Republic of Namibia

MINISTRY OF EDUCATION

JUNIOR PRIMARY PHASE

PRE-PRIMARY

TEACHERS’ MANUAL

FOR IMPLEMENTATION

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

© Copyright NIED, Ministry of Education, 2014

Pre-Primary Teachers’ Manual

ISBN: - 0-86976-994-4

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

Publication date: 2014

 ACKNOWLEDGEMENTS

We acknowledge the work done by the following Pre-Primary Task Team members:

Names Region/Institution Names Region/Institution

Hedwig Kauaria Omaheke Letta Ambunda Oshana
Victoria Mukoya Kavango East & West Frieda Shingenge Oshana
Maureen Jankowski Hardap Hileni Amuntenya Oshikoto
Marianne Kapepu Otjozondupa Jacob Ndjembela Oshikoto
Aletta Goliath //Karas Maria Kashuna Omusati
Christa Goamus Kunene Sesilia Nakamwe Ohangwena
Georgina Sibalatani Zambezi Gerty Fredericks Khomas
Marie Bezuidenhout Erongo Milka Khoeses Khomas
Ndeshi Hishoono PQA Gonnie Kruger NIED
Fritz David NIED Hildefonsia Haingura Kavango East & West
 TABLE OF CONTENTS
A INTRODUCTION .......................................................................................................................................... 1
B HOLISTIC CHILD DEVELOPMENT ................................................................................................................ 2
1 PHYSICAL DEVELOPMENT .........................................................................................................................3
Concepts related to Physical Development .............................................................................................................3
1.1 Gross Motor Development ..........................................................................................................................3
1.2 Fine Muscle Control....................................................................................................................................4
1.3 Body Image ...............................................................................................................................................4
1.4 Spatial Awareness......................................................................................................................................4
2 COGNITIVE (INTELLECTUAL) DEVELOPMENT .............................................................................................4
Concepts related to Cognitive Development ...........................................................................................................4
2.1 Perception .................................................................................................................................................4
2.2 Conceptual Skills........................................................................................................................................6
2.3 Language Development ..............................................................................................................................7
2.4 Concentration, Attention and Relaxation .......................................................................................................7
2.5 Motivation ..................................................................................................................................................7
2.6 Intellectual Abilities .....................................................................................................................................7
3 SOCIO-EMOTIONAL DEVELOPMENT...........................................................................................................7
Concepts related to Socio-Emotional Development .................................................................................................7
3.1 Emotional Development ..............................................................................................................................7
3.2 Social Development....................................................................................................................................8
C CURRICULUM OVERVIEW ........................................................................................................................... 9
1 LEARNING AREAS ....................................................................................................................................9
1.1 Language Development ..............................................................................................................................9
1.2 Preparatory Mathematics ............................................................................................................................9
1.3 Environmental Learning ..............................................................................................................................9
1.4 Physical Development ................................................................................................................................9
1.5 Arts ...........................................................................................................................................................9
1.6 Religious and Moral Education ..................................................................................................................10
2 SCHOOL READINESS ...............................................................................................................................10
3 TEACHING METHODS AND APPROACHES ................................................................................................10
3.1 Child-Centred Education ...........................................................................................................................10
3.2 Learning Through Play..............................................................................................................................10
3.3 The Importance of Story Telling or Reading ................................................................................................11
3.4 Cross Curricular Issues .............................................................................................................................11
4 WORKING WITH PRE-PRIMARY CHILDREN ...............................................................................................11
4.1 Learning Styles ........................................................................................................................................11
4.2 Personalities in the Pre-Primary Phase .......................................................................................................11
4.3 The role of Parents, Teachers and Community ............................................................................................12
D PLAYROOM MANAGEMENT ...................................................................................................................... 13
1 ORIENTATION ..................................................................................................................................13
2 INDOOR PLAY AREA .................................................................................................................................13
3 OUTDOOR PLAY 13
3.1 Outdoor Equipment ..................................................................................................................................13
3.2 The Importance of Outdoor Play Equipment ................................................................................................13
4 RESOURCES 14
E DELIVERY OF THE PROGRAMME .............................................................................................................. 13
1 PLANNING ..................................................................................................................................15
1.1 Year Plan ................................................................................................................................................15
1.2 Scheme of Work ......................................................................................................................................15
1.3 Daily Schedule .........................................................................................................................................15
1.4 Lesson Plans ...........................................................................................................................................16
2 ASSESSMENT ..................................................................................................................................16
3 LEARNING SUPPORT (COMPENSATORY TEACHING) ...............................................................................17
FIRST TERM: THEMES 1, 2 AND 3
HINTS AND IDEAS ..................................................................................................................................18
THEME 1: MYSELF STORIES, RHYMES AND SONGS ................................................................................20
THEME 1: MYSELF RELIGIOUS AND MORAL EDUCATION ........................................................................26
THEME 1: MYSELF LANGUAGE DEVELOPMENT ......................................................................................27
THEME 1: MYSELF PREPARATORY MATHEMATICS .................................................................................30
THEME 1: MYSELF ENVIRONMENTAL LEARNING ....................................................................................34
THEME 1: MYSELF ARTS .........................................................................................................................35
THEME 1: MYSELF PHYSICAL DEVELOPMENT ........................................................................................37

THEME 2: MY BODY STORIES, RHYMES AND SONGS ................................................................................38

THEME 2: MY BODY RELIGIOUS AND MORAL EDUCATION ........................................................................43
THEME 2: MY BODY LANGUAGE DEVELOPMENT ......................................................................................44
THEME 2: MY BODY PREPARATORY MATHEMATICS .................................................................................47
THEME 2: MY BODY ENVIRONMENTAL LEARNING ....................................................................................51
THEME 2: MY BODY ARTS .........................................................................................................................52
THEME 2: MY BODY PHYSICAL DEVELOPMENT ........................................................................................53

THEME 3: MY FAMILY STORIES, RHYMES AND SONGS ................................................................................54

THEME 3: MY FAMILY RELIGIOUS AND MORAL EDUCATION ........................................................................57
THEME 3: MY FAMILY RELIGIOUS AND MORAL EDUCATION ........................................................................58
THEME 3: MY FAMILY LANGUAGE DEVELOPMENT ......................................................................................59
THEME 3: MY FAMILY PREPARATORY MATHEMATICS .................................................................................62
THEME 3: MY FAMILY ENVIRONMENTAL LEARNING ....................................................................................66
THEME 3: MY FAMILY ARTS .........................................................................................................................67
THEME 3: MY FAMILY PHYSICAL DEVELOPMENT ........................................................................................68
SECOND TERM: THEMES 4, 5 AND 6
HINTS AND IDEAS
THEME 4: MY HOME STORIES, RHYMES AND SONGS ................................................................................69
THEME 4: MY HOME RELIGIOUS AND MORAL EDUCATION ........................................................................73
THEME 4: MY HOME LANGUAGE DEVELOPMENT ......................................................................................74
THEME 4: MY HOME PREPARATORY MATHEMATICS .................................................................................77
THEME 4: MY HOME ENVIRONMENTAL LEARNING ....................................................................................81
THEME 4: MY HOME ARTS .........................................................................................................................82
THEME 4: MY HOME PHYSICAL DEVELOPMENT ........................................................................................83

THEME 5: MY SCHOOL STORIES, RHYMES AND SONGS ................................................................................85

THEME 5: MY SCHOOL RELIGIOUS AND MORAL EDUCATION ........................................................................90
THEME 5: MY SCHOOL LANGUAGE DEVELOPMENT ......................................................................................91
THEME 5: MY SCHOOL PREPARATORY MATHEMATICS .................................................................................93
THEME 5: MY SCHOOL ENVIRONMENTAL LEARNING ....................................................................................96
THEME 5: MY SCHOOL ARTS .........................................................................................................................97
THEME 5: MY SCHOOL PHYSICAL DEVELOPMENT ........................................................................................98

THEME 6: MY COMMUNITY STORIES, RHYMES AND SONGS ................................................................................99

THEME 6: MY COMMUNITY RELIGIOUS AND MORAL EDUCATION ..................................................................... 101
THEME 6: MY COMMUNITY RELIGIOUS AND MORAL EDUCATION ..................................................................... 102
THEME 6: MY COMMUNITY LANGUAGE DEVELOPMENT ................................................................................... 103
THEME 6: MY COMMUNITY PREPARATORY MATHEMATICS .............................................................................. 106
THEME 6: MY COMMUNITY ENVIRONMENTAL LEARNING ................................................................................. 109
THEME 6: MY COMMUNITY ARTS ...................................................................................................................... 110
THEME 6: MY COMMUNITY PHYSICAL DEVELOPMENT ..................................................................................... 111
THIRD TERM: THEMES 7, 8 AND 9
HINTS AND IDEAS
THEME 7: ANIMALS STORIES, RHYMES AND SONGS ............................................................................. 112
THEME 7: ANIMALS RELIGIOUS AND MORAL EDUCATION ..................................................................... 116
THEME 7: ANIMALS LANGUAGE DEVELOPMENT ................................................................................... 117
THEME 7: ANIMALS PREPARATORY MATHEMATICS .............................................................................. 120
THEME 7: ANIMALS ENVIRONMENTAL LEARNING ................................................................................. 123
THEME 7: ANIMALS ARTS ...................................................................................................................... 124
THEME 7: ANIMALS PHYSICAL DEVELOPMENT ..................................................................................... 125

THEME 8: WATER STORIES, RHYMES AND SONGS ............................................................................. 126

THEME 8: WATER RELIGIOUS AND MORAL EDUCATION ..................................................................... 128
THEME 8: WATER LANGUAGE DEVELOPMENT ................................................................................... 129
THEME 8: WATER PREPARATORY MATHEMATICS .............................................................................. 132
THEME 8: WATER ENVIRONMENTAL LEARNING ................................................................................. 136
THEME 8: WATER ARTS ...................................................................................................................... 137
THEME 8: WATER PHYSICAL DEVELOPMENT ..................................................................................... 138

THEME 9: PLANTS STORIES, RHYMES AND SONGS ............................................................................. 139

THEME 9: PLANTS RELIGIOUS AND MORAL EDUCATION ..................................................................... 142
THEME 9: PLANTS LANGUAGE DEVELOPMENT ................................................................................... 143
THEME 9: PLANTS PREPARATORY MATHEMATICS .............................................................................. 145
THEME 9: PLANTS ENVIRONMENTAL LEARNING ................................................................................. 148
THEME 9: PLANTS ARTS ...................................................................................................................... 149
THEME 9: PLANTS PHYSICAL DEVELOPMENT ..................................................................................... 150
A INTRODUCTION
According to experts around the world, necessary protection, appropriate and stimulating care as well as education
during the early years gives young children a head start in life. Pre-school education enhances a child’s success in
formal schooling and it plays an important role in the total development of a child. Young children learn through
experience, discovery and exploration; through social interaction with adults and other children and, most importantly,
they learn through play.

The Purpose of the Teachers’ Manual

The Teachers’ Manual has been created specifically for use during the Pre-Primary school year. It is one of the most
significant stages in a child’s development and forms a bridge between pre-school and primary school education. The
purpose of the Pre-Primary school year is to prepare the child for formal learning of Reading, Writing and Mathematics
by providing a solid foundation of knowledge, experience and a positive attitude towards learning. A child equipped in
this way has the best chance of realising his/her potential and is less likely to develop learning problems at a later stage.

The Teachers’ Manual is aimed at teachers of the Pre-Primary school year, but parents and anyone involved with the
development of pre-school children will find it an extremely useful manual that will enable them to enrich the experience
of pre-schoolers in their care. The activities described are easy to follow and are not dependent on expensive materials
or equipment. Every effort has been made to make the manual suitable for children living in a non-racial, democratic
society. The manual will further help the teacher to apply the curriculum to the individual needs of the children in the
classroom. It is meant to be enjoyed in the same way that we hope the teachers enjoy working with young children.

How to use the Manual

The teacher of the Pre-Primary school year should be able to solve problems, assume responsibility, take initiative, be
creative and make plans. The manual is designed for teachers who are willing to immerse themselves totally in an
approach to pre-school learning that provides the elements needed to establish a high quality Pre-Primary education
programme. It is therefore not a set of rigid rules to be followed, but serves as a guide for planning learning experiences
in a playful manner.

The activities are participatory, calling the children to learn by doing and exploring. The teacher should ensure that the
apparatus and materials required for teaching and learning are ready and at hand when planning an activity.

The Teacher’s Manual should be used in conjunction with the Pre-Primary syllabus, which is the foundation for the Pre-
Primary education programme.

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Pre-Primary Teachers’ Manual, NIED 2014
B HOLISTIC CHILD DEVELOPMENT
Children have physical, social, emotional and cognitive needs to be fulfilled to grow into a fully developed individual.
Children do not only need nutrition, exercise and safety, but they also need love and a consistent, caring environment
where they can experience positive interaction and get opportunities for developing intellectual capabilities. Programmes
that address children’s needs holistically are more effective than programmes that address a single area of
development. One of the key principles of child development is that there is an integrated relationship between the
developmental areas. Although it is convenient to describe child development as specific development domains and
learning areas, this does not reflect the holistic nature of the person. Learning opportunities designed for children’s
development touch the whole person and curriculum design and lesson planning should reflect that integration. Thus,
programmes and activities should impact all the areas of development. Programmes may also be designed to take
advantage of other resources available in the community. However, it is still important for the Pre-Primary teacher to
monitor the quality of complementary programmes and ensure that integration is taking place so that the holistic needs
of the individual child are truly being met.

Development Domains/Areas

Language
Preparatory Mathematics

COGNITIVE
DEVELOPMENT

SOCIO-EMOTIONAL PHYSICAL
DEVELOPMENT DEVELOPMENT

Social Skills Gross-Motor Development

Emotional Skills Coordination and Balance
Fine Muscle Control
Body Concept and Awareness

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Pre-Primary Teachers’ Manual, NIED 2014
1 PHYSICAL DEVELOPMENT

Physical development includes changes in body size and proportion, brain development, perceptual and motor
capacities and physical health (L. Berk, Infants, Children, and Adolescents, 3rd Edition, 1999). Health and growth are
commonly included in this developmental domain, but it is just as critical to include muscular and neural coordination,
which are necessary for performing day-to-day tasks. Teachers need to remember that Physical Development is just as
important to learning as every other area of development. Children master increasingly sophisticated tasks. They gain
personal responsibility for their own physical needs, such as dressing themselves. Physical development promotes
social/emotional development. The more they can do, the more willing they are to try new and challenging tasks.
Physical development supports children’s academic achievements, general health, self-esteem, stress management,
social development. Moving the body literally wakes up the brain.

Concepts related to Physical Development

1.1 Gross Motor Development

These are movements of the larger muscles of the body. Accurate movements and effective control over the muscles
are necessary for all knowledge and intellectual functions. Movement is therefore very important to learning since it is
with these functions that the basic structure of information is laid. A child with poor gross motor movements will not
succeed in efforts to explore the world around him/her and to gather information. He/she will also be clumsy and bump
into things.

1.1.1 Gross Motor Movements

Gross motor movements must develop first before the fine motor movements can develop. If too much value is placed in
fine motor co-ordination too early, a splinter skill (an activity the child performs without an awareness of its relationship to
the rest of the activities of the body) might develop. Activities of the shoulders develop first, then activities of the elbow,
and finally activities of the hands and fingers. If the child writes or draws with a stiff, rigid arm and shoulder, it may well
be an indication that the child needs to practice gross arm movements first.

1.1.2 Balance
Balance is to sustain control of the body when using both sides simultaneously, individually or alternately. In order to
balance him/herself, the child must have a clear concept of the two sides of the body and their relation to each other. It is
from this concept that laterality develops, and laterality is essential to activities such as reading, in which the left-to-right
eye movement has to be sustained at all times. Adequate balance is also necessary for the child’s safety; without it
he/she can move neither quickly nor efficiently.

1.1.3 Co-ordination
Eye-hand co-ordination is the ability to make the hands do what the eyes direct them to do and eye-foot co-ordination is
the ability to make the feet do what the eyes direct them to do. The child explores the world around him/her by means of
the eyes and hands/feet, which work together to examine the objects around him/her. In the development of eye-
hand/eye/foot co-ordination, the first step is teaching the eye to follow the hand or the foot. When the eye has learned to
follow, the eye slowly takes over and begins to guide the hand or foot.

1.1.4 Rhythm
This means making flowing, rhythmic movements with body parts and can also be performed to the sound of music or
other rhythms.

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1.2 Fine Muscle Control
These are the small muscle movements of the body such as the eyes, tongue, fingers and toes. A child’s normal
everyday activities – especially those in the classroom – make tremendous demands on the fine motor co-ordination.
Children are expected to perform a large number of accurate movements with the fingers and hands when they draw,
colour pictures, copy or write. A child whose fine motor developments is inadequate will find it difficult to fasten buttons,
tie bows, draw, colour in, write, or perform any of the tasks that require the use of the fingers.

Eye movements and visual skills are very important to visual development. If the eye movement is not smooth, or is
limited, the child’s visual perception will remain incomplete and inadequate. Equally, the movement of the tongue is very
important to speech development. Regular tongue exercises will improve pronunciation. Children, who have acquired
efficient control over their fine muscles when they go to school, have advantages over children who are lacking in this
respect, because their perception is more accurate.

1.3 Body Image

Body image is a complete awareness of one’s own body and its potential for movement and performance. A child is able
to naturally lift the feet in order to jump over an obstacle. Further, a child should know the parts of the body, their names,
their individual functions and how the body functions as a whole

1.3.1 Laterality, Directionality and Lateral Midline

A sense of laterality is an inner awareness of the left and right sides of the body. To become aware which side is moving
and when it is moving. A child must also have a very clear concept of his own body and of body movements outside the
body. Only when a child is able to distinguish the right side from the left side and know where top/bottom is, will he/she
be able to detect left and right, top and bottom externally. The lateral midline is the vertical middle line of the body. Some
children find it difficult to cross the lateral midline. A right-handed child will, for example, write or draw only on the right
side of the paper, or will move the paper to the right in order to work only form the midline towards the right side.

1.3.2 Dominance
Dominance is the preference for the use of one particular eye, hand, foot or side of the body. If dominance has not been
determined, the child might reverse letters such as b and d and numbers and may also find it difficult to read.

1.4 Spatial Awareness

This is the ability of a child to perceive where his body is in space in relation to objects in his surroundings. Perception of
position in space can be defined as the perception of a relation between object and observer. Observer perceives
objects as being behind, in front of, above, below or alongside him/her. If a child has an inadequate perception of
position in space, the world might be distorted. He might appear to be clumsy.

2 COGNITIVE (INTELLECTUAL) DEVELOPMENT

Cognitive development includes changes in a person’s thinking, intelligence, and language. Intelligence is defined in a
very broad sense and includes "verbal ability, problem-solving skills, and the ability to learn from and adapt to the
experiences of everyday life" (J.W. Santrock, Child Development, 1996, p. 289). It refers to the mind and how it works
and it involves how children think, see their world how they use what they learn. It also includes understanding and
communicating through spoken and written words. Language becomes the principal tool for learning and for having good
relationships with adults and other children. It should be remembered that the cultural background can have a great
influence on a child’s intellectual development.

Concepts related to Cognitive Development

2.1 Perception
Perception is the ability of the brain to give meaning to the information that is sent to the brain by means of the five
senses (seeing, hearing, tasting, smelling and feeling). The eye for example sees an object, but the brain gives meaning
to it; the ear hears a sound but the brain recognises what sound it is.

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2.1.1 Visual Perception
Visual perception is the ability of the brain to become aware of and interpret everything you see around you.

Visual discrimination: Visual discrimination is the ability to see differences and similarities in objects in terms of shape
(form), colour and size. The child with poor visual discrimination cannot see the difference between, e.g. b and d or 6
and 9 and can thus develop problems in reading, spelling and mathematics.

Visual sequencing: Visual sequencing is the ability to remember a sequence of objects observed, so that they can
arrange them in the same order again.

Visual analysis and synthesis: Visual analysis and synthesis is the ability to break up a picture, a word, or a sentence
into its visual components, such as the letters in words (cat = c-a-t), and to put the components (letters or syllables)
together again to form a whole (Si-mon = Simon). A child without this ability will find it difficult to read and write.

Visual closure: Visual closure is the ability to recognise the complete picture, word, or sentence if parts are left out.

Figure-ground differentiation: Figure-ground perception is the ability to focus on an object in the foreground so that
other objects in the background are un-noticed. The child might for instance find it difficult to select a round button from a
collection of buttons of varying shapes and sizes.

Visual memory: Visual memory is the ability to remember what the eyes have seen, to link it with previous information
and to better understand what has been seen. A child with poor visual memory will eventually find reading
comprehension tests difficult because he/she cannot remember what was read.

Form constancy: Form constancy is the ability to distinguish between forms and symbols in the environment,
regardless of their size or angle. It is also the ability to observe certain characteristics of objects, such as form or shape,
colour and clarity. A child should, for example, be able to recognise a shoebox from any angle: front, side, top, etc. A
child should also be aware of the fact that objects that are far away appear to be smaller than closer objects and that
colours reveal different shades in different kinds of light.

Visual motor integration: Visual motor integration means the ability to link information that was seen with the
movement of specific body parts, i.e. to carry out the action as in ball games. Effective motor co-ordination – in other
words eyes and muscles working together – is required for daily tasks such as dressing, sports, writing, etc.

Visual auditory linking: Visual auditory linking is the ability to link sounds or numbers that they hear to the visual
symbol.

2.1.2 Auditory Perception

Auditory perception is the ability of the brain to make contact with the outside world through hearing and to link it to
existing experiences and knowledge. A child with inadequate auditory perception reacts slowly to instructions that are
given to the class as a whole. Following are the different auditory processes:

Auditory discrimination: Auditory discrimination is the ability to identify similarities and differences between certain
sounds. A child with poor auditory discrimination will find it difficult to differentiate between sounds like sh and ch, and
will eventually find it very difficult to divide a word into syllables

Auditory sequencing: Auditory sequencing is the ability to remember the sequence of sounds or patterns heard (for
example auditory stimuli of rhythm and melody) and to repeat it in the same order. A child with an auditory sequencing
problem cannot remember the sequence of a story or more than one instruction in sequence.

Auditory analysis and synthesis: Auditory analysis and synthesis is the ability to break up a word or sentence into its
sounding parts, such as the letters in a word (dog = d-o-g), and to put them together again to form a whole (e.g. per-cep-
tion = perception). A child with a problem in this regard will find it difficult to read and write.
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Pre-Primary Teachers’ Manual, NIED 2014
Auditory closure: Auditory closure is the ability to complete a word or sentence for example “one, two, buckle my…
(shoe)”. A child with problems in this respect will be unable to complete a word or sentence if parts are left out.

Auditory figure-ground differentiation: This is where the child has to listen to and focus on the relevant stimuli against
a background of irrelevant auditory stimuli in the environment. A child may have difficulty in selecting the teacher’s voice
from noises or sounds in the background.

Auditory memory: Auditory memory is the ability to remember what the ear has heard. A child with poor auditory
memory will be unable to retell a story or to carry out oral instructions, especially when more than one instruction is given
at a time

Auditory-visual linking: This involves the ability to bring auditory stimuli in connection with visual stimuli, for example
hearing the sound of a letter or number and seeing its symbol on the writing board or on paper. A child with problems in
this regard will have difficulty with reading and spelling.

2.1.3 Tactile Perception

This means that objects around you are being perceived by feeling them with any part of your skin or by feeling them
with your hands and to give meaning to what you have felt or experienced.

2.1.4 Smell Perception

This means that objects around you are being perceived by smelling them with your nose and to give meaning to the
different smells.

2.1.5 Taste Perception

This means that objects around you are being perceived by tasting them with your tongue and to give meaning to the
different tastes.

2.2 Conceptual Skills

2.2.1 Classification
Classification is the skill to group objects with the same properties together, e.g. squares, green triangles, etc.

2.2.2 Seriation
Seriation is the skill to arrange objects in a specific pattern or order, e.g. big, bigger, biggest; and to describe the ordinal
position of objects, e.g. first, second, last. It is also to place pictures in the correct order to tell a story.

2.2.3 Number
To have a number concept is to be able to subitise, compare and describe groups of objects, using vocabulary such as
more, less, fewer, the same.

2.2.4 Problem Solving

Problem solving is the ability to think logically and find possible solutions to different problems in everyday life.

2.2.5 Spatial Orientation (Space)

This is an awareness of the position of the body in relation to the surroundings and of the position that objects have in
relation to one another, and to describe these positions using vocabulary such as behind, next to, on top of, etc.

2.2.6 Time
This is to acquire an understanding of a period of time, the duration of time and the continuity of time by differentiating
between day/night, morning/afternoon/evening, a long/short time.

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2.2.7 Measuring
Measuring is the skill to make comparisons between objects by means of practical activities in terms of length, mass,
capacity, money (5c, 10c,50c, N$1) and size and using relevant vocabulary such as long/short, tall/short, heavy/light,
full/empty/half full, the same as, more than/less than/fewer than, bigger/smaller, etc.

2.3 Language Development

Language develops in two areas, namely Receptive Language and Expressive Language. Receptive Language is
listening and paying attention to the language they hear in order to understand and to respond appropriately. Expressive
Language is the ability to speak and communicate with good pronunciation and using complete sentences and a wide
range of vocabulary,

2.4 Concentration Attention and Relaxation

This is to fix the attention on a specific task for a specific time without being distracted and to complete the task in a
specific time limit. Relaxation is to relieve the tension caused by mental or physical activities.

2.5 Motivation
Motivation is when the child is interested in the world around him/her and is eager to learn and explore.

2.6 Intellectual Abilities

Other intellectual abilities include observation, memory, evaluation, problem solving and creative thinking.

3 SOCIO-EMOTIONAL DEVELOPMENT
Socio-emotional processes involve changes in an individual's relationships with other people, changes in emotions, and
changes in personality (J.W. Santrock, Child Development, 1996). Children learn the values and behaviours accepted by
society. It is also about becoming a competent and confident person. A child who is socially and emotionally ready for
school is confident, friendly, able to develop good relationship; able to concentrate on and persist at challenging tasks;
able to communicate frustrations, anger and joy effectively; able to listen to instructions and be attentive. Pre-Primary
education is an important setting for gaining social and emotional capability. Social/emotional development is an
important focus for teachers.

Concepts related to Socio-Emotional Development

3.1 Emotional Development

3.1.1 Self-Concept
This is to have a positive opinion of oneself, to participate in group activities and to explore and do things as an
individual.

3.1.2 Emotional Stability and Self-Control

This is to recognise your feelings and know how they affect yourself and other people. It is also to control such feelings
and impulses to be accepted by others.

3.1.3 Independence
This is when children are able to think and act for themselves without interference, to take responsibility for their own
actions and their learning and to handle problems.

3.1.4 Perseverance
This is to begin with an activity and to complete it in a satisfactory manner.

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3.2 Social Development
3.2.1 Social Acceptance
Learners must be able to accept others as they are and respect their rights. They must behave in such a manner that
they are accepted by the group.

3.2.2 Relationships
Learners must be able to participate in a group, willing to help others and enjoy friendship in meaningful relationships.
They must value the good guidance of adults.

3.2.3 Cooperation
Learners must be able to cooperate and compromise with others, to share toys and attention.

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C CURRICULUM OVERVIEW
1 LEARNING AREAS

The curriculum is designed to cover six learning areas. We must emphasise again that, although it is convenient to
categorise separate learning areas, this does not reflect the holistic nature of a child’s development. It is important for
the Pre-Primary teacher to ensure that learning opportunities are integrated so that the holistic needs of every individual
child are truly being met.

1.1 Language Development

Language is the most important key to learning. Right from birth, language is our means of thinking and communication.
Children come to school at a stage of acquiring their Mother Tongue, which needs continued learning for at least another
six years - and even beyond - if it is to be functional. Learning through the Mother Tongue is crucial to establishing a
positive self-image, an affirmation of one’s own culture and to the primary understanding of the world around us.
Language skills and literacy are intended to be developed in the Mother Tongue first. Children learn best when they are
taught in their own language. When they are confident and well equipped in their Mother Tongue, it is not so difficult to
master another language. To be confident and fluent in their own language means that children will make meaning out of
any task across the curriculum and complete it successfully. Developing language is not only a question of being able to
listen and talk. Literacy is the most important skill for learning in school, since reading and writing are the main means of
developing understanding. The Language policy states clearly that the Mother Tongue should be used as medium of
instruction up to Grade 3 level. It is against this background that children will just be more fluent and confident when they
learn through their Mother Tongue when starting the Pre-Primary school.

1.2 Preparatory Mathematics

Children are ready for numbers and mathematical concepts at different stages. Readiness for Mathematics is closely
related to neurological maturation, a physical and biological process of growth. Through manipulative play (with objects),
the child develops insight into various concepts such as more, less, the same and different. The pre-school child judges
size and other physical characteristics entirely by appearance.

1.3 Environmental Learning

This learning area integrates sensory and mental actions. It is through observation and exploration that the children learn
about things in the world around them. Through their observation of the changes in nature, the children learn that the
world changes. They develop communication skills when they share their experiences and information with the other
children. They develop critical thinking and reasoning skills when they are asked such questions as: “Why do you say
that?” “Why do you think that?” The children must experiment and try out things for themselves and their natural
curiosity must guide them to find new information. Children must be anxious to learn and to find out the whys and
wherefores of everything around them. The basic rules of health should be practised and proper habits adopted to affect
the child’s entire efficiency in learning.

1.4 Physical Development

Children have opportunities for improving their physical skills through physical play activities. They learn to control their
body movements, to balance, to develop rhythm and improve posture. Perceptual motor movements and general health
are also improved. As children discover their own potential, their self-confidence improves and they develop positive
self-image. Only through movement of the limbs does the child experience how the body functions. Through participation
in a group, they learn discipline, taking turns and respect for the feelings and opinions of others.

1.5 Arts
Children must be allowed to initiate and create their own learning, because experiences are very important to the
development of thought processes. Arts activities are integrated with the other learning areas and provide a solid
foundation for Preparatory Writing and language exercises. A variety of songs and rhymes, appropriate to the
background and interest of the child, can be taught during the Pre-Primary programme and should be integrated with the

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other activities of the day. Children should be made aware of the importance of giving expression to their spontaneous
love of music, rhythm and movement.

1.6 Religious and Moral Education

Religious and Moral Education helps a child to appreciate the wonder of the creation, the beauty of nature and the
existence of other human beings. The purpose of Religious and Moral Education is therefore to bring the child closer to a
living faith and to gradually lead the young child to understand that God is a loving and gracious Father, who wants His
children to experience harmony in mutual relationships.

2 SCHOOL READINESS
Readiness to learn can be described as a stage of maturity when the child is able to understand and grasp those
concepts and skills that are deemed necessary for a child of a specific age to attain. There are many factors which
determine school readiness for early education and it varies with each child. A school readiness test will be administered
twice per year, a pre-test in term 1 to determine the prior knowledge and a post-test in term 3 to determine to what
extent each child has achieved the Basic Competencies and where learning support is still needed. The aim of the Pre-
Primary School Readiness programme is therefore, to provide a strong foundation from which children can continue to
become active participants in life-long learning.

3 TEACHING METHODS AND APPROACHES

How young children learn should determine how teachers of young children teach. The correct way to teach young
children is not to lecture or verbally instruct them. Teachers of young children are more like guides or facilitators.
The environment should be prepared, so that it provides stimulating, challenging materials and activities for children. For
children to understand fully and remember what they have learned, whether it is related to reading, mathematics or any
other subject matter areas, the information must be meaningful to the child’s context and to the child’s experience and
development; Teachers should encourage a sense of ownership, responsibility and self-discipline in the children.

3.1 Child-Centred Education

Child-centred education is an approach to education in which the children learn from the teacher, from one another, and
on their own. In the conventional education approach, the teacher was at the centre of the lesson. In child-centred
education, the teacher’s role is to help the children learn through activity-based instruction, encouraging children to
discover things for themselves. In child–centred education: children often work in groups; the children talk much of the
time about the lesson topic; children discover things for themselves; children are actively involved in the lesson.
Teachers prepare an environment that allows the children to learn through active exploration and interaction with other
children. These include dramatic play, blocks, writing, reading, puzzles, art, music, interest corners, sand patch, water
play, garden area, etc. Children learn through experience by: - doing, moving, manipulating, exploring and discovering
the world around them.

3.2 Learning through Play

Children investigate the world through play, and for this reason play forms a very important part of the child’s pre-school
activities. It is through play that much of children’s early learning is achieved. The physical, socio–emotional and
intellectual developments of children are dependent on active involvement. Through touching, manipulating, exploring
and testing, children find out about the world around them. Through interacting with other children and adults, they find
out about themselves and their relationship to others. Through fantasy-play and role-play, children imitate adults and
experiment with what it means to be a teacher, a doctor, a banker, a fisherman etc. Through play, they learn how to
solve problems and work cooperatively with others. Children love to play. At this young age, children are very curious
and have great capacities to absorb and learn. Children learn by doing. Therefore, activities must be built around
children’s needs and interests. These activities not only make learning easier, but help the children develop self-
confidence and to take responsibility for learning. Play is a natural part of a child’s life. Play provides a basis for
children’s learning, and through play activities, they acquire skills such as holding and using objects, controlling the
body, developing the ability to communicate and an understanding of how things work. Play is pleasurable, rewarding,
giving children plenty of opportunities to explore. Play helps them to share and to cooperate. They discover new things
through play.

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3.3 The Importance of Story Telling or Reading
The Pre-Primary programme uses storytelling to provide the child with the skill of listening, and help him/her develop all
types of interesting concepts. Stories are told in different ways such as using books, narration, puppets, masks and
dramatisation. When the teacher involves the children in storytelling, asking them to predict an ending to the story or to
dramatise the characters, the children show comprehension and creativity. Thus, storytelling not only enhances
language development, but also all other aspects of a child’s development. Pre-Primary children therefore must hear a
story every school day.

3.4 Cross Curricular Issues

Pre-school should not be mini schools for very young children. Instead, they should be conducted along informal lines
with learning areas with no imposed subject areas or time limits. A cross-curricular approach allows many activities to be
going on simultaneously. Thus, at any specific time, one may find some children engaged in block play, others are
reading or drawing, while others are involved in dramatic play in the fantasy corner. In all these situations, the areas
must be set up to encourage learning through active involvement. This gives the child the opportunity to develop not only
intellectually, but also socially, emotionally and physically. It encourages independent and constructive behaviour, an
enthusiasm for learning.

4 WORKING WITH PRE-PRIMARY CHILDREN

4.1 Learning Styles
Learning takes place through the senses. At the age of 5 years, children learn the best when they experience or do
things practically. People of all ages learn quickly and easy when they are taught in the style through which they learn
the best.

4.1.1 Visual Learning

Some children learn the best when they see pictures, objects or anything used to demonstrate a certain lesson. Visual
learners visualise what they hear. Their brains are stimulated to form a picture of what they are hearing. Visual learners
learn better; remember better; understand better if they have pictures, models, charts etc. which they can see.

4.1.2 Auditory Learning

Some children learn through hearing, which means that their auditory perception at the age of 5-6 years needs to be
developed. Auditory learners easily forget what they saw, but remember the best what they have heard. They are very
good listeners. Auditory learners concentrate even in a noisy environment.

4.1.3 Kinaesthetic Learning

These children learn the best by doing. They have to participate actively in order to learn effectively. They cannot sit still
and listen. They need to be actively involved by manipulating objects, doing experiments, building or constructing. They
need to move around

4.2 Personalities in the Pre-Primary Phase

The leader: The natural leader in most cases is very popular. The children like to play with him/her. He/she takes the
lead when they play. He/she organise the group and gives the rules of the games.

The demanding child: A demanding child is one with a lot of self-confidence. They like to be in charge and look well
after their possessions. They know what they want and know how to get it.

The frustrated child: Frustrated children cannot cope with failure; they always want to be successful in what they are
doing. They show their frustration through crying, staying aside and have an aggressive manner.
The aggressive child: An aggressive child always quarrels and fights. These learners sometimes come from houses
where family members quarrel and fight a lot. The teacher must try to find what causes the aggression and try to find
ways to overcome it.

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The perfectionist: Perfectionists do not want to make mistakes. They are always trying to be the best and get easily
disappointed if they make mistakes. They need to know and understand that it is normal to make mistakes.

The daydreamer: They live in a world of their own. They easily forget about the people and the things around them.
They seldom complete tasks. The teacher must give attention to the dreamer. Find out what the reason is for
daydreaming and work on it.

The emotional child: This child is very touchy and sensitive. They cry easily for a simple reason and they need a lot of
attention.

The child with behavioural problems: He/she is restless, bullying and teasing other children constantly. The child is
noisy and disobedient, sometimes lies, steals or cheats. There must be a reason for their behaviour. The teacher must
find out and give support.

4.3 The role of Parents, Teachers and Community

“Education is a dynamic partnership between children, teachers and parents, in which each compliments the work and
effort of the other in an atmosphere of co-operation, mutual trust and appreciation.”(Smile Education)

4.3.1 The role of Parents

From the time the child is born parents are responding to him/her and showing their warmth and love in many ways. The
child in return, feel loved, secured, and learns to trust. The child thrives under the nurture and guidance of parents and
moves towards optimal development. Parents who spend time with their kids and who talk, read, sing, hug, and play with
them; who answer their questions with facts, clarity, and honesty, are helping the child’s cognitive development and
provide self-confidence and emotional stability as well. Parents need to be aware of and accepting differences and avoid
comparing their children, making one child appear inferior to another. “Parent-child interaction in a nurturing home
environment provides the foundation for the development of the full potential of the child.”(Smile Education)

4.3.2 The role of the Teacher

Although the child learns from experiences, the teacher plays an important role in interpreting experiences and using the
child’s response for further experience and learning. The teacher will create a stimulating, secure atmosphere in her
classroom where the child can learn and be happy and confident. The teacher should provide a safe place in which the
child can apply him/herself to the school task with enthusiasm and with confidence. The teacher must guide the child in
the most efficient manner, according to the child’s own ability and must serve as the foundation for the child’s own life.
The teacher’s role is also to help children to understand and master the world around them. The teacher should interact
with the children - interaction could be verbal and non-verbal. Verbal communication includes talking to the children;
telling stories; asking questions; and giving instructions. Non-verbal communication includes touching; hugging; sitting at
eye level with the children; smiling at children. Successful teachers of young children need training, experience, and
opportunities for ongoing professional development to support their commitment to fulfilling diverse roles and
responsibilities.

4.3.3 The role of the Community

Children should be encouraged to discuss those people they see most often. Emphasise that people such as the doctor,
nurse, dentist, policeman and traffic officer are friends and are there to help. A local artist, librarian, fireman, optician,
mechanic, etc. can also be invited to the school in order to explain what work he or she does. Talk about fire safety
topics and how to make an emergency call. Discuss the importance of helping and caring for others.

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D PLAYROOM MANAGEMENT
1 ORIENTATION
It can be very problematic for young children to come to school for the first time. Children must be made to feel at home.
Greet the parents and the child friendly and show them that you are their caretaker and friend. Help the children to
become familiar with the school environment e.g. the classroom, ablution facilities, playground, and principals’ office.
Children should be made aware of the importance for order and neatness inside and outside the classroom. They have
to share the materials and pack them away after use. Good habits should be emphasised right from the start. A toilet
routine includes washing and drying the hands and keeping the toilets neat after use. Through sympathetic and gentle
guidance by the teacher, the children will acquire confidence and assurance.

2 INDOOR PLAY AREA

The teacher should arrange and equip the classroom. Right from the start the children must feel that they have
ownership of the classroom. The classroom should be clean, bright and neat. A space must be provided for displaying
and storing children’s work and belongings. Materials must be stored where they are easily accessible to the children. A
few interest corners must be arranged, such as a nature/interest table, a book corner, a sand tray (or a sand box
outside), an art corner, a fantasy corner, etc. A mirror can provide many education opportunities a because it appeals to
the children and is more meaningful than words.

3 Outdoor Play
Outdoor play provides opportunities for activities to promote the general development of the child. Children need to have
the chance to move completely freely, running, jumping, skipping, hopping, and shouting. They learn about the world
around them and the objects in the world. They discover that the playground looks different when they climb up and look
down. They find out that balls bounce, tyres roll, boxes slide. Children begin to solve problems: “How do I get from here
to there?” They learn new language skills, asking questions, making comments. They become aware of colour and
texture, and observe likenesses and differences.

3.1 Outdoor Equipment

Following is a list of essential outdoor equipment every Pre-Primary class should have. The community could be
involved in creative ways to construct some of the equipment:
Climbing frame or jungle gym
Climbing net – vertical or sloping, ladder (vertical or horizontal rope ladder)
Parallel bars
Slide, swing, see-saw
Cement pipes or drums
Walking/balance beam and balance board
Obstacles to jump over – large blocks, motorcar tyres or boxes
Balls, baskets, hoops, ropes, motorcar tyres, rings, bean bags, skipping ropes,
Sandpit
Water play area

3.2 The Importance of Outdoor Play Equipment

(Marietjie Slippers)
Gross Motor Skills relate to the movement and control of the large muscles of the body and are concerned with activities
such as walking, kicking, throwing, jumping, climbing and catching. Gross motor skills require a body that has developed
in proportion, with adequate strength, control, balance and coordination to function independently. They are based on
the development of the near senses to control muscle tone and directionality and are guided by the far senses to give an
awareness of purpose and response to sensory input. Gross motor movement is a reptilian brain response and is a
repertoire of skills at a level of unconscious competence that maintains posture and gives a sense of independence.
Underdevelopment of gross motor skills can be observed as clumsiness, jerky movements, ticks, passivity and a need
for support in order to sit up or stand for periods of time.

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Outdoor equipment should be designed for the young child's continuous motor activity. It should include apparatus for
climbing, hanging, swinging, creeping, pushing and pulling. It can be constructed of steel or wood, but wood needs
regular maintenance and care because it can splinter easily. There must be swings, things to climb like ladders, ropes
and nets, things to crawl through, beams for balancing, hanging and sliding. The climbing apparatus is the ideal way to
develop our children thoroughly in a joyful, playful manner. If children are allowed enough time outside on the
equipment, they will find learning inside the classroom much easier.

Outdoor equipment contributes to the development of the whole child:

Physically – to develop an awareness of the whole body, spatial awareness, moving with control and coordination (hand,
foot and eye); overall large muscle development; balancing while on equipment; better posture; handling tools and
construction materials with control; recognising the importance of keeping healthy; exposure to the sun for Vitamin D;
movement stimulates oxygen provision to the brain for better concentration and memory.
Emotionally - enjoyment, fun, love of life, release of energy, tension reduction; self-expression self-confidence, self-
esteem. (Research proofed that there is less obesity among children that spend more time playing outside.)
Socially - cooperation, sharing, turn-taking, conflict resolution, group play develops social and team skills, leadership
skills, interaction with other children, sympathy for others.
Cognitively - spatial awareness; experimentation and risk taking, communication skills, attention regulation and
perseverance; problem solving; stimulation of creative thinking; crossing the midline, mathematical concepts, cognitive
stimulation, visual and tactile perception; to determine depth and height, be aware of left and right, top and bottom;
positive environment to teach safety precautions in playing children realize that they can overcome difficulties and
challenges in a fun filled atmosphere.

Ten facts about the importance of free access to outdoor play

Movement is a vital component of play and other ways of learning and requires space.
Growth and development of body and brain are inseparable.
Children will learn to read and write successfully if they have ample experience in running, climbing and balancing.
Cramped home conditions of young active children can restrict movement.
Society does not always provide places where children can play freely.
The physical right of children to be active must be safeguarded throughout the day and in all weathers.
The potential for heart disease begins in an inactive early childhood.
The whole curriculum can be discovered outside.
Some learning can only happen outside.
Boys and girls (for the same and different reasons) need freedom to be safely adventurous.

4 RESOURCES
Teachers should plan activities in such a way that the children enjoy coming to school and their overall development is
catered for. Teachers should be creative in designing and making teaching and learning resources. Materials used in
Pre-Primary classes often consist of a number of small pieces, like puzzles. Teachers must manage the distribution and
collection of materials in such a manner that pieces do not get lost. Materials must always be kept clean for hygienic
reasons.

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E DELIVERY OF THE PROGRAMME
1 PLANNING
If we want to deliver a successful Pre-Primary programme, good planning is of the utmost importance. We usually plan
on three different levels: Long term planning (the Year Plan); Medium term planning (the Scheme of Work) and Short
term planning (the Daily schedule and Lesson Plans).

1.1 Summary of the Year Plan

The curriculum is designed in such a manner that the Themes of Environmental Learning serve as topics for integration
throughout the year. The Themes follow a logical sequence. There are three Themes to be covered per term, plus-minus
a month for each Theme. Additionally, there are four Themes that are integrated throughout the year and must be dealt
with on a regular basis. Following is a summary of the Year Plan:

TERM 1 TERM 2 TERM 3

Theme 1: Myself Theme 4: My home Theme 7: Animals
Theme 2: My Body Theme 5: My School Theme 8: Water
Theme 3: My Family Theme 6: My community Theme 9: Plants
Integrated Themes: Integrated Themes: Integrated Themes:
Theme 10: The Weather Theme 10: The Weather Theme 10: The Weather
Theme 11: Health Theme 11: Health Theme 11: Health
Theme 12: Safety Theme 12: Safety Theme 12: Safety
Theme 13: Special Occasions Theme 13: Special Occasions Theme 13: Special Occasions

1.2 Scheme of Work

The Scheme of Work is a summary of the activities and assessment for each Theme that need to be completed over a
period of more or less a month. This Teachers’ Manual contains a complete Scheme of Work for Themes 1-9 with
relevant rhymes, songs and stories. It also indicates how Themes 10-13 can be integrated. Of course this is not a
prescription and teachers are encouraged to add their own creative ideas.

1.3 Daily Schedule

The daily schedule is a timed plan that will guide the teacher on how to spread activities over a day and more or less
how much time should be spent on each area. The daily schedule for Pre-Primary cannot be organised in a way that
formal schooling for Grades 1-3 is organised. Following is an example of a daily schedule for the Pre-Primary
programme. Once again, this is not a prescription and teachers are encouraged to be flexible and allow ample time for
learning opportunities. (4 hours x 5 = 20 hours per week)

TIME ACTIVITY DURATION

<<< - 08H00 Arrival and Welcome - Free play indoors - own choice
08h00-08h30 News ring, weather chart - Religious and Moral Education 30 min
08h30-09h00 Environmental Learning 30 min
09h00-09h30 Preparatory Mathematics 30 min
09h30-10h00 Toilet and wash routine - Mid-morning snack 30 min
10h00-10h30 Free play (Outdoors) - Physical Development 30 min
10h30-11h00 Language Development 30 min
11h00-11h30 Arts 30 min
11h30- 12h00 Story time 30 min
12:00 - >>> Rest and Relax
Total Time 4 hours

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1.4 Lesson Plans
A Lesson Plan is a structured plan which explains how lessons will be delivered. Lesson Plans are useful because they
ensure that we have thought about all the necessary parts of the lesson, and that we are prepared to deliver them.
Without the lesson plan, we might arrive at the middle of the lesson and realise we need some materials that we did not
bring to school that day or we might forget parts of the lesson. We might not be able to think of examples as we are
teaching. Lesson plans force us to think about these things in advance, so our lesson goes smoothly. In fact, we plan
many things in life for the same reason. We can do daily lesson planning or weekly lesson planning. Following are the
components of weekly/daily lesson plan:
 Themes and topics
 Learning objectives
 Basic competencies
 Lesson objectives
 Teaching aids/Resources
 Introduction
 Presentation: teacher and children activities
 Assessment
 Learning support/enrichment activities
 Conclusion
 Reflection

2 ASSESSMENT
(Please refer to the Assessment section in the Pre-Primary Syllabus)

In Pre-Primary, three assessments per year should be conducted for each learning area: one complete assessment per
term. 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 Basic Competencies of the syllabus.
3 = Fully Mastered (FM) - the child achieved the Basic 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 Basic 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.)
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.)

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.

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. 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 grade. Please note that assessment record forms are being
provided by NIED through the Regional Office.

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3 LEARNING SUPPORT (COMPENSATORY TEACHING)
The aim of learning support is to ensure that all children with backlogs get the necessary assistance to eliminate the
possible lack of skills and that all learners will develop the required skills and competencies to prepare them for formal
learning in Grade 1. Learners who struggle in school are often learners with other problems as well. They often develop
a low self-esteem and even behaviour problems.

When a backlog is discovered, learning support should be administered as part of everyday teaching and should be
portrayed in lesson plans. Special emphasis should be put on preparatory activities in Language, Mathematics and
Physical Development.

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HINTS AND IDEAS

RELIGIOUS AND MORAL EDUCATION

 The teacher conveys love by praising special qualities in all children
 It is the responsibility of the teacher to help children to recognise their feeling and how to deal with them
 Assist children in developing healthy emotional attitudes
 Children must be able to control their feelings so that their actions do not affect other children. They must also learn to respect and protect each other, and learn to be
obedient, helpful and friendly
 The teacher must remember that not all orphans have caring guardians. She must make sure that they do not feel that their situation is unacceptable to them or
others
 Respect the children’s previous learning and add to what the children learn within the family. Children should cooperate with others
 Choose the suggested stories or any other religious stories

LANGUAGE DEVELOPMENT
 Eye movement exercises, tongue exercises and finger exercises must be done on a daily basis
 Directionality (left-to-right and top-to-bottom exercises must be done on a daily basis)
 The teacher should encourage the correct speaking skills, by setting an example of a high standard of acceptable, educated speech.
 The teacher should create situations for speaking and listening activities. Begin a story in a way that will arouse the child’s interest. Choose rhymes and songs
according to the themes that are suitable for the children’s age.
 Everything the teacher writes on the chalkboard or on teaching materials should be neat and in lower case letters (except for the first letter of their names), to serve
an example for the children.
 Children should understand the reading and writing direction “left-to-right” and “top-to-bottom”
 When writing, children should sit comfortably and well back in their seat, both feet resting on the floor, legs uncrossed. See that children grip the crayon, brush or
pencil in the correct way

PREPARATORY MATHEMATICS
 Involve as much as possible the senses of children in teaching; do activities with concrete objects for each lesson
 Make use of real situations within the child’s field of experience and interest as a starting point for the teaching of new concepts
 Do lots of repletion to ensure consolidation
 Children’s curiosity should be encouraged when approaching a problem
 Let the children discover things first on their own before “teaching” them

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ENVIRONMENTAL LEARNING
 Themes 10, 11, 12 and 13 (integrated themes) must be integrated throughout
 The daily duty chart, the weather chart and the chart with the day of the week must be changed or updated every day
 The teacher should keep in mind that every child has his/her own identity and should be treated accordingly
 Body awareness activities offer children a range of exercises and activities to help them be more aware of their bodies; how the body responds to feelings and
emotions. They will thus be able to recognise body signals and how to interpret body language.
 Children should be encouraged to monitor levels of emotions and stress

ARTS
 Painting is messy. It is a good idea to wear an old shirt/apron to keep clothes clean
 Cover the work surface with old newspapers
 Wash paint brushes well after use and store them in an upright position
 You can make your own paste/glue by mixing well one cup of flour and three cups of water
 Give clear guidelines to children as to what is expected from them. Praise and support their efforts
 During puppet plays, ask children to join in the play and add some jokes to keep them amused

PHYSICAL DEVELOPMENT
 Make own balls and skipping ropes with plastic bags
 Give clear instructions or guidelines
 Use a safe place for physical activities
 Plan so that all children can be actively involved
 Teach safety techniques such as getting onto the slide or picking up bulky objects
 Encourage children to be patient when taking turns in a group
 Involve children with disabilities in suitable physical activities

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FIRST TERM: THEMES 1, 2 AND 3
(Integrated with Themes 10, 11, 12 and 13)

THEME 1: MYSELF STORIES, RHYMES AND SONGS Jacob and Esau Genesis 25: 19 – 26
Isaac and Rebecca waited a long time for
children. They prayed and trusted God to
give them a child. Twin sons were born and
they were named Esau and Jacob. Although
they were twins, they were different in many
STORY ways. They didn’t look alike and they also
Jesus and John the Baptist Luke 3; 22 liked to do different things. Esau was strong
Jesus is the son of God. God gave His son to us, so that and hairy and liked to hunt, while Jacob was
everyone who believes in Him should be saved or will get a quiet boy with a smooth skin who liked to
eternal life. John the Baptist was the son of Zachariah and look after his father’s sheep.
Elizabeth. He was living in the desert. His goal was to preach
the word of God. He was warning the people to repent first
and their sins will be forgiven after that they should be
baptised. From that day many people were repenting and
came to be baptised. He was preaching. Most people were
baptised by John the Baptist. Jesus was also baptised by John Story: Joseph
at the Jordan River. The Holy Spirit came down upon Him Joseph was the youngest of twelve brothers.
from heaven; it was in the form of a dove. Then the voice He was very special to his father. One day
from heaven said: “He is my own dear Son and I am Happy the father gave him a present that he had
with him” specially made for him. It was a beautiful
coat made of different colours and his
brothers were very jealous. They began to
hate their brother so much that they
couldn’t speak to him without getting
angry. But Josef felt safe because his father
always protected him.

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 STORY PRAYER
The birth of Isaac Genesis 21: 1 – 7 Our Father in heaven
In the land of Canaan, there were old You are very big and strong
couple called Abraham and his wife Sarah. I will praise You
When Abraham was 100 years old, Sarah O Lord with my whole heart
conceived and delivered a son. God Amen
fulfilled his promise and they named the
baby boy Isaac. Isaac grew up by God’s
spirituality. They praised the Lord for the
miracle that happened and were happy for
what God had given them. This story
shows us how powerful God is and that SONG
through Him everything is possible This is the day (x2)
That the Lord has made (x2)
We will rejoice (x2) and be glad in it (x2)
This is the day that the Lord has made
PRAYER We will rejoice and be glad in it
God sees me This is the day, this is the day that the Lord has
As I play made
In His world
On this beautiful day!
Amen

Song
SONG Father Abraham, has many
Prayer God is so good Hallelujah (x3)
Jesus, I am very small, sons
He’s so good to me Many sons has Father Abraham
Help me to grow strong and tall; He took my sins Hallelujah (x3)
You were little once like me I am one of them and so are
He’s so good to me you!
Jesus, bless and care for me Now I am free Hallelujah (x3)
Amen So let us praise the Lord!
He’s so good to me Right arm; left arm;
Right foot; left foot;

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 The story
I am special
Once upon a time there was a boy. His name was Willy. Willy’s
mother has a new baby. She is spending a lot of time with his new
sister. She doesn’t spend time with him anymore.
One day, Willy was sitting under a tree. He was crying. His mother
saw him and asked him why he was crying. Willy told his mother
that he is unhappy, because she doesn’t love him anymore. His
mother picked him up and put him on her lap and told him the
following.
“Willy you are my son. I love you very much. You are very special
to me. Your sister is still a baby, but you are big now. You have a
name that I gave you. What makes you special is also that you have
only one mother and one father. No one looks like you! You have
your own birthday! There is no one like you!”
Willy started to laugh. He jumped up and down and gave his
mother a hug and said: “I love you, Mom!”

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 SONG RHYME
I am a special person;
All by myself (tune of three
I have my own name
blind mice) Rhyme/song: I’m like no one else -
I am special (tune I hear Although we play together
All by myself thunder)
All by myself
I am not like my mother
See what I can do I am special Or my father because
See what I can do I am special I am a special child;
I can brush my teeth and my hair Look at me I am like I am …… hooray!!
so neat Look at me
I can put my socks and shoes on
my feet A very special person
I can get my napkin and snack to A very special person
eat
All by myself That is me
All by myself That is me

Song

This is the way I brush my teeth

Brush my teeth (x2)
STORY: “Mice Everywhere” This is the way, I brush my teeth
One day a boy passes a small house. He decided to open the door of the Early in the morning
house. He was shocked; he saw mice all over the room. There were mice
under the table. There were mice on the shelves. There were mice in front Wash my face
of the coffee table. There were mice next to the stove. There were mice Comb my hair
behind the door. The boy then decides to close the door and ran home. Wash my clothes
Scrub my feet

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 SONG Counting Rhyme:
Early in the morning Number 1, Look at the sun
At eight o’clock Number 2, This is my shoe
I can hear the postman Number 3, It is a tree
Knock, knock, and knock Number 4, Open the door
Up jumps Peter goes to the door Number 5, It is alive
1, 2, 3, 4, 5

Rhyme: Story
I am special! Mopi the clean boy
I have a name!
You’re special! Mopi is a very clean boy. He always keeps
You have a name! himself clean by brushing his teeth, taking a
We all have names! bath, wear a clean uniform and comb his hair
My name is Maria! before leaving for school in the morning. He
And what is your name? had many good friends and they all enjoy
playing together. He also get attention from
the teachers. He always keep in mind not to
Rhyme talk to strangers and to lock himself in the
Emotions
Song
I laugh when I am happy I hear thunder 2x
I cry when I am hurts Can you hear?
Sometimes I am scared and don’t Can you hear?
want to be alone Pitter-patter raindrops 2x
I enjoy being happy I’m wet through
So are you!

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 Song
I am drawing, drawing, drawing Rhyme
I am drawing all the day I have two hands
Now I am happy drawing The left and the right
Now I am happy drawing Hold them up high
Drawing, drawing So clean and bright
Clap them softly. SONG: This is the way
All the day.
This is the way
I walk to school (x2)
This is the way I walk to
school
Early in the morning

This is the way I run to school

Song Run to school (x 2)
I am going to the market This is the way I run to school
I am going to the church Early in the morning
To see a senorita with a flower
RHYME: Me in her hair This is the way I jump up and
Me O, Shaky, shaky, shaky 3x down
I can wash my face Shaky like a calabash and turn I jump up and down (x 2)
I can brush my teeth yourself around This is the way I jump up and
I can comb my hair O, show us to the bottom, down
You see show us to the top Early in the morning
That is me And turn around, turn around
Turn around and stop!

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THEME 1: MYSELF RELIGIOUS AND MORAL EDUCATION

Learning Objectives: Children will discover their own religious identity

Topic Resources Activities
Religious Identity Bible stories  sing religious songs
Other religious stories  say prayers
Bible TV scroll  teacher tells the story of Jesus being baptised
Felt figures  use a stencil to trace a boy or girl and make a collage
Finger and paper bags puppets  teacher tells the story of Jacob and Esau
Sand tray  teacher tells the story of Joseph
Pictures  children colour, cut and paste the body parts onto the coat
Resource Book
 teacher tells the story of Isaac
Scissors, glue, crayons
 colour and cut out the picture of a baby and paste him in his mother’s arm
 teacher or a community member tells own religious stories
 complete workbook activities on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
V: dramatise, Children will be assessed on their ability to:
baptism, identity, - act self-assuredly, act independently,
ancestors expressing reasonable self-control
C: self-confidence, - playing and wait for turn (patience)
communication, - self-confidence, social attitudes, relationship,
socialisation, respect and acceptance to classmates and
adults

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THEME 1: MYSELF LANGUAGE DEVELOPMENT

Learning Objectives: Children will:

Listening and Responding - develop skills in auditory perception and discrimination; listen attentively and respond appropriately
Speaking and Communication - develop their communication skills and expand their vocabulary
Preparatory Reading - develop their left-to-right, top-to-bottom orientation
Incidental Reading - expand their incidental reading vocabulary by reading names
Preparatory Writing - develop their fine motor muscles, eye-hand coordination, hand dominance and sitting posture
Skill Resources Activities
LISTENING AND story book/pictures  story: “I am special”
RESPONDING tape recorder  answer questions on the story and children respond in full sentences
shakers  sing action songs: “All by myself”
 repeat rhythmical clapping pattern
 clap names in syllables
 repeat 2 words after the teacher in the same sequence
 identify the same beginning sound in: me, my. so
 children imitate the following sounds: “sneeze, cough, laugh, snore, snap fingers, etc.
 listen and interpret sounds on tape recorder e.g. bell ringing, baby crying etc.
 identify sounds e.g. “high–low”, “loud-soft”
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
V: me, special girl, boy, Children will be assessed on their ability to
high, low, loud and soft - -repeat clapping patterns
C: Auditory memory and - imitate and recognise sounds
recall
Skill Resources Activities
SPEAKING AND play telephones  retell story: I am special
COMMUNICATION picture cards  role play the story
ball  children introduce themselves by throwing and catching a ball for example catch the
emotions chart ball and say: “My name is Simon”
word cards  play a telephone conversation game in pairs
name cards  discussions that will make them aware that children are unique and special – colour of
eyes/hair, fingerprints; birth marks; height
 stick their names on the emotions chart to demonstrate their feelings; talk about it
 picture cards with different emotions – children say which emotions are expressed

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 happy, sad, scared, surprised, angry let children demonstrate the emotions for
example smile when you are happy
 discuss appropriate pictures in pairs collected from old magazines and newspapers
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
V: boy, girl, netball, Children will be assessed on their ability to:
soccer, clothing, -speak and communicate with confidence
telephone, happy, sad, -name and identify different emotions
scared, afraid, surprised,
angry, tired
Skill Resources Activities
PREPARATORY puppet  do left to right , top to bottom exercises; practicearrow chart every day
READING pictures  move hand/finger puppet in different directions; eyes follow movement of puppets,
word cards while keeping the head still; focus eyes on the puppet while moving the head
arrow chart  find matching pairs of facial expressions
 children express their views on pictures that illustrate different emotions in sequence
and from left to right (see additional activity in Resource Book )
 complete workbook activities on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
C: visual discrimination Children will be assessed on their
V: left, right, top, bottom, understanding of:
puppets, match, - left to right, top to bottom eye movements
- know left and right hands
Skill Resources Activities
INCIDENTAL READING Name cards,  matching own name card with the extra set; the whole class “read” the names
Story pictures  do picture reading
 sequence story pictures
 match pictures to pictures
 “read” word cards one, circle and red (see Preparatory Mathematics)
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
C: Recognition Children will be assessed on their ability to:
-read pictures
-match pictures and name cards

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Skill Resources Activities
PREPARATORY clay, mud/dough,  finger exercises: fastening buttons, threading beads and shoe laces, modelling with
WRITING own clothes & shoes clay/dough
strings & beads  write the lazy 8 several times
shoe laces  free hand activities e.g. write freely in the sand, airetc.
 complete workbook activities on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
C: Finger exercises Children will be assessed on their ability to
V: buttons, shoe laces, perform the finger exercises
clay, dough, threads,
beads

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THEME 1: MYSELF PREPARATORY MATHEMATICS

Learning Objectives: Children will:

Number Concept - appreciate and understand the need and convenience of counting in everyday life
Problem solving -develop their abilities to think logically
Classification - expand their mathematical knowledge in terms of ‘red’ and ‘circle’
Seriation - develop an awareness of the numerical symbols that is represented by group of objects
Spatial Relations - develop an awareness of spatial orientation, becoming aware of their body in relation to their surroundings and of the position that objects have
in relation to one another;
Measurement - become aware of and make comparisons between the concepts day/night, heavy/light, full/empty
Topic Resources Activities
NUMBER CONCEPT songs, rhymes and stories, counters e.g.  count mechanically and rhythmically from 1-5
bottle tops, objects concrete wooden blocks,  introduction to number 1
seeds, toys, -collect object outside and count
finger puppets -match the dot card to the numerical symbol 1
abacus, cubes, sticks etc. -count objects, e.g. bottle tops, sticks, cubes, abacus
-demonstrate the numerical symbol in the air, on the desk
-write figure 1 in the sand outside the class
-form numerical symbol 1 with clay
 counting rhyme: “1 is like a stick”
 follow instructions for example: -bring me one book; -show me one crayon; -show me one
stick
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
C. auditory memory, eye- Children will be assessed on:
hand coordination, - mechanical counting 1-5
V. one, cubes, abacus - numerical symbol 1
Problem solving Assessment Solve simple story problems orally form (0-1)
- solve problems orally Share objects equally using concrete objects (0-1)

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Topic Resources Activities
CLASSIFICATION shapes, concrete objects, colour cards, colour  sort objects according to the same type/kind e.g. seed pods, sticks, buttons, pencils,
chart, shape cards, cubes, beads, counters, etc.
 name the colours of different objects in class
 introduce the colour “red”
 sort all red objects into a container
 introduce the circle:
- demonstrate how to draw a circle
- form the circle with their fingers, hands and arms
- draw a circle in the air, on their desks and the in sand
- discuss the properties, e.g. round, curved
 in groups, sort according to shapes
 display red objects and circles on the corner table
 identify objects with a circular shape inside and outside the classroom
 discuss concepts hot and cold; let the children touch and taste hot and cold objects
(safety measures should be taken with hot objects)
 complete workbook activities on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
C. Visual discrimination, Children will be assessed on their ability to:
eye-hand coordination, - identify and name a circle
V. hot, cold, circle, red - identify and name the colour red
- identify and name concepts hot and cold
Topic Resources Activities
SERIATION concrete objects, shapes, pictures, building  arrange cubes, shapes, buttons with different colours in a row on the board to form a
blocks pattern. Children copy the given pattern with objects on their desks/carpet
 thread beads, seeds and buttons following the patterns made by the teacher
 introduce and discuss concepts big and small by using different objects
 arrange building blocks from big to small and small to big
 shapes worksheet; children colour all big circles red

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Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
C. Visual discrimination, Children will be assessed on their ability to:
hand coordination, V. - copy a pattern with given objects
big/small, circle, red - know concepts big and small

Topic Resources Activities

SPATIAL RELATIONS concrete objects, position-in-space  story “There are mice everywhere”
pictures of story  children demonstrate position of the mice in the story e.g. behind, next to, in front of,
tyres under
 inculcate concepts in front of/behind
 children stand/sit/jump in front of and behind their chairs
 during outdoor activities let children stand behind, in front of their friends/ tyres, etc.
 let 5 children stand in a row. Let them say who is in front of and who is behind who
 complete workbook activities on the relevant pages
Concepts and Assessment Compensatory Teaching/Learning support
Vocabulary
C: Auditory memory, Children will be assessed on their ability to:
V: in front of/behind - demonstrate the positions of in front of and
behind

Topic Resources Activities

MEASUREMENT: pictures of day and night events  song “Early in the morning”
TIME day chart  discuss the difference between day and night; events that take place during day and
word cards with names of the days of the night
week  draw pictures of events that take place during day and night
 discuss the daily programme
 introduce “The days of the week”
 update “Today is ……” chart every day
Concepts and Assessment Compensatory Teaching
Vocabulary
C: visual discrimination, Children will be assessed whether they can
logical thinking differentiate between day and night
V: night, day, names of
days of the week

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Topic Resources Activities
MEASUREMENT: concrete objects in the classroom, balance  introduce the concepts heavy and light by using a balance scale and concrete objects
MASS scale  children measure different objects with hands by holding objects in their hands to guess
which one is heavy or light
 put cubes, bean bags on scale to see which is heavy/light
 children lift up their friends to find out who is heavy/light
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
V: Heavy/light, Children will be assessed on their
understanding of the concepts heavy and
light
Topic Resources Activities
MEASUREMENT: Scoops, spoons, cups, containers, stacking  introduce the concepts full and empty by filling containers with water
CAPACITY cups -  fill/empty containers with water to demonstrate full/empty
 use beads, small counters, sand to fill stacking cups and empty them
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
V: Spoons, cups and Children will be assessed on their
scoops, full - empty understanding of the concepts full/empty
C: Eye-hand coordination

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THEME 1: MYSELF ENVIRONMENTAL LEARNING

Learning Objectives: Children will:

- learn relevant information about themselves, understand that they are unique and special human beings
- understand the value of personal hygiene
- become aware of weather patterns and seasonal changes
- understand how to behave as a pedestrian
Topic Resources Activities
Self-awareness stories  teacher introduces him/herself e.g. my name is Mr/Mrs……
rhymes  children share their personal information, e.g. gender, surname, etc.
songs  introduce themselves by singing the song
name cards  introduce a birthday chart e.g. all of us have a special day, the day when we were born
puppets (birthday)
pictures  introduce the weather chart according to the daily weather condition e.g. sunny, windy,
flashcards cloudy, rainy, etc. (pictures)
birthday chart  song “I hear thunder”
weather chart  draw different emotions on faces as per given instructions e.g. happy, surprised, sad and
interest corner angry talk about likes and dislikes e.g. I like apples and I do not like oranges
 cut and paste pictures according to their gender “boy/girl” and display in interest corners
 story about the importance of basic personal hygiene and safety (Mopi)
 discuss how they must behave as a pedestrian on their way to and from school e.g. walk on
the pavement, cross at pedestrian crossing
 complete workbook activities on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
V: boy/girl, special, Children will be assessed on the following:
like/dislike, hot, cold, - give personal information
sunny, windy, rainy, - know the importance of personal hygiene and
safety safety
- emotions

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THEME 1: MYSELF ARTS

Learning Objectives: Children will:

- become aware of the possibilities of voice and percussion, movement and gesture
- be able to appreciate and enjoy their own endeavours and those of others
- be able to create symbols of their own invention which can be shared with others
- develop personal and social skills
Themes/Topic Resources Activities
VISUAL ART powder paint, toothbrushes, paint brushes  scribble on paper and paint each space differently
Painting  use tooth brush to create a picture of themselves by spatter painting
Modelling clay, play dough, mud,  use clay/mud to make a human figure
 use clay/mud to make different patterns and shapes
Collage outlined pictures of boy and girl,  on outlined picture of a boy/girl, make a collage from torn pieces of paper
Drawing crayons, unruled papers  scribble with thick crayons on unruled paper
 draw patterns learned in preparatory writing from left to right
 draw themselves with different facial expression (song: “I am drawing”)
Construction puzzles, building blocks, cereal boxes, toilet  build puzzles
rolls, bottle tops, strings, magazines  construct figures by using building blocks, boxes
 make their own necklaces, string beads, bracelets and earrings
 make paper hats
MUSIC musical instruments, mirror, tape recorder/CD  sing action songs; own songs
Singing and musical player  introduce their names by playing musical instrument
instrument
DANCE drums, tape recorder/CD player, flute,  perform free body movement while singing, listening to music
Free movement, shakers, calabash etc.  dance and demonstrate free movements
Choreographed dance  repeat a variety of dance movements in sequence
DRAMA Puppets, mirror  role play events in the story “I am special” and song “This is the way”
Dramatisation, role play,  use puppets to dramatise stories
mime  fantasy play: dress in grown-up clothes
 mime facial expressions and imitate emotions using mirror

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Concepts and Assessment Compensatory Teaching/Learning Support
vocabulary
V: toothbrush powder Children will be assessed on their ability to:
paint, sticks, clay, play - create their own pictures, collage, patterns
dough, patterns, collage, - construct a figure by using different
tear, drums, shakers, materials
mime - sing and play music in groups using
different instruments
- dance in groups demonstrating various
movements
- dramatise and role-play stories

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Pre-Primary Teachers’ Manual, NIED 2014
THEME 1: MYSELF PHYSICAL DEVELOPMENT

Learning Objectives: Children will:

- perform movements with hands, feet, directed by the eyes
- have sufficient coordination of the small muscles of the body e.g. fingers, eyes
- develop a preference for using one particular hand, foot, eye
- experience what the body feels like when it is tense and what it feels like when it is relaxed
Topic Resources Activities
Eye-hand coordination ball and bean bag, box  stand in a circle in small groups and in two rows facing each to play throw and catch
plastic bottles/skittles game
 work in two groups, one group throws balls/bean bags into the box, the other group roll
over plastic bottles (skittles) with a ball
Eye-foot coordination ball, blocks, different objects, rope, balance  work in pairs and pass the ball to each other by kicking
beam  walk on blocks/balance beam
 jump over obstacles
 walk on a line using big steps and stop when the teacher claps hands
Fine muscle control building blocks, puzzles, toys  construct items with building blocks such as houses, cars and people
 thread beads, fasten buttons and shoe laces
 look at the finger while bringing it nearer to the eyes and touch the nose
Dominance ball, waste paper, paint & brushes  throw and catch the ball using the dominant hand
 kick the ball with preferred foot
 while running and/or jumping on one leg, balance a bean bag on the preferred foot
 hop on the preferred foot
 paint using preferred hand
Relaxation Tape recorder  lie on the carpet while listening to soft music/singing
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
V: ball, bean bags, Children will be assessed on their ability to:
throw, catch, pass, - throw and catch a ball
building, blocks, - walk on the balance beam
houses, car, people, - jump over obstacles
walking beam - perform activities with the preferred hand,
foot

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THEME 2: MY BODY STORIES, RHYMES AND SONGS

THE BLIND MAN Mark 10:47

Barthimeus was blind and could not see. He could not
work either. He just sat at the side of the road begging
for food and money. One day people brought the blind
man to Jesus. When Jesus was near him, he began to
shout loudly “Jesus please help me”. The people scolded
him to be quiet, but he shouted even more loudly. “Jesus,
please help me!” Jesus stopped and said, “Bring the blind
man to me”, so the people brought the blind man to
Jesus. “What can I do for you? asked Jesus” “Please I
want to see” replied the blind man “From now on you
will see.” Your eyes will open and you will see all the
beautiful things on earth!” The man was very happy.

JESUS FEEDS MANY PEOPLE John 6:9

A large group of people come to listen to the
stories Jesus told and followed Him. It was already
late in the day and the people were without food.
THE DEAF MANMark 7:32
The disciples suggested that He should send them
There was a man who could not hear or talk.
home to eat, but Jesus told them to find food for
People brought him to Jesus. They ask Jesus
the people. They find a boy who brought a packet
to heal him. Jesus took the man a side. When
of lunch with him; he had five loafs of bread and
they were alone, Jesus put his finger into the
two small fishes. Jesus took the five loafs and two
ears of the man, and touched his tongue. He
small fishes. Jesus thanked God for the food. He
looked up to heaven and prayed “Eph-pha- told the disciples to divide the food amongst the
tha” that means “be opened” and his ears were crowd. The people ate as much as they wanted and
opened, his tongue was released and he spoke. when they had enough to eat, there were still
twelve baskets full of leftover bread and fish.
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 The gingerbread boy
Once there was an old man and an old woman who had no children. One day the old woman decided to bake ginger cookies. While she
was making the dough, she decided to make a gingerbread boy
She made a head, a body, arms and legs. She made him a face by pressing two raisins into the dough for eyes. And one raisin for a nose
and cherries for a smiling mouth.
She then placed the baking tin with the gingerbread boy in the oven to bake. After a while she opened the oven to see if the gingerbread
boy was done. The gingerbread boy jumped out of the oven and ran away. The old woman got such a fright. She called, “catch him, and
catch him!”
The gingerbread boy shouted back: “Run, run as fast as you can. You can’t catch me! I’m the gingerbread boy.” The old woman and the
old man ran after the gingerbread boy.
He had not gone far when he passed a duck. When the duck saw the gingerbread boy, she said: “Hmmm, you smell good. I’d like to eat
you!” She started to chase the gingerbread boy. The gingerbread boy ran on shouting: “run, run as fast as you can. You can’t catch me, I’m
the gingerbread boy.
Just a little further on, the gingerbread boy passed a cow. The cow said: “Hmm, I am sure you will taste sweeter than this grass I am
eating,” and she rushed after the gingerbread boy. The gingerbread boy shouted: “run, run as fast as you can. You can’t catch me. I’m the
gingerbread boy.”

He ran and ran until he passed three women working in the fields. They said: “That smells good, let’s catch him and eat him.” They started
running after him. He shouted: “Run, run, as fast as you can. You can’t catch me. I am the gingerbread boy.
The gingerbread boy look back and saw three women, a cow, a duck, an old woman and an old man chasing him. Suddenly he reached a
river. He did not know how to cross the river because he could not swim.
Now old jackal was sitting on the bank of the river and offered to take the gingerbread boy across. At first, he refused. Then jackal said he
could ride on his tail, and that seemed quite safe to the gingerbread boy. So, he got on. As the river deepened, jackal dropped his tail and
told gingerbread boy to get onto his back. The river became deeper and jackal suggested that gingerbread boy get onto his head, which he
did. When jackal reached the other side, he threw back his head and caught the gingerbread boy: “Hmmm What a delicious cookie” he
said!

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 THE TEN LEPERS Song
Luke 17: 12 – 13 Reach out and touch the Lord as he passes by
Jesus was going to a village You will find him not to busy to hear your hearts cry
when he was met by ten men He is passing by this moment your need to supply
suffering from skin disease. Reach out and touch the Lord as He passes by
They had sores all over their Something good is going to happen to you x2
bodies. They stood at a Happen to you this very day
distance and shouted. “Jesus” Something good is going to happen to you
Master”! Please help us! Jesus of Nazareth is passing your way.
Jesus said to them “Go to the
temple and show you to one of
the priest”. While they were
still on their way to the temple
they saw that they are healed.
All the sores were gone. One
of them saw that he was
healed. He turned back and
came to thank Jesus. He was PRAYER:
Let’s say thank you for arms
so thankful that he could stay
Song that swing
with his family again. Jesus And hands that clap, Thank you
Fishing for Jesus x2
said to him “did I not heal ten Jesus
Fishing for Jesus every
of you? Where are the other For feet that stamp and toes that
day
nine? Why are you the only tap, thank you, Jesus
With the bible in the
one who came back to give For legs that jump and run and
hand
thanks to God? walk,
Bare feet in the sand
For heads that nod and mouths
Fishing for Jesus every that talk,
day Thank you Jesus. Amen

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 PRAYER Rhyme:
Thank you, God, for happy Here is a face that is crying
times at home Here is a face that is angry
When we make others sad, Here is a face that is sad
please forgive us Here is a face that is afraid
Help us to say sorry so we can And, here is a face that is happy
be happy again. Amen God loves them all
I am happy! Happy!

PRAYER:
Thank you for the world so sweet;
Thank you for the food we eat Game: Simon says
Thank you for the birds that sing
Thank you, Lord, for everything! Amen Simon says touch your eyes
(children tough their eyes)
Simon says touch your toes
(children touch their toes)

“use all body parts in the game”

SONG
Heads and shoulders,
lips and hearts,
lips and hearts x2
Heads and shoulders,
lips and hearts,
And that is where the story starts.

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 Song Sequencing Rhyme
Head, shoulders, knees and Humpty Dumpty
toesknees and toes, knees, toes Sat on a wall
eyes and ears and mouth and Humpty Dumpty
nose Had a great fall
Head, shoulders, knees and All the king’s horses
toes And all the king’s men
knees and toes Couldn’t put
Humpty together again

STORY
Number printing Mopi is a good boy. He always
Number 1 closes the door when using the
Is like a stick toilet. Mopi wipes himself with
A straight line down paper after he has used the toilet.
That’s very quick He always washes his hands after
he has used the toilet.
For number 2
Go right around
Then make a line
Across the ground

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THEME 2: MY BODY RELIGIOUS AND MORAL EDUCATION

Learning Objectives: Children will demonstrate emotions and feelings through expressions, and become competent social members
Topic Resources Activities
Social and Emotional Bible stories or own religious stories  story of Jesus who helps a deaf man
development T V scroll, glue, crayons,  sing songs, play games or dramatise stories and express feelings
pictures, real objects  cut out parts of a face and paste it together (see additional activity in Resource Book)
felt figures  story of The blind man
finger and paper bag puppets  trace a mask (see additional activity in Resource Book)
games  story on how Jesus heals the ten lepers
 story of how Jesus feeds many people
 complete workbook activities on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
V: deaf, blind, heal, beg, Children will be assessed on:
divide, lepers, basket, -social interaction with class mates
fish, bread -self-confidence
C: Personal -respect and acceptance of class mates
independence -complete a task on their own
-control and express emotions

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THEME 2: MY BODY LANGUAGE DEVELOPMENT

Learning Objectives : Children will:

Listening and Responding - develop skills in auditory perception and discrimination.
- develop their imagination and desire to hear stories, rhymes and songs
Speaking and Communication - develop their communication skills and extend vocabulary in terms of body parts
Preparatory Reading - develop their left-to-right, top to bottom orientation
Incidental Reading - expand their reading vocabulary in terms of body parts and days of the week
Preparatory Reading and Writing - develop fine motor muscles, eye-hand coordination
Skill Resources Activities
LISTENING AND story pictures  story, “The gingerbread boy”. While telling the story, the teacher touches the body parts
RESPONDING pictures of body parts and do actions
tape-recorder/CD player  questions on the story until the children mention all the body parts
 sing the song “Head, shoulders, knees and toes”
 play a guessing game or listen to sounds on tape-recorder, e.g. footsteps, running,
breathing, clapping hands etc.
 differentiate between loud and soft sounds e.g. loud screaming and whispering
 children stand in a circle, teacher stands in the middle and throws the ball to any child. The
one who catches the ball will follow the instructions: (put your hand on your head etc.)
 complete the activities in the workbook on the relevant pages
 repeat two numbers after the teacher in the same sequence
 identify the same ending sounds in: knees, toes, chin, eyes
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
C: Auditory perception, Children will be assessed on the ability to
V: head, arms, legs, eyes, -identify sounds
nose, mouth, face -differentiate between sounds loud/soft

Skill Resources Activities

SPEAKING AND puppet/limb figure  use puppet/limb figure to talk about the body parts (how many eyes, ears, legs, neck, arms
COMMUNICATION story book/pictures etc.)
 discusses the functions of the body parts e.g. run with the legs, talk with the mouth, see
with eyes, hear with ears, etc.
 in pairs retell and role play the story “The Ginger Bread Boy”
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary

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C: Auditory Perception Children will be assessed on the ability to:
V: head, ear, eye, nose, -name body parts and their functions
mouth, leg, knee, toe, -retell stories
finger, hair
Skill Resources Activities
PREPARATORY arrow chart  open eyes as wide as possible, and close as small as possible (repeat a few times)
READING pegboard and pegs  follow the movements of an object while covering one eye
pictures  move pointing stick from left to right over 5 pictures on the writing-board the pictures
stick saying: “This is a head, hand, eye, ear, nose, foot”; children tell in sequence what they saw
 play game using a colour dice
 move eyes from left to right and top to bottom while reading the arrow chart
 pack pegs on the pegboard from left to right and top to bottom
 children “read” or tell what they see in a picture
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
V: pegboard, pegs, arrow Children will be assessed on their ability to:
chart - demonstrate left to right movement
- tell in detail what they see in pictures

Skill Resources Activities

INCIDENTAL READING name cards, puppet/limb figure, action  read name cards
cards, word cards, Bingo game, days of the  read and imitate action cards
week chart  indicate which body part is missing on the limb figure
 “read” word cards of the body parts; the days of the week
 play the Bingo game (Resource Book)
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
C: limb figure, days of the Children will be assessed on their ability to:
week - imitate action cards
-“read” body parts

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Skill Resources Activities
PREPARATORY sand, desk, paint brushes, paint, crayons,  do finger exercise daily, e.g. imitate playing piano, snap fingers etc.
WRITING magazines, scissors, glue  colour body part pictures – additional activity in Resource Book
 dip their fingers in paint and make a picture of a human figure
 scribble freely with fingers on sand, air and on the desk, then scribble with
paintbrushes/crayons on paper
 cut pictures of body parts from magazines and paste them
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
V: piano, dip, scribble Children will be assessed on their ability to
cut, paste, scribble, colour

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THEME 2: MY BODY PREPARATORY MATHEMATICS

Learning Objectives: Children will

Number Concept - develop an awareness of the numerical symbol that is represented by a group of object
- appreciate and understand the need and convenience of counting in everyday life.
Problem solving - develop their abilities to think logically
Classification - develop their skills in visual and tactile perception and discrimination in terms of hard/soft objects
Seriation - develop skills in visual discrimination and sequencing in terms of concepts biggest/smallest
Spatial Relations - develop an awareness of spatial orientation in terms of concepts above and below
Measurement - acquire an understanding of concepts related to days in a week, long/short, heavy/light, full/empty
- learn how to use Namibian coins.
Topic Resources Activities
NUMBER CONCEPT counters, number cards, dot cards, clay, wall  rhythmical and mechanical counting from 1-7
charts  introduce the numerical symbol 2
counting sticks - give 5 counters to each child and let them pick up 2 counters
- count objects up to 2
- identify 2 pictures/objects
- teacher shows number with symbol 2 and says “This is 2”
- demonstrate the numerical symbol 2; children write numerical symbol 2 in the air, on
their desk and in the sand
- form numerical symbol 2 with clay
- number printing rhyme number 1 & 2
 Recognise 1-2 objects without counting
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
C: Visual discrimination, Children will be assessed on;
number constancy, - counting from 1-5
V: two - manipulative counting -2
- recognise numerical symbol 2
Problem solving Assessment  Solve simple story problems orally from 1-2
Solve problems orally 1-2  Share objects equally using concrete objects 1-2

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Topic Resources Activities
CLASSIFICATION shapes  give buttons, cubes, beads to the children to sort and explain why they sort certain
feely bag objects together
hard and soft objects  let the children feel different items and discuss concepts hard and soft
 name and compare any objects which is hard or soft e.g. wool, sponge etc.
 feely bag with hard and soft objects; children feel and discuss
 introduce the colour ‘blue’
 sort all blue objects into a container
 place two shapes (circle and square) on the chalkboard and ask children to name/show
anything in the classroom that has the same shape
 name something they can eat that has a circular/square shape
 in groups, sort objects according to shape, size, colour, texture (hard & soft)
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
C: Tactile discrimination Children will be assessed on their ability to:
V: circle, red, blue, hard- - classify objects according to colour, type and
soft texture
- identify ‘blue’ and ‘square’
Topic Resources Activities
SERIATION scissors  introduce the concepts smallest and biggest
glue  arrange measuring cups or other objects from smallest to biggest and vice versa
rhyme chart  make patterns, cutting and pasting different objects
stacking cups  string beads in a given pattern from big to small, smallest to biggest
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
C: visual discrimination, Children will be assessed on their ability to
Auditory memoryV: arrange objects from biggest to smallest and
smallest, biggest, smallest to biggest
measuring

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Topic Resources Activities
SPATIAL RELATIONS objects e.g. balls, boxes  discuss the concepts below and above with picture cards
picture cards  put pictures of various positions on the chalkboard; point at a picture and the children
imitate
 hand out pictures of various positions; every child acts out the position on his/her card, the
others guess
 play hide and seek games

Concepts and Assessment Compensatory Teaching / Learning Support

Vocabulary
V: below/above Children will be assessed on their ability to
demonstrate below and above
Topic Resources Activities
MEASUREMENT: days of the week  display the names of days of the week on the chalkboard
TIME  discuss: a week has 7 days, but only five school days
 ask questions on what children do on Sunday, Saturday etc.
 sing a song about the days of the week “Sunday, Monday…….”
 complete ‘Today is …..” chart every day
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
C: Auditory recall, visual Children will be assessed on their ability to
discrimination logical know the days of the week (not yet in
thinking, sequence)
V: names of days
Topic Resources Activities
MEASUREMENT: objects of various lengths, beads, string  introduce the concepts long and short with concrete objects
LENGTH  compare the lengths of 2 objects according to their length using vocabulary long/short
 thread beads on strings according to instructions e.g. thread two beads in one string
and six beads in the other, say which one is short/long
 play long/short game with cubes
 teacher measures the length of children and makes a comparison chart

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Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
C: Visual discrimination, Children will be assessed on their ability to
eye-hand coordination compare the lengths of two objects
V: long/short

MEASUREMENT: scale; see-saw  introduce the concepts heavier/lighter

MASS objects in the classroom  teacher weighs the children and makes a comparison chart
 compare their mass on the see-saw, who is heavier/lighter than the other
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
V: Heavier/lighter, Children will be assessed on their ability to
scale, see-saw compare the mass of two objects by using
vocabulary heavier/lighter

MEASUREMENT: Containers, water  outdoor play: use cups to fill various containers and the teacher asks questions: “Which
CAPACITY container is full/empty?; Which containers have the same amount of water?”
MEASUREMENT: Assessment  Introduce 5c coin (realia) and play money
MONEY Identify 5c coin
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
V: Spoons, cups and Children will be assessed on their
scoops understanding of the concepts full and empty

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Pre-Primary Teachers’ Manual, NIED 2014
THEME 2: MY BODY ENVIRONMENTAL LEARNING

Learning Objectives: Children will:

- know and understand the body parts and become aware of senses; understand that good eating habits, exercise and rest are necessary for their growth and health
Topic Resources Activities
Body Awareness pictures of body parts,  demonstrate body parts on a doll/child/puppet
Body Concept flashcards,  name the different body parts and the five senses on a big body poster
pictures of the five senses, mirror,  identify and name own body parts and the five senses
puppets,  sing a song ‘Head and shoulders’
soap, water, towel, basket, tooth-paste, tooth-  play a game e.g. touch body parts using another body parts
brush, comb,  play “Do what I do” game e.g. the teacher claps hands, dances and the children imitate)
weather chart,  rhyme “Here is the face”
sharp objects e.g. needle, blades,
 play matching game using picture cards with body parts and their functions e.g. mouth
picture cards
and eat; nose and smell
flowers, seeds,
 discuss basic health e.g. to eat healthy food for your body to grow, drink clean water, get
interest corner/table
plenty of rest, keep your body clean (hair, nails, teeth) get enough exercise,
rhymes on poster
 discuss possible dangerous situations (e.g. broken windows, talking to strangers).
 demonstrate daily routines through the hygiene song, e.g. brush teeth, wash face, comb
hair
 tell a simple story about HIV&AIDS
 put items on the nature table and discuss
 change the weather chart according to the weather condition of the day
 complete the activities in the workbook on the relevant pages
Concept & Vocabulary Assessment Compensatory Teaching
C: (all body parts & Children will be assessed on their ability to:
function words) - name different parts of their body, the senses
hygiene, daily routine, and their functions
weather, summer, - demonstrate daily routines - name food and
seasons, leaves/seeds, clothes which are suitable for that particular
nature, safety, stranger season

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THEME 2: MY BODY ARTS

Learning Objectives: - Children will:

- become aware of the possibilities of voice and percussion, movement and gesture
- be able to appreciate and enjoy their endeavours and those of others.
- be aware of the rich environment that surrounds us such as textures, colours, pattern lines and space and how to organise these
- be able to create symbols of their own invention which can be shared with others.
Themes/Topic Resources Activities
VISUAL ART papers, paint, children  make prints with paints by dipping their hand/foot in paint
Painting  dip finger and make patterns on paper
Modelling clay, play dough, mud  use clay, mud to model human figure (a boy or a girl)
 make patterns with different colours of clay
Drawing crayons, children, paper  draw their body parts; talk about their pictures
Construction pictures of body parts, waste materials, glue  construct human body with pictures of body parts
 build puzzles
MUSIC musical instruments  sing action song (Head and shoulder )
Singing and Musical  use body percussions while singing, e.g. clap hands/stamp feet alternately
instruments
DANCE flute, shakers, tambourine, calabash, drums,  sway from left to right while humming
Free movement and tape recorder/CD player  move around freely while music is playing, freeze when music stops
Choreographed dance  perform a dance following a variety of movements in sequence
DRAMA: Dramatisation, Costumes, props  express feelings with the entire body through dramatisation and miming
mime
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
V: print, footsteps, doll, Children will be assessed on their ability to:
mud, clap, stamp, nod, - create pictures/models of human figure - sing
snap, left, right, play songs, demonstrate rhythm
- dance rhythmically to music
- express feelings through drama and mime

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THEME 2: MY BODY PHYSICAL DEVELOPMENT

Learning Objectives: Children will:

- have knowledge of the body and its relationship to objects
- know the parts of the body and their functions
- have effective control over and coordination of the larger muscles of the body
- experience what the body feels like when it is tense and what it feels like when it is relaxed
Topic Resources Activities
Gross motor movement whistle  children walk on tip-toe with arms stretched above their heads like a giant, then make
themselves as small as a dwarf
 children carry out given instructions: walk, run, jump, roll etc. and stop when the whistle is
blown
 play game: “Simon says”
Balance balance beam, rope, ladder  children stand on one leg for 5-10 counts, then change to the other leg
 children walk heel-to-toe on the balance beam/rope
 children walk forward with one foot on each side of the ladder
 children walk forward stepping in the paces between the rungs
Fine Muscle  do finger, eye and tongue exercises daily
Development  with the toes, pick up beads and throw them in a container
Body awareness chairs, tyres, ball  teacher puts chairs/tyres together to make a tunnel, children crawl through
 children sit on chairs/tyres/log in any way and jump off with soft landing (bent knees)
 name particular parts of the body that is above or below another, e.g. “is your head above
your knees?”
 children touch and name the body parts by playing the game “Simon says”
 children run around swinging their arms like the wind
 explore which part of the body is used when one does the following: kick a ball, throw a
ball, walk, sit, and wave goodbye
Relaxation tape recorder/CD player  children dance while the music is playing and sit on the floor to relax when the music stops
 alternatively tense muscles and then relax them
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
V: tunnel, crawl, under, Children will be assessed on their ability to:
on , balance, stand, - demonstrate position of parts of the body
walk, dance, play, sit, - hold the body in the correct position with
swing, floor, jump, step minimal support

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THEME 3: MY FAMILY STORIES, RHYMES AND SONGS

THE WEDDING IN CANA John 2:7-9 THE BIG FEAST

Jesus was at a wedding in the village of Canaan .They were eating A very rich man sent out invitations
and drinking wine. Then Jesus mother told him that the wine was to all his family and friends to come
finished. She asks if He could please help them. to his feast. All of them said that
Jesus’ mother told the helpers at the wedding to do what Jesus said. In they are sorry but they could not
those days they used clay pots to store water. Jesus said to the helpers come to the feast. Everything was
please fill the six pots outside with water. When they did this, a ready. He had lovely cake, meat and
miracle happened. The water in the pots turned into wine. Jesus told all sorts of food. He then sends his
them to give some wine to the Master of Ceremonies. When the workers out into the streets to invite
Master tasted, the wine, he asked the groom. Why didn’t you give the the people from the streets. They all
people this good wine first? The guests enjoyed the wine and wedding came and enjoy the meal because
feast very much. they haven’t eat for some days

THE SON WHO RAN AWAY FROM HOME Luke 15:11-12

A father had two sons. The youngest son didn’t want to stay at home anymore. He asked his father for the money that he
would get one day, and left. When the younger son went off and spent all his money. His good time friends had gone. He
had to work on a farm, feeding pigs. He was so hungry that he started eating the food he fed the pigs. He decided to go to
his father and apologised and asked his father if he could work for him. His father accepted his apology and welcomed the
son with a big feast.

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 SONG/RHYME Number printing
Counting Rhyme
Here is the father short and stout Number 1
And this is the mother, with children Is like a stick
I am number 1
all around A straight line down
I like to sit in the sun
And this is brother, tall you see That’s very quick
Mother is number 2
And this is the sister with her dolly on She has so much to do
her knee For number 2
Father is number 3
This is the baby, still to grow, Go right around
Raking leaves under the tree
And here is the family, all in a row Then make a line
Sister is number 4
Across the ground
Playing on the floor
Go right around
Song What will it be?
I am painting, painting, painting. Go round again
I am painting all the day To make a 3
Now I am happy x2
Painting, painting all the day Down and over
And down some more
That’s the way Prayer
To make a 4
Give thanks with a great full
Go down and around heart
Song Then you stop Give thanks to the Holy one
Where is father x2 Finish the 5 Give thanks because his given
Here I am x2 With a line on top Jesus Christ His son
How are you today friends?
Very well I thank you
Run away x2

(Mother, Brother, Sister, Baby)

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 The three bears
Once upon a time, there were three bears who lived in a little house, right in the middle of the forest. There was a great father Bear, and medium
Mother Bear, and a little tiny Baby Bear. One morning, Mother Bear made a big pot of porridge and put it into three bowls for breakfast. But the
porridge was much too hot to eat.
“We will leave it to cool, while we go for our early morning walk,” said Father Bear
“When we came back, it will be just right.” So, off they went into the forest.
Nearby, there lived a very naughty little girl. She was called Goldilocks, because she had long golden hair. That morning as she was passing the
three bears’ house, Goldilocks saw that the front door was open. “I’ll just have a little peep inside”, she said to herself. As soon as she saw the
porridge, naughty Goldilocks rushed over to taste it. “I do feel rather hungry,” she said.
But the porridge in Father Bears bowl was still too hot. And the porridge in Mother Bears’ bowl was lumpy. At last Goldilocks tried Baby Bears’
porridge. It was just right, so she ate up every spoonful. After that, Goldilocks decided that she would like to sit down. But Father Bear big chair
was much too hard. Next she sat in Mother Bears’ medium-sized chair. “This one is much too soft”, she said. At last she found Baby Bears’ tiny
chair. It wasn’t too hard. It wasn’t too soft. It was just right! Goldilocks leaned back happily in Baby Bears’ chair. But she was too heavy. With a
creak and a crack, the chair fell to pieces. Bump! Goldilocks landed in a heap on the floor.
Goldilocks went upstairs. She tried Father Bears’ big bed, but it was too hard. And Mother Bears’ bed was too soft.
She tried Baby Bears’ little bed. “Now this is comfortable!” she said, and she felt fast asleep. Before long, the three bears arrived home from their
walk. “I’m ready for my breakfast”, said Father Bear. But when he got to the table, he cried out in surprise: “Someone’s been eating my
porridge!” “And someone’s been eating my porridge,” said Mother Bear. “They must have liked mine!” cried Baby Bear, holding his empty bowl.
“Someone’s been eating my porridge, and they’ve eaten it all up.”
“Look,” said Father Bear. “Someone’s been sitting in my chair.” “And someone been sitting in my chair!” said Mother Bear. “Someone’s Bear
sitting in my chair,” sobbed poor little Baby Bear, “and they’ve broken it to pieces.” The three bears began to search the house. Upstairs, Father
Bear looked around. “Someone’s been sleeping in my bed,” he said. “And someone’s been sleeping in my bed,” cried Mother Bear. “Oh!”
squeaked Baby Bear. “Someone’s been sleeping in my bed and she’s still here.
At the sound of Baby’ Bears voice, Goldilocks woke up. The first thing she saw, was Father Bear looking very cross. Goldilocks jumped up in
fright. She ran down the stairs and out of the house as fast as she could. “I don’t think She’ll trouble us again,” said Father Bear with a smile.
And she never did.

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 Song Song
Alive, alive, alive for evermore
Mine, mine, mine Jesus is mine My Jesus is alive, alive for evermore
Mine, mine, mine Jesus is mine Alive, alive, alive for ever more!
Jesus is my Saviour and my My Jesus is alive!
Lord Sing Hallelujah, sing Hallelujah
Mine, mine, mine Jesus is mine My Jesus is alive for ever more
Sing Hallelujah, sing Hallelujah
My Jesus is alive

Prayer
Prayer
Give thanks with a grateful heart
Give thanks to the Holy one Thank you for the world so sweet
Give thanks because He has given Jesus Christ His son Thank you for the food we eat
Thank you for the birds that sing
Thank you God for everything.

Prayer

When I run about all day Song: My Family

When I kneel at night to pray,
God, see me. This is mother kind and dear
This is father standing near
This is brother see how tall
This sister not so tall
This is baby sweet and small

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THEME 3: MY FAMILY RELIGIOUS AND MORAL EDUCATION

Learning Objectives: Children will learn to accept others and be accepted in group situations and be sensitive to the feelings of others
Topic Resources Activities
Social and Emotional Bible stories or own religion stories  story “Wedding in Cana”
Development felt figure  trace on dotted line and complete a picture of the stone pots; make a mosaic
finger puppets  sing songs and dramatise stories
sand tray  discuss relationships, respect and acceptance in the family
 dramatise a wedding and make up own characters for the wedding party
 story “The Big Feast”
 worksheet with different kinds of food; choose which food they like; cut and paste
 story of a son who ran away from home
 complete the activities in the workbook on the relevant pages

Concepts and Assessment Compensatory Teaching / Learning Support:

Vocabulary
C: relationships, respect Children will be assessed on:
and acceptance to - social interaction with class mates
family - showing respect and acceptance to peers and
V: wedding , feast, adults
invitations, miracle - complete a task on their own

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THEME 3: MY FAMILY LANGUAGE DEVELOPMENT
Learning Objectives: Children will:
Listening and Responding - develop their imagination and desire to hear stories, rhymes and songs
-listen attentively and respond appropriately
Speaking and Communication: - develop their communication skills and expand their vocabulary
- express their own ideas, opinions and experiences and listen to others
Preparatory Reading - develop skills in visual perception, visual discrimination and sequencing and visual memory recall
Incidental Reading - incidentally recognise and associate the written word with the spoken word
Preparatory Writing - develop fine motor muscles, pencil grip and sitting posture
Skills Resources Activities
LISTENING AND Story Pictures  story of the Three bears
RESPONDING  discuss the difference between family and relatives
 say the rhyme and sing the song
 carry out two instructions “Maria, will you please close the door and pick up the pencil under
the table” (do this exercise every day)
 sing high and low sounds; group 1 sings high and group 2 sings low sounds. (la-la-la)
 shout loudly and whisper softly
 listen to sounds in the environment: identify sounds which are far and near, loud and soft,
high and low
 identify the rhyming words in: dear, fear, near, far
 repeat a sequence of 3 words after the teacher in the same order
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
C: Auditory Perception; Children will be assessed on their ability to:
Memory Recall -carry out instructions
V: father, mother, bear, - differentiate
family, baby, sister, between high and low, loud and soft, far and
brother, aunt, grandfather near sounds
etc.
Skills Resources Activities
SPEAKING AND fantasy corner  talk about their families (how many they are, what they do)
COMMUNICATION empty containers  retell the story of the Three Bears and tell their own stories
sugar, milk  play shopping game
 children talk about their duties at home
 role play parts of the story in groups in order to give everyone a chance
 children play in their fantasy corner – role play family members

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Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
C:Auditory Memory Children will be assessed on their ability to:
Recall - retell the story
V:shop, sugar, milk, - communicate in full sentences
toothpaste, toothbrush, - pronounce words correctly
egg, cornflake, sweets,
etc.

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Skills Resources Activities
PREPARATORY tray, objects  do eye-movement exercises:
READING - move eyes around in circles, while keeping their heads still
- teacher walks from left to right and children’s eyes follow her movements
- close and open eyes and wink one eye or both
 memory game: place objects on a tray; children look at the objects for a few seconds;
cover the objects with a cloth; ask questions e.g. “What did you see?” “What colour was
it?”
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
C. Directionality, Visual Children will be assessed on their ability to:
Discrimination, - do correct eye movements
Closure and Memory - memorise
recall
Skills Resources Activities
INCIDENTAL READING name cards, action cards  “read” name cards, action cards, word cards displayed on the interest table, labelled
word cards objects in the classroom
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
C. Visual Perception, Children will be assessed on their ability to
V. wall, table, chair, floor, “read” names, action and word cards
pencil, etc.
Skills Resources Activities
PREPARATORY clay, pictures, magazines, activity sheet  do finger exercises, practice pencil grip and sitting posture
WRITING  model patterns with clay
 colour pictures without crossing the outer line
 cut on straight and curved lines
 tear paper and paste to form a bear figure
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
C. fine muscle control Children will be assessed on their ability to:
crayon grip, sitting -colour pictures
posture -cut on straight and curved lines

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THEME 3: MY FAMILY PREPARATORY MATHEMATICS

Learning Objectives: Children will:

Number Concept - express orally their understanding of number sequences and symbols
-appreciate and understand the need and convenience of counting in everyday life.
Problem solving -develop their abilities to think logically
Classification - develop their skills in tactile discrimination, using vocabulary ‘rough’ and ‘smooth’
Seriation - expand their mathematical vocabulary in terms of tall, long and short
Spatial Relations - develop an awareness of spatial orientation in terms of on and under
Measurement - become aware of and make comparisons between the concepts of time, length (long and short), mass (heaviest and lightest) and capacity (full
and empty)
- learn how to use Namibian coins.
Topic Resources Activities
NUMBER CONCEPT songs, rhymes and story  say printing rhyme
counters (concrete objects) e.g. wooden  rhythmical and mechanical count 1-9
blocks, stones or sticks,  do manipulative counting in groups with counters, abacus 1-3
dot cards, number names  clap hands and stamp feet while counting from 1-6
picture cards  say action rhyme “My family”
 tell the story of the Three Bears; ask questions to introduce numerical symbol 3
- collect objects: 3 stones, 3 bottle tops, 3 sticks and count up to 3
- match pictures of different objects to the number 3
- demonstrate the numerical symbol 3
- write numerical symbol 3 in the air, on their desks and in the sand
- form numerical symbol 3 with clay
 recognise 1-2 objects without count
 complete the activities in the workbook on the relevant pages

Concepts and Assessment Compensatory Teaching / Learning Support

Vocabulary
C: Eye-hand Children will be assessed on their
coordination, visual and understanding of numerical symbol 3and
auditory discrimination, identify 1-2 objects without counting
V: rhythm, three
PROBLEM SOLVING Assessment  Solve simple story problems orally from (1-3)
Solve problems orally 1-3  Share objects equally using concrete objects (1-3)

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Topic Resources Activities
CLASSIFICATION concrete objects of different textures e.g.  sort different objects/cards of different textures rough/smooth
rough, smooth  paste rough, smooth, hard, soft (e.g. wool and sand) on to demonstrate textures
concrete objects  classify objects according to smell
glue  introduce the colour “yellow”
 introduce the square:
- demonstrate how to draw a square
- form the square with their fingers, hands and arms
- draw a square in the air, on their desks and the in sand
- discuss the properties, e.g. 4 corners, 4 sides
 name colours of different objects in class
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
C: Visual discrimination Children will be assessed on their ability to:
tactile perception, - classify different textures
V: square, yellow, -identify and name the square
smooth/ rough, hard/soft -identify the colour, yellow
Topic Resources Activities
SERIATION concrete objects  cut, paste and arrange pictures of family members according to the sequence in the poem
wooden blocks “My family”(see Resource Book)
pictures of family members  compare height of 2 or 3 children by asking questions on tall and short
sticks  arrange family pictures from short to tall (use loose pictures of the family)
 discusses wooden blocks of different lengths (short/long)
 arrange sticks from long to short and short to long (outdoor activity)
 form patterns with shapes to make a necklace
 make patterns with concrete objects e.g. long, longer, longest
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
C: visual and auditory Children will be assessed on their ability to
discrimination, order concrete objects in sequence using the
V: tall/long/short vocabulary (tall, long and short)

Topic Resources Activities

SPATIAL RELATIONS song, rhyme  sing song “This is my mother kind and dear”
concrete objects  put pictures of various positions on the chalkboard; point at each card and the children
imitate

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  in pairs, act out the position on their individual cards
 act out instructions demonstrating the concepts on and under (e.g. stand on the mat,
crawl under your desk)
 use body parts to demonstrate concepts on/under: “Put the bean bag on your head, foot,
hand; under your feet/desk/chair”

Concepts and Assessment Compensatory Teaching / Learning Support

Vocabulary
C: position in space, Children will be assessed on their
V: on/under demonstration of the concepts on and under

Topic Resources Activities

MEASUREMENT: word cards of the days of the week  teacher displays the 7 days of the week in order on the chalkboard
TIME months of the year chart  children ‘read’ the names of the days in the correct sequence
calendar  song about the days of the week
 role play daily events happening at home and at school
 sequence pictures of daily events in the correct order
 sing Months of the year song “January, February….”
 discuss birthday months and complete pictograph with the support of teacher

Concepts and Assessment Compensatory Teaching / Learning Support

Vocabulary
C: auditory and visual Children will be assessed on their
memory, sequence, V: understanding of time by demonstrating daily
(all days of the week, events and sequencing them with pictures
months of the year)
pictograph

Topic Resources Activities

MEASUREMENT: sticks of different lengths  use hands, feet and fingers to measure objects in class
LENGTH objects in class  use hands, feet and fingers to measure sticks of different lengths
 compare the lengths of 2 objects/sticks using vocabulary short and long
 measure objects/sticks and place those with equal length next to each other
 complete the activities in the workbook on the relevant pages

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Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
C: Visual and auditory Children will be assessed on their ability to
discrimination compare two objects of different lengths, using
V: short/tall vocabulary long and short
order
Topic Resources Activities
MEASUREMENT: concrete objects in class  children compare the mass of concrete objects using balance scales
MASS balance scales  children compare the mass of 3 or more objects by using the concepts heaviest/lightest

Concepts and Assessment Compensatory Teaching / Learning Support

Vocabulary
V: heaviest/lightest Children will be assessed on their ability to
compare the mass of objects using vocabulary
heaviest/lightest
Topic Resources Activities
MEASUREMENT: different containers, spoons, scoops and cups  fill containers with various measuring objects e.g. spoons, scoops and cups, using
CAPACITY concepts, empty/full
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
C: Fine motor skills Children will be assessed on their
Gross motor skills, understanding of the concepts full/empty
V: full/empty
MEASUREMENT: Assessment  Revise 5c coin.
MONEY Identify 5c coin  Use play money to play shopping game.

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THEME 3: MY FAMILY ENVIRONMENTAL LEARNING

Learning Objectives: Children will:

- extend their knowledge about family and relatives
- learn the value of good family relationships and enhance their social development
- become aware of rights and responsibilities within a family circle
- share experiences of national festivals and of family customs and ceremonies
- understand that good eating habits are necessary for their growth and health
Topic Resources Activities
Family members family pictures, photographs, family name  sing a family song “Where is Father”
cards e.g. mother, father, sister, brother,  discuss family relations
uncle, niece, etc.  children bring photographs of their family members and discuss in their groups
weather chart, magazines, glue, scissors,  imitate the roles of family members e.g. father/mother brings, cooks food from the
crayons, shop/field, brother/ sister cleans the yard, brother/ sister sweeps the room, brother/ sister
cleans the dishes; etc.
 talk about healthy and unhealthy food and sort them accordingly
 role play caring for oneself and others
 share experience of family customs and ceremonies
 discuss Family Day 26 December
 change the weather chart according to the weather condition of the day
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
V: family, relatives, Children will be assessed on the following:
mother, father, sister, - identify family members
brother, niece, nephew, - talk about the responsibilities of family
baby, grandmother, members
grandfather, boy, girl, - know the importance of eating healthy food
cousin, aunt, uncle,
customs, ceremony,

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THEME 3: MY FAMILY ARTS

Learning Objectives: Children will:

- be able to appreciate and enjoy their own endeavours and those of others
- be able to create symbols of their own invention which can be shared with others.
- develop personal and social skills
- support verbal discussions with visual art forms
Themes/Topic Resources Activities
VISUAL ART papers, crayons, worksheet, toothbrushes,  create picture of their family members by painting/finger painting
Painting paint, stencils  colour clothes of their family members by tooth brushes using different colours
Modelling clay, play dough, mud  use clay, mud to model family members
 mould different clothes of their family members
Drawing crayons, pictures  draw, colour and describe pictures of their family members
 draw and colour a family using different shapes
MUSIC home-made instruments  sing the family song “Where is father”
 beat rhythm using musical instruments
DANCE tape recorder/CD player  move around freely while music playing, freeze when music stops
home-made instruments:  dance like family members e.g. dance like grandfather
DRAMA puppets  use puppets to dramatise stories
picture cards  imitate/mime roles of family members
 play ‘house’ in the fantasy corner
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
V: pictures, shapes, beat, Children will be assessed on their ability to:
family, drum, shakers, - draw, paint and model family
dance - sing songs and do free dancing movements

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THEME 3: MY FAMILY PHYSICAL DEVELOPMENT

Learning Objectives: Children will:

- move the muscles to function in a skilled, harmonious pattern
- develop a preference for using one particular foot
- develop a sense of rhythmic timing through coordinated body movements
- experience what the body feels like when it is tense and what it feels like when it is relaxed
Topic Resources Activities
Coordination  draw circle in the air/sand by using dominant hand/foot
 play the game “ Frog in the sea”. Children skip around the frog in the middle and say: “Frog in the sea
cannot catch me!” Suddenly the frog jumps and chases them, catching as many as possible
Rhythm tape recorder/CD player  children clap rhythms using alternate hands
 children stamp their feet and clap their hands like the hammering of nails on the roof of the house
 children move around freely to the rhythm of music. When the music stops, the children have to
imitate walking like grandmother, crying like baby etc.
Laterality and tyres, ball  teacher places tyres in a row, let the children bounce a ball once in each tyre and catch it
Directionality  children bounce a ball from left to right in an open space
Relaxation whistle  children run as fast as they can, stop and relax when the teacher blows the whistle
 children make themselves as stiff as possible and then relax
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
V: air, sand, draw, Children will be assessed on their
alternatively, clap, ability to:
bounce, pattern, create, - use dominant hand/foot
blow, whistle, relax, - relate gross motor activities to
auditory stimuli

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SECOND TERM: THEMES 4, 5 AND 6
(Integrated with Themes 10, 11, 12 and 13)
ZACHEUS
THEME 4: MY HOME STORIES, RHYMES AND SONGS One day Jesus was passing through the
city the people heard he was there. A
great crowd gathered to see him. In the
crowd was a man called Zacheus. He
collected tax money for himself. This
made him a very rich man. But because
THE GOOD SAMARITAN he collected the tax
Once a man was going down a lonely road from Jerusalem money, people didn’t like him and he
to Jericho, when robbers attacked him. They took all that had no friends. He wanted to see Jesus
he had and bashed him until he was half dead. They left and hear his words but he was very
him on the side of the road. A priest, who served in the short. He tried to jump high but still he
temple, walked by. He saw the wounded man but crossed could not see Jesus. Zacheus ran to the
to the other side and passed by. Next, a Levite, a man who tree. He climbed up into a tree. Jesus
helped in the temple came along. He also crossed the road looked up. He saw Zacheus. ‘’ZACHEUS”
and hurried past. Jesus called, “Come down quickly! For I
But, then, a Samaritan came down the road. He saw the must stay at your house today.” He told
man and felt sorry for him. He knelt down and cleaned his
Jesus how happy he was to see him and
injuries with oil and wine.
have him come to his home.
He bandaged him, lifted him on to his donkey. He took
him to a place where he could be looked after. The next
day, the Samaritan gave the man in charge enough money
to look after the injured traveller. When Jesus had
finished telling this story he asked, “Which of these three THE HOUSE OF THE LORD
men was a true neighbour to the wounded man?” The house that King Solomon built for
the Lord was very big and beautiful.
The house was built with stones and
had strong walls. He was very proud
of the house that he built for the Lord.

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 The three little pigs

Once upon a time there were three little pigs, which lived with their mother in a little house. One day Mother Pig called the three little pigs and talked to them:
“My children, you are big now. You must go and build your own houses and live your own life. I am getting old and can’t look after you anymore.” So, the three
little pigs kissed their mother goodbye and left their house.

While they were walking, they met a man who had a lot of sticks, on his wagon. The first little pig decided to ask for sticks, so that he can build himself a house
of sticks. The man was very kind, and gave him a lot of sticks. The little pig built a beautiful house of sticks.

The other two little pigs kept on walking. While they were on their way, they met another man who was carrying a big bundle of straw. The second little pig
decided to ask for straw and the kind man gave him a lot of straw. The little pig was so glad. He started to build himself a beautiful house of straw.

Only one little pig still has to build a house. While he was walking, a man came to him and ask him, why he looks so sad. He told the man that he has to build a
house, but he doesn’t have the material to do so.
The man told the little pig that he has a lot of bricks that he can give him to build his house. So, they walk up to the man’s house and fetch the bricks. The little
pig built a beautiful house of bricks, with doors, windows and a chimney.

Not very far from the little pigs, there lived a big bad wolf. He was watching the little pigs. He was so hungry. He wanted to eat the little pigs. He ran off to the
house made of sticks. He knocked at the door. The little pig looked through the window and saw the big bad wolf. She refused to open the door. Then the wolf
said: “If you don’t open the door, then I shall huff and puff, until I blow your house down.” The wolf huffed and puffed and blew the house down. The little pig
ran to her brothers’ house of straw.

The big bad wolf ran after her. He knocked at the door. The two little pigs did not open the door. Then the wolf said: “If you don’t open the door, then I shall huff
and puff, until I blow your house down. The wolf huffed and puffed and blew the house down.

The two little pigs ran to their brothers’ house of bricks. The big bad wolf ran after them. He knocked at the door. The three little pigs did not open the door. “We
will not open the door, because you want to eat us,” the three little pigs said. Then the wolf said: “If you don’t open the door, then I shall huff and puff, until I
blow your house down. So, the wolf huffed and puffed, but he could not blow the house down. The wolf told the little pigs that he will climb through the chimney.
The little pigs quickly make a big fire and put a big pot full of water on the fire.
The wolf climbed through the chimney and fell in the pot full of hot water.
The big bad wolf burnt to death in the hot water and the three little pigs lived happily ever after.

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 SONG PRAYER
Smile a while and give your face a rest Father we thank You for the night and for
Raise your hands to the one you love the best the pleasant morning light. AMEN
then
Shake hands with the one nearby and greet
him with a smile a while

SONG Tune: Bingo

God gave us a precious book
The Bible is its the name – o -
B- I – B – L - E x 3
The Bible is its name –o-
PRAYER
Lord, we thank You for the night,
Keep us safe till morning light,
As the shepherd in his fold
Keep his sheep from harm and cold. Rhyme: There was an old woman
AMEN
There was an old woman
She lived in a shoe
She had so many children
She did not know what to do
She gave them some broth
PRAYER Without any bread
She kissed them all sweetly
Bless the friends we hold so dear, father, mother and And sent them to bed.
all here. And may Your little children be ever very near
to You. AMEN

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 Rhyme: One, two, buckle my shoe Rhyme: This is my home

One, two, buckle my shoe This is my home

Three, four, knock at the door Here is the door
Five, six, pick up sticks There are the windows
Seven, eight, lay them straight Here is the floor
Nine, ten, a big fat hen. Outside are trees and
grass so green
We grow beans and Mahangu
The best ever seen

Song: Ten in the bed

There were 10 in the bed Song

And the little one said: I’m sweeping, sweeping, sweeping,
“Roll over! Roll over! I’m sweeping all the days
So, they call rolled over
and one fell out I’m cleaning, cleaning, cleaning,
I’m cleaning all the days
There were 9, 8, 7 …….

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THEME 4: MY HOME RELIGIOUS AND MORAL EDUCATION

Learning Objectives: Children will appreciate being cared for as the basis of becoming oneself and be a competent social member of the peer group
Topic Resources Activities
Morals Bible stories or other religious story  sing religious songs and say prayers
TV scrolls  story of the Good Samaritan. Luke 10:37
felt figures  story of Zacheus. Luke 19:5
finger puppets  story: “The house of the Lord” 1Kings 3:9
games  dramatise the stories: Good Samaritan and Zacheus
crayons  discuss the moral of each story
scissors  brainstorm different kinds of behaviours, distinguish between good and bad
glue
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
V: Samaritan, robbers, Children will be assessed on their ability to:
priest, Levite, tax, - act self assuredly, and independently
fighting, jealousy, - wait for a turn (patience)
stealing - self confidence, social attitudes, relationship,
C: self-confidence, respect and acceptance to classmates and
social-attitudes, adults

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THEME 4: MY HOME LANGUAGE DEVELOPMENT

Learning Objectives: Children will:

Listening and Responding -develop sound awareness, listen attentively and respond appropriately.
Speaking and Communication -express own ideas, opinions and listen to others
Preparatory Reading -develop skills in visual perception, sequencing and visual memory recall
Incidental Reading -expand their incidental reading vocabulary
Preparatory Writing -develop fine motor muscles, hand/eye coordination, pencil grip and sitting posture
Skill Resources Activities
LISTENING AND story book  story of “The Three Little Pigs”
RESPONDING pictures of the story  questions based on the story e.g. “What is your house made of?”
rhyme chart  teacher says different words with the same beginning sound e.g. bed, basin, bath etc.;
word cards identify the same beginning sound they hear and name other words that begin with the
toy telephones same sound (teacher writes them on the board)
 teacher claps/snaps a pattern and the children repeat
 play a whispering/telephone game
 repeat a sequence of three numbers in the same order
 identify names that have the same beginning sound, e.g. Sam, Sophia
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
C: Auditory perception and Children will be assessed on their ability to:
discrimination, -repeat a clapping patterns
V: sticks, bricks, straw, -recognise beginning sounds
window, roof, floor, door
Skill Resources Activities
SPEAKING AND flashcards  retell story in their own words
COMMUNICATION picture cards  answer questions and respond on instructions
pictures/real objects: cup, spoon, tap etc.  describe the different houses in the story
 children describe their own houses
 discuss why doors, roofs and windows are needed
 rhyme “There was an old woman”
 outdoor activity: look at school building and nearby houses; children discuss what they
see and name the different building materials
 role play the story of the “Three Little Pigs” in groups of five
 children sing songs of their own choice

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  discuss the different rooms in their houses
 name different home activities: stirring with spoon in a cup, opening the tap, flush a toilet,
close a door
 tongue twister: “ Sally says she sells sea shells on the sea shore”
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
V: old woman, shoe, Children will be assessed on their ability to
house, nearby, bedroom, - speak and communicate with confidence
kitchen, bathroom, basin, - Retell a story with correct language usage
broth
Skill Resources Activities
PREPARATORY pictures  eye movement exercises on arrow chart
READING flashcards  match words to words and pictures to pictures
arrow chart  complete the activities in the workbook on the relevant pages

Concepts and Assessment Compensatory Teaching / Learning Support:

Vocabulary
C: Visual Perception Children will be assessed on their
Visual Sequencing understanding of visual sequencing and
Visual discrimination discrimination
Skill Resources Activities
INCIDENTAL READING flashcards with names of objects in the  “read” the names of objects which can be found in a house and in class, e.g. wall, roof,
house floor etc.
word & sound cards; story books  identify beginning sounds of words: c-clay, s-straw, b-brick
 children “read” story books in the reading corner
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
V: floor, roof, clay, straw, Children will be assessed on their ability to:
bricks, window - match words and pictures - identify
beginning sounds
Skill Resources Activities
PREPARATORY paintbrushes  finger exercises – Incey Wincey Spider
WRITING powder paint  draw patterns with paintbrushes
thick and thin crayons  build puzzles up to 12 pieces
thick pencils  sit and hold writing media correctly
puzzles

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Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
C: Eye-hand coordination; Children will be assessed on their left to right
Left to right movement coordination and on their
ability to:
- hold writing media correctly
- sit correctly (posture)
- complete puzzles

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THEME 4: MY HOME PREPARATORY MATHEMATICS

Learning Objectives: Children will:

Number Concept - develop an awareness of the numerical symbols that is represented by a group of objects
-appreciate and understand the need and convenience of counting in everyday life.
Problem solving -develop their abilities to think logically.
Classification - develop their skills in visual, auditory and, taste perception and discrimination
Seriation - expand their mathematical vocabulary
Spatial Relations - develop an awareness of spatial orientation, becoming aware of their body in relation to their surroundings and of the position that objects have
in relation to one another
Measurement - acquire an understanding of a period of time and the continuity of time
- become aware of and make comparisons between the concepts length, mass and capacity
-learn how to use Namibian coins
Topic Resources Activities
NUMBER CONCEPT pictures cards 1-5  count mechanically and rhythmically from 1-11
rhyme written on the poster  introduction of number 4 (as in previous themes)
dot card - 4  counting rhyme: “One, two buckle my shoe”
abacus and counters  introduce ‘green’ (as in previous Themes)
counters from environment  teacher/peer gives instructions for example, “Bring me two books/Show me three crayons/
Show me four sticks”
 recognise 1-3 objects without counting
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
C: Visual and auditory Children will be assessed on their concept
discrimination ofnumbers 1-4:
V: four; words from the - counting
rhyme - identify numerical symbols
PROBLEM SOLVING Assessment  solve simple story problems orally from 1-4
Solve problems orally 1-4  share objects equally using concrete objects 1-4

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Topic Resources Activities
CLASSIFICATION shapes: circle, square, triangle, rectangle  discuss and demonstrate the concepts thick/thin
real food  match objects according to colour, size, shape, using vocabulary thick, thin,
 identify thick and thin objects in pictures
 find thick and thin objects in the class
 join objects with the same number (one to one correspondence)
 divide children in four groups, each group receive a box with shapes
- one group sorts according to size
- one group sorts according to known colours
- one group sort according to shapes
 taste and sort salty and sweet food and discuss
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
C:visual discrimination, V: Children will be assessed on their ability to
circle, triangle, square, classify objects according to colour, size, and
rectangle thick/thin; taste, shape and their understanding of concepts
salty, sweet thick/thin and sweet/salty

Topic Resources Activities

SERIATION colour cards, number cards  place beads/cubes/blocks in a pattern from teacher’s verbal instruction, e.g. red, blue,
cubes, building blocks, beads and string yellow, red, blue, yellow,
 copy a given number pattern, e.g. 3, 4, 3, 4,
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
C: sequence, visual Children will be assessed on their ability to
discrimination sequence objects according to a given
V: red, blue, yellow, pattern
pattern

Topic Resources Activities

SPATIAL RELATIONS variety of objects  introduce concepts inside and outside with e.g. box and ball
containers  children demonstrate and say “The ball is inside/outside the box.”
box, ball, rope  children demonstrate inside and outside with their bodies and with objects and containers
 game: jump inside/outside rope or a drawn circle

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  complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
C: spatial relation, Children will be assessed on their
position-in-space, understanding of the concepts inside and
V: inside, outside outside
Topic Resources Activities
MEASUREMENT: days of the week chart and flashcards  days of the week song
TIME  questions on the sequence of the days e.g. “Which day comes after Monday?”
 talk about their daily activities on the different days of the week e.g. “What do we do on
Saturday/Sunday morning?”
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
V: Morning, afternoon, Children will be assessed on their ability to
night, evening, names of name the days in sequence
days of the week
Topic Resources Activities
MEASUREMENT: cubes, building blocks, beads and string  introduce and discuss concepts shorter and longer
LENGTH  arrange objects/picture cards according to the length of objects shorter-longer
 children use cubes and building blocks to build a series of towers to demonstrate shorter
and longer
 string beads to demonstrate concepts shorter and longer
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
C: Visual discrimination, Children will be assessed on their ability to
V: shorter/ longer compare lengths of different objects

Topic Resources Activities

MEASUREMENT: stones, bottle tops, leaves, feathers discuss the concepts heavy and light
MASS balance scale, cubes, buttons, pegs, flash "weigh" different objects with hands while using vocabulary “heavy and light”
cards compare weights of objects on the balance scales
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
V: Heavy/light Children will be assessed on their
understanding of the concept heavy and light

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Topic Resources Activities
MEASUREMENT: Cups, scoops, water, sand, stones, leaves children play games by filling different containers using different measuring cups with a variety
CAPACITY of matter such as water, sand, stones, leaves, etc.
compare capacities of various containers
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
V: full/empty; cups, Children will be assessed on their ability to
scoops, sand, stones, demonstrate their understanding of full/empty
leaves, etc.

MEASUREMENT: Assessment  Introduce 10c coin.

MONEY Identify 5c and 10c coin

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THEME 4: MY HOME ENVIRONMENTAL LEARNING

Learning Objectives: Children will:

- know their home address (where applicable) and learn about the way from and to their home
- discover the similarities and differences between the various types of houses and building materials used intheir home and environment
- apply appropriate safety rules in and around the home
Topic Resources Activities
My Home pictures of different houses  discuss the weather condition of the day and change the weather chart accordingly
cleaning equipment e.g. broom, duster  rhyme “This is my home”.
boxes, grass, papers, clay, sticks  song “I’m sweeping all the day”
weather chart  discuss pictures of different houses; children identify a house which look like theirs
interest corner  story about “The three little pigs” and“Seven Goats and Wolf”
 children fold paper to make houses
 talk about building materials their houses are made of e.g. wood, zinc, clay, bricks, grass
 discuss the importance of a clean home and the dangers of living in a dirty home
 explain how to use various utensils to keep the house clean, each family member’s chores
 discuss the safety of being alone at home for example; to keep the door locked
 children talk about different landmarks on their way from home to school and back
 children talk about dangerous objects in their homes
 complete the activities in the workbook on the relevant pages

Concepts and Assessment Compensatory Teaching / Learning Support:

Vocabulary
V: home, stick, grass, Children will be assessed on the following
paper, corrugated iron, -identify different houses
brick, direction, home, -describe chores to keep the home clean
materials, clean, little -know landmarks on the way home

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THEME 4: MY HOME ARTS

Learning Objectives: Children will:

- become aware of the possibilities of voice and percussion, movements and gesture
- be able to appreciate and enjoy own endeavours and those of others
- be aware of the rich environment that surrounds us such as textures, colours, patterns lines and space and how to organise this.
- develop personal and social skills
Themes/Topic Resources Activities
VISUAL ART paint, brushes, feathers, tooth brushes  colour picture of clothes they wear according to season and of home objects
Painting  create a picture by finger/spatter painting
Modelling clay, play dough, mud  model houses with clay/mud
 model home objects with clay/mud
Collage pictures, papers, newspapers  tear papers and make a collage of a house
 cut out pictures of furniture from magazines / catalogues and paste them onto a house plan
Drawing pictures, thick crayons  children draw and colour their homes and objects in and around their house
Construction building blocks, sticks and grass  construct a traditional home using sticks, mud and grass
MUSIC musical instruments  sing action songs
 beat a rhythm using musical instruments
DANCE tape recorder/CD player  body movements while singing or listening to music
 perform action songs
 perform dances learnt from class mates
DRAMA puppets, masks  use puppets or masks to dramatise and role play stories
pictures  children dramatise the story “Seven goats and Wolf”
 mime home chores
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
V: table, chair, spoon, Children will be assessed on the following:
dish plate, bed, pot, cup, - create pictures
teapot, house, chair, bed, -model houses
plate, table, dish, cup, -cut out and paste pictures
house plan, magazines, -sing action songs
catalogue. -dramatise/role-play a story
drums, mime

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THEME 4: MY HOME PHYSICAL DEVELOPMENT

Learning Objectives: Children will:

- gain good motor coordination
- perform movements with the hands directed by the eyes; visually steer the movement of the feet
- sustain control of the body when using both sides simultaneously, individually or alternately
- experience what the body feels like when it is tense and relaxed
Topic Resources Activities
Gross motor movement  walk around freely like giants (tall) lifting up their arms as high as they can and walk on the
toes. Then, they walk around like dwarfs (short) and bend their knees, walk with small
steps
 walk on tyres laid on the ground
 pairs hold hands high up, facing each other; break up and walk through the arches in turns
 sit and spread their legs wide apart; bend forward from the hips, touching with their heads
on their knees and fingers on the toes of one foot
 stand and face their partner while holding hands; move hands alternatively forwards and
backwards
Eye-hand coordination bat/stick, ball, beads, bean bags, container,  children play batting games
dustbin/box  children hold containers e.g. box and try to catch the bean bags thrown by peers
 carry out instructions from the teacher, e.g. “run to the tree, touch it, find something to
bring home and place it in the dustbin”
 bounce balls in front of them while keeping the eyes on the ball
Eye-foot coordination ladder, hoops, rope/pole  climb ladders
 play hopscotch games
 cross over by walking over the rope/pole
Balance rope, ball, walking beam  walk heel to toes on a rope
 walk on the balance beam while throwing a ball up into air and catching it again
 walk forward and backward on their knees (on a flat surface or lawn)
 place hands at the sides of their heads, forming rabbit ears; hop forward keeping both feet
together
Relaxation  make themselves as stiff as possible then relax the body again

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 Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
crawl, hop, on, off, Children will be assessed on the following
screw, ladders, activities:
hopscotch, heel, toe, - carry out daily task with vigour and alertness
stiff - control the movement and direction of the
body
- acquire smooth coordinated movements
- balance, walking on a rope

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THEME 5: MY SCHOOL STORIES, RHYMES AND SONGS

Jesus loves the children

One day Jesus was resting under a tree because he was very
tired. Some mother’s brought their children to Jesus. They
wanted Him to bless and pray for them. The children were
running towards Him to sit on his lap. Jesus’ disciples thought
Jesus was too tired to bless children. The disciples chased the
mothers and children away. When Jesus saw what the
disciples where doing, He said to His disciples: “Don’t stop the
children from coming to me”. So Jesus called the children’s
mothers back and told them to bring the children to Him
and He blessed them. Thereafter, He told His disciples that
they will become like children if they behave like children.
The two builders
One day, there were two men. They didn’t have
houses, and they decided to build houses for them. The
first man was a wise man and he was hard working.
Jesus cleans the temple He decided to build his house with rock so that it
could be a very strong house. He dug and dug the
Jesus went up to Jerusalem. In the foundation for days. He built and built for days until
temple, He found men selling cattle, he finished his house. It was a beautiful house .The
sheep and doves. Other men were sitting second man was foolish and very lazy. He decided to
at the tables exchanging money. He build his house with the sand. He didn’t want to work
made a whip out of cords and drove all for many days and worked very quickly and fast. He
men from the temple. He scattered the finished his house in 3 days. After a few days it started
coins and overturned the tables. He said, to rain. It was heavy rain. The water-level raised. The
to those who were selling: “Get these out storm came up and destroyed the house that was built
of here! How dare you turn my Father’s with sand. The house which was built with the rock
house into market?” remained because it was a strong house.

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 Hangula’s first day at pre- school”

Hangula is a big boy now he is 5 years old. Today he is very excited because he has been counting the
days since Christmas and today is a very big day.
Today is probably the most important day of his life. Mummy, Daddy and his big brother Tangeni had
told him so much about what will happen to him today. Mummy had even bought him new clothes and
shoes to wear.

Last night he went to bed earlier than usual just wishing that today would come quickly. This morning
when he woke up, it was still dark. It was very difficult to stay in bed until it was time to get up.
While he was still in bed, he wondered what the new day would be like. His heart beat in his throat. He
was really excited, but also a little bit scared, because this was, going to be his first day at school.

Would he have a friendly teacher? Maybe the other children would not want to play with him.
Hangula is going to the same school as his big brother Tangeni. They walk to his classroom together with
their parents, Hangula`s teacher is very friendly and introduces him to a few friends. Some of the
learners are so big, Hangula feels sure that they cannot be in pre- school. Others are so small he cannot
believe that they are old enough to go to school.

The school day passes very quickly, Hangula learns much during the day. In class they play with dough
and draw pictures too. They listen to a story and do many other interesting things.
Hangula thinks about being, at school today. He knows that he is going enjoy coming to school. Best of all
is the new friend he made. His name is Peya. They spent all day playing, working, talking and laughing

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 PRAYER PRAYER
Bless Your gifts, God be in my head,
Most gracious God, And in my understanding,
From whom all goodness God be in mine eyes,
springs, And my in looking,
Make clean our hearts, God be in my mouth
And feed our soul, And in my speaking,
With good and joyful things God be in my heart,
AMEN And in my thinking
AMEN

SONG
Jesus loves the little children
All the children of the world

Red and yellow, black and white

All are precious in his sight Song: In the classroom
Jesus loves the little children of the world.
In the classroom, sit and read
Sit and read, sit and read
In the classroom sit and read
Sit and read all day
Rhyme: Our School
On the playground, jump around
We are going to school. Jump around, jump around
Where we follow the rules On the playground jump around
We learn to read, Jump around all day
We learn to write
We learn to sing and dance about

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 Song: This is the way I go to school

This is the way I Song: In the classroom

Go to school x3 (Tune London Bridge)
Early in the morning In the classroom,
Sit and read x3
This is the way I Sit and read all day
Go back home x3
In the afternoon On the playground,
Jump around
Jump around all day

Rhyme/ Song
Song: I ride my little bicycle
One, two, three, four, five
Once I caught a fish alive I ride my little bicycle
Six, seven, eight, nine, ten I bought it at the shop
Then I let it go again And when I see the big red light
Why did you let it go? I know I have to stop
Because it bit my finger so STOP! says the red light
Which finger did it bite? GO! says the green light
This little finger on my right
Careful! says the yellow light
Winking in between

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 Song: This is way …

Rainbow Song This is the way

I walk to school (x3)
Red and yellow and pink This is the way I walk to school
and green. Early in the morning
Purple and orange and blue.
I can sing a rainbow, sing a This is the way
rainbow, I run back home (x3)
sing a rainbow too. This is the way I run back home
In the afternoon
Song
The wise man built his house on
the rocks x3
And the rain came falling down
The rain fall down and the flood
stood up x3
And the house on the rocks stood
firm!

The foolish man built his house

on the sand x3
And the rain came falling down
The rain fall down and the flood
stood up x3
And the house on the sand fell
flat

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THEME 5: MY SCHOOL RELIGIOUS AND MORAL EDUCATION

Learning Objectives: Children will:

- consider, respect and accept the opinions, rights and desires of other
- appreciate that positive values and actions bind us together
Topic Resources Activities
Morals; Norms and Bible stories or own religious story  learn new songs and prayers
Values TV scrolls  story of “The two builders” Luke 6
felt figures  story of how Jesus cleans the temple. John 2: 13-25
finger puppets  story of “Jesus Loves the little children”. Mark 10: 13-16
crayons  children dramatise the stories
 be positive about their own and others’ abilities, competencies and worth
 experience failure and success in a positive way
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
V: temple, kingdom Children will be assessed on their
hardworking understanding and demonstrating of attitudes
towards others

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THEME 5: MY SCHOOL LANGUAGE DEVELOPMENT

Learning Objectives : Children will:

Listening and Responding - listen to the story attentively andrespond to the questions
Speaking and Communication - develop their communication skills and expand the vocabulary
Incidental Reading - incidentally recognise and associate the written word with the spoken word
Preparatory Reading and Writing - develop their left-to-right, top-to-bottom orientation
Skill Resources Activities
LISTENING AND pictures / story book  story: “Hangula’s first day at pre- school“
RESPONDING  listen to and solve riddles in groups
 repeat a sequence of two words in reverse order
 identify ending sound of own name
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
C: auditory perception Children will be assessed on their ability to
V: school, playground, listen and respond appropriately
fence, classroom, table,
chairs, desks, pencils,
duster, crayons,
chalkboard,
Skill Resources Activities
SPEAKING AND story pictures  talk about how they felt on their first day at school
COMMUNICATION poster of the song  retell the story in sequence in own words
 look at the buildings, fence, playground etc. and discuss the school environment
 describe classroom objects on the interest table
 classroom courtesy: “May I leave the classroom please?”; “Sorry for being late!”
 song: “This is the way I walk to school”
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
C: Auditory sequencing Children will be assessed on their ability to
V: riddle express themselves and to use courteous
expressions

Skill Resources Activities

PREPARATORY pictures  do eye movement exercises
READING classroom objects  play “Spy game” about objects in the classroom

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 cloth, tray, 5 objects  play memory game with 5 objects on a tray, covered with a cloth
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
C: visual perception, Children will be assessed on their ability to:
memory recall - identify classroom objects
V: spy, cloth, tray, -remember up to 5 objects
remember
Skill Resources Activities
INCIDENTAL READING flashcards, magazines, pictures, story  on a blank sheet of paper, draw lines according to verbal instructions
books, name cards  “read” name cards, advertisements and brands e.g. Pep Stores, Lux, Coke, etc.
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
C: visual discrimination Children will be assessed on their ability to
V: left, right, top, bottom “read” names, brands and advertisements
Skill Resources Activities
PREPARATORY Scissors, thick crayons,  finger exercises e.g. cut snakes from newspaper
WRITING waste papers, glue  trace patterns on waste paper
 cut along straight and curved lines
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
C: Fine motor control Children will be assessed on their ability to:
- trace patterns
- cut along straight and curved lines

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THEME 5: MY SCHOOL PREPARATORY MATHEMATICS

Learning Objectives: Children will

Number Concept - express orally their understanding of number sequences and symbols and values
-appreciate and understand the need and convenience of counting in everyday life.
Problem solving - develop their abilities to think logically
Classification - understand form constancy; develop skills of logical thinking
Seriation - expand mathematical vocabulary in terms of longest and shortest
Spatial Relations - develop an awareness of spatial orientation in terms of near and far
Measurement - acquire an understanding of the time of day and the concepts mass (heavy, heavier, heaviest) and capacity (empty, full, half full)
-learn how to use Namibia coins
Topic Resources Activities
NUMBER CONCEPT rhyme chart  counting rhyme “One, two, three, four, five; once I caught a fish alive”
counters  rhythmical and mechanical counting from 1-13
pictures cards, number cards, dot cards  manipulative counting from 1-5 (counters, abacus)
 children count rhythmically 1-7 while clapping their hands, stamping feet, nodding their
head etc.
 introduction of numerical symbol 5 (as in previous themes)
 recognise 1-4 objects without counting
 complete the activities in the workbook on the relevant pages
PROBLEM SOLVING Assessment  solve simple story problems orally 1-5
Solve problems orally 1-5  share objects equally using concrete objects 1-5
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
C: visual and auditory Children will be assessed on their ability to:
discrimination - count from 1-7
V: five & words from - demonstrate an understanding of numerical
rhyme symbol 5
Topic Resources Activities
CLASSIFICATION bottle tops, pegs, seeds, beads  introduction of the triangle:
shapes, ropes, sticks - identify triangular objects in the class
colour chart - children form a triangle with their body parts
- write triangle in the air, on their desks, in the sand
- discuss properties, e.g. 3 corners and sides
 introduction of the colour “orange”
 name known colours and “orange” on colour chart, objects in the class

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  children draw shapes and colour all the triangles orange
 4 groups: sorting activities according to colour, size, shape, length
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
C: visual discrimination Children will be assessed on their ability
V: orange, triangle, sort, toidentify and name the triangle and the colour
size, length, shape, orange
colour
Topic Resources Activities
SERIATION seeds, shapes, buttons, beads  string beads, seeds or buttons following the visual example of the teacher
sticks, pencils, crayons,  arrange sticks and other objects from longest to the shortest
 compare and match e.g. longest, shortest
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
V: longest, shortest, Children will be assessed on their
sticks, compare, match understanding of concepts longest to shortest

Topic Resources Activities

SPATIAL RELATIONS objects like chair, ball  outside activity: put an object near the classroom and another object far from the
classroom, explain the position
 children draw objects, indicating concepts near and far
 discussion: “Do you stay near or far away from the school?”
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
V: chair, ball, near, far, Children will be assessed on their ability to
stay, school demonstrate their understanding of near/far
C: spatial relations
Topic Resources Activities
MEASUREMENT: pictures  discuss daily morning routines e.g. get up, breakfast, going to school
TIME  discuss activities done at different times of the day, e.g. playing ball, eating lunch/dinner,
etc.
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary

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V: morning, afternoon, Children will be assessed on their ability to:
evening, breakfast, lunch, - name the different daily events
dinner, play, watch - demonstrate an understanding of the
television different times of the day

Topic Resources Activities

MEASUREMENT: Objects in the class  weigh different objects on their hands and say which are heavy, heavier, the heaviest
MASS – balance scale, pegs,  compare different objects on the scale to demonstrate the concepts
 mark heavy, heavier, heaviest objects according to verbal instructions
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
V:heavy, heavier, Children will be assessed on their ability to
heaviest, scale demonstrate the concepts heavy/heavier,
weigh, green, red heaviest

MEASUREMENT: bottles  teacher displays three containers full,empty and half full, children fill other containers
CAPACITY cups according to instructions, e.g. first container full, second container half full, third
scoops container empty
 arrange a number of containers according to capacity full to empty
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
C: Visual discrimination, Children will be assessed on their ability to
V: full/empty/ half full demonstrate an understanding of the concepts
full / half full / empty

MEASUREMENT: Assessment  revise 5c and 10c coins

MONEY Identify 5c and 10c coins  use play money to play shopping game

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THEME 5: MY SCHOOL ENVIRONMENTAL LEARNING

Learning Objectives: Children will:

- learn relevant information about the school
- become aware of objects in the classroom and on the school ground
- understand and apply suitable ways of behaviour in class
- apply appropriate safety rules in and around the school and in their environment
Topic Resources Activities
My school sticks, posters, rhymes, flashcards, road signs,  song: “This is the way we go to school”
weather chart, boxes, paints, brushes, interest  identify classroom objects and discuss their functions
corner  excursion around the school, give feedback on what they observed during the trip
 know relevant information about school, e.g. the name of the school and school
principal, etc.
 discuss safety measures in the classroom and on the playground
 discuss dangerous objects in the classroom e.g. scissors, sharp pencils, broken
window
 children set classroom rules, e.g. “We walk and we do not run in the classroom”
 discuss good behaviour on playground e.g. cooperate, be patient etc.
 say the rhyme and play the road traffic game
 discuss road traffic signs and their functions e.g. stop sign, pedestrian crossing, traffic
lights and others in the environment
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
V: traffic signs, safety, Children will be assessed on the following:
road, street, rules, -know the name of the school, class teacher
classroom objects, sharp and principal
objects - name classroom objects
- know the school and the class rules
- discuss safety measures in the classroom
and on the playground

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THEME 5: MY SCHOOL ARTS

Learning Objectives: - Children will:

- become aware of the possibilities of voice, movements and gestures
- be able to appreciate and enjoy their own endeavours and those of others
- be aware of the rich environment that surrounds us such as textures, colours, patterns, lines and spaces and how to organise these
- be able to express through art what they may not be able to verbalise
- develop personal and social skills
Themes/Topic Resources Activities
VISUAL ART papers, paint, brushes, classroom objects  make patterns with different colours e.g. rabbit pattern
Painting  paint / finger paint symmetrical patterns
 paint pictures of the classroom objects
Modelling clay, play dough, mud  model the school building and classroom objects using clay/ mud/dough
 use clay/mud/dough to make different patterns
Collage paper, eggshells, sand, sawdust  children use a variety of materials to make collages
Drawing crayons, papers  complete picture of a school by drawing on dotted lines
 draw and colour different shapes
Construction empty boxes ,shapes, scissors  construct school building from boxes with different shapes, building blocks
MUSIC tape recorder/CD player, drum, shakers etc.  listen to calming music from a tape/CD
 sing known songs
 play rhythms on musical instruments
DANCE tape recorder/CD player, homemade /  sing and perform action songs
traditional instruments  move bodies while singing or listening to music
 dances learnt from teacher/classmates
DRAMA facial expression cards  play school
 mime facial expressions on cards.
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
V: drum, shakers Children will be assessed on their ability to:
- create pictures, construct and model objects
- sing keeping rhythm and tempo
- dance rhythmically to music,
- participate in role plays, mime

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THEME 5: MY SCHOOL PHYSICAL DEVELOPMENT

Learning Objectives: Children will:

- have sufficient control and coordination of the small muscles of the body such as fingers, tongue, eyes
- move the muscles to function in a skilled, harmonious pattern
- develop a sense of rhythmic timing through coordinated body movements
- develop preference for using one particular hand, foot, eye or side of the body
- experience what the body feels when it is tense and relaxed
Topic Resources Activities
Fine muscle control container with a small opening  pick up small objects and put them in a container with a small opening
small objects  pick up objects on the floor with their toes and put them in the box
 hang objects on a string with clothes pegs
Coordination container, blocks, ball, skittles  jump from one obstacle to another
 jump up and down one/both feet
 play “Picking up Litter”; run around, picking up objects and throw them into the bin
 bowl a ball at skittles/plastic bottles/tins
Rhythm  move hands and fingers rhythmically while dancing
 imitate rhythmic movements e.g. click sounds with tongue
Dominance bean bags/balls  form a circle, stand on dominant leg and pass the bean bags to each other by picking it
up and passing it on with the other foot
 pairs throw and catch a bean bag/ball using their preferred hand
Relaxation tape recorder/CD player  teacher plays soft music - children lie on the carpet closing their eyes, listening to the
music and relax
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
V: relax, dominant, Children will be assessed on their ability to:
preferred - manipulate small objects
- participate in games, sport and dances
- relate gross motor activities to auditory
stimuli perform activities with the preferred
hand, foot

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THEME 6: MY COMMUNITY STORIES, RHYMES AND SONGS

The Big fishing

One day Jesus and his disciples The Ten Commandments
were standing near the Lake If you are going on a journey, a road map is the thing you need if you
Galilean and teaching people. don’t know the way. It shows you how to get to the place you want to
When he finished teaching the be. The Israelites needed a road map. Not to reach Canaan, but to
people, he was tired. He told show them the way to live like the Lord’s children.
Simon, ‘Let us go out on the Lake In Egypt the Israelites were slaves and they did exactly what the king
and catch some fish.” Simon said told them to do. But now they were free. Now they were God’s people
to Jesus, “Master we went fishing and He was their King, but they didn’t really know how the Lord wanted
last night, and we caught nothing. them to live. He had to tell them. So God gave his people Ten
But I suppose, if you want us to, Commandments. These were ten things they had to remember well.
we can try again.” Simon’s brother (Quickly cont up to ten; use your fingers if you like) God said that
joined them. They rowed out into they had to love Him and other people very much. The Ten
deep water and let down their nets. Commandments are meant for us too.
The nets were so full of fish.

Song Song: I hear thunder

Mother’s cooking x2
Rice and meat x2 I hear thunder, I hear thunder
We’re all eating x2 Oh, don’t you? (2x)
Healthy food x2 Pitter, patter raindrops (2x)
I’m wet through! So are you!

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 Story
One day a child by the name Rosa and her mother went to visit her grandparent at the village. Rosa had never gone to the
village before. It was her first time to visit the village where her grandparents lived. She was used to town life whereby she was
always watching television, eating nice food, like rice and salad and listening to cool music. When they arrived at the village
she saw a very old house made of grass, the big pot, drums and cultural materials such as wooden curved animals, beads and
cultural attires.

When night came a group of people dressed in their cultural attire came together and start beating drums and sing cultural
songs as they danced. When she looked to the other side she saw a group of people sitting around the fire watching the people
who were dancing. She was afraid and started asking her mother questions such as what is happening and why are we here?
Rosa got frightened and she wanted them to go back home immediately. She continued shouting loud “Mother let us go, let us
go back Mother”! Her mother explained to her all what happened. She also told her how one should respect and behave
during the proceeding. All the communities have their own cultures.

Song: Hokey Pokey

Song: Train Number One Song:Days of the week
I put my left hand in
I take my left hand out
Train number one had gone away Sunday, Monday, Tuesday,
I put my left hand in, and shake it all
Train number two had gone away Wednesday, Thursday, Friday,
about
Train number three had gone away Saturday
I do the hokey pokey
All the trains had gone away There are seven in a week
and I turn myself around
But for five I go to school
That’s what it’s all about X2
Chuku, chuku, chu-ku, chu-ku Oh hokey pokey, hokey pokey,
All the trains have gone away hokey pokey That’s what it’s all
about
(Repeat with all numbers up to 9)

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 PRAYER
Song
When I run about all day
When I kneel at night to pray,
I am modelling, modelling, modelling x2
God sees
I am modelling all the day
When I dream in the dark,
This way tra-la-la x2
When I lie awake and hark,
Modelling, modelling
God sees
All day long
God sees.
Need I ever know a fear?
Now I am happy, happy, happy x2
Night and day my Father's near
Now I’m happy all the day
This way tra- la-la x2
Happy, happy
All day long

Song: Rain, rain, rain

Rain, rain, rain

Song: Incy Wincy Spider Running down the drain
Rain, rain, rain
Incy Wincy Spider Running down the drain
Went up the water spout. It rained all night and it rained all day
Down came the rain The ground was wet and the sky was grey
And washed the spider out. Did you ever see such a wet, wet day
Out came the sun As this rainy day?
And dried up all the train
Then Incy Wincy spider
Went up the spout again

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THEME 6: MY COMMUNITY RELIGIOUS AND MORAL EDUCATION

Learning Objectives: Children will accept others and be accepted in one-to-one and group situations; be a competent social member
Topic Resources Activities
Morals Stories from the Bible or other religions  sing religious songs and say prayers
TV scrolls, felt figures  story of the Ten Commandments - Exodus 20
finger and paper bag puppets  story of The Big Fishing
pictures  dramatise the stories
 be generous and able to share equipment, experiences and people with others
 develop empathy and discover the pleasures of good friendships
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
V: commandments, Children will be assessed on their ability to:
respect, slaves, fishing, - be generous and able to share - acceptance
fishing net, journey, of classmates and adults
Saviour, Lord,
C: Social-attitudes

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THEME 6: MY COMMUNITY LANGUAGE DEVELOPMENT

Learning Objectives: Children will:

Listening and Responding - listen attentively and respond appropriately
Speaking and Communication- express their own ideas, opinions and experiences about own culture and listen to others
Preparatory Reading - develop skills in visual perception and visual discrimination and sequencing
Incidental Reading - become aware of the need to read and develop a desire to read
Preparatory Writing - practice good writing habits, e.g. pencil grip and sitting posture
Skills Resources Activities
LISTENING AND tape recorder / CD player  arrange story pictures in sequence
RESPONDING pictures of cultural stories  listen to cultural music and dance
 listen to a clapped rhythm and repeat it
 game “Simon says---“
 repeat a sequence of two numbers in reverse order
 identify rhyming words in previous rhymes and songs
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
C: auditory memory Children will be assessed on their ability to
recall listen attentively and respond with confidence

Skills Resources Activities

SPEAKING AND pictures/real cultural objects, e.g. musical  tell and dramatise cultural stories
COMMUNICATION instruments, jewellery, food & clothes  talk about their own cultures and customs
pictures of cultural festivals & local transport  discuss different cultural clothes, food, festivals and local transport
 sing and dance cultural songs
 courtesy e.g. greetings, asking for permission etc.
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
V: festivals, food, clothes, Children will be assessed on their ability to:
transport, greetings -speak and communicate with confidence

Skills Resources Activities

PREPARATORY Puzzles 12 pieces  recognise objects by matching flashcards
READING picture of story  build puzzles 12 pieces
finger puppets  arrange story pictures in sequence

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 2 sets of flashcards matching cultural objects  move eyes to follow finger/hand puppet from left to right.
on nature table  complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
C: visual sequencing Children will be assessed on their ability to:
directionality -arrange pictures in sequence
fine muscle control - match flashcards
-build puzzles
Skills Resources Activities
INCIDENTAL READING snap game cards  match words to pictures
nature table  play Snap game
 “read” flashcards of cultural food/clothes on nature table

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Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
C: Visual discrimination Children will be assessed on their ability to:
- match words to pictures
- “read” flashcards

Skills Resources Activities

PREPARATORY crayons  finger exercises while singing the song “Raindrops are falling down”
WRITING thick pencils  practice correct pencil grip and sitting posture
colouring pictures  jigsaw puzzles
modelling clay/dough/mud  trace patterns on dotted lines
 children observe a picture, cut it up in parts and bring it together as a whole
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
C: fine muscle Children will be assessed on their ability to:
development -practice correct crayon/pencil grip
pencil grip, sitting -colour pictures without crossing the outer lines
posture -trace on dotted lines
eye-hand coordination

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THEME 6: MY COMMUNITY PREPARATORY MATHEMATICS

Learning Objectives: Children will:

Number Concept - appreciate and understand the need and convenience of counting in everyday life
- develop and awareness of the numerical symbols that is represented by groups of object
Problem solving -develop their abilities to think logically
Classification - develop skills in auditory perception, discrimination and sequencing (loud and soft sounds)
Seriation - have an awareness of ordinal numbers
Spatial Relations - develop an awareness of spatial orientation in terms of inside and outside
Measurement - acquire and understanding of the duration of time; make comparisons between the concepts length, mass and capacity.
-learn how to use Namibia coins
Topic Resources Activities
NUMBER CONCEPT concrete objects, abacus  rhythmical and mechanical counting 1-15
counters  count rhythmically while clapping
 introduction of number 6 (as in previous themes)
 song: “Train number one”
 recognise 1-4 objects without counting
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
V: six, triangle, brown Children will be assessed on their concept of
numbers 1-6
Problem solving Assessment  solve simple story problems orally from 1-6
Solve problems orally 1-6  share objects equally using concrete objects 1-6
Topic Resources Activities
CLASSIFICATION concrete culture objects  classify cultural objects e.g. food, clothes, musical instruments, jewellery, etc.
shapes  introduce ‘brown’ (as in previous Themes)
pictures  introduction of concepts loud/soft, e.g. musical instruments
 classify musical instrument according to loud and soft sounds they make
 children sort known shapes according to colours
 complete the activities in the workbook on the relevant pages
 classify objects according to smell
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary

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V: sequence, loud, soft, Children will be assessed on their ability to
circle, triangle, rectangle, classify shapes, colours and objects and on
square, red, their understanding of the concepts loud and
blue, yellow, orange, soft
brown, loud/soft
Topic Resources Activities
SERIATION concrete culture objects  string beads in a given pattern to create traditional necklace and bracelets
beads, cubes  arrange a sequence of instruments as directed by the teacher; drum, guitar etc.
 arrange objects according to length
 introduction of the vocabulary first and last to indicate order
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
C: sequencing, auditory, Children will be assessed on their ability to do
visual and memory recall sequencing and on their understanding of first
V: loud/ soft, first, last and last

Topic Resources Activities

SPATIAL RELATIONS concrete objects  identify positions of objects in terms of “inside/outside”
 demonstrate different positions in space with their bodies
 play games to practise “inside/outside”

Concepts and Assessment Compensatory Teaching / Learning Support

Vocabulary
V: inside/outside Children will be assessed on their ability to
demonstrate positions inside and outside

Topic Resources Activities

MEASUREMENT: flashcards of days of the week  talk about daily activities and the time spent e.g. short and long time (time spent at school,
TIME church, sport activities)
 talk about time spent on cultural events e.g. cultural days, weddings, funerals etc.

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Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
V: long/short time, Children will be assessed on their
events understanding of the concepts long/short time

Topic Resources Activities

MEASUREMENT: concrete objects  practical activities to demonstrate the concepts long/short
LENGTH  compare the lengths of the objects
 sort objects according to length
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
V: long/short Children will be assessed on their ability to
compare objects with different lengths

Topic Resources Activities

MEASUREMENT: scale, cubes, counters, bottle tops etc.  measure different objects such as cubes, bottle tops, counters, feathers, straw to
MASS demonstrate the concepts heavy and light

Concepts and Assessment Compensatory Teaching / Learning Support

Vocabulary
V: Heavy and light, Children will be assessed on their
understanding of the concepts heavy and light

Topic Resources Activities

MEASUREMENT: concrete objects  talk about the difference between full and empty
CAPACITY different containers, e.g. scoops, cups  fill containers to various capacities
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
V: full, empty Children will be assessed on their
understanding of the concepts full and empty

MEASUREMENT: Assessment  revise 5c and 10c coins

MONEY Identify 5c, 10c, 50c coins  introduce 50c coin

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THEME 6: MY COMMUNITY ENVIRONMENTAL LEARNING

Learning Objectives: Children will:

- develop respect and appreciation of own and others’ cultures
- become aware of the community as a social structure
- understand how to behave as a pedestrian and when they are passengers using transport
Topic Resources Activities
MY COMMUNITY Namibian flag and map, pictures of traditional  talk about weather condition of the day
leaders and leaders of the country  display cultural objects on the interest table, also Namibian flag and Namibian map tell
pictures/real cultural objects, e.g. musical traditional stories
instruments, jewellery, food & clothes  discuss various local food and how it is prepared
pictures of cultural festivals & local transport  talk about traditional clothes (attire)
 discuss different cultural festivals e.g. harvest festival, traditional wedding, birthday
celebration, baptism, Independence celebration
 sing the National Anthem
 talk about parents’ occupations and role play them
 talk about local transport
 discuss good passenger/pedestrian behaviour
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
V: food, clothes, culture, Children will be assessed on their knowledge
local, flag, anthem, of their culture, services, occupations, local
(relevant transport words, food and transports
e.g. train, canoe, bus,
bicycle, boat, donkey
cart, walk, horse, car)

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THEME 6: MY COMMUNITY ARTS

Learning Objectives: Children will:

- explore different colours
- become aware of the possibilities of voice and percussion, movements and gesture
- be aware of the rich environment that surround us such as textures, colours, patterns, lines and space and how to organise this
- develop personal and social skills
Themes/Topic Resources Activities
VISUAL ART paint, brushes, papers  paint pictures of their cultural festivals
Painting  dip their fingers in paint to write patterns from left to right
Modelling clay, mud  children use clay / mud to model their traditional accessories
Collage seeds, grass, leaves, glue,  use seeds, grass, leaves to make a collage
Drawing thick crayons  children draw their cultural dresses and traditional accessories
Construction seeds, string, beads  children make traditional necklaces and earrings by using seeds, strings, beads
MUSIC traditional musical instruments  play loud/soft rhythms on traditional musical instruments
DANCE  children perform traditional dances
DRAMA puppets  dramatise cultural events
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
V: dresses , tools, mud, Children will be assessed on their ability to:
necklaces, earrings, - create own pictures
seeds, strings, beads, - play musical instruments
sequence - participate in traditional dances and song

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THEME 6: MY COMMUNITY PHYSICAL DEVELOPMENT

Learning Objectives: Children will:

- have knowledge of the body and its relationship to space
- know the parts of the body, their functions and how the body functions as a whole
- develop an inner awareness of the left and right sides and the mid-line of the body
Topic Resources Activities
Body Concept  in pairs, one pushes the other like a wheelbarrow holding the legs
 play “Follow the leader” The leader starts walking, running, jumping, crawling flying like a
bird etc. Other children copy/imitate these actions
Body comprehension  children indicate how body parts are attached to each other while singing the song “Dry
bones”
 pretend to pick berries – they stretch to pick and bend down to put them into the basket
 children move their arms up and down while they tiptoe around the room
Laterality and  pairs hold hands, rowing the boat while moving forwards and backwards
Directionality  respond to instructions such as touch the right shoulder with your left hand
 walk forward, backwards, sideways to the left and sideways to the right
Relaxation  children lie on the floor while listening to calming music
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
V: push, wheelbarrow, Children will be assessed on their ability to:
shoulder, row, boat - demonstrate how body parts are attached to
each other
- cross the mid-line of the body

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THIRD TERM: THEMES 7, 8 AND 9
(Integrated with Themes 10, 11, 12 and 13)
The Creation - Genesis 2:15
THEME 7: ANIMALS STORIES, RHYMES AND SONGS At first the earth was dark. Then God made
light for the day. The darkness was night.
Then God made the land and the water. And
Daniel among the lions - Daniel 6:10 where there was land, God made the grass
Daniel was an honest, wise and brave boy. He never forgot God and Grow upon it and the trees and the flowers
only worshipped the Lord. The king made Daniel his special advisor. and all the things that grow. God made the
This made the people very angry they, thrown him into a den of hungry sun the moon and the stars. He made fish and
lions. But Daniel was faithful to God and the lions did not harm him. birds and animals of all kind, last of all He
made man and woman and He gave all the
wonderful things of the earth to them. When
we look around us at all the beautiful things
that God has made we should be thankful to
Him

The good shepherd - Luke: 15:3

A farmer had 100 sheep but, when one went
missing. He left the others in the field and
went to look for the one that was gone. Jonah and the big fish - Jonah 1
When he found the sheep he was very happy. Jonah was disobeying God’s will. God commanded
He lifted the sheep onto his shoulders and Jonah to go to Nineveh. He disobeyed God and left on
carried it back home. Then he invited all his a big ship. But the Lord sent out a great wind into the
friends and family to a party so that they sea. They were afraid. Jonah was fast asleep. The man
could celebrate because he found his lost woke him up, and threw him into the sea. Jonah prayed
sheep again to God. God heard his prayers and a big fish
swallowed him and safely delivered Jonah to Nineveh.

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 Animal dialogue
Animal rhyme
Cat: do you like cats?
One, two, little kittens Dog: no, I don’t like cats?
Two, three birds on a tree Cat: why don’t you like cats?
Three, four puppies at the door Dog: because they cannot play with me
Four, five goldfish swim and dive Dog: do you like dogs?
Six, seven monkeys climbing up the tree Cat: no, I don’t like dogs.
Eight, nine, ten all animals run out to play Dog: why don’t you like dogs?
Cat: because they chase me high up a tree.

Story: The Hare and the Tortoise

One day the hare said to the tortoise “I’m not as slow as you are, I can run very fast.” “Oh my, “said the tortoise, “do you think I
am afraid of you? I’m not you know! “Well,” said the hare,” let’s see who is the fastest. Let us run a race”.
The other animals raised their eyebrows and said, “A tortoise in a race! He is too slow!” and they laughed.
All the animals gathered at the race track. The monkey said: “On your marks, get set….Go!” and blew his whistle.
The tortoise started walking slowly, but the hare hopped away and was soon out of sight. When the hare saw that tortoise was far
behind, he decided to take a nap in the shade of a tree. Soon he was fast asleep.

The tortoise walked on slowly and steadily. He was nearly at the finishing line when the hare woke up. He ran as fast as he could
but the tortoise had already crossed the finishing line by the time he got there!

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 SONG
All things bright and beautiful, SONG
All creatures great small, He’s got the whole in his hand 4x
All things wise and wonderful, He’s got you and my brother in his hand 3x
The Lord God made them all. He’s got you and my sister in his hand 3x
He’s got the whole in his hand

Song
I want to be a cow
Oo, I want to be a cow
I want to eat from morning to evening
I want to be a cow
MOO

Song: I want to be a cat

This is the day, this the day that the Lord Oo, I want to be a cat
I want to sleep from morning to evening
has made, that the Lord has made. I want to be a cat
MIAAU
We will rejoice, we will rejoice and be glad
in it, and be glad in it. I want to be a dog
This is the day that the Lord has made, Oo, I want to be a dog
I want to bark from morning to evening
We will rejoice and be glad in it , I want to be a dog
This is the day, this is the day, WOOF-WOOF
That the Lord has made

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 MEMORY GAME – ANIMAL BINGO GAME –
Children are given two sets of the same cards. In pairs or Each child is given a bingo cards. The
triads the learners place all the cards face down. The first caller (teacher) describes the picture
player turns over two cards they say the name of the card to the group. If the child has the
animals that they have turned over. If the pictures match described picture on their bingo card
they keep the pairs and get a point. If the pair doesn’t match they place a counter (bottle top) on top
the player turns the cards back over and it is the next players of the picture. The children continue to
turn play until a child says, Bingo! When
all of their pictures have been covered

Rhyme:
Fishy, fishy look for food
Daddy caught them on a
hook Song:
Old MacDonald had a farm Song
Mommy fried them in the Baa, Baa, Black Sheep
pan E-I-E-I-O Baa, Baa, black sheep,
Baby ate them like a man And on his farm he had Have you any wool?
some chicks Yes sir, yes sir,
E-I-E-I-O Three bags full
With a “chick-chick” here One for my master
Song: One for my dame
And a “chick-chick” there And one for the little boy
A happy farmer had Here a chick, there a chick Who lives down the lane
a dog Everywhere a “chick-
A BINGO was his chick”
name O Old MacDonald had a farm
BINGOx4 E-I-E-I-O
And BINGO was Cow, ducks a sheep, dogs,
his name O cats etc.

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THEME 7: ANIMALS RELIGIOUS AND MORAL EDUCATION

Learning Objectives: Children will consider, respect and accept the opinions, rights and desires of others and take care ofnature
Topic Resources Activities
Beliefs, values, norms sand tray with pictures, puppets, games, masks  learn new songs and prayers
pictures  story of The Creation
Bible stories or own Religious story books  story of Daniel in the lions’ den
felt figures  story of Jonah
TV scroll  story of the Good Shepherd
 dramatise the stories
 complete the activities in the workbook on the relevant pages
Concepts and
Vocabulary
V: creation, lions’ den, Children will be assessed on their ability to:
shepherd, Aesthetic -show respect (tolerance) towards others’ beliefs
development, lions, and rights
big fish -participate in groups

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THEME 7: ANIMALS LANGUAGE DEVELOPMENT

Learning Objectives : Children will:

Listening and Responding: - develop skills in auditory and visual perception and discrimination
Speaking & Communication: - express own experiences and listen to others
- develop their communication skills and expand their vocabulary
Preparatory Reading: - develop skills in figure-ground differentiation
Incidental Reading: - become aware of the need to read and develop a desire to read
Preparatory Writing: - develop fine motor muscles, hand-eye-coordination, hand dominance, grip and sitting posture
Skill Resources Activities
LISTENING AND story pictures  discuss what they can see on the cover of a book and discuss what they think the story
RESPONDING picture might be about
word cards  listen to any animal story and respond on questions
 sing animal song e.g. Old MacDonald
 each child lifts up his/her animal card when hearing the sound of the animal on his/ her
picture
 imitate the sounds of the farm animals
 play a picture Bingo game
 identify words with the same ending sounds, e.g. cat, goat, fish, rat
 repeat a sequence of 3 words in reverse order
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
C: auditory perception Children will be assessed on their ability to
auditory memory recall identify words with same ending sound
auditory discrimination
V: wild animals and farm
animals
Skill Resources Activities
SPEAKING AND pictures,  teacher tells a part of the animal story and children complete
COMMUNICATION word cards  talk freely about the animals they saw and experiences with animals
flannel board  sort pictures of wild animals, farm animals and a pets under headings
 play a memory game
 say rhymes and sing songs
 share experiences and knowledge on game reserves
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary

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V: game reserve, flannel Children will be assessed on their ability to:
board, pets, wild animals, -retell parts of the story in 3-5 simple
magazine, newspaper, sentences
-identify the different types of animals
- make conversation in pairs and groups
Skill Resources Activities
PREPARATORY arrow chart  “read” and demonstrate directions on the arrow chart
READING pictures  put story pictures on the board and “read” them in sequence
 name wild and farm animals and pets by pictures
 identify and colour an animal in a picture with overlapping figures
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
C: directions, Children will be assessed on their ability to:
visual sequencing, figure- - sort pictures correctly
ground differentiation - indicate directions correctly
Skill Resources Activities
INCIDENTAL READING word cards  “read” names of objects in the classroom
magazines  browse through story books, magazines, newspapers in the book corner
old news papers  “read” word cards on the interest table
storybooks  discuss caring of books
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
V: browse, newspapers, Children will be assessed on their ability to
magazine identify and label animals
Skill Resources Activities
PREPARATORY scissors, glue, old magazines  finger exercises while saying/singing rhymes and songs
WRITING clay  cut & paste pictures of animals from old magazines
 make patterns with clay
 trace patterns on dotted lines from left to right
 complete the activities in the workbook on the relevant pages

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Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
C: eye – hand coordination Children will be assessed on their ability to:
fine muscle movement - trace patterns
V: newspapers, magazine - write their own names

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THEME 7: ANIMALS PREPARATORY MATHEMATICS

Learning Objectives: Children will:

Number Concept - develop the need of counting and the awareness of numerical symbols represented by a group of objects
-appreciate and understand the need and convenience of counting in everyday life
Problem solving -develop their abilities to think logically.
Classification - develop skills of logical thinking
Seriation - have an awareness of ordinal numbers and of size
Spatial Relations - expand their mathematical vocabulary in terms of on top of and underneath
Measurement - become aware of and make comparison between the concepts time of day, length, mass and capacity
-learn how to use Namibian coins.
Topic Resources Activities
NUMBER CONCEPT pictures of the different animals  rhythmical and mechanical count 1-17 while clapping hands
rhymes  revise songs/rhymes/poems
 introduce numerical symbol 7 (as in previous themes)
 chart with animal pictures: count number of animals
 recognise 1-4 objects without counting
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
C: visual discrimination Children will be assessed on their ability to:
and auditory memory -mechanical and rhythmical count 1-17
recall -count objects 1-7
V: seven, (animals) -recognise set of number 1-7

PROBLEM SOLVING Assessment  solve simple story problems orally 1-7

Solve story problems orally 1-7  share objects equally using concrete objects 1-7
Topic Resources Activities
CLASSIFICATION animal pictures  classify pictures of different animals according to wild, farm and pets
shapes, colours, children themselves, bottle  find objects with rectangular shape
tops  groups of children form the rectangular shape using their bodies
 form rectangular shape on their desk with bottle tops, counting sticks etc.
 Introduce colour ‘purple’
 complete the activities in the workbook on the relevant pages

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Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
Visual discrimination, Children will be assessed on their ability to:
rectangle, colours -classify objects
- identify and name the rectangle

Topic Resources Activities

SERIATION animal toys/pictures  animal pictures in sequence according to size
 arrange from first to last according to instruction e.g. “place the cow first, the elephant
second and the zebra last”
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
C: sequencing, auditory Children will be assessed on ability to order
memory recall concrete objects or pictures in a given
V: first, second, last sequence

Topic Resources Activities

SPATIAL RELATIONS animals toys/pictures  explain and demonstrate relations of objects: on top and underneath
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
C: position in space Children will be assessed on their
V: on top of, underneath understanding of spatial relations – on top of
and underneath
Topic Resources Activities
MEASUREMENT: pictures  share experiences about habits of animals and what they do during the day time
TIME birthday chart - morning-drink and go out to field
days of the week chart - day time – graze in the field
- afternoon – come to drink water
- evening – get into the kraal, feed babies and sleep
 discuss their birthdays
 sing the days of the week song

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Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
C: sequencing, V: days of Children will be assessed on their awareness
the week, habit, morning, and understanding of the time of day through
afternoon, evening daily experiences and events
Topic Resources Activities
MEASUREMENT: objects  discuss and demonstrate concept long/short
LENGTH wool  measure long/ short objects using non-standard units
 measure the length of 3 objects with a string of wool and compare lengths using relevant
vocabulary
 compare the length of 2 learners at a time, using relevant vocabulary
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
C: Visual discrimination Children will be assessed on their ability to
V: compare, long, short compare different objects (long, short)
Topic Resources Activities
MEASUREMENT: animals toys & pictures  compare the mass of different animal toys by using balance scale
MASS balance scale  discuss and compare the mass of different real animals
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
C: visual and tactile Children will be assessed on their
discrimination understanding of the concepts heavy and
V: heavy/light, balance light
scale
Topic Resources Activities
MEASUREMENT: water, sand, stacking cups, scoops, spoons,  discuss and demonstrate more than and less than by filling containers to explain the
CAPACITY cups, plastic bottles concepts (outdoor activities)
 discuss which animals drinks more water and which one drinks less
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
V: more than/less than Children will be assessed on their ability to
understand the concepts more than and less
than
MEASUREMENT: Assessment  revise 5c, 10c, 50c coins
MONEY Identify coins 5c, 10c, 50c  use play money to play shopping game

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THEME 7: ANIMALS ENVIRONMENTAL LEARNING
Learning Objectives: Children will:
- become aware of various kinds of animals in their immediate environment
- learn how to take care of animals
- become aware of weather patterns and seasonal changes

Topic Resources Activities

ANIMALS Picture of animals/ posters, rhymes, mud,  describe the differences between living and non-living things
modelling clay, magazine, glue, scissors,  imitate all the different animal sounds they know
weather chart, papers, animal toys, interest  sing animal songs (I want to be a cow/ Old McDonald had a farm/ Happy farmer had a dog)
table  name all the animals they know and categorise them (wild, pets, farm)
 discuss the importance of animals in their immediate environment
 discuss how domestic animals are kept as pets
 name pets that they keep at home e.g. the type, the name, food that they eat, their colour
and how to take care of them
 discuss importance of cleanliness after playing and handling their pets
 play animal Bingo game –(see It Costs Almost Nothing page 55)
 build animals jigsaw puzzles
 discuss products from animals e.g. meat, milk, cheese, yoghurt, butter, eggs, wool, leather
etc.
 display products of animals on the interest table
 excursion to the nearest farm/zoo
 play with toy animals
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
V: food, dog , cat, cow, Children will be assessed on their ability to:
pets, animals, meat, -differentiate between wild, farm and domestic
milk, eggs, hen, cock, animals
farm, zoo, domestic, -know animal products
wild, cheese, butter, -describe the difference between living and
yoghurt non-living things

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THEME 7: ANIMALS ARTS

Learning Objectives: Children will:

- become aware of the possibilities of voice and percussion, movements and gesture
- be aware of the rich environment that surrounds us such as textures, colours, patterns lines and space and how to organise this
- be able to create symbols of their own invention which can be shared with others
- develop personal and social skills
Themes/Topic Resources Activities
VISUAL ART paint and brushes, stencils  use toothbrush to create a picture of animal by spatter painting
Painting  trace animal stencils on paper and colour
Modelling clay, play dough, mud  model animals with clay, mud or play dough
 fold paper to make an animal e.g. a dog
Collage glue, feathers, sticks  make a bird collage from feathers sticks, buttons etc.
Drawing picture cards, thick crayons, papers  draw the fish pattern
 draw and colour different animals
Construction vegetables, sticks, buttons, seeds, shapes  children construct animals from different materials such as vegetables, sticks, buttons,
seeds
 make picture of animals by using different shapes
MUSIC music instruments  sing action songs related to animals
Singing and musical  play musical instruments to imitate animal sounds or movements
instruments
DRAMA animal puppets, masks  use puppets/masks to dramatise stories
Dramatisation  play animal game
Concepts and Assessment Compensatory Teaching
vocabulary
V: animal, trace, Children will be assessed on their ability to:
vegetables, walk - model and construct animals
buttons, feathers, dough, - create pictures of animals
clay - sing songs using musical instruments
- dramatise and role play

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THEME 7: ANIMALS PHYSICAL DEVELOPMENT

Learning Objectives: Children will:

-gain good muscle growth and motor coordination; move the muscles to function in a skilled harmonious manner
-perform movements with hands and feet as directed by the eyes
Topic Resources Activities
Coordination bricks  climb up and down bricks as steps
 partners form an arch; take turns to break up and walk through the arch
 jump up and down like monkeys

Gross motor movement playground  imitate animal movements such a jump like a frog, hop like a locust, crawl like a tortoise,
sail like a snake, fly like a bird,

Eye-hand coordination plastic bottles, cardboard box/container  throw plastic bottles in cardboard box or container while running
 place plastic bottles like skittles; children knock them down with tennis ball
Eye-foot coordination tyres, footprint cuts, ladder  roll tyres trying to keep moving while they are running
 walk on footprints (cut from papers or cardboard)
 climb ladders up and down

Relaxation  do stretching, yawning and breathing exercises

Concepts and Assessment Compensatory Teaching / Learning Support

Vocabulary
V: up, down, jump, Children will be assessed on their ability to:
tortoise, ostrich, -participate in games
container, cardboard -movements of the larger muscles of the body
-demonstrate eye-foot and eye-hand
coordination

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THEME 8: WATER STORIES, RHYMES AND SONGS

STORY: Noah and the flood

God made the world good, but the people behave very badly. Noah was the only good man in the world. Because of this, God
wanted to save him and his family during the great flood. God told Noah to build a big boat and when the rain began to take a pair
of each kind of animal aboard. Everyone laughed at Noah when he was building the ark. But soon the rain began and the oceans
rose so high that even the mountain tops were covered in water. It rained for forty days and nights. When the rains stopped, the
waters began to dry and ark. Noah sends out a dove and the dove return with an olive branch then Noah knew that it was safe to
come out of the ark. A rainbow appears in the sky as a sign that God will never again destroy the earth with water.

STORY: Moses STORY: The Rainbow

An evil king, ordered all the male children to Noah and his family stay a long time in the ark. Finally they could leave the
be killed .One mother put her new born son ark, because the earth was dry. The Lord told Noah and his family to do what
into a basket on the river .The king’s daughter is right. They should never behave badly like the people did before the big
saw the basket and took the child home with flood. The Lord promised to take good care of them. He would never let the
her .She called him Moses world be under water. The Lord gives Noah a sign of the rainbow. Every time
you see a beautiful rainbow remember God wants people to live in peace.

PRAYER: SONG
I will praise You o Lord, God is good x3; He’s so good to me.
with my whole heart:
I will show forth All Your marvellous works, Now I am free x3; He’s so good to me.
I will be glad and rejoice in You
I will sing praise to Your name, O Lord most high He took my sins x3; He’s so good to me.

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 Song: I hear thunder! SONGS
I hear thunder! I hear thunder! If you‘re happy and you know it clap
Hark! Don’t you? Hark! Don’t your hands x2
you? If you’re happy and you know and you
Pitter, patter raindrops! really want to show
Pitter, patter raindrops! If you’re happy and you know and you
I’m wet through! So are you! know it clap your hands.
Stamp your feet x3
Nod your head
Turn around and sit down

Rhyme: Thank you!

Thank you cup for the water. Don’t thank me, thank the bucket; SONG
Jesus on the mainline
Thank you bucket for the water. Don’t thank me, thank the tap. Tell Him what you want
Jesus on the mainline now
Thank you tap for the water- Don’t thank me, thank the pipe. Call him now tell Him now
Tell him what you want
Thank you pipe for the water- Don’t thank me, thank the dam. Jesus on the mainline you
If you want salvation
Thank you dam for the water- Don’t thank me, thank the rain. Tell him what you what x3
Jesus on the mainline now
Thank you rain for the water- Don’t thank me, thank the clouds.
If you want victory
Thank you clouds for the water - Don’t thank me, thank GOD! Tell Him what you want x3
Jesus on the mainline now

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THEME 8: WATER RELIGIOUS AND MORAL EDUCATION

Learning Objectives: Children will appreciate that positive values and actions that bind people together
Topic Resources Activities
Beliefs, Values and Bible, story books, sand tray, pictures  sing religious songs and say prayers
Norms  discuss different religious ceremonies where water is used
 story: Noah and the Ark and the Rainbow
 story of Moses in the basket
 story of how Jesus calmed the storm
 play games and dramatise the stories
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
V: boy, birth, rainbow, Children will be assessed on their ability to:
flood, basket, ark -respect each other rights
- can compromise and show emotional stability

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THEME 8: WATER LANGUAGE DEVELOPMENT

Learning Objectives : Children will:

Listening and Responding -develop skills in auditory perception and discrimination
-develop sound awareness and skills
Speaking & Communication -develop their communication skills and develop and expand their vocabulary.
Preparatory Reading -develop their eye-muscles and use visual cues to make meaning
-develop skills of analysis and synthesis.
Incidental Reading -recognise and associate the written word with the spoken word (skills in visual memory recall) and expand their reading vocabulary
Preparatory Writing -develop fine motor-muscles, eye-hand coordination, pencil grip and sitting posture
-develop skills in visual closure
Skill Resources Activities
LISTENING AND story pictures  story of water; questions and responses
RESPONDING tape-recorder  rhyme “Deep and Wide”
pictures of sources of water  listen to and identify sounds of water e.g. dripping/running tap, flushing toilet, waves of the
sea, rain on the roof etc.
 differentiate between loud and soft sounds e.g. heavy thunder, raindrops falling etc.
 Repeat a sequence of three numbers in reverse sequence

Concepts and Vocabulary Assessment Compensatory Teaching / Learning Support:

C: auditory perception Children will be assessed on their ability
memory recall and to:
discrimination -distinguish between and identify different
V: water, river, dam, well, sounds they hear
cloud, tap, loud, soft, thunder -respond to verbal instruction
-listen to stories, rhymes and songs for
enjoyment
Skill Resources Activities
SPEAKING AND story books, story pictures  say the rhyme “Deep and Wide”
COMMUNICATION rhyme chart, magazines  retell and role-play the story
 discuss the sources of water in the environment
 discuss the importance of water for plants, animals and people

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Concepts and Vocabulary Assessment Compensatory Teaching / Learning Support:
V: clouds, rain, dam, river, Children will be assessed on their ability
well, borehole, water, tap to:
-retell the story
-form sentences using new vocabulary
words
-participate in discussion
Skill Resources Activities
PREPARATORY READING pictures  eye-movement exercises: winking with one eye/both eyes; move eyes to follow objects in
picture dominoes different directions
picture cards  play picture domino game (see It Cost Almost Nothing, p. )
puzzles  build puzzles
 complete the activities in the workbook on the relevant pages
Concepts and Vocabulary Assessment Compensatory Teaching / Learning Support:
C: visual perception & Children will be assessed on their ability
sequencing, analysis & to:
synthesis -arrange pictures in the correct sequence
V: puzzles, dominoes, wink -exercises their eye muscles
-build puzzles
Skill Resources Activities
INCIDENTAL READING word cards  “read” names of objects related to water on the interest table e.g. dam, water, river, well,
sound charts raindrops etc.
magazines  Identify the words with a different beginning sound in: water, rain, well, wish, etc.
pictures  say the beginning sound of their names on cards, word cards and action cards etc. dam;
river, Anna, Willie
 break up words in syllables by clapping hands, stamping feet e.g. wa-ter; ri-ver etc.
 “read” books in the reading corner
Concepts and Vocabulary Assessment Compensatory Teaching / Learning Support
C: word recognition Children will be assessed on their ability
V: dam, water, river, well, to:
word hunting -recognise words and sounds
-“read” picture books and handle books
correctly

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Skill Resources Activities
PREPARATORY WRITING paintbrushes  draw patterns with paint brushes
thick and thin crayons  colour drawings or pictures without crossing the outer line
thick pencils  complete a picture when half of it is given
 complete the activities in the workbook on the relevant pages
Concepts and Vocabulary Assessment Compensatory Teaching / Learning Support
V: pencil grip, paint brushes, Children will be assessed on their ability
thick, pencil, crayon to:
-colour pictures without crossing the outer
line
-copy and write their own names
-complete task on time

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THEME 8: WATER PREPARATORY MATHEMATICS

Learning Objectives: Children will

Number concept -appreciate and understand the need and convenience of counting in everyday life
-express orally their understanding of number sequences and numerical symbols 1 to 8
-develop an awareness of the numerical symbols that is represented by a group of objects
Problem solving -develop their ideas to think logically
Classification -understand form constancy and develop skills of logical thinking
Seriation - have an awareness of ordinal numbers
-develop an awareness of the patterns and sequence of objects, shapes and numbers
Spatial Relations -develop awareness of spatial orientation, becoming aware of the position that objects have in relation to one another
Measurement - make comparisons between the concepts of time, of length, mass and capacity
-learn how to use Namibian coins
Topic Resources Activities
NUMBER CONCEPT concrete objects  sing counting songs and say counting rhymes
counting songs  rhythmical and mechanical from 1-19
rhymes games  count rhythmically while bouncing a ball,throwing and catching a bean bag, skipping a
clay rope
ball  introduce numerical symbol 8 (as in previous themes)
 manipulative counting from 1-8
 match number cards to picture/dot cards
 recognise 1-4 objects without counting
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
C: visual and auditory Children will be assessed on their
discrimination understanding of number 8 and on their ability
V: rhythm, eight to match picture cards, number cards and dot
cards
PROBLEM SOLVING Assessment  solve simple story problems orallhy 1-8
Solve problems orally 1-8  share objects equally using concrete objects 1-8

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Topic Resources Activities
CLASSIFICATION mixtures/food with different tastes (bitter,  sort objects according to taste
sweet, sour, salty)  group different sizes of plastic bottles together and fill them with water/sand
bottles with various sizes,  group according to number of toys/objects in a set
feathers, balls, stones, cork, etc.  introduce colour ‘black’ (as in previous themes)
 place objects into a container of water to find out which will sink or float; put all the
objects that float on the chair and those that sink under the chair
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
V: sort, group, toys, Children will be assessed on their ability to
plastic bottles, taste, sink, classify objects according to taste and to
float group according to number
Topic Resources Activities
SERIATION concrete objects  design own repetitive patterns with concrete objects
 create a colour pattern with blue, red, yellow and green triangles
 outside activity: compete in races and discuss first, second and last
 complete the activities in the workbook on the relevant pages

Concepts and Assessment Compensatory Teaching / Learning Support:

Vocabulary
C: sequencing, auditory Children will be assessed on their ability to:
and visual memory recall -arrange objects in a specific order or patterns
V: first, second and last - demonstrate ordinal position

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Topic Resources Activities
MEASUREMENT: clock  talk about daily activities at a specific time of day e.g. morning, afternoon, evening and
TIME pictures night
weather chart  update “today is ------ chart” every day
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
C: sequencing, visual Children will be assessed on their awareness
and auditory recall and understanding of time: morning,
V:morning, afternoon, afternoon, evening and night
evening, night, yesterday,
today, tomorrow
Topic Resources Activities
MEASUREMENT: containers, water, feathers, rock, play dough,  compare the masses of two different containers filled with water by lifting the containers
MASS pencil, balloon (objects that are big in size but one in each hand - which one is heavy/heavier and which one is light/lighter
light, or small in size but heavy)  choose two objects such as a balloon and a feather. Before comparing the mass of the
objects, predict which object they think will be heavier and which item will be lighter.
Then put the objects on the balance scale to find out if their prediction was correct
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
V: heavy/ light, heavier/ Children will be assessed on their ability to
lighter identify and match objects that are heavy and
C: tactile, visual light, heavier and lighter.
discrimination
MEASUREMENT: cool drink bottles, spoons, buckets, cups,  identify which one of three identical containers, (e.g. cool drink bottles or glasses) is full,
CAPACITY water, sand, stones half full or empty; children match labels to the content of the containers and display in the
Mathematics corner
 choose a container and predict how many cups of water or sand it will take to fill the
container; then measure to find the actual answer

Concepts and Assessment Compensatory Teaching / Learning Support

Vocabulary
V: full, empty, half full, Children will be assessed on their ability to
measure, predict, demonstrate their understanding of the
compare concepts full, half full and empty

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MEASUREMENT: sticks, measures like sticks, string, etc.  using various units of measurement, children go around the classroom and find objects
LENGTH that equal their measure
 arrange sticks according to their length, from longest to shortest
 children arrange themselves according to their height from tallest to shortest
 complete the activities in the workbook on the relevant pages
MEASUREMENT: Assessment  revise 5c, 10c, 50c coins
MONEY Identify 5c, 10c, 50c, N$1 coins  introduce N$1 coin

Concepts and Assessment Compensatory Teaching / Learning Support

Vocabulary
V: long, longer, longest, Children will be assessed on their
short, tallest, shorter, understanding of the concepts equal, longest,
shortest, equal tallest and shortest
C: visual & tactile
discrimination

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THEME 8: WATER ENVIRONMENTAL LEARNING

Learning Objectives: Children will

- become aware of sources of water in their immediate environment
- learn about the importance of water, how to save water and to prevent pollution
Topic Resources Activities
Water pictures of local sources of water, posters,  discuss the weather chart according to the weather conditions of the day and change
rhymes, scissors, glue, magazine, weather accordingly
chart  identify and discuss sources of water in the environment
 explain the importance of water for living
 discuss the uses of water in everyday life
 describe different measures on water conservancy e.g. close the tap after use
 story about water pollution and how to prevent it
 sing water songs, recite water rhymes
 play water games – floating and sinking objects
 jointly construct a mind map or flow chart about the use of water by people, animals and
plants
 teacher invites someone from NamWater or a fisherman to do a presentation
 discuss some of the natural changes that occur in wet/dry environments e.g. floods or
droughts and the effects on people and on the environment
 discuss ways how water is polluted and the dangers of drinking polluted water
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
V: water, sources, flood, Children will be assessed on their ability to:
pollution, dam, river, -tell the importance of water
borehole, tap, well, -identify different sources of water
Oshana, lake, sea - know how to keep water clean

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THEME 8: WATER ARTS

Learning Objectives: - Children will:

- become aware of the possibilities of voice and percussion, movement and gesture
- be aware of the rich environment that surrounds us such as textures, colours, patterns lines and space and how to organise this.
- be able to create symbols of their own invention which can be shared with others.
- develop personal and social skills.
Themes/Topic Resources Activities
VISUAL ART powder paint, brushes  paint pictures related to this theme such as river, fish, crocodile, frog hippopotamus
Painting
Modelling clay, mud  use clay/mud to model different sources of water
Collage glue, string, sand, sticks, paint (blue) papers  dip pieces of string/wool in blue paintand glue them on a sheet of paper to make a river,
and leaves then glue sand on the sides to make a river bank. Now glue sticks and leaves to make
trees on the river sides
Drawing newspapers, thick crayons  draw wave pattern on the columns of a newspaper, using thick crayons
MUSIC bottle, water, stick  sing an action song
Singing and musical bottles filled with water  song: “This is the way ...”
instruments  create a melody with bottles/glasses filled with water at different levels
DANCE Own body  perform free body movements
Free movement  imitate different styles of swimming
DRAMA Finger puppets  dramatise stories related to water
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
V: bowl, bottle, cup, Children will be assessed on their ability to:
bucket, river, string, - create a collage
wave, wash - model a figure
- draw pictures
- sing songs with free movements
- participate in drama

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THEME 8: WATER PHYSICAL DEVELOPMENT

Learning Objectives: Children will:

-have knowledge of the body including an inner awareness of the body and its relationship to objects
-know the parts of body, their names, their individual function and how the body functions as a whole
-have sufficient control and coordination of the small muscles such as fingers, tongue eyes
-sustain control of the body when using both sides
Topic Resources Activities
Fine muscle control water, containers  play pouring games such as pouring water into different containers
 practice everyday activities such as dressing, fastening buttons etc.
Balance books, bamboos, reed pole, balance beam  perform various tricks such as balancing a book on the head while running, balancing a
bamboo/reed pole while walking on a rope
 walk heel-to-toe on balance beam, pretending it is a bridge over a river with crocodiles
Body Concept and blocks or bricks  work in pairs, one child pretends to be a boat while the another child tries to push the boat
comprehension  walk on blocks or bricks
 imitate the daily washing routines done at home while singing the song “This is the way ...”
Relaxation tape recorder  lie on the floor to relax while listening to music/singing
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
V: water, pour, book. Children will be assessed on their ability to:
bamboo, reed - balance the body in the correct position with
minimal support
-explain why relaxation is needed after physical
action

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THEME 9: PLANTS STORIES, RHYMES AND SONGS

The Birth of Jesus

The angel Gabriel visited Mary and said to her,” Don’t be afraid you are
going to have a baby boy” The Holy spirit will come upon you, and you
will bear the child Jesus, the Son of God. Joseph and Mary travelled to While Shepherds watched…
their homeland, Bethlehem. Bethlehem was full of people who came to One night, some shepherds were looking after their sheep.
be registered. Joseph tried to find a place for them to sleep, but every Suddenly, there was a bright light. There stood an angel. The
room in the town was full. He begged the Landlord of an inn to make shepherds were frightened. “Don’t be frightened,” said the
room for them. He said that they can have the stable. There, in the angel. “I bring good news. In a manger in a stable near here,
stable, Mary gave birth to her son. She wrapped the baby tightly in a there is a baby. He is the Son of God.” Angels filled the sky,
soft, clean cloth and laid him in a manger. singing “Glory t
o God, and peace on earth.” The shepherds looked at each
other. “Let’s go and see,” said one of them. They left their
sheep and ran to Bethlehem. They went from house to house.
“Where is the Son of God?” they asked. The people thought
they were mad, and slammed the doors on them.
“Let’s go back to the sheep,” said the shepherds. On the way,
they passed an inn. “Look,” said the first shepherd, “there’s a
The Wise Men came to worship Jesus bright light in the stable.” “The angel said the baby was in a
After Jesus was born, Wise Men from the east came to stable,” said another. “Silly!” said a third shepherd. “A stable’s
Jerusalem. They were riding on their camels. They no place for the Son of God. We just had a dream about the
asked, “Where is the child who was born to be the angels. Let’s go.” But the first shepherd went into the stable.
King of the Jews?” We saw His star in the east and we Suddenly he knelt down. All the other shepherds followed him.
have come to worship him. The Wise Men follow the They knelt down too. There was the baby lying in a manger.
bright star until it was above the place where Jesus Mary and Joseph were with him. There were animals all around
lay. When they saw Jesus with his mother, Mary, and him. And over the stable there was a bright, new star.
they knew He was the child they were looking for.
They bowed down and worshipped Him and gave Him
precious gifts

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 The Good tree
Jesus said that every good tree
brings forth good fruit; but a
corrupt tree brings forth bad fruit.
A good tree cannot bring forth bad
fruit; neither can a corrupt tree
bring forth fruit.
Luke 8.11 The Sower
We are like good trees if we love
A farmer went to plant his seeds. He took
God and be obedient, friendly and
a handful and tossed them onto the
helpful .But if we do bad things
ground. Some landed on the pathway to
like stealing, fighting and
be stepped on and eaten by birds. Some
misbehaving you are like a bad
landed upon the rocks but before they
tree.
could grow strong they withered because
their roots hand no earth beneath them.
Other seeds fell among the thorns and
were choked as they began to grow. But
Luke 17:6 The little mustard seed some of the seed fell into the moist, rich
The Kingdom of God is like a tiny little
earth and they grew healthy and strong .
mustard seed which a farmer planted in
At harvest time, there were many crops.
his garden when it received the rain and
rich soil; it grew and became a great tree,
strong enough for birds to sit in its
branches

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 STORY : JACK AND THE BEANSTALK
For Jack and his mother, the times were lean. So, Jack sold their cow for five magic beans. Jack’s mother was angry and with all of her might, she threw out the beans and retired for
the night.
Next morning Jack woke up to find quite a sight. A beanstalk had sprouted where the beans lay last night. As Jack looked up where the mockingbirds fly, he saw that the beanstalk
stretched to the sky.
Jack climbed the beanstalk as quick as a mouse. As he came to the top, there stood a huge house. Inside the castle, Jack crept all around, and spied a giant whose voice shook the
ground.
“Fe-fi-fo,” yelled the giant with an angry face. Jack jumped in the oven. What a good hiding place! From there Jack saw gold, and the giant asleep. So, he ran home fast with the
coins to keep.
Jack and his Mom spent the coins. None remain. So, Jack had to climb to the castle again. Jack crept towards the oven, passed the table leg, and looked up to see a hen that laid
golden eggs.
Jack grabbed the hen and slid to his home. They spent golden eggs to buy things of their own. Again he climbed the beanstalk, which wasn’t too wise. He returned with a harp as his
last golden prize.
As Jack started down, the giant woke and said: “I’ll catch that thief! His Bones will be my bread!” The giant chased Jack. Jack ran fast, he saw his mother and his axe at last.
As Jack made it back to his home below, he swung the axe with a mighty blow. Beanstalk and giant fell down, and with laughter Jack and his mother lived happily ever after.

RHYME: FIVE ROSY APPLES PRAYER: SONG: FARMER PLANTS A SONG

SEED I like the flowers
Five rosy apples hanging on a tree Now I lay me down to sleep, I like the daffodils
The rosiest apples you ever did see. I pray You, Lord, my soul to keep: The Farmer plants a seed (x2) I like the mountain
Along came the wind and gave a And when I wake, dear Lord, I Beans, peas and mealie seeds. I like the rolling hills
big blow pray, The Farmer plants a seed. I like the fireside
And one rosy apple fell down Bless and guide me through the When the light is low
He waters them every day (x2)
below day. Rumdidadi rumdidadi
Beans peas and mealie seeds
rumdidadi
He waters them every day.
Runmdidadi rum
A Carol to sing at Christmas time “Away in a manger”
Away in a manger, no crib for a bed, the little Lord Jesus laid down his sweet head. The stars in the bright sky looked down where he lay,
the little Lord Jesus asleep on the hay.
The cattle are lowing, the baby awakes, But little Lord Jesus, no crying he makes. I love thee, Lord Jesus, look down from the sky and stay
by my side until morning is high.
Be near me, Lord Jesus, I ask thee to stay. Close by me forever, and love me, I pray. Bless all the dear children in thy tender care, and fit us
for Heaven, to live with thee there.

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THEME 9: PLANTS RELIGIOUS AND MORAL EDUCATION

Learning Objectives: The children will consider, respect, accepts the opinions, rights and desires of others
Topic Resources Activities
Beliefs, values and Bible stories or own religion stories  sing Christmas carols
norms T.V. scrolls  stories about the birth of Jesus:
felt figures - Mary and the angel Gabriel
finger and paper bag puppets - how Jesus came into the world
sand tray with pictures - the shepherds of Bethlehem
- the wise men
 dramatise the Christmas stories
 make a book mark, Christmas cards and decorations
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
V: Christmas, angel, Children will be assessed on their ability to:
stable, manger, crib, star, - persevere
shepherd, donkey, - able to share and
sheep, king, gifts, east, - handle problem situation

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THEME 9: PLANTS LANGUAGE DEVELOPMENT
Learning Objectives: Children will:
Listening and Responding -develop skills in auditory and visual perception and discrimination
-listen attentively and respond appropriately
Speaking and Communication -develop their communication skills and expand their vocabulary
-express their own ideas, opinions and experiences and listen to others
Preparatory Reading -develop skills in figure-ground differentiation and of analysis and synthesis
Incidental Reading -become aware of the need to read and develop a desire to read
-develop skills in visual memory recall
Preparatory Writing -become aware of the need to write and develop a desire to write
Skills Resources Activities
LISTENING AND pictures  story “Jack and the beanstalk”; questions on the story
RESPONDING shakers  same or different sounds (rhyming) e.g. different: tree, flower - same: tree, bee
 listen to sounds in the environment and say whether they are the same or different
 identify loud and soft sounds using shakers
 rhyme “Five rosy apples”
 repeat words in the same sequence e.g. tree, flower, seed, grow
 identify words with the same beginning sounds, e.g. rose, leaf, red, ring
 name own rhyming words like cat & fat, rose & nose, bin & tin, etc.
 Repeat sequences of numbers and words in the same or in reverse order
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
C: auditory discrimination Children will be assessed on their ability to:
and -notice small differences and similarities
memory recall between environmental and verbal sounds
V: different, same, beans, -repeat sound patterns
cow, magic, beans, grow,
windows etc.
Skills Resources Activities
SPEAKING AND plants  role play and retell the story in own words.
COMMUNICATION pictures  outing: identify and discuss different plants; the form of the leaves etc.
 put a sheet of paper over large leaves; rub over it with green crayon
 create own stories from story board pictures
 predict the ending of a story
 complete the activities in the workbook on the relevant pages

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Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
C: auditory memory recall Children will be assessed on their ability to
V: beans, money, giant, speak aloud and express their ideas in an
egg, beanstalk etc. understandable way

Skills Resources Activities

PREPARATORY arrow chart  eye exercise: do left- to -right and up-and-down eye movements
READING activity sheet  arrange pictures in correct sequence to tell a story
pictures  move their eyes across printed page as directed by the teacher
word cards  arrow chart: indicate directions
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
C: sequencing and Children will be assessed on their ability to
directionality arrange pictures in correct sequence
V: direction, point, axe,
chop, rich, poor
Skills Resources Activities
INCIDENTAL READING name cards  “read” names of objects on interest table
sounds card  “read” name cards; recognise same beginning sounds of names
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary

☞
C: directionality Children will be assessed on their ability to
recognise written words
Skills Resources Activities
PREPARATORY Clay, thick pencil ‘ crayons  do finger exercises
WRITING  model shapes of leaves with clay
 trace patterns on dotted lines
 write own name
 collect and cut out pictures of plants and leaves that are of different shapes
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
C: fine motor development Children will be assessed on their pencil grip
body posture, pencil grip and body posture and tracing without
V: dotted, line, trace crossing the outer line

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THEME 9: PLANTS PREPARATORY MATHEMATICS

Learning Objectives: Children will:

Number Concept -develop an awareness of the numerical symbol that is represented by a group of objects.
-express their understanding of number sequences and symbols of numbers 1-9
-appreciate and understand the need and convenience of counting in everyday life.
Problem solving -develop their abilities to think logically
Classification -develop skills in visual, taste and smell perception, discrimination and sequencing
-develop skills of logical thinking
Seriation -develop skills in visual discrimination and sequencing
Spatial Relations - become aware of their body in relation to their surrounding
Measurement -become aware of and make comparisons between the concepts of time length, mass and capacity
-learn how to use Namibian coins.
Topic Resources Activities
NUMBER CONCEPT concrete objects  sing counting songs and say counting rhymes
number cards 1-10  rhythmical and mechanical count from 1-20
number games picture books  manipulative counting from 1-10while bouncing a ball, catching a bean bag, skipping
rope
 introduce numerical symbol 9 and 10(as in previous themes)
 match number cards to the correct picture cards
 play Missing Number game – teacher writes/puts the numbers 1 to 10 randomly on the
board; children close their eyes while teacher erases a number ; children identify which
number is missing
 one-to-one correspondence: match sets of different objects to another set 1-10; use
vocabulary fewer than, more than, equal to
 colour all pictures with 9 objects yellow; 8 objects green, 7 objects orange; 6 objects blue;
5 objects red
 recognise 1-4 objects without counting
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
V: nine, one-to-one Children will be assessed on their ability to:
correspondence, -identify number symbols 1 to 10
form - identify sets with fewer than, more than, equal
to

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PROBLEM SOLVING Assessment  solve simple story problems orally from 1-9
Solve problems orally 1-9  share objects equally using concrete objects 1-9
Topic Resources Activities
CLASSIFICATION leaves, seeds, fruit, vegetables  classify leaves with the same shapes/colours together
 classify seeds according to different features e.g. rough/smooth, shape/colour
 classify fruit and vegetables according to size, colour, type, smell and taste
 introduce ‘white’ (as in previous themes)
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
V: same/different Children will be assessed on their ability to
big/small, sharp/blunt classify objects according to common properties
colours, white and give explanations
C: visual discrimination
Topic Resources Activities
SERIATION different types of leaves, seeds  arrange the seeds or leaves from smallest to biggest and biggest to smallest
 order seeds according to verbal instructions (first, then, middle, last)
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
V: big, bigger, biggest Children will assessed on their ability to
small, smaller, demonstrate their understanding on the
smallest, order concepts big, bigger, biggest, small, smaller,
C: visual smallest, first, then, middle, last
discrimination, auditory
memory,
Topic Resources Activities
SPATIAL RELATIONS Chair/desk  play a game of “Simon Says” using spatial vocabulary: e.g. Simon says stand behind/in
front of your chair/desk
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
V: in front of, behind, Children will be assessed on their ability to
left, right, next to, on demonstrate position in space
top of, underneath

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Topic Resources Activities
MEASUREMENT: picture cards of different events  discuss pictures of different events - when do these events take place?
TIME  sort the pictures of events into morning, afternoon and evening events
 sing songs and say rhymes of months of the year
 say the days of the week in correct sequence
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
V: morning , afternoon, Children will be assessed on their ability to
evening sequence various pictures from morning to
Days, months C: evening.
auditory recall, logical
thinking
Topic Resources Activities
MEASUREMENT: bag of sticks  sort sticks according to length
LENGTH  compare sticks according to given instruction
 measure objects using non-standard units e.g. a pencil/hand span
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
V: the same as, longer Children will be assessed on their ability to
than, shorter than, demonstrate their understanding on the
long, short, C: visual concepts same as, longer than, shorter than,
discrimination, logical longest, shortest
thinking
Topic Resources Activities
MEASUREMENT: containers  revisit and demonstrate the concepts of full, half full and empty
CAPACITY  estimate which of two containers takes more, less, the same
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
V: full, half full, empty, Children will assessed on their ability to compare
less, more, the same the capacity of different containers

MEASUREMENT: Assessment  Use play money to play shopping game

MONEY Identify 5c,10c,50c and N$1 coins

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THEME 9: PLANTS ENVIRONMENTAL LEARNING

Learning Objectives: Children will:

- become aware of different kinds of plants in their immediate environment
- learn how to care for plants
- discover the difference and similarities between various plants, seeds and leaves
Topic Resources Activities
PLANTS picture of local plants, posters, rhymes,  rhyme “Mistress Mary, Quite Contrary”
scissors, glue, magazine, weather chart, fruits,  discuss the weather and change cards accordingly
vegetables, interest corner, leaves, seeds  talk about types of plants found in their immediate environment, e.g. grass, shrubs, trees,
flowers
 discuss the value of plants e.g. homes for some animals, birds, food, shade etc.
 discuss how to take good care of plants e.g. watering them, prevent destroying plants etc.
 discusses plants that can be eaten by people and animals and poisonous plants
 collect various leaves and seeds and compare the shapes, sizes and colours
 sow seeds and observe the germination - make a measure card to see how the plant grows
 talk about fruits and vegetables in season and discuss their colours, shapes, texture, smell
and taste, using words such as sweet, sour, juicy etc.; make fruit salad
 complete the activities in the workbook on the relevant pages
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
V: food, fruits, Children will be assessed on their ability to:
vegetables, seeds, salad, - identify local plants
sow, shade, sweet, sour, - recognise edible and poisonous plant
bitter - compare shapes, size and colours of various
plants

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THEME 9: PLANTS ARTS

Learning Objectives: Children will:

- be aware of many ways of shaping reality and appreciate it
- become aware of the possibilities of voice and percussion, movements and gesture
- be aware of the rich environment that surround us such as textures, colours, patterns lines and space and how to organise this .
- be able to create symbols of their own invention which can be shared with others
Themes/Topic Resources Activities
VISUAL ART crayons, paint, paper  paint a garden with flowers in many colours
Painting  song: I am painting
Modelling clay, play dough  use clay to model fruit and vegetables according to their original colours
Collage seeds, leaves, picture of vegetables/fruits, tree  cut out picture of vegetables or fruits from magazines and paste to make a collage
 paste seeds, leaves and bark on an outlined picture of a tree
Drawing crayons, papers  draw picture of plants and colour them
 print out leaves on papers by using crayons
Construction seeds, leaves, pods  make musical instrument from pods and seeds
 use seeds to make bracelets and necklaces
MUSIC flutes, drums, tambourine, shakers, calabash  harvesting song
 play musical instruments that are made from plants
DANCE  perform traditional dances done during harvesting time
DRAMA puppets  dramatise the events in the story
Concepts and Assessment Compensatory Teaching / Learning Support:
Vocabulary
V: plant, flower, tree, Children will be assessed on their ability to:
shrub, fruit, vegetables, - model different objects
print, harvest, crayons - create picture by drawing, painting, collage
- sing songs and participate in dances

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THEME 9: PLANTS PHYSICAL DEVELOPMENT

Learning Objectives: Children will:

- develop a preference for using one particular hand, foot, eye or side of the body
-develop a sense of rhythmic timing through coordinated body movements
-develop an inner awareness of the left and right sides and the mid-line of the body
-experience direction in the external world in relation to themselves
Topic Resources Activities
Relaxation  explain and demonstrate the importance of relaxation
Dominance toilet rolls, balls  look at far objects by peeping through toilet rolls (preferred eye)
 kick a ball with preferred foot
 throw and catch with preferred hand
Rhythm bean bags/balls  body percussion; do repetitive rhythmic movements with body parts such as stepping feet
twice, snapping fingers twice and nodding heads twice
 walk along dribbling a ball with foot while music is playing, then stand still when the music
stops
Laterality and  follow the leader game: leader announces a series of body parts activities, e.g. “lift your left
directionality arm, touch your right knee and sit down”; children follow
 cross the mid-line such as friends shaking right hands, touch the left ear with the right hand,
scissor-jumping over a rope
Concepts and Assessment Compensatory Teaching / Learning Support
Vocabulary
V: peep, step, clap, Children will be assessed on their ability to:
snap, nod, left, right -perform activities with the preferred eye,
hand, foot
- cross the mid-line
-demonstrate how to tense muscles and then
relax them
- point out the right and left parts of their own
bodies

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The National Institute for Educational Development
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Okahandja
NAMIBIA

Telephone: +64 62 509000

Facsimile:+ 64 62 509073

E-mail: [email protected]
Website: http://www.nied.edu.na

© NIED 2014