Republic of Namibia

MINISTRY OF EDUCATION

SENIOR PRIMARY PHASE

SOCIAL STUDIES SYLLABUS

GRADE 4 - 7

For implementation in 2016

Ministry of Education
National Institute for Educational Development (NIED)
Private Bag 2034
Okahandja
Namibia

© Copyright NIED, Ministry of Education, 2014

Social Studies Phase Syllabus Grade 4 - 7

ISBN: 978-99945-2-096-1

Printed by NIED
Website: http://www.nied.edu.na

Publication date: December 2014

 Table of Contents
1. Introduction........................................................................................................................ 1
2. Rationale ............................................................................................................................ 1
3. Aims ................................................................................................................................... 2
3.1 Knowledge and understanding 2
3.2 Values and attitudes objectives 2
3.3 Skills objectives 2

4. Inclusive Education ........................................................................................................... 3

5. Links to other subjects and cross-curricular Issues ...................................................... 3
6. Approach to teaching and learning .................................................................................. 5
7. End of phase competencies ............................................................................................. 6
8. Summary of the learning content for Grade 4-7 Social Studies ..................................... 8
9. Learning content ............................................................................................................... 9
9.1 Learning content for Grade4 9
9.2 Learning content for Grade5 16
9.3 Learning content for Grade6 24
9.4. Learning content for Grade7 31

10. Assessment ..................................................................................................................... 42

10.1 Types and methods of assessment 42
10.2 Grade descriptors 43
10.3 Assessment objectives 44
10.4 Continuous assessment: detailed guidelines 44
10.5 End of year examinations: detailed guidelines 46

11. Additional Information .................................................................................................... 49

Annexe 1: Terms used in teaching and assessment 49
Annexe 2: Glossary of terms 50
Annexe 3: Assessment record sheet for Grade 4 (Term 1 and 2) 52
Annexe 4: Assessment record sheet for Grade 4 (Term 3) 53
Annexe 5: Assessment record sheet for Grade 5 54
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 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 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.

NIED has agreed on a fixed curriculum review cycle. The expected year for the implementation
of the next review of the Senior Primary Phase is 2018. Under optimal circumstances, this
subject would need six (6) numbers of periods per week in grade 4 and five (5) numbers of
periods per week in grade 5 - 7.

2. Rationale

Social Studies content integrates History and Geography with some Economics and Sociology.
The subject is an important place in the primary school curriculum. 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.

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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
locally and globally, and how they organise, adapt to and change their environments
how people meet basic needs, how they organise their economic activities, and how
they are connected to and interdependent in communities, countries, continents, and
the world. This study involves the past, present and future.

 social organisations and social functions, such as family life, religion, civic groups and
associations, government, communication and transportation national identity,
constitutional guarantees, traditional and modern government, civic values, rights, and
responsibilities.
 the impact of technology and science on human activities and society causes of
change and development that influence a peaceful and harmonious life in the family,
community, country and the world factors that influence and shape the quality of life of
citizens.

3.2 Values and attitudes objectives

Learners will develop informed and responsible values and attitudes towards:
 the need for co-operation and interdependence among people and among countries.
 tolerance of other social, cultural and political values and beliefs
 appreciation of and confidence in oneself
 commitment to human values such as justice, equality, truth, freedom, diversity, and
human rights
 appreciation of our Constitution and democratic behaviour
 critical awareness of our society in order to become a truly democratic citizen
 making responsible judgments in terms of justice, equality and other democratic
values
 commitment (dedication) to sustain a balance between people and their natural
environment ( ecological sustainability)

3.3 Skills objectives

Learners will develop skills to:

 gather , organise, and present information effectively and creatively
 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

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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 be 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
 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

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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:

Grade Environmental EHRD Population ICT HIV and AIDS

Education Education
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 and
democracy natural 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

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6. Approach to teaching and learning

The approach to teaching and learning is based on a paradigm of learner-centred education

(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
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.

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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’s 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
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
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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 4. Exploring world 4. Namibia before the 19th
Independence governed Geography century

5. Civics 5. The Geography of our 5. Technology for 5. The rise and decline of
continent Development and Welfare Empires and Kingdoms

6. Resources and 6. Economic development in 6. Revolution in 6. Forms of Governments

economic activities Southern Africa communication

7. Communication and 7. Civics and culture 7. Managing economic 7. Exploring world

technology development Geography

8. Fighting HIV and AIDS 8. Fighting HIV and AIDS 8. Searching for peace in the 8. Economic Geography and
world resources

9. Population Studies 9. Regional Geography

10. Population studies

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9. Learning content

9.1 Learning content for Grade4

THEMES AND TOPICS LEARNING OBJECTIVES COMPETENCIES

Learners will: 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 symbols (title, map key)
identify basic characteristic  use symbols to identify basic characteristics of a map
 identify symbols used in different kinds of maps
 draw a simple map of their classroom using symbols
 identify basic features of a classroom on a map

1.2 From picture to map  know the four main directions to locate  identify direction on a map using a map key and four
information on a map of a settlement direction pointer
 compare a picture of a settlement with a map of the
same settlement
 read a map by using a map key and direction pointer
1.3 Looking beyond our  know how to use map skills to locate  identify different kinds of borders (e.g. natural and
borders Namibia’s position on a map or atlas manmade)
as well as those of its immediate  locate Namibia’s neighbouring countries, their capital
neighbours cities and their borders on a map and compare the
physical size and position
 use a wall map or atlas to locate the position of
Namibia and its neighbouring countries
2. The Geography of our country

2.1 Physical features of  know the physical features of Namibia  name the physical features found in Namibia (rivers,
Namibia and locate them using a map or atlas dunes, lakes, mountains, hills) and locate them on a
 understand how the natural map
environment influence human  explain how physical features affect population
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THEMES AND TOPICS LEARNING OBJECTIVES COMPETENCIES
Learners will: Learners should be able to:
settlement distribution
 explain the importance of the physical features (provide
water, attract tourists)
2.2 Weather and natural  understand what makes up weather  describe weather patterns in different seasons
vegetation
 understand the relationship between  observe and record the weather for the region, listen to
rainfall and natural vegetation 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 and indicate through map key the types of natural
vegetation found in Namibia on a given outline map
 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, keep record of
rainfall, harvesting rain water

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  know the names and boundaries of the  identify the regions of Namibia on a map
settlement regions in Namibia
 know how to differentiate between  distinguish between different types of settlement and
different types of settlement and give reasons for the sitting, starting with their own town
reasons for their sitting and
distribution

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THEMES AND TOPICS LEARNING OBJECTIVES COMPETENCIES
Learners will: Learners should be able to:
3. How our communities developed

3.1 Looking for evidence  understand the concept archaeology  use appropriate vocabulary (e.g., archaeology,
as a means to obtain evidence about archaeological evidence) to describe their inquiries and
people’s lives and time observation
 use inquiry skills to investigate the past  list three types of archaeological evidence (remains of
building, pottery, human skeletons) which tell us about
how people lived
 discuss what we can learn from the past by using
archaeological evidence
 list and visit archaeological sites to get sense of
Namibia’s history
 use films, books, internet to obtain information on
archaeology
3.2 Life in our early  understand how communities lived in  describe the economic and cultural activities of women
communities the past and had contact with one and men of stock herding and crop farming
another communities
 gather information on the economic and cultural
activities of women and men of stock herding and crop
farming communities
3.3 Newcomers bring  understand the changes brought by  explain the reasons why European explorers, traders,
changes the arrival of European explorers, hunters and missionaries came to Namibia around
traders, hunters and missionaries, and 1800
of the Oorlam people and Basters in  describe the changes brought by the newcomers
Namibia toward agriculture, trading, education and religion
 list advantages brought by the newcomers (European
explorers)
 locate and label the newcomer’s countries of origin on
a world map
 discuss how the Oorlam and Basters moved into
Namibia

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THEMES AND TOPICS LEARNING OBJECTIVES COMPETENCIES
Learners will: Learners should be able to:
4. Namibia before Independence

4.1 Life under foreign rule  understand how Namibia came under  describe how Namibia became a German colony
foreign rule as German colony and (1884) and fell under the of South Africa (1919)
South African mandate  describe the ways in which foreign rule affected the
 understand how the lives of Namibians Namibian people
were affected by foreign rule  explain how Namibian people resisted foreign rule
 appreciate the contribution that women  explain how women contributed to the development of
have made in our history our country in the past
 gather information through interviews, books on how
women contributed to the development of our country
5. Civics

5.1 Rights and  list examples of children’s rights (e.g. to be cared for by
responsibilities  understand people’s rights and adults, to go to school), and the corresponding
responsibilities responsibilities of children
 understand the rights and  identify people and institutions that protect children’s
responsibilities of children rights (nurses, social workers, police, churches etc)
 formulate and observe rules to protect their rights and
the rights of others

 define the term Gender based violence and list

examples of gender based violence
5.2 National Assembly and  know and understand the components  identify the components of Namibia’s government
National Council of Namibia’s government  describe the composition of the National Assembly and
the National Council
 gather information and write a short report on the
duties and functions of both the National Assembly and
the National Council
 explain why laws are important and the consequences
for breaking the laws
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THEMES AND TOPICS LEARNING OBJECTIVES COMPETENCIES
Learners will: Learners should be able to:
5.3 Our President, Prime  know that the President is the head of  identify the duties and responsibilities of the President
Minister and Ministers the nation and has certain duties and as Head of state
responsibilities  name the duties and responsibilities of the Prime
 understand the responsibilities and Ministers
duties of the Prime Ministers and  write a short report about the present ministries and the
Ministers services they offers e.g. four ministries
6. Resources and Economic activities

6.1 Natural Resources  understand relationship between  describe the relationship between natural resources
natural resources and economic and economic activities in Namibia (e.g. mining and
activities in Namibia manufacturing)
 appreciate the importance and  explain the importance of natural resources and why it
sustainable use of natural resources 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  understand that Namibia’s physical  explain why Namibia is attractive to tourists
environment features has a special attraction for  explain the benefits of tourism to the people and the
tourist economy of the country
 name some of the laws government passed to protect
 understand the of benefits of the environment
preservation and conservation of  list different conserved animals and identify places
tourist attraction areas where they can be found
 draw a poster or design a display with pasted pictures
of conserved animals in Namibia. (to add)
 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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THEMES AND TOPICS LEARNING OBJECTIVES COMPETENCIES
Learners will: Learners should be able to:
7. Communication and Technology

7.1 Communication long  realise that in the past people used  explain how people communicated in the past without
ago many forms of long distance use of modern technology (e.g. smoke signals,
communication without use of modern messengers, drums etc)
technology  design a display with pasted pictures of how people
communicated in the past
 draw two examples of long distance communication in
the past (e.g. drums, messengers, smoke signals etc)
7.2 Modern technology and  know the latest technological  discuss some of the latest technological development
communication development e.g. the cellular phone, fax and internet

 understand the functions of transport  design a display with pasted pictures of the cellular
and transport links in the region or telephone as the most modern technical achievement
country  describe main means of communication in the region
 make a presentation on the use of different forms of
transport in the region and link to the rest of the country
8. Fighting HIV and AIDS

8.1 HIV and AIDS  understand what is HIV and AIDS  define HIV and AIDS
 show respect for people living with HIV  discuss the rights of HIV and AIDS infected and
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
 arrange an HIV AND AIDS activities at school during
AIDS Awareness Week or to commemorate World
AIDS Day
 use role-play and simulation games to show respect
and care for people living with HIV and AIDS
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THEMES AND TOPICS LEARNING OBJECTIVES COMPETENCIES
Learners will: Learners should be able to:
8.2 HIV and AIDS in  know the situation of HIV and AIDS in  describe the HIV and AIDS situation in Namibia
Namibia Namibia  gather facts and figures on the situation of HIV and
AIDS in Namibia

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9.2 Learning content for Grade5

THEMES AND TOPICS LEARNING OBJECTIVES COMPETENCIES

Learners will: Learners should be able to:
1. Map reading skills

1.1 Locating southern  know and locate the countries of  identify and locate Southern Africa (SADC countries)
Africa Southern Africa on a map or an atlas on a political map of Africa and its location in relation
to the world
 draw a political map of Africa by locating SADC
countries on it
1.2 What is a map scale  know the different types of map scales  explain what is a map scale
 name the difference types of map scales
 draw a map of their school ground or classroom by
using one type of scale
1.3 Finding direction  be familiar with the methods of  identify different methods of determining directions
determining directions  determine the direction by using a compass, a shadow
stick, a watch, the sun and the stars
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  draw a time line and place events and changes which
 understand aspects of the past using include terms such as BC and AD
historical sources  explain the meaning of historical sources
 use appropriate vocabulary (e.g., primary and
secondary sources, arte facts) to describe their
inquires and observations

 collect and process information from primary sources

(e.g., interviews, eyewitnesses, class trips) and
secondary sources (print materials)
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THEMES AND TOPICS LEARNING OBJECTIVES COMPETENCIES
Learners will: Learners should be able to:
 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  understand how communities have  describe how a community in Southern Africa
changed and changed, developed over time contributed to the change and development using
developed great Zimbabwe as an example
 discuss the effects of changes and development on
some communities (Bantu and Khoisan)
3.2 Colonialism in  know the reasons why countries were  define colonialism and colony
Southern Africa colonised and the consequences of  explain why countries were colonised
colonialism on African countries
 draw a map of southern Africa by indicating the names
of colonised countries and the names of colonisers
 List consequences of colonialism on African Countries

3.3 Slavery and our human  understand slavery, the reasons for  Differentiate between Slave and Slavery
rights slave trade and what lead to its  discuss when slavery began and give reasons why
abolition people from Africa were sold as slaves
 draw a map of slave trade to indicate the route of
slave trade between Europe, Africa and America
 describe how the concept of human rights developed
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THEMES AND TOPICS LEARNING OBJECTIVES COMPETENCIES
Learners will: Learners should be able to:
with the activities of people who opposed slavery and
which led to the abolition of slavery
 compile information about what the Namibian
constitution say 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 What is democracy and  understand what is democracy, how it  define what is Democracy
how it work work and why political parties are  explain what is a political party and name the different
important political parties in Namibia
 know the rights of the citizens to vote  identify the characteristics of different systems of
for the party of the choice government (democracy, dictatorship)
 understand how government are  describe how democracy works by organising an
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  know the difference between State and  explain the difference between the following concepts:
party or many parties Nation i) state and nation
ii) one party and multi party state
 understand that a country can be  explain why a one party system can lead to
governed by either one or multi party dictatorship
system
 list the advantages of multi party system
 discuss or debate the advantages and disadvantages
of a one party and multi party system

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Learners will: Learners should be able to:
5. The Geography of our continent

5.1 Physical features of  understand the physical features of  identify the main physical features of Africa on a given
Africa Africa and its representation on a map 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  know the movements of the earth and  describe the basic shape of the earth
earth its effects on animals and plants  describe the rotation of the earth causing day and
night
 describe the revolution of the earth and its effects
(seasons)
 explain the effects of seasons on plants and animals
5.3 Climate and natural  know the major climatic and natural  explain what “natural vegetation “ is
vegetation of Africa vegetation zones of our continents  describe the major vegetation zones of Africa
 describe the major climatic and natural vegetation
zones of our continent
 draw a map showing major climatic zones and its
vegetation of Africa
5.4 Population distribution  understand population distribution and  explain dense and sparse population.
and density the need for planned urban  explain why unplanned urbanisation is a problem
development
 discuss ways of improving life in poor, densely
 know physical factors influencing populated areas
population distribution
 explain why the population is unevenly distributed in
Namibia (e.g. physical features)
5.5. Population growth and  realise how the population of Africa  discuss the relationship of population and natural
natural resources of has grown from past to present resources
Africa
 understand the relationship of  list ways in which excessive population growth can be
population and natural resources controlled
 analyse the population growth table of Africa
 state the importance of the preservation and
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Learners will: Learners should be able to:
conservation of our natural resources
 describe ways in which our natural resources should
be conserved and protected
 have a class discussion on the problems resulting
from over population
 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  understand the relationship between  describe the relationship between resources and
economic activities resources and economic activities in economic activities in southern Africa
southern Africa  explain the impact of economic activities on natural
 realise the impact of economic resources (e.g. Mining, farming, manufacturing)
activities on natural resources
6.2 Trade, transport and  realise that trade is influence by  differentiate between import and export
communication transport and communication links  make a list of goods Namibia imports and exports
 identify the routes used to bring in and send out the
imports and exports respectively
 draw a map showing the major road, rail, air and sea
routes of southern Africa
 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  understand how people and nature  differentiate between natural and human factors and
influence economic influences economic development explain how it can influence economic development
development
 discuss the effects of diseases on human resources
and economic development (e.g. HIV and AIDS, TB,
malaria

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Learners will: Learners should be able to:
6.4 Namibia as part of  realise that Namibia is part of SADC  list the member countries of SADC
SADC
 explain the purpose for which SADC was established
7. Civic and culture

7.1 Growing up brings new  realise that their responsibilities in the  list their present responsibilities in the family, school
responsibilities family, school and society changes as and community
they grow up

 appreciate that culture influence the  describe and explain the importance of new
ways of preparing children for their responsibilities will have in the coming years
adult roles and keeps on changing
 describe and discuss different types of families (e.g.
over time
nuclear family, extended family, single parent family,
family with adopted child, children’ s home, foster
home)

 understand that marriage and family  discuss different types of marriage found in Southern
life bring new responsibilities, and Africa (e.g. monogamy, polygamy, polyandry and
know that there are different types of explain the system under which people get married)
marriage and families
7.2 The work of women  know the differences between  list all work done in the household and and compare
and men in our women’s and men’s roles in the world the work mostly done by women and men
community or country of work  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
 suggest how this inequality could be changed (e.g.
more technical and leadership education for girls,
shared children care with fathers, more crèches ,
changing gender discrimination laws example
affirmative action’s)

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THEMES AND TOPICS LEARNING OBJECTIVES COMPETENCIES
Learners will: Learners should be able to:
 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 in at school or hostel

 examine stereotypes about women’s and men’s work

in the community
7.3 Gender equity  appreciate the importance of gender  explain the importance of gender equity
equity  discuss the role and status of men and women in a
traditional society and changes thereon
 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  give examples of how clothing and adornments are
own ways to express identities of its used to express aspects of identity of people (e.g.
members tribe, sex, age, profession, ceremonial role, status)
 appreciate and respect the rich variety  collect or draw pictures of different clothing, hairstyles
of ways in which cultures and groups and body adornments found in southern Africa
express their identity with pride
 discuss how they express aspects of their own
 know some of the major components identities through clothing and adornments
of culture  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

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Learners will: Learners should be able to:
8. Fighting HIV and AIDS

8.1 Myths and facts about  know the myths and facts about HIV  differentiate between myths and facts about HIV and
HIV and AIDS and AIDS 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 promotes the spread of HIV and
AIDS in our communities
8.2 Living in the era of HIV  understand the spread and impact of  describe ways in which HIV and AIDS spreads
and AIDS 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

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9.3 Learning content for Grade6

THEMES AND TOPICS LEARNING OBJECTIVES COMPETENCIES

Learners will: Learners should be able to:
1. Map work

1.1 Determining location  know the different lines of latitude and  differentiate between lines of latitude and longitude on
longitude a map
 become familiar with grid references  name and identify different lines of latitude and
as a method to determine location on a longitude on a map
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  become familiar with different types of  distinguish between different types of maps (i.e.
and graphs maps and their uses political maps, resources maps, physical maps)
 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  understand height representation on  name ways in which height can be represented on
height maps maps and define contour as a means of
representation of height on maps
 know how to convert a contour  name the characteristics of contour lines
drawing into physical features  use topographical map to illustrate contours
 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)
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Learners will: Learners should be able to:
1.4 The weather forecast  understand weather forecast  explain the concepts synoptic weather chart and
weather station
 explain weather conditions from a recorded forecast
by using a given chart key which shows weather
observation at a weather station
 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

2.2 Old, middle and  understand that history can be divided  explain the development and changes which occurred
modern times into old, middle and modern times 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  know the difference between a primary  differentiate between a primary and a secondary
secondary sources and secondary source in history sources
 collect and present a short report given by a person
who took part in an event

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Learners will: Learners should be able to:
3. Living in Neighbourhoods

3.1 Our local and global  understand how international trade  identify products or services where people are linked
neighbourhoods and 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 what is globalisation
 identify and explain the benefits and problems
associated with globalisation and suggest possible
solutions
3.2 Moral values and rights  understand that moral values and  name moral values and describe a situation in which
rights can only be preserved if they are the moral value plays a role
also respected values and rights of  discuss examples of violations of rights
others
 dramatise an example of violation of human rights and
what a citizen can do to help protect the rights of
others
 discuss the moral values and human right that play a
role where a small child was sexually molested
4. Exploring world geography

4.1 Physical features of the  know the main physical features of the  name and identify the main physical features of the
world 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
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THEMES AND TOPICS LEARNING OBJECTIVES COMPETENCIES
Learners will: Learners should be able to:
4.3 Climate and natural  understand how climate influences the  name and locate different vegetation zones on a map
vegetation of the world natural zones of the world of the world
 explain how climate influences the vegetation, living
conditions and agricultural activities by using the
example of people living in
a) ice cap (north and south pole)
b) semi-desert climate
c) tropical savannah
d) tropical rainforest
 indicate using a map key the different vegetation
regions on a map of the world

5. Technology for development and welfare

5.1 What is technology  know and understand the meaning of  explain the meaning of technology in modern world
technology
 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, fax machines, cell phones etc) and display
them in a class
5.2 New technology for the  understand the advantages and  name four alternative sources of energy and explain
production of energy disadvantages of the new energy their advantages and disadvantages of any two
sources example (e.g. wind energy, solar energy, tidal energy
, hydro energy)
 gather, display and present information on new
sources of energy (alternative energy)

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Learners will: Learners should be able to:
6. Revolution in communication

6.1 The world of  understand the concept of information  list five sources of information and discuss where they
information and know sources of information 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)
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 space
technologies technology)

 explain what is internet and give examples of services

available on the internet
 carry out a project or class assignment on mass
communication

7. Managing economic development

7.1 Industrial revolution  understand the origin and  define the term “Industrial Revolution”
development of the industrial  discuss the origin and development of the Industrial
revolution Revolution
 explain how the Industrial Revolution affected the
European society
 collect information on the causes and consequences
of the Industrial Revolution by using ICT

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Learners will: Learners should be able to:
7.2 What helps countries to  realise the factors which help countries  list and explain the factors which help countries to
develop 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.
 dramatise a scene to demonstrate the importance of
rules and laws and identify duties and rights of
employees and employers
8. Searching for peace

8.1 Conflicts and violence  understand what is meant by conflict  identify the causes of conflicts and violence in a
in our society and violence, why conflicts and society
violence occur and how to deal with  describe social and environmental conflicts
them
 describe the forms and causes of gender based
 realise that the best way towards violence
peace in the country is to avoid
conflicts and violence  assemble newspaper articles on conflict and violence,
analyse it and give feedback on the nature of conflicts
and violence
 discuss ways society could deal with conflict and
violence in their societies
9. Population Studies

9.1. Population distribution  understand how natural and social  differentiate between population distribution and
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
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Learners will: Learners should be able to:
 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

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 9.4. Learning content for Grade7

THEMES AND TOPICS LEARNING OBJECTIVES COMPETENCIES

Learners will: Learners should be able to:
1. Map work

1.1. The tool of map work  know the 8 main directions to locate information  demonstrate an ability to work with the 8
on the map divisions of directions on maps and
 become familiar with various map symbols and sketches
different kinds of scale  apply the most common conventional map
 understand d the methods used to indicate symbols and keys of variety of maps
height on variety of maps of varying scale  name and use three different kinds of scale
to calculate distance
 word scale (statement)
 ratio scale (representation)
 linear scale
 calculate distance on straight and
uncomplicated curved lines or shape on
maps with a variety of scales
 demonstrate how to work with contour
lines, spot heights, and trigonometrically
beacons
 identify valleys and spurs represented by
contour lines
 identify different kind of slopes
(a) gradual
(b) steep
(c) uniform cliff
(d) vertical slopes

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THEMES AND TOPICS LEARNING OBJECTIVES COMPETENCIES
Learners will: Learners should be able to:
2. Climatology

2.1. Weather and Climate  understand the difference between weather and  distinguish the differences between weather
climate and climate
 know the difference types of weather  name the different elements of weather:
instruments and weather elements such as temperature, rainfall, air pressure,
 understand how weather influence human wind speed, wind direction, humidity, cloud
activities cover and sunshine
 identify and recognize the instruments used
for measuring weather elements
 demonstrate how to measure and record
observations taken with various weather
instruments e.g. maximum and minimum
thermometer, rain gauge
 discuss in brief how the elements of
weather influence human activities in their
local environment

2.2. Forms of condensation  understand the terminology and the processes  define evaporation, dew-point and
in connection with humidity and recognise condensation
condensation forms
 describe the phases through which water
moves in the water cycle by experiments/
illustration
 describe the factors that influence dew and
frost

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Learners will: Learners should be able to:
2.3. Major climatic regions  be introduced to the Equatorial rainforest,  indicate distribution of equatorial
south of the Sahara Tropical savannahs, and Tropical deserts rainforests, tropical savannah and tropical
deserts on a map
 describe the climate in each region by using
climatic graphs of temperature and rainfall
 identify the vegetation from photographs
and sketches
 describe human activities and their effects
on the natural environment (e.g.
deforestation in equatorial rainforest,
overgrazing or over cultivation in tropical
savannah )

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Learners will: Learners should be able to:
3. Early humankind

3.1. Evolution and creation  know the origin of human beings, 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

3.2. Hunters and gatherers  know the various types of hunters and gatherers  distinguish between various types of
 understand that these people had specialised hunters and gathers and their activities
skills  demonstrate how they applied their skills to
make a living (at least one example)

3.3. Pastoralism  understand how and when the domestication of  define the term ‘domestication’
animals took place  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

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Learners will: Learners should be able to:

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
 understand that idea about places of people and the reasons for settling there
settlement and socio-economic lifestyles  describe features of their economic, cultural
and social lifestyle

4.2. 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
 mention the names of the major language
groups that moved southwards
 indicate on a map where they have settled
and list reasons for settling there
 discuss the dependence of the Bantu-
speaking people on their environment

4.3. Migration of the Khoisan  understand the origin, movements and  discuss the possible origin of the Khoisan and
and Damara people settlements of Khoisan and Damara people Damara people
 compare how the Khoisan and Damara
people made a living
 explain why a ‘good’ environment was
important for people

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THEMES AND TOPICS LEARNING OBJECTIVES COMPETENCIES
Learners will: Learners should be able to:
5. The rise and the decline of Empires and Kingdoms

5.1. Egypt  understand that ancient Egypt is the oldest  explain when and why Egypt began to
known civilisation in Africa develop into a kingdom
 understand that in Egypt a high degree of  draw a timeline of the periods into which
development of human life was achieved Egyptian history was divided
 describe the most important achievement of
the various Egyptian kingdoms

5.2. Great Zimbabwe  understand that Great Zimbabwe was a state  explain when and why Great Zimbabwe
built by African understand that its fame developed into a kingdom
rested on the control of trade
 name the successor states of Great
Zimbabwe
 list the goods traded in the kingdom and how
trade was operated between Great
Zimbabwe and the coastal areas

6. Forms of Governments

6.1. Different forms of  understand anarchy, autocracy and  define what is government
government: democracy as a form of government  distinguish between anarchy, autocracy and
- anarchy democracy
- autocracy  name at least one country in the world where
- democracy the following government systems where
practiced
 describe the features of each types of
government system above

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THEMES AND TOPICS LEARNING OBJECTIVES COMPETENCIES
Learners will: Learners should be able to:
7. Exploring world geography

7.1. 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

7.2. Natural disasters  understand the impacts of natural disasters  list the different types of natural disasters, and
and how people deal with them how it occur and effect on human lives (floods,
droughts, tornadoes, earthquakes and volcanoes)
 understand the impact of natural disasters on  discuss the effects of natural disasters on the
people and the environment environment
 indicate where the major natural disasters occurs

8. Economic geography and resources

8.1. Economic activities  understand the different forms of economic  define the following economic concepts and give
activities examples
(a) primary economic activities
(b) secondary economic activities
(c) tertiary economic activities
(d) 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

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THEMES AND TOPICS LEARNING OBJECTIVES COMPETENCIES
Learners will: Learners should be able to:
8.2. Labour  know the terms like employment,  explain the concept “Labour”
unemployment and labour
 define and give examples of the following labour concepts
(a) employment and unemployment
(b) the private sectors, government sectors and informal sectors
(c) unskilled, semi-skilled and skilled labour
 explain the circumstances under which child and woman labour
are
(a) justifiable
(b) unjustifiable
 discuss the importance of worker’s unions

8.3. Resources  understand the importance of the  define renewable resources

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

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Learners will: Learners should be able to:
9. Regional Geography

9.1. Southern Africa  be familiar with southern Africa physical  locate and identify on a map of southern Africa the
features following physical features:
(a) 6 major rivers
(b) Deserts
(c) Swamps
(d) Mountains

9.2. The world  know the continents of the world and their  locate on the world map the following physical
major physical features
features
(a) continents
(b) oceans (Pacific, Indian and Atlantic)
(c) major rivers (Zambezi, Orange, Congo, Nile,
Mississippi, Colorado, Amazon, Niger, Rhine)
(d) major mountains ( Kilimanjaro, Atlas, Rocky, Andes,
Himalaya, and Alps)
(e) deserts (Namib, Kalahari, Gobi, Sahara, Atacama,
Thar, Great Sand desert

9.3. Southern African  realise that Namibia is part of SADC and  discuss the Southern African Development Community
Development understand the responsibilities of member (SADC):
Community (SADC) state (a) name and locate member states on a map with
capital cities
(b) explain the purpose of the SADC
(c) indicate the responsibilities of each member state
 discuss how Namibia benefits as a member of the SADC

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39
THEMES AND TOPICS LEARNING OBJECTIVES COMPETENCIES
Learners will: Learners should be able to:
9.4. Communication  develop an understanding of Namibia’s  identify on a map the following major transport routes:
network in Namibia major routes (a) road: Trans-Kalahari, Trans-Caprivi and other major
roads of Namibia
(b) railways
(c) airports
 explain the importance of these transport routes to
Namibia’s economy and SADC in general

10. Population studies

10.1. Population growth and  understand factors and the processes  define the following terms:
change affecting population growth and change of (a) fertility
a country (b) mortality/death rate
(c) birth rate
(d) infant mortality
(e) population growth
(f) life expectancy
 identify factors and processes that affect population
growth and change
 read and analyse the population growth, fertility and life
expectancy on a population map/chart/graph and report
on 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

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40
THEMES AND TOPICS LEARNING OBJECTIVES COMPETENCIES
Learners will: Learners should be able to:
10.2. Collecting population  know the difference sources of population  explain 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 school

10.3. HIV and AIDS  understand the impact of HIV and AIDS on  explain how HIV and AIDS affects population growth
Population and the economy of our  discuss the impact of HIV and AIDS pandemic on
country Namibia’s economy

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41
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,

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42
interpreting phenomena and data, applying knowledge, communicating, making value
judgements, and in their participation in general.

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 grades 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.

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 term,
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 Grades 1 to 3, letter
grades are related to a six-point performance scale, while in Grades 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.

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43
10.3 Assessment objectives

The assessment objectives are:

Assessment Objective A:  Requires the learner to identify, give

Knowledge with Understanding examples, name, list, indicate, define and
recognise
Assessment Objective B:  Requires the learner to use various forms of
Handling Information, Application of information to select, explain, deduce,
Knowledge and Solving Problems 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.

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
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 or second
term, these activities should assess not more than two skills and should count 15 marks
each.

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 term
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 a topic. They may well include assessment
involving competencies to do with locating information, conducting surveys, analysing
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44
information or presenting information. Topic tasks will involve assessments of Competencies
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 term'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

Term 1 Term 2 Term 3

Components Number & Number & Number &
Total Total Total
Marks Marks Marks
Practical
2 × 10 20 2 × 10 20 1 × 10 10
Investigations
Topic Tasks 2 × 10 20 2 × 10 20 2 × 10 20
Topic Tests (2 × 10) ÷ 2 10 (2 × 10) ÷ 2 10 1 ×10 10
End of Term Test 1 × 20 20 1 × 20 20
Term Marks 70 70 40
Weighted Term
100 100
Marks for Report

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45
 Continuous Assessment Grades 5, 6 & 7

Term 1 Term 2 Term 3

Components Number & Number & Number &
Total Total Total
Marks Marks Marks
Practical
2 × 15 30 1 × 15 15 2 × 15 30
Investigations
Projects (1 × 30) ÷ 2 15
Topic Tasks 2 × 10 20 2 × 10 20 1× 10 10
Topic Tests (2 × 20) ÷ 2 20 (2 × 20) ÷ 2 20 (1 ×20) ÷ 2 10
End of Term Test 1 × 30 30 1 × 30 30
50 x 2
Term Marks 100 100
= 100
Weighted Term
100 100
Marks 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 5-7. 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 assessment for Grade 4 will be an end-of–term test of work done in the third
term only. The end of year examination Grade 5 should consist of work done in the second
and third terms only, while the end of year examination for Grades 6 and 7 will consist of all
work done during the whole year.

The description of various papers for the written examination is as follows:

Written Examination Grades 5, 6 and 7 and

End-of-term 3 test for Grade 4
Grade Description of papers Duration Marks
4 This will consist of one paper based on work done 40 20
in the third term. minutes
5 This will consist of one paper of 90 minutes
consisting of two sections.
90
Section A: 20 multiple choice questions (20 marks) 70
minutes
Section B: variety of structured questions (50
marks)
6 and 7 This will consist of one paper of 90 minutes
consisting of two sections.
90
Section A: 20 multiple choice questions (20 marks) 100
minutes
Section B: variety of structured questions (80
marks)

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46
Promotion Mark

A promotion mark will be awarded at the end of each year based on the average of 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 Grades 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
of-term test in 20 20%
term 3
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 Paper 1/Section A:
20 10%
Examination
Paper 1/Section B: 50 25%
Continuous Topic Tasks, Topic Tests, Practical
65 65%
Assessment Investigations/Projects, End of Term Test
TOTAL MARKS 135 100%

Component
for Grades 6 Description Marks Weighting
and 7
Written Paper 1/Section A:
20 10%
Examination
Paper 1/Section B: 80 40%
Continuous Topic Tasks, Topic Tests, Practical
50 50%
Assessment Investigations/Projects, End of Term Test
TOTAL MARKS 150 100%

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47
The promotion marks are calculated as follows:

Promotion Mark for Grade 4

Term 1 Term 2 Term 3
Total Term Mark 180
70 70 40
CA Mark (180 ÷ 18) x 8 80
End-of-term test in term 3 20 Mark 20
CA mark + End-of-year examination
Promotion Mark 100

Promotion Mark for Grade 5, 6 & 7

Term 1 Term 2 Term 3
Total Term Mark 300
100 100 100
Grade 5
CA Mark (300 ÷ 30) x 13 130
End-of-year examination 70 Marks 70
Grade 6 & 7
CA Mark (300 ÷ 30) x 10 100
End-of-year examination 100 Marks 100
CA mark + End-of-year examination
Promotion Mark 100
200 ÷ 2

1. Written Examination Weighting

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

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48
11. Additional Information

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.

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49
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 year

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

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

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50
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

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

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51
Annexe 3: Assessment record sheet for Grade 4 (Term 1 and 2)

ASSESSMENT RECORD SHEET: Social Studies Grade: ....................... Year: .................

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

Practical End of
Term CA Exam Weighted
Investigation/ Topic Task Topic Test Term
Mark Mark mark term mark
Project Test
Name of Learner 1 2 Total 1 2 Total 1 2 Total
Mark 10 10 20 10 10 20 10 10 20÷2 50 20 70 100
1 (70÷7) x 10 =
100
2
Mark 10 10 20 10 10 20 10 10 20÷2 50 20 70 100
(70÷7) x 10 =
1
100
2
Mark 10 10 20 10 10 20 10 10 20÷2 50 20 70 100
(70÷7) x 10 =
1
100
2
Mark 10 10 20 10 10 20 10 10 20÷2 50 20 70 100
(70÷7) x 10 =
1
100
2
Mark 10 10 20 10 10 20 10 10 20÷2 50 20 70 100
(70÷7) x 10 =
1
100
2
Mark 10 10 20 10 10 20 10 10 20÷2 50 20 70 100
(70÷7) x 10 =
1
100
2
Mark 10 10 20 10 10 20 10 10 20÷2 50 20 70 100
(70÷7) x 10 =
1
100
2

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Annexe 4: Assessment record sheet for Grade 4 (Term 3)
ASSESSMENT RECORD SHEET: Social Studies Grade: ..................... Year: ...................

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

Total End of
Practical Term 1 Total rd
Topic Term 3 term Promotion
Investiga Topic Task + Term CA Mark
Test 3 test Mark
tion Term 2 Mark
Mark mark
Name of Learner Total 1 2 Total Total
[180÷18] × 8
Mark 10 10 10 20 10 40 140 180 20 100
= 80

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53
Annexe 5: Assessment record sheet for Grade 5
ASSESSMENT RECORD SHEETS: SOCIAL STUDIES Grade: Year:
School: Teacher:
End Weight
Practical Exa Prom
of Term ed CA
Investigation/ Topic Task Topic Test m otion
Term Mark Term Mark
Project mark Mark
Test Mark
Name of Learner 1 2 Total 1 2 Total 1 2 Total 70 130 100
Mark 15 15 30 10 10 20 20 20 40÷2 70 30 100 100 100
(300÷30) x 13
1
= 130
2
Mark 10 10 10 10 20 20 20 20 50 50×2 100 70 130 200÷2
3
Mark 15 15 30 10 10 20 20 20 40÷2 70 30 100 100 100
(300÷30) x 13
1
= 130
2
Mark 10 10 10 10 20 20 20 20 50 50×2 100 70 130 200÷2
3
Mark 15 15 30 10 10 20 20 20 40÷2 70 30 100 100 100
(300÷30) x 13
1
= 130
2
Mark 10 10 10 10 20 20 20 20 50 50×2 100 70 130 200÷2
3
Mark 15 15 30 10 10 20 20 20 40÷2 70 30 100 100 100
(300÷30) x 13
1
= 130
2
Mark 10 10 10 10 20 20 20 20 50 50×2 100 70 130 200÷2
3
Mark 15 15 30 10 10 20 20 20 40÷2 70 30 100 100 100
(300÷30) x 13
1
= 130
2
Mark 10 10 10 10 20 20 20 20 50 50×2 100 70 130 200÷2
3

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54
ANNEXE 6: Assessment record sheet for Grades 6 and 7
ASSESSMENT RECORD SHEETS: SOCIAL STUDIES Grade: Year:
School: Teacher:
End Weight
Practical Promot
of Term ed Exam CA
Investigation/ Topic Task Topic Test ion
Term Mark Term mark Mark
Project Mark
Test Mark
Name of Learner 1 2 Total 1 2 Total 1 2 Total 100 100 100
Mark 15 15 30 10 10 20 20 20 40÷2 70 30 100 100 100
1 300÷3 = 100
2
Mark 10 10 10 10 20 20 20 20 50 50×2 100 100 100 200÷2
3
Mark 15 15 30 10 10 20 20 20 40÷2 70 30 100 100 100
1 300÷3 = 100
2
Mark 10 10 10 10 20 20 20 20 50 50×2 100 100 100 200÷2
3
Mark 15 15 30 10 10 20 20 20 40÷2 70 30 100 100 100
1 300÷3 = 100
2
Mark 10 10 10 10 20 20 20 20 50 50×2 100 100 100 200÷2
3
Mark 15 15 30 10 10 20 20 20 40÷2 70 30 100 100 100
1 300÷3 = 100
2
Mark 10 10 10 10 20 20 20 20 50 50×2 100 100 100 200÷2
3
Mark 15 15 30 10 10 20 20 20 40÷2 70 30 100 100 100
1 300÷3 = 100
2
Mark 10 10 10 10 20 20 20 20 50 50×2 100 100 100 200÷2
3

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55
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