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Sports, Arts and CCA Department

Sports, Arts and CCA Department

Sports

The Physical Education Programme provides a range of movement experience to develop our pupils’ overall development. The lower level focuses on mastery of fundamental motor skills such as locomotor, non-locomotor and manipulative skills with application of movement concepts to develop efficiency, effectiveness and versatility in our pupils’ performances. The upper level extends on the mastery of discrete skills to focus on more complex combinations and sequences of movements, and skills application in more recognisable forms of activity and games.

Through our programmes and activities, we strive to promote a lifelong healthy lifestyle for themselves and their families.  At the end of their primary school education in St Anthony’s Canossian Primary School, we aim to develop our girls into fine, young women who demonstrate the spirit of excellence in sports through the school’s Sports Motto – Perceive, Believe and Achieve.

Sports Programmes and Activities:

The school has a range of sports programmes and activities to enhance the development of the physical aspect of the pupils at different levels.

School-wide Programmes and Activities

  • Morning Exercise
  • Track Meet
  • Lower Primary Sports Day
  • Active Day Out
  • Health Week
  • Health Day
  • FIT for Life Booklets

Level-specific Programmes and Activities

  • P2 – Taekwondo Module
  • P4 – Swim Safer Programme
  • P4 Adventure Camp
  • P5 Inter-class Games

Mental Strength and Leadership Development Programmes and Activities

  • FIT for Life Challenge
  • Camp GRIT

Performing Arts and Music

The SACPS Performing Arts and Music Curriculum Programme is a school-wide programme with a strong vision to build a creative and vibrant Arts environment which cultivates confident individuals with an appreciation for the Arts. It also brings to life the teaching of Social Studies through engaging the disciplines of music, movement and drama. It is through this engagement where pupils learn about Singapore’s past and learn to appreciate its present, while developing the needed 21st Century competencies.

Programmes Implementation:

There are 4 key components within the programme; Social Studies, Music, Movement and Drama.
The Social Studies content integrates History and Geography with some basic Economics and Sociology. It lends itself to inculcating in the pupils from a very early age a sense of belonging to the community and country; and cultivating the right instincts for reinforcing social cohesion. The Social Studies syllabus aims to enable pupils to have a better understanding of their social world in the 21st century. This will help them to participate effectively in the society and environment in which they live.

The music syllabus focuses on cultivating and developing our pupils’ skills and knowledge through providing them direct experiences in the components of Listening, Creating and Performing. While these components are interconnected, the learning outcomes at each level delineate the progressive development in each component that would contribute to a holistic music experience. Musical skills are taught and at the same time used as a tool in the execution preparation of a task.

Movement, is a key component in our Performing Arts curriculum. We believe that it is through movement that children learn and be able to express their thoughts and how they feel. Movement is consciously integrated into drama and music activities. . Incorporating movement makes pupils more excited about learning Social Studies in Performing Arts class. Pupils also make use of movement in simple dramatization to dramatizing a story and also with presentation of a music performance.

Drama gives opportunity to create and express with movement and with words. This provides facility for cognitive and linguistic coordination enriching verbal proficiency and language competence. Drama also opens a child’s horizons to her own abilities. All children are creative and need a channel to explore and to express themselves constructively. Drama encourages teamwork and helps build self-confidence. In the Performing Arts curriculum, drama is frequently used as a tool to deliver the Social Studies content. As the subject consists mainly of factual information, it is a challenge to deliver the content in a way that engages the pupils. Using drama, pupils gain a better understanding in the lives of different historical characters through role play and mime, thereby engaging their emotions and mind to connect with others.

Assessment:
Pupils go through 3 Milestone Checks testing them on skills learnt in class. The table below shows the breakdown.
PA Assessment
Enrichment programmes and learning journeys are integrated into the Performing Arts curriculum-based programme to further enhance the pupils’ learning experiences.

Curriculum Enrichment Programmes:
P2 – Music Experience (Cornet)
P2 – Music Experience (Kompang)
P3 – Drama Workshop
P4 – Wayang Kulit
P5 – STOMP drumming
P6 – Philippines Traditional Tinkling Dance
P6 – Thanksgiving Concert
P1 to P6 – Choral Module

Learning Journeys conducted by the NE Department:
P2 – Little India Experience
P3 – Agro technology Farms
P4 – National History Museum
P5 – Asian Civilization Museum

SACPS Theatre and Art Museum Experience
SACPS Theatre and Art Museum/Gallery Experience focuses on inculcating theatre and art museum/gallery etiquette to the masses. P1, P2 and P4 pupils will go on a theatre experience while P3, P5 and P6 pupils will visit an art museum or gallery. Prior to their trips, they were given a theatre and art museum/gallery etiquette talk.

Art

Overview of the Visual Art Programme
In SACPS, pupils would have undergone 3 educational phases at the end of Primary 6. The 3 phases are:

1) Exploratory Phase (Primary 1 and 2)

2) Intermediary Phase (Primary 3 and 4)

3) Application Phrase (Primary 5 and 6)

In the Exploratory Phase, pupils are introduced to the 4 basic Elements of Art – Dots, Lines, Shapes and Colours. Pupils are also taught 5 basic visual Art forms, and exposed to 3 colouring medium – colour pencils, markers and poster colours. The 5 basic visual Art forms are:

1) Drawing

2) Painting

3) Collage

4) Printmaking

5) 3D Assemblage

Pupils begin their Aesthetic Perception Training (APT) (proposed by H.S. Broudy, Professor of Philosophy of Education and Higher Education, University of Illinois, Champaign-Urbana Campus) beginning with the Sensory Properties System. Under this system, pupils learn the appropriate vocabulary of Art to comment on 3 sensory properties in their peers’ artwork. The sensory properties are:

1) Lines – identify type and thickness

2) Shapes – identify type and size

3) Colours – identify hue

At the intermediary phase, pupils build on the prior knowledge acquired during the Exploratory Phase. Pupils are introduced to 3 more Elements of Art – Texture, Space and Form. Besides a continual development in the 5 basic visual Art forms, pupils are also introduced to 2 new visual Art forms. In the process, pupils are also taught basic techniques in handling the following colouring medium – colour pencils, markers and poster colours. The 2 new visual Art forms are Sculpture and Digital Art.

Pupils continue their Aesthetic Perception Training (APT) and complete their training under the Sensory Properties System. Pupils learn 3 more sensory properties in addition to the previous 3 they have learnt. The 3 new sensory properties are:

1) Texture – identify actual or illusionary

2) Space – identify 2D and 3D space

3) Value – identify light and dark

Pupils complete the Art education programme in the application phase by learning 5 basic Principles of Art. The Principles of Art builds on the foundation that pupils have learnt in the previous 2 phases. The 5 basic Principles of Art are Balance, Variety, Emphasis, Movement and Rhythm.

Pupils are also given opportunity to apply any of the 5 visual Art forms they have learnt in the previous 2 phases. In the process, pupils gain mastery in handling the following colouring medium – colour pencils, markers and poster colours.

Pupils complete their Aesthetic Perception Training (APT) by learning the Formal Properties System. The Formal Properties System builds on the Sensory Properties System that pupils have learnt in the previous 2 phases. The formal properties are:

1) Balance – identify symmetrical or asymmetrical balance

2) Theme – identify dominant characteristics

3) Thematic Variation – identify repetition and variety

4) Rhythm – identify quality of movement

5) Space – identify 2D and 3D space

Each term, pupils appreciate and acquire knowledge of renowned local or overseas artists and important phases in Western or local Art history. These appreciation sessions are embedded in the Art SOW.

SACPS Theatre and Art Museum Experience
SACPS Theatre and Art Museum/Gallery Experience focuses on inculcating theatre and art museum/gallery etiquette to the masses. P1, P2 and P4 pupils will go on a theatre experience while P3, P5 and P6 pupils will visit an art museum or gallery. Prior to their trips, they were given a theatre and art museum/gallery etiquette talk.

CCA Policy

While it is important for our children to have a strong foundation in the academics, it is equally vital for them to be engaged in a CCA that will help them build character and camaraderie.

In Primary 1 and 2, pupils are given a choice to sign up for a Modular CCA. These CCAs are conducted in a series of 6 sessions each term. Pupils can sign up for a different module each term based on availability. Although it is not compulsory, pupils are encouraged to try out the fun and interesting activities planned for them. When pupils reach Primary 3, they are given the option to select a CCA. All Primary 4 to Primary 6 must have at least one CCA in school.

Tryouts, selections and auditions to identify talents among our pupils will be conducted at different juncture during the year for pupils from P1 to P3. Specific try-outs will also be conducted in the upper-primary for specific CCAs. These pupils will be offered a place in the school’s CCA niche for Sports and Arts.

The school highly recommends that a pupil remains in the same CCA for the subsequent years as this would build her sense of loyalty. On top of that, your child would be able to enhance and improve her skills in that CCA.

Current List of CCAs

Sports Performing Arts Clubs Uniform Group
  • Bowling
  • Netball
  • Skipping
  • Sports For Life
  • Tennis
  • Taekwondo
  • Track and Field
  • Choir
  • Concert Band
  • Chinese Dance
  • Modern Dance
  • Artisque Club
  • Infocomm & Photography Club
  • Math Olympiad
  •  Brownies

Membership and participation in the above mentioned CCA will be reflected in the Holistic Development Card (HDC) for P4 to P6 pupils.

Current List of Modular CCAs offered to P1 and P2 pupils

  • Kidznet
  • Fun Bowl
  • In-line Skating
  • Let’s Dance! (Ethnic)
  • Let’s Dance (Modern)
  • Art and Craft
  • Home Education
  • IT’s Fun Club

Ballet Enrichment Programme

The school works in partnership with a Ballet instructor who offer a Ballet enrichment programme for pupils from P1 to P6. This enrichment programme will lead up to accreditation upon recommendation by the instructor herself. This Ballet enrichment programme is not a school CCA but an extra programme that pupils take up over and above the school CCA. Thus membership will not be registered in the Holistic Development Card (HDC).

Sports CCA Safety Considerations

GENERAL SAFETY TIPS
Pupils should:

  • Refrain from participating in sports when ill or when recovering from an illness.
  • Do proper warm-ups before the activities.
  • Have with them a bottle of water during their training and ensure that they hydrate themselves regularly.
  • Put on adequate shade or sunscreen when they are doing outdoor activities to prevent overexposure to the sun.
  • Wear proper attire and footwear with good support for their Sports CCAs.
  • Trim long fingernails.
  • Observe the rules and regulations of the Sports.
  • Use equipment with an adult’s supervision.
  • Stop their participation if they have injured themselves during the CCA session and inform the teacher/coach immediately.
  • Move indoor when the lighting risk alert is activated.
Sports, Arts & CCAs

For these Sports CCAs, we have included specific safety considerations for coaches, teachers and pupils to adhere to. Specific safety considerations for certain CCAs are indicated below.

Taekwondo

  • Spar with an opponent with a level of skill similar to you.
  • Ensure appropriate protective gears are wore (eg: hear gear, groin guard, body protector)
  • Remove hard metal objects (eg: jewellery, ear stubs, rings, etc) from their body.

Bowling

  • Wait for the ball to return fully onto the return rack before reaching for it.
  • Stay before the foul line as the lane is slippery after that.
  • Allow one player at a time on the approach.
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