Republic of Namibia

MINISTRY OF EDUCATION, ARTS AND CULTURE

SENIOR PRIMARY PHASE

NATIONAL SUBJECT POLICY GUIDE FOR

SOCIAL STUDIES

GRADES 4-7

2016
Ministry of Education, Arts and Culture
National Institute for Educational Development (NIED)
Private Bag 2034
Okahandja
Namibia

© Copyright NIED, Ministry of Education, Arts and Culture 2015

National Subject Policy Guide for Social Studies Grades 4-7

ISBN: 0-86976-968-8

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

Publication date: 2015

 TABLE OF CONTENTS

1 Introduction ........................................................................................................................................ 1
2 Aims of the National Subject Policy Guide ........................................................................................ 1
3 Subject-Specific Issues ..................................................................................................................... 1
3.1 The Composition of Phases and Appropriate Grades ....................................................................... 1
3.2 Time–tabling ...................................................................................................................................... 1
3.3 Syllabuses.......................................................................................................................................... 2
3.4 Schemes of Work .............................................................................................................................. 2
3.5 Written Lesson Preparation ............................................................................................................... 2
3.6 Homework .......................................................................................................................................... 3
3.7 Maximum Time on Task .................................................................................................................... 3
3.8 Teaching and Learning Materials ...................................................................................................... 3
3.9 Assessment ....................................................................................................................................... 4
3.10 Marking and Moderation .................................................................................................................... 5
3.11 Learner-Centred Education (LCE) ..................................................................................................... 5
3.12 Continuous Professional Development .............................................................................................. 5
4 Subject Management Issues .............................................................................................................. 5
4.1 Line Management .............................................................................................................................. 5
4.2 Monitoring Learners’ Written Work/Homework.................................................................................. 8
4.3 Subject Meetings ............................................................................................................................... 8
4.4 Managing Subject/Phase Materials ................................................................................................... 8
4.5 The Advisory Teachers ...................................................................................................................... 8
4.6 Cluster Subject Groups...................................................................................................................... 8
4.7 Teachers’ Resource Centre (TRC) and School Library .................................................................... 8
4.8 School-Based Studies ....................................................................................................................... 9
5 Operational Files ................................................................................................................................ 9
5.1 Preparation File ................................................................................................................................. 9
5.2 Administration File ............................................................................................................................. 9
5.3 Resource File ................................................................................................................................... 10
5.4 Subject File ...................................................................................................................................... 10
5.5 Question Paper File ......................................................................................................................... 11
Annexe 1: Example of Lesson Preparation Format .................................................................................... i
Annexe 2: Example of a Year Planner .......................................................................................................iii
1 INTRODUCTION

Subject/phase teachers should regularly consult this document to ensure that they teach within the
guidelines of the Ministry.

The success of a teaching programme to a large extent depends on effective subject management.
The purpose of this subject policy document is to guide subject management in the school, but it
simultaneously strives to leave scope for each individual teacher to take initiative, especially in
presenting subject content and facilitating learning.

This subject policy guide is applicable to Social Studies in the Senior Primary Phases in all
government schools in Namibia. It is essential for subject teachers to consult the National
Curriculum for Basic Education constantly to ensure that they teach within the guidelines of the
Ministry.

Apart from the guidelines in this document, there are certain issues which will be dealt with in each
school’s own internal subject policy, e.g. guidelines concerning the submission of examination and
test papers, moderation and typing of papers, etc.

2 AIMS OF THE NATIONAL SUBJECT POLICY GUIDE

This document is the official subject policy guide for Social Studies. It makes provision for a well-
organised and practically orientated programme in the teaching and management of Social Studies
in the school and aims to:
• provide guidelines for subject managers in controlling teaching and learning activities
• guide teachers in organising their administrative duties and in planning teaching and
learning to meet the expectations of the national standards and performance indicators

3 SUBJECT-SPECIFIC ISSUES

3.1 The Composition of phases and appropriate grades

The time allocation for Social Studies is as follows:

Grades 4: 6 periods per 5-day cycle
Grades 5-7: 5 periods per 5-day cycle

(See National Curriculum for Basic Education)

3.2 Time–tabling

Teachers should be aware of the time allocation for Social Studies outlined in the National
Curriculum for Formal Basic Education. Schools should allocate the number of periods for Social
Studies as outlined in the National Curriculum for Basic Education.
Teachers should be aware that the time allocated for teaching Social Studies as outlined in The
National Curriculum for Basic Education requires that six periods be allocated to Social Studies
in grades 4 and five periods in Grade 5-7.

National Subject Policy Guide for Social Studies Grades 4-7, 2015
The Regional Education Office should be informed on any deviation from this. Schools should
ensure that lessons in each phase are given the required time allocation as outlined above. Each
teacher should have a copy of their personal timetable in their Personal File.

It is clearly stated in The National Curriculum for Basic Education that, different ways of
organising teaching and learning will need flexible time tabling, using different periods.

3.3 Syllabuses

A syllabus is a course description for a subject within the curriculum. It is a concise and general
statement of intended learning which describes the following:
• the purpose of the subject - these are the rationale and aims which give the reason for and
direction of the course
• the content of the subject - this is described in terms of themes and topics.
• objectives, defined in terms of what learning is intended to happen at the level of a subject
• competencies are the significant cognitive operations, skills, attitudes and values which all
learners should be able to demonstrate, and which can be assessed
• assessment describes how learner achievement will be assessed and how the course will
be evaluated

Teachers should be well-acquainted with the syllabus content and teach the syllabus, not the
textbook. All syllabuses of a subject/phase should be in the Subject File. However, only the
syllabuses of the grades the teacher teaches should be in the teacher’s Preparation File.

3.4 Scheme of work

A scheme of work is used by the subject teacher to plan teaching and learning for the year and is
divided into terms. The scheme of work must be developed from the syllabus and not from the
textbook. If the syllabus changes, the scheme of work must be adapted. Schemes of work must be
developed at the beginning of the year and each grade should have an own scheme of work for
Social Studies

The scheme of work should be kept in the Preparation File and a copy for reference in the Subject
File. Provision should be made in the scheme of work to mark off subject matter completed, and
this should be done on a weekly basis. Management should monitor progress on a regular basis.

3.5 Written lesson preparation

(Sample format in Annexe 1)

Written lesson preparation is compulsory for every teacher, irrespective of experience. Daily or
weekly written preparation should be done on the template provided by the school, well in advance
of delivery in the classroom. Subject/phase teachers can do lesson planning together.

A successful lesson plan should include the date, time, theme and topic, teaching and learning
materials, lesson objectives and competencies to be achieved. For the presentation part of the
lesson the following should be planned: a short, appropriate introduction, monitoring of homework
done, presentation of the subject content and a suitable conclusion. Learning support and
continuous assessment should be part of the lesson plan. It could include differentiated written
work, tasks, assignments, exercises and homework activities.
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National Subject Policy Guide for Social Studies Grades 4-7, 2015
Provision should be made in every subject for activities to improve learners’ skills in English reading,
writing and spelling (i.e. English across the curriculum).

After lesson delivery the teacher should write critical reflections on the lesson, noting how teaching
strategies could be changed to meet the lesson objectives. The lesson should then be filed for
future adaptation.

3.6 Homework

Quality homework is a very important tool for academic success. It strengthens the teacher’s efforts
in class and enhances the learning process. The principal, in collaboration with the hostel
superintendent concerned, must arrange study periods for hostel learners. Learners should get
well-planned homework every day. Teachers in Social Studies should establish the following
study/homework guidelines:

Grade 4 & 5: Homework of approximately 1½ hour per school day (15 min per subject per day)
Grade 6 & 7: Homework of approximately 2 hours per school day (20 min per subject per day)

3.7 Maximum time on task

Success in the Social Studies class depends on maximum time on task and it is expected that:
• the teacher and learners attend every class as indicated on the timetable
• the teacher and learners arrive punctually in the morning for school and for every class
• lessons are planned so that there is as much time on task as possible
• the principal and management set the example as far as quality time on task is concerned

3.8 Teaching and learning materials

Teachers in Social Studies should be creative and innovative to produce their own teaching and
learning materials linked to practice. Every learner must have a textbook for Social Studies. The
Social Studies teacher takes full responsibility for the control over textbooks. Learners should be
educated to look after their textbooks and respect it as very important resources.

3.8.1 Teachers’ Manuals/Guides

This very important official document guides teaching and learning in the classroom and should be
fully utilised. Continuous Assessment Manual and a Teacher’s guide manual are available to for
Social Studies. Copy/copies of the manual(s) should be available in the Subject File and every
teacher will receive a copy.

3.8.2 Other resources (including ICTs)

The school should develop policy procedures for accessing, returning and storing resources
(apparatus, equipment, etc.) provided by government or purchased by the school. Teachers should
use these to enhance learning and make teaching fun. A list of available items should be part of the
school policy and updated regularly.

National Subject Policy Guide for Social Studies Grades 4-7, 2015
3.8.3 Classroom displays

Wall displays are pictures, wall charts and/or artefacts displayed on the walls of the classroom that
make learning interesting. Learners will learn better because they can see the same thing over a
period of time, which makes it easier to remember and understand. Ideas for wall displays:
• pictures should be selected to stimulate learners to ask questions or begin working
• learners should make some displays themselves
• you can display learners’ class or homework
• displays should be changed regularly

Wall displays can be combined with displays on tables of books or items of interest from the
environment. When learners spend time reading and discussing ideas in an interesting display,
learning is better and more fun. Encourage learners to add to the display, and change displays
regularly.

3.8.4 Textbooks

The ideal situation is that every learner has a textbook for Social Studies. The subject teacher takes
full responsibility for control over the textbooks. Learners should be educated to look after their
textbooks and respect them as very important resources. Textbooks should be covered with plastic.
A list of textbooks in use and other equipment is available in the Subject File.

3.8.5 Exercise Books

Schools will make their own arrangements regarding files/exercise books for notes and tests. In
Social Studies, every learner will have the following exercise books (school / subject decide):

e.g. 1 x A4 or A5 for tests

1 x A4 for notes

Exercise books should be covered with brown paper (with name, grade and title) and plastic
(optional)

3.8.6 Specialised Equipment

It’s imperative that Social Studies learners should be exposed to equipment such as weather
instruments (rain gauge, thermometer, wind vane, anemometer, Stevenson screen etc.) a globe
etc.

3.9 Assessment and promotion

A record of learners’ marks and test should be kept in the teacher’s Administration File. Proof of
assignments for project purposes should always be available in the resource file. The following
documents should guide assessment in Social Studies:
• the subject syllabus
• National Curriculum for Basic Education
• Towards improving Continuous Assessment in schools: a Policy and Information Guide (a
NIED document)
• guidelines in the Teachers’ Manual or Continuous Assessment manual (where applicable)
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National Subject Policy Guide for Social Studies Grades 4-7, 2015
 • DNEA directives
• National Promotion Policy Guide for Junior and Senior School Phases or National Promotion
Policy Guide for Junior and Senior School Phases (NIED documents)
• Formal Education circulars on assessment and promotion (where applicable)
• Guidelines for Teachers on Setting and Marking Assessments, January 2005 (a DNEA
document).

3.10 Marking and Moderation

Guidelines on the marking and moderation of tests, examination scripts, projects and assignments:
• marking should be done by the teacher in red
• consolidation tests and test/examination scripts should be marked and handed back to the
learners as soon as possible
• learners should see their marked test/examination scripts before the marks are finalised
• the HOD/subject head will moderate a sample of at least 5% of the marked scripts in green
• marking of projects and assignments should be done by the teacher and handed back to
the learners as soon as possible

3.11 Learner-Centred Education (LCE)

Learner-centred education sometimes requires that learners have space to move around or work
in small groups. This might be challenging in overly large classes, and teachers will need to be
creative to ensure that teaching and learning is learner-centred. Principles for learner-centred
education can be found in the following publications:
• the subject syllabus
• Learner-Centred Education: A Conceptual Framework
• How Learner-Centred are you?
Documents are available for downloading from the NIED website www.nied.edu.na

3.12 Continuous Professional Development

The school should partner and share the responsibility for in-service training of staff members.
Workshop materials and handouts must be kept in the Resource File and remain the property of
the school. Applicable parts should be kept in the Administration File of the subject teacher.
Teachers should share information, experiences and strategies they were equipped with during
training. In the Subject File a record sheet will indicate the dates, venues and names of teachers
who attended workshops in Social Studies.

4 SUBJECT MANAGEMENT ISSUES

4.1 Line Management

4.1.1 The Principal

The principal is accountable for the effective management of every subject in the school and the
attainment of satisfactory results. The principal may, by way of delegation, assign managerial
responsibilities for the subject to the Subject Head (HOD/phase head/senior teacher).

National Subject Policy Guide for Social Studies Grades 4-7, 2015
4.1.2 Head of Department
The HOD, to whom the Social Studies teacher(s) will be reporting, does not need to be a teacher
of Social Studies. The HOD (s) form part of the management team of the school, which should
continuously monitor teaching and learning by:
• motivating teachers and learners,
• monitoring learners’ progress by analyzing written work, assignments and assessment
results.

4.1.3 Subject Head

The subject head is a member of staff who is responsible for instructional leadership, mainly through
co-ordinating the curriculum implementation of a subject or a group of related subjects, and by
facilitating and creating opportunities for team building and continuous professional development in
order to improve the teaching competence of the teachers involved. The position of subject head is
not an official appointment. The role of the subject head can be performed by the principal, vice-
principal, head of department or senior teacher. Specific responsibilities of the subject head may
include the following:

Planning
• promote a conducive teaching and learning environment in every classroom
• ensure that all the latest subject/phase-related documents and textbooks are available at
the school
• develop and implement an assessment policy according to guidelines in the teachers’
manual/guide
• review internal test/examination results and plan actions to improve on weaknesses
• implement Key Areas 2 and 3 of the National Standards and Performance Indicators
• be involved in planning and implementing the Plan of Action for Academic Improvement
(PAAI) for the school
• allocate teachers according to their specialisation
• identify needs for support from Advisory Teachers and arrange with Regional Office for input
• study Advisory Teacher and examination reports and implement the recommendations
• identify the subject/phase’s financial needs and submit these to the budget committee of the
School Board

Organising
• expect full accountability for academic performance from subject/phase teachers and
learners
• influence, enhance and sustain the academic performance of Social Studies teachers
• establish effective communication within Social Studies
• ensure that the latest subject-related documents are available and in use
• establish and maintain proper subject administration
✓ Preparation File
✓ Administration File
✓ Resource File
✓ Subject File
✓ Question Paper Bank
• conduct regular subject meetings
• ensure that sufficient textbooks, teachers’ resources and learning materials are available
• establish and monitor a practical textbook-control system
• create a positive working environment for the Social Studies teachers
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National Subject Policy Guide for Social Studies Grades 4-7, 2015
 • establish and maintain good discipline

Leading and guidance

• discuss the outcome of the Teacher Self-Evaluation (TSE) with individual teachers and give
support, guidance and assistance to Social Studies teachers
• assist new and beginner teachers in all respects
• guide teachers to set academic targets for themselves and for learners
• assist teachers to achieve improved academic targets
• defuse internal conflicts between subject teachers
• ensure full implementation of the internal school subject policies and procedures
• encourage teamwork and recognise good work
• provide for specialist assistance to the subject teachers, e.g. by advisory teachers, cluster
subject groups, etc.
• promote the image and status of the subject
• allocate mentor teachers to beginner teachers and conduct an effective induction
programme for new teachers
• provide school-based staff development programmes to the subject teachers

Monitoring
• establish and implement continuous monitoring and control of prescribed files
• moderate tests, examination papers, marking grids, mark schemes and answer scripts
• coordinate the setting of question papers of different teachers of the same grade
• monitor the quantity and quality of continuous assessment marks, written work, tests and
tasks
• monitor record-keeping and ensure their accuracy
• conduct classroom observation visits, write reports and provide follow-up support
• control learning support
• establish a disciplined teaching and learning environment

4.1.4 The Subject teacher

The Social Studies teacher as the classroom manager has, inter alia, the following responsibilities:
• strive towards the achievement of the objectives contained in the National Standards for
Schools and Performance Indicators
• create a conducive environment in the classroom for quality teaching and learning
• establish a disciplined teaching and learning environment in the Social Studies class
• meet the requirements of the curriculum and the Social Studies syllabus
• facilitate teaching and learning both inside and outside the classroom in order for the
learners to acquire the necessary knowledge, skills, values and attitudes
• develop an effective and efficient scheme of work
• establish positive attitudes among learners towards Social Studies
• promote the establishment of project work in Social Studies
• be creative and innovative in daily/weekly lesson preparation and the production of own
teaching and learning materials
• consult the nearest resource centre in connection with training opportunities and sources of
information, and teaching and learning materials
• liaise with the subject head with regard to the smooth running of the subject
• control and mark learners’ written work and give feedback

National Subject Policy Guide for Social Studies Grades 4-7, 2015
 • plan special activities to improve the English reading, writing and spelling skills of learners
• plan and implement learning support programme in teaching and learning
• communicate with parents

4.2 Monitoring learners’ written work/homework

The HOD/subject head/phase head/senior teacher should monitor learners’ written work at least
once per term. The Social Studies teacher should:
• control the written work of learners on a regular basis, paying special attention to grammar
(e.g. using full sentences), spelling, neatness, format and display
• mark at least 70-80% of all written assignments, exercises, tasks and worksheets -
feedback from the teacher is immediate, praising, encouraging, positive and
informative

4.3 Subject meetings

Subject meetings for Social Studies will be held regularly, at least once per term. An agenda will be
followed; minutes will be kept and stored in the Administration File. The purpose of the meetings
will not only be administrative, but may include activities such as planning, guest speakers, sharing
of ideas, lesson presentations (model lessons), improvement of results, improvement of
methodology, feedback on workshops, etc.

4.4 Managing subject/phase materials

Procedures should be developed for the ordering of textbooks, materials, control of materials,
storage, distribution, collecting and annual stocktaking. A textbook-control system will be put in
place. One person should be identified by management to be responsible for this task.

Detailed procedures should be developed for the subject in terms of setting, typing, duplicating,
marking and moderation of worksheets, tests and examination scripts, storing of the same, etc.

4.5 The advisory teachers

Advisory Teachers (ATs) have extensive knowledge of the relevant subject areas and their
responsibilities are, amongst others, to ensure quality in education through rendering of liaison
services and subject guidance. The school should fully utilise the expertise provided by ATs.

4.6 Cluster subject groups

The purpose of cluster subject group meetings is to improve efficiency, build capacity and empower
teachers. Attending and participating in cluster subject activities can play a positive role in
collaborative development and improving quality teaching and learning.

4.7 Teachers’ resource centre (TRC) and school library

Teachers are encouraged to utilise the resources and facilities offered at TRCs. If a certain item is
not available at the local/regional TRC, it is possible to make inter-library or inter-TRC loans with
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National Subject Policy Guide for Social Studies Grades 4-7, 2015
the help of the TRC manager. Procedures for the use of facilities and the lending of resources can
be obtained from the TRC manager. A list of TRC contact persons and an annual time-table of
training programmes should be kept by the HOD.

If the school has a school library, a list of resources and books available for lending should be
provided to staff members, as well as the rules and procedures for class visits to the library. It is
advisable to have procedures for project work and possible use of the Internet.

4.8 School-based studies

During school-based studies, the class teacher plays a crucial role in assisting the student teacher
and modelling good practice. Student teachers are required to analyse and reflect critically on their
teaching experiences, and evaluate their own learning with a view to improving their teaching ability.
In this way they will develop appropriate subject knowledge and concepts.

5 OPERATIONAL FILES

5.1 Preparation file

(Responsibility: Every subject/phase teacher)

Written lesson preparation is compulsory for all subject teachers in Namibia. This file contains the
written preparation done by a teacher, and includes all relevant information. It is the responsibility
of management to monitor these files once a week.

Content of the preparation file

• control sheet
• table of contents
• the teacher’s personal time-table
• syllabus for all the subjects taught this year (the latest editions)
• schemes of work for all the subjects taught this year (neatly typed)
• up-to-date daily/weekly written lesson preparation
• teacher’s commitment to PAAI

5.2 Administration file

(Responsibility: Every subject teacher)

The Administration File is the file that every subject teacher keeps with important subject information
and any other school-related information. (Please use the word Administration File. A personal file
(according to the Act) is a personal file with the teacher’s ID, appointment letter, etc. that is being
held in the office of the principal).

Content of the administration file

• control sheet
• table of contents
• organisation:
✓ personal time-table
✓ the register class’s time-table
✓ time tables for tests/examinations
✓ official school calendar of the MoE
• register class list
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National Subject Policy Guide for Social Studies Grades 4-7, 2015
 • mark sheets with continuous assessment, test and examination marks
• planning: PAAI. In this document management should set academic targets to be achieved
by every subject teacher
• policies:
✓ the Code of Conduct for Teachers
✓ the school’s internal Subject Policy for the subject(s) taught by the teacher
✓ teacher’s Manual/Guide for the subject (If applicable and practical)
✓ copies of the National Standards and Performance Indicators
✓ the Teacher’s Self-Evaluation Instrument
✓ the Classroom Observation Instrument
• meetings: minutes of staff, departmental, subject and cluster meetings
• circulars and reports from the MoE, Regional Office and Advisory Teachers
• textbook control
✓ list of numbered textbooks in learners’ possession OR
✓ textbook inventory of register class

5.3 Resource file

(Responsibility: Every subject teacher)
• control sheet
• table of contents
• worksheets
• projects, assignments, topic tasks, practical investigations, artefacts, including marking
criteria
• course material and workshop handouts
• information on Learning support in the subject (Individual Learning Support Plan, learning
support forms)

5.4 Subject file

(Responsibility: subject head)

For any subject to be taught and administered successfully it is essential to be well organised. A
functional Subject File should be put in place. The file should be used regularly and kept up to date
continually, and accessible to all subject teachers. When there is uniformity in a subject it does not
only simplify the administration thereof, but also makes control by the school management easier.

The Subject File serves as a source file for the subject teachers of a specific subject, and is the
property of the school. It is aimed at promoting effective organisation and management of the
subject at school. A separate Subject Files should be created for each of the Senior Primary, Junior
Secondary and Senior Secondary phase.

Requirements of the subject file

• it should be planned systematically
• it should be at the school at all times as part of the school’s filing system
• it should be accessible to all subject teachers at all times
• it should be kept up to date on a continual basis

Contents of the subject file

• control sheet (explain purpose)
• table of contents
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National Subject Policy Guide for Social Studies Grades 4-7, 2015
 • the National Curriculum for Basic Education
• subject Policies:
✓ the National Subject Policy Guide for the subject (a NIED document)
✓ the school’s internal Subject Policy
• a copy of the completed Plan for Academic Improvement (PAAI) document
• subject teachers’ information:
✓ names and the grades they teach
✓ timetables of teachers teaching the subject
✓ personal information: qualifications and experience
• latest syllabus(es) applicable to the subject/phase
• schemes of work for all the grades (clean copy)
• minutes of subject/departmental meetings
• minutes of cluster meetings
• Advisory Teacher reports
• Subject-related circulars and correspondence
• textbooks
✓ list of textbook titles available in the school: used by learners; available to the
teachers as resource material
✓ copy of relevant pages from Textbook Catalogue
• inventory of other teaching and learning materials applicable to the subject
• promotion marks for the last three years and an evaluation thereof
• teacher’s Manual/Guide for the subject (if applicable and practical)
• record sheet with dates, venues and names of teachers who attended workshops

5.5 Question paper file

(Responsibility: subject head)
• control sheet
• table of contents
• specimen papers and mark schemes (where applicable)
• question papers and mark schemes per grade/test/examination
• marking grids/test specification grids (where applicable)
• JS/NSSC Examiners’ Reports and monitoring reports for Grade 7 (until phased out) for the
past three years, for subjects where applicable

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National Subject Policy Guide for Social Studies Grades 4-7, 2015
Annexe 1: Example of lesson preparation format

Teacher: Grade: Date:

Subject: Time:

Theme and topic:

Teaching materials and resources to be used:

Lesson objectives: Learners will:

Competencies (Refer to Syllabus): Learners should be able to:

Presentation of the lesson:

1. Monitoring of homework done:

2. An appropriate short introduction:

3. Presentation of subject matter and learning activities:

4. Consolidation:

National Subject Policy Guide for Social Studies, Grades 4-7

 5. Assessment / homework / tasks / exercises

English across the Curriculum:

Reading activities:

Writing activities:

Learning support activities:

Reflections:

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National Subject Policy Guide for Social Studies, Grades 4-7

Annexe 2: Example of a year planner

YEAR : 20__ GRADE :_______ SUBJECT :___________________ SUBJECT TEACHER: ________________

(Teaching Time = 22-30 weeks)
TERM 1

Week 1: Week 2: Week 3: Week 4: Week 5: Week 6: Week 7:

Jan……… Jan………. Jan……….. Feb……….. Feb……… Feb………. Feb……..

Schools Reopen…….

Week 8: Week 9: Week Week Week 12: Week 13: Week 14:
March…….. March ……. 10:March……. 11:March……. April…….. April…….. April……...

Schools
Close……….
TERM 2

Week 15: Week16: Week 17: Week 18: Week 19: Week 20: Week 21:
May……… May…….. June…….. June……. June……. June…….. July………

Schools Reopen…….

Week 22: Week 23: Week 24: Week 25: Week 26: Week 27: Week 28:
July……… July…….. July…….. July……… Aug….….. Aug……… Aug………

National Subject Policy Guide for Social Studies, Grades 4-7 iii
 Schools
Close……….
TERM 3

Week 29: Week 30: Week 31: Week 32: Week 33: Week 34: Week 35:
Sept…….. Sept…….. Sept……... Sept……... Oct……. Oct……… Oct………

Schools Reopen…….

Week 35: Week 36: Week 37: Week 38: Week 39: Week 40: Week 41:
Oct……… Oct………. Nov……… Nov……… Nov……. Nov…….. Dec………

National Subject Policy Guide for Social Studies, Grades 4-7 iv

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

Telephone: +264 62 509000

Facsimile: +264 62 509073

E-mail: info@nied.edu.na
Website: http://www.nied.edu.na