MINISTRY OF EDUCATION UPPER PRIMARY · PDF fileMINISTRY OF EDUCATION UPPER PRIMARY PHASE ......

Republic of Namibia

MINISTRY OF EDUCATION

UPPER PRIMARY PHASE

FOR IMPLEMENTATION IN

GRADE 5: 2008 GRADE 6: 2009 GRADE 7: 2010

ELEMENTARY AGRICULTURE SYLLABUS

GRADES 5 - 7

Ministry of Education National Institute for Educational Development (NIED) Private Bag 2034 Okahandja Namibia © Copyright NIED, Ministry of Education, 2006 Elementary Agriculture Upper Primary Phase Syllabus Grades 5 - 7 (This document is also available on the NIED webpage: http://www.nied.edu.na.) ISBN: 0-86976-856-5 Printed by NIED Publication date: January 2007

TABLE OF CONTENTS 1. INTRODUCTION .................................................................................................................1 1. RATIONALE.....................................................................................................................1 2. AIMS..................................................................................................................................1

3.1 Knowledge with Understanding ................................................................................1 3.2 Values and Attitudes..................................................................................................2 3.3 Scientific Skills ..........................................................................................................2 3.4 Democratic Principles................................................................................................2 3.5 Entrepreneurship skill ................................................................................................2

4. COMPETENCIES AND LEARNING OUTCOMES .......................................................3 4.1 Competencies.............................................................................................................3 4.2 Learning Outcomes:...................................................................................................3

3. PARTICULAR FEATURES OF THE SUBJECT AT THIS PHASE...............................3 4. GENDER ISSUES.............................................................................................................4 7. LINKS TO OTHER SUBJECTS AND CROSS -CURRICULAR ISSUES .....................4 8. LOCAL CONTEXT AND CONTENT .............................................................................4 9. APPROACH TO TEACHING AND LEARNING ...........................................................4 10. SUMMARY OF LEARNING CONTENT....................................................................6 11. LEARNING CONTENTS .............................................................................................8

11.1 Grade 5 Learning Contents ........................................................................................9 11.2 Grade 6 Learning Contents ......................................................................................16 11.3 Grade 7 Learning Contents ......................................................................................25

12. ASSESSMENT............................................................................................................38 12.1 Introductory Remarks ..............................................................................................38 12.2 Types of Assessment................................................................................................38 12.4 Methods of Assessments..........................................................................................39 12.5 Assessment Objectives.............................................................................................40 12.6 Term Marks and Promotion Marks..........................................................................41 12.7 End of the Year Examinations .................................................................................42 12.8 Grade Descriptors ....................................................................................................44

13. ANNEXURES .............................................................................................................44 A1 Terms used in teaching and assessment...................................................................44 A2 Record Forms...........................................................................................................46

Elementary Agriculture Grades 5-7 NIED 2006 1

1. INTRODUCTION

The revised syllabi for Elementary Agriculture Grades 5-7 has been developed in such a way that it describes the intended learning outcomes and assessment practices for the Upper Primary Phase within the natural sciences main stream. The learning experiences and subsequent outcomes in the natural science subjects are tailored towards promoting the learners’ knowledge and understanding of the physical and biological world in which they are part of. The Elementary Agriculture syllabi for the upper primary therefore integrates both natural scientific, social, economic, physical, mathematical including the technological learning area of the broad curriculum.

Furthermore, the Elementary Agriculture syllabi were developed in a clear and simple style in order to convey the ethos of learner-centred education. Learner-centred education 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 learners’ needs within their immediate environment and community.

The themes and topics in the Elementary Agriculture curriculum embrace content matter in all other subjects across the curriculum. Under ideal conditions the Elementary Agriculture syllabus for Grades 5-7 would require 3 periods per week.

1. RATIONALE Learning experiences in the natural scientific area are focused upon promoting the teaching and learning for understanding. Namibia, like most African countries is rich in natural resources, which requires scientific knowledge and relevant skills for the exploration of these resources. The acquisition of scientific knowledge and skills presents itself as a prerequisite for a progressive national economy and the improvement of better standard of life for our people as envisaged in the country's long term strategic plan of vision 2030. It thus important for our learners to acquire knowledge and skills which will foster their understanding of the interaction of human being and the environment in order to satisfy human needs. It must be understood that both the physical and biological world around us is quite complex and therefore need to be understood in a holistic manner by the society in order to sustain the natural resources.

The sustainability of our natural resources however, requires advanced technology through the efficient and effective usage of equipment, materials and processes. Modern technology is required in order to assist our learners and society to solve problems through planning, design, realization, and evaluation of activities and goals.

2. AIMS The main aim of the Elementary Agriculture syllabus within the natural scientific area is therefore to provide basic scientific background for our learners with the hope of producing the much-needed scientists and agriculturalists for the country. Another major aim of offering Elementary Agriculture in primary schools is to lay the foundation for the development of human resources as a basis for further studies, occupations or self-employment. The Namibian society needs to be scientifically literate and acquire entrepreneurship skills if they are to cope up with challenges of appropriate global technology and economic advancement of the country. The subject Elementary Agriculture within the natural sciences area promotes the following aims in the Namibian curriculum:

3.1 Knowledge with Understanding

� enhancing understanding of the role and service of agriculture in Namibia

� develop knowledge, understanding, creativity, practical and experimental skills as a solid foundation for academic training to prepare learners for creative, meaningful and adult life


� help learners develop self-confidence, self-knowledge and understanding of the world in which they live, through meaningful scientific activities

� create awareness among learners on how they can use elementary agricultural skills for entrepreneurship and self-employment

3.2 Values and Attitudes

� minimizing negative environmental effects by developing a sense of responsibility towards the environment relating agricultural practices to sustainable use of natural resources

� demonstrate desirable behavioural pattern and frame of mind in interacting with the environment in a manner that is protective, preserving and nurturing

� develop attitudes and practices and further knowledge and activities that promote physical and mental health of the society

� develop and enhance respect for, and understanding, and tolerance of, other people’s beliefs, culture and way of life

� Appreciation of quality production and products in the agricultural sector

3.3 Scientific Skills

� develop a lively, questioning, appreciative and creative intellect to enable learners to discuss issues rationally, and to make careful observations and analysis, to think scientifically, solve problems and apply them to task.

� promote Information Communication Technology (ICT) and technological skills including basic skills required in of handling tools and materials

3.4 Democratic Principles

� promote equality of opportunity for males and females, enabling both sexes to participate equally and fully in all spheres of society and fields of employment in the agricultural sector

� lay a foundation for informed and responsible attitudes and choices towards the balance of population growth, ecological sustainability, and the quality of life for all citizens of Namibia

3.5 Entrepreneurship skill

� promote creativity, innovativeness, self confidence, success orientation and decision making in agricultural activities

� scan favourable environment for agro- business opportunities

� carry out simple business activities successfully


4. COMPETENCIES AND LEARNING OUTCOMES

4.1 Competencies

Basic competencies are the essential cognitive operations, skills and attitudes and values that all learners in Namibian schools should be able to demonstrate, and which can be assessed. The Basic Competencies specified in the natural science subjects are intended to help teachers identify the normal progress and all-round development of the learners at each stage. The expectation from the Ministry is that most learners in the Upper Primary Phase will achieve the Basic Competencies, some very well or exceptionally well, and will progress from one grade to the other. Learners who partly achieve the basic Competencies will also be able to progress on to the next year with compensatory teaching.

It is important to know that entry to the Upper Primary education will depend on the learner’s performance in the summative assessment at the end of Lower Primary Education. Likewise promotion through grades 5-7 will depend on the performance of learners from one grade to the next grade as per standard criteria for the Namibian curriculum.

4.2 Learning Outcomes:

On completing Grade 7 learners in Elementary Agriculture should be in a position to discover and develop their potential, skills and interests in undertaking basic agricultural activities in the areas of general agriculture, plants and animal production that prepares them for varied aspects of life. They should also possess the necessary skills in the scientific and technological areas of learning which should serve as tools for understand the whole world. These skills include the following:

� Communication skills: This entails the ability of learners at this stage to talk fluently by

being able to tell, act out, draw, write, explain, show, discuss, display, report and dramatize.

� Information skills : This involves recognition of the fact that information becomes accessible in various forms and learners at this level therefore need to develop higher cognitive skills of analysis, interpretation and evaluation in order to use information effectively.

� Self-management and competitive skill: At this level of study learners will develop self-confidence, self-reliance and understanding of the world in which they live, through meaningful activities.

� Problem solving skills: This refers to the learner’s ability at this level to think critically in solving problems and applying them to tasks.

� Participation skills: This relates to the learner’s ability to participate in learning activities by relating to others and taking responsibility for his/her actions.

� Physical skills: Although not directly related to the natural scientific area, this skill is essential for most subject areas as it is concerned with the development of the psychomotor skills that is fundamental for learner’s daily life.

� Entrepreneurship skills: this skill strives to equip the learners to play an effective and productive role in the economic life of the nation.

3. PARTICULAR FEATURES OF THE SUBJECT AT THIS PHASE The subject Elementary Agriculture within the Natural Scientific area places more emphasis on the learners’ understanding of the physical and biological world around them at both the local, regional and international level. It thus includes how society uses the natural resources to satisfy their needs, and how the environment may be changed in ecologically sustainable ways. At this phase and subject area the application of scientific knowledge and attitudes to agricultural production, environment and entrepreneurship is of special relevance for the individual, the family, and society as a whole.


4. GENDER ISSUES Including gender perspectives is important for the science curriculum in order to raise awareness of gender stereotyping including the promotion of gender equity in all spheres of life. In all activities carried out within the scientific area of study, female learners should experience the confidence which will motivate them to continue in natural science stream throughout their school career and beyond especially in the field of agriculture.

7. LINKS TO OTHER SUBJECTS AND CROSS -CURRICULAR ISSUES

Cross -curricular issues such as environmental education, population education, human rights and democracy, and information and technology form an integral part of the natural science curriculum. The cross-curricular issues thus serve as a direct link of the natural science syllabi to other subjects for the Namibian school curricular. The following represents cross curricular issues in the Elementary Agriculture syllabuses for Upper Primary phase:

Environmental Education Physical Environment: Importance and conservation of natural resources Environmental problems associated with agriculture: soil erosion; pollution from fertilizers, pesticides, herbicides and oil spills from agricultural equipments

HIV and AIDS Awareness of the dangers of HIV and AIDS: effects on the workforce and resultant impact on agricultural production; safety measures at the workplace

Population Education Effects of population growth on the environment: land degradation, tree cutting and destruction of animal lives Effects of population growth on food security: population growth vs. agricultural production

Human Rights and Democracy Participation of people of both gender in agricultural activities at all level of management Prevention of child labour in the agricultural sector

Information and Communication Technology

Record keeping of farming activities using record cards and computers where possible Accessing information on various types of animals and crops produced in Namibia including their prices by using Internet (where applicable)

Entrepreneurship Agro-business opportunities, motivation to become successful entrepreneurs and basic business management skills

8. LOCAL CONTEXT AND CONTENT

The learning content in this syllabus is based on the Namibian context, although the themes and topics are on a variety of scales to meet international standard. Teachers are therefore urged where appropriate to use local examples to illustrate scientific issues, concepts and processes.

9. APPROACH TO TEACHING AND LEARNING

The approach to teaching and learning in the science main stream is based on a paradigm of learner-centred education described in the Ministry’s policy documents including curriculum


guides and conceptual framework of syllabus revision. This approach ensures optimal quality of learning when the following principles are put into practice.

The aim is to develop learning with understanding including the skills and attitudes all required to contributing to the development of the society. The focal point for teaching and learning is based on the principle which states that learners brings to the school a wealth of knowledge and social experiences gained continually from the family, the community and through interactions with the environment. Learning at 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 individual with his/her needs, pace of learning, experience and abilities. The teacher must be able to explore the needs of learners, the nature of 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 and when it is best to let learners discover or explore information themselves. The teacher should also decide when learners need directed learning, and when they need reinforcement or enrichment learning. He/she must furthermore decide when there is a particular progression of skills or information that needs to be followed or when learners can be allowed to find their own ways through a topic or area of content.

Working in groups, in pairs or individually or as a whole class must therefore be organized 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 learners will not see any relevance in carrying out tasks together. As learners develop personal, scientific and communication skills, they can be gradually given increasing responsibility to participate in planning and evaluating their work, under the teacher’s guidance.

Elementary Agriculture Grades 5-7 NIED 2006

6

10. SUMMARY OF LEARNING CONTENT

This syllabus consists of three main themes: General Agriculture, Plant Production and Animal Production. However, the themes should not be seen as separate compartments and topics should be taught across all three themes. In addition teachers should realize that there are certain aspects of the syllabus that should not be taught as separate entities and at fixed times during the school year. These include incidental topics issues such as general knowledge, field trips, project work, investigations and observations including social events etc.

Table 10: Summary of Learning Content for Grade 5-7 Elementary Agriculture

Grade 5 Grade 6 Grade 7

1. General Agriculture

1.1 The role of Agriculture in providing food to the family

1.1 The role of agriculture in providing food at communal level

1.1 The role of Agriculture in providing job opportunity and self employment

1.2 The economic importance of agriculture 1.2 Agriculture as a provider of raw materials

1.2 Production regions of Namibia

1.3 Environmental problems associated with agriculture (soil erosion)

1.3 Environmental problems associated with agriculture (pollution, population growth)

1.3 Conservation of natural resources

1.4. Production in Agriculture 1.4 Production decisions

1.5 HIV and AIDS at work place

2. Plant production

2.1 The importance soil in plant growth 2.1 Preparing the soil for planting 2.1 Growing plants for decoration

2.2 Water for plants 2.2 Vegetable Production 2.2 Planting garden plants

2.3 Light for plants

2.4 Plant diseases and pests

2.5 Weeds affecting plants

3. Animal Production

3.1 Poultry farming

4. Financial management

3.1 Types of animals 4.1 Management of Personal Finances 3.1 Economic Importance of animals

3.2 Taking care of animals 4.2 Savings in Agriculture 3.2 Keeping sheep/goats


7

3.3 Feeding of animals 3.3 Fish farming in Namibia

3.4 Housing of animals NB: choose one of 3.2 and 3.3

3.5 Animal diseases, parasites and predators


8

11. LEARNING CONTENTS

NOTE:

1. The learning content outlined below is designed to provide guidance to teachers as to what will be assessed in the overall evaluation of learners. It is not meant to limit, in any way, the teaching program of any particular school.

2. The learning content is set out in THREE columns:

(a) Topics (b) Learning Objectives (c) Basic Competencies

3. Topics refer to those components of the subject which learners are required to study. The

Learning Objectives are derived from the topic and are the general knowledge, understanding and demonstration of skills. The Basic Competencies are the detailed and specified content of the syllabus, which will be assessed.


11.1 Grade 5 Learning Contents

THEME 1: GENERAL AGRICULTURE

Examples of suggested activities for the theme and subsequent topics:

• Collect pictures of food products and make a poster distinguishing between the food obtained from animals and plants

• Visit local processing plants and communal farmers to observe how different food are preserved for future use

• Carry a simple survey to identify successful agro-businesses within the local communities and their owners • Undertake a simple agro-business activities as part of the school project to generate income • Conduct a simple experiment on soil erosion

TOPICS LEARNING OBJECTIVES

Learners will: BASIC COMPETENCIES Learners should be able to:

1.1 The role of Agriculture to the family

• understand that agriculture provide food and income to

the family

• debate the fact that human beings entirely depend on

agriculture for their food supply

• name the types of food produced locally through small

scale agricultural activities

• describe different ways of preserving food at their

household

• distinguish between food for human and animal

consumption

• identify and collected food samples to distinguish

between food provided by animals and plants

• list the types of food produced locally in their regions e.g.

mahangu (millet), maize, mutton, beef, fish, etc.

• discuss different ways of preserving food such as milk,

grain, meat, fish, etc.


TOPICS LEARNING OBJECTIVES Learners will:

BASIC COMPETENCIES Learners should be able to:

1.2 The economic importance of Agriculture

• understand that agricultural activities can generate income

through micro and small and medium enterprises

• list successful agro-businesses in their communities and

their owners

• describe the characteristics of the owners of successful of

agro businesses listed

• explain how one can become an entrepreneur or an

owner of a successful agro-business

• describe the challenges one may face while in agro-

business

• describe how the challenges in agro - business may be

overcome

• undertake simple agro - business activities

1.3 Environmental problems associated with agriculture

• understand the effect of soil erosion to the environment • discuss the effects of soil erosion on agricultural land

• identify the causes of soil erosion

• discuss the types of soil erosion (gully, sheet, splash, and

rill)

• explain the effect of soil erosion on crop and animal

production

• explain how soil erosion affects other agro businesses

• suggest ways of preventing and controlling soil erosion


THEME 2: PLANT PRODUCTION


• Dig holes and observe different layers of soil • Observe and monitor the growth of plants in different soils • Conduct an experiment to observe and record plant growth in area with and without light • Carry out activities related to the control of plant diseases, pests and weeds



2.1 Growing plants

2.1.1 The soil • understand the importance of soil in plant growth • identify different layers of the soil

• dig a hole and observe the various layers and colours of

the soil

• explain how different layers of soil contribute to effective

growth of plants

• identify different types of soil such as gravel, sand, silt,

and clay

• grow plants in soil collected from different areas

• observe and monitor growth of the plants in different

types of soil

• explain why plants grow differently in soil collected from

different areas

• discuss how to improve soil fertility by adding manure

and chemical fertilizers (plant food)

• state the most nutrients required by the plants

• suggest different ways of earning income based on the

need to improve soil fertility




2.1.2 Water

• understand that water is essential for plant growth and

human survival

• identify the main source of water in Namibia e.g. rain,

rivers, dams and ground water

• list the main important rivers and dams which provide

water in Namibia

• discuss other sources of water elsewhere e.g. bore holes

and wells

• state the importance of water to plant growth

• compare the availability of water in different regions of

Namibia

• list ways in which water can be wasted in their local

environment

• mention the methods of conserving or saving water

• discuss the costs involved in water supply to the

household or school

• suggest what they can be done to earn income from

water

2.1.3 Light for plants • acquire knowledge about the influence of light on plant

growth

• observe and record plant growth with or without light

• explain the importance of light to plant growth




2.1.4 Plant diseases and pests • know how to determine the damage caused by diseases

and pests on plants

• list the main three types of diseases affecting plants

• list the main four types of pests that attack plants and

give one example of each

• describe how diseases and pests can cause damage to

plants

• explain how diseases and pests can be controlled without

harming the environment

• explain the costs incurred by farmers in controlling

diseases and pests

• suggest what can be done to earn income from the

problems of plant diseases and pests e.g. sales of

pesticides and other benefits

2.1.5 Weeds • understand the effects of weeds on plant growth • define weeds as any plant that grows where it is not

wanted

• identify and remove unwanted plants from the desired

plants

• explain why weeds should be removed from valuable

plants

• explain the methods of controlling weeds

• explain costs involved in controlling weeds such as

buying of chemical, labour and the provision of tools and

equipments

• suggest what can be done to earn income from the

problems of plant weeds e.g. sale of herbicides and other

services


THEME 3: ANIMAL PRODUCTION

Examples of suggested activities for the theme and subsequent topics

• Visit local farms and observe different species of animals kept on the form • Draw and construct simple structures for animal houses and calculate the costs • Visit the nearest veterinary office and find out how the outbreak of diseases can be handled



3.1 Types of farm animals • know the types of animals kept on the farm in different

regions by using different information sources including

computers (where possible)

• identify the various animals found in their region like

cattle, sheep, poultry, pigs, goats, game and ostriches

using various information sources including some

websites on computers

• explain different types of animals that are kept in a

particular region

3.2 Taking care of farm animals • understand why farmers should take care of farm animals • discuss the importance of caring for farm animals

• describe how farmers should look after their animals

3.3 Feeding of animals • realise that animals need food in order to grow, produce

and reproduce

• explain the need for a farmer to feed his or her animals

regularly and the costs involved

• list the types of food needed by animals

• distinguish between natural pasture and fodder

• discuss measures that the farmer can take to conserve his

pasture

• suggest any business to be done from animal feed




3.4 Housing • value the importance of animal housing • explain why a farmer should provide animals with

suitable housing

• name the various animal houses

• draw structures of various animal houses

• distinguish between various animal houses

• identify materials that can be used for construction of

various animal houses

• build a simple structure for animal houses and work out

the costs incurred (where possible)

3.5 Animal diseases, parasites and predators

• understand the need for protecting animals against

predators, disease, parasites

• list any two common diseases, parasites and predators

which attack animals in their areas

• explain how these diseases, parasites and predators can

be prevented from attacking our animals

• suggest how the outbreak of animal diseases and

problems of parasites and predators should be

communicated to the concerned parties

• discuss how the costs of controlling diseases, pests and

predators could be minimized through good management


11.2 Grade 6 Learning Contents THEME 1: GENERAL AGRICULTURE

Examples of suggested activities for the theme and subsequent topics

• Visit a successful entrepreneur and find out how his/her business succeeded • Organize visits to local shops to identify products obtained from the canning industries • Carry out activities related to the prevention of pollutions from agricultural industries • Demonstrate the use of agricultural equipment and tools and how to apply safety measures in using

them



1.1 The role of agriculture in different regions of the country

• understand that agriculture provide food and income to

local communities

• describe the working habits of successful entrepreneurs

• discuss ways in which agriculture provide food to people

and animals

• identify ways people can earn money through agricultural

production

• find out how consumers influence agricultural production

in their regions

• debate how agricultural production is determined by

demand, price and quality of the products

• explain how agricultural production can be improved

through co-operatives and market competition in their

regions




1.2 Agriculture as a provider of raw materials

• appreciate the value of agriculture in providing raw

materials for other industries

• describe how the value of agricultural products can be

increased through:

o preservation

o processing to obtain final products such as: fibre

(cotton, sisal, wool, mohair) commercial products

(tobacco, castor oil, tea, coffee, glue, oil, leather, and

dairy products)

• discuss ways of preserving food such as milk, grain,

meat, fish etc

• list the products that are obtained from canning industries

e.g. meat, vegetables and fruit

• identify crops that are used to produce commercial

products such as alcoholic drinks, glue, oil and sugar

1.3 Environmental problems associated with Agriculture

• understand the effect of pollution and population growth

to the environment

• discuss the danger of land and water pollution resulting

from fertilizers, pesticides, and herbicide

• analyse the effect of population growth on the size of

cultivated/ arable land

• explain how land and water pollution affects agricultural

production

• explain how land water pollution affects agro-businesses

and people income




1.4 Production in Agriculture

1.4.1 Tools and Equipment/Machinery

• understand how tools and equipments / machinery can

boost production in agriculture

• explain why people in agriculture should increase their

production

• describe how agricultural production can be improved by

proper usage of tools and equipments

• explain the importance of caring for tools

• demonstrate how to use garden tools such as the spade,

fork, hand fork, trowel, hoe, watering can, bucket, bush

knife and others

• identify and apply safety measures in using different tools

and equipments in agriculture

1.4.2 Planning and Time Management

• acquire skills related to planning and management of

time for agricultural projects

• discuss the importance of good planning and

management of time in agricultural enterprises

1.4.3 Record keeping and resource utilization

• gain insight of the economic value of record keeping and

utilization of residues in agricultural production

• explain economic importance of keeping production

records

• list the major records that should be kept by different

agricultural businesses

• practice keeping records for different agricultural

enterprises

• practice getting value out of animal residues such as kraal

and chicken manure including crop residues




• Prepare seedbeds and other mediums for planting vegetables • Plant vegetables and school and keep various records • Design simple business messages or promotion to advertise the vegetable produced • Practice the harvesting and sale of vegetable to local communities



2.1 Preparing the soil for planting • understand the importance of soil preparation for plant

growth

• choose a particular place for growing plants

• suggest an alternative medium for growing plants, such

as containers in the absence of suitable soil or space

• prepare seedbed for planting or sowing specific plants

• verify reasons why they have selected a particular place

for growing plants

• explain how to improve soil fertility by adding manure

and chemical fertilizers

2.2 Methods of producing vegetables

• understand the technique of producing vegetables • choose a particular place for growing vegetables

• suggest an alternative medium for growing vegetables,

such as containers in the absence of suitable soil or space

• prepare seedbed for planting or sowing vegetables


and chemical fertilizers to the vegetable plots




2.2.1 Record keeping • understand the importance of keeping records in

vegetable production by using record cards or computers

• explain the importance of record keeping in vegetable

production

• specify the types of record kept for vegetable producing

agro-business

• design a simple garden dairy for the crop they grow,

indicating name of vegetable, date of planting, harvesting

date, and yield

2.2.2 Planting and caring of vegetables

• acquire knowledge and skills in the planting and caring of

vegetables

• explain how to plant and saw seeds and seedlings

• identify crops grown in their regions at different seasons

• collect and saw vegetable seeds

• transplant seedlings in their plots

• outline the process of watering, thinning, weeding, and

mulching of vegetable for effective production

• explain how to take care of plants and vegetables

2.2.3 Diseases and pests • understand the effect of diseases and pests on vegetables • identify common vegetable diseases e.g. downy mildew,

early blight, mosaic, damping off

• identify common pests that attack vegetables e.g.

cutworm, nematodes, thrips tabaci, spider mites

• describe how pests can damage vegetables e.g. piercing,

and sucking, biting and chewing

• describe how to control diseases and pests in vegetables

including the costs incurred

• suggest different ways of earning income based on the

need to control diseases and pests in vegetable agro-

businesses




2.2.4 Harvesting and marketing • acquire entrepreneurship skills on process of harvesting

and marketing of vegetables to generate income

• describe the process of harvesting different vegetables

• explain how to store different vegetables

• explain the factors that need to be considered when

deciding to whom the vegetables should be sold

• list different ways of marketing their vegetables

• calculate the expenditure and income from the sales of

vegetables

• describe the attributes of good communication message

in the production and sales of vegetables

• design simple business messages or promotions to

advertise their products




• Conduct interviews with local farmers to find out the origin of different breeds of chicken found in your area • Draw and construct simple structures of poultry houses using local available materials • Organize visits to local farmers to find out the available markets for different poultry and their pro ducts • Design communication messages based on poultry diseases, parasites and predators



3.1 Poultry Farming

3.1.1 History of poultry farming • acquire knowledge about the origin of chickens • investigate the origin of chickens and how they were

brought to Africa and Namibia in particular

• present their findings of the origin of chickens and how

they were brought to Africa and Namibia in particular

3.1.2 Types of poultry • know how to information on different types of poultry

found in parts of our country by using different sources

and Internet where possible

• compare the indigenous and exotic breeds in terms

adaptability and production

3.1.3 Importance of keeping poultry • understand the value of keeping poultry • list the different types of poultry found in their regions

e.g. chicken, geese, ducks, turkeys and guinea fowls

• explain the benefits of keeping a named poultry

3.1.4 Feeding of poultry • understand that poultry need food to grow, produce and

reproduce

• identify feed required for a named poultry at different

stages of growth

• describe the different ways of feeding poultry (self

feeding and hand feeding)

• calculate the costs incurred in feeding poultry for specific

purposes




3.1.5 Housing of poultry • understand the reason for providing housing to poultry • explain why poultry need good housing facilities

• identify different ways of housing a named poultry

• specify requirements of good housing in terms of

durability, cost effectiveness, and ventilation

• construct a simple poultry housing using local material

3.1.6 Disease, parasites and predators

• understand how diseases, parasites and predators can

affect poultry

• list two common diseases, parasites and predators which

attacks a named poultry in their regions

• explain how diseases, parasites and predators can be

controlled including the costs incurred in controlling

them

• identify possible business they can start based on the

need to control poultry diseases, parasites and predators

• design communication messages to different parties

based on poultry diseases, parasites and predators

3.1.7 Marketing of poultry • acquire entrepreneurial skills and knowledge with regard

to the local marketing of poultry of their choice

• investigate how to market a named poultry and its

products

• present information gathered on ways of marketing a

named poultry


THEME 4: FINANCIAL MANAGEMENT


• Practice preparing simple family budgets by identifying sources of income and expenditure • Practice keeping personal and family financial records



4.1 Management of personal Finances

• acquire the necessary skills needed for the financial

management of agricultural projects

• prepare simple budget for a given source of their income

• practice preparing a family budget by identifying the

sources of income and expenditures and matching the two

• practice keeping a personal and family financial records

• identify requirements for starting a selected agricultural

activity and estimating their costs

• discuss how they can get money to buy or acquire the

identified requirements for their agricultural activities

4.2 Savings in Agriculture • understand the importance of saving money for private

consumption or business

• explain the importance of saving in agricultural activities

• describe how saving can be done by people engaged in

agricultural activities


11.3 Grade 7 Learning Contents

THEME 1: GENERAL AGRICULTURE


• Carry out a survey to establish the proportion of local people who are directly and indirectly dependent on agriculture for their survival

• Carry out agricultural activities to generate income for the school • Design promotional messages for agro-business products produced at the school • Demonstrate first aid procedures to be applied to those injured at work place to avoid transmission of H



1.1 The role of Agriculture in Namibia

• acquire knowledge of the job opportunities offered by the

agricultural industry in the country

• explain why agriculture is seen as a provider of work

opportunities in Namibia

• find out the proportion of the local population who are

directly and indirectly dependent on agriculture for

survival

• discuss possible business opportunities based on different

agricultural products or activities

• select agricultural activities they would like to do and

give reasons for their choices

• suggest ways how to get started with their planned

activities

• explain the economic importance of different agricultural

products in Namibia




1.2 Production regions of Namibia • acquire knowledge about various agricultural products

produced in different regions of the country

• identify different production regions based on climate,

natural vegetation, soil types, and agricultural systems

• draw a map showing different agricultural production

regions in Namibia

• discuss the manner in which agricultural land in these

regions is utilised to the benefit of the communities

• describe the various agricultural projects used to produce

varied agricultural products in different parts of our

country

1.3 Production decisions • understand the importance of production decisions taken

by farmers to enhance economic growth in agriculture

• identify possible customers for different agricultural

products of their choice

• determine how much of an agricultural product they

would be able to sell to their potential customers

• design different promotional messages for their agro-

business products

• describe how they will produce agricultural products to

meet the identified customers needs

• explain how knowing the customers’ needs influences

decisions on agricultural production

• explain the role of natural resources in determining

agricultural production

• indicate the costs benefits agro-business incur by using

natural resources sustain ably

• practice being assertive in course of doing their business




1.4 Conservation of natural resources

• understand that wrong agricultural practices and other

environmental factors can lower the productivity of the

soil

• discuss the danger of wrong agricultural practices on the

soil/land

• identify and describe the factors that influence soil

erosion such as stocking rate, slope, vegetation cover and

burning

• explain the danger of wrong farming practices on the

productivity of soil

• suggest ways of preventing wrong farming practices from

lowering the productivity of soil

• describe how soil erosion can be controlled to improve

productivity

1.5 HIV and AIDS at the work place

• understand the necessity of applying safety measures and

first aid to avoid the contraction of HIV and AIDS at the

work place in agricultural sector

• discuss safety measures to be considered against HIV and

AIDS at different work place on the farm

• demonstrate first aid procedures to be instituted against

those injured at the work place to avoid transmission of

HIV and AIDS on farm workers

• explain safety measures to be considered for injured

people working on the farm to avoid transmission of the

disease

• describe the effects of HIV and AIDS on a family’s

agricultural production




• Select different indigenous plants (including flowers) and plant them to decorate the school environment • Transplant seedlings using different mediums such as seedbeds, trays and boxes • Practice to work out the costs and benefits of maintaining plants within the school environment • Carry out an experiments to demonstrate the processes of photosynthesis and respiration



2.1 Growing plants for decoration • acquire knowledge about different ways of raising plants

to beatify the school surrounding

• explain the importance of growing decorative plants

within the school ground

• identify different types of decorative plants suitable for

their area and surroundings

• explain different ways of growing plants for decoration

purposes

• identify different types of flowers such as annuals,

biennials and perennials

2.2 Planting garden plants

2.2.1 Selecting a site for planting plants such as trees, shrubs and flowers to beatify the school surroundings

• understand the significance of selecting a suitable site for

planting different types of plants

• select suitable places for planting different plants by

considering factors such as area of the garden, drainage,

sunlight, other structures

• explain the factors to be considered in choosing a site for

planting plants of their choice

• identify different types of wild plants in terms of their

adaptations to the environment, protected plants and

invasive plants




2.2.2 Preparing the soil for planting • understand the importance of soil preparation for the

growth of selected plants

• identify equipments to be used in planting trees, shrubs

and flowers

• discuss the economic value of maintenance of equipment

and tools

• prepare seedbeds necessary for planting different trees,

shrubs and flowers

• suggest an alternative medium for growing smaller plants

such as containers in the absence of suitable soil or space

• describe ways of preparing the soil for planting different

kinds of plants


and chemical fertilisers

2.2.3 Planting and caring of plants • acquire knowledge and skills of the methods used in

planting and caring of decorative plants

• identify plants and flowers growing in their regions at

different seasons

• collect and saw plant seeds and seedling using different

mediums such as seedbeds, trays and boxes

• describe how to plant and transplant different plant

seedling in trays, beds and boxes within the school

premises

2.2.4 Basic structures of plants • know the basic structures of plants • identify some basic structures of trees, shrubs and flowers

• draw and label different parts of the flowers

2.2.5 Properties of plants • understand the properties of different plants as producers • explain the processes of photosynthesis and respiration in

plants




2.2.6 Plant requirements for growth • gain knowledge of different conditions required by plants

for normal growth

• describe the sources of water such as rainwater,

underground water etc

• explain the need of watering plants and costs involved

• explain the sources and needs of plant nutrients such as

organic and inorganic sources

2.2.7 Plant reproduction • understand how different plants reproduce • distinguish between sexual and asexual reproduction in

plants

2.2.8 Plant diseases and pests

• understand the effect of diseases and pests on plants • identify common plant diseases e.g. mildew

• identify common pests that attack flowers garden plants

e.g. caterpillar and aphids

• discuss how pests can damage plants by piercing and

sucking , chewing and biting

• describe ways in which diseases and pests damages

garden plants and the methods of controlling them

• explain the costs involved in controlling diseases and

pests




2.2.9 Economic importance of plants • acquire knowledge and understanding of the economic

importance of different plants

• state the economic importance of different plants


management in plant production

• work out costs and benefits of maintaining plants within

their school environment

• discuss and apply simple calculations related to costs of

investments, labour and materials

• determine the sales price and profit of plant products in

agriculture

• keep records in relation to the production and purchase of

different plants grown at the school grounds




• Organize visits to nearest farms to observe ways of caring for different animals • Demonstrate the technique of determining the age of an animal e.g. sheep or goat • Draw and construct simple shelters for pigs/ or goats kept at school (where possible) • Collect pictures and make posters of fresh water and salt water fish • Set up fish aquarium using low cost materials such as • Demonstrate the method used in harvesting and preserving fish in fish • Draw the diagram of fish



3.1 Economic importance of animals

• understand the economic importance o f different types

of animals

• state the economic importance of animals


management in animal production

• work out costs of raising animals within their school

environment

• discuss and apply simple calculations related to costs of

investments, labour and materials used in animal

production

• determine the sales price and profit of animal products in

agriculture

• keep records in relation to the production and purchase of

different animals kept at the school grounds

3.2 Sheep/Goat Farming

(choose either 3.2 and 3.3)




3.2.1 Types of sheep/goats • acquire knowledge of different breeds of sheep/goats kept

for different purposes by making use of data obtained

from different sources including computers where

applicable

• collect pictures of breeds of sheep/goats and design

posters

• identify samples of products obtained from different

breeds of sheep/goats from pictures

• describe reasons for keeping the different breeds of

sheep/goats

3.2.2 Caring of sheep/goats • understand the value of keeping and caring of sheep/goats • discuss why sheep/goats need shelter

• discuss the requirements for shelters in terms of

durability and cost effectiveness

• plan and construct a simple shelter for sheep/goats using

available local materials (where possible)

• explain why it is important to keep sheep/goats and

describe ways in which sheep/goats are kept in their

regions

• describe the requirements for a good shelter

3.4.3 Feeding of sheep/goats • understand the importance of food in sheep/goats • identify reasons why sheep/goat need food (growth,

production and reproduction)

• list different types of feed required by sheep/goats such

as natural pasture, fodder, licks, water

3.2.4 Diseases and pests • acquire knowledge about the negative effects diseases and

pests have on sheep/goat

• list two common diseases and two pests that attack

sheep/goat

• identify the signs of an animal that has been affected by

diseases and pests




3.2.5 Handling of sheep/goats • acquire knowledge and skills on the handling of

sheep/goats

• debate how production could be increase through the

effective usage and maintenance of tools and equipments

• identify different parts of the animal body

• discuss how to handle animals during: dosing, inspection,

marking, castration, and sheering

• describe suitable ways of handling animals without

causing stress or harm

3.2.6 Marketing of sheep/goats • acquire entrepreneurial skills related to the ways of

marketing sheep/goats

• demonstrate their ability to determine the age and selling

price of their animals to maximise profit

• explain ways of marketing sheep/goats in their regions in

the form of meat or live animals

• indicate how quality of animal products influence the

sales price and profit of the products

• keep records related to the animal production at their

school

• describe the economic importance of animal residues

such as kraal manure and chicken manure

3.3 Fish Farming in Namibia (choose either 3.2 or 3.3)

3.3.1 Types of fish found in Namibia

• acquire knowledge of the types of fish that can be farmed

with in different parts of Namibia

• collect and identify pictures and samples of fish found in

fresh water and in salt water

• identify different types of fresh water fish and salt water

fish in dams, ponds (oshanas) and aquariums found in

their regions (tilapia, carp, trout, cat fish, gold fish, tiger

fish, tuna etc

• name different types of fish found in fresh and salt waters




3.3.2 Parts of the body of the fish • know the different parts of the body of the fish • draw a diagram of the fish and identify the different

external parts

• explain the functions of different parts of the fish body

3.3.3 Caring for fish • understand the method of caring for fish • organise visits to nearest dams, ponds and aquariums to

familiarise themselves with natural environment of fish

• set up simple aquariums in classes using low cost

materials such as empty bottles or glass bowls

• create an environment which closely resembles the

natural habitat of the fish e.g. stones and plants

• explain ways of caring for fish kept in dams, ponds and

aquariums

3.3.4 Feeding of fish • understand reasons for feeding fish • specify reasons for feeding fish such as growth,

production and reproduction

• demonstrate in their aquarium how fish are fed by hand

• discuss how fish can be fed by floating or sinking pellets

• collect pictures or samples of different kinds of fish feed

e.g. bread crumbs, fish meal, oats, pellets and make

posters

• explain the need for feeding fish and describe different

methods of feeding fish

• discuss the benefits and costs involved in feeding fish




3.3.5 Diseases, parasites and predators

• understand that fish can be negatively affected by

diseases, parasites and predators if not well cared for

• diseases e.g. chemicals such as insecticides, herbicides

and fertilisers

• specify different kind of parasites that affect fish e.g. fish

lice, tape worm, anchor worm, gill flukes and flat worm

• identify different predators that can destroy eggs, small

and large fish e.g. birds, frogs, rats, snakes, turtles and

crocodiles

• drain and clean the aquarium (pond) to kill the predators

• describe ways of preventing and controlling diseases and

parasites e.g. using chemicals such as formalin,

acraflavin, and potassium permanganate including regular

cleaning

• describe ways how to use a net to catch predators

3.3.6 Handling of fish • acquire knowledge on ways of handling fish • demonstrate the catching of fish with a small net and put

the fish being caught a separate bowl of water

• outline the method to be followed in cleaning the

aquarium

• describe ways of handling fish in the aquarium for

inspection and cleaning purposes




3.3.7 Harvesting, preservation and marketing of fish

• acquire entrepreneur skills of different ways of harvesting

preserving and marketing fish

• describe the costs of investments, labour and materials

used in fish production

• suggest ways of harvesting fish such as draining of water,

basket traps, fishing nets, hook and line

• evaluate different ways of preserving fish such as sun

drying, salting smoking, cooking, canning and chilling or

refrigerating

• describe ways of harvesting, preserving and marketing of

fish


12. ASSESSMENT

12.1 Introductory Remarks

Purpose of Assessment In learner-centred education, continuously assessing the progress and achievements of each learner is an integral part of the teaching and learning process. The main purpose of assessment is to get as reliable a picture as possible of the progress of the learner in terms of achieving the Basic Competencies of the syllabus and Process Skills. Assessment will inform the teacher of problems, guide ensuing compensatory teaching and inform whether learners are ready to move on to other objectives and competencies or the next skill. Information gathered through assessment will be used to:

inform the learner 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, and where they need to try more, how, and why.

inform the parents

The parents should be regularly informed about the progress of their child, encouraged to reward achievements and given suggestions as to how they can support their child’s learning activities.

evaluate the teaching/learning process

The progress and achievements of the learners can be used by the teacher to evaluate the teaching and learning process in terms of: relevance of content, learner participation, appropriate methods of teaching, optimal use of group work, individual work, and teacher directed teaching, etc.

12.2 Types of Assessment

Formative Assessment

Assessment of this type is formative because the observations made and information collected are used both to guide the learner and to help shape and direct the teaching-learning process. Assessment has a formative role for learners if and when:

- it motivates them to extend their knowledge and skills, and establish sound values;

- it promotes healthy study habits;

- it is used to motivate them to extend their knowledge and skills and to establish sound values;

- 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 At the end of a school year, the progress and achievements of the learner throughout the year are summed up. This is called summative assessment. Where there is an end-of year test or examination, the summative assessment will consist both of the continuous assessment and the final assessment. On the basis of this, a decision must be made as to whether or not a learner is able to go on to the next year, or needs to be held back.

12.3 Continuous Assessment Continuous Assessment is a classroom strategy implemented by teachers to ascertain the knowledge, understanding and skill attained by learners. It should be planned and programmed at the beginning of the year and be kept as simple as possible. Marks given for class activities, assignments, homework, or short tests on completion of a topic can be recorded for continuous assessment.


Examples of Continuous Assessment Tasks: Practical/ Investigation Skills: 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 or second term, these activities should assess not more than two skills and should count 15 marks each.

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 revising 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 Basic Competencies in all assessment objectives; however, not all assessment objectives need to be covered in every topic task. The greatest emphasis should be placed on assessment objectives B and C (see section 12.4) to meet the weighting shown in the section on Test Specification Grid. 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.

End of Term Test: This will be a more comprehensive topic test of the term's work. However, the end of term test should not be seen as an examination. Teaching at the end of term 1 and 2 should continue after completing writing the term test. No homework should be assigned during the time of writing the end of term tests.

12.4 Methods of Assessments Informal Methods

The teacher must assess how well each learner masters the Basic Competencies described in the subject syllabuses, 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 practical situations while they are investigating and interpreting phenomena and data, applying knowledge, communicating, making value judgements, and their participation in general.

Informal continuous assessment (CA) is frequently carried out on a day-to-day basis; much is done casually in normal classroom activities. It does not interfere with normal teaching, gives useful feedback to the teacher and the learner and will be used in a diagnostic way. Informal CA consists of tasks and activities that are not specially designed for their validity as assessment tasks or activities. Examples of informal assessment are tasks assigned as homework and worksheets, or the teacher’s personal day-to-day records about learners’ behaviour, class participation or motivation. These records do not have a prescribed format. They are very important because such evidence can be particularly useful, for example in cases where learners have been absent for formal assessment and examinations, and a judgement has to be made about their performance on the basis of other evidence.

Formal Methods

When it is necessary to structure assessment more formally, the teacher should, as far as possible, use ordinary learning and practical 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 lot of time. Tests in any subject should be limited to part of, or one, lesson.

Formal continuous assessment consists of tasks and activities that have been designed for the specific purpose of assessing certain competencies. The aim is to carry out the assessment in a valid way using materials that have been designed for this purpose. The results of learners’ performance on assessment tasks are recorded and contribute 50% of the learner’s final assessment. Performance in practical investigations, projects, topic tasks and short tests (achievement tests) will be selected, graded and recorded.

No external examination will be written in Grades 5 and 6. In these grades, CA will count 50% towards the final year grade and an internal end-of-year examination will count 50%.

Recording Grades


The grades obtained by learners through continuous assessment must be systematically recorded throughout the year, used to inform the learner and parents on progress and achievements, and to guide compensatory teaching.

12.5 Assessment Objectives The three assessment objectives in Natural Science and Health Education are:

A: Knowledge with Understanding

Requires the learner to identify, give examples, name, list, indicate, define and recognise.

B: Handling Information, Application of Knowledge and Solving Problems Requires the learner to use various forms of information to select, explain, deduce, draw, relate, describe, calculate, find, estimate, predict, determine, analyse, extract and analyse, 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.

C: Practical (experimental and investigative) Skills and Abilities

Requires the learner to carry out an investigation, present a report to their class, 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 analyse.


12.6 Term Marks and Promotion Marks

12.6.1 Grade 5

TERM 1 TERM 2 TERM 3

COMPONENTS Number & Marks

Total CA

Number & Marks

Total CA

Number & Marks

Total CA

Practical Investigations 2 × 15 30 2 × 15 30 (1 × 15) × 2 30

Topic Tasks 2 × 10 20 2 × 10 20 2 × 10 20

Topic Tests (2 × 20) ÷ 2 20 (2 × 20) ÷ 2 20 (2 × 20) ÷ 2 20

End of Term Test 1 × 30 30 1 × 30 30 1 × 30 30

Term Marks 100 100 100

Term 1 Term 2 Term 3

100 100 100 300

PROMOTION MARK

300 ÷ 3 100

12.6.2 Grade 6 & 7

TERM 1 TERM 2 TERM 3

COMPONENTS Number & Marks

Total CA

Number & Marks

Total CA

Number & Marks

Total CA

Practical Investigations 2 × 15 30 2 × 15 30 1 × 10 10

Topic Tasks 2 × 10 20 2 × 10 20 2 × 10 20

Topic Tests (2 × 20) ÷ 2 20 (2 × 20) ÷ 2 20 (2 ×20) ÷ 2 20

End of Term Test 1 × 30 30 1 × 30 30

Total Term Marks 100 100 50

Term Marks 100 100 Total Term Marks × 2 100

Term 1 Term 2 Term 3 100 100 100

300

Average Term mark 300 ÷ 3 100

End-of-year examination

100 Marks 100 PROMOTION MARK

Average Term mark + End-of-year examination 200 ÷ 2 100


12.7 End of the Year Examinations There will be an end of year examination at the end of Grades5, 6 & 7, relating to the Learning Objectives and Basic Competencies of the syllabus. The end of the year examination for Grade 7 will be a semi-national examination set by regional offices or cluster and marked at the school. A variety of question types will be used to test a broad range of skills. This end of the year assessment will consist of both continuous assessment and a final examination. Continuous assessment will count 50% and the final examination will count 50%.

NOTE: The end of year examination for Grade 5 should be an end of term test consisting of only the work done in the third term.

The end of year examination for Grade 6 and 7 should consist of work done in the second and third terms.

SUMMATIVE ASSESSMENT

Component Number

Component Description Duration Marks

1 Written Examination

This will consist of one paper of two sections.

Section A: 20 multiple choice questions (20 marks)

Section B: variety of structured questions (80 marks)

90 minutes 100

2 Continuous Assessment

This will consist of Continuous Assessment Tasks conducted in the school during the year.

100

Total Mark = 200


2. Test Specification Grid

The test Specification Grid below shows the mark weighting allocated to each Objective for both the written examination and continuous assessment.

Components Weighting %

1. Written Examination 50

2. Continuous Assessment (CA) 50

Total 100

1. Written Examination

Assessment Objectives for Written Examination:

Objective A Knowledge with Understanding 50

Objective B Handling Information, Application of

Knowledge and Solving Problems 30

Objective C Practical (experimental and investigative) Skills

and Abilities 20

Total 100

2. Continuous Assessment (CA)

Assessment Objectives for Continuous Assessment:

Objective A Knowledge with Understanding 20

Objective B Handling Information, Application of

Knowledge and Solving Problems 30

Objective C Practical (experimental and investigative) Skills

and Abilities 50

Total 100


12.8 Grade Descriptors for Grade 5-7 The learner’s level of achievement in relation to the Basic Competencies should be shown in letter grades A – E on a 5-point grading scale without an un-graded category, A being the highest and E the lowest grade.

GRADES GRADE INTERVALS (%)

GRADE DESCRIPTIONS

A 80 – 100 Achieved Basic Competencies exceptionally well B 60 – 79 Achieved Basic Competencies well C 45 – 59 Achieved Basic Competencies D 30 – 44 Achieved minimum number of Basic Competencies to be

considered competent E 0 – 29 Did not achieve the minimum number of Basic

Competencies to be considered competent. Learner needs compensatory teaching

13. ANNEXURES

A1 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 variables

Estimate Implies a reasoned 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 down

Write down your answer

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, 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


A2 Record Forms

Continuous Assessment Form for Grade 5 Elementary Agriculture School………………………………………………………………………. Grade 5 …… Year……………

Practical/ Investigation

Total Mark

Topic Task Total Mark

Topic Test Total Mark

End of Term Test

CA Mark Total Term Mark Promotion Mark

Name of Learner Term 1 2 1 2 1 2 40 ÷ 2 300÷2 Mark 15 15 30 10 10 20 20 20 20 30 100 300 100

1 2 3 x2 1 2 3 x2 1 2 3 x2 1 2 3 x2 1 2 3 x2

1 2

3 x2 1 2

3 x2 1 2

3 x2


Continuous Assessment Form Grade 6 & 7 (Term 1 &2) Elementary Agriculture School………………………………………………………………………. Grade…………………………………. Year……………

Practical/ Investigation

Total Mark

Topic Task Total Mark

Topic Test Total Mark

End of Term Test

CA Mark & Term

Mark

Total Term Mark

Name of Learner Term 1 2 1 2 1 2 40 ÷ 2 T1 + T2 Mark 15 15 30 10 10 20 20 20 20 30 100 200

1 2 1 2 1 2 1 2 1 2

1 2 1 2 1 2 1

2 1 2 1

2 1 2 1

2 1

2


Continuous Assessment Form Grade 6 and 7 (Term 3) Elementary Agriculture School………………………………………………………………………. Grade…………………………………. Year……………

Practical/ Investiga

tion

Topic Task Total Topics Task

Topic Test

Total Topic Tests

Total Marks

CA Mark Term

3

Term Mark (T1

+ T2)

Total Term Mark

Exam Mark

Promotion

Mark

A B C A+B+C

D E (D +E) ÷3

1 1 2 1 2 40 ÷2 50x2 200÷2

Name of Learner

10 10 10 20 20 20 20 50 100 200 100 100 100

The National Institute for Educational Development P/Bag 2034 Okahandja NAMIBIA Telephone: +64 62 509000 Facsimile: +64 62 509004 E-mail: [email protected] Website: http://www.nied.edu.na © NIED 2006

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