Republic of Namibia
MINISTRY OF EDUCATION, ARTS AND CULTURE
JUNIOR PHASE FOR
LEARNERS WITH INTELLECTUAL IMPAIRMENT
PHYSICAL DEVELOPMENT SYLLABUS
FOR IMPLEMENTATION 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
Physical Development Syllabus for Learners with Intellectual impairment
ISBN: 978-99916-66-06-8
Printed by NIED
Website: http://www.nied.edu.na
Publication date: December 2015
TABLE OF CONTENTS
1.
Introduction ……………………………………………………………………...
1
2.
Description area …………………………………………………………….…..
1
3.
Rationale ………………………………………………………………..….….…
1
4.
Aims …………………………………………………………………………....…
2
5.
Inclusive education ………………………………………………………….…..
2
6.
Links to other subjects and cross-curricular issues ………………………....
3
7.
Approach to teaching and learning ……………………………………..…..…
3
8.
End of phase competencies ……………………………………………………
4
9.
Summary of learning content …………………………………………………..
5
10.
Learning content ………………………………………………………………...
7
10.1 Physical fitness ……………………………………………………………
7
10.2 Athletics ………………………………………………………………….…
9
10.3 Dance …………………………………………………………………...….
11
10.4 Games …………………………………………………………………......
12
10.5 Gymnastics………………………………………………………………...
14
10.6 Aquatics …………………………………………………………………...
15
11.
Assessment ……………………………………………………………………… 16
Annexe 1: Glossary……….……………………..…..…………………….…...
16
1.
Introduction
This syllabus describes the intended learning and assessment for Physical Development in
in the Junior phase for learners with intellectual impairment. As a subject, Physical
Development is a major part of the physical area of learning, but has thematic links to other
subjects across the curriculum.
There are three main types of learning experiences in this area. The first type, which is
concerned with the development of psychomotor skills, is fundamental for daily learning. The
second type, which includes play, movement education, dance and sports, is concerned with
the development of co-ordination, social skills, the aesthetic sense and the mastery and
enjoyment of movement. The third type, which is concerned with the development of a
positive attitude towards one's own body, includes learning experiences that promote an
understanding about the development of human sexuality, how the human body functions
and how to stay healthy.
The Physical Development component of the physical area of learning consists of fitness,
games and sports activities.
2.
Description area
The term intellectual impairment suggest a category what may lead to the wrong assumption
that such a group of learners could be homogeneous in their abilities and needs. Learners
with intellectual impairments vary widely in their ability to do academic work as well as in
their adjustment to social situations in school and locations. Like any group of learners, every
child with intellectual impairments learns at his/her own pace and uses different learning
styles. These learners tend to have below average or delayed development in academic,
social, and adaptive skills. The delayed development is much obvious in thought processing,
learning, communicating, remembering, gathering and applying information, making
judgments and problem solving. This delayed development is also reflected in low
achievement across content and skills areas as well as significantly lower scores on
measures of intelligence and adaptive behavior when compared with learners who are not
identified with intellectual impairments.
Therefore, learners with intellectual impairments would follow a functional curriculum
approach that focuses on these areas. Instead of Grades, the learners’ curriculum is based
on phases; i.e. an Orientation phase and three phases of achievements (Beginners phase,
Junior phase and Senior phase). Learners are also placed in different classes or ability
levels within the phase according to their individual ability and needs. There could therefore
be in each school different classes addressing a different ability level. The learners can be
transferred from one ability level to another within the phase before progression to the next
phase.
3.
Rationale
Physical Development, as an integral part of the general education process, aims to make a
meaningful contribution towards improving the quality of life of young people, enabling them
to maintain a healthy lifestyle and to function effectively in society. Physical Development
aims to develop attitudes and practices as well as promote co-operation, positive
competition, sportsmanship and fair play through participation in games and sports.
All children start school with motivation to move, use their energy and experience playing
games and sports. Physical Development should build on and sustain this motivation and
those experiences. A few learners will just be able to manage a minimum level and must
receive support teaching through adapted teaching approaches and assistance from peers.
Some learners will be able to achieve more than a minimum level in the competencies, while
some will be able to achieve much better.
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4.
Aims
The aims of Physical Development are to:

develop and improve the learners’ perceptual - motor skills through participation in a
variety of movement forms (movement development)
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help maintain and develop physical fitness and efficiency (physical development)
develop an understanding of good health through an interest in and respect for their
own bodies (health development)
provide experiences of the joy of movement and develop a positive attitude towards
Physical Development
enhance emotional stability including a positive self image, self-control, independence,
confidence, own decision making and creative ability, based on a well grounded
system of values (affective/emotional development)
develop healthy interpersonal relationships (social development)
develop an understanding of good normative behaviour based on a healthy value
system (normative development).
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5.
Inclusive education
Inclusive education is the right of every learner and promotes participation in, or access to,
the full range of educational programmes and services offered by the education system in
mainstream schools. It is based on the principle of supporting and celebrating the diversity
found among all learners and removing all barriers to learning.
Basic education prepares the society, as envisaged in Namibia’s Vision 2030, by promoting
inclusivity. Learners experiencing barriers to learning and other individual needs will be
included in a mainstream school and their needs will be attended to through differentiation of
teaching methods and materials as required. Learners, who are so severely impaired that
they cannot benefit from attending inclusive schools, will be provided for according to their
needs in learning support units, resource units or resource schools until such time that they
can join the inclusive school where applicable. The curriculum, teaching methods and
materials are adapted for learners in these institutions.
The learner-centred approach to teaching is highly suitable for learners with special learning
needs since it capitalises on what learners already know and can do, and then assists them
to acquire new knowledge and skills. The Supplement to the Broad Curriculum: Curriculum
Framework for Inclusive Education (2014) specifies the competencies which learners with
special learning needs should master. Individual Education Plan should be in place to guide
and evaluate the individual learning process for learners with special learning needs.
Further guidelines on planning for learning and teaching in an inclusive classroom can be
found in the Supplement to the Broad Curriculum: Curriculum Framework for Inclusive
Education (2014). These guidelines will help to equip all learners with knowledge, skills and
attitudes to help them succeed in the world that is increasingly complex, rapidly changing
and rich in information and communication technology.
The Physical Development syllabus promotes equal opportunity for males and females,
enabling both to participate equally. Teachers should know and understand how to treat
learners equally, and all materials should support gender fairness.
Including gender perspectives is important in all social themes in order to raise awareness of
gender stereotyping, how limitations are set on gender equity, and how to promote gender
equity in all spheres of life.
Teachers should be aware of gender issues, concerns and problems arising from the
different roles played by men and women in society. Females and males have differences in
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the way they use language. These differences can be used as a resource in the classroom
by putting both girls and boys in a group for group work in the language classroom.
Teachers can use role-plays to show gender stereotypes and teach learners to analyse
materials to determine whether they are free of gender stereotype. Boys can mix with girls or
they can be made to reverse their roles.
The language subjects are also the lessons in which much of the time should be spent on
value issues. The different patterns of thinking about values which males and females tend
to have can be used to enrich each other. All teaching/learning materials should be analysed
to ensure that they promote gender equity.
6.
Links to other subjects and cross-curricular issues
Physical Development contributes to the learner’s self-image, awareness of the body, health
and well-being. It also promotes values such as co-operation and friendly competition. It
thus has links both to Environmental Awareness and to Religious and Moral Development.
Some learners might be (knowingly or unknowingly) HIV-positive. They will learn to
understand and deal with these issues and develop values as they play and interact with
others.
Some subjects are more suitable to deal with specific cross-curricular issues. In this syllabus
there are more examples of other links to cross-curricular issues, but only one example for
each cross-curricular issue is provided below:
Environmental
Learning
Weather and the
environment: explore
types of sports
played during
different seasons;
show awareness of
water safety
7.
HIV and AIDS
EHRD
Road Safety
Caring for oneself
and others: show
personal hygiene
(resulting from play)
Sports skills: Cooperate, observe and
imitate others, show
fair and healthy
competition, and
demonstrate good
sportsmanship
Traffic safety:
discuss the dangers
playing games
on/next to busy
roads
Approach to teaching and learning
The approach to teaching and learning is based on a paradigm of learner-centred education
described in the ministerial policy documents and the Learner Centred Education conceptual
framework. This approach ensures optimal quality of learning when the principles are put
into practice. This applies particularly to learners with special educational needs, as each
learner should be continuously guided in their learning experiences through an Individual
Education Plan (IEP).
The aim is to develop learning with understanding that will empower the learner to be
independent in order to gain access to the developments in society at large. The starting
point for teaching and learning is the fact that many learners come from backgrounds where
they do not continually gain knowledge and social experience from the family, the
community, and through interaction with the environment. Learning in school must purposely
create, involve, build on, extend and challenge the learner’s prior knowledge and experience.
Learners learn best when they are actively involved in the learning process through a high
degree of participation, contribution and production. In this regard, the short attention span of
special needs learners has to be taken in account whereby the daily lessons must be
interactive and participatory. Each learner is an individual with his/her own needs, pace of
learning, experiences and abilities. Individual support is therefore recommended to support
learners accordingly in their learning processes. The teacher must be able to sense the
needs of the learners, the nature of the learning to be done, and how to shape learning
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experiences accordingly. Teaching strategies should be varied but flexible within wellstructured sequenced lessons.
Teaching learners with intellectual impairments requires differentiated teaching strategies.
The learners will always be in need of additional time to comprehend a topic entirely and
require repetitive sessions addressing the same topic. Therefore the teacher needs a virtue
of different approaches to address the same topic in different ways.
Co-operative and collaborative learning should be encouraged wherever possible. In such
cases, tasks must be designed so that pair or group work is needed to complete it, otherwise
the learners will not see any relevance in carrying out tasks together. ‘Hands on learning’ is
the process of using activities and other hands on tasks to teach skills. All learners and
especially those with intellectual impairments learn best through this process. Play-based
learning is when play activities are used to teach cognitive skills. Chaining is another
learning strategy that is highly recommended whereby a task is breaking down into its small
steps and taught in a sequential manner. Generally, children learn and do better when they
are in a group. With time, behavioural difficulties become less, and the learners can motivate
each other. Working in groups, pairs or individually has to be supervised closely as to avoid
behavioral issues disturbing the learning progress. However, the best way to teach is to
understand the learner, his abilities and needs.
In Physical Development, the teacher must decide, in relation to the learning objectives and
competencies to be achieved, when it is best to instruct learners directly; when it is best to let
learners discover or explore activities for themselves through problem-solving; when they
need coaching; when they need reinforcement or enrichment activities; when there is a
particular progression of skills or information that needs to be followed; or when the learners
can be allowed to find their own way through set tasks. To a great extent, gaining
competence in Physical Development activities is a question of what each individual can
achieve if they try hard whatever their aptitude and how well they can co-operate in groups
and teams and not a question of being measured against others.
It is recommended that every physical development period of the year should begin with
instruction on behavioural and safety rules such as changing clothes, obeying instructions,
care of apparatus, etc.
8.
End-of-phase competencies
Upon completion of the Junior phase, the learners should be able to participate to the best of
their ability in a variety of games sports, and physical activities.
Physical fitness
Participate regularly in physical fitness activities such as imitative, strength, endurance,
flexibility and coordination. Follow instructions and routines in physical activities and games.
Athletics
Demonstrate endurance by performing different activities such as running, jumping, throwing
and competitive activities. Show cooperation with others and an attitude of healthy
competition.
Dance
Explore and appreciate movement and become creative and expressive through
performance as it develops aesthetic and artistic qualities.
Games
Participate in underlying skills that give structure and team games. Explain why they need to
be physically active and how their bodies feel during different activities.
Gymnastics
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Demonstrate and apply a combination of skills with partners such as loco-motor, rotational,
jumping and balancing activities, using small and big apparatus.
Aquatics
Demonstrate mobility, independence and self-determination. Develop learner’s confidence in
and around water, through participation in activities that promote exploration and
experimentation.
9.
Summary of learning content
The syllabus consists of six themes, with a sixth optional theme for schools that can do water
activities. Most of the activities can be carried out using simple equipment such as sticks,
poles, bean bags, rope, etc. and schools should be able to offer activities from all the five
themes to give breadth and variety to Physical Development. Time allocation should be
adjusted to the situation of a particular school, availability of facilities, interests of the learners
and areas of competence in Physical Development of the teacher and availability of other
instructors from the community:
 Physical fitness activities
 Athletics-type activities
 Dance activities
 Games in limited space
 Gymnastics-type activities
 Water/aquatic activities
If a school has access to a swimming pool or safe swimming water at a beach or river, and a
teacher certified for life saving to instruct and supervise, up to 25% of time can be taken
equally from all the other sections for the optional water/aquatic activities.
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Summary of learning content
PHYSICAL FITNESS
 imitate activities

awareness of oneself and own body
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
muscular strength and endurance
 flexible activities
ATHLETICS
 throwing

experiencing a wide range of physical education
activities
flexibility through a variety of activities
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imitating a variety of gross motor activities
fine motor throwing activities
awareness of stepping and striding
jumping independently by throwing balls
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walking

developing skills of walking at a controlled pace
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running
hurdling
jumping
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running activities
hurdling over variety of obstacles
skills of jumping
exploring ways of jumping
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personal hygiene

awareness of personal hygiene
DANCE
 exploration, creation and
performance of dance
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exploring movements of different parts of the
body
range of dynamic in movement
simple dances
movements to rhythmic and melodic phrases
communicating understanding of dance
GAMES
 ball handling

ball-handling skills

kicking

kicking skills
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carrying and striking

carrying and striking skills
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creating and playing games
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creating and developing games
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playground games
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creating simple playground game
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directional signs/symbols
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awareness of directional signs/symbols
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basic movements actions
short sequences of movements
appreciation of gymnastics
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experiencing wide range of activities
interaction with water
exploring the use of arms and legs to travel
(move) in water
water activities and games
awareness of water safety
GYMNASTIC
 movement
AQUATICS
 water activities
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10. Learning content
10.1 Physical fitness
Learning Objectives
Learners will:
1.1 Imitate activities
gain awareness of themselves
and their bodies
Competencies
Learners should be able to:

demonstrate imitative activities of a general character that involves free running, e.g.
‘gliders’: arms sideways, free running, banking and swerving from side to side
‘motor-car’ driving: free running, pretending to drive an imaginary car
 demonstrate imitative sports people that involves free running, e.g.
- ‘the fielder’: run, bend down, pick up an imaginary ball and throw to wicket
- ‘the sprinter’: from "set" position, spring up and sprint across to opposite side
 play ‘mirror’: partner game, a learner models a certain body posture (like a statue),a partner copy the
position
1.2 Muscular strength and endurance
experience a wide range of
 demonstrate strengthening imitative activities for the following muscles, e.g.
physical education activities
- foot: walk on inside/outside of feet like a man with club-feet
- leg: ‘Frog jumping’: from crouch with hands on floor between legs, free jumping to land first on feet and
then the hands - like a frog jumping from stone to stone
- abdomen: ‘Merry-go-round’: in crook sitting lean on hands lift feet from the ground pushing body around
and around with hands
- back: ‘Seal looking for fish’: front-lying, grasping hands behind back. Lift trunk with a rocking and
straining motion, turning the head from side to side
- shoulder and arms: ‘Lame dog’: free running in all four position holding one foot of the floor
1.3 Flexible activities
practice flexibility through a
 imitative activities to obtain flexibility in the following joints, e.g.
variety of activities
- ankle: ‘The drummer’: in crook sitting lean on hands play drum with toes and heels alternately
- knee: ‘Partner rowboats’: back-to-back straddle long sitting with partners’ hips and shoulders touching,
lie back on partner’s back, then relax and lean forward (Perform activity rhythmically)
- hip: ‘Greeting Arab’: in stretch kneel-sitting, trunk and arms lowering and raising rhythmically
- shoulder: ‘Straddle standing’: pretend to be a swimmer swimming back stroke, crawl stroke and butterfly
stroke with arms
- spinal column: ‘Bridges and snakes’: with partner, one makes a bridge with own body while the other
one (snake) wriggles under the bridge (Exchange positions)
-
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9.1 Physical fitness (continued)
Learning Objectives
Competencies
Learners will:
Learners should be able to:
1.3 Flexible activities (continued)
demonstrate flexibility with
 show flexibility exercises with balls or hoops in the following joints, e.g.
small apparatus (shoes, bags,
- ankle: walk forward and dribble ball by using the inside and then the outside of feet, walk all around on flat
balls, sticks, hoops)
hoop
- knee: standing, ball in both hands held in front, swing stretched left leg upwards and kick ball from hands
(Repeat with right leg)
‘Straddle stand over hoop’: touch from rim of hoop, then back rim and return to standing
- hip: ‘crouch sitting’ with both hands on ball, stretch legs and roll ball in a circle around the feet;
circle hoop around hips (‘hoola-hoop’)
- shoulder: front lying with trunk raised, ball in one hand: change ball to other hand behind back etc.;
stand with hoop held in both hands above head;
lower hoop: climb through and stretch again to starting position
- spinal column: stand in a circle in straddle standing, first pupil passes ball overhead to pupil behind him,
he passes the ball between his legs to third pupil;
front lying while hoop is held in both hands high above head
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10.2 Athletics
Learning Objectives
Learners will:
2.1 Throwing
imitate demonstrations of
variety of gross motor
activities
perform fine motor throwing
activities
become aware of stepping
and striding
jump independently
2.2 Walking
develop a skill of walking at a
controlled pace
2.3 Running
participate in running
activities
Competencies
Learners should be able to:

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stretch the hands high and hold
shake the legs and arms
twist the upper body, bend down to touch toes with flexed knees
grasp and hold a ball or shot while trying to throw it in an over-arm movement at a target
demonstrate throwing skills for distance, e.g. throw and retrieve, high ball
reach for and grasp a bean bag/ball
attempt to release an object into a container
respond to stepping activities around the classroom
imitate various striding movements
demonstrate creativity in mixing short steps and strides
participate in jumping in puddles for fun
attempt to raise a leg on meeting an obstacle
develop the ability to jump for distance
demonstrate jumping for height, e.g. jumping over objects, bouncing ball, jumping over the elastic band/rope


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
participate in short walks within and around the school grounds, e.g. ‘hide-and-seek’ walk, nature walk
stay with the group independently while out walking
show curiosity about new surroundings when walking
walk without shoes on various different surfaces (sand, mud, stones, grass etc.)

walk/jog in a non-competitive setting with some prompting e.g. follow a leader or follow a tactile strip around
the walls
initiate movement in any direction when signal is given, e.g. wait for a signal and walk/jog around the
classroom
perform with help in a group ‘running/moving-at-pace’ activity, e.g. on signal carry a stick as quickly as
possible to a team-mate at the other end of the lane (‘relay race’)
imitate turn-taking during a team ‘running/moving-at-pace’ activity with peers
participate in team relay, in small groups using various means of travelling: running, hopping, skipping
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10. 2 Athletics (continue)
Learning Objectives
Learners will:
2.4 Hurdling
hurdle over variety of
obstacles at a controlled
pace
2.5 Jumping
develop the skill of
jumping
explore various ways of
jumping
2.6 Personal hygiene
develop personal
hygiene
Competencies
Learners should be able to:



step in and out of hoops, with support, placed on the floor
run over low hurdles evenly spaced
attempt to hurdle over the center of the hurdle and advance directly to the next hurdle without delay

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
attend to contrasting movements of taking short steps and stride
explore various ways of jumping, e.g. reach up to punch a balloon
follow footprints/shapes/carpet pieces independently
explore ways of taking off from ground and landing, e.g. take off from two feet to land on two feet, take off from one
foot to land on two feet on a mat in an upright position
practice skipping activities with and without ropes
respond physically to instructions to jump
observe others and participate in jumping distance
practice standing jump for distance and height
practice long, high and standing long jump



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wash hands and face after exercise
remove warm clothes before exercise
communicate about how his/her body feels during activity, e.g. hot, sweaty, out of breath
follow stretching exercises after activities
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10.3 Dance
Learning Objectives
Learners will:
Competencies
Learners should be able to:
3.1 Exploration, creation and performance of dance
explore movements of
 demonstrate imitative activities on how different parts of the body move, e.g. shake fingers, wriggle toes, nod head,
different parts of the body
flex ankles, swing arms, blink eyes
 listen as the teacher names/points to a body part and explore various ways of moving that part of the body
 experiment in moving different parts of the body, e.g. stretch arms above the head, shake fingers, clap hands,
march steps independently
 participate in activities involving changing patterns of movement e.g. follow the group moving throughout the room
in a curve pattern, follow straight line chalked on the floor, follow zigzag patterns of movement
 demonstrate imitative activities in movement showing contrasting movements between light and strong, sudden
and sustained
explore a range of
 show awareness of contrasting sounds in music
dynamic in movement
 attend to the link between music and movements, e.g. gently rock from side to side while sitting, stamp along the
floor as if wearing big boots, tiptoe
 create own movements in response to music, e.g. crawling, sliding, rolling, rocking, rowing with a partner, moving
backwards/forwards/sideways, waving streamers/ribbons/material
 do ‘freeze-dance’: free dance to music, when music stops the actual position has to freeze instantly
create and perform
 develop movement responses to variety of stimuli like songs, poems, rhymes and pictures
simple dances
 experience movement to music in co-operation with a partner
 imitate and perform animal dance
 participate independently in enjoying and performing traditional dances in Namibia
perform simple
 move to action songs and rhymes
movements to given
 respond freely to the music, e.g. choosing to clap/march/skip/wave arms
rhythmic and melodic
 imitate movement phrases, e.g. curling on the mat, standing up slowly
phrases
 demonstrate knowledge of correct steps and correct sequence of movements and create a variety of traditional
and contemporary dances
communicate
 participate in viewing dance on video/ in live performance
understanding of dance
 develop awareness of the rhythms and style of dances from other cultures
 explore costumes to suit a dance theme
 participate in traditional dance activity
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10.4 Games
Learning Objectives
Learners will:
4.1 Ball handling
develop ball-handling
skills
Competencies
Learners should be able to:


4.2 Kicking
develop kicking skills
4.3 Carrying and striking
develop a range of
carrying and striking
skills
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


-
experiment with variety of equipment of different shapes, e.g.
pick up and interact with all types of balls of different sizes/textures/weights
make a good attempt to catch a thrown ball while sitting or standing
throw a ball at or into a small target
bowl a ball at a target such as a bat, skittles or a goal
pass a ball to a partner while standing or moving
move to receive a ball
demonstrate a skill of controlling and hitting a ball with a ‘Unihoc’ stick
show effort in kicking a ball around the room/field
copy, repeat and explore simple kicking skills with basic control and co-ordination
participate in kicking activities with peers, e.g. take turns kicking the ball, kick the ball to a target
practice kicking skills, e.g.
- kick the ball to a partner along the ground using the inside foot
- control a ball
- pick up a stationary ball using the foot
- dribble the ball around obstacles
- pass and shoot the ball
- kick the ball on the ground
- kick the ball through the air
- walk and jog with the ball
- take a penalty kick

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practice carrying and striking skills, e.g.
carry a beanbag on different parts of the body with decrease assistance
alternate tossing and carrying a beanbag
strike a ball against the wall using hands, allowing it to bounce between each strike
strike a ball through the air at a target using a Hurley or hockey
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10.4 Games (continue)
Learning Objectives
Competencies
Learners will:
Learners should be able to:
4.4 Creating and playing games
create and develop
 participate in creating and playing games in pairs and with small groups, e.g.
games
- take part in deciding what game to play
- outline the rules of the game
- attend to the atmosphere of excitement or disappointment in the team events
 practice awareness of keeping a simple score
 participate in traditional games
4.5 Playground games
create simple playground  demonstrate movement skills relevant to games, e.g. running, jumping, chasing, skipping
games
 copy, remember and repeat simple actions with control and co-ordination
 demonstrate understanding of the use of space, e.g. move into space away from an opponent and seeking a pass
 apply simple rules to games
 discuss the dangers of playing games on busy roads
4.6 Directional signs/symbols
signal awareness of
 identify the changing direction within the school environment, e.g. listen and watch the teacher saying and pointing
directional signs/symbols
the direction (turn left/right go straight)
 engage in activities for finding the way, e.g. identify the front, back, left or right of the hall/room
 follow verbal/visual directions
 select/make a number of directional signs/pictures and place them in appropriate locations around the school
environment
 independently follow visual and or tactile directional signs e.g. look at or feel the directional sign and then point to
move in the correct direction
 observe and communicate about variety of directional signs/symbols outside school environment
undertake adventure
 participate in outdoor orienteering activities
trails
 follow a path that involves negotiating obstacles to reach a target object
 participate in an obstacle course safely
 listen to instructions on safety and observe safety measures being demonstrated, e.g. hold hands with an
adult/peer/teacher assistant
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10.5 Gymnastics
Learning Objectives
Learners will:
5.1 Movement
experience basic
movements actions
Competencies
Learners should be able to:

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create short sequence of
movements


develop appreciation of
gymnastics




engage in slow gentle vestibular movements, e.g.
carry slow and gentle swaying, swinging, rocking, rolling and spinning
imitate demonstration of rolling/rocking on a mat
participate in basic movement actions while exploring both personal and general space, e.g.
- rock on a mat
- roll forward using physiotherapy ball to support the body
follow visual demonstration showing the use of pathways in movement, e.g.
- move along a straight bench
- follow a set of footprints laid on the floor in a curved shape
- walk in and around a set of plotted clones
- travel across a mat using a zigzag pathway
explore basic movement actions of running, stopping, jumping, rolling, climbing, swinging, twisting and turning
using a variety of body parts while explore space
demonstrate movement with body adaptation to big apparatus: benches, chairs, tables, mats, planks, tyres, logs,
boxes, frames, ladders
demonstrate imitative activities to travel on the floor and on apparatus e.g.
- balance on a bench
- roll across a mat
- move onto a bench
show ways of short sequence of movement, e.g.
- move from one mat to another through a room
- follow a leader and perform a variety of movement actions such as stretching, turning, twisting, jumping
practice and perform the forward and backward roll with control
perform sequences with a partner, e.g. leading/following/mirroring movements, moving from floor to apparatus
move safely from floor to a mat and from a mat to the floor
demonstrate obstacle gymnastics
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10.6 Aquatics
Learning Objectives
Learners will:
6.1 Water activities
experience wide range of
activities involving
interaction with water
explore the use of arms
and legs to travel in
water
Competencies
Learners should be able to:

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explore water activities
and games
develop awareness of
water safety

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explore the sensation of water against the body while moving in the pool, e.g.
walk through the water independently
swing arms around the body under water
jump up and down in the water
make waves in the water
follow the actions to rhymes and songs independently in water
initiate ball games in the water
communicate sensation of water movement on body
experiment with floating or sinking objects/ inflatable water toys/ air mattresses
participate in following activities:
- holding on to the handrail,
- holding on to the handrail and kicking the legs like a frog
- kicking the legs like a frog using a float
show interest in moving through the water, e.g. lie in the supine position and attempt to scull with hands, kick the
feet as in the front crawl, in a prone position use a breast stroke action with a front crawl leg action
move using the bottom of the pool as support
play ball games with peers in the water e.g.
- play with large and small light balls in the water
- push around and follow a ball alone
- play games with peers catching the ball with both hands
partake in games/competition e.g. push-ball or water volleyball
partake in water activities (‘hide and seek’, stunts, diving, jumping)
demonstrate basic hygiene procedures, e.g. use toilet before swimming, wear a swim hat, do not drink pool water,
do not spit in water etc.
demonstrate understanding of the rules of the pool, e.g. know not to run around a pool area
practice how to stay safe in the water
communicate verbally/non-verbally in an emergency while maintaining own safety
identify some of the hazards of water , e.g. depth, pollution
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11. Assessment
Assessment in Physical Development in this phase includes informal less structured and
more structured continuous assessment, done during normal classroom activities.
Continuous assessment is most important for following the learner’s progress and giving
feedback on an ongoing basis. The main purpose of assessment will be to obtain as reliable
as possible a picture of the learner’s progress and level of achievement in relation to the
competencies. Assessment information will be used to:


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inform the learner and her/his parents of progress and achievements
inform the teacher of problems and successes in the learning process
evaluate the teaching/learning process in order to adapt methods and materials to
the individual progress and needs of each learner to continually improve the
working atmosphere and achievements of the class.
Assessments must be related to the objectives for each topic and may include individual, pair
and group activities. The learners’ participation and involvement and their contributions to
group work must also be taken into account. At each step of the learning process, the
teacher must be sure that the learners are achieving the basic competencies.
At Junior phase levels assessment will consist of internal and informal continuous
assessment which is:


internal and informal because it will be conducted by teachers while learners are
carrying on with normal activities
continuous because the teacher throughout the year systematically observes and
makes judgements about participation and achievements in basic assessment tasks
in relation to the basic competencies.
The levels of grading are:
Grade
Points Competency descriptions
A
5
Performs above expectation
B
4
Met criteria and can move to next level
C
3
Able to, not consistent. Needs more practice
D
2
Able to at a basic level with support
E
1
Attempted, but not able to
Points, ranging from 5=A to 1=E, should be used to average out marks and then converted
into letter grades.
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Annexe 1: Glossary
NB: The meanings given here apply to the word in the context of this syllabus only and not necessarily
to any other context.
apparatus
conventional physical education objects such as balls, hoops,
bean bags and ropes
cardio-respiratory
the heart and lung system
chaining
breaking up tasks into small steps/ learning units and teaching
them sequentially
competencies
measurable skills that are regarded as essential in order to
perform a task or meet a standard
continuous
assessment
measurement of students' progress based on work they do within
the classroom or tests/quizzes they take throughout the term or
year, rather than on a single examination
cross-curricular
issues
matters concerning knowledge, skills, concepts and values that
can be applied to more than one subject or area of learning
diversity
ethnic variety, as well as socioeconomic and gender variety, in a
group, society, or institution
dodging
moving quickly to one side to avoid contact in a game
dribble
the action of kicking or bouncing a ball several times
endurance
the ability to carry on despite hardship
frontal axis
an imaginary line passing horizontally through the body from sideto-side across the shoulders and chest
obalisation
worldwide integration and development as a result of improved
technology and communication; sometimes results in loss of
individual cultural identities
pscotch
a game that involves jumping into a set of squares drawn on the
ground
implements
everyday objects such as sticks, planks of wood, bats, boxes,
strips of material, shoes, tins and stones that can be used in
physical education activities
inclusivity
the act of including everybody
integrated
a combination of parts or objects that work together well
learning
standards
written statements of what learners should know and be able to
do as a result of their education at the end of a period of time,
e.g. at the end of Lower Primary. They are also called “Content
Standards”. Learning standards describe what teachers are
supposed to teach and what learners are supposed to learn
loco-motor
movement of the body
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longitudinal axis
an imaginary line passing vertically though the body from head to
foot
mainstream
schools
schools that principally meet the needs of learners who do not
have special educational needs. Any school which is not a
special school
prior knowledge
knowledge that learners already have
sagittal axis
an imaginary line passing horizontally through the body at the
waist from the front to the rear
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The National Institute for Educational Development
Private Bag 2034
Okahandja
NAMIBIA
Telephone: +264 62 509000
Facsimile: +264 62 509073
E-mail: [email protected]
Website: http://www.nied.edu.na
© NIED 2015
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