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

MINISTRY OF EDUCATION

UPPER PRIMARY PHASE

FOR IMPLEMENTATION IN 2007

PHYSICAL EDUCATION SYLLABUS

GRADES 5 – 7

National Institute for Educational Development (NIED)

Ministry of Education

Private Bag 2034

Okahandja

Namibia

Copyright NIED, Ministry of Education 2005 ISBN 99916-46-06-X Printed by NIED http://www.nied.edu.na Publication date: December 2007

TABLE OF CONTENTS

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

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

3. Competencies and Learning Outcomes .....................................................................................1

4. Particular Features of the Subject at this Phase.........................................................................2

5. Overal Plan of the Syllabus .......................................................................................................2

5. Links to Other Subjects and Cross Curricular Teaching ...........................................................2

6. Gender Issues.............................................................................................................................3

7. Local Context and Content ........................................................................................................3

8. Approach to Teaching and Learning .........................................................................................3

9. Summary of Learning Content ..................................................................................................4

10 Learning Content .......................................................................................................................6

11. Assessment ..............................................................................................................................22

12. Additional Information ............................................................................................................24

13. Glossary of Terms....................................................................................................................24

Physical Education, Grades 5 – 7 Syllabus, NIED 2007 1

1. Introduction

This syllabus describes the intended learning and assessment for Physical Education in the Upper Primary Phase. As a subject, Physical Education is within the Physical area of learning, but has thematic links to other subjects across the curriculum as a whole there are three main types of learning experiences in this area. The first type, which is concerned with the development of psychomotor skills, is fundamental for daily life. The second type, which includes play, movement education, dance, and sports, is concerned with the development of coordination, social skills, the aesthetic sense and the mastery and enjoyment of movement. The third type, which is concerned with the development of a positive attitude towards one's own body, includes learning experiences that promote an understanding about the development of human sexuality, how the human body functions, and how to stay healthy. Physical Education consists of fitness, games and sports activities. Under optimal circumstances, this subject would need one period per week and should be supplemented by school sports clubs and sports days.

2. Rationale

Physical Education, as an integral part of the general education process, aims to make a meaningful contribution towards improving the quality of life of young people, enabling them to maintain a healthy lifestyle and to function effectively in society. Physical Education promotes the following aims in the curriculum guide: 2.1 develop attitudes and practices, and further knowledge and activities, which promote

physical and mental health; and 2.2 promote cooperation, positive competition, sportsmanship and fair play through

participation in games and sports. The aims of Physical Education are to: � develop and improve the learners’ perceptual-motor skills through participation in a variety

of movement forms (movement development); � widen their movement experience and build up a movement vocabulary through

participation in a variety of movement forms (movement development); � help maintain and develop physical fitness and efficiency (physical development); � develop an understanding of good health through an interest in and respect for their own

bodies (health development); � provide experiences of the joy of movement and develop a positive attitude towards

Physical Education; � enhance emotional stability including a positive self image, self-control, independence,

confidence, own decision making and creative ability, based on a well grounded system of values (affective/emotional development);

� develop healthy interpersonal relationships (social development); � develop an understanding of good normative behaviour based on a healthy value system

(normative development).

3. Competencies and Learning Outcomes

All children start school with motivation to move and use their energy, and experiences of playing games and sports. Physical Education should build on and sustain this motivation and those experiences. Nearly all learners will be able to achieve more than a minimum level in the competencies, some will be able to achieve much better. A few learners will just be able to manage a minimum level, and must receive support teaching through adapted teaching approaches and assistance from peers. A very small number of learners have special educational needs to a degree which requires greater individual attention or resources. Some will have disabilities which do not necessarily limit cognitive and affective learning and development (visual, hearing impairment, physically challenged). Learners with Downs syndrome, other forms of mentally challenged, or Attention Deficit Disorder, will have very differing competency profiles. Teaching and assessment for


these learners will be more specifically adapted in inclusive classes. Integrating physically challenged learners in a positive way in ordinary Physical Education lessons is of great importance as a learning experience both for the learners without disabilities and for the learners with disabilities, and is a vital contribution to integration in society. To a great extent, gaining competence in Physical Education activities is a question of what each individual can achieve if they try hard whatever their aptitude and how well they can cooperate in groups and teams, and not a question of being measured against others. Learning outcomes On completing Grade 7, the learners can participate to the best of their ability in a variety of games, sports, and physical activities.

4. Particular Features of the Subject at this Phase

Grades 5 - 7 can be characterised as the development phase in Physical Education. The learners should develop movement through participation in play-like activities in which enjoyable, challenging, self-expressive and self-discovery situations are created. In Grade 5 learners are physically and emotionally energetic and motivated to such an extent that they should start with the development of various techniques, while sports skills will begin to be taught more systematically in Grade 7. The perspective of Physical Education is to educate the learner holistically: physically, cognitively, emotionally and socially. The main focus of Physical Education, therefore, must be to educate the whole person.

5. Overall Plan of the Syllabus

The syllabus consists of eight themes, but only four should be covered. Most of the activities can be carried out using simple equipment such as sticks, poles, bean bags, rope, etc., as suggested in the teacher’s guide, and schools should be able to offer activities from all the four themes to give breadth and variety to Physical Education. Time allocation should be adjusted to the situation of a particular school, availability of facilities, interests of the learners, areas of competence of the teacher and availability of other instructors from the community.

• Physical fitness • Gymnastics • Athletics • Sport skills • Water activities • Games • Dance • Health promotion

5. Links to Other Subjects and Cross Curricular Issues The cross-curricular issues including, Environmental Learning, HIV and AIDS, Population Education, Education for Human Rights and Democracy (EHRD) and Information and Communication Technology (ICT), 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 from globalisation. Physical Education contributes to the learner’s self-image, awareness of the body, health and well-being. It also promotes values such as cooperation and friendly competition. It thus has links both to Environmental Studies and to Religious and Moral Education. Some learners might be (knowingly or unknowingly) HIV-positive, and it is essential both for safety reasons and in order to avoid stigmatisation that the class is made aware that nearly all forms of physical contact with HIV-infected persons are safe, and learn what is risky contact in the case of cuts and sores. Links in this syllabus to cross-curricular issues:

Environmental Learning

Technology HIV and AIDS

Population Education

EHRD

-Creative dance -Traditional dance

-Sport skills

-Knowing my body -Health related aspects -Water activities -Sport injuries

-Nutrition -Knowing my body -Health

-Sportsmanship -Participating in games -Evaluation of sport skills

7. Gender Issues

Boys and girls can do the same physical activities together, and activities should be organised so that all aspects of physical, cognitive and affective development are taken into account. In this way, Physical Education will be an all-round subject and not one where, for example boys do more or better than girls.

8. Local Context and Content

As far as possible, games and sports known in the community should be promoted in school. Traditional African games and sports should be included, especially if there are skilled instructors available in the community.

8. Approach to Teaching and Learning

The approach to teaching and learning is based on a paradigm of learner-centred education asdescribed in Ministry policy documents, curriculum guides, and the conceptual framework. This approach ensures optimal quality of learning when the following principles are put into practice. 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 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 experiences. 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.


In Physical Education, the teacher must decide, in relation to the learning objectives and competencies to be achieved, when it is best to instruct learners directly, when it is best to let learners discover or explore activities for themselves through problem-solving, when they need coaching; when they need reinforcement or enrichment activities; 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 set tasks. Work in groups, in pairs, individual, or as a whole class must be organised as appropriate to the task in hand. Cooperative 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. The teacher must decide, in relation to the learning objectives and competencies to be achieved, when it is best to convey content directly; when it is best to let learners discover or explore information for themselves, when they need directed learning, when they need reinforcement or enrichment learning, when there is a particular progression of skills or information that needs to be followed, or when the learners can be allowed to find their own way through a topic or area of content. It is recommended that time during the first period of each theme should be used for instruction on behavioural and safety rules such as changing clothes, obeying commands, care of apparatus, etc. before starting activities.

10. Summary of Learning Content


GRADE 5 Physical fitness -preparatory activities -cardio respiratory endurance

GRADE 6 Physical fitness -muscular strength and endurance -flexibility

GRADE 7 Physical fitness -speed and reaction -fitness evaluation -knowledge and value of general fitness

Gymnastics -tumbling

Gymnastics -jumping/vaulting -balancing activities/balance beam or benches

Gymnastics -challenging activities -evaluation

Athletics -The start -sprints -middle distance running

Athletics -relays -hurdles -high jump

Athletics -long jump -short put -ball/turbo javelin throwing -sportsmanship

Sport skills -moving body mass -moving and stopping unsupported objects without implements

Sport skills -moving and stopping supported objects without implements -moving and stopping supported objects with implements

Sport skills -moving and stopping unsupported objects with implements -participation in games -sportsmanship

Water activities -swimming strokes -entry into water

Water activities -water safety and life-saving -wateractivities with apparatus and stunts

Water activities -water games and competitions -good conduct as participant and spectator

Games -competition in pairs large group activities

Games -small group activities -tag and dodging games

Games -races and relays -traditional games -self-designed games

Dance -creative dance

Dance -social dance

Dance -rhythmical movement with hand apparatus

Health promotion -knowing my body

Health promotion -health related aspect

Health promotion -posture -nutrition -harmful devices


11 Learning Content

Themes and Topics Learning objectives Learners will:

Basic Competencies By the end of grade 7 the learners should be able to:

PHYSICAL FITNESS 1. Preparatory activities � take part in warming-up

activities/games in preparation for participation

� demonstrate basic motor skills (games/activities) − free running, e.g. free and caught, sitting tag, back-to-back tag or

any other preparatory activities − partner tag, catch your partner's tail, odd man or any other

preparatory activities − one against three, two-ball tag, one-minute-ball in teams or any

other preparatory activities 2. Cardio respiratory endurance activities � participate in distance running or

walking � run continuously to develop cardio respiratory fitness

− cross – country running on school ground for 2-4 km − cooper test

� participate in fartlek (playing with speed) variations

� choose own variation of fartlek training − Fartlek − lamp post runs − paarlauf − dreilauf

� participate in cross country running where running is alternated with strengthening exercises according to the conditions of the terrain

� engage in variations of cross country running where running is alternated

with strengthening exercises according to the school terrain or special commands; whistle cross country running

� run fast for a certain time, then run slow for a certain time � jump over ditch/drain/channel � run uphill fast � do pull-ups from a tree branch � run fast for 50m, do sit-ups etc. � play treasure hunt, follow the leader in groups of four, cross country

running where the teacher or pupils take turns giving commands � participate in interval training � demonstrate the principles of interval training viz. running a certain

distance at 80% capacity with a short recovery period, by means of relay variations, e.g. continuous relays in teams

� do interval training over a distance � perform rope-skipping activities � perform various rope-skipping activities


3. Muscular strength and endurance activities � understand what is meant by

muscular strength and endurance � understand what is meant by muscular strength and endurance and how it

can be improved and differentiate between muscular strength and muscular endurance

� perform free-standing strengthening exercises

� perform appropriately simple exercises for the strengthening of muscles e.g. foot, lower leg, upper leg, abdomen, back, shoulder and arm

� present their own exercise to a partner, small group or class as whole � perform strengthening exercises

with small apparatus, � perform exercises with ropes and chairs for the strengthening of the

muscles e.g. shoes, balls, sticks, hoops, ropes, chairs, books or magazines, etc.

� perform simple exercises with balls or hoops for the strengthening of the muscles

� perform strengthening exercises with music

� do continuous exercises for the strengthening of the different main muscle groups of the body with music

� compile own sequence of strengthening exercises for the main muscle groups of the body with music and using small apparatus

� present own exercises to a partner, small group or class as whole 4. Flexibility activities � perform free-standing flexibility

exercises � engage in simple exercises to obtain flexibility in the following joints:

ankle, hip, shoulder and spinal column � perform flexibility exercises with

small apparatus, e.g., shoes, balls, sticks, hoops, ropes, chairs, etc.

� perform exercises with ropes and chairs to obtain flexibility in the following joints e.g. ankle, knee, hip, shoulder and spinal column

� perform simple exercises with balls or hoops to obtain flexibility in the following joints

� perform flexibility exercises to music

� do continuous exercises to obtain flexibility in the different main joints of the body, to music

5. Speed activities � participate in speed and reaction games and activities

� engage in games which will develop motor reaction, with a partner treading on toes, touching hands and knees, partners catching tails

6. Fitness evaluation � determine their own fitness level and improvement thereof

� determine improvement of personal fitness level by means of tests for the following components of fitness: cardio respiratory endurance muscle strength and endurance, flexibility, speed, coordination

� engage in power running, passing, corner runs falling forward, power running, overtaking a partner fifty meters "flying", number race in flank lines, touch the front team

7. Knowledge and value of general fitness � understand what happens to the body when one exercises

� realise which parts of the body are involved when exercising, Realise the benefits of regular exercises

� know how the different parts of the body, are related to activity. � recognise the value of physical

fitness and exercises � realise the value of regular exercise and that being physical fit one gets

tired less easily, has a greater greater ability to cope with stress and emotional problems, enjoys a variety of activities and widens circle of


friends


Themes and Topics Learning objectives

Learners will: Basic competencies By the end of grade 7 the learners should be able to:

Gymnastic

1. Tumbling � perform a forward roll � perform a forward roll from different starting positions to different ending positions − crouch, standing, forward lunge, support kneeling forwards, front

balance standing to different ending positions − long sitting, crook sitting, straddle sitting, balance sitting, crouch

(adding the performance of consecutive forward rolls) − jumps, balancing

� perform a dive forward roll, from different starting position − activities, backward roll, cartwheel, handstand, etc. − standing − with run-up − over apparatus − combine forward roll with other movements

� perform a backward roll � perform a backward roll from different starting positions: crook sitting, crouch, standing to different ending positions − crouch, kneeling, straddle standing

(Adding the performance of consecutive backward rolls) combine backward roll with other movements,

− jumps, balancing activities, forward roll, cartwheel, handstand, etc. � perform a cartwheel � perform a cartwheel from different starting positions

� standing, support kneeling forwards to different ending positions, -straddle standing, front balance standing -umps, balancing activities, forward roll, backward roll, handstand, etc. -perform a dive cartwheel -combine cartwheel with other movements

� perform a headstand � perform a headstand starting from a crouch/standing position and ending in crouch/standing position

� combine headstand with other movements � move legs in different directions and positions in a head standing position � perform jumps, balancing activities, forward roll, backward roll,

cartwheel, handstand, etc. � perform a handstand � swing up from standing into a free hand stand and back to standing

jumps, balancing activities, forward roll, backward roll, cartwheel, etc. � combine hand standing with other movements



Basic competencies By the end of grade 7 the learners should be able to:

� compile their own gymnastic tumbling sequence

� develop their own elementary tumbling sequence consisting of mastered movements

2. Jumping/Vaulting � perform different gymnastic jumping activities, e.g. − straddle jump − scissors jump − sheep jump − leaping − buck jump − gallop jump − pike / straddle pike − click jump

� perform vaulting activities � perform different vaulting activities on the vaulting table e.g. star or straddle jump box,

3. Balancing activities/Balance beam or benches

� perform gymnastic balancing activities

� perform gymnastic balancing activities, e.g. − crook sitting − straddle long sitting − forward lunge − support kneeling − front balance standing − crouch support sideways − balance sitting − split sitting

� perform activities on the bench, two benches placed on each other or planks on bricks, etc. with the correct technique

� perform activities on the benc or two benches e.g., − locomotor movement ,e.g., walking, skipping, chase, waltz, running − positioning, e.g, forward lunge, support kneeling forward, front

balance standing − squat vault, bunny jump, wolf vault onto bench(es) − jumps, e.g., gallop, scissors and leap jump − turns and rotations, e.g., different turns on bench, forward roll

and backward roll − dismounts, e.g., different jumps, forward roll off and front

kneeling swing one leg backward, push off with hands and dismount to cross standinge.g., half vault, forward roll onto bench(es), front support




− positioning, e.g., balance standing, outside cross sitting, nape standing, hand standing jumps, e.g., stretch jump with turns, leap and squat jumps

− turns and different turns on bench, forward/backward roll and cartwheel

− dismounts, e.g., cross handstand − push off and dismount to cross standing; cartwheel to handstand:

push off and dismount to parallel standing e.g., different jumps, squat vault onto bench(es)

4. Challenging activities � participate in challenging activities such as gymnastic obstacle courses

� complete a gymnastic obstacle course, e.g. − dive forward roll/cartwheel over apparatus − rope climbing, swinging and balancing activities ; including forward

roll over/through apparatus without touching it − carrying/handling objects while moving on apparatus

5. Evaluation of gymnastic skills � determine own standard of gymnastic skills

� evaluate their own standard of gymnastic skills through the execution of certain activities defined by the teacher

ATHLETICS

1. The start � develop the starting technique � start with the correct starting technique using the commands "on your marks" "get set" "go"

2. Sprints � develop the sprinting technique � perform sprinting technique with emphasise on different phases of the sprint − correct style sprint − correct style − correct foot placing − high knee action − correct trunk and head position − sprint through finishing line

3. Middle distance running � participate in middle distance running

� engage in middle distance running, e.g. continuous running, tempo run, paarlauf, dreilauf

� stride over 300m - 800m � stride over 600m - 1200m

4. Relays � participate in the relay hand-over methods

� perform the relay hand-over methods � handing over the baton from above/from below into hands of receiver (in

two's) through walking, jogging and running




5. Hurdles � participate in the hurdling technique

� perform the hurdling technique by running over ropes/sticks/benches with medicine balls, etc. at increasing heights with the emphasis on pace and rhythm

� hurdle over three low hurdles placed on side or sticks/ropes placed on bricks or stones

6. High jump � participate various high jump techniques

� perform different phases of fosbury technique − practice run-up − practice take-off − practice landing − practice complete jump − jump for height

7. Long jump � participate various long jump techniques

� perform various long jump techniques − run-up − take-off − flight − landing

� perform a long jump action with a short run-up and single take-off, concentrating on a relaxed landing with different methods (e.g. the hang and sail and bicycle methods)

8. Shot put � participate the shot put technique � perform the different shot put techniques by putting balls, stones or other round objects from a standing position with variations, such as: − putting at a target − putting over a rope − putting over distance lines - grip and position of shot − stance in the circl − landing − delivery − reverse

9. Ball/turbo javelin throwing � participate the technique of throwing a cricket ball or turbo javelin

� demonstrate the technique of throwing a cricket ball or turbo javelin with emphasis on the run-up, gathering, release, reverse and landing

� throw sticks at a target or over a tree, poles, etc. 10. Sportsmanship � define and give examples of good

sportsmanship � demonstrate good sportsmanship � understand what conduct is acceptable behaviour in order to be a good

sportsperson as well as a good spectator � understand what the correct attitude should be as a participant or




supporter of the school's athletic team


Themes and Topics Learning Objectives

Learners will: Basic Competencies Learners should be able to:

SPORT SKILLS

1. Moving body mass � move body mass in different ways during the performance of activities peculiar to sport in the correct way

� jump in the following ways − stretch jump for height with half and full turns − jumping with half turn with run-up for height

� run in the following ways − forward and backward − change direction suddenly − forward in curves − alternately in a bent and erect position

2. Moving and stopping unsupported objects without implements

� throw and catch balls � throw and catch balls and any other improvised objects in different ways for basket and netball etc.

� participate in throwing and catching activities peculiar to basketball with the correct technique : − one-hand shoulder pass / baseball pass − two-hand chest pass − one-hand / two-hand underarm pass − two-hand jump pass − goal shooting

� perform the correct technique for throwing and catching of balls (with emphasis on accuracy) − chest pass − underhand pass − overhead pass

� participate in throwing and catching activities peculiar to netball with the correct technique − overhead pass − goal shooting

� throw and field balls, peculiar to softball and hockey balls in different ways

� throw a small ball with the correct technique emphasising distance and accuracy

� participate in throwing and fielding activities peculiar to cricket with the correct technique − bowling − stop a rolling ball − retrieving a ball


− catching low and high balls � perform throwing and fielding activities peculiar to softball with the

correct technique − catching low and high balls

� bounce balls peculiar to netball and basketball with emphasis on the bounce pass as used in basket/netball using the correct technique

� perform the bounce pass as well as dribbling used in basketball, hockey, cricket, softball with the correct technique

2.1 Deflect and hit balls in a variety of ways � hit a ball, thrown by oneself or someone else, with the hand, directly or after a bounce emphasising accuracy

� perform deflecting and hitting activities peculiar to volleyball with an object e.g. stick, bat, etc.

� perform deflecting and hitting activities peculiar to volleyball with the correct technique

2.2 Pass and catch rugby balls in different ways � pass and catch a rugby ball with the correct technique emphasising accuracy

� perform passing and catching activities peculiar to rugby with the correct technique

� pass and catch a rugby ball with the correct technique emphasising accuracy

3 Moving and stopping supported objects without implements

� dribble a ball with feet using the correct technique emphasising speed and accuracy − inside/outside of foot − keeping ball close to feet

� perform dribbling activities peculiar to soccer with the correct technique, emphasising speed

� kick and stop or trap balls � kick and stop or trap balls with emphasis on correct technique for accuracy and speed

� perform kicking and stopping/trapping activities peculiar to soccer with the correct technique. Kick a ball with the correct technique emphasising accuracy and distance: − with inside of foot − with outside of foot − with toe end − to a partner who stops/traps it and kicks it back

4. Moving and stopping supported objects with implements

� hit and stop balls � dribble a ball with a hockey stick or other implement with the correct technique, emphasising speed and accuracy

� perform hitting and stopping activities peculiar to hockey with the correct technique

� hit and stop a ball with a hockey stick or other implement with the correct technique, emphasising accuracy

Themes and Topics Learning objectives Basic Competencies


Learners will: By the end of grade 7 the learners should be able to: 5. Moving and stopping unsupported objects

with implements

� hit balls � perform hitting activities peculiar to tennis (ette)) with correct technique − forehand − backhand tennis balls with implements − paddles, racquets

� hit a ball with a paddle/racquet/plank with correct technique emphasising accuracy − bouncing on ground − bouncing in air − to a partner or against wall, using forehand and backhand

� perform batting activities peculiar to softball with correct technique softballs or tennis balls with implements, e.g. bats, plank, etc

� perform batting activities peculiar to softball with correct technique softballs or tennis balls with implements, e.g., bats, plank, etc.

� hit or bat a ball with a bat or plank with correct technique, emphasising distance and accuracy

6. Participation in games � perform lead-up games to netball, softball, volleyball, soccer and tennis(ette)

� engage in elementary games which include the following skills throwing, catching, bouncing, dribbling and hitting a ball

� participate in a variety of games which lead to cooperation with others

� Participate in: − we-versus-you games

7. Sportsmanship � demonstrate good sportsmanship with regard to participation in team games

� handle specific situations that may occur during team play and understand what is expected of a player as part of a team



Learners will: Basic Competencies

Learners should be able to:

WATER ACTIVITIES (OPTIONAL)

1. Swimming strokes � develop different swimming strokes

� develop different swimming strokes � perform the following strokes

− crawl stroke − back stroke − breast stroke

2. Entry into water � jump and dive into the water in different ways

� perform the following swimming starts − crawl stroke − back stroke

3. Water safety and life-saving � gain insight into water safety and life-saving techniques

� understand water safety, e.g. personal water safety at home pools, farm dams, beaches and river mouths

� understand basic water safety − causes of drowning accidents − dangers of open water − prevention of accidents (advice to paddlers, non-swimmers, weak

swimmers and swimmers in general)

� practise life-saving techniques � perform the following life-saving techniques − motionless floating variations − treading water in different ways e.g. life-saving kick − straddle jump − standing dive − treading water

4. Water activities with apparatus and stunts � experience enjoyment during participation in "challenging" water activities with objects

� experience enjoyment during participation in challenging water activities with objects − diving through hoop − carrying ball/hoop while swimming − relays with balls − staying on top of a tube − pull a partner on tube while swimming − diving/swimming through hoops

� perform different stunts � perform intermediate and elementary stunts,e.g. front/back tuck somersault, sculling with head/feet first, the tub, somersault back tuck, front/back layout,.etc.


5. Water games and competitions � experience enjoyment during

participation in games play adapted games, boundary-ball, clear the floor water polo for enjoyment � take part in group games such as "us-against-team" games

� participate in competitions � take part as a member of a team in team competition relays � take part in competitions with a partner

6. Good conduct as a participant and spectator � describe good conduct as a participant as well as a spectator

� demonstrate as understanding of what the correct attitude should be as a participant or supporter of the school's swimming team

� demonstrate as understanding of what conduct is acceptable in order to be a good sportsman as well as a good spectator



Learners will: Basic Competencies By the end of grade 7 the learners should be able to:

GAMES

1. Competition in pairs � enjoy participation in competition in pairs

� work together in pairs, e.g. − toe-treading, partner, tug-of-war cock-fighting, hopping tug-of-war

knee boxing, back-to-back pushing, back-to-back shoulder pushing 2. Large group activities � enjoy participation in large

group activities � participate in large group activities musical statues, where's my partner,

circle passing, circle passing and follow, twenty touches − keep it up, odd man, hot potato, crows and cranes

3. Small group activities � enjoy participation in small group activities

� engage in small group activities: poison, hot potato, one against three, one bounce, team stick wrestling, donkey tag, ten trips, target ball

4. Tag and dodging games � enjoy participation in tag and dodging games

� play tag and dodging games: link tag, free and caught, back-to-back tag, two against one circle tag, squid, king, circle dodge-ball, three court dodge-ball

5. Races and relays � enjoy participation in races and relays

� engage in races and relays � do team relays head and tails, team changing, circle chase, skittle-ball,

change relay, four corned race, chair race, exchange relay running and hopping relay, potato relay, bench relay, hand dribbling relay, sprinting and monkey running relay, stick jumping and beetle crawling relay, arch and straddle relay

6. Traditional games � enjoying participation in traditional games from different cultures

� select traditional games played by children from other countries, especially African countries

� demonstrate correct form in performing traditional games played by learners from different cultural backgrounds

7. Self-designed games � be given the opportunity to design their own games

� make up a game for four players, a game including a throw and a catch and using two or more pieces of small equipment

� invent a new tag game for the whole class � invent a game using all the available space and no equipment



Learners will: Basic Competencies By the end of grade 7 the learners should be able to:

DANCE

1. Creative dance � experience traditional dance movements

� develop traditional dance movements,. steps, jumps, rotation, swings, etc.

� create a dance, rhythm, jump rope, tumbling routine � gain insight into and

experience dance concepts � develop variations of movements and movement sequences based on the

body, movement and environmental factors (time, force, space) � experiment with variations of traditional dance movements

� develop own movement performance related to control, precision and style

� demonstrate the movement performance with attention to control, precision and dance style

� perform dance movements and steps with attention to − style and posture awareness − control for stability and moving body mass − precision with regard to tune, rhythm and space − movement expression

� develop creative and expressive ability

� perform prescribed movement patterns and designs and perform their own movement patterns with a partner, based on movement themes

� design movement sequences for 1 to 3 persons based on movement themes (turns, locomotion, etc.), auditory and visual stimuli

2. Social dance � enjoy performing national folk dances from Namibia

� perform Namibian folk dances focusing on precision of step construction, holds, formation changes, etc. and gain knowledge of cultural origin, meaning and character of the dances

� enjoy folk dances from the cultural groups living in different regions in Namibia

3. Rhythmical movement with hand apparatus � perform traditional rhythmical movements with apparatus

� perform traditional rhythmical movements, e.g. catching, carrying, swinging, lifting, rolling, bouncing, etc. with hand apparatus, e.g. a ball or bitter melon

� develop movement performance related to control of apparatus, precision and style

� develop and perform routines � perform set movement routines and/or design their own sequences alone and as a member of a group and perform the sequence with precision and control



Learners will: Basic competencies By the end of grade 7 the learners should be able to:

HEALTH PROMOTION THEORITICAL ASPECTS

1. Knowing my body � understand and accept their own body

� understand how the body works, appreciate their own body, accept responsibility for own body, with reference to transmission and prevention of HIV and AIDS, STD’s and substance abuse

� appreciate and accept responsibility for their own body, with reference to transmission and prevention of HIV and AIDS and STD’s

2. Health related aspects � gain theoretical knowledge of health related aspects

� realise that good health is a person's most valuable asset and gain insight into personal hygiene in general, protection of skin, foot hygiene, diseases and exercise

� protection of skin, HIV and AIDS, etc

3. Posture � realise the importance of good posture

� understand what is meant by good posture while standing, sitting, walking, lifting, carrying, etc. Realise the importance of good posture while standing , sitting or walking

4. Nutrition � gain insight into good nutrition and related aspects

� understand what is meant by balanced diet and how to control one's weight

5. Harmful devices � gain insight into devices / habits/ practices that are harmful

� realise what harm can be done to the body by nicotine and alcohol


11. Assessment

11.1 Introductory remarks Assessment includes informal continuous assessment over a period of time during normal classroom activities. The assessment specified in this syllabus is related to the Basic Competencies of the syllabus and to Life Skills Competencies (Investigating, Interpreting, Applying Knowledge and Skills, Communicating, Valuing and Participating) and how well each learner achieves within the competencies.

11.2 Purpose of Assessment In learner-centred education, assessing the progress and achievements of each learner continuously is an integral part of the teaching and learning process. • Information to the learner

The information gathered about the learners' progress and achievements should be used to give feedback to the learners about their strong and weak points, where they are doing well, and why, and where they need to try more, how, and why.

• Information to the parents The parents should be regularly informed about the progress of their child and be encouraged to reward achievements.

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

11.3 Types of Assessment

• Formative assessment Assessment of this type is formative because the observations made and information collected are used both to guide the learner and to help shape and direct the teaching-learning process. Assessment has a formative role for learners if and when: - it is used to motivate them to extend their knowledge and skills, establish

sound values, and to promote healthy habits of study; - assessment tasks help learners to solve problems intelligently by using what

they have learned; - the teacher uses the information to improve teaching methods and learning

materials.

• Continuous assessment All assessment in Physical Education will be done through Continuous assessment. It should be planned and programmed at the beginning of the year, should be kept as simple as possible and should not take up too much teaching time. Marks given for class activities, assignments, homework, or short tests on completion of a topic can be recorded for continuous assessment.


11.4 Methods of Assessment

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

• Criterion-Referenced Assessment When grades are awarded, it is essential that they reflect the learner's actual level of achievement in relation to the Basic Competencies and not to other learners. Criterion referencing and rubrics should be used to assess learning as understanding. Competencies and assessment should be linked by using criterion referencing for cumulative and informal tasks. Criterion marking based on rubrics can be translated into normative marks to be recorded on the general cumulative recording sheet.

• Recording Grades Each Theme/Topic in the Physical Education syllabus should be assessed through any of the informal methods mentioned above. The grades obtained by learners through continuous assessment must be systematically recorded throughout the year, and used to inform the learner and parents on progress and achievements.

11.5 Grade Descriptions Grading for Grades 5, 6 and 7 The learner’s level of achievement in relation to the Basic Competencies should be shown in letter grades A – E on a 5-point grading scale without an un-graded category, A being the highest and E the lowest grade.

GRADES GRADE INTERVALS (%) GRADE DESCRIPTIONS

A 80 – 100 achieved Basic Competencies exceptionally well

B 60 – 79 achieved Basic Competencies well

C 45 – 59 achieved Basic Competencies

D 30 – 44 achieved minimum number of Basic Competencies to be considered competent

E 0 – 29 did not achieve the minimum number of Basic Competencies to be considered competent


12. Additional Information

The syllabus can be downloaded from the NIED website at http://www.nied.edu.na.

13. Glossary of Terms

Axis - centre or line around which an object or body turns

Cardio respiratory - the heart and lung system

Locomotor - movement through space

Longitudinal - length wise

Spinal column - the back bone of the body protecting the nerve cells

Symmetrical - identical size and shape on each of two sides

Asymmetrical - the opposite of symmetrical

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