ministry of education, arts and culture€¦ · 10. design and technology..... 33 11. life skills...

Republic of Namibia

MINISTRY OF EDUCATION, ARTS AND CULTURE

Senior Primary phase

May 2020

Rationalised syllabuses for 2020 academic year only

Grade 4 - 7

Ministry of Education, Arts and Culture National Institute for Educational Development (NIED) Private Bag 2034 Okahandja Namibia © Copyright NIED, Ministry of Education, Arts and Culture 2020 Senior Primary Rationalised syllabuses for 2020 ISBN: 978-99945-89-04-3 Printed by NIED Website: http://www.nied.edu.na Publication date: May 2020

TABLE OF CONTENTS

1. Background ................................................................................................................... 1

2. Natural Science and Health Education .......................................................................... 2

3. Social Studies ............................................................................................................... 6

4. Elementary Agriculture .................................................................................................. 9

5. Mathematics ................................................................................................................ 11

6. European Second Languages (English and Afrikaans) ................................................ 17

7. European First Languages (English, German, Afrikaans) ............................................ 20

8. First Languages (African) ............................................................................................ 22

9. Home Ecology ............................................................................................................. 30

10. Design and Technology ............................................................................................... 33

11. Life Skills ..................................................................................................................... 41

Senior Primary, Rationalised syllabuses for 2020, NIED, 2020

1

1. BACKGROUND

The disruption of the original School Calendar for 2020 as a result of the declaration of the

State of Emergency on 17 March 2020 by His Excellency, the President of the Republic of

Namibia and the extended lockdown from 17th April to 5th May 2020, including the post

COVID-19 measures will have an impact on the completion of syllabuses within the

academic year.

This necessitated the need to provide guidance to schools so that learners complete the

academic year for promotion to the next grades with a better foundation of knowledge, skills

and values. The Ministry recommended the rationalisation of the curriculum to 70% of the

original subject syllabuses for Pre-primary and Grades 1-9. School subjects are broadly

divided into skills and content subjects although each has its own orientation. As usual,

schools are therefore urged to take measures to compensate for lost time and prepare

learners.

The rationalised curriculum provides guidance on themes and topics on subject to be

focussed on. The current focus should be on the development of higher order thinking skills.

It is recommended to approach teaching and learning in a holistic way.

Support subjects remain critical for psycho-social and physical wellness of learners but only

Life Skills are part of the rationalised exercise for the remainder of this year.

Care and consideration should be taken to allow more time for teaching and learning rather

than to have assessment dominance. The schemes of assessment were considered during

the exercise and in most subjects, reduced. In cases of change, assessment record sheets

were revised to reduce the number of assessment tasks expected.

The limitation is that schools use and follow different schemes of work appropriate to the

local environments and background of learners. In Senior Primary some syllabuses are

designed into two distinct sections. Natural Science and Health Education, for example, lay

a foundation for Life Science and Physical Science while Social Studies prepare learners for

both History and Geography in Junior Secondary. There is a high possibility that some

schools covered a part of the one section with less critical topics/themes during the first

term. It is all well, but efforts and strategies should be undertaken to cover the remaining

curriculum content and skills as per guidelines.

Kindly be reminded that teachers should be expecting leaners that may be different from the

ones they knew before the lockdown, learners who have experienced social and economic

hardship and might have been exposed to violence or maltreatment due to the prolonged

staying at home. Further, we should also be cognisant with the fact that to some leaners, the

school is the safest place to build resilience. Therefore, learners might need extra support

and teachers are required to think of strategies and activities of supporting learners

psychologically, socially and academically. It is suggested that teachers need to monitor

learners and identify those experiencing emotional challenges. It is also important for

teachers to ensure that the classrooms are flexible and the educational activities are

attractive and calming in order to mitigate the psychological impact of the crisis on children.


2

2. NATURAL SCIENCE AND HEALTH EDUCATION

The topics indicated with an asterisk (*) may be regarded as the 30 % of rationalised content which can be excluded for 2020 academic year.

NSHE Grade 4 NSHE Grade 5 NSHE Grade 6 NSHE Grade 7

1 HEALTH EDUCATION* 2 SCIENTIFIC PROCESSES 3 MATTER & ENVIRONMENT 4 ENERGY* 5 LIVING ORGANISMS

1 HEALTH EDUCATION* 2 SCIENTIFIC PROCESSES 3 MATTER 4 SUNLIGHT 5 WATER* 6 SOILS* 7 AIR 8 LIVING ORGANISMS 9 ENVIRONMENT*

1 SOCIAL HEALTH* 2 MATTER & FORCE 3 ELECTRICITY 4 WATER 5 MAGNETISM* 6 LIVING ORGANISMS 7 HUMAN BODY*

1 HEALTH EDUCATION* 2 SCIENTIFIC PROCESSES 3 MATTER 4 FORCES AND ENERGY 5 LIGHT 6 ELECTRICITY 7 LIVING ORGANISMS 8 HUMAN BODY* 9 ENVIRONMENT*

Note: Due to this rationalisation of the content, there is also an impact on the assessment. The rationalised assessment record sheets are also included to be used for 2020. The assessment record sheets are condensed into TWO terms instead of the usual three terms.


3

Rationalised assessment record sheet to be used in 2020 for Grade 4 Natural Science and Health Education (NSHE)

ASSESSMENT RECORD SHEET: NSHE Grade: ..................... Year: ...............

School: ..........................................................................................Teacher: ...........................................................................

Practical Investigation/

Project Topic Task Topic Test

Term 1 + Term 2 CA Mark

End of 2

nd term

test mark

Promotion Mark

Name of Learner Term 1 2 Total 1 2 Total 1 2 20÷2 Total 50 + 50 [100÷10] × 8 = 80 20

80 + 20 = 100

Mark 10 10 20 10 10 20 10 10 10 50 100

1

2&3

Mark 10 10 20 10 10 20 10 10 10 50 100

1

2&3

Mark 10 10 20 10 10 20 10 10 10 50 100

1

2&3

Mark 10 10 20 10 10 20 10 10 10 50 100

1

2&3

Mark 10 10 20 10 10 20 10 10 10 50 100

1

2&3

Mark 10 10 20 10 10 20 10 10 10 50 100

1

2&3

Mark 10 10 20 10 10 20 10 10 10 50 100

1

2&3


4

Rationalised assessment record sheet to be used in 2020 for Grade 5 Natural Science and Health Education (NSHE)

ASSESSMENT RECORD SHEET: NSHE Grade: ..................... Year: ..................

School: ............................................................................................. Teacher: ...........................................................................

Practical

Investigation/ Project Topic Task Topic Test

Term Mark

Term 1 + Term 2 CA mark

Exam mark

Promotion Mark

Name of Learner 1 2 Total 1 2 Total 1 2 Total 40÷2 70 + 70 [140÷140]

× 65 35 65 + 35 = 100

Mark 15 15 30 10 10 20 20 20 40 20 70 140 65

1

2&3

Mark 15 15 30 10 10 20 20 20 40÷2 20 70 140 65

1

2&3

Mark 15 15 30 10 10 20 20 20 40 20 70 140 65

1

2&3

Mark 15 15 30 10 10 20 20 20 40 20 70 140 65

1

2&3

Mark 15 15 30 10 10 20 20 20 40 20 70 140 65

1

2&3

Mark 15 15 30 10 10 20 20 20 40 20 70 140 65

1

2&3

Mark 15 15 30 10 10 20 20 20 40÷2 20 70 140 65

1

2&3


5

Rationalised assessment record sheet to be used in 2020 for Grades 6 and 7 Natural Science and Health Education (NSHE)

ASSESSMENT RECORD SHEET: NSHE Grade: ..................... Year: ..................

School: ............................................................................................. Teacher: ...........................................................................

Practical

Investigation/ Project Topic Task Topic Test

Term Mark

Term 1 + Term 2 CA mark

Exam mark

Promotion Mark

Name of Learner 1 2 Total 1 2 Total 1 2 Total 40÷2 70 + 70 [140÷14]

× 5 50 50 + 50 = 100

Mark 15 15 30 10 10 20 20 20 40 20 70 140 50

1

2&3

Mark 15 15 30 10 10 20 20 20 40÷2 20 70 140 50

1

2&3

Mark 15 15 30 10 10 20 20 20 40 20 70 140 50

1

2&3

Mark 15 15 30 10 10 20 20 20 40 20 70 140 50

1

2&3

Mark 15 15 30 10 10 20 20 20 40 20 70 140 50

1

2&3

Mark 15 15 30 10 10 20 20 20 40 20 70 140 50

1

2&3


6

3. SOCIAL STUDIES


Grade 4 Grade 5 Grade 6 Grade 7

Map reading skills: - What is a map - From picture to map - Looking beyond our borders

Map reading Skills: - Locating southern Africa - What is a map scale - Finding direction

Map work - Determining location - Types of maps, charts and

graphs - Representation of height - The weather forecast

Map work - The tool of map work

The Geography of our country - Physical features of Namibia - Weather and natural vegetation - Seasons of the year - Our regions and settlement

Time and history - Time can be measured

Our shared history - The origins of humans - Old, middle and modern times - Using primary and secondary

sources

Climatology - Weather and Climate - Forms of condensation - Major climatic regions south of

the Sahara

How our community developed - Looking for evidence - Life in our early communities - Newcomers bring changes

Historical changes in Southern Africa - How communities changed and

developed - Colonialism in Southern Africa - Slavery and our human rights - Freedom and equality

Living in neighbourhoods - Our local and global

neighbourhoods - Moral values and rights

Early Humankind - Evolution and creation - Hunters and gatherers - Pastoralism - Agricultural products

Namibia before Independence - Life under foreign rule

How our country is governed - What is democracy and how it

work - State, nation and one party or

many parties

Exploring world Geography - Physical features of the world - The solar system - Climate and natural vegetation

of the world

Namibia before the 19th century - The Stone Age in Namibia - Migration of Bantu-speaking

People - Migration of the Khoisan and

Damara people


7


Civics - Rights and responsibilities - National Assembly and National

Council - Our President, Prime Minister

and Ministers

The Geography of our continent - Physical features of Africa - The movement of the earth - Climate and natural vegetation

of Africa - Population distribution and

density - Population growth and natural

resources of Africa

Technology for Development and Welfare - What is technology - New technology for the

production of energy

The rise and decline of Empires

and Kingdoms*

- Egypt - Great Zimbabwe

Resources and economic activities - Natural Resources - Tourism and the environment

Economic development in Southern Africa - Resources and economic

activities - Trade, transport and

communication - People and nature influence

economic development - Namibia as part of SADC

Revolution in communication - The world of information - Technology for mass

communication

Forms of Governments - Different forms of government:

(a) anarchy (b) autocracy (c) democracy

Communication and technology - Communication long ago - Modern technology and

communication

Civics and culture - Growing up brings new

responsibilities - The work of women and men in

our community or country - Gender equity - Adornments, our pride

Managing economic development - Industrial revolution - What helps countries to develop

Exploring world Geography

- Astronomy* - Natural disasters

Fighting HIV and AIDS*

- HIV and AIDS*

- HIV and AIDS in Namibia*

Fighting HIV and AIDS* - Myths and facts about HIV and

AIDS* - Living in the era of HIV and

AIDS*

Searching for peace in the world - Conflicts and violence in our

society

Economic Geography and resources - Economic activities - Labour - Resources


8


Population Studies - Population distribution and

density in Africa

- HIV and AIDS*

Regional Geography - Southern Africa - The world - Southern African Development

Community (SADC) - Communication network in

Namibia

Population studies - Population growth and change - Collecting population data

- HIV and AIDS*

Please note: These changes will not affect assessment. HIV and AIDS is a cross-curricula issue; therefore, even if it’s not taught as a separate topic in social studies, learners will acquire the knowledge and skill through cross-curricula integration. Please note: These changes will not affect assessment.


9

4. ELEMENTARY AGRICULTURE


Grade 5 Grade 6 Grade 7

Topic 1: General agriculture

Topic 2: Plant production*

Topic 3: Animal production

Topic 4: Financial management









Plant production may be reserved to be taught in Grade 6. This is because the content is a progression with application of knowledge to vegetable production in grade 6 and decorative plants in Grade 7.

Plant production may be reserved to be taught in Grade 7. This is because learners have already covered plant production in Grade 5 and can still apply the same knowledge in Grade 7 with decorative plants. The main reason is that the principles of plant production are equally related in most plants unlike in animal production.

Plant production may be reserved to be taught in Grade 8.

NOTE: Topic 3: Animal production - is also a progression topic, however different animals (such as poultry in Grade 6 and goats and sheep in Grade 7 are managed differently e.g. caring and have different management requirements e.g. housing and feeds), hence the need for it to be taught. Topic 4: Financial management - is a challenging topic to most learners, hence the need for this to be taught.


10

Rationalised Assessment Record Sheet for Elementary Agriculture Grades 5-7 – to be used in 2020 Academic year

Name of learner

Term 1 Term 2&3 Year-end marks

2 x

Pra

ctica

l in

vestiga

tion

2 x

To

pic

Task

1x T

op

ic T

est

Te

rm M

ark

1x P

ractica

l in

ve

stig

ation

1x T

op

ic T

ask

1xT

op

ic T

est

Pro

ject

Te

rm M

ark

To

tal

of

Te

rm M

ark

s

T1

+ T

2)

Co

nti

nu

ou

s A

ss

es

sm

en

t

14

0÷1

40

x50

En

d-o

f-y

ea

r e

xam

ina

tio

n

(25

x2

)

Pro

mo

tio

n M

ark

(50

+5

0)

15 15 10 10 20 70 15 10 15 30 70 140 50 50 100

Reasons

Due to reduced content the examination was rationalised to 50 marks to sustain the quality of the paper.

Total CA calculated without end of term test on both terms, because learners did not get a chance to write the end-of-term test in term one and may not have enough time to write end-of-term test in term two and examination at the same time. However the assessment is kept on the same format with workout / changes on the calculation provided within the assessment sheet.


11

5. MATHEMATICS


The following content has been estimated to be 70% of the total content in the syllabus and it is recommended that it should all be taught in 2020.

1. Whole Numbers (a) Counting (b) Numeration (c) Place value (d) Rounding and estimation (e) Comparing and ordering (f) Number patterns

1. Whole Numbers (a) Counting (b) Numeration (c) Place value (d) Rounding and estimation (e) Comparing and ordering (f) Number patterns

1. Whole Numbers (a) Counting and numeration (b) Place value (c) Rounding and estimation (d) Comparing and ordering (e) Addition and subtraction (f) Multiplication and division (g) Multiples, factors, prime and

composite numbers (h) Number properties and order of

operations (i) Problem solving

1. Whole Numbers (a) Ordering, comparing and rounding

numbers (b) Four basic operations (c) Prime, square and cube numbers,

factors and multiples (d) Problem solving

2. Computation (a) Addition and subtraction

- Mental and written method - Number relationships - Problem solving

(b) Multiplication and division - Mental and written method - Number relationships - Problem solving

2. Computation (a) Addition and subtraction

- Mental and written method - Number relationships - Problem solving

(b) Multiplication and division - Mental and written method - Number relationships - Problem solving

(c) Order of operations

2. Patterns and Number Sentences (a) Patterns in numeric and geometric

sequences (b) Number sentences

2. Algebraic Notation, Patterns, Equations and Formulae

(a) Algebraic notations (b) Algebraic rules and formulae

3. Common Fractions (a) Fraction representation and

notations (b) Comparing and ordering (c) Calculating and problem

solving

3. Common Fractions (a) Vocabulary, counting and

conversion (b) Equivalent fractions (c) Comparing and ordering (d) Calculating with fractions (e) Problem solving

3. Common Fractions (a) Equivalent fractions (b) Comparing and ordering (c) Calculating with fractions (d) Fractional parts of quantities (e) Problem solving

3. Common Fractions (a) Calculation with fractions (b) Problem solving


12


4. Decimal Fractions (a) Conversion between common

and decimal fractions (b) Counting and place value (c) Comparing and ordering (d) Calculations

4. Decimal Fractions (a) Equivalent fractions (b) Comparing, ordering and rounding (c) Four basic operations (d) Problem solving

4. Decimal Fractions and Percentages

(a) Conversion (b) Four basic operations (c) Problem solving

5. Measurement (a) Length (b) Mass (c) Capacity

5. Measurement (a) Vocabulary (b) Measuring and recording length,

mass and capacity (c) Conversion, comparing and

ordering (d) Approximation and estimation (e) Four basic operation (f) Problem solving

5. Measurement (a) Conversion, comparing and

ordering (b) Four basic operations (c) Approximation and estimation (d) Problem solving

5. Measurement: Length, Mass, Capacity and Time

(a) Length, mass and capacity (b) Time

6. Measurement of Time (a) Vocabulary (b) Reading and recording (c) Conversion

6. Measurement of Time (a) Vocabulary and notation (b) Reading and recording (c) Converting, comparing and

ordering (d) Measuring and recording time

intervals (e) Application and problem solving

6. Measurement: Time (a) 12-hour and 24-hour clock (b) Estimation and approximation (c) Calculating with time (d) Application and problem solving

7. Data Handling (a) Collect and represent data

7. Data Handling (a) Collect, organise and record data (b) Representing data (c) Interpreting data

7. Data Handling (a) Collect, organise and record data (b) Representing data (c) Interpreting data

6. Money and Finance (a) Cost price, selling price, profit,

loss and discount


13

The following content has been estimated to be 30% of the total content in the syllabus which can be considered as the content to be reserved in 2020 and be taught in 2021

8. Money and Finance*

(a) Coins and notes*


(a) Coins and notes (b) Estimation, addition and

subtraction (c) Application and problem

solving


(a) Cost price, selling price, profit and loss

7. Data Handling*

(a) Collecting, organising, recording and representing data

(b) Interpreting data and reporting

9. Geometry*

(a) Lines and angles (b) Two – D shapes (c) Three – D shapes (d) Position and movements

9. Geometry*

(a) Lines and angles (b) Two – D shapes (c) Three – D shapes (d) Transformation (e) Position and movements

9. Geometry*

(a) Lines and angles (b) Two-dimensional shapes (c) Three-dimensional shapes (d) Transformation (e) Position and movements

8. Geometry*

(a) Points, lines and angles (b) Two-dimensional shapes (c) Three- dimensional shapes (d) Transformation (e) Position and movements

10. Mensuration*

(a) Perimeter, area and volume

10. Mensuration*

(a) Perimeter (b) Area (c) Volume

10. Mensuration*


9. Mensuration*


These topics indicated with an asterisk (*) may be regarded as the 30 % of rationalised content which can be excluded for 2020 academic year.


14

Rationalised assessment record sheet to be used in 2020 for Grade 4 Mathematics

Assessment record sheet: Mathematics Grade: …………… Year: ……………….

School: ………………………………………………………………….. Teacher: ……………………………………………………………



Total CA mark

Term mark

Total CA Mark for the year

End of 2nd

Term Test

Promotion Mark

Name of Learner 1 2 Total 1 2 Total 1 2 Total 50×2 (200÷20)×8

Mark 10 10 20 10 10 20 10 10 20÷2 50 100 80 20 100

1 T1 +T2

2&3

Mark 10 10 20 10 10 20 10 10 20÷2 50 100 80 20 100

1 T1 +T2

2&3

Mark 10 10 20 10 10 20 10 10 20÷2 50 100 80 20 100

1 T1 +T2

2&3

Mark 10 10 20 10 10 20 10 10 20÷2 50 100 80 20 100

1 T1 +T2

2&3

Mark 10 10 20 10 10 20 10 10 20÷2 50 100 80 20 100

1 T1 +T2

2&3

Mark 10 10 20 10 10 20 10 10 20÷2 50 100 80 20 100

1 T1 +T2

2&3


15

Rationalised assessment record sheet to be used in 2020 for Grades 5 - 7 Mathematics

Assessment record sheet: Mathematics Grade: …………… Year: ……………….

School: ………………………………………………………………….. Teacher: ……………………………………………………………



Total CA

mark Term mark

Total CA Mark for the year

Exam mark

Promotion Mark

Name of Learner 1 2 Total 1 2 Total 1 2 Total (70÷7)×10 (200÷20)×13 200÷2

Mark 15 15 30 10 10 20 20 20 40÷2 70 100 130 70 100

1 T1 +T2

2&3

Mark 15 15 30 10 10 20 20 20 40÷2 70 100 130 70 200÷2

1 T1 +T2

2&3

Mark 15 15 30 10 10 20 20 20 40÷2 70 100 130 70 200÷2

1 T1 +T2

2&3

Mark 15 15 30 10 10 20 20 20 40÷2 70 100 130 70 200÷2

1 T1 +T2

2&3

Mark 15 15 30 10 10 20 20 20 40÷2 70 100 130 70 200÷2

1 T1 +T2

2&3

Mark 15 15 30 10 10 20 20 20 40÷2 70 100 130 70 200÷2

1 T1 +T2

2&3


16

Grade 4 Learners will be writing an end - of 3rd term test based only on the content taught during the last term of the year for 20 marks. Grades 5 – 7 Learners will write two separate papers as follows: Paper 1: Short answer questions totalling 25 marks Paper 2: Structured questions totalling 45 marks


17

6. EUROPEAN SECOND LANGUAGES (English and Afrikaans)

Unlike the content subjects where there are topics that can easily be divided, it isn’t so easy to do so with a skills subject. Instead of cutting the content or skills, the following are reductions in relation to prescribed continuous assessment and the prescribed texts per grade.


Minimum prescribed reading per grade:

2 poems from 4 AND a choice of 2 form 3 short stories OR 1 short novel/drama per annum

3 poems from 5 AND a choice of 2 short stories from 4 OR 1 short novel/drama per annum

3 poems from 6 AND a choice of 3 short stories OR 1 short novel/drama per annum

4 poems from 7 AND a choice of 3 short stories OR 1 short novel/drama per annum

Recommended extensive reading per grade

1 short stories from 4 and 1 short novel/drama per annum

2 short stories from 5 and 1 short novel/drama per annum.

2 short stories from 6 and 1 short novel/drama per annum.

3 short stories from 7 and 2 short novel/drama per annum

Continuous Assessment to be Recorded per trimester

1. 1 Listening: 1 = 10 2. 1 Speaking Prepared only = 10 3. 1 Reading Comprehension = 10 4. 1 literature = 10 5. 1 Composition & 1 essay = 20/2

= 10 Sub-total: 50 × 3 = 150 Exam= 100 TOTAL: 250 ÷ 2.5 = 100 End of Year Mark: 300 ÷ 3 = 100








18

CONTINUOUS ASSESSMENT RECORD SHEET: ENGLISH SECOND LANGUAGE GRADES 4 – 7 CLASS: ___________________ YEAR: 2020 [ONLY] _____ SCHOOL: _____________________________________________________________ TEACHER: ________________________________

NAMES

TE

RM

Listening Speaking Reading & Literature

Continuous Writing

Term

ma

rk

To

tal T

erm

M

ark

Av

era

ge T

erm

ma

rk

150

÷ 2

.5 =

100

Ex

am

Ma

rk

Av

era

ge M

ark

2

00

÷

2 =

100

Pro

mo

tio

n M

ark

Lis

ten

ing

TO

TA

L

Pre

pare

d

TO

TA

L

Re

ad

ing

Co

mp

Lit

era

ture

TO

TA

L

Co

mp

os

itio

n

Sh

ort

er

pie

ce

Av

era

ge

20 ÷

2 =

10

10 10 10 10 10 10 20 10 10 10 50 150 100 100 100 100

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3


19

AANGEPASDE DEURLOPENDE ASSESSERINGSPUNTELYS: AFRIKAANS TWEEDE TAAL

GRAAD: ____ KLASGROEP: _____ JAAR: 2020

SKOOL: ________________________ ONDERWYSER: _________________

Luis

terb

egri

p

Voorb

ere

id p

raat

Litera

tuurs

tudie

Leesbe

grip

Gerigte

skry

ftaak

Gra

mm

atika

Dik

tee (

sp

elli

ng)

Lang

er

stu

k

TO

TA

AL

Term

yne s

e t

ota

al

Gem

idde

lde

pu

nt

( 210 ÷

4.2

)

Eksam

en

pun

t

(100 ÷

2)

PR

OM

OS

IE P

UN

T

10 10 10 10 10 5 5 10 70 210 50 50 100

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3

1

2

3


20

7. EUROPEAN FIRST LANGUAGES (English, German, Afrikaans)

Generic rationalised

Below is the reduction from the Grades 4-7 syllabus. The syllabus remains as it is apart from the sections below.


2 poems 3 poems 4poems 5poems

1 short play 1 short play 1 short play 1 short play

2 short stories 3 short stories 4 short stories 5 short stories

Summary of continuous assessment (CA) per term. (See record sheet for calculations.)

Skills area Marks Total

1.Listening and speaking

Listening comprehension 10

Speaking activity 5

Total 15

2. Reading and writing

Reading aloud 10

Literature 10

Reading and directed writing 10

Essay 10

Total 40

3. Grammar and vocabulary

Grammar 10

Spelling 5

Total 15

Total 70


21

End-of-term mark for the report The continuous assessment (CA) marks for one term (trimester) add up to 70. Only this mark (converted to 100) should be used for the report

at the end of term 1 and 2 - learners should not write an end-of-term test at the end of the first two trimesters. In order to create a more positive

attitude towards essay writing, schools should refrain from the practice of letting learners write essays of continuous writing on the last school

day in an attempt to keep them at school.

Annexe 8: Assessment Record Sheet: English First Language Grade 4-7 (2020) Grade: _________ Class Group: ___________ Year: ______________ School: ________________________________________ Teacher: ________________________________

Name of learner

Lis

tenin

g

co

mp

rehe

nsio

n

Sp

ea

kin

g a

ctivity

To

tal

Re

ad

ing a

loud

Lite

ratu

re

Re

ad

ing a

nd

dire

cte

d w

ritin

g

Essa

y lon

ge

r

pie

ce

Gra

mm

ar

Sp

elli

ng

To

tal

TO

TA

AL

We

ighte

d te

rm

ma

rk (

70 ÷

7 x

10)

Tota

l te

rm m

ark

s

for

3 te

rms

CA

ma

rk

(210

÷ 4

.2)

Exa

min

ation

ma

rk

(100

÷ 2

)

PR

OM

OT

ION

MA

RK

10 5 15 10 10 10 10 10 5 55 70 100 210 50 50 100

1

2

3

1

2

3

1

2

3


22

8. FIRST LANGUAGES (AFRICAN)

(Khoekhoegowab,

Oshindonga,

Oshikwanyama,

Otjiherero,

Rukwangali,

Setswana,

Silozi,

Thimbukushu)

(what should be the focus of teaching is provided on the next page)


23

Senior Primary Generic First Language Syllabus for African Languages (what should be the focus of teaching)

General Objective Grade 4 Grade 5 Grade 6 Grade 7

Listening and speaking

1. listen attentively to and view a wide range of oral texts and respond appropriately and constructively to show understanding and appreciation

in poems and a variety of short oral and/or audio-visual literary or narrative texts (performances, plays, fables, fairy tales):

ask questions at different levels about the text

use various listening

comprehension strategies to make meaning of the text

retell the story recall significant words or

phrases recall the sequence of

events explain the message and

purpose of the story

in poems and a variety of short oral and/or audio-visual literary or other imaginative texts:

recall the main idea(s) or

event(s) and important details

explain the message,

theme, meaning and/or purpose

identify problem and

solution identify some obvious

elements that establish plot, character and/or setting

identify and discuss

emotions


use listening


make inferences about

characters and intentions and draw conclusions based on these inferences

determine the audience

and purpose or theme identify and discuss

specific elements that establish character, plot and setting


use listening


make inferences about

characters, purpose, intentions and theme based on contextual clues, and draw conclusions based on these inferences

identify and discuss

specific elements that establish character, plot and setting

identify and comment on

words, body language and tone of voice that portray the emotions, intentions and attitude of the speaker in texts such as plays and stories

respond with some


24


reflections on language use, and with judgements and opinions substantiated with reasonable arguments

2. communicate confidently and effectively, adapting speech to a variety of contexts and communicative purposes, and participating effectively in collaborative discussions;

express themselves clearly and coherently in familiar contexts, using the appropriate register and tone

use the correct language

to socialise, recount, explain, apologise, thank, request and draw conclusions

use appropriate

vocabulary and sentence structure to communicate ideas and experiences clearly

express themselves clearly and coherently in familiar formal and informal contexts, using the appropriate register and tone


to entertain, enquire, describe, demonstrate, sequence, instruct, and compare

use appropriate

vocabulary, sentence structure and linking devices to communicate ideas, experiences and opinions clearly

express themselves clearly, coherently and with growing confidence in familiar and some unfamiliar contexts, using the appropriate register and tone


to define, evaluate, speculate, generalise, interpret, compare and contrast

use specific vocabulary,

sentence structure and linking devices to communicate ideas, experiences and opinions effectively

express themselves clearly, fluently and with growing confidence in fairly challenging contexts, using the appropriate register and tone


to elaborate, clarify, summarise, classify, argue and report

use specific vocabulary,

sentence structure and linking devices to communicate more sophisticated ideas, experiences and opinions effectively

3. present information, opinions and ideas fluently, concisely and in logical sequence, as appropriate to audience and purpose.

plan oral presentations for a variety of purposes and familiar contexts

select content that is

appropriate to the

plan oral presentations for a variety of purposes and familiar contexts

select language, content

and visual displays

plan oral presentations for a variety of purposes and familiar and some unfamiliar contexts


and multimodal tools

plan oral presentations for a variety of purposes and audiences


and multimodal tools


25


audience and purpose of the presentation, using a single source

organise the content in a

logical sequence, with an introduction and conclusion

appropriate to the audience and purpose of the presentation, using two different types of sources

organise the content in a

logical sequence, with a clear introduction and conclusion

appropriate to the audience and purpose of the presentation, using a variety of source types

organise the content in

logical sequence, with an interesting introduction, relevant details that support the main theme, and a clear conclusion

appropriate to the audience and purpose of the presentation, using a variety of source types

purposely organise the

content to gain and maintain the attention of the audience, with an interesting introduction, focussed details, facts and examples, and a clear conclusion

Reading and writing

Reading

1. read aloud with accuracy, fluency and understanding of the text;

use correct intonation and expression that convey understanding of the text

pronounce words correctly

respond correctly to all punctuation marks in the passage

use correct intonation and expression that convey understanding of the text


read with appropriate volume and speed, pausing where necessary

read aloud at a smooth, conversational rate, with accuracy and expression that convey understanding of the text


use stress, pitch variations, intonation, rate and pausing for expressive reading

read aloud at a smooth, conversational rate, with accuracy and expression that convey understanding of the text


use stress, pitch variations, intonation, rate and pausing for expressive reading


26


Literature

2. demonstrate understanding of and reflect critically on literary and informational texts, text structures and author’s craft;

interpret different types of written and multimodal texts containing high-frequency vocabulary

identify the basic features

of free verse and simple poems: shape/form, print size, repetition, rhyme, similes, repetition of sounds

interpret concrete ideas in different types of everyday or school-related written and multimodal texts on a wide range of topics

identify the following features of free verse and simple poems: rhyming, onomatopoeia, similes, alliteration/sound patterns

interpret concrete and simple abstract ideas in different types of written and multimodal texts on a wide range of topics

identify and describe the effects of elementary literary devices, e.g. metaphors, personification and the use of punctuation

identify the narrator, describe the characters (also protagonist and antagonist) , setting(s), main theme and storyline of a novel, play or short story, and make reasonable inferences about the storyline, theme(s) and characters by analysing and combining information from various parts of a text

interpret concrete and abstract ideas in a wide variety of written and multimodal texts

identify, interpret and evaluate the effect of word pictures and other literary devices and figures of speech in poems

identify and make logical inferences about the themes, plot, setting(s) and the relationship between the characters themselves and the characters and plot of a novel, drama or short story by analysing and combining information from various parts of a text

1 poems AND 1 short play/scene AND 1 novel OR 1 short story

2 poems AND 1 short play/scene AND 1 novel OR 1 short story

2 poems AND 1 short play/scene AND 1 novel OR 2 short stories

2 poems AND 1 short play/scene AND 1 novel OR 2 short stories


27


Writing 3. produce a variety of texts in a range of forms for creative, personal and functional purposes, using appropriate register and tone and a variety of sentence structures in well-structured paragraphs.

organise ideas in logical sequence in paragraphs and choose language that suits the purpose of the writing task

plan, draft, revise and rewrite tasks, intentionally focussing on grade-appropriate grammatical accuracy and correct spelling, and produce a neat and legible final product

compose texts for creative, narrative and descriptive purposes, including short texts for everyday personal and functional purposes and for familiar audiences, e.g.: - friendly letter - narratives

organise ideas in paragraphs with a logical sequence and choose language that suits the purpose and audience


compose texts for creative, narrative, descriptive and informative purposes, including a variety of shorter texts for everyday personal and functional purposes and for familiar audiences, e.g.: - diary entry - notice - informal letter of apology - various types of narrative

essays

organise ideas in paragraphs linked with connectives and/or phrases, and intentionally choose language that suits the purpose and audience


compose a range of interesting texts for creative, narrative and descriptive purposes, including shorter texts for personal and functional purposes and for familiar and less familiar audiences in the school and community, e.g.: - book review - informal email - friendly letter giving

advice - descriptive paragraphs - various types of narrative

essays

organise ideas in well-constructed paragraphs that are clearly linked, and intentionally choose language that suits the purpose and audience


compose a range of interesting and engaging texts for creative, narrative and informative purposes, including shorter texts for a range of personal and functional purposes, e.g.: - holiday job application - formal letter of complaint - informal letter of

condolence - descriptive paragraphs - various types of

narrative essays


28


Grammar and vocabulary

Grammar 1. demonstrate knowledge

and command of the conventions of the grammar and usage of the language when writing and speaking, and use grammatical terms to learn and talk about language

apply grade-level grammatical knowledge when speaking and communicating

use the correct grammatical terms for the language taught in this grade







Vocabulary 2. know and use a range of general, academic and domain-specific words and phrases sufficient for reading, writing, speaking and listening at lower secondary school readiness level accurately and with ease, spelling and pronouncing them correctly

apply in speaking and writing an increased vocabulary in - subject- and topic-

specific words - homophones and

homonyms - figurative language - words adapted from other

languages - compound words - familiar antonyms - collocations, idioms and

idiomatic expressions

determine the meaning of unfamiliar words by applying knowledge of root words and affixes

apply in speaking and writing an increased vocabulary in - subject- and topic specific

words - homophones and


languages - compound words - familiar synonyms and

antonyms - collocations, idioms and


determine the meaning of unfamiliar words by applying an increased knowledge of root words and affixes

apply in speaking and writing an increased vocabulary in - subject and topic -specific

words and technical terms - homophones and


languages - compound and other

multisyllabic words - less familiar synonyms

and antonyms - collocations, idioms and



apply in speaking and writing an increased vocabulary in - subject and topic -specific

words and technical terms

- homophones and homonyms

- figurative language - words adapted from other

languages - compound and other

multisyllabic words - synonyms and antonyms - collocations, idioms and




29

Specification grid for grades 4-7

Assessment objective Continuous Assessment Paper 1 Paper 2

Listening & speaking 1



Reading & writing 1

Reading & writing 2

Reading & writing 3

Grammar & vocabulary 1


30

9. HOME ECOLOGY

Competencies below do not need to be mastered this year are regarded as the 30% by which the curriculum is rationalised in 2020.

Topic Competencies Grade 5 Learners should be able to:

Competencies Grade 6 Learners should be able to:

Competencies Grade 7 Learners should be able to:

1. An introduction to the subject Home Ecology (all should be done)

2. Food and nutrition (all should be done)

3. Resource management (these competencies can be left out)

draw up a spending plan using your own pocket money keeping in mind the saving aspect

4. Family studies (all should be done)

5. Craftwork (these competencies can be left out)

identify handmade craftwork from their local community

identify handmade crafts from their local community

identify handmade crafts from their local community

determine the cost of the product and calculate the selling price

design a simple advertisement to promote your craftwork

The content for Home Ecology Grade 5-7 has been reduced. The competences slightly differ from grade to grade. Where topics are repeating in the next grade this have been considered to be least crucial during this time of COVID-19, as the learners can still catch up with them in the next grade once everything gets back to normal. Craftwork items should be reduced to small items.


31

Summary of Continuous Assessment Tasks

Continuous Assessment Grades 5, 6 and 7

Components

Term 1 Term 2 Term 3

Number & marks

Total Number & marks

Total Number & marks

Total

Topic tasks 1 x 10 10 1 x 25 25 1 x 20 20

Topic Tests 1 x 20 20 1 x 20 20 1 x 20 20

Craft work 1 x 20 20 1 x 60 60

End of Term Tests 1 x 30 30

Term Marks 50 75 100

Weighted Term Marks 50 x 2 100 75 x 1.34 100 100


32

ANNEXE 2: Assessment Record Sheet for Grades 5-7

ASSESSMENT RECORDSHEET HOME ECOLOGY Grade:……….. Year………….. School…………………………………………………….…………………… Teacher………….........………………………………..

Name of Learner

Term 1 Term 2 Term 3 PROMOTION MARK

To

pic

Test

To

pic

Tas

k

Cra

ft W

ork

Term

Ma

rk

We

igh

ted

te

rm m

ark

(50 x

2)

To

pic

Test

To

pic

Tas

k

En

d o

f te

rm t

est

Term

Ma

rk

We

igh

ted

te

rm m

ark

(75 x

1,3

4)

To

pic

Tes

t

To

pic

Tas

k

Cra

ft W

ork

Term

Ma

rk

To

tal o

f T

erm

Ma

rks

(50 +

75 +

100

)

Co

nti

nu

ou

s

As

se

ss

me

nt

(225÷4

,5)

En

d o

f y

ear

exa

min

ati

on

Pro

mo

tio

n M

ark

20 10 20 50 100 20 25 30 75 100 20 20 60 100 225 50 50 100


33

10. DESIGN AND TECHNOLOGY

The following learning content represents the 30% part by which the curriculum is rationalised, meaning it should be omitted in Grade 5-7 in 2020 provided that it is done in the following Grade in 2021: Grade 5

THEME/TOPIC LEARNING OBJECTIVES Learners will:

COMPETENCIES Learners should be able to:

3. Businesses in Namibia explore business opportunities in Namibia with regard

to Design and Technology

Identify business opportunities within Design and

Technology:

- gather business information

- do market research

list characteristics of a successful business

justify the selection of a specific business idea from

their environment

5. Principles of design and technology

be introduced to the concept ”design and technology “ define and discuss “design and technology “

Grade 6



3. Business opportunities in Design and Technology in Namibia.

learn about employment opportunities and

entrepreneurship opportunities in Design and

Technology

differentiate between employment and self-

employment by using examples within the Namibian

context

investigate and report on successful Namibian

entrepreneurs

identify and explain the characteristics of successful

entrepreneurs


34

Grade 7



3. Businesses in Namibia be introduced to employment and self-employment compare employment and self-employment

know ways to become an entrepreneur compare advantages and disadvantages of

entrepreneurs vs. cooperation in the local environment

establish ways and assess their own possibilities to

become entrepreneurs

evaluate and report on their own business ideas.

differentiate between demands and knowledge / skills

necessary to start a business

The following is the changed continuous assessment summary for 2020 only:

Continuous assessment Grade 5

Components

Term 1 (D&T) Term 2 Term 3

Number & marks

Total Number &

marks Total

Number & marks

Total

Practical investigations 1×20 20 1×20 20 1×30 30

Topic tasks 2×15 30 1x10 10 1x10 10

Topic tests 1×20 20 1×20 20 1×10 10

End-of-term test 1x30 30

Term mark 70 80 50

Weighted term marks (70÷7x10) 100 (80÷8x10) 100 (50÷5x10) 100


35


36


Components Term 1 Term 2 Term 3

Number & marks

Total Number &

marks Total

Number & marks

Total

Practical investigations 1×30 30 1×30 30 1×30 30

Design folder

Analysis and Brief 5

Specification 5

Exploration of ideas 10

Total 20

Topic tasks 1×20 20 1×20 20 1×10 10

Topic tests 1×20 20 1×20 20 1×10 10


Term mark 70 100 70

Weighted term marks (70÷7x10) 100 100 (70÷7x10) 100


37


Components

Term 1 Term 2 Term 3

Number & marks

Total Number &

marks Total

Number & marks

Total

Practical investigations 2×20 40 1×20 20

Design folder

Analysis and Brief

5

Specification 5

Exploration of ideas 10

Development of solution

10

Planning of Production 10

Total 40

Product

Quality of Product

20

Evaluation 5

Fitness for Purpose 5

Total 30

Topic tasks 1×10 10 1×10 10

Topic tests 1×20 20 1×20 20 1×10 10


Term mark 70 80 80

Weighted term mark (70÷7x10) 100 (80÷8x10) 100 (80÷8x10) 100


38

Annexe 2: Assessment record sheet for Grade 5

Assessment record sheet: Design and Technology Grade: 5……. Year:………….

School:…………………………………………………………………..… Teacher:…………………………………………….……………..

Name of learner

Term 1 Term 2 Term 3 End-of-year marks

Pra

cti

cal in

vesti

ga

tio

n

To

pic

task

To

pic

task

To

pic

test

Te

rm m

ark

Weig

hte

d t

erm

mark

(70÷7x10)

Pra

cti

cal in

vesti

ga

tio

n

To

pic

task

To

pic

test

En

d-o

f-te

rm t

est

Te

rm m

ark

Weig

hte

d t

erm

mark

(8

0÷8x10)

Pra

cti

cal in

vesti

ga

tio

n

To

pic

task

To

pic

test

Te

rm m

ark

Weig

hte

d t

erm

mark

(50x2)

To

tal

term

mark

(70+

80+

50)

CA

Ma

rk

(200÷2)

En

d-o

f-year

exam

ina

tio

n

Pro

mo

tio

n m

ark

(2

00÷2)

20 15 15 20 70 100 20 10 20 30 80 100 30 10 10 50 100 200 100 100 100


39



School:…………………………………………………………………..… Teacher:…………………………………………….……………..

Name of learner


Pra

cti

cal in

vesti

ga

tio

n

To

pic

task

To

pic

test

Te

rm m

ark

Weig

hte

d t

erm

mark

(70÷7x10)

Pra

cti

cal in

vesti

ga

tio

n

To

pic

task

To

pic

test

En

d-o

f-te

rm t

est

Te

rm m

ark

Weig

hte

d t

erm

mark

Pra

cti

cal in

vesti

ga

tio

n

To

pic

task

To

pic

test

Design folder

Te

rm m

ark

Weig

hte

d t

erm

mark

(70÷7x10)

To

tal

term

mark

(70+

100+

70)

CA

Ma

rk

(240÷2,4

)

En

d-o

f-year

exam

ina

tio

n

Pro

mo

tio

n m

ark

(200÷2)

An

aly

sis

an

d b

rief

Sp

ecif

icati

on

Exp

lora

tio

n o

f id

eas

30 20 20 70 100 30 20 20 30 100 100 30 10 10 5 5 10 70 100 240 100 100 100


40



School:…………………………………………………………………..… Teacher:…………………………………………….……………..

Name of learner


Pra

cti

cal in

vesti

ga

tio

n

Pra

cti

cal in

vesti

ga

tio

n

To

pic

task

To

pic

test

Te

rm m

ark

Weig

hte

d t

erm

mark

(7

0÷7x10)

Pra

cti

cal in

vesti

ga

tio

n

To

pic

task

To

pic

test

En

d-o

f-te

rm t

est

Te

rm m

ark

Weig

hte

d t

erm

mark

(80÷8x10)

To

pic

test

Design folder Product

Te

rm m

ark

Weig

hte

d t

erm

mark

(80÷8x10)

To

tal

term

mark

(70+

80+

80)

CA

Ma

rk

(230÷2,3

)

En

d-o

f-year

exam

ina

tio

n

Pro

mo

tio

n m

ark

(200÷2)

An

aly

sis

an

d b

rief

Sp

ecif

icati

on

Exp

lora

tio

n o

f id

eas

Develo

pm

en

t o

f

so

luti

on

Pla

nn

ing

of

pro

du

cti

on

Qu

ali

ty o

f p

rod

uc

t

Evalu

ati

on

Fit

ne

ss f

or

pu

rpo

se

20 20 10 20 70 100 20 10 20 30 80 100 10 5 5 10 10 10 20 5 5 80 100 230 100 100 100


41

11. LIFE SKILLS

Summary of the Learning Content (relate all highlighted topics to COVID-19)

TOPICS GRADE 4 TOPICS GRADE 5 TOPICS GRADE 6 TOPICS GRADE 7

CAREER GUIDANCE

Motivation and goals

Homework

Study time

Study

Study skills

Personal strengths and weaknesses

Learning styles

Examination skills and strategies

Apply to the right school

HOLISTIC WELLNESS (relate all highlighted topics to COVID-19)

Good touch, bad touch

Spread and treatment of COVID-

19

Personal hygiene

Healthy living habits

Household responsibilities

Friendship

The influence of technology on society

Abuse and neglect

Child pornography

Bullying

Medication

Inhalants

Facts and myths about COVID-

19

Universal safety precautions

Assertive behaviour

Rights and responsibilities within a friendship

Peer pressure and values

Risky sexual behaviour

Learner pregnancy

Crises

Grief/Bereavement

Alcohol abuse

Saving and spending

CIVIC AFFAIRS

Freedom

Child rights and responsibilities

Road safety (Public transport)


42

Learning content for Grade 4 (relate all highlighted topics to COVID-19)

THEMES/TOPICS LEARNING OBJECTIVES Learners will:

COMPETENCIES Grade 4 learners should be able to:

9.1.1 CAREER GUIDANCE

Motivation and goals understand the link between motivation and goals

explain what motivation and goals are

explain the link between being motivated and achieving goals

set realistic goals

Homework understand the importance of homework explain what homework is

explain the reasons for homework

list guidelines for doing homework

9.1.2 HOLISTIC AWARENESS (relate all highlighted topics to COVID-19)

THEMES/TOPICS LEARNING OBJECTIVES

Learners will:

COMPETENCIES

Grade 4 learners should be able to:

Good touch, bad touch know how to say no to bad touch discriminate between good and bad touch

explain ways to protect yourself from bad touch

identify and evaluate a situation of bad touch

Spread and treatment of COVID- 19

know how COVID-19 is spread discuss how COVID-19 is spread

explain how to avoid the spread of COVID-19

Personal hygiene know about the importance of a clean body explain how to keep the body clean

discuss ways to prevent the spread of bacteria and other harmful germs on the body


43

9.1.2 HOLISTIC AWARENESS (relate all highlighted topics to COVID-19) (continued)



Healthy living habits understand the importance of healthy living habits

distinguish between cultural food, junk food and healthy food

discuss the importance of exercise discuss the importance of healthy food for

people living with COVID-19

Household responsibilities understand responsibilities at home identify household chores learners have at home

explain the importance of doing household chores discuss ways to strike a balance between work and play at home

Friendship appreciate the value of having friends explain what a friend is

discuss important aspects of choosing a friend

explain the qualities of a good friend

9.1.3 CIVIC AFFAIRS

Freedom understand the implications of freedom explain what freedom is

identify the difference between rights

and responsibilities

discuss freedom of movement


44





Study time understand how to manage study time effectively

identify own time management

discuss the concept of “time”

discuss how to plan study time

Study understand how to study discuss various study habits

identify a good study attitude

demonstrate note taking skills

9.2.2 HOLISTIC WELLNESS (relate all highlighted topics to COVID-19)


Learners will:

COMPETENCIES


The influence of technology on society

realise the influence of technology on daily living

define technology

discuss different types of technology

explain negative and positive influences of technology on society

Abuse and neglect understand the effect of abuse and neglect differentiate between abuse and neglect

identify different types of abuse

explain where to get help when abused

Child pornography understand the dangers of child pornography explain what pornography is

discuss the dangers of child pornography

discuss the role of technology in child pornography

Bullying recognise bullying and develop coping skills explain what bullying is

explain the difference between a bully and a victim

discuss reasons for bullying and how to deal with it


45

9.2.2 HOLISTIC WELLNESS (relate all highlighted topics to COVID-19) (continued)


Learners will:

COMPETENCIES


Inhalants know about the dangers of inhalants explain what an inhalant is and name different inhalants

describe the dangers of inhalants

discuss the reason for using inhalants

Medication acquire knowledge on medication discuss the difference between prescribed and over- the-counter medication

explain how medication can be misused and the consequences thereof

discuss rehabilitation possibilities


46





Study skills acquire effective study skills describe ways to organise study area at home or hostel

explain steps in the SQ3R study method

develop own action plan for study

Personal strengths and weaknesses

understand the influence of personal strengths and weaknesses on career choice

explain the concepts strengths and weaknesses

analyse own strengths and weaknesses

discover the link between strengths and weaknesses and careers


Facts and myths about HIV and AIDS (change all to COVID-19)

differentiate between facts and myths about COVID-19

explain what COVID-19

discuss facts and myths on COVID-19

discuss how to deal with myths on COVID-19

Universal safety precautions (relate to COVID-19)

understand how to make informed HIV risk assessment and embrace sound safety precautions

explain what universal safety precautions is

discuss some universal safety precautions

create safety rules for the classroom based on universal safety precautions

Rights and responsibilities within a friendship

know rights and responsibilities of individuals in friendship

discuss what friendship is

differentiate between different kinds of friendship

discuss the rights and responsibilities of each person involved in a friendship


47




Peer pressure and values understand that peer pressure can influence personal values

explain what values are

discuss how peer pressure can influence personal values

discuss how to deal with peer pressure that are against personal values

Risky sexual behaviour gain knowledge of risky sexual behaviour explain what sexual behaviour is

discuss healthy and responsible sexual behaviour

discuss consequences of engaging in risky sexual behaviour

9.3.3 CIVIC AFFAIRS

Child rights and responsibilities understand that children’s rights go hand in hand with responsibilities

differentiate between a right and a responsibility

discuss the Child Rights Charter

discuss how the Child Rights Charter is reflected in the Namibian Constitution


48





Learning styles know about different styles of learning explain different learning styles

discuss the benefit of knowing individual learning style

determine individual learning style

Examination skills and strategies attend to examination skills and strategies discuss preparation before examination

explain examination rules and regulations

discuss strategies during examination writing

Apply to the right school understand the relationship between subject choices and a suitable school

discuss differences and similarities between career orientated and academic schools

discuss the application process

discuss what to do when none of the surrounding schools are offering the subjects you are interested in


Learner pregnancy know about different ways of pregnancy prevention

discuss reasons why learners become sexually active

explain ways of preventing learner pregnancy

discuss the consequences of being a learner parent

Crises (relate to COVID-19) know how to identify and deal with crises explain what a crisis is

report resources in times of crises

discuss factors that influence the response to crises


49




Grief/bereavement (relate to COVID-19)

understand the process of coming to terms with grief/bereavement

explain the difference between grief and bereavement

discuss the steps of bereavement

discuss the importance of resilience

Alcohol abuse (relate to COVID-19)

understand the dangers of alcohol abuse discuss the different types of alcoholic beverages

differentiate between alcohol use, alcohol misuse, alcohol abuse and alcoholism

identify the risks of alcohol use

Saving and spending (relate to COVID- 19)

understand the importance of managing money

list saving facilities

discuss the importance of saving

explain responsible spending strategies

9.4.3 CIVIC AFFAIRS

Road safety (Public transport) (relate to COVID-19)

know the benefits and dangers of public transport

discuss what public transport is

discuss the advantages and disadvantages of using public transport

report on rights and responsibilities when using public transport

The National Institute for Educational Development P/Bag 2034 Okahandja NAMIBIA Telephone: +264 62 509000 Facsimile: + 264 62 509073 E-mail: [email protected] Website: http://www.nied.edu.na

ministry of education, arts and culture€¦ · 10. design and technology..... 33 11. life skills...

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