clay artworks
 costing artworks
7 market the clay  conducting mock marketing
artworks  storing clay artworks

Core element: Entrepreneurship in creative arts

Outcome: The students will be able to effectively design artworks intended for the creation of economic opportunities for self reliance
and national development.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested

36
standard learning activities learning and teaching,
assessment methods learning and
assessment
resources
We will know this Students must be
when the students are able to:
able to: 1 explain types Weaving and  collecting samples of woven  explanation  sisal
of weaving plaiting and plaited materials  excursion  palm leaves
 explaining types of weaving  demonstration  plastic strips
- check weave  discussion  knives
- twill weave  resource person  metal strips
 peer assessment  local
 collect materials for weaving  self assessment environment
and plaiting  question and  dyes
 dye materials for weaving and answer  hoes
plaiting  bamboos
2 demonstrate
 demonstrating types of  wood
types of
weaving  wool
weaving
- check weave  strips
- twill weave  needles
 practising weaving baskets  canes checklist
 explaining plaiting
 demonstrating plaiting

Assessment Success criteria Theme/topic Suggested teaching and learning Suggested teaching, Suggested
standard activities learning and teaching,
assessment methods learning and
assessment
resources
37
: 3 carry out a
market search
Weaving and  practising plaiting door mats  sisal
plaiting  carrying out a market search for  palm leaves
woven and plaited items:  plastic strips
- popular commodities  knives
- supply and demand  metal strips
- value addition  local
- accounting for sales environment
 dyes
 pricing woven and plaited items  hoes
4 market the
 marketing woven and plaited  bamboos
woven plaited
items  wood
items
 storing woven and plaited items  wool
 strips
 needles
 canes

Core element: Environmental-friendly art production practices

Outcome: The students will be able to use ways of conserving the environment in art production

Assessment Success criteria Theme/Topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching,

38
 assessment methods learning and
assessment
resources
We will know this Students must be
when the students are able to:
able to:
 use environment- 1 establish wood Conserving the  procuring seeds  explanation  local
friendly art lots environment  preparing seed beds  demonstration environment
practices  preparing seed beds  discussion  seeds
 sowing seeds  group work  water
2 use alternative  planting the seedlings  excursion  watering cans
art resources  watering the seedlings  hoes
 creating a firebreak  plastic papers
3 develop posters  filling dug holes  sign language
with awareness  using alternative resources eg interpreter
messages - plaster of Paris  awareness
- paper sculpture posters from the
- soap stone environment
 developing posters with  papers
awareness messages  paints
 displaying awareness posters  paint brushes
 pencils

39
References
Arnheim, Rudolf, (1974). Art and visual perception. USA: University of California Press.
Benn, Ernest (1978). The book of art. London: Thonbridge.
Brown, Diana (1997). Art, craft and design: a practical guide for teachers. London: Jon
Murray publishers Ltd.
Cheat Bernard (1983). The art of drawing 3rd Edition. London: Robert Rainer Capital City
Press.
Gates, David. (1969). Lettering for reproduction. New York: Atson Guptill publications.
Gombrich, E.H. (1984). The story of art. 14th Edition. Phaidon Press Limited
Hauya, Roy (1992). Creative arts trainers. Domasi: Malawi Institute of Education (MIE).
Hinwood Tony (1984). Cartoons. London: Link House Publications PLC.
Malawi Institute of Education (MIE) (1998). Creative arts: teachers guide for Std 8. Domasi
Malawi Institute of Education.
Stanfield, NF (1976). A handbook of art, teaching in tropical schools. London: Evans Brothers
Limited.
Watson, Ernerst. (1995), How to use creative perspective. USA: Linton Educational
Publishing inc.
Wilson, S. (1986). Using computers to create art. New Jersey: Prentice Hall, inc.

40