Year 1

SEMESTER 2

Four-Year B.Ed. Course Manual

Intersection of Physical Education, Sport, Music
and Dance (PEMD)

Transforming Teacher Education and Learning

 1. Course Content
Unit/ Strands Sub-topic (if any) Teaching and learning activity to
Week achieve the learning outcomes
1 Awareness, 1.1 Uniqueness and Self-awareness. 1. Class Discussion regarding barriers,
misconceptions, biases misconceptions, biases and transition
1.2 Misconceptions and Bias of
and barriers. to university, orientation to the
PE-Music & Dance.
university and its environment and
1.3 Transition to ITE and PEMD create posters representing key
environment. expectations from PEMD.
1.4 Barriers to implementation of 2. Self-introduction ‘Concert’ in Class
PEMD in ITE institutions and where student teachers come to
basic schools. introduce themselves to colleagues.
3. Tutors should develop a template
for student teachers to submit a
written report of themselves and a
reflection on the lecture session.
2 Inter-connections or 2.1 Inter-connections between 1. Small Group Discussions: on inter-
relationships between PEMD and other disciplines. connections or relationships between
PEMD and other PEMD and other disciplines.
2.2 Inter-disciplinary Connections I:
disciplines 2. Small Group Class presentation;
Creative Arts.
Share small group reflections with
2.3 Inter-disciplinary Connections II: class.
Mathematics and Science. 3. Documentary Video Analysis:
Student teachers will watch
2.4 Inter-disciplinary Connections
documentaries: i-Box, T-TEL resources
III: Rite-de-Passage / Life Span.
and YouTube and discuss the elements
of music and physical activity and
respond and connect to physical
activities and musical concepts as they
relate to the global recommendations.
4. Group Presentations: Student will
further research the sub-strands and
give group presentations in class.
5. Portfolio Building: begin to build
a portfolio of repertoire based on
sub-strands in the course in addition
to the STS school observation visit
requirements.
6. Dance, drama, media arts, music and
visual arts through songs and videos
pertaining to the community.
7. Building a repertoire of songs
and physical activities pertaining to
numbers, days of the week, months
of the year, seasons, nature, weather,
ecosystems, environment and safety,
etc.
8. Building a repertoire of songs
pertaining to history, geography, rite-
de-passage (i.e., life span), festivals in
Ghana, etc.

Intersection of Physical Education, Sport, Music and Dance (PEMD) - Course Manual 5
Unit/ Strands Sub-topic (if any) Teaching and learning activity to
Week achieve the learning outcomes
3 Motor skills and 3.1 Locomotor movements 1. Practical activity: Demonstrate
movement patterns. 3.2 manipulative skills and model locomotor movements,
3.3 Balance manipulative skills and balance.
(afternoon also).
4 Assess level of 4.1 Human body parts 1. Practical activity: Demonstrate
physical fitness to 4.2 Physical fitness physical fitness skills including sit ups,
improve health and push ups and seat and reach.
performance.
5 Physical Activity and 5.1 Bɔbɔɔbɔ 1. Documentary Video Analysis:
Ghanaian Traditional 5.2 Kpanlogo Student teachers will watch
Aerobic Musical Genres 5.3 Agbadza documentaries: i-Box, T-TEL resources,
I & Physical fitness YouTube and discuss the elements of
concepts, principles music.
and strategies.
6 Physical Activity and 6.1 Adowa 2. Analysis of movement patterns;
Ghanaian Traditional 6.2 Kundum responding and connecting to physical
Aerobic Musical Genres 6.3 Apatampa activities and musical concepts as they
II. relate to the global recommendations
on physical fitness and health
7 Traditional Aerobic 7.1 Bawa promotion.
Musical Genres III & 7.2 Bamaya
Maintaining a level 7.3 Nagla 3. Group Presentations: Student
of physical fitness 7.4 Takai teachers collect further research
for health and information on the sub-strands and
performance. give group presentations in class.

4. Creative Dance Composition Project:

Student teachers will create individual
works involving dance sequences
(i.e., medley of traditional dances and
song cycles) write notes to guide the
performance, rehearse and perform it.
8 Physical fitness 8.1 Increasing periods of time for Physical performance of health-related
concepts, principles, physical activity fitness components.
and strategies. 8.2 Active play
8.3 Warm-up and cool down
9 Introduction to the 9.1 WHO recommendations 1. Laboratory measurements- vitals
requirements and 9.2 Frequency, intensity & include heart rate, blood pressure,
recommendations for duration height and weight
physical activity. 9.3 Heart rate, blood pressure 2. Class Discussion: Safety barriers that
9.4 Height and weight Barriers to affect movement within the school-
regular participation in health- built environment.
related physical activities
10 Introduction to WHO 10.1 Muscular strength &
physical activity endurance
components 10.2 Balance & flexibility
10.3 Aerobic endurance (Refer
to the Physical Activity and
Ghanaian Traditional Musical
Genres as aerobic activities).

6 Year 1 - Semester 2
 Unit/ Strands Sub-topic (if any) Teaching and learning activity to
Week achieve the learning outcomes
11 School assembly songs 11.1 School assembly songs 1. Sing-along ICT Tools: i-Box, YouTube
and physical activities coupled with physical and T-TEL resources.
activities (e.g. marching and 2. Movement Analysis of various
dancing). dances and other physical activities.
3. Group Presentation: Choreographed
physical activity movement patterns
with music and presentations on
meaning and moral values of lyrics of
the assembly patriotic songs.
12 Preparation for 12.1 Practice of safety/protective 1. Workshop on emergencies and
certification and procedures in physically safety issues in physical activity, sports
certification in First Aid active settings and dance settings (to be conducted
and Cardiopulmonary by both Science and PEMD tutors)
Resuscitation (FA &
12.2 Practice of first aid in sports 2. Practical modelling and practice in
CPR)
and physical activity and the treatment of emergencies (to be
dance setting supervised by both Science and PEMD
tutors)
12.3 Practice of cardiopulmonary 3. One-to-one performance of CPR on
resuscitation in sports and manikins (to be supervised by both
physical activity and dance Science and PEMD tutors)
setting
3:30pm – 5:30pm sessions.
This is an off the classroom training
for at least 2 hours a day for three
days in a week.

2. Teaching and Learning Strategies

• The course will be taught in a one-three-hour session in each week. Every 3-hour session in a week should
be taught to promote the inter-disciplinary connections between and amongst various courses. This will
comprise the Theory and Practical Instruction in the classroom setting. It is recommended that extended
evening practices should be required at least 3-days in a week from 3:30pm to 5:30pm each day to practise
skills and concepts introduced in-class. This gives the course nine (9) [i.e., 3+6] contact hours per week.
• Tutors of the subject areas should always come together and co-plan and co-teach.
• For the First Aid and CPR, the Ghana Red Cross or appropriate will assist, assess and certify student teachers.
The certification is renewable after every 3 years.

3. Course Assessment Components (of, for, and as learning)

Component 1 [Continuous Assessment]: 40%
Documentary Video Analysis: Groups report orally and in writing to identify and demonstrate the
interconnectedness between physical activity, dance and music concepts (25%). [to be taken 8th 9th or 10th
week]. Artistic gymnastic s show in week 12th.
CLOs 1, 2 & 3 (NTECF 16,20,21,23,32,38,38 & 41)
CLOs 8 (NaCCA-PA, B1. 2.3.4. (1, 2, & 3) to B6. 2.3.4. (1, 2, & 3); B1. 2.3.5. (1, 2, & 3) to B6. 2.3.5. (1, 2, & 3) and
B1. 2.4.6.1 to B6. 2.4.7.1.
NTS 1a Critically and collectively reflects to improve teaching and learning.
NTS 1b.Is guided by legal and ethical teacher codes of conduct in his or her development as a professional
teacher.
NTS 2c.Has secure content knowledge, pedagogical knowledge and pedagogical content knowledge for the
school and grade they teach in.
NTS 2d.At pre-primary and primary the teacher knows the curriculum for the years appropriate to multigrade
classes; has good knowledge of how to teach beginning reading and numeracy and speaking, listening, reading
and writing, and to use at least one Ghanaian language as a medium of instruction.
NTS 2e.Understands how children develop and learn in diverse contexts and applies this in his or her teaching.

Intersection of Physical Education, Sport, Music and Dance (PEMD) - Course Manual 7
 3. Course Assessment Components (of, for, and as learning)
Component 2 [Examination]: 40%
CLOs 1, 2 & 3 (NTECF 16,20,21,23,32,38,38 & 41)
CLOs 8 (NaCCA-PA, B1. 2.4.6.1 to B6. 2.4.7.1.
1a)Critically and collectively reflects to improve teaching and learning.
1b) Improves personal and professional development through lifelong learning and
Continuous Professional Development.
2d) At pre-primary and primary the teacher knows the curriculum for the years
appropriate to multigrade classes; has good knowledge of how to teach beginning reading and numeracy
and speaking, listening, reading and writing, and to use at least one Ghanaian language as a medium of
instruction.
Knowledge of students
NTS The Teacher:
2e) Understands how children develop and learn in diverse contexts and applies this
in his or her teaching.
2f) Takes accounts of and respects learners’ cultural, linguistic, socio-economic and
educational backgrounds in planning and teaching.

Component 3 [Continuous Assessment]: 20%

PEMD Portfolio Building, including demonstrating familiarity with: singing assembly patriotic songs;
demonstration of fundamental movement patterns with music to foster innovation, personal development in
PEMD and relevant digital literacy
CLOs 2 & 3 (NTECF 16,21, 23,39)
CLOs 8 (NaCCA-PA, B1. 2.3.4. (1, 2, & 3) to B6. 2.3.4. (1, 2, & 3); B1. 2.3.5. (1, 2, & 3) to B6. 2.3.5. (1, 2, & 3) and
B1. 2.4.6.1 to B6. 2.4.7.1.
2d) At pre-primary and primary the teacher knows the curriculum for the years
appropriate to multigrade classes; has good knowledge of how to teach beginning reading and numeracy
and speaking, listening, reading and writing, and to use at least one Ghanaian language as a medium of
instruction.
Knowledge of students
NTS The Teacher:
2e) Understands how children develop and learn in diverse contexts and applies this
in his or her teaching.
2f) Takes accounts of and respects learners’ cultural, linguistic, socio-economic and
educational backgrounds in planning and teaching.

Knowledge of students
NTS The Teacher:
2e) Understands how children develop and learn in diverse contexts and applies this
in his or her teaching.
2f) Takes accounts of and respects learners’ cultural, linguistic, socio-economic and
educational backgrounds in planning and teaching.

4. Required Reading and Reference List

Physical Education
Ghana Education Service (2019). Pre-tertiary curricula for Physical Education for basic schools: KG-JHS. MOE,
Accra: National Council for Curriculum and Assessment (NaCCA).

Ghana Education Service (2017). Physical Education and Sports Implementation Guidelines. MOE, Accra: Ghana
Education Service

8 Year 1 - Semester 2
 4. Required Reading and Reference List
Music and Dance
Mereku C. W. K. (2013). We sing and learn: A legacy of songs for Ghanaian schools. Sunyani: Kuapaye Ent. Ltd.

Ministry of Education (2019). Creative Arts Curriculum for Primary Schools: Basic 1-6. Accra: National Council
for Curriculum and Assessment (NaCCA). www.nacca.gov.gh

Younge, P. Y. (2011). Music and dance traditions of Ghana: History, performance and teaching. Jefferson, NC:
McFarland & Company, Inc.

Physical Education
Corbin, C. B., Welk, G.J., Corbin, W. R. & Welk, K. A. (2008). Concepts of physical fitness: Active lifestyles for
wellness (14th ed). Boston: McGraw Hill.
Siedentop, D. (2007). Introduction to physical education, fitness, and sport (6thed.). Boston: McGraw – Hill.
Nyawornota V.K., Aryeetey, R., Bosomprah, S., Aikins, M. (2013). An exploratory study of physical activity and
over-weight in two senior high schools in the Accra Metropolis. Ghana Medical Journal, 47(4):197-203.
Sarpong, E. O., Apaak, D. & Dominic, O. L. (2015). Reported physical activity levels and equipment use as
predictors of body composition of members in Ghanaian fitness clubs. Researchjournali’s Journal of Public
Health. 1, 4: 7-16.
World Health Organization (2010). Global recommendations on physical activity for health. Geneva: WHO.

5. Teaching and Learning resources

A modest recording and playback gadget in the classroom or music room.
• Compact Disc (Audio & Video) player with a recording facility (possibly with a detached microphone)
• Electronic keyboard with synthesizer
• Computers (Laptops or PCs) for playing back MP3 and MP4 files.
• Video Camera, LCD Projector and Screen, Tripod and Monitoring Unit (for listening and recording, viewing
and reviewing performances)
• Few African drums (high-pitched, medium pitched, low pitched, master drum, and donno)

Modest Physical Education equipment for College.

• Cones, markers, whistles, stop watches, stadiometer, bathroom scale, skinfold calipers, tape measure, sit
and reach box, heart rate monitors, medicine ball, free weights, dumb bells, rubber bands, goal ball, etc.
• Balls for soccer, basketball, volleyball, handball, table tennis equipment, badminton equipment, etc.
• First Aid/ CPR/AED: Participants Manual (2014) American Red Cross; Stay Well Health & Safety Solutions;
USA

6. Course related professional development for tutors/lecturers

• See PD Material on Year 1 Semester 2 Course on Intersection of Physical Education, Sport, Music and Dance
(PEMD).

Intersection of Physical Education, Sport, Music and Dance (PEMD) - Course Manual 9