Republic of Namibia

MINISTRY OF EDUCATION

JUNIOR PRIMARY PHASE

PRE-PRIMARY SYLLABUS

ENGLISH VERSION

FOR IMPLEMENTATION

2015
Ministry of Education
National Institute for Educational Development (NIED)
Private Bag 2034
Okahandja
Namibia

© Copyright NIED, Ministry of Education, 2015

Pre-Primary Syllabus English Version

ISBN: 978-99945-2-057-2

Printed by NIED

Publication date: 2015

 TABLE OF CONTENTS

1 Introduction ............................................................................................................................ 1
2 Rationale ................................................................................................................................ 1
3 Aims ....................................................................................................................................... 1
4 Inclusive Education ................................................................................................................ 2
5 Competencies and Learning Outcomes.................................................................................. 3
6 Particular Features of the Pre-Primary Education ................................................................... 3
7 Gender Issues ........................................................................................................................ 4
8 Cross-Curricular Issues .......................................................................................................... 4
9 Approaches to Teaching and Learning ................................................................................... 4
10 Assessment......................................................................................................................... 5-6
11 Development Areas ............................................................................................................. 7-8
12 Summary of the Learning Content .......................................................................................... 9
13 Learning Content .................................................................................................................. 10
13.1 Language Development .................................................................................................. 10-11
13.2 Preparatory Mathematics ................................................................................................ 13-14
13.3 Environmental Learning .................................................................................................. 15-18
13.4 Arts ................................................................................................................................. 19-20
13.5 Religious and Moral Education ............................................................................................. 21
13.6 Physical Development ..................................................................................................... 22-23
14 Additional Information........................................................................................................... 24
1 Introduction

Pre-Primary education covers a single year of school readiness activities before the commencement
of formal primary education. To be admitted to the Pre-Primary school year in January, the child
should have turned five years of age by 31 December of the previous year.

The purpose of Pre-Primary education is to lay a solid foundation for formal learning, establishing
self-confidence and self-worth through personal and social development. All learning must promote
the growth and development of each child as an individual and as a member of the school and
society. In order to create good social relationships, stability, and continuity for the children, the class
teacher must teach all learning areas in this phase.

For this syllabus to be delivered efficiently, children would need to spend at least twenty hours per
week at school. Timetabling should be flexible and left to the discretion of the Pre-Primary teacher.

This syllabus is supported by a Teachers’ Manual, a Learners’ Workbook and a Teachers’ Resource
Book. The Teachers’ Manual contains more detailed information for Pre-Primary teachers to interpret
the syllabus and to teach the syllabus content. The Teachers’ Manual further contains a scheme of
work, assessment guidelines and record forms and a complete glossary of terms. Both the syllabus
and the support materials can be downloaded from the NIED website at [Link]

2 Rationale

When young children enter school for the first time, a high percentage of them may, in many
respects, be ready to enter the formal learning situation successfully. However, many of them did not
have the opportunity in their pre-school years to participate in activities from which they could acquire
the knowledge and understanding, skills and attitudes needed for formal learning. Therefore the Pre-
Primary curriculum involves the provision of equal opportunities to all children through the
development of various skills and norms through specific learning experiences to the level where
these could be utilised to their full extent in the formal learning situation.

The Pre-Primary curriculum is designed to guide the children through a learner-centred approach in
the most efficient manner according to their own ability to cope with the formal learning situation in
primary grades. The inclusion of all the learning areas in an integrated manner will contribute towards
the acquisition of knowledge and understanding, skills and attitudes necessary for laying the
foundation for a successful school career.

3 Aims

The aims of the Pre-Primary syllabus are to provide a balanced, relevant and coherent programme of
learning through structured play. The aims are to:

 develop personal, social and emotional well-being in particular by supporting the transition to
and between settings, promoting an inclusive ethos and providing opportunities for each
child to become a valued member of the community so that a strong self-esteem is promoted
 provide opportunities that will enable children to learn how to share, cooperate and work in
harmony with each other and to listen to each other
 develop attention skills to concentrate on their own play activities and on tasks given
 develop children’s language and communication skills with opportunities for all to talk and
communicate in a widening range of situations, to listen carefully and to respond to others
and further to practice and extend the range of vocabulary use
 prepare children for reading and writing skills with opportunities for all to explore, enjoy, learn
about signs and words in a broad range of contexts and to experience a rich variety of
printed matter
 develop their understanding of numbers, measurement, patterns, shapes and space by
providing a broad range of contexts in which they can explore, enjoy, learn, and practice

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  develop children’s knowledge and understanding of the world with opportunities for all to
solve problems, make decisions, experiment, predict, plan, explore and find out about the
environment, people and places that have significance in their lives
 develop and practice their fine and gross motor skills and to increase their understanding of
how their bodies work and what they need to do to be healthy and safe
 develop children’s creativity with opportunities for all to explore and to share their thoughts,
ideas and feelings through a variety of imaginative art forms.

4 Inclusive Education

Inclusive Education is the right of every learner and promotes participation in, or access to, the full
range of educational programs and services offered by the education system in mainstream schools.
It is based on the principle of supporting and celebrating the diversity found among ALL learners and
removing ALL barriers to learning.
Basic Education prepares the society, as envisaged in Namibia’s Vision 2030, by promoting
inclusivity. Learners experiencing barriers to learning and other individual needs will be included in a
mainstream school and their needs will be attended to through differentiation of teaching methods
and materials as required. Learners, who are so severely impaired that they cannot benefit from
attending inclusive schools, will be provided for according to their needs in learning support units,
resource units or resource schools until such time that they can join the inclusive school where
applicable. The curriculum, teaching methods and materials are adapted for learners in these
institutions.
The learner-centred approach to teaching is highly suitable for learners with special learning needs
since it capitalises on what learners already know and can do, and then assists them to acquire new
knowledge and skills. The Curriculum Framework for Inclusive Education specifies the competencies
which learners with special learning needs should master. Individual Learning Support Plans (ILSP)
should be in place to guide and evaluate the individual learning process for learners with special
learning needs.

Further guidelines on planning for learning and teaching in an inclusive classroom can be found in
the Curriculum Framework for Inclusive Education Curriculum (2012). These guidelines will help to
equip ALL learners with knowledge, skills and attitudes to help them succeed in the world that is
increasingly complex, rapidly changing and rich in information and communication technology.

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5 Competencies and Learning Outcomes

On completion of the Pre-Primary year, children will have a strong foundation from which they can
grow to become active participants in life-long learning. The end-of-year competencies for each of
the learning areas are as follows:

Language Learners can listen for information and respond appropriately. They can
read signs and words from their immediate environment and they can
communicate effectively and confidently in their mother tongue (or where
mother tongue is not possible, in the locally most spoken language).

Preparatory Learners can express orally their understanding of number concepts and
Mathematics mathematical symbols. They can recognise and describe patterns,
relationships and shapes and they can solve simple problems in everyday
contexts.

Environmental Learners are aware of the importance of their own basic health and
Learning nutrition. They act positively towards the natural environment and interact
positively in the social environment.

Arts Learners demonstrate personal and interpersonal skills through free

participation in creative activities; they express themselves through art
forms and appreciate others’ expressions.

Physical Learners can participate to the best of their ability in a variety of physical
Development activities that promote movement and motor development.

Religious and Learners have a basic understanding of their own beliefs, are tolerant of
Moral Education others’, and share common positive values.

6 Particular Features of Pre-Primary Education

Good Early Childhood Development and Pre-Primary education provide a stimulating environment for
the all-round development of the child which will lay a foundation for formal schooling. Universal Pre-
Primary education enhances equity on entry to primary education, especially for children with
learning disadvantages. Pre-Primary education is not yet a pre-requisite for entry to Basic Education,
but will be extended as rapidly as possible throughout the country.

Children who attended Early Childhood and/or Pre-Primary education with appropriate pedagogy
make better progress in formal education, and achieve better than those who have not. Development
involves adaptation and differentiation in cognitive, physical and socio-emotional areas.

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7 Gender Issues

The Pre-Primary education promotes equality of opportunity for males and females, enabling both
genders to participate equally and fully. Teachers should know and understand how to treat children
equally, and all materials should support gender equity. Teachers must be aware of the ways in
which boys or girls often become favourites in classroom interaction and ensure that their role as
teachers is one that promotes gender equity. There are stereotype expectations that certain concepts
are more difficult for girls. It is therefore essential that the teacher creates motivation and confidence
in girls as much as in boys.

8 Cross-Curricular Issues

The themes and topics of Environmental Learning are extended across the curriculum in other
learning areas. It is also the main carrier subject of the cross-curricular themes of HIV and AIDS
Education, Human Rights and Democracy and Population Education.

In schools where computers and/or other technologies are available, children can participate freely
in ICT related activities. Exposure to computers includes educational games and software using
multimedia functionalities such as sound, etc. Children can acquire an appreciation for technology.

9 Approaches to Teaching and Learning

The curriculum takes into account the “whole” child, recognising each child’s unique interests, ability,
and personality, style of learning and rate of development. The teacher should encourage children to
be responsible for their own learning by promoting choice in their daily activities. The approach to
teaching and learning is based on a paradigm of learner-centred education described in ministerial
policy documents.

The aim is to develop learning with understanding and the skills and attitudes to contribute to the
development of society. The starting point for teaching and learning is the fact that the child brings to
the school a wealth of knowledge and social experience gained from the family, the community, and
through interaction with the environment.

Children learn best when they are actively involved in the learning process through a high degree of
participation, contribution and production. Through structured play activities and handling a variety of
manipulatives and artefacts, children will be encouraged to investigate and explore the learning
environment. Teaching strategies must therefore be varied but flexible within well-structured
sequences of fun lessons with stories, songs and movement. Co-operative and collaborative learning
should be encouraged wherever possible. Work in groups, in pairs, individually, or as a whole class
must be organised as appropriate to the task in hand.

The thematic approach to teaching and learning is embedded in Pre-primary education. Therefore
there are deliberate connections between learning areas, allowing a transfer of learning from one
context to another. This will further provide valuable focus to locate learning within the child’s context
(environment) and help children understand why they are doing what they are doing.

Learning will be most relevant and meaningful for the children if it is constantly used in relation to
their immediate environment. It is only by local contextualisation and application that younger
children will understand what they are learning. Teaching of all learning areas should therefore both
draw on the cultural richness of the immediate environment and relate topics to the immediate
environment in every way possible.

Teaching and learning in the Pre-Primary education will be in the mother tongue or, where mother
tongue is not possible, in the locally most spoken language. It is the language at the deepest level of
identity of a person, and constitutes membership of the primary group in life - the family and the local
community. Parents and community members should be involved in the teaching and learning
process as much as possible.
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10 Assessment

Assessment in Pre-primary year consists of informal continuous assessment done during normal
classroom activities. All assessment is observational and aimed to identify if a child has special
needs and how to mobilise resources to meet them. The assessment is related to how well each
child achieves the competencies specified in the syllabus. Informal continuous assessment is the
most appropriate form of assessment for following the child’s progress and giving feedback on an
ongoing basis.

A broad range of assessment procedures should be used, such as observational techniques,

practical tasks, informal questioning and discussion. Assessment must be related to the objectives
for each topic and may include individual and group activities, skills, ideas, processes, presentation
and evaluation. The children’s participation, involvement and contributions to group work must also
be taken into account. Assessment must also take into account the children’s level of development.
The level of competency of children in similar tasks should increase gradually according to their level
of developmental maturity. Assessment information will be used to:
 inform the child and her/his parents of progress and achievements
 inform the teacher of problems in the learning process and guide compensatory teaching
 evaluate the teaching/learning process in order to adapt methods and materials to the
individual progress and needs of each child to continually improve the working atmosphere
and achievements of the class.

Evaluating the teaching/learning process is an integral part of teaching and learning. Information from
assessment is to be used by the teacher to evaluate where it is necessary to adapt methods and
materials to the progress and needs of each child. At the end of each main unit of teaching, and at
the end of each term, the teacher together with the children should evaluate the process in terms of
tasks completed, participation, what the children have learnt, and what can be done to continually
improve the working atmosphere and achievements of the class.

Assessment is not meant for selection or promotion purposes and children will commence to Grade 1
after completion of the Pre-Primary school year.

The assessment record forms in assessment record book should to be used for recording continuous
assessment in all the learning areas. In the Pre-Primary school year, three assessments per year
should be conducted for each learning area: one complete assessment per term.

How to assess continually

Assessment must be part of the weekly lesson planning. The Assessment sections in the Teachers’
Manual will guide the teacher on what to assess within each Theme. During everyday lessons and
while children are carrying on with normal classroom and outside activities, the teacher awards
marks according to the 3-point assessment scale in all the learning areas. These marks are recorded
on the Class List forms during the term.

In Pre-Primary, assessment is criterion-referenced. This means that, when marks are awarded, it is
essential that they reflect the child’s actual level of achievement in relation to the Competencies of
the syllabus.

 3 = Fully Mastered (FM) - the child achieved the competency very well. This is for good
achievement in the area of assessment. (Example: the child knows all the 7 required
colours.)

 2 = Almost Mastered (AM) - the child partly achieved the competency. The learner may
not have achieved all aspects of the competency, but with extra support and guidance from
the teacher, has sufficient competency in the particular school readiness skill. (Example: the
child knows 5 of the 7 required colours.)

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  1 = Not yet Mastered (NM) - the child has not achieved the majority of competencies.
The child has not been able to reach a minimum level of competency, even with help from
the teacher and is in need of extensive learning support. ((Example: the child knows fewer
than 5 of the 7 required colours.)

Summary
At the end of the term the teacher summarises the marks on the Class List forms by calculating the
total mark for each component in the summary columns. The marks are then averaged by dividing
the total mark by the number of times the particular component was assessed. The rounded marks
are then transferred to the Assessment Summary Form. Marks should be rounded as follows:

2.5 – 3 = 3 points
1.5 – 2.4 = 2 points
0 – 1.4 = 1 point

Analysis
The average marks in each of the component columns will guide the teacher in terms of the
children’s progress, i.e. which children still need extensive attention and support to acquire the
necessary school-readiness skills and which children need enrichment activities. It will also inform
the teacher about possible changes in teaching strategies.

Report
At the end of each term the mark for each of the components in each learning area is then reflected
as FM, AM or NM on the Report Form for each child. At the end of the year, only the marks for last
term are considered for the report.

No schedules need to be completed for the Pre-Primary school year.

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11 Development Areas

The following development areas are addressed in the syllabus content:

DEVELOPMENT AREA SUB-AREA DEVELOPMENT SKILLS

1 COGNITIVE Perception
DEVELOPMENT Visual perception Discrimination
Auditory perception Figure-ground discrimination
Form constancy
Analysis and synthesis
Closure
Memory
Sequencing
Sequence and memory recall
Motor integration
Auditory-visual linking
Tactile perception
Smell perception
Taste perception
Conceptual Skills Classification
Seriation
Number
Time
Space
Measuring
Concentration Relaxation
Attention (active and passive)
Motivation
Language
Receptive language Listening
Expressive language Speaking
Incidental reading Communication
Vocabulary
Elocution
Sentence construction
Intellectual Development Observation
Memory
Problem solving
Evaluation
Creative thinking and expression
2 EMOTIONAL Self concept
DEVELOPMENT Emotional awareness
Coping with emotions
Emotional stability/self control
Independence
Perseverance
3 SOCIAL DEVELOPMENT Social skills
Social acceptance
Relationships
Communication
Cooperation
4 AESTHETIC Exploration
DEVELOPMENT Awareness and self-
expression
Appreciation

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DEVELOPMENT AREA SUB-AREA DEVELOPMENT SKILLS
5 SPIRITUAL AND ETHICAL Beliefs (religious and other)
DEVELOPMENT Norms and Values
Morals
6 PHYSICAL DEVELOPMENT Gross Motor Development Gross motor movement
Balance
Co-ordination
Eye-hand co-ordination
Eye-foot co-ordination
Rhythm
Fine Muscle Development Fine muscle control
Fine muscle movement
Rhythm
Body Awareness Body concept
Body comprehension
Dominance
Laterality and directionality
Crossing of midline
Spatial Awareness Position in space and spatial
relations

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12 Summary of the Learning Content

Language Preparatory Environmental Arts Religious and Moral Physical Development

Development Mathematics Learning Education
Listening and Number Concept Myself Visual Art Religious Identity Gross Motor Development
Responding - Self awareness - Drawing - Gross motor movement
Problem Solving - Painting Beliefs, norms and - Balance
Speaking and My Body - Modelling values - Co-ordination
Communication Classification - Body Awareness - Construction - Eye-hand co-ordination
- Body Concept - Collage Morals - Eye-foot coordination
Preparatory-Reading Seriation (order) - Rhythm
My Family Music Social and emotional
Incidental Reading Spatial Relations - Singing development Fine Muscle Development
My home - Instruments - Fine muscle control
Preparatory Writing Measurement - Fine muscle movement
- Time My School Dance - Rhythm
- Length - Free movement
- Mass My community and - Choreographed Body Awareness
- Capacity Culture dances - Body concept
- Money - Body comprehension
Animals Drama: - Dominance
- Dramatization - Laterality and
Water - Role Play directionality and
- Mime crossing of midline
Plants
Appreciation Relaxation
The Weather

Health

Safety

Special Occasions

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13 Learning Content

13.1 Language Development

Skills Learning Objectives Competencies

Learners will: Learners should be able to:
1. Listening and  develop skills in auditory perception and  distinguish and identify different sounds they hear in the
responding discrimination environment far/near; loud/soft; high/low sounds
 notice differences and similarities between verbal sounds
 develop sound awareness and skills  repeat a sound pattern or clapping rhythm correctly
 respond to verbal instructions

 listen attentively and respond appropriately  show accepted listening behaviour by waiting for turn to speak
without interrupting
 repeat a sequence of 3-4 words correctly (ascending and
descending)
 develop their imagination and desire to hear stories,  listen to stories, rhymes and songs for enjoyment
rhymes and songs

2. Speaking and  develop the muscles of the tongue and use sounds to  exercise tongue muscles: left to right, top to bottom movement
Communication make meaning  imitate tongue clicks and sound patterns
 develop their imagination and desire to communicate  retell parts of stories in their own words, say rhymes and sing songs
 participate in discussions, role-play, imitating, miming, and talking
with others
 develop their communication skills and expand their  tell own and other short stories using simple sentences and correct
vocabulary language structures and pronunciation
 answer questions on discussions, stories, rhymes and songs
 ask questions to elicit information
 communicate spontaneously and with confidence about themselves
and their environment
 express their own ideas, opinions, and experiences  describe and compare objects, pictures and situations, pointing out
and listen to others the finer detail
 use courtesy expressions, e.g. greetings, asking for permission and
thanking
 use non-verbal strategies (eye contact, correct body posture) to
communicate effectively, taking cultural differences into account

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Language Development (Continued)

Skills Learning Objectives Competencies

Learners will: Learners should be able to:
3. Preparatory  develop eye muscles and use visual cues to make  exercise eye muscles: left to right, top to bottom movement
Reading meaning  focus the eyes on a stationary object while the head is moving and vice
 develop their left-to-right, top-to-bottom orientation versa

 develop skills in visual perception, visual  re-focus rapidly from far to near, as when copying from the chalkboard
discrimination and sequencing and visual memory  arrange pictures in the correct sequence
recall  participate in card, word and memory games
 observe the whole as a meaningful entity
 develop skills in figure-ground differentiation  perceive objects in the foreground and the background and separate
them meaningfully
 develop skills of analysis and synthesis  complete jigsaw puzzles up to 12 pieces
 observe a picture as an entity, to separate (break up) its parts logically
and bring them together again to a meaningful whole
 develop phonological awareness and articulation  demonstrate phonological awareness by identifying words in sentences
and identifying rhyming words
 demonstrate phonological awareness by recognising beginning and end
sounds (phonemes) in simple words
4. Incidental  incidentally recognise and associate the written  recognise their own names
Reading word with the spoken word  incidentally read words and slogans (phrases) from their environment
 expand their reading vocabulary  recognise written signs and sight words
 develop skills in visual memory recall  identify and match words to words and to pictures
 recognise names of labelled classroom objects and pictures
 become aware of the need to read and develop a  demonstrate the proper way to handle books by holding book upright and
desire to read recognising front and back cover
 organise the basic features of print  recognise that pictures and print convey meaning, words are separated
by spaces, and print is “read” from left to right, top to bottom
 develop decoding strategies for picture reading  decode picture books by ‘reading’ and making up a story
 link words with pictures by predicting
 develop phonological awareness  incidentally recognise and name the alphabet and some single sounds
 pretend ‘reading’ silently and aloud  use knowledge of some single letters and sounds to attempt to ‘read’
words
 pretend to ‘read’ picture books with or without print
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Skills Learning Objectives Competencies
Learners will: Learners should be able to:
5. Preparatory  develop fine motor muscles, hand/eye  demonstrate finger plays and participate in finger exercises
writing coordination, hand dominance, grip and sitting  use dominant hand and demonstrate correct grip using writing tools
posture and correct body posture

 develop their left-to-right, top-to-bottom orientation  write patterns in the sand

 colour pictures without crossing the outer line
 trace and copy rhythmical patterns on dotted lines, from left to right and
top to bottom
 become aware of the need to write and develop a  copy and later write their own names
desire to write  develop rhythm in writing – a free flowing movement
 develop skills in closure  recognise the whole of a section of a figure or a picture when only part of
it is visible, e.g. identify incomplete pictures
 concentrate on a specific task for a specific time and complete tasks
within a specific time limit

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13.2 Preparatory Mathematics

Themes and Learning Objectives Competencies

Topics Learners will: Learners should be able to:
1. Number Concept  appreciate and understand the need and convenience  recognize number sequences through counting rhymes songs and
of counting in everyday life finger plays/chants
 mechanically count up to 20
 manipulate objects and count out up to 10
 subitise up to 4 objects
 recognise numbers up to 10
 write numbers up to 9
 express orally their understanding of number  use vocabulary such as a lot, a few, many to describe a number of
sequences and symbols, and of equal/unequal values objects
of numbers 1-9  do one-to-one correspondence of objects to explain equal/unequal
values of numbers 1-9
 develop skills of visual memory recall  observe, discover and identify numerals in their environment
 develop an awareness of the numerical symbols that  associate numerals with the spoken number names or groups of
is represented by a group of objects objects up to 10
2. Problem Solving  develop their abilities to think logically  solve simple story problems orally
 share objects equally with members in a group using concrete
objects
3. Classification  develop their skills in visual, auditory, tactile, taste  sort objects together that share one or two common properties
and smell perception, discrimination and sequencing  sort objects according to colour, texture, shape, size, taste and smell
and expand their mathematical vocabulary and correctly use the relevant vocabulary
 correctly interpret sensations such as hot/cold, hard/soft,
smooth/rough, blunt/sharp, sweet/sour/bitter, pleasant/unpleasant,
loud/soft, high/low, etc.
 describe the characteristics of and relationships between the
following 2 dimensional shapes: circle, square, triangle and
rectangle
 understand form constancy  differentiate between shapes and symbols and recognise the
essential characteristics of an object even when it appears on a
different size, colour, position or form
 develop skills of logical thinking  classify objects that can sink/float, that are living/non-living, etc.

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Preparatory Mathematics (continued)

Themes and Learning Objectives Competencies

Topics Learners will: Learners should be able to:
4. Seriation  develop skills in visual and tactile perception,  arrange pictures/objects in a specific order or pattern, using relevant
(ordering) discrimination and sequencing vocabulary such as big, bigger and biggest; small, smaller, smallest;
 expand their mathematical vocabulary light, lighter, lightest; heavy, heavier, heaviest, short, shorter,
shortest; long, longer, longest, tall, taller, tallest, smooth, smoother,
smoothest, etc.
 develop an awareness of the patterns and sequence  arrange events in sequence, using the concepts ‘before’ and ‘after’
of objects, shapes and numbers  identify the part(s) that repeat(s) in a repetitive pattern
 copy a given pattern or sequence
 create a pattern using objects/pictures and describe it
 do one-to-one correspondence, matching equal and unequal groups
 have an awareness of ordinal numbers  begin to use vocabulary to indicate order, e.g. first, second, last

5. Spatial Relations  develop an awareness of spatial orientation,  demonstrate and describe the relation of the body or an object to
becoming aware of their body in relation to their other objects in their surroundings in terms of direction and
surroundings and of the position that objects have in comparison
relation to one another  use relevant vocabulary such as: in front of, behind, below, above,
 expand their mathematical vocabulary on top of, underneath, inside, outside, far, near, left, right, etc.
 build jigsaw puzzles
6. Measurement  acquire an understanding of a period of time, the  differentiate between day/night, morning/afternoon/evening, a
duration of time and the continuity of time long/short time
- Time  expand their mathematical vocabulary  name the days of the week and months of the year
- Length  become aware of and make comparisons between  compare the length, mass or capacity of two objects/containers,
- Mass the concepts length, mass and capacity using relevant vocabulary such as long/short, tall/short, heavy/light,
- Capacity full/empty/half full, the same as, more than/less than/fewer than
- Money  learn how to use Namibian coins  name and identify Namibian coins: 5c, 10c, 50c, N$1
 use play money to practise buying and selling

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13.3 Environmental Learning

Following a thematic approach to teaching and learning, themes 1-9 will be used as themes of integration, while themes 10-13 will be dealt with in all
the themes throughout the year.

Themes and Learning Objectives Competencies

Topics Learners will: Learners should be able to:

1. Myself  learn relevant information about themselves  give personal information, e.g. their names, surnames, address,
telephone number, birthday, etc.
- Self-awareness  understand that they are unique and special human  tell others about things that make them unique and special
beings
 act spontaneously and self-assuredly, in control of  recognise and identify their own feelings and be sensitive for the
their emotions feelings of others
 recognise how emotions and moods can change
2. My Body  know and understand the body, the body parts  distinguish between the parts of the body and their functions
 become aware of the attachment points of the body
- Body awareness  become aware of their senses, themselves and their  identify and name the five sensory functions and explain how they
- Body concept immediate surroundings by means of their senses contribute to learning
3. My Family  extend their knowledge about family and relatives  identify and name family members
 learn the value of good family relationships and  discuss the roles and responsibilities of family members within the
enhance their social development household
 become aware of rights and responsibilities within a  talk about rights and responsibilities of children
family circle
4. My Home  know their home address (where relevant) and learn  know where they live
about the way from and to their home  name some land marks on the way from their home to school and
back
 discover the similarities and differences between  name different building materials used in their own home
various types of houses and building materials used  differentiate between the types of houses according to traditional
in their home and environment type, colour, size and shape
5. My School  learn relevant information about school  know the name of the school, principal, class teacher and class
mates
 know objects in the classroom and on the school  identify and name objects in the classroom and on the school
ground ground
 understand and apply suitable ways of behaviour in  demonstrate suitable ways of behaving at school and in class
class

Pre-Primary Syllabus NIED 2015

15
Environmental Learning (continued)

Themes and Learning Objectives Competencies

Topics Learners will: Learners should be able to:

6. My Community  develop respect and appreciation for their own and  identify and name elements from their own culture, e.g. language,
and Culture others’ cultures food, clothing, etc.
 tell traditional stories
 become aware of the community as a social structure  name different kinds of services and occupations and the role that
each member plays in the community
 name the means of transport used in the community
7. Animals  become aware of living and non-living  describe simple differences between living and non-living things
 become aware of various kinds of animals in their  identify and categorise domestic and wild animals in their
immediate environment and their importance environment
 describe simple similarities and differences in the appearance and
behaviours of adults and their offspring
 learn how to take care of animals  describe how to attend to domestic and farm animals
 identify food and other products from animals
8. Water  become aware of sources of water in their immediate  identify and name local sources of water
environment  name the uses of water and how to save water
 learn about the importance of water, how to save  name ways in which water can be polluted and the dangers of
water and to prevent pollution drinking polluted water
 discuss simple ways to prevent water pollution
9. Plants  become aware of different kinds of plants in their  identify plants in their environment and name the ones that can be
immediate environment eaten
 become alert of poisonous plants
 learn how to care for plants  sow seeds and observe the growth of the plants
 describe how to take good care of plants
 discover the differences and similarities between  compare the shapes, sizes and colours of various plants, leaves and
various plants, seeds and leaves seeds

Pre-Primary Syllabus NIED 2015

16
Environmental Learning (continued)

Themes and Learning Objectives Competencies

Topics Learners will: Learners should be able to:
10. The Weather  become aware of weather patterns and seasonal changes  describe the seasonal changes
 learn how to dress appropriately and about food in season  name clothes that are suitable for weather conditions
(This theme will be  name the types of food people prefer or use during the various seasons
integrated in themes 1-  participate in keeping a daily weather chart for the class
9 throughout the year)
11. Health  understand that good eating habits, exercise and rest  explain why a clean environment, personal hygiene, body exercise
are necessary for their growth and health and rest are important
(This theme will be  differentiate between healthy and unhealthy food
integrated in themes  understand the value of personal hygiene  describe a daily routine of how to keep their body clean, tending to
1-9 throughout the hair, skin, nails, brushing teeth, washing hands before they eat and
year) after using the toilet
 understand how to care for others while protecting  discuss ways that can or cannot infect them with HIV and AIDS e.g.
oneself hugging, playing together, touching an open wound/blood

 develop an understanding that a healthy environment  explain the importance why humans should keep the environment
is important for our basic needs, and develop a sense clean
of care for the environment  participate in keeping a daily duty chart for the class
12. Safety  understand how to behave as a pedestrian and when  describe good passenger behaviour, e.g. not disturbing the driver,
they are passengers using transport sitting in a safe place
(This theme will be  describe good pedestrian behaviour, e.g. when crossing a street,
integrated in themes walking on the safe side of a road
1-9 throughout the  apply appropriate safety rules in and around the  describe danger and safety measures in the home, school and
year) home, school and in their environment immediate environment, e.g. picking up strange objects, handling
sharp objects, fire, fuel and electricity
 identify potentially dangerous situations and places in the home,
school and local environment, why they are dangerous and how to
avoid them
 discuss and practise how to say “no” in an uncomfortable, potentially
 understand how to take care of themselves in
dangerous situation or touching and where to go for help
potentially dangerous situations
 learn about yes/no forms of contact
Pre-Primary Syllabus NIED 2015
17
Environmental Learning (continued)

Themes and Learning Objectives Competencies

Topics Learners will: Learners should be able to:
13. Special  share experiences of national festivals and of family  participate in celebrations of national festivals held at the school
Occasions customs and ceremonies  explain their own family customs, ceremonies and celebrations
 participate in keeping a birthday chart for the class
(This theme will be  venture out and explore things  participate in class excursions, collecting information
integrated in themes
1-9 throughout the
year)

Pre-Primary Syllabus NIED 2015

18
13.4 Arts

Themes and Learning Objectives Competencies

Topics Learners will: Learners should be able to:
1. Visual Art  explore and be aware of the rich environment that  participate in creative art activities and show expressions, e.g.
surrounds us such as textures, colours, patterns, lines picture making, pattern making; paper crafting, modelling and toy
- Drawing and space and how to organise these making by using different materials and techniques such as:
- Painting  express what they may not be able to verbalise - working with different materials such as paint, crayons, pencils
- Modelling  create symbols of their own invention which can be - using utensils such as brushes, crayons, pencils, scissors
- Construction shared with others - moulding with modelling clay river clay, play dough
- Collage - sculpting with wood, stone, soap, wire
- folding, tearing, cutting, pasting
 demonstrate experimentation with colours
 create approximations of common 2D geometrical shapes
 create non-geometrical shapes such as hand prints
 sew big stitches onto fabric to make a border
2. Music  be aware of the rich environment that surrounds us  participate in melodious activities by using different materials and
such as melodies, sounds and movement and how to techniques such as:
- Singing organise these - free interpretation of music
- Playing  become aware of the possibilities of voice and - music appreciation through listening
instruments percussion - singing in a group, keeping rhythm and tempo
- doing body percussions like clapping, snapping, etc.
- playing various self-made percussion instruments, keeping rhythm
and tempo
 become aware of folk songs  perform songs, folk songs and song games in mother tongue,
singing in unison
3. Dance  be aware of the rich environment that surrounds us  participate in dancing activities, by using different techniques:
such as melodies, sounds, movement patterns, and - free and choreographed movement to music
- Free movement space and how to organise these - large and small muscle movements
- Choreographed  become aware of movement and gesture - position in space and directionality
dances - perceptual-motor movements and muscle coordination
- balance and rhythm
- perform traditional dances
- keep a steady speed when moving (time)
- show an awareness of audience and rehearsal techniques such as
entrances and exists

Pre-Primary Syllabus NIED 2015

19
Arts (continued)

Themes and Learning Objectives Competencies

Topics Learners will: Learners should be able to:

4. Drama  be able to create symbols of their own invention  participate in drama activities, by using different props and
which can be shared with others techniques such as:
- Dramatisation  become aware of movement and gesture and how to - dramatisation and role-play, with or without using props, costumes
- Role play use space through self-expression and masks
- Mime - facial expressions, body image, body awareness and body
experience
- miming

5. Appreciation  be able to appreciate and enjoy their own endeavours  communicate their interpretation of and response to others’ artistic
and those of others expression with an appreciative attitude
 develop personal and social skills  share work with each other as well as the parents and the
community
 cooperate in a group, respecting the needs of others

Pre-Primary Syllabus NIED 2015

20
13.5 Religious and Moral Education

Themes and Learning Objectives Competencies

Topics Learners will: Learners should be able to:

1. Religious Identity  discover own religious identity  name their own religion (if applicable) and share own religious
experiences
 share stories from their own religion
 explain why they are valued, how others show it to them, how they
can show it to others
 appreciate being cared for as the basis of becoming  explain why caring is important for everybody
oneself  appreciate themselves as unique and special

2. Beliefs, Norms  consider, respect and accept the opinions, rights and  express their own and relate to others’ points of view
and Values desires of other  show respect towards others’ beliefs, rights and desires
 appreciate that positive values and actions bind us  be positive about their own and others’ abilities, competencies and
together worth
 accept failure and success in a positive way

3. Morals  differentiate between good and bad and value the  demonstrate good, proper behaviour
good guidance of adults and peers  accept and respect good guidance from adults and peers
 be aware of rules and positive discipline  name some class rules and accept them as positive discipline

4. Social and  accept others and be accepted  work or play with their peers in pairs or in small groups, appreciating
Emotional  be a competent social member of the peer group the value of cooperation and compromise
Development  be generous and able to share equipment, experiences and people
with others
 recognise their own feelings and be sensitive to the  develop empathy and discover the pleasures of good friendships
feeling of others  find satisfaction in helping each other and the group
 demonstrate emotional stability through the way they  learn to control their temper or become more skilful at using
express emotions and feelings alternative methods to get what they want, e.g. by taking turns at
games
 make decisions and handle problem situations in a responsible way

Pre-Primary Syllabus NIED 2015

21
13.6 Physical Development

Themes and Learning Objectives Competencies

Topics Learners will: Learners should be able to:

1. Gross Motor
Development
- Gross motor  have effective control over and coordination of the  demonstrate accurate movement of the larger muscles of the body,
movements larger muscles of the body e.g. arms and legs
 gain good muscle growth and motor coordination  carry out daily tasks with vigour and alertness
- Balance  sustain control of the body when using both sides  hold the body in the correct position with minimal support in the
simultaneously, individually or alternately performance of various tasks and balancing exercises
 acquire smooth co-ordinated movements which allow them to move
with self-assurance
- Coordination  move the muscles to function in a skilled, harmonious  perform coordinated, symmetrical movements of all body parts
pattern  participate successfully in games, sports and dance

- Eye-hand  perform movements with the hands as directed by the  control the movement and direction of the body using arms, hands
coordination eyes and fingers as directed by eyes
- Eye-foot  visually steer the movement of the feet  control the movement and direction of the body using legs and feet
coordination as directed by the eyes

- Rhythm  develop a sense of rhythmic timing through  demonstrate gross motor activities through sensory (auditory and
coordinated body movements visual) stimuli, e.g. music, clapping, etc.
2. Fine Muscle
Development
- Fine muscle  have sufficient control and coordination of the small  manipulate small objects and control writing materials
control, muscles of the body, e.g. fingers, tongue, eyes  control eye and tongue movements
movement and
rhythm  have appropriate control to start and stop an activity
 relate fine motor activities to auditory stimuli, e.g. music, clapping,
etc.

Pre-Primary Syllabus NIED 2015

22
Physical Development (continued)

Themes and Learning Objectives Competencies

Topics Learners will: Learners should be able to:

3. Body Awareness

- Body concept  have knowledge of the body, including an inner  control the body in such a manner that they can move around freely,
awareness of the body and its relationship to objects avoiding obstacles
 demonstrate through movement the body’s relationship to space
- Body  understand that the body has different parts that  name the body parts and their functions
knowledge perform different functions  indicate where parts are attached to one another
 move specific body parts in unison (harmonious movements) and
discord (disharmony)

- Dominance  develop a preference for using one particular hand,  perform activities with the preferred hand, foot and/or eye
foot, eye or side of the body

- Laterality and  develop an inner awareness of the left and right sides  name the right and left parts of their own and others’ bodies
directionality and the mid-line of the body  cross the vertical middle line of the body
and crossing  experience direction in the external world in relation to  indicate direction of movement or of static objects in relation to
the mid-line themselves themselves

4. Relaxation  experience what the body feels like when it is tense  demonstrate how to tense muscles and then relax them
and what it feels like when it is relaxed  explain why relaxation is needed when the body is tense
 discuss the necessity of exercise and rest

Pre-Primary Syllabus NIED 2015

23
14 Additional Information

The Regional Office must ensure that a fully equipped classroom is available before Pre-Primary
learners can be enrolled. Following is a list of material and equipment required for the successful
implementation of the syllabus:

Equipment to be placed on the Inventory List

Item Description # needed Item Description #

needed
Lockable cupboard/cabinet for the 1 Learner’s desks no. 3 13
teacher (at least) OR
Round tables 5
Teacher’s table 1 Learner’s chairs no. 3 25
Teacher’s chair 1 Display tables 4
Wash basin (for washing hands and 1 Rounded scissors 1 per
water play) learner
Book shelf 1 *Carpet (optional) 1
Sand Table (optional) 1 Story books various
Puzzles, 2-piece up to 12-piece various Games various
Abacus and Balance scales 1 each Balance beam 1
Toys such as dolls, cars, balls, various Construction sets such as wooden/ various
skipping ropes, tea sets, animals etc. plastic blocks of various shapes and
sizes

*If a carpet is not available, some kind of protective material (such as cardboard boxes) must be
provided for floor work as an interim measure.

Consumables to be purchases annually

Item Description # needed Item Description # needed

Learners’ work book 1 per learner Pencil (thick barrel – if not 3 per learner
available, thin HB)
Exercise books, unruled 3 per learner Stationery for teacher’s
administrative needs, e.g.
pens, files, markers, lined
paper, etc.
Prestik 1 per class Poster carton A1 15 per class
Wax crayons 1 packet per Coloured pencils 1 packet per
learner learner
Powder Paint (red, blue, yellow, 1 of each Paint brushes (12 mm and 19 10 of each
green, purple, orange, black, (at least) mm)
white)
Modelling clay – assorted colours 10 boxes per Glue (sticks or carpenters glue) 10 per class
class
Chalkboard cleaner 2 per class Chalkboard crayons (white and 1 of each per
assorted colours) class

Playground equipment

Learners must have the opportunity to climb, swing, crawl and balance on playground equipment.
Old car tyres could be used to construct such equipment if funds are not available to purchase them.
Ideas for these are in the Teachers’ Resource Book.

24
The National Institute for Educational Development
P/Bag 2034
Okahandja
NAMIBIA

Telephone: +64 62 509000

Facsimile: + 64 62 509073

E-mail: info@[Link]
Website: [Link]

© NIED 2015