Republic of Namibia
MINISTRY OF EDUCATION, ARTS AND CULTURE
HOME ECOLOGY
TRAINING MANUAL
SENIOR PRIMARY PHASE
GRADES 5 - 7
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
Home Ecology Training Manual Grades 5 - 7
ISBN: 0-86976-864-6
Printed by NIED
Website: http://www.nied.edu.na
Publication date: 2015
TABLE OF CONTENTS
PART 1 ..............................................................................................................................1
Orientation of trainees ........................................................................................................1
1.1
What is a workshop? ...............................................................................................1
1.2
Your obligation as a facilitator ..................................................................................1
1.3
Goals .......................................................................................................................2
1.4
Objectives ................................................................................................................2
1.5
Programme – Time-table .........................................................................................2
1.6
Content ....................................................................................................................3
1.7
Activities ..................................................................................................................3
PART 2 ..............................................................................................................................4
Training programme and time table ....................................................................................4
2.1
Workshop programme .............................................................................................4
2.2
Workshop activities ..................................................................................................5
2.2.1 Aims of the syllabus .................................................................................................5
2.2.2 Period allocation per topic........................................................................................5
2.2.3 Year planner ............................................................................................................6
2.2.4 Lesson planning ......................................................................................................6
2.2.5 Practical work ........................................................................................................ 13
2.2.6 Lesson presentation .............................................................................................. 15
2.2.7 Assessment ........................................................................................................... 15
ANNEXE 1: Assessment Record Sheet for Grades 5-7 .................................................. 17
ANNEXE 2: Examples of practical articles ...................................................................... 18
ANNEXE 3: Registration form for Home Ecology training workshop ............................... 20
ANNEXE 4: Example of attendance list .......................................................................... 21
PART 1
Orientation of trainees
1.1
What is a workshop?
Workshops are occasions when people with a problem in common come together to pool
experience and find answers. The emphasis is on ‘work’. A ‘shop’ is a place for
exchanging items for something of similar worth. So a workshop depends on the exchange
of ideas between all participants who, collectively, may have far more experience in the
subject than the facilitator.
A workshop can also be a room or a building in which goods are manufactured or
repaired. It can also be a meeting at which a group of people engage in intensive
discussion and activity on a particular subject or project.
To enable participants to work seriously they may need to be away from their normal
setting. Successful workshops have an end product that has been shaped by the
participants during their time together. In these ways workshops differ from seminars or
conferences. In a seminar or conference there are teachers and an audience; a few
people do most of the talking. The others mostly listen and learn.
1.2
Your obligation as a facilitator
As a teacher for Home Ecology your role is crucial for the success of implementing the
revised syllabus. Therefore, it is important that you fully understand the content of the
training and what desirable results should be.
Your first obligation is to fully understand several things
 the scope and sequence of Senior Primary school Home Ecology
 the content of the revised Home Ecology syllabus
 important changes in the curriculum compared to the previous one
 how cross-curricular issue are integrated in the syllabus
 the urgency of developing key skills with each learner
 how to construct teaching and learning in an integrated manner
 how to prepare learners to develop basic investigation skills
 the importance of learning support materials and preparations for teaching
 the significance of the national subject policy guide for Home Sciences to support
teaching.
How applicable and useful will the training be?
The training is developed around the revised Senior Primary Grades 5 -7 syllabuses for
Home Ecology
Home Ecology Training Manual, Grades 5-7, NIED 2015
1
1.3
Goals
What are goals? Goals are broader statements that indicate what the trainer would like to
achieve by the end of the training programme. It expresses the intentions of the trainer
and the training exercise.
The following are goals for training.
1. To deliver training to all Grades 5-7 Home Ecology teachers in Namibia.
2. To introduce the revised curriculum materials to all teachers.
3. To help teachers to understand and apply the new curriculum in their teaching
1.4
Objectives
What are objectives? Objectives are statements which indicate what the teachers should
know and be able to do at the end of the training. The following are the objectives that
the trainer is aiming to achieve in the training:
By the end of the training the teachers should be able to:
 explain the principles and rationale for senior primary Home Ecology
 use all curriculum documents appropriately and with confidence as a teacher
 explain changes to the new curriculum (learning content and assessment)
 set questions using structured questions considering various levels of assessment
domains and objectives
 plan how to teach the concept Home Ecology
 use teachers’ guide as support material and know how to use it
 use National Policy Guide for Home Sciences as reference document regarding
professional growth and class management
 practice how to integrate a current cross-curricular issue through proper planning
 apply basic scientific investigation skills in Home Ecology
(It is worth noting that objectives should be measurable, observable, relevant and do-able
– perhaps behavior that indicates a change in attitude and the acquisition of skills. The
effect of the workshop can be measurable so it can be evaluated.)
1.5
Programme – Time-table
The programme and activities are in a certain sequence for obvious reasons. Some things
should be learned or done before the others in order to create understanding and help
trainees to see and experience the training in the right context. Your time-table is the pace
setter to ensure that you get through the content and to allow people to work faster and
diligently. There will be no time to waste as teachers are used to that in classrooms. You
should not spend much time on one aspect and rush through the next. It may well happen
that you save time on some topics and only then you can add time allocated to the next
ones. Thus, pay attention and adhere to time allocated to activities.
Home Ecology Training Manual, Grades 5-7, NIED 2015
2
1.6
Content
What is the content of training? These are issues selected to train teachers on. You will
see that they will be:
 exposed to important curriculum policy documents and
 guided to do lesson planning, assessment and so on.
The content refers to the work to be done during the training which implies the
covering of the entire scope of the revised curriculum and will help teachers across
the country to understand and teach in a similar manner.
1.7
Activities
Trainees
What do we mean by activities in the context of training? The training is designed to be
trainee-centered and the idea is to allow trainees to have hands-on experience of the
things they are expected to do in the real situation.
For instance, they will:





study the syllabus
look at the syllabus guides
plan, prepare and present lessons
plan and prepare for practical work and construct articles
learn by doing how to do constructive assessment
The entire above are scheduled as different activities during the workshop
Home Ecology Training Manual, Grades 5-7, NIED 2015
3
PART 2
Training programme and time table
2.1 Workshop programme
Time
08:30 – 09:00
09:00 – 10:00
10:00 – 10:30
10:30 – 11:30
11:30 – 12:30
12:30 – 13:00
13:00 – 14:00
14:00 – 15:00
15:00 – 15:15
15:15 – 16:00
08:30 – 10:00
10:00 – 10:30
10:30 – 13:00
13:00 – 14:00
14:00 – 15:00
15:00 – 15:15
15:15 – 16:00
08:30 – 10:00
10:00 – 10:30
10:30 – 13:00
13:00 – 14:00
14:00 – 15:00
15:00 – 15:15
15:15 – 16:00
08:30 – 10:00
10:00 – 10:30
10:30 – 13:00
13:00 – 14:0
14:00 – 16:00
Day 1
Item
Facilitator
Registration
Opening & Welcome
Introduction
Modus operandi
Part 1 - Orientation of trainees
Part 2.1 – Program & time table
Tea Break
Part 2.2 – Workshop activities 1-3
Lesson preparation tools
Lesson presentation
Lunch
Lesson preparation – Activity 4 – Grade 5
Tea Break
Lesson presentation Grade 5
Day 2
Lesson preparation & presentation - 6/7
Tea Break
Lesson preparation & presentation - 6/7
Lunch
Introduction to practical work
 IT Tools/ Waste
Tea Break
Exploring the net for articles
Homework: Selection of articles per theme per
Grade. Collection of waste to construct articles with
Day 3
Workshop activity 4
Construction of articles
Tea Break
Construction of articles continues…
Lunch
Construction of articles continues…
Tea Break
Lesson preparation and presentation of articles…
Homework: Finishing off of articles
Day 4
CASS forms/ Topic tasks/ projects assignments &
tests Syllabus pp.10-29
Tea Break
Assessment of articles & marking grid
Lunch
Flee market
Home Ecology Training Manual, Grades 5-7, NIED 2015
4
“
2.2
Workshop activities
Note: The most important part in learning a new skill is practising.
To organise this in a workshop takes time. You must make sure that participants have as
many opportunities for practice as possible. For people to learn new skills, they need to
practice in situations as near as possible to reality. Through simulations it can be helpful,
especially if practice in the field is not available.
This is a revised syllabus and many schools, even some regions did not offer this subject
at all. It will not be compared with the old syllabus, but be seen as a new subject that is to
be newly implemented. Thus each and every teacher must study the whole syllabus to
acquaint themselves with the content thereof. Some of the activities will be based on the
above mentioned.
Rationale for content changes
The curriculum review initiated the reintroduction of the technical subjects as well as the
introduction of the new subjects Health and Social Care, Hairdressing and Hospitality in
the Home Science field of study in the Secondary phase. Primary school Home Ecology
aims to feed these subjects in secondary schools.
Home Ecology will also be compulsory for both boys and girls if and when it is chosen by a
specific school. Content changes thus also aimed NOT to be gender biased.
2.2.1 Aims of the syllabus
Activity 1 (15 min)
Acquaint yourselves with the aims of the syllabus on p.2
The facilitator allocates two aims per group to study and report on.
2.2.2 Period allocation per topic
Activity 2 (15 min)
Summary of content
Each group will study two components per grade. The group then determines and
allocates the total number of periods that will be needed to address the competencies in
each component.
Each group reports their findings to the house. Answers will be scrutinised an indicated on
the summary of content. These answers will be needed for the next activity.
Home Ecology Training Manual, Grades 5-7, NIED 2015
5
2.2.3 Year planner
Activity 3 (30 min)
The group draws up a year planner and gives feedback to the house. Each participant then
completes a scheme of work as homework. (Participants may choose the Grade
themselves)
You have three periods per week for Home Ecology (one single and one double period).
Use your school calendar for 2016, the clean year plan form provided, the summary of
content with the periods indicated as well as the syllabus for the content to draw up the
year plan.
(Take into consideration holidays, school functions and the time lost for the duration of
examinations)
This is just an example – changes may occur since every school has its own unique
situation. Once you are back at school, you will have to draw up your own schedule
according to the procedures of your school.
Use a clean page and compile your own scheme of work according the way it is done at
your school. To be handed in the next day so it could be used to compile a generic to be
included in the teachers training manual.
______________________________________________________________________
2.2.4 Lesson planning
“Education
is sharing”
WHAT DO WE WANT TO SHARE ?
Our knowledge
(activity – sharing info on memory)
A teacher is seen as a successful
educator if he/she shares 80% of
their knowledge with 80% of their
students in a class during a lesson
Home Ecology Training Manual, Grades 5-7, NIED 2015
6
To share successfully, you need TOOLS!!!
knowledge of
1. The learning process
 maximum absorption of stimuli through the senses
(activity – experience your senses)
 the learning curve – short term memory vs. long term memory
 chunking, the triangle of learning
(activity – recalling information)
 examples – see handout
2. Teaching aids
 anything that will strengthen the first process
 importance of teaching aids – icebreaker “strange words”
 examples of teaching aids – see handout
3. The components of a lesson
 syllabus objectives & competencies
 lesson content determined by the competencies
 the reference/ support material to be used
4. Assessment
 indicates whether learning took place or NOT!
 used to consolidate the information learned
 examples – see handout
Questions
Before you start with your lesson, always ask yourself the following questions:
1. Does the learner know anything about the topic OR will they hear it for the first
time?
2. What knowledge do I need to convey?
3. How will I do that?
4. Did I succeed – how will I know?
Home Ecology Training Manual, Grades 5-7, NIED 2015
7
Lesson planning form – example from the National Standards
TEACHER:
SUBJECT:
THEME AND TOPIC:
GRADE:
DATE:
TEACHING AIDS AND RESOURCES TO BE USED:
LEARNING OBJECTIVES WITH THE LESSON: 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 content and learning tasks:………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
4. Consolidation…………………………………………………………………………………….…………
……….…………………………………………………………………………………………………………..
ASSESSMENT / HOMEWORK / TASK / EXERCISES
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
OPPORTUNITIES TO DEVELOP LEARNERS’ ENGLISH READING AND WRITING SKILLS IN
THE SUBJECT:
Reading activities…………..…………………………………………………………………………………
Writing activities:………………………………………………………………………….…………….……
……………………………………………………………………………………………………………………
Home Ecology Training Manual, Grades 5-7, NIED 2015
8
Lesson example
TEACHER: C Blom
GRADE: 5A
DATE: 15/03/2015
SUBJECT: Home Ecology
THEME AND TOPIC: 1.1 Introduce the subject Home Ecology
TEACHING AIDS AND RESOURCES TO BE USED:
Poster/pictures/worksheet/chalkboard
LEARNING OBJECTIVES WITH THE LESSON: Learners will:
Be introduced to the subject Home Ecology and its four components
COMPETENCIES (Refer to Syllabus): Learners should be able to:
 Define Home Ecology
 List the four components of Home Ecology: Food and Nutrition/ Resource
management/ Family studies/ Craftwork
PRESENTATION OF THE LESSON:
1. Monitoring of homework done:
Introductory lesson, no homework done yet
2. An appropriate short introduction
Compare what will be studied in Home Ecology with what are being studied in other
subjects by analyzing the name of the subject. Supply new terms on cards
Define Home Ecology as: “The study of the interaction between a family and their home
environment”
3. Presentation of subject content and learning tasks:
Learners work in groups.
 Supply each group with pictures of the different components like items or activities
that can be found in a home. (one for each learner) Let them study the pictures and
construct a short sentence about it.
 Draw the frame of a house on a poster/ chalk board and divide in four
compartments.
 Each learner paste his/her picture in the most appropriate compartment and give a
reason for their choice.
 Learners suggest possible names for each compartment. Teacher supply correct
ones (on cards)
 Review the poster and make the necessary changes on learners’ suggestions
4. Consolidation:
Disseminate pictures, including names of the components, the subject and terminology to
be used in the definition, between learners. They rearrange to construct the information
needed to complete the topic. Teacher assists with questions.
ASSESSMENT / HOMEWORK / TASK / EXERCISES
Learners complete questions on the worksheet/ draw house in book and complete the task
Paste pictures or make drawings in each compartment to complete the task
Define Home Ecology in their own words – complete work not finished in class for
homework
OPPORTUNITIES TO DEVELOP LEARNERS’ ENGLISH READING AND WRITING
SKILLS IN THE SUBJECT:
Reading activities: Reading words on the cards and poster
Writing activities: Write own definition and answer questions in writing
Home Ecology Training Manual, Grades 5-7, NIED 2015
9
Example of a worksheet
Subject: Home Ecology
Grade: 5A
Date: 03 March 2015
Topic: Introduction to the subject Home Ecology
_______________________________________________________________________
Complete the following diagram that illustrates the subject Home Ecology
1. Fill in the names of the different components that we study in Home Ecology.
Choose from the list of words provided.
study/food and nutrition/interaction/resource management/home environment/
family studies/craftwork/a family
(Where learners have to work in a book, teachers write words on a poster or on the
chalkboard or on cards that can be stuck to the chalkboard)
2. Paste pictures or make drawings of items and or activities that will fit each component
3. Define Home Ecology. (Choose words from the list provided in question 1) to help you
to formulate/construct the definition
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
………………………………………………………………………………………………..……/10
Home Ecology Training Manual, Grades 5-7, NIED 2015
10
Marking Sheet
Question 1
 Food and nutrition
 Resource management
 Family studies
 Craftwork
√
√
√
√
(1x4)
Question 2
 Learners paste down pictures or make a drawing in each of the compartments
 One mark there is a picture/ drawing on the right place, otherwise no mark
(√) one mark each for a picture in the right compartment
(1x4)
Question 3
 Definition: Home Ecology is the study of the interaction between a family and
their home environment
(√√) two marks for the definition
(1x2)
TOTAL [10]
_____________________________________________________________________
This worksheet could also account for 15 Marks
The marking sheet will look like this:
Question 1
 Food and nutrition
 Resource management
 Family studies
 Craftwork
√
√
√
√
(1x4)
Question 2
 Learners paste down pictures or make a drawing in each of the compartments
 One mark there is a picture/ drawing on the right place, otherwise no mark
(√√) two marks each for the pictures in the right compartment
(2x4)
 here you can differentiate between who put more effort into their work
 have more pictures or
 more examples drawn or
 even examples other than the normal which still adheres to what is required
Question 3
 Definition: Home Ecology is the study of the interaction between a family and
their home environment
(√√) two marks for the definition
(1x2)
Extra mark
Can be given to learners for neatness of work or even aesthetics for those who adds
colour to their work to finish it off.
(x1)
TOTAL [15]
Home Ecology Training Manual, Grades 5-7, NIED 2015
11
Possible test questions
You have to assess what the competencies prescribe.
Competencies:
 define Home Ecology
 list the four components of Home Ecology
- Food and Nutrition
- Resource Management
- Family studies
- Craftwork
You could ask the following questions:
1. Define Home Ecology
/2 OR /4
2. List the four components of Home Ecology
/4
(8)
3. From the list provided, choose and fill the correct words into the open spaces to
complete the definition for Home Ecology
(family/ environment/ interaction/ study)
Home Ecology is ………………. of the …………………… between a ……………….
and their home………………..
/4
4. Study the pictures below and list the Home Ecology component which each one
presents
a)…………………………....
c)……………………………..
b)……………………………...
d)………………………………/4
(8)
Home Ecology Training Manual, Grades 5-7, NIED 2015
12
How many periods will you use for this lesson?
Now look at your summary of content

Did you plan enough periods for this topic?

Will you be able to complete this work within one OR two periods
Activity 4
Lesson preparation:
Each group received a handout with the topics for Grade 5 – 7. The group works out the
lessons for each one of the topics and then presents it to the house for scrutiny.
THESE are the lessons that will be included in the teacher’s guide for the teachers
training.
Tutors will now have to train the teachers on:
1. Lesson preparation - There might be teachers who would like to plan their own
lessons instead of using the ones in the guide and also remember that each
school’s situation is unique.
2. Lesson presentation – for both those who chooses the lessons in the guide as
well as those who would want to plan their own lessons.
Assignment
1. For the rest of the day, each group works out the lessons for the topics which have
been assigned to them, up till afternoon tea break, starting with the Grade 5 topics.
Grade 5 lessons will then be presented after tea break
2. For homework, teachers can start working on Grades 6/7 topics. This process will
continue the next day. Lessons will be presented in between. The lesson planning
sessions will continue for all the Grades 6/7 topics as well up till the afternoon tea
break.
3. All lessons scrutinised will be handed in to the facilitators. These lessons will be
included in the Teacher Training guides.
2.2.5
Practical work
Compare the practical work to be done in Grade 5 – 7 in the summary of content on pp.7
in the syllabus
It is also important to note, as indicated on pp.18, that the use of natural and recycled
material is highly recommended
Home Ecology Training Manual, Grades 5-7, NIED 2015
13
GRADE 5
- weaving
- plaiting
- paper art (to
entertain
small children)
GRADE 6
-
weaving
bead work
plaiting
painting or drawing
wire work
GRADE 7
-
weaving
bead work
knotting
knitting
clay work
Definitions
1.
weaving
form a fabric or a fabric item by interlacing long threads passing in one direction with
others at a right angle to them, as is done in "textiles woven from linen or wool"
synonyms: invent, make up, fabricate, put together, construct, create, contrive,spin
2.
plaiting
form (hair, straw, rope, or other material) into a plait or plaits. "her hair had been plaited
and coiled at the back of her head"
3.
beadwork
is the art or craft of attaching beads to one another by stringing them with a sewing
needle or beading needle and thread or thin wire, or sewing them to cloth.
4.
drawing
a picture or diagram made with a pencil, pen, or crayon rather than paint. "a series of
charcoal drawings on white paper"
synonyms: sketch, picture, illustration, outline, design, plan, artist's impression;
5.
painting
the action or skill of using paint, either in a picture or as decoration. "pastels require a
different approach to painting" a painted picture.
synonyms picture, portrayal, image, sketch, cartoon, artwork;
6.
knotting
the action or craft of tying knots in yarn to make carpets or other decorative items.
7.
knitting
to make a fabric or garment by intertwining yarn or thread in a series of connected loopseit
her by hand with knitting needles (or pencils, sticks, your hand or on a machine.)
8.
wirework
a work of wires, especially : meshwork, netting, or grillwork of wire
9.
clay work
fine-grained, firm sticky earthy material that is plastic and can be made into different
shapes when wet and hardens when heated, consisting primarily of hydrated silicates of
aluminum and widely used in making bricks, tiles, and pottery. “salt-dough” could also be
used for school projects.
Home Ecology Training Manual, Grades 5-7, NIED 2015
14
10.
paper art
is the collection of art forms employing paper or card as the primary artistic medium for the
creation of three-dimensional objects. It is the most widely used material in arts and crafts.
It lends itself to a wide range of techniques, as it can for instance be folded, cut, glued,
molded, stitched, or layered
IT Integration
Participants practically discovers the website Pinterest
Pinterest: Discover and save creative ideas
https://www.pinterest.com/
Pinterest is a visual discovery tool that you can use to find ideas for all your projects and
interests.
Opening of “Gift bag”
Participants open the “Gift bag” and displays the articles in their group. These are
examples of articles made by learners in Grade 5 – 7.
This will be the type of practical articles that learners are to produce. This is a revenue
generating idea.
Assignment
Participants were requested to bring with some waste and natural materials from their
environment that could be used to construct or produce an article for craftwork. For the
rest of the day and for homework, all participants explore Pinterest, the handouts and the
textbooks on display, to find an article that can be constructed/ produced for each
technique by learners in Grade 5 – 7.
Each participant will have to construct these articles to be used as examples for the
Teacher Training workshop.
Remember to bring along your materials to the workshop for the next day.
Activity 5
In the respective groups, facilitate, demonstrate and construct the samples and the
articles/ items.
The group leader will be in control of the toolkit.
The last session of the day will be used for the planning of the practical lesson.
For homework participants will finish off the articles not completed.
2.2.6 Lesson presentation
Activity 6
Participants present the practical lessons during the first session of the last day,
2.2.7 Assessment
Icebreaker – ”Funny man”
Group discussions on assessment activities.
The importance of properly defined assessment tasks
Home Ecology Training Manual, Grades 5-7, NIED 2015
15
Activity 7
Participants were requested to bring along examples of assessment activities – samples
drawn up by the teacher and samples completed by the learners. This will now be
evaluated in the groups.





Compare and scrutinise the assignment example drawn up by the teacher.
Compare and scrutinise the examples completed by the learners.
Use the assessment rubrics provided in the syllabus on pp. 27 - 29 to compare the
marks allocated to the practical items completed by the learners.
Complete the assessment form for the articles constructed.
Select the best one in the group and present to the house.
Home Ecology Training Manual, Grades 5-7, NIED 2015
16
ANNEXE 1: Assessment record sheet for Grades 5-7
.
ASSESSMENT RECORDSHEET HOME ECOLOGY
Grade:….……..
School…………………………………………………….……………………
Teacher………….........………………………………..
Topic Test
Topic Task
Topic Task
End-of-term test
Term Mark
Topic Test
Topic Task
Craft Work
Term Mark
15
20
30
100
20
25
25
30
100
20
20
60
100
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
Home Ecology Training Manual, Grades 5-7, NIED 2015
17
300
50
Promotion Mark
Term Mark
15
End-of-year
examination
End-of-term test
20
2
Total of Term
Marks
Continuous
Assessment
(300÷6)
Craft Work
PROMOTION MARK
Topic Task
1
Name of Learner
Term3
Topic Task
No
Term 2
Topic Test
Term 1
Year……..………..
50
100
ANNEXE 2: Examples of practical articles
Home Ecology Training Manual, Grades 5-7, NIED 2015
18
Home Ecology Training Manual, Grades 5-7, NIED 2015
19
ANNEXE 3: Registration form for Home Ecology training workshop
No
Surname and name
Gender
School
0
Blom Charlotte
Female
Tobias Hainyeko PS
Mobile
number
0812456789
1
2
3
4
5
6
7
8
9
10
11
12
Home Ecology Training Manual, Grades 5-7, NIED 2015
20
email address
[email protected]
Signature
ANNEXE 4: Example of attendance list
Home Ecology training workshop
Attendance List
Region: …………………………………
Date: …………………………….
Facilitators: …………………………….
Venue: …………………………..
SIGNATURE
No
NAME
Day 1
Day 2
1
2
3
4
5
6
7
8
9
10
Home Ecology Training Manual, Grades 5-7, NIED 2015
21
Day 3
Day 4
The National Institute for Educational Development
P/Bag 2034
Okahandja
NAMIBIA
Telephone: +264 62 509000
Facsimile: +264 62 509073
E-mail: [email protected]
Website: http://www.nied.edu.na
© NIED 2015