Republic of Namibia

MINISTRY OF EDUCATION, ARTS AND CULTURE

SENIOR PRIMARY PHASE

RELIGIOUS AND MORAL EDUCATION

SYLLABUS

GRADE 4 - 7

For implementation in 2024

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

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

Religious and Moral Education syllabus, Grade 4 - 7

ISBN: 978-99945-2-372-6

Printed by NIED
Website: [Link]

Publication date: December 2023

 Table of contents

1. Introduction .................................................................................................................. 1

2. Rationale ..................................................................................................................... 1

3. Aims ............................................................................................................................ 1

4. Inclusive education ....................................................................................................... 1

5. Links to other subjects and cross-curricular issues .......................................................... 2

6. Approach to teaching and learning................................................................................. 3

7. End-of-phase competencies .......................................................................................... 4

8. Summary of the learning content ................................................................................... 5

9. Learning content........................................................................................................... 6

9.1 Learning content for Grade 4 ......................................................................................... 6

9.2 Learning content for Grade 5 ......................................................................................... 9
9.3 Learning content for Grade 6 ........................................................................................11
9.4 Learning content for Grade 7 ........................................................................................15

10. Assessment ................................................................................................................19

10.1 Types and Methods of Assessment ..............................................................................19

10.2 Grade Descriptors .......................................................................................................20
10.3 Assessment Detailed Guidelines .................................................................................20
10.4 Assessment Rubrics / Criteria.......................................................................................22
10.5 Summary of Continuous Assessment Tasks ..................................................................22

Annexe 1: Glossary of terms ........................................................................................................24

Annexe 2: Assessment Record Sheet for Grade 4 - 7 .....................................................................23

1. INTRODUCTION

This syllabus describes the intended learning and assessment for Religious and Moral Education
(RME) in the Senior Primary phase. As a subject, Religious and Moral Education, is within the
spiritual and ethical areas of learning in the curriculum, but has thematic links to other subjects
across the curriculum.

The spiritual area of learning covers the way people celebrate, reflect and ask questions about the
meaning and value of life. It involves enquiry into and appreciation of the spiritual dimension of
humankind and a serious consideration of religious and other views which guide people.

Moral and ethical development is not only an area which is dealt with in various subjects, but is
also dependent on the social atmosphere of the school. Learners have to cope with moral and
ethical issues involving principles such as tolerance, responsibility, honesty, justice and fairness.
Learning about moral and ethical problems helps learners to develop moral convictions and
attitudes. The school should foster respect for the feelings and views of others, and show that
problems can and should be solved in a rational and empathetic manner. The school system
should foster a culture of tolerance where the rights of others are respected and pro moted. Under
optimal circumstances, this subject would need two periods per week/cycle.

2. RATIONALE

Religion is a way of making meaning out of life. Children are brought up in the beliefs and values of
their home culture from early childhood. Religious and Moral Education enables learners to better
understand themselves, those of others and the changing multicultural world in which they are
growing up.

The practical features of Religious and Moral Education at this phase are that learners should:

 have an understanding of different world religions

 have an understanding of the importance of belonging
 be able to describe different name giving ceremonies
 be able to function effectively
 cultivate and strengthen morals and values
 understand social life and religions

3. AIMS

Religious and Moral Education promotes the following aims in the curriculum:

 foster the highest moral and ethical values

 develop and enhance respect for other peoples' religions, beliefs, cultures and ways of
living
 develop tolerance of other peoples' religions, beliefs, cultures and ways of life.

4. INCLUSIVE EDUCATION

Religious and Moral Education has a layered syllabus with competencies on different achievement
levels to cater for learners with learning difficulties. This will empower learners to achieve and
extend their personal potential to contribute positively to society and to cope with and respond to
the challenges in their world.

Learners in need of additional support will receive learning support by the teacher during the
lesson.

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Intellectually gifted learners should be catered for through challenging activities and enrichment
information. Extra work on the same level as that of other learners cannot be considered as
enrichment activities.

In working with every topic, issues should be approached from both male and female perspectives.
The perspectives of boys and girls need to be shared in class in order to enrich one another’s
thinking.

Teachers should ensure that learners with hearing and visual impairments are placed in such a
way to benefit maximally from the learning opportunities provided. Verbal information should also
be provided in written form to learners with hearing impairments.

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.

Since some subjects are more suitable to address specific cross-curricular issues, those issues will
receive more emphasis in those particular syllabuses. In this syllabus the following are links to
cross-curricular issues:

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Grade Environmental HIV and AIDS Population EHRD ICT Road Safety
Learning Education
4 Religion and the Personal values Name giving Personal values Helping others
environment and baptism

5 The creation Social values Present day Rights and Social values Discipline
injustices responsibilities
6 The Ten Helping people Family My neighbour Exploitation Pain and
Commandments in need relationships suffering

7 Endangering Tolerance Being disabled Crime and Crime and Bereavement

others’ lives punishment punishment

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 prior knowledge of learners should always be the starting point of every lesson. Information on
prior knowledge should be gained by the teacher through asking questions or brainstorming on the
topic. The conveying of new knowledge should not take more than 10-15 minutes, depending on
the topic and task at hand.

The teacher should keep in mind that the best ways of learning in Religious and Moral Education is
through experiential learning and hands-on activities. Suggestions of teaching and learning
strategies are:

 individual work
 pair work
 group work
 whole class activities.

Co-operative and collaborative learning should be encouraged through pair or group work. 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.

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

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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 Religious and Moral Education examples and issues should be taken from the learners’
immediate community and environment. It is important to embrace the African context in Namibia.
Examples of everyday issues and problems should be included in lessons.

7. END-OF-PHASE COMPETENCIES

On entry to the Senior Primary phase, all learners are expected to have knowledge about different
religions and practices. Learners are expected to demonstrate an understanding of themselves ,
those of others and the changing multicultural society in which they are growing up.

On completing the Senior Primary phase in Religious and Moral Education, learners are expected
to be able to:

 understand the diversity of religious beliefs and practices in the wider community, and be
tolerant for other’s beliefs and practices
 address moral issues and take responsibility for their own lives
 compare and contrast the values of their own faith with those of others and take
responsibility for caring for their own and others wellbeing and the environment
 acquire the highest moral, ethical and spiritual values, such as integrity, responsibility,
equality and reverence for life as well cross curricular issues

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 8. SUMMARY OF THE LEARNING CONTENT

THEMES AND TOPICS THEMES AND TOPICS THEMES AND TOPICS THEMES AND TOPICS
GRADE 4 GRADE 5 GRADE 6 GRADE 7

Religion Religion Religion Religion

 God created the  Christianity  Places of worship  Holy books

heavens and the earth - Birth of Jesus - Judaism - The Torah
 Disobedience - Miracles done by - Christianity - The Bible
 Blessing for the Jesus - Islam - The Quran
faithfulness - Jesus to his friends - African traditional  Festivals and rituals
 God’s covenant with - Jesus to his religion - Judaism
Abram enemies  Spirits - Christianity
 God promised - How Jesus - The Holy Spirit - Islam
Abraham described himself - The Ancestral laws - Namibian traditional
 The origin of different - Prayer  Religious laws religions
types of religions  Islam - Ten commandments - Pilgrimage
(Judaism, Christianity, - Life of Mohammed - The Muslim laws
Islam, and African - Miracles done by - Christian rules
traditional religion). Mohammed  Jesus
- Persecution
- The arrest
- The crucifixion
- Resurrection and
ascension
 Life after death
- Christianity
- islam
- African traditional
religion

Moral issues Moral issues Moral issues Moral issues

 Belonging  Discipline  Sin and guilt  Bereavement

 Morals and values  Social values  My neighbour  Crime and
 Personal values  Self-sacrifice  Exploitation punishment
 Family life  Rights and  Sickness and health  Sickness in society
 Helping others responsibilities  Pain and suffering  Endangering others’
 Religion and the  Present day injustices  Helping people in lives
environment  Bullying need  The self
 Family relationships  The Language of the
heart
 Being disabled
 Tolerance

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9. LEARNING CONTENT

9.1 Learning content for Grade 4

THEMES AND TOPICS LEARNING OBJECTIVES COMPETENCIES

Learners will: Grade 4 learners should be able to:
Religions
The creation  know that God created the heaven and the  explain that in the beginning there was nothing, only
earth God
 discuss how God made the earth, heaven and animals
Disobedience  understand that disobedience leads to  discuss Adam and Eve’s lives in Eden
punishment  differentiate between the life Adam and Eve had
before and after they disobeyed God
 discuss different ways of punishment for disobedience
Blessing for the faithfulness  know why God saved Noah and his  explain that parents grieve when their children sin
family’s lives  discuss why God saved Noah, his family and the
animals
 explain why God blessed Noah and his sons
God’s covenant with Abram  understand why God called Abram to  discuss Abram’s stay in Egypt
leave his country  explain why Abram and Lot separated
God Promised Abraham  know that God takes care of His children  discuss the meaning of Abraham
 explain why God said He will make Abraham a father
of many nations
The origin of different types  know different types of religions  discuss the origin of Judaism, Christianity, Islam and
religions (Judaism, Christianity, African traditional religion.
Islam, and African traditional
 know special African traditional name  explain the name giving ceremonies between different
religion).
giving ceremonies Namibian cultures
 discuss the different rituals for a boy and a girl when
they receive their names

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 THEMES AND TOPICS LEARNING OBJECTIVES COMPETENCIES
Learners will: Grade 4 learners should be able to:

Moral issues
Belonging  understand the importance of belonging to  explain that everyone belongs somewhere
someone  discuss the feelings experienced when a person
belongs to someone
 discuss reasons people might prefer certain religions
Morals and values  know the difference between morals and  discuss the difference between morals and values
values  explain the importance of honesty
 discuss the effects of dishonesty in African and
Biblical perspectives
 explain why people need peace
Personal values  understand the importance of having  describe personal values
personal values  discuss the origin of personal values
 explain the impact of personal values on behaviour
Family life  understand the importance of good  compare different things family members do for each
relationships in a family other
 justify the opinion that any job in and around the home
can be done by anyone, male or female
 discuss positive feelings and shared satisfaction of
doing things together
Helping others  know how to identify and respond to the  explain how to identify people in need in the
needs of people in the community community
 outline why Jesus can be seen as a role model to
assist people in need

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 THEMES AND TOPICS LEARNING OBJECTIVES COMPETENCIES
Learners will: Grade 4 learners should be able to:
Religion and the environment  know that religion provides a basis for  explain why people should cultivate the land , and
conserving nature protect it
 discuss the common basis between religions for the
conservation of nature
 discuss what human beings are required to do about
the environment according to Genesis 2:15

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9.2 Learning content for Grade 5

THEMES AND TOPICS LEARNING OBJECTIVES COMPETENCIES

Learners will: Grade 5 learners should be able to:
Religions
Christianity
 Birth of Jesus  know the birth of Jesus  discuss the visit of the Angel to Maria
 discuss the reason Joseph and Maria went to
Bethlehem
 explain the birth of Jesus and the visit of the three
wise men
 Life of Jesus  know the life of Jesus on earth  discuss Jesus’ life as a young boy
 explain why Jesus started with His preaching after his
30th birthday
 Miracles done by Jesus  know the miracles Jesus did  identify different miracles done by Jesus
 discuss miracles of raising people from the death
 Jesus to his friends  understand what the gospels tell us about  mention from the Bible some of Jesus’ characteristics
Jesus’ characteristics  discuss how Jesus can be a role model to the
Namibian youth
 Jesus to his enemies  understand other people’s views on Jesus  discuss what Jesus’ enemies thought of Him
 discuss different religions views on Jesus
 How Jesus described  know the symbolic language Jesus used  list seven (7) ‘I am’ examples of symbolic language
Himself about Himself used by Jesus
 differentiate between how Jesus described Himself
and how others view Him
 Prayer  understand the importance of praying to  explain different types of prayers
God  explain the “Our Father” prayer

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 THEMES AND TOPICS LEARNING OBJECTIVES COMPETENCIES
Learners will: Grade 5 learners should be able to:
Islam
 Life of Mohammed  know about the life of Mohammed  discuss Mohammed’s life as a young man
 explain the reasons Mohammed and His followers
pilgrimage to Mecca
 Miracles done by  know about the miracles done by  discuss the multiplication of food
Mohammed Mohammed  discuss the multiplication of water
Moral issues
Discipline  understand the importance of self-  discuss alternatives to corporal punishment
discipline  discuss ways to become self-disciplined
Social values  know what social values are  discuss the differences and similarities between social
and personal values
 discuss repercussions of dishonesty according to the
Bible
Self-sacrifice  understand unselfish behaviour  explain how Jesus sacrificed Himself
 describe how to express unselfish behaviour
Present day injustices  understand how the values of justice and  explain the concepts of justice and fairness
fairness can be put into practice  evaluate human rights to contemporary issues, e.g.
begging
Bullying  know about different types of bullying  identify different types of bullying
 explain where and how to report bullying

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9.3 Learning content for Grade 6

THEMES AND TOPICS LEARNING OBJECTIVES COMPETENCIES

Learners will: Grade 6 learners should be able to:
Religions
Places and ways of worship
(individual and collective)  know the places and ways in which  discuss place of worship
 Judaism Jewish/African worship  describe the importance of the temple
 discuss the rituals the Jews follow when they worship
 Christianity  understand the importance of worship to  explain the meaning of the word “church” to Christians
Christians  explain different places where Christians worship God
 discuss the importance of worship in the life of
Christian families
 Islam  understand the importance of the mosque  explain the importance of the mosque to Muslims as a
and rituals to Muslims place of worship
 discuss the rituals Muslims follow when they worship
 African traditional religion  know the African traditional religious rituals  discuss the different places different ethnic groups
meet to respect the fore bearers
 discuss the rituals which are performed by African
traditional groups when they worship
Spirits
 The Holy Spirit  know the importance of the Holy Spirit to  discuss how the Holy Spirit came at Pentecost
Christians  explain the importance of the Holy Spirit to Christians

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 THEMES AND TOPICS LEARNING OBJECTIVES COMPETENCIES
Learners will: Grade 6 learners should be able to:
Religious laws
 The ancestral laws  understand how the ancestors are still a  describe how the spirits of ancestors can be a
powerful force blessing or harmful
 describe ways in which natural forces are pictured or
symbolised in African tradition, e.g. holy fire, rain-
making ceremony
 discuss the taboos in African traditional practices
 The Ten Commandments  know the Ten Commandments  discuss the origin of the Ten Commandments, Exodus
20:1-17
 describe the link between the Ten Commandments
and everyday life
 The Islamic laws  know about Muslim laws  discuss the Muslim laws: profession of faith, prayer,
alms, fasting, pilgrimage
 compare the Ten Commandments with the Muslim
laws
Jesus
 The persecution  know how Jesus was persecuted  explain why Jesus’ family fled into Egypt
 discuss the reasons of the persecution and crucifixion
of Jesus
 discuss the persecution and discrimination of
Christians today in some countries
 The crucifixion  understand the importance of the cross to  discuss the crucifying of Jesus on the cross Luke
Christians 23:26-49
 explain the importance and meaning of the cross to
Christians
 The death of Jesus  know about the death of Jesus  describe the death of Jesus
 explain the burial of Jesus

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 THEMES AND TOPICS LEARNING OBJECTIVES COMPETENCIES
Learners will: Grade 6 learners should be able to:
 Resurrection and ascension  know that Jesus resurrected from the  discuss the raising of Jesus from the grave on the
death and ascended to Heaven third day
 explain the great commission,( Mathews 28:16-20)
 discuss the ascension of Jesus, (Mathew 13:42,
Mathew 25:41).
Life and death
 Christianity  know that death on earth is not the end of  discuss the meaning of death for Christians
life for Christians  explain what Jesus said about death for believers
 discuss what Jesus said about the hell,
John 11:25-26, Matheus 13:42,25:41
 Islam  know that life on earth has an impact on  describe the meaning of death for Muslims
life after death  discuss the relationship of life on earth and after
death
 African traditional religion  understand how the African traditional  discuss different views of African people about life and
religion sees life and death death
Moral issues
Sin and guilt  understand the difference between sin and  differentiate between sin and guilt
guilt  explain the importance of acknowledging sin
 discuss how to deal with sin and guilt
My neighbour  know the importance of living in harmony  explain who is my neighbour
with your neighbours  discuss ways to show “love” towards your neighbour
 explain the religious challenge to show tolerance
towards people of whatever creed
Exploitation  know about the risks of exploitation and  identify different types of exploitation
how to overcome it  suggest ways of dealing with the commonest forms of
exploitation

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 THEMES AND TOPICS LEARNING OBJECTIVES COMPETENCIES
Learners will: Grade 6 learners should be able to:
Sickness and health  know about different types of illnesses and  describe different kinds of illness
methods of treatment  discuss methods of treatment
 compare traditional healers and their methods of
healing people to modern medicine
Pain and suffering  understand the difference between pain  explain the difference between pain and suffering
and suffering  debate the popular belief that illness, suffering, HIV or
an accident come as punishment for doing something
wrong
 discuss myths and facts about HIV and AIDS
 discuss myths and facts about COVID-19
 explain the preventative measures of COVID-19
Helping people in need  know what to do in emergencies  discuss different types of emergencies
 explain universal safety precautions when giving a
helping hand in case of an emergency
Family relationships  understand the importance of having good  outline the roles different relatives play in a person’s
relationships with other family members life
 discuss indirect as well as direct links between family
members (e.g. same name)
 differentiate between good and bad relationships in a
family, lineage, or extended family

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9.4 Learning content for Grade 7

THEMES AND TOPICS LEARNING OBJECTIVES COMPETENCIES

Learners will: Grade 7 learners should be able to:
Religions
Holy books
 The Hebrew Bible  know that the Hebrew Bible is divided into  distinguish between the three divisions of the Hebrew
three divisions Bible : (Law), Torah five books, prophets eighty books,
writings eleven books
 discuss the need for guidance and teaching on how to
live and how to behave according to the Torah
 The Christian Bible  know that the Bible is a holy book for  discuss the Christian belief of the origin
Christians  name the 39 books in the Old Testament
 list the 27 books of the New Testament
 explain the differences between Old Testament books
and the new Testament books.
 The Quran  know that the Quran is the holy book for  discuss the Muslim belief of the origin of the Quran
Muslims  explain the structure of the content of the Quran
African tradition  understand importance of prayer in African  discuss the reasons for praying
religion preaching  discuss the roles for fore bearer’s in pray
Festivals and rituals  know how and why Jews celebrate  describe the events leading to the first Passover in
 Judaism Passover Egypt
 name three of the special foods eaten at a Passover
meal
 discuss rituals Jews followed during Passover
 know that the Purim festival is celebrated  discuss the story of Esther and Haman (Book of
to value heroes and to sympathise with Esther:8) to illustrate how heroes are valued
communities who suffer persecution  explain why Jewish children enjoy fancy dress during
the festival of Purim
 compare the festival of Purim with Heroes Day in
Namibia

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 THEMES AND TOPICS LEARNING OBJECTIVES COMPETENCIES
Learners will: Grade 7 learners should be able to:
 Christianity  understand the importance of baptism for  outline how people were baptised according to the
Christians Bible
 explain the importance of baptism for Christians
 understand the reason for having Good  outline why Good Friday is a day of mourning to
Friday Christians
 discuss why Easter is the most holy day of the
Christian church
 know why Pentecost is important to  discuss the Christian origin of Pentecost
Christians  explain the importance of Pentecost to Christians
 Islam  know about Ramadan  discuss the meaning of Ramadan
 explain the types of food eaten during Ramadan
 discuss the importance of the last ten days during
Ramadan
 know that Muslims end their days of  explain the meaning of Eid-al-Fitr
fasting with a feast called Eid-al-Fitr  discuss the rituals Muslims follow during Eid-al-Fitr
 Namibian public holidays  know why Namibians celebrate public  discuss different Namibian public holidays
holidays  discuss rituals followed by the Herero people on
26 August or the Sunday before 26 August each year
(Otjiserandu)
 discuss the rituals followed by the Aandonga people
on 28 January of commemorating King Nehale
warriors
 Pilgrimage  understand the importance of performing  discuss the pilgrimage to Mecca
the pilgrimage for different people  explain the significance of Jerusalem for Christians,
Jews and Muslims
Moral issues
Bereavement  understand that people have different  describe how people of different ages experience

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 needs during mourning bereavement
 suggest ways in which someone who has recently
experienced a loss can be helped
 discuss the community’s responsibility towards
orphans and other vulnerable children

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 THEMES AND TOPICS LEARNING OBJECTIVES COMPETENCIES
Learners will: Grade 7 learners should be able to:
Crime and punishment  know about different forms of crime and  name different forms of crime
the purpose of punishment  discuss possible punishment for certain crimes
 discuss possible punishments for misbehaviours at
school
Sickness in society  understand what makes a healthy society  evaluate different kinds of social problems
 discuss possible solutions for social problems
Endangering others’ lives  understand the sacredness of life and the  identify ways in which a person’s life can be
responsibility not to endanger other endangered
people’s lives  discuss the responsibilities people have to ensure that
other people are save
 explain the remorse a person might feel if another
person’s live has been destroyed
The self  know that every person is unique  identify the uniqueness of people
 relate the uniqueness of people to the uniqueness of
nature
 discuss ways not to adhere to peer pressure and in
the process lose their uniqueness
The language of the heart  know how to express inner feelings  identify inner feelings
 discuss how to cope with feelings
 recognise signs of other people’s inner feelings
Being disabled  understand the limitations of being  explain what is a disability
disabled  differentiate between different types of disabilities
 explain how to help a person with a disability
Tolerance  understand the importance of being  explain the meaning of tolerance
tolerant towards other people’s beliefs  demonstrate tolerance towards people with different
beliefs and abilities
 explain why do we need tolerance

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10. ASSESSMENT

A learner-centred curriculum and learner-centred teaching assess 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
the teaching-learning process, and which will be assessed. However, it is intended that the
curriculum be behaviour-change driven.

Continuous assessment should be planned and programmed at the beginning of the year,
and kept as simple as possible.

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. Continuous assessment must be clear, simple and
manageable. Learner-centred principles and practice should be used. 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 and how they need to improve.
The learner’s progress in Religious and Moral Education must be reported to parents on the
school report. Parents should be encouraged to reward achievements, and be given
suggestions as to how they can support their child’s learning activities.

Formative assessment
Formative assessment monitors and supports the process of learning and teaching, and is
used to inform learners and teachers about learners’ progress so as to improve learning.

Assessment has a formative role for learners and teachers 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 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 any given
subject. No end-of-term tests or examinations should be written in Religious and Moral
Education. Continuous assessment marks need to appear on the learners’ reports every
term. The two semester’s’ assessment marks need to be added together at the end of the
year to give a picture of the learners’ skills and knowledge obtained during the year.

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 participation in investigating things, interpreting phenomena and data, applying
knowledge, communicating and making valued judgments.

Evaluation

Continuous assessment is to be used by the teacher to know where it is necessary to adapt

methods and materials to the needs of each learner. At the end of each term, the teacher,
together with the learners, should evaluate the process in terms of tasks co mpleted,

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participation, what the learners have learnt, and what can be done to improve the working
atmosphere and achievements of the class.

10.2 Grade descriptors

The learner’s level of achievement in relation to the competencies in the subject syllabus is
shown in letter grades. When letter grades are awarded, it is essential that they reflect the
learner’s actual level of achievement in relation to the competencies. In Grade 4 to 7 letter
grades are related to percentages. The relation between the grades awarded and
competencies are shown below.

Grade % Range Grade descriptors

(Grade 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 satisfactorily 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.

10.3 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 Religious and Moral Education in the Senior Primary Phase the continuous assessment
tasks are as follows:

Written Task
Creative Task
Project

Each task will count 20 marks. Two tasks needs to be assessed in one term and one task
needs to be assessed in one term. All three tasks need to be assessed during the year.

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Suggestions for a written task, visual creative task, performing task and project are:

Written task (Individual Creative task Project

work)
essay a display interview
paragraph poster practical demonstration
worksheet collage research
article song models
list poem poster
case study comic strip comic strip
map acronyms
research brochure
summary card
note taking slogan
graph drawing
painting
role play
drama

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.

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10.4 Assessment rubrics / criteria

The following criteria should be used in assessing Religious and Moral Education:

Task Criteria Description Mark Total

Written task Knowledge Knowledge is a familiarity, an awareness, 10 20
a comprehension of the facts, information,
description and skills acquired through
experience and learning of the selected
topics from the syllabus.
Neatness of Legible and overall tidiness of handwriting 5
Handwriting
Completeness All the requirements of the tasks are met 5
Creative task Neatness of task Overall tidiness of tasks 5 20

Completeness All the requirements of the tasks are met 5

Originality Generate innovative ideas and 10

alternatives
Project Applied Application of information 5 20
knowledge
Neatness Neatness of project 5

Completeness All the requirements of the tasks are met 5

Research Indication of resources used 5

10.5 Summary of continuous assessment tasks

One of each task needs to be assessed each term.

Continuous Assessment
Tasks Term 1 Term 2 Total marks for
Term 1&2
Number Number Total Number Number Total
of tasks of marks of tasks of marks
Written task 1 20 1 20 60+60=120
Creative task 1 20 60 1 20 60
Project 1 20 1 20

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ANNEXE 1: GLOSSARY OF TERMS

Ancestor a person who was in someone's family in past times

Appreciate to understand the worth or importance of something or someone

Awareness the state or ability to perceive, to feel, or to be conscious of events,

objects, or sensory patterns

Bereavement the state of being sad because a family member has died

Bullying the use of force, threat, or coercion to abuse, intimidate, or

aggressively to impose domination over others

Ceremony a formal religious or public occasion, especially one celebrating a

particular event, achievement, or anniversary

Crucifixion slow and painful execution in which the condemned person is tied or
nailed to a large wooden cross and left to hang until dead

Exploitation to treat someone unfairly in order to benefit from their work

Islam a monotheistic and Abrahamic religion articulated by the Qur'an, a

book considered by its adherents to be the verbatim word of God

Initiation a rite of passage marking entrance or acceptance into a group or

society

Judaism Jewish religion

Persecution the systematic mistreatment of an individual or group by another

individual or group

Pilgrimage a journey or search of moral or spiritual significance

Ritual a religious or solemn ceremony consisting of a series of actions

performed according to a prescribed order

Sabbath Is generally a weekly day of rest or time of worship

Tolerance The capacity for or the practice of recognizing and respecting the
beliefs or practices of others

Torah Judaism's most important text which contains the Five Books of Moses
and is the source of the Ten Commandments

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ANNEXE 2: ASSESSMENT RECORD SHEET FOR GRADE 4 - 7

Grade: ………………………………… Teacher: ……………………………………

School: ……………………………….. Year: ………………………………………..

Written Creativ
Project
task e task

Applied knowledge
Completeness

Completeness

Completeness

(120÷12 x 10)
Neatness of
handwriting
Knowledge

(Term 1+2)
Term mark

Final mark
Year Mark
Originality

Research
Neatness

Neatness

Symbol
(20x3)
Term

Total

Total

Total
Name
10 5 5 20 5 5 10 20 5 5 5 5 20 60 120 100
1
2
1
2
1
2
1
2
1
2
1
2
1
2
1
2

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