SP SocialStudiessyllabus2024

Republic of Namibia
MINISTRY OF EDUCATION, ARTS AND CULTURE
SENIOR PRIMARY PHASE
SOCIAL STUDIES SYLLABUS
GRADE 4 - 7
For implementation in 2024

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 2023

Social Studies Phase Syllabus Grade 4 - 7
ISBN: 978-99945-2-369-6
Printed by NIED
Website: http://www.nied.edu.na
Publication date: December 2023

Table of Contents
1. Introduction .............................................................................................................................................. 1
2. Rationale .................................................................................................................................................. 1
3. Aims .......................................................................................................................................................... 1
4. Inclusive education ................................................................................................................................. 2
5. Links to other subjects and cross-curricular issues ........................................................................... 2
6. Approach to teaching and learning ...................................................................................................... 4
7. End of phase competencies .................................................................................................................. 5
8. Summary of the learning content for grade 4-7 Social Studies ....................................................... 7
9. Learning content………………………………………………………………………………………...8
9.1 Learning content for Grade 4 ................................................................................................................ 8
9.2 Learning contents for Grade 5 ............................................................................................................ 16
9.3 Learning contents for Grade 6 ............................................................................................................ 25
9.4. Learning content for Grade 7 ............................................................................................................. 32
10. Assessment ........................................................................................................................................... 43

10.1 Types and methods of assessment ................................................................................................... 43
10.2 Grade descriptors ................................................................................................................................. 44
10.3 Assessment objectives ........................................................................................................................ 45
10.4 Continuous Assessment: Detailed guidelines .................................................................................. 45
10.5 End-of-year Examinations: Detailed guidelines ............................................................................... 47
10.6 Specification grid(s) .............................................................................................................................. 50
Annexe 1: Terms used in teaching and assessment ........................................................................... 51

Annexe 2: Glossary of terms ................................................................................................................... 52
Annexe 3: Assessment Record Sheet for Grade 4 .............................................................................. 54
Annexe 4: Assessment Record Sheet for Grade 5 .............................................................................. 55
Annexe 6: Assessment Record Sheet for Grade 6 and 7 ................................................................... 56
1. INTRODUCTION
This syllabus describes the intended learning and assessment for Social Studies in the Senior
Primary phase grade 4-7. The aims, learning objectives and basic competencies, which overlap
between subjects, are amongst the essential learning within the curriculum as a whole.
Furthermore, the Social Studies Syllabi was developed in a clear and simple style in order to
convey the ethos of learner-centred education. Learner-Centred Education (LCE) presupposes
that teachers must have a holistic view of the learner, valuing the learner's life experience as the
focal point of learning and teaching. Teachers should therefore select learning content and
methods on the basis of the learner's needs within their immediate environment and the
community. The themes and topics in the Social Studies curriculum embrace content matter in
all other subjects across the curriculum.
Under optimal circumstances, this subject would need six (6) periods per week in grade 4 and
five (5) periods per week in grade 5 - 7.
2. RATIONALE
Social Studies content integrates History and Geography with some Economics and Sociology.
It lends itself to inculcating in the learners 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 curriculum aims to enable learners to have a better understanding of their social
world. This will help them to participate effectively in the society and the environment in which
they live. The aims of the Social Studies Syllabus can be achieved by developing learners in the
domains; namely knowledge, skills, values and attitudes. Specific objectives have been
identified for each of these domains.
Social Studies as an integrated subject helps learners understand the relationships between
people and their environments. It deals with the interaction within the social, civic, political,
economic, cultural and natural environment. It helps learners to become responsible citizens in
their community, country, continent and the world through the development of essential
knowledge, understanding, skills and attitudes. With its emphasis on geographical and historical
themes, topics, concepts and methods, Social Studies lays the basis for further specialised
studies in History, Geography and Economics at Secondary level.
3. AIMS
Social Studies promote the following aims in the curriculum:
3.1 Knowledge and understanding
Learners will develop knowledge and understanding of:

 local, national, sub-regional, African and world history, and shared elements of a culture
relationships between people and their physical and cultural environment
3.2 Values and attitudes Objectives
 Learners will develop informed and responsible values and attitudes towards the need
for co-operation and interdependence tolerance among people and among countries and
countries and natural environment. .
Social Studies Syllabus, Grade 4-7, NIED 2023
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 They will also our appreciation our constitution of and confidence in oneself and
develop democratic behaviour
 They will further develop commitment to human values such as justice, equality,
truth, freedom, peace, diversity, and human rights
3.3 Skills Objectives
 Learners will develop skills to gather, organise, and present information effectively and
creatively and make considered and responsible decisions and sound judgments as well as
solve problems
 use Information and Communication Technology (ICT) as a tool to enhance
understanding of the learning content
4. INCLUSIVE EDUCATION
A deliberate effort was made during the development of this syllabus to ensure that it is
accessible to all learners, including those with Special Educational needs. The teaching and
learning processes including the instruction and assessment methods are adapted to meet the
needs of all learners of different abilities. The teaching and learning process should take
cognisance of this fact and enable learners to realise the curriculum at a level proportionate to
their abilities. Further guidelines on planning for learning and teaching in an inclusive classroom
can be obtained in the curriculum framework for Inclusive Education (2012).
The Senior Primary phase promotes equal opportunity for both males and females, to ensure
that they all benefit equally from learning and teaching processes. Including gender
perspectives in the curriculum is important in order to raise awareness of gender stereotyping
(e.g. Gender roles associated with doctors, nurses, farmers, artisans, mechanics and lawyers).
Teachers are obliged to promote gender equity in all spheres of life.
Learners will do the same activities together, and activities should be organised so that all
aspects of cognitive, affective, psychomotor and interpersonal development are taken into
account.
In this way, Social Studies will be an all-round subject and not one where, e.g. girls do more or
better than boys will. The teaching and learning process should take cognisance of this fact and
promote equal opportunities for all learners.
5. LINKS TO OTHER SUBJECTS AND CROSS-CURRICULAR ISSUES
The cross-curricular issues include Environmental Learning; HIV and AIDS; Population
Education; Education for Human Rights and Democracy (EHRD), Information and
Communication Technology (ICT) and Road Safety. These have been introduced to the formal
curriculum to be dealt with in each subject and across all phases, because each of the issues
deals with particular risks and challenges in our Namibian society.
All of our learners need to:

 understand the nature of these risks and challenges
 know how they will impact on our society and on the quality of life of our people now and
in the future
 understand how these risks and challenges can be addressed on a national and global
level

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 understand how each learner can play a part in addressing these risks and challenges in
their own school and local community
The main risks and challenges have been identified as:

 the challenges and risks we face if we do not care for and manage our natural resources
 the challenges and risks caused by HIV and AIDS
 the challenges and risks to health caused by pollution, poor sanitation and waste
 the challenges and risks to democracy and social stability caused by inequity and
governance that ignores rights and responsibilities
 the challenges and risks we face if we do not adhere to Road Safety measures
 the challenges and risks we face from globalisation
Since some subjects are more suitable to address specific cross-curricular issues, those issues
will receive more emphasis in those particular syllabuses. In this syllabus the following are links
to cross-curricular issues:

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Grade Environmental EHRD Population ICT HIV and
Education Education AIDS
4 Physical features Rights and Our regions Communication Fighting HIV
of Namibia responsibilities and long ago and AIDS
settlements
Natural National Modern
resources assembly and technology and
national communication
Tourism and the council
environment
5 Climate and Slavery and Population Trade, Myths and

natural our human distribution transport and facts about
vegetation of rights and density communication HIV and AIDS
Africa
Freedom, Population Living in the
equality and growth and era of HIV
democracy natural and AIDS
resources of
Africa
6 Climate and Moral values Population The world of HIV and AIDS
natural and rights distribution information
vegetation of the and density in
world Conflict and Africa Technology for
violence in our mass
society communication
7 Major climatic Labours Population Communication HIV and AIDS
regions south of growth and network in
the Sahara change Namibia
Resources Collecting
population
data
6. APPROACH TO TEACHING AND LEARNING
The approach to teaching and learning is based on a paradigm of LCE described in ministerial
policy documents and the LCE conceptual framework. This approach ensures optimal quality of
learning when the principles are put into practice.
The aim is to develop learning with understanding, and the knowledge, skills and attitudes to
contribute to the development of society. The starting point for teaching and learning is the fact
that the learner brings to the school a wealth of knowledge and social experience gained
continually from the family, the community, and through interaction with the environment.
Learning in school must involve, build on, extend and challenge the learner’s prior knowledge
and experience.
Learners learn best when they are actively involved in the learning process through a high
degree of participation, contribution and production. At the same time, each learner is an

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individual with his/her own needs, pace of learning, experiences and abilities. The teacher must
be able to sense the needs of the learners, the nature of the learning to be done, and how to
shape learning experiences accordingly. Teaching strategies must therefore be varied but
flexible within well-structured sequences of lessons.
The teacher must decide, in relation to the learning objectives and competencies to be
achieved, when it is best to convey content directly; when it is best to let learners discover or
explore information for themselves; when they need directed learning; when they need
reinforcement or enrichment learning; when there is a particular progression of skills or
information that needs to be followed; or when the learners can be allowed to find their own way
through a topic or area of content.
Work in groups, in pairs, individually, or as a whole class must therefore be organised as

appropriate to the task in hand. Co-operative and collaborative learning should be encouraged
wherever possible. In such cases, tasks must be designed so that pair or group work is needed
to complete it, otherwise the learners will not see any relevance in carrying out tasks together.
As the learners develop personal, social and communication skills, they can gradually be given
increasing responsibility to participate in planning and evaluating their work, under the teacher’s
guidance.
In Social Studies, the teacher must decide, in relation to the learning objectives and
competencies to be achieved, when it is best to convey content directly; when they need
directed learning; when they need reinforcement or enrichment learning; when there is a
particular progression of skills or information that needs to be followed; or when the learners can
be allowed to find their own way through a topic or area of content. Work in-groups, in pairs,
individually, or as a whole class must therefore be organised as appropriate to the task in hand.
Approaches such as inquiry, group activities, presentations, debates should be given priority
over the chalk and talk methods of teaching and learning processes.
7. END-OF-PHASE COMPETENCIES
On completion of the Senior Primary phase, all learners are expected to be able to:
 demonstrate a range of historical knowledge within their own local areas, national, sub-
regional, Africa and International. They describe how Namibia became independent.
Describe the impact of foreign existence on local people. Apply skills on how to conduct
historical research within their own environment
 identify historical evidence that shows how people lived in the past and had contact with
each other. They conduct simple investigation to discover the past and find out how it’s
linked to the present time, by making use of archaeological evidence from the remains of
buildings, pottery or human skeletons
 outline basic human rights and responsibilities for children. Identify the components of
Namibian government and list some of the responsibilities of the Head of State, Prime
Minister and Ministers
 acquire basic geographical skills and recognise the environment that surround them.
Apply map skills to identify Namibia’s position on the world map or atlas as well as its
immediate neighbours. They distinguish between renewable and non-renewable

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resources. Describe the effects of overutilization of natural resources and propose
possible solutions to use resources sustainably
 gather and interpret local, regional and national weather forecast and make simple
analysis and calculations. Draw and interpret different types of graphs such as bar
graphs and line graphs. Distinguish different types of maps such as political, physical,
and topographic maps, charts, and graphs
 locate physical features such as mountains, rivers, lakes, oceans etc on a map. They list
and name regions in Namibia, and identify the neighbouring countries of Namibia. They
locate and name countries in Southern Africa and their major cities
 describe various types of environmental problems and suggest possible solutions. They
describe the relationship between natural resources and economic activities in Namibia.
Describe the impact of tourism (positive and negative) on Namibian environment
 explain how the use of natural resources influences economic activities in Namibia and
Southern Africa. They name and describe major types of economic activities such as
trade and transport and how it affects economic growth. They describe how human and
natural activities such as farming, mining, flood and drought affects economic activities
 study the myths and facts about HIV and AIDS, and describe the socio-economic impact
of HIV and AIDS on their communities. They gather the trends of HIV and AIDS in
Namibia and Southern Africa and suggest possible strategies on how to manage it.
A few learners will just be able to manage the minimum number of competencies and must
receive Learning Support through adapted teaching approaches, adapted materials, and
assistance from peers. A small number of learners have special educational needs to a degree
which requires greater individual attention, resources or assessment. Others will have
impairments which do not necessarily limit cognitive and affective learning and development,
e.g. the visually impaired, hearing impaired and physically challenged.

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8. SUMMARY OF THE LEARNING CONTENT FOR GRADE 4-7 SOCIAL STUDIES
Grade 4 Grade 5 Grade 6 Grade 7
1. Map reading skills 1. Map reading Skills 1. Map work 1. Map work
2. The Geography of our 2. Time and history 2. Our shared history 2. Climatology
country
3. How our community 3. Historical changes in 3. Living in neighbourhoods 3. Early humankind

developed Southern Africa
4. Namibia before 4. How our country is governed 4. Exploring world 4. Namibia before the 19th
independence Geography century
5. Civics 5. The Geography of our 5. Technology for 5. Forms of governments

continent Development and Welfare
6. Resources and 6. Economic development in 6. Revolution in 6. Exploring world

economic activities Southern Africa communication Geography
7. Communication and 7. Civics and culture 7. Managing economic 7. Economic Geography and
technology development resources
8. Fighting HIV and AIDS 8. Fighting HIV and AIDS 8. Searching for peace in the 8. Regional Geography
world
9. Population Studies 9. Physical Geography
10. Population studies

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9. LEARNING CONTENT
9.1 Learning content for Grade 4
THEMES AND TOPICS LEARNING OBJECTIVES COMPETENCIES

Learners will: Grade 4 learners should be able to:
1. Map reading skills
1.1 What is a map?  understand maps by using symbols to  identify parts of map using map symbols (title, map
identify basic characteristic key, scale, direction)
 use map symbols to identify basic characteristics of
a map
 identify map symbols used in different kinds of
maps
 draw a simple map of their classroom using map
symbols
 identify basic features of a classroom on a map
1.2 From picture to map  know the four main directions to locate  compare a picture of a settlement with a map of the
information on a map of a settlement same settlement
 identify direction on a map using a map key and
four direction pointer (north, east, south, west)
 determine the direction on a map by using a map
key and direction pointer
1.3 Looking beyond our borders  know how to use map skills to locate  identify the position of Namibia and its neighbouring
Namibia’s position on a map or atlas as countries
well as those of its immediate  locate Namibia’s neighbouring countries and their
neighbours capital cities
 identify different kinds of borders (e.g. natural and
manmade) and compare the physical size and
position of Namibia’s neighbouring countries

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2. The Geography of our country
2.1 Physical features of Namibia  know the physical features of Namibia  name the physical features found in Namibia (rivers,
and locate them using a map or atlas dunes, lakes, mountains/hills) and locate them on a
map
 understand how the natural environment  explain how physical features affect population
influence human settlement distribution
 explain the importance of the physical features
(provide water, attract tourists, entertainment etc)
2.2 Weather and natural vegetation  understand what makes up weather  define weather and natural vegetation
 understand the relationship between  describe weather patterns in different seasons (rain,
rainfall and natural vegetation temperature, humidity, wind etc.)
 observe and record the weather for their region,
listen to a weather report in English on radio or
television and report back to the group or class
 explain the relationship between rainfall and natural
vegetation
 compare the vegetation and rainfall of their region
to those of other regions in Namibia
 draw a map of Namibia and indicate the types of
natural vegetation found in the country, use a map
key
 compare rainfall graphs of different areas in
Namibia
 draw a bar graph showing the total yearly rainfall for
different areas in Namibia
 draw a poster on saving rainwater (harvesting rain
water)

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2.3 Seasons of the year  know the seasons of the year  name the four seasons of the year
 describe effects of seasons on plants and animals
2.4 Our regions and settlements  know the names and boundaries of  identify the regions of Namibia on a map
the regions in Namibia
 know how to differentiate between  distinguish between different types of settlements
different types of settlements and and give reasons for settling there, starting with their
reasons for their sitting and own town/village
distribution
3. How our communities developed
3.1 Looking for evidence  understand the concept archaeology  define archaeology
as a means to obtain evidence about  list three types of archaeological evidence (remains
people’s lives and time of building, pottery, human skeletons) which tell us
about how people lived
 know about use of inquiry skills to  discuss what we can learn from the past by using
investigate the past archaeological evidence
 expose learners to archaeological sites to get sense
of Namibia’s history (physical /digital visually)
 use films, books, internet to obtain information on
archaeology
3.2 Life in our early communities  understand how communities lived in  differentiate between stock herding and crop farming
the past and had contact with one  describe the economic and cultural activities of
another women and men of stock herding and crop farming
communities
 collect information on the economic and cultural
activities of women and men of stock herding and
crop farming communities

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3.3 Newcomers bring changes  understand the changes brought by  distinguish between the different European groups
the arrival of European explorers, who came to Namibia (explorers, traders, hunters
traders, hunters and missionaries, and missionaries)
and of the Oorlam people and  locate and label the newcomer’s countries of origin
Basters in Namibia on a world map (shifted)
 explain the reasons why these different European
groups came to Namibia around 1800s
 describe changes brought by the newcomers toward
agriculture, trading, education and religion
 list advantages brought by the newcomers
 discuss how the Oorlam and Basters moved into
Namibia
4. Namibia before Independence
4.1 Life under foreign rule  understand how Namibia came under  distinguish between colony and mandate
foreign rule as a German colony and  describe how Namibia became a German colony
South African mandate (1884) and fell under the of South African mandate
(1919)
 understand how the lives of  describe the ways in which foreign rule affected the
Namibians were affected by foreign Namibian people
rule  explain how Namibian people resisted foreign rule
 appreciate the contribution that  explain how women contributed to the development
women have made in our history of our country in the past
 gather information through interviews, books on how
women contributed to the development of our country

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5. Civics
5.1 Rights and responsibilities  understand people’s rights and  list examples of children’s rights (e.g. to be cared
responsibilities for by adults, to go to school …), and the
 understand the rights and corresponding responsibilities of children
responsibilities of children  identify people and institutions that protect
children’s rights (nurses, social workers, police,
churches etc.)
 formulate and observe rules to protect their rights
and the rights of others
5.2 The components of the  know and understand the components  name the components of Namibia’s government
Namibian government of Namibia’s government  list the duties and responsibilities of the President
 know that the President is the Head of as Head of State
the state and has certain duties and  name the duties and responsibilities of the Prime
responsibilities Ministers
 understand the responsibilities and  write a short report about the present ministries and
duties of the Prime Ministers and the services they offer e.g. any four ministries
Ministers
 describe the composition of the National Assembly
and the National Council
 list the duties and functions of the National
Assembly and the National Council
 explain why laws are important and the
consequences of breaking the laws

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6. Resources and economic activities
6.1 Natural Resources  understand relationship between natural  define

resources and economic activities in - natural resources and
Namibia
- economic activities
 know the importance and sustainable
 describe the relationship between natural resources
use of natural resources
and economic activities in Namibia (e.g. mining and
manufacturing)
 explain the importance of natural resources and
why it should be protected
 draw a poster to raise awareness about the
importance of our natural resources for the future
sustainability and survival
6.2 Tourism and the environment  understand that Namibia’s physical  define tourism
features has a special attraction for  explain why Namibia is attractive to tourists
tourists
 list the benefits of tourism to the people and the
economy of the country
 understand the of benefits of  name some of the laws government passed to
preservation and conservation of tourist protect the environment
attraction areas
 list different conserved animals and identify places
where they can be found
 draw a poster or design a display with pasted
pictures of conserved animals in Namibia.
 give examples of tourist attraction areas that is in
danger of deterioration and suggest how it can be
protected and conserved

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7. Modern communication, technology and transport
7.1 Communication long ago  know that in the past people used many  list and explain how people communicated in the
forms of long distance communication past without use of modern technology (e.g. smoke
without the use of modern technology signals, messengers, drums etc.)
 design a display with pasted pictures/or draw
examples of how people communicated in the past
(e.g. drums, messengers, smoke signals)
7.2 Modern communication  know the latest technological  define technology
technology and transport development  list and discuss some of the latest technological
development in communication e.g. the cellular
phone and email
 Know the structure of communication  design a display with pasted pictures of the
cellular telephone as the most modern technical
achievement
 know forms of communication in the region
 name present different forms of transportation

 understand the functions of transport used in your region and how it links to the rest of
and transport links in the region or the country
country

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8. Fighting HIV and AIDS
8.1 HIV and AIDS  understand what HIV and AIDS is  define HIV and AIDS
 understand and show respect for people  discuss the rights of HIV and AIDS infected and
living with HIV and AIDS affected people
 explain how prejudice affects the lives of people
living with HIV and AIDS
 design a poster for display in school about caring
for people with HIV and AIDS
 use role-play and simulation games to show respect
and care for people living with HIV and AIDS

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9.2 Learning contents for Grade 5

1. Map reading skills
1.1 Locating Southern Africa  know and locate the countries of  identify and locate Southern Africa (SADC
Southern Africa on a map or an atlas countries) on a political map of Africa and its
location in relation to the world
 draw a political map of Africa and label SADC
countries and their capital cities
1.2 What is a map scale  know the different types of map scales  explain what is a map scale
 identify the different types of map scales
 draw a map of their school ground or classroom by
using one type of scale
1.3 Finding direction  know different methods used to  identify map symbols on a topographical maps
determining directions  identify different methods used to determine
directions
 demonstrate an ability to work with eight(8)
divisions of directions on sketches
 determine the direction by using a compass, a
shadow stick, a watch, the sun and the stars

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2. Time and History
2.1 Time can be measured  know the date and the terms related to  name different ways in which time can be measured
time, place and events and arrange (BC and AD)
them in order e.g. Before Christ (BC)  draw a time line and place events and changes
and Anno Domini (AD) which include terms such as BC and AD
 explain the meaning of historical sources
 understand aspects of the past using  differentiate between primary and secondary
historical sources sources, arte facts)
 collect and process information from primary
sources (e.g.interviews, eyewitnesses, class trips)
and secondary sources (print materials)
 carry out an interview in the community about the
establishment of local institutions (school, hospital,
church, sport etc.)
 collect and analyse information from photos,
documents, drawings and other sources to find out
about important events that influenced the
institution over time
 draw a time line and make a display of the history of
the institution with photos, own drawing, written
documents and arte facts
 list and visit local historical places to get a sense of
Namibia’s past
3. Historical changes in Southern Africa
3.1 How communities changed and  understand how communities have  describe the origin of Khoisan and Bantu speaking
developed changed, developed over time people
 discuss the effects of changes and development on
Khoisan communities
 discuss the effects of changes and development on
Bantu communities
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3.2 Colonialism in Southern Africa  know the reasons why countries were  define colony
colonised and the consequences of  explain why countries were colonised
colonialism on African countries
 list consequences of colonialism on African
countries
 draw a map of Southern Africa by indicating the
names of colonised countries and the names of
colonisers
3.3 Slavery and our human rights  understand slavery, the reasons for  differentiate between slave and slavery
slave trade and what lead to its abolition  discuss when slavery began and give reasons why
people from Africa were sold as slaves
 draw and indicate the route of slave trade between
Europe, Africa and America
 describe how the concept of human rights
developed from slavery
 describe activities of people who opposed slavery
which led to the abolition of slavery
 compile information about what the Namibian
constitution says about slavery and human rights
3.4 Freedom and equality  know how countries in southern Africa  explain the concepts freedom and equality
gained political freedom and equality  describe why and how a country in southern Africa
gained political freedom and equality (Namibia and
South Africa
4. How our country is governed
4.1 Democracy and how it works  understand what democracy is, how it  define democracy
works and why political parties are  explain what is a political party and name the
important current political parties in Namibia
 know the rights of the citizens to vote for  identify the characteristics of different systems of
the party of their choice government e.g. democracy and dictatorship

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Democracy and how it works  understand how government are  describe how democracy works by organising an
(continued) elected election for a class captain to demonstrate
democracy where each one has to vote for the
leader of his/her choice
4.2 State, nation and one party or  know the difference between State and  explain the difference between the following
many parties Nation concepts:
- state and nation
 understand that a country can be - one party and multi-party state
governed by either one or multi-party  explain how a one party system can lead to
system dictatorship
 discuss or debate the advantages and
disadvantages of a one party and multi-party
system
5. The Geography of our continent
5.1 Physical features of Africa  understand the physical features of  identify the main physical features of Africa on a
Africa and its representation on a map given physical map of Africa e.g. rivers, mountains,
deserts
 draw a map of Africa and indicate the main physical
features on it
5.2 The movement of the earth  know the movements of the earth and its  describe the basic shape of the earth
effects on animals and plants  define rotation and revolution
 describe how rotation of the earth causes day and
night
 describe how revolution of the earth causes
seasons
 explain the effects of seasons on plants and
animals

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5.3 Climate and natural vegetation  know the major climatic and natural  define climate
of Africa vegetation zones of our continents  explain what is natural vegetation
 describe the major climatic zones of our continent
 describe the major vegetation zones of Africa
 draw a map showing major climatic zones and its
vegetation of Africa
5.4 Population distribution and  understand population distribution and  define population distribution and population density
density density  distinguish between sparsely and densely
 know physical factors influencing population.
population distribution  what is urbanisation and explain why urbanisation is
a problem
 discuss ways of improving life in poor, densely
populated areas
 explain why the population is unevenly distributed in
Namibia (e.g. physical features)
5.5 Population growth and natural  understand how the population of Africa  define population growth
resources of Africa has grown from past to present  discuss the relationship of population and natural
 understand the relationship of resources
population and natural resources  analyse the population growth table of Africa
 list ways in which rapid population growth can be
controlled
 state the importance of the preservation and
conservation of our natural resources
 describe ways in which our natural resources
should be conserved and protected

20
Population growth and natural  discuss the problems resulting from over population
resources of Africa (continued)
 draw a poster on ways in which our water supply,
animals and plants should be conserved and
protected
6. Economic development in Southern Africa
6.1 Resources and economic  understand the relationship between  describe the relationship between resources and
activities resources and economic activities in economic activities in Southern Africa
Southern Africa  explain the impact of economic activities on natural
 understand the impact of economic resources (e.g. mining, farming, manufacturing)
activities on natural resources
6.2 Trade, transport and  understand that trade is influenced by  differentiate between import and export
communication transport and communication links  list goods Namibia imports and exports
 identify the routes used for imports and exports
 draw a map of Southern Africa showing the major
roads, rails and indicate airports and sea port routes
 compare and discuss the advantages of road, rail,
air and sea transport
 discuss how new technology in communication
contribute to economic development
6.3 People and nature influence  understand how people and nature  differentiate between natural factors and human
economic development influences economic development factors
 explain how natural and human factors influence
economic development
 discuss the effects of diseases on human resources
and economic development (e.g. HIV and AIDS,
Tuberculosis, malaria, COVID-19)

21
6.4 Namibia as part of SADC  know that Namibia is part of SADC  list the member countries of SADC
 explain the purpose for which SADC was
established
7. Civic and culture
7.1 Growing up brings new  know their responsibilities in the family,  list their present responsibilities in the family, school
responsibilities school and society changes as they and community
grow up
 understand that culture influence the  describe and explain the importance of present and
ways of preparing children for their adult future responsibilities
roles and keeps on changing over time
 describe and discuss different types of families (e.g.
nuclear family, extended family, single parent
family, family with adopted child, children’ s home,
foster home)
7.2 The work of women and men in  know the differences between women’s  list all work done in the household and compare the
our community or country and men’s roles in the world of work work mostly done by women and men
 use statistics from different sources to compare the
types of work done by men and women in different
trades and profession, including political leaders
 describe why more men work in some professions
and why more women work in other professions

22
The work of women and men in our  suggest how this inequality could be changed (e.g.
community or country (continued) more technical and leadership education for girls,
shared children care with fathers, more crèches,
changing gender discrimination laws example
affirmative action)
 discuss in the class about sharing of work at home
and give reasons for their opinion
 investigate through interview and compare attitudes
among men and women in the community about
sharing of work at home or at school or hostel
 examine stereotypes about women’s and men’s
work in the community
7.3 Gender equity  understand the importance of gender  define gender equity
equity  explain the importance of gender equity
 discuss the role and status of men and women in a
traditional society and modern society
 discuss cultural practices that discriminate against
men and women
 suggest ways of empowering men and women
 describe the forms, causes and solution to gender
based violence
7.4 Adornments, our pride  understand that each culture has its own  give examples of how clothing and adornments are
ways to express identities of its used to express aspects of identity of people (e.g.
members tribe, sex, age, profession, ceremonial role, status)
 know and respect the rich variety of  collect or draw pictures of different clothing,
ways in which cultures and groups hairstyles and body adornments found in southern
express their identity with pride Africa

23
Adornments, our pride (continued)  know some of the major components  discuss how they express aspects of their own
of culture identities through clothing and adornments
 seek opportunities to talk and interact with people
from different cultures or traditions
 perform or listen to music from different cultures
 arrange food fair using different recipes or food
items from various cultures
8. Fighting HIV and AIDS
8.1 Myths and facts about HIV and  know the myths and facts about HIV and  differentiate between myths and facts about HIV
AIDS AIDS and AIDS
 identify and discuss beliefs and practices which
promotes the spread of HIV and AIDS in our
communities
 collect data on myths about HIV and AIDS in our
communities
 use role-play and simulation games to show
beliefs and practices which promote the spread of
HIV and AIDS in our communities
8.2 Living in the era of HIV and AIDS  understand the spread and impact of  describe ways in which HIV and AIDS spreads
HIV and AIDS on society  describe the impact HIV and AIDS on Namibian
population
 discuss the impact of HIV and AIDS on society
and how we could deal with it

24
9.3 Learning contents for Grade 6

1. Map work
1.1 Determining location  know the eight (8) main direction  demonstrate an ability to work with eight (8)
 know the different lines of latitude and divisions of directions on maps and sketches
longitude  differentiate between lines of latitude and longitude
 know that grid references is a method on a map
used to determine location on a map  name and identify different lines of latitude and
longitude on a map
 draw in different lines of latitudes and longitude on a
map
 locate on a map specific lines of longitude and
latitude
 explain what is meant by “grid references”
 locate places on a map using a simple grid
reference to determine location
1.2 Types of maps, charts and  know the different types of maps and  distinguish between different types of maps (i.e.
graphs their uses political maps, resources maps, physical maps,
topographic map)
 know the basic elements of maps and  identify different maps and what they are used for
mapping  extract and analyse information from maps
 carry out a survey and present the information
obtained on one kind of graph
1.3 Representation of height  understand height representation on  name ways in which height can be represented on
maps maps and define contour as a means of
representation of height on maps
 know how to convert a contour drawing  name the characteristics of contour lines
into physical features
 use topographical map to illustrate contours

25
Representation of height (continued)  create contours practically (using a rock as an
island in a glass bowl with changing water level to
draw the lines)
 convert a contour drawing into physical features
and vice versa (cross section)
1.4 The weather forecast  understand weather forecast  define the term weather
 explain the concepts synoptic weather chart and
weather station
 identify symbols used on synoptic weather chart
 describe weather conditions from a recorded
forecast by using a given chart key which shows
weather observation at a weather station
 draw a simple weather station model to illustrate
weather condition of an area
 interpret recorded weather (rainfall, wind, speed,
temperature, and direction) for their areas, on the
basis of a weather report on radio, TV or in a
newspaper
2. Our shared History
2.1 The origins of humans  understand the origins of humankind  define pre-history and history
 discuss the various sources of historical information
 explain the theories of evolution and creation that
explains human origin
 discuss the technological stages of stone age and
iron age

26
2.2 Old, middle and modern times  understand that history can be divided  explain the development and changes which
into old, middle and modern times occurred through old, middle and modern time, e.g.
Agriculture and Transport
 draw a time line to explain the development and
changes which occurred through the old, middle
and modern times
2.3 Using primary and secondary  know the difference between a primary  differentiate between a primary and a secondary
sources and secondary source in history source
 collect and present a short report given by a person
who took part in an event
4. Living in Neighbourhoods
3.1 Our local and global  understand how international trade and  name products or services where people are linked
neighbourhoods electronic communication brought locally and globally
people together  collect and display some local products or services
 understand what is globalisation linking them to their neighbourhood
 define globalisation
 identify and explain the benefits and problems
associated with globalisation and suggest possible
solutions

27
4. Exploring world geography
4.1 Physical features of the world  know the main physical features of the  name and identify the main physical features of the
world, their importance and our duty to world, e.g. oceans, deserts, two major mountains or
protect them mountain ranges and two important rivers per
continent
 discuss how they would protect a physical feature if
they were a conservation officer
4.2 The solar system  understand and knows that the sun,  define the “solar system”
stars, moon and planets makes up a  name the planets of our solar system
solar system
 differentiate between stars, planets and moons
 recognise the position of our solar system as part of
the Milky Way galaxy
4.3 Climate and natural vegetation of  understand how climate influences the  define the term climate
the world natural zones of the world  name and locate different vegetation zones on a
map of the world
 explain how climate influences the vegetation, living
conditions and agricultural activities by using the
example of people living in
- ice cap (north and south pole)
- semi-desert climate
- tropical savannah
- tropical rainforest
 draw a world map to indicate the different
vegetation regions using a map key

28
5. Technology for development and welfare
5.1 What is technology  know and understand the meaning of  explain the meaning of technology in modern
technology world
 understand the advantages and  compare the advantages and disadvantages of
disadvantages of technology technology for humans and the environment
 investigate three professions in technology and
report back to the class
 collect pictures from magazines of the latest
technological inventions (computers, CDs, digital
cameras, USB, cell phones etc.) and display and
present them in a class
5.2 New technology for the  understand the advantages and  name four alternative sources of energy and
production of energy disadvantages of the new energy explain their advantages and disadvantages of
sources any two example (e.g. wind energy, solar energy,
tidal energy, hydro energy)
 gather, display and present information on new
sources of energy (alternative energy)
6. Revolution in communication
6.1 The world of information  understand the concept of information  list five sources of information and discuss where
and know sources of information they can be found in the community (e.g. natural
environment, people, print media, radio television)
 describe how communication links communities
 collect and display different sources of information
and discuss where they can be found in the
community (e.g. natural environment, people, print
media, radio television)

29
6.2 Technology for mass  know forms of communication and how  list and name major technological development in
communication it changed over time as a result of new communication (e.g. printing, audio, visual and
technologies space technology)
 explain what is internet and give examples of
services available on the internet
 carry out a project or class assignment on mass
communication by using ICT
7. Managing economic development
7.1 Industrial revolution  understand the origin and development  define the term “Industrial Revolution”
of the industrial revolution  discuss the origin and development of the Industrial
Revolution
 explain how the Industrial Revolution affected the
European society
 outline the causes and consequences of the
Industrial Revolution
7.2 What helps countries to develop  understand the factors which help  list and explain the factors which help countries to
countries to develop develop
 differentiate between human and natural resources
 discuss the importance of rules and laws in work
places and duties and rights of employees and
employers
 discuss the duties and rights of employees and
employers in work place.
 dramatis a scene to demonstrate the importance of
rules and laws and identify duties and rights of
employees and employers

30
8. Searching for peace
8.1 Conflicts and violence in our  understand what is meant by conflict  identify the causes of conflicts and violence in a
society and violence, why conflicts and violence society
occur and how to deal with them  describe social and environmental conflicts
 understand that the best way towards  describe the forms and causes of gender based
peace in the country is to avoid conflicts violence
and violence
 collect newspaper articles on conflict and violence,
analyse it and give feedback to the class on the
nature of conflicts and violence
 discuss ways society could deal with conflict and
violence in their communities
9. Population Studies
9.1. Population distribution and  understand how natural and social  differentiate between population distribution and
density in Africa factors affects population distribution density
and density  explain the natural and social factors affecting
population distribution and density
 describe the relationship of population and natural
resources
 analyse population distribution and density maps
9.2 HIV and AIDS  realise that HIV and AIDS is a global  collect facts and figures on the situation of HIV and
problem AIDS in Namibia
 understand that HIV and AIDS is  compare the trend of HIV and AIDS in Africa using
preventable facts and figures
 suggest possible preventative measures to reduce
the spread of HIV and AIDS

31
9.4. Learning content for Grade 7

1. Map work
1.1. The tool of map work  know the 8 main directions to locate  demonstrate an ability to work with the eight (8)
information on the map divisions of directions on maps and sketches
 become familiar with various map  apply the most common map symbols on a 1:50 000
symbols and different kinds of scale topographical map
 understand d the methods used to  name and use three different kinds of scale to
indicate height on variety of maps of calculate distance
varying scale - word scale (statement)
- ratio scale (representation)
- linear scale
 calculate distance on straight and simple curved lines
on maps with a variety of scales
 identify how height above sea level is shown on a
topographical map with reference to contour lines,
spot heights, and trigonometric beacons
 identify valleys and spurs represented by contour lines
 convert a contour drawing into physical features and
vice versa (cross section)
 identify slopes
- gradual/ gentle/even
- steep
- concave and convex
- vertical slopes
 locate places on a map using a simple grid reference
to determine location in degrees and minutes

32
2. Climatology
2.1. Weather and Climate  understand the difference between weather and  distinguish between weather and climate
climate
 name the different elements of weather:
 know the different types of weather elements
such as maximum and minimum
and weather instruments
temperature, rainfall, air pressure, wind
 understand how weather positively and speed, wind direction, relative humidity,
negatively influences human activities cloud cover and sunshine
 identify the instruments used to measure
weather elements
 measure and record observations taken
with various weather instruments e.g.
maximum and minimum thermometer, rain
gauge etc.
 describe how the weather impacts human
activities both positively and negatively i.e.
negatively (floods and drought) and
positively (farming and fishing)
2.2. Forms of condensation  understand precipitation terminologies.  define evaporation, dew-point and
 understand humidity and its influence on condensation in relation to clouds formation
condensation
 describe the phases through which water
moves in the water cycle by experiments/
illustrations
 name the factors that influence the
formation of dew and frost

33
2.3 Major climatic regions in  know the three major climatic regions in i.e.  locate equatorial rainforests, tropical
Africa Equatorial rainforest, Tropical savannahs, and savannah and tropical deserts on an
Tropical deserts African map
 describe the climate in each region by
using climatic graphs of temperature and
rainfall
 identify the natural vegetation found in
each climatic regions from photographs or
sketches
 describe human activities and their effects
(negative and positive) on the natural
environment (e.g. deforestation in
equatorial rainforest, overgrazing or over
cultivation in tropical savannah, mining in
tropical desert)

34
3. Early humankind
3.1. Evolution and creation  know the theory of human origins, e.g. evolution  compare the theory of evolution with the
and creation idea of creationism
 understand that humanity originated in Africa  explain the development of humankind in
Africa, and how it moved to other parts of
the world
 discuss how ‘modern man’ developed
from forty to fifty thousand years ago
according to the theory of evolution
3.2. Hunters and gatherers  know the various types of hunters and gatherers  distinguish between various types of
hunters and gathers and their activities
 understand that these people had specialised  describe how they applied their skills to
skills make a living (at least one example)
3.3. Pastoralism  understand how and when the domestication of  define the terms ‘pastoralism and
animals took place domestication’
 explain why animals were domesticated
 understand that pastoralism developed during  describe how pastoralism developed and
the Iron age how it spread through Africa
3.4. Agricultural products  understand that African societies were affected  list which agricultural products were
by the introduction of Agricultural products introduced and when they were introduced
in Africa
 describe how the introduction of
agricultural products affected societies

35
4. Namibia before the 19th Century
4.1. The Stone Age in Namibia  understand that evidence of the Stone Age  list at least three types of historical evidence
period is provided by archaeology and oral of Stone Age people
traditions  mention the area inhabited by Stone Age
people and the reasons for settling there
 understand that idea about places of  describe features of their economic, cultural
settlement and socio-economic lifestyles and social lifestyle
4.2. Migration of the Khoisan  understand the origin, movements and  discuss the possible origin of the Khoisan
and Damara people settlements of Khoisan and Damara people and Damara people
 compare how the Khoisan and Damara
people made a living
 explain why a ‘good’ environment was
important for people
4.3. Migration of Bantu-  understand the relations between the Bantu-  define the term ‘migration’
speaking People speaking people of Namibia  describe the places of origin, and the
reasons why trek routes were used by
Bantu-speaking people
 name the major language groups that
moved southwards
 indicate on a map where they have settled
and give reasons for settling there
 discuss the dependence of the Bantu-
speaking people on their environment

36
5. Forms of Governments
5.1. Different forms of  understand anarchy, autocracy and  define what is government
government democracy as forms of government  distinguish between anarchy, autocracy,
monarchy and democracy
 name at least one country in the world
where anarchy, autocracy, monarchy and
democracy were/ is practiced
 describe the features of each types of
government system above

37
6. Exploring world geography
6.1. Astronomy  know the wonder of the universe and the  describe the movement and the phases of the
order in the phases of the moons, meteors, moon
meteorites, and comets
 distinguish between meteors, meteorites and
comets
6.2. Natural disasters  understand the impacts of natural disasters  list the different types of natural disasters, and
and how people deal with them how it occurs and effect on human lives (floods,
droughts, tornadoes, earthquakes and
volcanoes)
 discuss the effects of natural disasters on the
 understand the impact of natural disasters
environment
on people and the environment
 indicate where the major natural disasters occur
7. Economic geography and resources
7.1. Economic activities  understand the different forms of economic  define the following economic concepts and give
activities examples
- primary economic activities
- secondary economic activities
- tertiary economic activities
- quaternary and Information Communication
Technology (ICT) economic activities
 describe the importance of primary economic
activities for the development of the country with
reference to Ohorongo cement industry near
Otavi and Cheetah cement near Otjiwarongo

38
7.2. Labour  know the terms like employment,  explain the concept “Labour”
unemployment and labour
 define and give examples of the following labour concepts
- employment and unemployment
- the private sectors, government sectors and informal sectors
- unskilled, semi-skilled and skilled labour
 explain the circumstances under which child and woman labour
are
- justifiable
- unjustifiable
 discuss the importance of workers’ unions
7.3. Resources  understand the importance of the  define renewable resources

sustainability of natural resources
 explain why and how the following examples of renewable
resources can be sustainably utilized
- water
- vegetation
- game
- soil
- fishing
 define non-renewable resources
 explain why and how the following examples of non-renewable
resources should be sustainably utilized
- minerals
- fossil fuels such as oil and coal
 describe the advantages and disadvantages of the following
ways of generating power:
- coal fired power station
- Hydroelectric Power (HP)

39
8. Regional Geography
8.1. Communication  know Namibia’s major routes  identify the following major transport routes on a map:
network in Namibia - road: Trans-Kalahari, Trans-Caprivi and other major roads
of Namibia
- airports (Hosea Kutako Airport, Eros Airport, Walvis Bay
Airport)
- harbours (Walvis Bay port, Lüderitz)
- railways
 explain the importance of these transport routes to Namibia’s
economy and SADC in general
8.2. Southern African  know that Namibia is part of SADC  discuss the Southern African Development Community (SADC):
Development and understand the responsibilities - name and locate member states on a map with capital cities
Community (SADC) of member state - explain the purpose of the SADC
- mention the responsibilities of each member state
 discuss how Namibia benefits as a member of the SADC
9. Physical Geography
9.1. Southern Africa  know the Southern Africa physical  locate and identify on a map of Southern Africa the following
features physical features:
- six (6) major rivers
- deserts
- swamps
- mountains

40
9.2. The world  know the continents of the world and  locate on the world map the following physical
their major physical features
features
- continents (Africa, Asia, Australia, Antarctica,
Europe, South America, North America)
- oceans (Pacific, Indian and Atlantic)
- major rivers (Zambezi, Orange, Congo, Nile,
Mississippi, Colorado, Amazon, Niger, Rhine,
Darling)
- major mountains (Kilimanjaro, Atlas, Rocky, Andes,
Himalaya, and Alps)
- deserts (Namib, Kalahari, Gobi, Sahara, Atacama,
Thar, Great Sandy desert
10. Population studies
10.1. Population growth and  understand factors and the processes  define the following terms:
change affecting population growth and change - fertility
of a country - mortality/death rate
- birth rate
- infant mortality rate
- population growth
- life expectancy
 identify factors and processes that affect population
growth and change
 analyse the population growth, fertility and life
expectancy on a population map/chart/graph and report
the findings
 describe what is urbanisation
 explain the causes and problems of urbanisation
 suggest possible measures to improve life in poor
densely populated areas
 identify possible solutions to control excessive
population growth
41
10.2. Collecting population  know the different sources of population  list the main sources of population data (population
data data census, vital registration, migration records)
 discuss the importance of population data
 carry out and analyse a census on how many boys and
girls between the age group 6-12 are in your school
10.3. HIV and AIDS  understand the negative impact of HIV  explain how HIV and AIDS negatively affects population
and AIDS on the socio-economy of our growth
country
 discuss the negative impacts of HIV and AIDS
pandemic on Namibia’s economy

42
10. ASSESSMENT
A learner-centred curriculum uses a broad range of knowledge and skills which are relevant
to the knowledge-based society. The competencies in the syllabus state what understanding
and skills a learner must demonstrate as a result of a teaching-learning process, and which
will be assessed. However, it is intended that the curriculum be learning-driven, not
assessment and examination driven. Assessment and examination are to support learning.
For more information about differentiated assessment, please refer to the Promotion Policy
(NIED 2013).
10.1 Types and methods of assessment
Continuous Assessment
In order to capture the full range and levels of competence, a variety of formal and informal
continuous assessment situations is needed to give a complete picture of the learner’s
progress and achievements in all subjects. Continuous assessment must be clear, simple
and manageable, and explicitly anchored in learner-centred principles and practice.
Teachers must elicit reliable and valid information of the learner’s performance in the
competencies. The information gathered about the learners’ progress and achievements
should be used to give feedback to the learners about their strong and weak points, where
they are doing well, and why, where and how they need to try more. The parents should be
regularly informed about the progress of their child in all subjects, be encouraged to reward
achievements, and given suggestions as to how they can support their learning activities.
The learner’s progress in all subjects must be reported to parents on the school report.
Formative Assessment
Formative assessment is any assessment made during the school year in order to improve
learning and to help shape and direct the teaching-learning process. Assessment has a
formative role for learners if and when:
 it is used to motivate them to extend their knowledge and skills, establish sound values,
and to promote healthy habits of study
 assessment tasks help learners to solve problems intelligently by using what they have
learned
 the teacher uses the information to improve teaching methods and learning materials
Summative Assessment
Summative assessment is an assessment made at the end of the school year based on the
accumulation of the assessment marks of the learner throughout the year in a given subject,
together with any end-of-year examinations. The result of summative assessment is a single
end-of-year promotion grade.
Diagnostic Assessment
Barriers to learning, strengths, learning difficulties and gaps in learning can be determined
through diagnostic assessment, which takes place at any time during the learning process.
Diagnostic assessment should include inputs from the multidisciplinary support team. It
informs lesson planning and which learning and teaching methods should be used to support
the learners.
Informal and Formal Methods

The teacher must assess how well each learner masters the competencies described in the
subject syllabus and from this gain a picture of the all-round progress of the learner. To a
large extent, this can be done in an informal way through structured observation of each
learner’s progress in learning and practice situations while they are investigating things,
interpreting phenomena and data, applying knowledge, communicating, making value
judgements, and in their participation in general.

43
When it is necessary to structure assessment more formally, the teacher should, as far as
possible, use the same sort of situation as ordinary learning and practice situations to assess
the competency of the learner. The use of formal written and oral tests can only assess a
limited range of competencies and therefore should not take up a great deal of time. Short
tests in any subject should be limited to part of a lesson for the lower and a whole lesson in
higher grades. End-of-term tests should only be written in the first lesson of the day, so that
teaching and learning can continue normally for the rest of the time. No end-of-term
examinations may be written, only end-of-term tests.
Evaluation
Information from informal and formal continuous assessment is to be used by the teacher to
know where it is necessary to adapt methods and materials to the individual progress and
needs of each learner. At the end of each main unit of teaching, and at the end of each
semester, the teacher, together with the learners, should evaluate the process in terms of
tasks completed, participation, what the learners have learnt, and what can be done to
improve the working atmosphere and achievements of the class.
10.2 Grade descriptors
The learner’s level of achievement in relation to the competencies in the subject syllabus is
shown in letter grades. When letter grades are awarded, it is essential that they reflect the
learner’s actual level of achievement in relation to the competencies. In Grade 1 to 3, letter
grades are related to a six-point performance scale, while in Grade 4 to 12 letter grades are
related to percentages. The relation between the grades awarded and competencies are
shown below.
Grade % Range Competency descriptions

(Gr 4 –
7)
A 80%+ Achieved competencies exceptionally well. The learner is outstanding in
all areas of competency.
B 70-79% Achieved competencies very well. The learner’s achievement lies
substantially above average requirements and is highly proficient in most
areas of competency.
C 60-69% Achieved competencies well. The learner has mastered the competencies
and can apply them in unknown situations and contexts.
D 50-59% Achieved competencies satisfactorily. The learner’s achievement
corresponds to average requirements. The learner may be in need of
learning support in some areas.
E 40-49% Achieved the minimum number of competencies to be considered
competent. The learner may not have achieved all the competencies, but
the learner’s achievement is sufficient to exceed the minimum competency
level. The learner is in need of learning support in most areas.
U 0-39% Not achieved the minimum number of competencies. The learner has not
been able to reach a minimum level of competency, even with extensive help
from the teacher. The learner is seriously in need of learning support.

44
10.3 Assessment objectives
The assessment objectives are:
Assessment Objective A:  Requires the learner to identify, give examples,

Knowledge with Understanding name, list, indicate, define and recognise
Assessment Objective B:  Requires the learner to use various forms of
Handling Information, Application information to select, explain, deduce, draw,
of Knowledge and Solving relate, describe, calculate, find, estimate,
Problems predict, determine, analyse, extract and
arrange, compare and discuss, suggest,
evaluate, interpret and distinguish. Learners
may be asked to translate information from one
form to another, for example from tables, graphs
and pictures.
Assessment Objective C:  Requires the learner to carry out an
Practical (experiment and investigation, present a report to their class,
investigative) Skills and Abilities collect data and information and create a
display, construct, write an essay, conduct a
survey, demonstrate practically, produce a
poster, write out a news report and suggest,
explain , compare , interpret and analyse.
10.4 Continuous Assessment: Detailed guidelines
Types of Continuous Assessment

Continuous assessment should be planned and programmed at the beginning of the year,
and kept as simple as possible. Marks given for class and homework activities may be
recorded for continuous assessment.
In Social Studies in the Senior Primary Phase the continuous assessment tasks are as
follows:
Practical Investigations: These are assessments of practical skills done during a practical
activity where learners are required to plan and carry out investigations, and collect, report
and analyse information. Except for one big investigation or project during the first semester,
these activities should assess not more than two skills and should count 10 marks each in
Grade 4 and 15 marks each for Grade 5-7.
Projects: A project is a longer assignment than a topic task or practical investigation, and
gives learners an opportunity to complete an investigation into one of the themes /topics
outlined in the syllabus. This type of investigation will enable the teacher and learner to
pursue a topic in greater depth and in a more lively and creative way than possible with short
discrete topic tasks or practical investigations. The project should count 30 marks and the
final mark should be divided by two (to give 15 marks – same as the practical investigations)
when entered into the record forms under ‘Practical Investigation’ in the second semester for
Grade 5-7.
Topic Tasks: These are activities that most teachers already use in their day-to-day
teaching. These are recorded, assessed activities that could introduce a topic, be used
during the teaching of a topic and /or revision of a topic. They may well include assessment
involving competencies to do with locating information, conducting surveys, analysing
information or presenting information. Topic tasks will involve assessments of Competencies

45
in all assessment objectives; however, not all assessment objectives need to be present in
every topic task.
The greatest emphasis should be placed on assessment objectives B and C to meet the
weighting shown in the Specification Grid at the end. Each topic task should count 10 marks.
Topic Tests: Completed topics should be concluded with a test indicating the achievements
of the learners in these topics. However, there are some topics that are not adequate enough
to be given as a topic test; in this case a theme test can be given to ensure sufficient
coverage of topics.
End-of-term Test: This will be a more comprehensive topic test of the semester’s work. No
homework should be assigned during the time of writing the end-of-term tests.
Criterion-referenced Grades
When grades are awarded in continuous assessment, it is essential that they reflect the
learner’s actual level of achievement in the Competencies, and are not related to how well
other learners are achieving or to the idea that a fixed percentage of the learners must
always be awarded a Grade A, B, C, and so on (norm-referencing). In criterion-referenced
assessment, each assessment task must have an assessment rubric with criteria descriptors
for what the learner must demonstrate in order to be awarded the grade. It is important that
teachers in each department/section work together to have a shared understanding of what
the criteria descriptors mean and how to apply them in continuous assessment, so that
grades are awarded correctly and consistently across subjects. Only then will the
assessment results be reliable.
Summary of Continuous Assessment Tasks
Continuous Assessment Grade 4
Semester 1 Semester 2
Components Number & Marks Total Number & Marks Total
Practical
2 × 10 20 3 × 10 30
Investigations
Topic Tasks 3 × 10 30 3 × 10 30
Topic Tests 3 x 10 30 2 x 10 20
End-of-term Test 1 × 20 20
Term Marks 100 80

Weighted Term
100
Marks for Report

46
Continuous Assessment Grade 5
Practical
3 × 15 45 2 × 15 30
Investigations
Projects (1 × 30) ÷ 2 15
Topic Tasks 3 × 10 30 2 × 10 20
Topic Tests 2 × 20 40 2 × 20 40
Term Marks 145 105

Weighted Term
(145 ÷ 1.45) 100
Marks for Report
Continuous Assessment Grade 6 & 7
Practical
3 × 15 45 2 × 15 30
Investigations
Projects (1 × 30) ÷ 2 15
Topic Tasks 3 × 10 30 2 × 10 20
Topic Tests (3 × 20) ÷ 2 30 (3 × 20) ÷ 2 30
Term Marks 155 95

Weighted Term Mark
(155 ÷ 1.55) 100
for Report
10.5 End-of-year Examinations: Detailed guidelines
Internal end-of-year examinations will be written at the end of the year in Grade 6-7. The
purpose of these examinations is to focus on how well learners can demonstrate their
thinking, communication and problem-solving skills related to the areas of the syllabus which
are most essential for continuing in the next grade. Preparing for and conducting these
examinations should not take up more than two weeks altogether right at the end of the year.
The purpose of the examination is to assess how far each learner can demonstrate their
achievement in reaching the competencies.
The end-of-year test for Grade 4 and 5 will be on work done in the second semester only,
while the end-of-year examination for Grade 6 and 7 will consist of all work done during the
year.

47
The description of various papers for the written examination is as follows:
End-of-year test for Grade 4 and 5

Written Examination Grade 6 and 7
Grade Description of papers Duration Marks
This will consist of one paper based on work done in 40 20
the second semester. minutes
4 Section A: 5 marks multiple choice question (5 marks)
Section B: 15 marks variety of structured questions(15
marks)
This will consist of one paper based on work done in
the second semester, consisting of two sections. 90
5 70
Section A: 20 multiple choice questions (20 marks) minutes
Section B: variety of structured questions (50 marks)
This will consist of one paper based on the year’s
work, consisting of three sections.
Section A: 20 multiple choice questions (20 marks) 90
6 and 7 100
Section B: variety of structured questions (60 marks) minutes
Section C: Practical Skills and abilities:
Map work, and population studies (20 marks)
Promotion Mark
A promotion mark will be awarded at the end of each year based on the continuous
assessment mark and the mark obtained in the examination. In Grade 4 Continuous
Assessment contributes 80% and in Grade 5 Continuous Assessment contributes 65% of the
summative mark. In Grade 6 and 7 continuous assessments contributes 50% of the
summative mark.
The weighting of each assessment component is as follows:
Component
Description Marks Weighting
for Grade 4
Written End-
Paper 1 20 20%
of-year test
Continuous Topic Tasks, Topic Tests, Practical
80 80%
Assessment Investigations/Projects, End-of-term Test
TOTAL MARKS 100 100%
Component
Description Marks Weighting
for Grade 5
Written End- Paper 1/Section A: 20 10%

of-year test Paper 1/Section B: 50 25%
65 65%
Assessment Investigations/Projects, End-of-term test

48
Component
for Grade 6 Description Marks Weighting
and 7
Written Paper 1/Section A: 20 10%

Examination Paper 1/Section B: 60 30%
Paper 1/ Section C 20 10%
50 50%
Assessment Investigations/Projects, End-of-term test
The promotion marks are calculated as follows:
Promotion Mark for Grade 4

Total Term Mark 180
100 80
CA Mark (180 ÷ 18) x 8 80
End-of-year test 20 Marks 20
Promotion Mark CA mark + End-of-year test 100
Promotion Mark for Grade 5

Total Term Mark 250
145 105
CA Mark (250 ÷ 25) x13 130
End-of-year test 70 Marks 70
CA mark + End-of-year test
Promotion Mark 100
(130 + 70) ÷ 2
Promotion Mark for Grade 6 & 7

Total Term Mark 250
155 95
CA Mark (250 ÷ 2.5) 100
End-of-year examination 100 Marks 100
CA mark + End-of-year examination
Promotion Mark 100
(100 +100) ÷ 2

49
10.6 Specification grid(s)
The Specification Grids below indicate the weighting allocated to each objective for both
Continuous Assessment and for the Written Examination.
1. Written Examination Weighting

Assessment Objectives for Written Examination:
Objective A: Knowledge with Understanding 50%
Objective B: Handling Information, Application of Knowledge and
30%
Solving Problems
Objective C: Practical (experimental and investigative) Skills and Abilities 20%
Total 100%
2. Continuous Assessment (CA) Weighting
Assessment Objectives for Continuous Assessment:
Objective A
20%
Knowledge with Understanding
Objective B
30%
Handling Information, Application of Knowledge and Solving Problems
Objective C
50%
Practical (experimental and investigative) Skills and Abilities
Total 100%

50
Annexe 1: Terms used in teaching and assessment
WORD MEANING
Analyse Examine information in detail to discover patterns or relationships
Calculate A numerical answer is required – working must be shown
Compare Find resemblances and differences
Deduce Use the information provided to come to a conclusion, e.g. reference
to a law or principles, or the necessary reasoning is to be included in
the answer
Define A literal statement is required
Describe Write down what you do, or what you would see, in as much detail as
possible
Determine Use the information given to work out the answer
Discuss Give a critical account of the points involved in the topic.
Distinguish Show the difference between one or more variable
Estimate Implies a reasoned order or statement or calculation about something
Evaluate Use the information provided to make a judgement about something
Explain Give a reason for your answer
Find A general term which means calculate, determine or measure
Give/state/write Write down your answer
down
Identify Find out what is unique about a material or situation
Interpret Reasoning or some reference to theory, depending on the context
Investigate Examine a problem in a systematic way
List Give a number of points, generally each of one word
Outline Give a brief answer writing down the main points
Predict Make a logical deduction either from your own knowledge or from the
information given in the question or both
Recognise Be aware of a fact or problem
Relate Find the relationship between one or more variables
Select Choose from a number of alternatives
Sketch In case of diagrams, make a simple, freehand drawing and in graph
work, the shape and/or position of the curve should be given
Study Use the information or data provided to investigate a problem in a
systematic way
Suggest Use your knowledge of science and the information in the question to
give what you think is the best answer.

51
Annexe 2: Glossary of terms
Word Meaning
Affirmative Action An action or policy favouring those who tend to suffer from
discrimination, especially in relation to employment or education
Archaeology The study of the past by digging up and examining the remains of
buildings, tools and other things
Birth rate The number of live births per thousand of population per year
Colony A country controlled by a more powerful country
Conservation The protection of plants and animals, structures and buildings,

especially from the damaging effects of human activity
Contour lines Lines on a map joining points of equal height above or below sea
level
Climate The general weather conditions usually found in a particular place
for a longer period of time
Deforestation The cutting down of trees in a large area
Democracy A system of government based on freedom and equality, where
power is either held by elected representatives or directly by the
people themselves.
Death rate Refer to the number of deaths per thousand people in a country
per year
Discrimination Treating a person or a particular group of people differently,
especially in a bad way in which you treat other people, because
of their skin, colour, religion, sex, race etc.
Earthquake A series of vibrations along the surface of the earth caused by a
building of pressure deep within the earth
Erosion The gradual breaking down of rocks and destruction of something
Evolution The way in which things change and develop over millions of
years
Employment The state of having a job
Evaporation The process in which water change from liquid to gas
Infant mortality rate The number of infants (babies) dying before reaching the age of
one
Latitude The latitude of a place is its distance north or south of equator,
measured in degree
Longitude The distance of a place east or west of the imaginary lines from
top to bottom of the earth, measured in degree
Life expectancy The average number of years is a person expected to live
Monarchy A political system based upon the rule of a single person
Monogamy The practice or state of being married to one person at a time
Multi-party More than one party in the government
Nation A country, especially when thought of as a large group of people

living in one area with their own government

52
Non- renewable Energy resources that cannot be replaced once it’s used up
energy
One party Government consists of only one party
Over-exploitation The action of taking too much from nature
Overgrazing Allowing too many animals to graze a piece of land for too long
and thus affecting the ability of the natural plant growth to recover
Pastoralism Farming system concerned with the raising of livestock
Population Number of people living in a particular country, place or area
Population density Refer to the number of people per square km
Population Refer to the way in which the population is spread out over an
distribution area
Polygamy A custom of being married to more than one person at the same
time
Renewable energy Energy sources that can be replaced, reused or recycle once it’s
used up
Sanitation A system of taking dirty water and other waste products away from
building in order to protect people’s health
Trade The activity of buying, selling, or exchanging goods or services
between people, commercial companies or countries
Unemployment The state of not having a job
Urbanisation Urbanisation is the increase in the proportion of people living in
towns and cities.
Valley An area of low land between hills or mountains, often with a river
running through it
Volcanoes A mountain with a larger circular hole at the top through which
lava (hot liquid rock) gases, steam and dust are forced out
Weather The condition in the atmosphere over a short period of time such
as wind, rain, sunshine etc.

53
School:
Annexe 3:
Name of learner
Practical investigation
10
10
Topic task
10
Topic task
10
10
Topic task
ASSESSMENT RECORD SHEET: SOCIAL STUDIES
Topic test
10

Semester 1
Assessment Record Sheet for Grade 4
Topic test
10
Topic test
10
Sub-total
80
…………………………………………………………………………
End-of-term test
20
54
Term Mark
100
(80+20)
10
10
Grade: 4…….
10
Topic task
10
Topic task
10
Semester 2
Topic task
10
Topic test
10
Topic test
10
Term mark
80
Total T1 + T2
180
(100 + 80)
CA mark
80
(180 ÷ 18) x 8
Year: ……….
Teacher: …………………………………………………..….……………
End of-year-test
20
End-of year
Promotion mark
100
(80 + 20)
School:
Annexe 4:
Name of learner
15
15
15
10 Topic task

Topic task
10
Assessment Record Sheet for Grade 5
Topic task
10
Topic test
20
Semester 1
Topic test
20
…………………………………………………………………………
Sub-total
115
55
End-of-term test
30
Term mark
(115 + 30)
Weighted term mark
145 100
(145 ÷ 1.45)
15
Grade: 5…….
15
Project
15
(30 ÷2)
Topic task
10
Topic task
10
Semester 2
Topic test
20
Topic test
20
Term mark
Total T1 + T2
(145 + 105)
CA mark
105 250 130
(250 ÷ 25) x13

Year: ……….
Teacher: …………………………………………………..….……………
End-of-year test
70
End-of-year
Promotion mark
100
(130+70) ÷2
School:
Annexe 6:
Name of learner
15
15
15
Topic task
10
Topic task
10

Topic task
10
Topic test
10
(20 ÷ 2)
Assessment Record Sheet for Grade 6 and 7
Topic test
Semester 1
10
(20 ÷ 2)
Topic test
(20 ÷ 2)
…………………………………………………………………………
Sub Total
56
End-of-term test
Term Mark
(105 + 50)
Weighted term mark
(155 ÷ 1.55)
10 105 50 155 100 15
Grade: ….…….
15
Project
15
(30 ÷2)
Topic task
10
Topic task
10
Topic test
Semester 2
10
(20 ÷ 2)
Topic test
10
(20 ÷ 2)
Topic test
10
(20 ÷ 2)
Term mark
Total T1 + T2
(155+95)
CA mark
Teacher: …………………………………………………..….……………
Year: ……….
(250 ÷ 2.5)
End-of-year
Examination
End-of-year
Promotion mark
95 250 100 100 100
(100+100) ÷2
The National Institute for Educational Development
Private Bag 2034
Okahandja
NAMIBIA
Telephone: +264 62 509000

Facsimile: + 264 62 509073
E-mail: info@nied.edu.na
Website: http://www.nied.edu.na

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Republic of Namibia

MINISTRY OF EDUCATION, ARTS AND CULTURE

SENIOR PRIMARY PHASE

SOCIAL STUDIES SYLLABUS

For implementation in 2024

© Copyright NIED, Ministry of Education, Arts and Culture 2023

Publication date: December 2023

10. Assessment ........................................................................................................................................... 43

Annexe 1: Terms used in teaching and assessment ........................................................................... 51

Social Studies promote the following aims in the curriculum:

3.1 Knowledge and understanding

Learners will develop knowledge and understanding of:

3.2 Values and attitudes Objectives

3.3 Skills Objectives

5. LINKS TO OTHER SUBJECTS AND CROSS-CURRICULAR ISSUES

All of our learners need to:

Social Studies Syllabus, Grade 4-7, NIED 2023

The main risks and challenges have been identified as:

Social Studies Syllabus, Grade 4-7, NIED 2023

5 Climate and Slavery and Population Trade, Myths and

6. APPROACH TO TEACHING AND LEARNING

Social Studies Syllabus, Grade 4-7, NIED 2023

Work in groups, in pairs, individually, or as a whole class must therefore be organised as

Social Studies Syllabus, Grade 4-7, NIED 2023

Social Studies Syllabus, Grade 4-7, NIED 2023

Grade 4 Grade 5 Grade 6 Grade 7

3. How our community 3. Historical changes in 3. Living in neighbourhoods 3. Early humankind

5. Civics 5. The Geography of our 5. Technology for 5. Forms of governments

6. Resources and 6. Economic development in 6. Revolution in 6. Exploring world

9. Population Studies 9. Physical Geography

10. Population studies

Social Studies Syllabus, Grade 4-7, NIED 2023

9.1 Learning content for Grade 4

THEMES AND TOPICS LEARNING OBJECTIVES COMPETENCIES

Social Studies Syllabus, Grade 4-7, NIED 2023

Social Studies Syllabus, Grade 4-7, NIED 2023

Social Studies Syllabus, Grade 4-7, NIED 2023

Social Studies Syllabus, Grade 4-7, NIED 2023

Social Studies Syllabus, Grade 4-7, NIED 2023

6.1 Natural Resources  understand relationship between natural  define

Social Studies Syllabus, Grade 4-7, NIED 2023

 name present different forms of transportation

Social Studies Syllabus, Grade 4-7, NIED 2023

Social Studies Syllabus, Grade 4-7, NIED 2023

THEMES AND TOPICS LEARNING OBJECTIVES COMPETENCIES

Social Studies Syllabus, Grade 4-7, NIED 2023

Social Studies Syllabus, Grade 4-7, NIED 2023

Social Studies Syllabus, Grade 4-7, NIED 2023

Social Studies Syllabus, Grade 4-7, NIED 2023

Social Studies Syllabus, Grade 4-7, NIED 2023

Social Studies Syllabus, Grade 4-7, NIED 2023

Social Studies Syllabus, Grade 4-7, NIED 2023

Social Studies Syllabus, Grade 4-7, NIED 2023

THEMES AND TOPICS LEARNING OBJECTIVES COMPETENCIES

Social Studies Syllabus, Grade 4-7, NIED 2023

Social Studies Syllabus, Grade 4-7, NIED 2023

Social Studies Syllabus, Grade 4-7, NIED 2023

Social Studies Syllabus, Grade 4-7, NIED 2023

Social Studies Syllabus, Grade 4-7, NIED 2023