Botswana Upper Primary School Syllabus

Produced: JUNE 2010

Source: Ministry of Education, Botswana

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INTRODUCTION Agriculture and Dairy Development, NAMPAADD, 2000). Agriculture is
expected to play a very important role in the country’s development
The 3-year upper primary syllabus development was guided by the RNPE, (RNPE, 1994), as about 50% of Batswana live in rural areas, where
1994, which called for the review of the Primary curriculum. agriculture plays a major economic role (NAMPAADD, 2000)

It followed the introduction of lower primary Environmental Science, The development of Upper Primary agriculture syllabus and its teaching in
which is a multidisciplinary subject; bringing together Agriculture, schools is coming at a time when attitude change in the subject is
Science and Home Economics. It therefore, became necessary to develop necessary. Teaching of Agriculture at this level will further encourage
an upper primary Agriculture syllabus, which was also a pre requisite for learners to develop positive attitudes towards practical work and inculcate
the 3 year Junior Certificate Agriculture syllabus. the idea of taking agriculture as a form of business.

In the process of developing this syllabus, extensive consultations with The syllabus will enable learners to develop manipulative, problem-
relevant stakeholders had been conducted to solicit their views and input solving, experimenting, investigating and record keeping skills. The
with regards the proposed programme objectives, content, assessment learners will be expected to develop a sense of responsibility in using
strategies and format. agricultural equipment.
Furthermore, some objectives in the syllabus address emerging issues such
For the effective implementation of the syllabus, student centred approach as HIV and AIDS, Environmental Awareness, gender issues, and
is emphasised. This is to be achieved through carrying out a lot of population issues. These will enable the learners to learn about sustainable
experiments and practical work. ways of agriculture amidst such negative impact of some of the emerging
Students should develop an appreciation of Agriculture as a means of issues.
economic empowerment; acquire some basic skills, knowledge and
understanding of crop and animal production. SUBJECT AIMS

RATIONALE At the end of standard seven, the learners should have:

The Upper Primary Agriculture syllabus builds onto the Environmental 1. Developed an understanding and appreciation of agriculture in
Science from Lower Primary and a pre requisite for the Junior Certificate terms of its role and contribution towards social and economic
Agriculture syllabus, which is offered as a core subject. growth and development.
2. Acquired knowledge and skills that would assist them to
This syllabus is aimed at developing a human resource base, capable of investigate problems in Agriculture, their causes and seek
sustaining agricultural production and stimulating economic growth in the solutions.
country. 3. Acquired knowledge and skills needed in food production for self-
reliance and food security.
The agriculture sector contributes an insignificant amount (3.1 %) to the
macro-economic structure (National Agricultural Master Plan for Arable

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 4. Acquired knowledge and understanding of the relationships 5. Developed skills in the correct use, storage, handling and
between agriculture and the need for sustainable use of scarce servicing of commonly needed farm tools and equipment;
natural resources. 6. Acquired awareness about HIV and AIDS and its effects on
5. Acquired knowledge, skills and understanding of basic concepts Agricultural productivity;
such as measuring, observation and record keeping which are 7. Acquired knowledge and developed skills of basic concepts such
necessary in carrying out agricultural projects. as measuring, observation and keeping accurate records;
6. Developed awareness about HIV and AIDS and its effects on 8. Developed basic skills in cultivation and animal rearing;
Agricultural productivity. 9. Developed inquiry, problem solving and critical thinking skills.
7. Developed skills in the correct use, storage, handling and
servicing of commonly used farm tools and equipment.
8. Developed initiation, problem-solving abilities, interpersonal ORGANIZATION OF THE SYLLABUS
skills and scientific methods so as to promote resourcefulness.
9. Developed an understanding of the basic concepts and principles The content of the syllabus is presented in four (4) modules. Each module
involved in the growth, development and improvement of crops consists of several units, as follows
and animals.
10. Identified the different programmes made available to enhance Module 1: General Agriculture
agricultural production.
It enables the learner to learn about the different branches and systems of
agricultural production in existence in the country. It also emphases the
ATTAINMENT TARGETS importance of Agriculture, proper use and care for tools and implements,
general problems faced by farmers, and agricultural opportunities and
On completion of the Upper Primary Agriculture programme (Standard 5- solutions available.
7), learners should have: -

1. Acquired an appreciation of Agriculture as a source of personal Module 2: Soils

income and a base for national economic development;
2. Acquired an understanding of the problems in Agriculture, and be The module is on the different soil constituents, soil formation, soil
able to identify them, as well as suggest or devise possible means fertility, soil profile, texture, structure and erosion. This is meant to make
of solving them; the learners appreciate the different concepts as used in Soil Science and
3. Acquired an appreciation of the need to utilise the environment in their implications to agricultural production.
a sustainable way;
4. Acquired an understanding of the basic concepts and principles Module 3: Crop Husbandry
involved in the growth, development and improvement of plants
and animals; This module addresses the general principles of plant growth, vegetable
production, field crop production and fruit production.

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 ASSESSMENT
Module 4: Animal Husbandry
The assessment will be school-based, and an end of Standard seven
The module deals with the appreciation of both wild and domestic examinations administered as per procedures set by Examinations
animals. The learners are taught on the different animals, breeds and their Research and Testing Division.
products. They are also taught the basic skills of poultry production and its
management. TIME ALLOCATION

The recommended time allocation for the subject is two and a half
hours a week, with at least 40% of the time spent on practical work.

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 STANDARD 5

MODULE 1: GENERAL AGRICULTURE

Topics General Objectives Specific Objectives
Students should be able to: Students should be able to:
1.1 Introduction to 1.1.1 Acquire knowledge and 1.1.1.1 Describe agriculture
Agriculture understanding of agriculture in 1.1.1.2 List the different branches of agriculture
Botswana 1.1.1.3 Describe the three systems of agriculture
1.1.1.4 Outline the importance of agriculture in Botswana
1.1.1.5 Discuss the impact of HIV and AIDS in agricultural productivity
1.1.1.6 Discuss problems faced by farmers in Botswana
1.1.1.7 Suggest solutions to problems faced by farmers
1.1.1.8 Discuss government programmes aimed at assisting farmers.
1.1.1.9 Discuss career opportunities in agriculture
1.2 Farm tools 1.2.1 Understand the use and care of farm 1.2.1.1 Describe farm tools
tools 1.2.1.2 List at least five common farm tools
1.2.1.3 Demonstrate the proper use of at least five common farm tools
1.2.1.4 Demonstrate the proper care and storage of farm tools
1.3 Farm 1.3.1 Understand the use and care of farm 1.3.1.1 Describe farm implements
implements implements 1.3.1.2 List at least three common farm implements
1.3.1.3 Demonstrate the proper use of at least three common farm implements
1.3.1.4 Demonstrate the proper care and storage of farm implements
1.3.1.5 Describe problems caused by the use of farm implements on the
environment
1.3.1.6 Suggest solution to the problems caused by use of farm implements
1.4 Biotechnology 1.4.1 Appreciate the biotechnological 1.4.1.1 Explain the types of biotechnology as traditional and modern
processes related to agriculture 1.4.1.2 List the effects of biotechnology
1.4.1.3 Use traditional biotechnology processes to produce products

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MODULE 2: SOIL
General Objectives Specific Objectives
Topics Students should be able to: Students should be able to:
2.1 Soil formation 2.1.1 Understand the processes of soil 2.1.1.1 Describe the process of rock weathering to form soil
formation 2.1.1.2 Demonstrate the process of weathering
2.2 Soil constituents 2.2.1 Understand soil and its constituents 2.2.1.1 Discuss the importance of soil
2.2.1.2 Investigate soil constituents
2.3 Soil fertility 2.3.1 Understand the concepts of soil 2.3.1.1 Explain soil fertility
fertility and fertilizers 2.3.1.2 Describe ways of increasing soil fertility
2.3.1.3 Describe fertilizers
2.3.1.4 Differentiate between organic and inorganic fertilizer
2.3.1.5 State the advantages and disadvantages of adding organic fertilizers
2.3.1.6 State the advantages and disadvantages of adding inorganic fertilizers
2.3.1.7 Demonstrate the proper application practices of organic and inorganic
fertilizers
MODULE 3: CROP HUSBANDRY
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to:
3.1 Plant growth 3.1.1 Understand germination and 3.1.1.1 Describe germination
requirements for plant growth 3.1.1.2 Investigate the requirements needed for seed germination
3.1.1.3 Explain requirements for plant growth
3.2 Vegetable 3.2.1 Appreciate the importance of 3.2.1.1 State the importance of vegetable crops
production vegetables 3.2.1.2 Discuss the nutritional value of vegetables
3.2.1.3 Explain the importance of vegetables to HIV and AIDS infected people
3.2.1.4 Identify samples of five indigenous and five exotic vegetable crops found in
Botswana.
3.2.1.5 State advantages and disadvantages of indigenous and exotic vegetable
crops
3.2.1.6 Investigate problems faced by vegetable growers.
3.2.1.7 Suggest solutions to problems faced by vegetable growers.
3.2.2 Develop skills in vegetable 3.2.2.1 Explain at least three factors to consider when selecting a garden site.
production 3.2.2.2 Prepare of a plot
3.2.2.3 Demonstrate methods of planting (spacing/seed rate, depth of planting)

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 3.2.2.4 Demonstrate the planting at least two vegetables crops
3.2.2.5 Carry out the following management practices: watering, mulching,
shading, weeding, thinning, pruning, pest control, harvesting.
3.2.2.6 Describe the different methods of preserving vegetables as freezing,
dehydration and refrigeration
3.2.2.7 Demonstrate the keeping of proper vegetable production records
3.2.2.8 Describe the marketing of vegetables
3.2.2..9 Make a plot at home and raise at least two vegetable using used water
3.3 Farm chemicals 3.3.1 Acquire knowledge on the use of 3.3.1.1 Distinguish between pesticides and herbicides
farm chemicals 3.3.1.2 State precautions taken when handling and storing farm chemicals
3.3.1.3 Describe the dangers of using farm chemicals

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 STANDARD 6

MODULE 2: SOIL
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to:
2.1 Soil profile 2.1.1 Demonstrate knowledge of soil 2.1.1.1 Explain soil profile
profile 2.1.1.2 Identify the layers that make up the soil profile in a dug pit
2.1.1.3 Draw and label the layers/ horizon that make up the soil profile
2.2 Soil texture 2.2.1 Know different types of soils and 2.2.1.1 Explain soil texture
their texture 2.2.1.2 Determine the types of soil texture
2.2.1.3 Name three types of soil
2.2.1.4 State the four characteristics of each soil type
2.2.1.5 Identify clay, loam and sandy soils
MODULE 3: CROP HUSBANDRY
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to:
3.1 Field crops 3.1.1 Develop practical skills in field crop 3.1.1.1 Identify at least five field crops grown in Botswana
production 3.1.1.2 Discuss the importance of field crops
3.1.1.3 Discuss the nutritional value of field crops
3.1.1.4 Explain the importance of eating field crops to HIV and AIDS infected
people
3.1.1.5 Investigate problems faced by field crop growers
3.1.1.6 Suggest possible solutions to problems faced by field crop growers
3.1.1.7 Prepare a plot suitable for a field crop
3.1.1.8 Plant at least two field crops
3.1.1.9 Carry out field crop management practices
3.1.1.10 Describe the processing field crops
3.1.1.11 Keep proper field crop production records
3.1.1.12 Describe the marketing of field crops
3.2 Fruit production 3.2.1 Acquire skills in the management 3.2.1.1 Identify at least five indigenous fruits
practices of fruit production 3.2.1.2 Identify at least five exotic fruits
3.2.1.3 State the importance of fruits consumption

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 3.2.1.4 Discuss the advantages and disadvantages of exotic and indigenous fruits
3.2.1.5 Discuss the nutritional value of fruits
3.2.1.6 Explain the importance of eating fruits to HIV and AIDS infected people
3.2.1.7 Investigate problems faced by fruit producers.
3.2.1.8 Suggest solutions to the problems faced by fruit producers
3.2.1.9 Prepare a planting hole for growing a fruit tree
3.2.1.10 Plant a fruit tree
3.2.1.11 Carry out fruit production management practices
3.2.1.12 Describe the preserving fruits as freezing, dehydration and refrigeration
3.2.1.13 Demonstrate the keeping of proper fruit production records
3.2.1.14 Describe the marketing of fruits
MODULE 4: ANIMAL HUSBANDRY
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to:
4.1 Introduction to 4.1.1 Appreciate the importance of wild 4.1.1.1 List at least five domesticated and at least five wild animals
Animal and domestic animals 4.1.1.2 State the advantages and disadvantages of protecting wild animals and
Production keeping domesticated animals
4.1.1.3 State at least five diseases of animals
4.1.1.4 Describe methods of controlling and preventing animal diseases
4.1.1.5 State at least three parasites of animals
4.1.1.6 Describe methods of controlling parasites
4.1.1.7 State at least two uses of the following animals: cattle, chicken, goats,
sheep, ostriches and rabbits
4.1.1.8 Identify at least two breeds of each of the following: beef cattle, dairy cattle,
layer chickens, broiler chickens, goats and sheep

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 STANDARD 7

MODULE 2: SOIL
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to:
2.1 Soil structure 2.1.1 Know the different types of soil 2.1.1.1 Describe at least three types of soil structure
structure. 2.1.1.3 Identity crumb, single-grain, blocky and platy structures
2.2 Soil Erosion 2.2.1 Acquire knowledge and 2.2.1.1 Describe the process of soil erosion
understanding on soil erosion and 2.2.1.2 Identify at least three signs of soil erosion
measures taken to conserve the soil. 2.2.1.3 Name at least two types of soil erosion
2.2.1.4 Explain agents of soil erosion
2.2.1.5 Explain causes of soil erosion
2.2.1.6 Demonstrate the process of soil erosion
2.2.1.9 State the effects of soil erosion
2.2.1.10 Suggest at least three soil erosion control measures

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MODULE 4: ANIMAL HUSBANDRY
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to:
4.1 Animal 4.1.1 Apply the management practices 4.1.1.1 State at least four reasons for housing animals
Production involved in an animal production 4.1.1.2 Discuss four features of a good named animal house
enterprise 4.1.1.3 Demonstrate proper animal production management practices
4.1.1.4 Investigate problems faced by farmers of the named animal
4.1.1.5 Suggest ways of solving problems faced by these farmers
4.1.1.6 State at least four signs of ill health in the named animal
4.1.1.7 Discuss at least two common diseases of the named animal
4.1.1.8 Suggest at least three general disease prevention and control measures
4.1.1.9 Describe the life cycle of an external parasite of the animal
4.1.1.10 Describe the life cycle of an internal parasite of the animal
4.1.1.11 Suggest at least three control measures of parasites
4.1.1.12 Demonstrate the keeping of proper records
4.1.1.13 Demonstrate the marketing of the animal and its products

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INTRODUCTION positive attitudes towards practical work and productivity. CAPA
will help learners develop critical thinking and problem-solving
The Creative and Performing Arts (CAPA) syllabus is designed to skills. Products and performance will be the outcomes of their
meet the requirements of the Revised National Policy on Education creative thoughts, aesthetic and socio-cultural awareness.
(Government Paper no.2 of 1994). It was recommended that a wide
range of practical subjects be included in the primary curriculum in AIMS OF UPPER PRIMARY CREATIVE AND
order to help students develop an understanding and appreciation of PERFORMING ARTS
technology, manipulative skills and familiarity with tools, equipment
and materials. At the end of standard seven, learners should have developed:

Creative and Performing Arts is a subject that draws its content from 1. psychomotor skills in the use of materials, tools, instruments,
Art and Craft, Design and Technology, Home Economics, Business equipment and implements.
Studies, Drama, Dance, Music and Physical Education. Its main 2. the ability to compose, design and make products.
aims, among other things, are to help students develop their creative, 3. awareness and appreciation of pre-vocational skills in Creative
aesthetic, psychomotor skills and the love for the arts. and Performing Arts.
4. awareness of the effects of art, science and technology on society
All Primary school teachers should use this programme to guide their in everyday life.
overall teaching of standard 5 to 7. The syllabus has been put 5. an understanding of simple technology applicable to real-life
together in a spiral approach which has a lot of flexibility to facilitate situations.
project teaching and integration. 6. critical thinking, inquiry, creative, initiative, interpersonal and
problem-solving skills.
RATIONALE 7. safe working habits and appreciation of healthy working
environment.
Creative and Performing Arts will provide the opportunity for 8. positive attitude towards practical work and productivity.
learners to acquire basic knowledge, practical skills and develop self- 9. an appreciation of the environment in a conserving and
expression. The programme will offer learners opportune time to preserving manner.
acquire generic and specific skills in designing, performing and 10. competence in performing skills such as manipulative,
realising whilst using a wide variety of materials and processes. locomotors, vocal and stability.
It will also seek to foster in learners physical development and self- 11. basic entrepreneurial skills, work habits, attitudes and values
expression through body movement and sound. CAPA will necessary for business activities.
contribute towards the learners’ socialisation processes and self- 12. the ability to maintain physical fitness and well being.
reliance which should provide the basis for further education. 13. knowledge, skills and values that contribute towards individual
development.
It will further provide an awareness of various technologies and 14. the ability to express themselves through the medium of visual
businesses around the learners as well as their effects on everyday arts, dramatisation, sounds and movements.
life and the environment. It will encourage learners to develop 15. a spirit of self-reliance and self-sufficiency.

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16. awareness of the emerging issues such as Human
Immunodeficiency Virus (HIV) / Acquired Immune Deficiency 2. Communication
Syndrome (AIDS), Population Family Life Education At the end of upper primary education, learners should have:
(POP/FLE).
2.1 developed understanding and use of the Creative and
Performing Arts language.
ATTAINMENT TARGETS 2.2 developed understanding and appreciation in the use of verbal
and non-verbal forms of communication.
1. Knowledge and Understanding
At the end of upper primary education, learners should have: 3. Practical / Manipulative Skills
At the end of upper primary education, learners should have:
1.1 acquired knowledge and understanding of materials, tools,
equipment, instruments, implements and processes in Creative 3.1 developed dexterity through working with materials, tools,
and Performing Arts. equipment, instrument and implements.
1.2 acquired knowledge and understanding of production processes 3.2 developed practical skills in manipulating materials into useful
used in Creative and Performing Arts. products.
1.3 acquired knowledge and understanding of own culture and 3.3 developed skills in the efficient use and management of
others, and how they relate to Creative and Performing Arts. resources.
1.4 developed awareness of rules and regulations pertaining to
Creative and Performing Arts. - Creativity
1.5 acquired knowledge and understanding of safety precautions in At the end of upper primary education, learners should have:
the use of tools, equipment, instruments, implements and
materials. 4.1 developed creative skills through composing, performing,
1.6 acquired knowledge and understanding of the elements, designing and making products.
principles and concepts as applied in Creative and Performing 4.2 developed a project from a simple theme or concept.
Arts.
1.7 acquired knowledge and understanding of ways of prospecting, 5. Attitudes
procuring and improvising materials, tools and equipment. At the end of upper primary education, learners should have:
1.8 acquired basic knowledge and understanding of health needs
and regulations in relation to producers, consumers and the 5.1 developed awareness and appreciation of indigenous
environment. materials/activities.
1.9 recognised factors that contribute to a healthy individual and 5.2 developed positive attitudes towards practical activities.
environment. 5.3 developed a spirit of self-reliance.
1.10 acquired knowledge and understanding of methods of 5.4 developed interpersonal skills through participation in
conservation and preservation of the environment. teamwork activities.
1.11 acquired problem-solving skills using design process.

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 5.5 developed awareness and appreciation of the value of culture,
beliefs and practices. Module 5 - Entrepreneurship
- developed desirable attitudes towards health and safety practices. This module introduces learners to basic skills required to start and
run a successful business. It emphasises on finding out about
ORGANISATION OF THE SYLLABUS businesses in their local area, why they are located in specific areas
and the processes the business people have to go through before
The syllabus is organised in five modules. Each module has a broad setting up a business.
content area subdivided into units with topics. Within each topic are
general and specific objectives. The specific objectives describe what TIME ALLOCATION
the learners are expected to achieve.
The Creative and Performing Arts programme has been developed
Module 1 - Health and Safety on the basis that it will be allocated at least four hours per week in
The module focuses on aspects of safety as well as principles of the primary school timetable.
keeping healthy and fit. It also aims at introducing learners to the
concept of food and nutrition. Learners will be exposed to the ASSESSMENT PROCEDURES
importance of exercise in relation to health.
Teachers are required to use a variety of assessment modes; e.g.
Module 2 - Communication practical tasks and assignments, tests and quizzes to assess learners’
This module seeks to develop an awareness and understanding of performance through out the course. It is important that teachers
visual and written forms of communication. The objectives focus on keep a record of these assessments and summarise them as part of
the acquisition and application of knowledge, skills and techniques the term’s work for summative assessment.
of different media used in visual arts.

Module 3 - Composing and Performing Teachers are required to construct termly tests for each standard to
This module centres on providing the learners with basic concepts assess what learners have attained throughout the course. A national
and principles of music, dance, drama and physical education. The test based on the attainment targets will be conducted at the end of
emphasis is on skills development, creativity and performance. Standard 7 by Examinations, Research and Testing Division
(ERTD).
Module 4 - Design and Production
The aim of this module is to equip learners with concepts of design,
principles of technology and the processes of production through a
problem-solving approach.
Learners will also be exposed to the essence and importance of
technology. This will be achieved through experiments and hands-on
activities. Materials and basic making processes have been included
to develop learners’ manipulative and fabricational skills.

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 STANDARD FIVE

MODULE 1: HEALTH AND SAFETY

UNIT 1.1: HYGIENE AND SAFETY
Topics General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
Hygiene 1.1.1 understand and apply hygiene 1.1.1.1 describe a hygienic environment.
practices. 1.1.1.2 practise hygiene within different environments.
1.1.1.3 discuss illnesses associated with unhygienic environment.
Safety and first aid 1.1.2 understand and apply safety and first 1.1.2.1 follow simple instructions to minimise risks.
aid. 1.1.2.2 label tools, equipment, instruments and implements for storage.
1.1.2.3 work safely with a range of materials, tools, equipment, instruments and
implements.
1.1.2.4 explain first aid.
1.1.2.5 discuss the importance of first aid.
UNIT 1.2: FOOD AND NUTRITION
Foods 1.2.1 acquire knowledge of foods and their 1.2.1.1 identify different food.
functions. 1.2.1.2 classify foods according to their groups and functions.
1.2.1.3 prepare a balanced breakfast.
UNIT 1.3: PERSONAL FITNESS
Exercise 1.3.1 understand types of exercise. 1.3.1.1 identify different types of exercise.
1.3.1.2 explain high and low intensity exercises.
1.3.1.3 perform high and low intensity exercises.
1.3.2 appreciate the role of exercise. 1.3.2.1 describe the effects of exercise on the body.
1.3.2.2 design a personal training programme to improve health.
1.3.2.3 follow individual training programmes to keep fit.

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MODULE 2: COMMUNICATION
UNIT 2.1: DRAWING
Topics General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
Shapes, forms and 2.1.1 develop skills and techniques of 2.1.1.1 identify types of lines as vertical, horizontal, diagonal, zigzag and curved.
textures creating shapes, forms and textures. 2.1.1.2 use lines to create contour drawings.
2.1.1.3 describe form.
2.1.1.4 explore the effects of light on objects.
2.1.1.5 explore various techniques of creating tonal values.
2.1.1.6 describe textures of various objects.
2.1.1.7 create textures using various drawing tools.
2.1.1.8 create a composition using tonal values to suggest form.
UNIT 2.2: PAINTING
Colour 2.2.1 develop skills in the use of colour. 2.2.1.1 define colour, value and intensity.
2.2.1.2 classify colours into primary, secondary and complimentary.
2.2.1.3 explore various colours to determine values and intensities.
2.2.1.4 create an arrangement of colours on the colour wheel.
2.2.1.5 analyse the use of colour in a composition.
Painting techniques 2.2.2 appreciate various techniques in 2.2.2.1 explore the use of various materials, tools and media in painting.
painting. 2.2.2.2 explore various techniques in painting.
2.2.2.3 create a composition using various painting techniques.
2.2.2.4 analyse the use of various techniques in a composition.
UNIT 2.3: TWO-DIMENSIONAL CRAFTS
Collage, Mosaic and 2.3.1 develop skills and techniques of 2.3.1.1 describe mosaic, collage and montage.
Montage collage, montage and mosaic making. 2.3.1.2 identify materials used for mosaic, collage and montage.
2.3.1.3 create pictorial composition using either mosaic, collage or montage
technique.
UNIT 2.4: MEDIA
Visual 2.4.1 demonstrate the ability to use visual 2.4.1.1 explain visual forms of communication.
communication forms of communication. 2.4.1.2 discuss the advantages and disadvantages of visual communication.
2.4.1.3 explain the use of visual communication.
2.4.1.4 design any form of visual communication to convey a specific message.

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MODULE 3: COMPOSING AND PERFORMING
UNIT 3.1: TRACK AND FIELD EVENTS
Topics General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
Sprints 3.1.1 develop skills and techniques in the 3.1.1.1 identify the following sprint events: 100 m, 200 m and 300 m.
selected sprint event. 3.1.1.2 recognise starting and finishing points for the selected sprints.
3.1.1.3 demonstrate the bunch start and running through the tape finish.
3.1.1.4 apply rules and techniques in any selected sprints.
Throws 3.1.2 develop skills and techniques in 3.1.2.1 identify throwing events as discus, shot put and javelin.
selected throwing event. 3.1.2.2 demonstrate proper execution of the selected throw.
3.1.2.3 apply rules and techniques in the selected throw.
3.1.2.4 recognise the throwing sector for the selected throw.
Jumps 3.1.3 develop skills and techniques in a 3.1.3.1 identify jumping events as high, long and triple jump.
selected jumping event. 3.1.3.2 recognise the jumping areas for the selected jump.
3.1.3.3 demonstrate take off and landing in the selected jump.
3.1.3.4 demonstrate techniques of jumping for the selected jump.
3.1.3.5 apply rules and techniques for the selected jump.
UNIT 3.2: CREATIVE DANCE
Dance elements 3.2.1 understand dance elements. 3.2.1.1 identify dance elements as level, shape, direction and pathways.
3.2.1.2 discuss aspects of body movements as body awareness and space
awareness.
3.2.1.3 demonstrate the selected dance elements.
3.2.1.4 demonstrate aspects of body and space awareness.
3.2.2 develop skills and techniques of 3.2.2.1 explain choreography.
choreography and dance. 3.2.2.2 demonstrate proper use of personal and general space.
3.2.2.3 show co-operative and social skills in dance.
3.2.2.4 use selected dance elements to create a short dance.
3.2.2.5 show formations and patterns in dance.
3.2.2.6 explain the role of dance in the community.
3.2.2.7 evaluate compositions using a set criteria.
Traditional dance 3.2.3 acquire knowledge and develop skills 3.2.3.1 name traditional dances in Botswana.
of traditional dance. 3.2.3.2 list communities associated with each dance style.
3.2.3.3 perform traditional dance styles in a given locality/district.
3.2.3.4 explain the significance of each dance.
3.2.3.5 differentiate between dance patterns.
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UNIT 3.3: GYMNASTICS
Gymnastic 3.3.1 develop skills and techniques in 3.3.1.1 identify gymnastic movements.
movements gymnastics. 3.3.1.2 perform gymnastic movements of travelling, balancing and landing.
3.3.1.3 explain linking movements as leaps, turns and jumps.
3.3.1.4 use linking movements of leaps, turns and jumps in a sequence.
3.3.1.5 perform counter balance and counter tension skills with variations.
3.3.1.6 perform rhythmic movements in gymnastics.
3.3.1.7 perform a short sequence alone or with a partner in unison and canon.
3.3.1.8 observe and copy a partner.
3.3.1.9 evaluate performance by describing.
UNIT 3.4: BALL GAMES
Invasion/contact 3.4.1 develop skills and techniques in one 3.4.1.1 identify invasion/contact games as netball, football and basketball.
games invasion/contact game. 3.4.1.2 explain sending and receiving skills for the selected game.
3.4.1.3 perform sending and receiving skills for the selected game.
3.4.1.4 recognise court dimensions and positions for the selected game.
3.4.1.5 identify pieces of equipment used for playing the selected game.
3.4.1.6 integrate skills in the selected invasion/contact games.
3.4.1.7 demonstrate offensive and defensive skills.
3.4.1.8 apply rules in a modified selected game.
3.4.1.9 play an even-sided modified game.
3.4.2 appreciate the benefits of participating 3.4.2.1 explain physical, social and mental benefits of participating in games.
in games. 3.4.2.2 demonstrate interpersonal and social skills in playing games.
3.4.2.3 utilise available time to participate in physical and social games.
3.4.2.4 demonstrate co-operative and decision making skills in games.
3.4.2.5 list recreational and social values of games.
3.4.2.6 explain the importance of good teamwork spirit.
3.4.2.7 demonstrate good teamwork spirit in games.

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UNIT 3.5: MUSIC OF BOTSWANA
Composers and artists 3.5.1 acquire knowledge of local 3.5.1.1 differentiate between a composer and an artist.
composers, artists and their music. 3.5.1.2 list famous composers of Botswana origin.
3.5.1.3 classify famous compositions according to composers.
3.5.1.4 name famous traditional artists of Botswana origin.
3.5.1.5 list famous artists of modern music in Botswana.
3.5.1.6 perform any composition by a famous composer/artist.
3.5.1.7 discuss the significance of music in society.
UNIT 3.6: PITCH
Pentatonic scale 3.6.1 demonstrate knowledge of the 3.6.1.1 describe pentatonic scale.
pentatonic scale. 3.6.1.2 sing notes of the pentatonic scale in correct pitch.
3.6.1.3 play notes of the pentatonic scale on pitched percussions.
3.6.1.4 perform melodies in pentatonic scale.
UNIT 3.7: NOTATION
Types of notation 3.7.1 demonstrate an awareness of types of 3.7.1.1 explain notation.
notation. 3.7.1.2 describe types of notation.
3.7.1.3 create graphic notation of simple tunes.
3.7.1.4 state the importance of notation.
UNIT 3.8: TIME AND RHYTHM
Notes 3.8.1 explore notes names and values. 3.8.1.1 explain rhythm.
3.8.1.2 identify a crochet and a quaver in staff notation.
3.8.1.3 draw a crochet and quaver.
3.8.1.4 state time values of a crochet and quaver.
3.8.1.5 demonstrate rhythmic combinations of crochet and quaver.
3.8.1.6 create short rhythmic patterns with a crotchet and a quaver.
3.8.1.7 perform a full note and a half note in tonic solfa.
3.8.1.8 draw a full note and a half note in tonic solfa.
3.8.1.9 create short rhythmic patterns with full and half notes.

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UNIT 3.9: DRAMATISATION
Drama 3.9.1 acquire knowledge and understanding 3.9.1.1 explain drama.
of drama. 3.9.1.2 list types of drama.
3.9.1.3 explain uses of drama.
3.9.1.4 identify elements of drama.
3.9.1.5 explain selected elements of drama.
3.9.1.6 perform selected elements of drama.
3.9.1.7 appreciate the role of drama in society
3.9.1.8 dramatise short stories/tales to communicate an idea
MODULE 4: DESIGN AND PRODUCTION
UNIT 4.1: NEEDS AND WANTS
Topics General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
Individual and 4.1.1 investigate the composition of 4.1.1.1 explain needs and wants.
household needs and individual and household needs and 4.1.1.2 differentiate between needs and wants.
wants wants. 4.1.1.3 classify school requirements into needs and wants.
4.1.1.4 discuss ways of contributing towards household needs and wants.
Satisfaction of needs 4.1.2 understand the satisfaction of needs 4.1.2.1 explain the satisfaction of needs and wants directly and indirectly.
and wants and wants. 4.1.2.2 discuss the part played by money in the satisfaction of needs and wants
indirectly.
4.1.2.3 discuss ways of satisfying household and school needs and wants.
Budgeting 4.1.3 develop skills of preparing a budget. 4.1.3.1 explain budgeting.
4.1.3.2 explain the importance of budgeting.
4.1.3.3 analyse the parts of a budget.
4.1.3.4 discuss effective ways of budgeting.
4.1.3.5 prepare a family budget.
Business 4.1.4 appreciate the role of business in 4.1.4.1 explain business.
providing for needs and wants of 4.1.4.2 analyse different goods and services supplied by businesses.
people. 4.1.4.3 discuss ways businesses identify the needs and wants of consumers.
4.1.4.4 examine the part played by business in satisfying needs and wants.
4.1.4.5 investigate the activities of a specific business in the locality.

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UNIT 4.2: PRODUCT DESIGN
Design process 4.2.1 explore and apply principles of the 4.2.1.1 discuss the importance of design.
design process. 4.2.1.2 describe the different stages of a design process.
4.2.1.3 come up with a variety of possible solutions from a given design brief.
4.2.1.4 make a product based on the best solution.
4.2.1.5 test and evaluate the product.
UNIT 4.3: GRAPHIC DESIGN
Postcards and 4.3.1 develop skills and techniques of 4.3.1.1 explain graphic design.
Greeting cards designing postcards and greeting 4.3.1.2 identify examples of graphic designs.
cards. 4.3.1.3 use different tools and media to create various effects in postcards/greeting
cards.
4.3.1.4 use the layout technique of letters, words and symbols in postcard/greeting
card designing.
4.3.1.5 design either a postcard or greeting card.
UNIT 4.4: TWO-DIMENSIONAL CRAFTS
Pattern and Print- 4.4.1 develop and apply skills and 4.4.1.1 explain different types of pattern as random and planned.
Making techniques of pattern and print- 4.4.1.2 create patterns using various printing techniques.
making. 4.4.1.3 design random and planned patterns.
4.4.1.4 create a composition using any printing technique.
4.4.1.5 discuss careers relating to pattern and print-making.
UNIT 4.5: THREE-DIMENSIONAL CRAFTS
Pottery 4.5.1 develop and apply skills, techniques 4.5.1.1 define pottery.
and processes in pottery. 4.5.1.2 state sources of clay.
4.5.1.3 process clay for pottery making.
4.5.1.4 experiment with pottery techniques of pinch, coil and slab to make forms.
4.5.1.5 make different forms using the techniques of pinch, slab and coil.
4.5.1.6 decorate pottery with paint, textures or patterns.
4.5.1.7 burnish the surface of the leather-hard clay-pot.
UNIT 4.6: CLOTHING AND TEXTILES
Textile fibres 4.6.1 gain knowledge on types of textile 4.6.1.1 describe a fibre.
fibres. 4.6.1.2 classify fibres into natural and man-made.
4.6.1.3 classify natural fibres as vegetable or animal.
4.6.1.4 list examples of vegetable and animal fibres.
4.6.1.5 list man-made fibres.

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Sewing tools and 4.6.2 develop skills of using sewing tools 4.6.2.1 identify basic sewing tools.
basic hand stitches and basic hand stitches. 4.6.2.2 classify basic sewing tools according to use.
4.6.2.3 discuss care and storage of sewing tools.
4.6.2.4 classify basic hand stitches and their uses.
4.6.2.5 practise basic hand stitches of tacking, back stitch running and hemming.
4.6.2.6 apply basic hand stitches to a project.
Macramé 4.6.3 develop understanding and techniques 4.6.3.1 explain macramé.
of macramé. 4.6.3.2 discuss the use of macramé.
4.6.3.3 demonstrate techniques of macramé.
4.6.3.4 apply techniques of macramé to a project.
Embroidery stitches 4.6.4 understand and develop skills in 4.6.4.1 identify embroidery hand stitches.
embroidery hand stitches 4.6.4.2 list the uses of embroidery hand stitches.
4.6.4.3 practise creative ways of using embroidery hand stitches.
4.6.4.4 apply embroidery hand stitches to a project.
Seams 4.6.5 develop skills on seams. 4.6.5.1 explain seams.
4.6.5.2 identify types of seams.
4.6.5.3 make samples of different seams.
4.6.5.4 apply seams to a project.

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UNIT 4.7: TECHNOLOGY
Structures 4.7.1 apply the principles of structures in 4.7.1.1 explain forces.
problem-solving. 4.7.1.2 differentiate between static forces and dynamic forces.
4.7.1.3 use the principle of triangulation to achieve stability and rigidity.
4.7.1.4 experiment with materials such as card, straws, dowels, wood strips, metal
strips and others to make model structures.
4.7.1.5 design and make model structures to solve specific problems.
4.7.1.6 test model structures.
Mechanisms 4.7.2 apply the principles of the crank 4.7.2.1 illustrate the four basic types of motion.
mechanisms in problem-solving. 4.7.2.2 identify crank mechanisms.
4.7.2.3 identify the input and output of a crank mechanism.
4.7.2.4 demonstrate the mechanical advantage of crank mechanisms.
4.7.2.5 use crank mechanisms to solve specific problems.
4.7.3 apply the principles of cam and 4.7.3.1 identify cam and follower mechanisms.
follower mechanisms in problem- 4.7.3.2 identify the input and output of a cam and follower mechanism.
solving. 4.7.3.3 illustrate different types of cams.
4.7.3.4 demonstrate the different movements of cam and follower mechanisms.
4.7.3.5 use the cam and follower mechanisms to solve specific problems.

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 UNIT 4.8: MATERIALS AND MAKING PROCESSES
Craft materials 4.8.1 make informed decisions on the choice 4.8.1.1 name craft materials.
- Jelutong of craft materials. 4.8.1.2 describe properties and characteristics of craft materials.
- Acrylic 4.8.1.3 list the different uses of craft materials.
- Round wire nail
- Panel pin
- Round head screw
- Polyvinyl Acetate
(PVA)
- Tensol cement
Measuring and 4.8.2 apply techniques of measuring and 4.8.2.1 recognise measuring and marking out tools.
marking out tools marking out materials. 4.8.2.2 use measuring and marking out tools correctly.
- Ruler 4.8.2.3 realise the importance of using datum surfaces and datum points.
- Pencil
- Felt pen
- Try square
- Marking gauge
- Compasses
Holding tools 4.8.3 use the principles of holding materials 4.8.3.1 identify holding tools.
- Woodwork bench in place when working. 4.8.3.2 use holding tools appropriately when working with wood and acrylic.
- Woodworker’s vice
- G-cramp
- Bench hook
Cutting and shaping 4.8.4 manipulate materials using cutting and 4.8.4.1 list cutting tools.
tools shaping tools. 4.8.4.2 cut wood and acrylic to the required sizes.
- Tenon saw 4.8.4.3 plane the edges of wood and acrylic to the required sizes.
- Coping saw 4.8.4.4 shape wood and acrylic to specified requirements.
- Hand drill 4.8.4.5 drill through holes and pilot holes in wood and acrylic.
- Twist drill 4.8.4.6 drill through holes in acrylic.
- Bradawl
- Smoothing plane
- Flat surform
- Curved surform
- Round surform
- Hand file
- Half round file
- Round file

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 Joining and forming 4.8.5 join wooden and plastic products using 4.8.5.1 recognise joining tools.
tools different methods. 4.8.5.2 join wood using different methods including dovetail and staggered
- Cross pein hammer nailing, round head screws, bolts and nuts, polyvinyl acetate (PVA) and
- Pincers tensol cement.
- Flat screwdriver
- Phillips screwdriver
- Ring spanner
Finishing 4.8.6 finish wooden and plastic products. 4.8.6.1 identify different types of finishes.
- Glass paper 4.8.6.2 prepare surfaces of wood using appropriate abrasives and clean up
- Garnet paper techniques.
- Wet and dry paper 4.8.6.3 prepare edges of acrylic using appropriate abrasives and clean up
- Steel wool techniques.
- Wax 4.8.2.4 follow the stages of applying wax finish to a wooden product.

MODULE 5: ENTREPRENEURSHIP
UNIT 5.1: ENTREPRENEURIAL SKILLS
Topics General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
The entrepreneur 5.1.1 understand the functions of the 5.1.1.1 describe the entrepreneur.
entrepreneur. 5.1.1.2 explain the functions of entrepreneurs.
5.1.1.3 discuss the importance of entrepreneurs in Botswana.

Entrepreneurial skills 5.1.2 examine the entrepreneurial skills. 5.1.2.1 explain the skills and qualities of an entrepreneur.
5.1.2.2 examine the weaknesses of a prospective entrepreneur that can cause
business failure.
5.1.2.3 discuss ways of correcting the weaknesses of a prospective entrepreneur.

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 STANDARD SIX

MODULE 1: HEALTH AND SAFETY

UNIT 1.1: HYGIENE AND SAFETY
Topics General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
Personal hygiene 1.1.1 understand and apply the concept of 1.1.1.1 discuss personal hygiene practices.
personal hygiene. 1.1.1.2 discuss illnesses associated with unhygienic practices.
1.1.1.3 explain the importance of proper hygiene.
Safety and first aid 1.1.2 understand and apply safety and first explain safety and first aid.
aid. differentiate between safety and first aid
discuss ways of avoiding an electric shock.
1.1.2.4 discuss types of wounds such as abrasions, incisions and lacerations.
1.1.2.5 describe treatment of cuts, bruises, scalds and burns.
1.1.2.6 apply preventative measures in dealing with infections.
UNIT 1.2: FOOD AND NUTRITION
Nutrients 1.2.1 acquire knowledge of food nutrients. 1.2.1.1 state the nutrients found in food.
1.2.1.2 discuss sources and functions of proteins, carbohydrates, fats, oils,
vitamins, minerals and water.
1.2.1.3 discuss dietary guidelines
1.2.1.4 discuss a food plate.
1.2.1.5 prepare a balanced meal.

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MODULE 2: COMMUNICATION
UNIT 2.1: DRAWING
Topics General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
Space and distance 2.1.1 develop skills and techniques of 2.1.1.1 describe different ways of creating the illusion of space and distance in
creating the illusion of space and drawing.
distance in drawing. 2.1.1.2 explore ways of creating the illusion of space and distance in drawing.
2.1.1.3 draw either a landscape, cityscape or village scene to suggest space and
distance.
2.1.1.4 discuss the illusion of space and distance in a work of art.
UNIT 2.2: PAINTING
Space and distance 2.2.1 develop skills and techniques of 2.2.1.1 describe different ways of creating the illusion of space and distance in
creating the illusion of space and painting.
distance in painting. 2.2.1.2 explore ways of creating the illusion of space and distance in painting.
2.2.1.3 paint either a landscape, cityscape or village scene that suggests space and
distance.
2.2.1.4 discuss the illusion of space and distance in a work of art.

UNIT 2.3: MEDIA

The post office 2.3.1 gain knowledge of the communication 2.3.1.1 identify the various ways the post office delivers letters and parcels.
functions of the post office. 2.3.1.2 explain the reasons for sending documents by express or registration.
2.3.1.3 discuss the transfer of money and parcels through the post office.

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MODULE 3: COMPOSING AND PERFORMING
UNIT 3.1: TRACK AND FIELD EVENTS
Topics General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
Sprints 3.1.1 develop skills and techniques in the 3.1.1.1 list the following sprint events: 400 m and 800 m.
selected sprint events. 3.1.1.2 recognise starting and finishing points for the selected sprints.
3.1.1.3 explain the drop finish.
3.1.1.4 demonstrate the drop finish.
3.1.1.5 demonstrate the bunch and medium starts.
3.1.1.6 apply rules and techniques in the selected sprints.
Throws 3.1.2 develop skills and techniques in a 3.1.2.1 name one throwing event.
selected throwing event. 3.1.2.2 explain techniques for the selected throw.
3.1.2.3 apply rules and techniques for the selected throw.
3.1.2.4 recognise throwing sector for the selected throw.
Jumps 3.1.3 develop skills and techniques in a 3.1.3.1 name one jumping event.
selected jump event. 3.1.3.2 demonstrate proper jumping techniques for the named jump.
3.1.3.3 explain techniques for the named jump.
3.1.3.4 identify the jumping area for the selected jump.

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UNIT 3.2: CREATIVE DANCE
Dance elements 3.2.1 understand dance elements. 3.2.1.1 identify dance elements as pathways, relationships and speed.
3.2.1.2 demonstrate the selected dance elements.
3.2.1.3 explain aspects of effort awareness and relationships.
3.2.1.4 demonstrate effort awareness and relationships
3.2.2 develop skills of choreography and 3.2.2.1 differentiate between rhythm and coordination.
dance. 3.2.2.2 demonstrate rhythm and coordination in dance.
3.2.2.3 show awareness of personal and general space.
3.2.2.4 show co-operative and social skills in dance.
3.2.2.5 use contemporary dance movements to create a short dance.
3.2.2.6 compose a short narrative dance.
3.2.2.7 show different patterns and styles in dance.
3.2.2.8 explain the significance of dance in the community.
UNIT 3.3: GYMNASTICS
Gymnastic 3.3.1 develop skills in gymnastics. 3.3.1.1 travel and balance on various parts of the body.
movements 3.3.1.2 demonstrate static and dynamic balances with variations.
3.3.1.3 show aesthetic qualities in gymnastics.
3.3.1.4 perform a short movement sequence with rhythm.
3.3.1.5 mirror and match movements with a partner.
3.3.1.6 observe and copy a partner.
3.3.1.7 evaluate performance by comparing.
UNIT 3.4: BALL GAMES
Striking/fielding 3.4.1 develop skills and techniques in 3.4.1.1 identify net/wall/racquet games as badminton, tennis and volleyball.
games striking/fielding games. 3.4.1.2 explain sending and receiving skills for the selected game.
3.4.1.3 perform sending and receiving skills for the selected game with co-
ordination and control.
3.4.1.4 demonstrate proper grip/hold and stance for the selected game.
3.4.1.5 recognise court dimensions and positions for the selected game.
3.4.1.6 demonstrate proper hand-eye co-ordination for the selected game.
3.4.1.7 list pieces of equipment used for playing the selected game.
3.4.1.8 demonstrate offensive and defensive techniques in a game situation.
3.4.1.9 apply rules and techniques in a modified game.
3.4.1.10 integrate skills in a game.

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UNIT 3.5: MUSIC OF BOTSWANA
Traditional music 3.5.1 explore traditional music instruments 3.5.1.1 name traditional instruments of Botswana origin.
instruments of Botswana. 3.5.1.2 list materials used for making each instrument.
3.5.1.3 recognise sounds made by each instrument.
3.5.1.4 describe the production of sound by different traditional musical
instruments.
3.5.1.5 demonstrate the use of each traditional musical instrument.
3.5.1.6 perform a musical tune using traditional instruments
UNIT 3.6: PITCH
Chromatic intervals. 3.6.1 develop skills in chromatic intervals. 3.6.1.1 explain chromatic notes.
3.6.1.2 sing chromatic notes in a melody.
3.6.1.3 play chromatic notes on pitched percussions.
Dynamics 3.6.2 interpret dynamic markings. 3.6.2.1 explain dynamics.
3.6.2.2 identify dynamics signs.
3.6.2.3 state Italian names of soft, loud, very soft, very loud, moderately soft and
moderately loud.
3.6.2.4 respond to dynamic markings on a piece of music.
UNIT 3.7: TIME AND RHYTHM
Notes 3.7.1 explore note names and values. 3.7.1.1 identify a minim and a semi breve.
3.7.1.2 state time values of a minim and semi breve.
3.7.1.3 draw a minim and a semi breve.
3.7.1.4 demonstrate rhythmic combination of quaver, crotchet, minim and semi
breve.
3.7.1.5 create a short rhythmic combination of quaver, crotchet, minim and semi
breve.
3.7.1.6 identify the equivalents of quaver, crotchet, minim and semi breve in tonic
solfa.
UNIT 3.8: DRAMATISATION
Drama 3.8.1 develop and appreciate the ability to 3.8.1.1 explain comedy and tragedy in drama.
perform in drama. 3.8.1.2 differentiate between comedy and tragedy.
3.8.1.3 identify elements of drama.
3.8.1.4 perform comedy and tragedy in drama.
3.8.1.5 apply selected drama elements in comedy and tragedy.
3.8.1.6 use facial expressions and gestures to show feelings in drama.
3.8.1.7 demonstrate co-operative skills with a partner in an imaginary context.

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MODULE 4: DESIGN AND PRODUCTION
UNIT 4.1: NEEDS AND WANTS
Topics General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
Importance of 4.1.1 understand the importance of 4.1.1.1 explain the meaning of production.
production production in the satisfaction of needs 4.1.1.2 differentiate between producers and consumers.
and wants. 4.1.1.3 classify production activities into primary, secondary and tertiary.
4.1.1.4 discuss the importance of production in the satisfaction of needs and
wants.
Resources and 4.1.2 explore the relationship between 4.1.2.1 identify production resources.
production resources and production. 4.1.2.2 classify production resources into land, labour, capital and enterprise.
4.1.2.3 list the production resources of a specific business in the locality.
4.1.2.4 explain factors determining production decisions.
4.1.2.5 discuss the importance of an entrepreneur in acquiring and using the
production resources.
UNIT 4.2: PRODUCT DESIGN
Design process 4.2.1 explore and apply the basic principles 4.2.1.1 explain the elements and principles of design.
of the design process. 4.2.1.2 come up with a design brief of the problem to be solved.
4.2.1.3 analyse the problem and gather relevant information to solve the problem.
4.2.1.4 prepare a list of specification for the intended product.
4.2.1.5 generate a variety of design solutions to the problem.
4.2.1.6 develop the preferred solution.
4.2.1.7 make the product as per the developed solution.
4.2.1.8 test and evaluate the product.

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UNIT 4.3: GRAPHIC DESIGN
Poster design 4.3.1 develop and apply skills and 4.3.1.1 define a poster.
techniques in poster designing. 4.3.1.2 describe the use of posters.
4.3.1.3 experiment with tools and media in poster designing.
4.3.1.4 design a poster for a specific event.
Mural design 4.3.2 apply skills and techniques in mural 4.3.2.1 explain a mural.
making. 4.3.2.2 discuss murals in the surroundings.
4.3.2.3 explore mural themes and designs.
4.3.2.4 design a mural for the school.
UNIT 4.4: TWO-DIMENSIONAL CRAFTS
Tie-dye 4.4.1 apply skills and techniques in tie-dye 4.4.1.1 define tie-dye.
making. 4.4.1.2 experiment with artificial and natural dyes in tie-dye making.
4.4.1.3 explore the use of tools and materials in tie-dye making.
4.4.1.4 create tie-dye work for either a tablecloth, sofa cover or tray cover.
Weaving 4.4.2 develop skills and techniques in 4.4.2.1 discuss weaving.
weaving. 4.4.2.2 experiment with different techniques and materials in weaving.
4.4.2.3 weave either a wall hanging, a doormat, a scarf, a shawl, a purse or a tie.
UNIT 4.5: SCULPTURE
Modelling- Sculpture 4.5.1 develop skills and techniques in 4.5.1.1 explain sculpture.
sculpture making. 4.5.1.2 differentiate between freestanding and relief sculpture.
4.5.1.3 explore the use of tools and materials in sculpture making.
4.5.1.4 model either freestanding or relief sculpture.

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UNIT 4.6: CLOTHING AND TEXTILES
Textile fibres 4.6.1 gain knowledge on types of yarn and 4.6.1.1 describe a yarn and fabric.
fabric. 4.6.1.2 state the properties of cotton, linen, wool and silk.
4.6.1.3 collect samples of cotton, linen, woollen and silk fabrics to make a fabric
chart.
4.6.1.4 collect samples of man-made fabrics.
Crocheting 4.6.2 develop understanding and techniques 4.6.2.1 identify different types of crocheting.
in crocheting. 4.6.2.2 demonstrate techniques of crocheting.
4.6.2.3 apply crocheting techniques to a project.
4.6.2.4 follow a crocheting pattern to make a product.
Creative textiles 4.6.3 acquire and apply skills in appliqué. 4.6.3.1 differentiate between patchwork and appliqué.
4.6.3.2 state the importance of appliqué.
4.6.3.3 explore various ways of applying patchwork and appliqué in mending.
4.6.3.4 identify patchwork and appliqué designs.
4.6.3.5 demonstrate patchwork and appliqué in a simple project.
Disposal of fullness 4.6.4 understand and develop skills of 4.6.4.1 explain disposal of fullness.
disposing fullness. 4.6.4.2 identify types of disposal of fullness.
4.6.4.3 state the procedures for disposal of fullness.
4.6.4.4 apply appropriate disposal of fullness to a project.
UNIT 4.7: TECHNOLOGY
Structures 4.7.1 apply the principles of structures in 4.7.1.1 explain the functions of structures.
problem-solving. 4.7.1.2 create various beam structures and test them for strength.
4.7.1.3 experiment with sheet materials to determine the rigidity of a shape.
4.7.1.4 create model structures using cardboards, straws, wooden strips and metal
strips.
Mechanisms 4.7.2 apply the principles of pulleys in 4.7.2.1 define a pulley.
problem-solving. 4.7.2.2 identify pulleys used in simple machines.
4.7.2.3 demonstrate the use of pulleys in increasing speed and force.
4.7.2.4 arrange pulleys to turn in the same direction, opposite directions and at 90°
to each other.
4.7.2.5 recognise the relationships between turning ratio and size of pulleys.
4.7.2.6 use pulleys to solve specific problems.

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 UNIT 4.8 MATERIALS AND MAKING PROCESS
Craft materials 4.8.1 make informed decisions on the choice 4.8.1.1 identify craft materials.
- Meranti of craft materials. 4.8.1.2 describe properties and characteristics of craft materials.
- Mild steel 4.8.1.3 identify the sources of different craft materials.
- ABS (Acrylonitrile 4.8.1.4 list the different uses of craft materials.
butadiene styrene)
- Countersunk screw
- Self-tapping screws
- Hot plastic glue
Measuring and 4.8.2 apply techniques of measuring and 4.8.2.1 list measuring and marking out tools.
marking out marking out materials. 4.8.2.2 use measuring and marking out tools correctly.
- Tape rule 4.8.2.3 realise the importance of using datum surfaces and datum points.
- Scriber
- Engineer’s square
- Spring dividers
- Odd-leg calipers
Holding tools 4.8.3 use principles of holding materials in 4.8.3.1 recognise holding tools.
- Metalwork bench place when working. 4.8.3.2 use holding tools appropriately when working with metals.
- Engineer’s vice
- Hand vice
- Pliers
Cutting tools 4.8.4 manipulate materials using cutting and 4.8.4.1 name cutting tools.
- Junior hacksaw shaping techniques. 4.8.4.2 cut sheet metals and plastics using the cutting and shearing techniques.
- Abrafile saw 4.8.4.3 drill countersunk holes in wood, metal and acrylic.
- Straight tin snips 4.8.4.4 chisel wood using the paring and chopping techniques.
- Trimming knife 4.8.4.5 file metal and acrylic edges to specific shapes and sizes.
- Bevel edged chisel
- Countersink bit
Joining and forming 4.8.5 join materials using different methods. 4.8.5.1 list joining tools.
tools 4.8.5.2 make wooden joints such as simple, lap and mitre butt joints.
- Claw hammer 4.8.5.3 join metal using self-tapping screws.
- Carpenter’s mallet 4.8.5.4 join different materials using a glue gun.
- Glue gun 4.8.5.5 bend acrylic using appropriate techniques.
- Heat gun
- Adjustable
spanner
Finishing 4.8.6 finish materials using varnishing and 4.8.6.1 recognise different types of finishes.
- Emery cloth painting techniques. 4.8.6.2 follow the stages of applying sanding sealer to a wooden product.
23
- Sanding sealer 4.8.6.3 carry out the process of varnishing a wooden product.
- Varnish 4.8.6.4 spray paint wooden and metal products.
- Aerosol Paint
MODULE 5: ENTREPRENEURSHIP
UNIT 5.1: ENTREPRENEURIAL SKILLS
Topics General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
Researching 5.1.1 develop skills in research about 5.1.1.1 identify types of businesses in the local area.
businesses businesses. 5.1.1.2 classify businesses in the local area according to production activities.
5.1.1.3 draw a map of the local area and indicate the various businesses.
New entrepreneurs 5.1.2 examine the problems faced by new 5.1.2.1 explain reasons for self-employment.
entrepreneurs. 5.1.2.2 discuss the reasons for small business failures and successes.
5.1.2.3 examine problems faced by new entrepreneurs.
5.1.2.4 identify institutions providing support services to entrepreneurs.

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 STANDARD SEVEN

MODULE 1: HEALTH AND SAFETY

UNIT 1.1: HYGIENE AND SAFETY
Topics General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
Hygiene in the home 1.1.1 understand and apply hygiene 1.1.1.1 discuss different ways of disposing waste.
practices in the home. 1.1.1.2 explain the importance of keeping the home and surroundings clean.
Safety and first aid 1.1.2 understand and apply safety and first 1.1.2.1 state ways of avoiding common hazards in the school and at home.
aid. 1.1.2.2 follow simple safety precautions.
1.1.2.3 work safely with a range of materials, tools, equipment, instruments and
implements.
1.1.2.4 store materials, tools, equipment, instruments and implements safely.
1.1.2.5 describe ways of treating poisons.
1.1.2.6 discuss the uses of triangular bandages.
1.1.2.7 demonstrate the making of reef knot.
1.1.2.8 demonstrate the bandaging of hand, foot and knee.
1.1.2.9 demonstrate the use of a sling.
1.1.2.10 list advantages of using bandages and slings.
UNIT 1.2: FOOD AND NUTRITION
Malnutrition 1.2.1 acquire knowledge and develop an 1.2.1.1 explain malnutrition.
understanding of malnutrition. 1.2.1.2 discuss causes, signs, treatment and prevention of marasmus and
kwashiorkor.
1.2.1.3 state the functions and sources of calcium, phosphorous and iron.
1.2.1.4 state the functions, sources and deficiency diseases of vitamin A, B
complex, C and D.
1.2.1.5 prepare a balanced meal.

25
MODULE 2: COMMUNICATION
UNIT 2.1: DRAWING
Topics General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
Art elements and 2.1.1 use art elements and principles in 2.1.1.1 state art elements as line, shape, texture, colour, space and value.
principles drawing. 2.1.1.2 discuss art principles as contrast, movement and pattern.
2.1.1.3 explore the use of art elements and principles in drawing.
2.1.1.4 create a composition using art elements and principles.
2.1.1.5 analyse art elements and principles in a given artwork.
UNIT 2.2: PAINTING
Colour schemes 2.2.1 develop skills an techniques of colour 2.2.1.1 explain a colour scheme.
schemes. 2.2.1.2 explain tertiary, monochromatic, complimentary, neutral, warm and cool
colours.
2.2.1.3 recognise the use of colour schemes from works of art.
2.2.1.4 explore with colour schemes in painting.
2.2.1.5 create a composition using a chosen colour scheme.
UNIT 2.3: MEDIA
Advertising 2.3.1 develop the ability to advertise a 2.3.1.1 explain advertising.
product. 2.3.1.2 state the purpose of advertising.
2.3.1.3 list main types of advertising media.
2.3.1.4 suggest factors to consider in choosing an advertising media.
2.3.1.5 design and produce an advertisement for a chosen product.

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MODULE 3: COMPOSING AND PERFORMING
UNIT 3.1: TRACK AND FIELD EVENTS
Topics General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
Sprints 3.1.1 develop skills and techniques in sprint 3.1.1.1 explain 4x100m and 4x400m relay as sprints.
events. 3.1.1.2 explain visual and non-visual methods of baton exchange.
3.1.1.3 perform visual and non-visual methods of baton exchange.
3.1.1.4 apply rules and techniques in relays.
3.1.1.5 demonstrate the 4x100m and 4x400m relays.
3.1.1.6 differentiate between bunch, medium and elongated starts.
3.1.1.7 differentiate between the drop, running through the tape and shoulder
shrug finish.
3.1.1.8 perform all starts and finishes for sprints.
Throws 3.1.2 develop skills and techniques in 3.1.2.1 name one throwing event.
throwing events. 3.1.2.2 demonstrate proper ways of executing the selected throw.
3.1.2.3 apply rules and techniques for the selected throw.
3.1.2.4 recognise the throwing sector for the selected throw.
UNIT 3.2: CREATIVE DANCE
Dance elements 3.2.1 understand dance elements. 3.2.1.1 recall dance elements as shape, speed, pathways, size, levels, directions
and relationships.
3.2.1.2 differentiate between body, space, effort awareness and relationships.
3.2.1.3 perform all selected dance elements with competence.
3.2.1.4 use all selected dance elements to create a dance.
3.2.1.5 demonstrate proper beginning and ending in a dance.
3.2.2 develop skills and techniques in 3.2.2.1 use personal and general space efficiently.
choreography and dance. 3.2.2.2 respond to a variety of stimuli with a range of movements.
3.2.2.3 design and make costumes for a particular dance.
3.2.2.4 appreciate the use of sound in dance.
3.2.2.5 use feedback from peers to improve performance.
3.2.2.6 evaluate performance by comparing and contrasting.

27
UNIT 3.3: GYMNASTICS
Gymnastic 3.3.1 develop skills and techniques in 3.3.1.1 differentiate between static and dynamic balances.
movements gymnastics. 3.3.1.2 demonstrate travelling and balancing with improved qualities.
3.3.1.3 use selected apparatus to perform gymnastic movements.
3.3.1.4 show techniques of/in unison, canon, mirroring and matching with a
partner.
3.3.1.5 observe and copy a partner.
3.3.1.6 evaluate performance by comparing and describing.
UNIT 3.4: BALL GAMES
Net/wall/racquet 3.4.1 develop skills and techniques in one 3.4.1.1 identify net/wall/racquet games as: table tennis, badminton and volleyball.
games net/wall/ racquet game. 3.4.1.2 identify sending and receiving skills for the selected game.
3.4.1.3 perform sending and receiving skills for the selected games.
3.4.1.4 demonstrate proper stand/grip or hold and stance for the selected game.
3.4.1.5 recognise court dimensions and positions for the selected game.
3.4.1.6 demonstrate proper hand-eye coordination in the selected game.
3.4.1.7 identify pieces of equipment used for playing the selected game.
3.4.1.8 demonstrate offensive and defensive techniques in a game situation.
3.4.1.9 apply rules and techniques in a modified game.
UNIT 3.5: MUSIC OF BOTSWANA
Modern musical 3.5.1 explore modern musical instruments. 3.5.1.1 name modern instruments prevalent in Botswana.
instruments 3.5.1.2 state instruments mostly used in modern music.
3.5.1.3 classify modern instruments as string, wind and percussion.
3.5.1.4 identify sounds made by each of the modern instruments.
3.5.1.5 play a piece of music using modern instruments.
3.5.1.6 compose a class song with accompaniment.

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UNIT 3.6: PITCH
Stave 3.6.1 interpret the treble and bass staves. 3.6.1.1 explain the stave.
3.6.1.2 draw clef signs.
3.6.1.3 draw the treble stave and label its lines and spaces.
3.6.1.4 draw the bass clef and label its lines and spaces.
3.6.1.5 place clef signs correctly on the stave.
3.6.1.6 place notes correctly on the stave.
3.6.1.7 play notes CDEFGABC on an instrument.
3.6.1.8 play songs with notes CDEFGABC on an instrument.
UNIT 3.7: TIME AND RHYTHM
Notes 3.7.1 explore note names and values. 3.7.1.1 identify a semi quaver.
3.7.1.2 state the time value of a semi quaver.
3.7.1.3 draw a semi quaver.
3.7.1.4 demonstrate a combination of crotchets, quaver, minims, semi breves and
semi quavers.
3.7.1.5 create a short rhythmic combination of crotchets, quaver, minims, semi
breves and semi quavers.
3.7.1.6 perform the equivalents of crotchets, quaver, minims, semi breves and
semi quavers in tonic solfa.
Tempo markings and 3.7.2 demonstrate an awareness of tempo 3.7.2.1 explain largo, andante and allegro.
dynamics markings, dynamics and their effects 3.7.2.2 perform songs showing different tempo markings.
on music. 3.7.2.3 describe effects of tempo markings on the mood of a song.
3.7.2.4 draw signs representing gradual change in dynamics.
3.7.2.5 respond to a combination of dynamic signs.
3.7.2.6 describe the effects of dynamics on mood of a song.
3.7.2.7 perform a song showing gradual change in dynamics
3.7.2.8 describe gradual change in tempo and their effects on mood (accelerando,
rallentando and ritardando).

29
UNIT 3.8: DRAMATISATION
Music and dance in 3.8.1 understand the effects of music and 3.8.1.1 explain uses of music in drama.
drama dance in drama. 3.8.1.2 describe uses of dance in drama.
3.8.1.3 identify and sing songs for selected types of drama.
3.8.1.4 perform songs and dances showing different moods.
3.8.1.5 act out aspects of life in the past and present.
3.8.2 understand and appreciate the use of 3.8.2.1 perform comedy, tragedy and irony drama.
music in drama. 3.8.2.2 differentiate between comedy, tragedy and irony drama.
3.8.2.3 mime out activities from simple to more challenging mime work.
3.8.2.4 use different accompaniments in comedy, tragedy and irony drama.
3.8.2.5 dramatise play on the theme of the day in small groups.
3.8.2.6 demonstrate proper use of personal and general space in drama.
3.8.2.7 compare and contrast the roles of comedy, tragedy and irony in drama.
MODULE 4: DESIGN AND PRODUCTION
UNIT 4.1: NEEDS AND WANTS
Topics General Objectives Specific Objectives
Learners should be able to: Learners should be able to
Productivity 4.1.1 understand the importance of 4.1.1.1 explain productivity.
productivity. 4.1.1.2 discuss workers’ performance on productivity.
4.1.1.3 examine the effects of HIV and AIDS on productivity.
4.1.1.4 discuss ways of improving productivity.
4.1.1.5 outline the effects of increased productivity.
UNIT 4.2: PRODUCT DESIGN
Design process 4.2.1 apply principles of the design process. 4.2.1.1 state considerations to be observed when designing products.
4.2.1.2 outline the different stages of a design process.
4.2.1.3 analyse the problem and collect relevant design solutions to the problem.
4.2.1.4 write a detailed specification for the intended product.
4.2.1.5 generate a range of design solutions to the problem.
4.2.1.6 select and refine the preferred solution.
4.2.1.7 produce a presentation drawing of the refined solution.
4.2.1.8 prepare a plan of action for making the product.
4.2.1.9 make the intended product as per the refined solution.
4.2.1.10 test and evaluate the product.

30
UNIT 4.3: TWO-DIMENSIONAL CRAFTS
Batik 4.3.1 develop skills and techniques in batik 4.3.1.1 define batik.
making. 4.3.1.2 experiment with artificial and natural dyes in batik making.
4.3.1.3 explore the use of tools and materials in batik making.
4.3.1.4 create a batik work such as scarf, skirt and wall hanging.
UNIT 4.4: THREE-DIMENSIONAL CRAFTS
Body ornaments 4.4.1 apply skills and techniques in 4.4.1.1 explain body ornaments.
ornament making. 4.4.1.2 identify types of ornaments.
4.4.1.3 decorate jewellery made from paper by painting and texturing.
4.4.1.4 explore different materials and techniques for making body ornaments
4.4.1.5 make body ornaments using different materials.
4.4.1.6 use found objects to make body ornaments.
UNIT 4.5: SCULPTURE
Carving 4.5.1 develop skills and techniques in 4.5.1.1 define carving.
sculpture making by carving. 4.5.1.2 recognise examples of sculpture made by carving.
4.5.1.3 identify materials suitable for sculpture making by carving.
4.5.1.4 explore with tools, materials and techniques in sculpture making by
carving.
4.5.1.5 create a sculpture by carving either in relief or in the round.
Construction 4.5.2 develop skills and techniques of 4.5.2.1 explain construction.
sculpture making by construction. 4.5.2.2 explain mobile, relief and freestanding sculptures.
4.5.2.3 explore with tools, materials and techniques in sculpture making by
construction.
4.5.2.4 construct a sculpture using appropriate materials and techniques.

31
UNIT 4.6: CLOTHING AND TEXTILES
Textile fibres 4.6.1 gain knowledge on natural fibres. 4.6.1.1 make burning test to cotton and wool.
4.6.1.2 experiment with cotton and wool using bleach, washing soda and
ammonia.
4.6.1.3 analyse the effects of chemicals and heat on cotton and wool.
Sewing machines 4.6.2 develop skills of the sewing. 4.6.2.1 identify types of sewing machines.
4.6.2.2 label different parts of a sewing machine.
4.6.2.3 describe uses of the parts of a sewing machine.
4.6.2.4 demonstrate the treading of a sewing machine.
4.6.2.5 identify and correct common sewing machine faults.
4.6.2.6 care for sewing machines.
Knitting 4.6.3 apply techniques of knitting. 4.6.3.1 identify a knitted article.
4.6.3.2 demonstrate casting-on and casting-off stitches in hand knitting.
4.6.3.3 discuss the uses of knitting.
4.6.3.4 demonstrate knitting and purling.
4.6.3.5 follow a knitting pattern to make a product.
4.6.3.6 make a project using the knitting technique.
Creative textiles 4.6.4 apply techniques of quilting. 4.6.4.1 identify designs of quilting.
4.6.4.2 demonstrate creative ways of quilting.
4.6.4.3 make quilt project.
Edge finishes. 4.6.5 apply skills of edge finishes. 4.6.5.1 identify edge finishes.
4.6.5.2 demonstrate different techniques of edge finishes.
4.6.5.3 apply seams, fullness and edge finishes to a project.

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UNIT 4.7: TECHNOLOGY
Structures 4.7.1 apply the principles of structures in 4.7.1.1 identify type of forces of an existing structure.
problem-solving. 4.7.1.2 describe different types of structure.
4.7.1.3 identify stable and unstable structures.
4.7.1.4 explain triangulation.
4.7.1.5 experiment with ways of strengthening three-dimensional frames
structures.
4.7.1.6 design and make model structures to solve specific problems.
Mechanisms 4.7.2 apply the principles of mechanisms in 4.7.2.1 identify gears used in simple machines.
problem-solving. 4.7.2.2 explain gear.
4.7.2.3 demonstrate the use of gears in increasing speed and force.
4.7.2.4 arrange gears to turn in the same direction, opposite directions and at 90°
to each other.
4.7.2.5 recognise the relationships between turning ratio and number of teeth on
the gears.
4.7.2.6 use gears to solve specific problems.

33
 UNIT 4.8: MATERIALS AND MAKING PROCESSES
Craft materials 4.8.1 make informed decisions on the choice 4.8.1.1 identify craft materials.
- Epoxy resin of craft materials. 4.8.1.2 describe properties and characteristics of craft materials.
- SA pine 4.8.1.3 identify the sources of different craft materials.
- Contact glue 4.8.1.4 list the different uses of craft materials.
- Staples
- Pop rivets
Measuring and 4.8.2 use techniques of measuring and 4.8.2.1 identify measuring and marking out tools.
marking out tools marking out on materials. 4.8.2.2 use measuring and marking out tools correctly.
- Sliding bevel 4.8.2.3 realise the importance of using datum surfaces and datum points.
- Dot punch
- Centre punch
- Mitre square
Holding tools 4.8.3 apply principles of holding materials in 4.8.3.1 identify holding tools.
- Mitre box place when working. 4.8.3.2 use holding tools appropriately when working with materials.
- Folding bars
- Tool maker’s clamp
Cutting tools 4.8.4 manipulate materials using cutting and 4.8.4.1 identify cutting tools.
- Hack saw shaping techniques. 4.8.4.2 cut sheet metal using a cold chisel.
- Cold chisel 4.8.4.3 use a range of saws for straight and curved cutting of materials.
- Three square file 4.8.4.4 shape materials to specific requirements.
- Square file
- Square file
- Warding file
- Rasp
Joining and forming 4.8.5 join materials using different methods. 4.8.5.1 identify tools for joining materials.
tools 4.8.5.2 bend sheet metals using appropriate techniques.
- Pop riveter 4.8.5.3 join sheet metals using pop rivets.
- Staple gun 4.8.5.4 join materials using epoxy resin and contact adhesive.
- Heat gun
- Ball pein hammer
Finishing 4.8.6 finish materials using painting 4.8.6.1 identify different types of finishes.
- Primer paint techniques. 4.8.6.2 prepare the surfaces of wood and metal for painting.
- Undercoat paint 4.8.6.3 paint wooden and metal products using a paint brush.
- Gloss or matt paint
- Paint brush

34
MODULE 5: ENTREPRENEURSHIP
UNIT 5.1: ENTREPRENEURIAL SKILLS
Topics General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
Business ideas 5.1.1 develop workable and profitable 5.1.1.1 discuss various ways of finding business ideas.
business ideas. 5.1.1.2 develop business ideas based on the methods discussed.
5.1.1.3 explain criteria for screening business ideas.
5.1.1.4 screen business ideas.
Market research 5.1.2 acquire skills of conducting a market 5.1.2.1 explain market research.
research. 5.1.2.2 identify the market for a product.
5.1.2.3 outline information about a market for a product.
5.1.2.7 conduct a market research.
5.1.2.8 analyse data collected.

35
INTRODUCTION TO THE UPPER PRIMARY ENGLISH SYLLABUS English at Primary level is pertinent because English is the medium of
instruction, thus the major learning tool in and outside the classroom. It is
This syllabus underpins the three years of Upper Primary English in through English that a very substantial portion of the National Curriculum,
Botswana. It categorises language into topics and objectives in order to continuing education and vocational programmes are presented to and
provide for easy access into the teaching/learning of English for Second accessed by learners.
Language learners. The syllabus is meant for the Standards 5 –7 which
provides for transition into the Junior Secondary level. Furthermore, the Through effective acquisition of literacy and functional skills, learners will
Language Skills are outlined i.e. Listening, Speaking, Reading and Writing become competent, reflective, adaptable and critical users of English
and a fifth Module for Grammar has been created in order to highlight the Language.
importance of addressing the need for the learner to understand the structure
of English at a level suitable for them. The syllabus has also taken into
account the emerging issues such as Environmental Education, HIV and AIDS SUBJECT AIMS FOR ENGLISH – PRIMARY
and technology by infusing them into the syllabus objectives. The Grammar
Module and the skills of the language should not be tackled in isolation; they By the end of seven years of Primary Education pupils should have
should not be learnt out of context. Teaching should integrate all the language developed:-
skills as well as the grammar as they are interrelated and intertwined. The
syllabus is addressing the language from a thematic approach as well as the 1. basic competence and confidence in listening, speaking, reading and
structural approach. The English syllabus is also addressing language across writing English.
the curriculum, as most of the subjects will depend on the English syllabus for 2. Sufficient literacy skills and vocabulary to be fully conversant with
their language needs. English as the medium of instruction in school across the full range of
subjects.
3. the ability to understand and use English for basic communication
RATIONALE FOR ENGLISH purposes in working with others.
4. functional literacy in English that will enable them to cope with everyday
activities and transactions.
Language plays a significant role in the life of every human being. It is a vital 5. basic skills of appreciation, analysis and evaluation of discourse, whether
instrument of communication, a tool for thinking, a means of creativity and a it is written or spoken.
source by which pleasure is derived. It is through language that the 6. skills in English that will help them in critical thinking, reasoning and
individual’s societal interaction is enhanced and communication links are problem solving.
facilitated. 7. skills in English that will give them the opportunity to express opinions in
a variety of different situations.
English is an official language in Botswana and one through which the daily
affairs of state, commerce and industry are conducted. It is also an
international language through which we have access to all forms of
information and communicate with the world at large. The teaching of

1
SYLLABUS DESIGN AND LAYOUT
As far as possible, the objectives have been sequenced, both within each of
Following the General Introduction, the Subject Rationale for English and the the four skills areas and within the general objectives. However, this does not
Subject Aims, the subsequent sections of this syllabus first introduce and then necessarily present an order for teaching. Once a Specific Objective has been
present the TOPICS, GENERAL and SPECIFIC OBJECTIVES for each of broached – in Standard 5 – it will be re-addressed through higher standards.
the four basic language skills: Listening, Speaking, Reading and Writing as In this way, different objectives are tackled at increasingly higher levels of
well as the Grammar Module. There is a separate set of objectives for each proficiency. Coverage of the syllabus should thus be both cyclical and spiral
year group, i.e. Standard Five to Standard Seven. within and between the language skills sections. From time to time, a teacher
may wish to address a specific objective for purposes of revision or
It will be clear that some objectives are approached from the outset in reinforcement.
Standard 5 and developed incrementally, up into Standard 7. Others will be
delayed until the learner has reached an appropriate stage of readiness and Immediately after the GENERAL and SPECIFIC OBJECTIVES for all three
may not become active until Standard Six or even Seven. However, the standards, The ATTAINMENT TARGETS for Standards 5 to 7 are then set
teacher should understand that individual learners might already have out in tabulated form and following that there is a short section on
demonstrated competence in a specific objective or even mastered it to some ASSESSMENT.
extent, before it becomes active in terms of the syllabus. Teachers working
with a particular year group should thus be acquainted with the objectives The programme of study should be taught to the learners in ways appropriate
from the previous and the following years. to their abilities, whether physical or cognitive. It should be remembered that
all learners have different learning styles and speeds. Young learners in
The objectives are set out under the headings of the four basic skills – particular will be at different stages of readiness. Equally they will express
Listening, Speaking, Reading, Writing as well as the Grammar. However, their intelligence in different ways – linguistically, logically, musically,
any use of language, oral or written, involves the complex interplay of many kinaesthetically. For those who are physically or mentally challenged,
variables. Successful communication depends on that interplay. For example, adequate provision will be made by the relevant department of the Ministry of
one person might write a message, to be read aloud, for several people to hear, Education for the use of special aids or equipment.
in order to repeat it to others. Oracy involves both listening and speaking,
literacy involves primarily reading and writing, and all language can be both TIME ALLOCATION
received and produced, either orally or in writing.
According to recommendations put forward, the following time allocation has
Thus, teachers should treat all four language skills as interactive. They should been suggested.
be addressed in an integrated way so that they support and reinforce each
other. In other words, the same topics the learners hear and talk about, should Standard 5 to 7 4 hours per week
also be what they read and write about. This means that any given classroom
activity could be addressing several objectives from different skills areas. This
will also encompass grammar, which is supposed to provide the learner with
the language structure in order to facilitate for learning English as a Second
Language.

2
 iv. use different reference materials such as the dictionary and the telephone
ATTAINMENT TARGETS book appropriately for different purposes
v. infer the meaning of more difficult words and unfamiliar words and
phrases in context
By the end of Standard Seven, learners should have further developed the vi. speculate what could happen in a story if circumstances change
language skills of listening, speaking, reading and writing in English to be vii. distinguish between fact and opinion in a variety of texts
able to: viii. combine the sense of all separate pieces of information or episodes in a
text, so as to understand the whole message
1. LISTENING ix. analyse and evaluate information in a variety of written texts in order to
form opinions and judgements
i. listen to other people in conversation and respond to them appropriately to x. read critically to understand both the gist and specific details of texts read
sustain communication
ii. understand and follow a set of instructions and/or directions to complete a
task 4. WRITING
iii. listen to gain the gist of what is said, orally or in writing
i. spell words correctly and use basic punctuation competently in their
writing
2. SPEAKING ii. understand and use different grammatical structures and syntax correctly
iii. write continuous prose for different purposes, situations and audiences,
i. ask relevant questions about subjects under discussion structuring and linking sentences to form coherent paragraphs
ii. give a clear account of personal experiences iv. structure and complete different forms of writing such as compositions,
iii. give reasonably detailed and clear instructions and directions letters, notices and short reports.
iv. participate in small group and class discussion about a specific subject
v. articulate ideas clearly in different situations and have a sense of audience ASSESSMENT

3. READING Assessment will be carried throughout the three years in all aspects of the
language this will be in the form of observations, written exercises, tests
i. read independently for information and pleasure different types of and other forms of assessment. The grammar module which will be
literature including poetry, drama and prose within a basic vocabulary integrated in teaching will also be assessed in the context of the language.
level of 2000 words There will be terminal assessment at the end of Standard Seven, which
ii. use different graphic sources of information to draw logical conclusions will be carried out by the Examinations, Research and Testing Division.
iii. read and understand a range of basic printed matter used in everyday
communications and transactions

3
 STANDARD 5

MODULE 1: LISTENING
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
1.1 Conversations 1.1.1 Listen without interrupting 1.1.1.1 Listen attentively with interest
1.1.1.2 Identify speaker’s point of view
1.1.1.3 Process information received
1.1.1.4 Show familiarity with the subject discussed
1.1.2 Recognise oral discourse markers 1.1.2.1 Recognise when a person has finished speaking
1.1.2.2 Respond appropriately to questions commands and statements
1.2 Instructions/ 1.2.1 Respond appropriately to verbal 1.2.1.1 Carry out oral instructions on how to perform a task
Directions and instructions, directions and requests. 1.2.1.2 Respond appropriately to instructions from audio-visual materials
Requests 1.2.1.3 Follow simple directions around the school
1.2.1.4 Respond appropriately to requests
1.2.1.5 Distinguish between instructions and requests
1.3 Passages 1.3.1 Understand a text heard 1.3.1.1 Recognise discourse markers from a passage heard
1.3.1.2 Recognise appropriate use of vocabulary in a text heard
1.3.1.3 Identify specific details in a text heard.
1.4 Reports 1.4.1 Understand oral reports given in 1.4.1.1 Identify specific details on personal experiences shared
different situations 1.4.1.2 Follow a report given about the weather, a school event and a tour.
1.5 Stories/Drama 1.5.1 Understand and follow a variety of 1.5.1.1 Follow events in their logical order
oral stories and drama 1.5.1.2 Form images from drama and descriptive stories
1.5.1.3 Respond with appropriate gestures to moods and emotions in a
story/drama heard.
1.5.1.4 Deduce the moral of the story/drama
1.5.1.5 Listen to a presentation of the events of the story/drama
1.6 Poetry 1.6.1 Develop interest in poetry 1.6.1.1. Formulate questions and answers on a poem heard
1.6.1.2. Follow the events in a poem
1.6.1.3. Mime actions from a poem heard

4
MODULE 2: SPEAKING
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
2.1 Conversations 2.1.1 Communicate effectively 2.1.1.1 Use appropriate discourse markers in a conversation
2.1.1.2 Speak clearly with audible pronunciation.
2.1.1.3 Share personal experiences
2.1.1.4 Ask questions to seek clarification
2.1.1.5 Articulate appropriate responses to questions asked.
2.1.1.6 Participate in a dialogue
2.1.1.7 Use appropriate vocabulary in both formal and informal situations
2.2 Instructions/ 2.2.1 Give clear oral instructions and 2.2.1.1 Communicate information in complete sentences
Directions and directions 2.2.1.2 Give clear instructions on how to perform a task
Requests 2.2.1.3 Give simple directions to different points around the school
2.2.1.4 Make appropriate requests
2.3 Reports 2.3.1 Demonstrate an understanding of 2.3.1.1 Give a short report on personal experiences.
different types of report 2.3.1.2 Give reports on events that occur around the school.
2.3.1.3 Give a weather report
2.4 Stories/Drama 2.4.1 Demonstrate narrative skills 2.4.1.1 Use appropriate gestures to show moods and emotions when narrating a
story.
2.4.1.2 Narrate events from personal experiences in their logical order
2.4.1.3 Use descriptive language when narrating a story
2.4.1.4 Recommend a good book to a friend/colleague
2.5 Poetry 2.5.1 Develop oral skills through poetry 2.5.1.1 Recite chants rhymes and poems
2.5.1.2 Respond orally to poetry questions.
2.5.1.3 Discuss moods and emotions in a poem
2.5.1.4 Act some events in a poem

5
MODULE 3: READING
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
3.1 Instructions and 3.1.1 Understand instructions and 3.1.1.1 Follow a set of instructions in order to complete a task.
Directions directions 3.1.1.2 Follow written directions to different points around the school
3.2 Passages 3.2.1 Understand a written text 3.2.1.1 Observe punctuation marks in a written text
3.2.1.2 Identify new vocabulary from a written text
3.2.1.3 Identify general details from a text read
3.2.1.4 Interpret pictorial information.
3.3 Reports 3.3.1 Understand written reports 3.3.1.1 Identify specific details on written reports about personal experiences.
3.3.1.2 Identify specific details from reports on events around the school.
3.3.1.3 Interpret a written weather report
3.4 Stories and 3.4.1 Understand and appreciate stories 3.4.1.1 Follow events in their logical order
Drama and drama 3.4.1.2 Form images while reading
3.4.1.3 Read for enjoyment
3.4.1.4 Mime parts of a story/drama
3.4.1.5 Assess actions of characters
3.4.1.6 Identify figurative speech in a story/drama
3.5 Poetry 3.5.1 Read and appreciate poetry 3.5.1.1 Read poems for enjoyment
3.5.1.2 Determine the meaning of a poem
3.6 Reference Skills 3.6.1 Utilise reference materials 3.6.1.1 Use a dictionary to find meaning and spelling of words.
3.6.1.2 Use table of contents to locate information in a book.
3.6.1.3 Interpret road signs correctly.
3.7 Reading culture 3.7.1 Develop a personal culture of 3.7.1.1 Read widely for interest and enjoyment
reading 3.7.1.2 Select a good book
3.7.1.3 Read a variety of texts with understanding

6
MODULE 4: WRITING
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
4.1 Conversations 4.1.1 Write conversations 4.1.1.1 Write a dialogue about personal experiences using correct punctuation
4.1.1.2 Use correct punctuation to show direct speech, questions, commands and
statements
4.1.1.3 Use appropriate vocabulary to write about formal and informal situations
4.2 Instruction/ 4.2.1 Write Instructions/ directions and 4.2.1.1 Outline simple instructions on how to perform a task
Directions and requests 4.2.1.2 Outline simple directions around the school
Requests 4.2.1.3 Write simple requests
4.3 Continuous 4.3.1 Develop Composition writing skills 4.3.1.1 Write about personal experiences and events sequentially and logically
Writing and using correct punctuation
Letter Writing 4.3.1.2 Use appropriate vocabulary with correct spelling
4.3.1.3 Write specific details from a text written/heard
4.3.1.4 Produce a text from pictorial information
4.3.2 Write informal letters 4.3.2.1 Use appropriate layout for writing personal letters with correct
punctuation, spelling and grammar
4.3.2.2 Write personal letters to friends and relatives
4.3.2.3 Write an E-mail to a friend/relative
4.3.3 Write for various purposes 4.3.3.1 Write invitation cards, post cards and school notices
4.3.3.2 Address envelopes and post cards
4.4 Reports 4.4.1 Write a report 4.4.1.1 Write a report on personal experiences shared
4.4.1.2 Write a report about the weather
4.4.1.3 Write a report based on an environmental issue around the school
4.4.1.4 Write book reports

7
MODULE 5: GRAMMAR AND SYNTAX
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
5.1 Nouns 5.1.1 Understand and use nouns 5.1.1.1 Identify and use common nouns
5.1.1.2 Use singular and plural nouns
5.1.1.3 Use proper nouns
5.1.1.4 Identify and use pronouns
5.1.1.5 Identify and use articles
5.2 Verb Tenses 5.2.1 Recognise and use correct tense 5.2.1.1 Identify and use verbs
5.2.1.2 Use present tense
5.2.1.3 Use past tense
5.2.1.4 Use correct tenses to share personal experiences
5.3 Adverbs 5.3.1 Understand and use adverbs 5.3.1.1 Identify and use adverbs
5.3.1.2 Use appropriate adverbs to show time
5.3.1.3 Use appropriate adverbs to show place
5.3.1.4 Use appropriate adverbs to show manner
5.4 Prepositions 5.4.1 Understand and use prepositions 5.4.1.1 Use prepositions of place
5.4.1.2 Use prepositions of direction
5.4.1.3 Use prepositions of time
5.3.1.4 Use wh-questions
5.5 Sentence 5.5.1 Construct Simple Sentence 5.5.1.1 Write simple sentences using nouns and verbs
Construction 5.5.1.2 Write simple sentences with subject – verb agreement
5.5.1.3 Use simple sentences to write a paragraph
5.5.1.4 Use correct sentence construction in sharing experiences

8
 STANDARD 6

MODULE 1: LISTENING
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
1.1 Conversations 1.1.1 Interpret the conversation 1.1.1.1 Respond with appropriate gestures in conversations
appropriately 1.1.1.2 Determine the speaker’s tone of voice
1.1.1.3 Respond appropriately to mood and emotions of the speaker
1.2 Instructions and 1.2.1 Respond appropriately to oral 1.2.1.1 Follow oral instructions on how to carry out a process.
Directions instructions and directions 1.2.1.2 Follow directions from own house to school.
1.2.1.3 Follow directions given through audio-visual media
1.3 Passages 1.3.1 Understand the text heard 1.3.1.1 Determine the main points in a text heard
1.3.1.2 Identify unfamiliar words used in a text
1.3.1.3 Identify odd words in a text.
1.4 Reports 1.4.1 Understand oral reports given in 1.4.1.1 Identify specific details on news reported
different situations 1.4.1.2 Determine the main points in news heard
1.4.1.3 Form an opinion about news heard
1.5 Stories/Drama 1.5.1 Understand and follow a variety of 1.5.1.1 Identify the characters in a story/drama heard
oral stories 1.5.1.2 Mime parts of a story/drama heard
1.5.1.3 Determine the setting
1.5.1.4 Make predictions about events in a story/drama heard.
1.6 Poetry 1.6.1 Understand and develop interest in 1.6.1.1 Express emotions relevant to moods in a poem
poetry 1.6.1.2 Determine the meaning of a poem heard.
1.6.1.3 Listen to the sounds of specific words

9
MODULE 2: SPEAKING
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
2.1 Conversations 2.1.1 Engage in a conversation 2.1.1.1 Initiate a conversation
2.1.1.2 Formulate appropriate questions
2.1.1.3 Make appropriate requests
2.1.1.4 Maintain eye contact
2.1.1.5 Use appropriate non-verbal language
2.1.1.6 Participate in a discussion with several speakers
2.2 Instructions and 2.2.1 Give clear oral instructions and 2.2.1.1 Give oral instructions on how to carry out a process.
Directions directions 2.2.1.2 Follow directions from any point in the village/ town to school
2.3 Reports 2.3.1 Understand and Evaluate news 2.3.1.1 Report news they have heard/read
reports 2.3.1.2 State the main points in news reported
2.3.1.3 Express an opinion about news reported
2.4 Stories/Drama 2.4.1 Demonstrate narrative skills 2.4.1.1 Re-tell stories with expressions to show different moods and emotions.
2.4.1.2 Act/dramatise stories
2.4.1.3 Act drama
2.4.1.4 Share information from books read
2.5 Poetry 2.5.1 Understand and analyse a poem 2.5.1.1 Give different points of view on a poem heard
2.5.1.2 Deduce the moral of a poem heard
2.5.1.3 Recreate a poem into a song

10
MODULE 3: READING
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
3.1 Instructions and 3.1.1 Understand instructions and 3.1.1.1 Follow a set of written instructions on how to carry out a process.
Directions directions 3.1.1.2 Follow written instructions on how to play a game
3.1.1.3 Follow written directions from any point in the village/town to school
3.2 Passages 3.2.1 Understand the written text 3.2.1.1 Determine the main points from a written passage
3.2.1.2 Use a dictionary to find the meaning of unfamiliar words
3.2.1.3 Read to get information about specific countries, places and people.
3.2.1.4 Recognise odd words from a text read
3.2.1.5 Relate pictorial information to a written text.
3.3 Reports 3.3.1 Understand news reports 3.3.1.1 Identify specific details on news read
3.3.1.2 Identify main points from news read
3.3.1.3 Form an opinion about news read
3.4 Stories and 3.4.1 Understand and appreciate stories 3.4.1.1 Establish preferences for specific books and authors.
drama and drama 3.4.1.2 Follow events of a story/drama read.
3.5 Poetry 3.5.1 Read and appreciate poetry 3.5.1.1 Determine mood and emotions in a poem
3.5.1.2 Identify characters in a poem
3.5.1.3 Determine setting in a poem
3.6 Reference skills 3.6.1 Develop reference skills 3.6.1.1 Use a telephone directory to locate telephone numbers.
3.6.1.2 Use glossary to determine the meaning of peculiar words and phrases.
3.6.1.3 Extract information from encyclopaedia on different subjects
3.7 Reading culture 3.7.1 Develop a personal culture of 3.7.1.1 Read widely for interest and enjoyment
reading 3.7.1.2 Distinguish between different genres
3.7.1.3 Read for general information and knowledge

11
MODULE 4: WRITING
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
4.1 Conversations 4.1.1 Write conversations 4.1.1.1 Use relevant language to depict the mood and tone of a conversation
4.1.1.2 Formulate appropriate questions
4.1.1.3 Outline specific details expressed by speakers in a conversation
4.1.1.4 Use correct punctuation for reported speech
4.2 Instructions/ 4.2 1 Give directions and instructions 4.2.1.1 Write instructions about how to carry out a process
Directions and about a process 4.2.1.2 Write directions from any point in the village/town to school
Requests 4.2.1.3 Write directions and instructions given through audio-visual media
4.3 Continuous 4.3.1 Develop composition writing skills 4.3.1.1 Write a descriptive account based on the immediate environment
Writing and 4.3.1.2 Use different types of sentence structure
Letter Writing 4.3.1.3 Express ideas clearly and coherently
4.3.1.4 Maintain the flow of ideas within a paragraph using topic sentences,
development sentences and concluding sentences
4.3.1.5 Use the right format of the composition
4.3.2 Write formal letters 4.3.2.1 Write a formal letter using the recommended format
4.3.2.2 Use appropriate vocabulary and correct spelling
4.3.2.3 Check own work for mistakes
4.3.3 Write for various purpose 4.3.3.1 Record day to day events in a diary
4.3.3.2 Fill in forms about personal details
4.3.3.3 Write book reviews
4.4 Reports 4.4.1 Write a report 4.4.1.1 Write a report on news heard/read
4.4.1.2 Write own opinion about the news heard/read
4.4.1.3 Write the main points of the news heard/read
4.4.1.4 Write a report on HIV and AIDS

12
MODULE 5: GRAMMAR AND SYNTAX
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
5.1 Nouns 5.1.1 Understand and use nouns 5.1.1.1 Identify and use countable and uncountable nouns
5.1.1.2 Identify and use collective nouns
5.1.1.3 Identify and use possessive case of singular nouns
5.1.1.4 Use different types of nouns in news reporting
5.2 Verb Tenses 5.2.1 Recognise and use correct tense 5.2.1.1 Use third person subject-verb agreement in the present tense
5.2.1.2 Use the present continuous tense
5.2.1.3 Use correct tense in reporting
5.2.1.4 Use correct tense and punctuation
5.3 Comparatives 5.3.1 Understand and use adjectives 5.3.1.1 Identify and use adjectives
and Superlatives 5.3.1.2 Identify and use comparatives
5.3.1.3 Identify and use superlatives
5.3.1.4 Use adjectives to make clarification in descriptive writing
5.4 Sentence 5.4.1 Understand and use compound 5.4.1.1 Identify and use linking words
Construction sentences 5.4.1.2 Use determiners in sentences
5.4.1.3 Use compound sentences in paragraphs
5.4.1.4 Use adjectives in descriptive writing

13
 STANDARD 7

MODULE 1: LISTENING
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
1.1 Conversations 1.1.1 Follow a line of argument in a 1.1.1.1 Determine the theme of a conversation
conversation 1.1.1.2 Distinguish opinion from facts
1.2 Instructions and 1.2.1 Respond appropriately to oral 1.2.1.1 Follow oral instruction on how to carry out a procedure
Directions instructions and directions 1.2.1.2 Follow instructions on how to play a game.
1.2.1.3 Follow directions from any point in the village/town to school.
1.3 Passages 1.3.1 Understand text heard 1.3.1.1 Infer meanings of words in context
1.3.1.2 Distinguish between literal and contextual meanings of words
1.4 Reports 1.4.1 Understand oral reports given 1.4.1.1 Obtain current information from news
1.4.1.2 Identify the main points in a situational report given about HIV/ AIDS and
Environmental issues.
1.4.1.3 Distinguish between fact and opinion in a report given
1.5 Stories and 1.5.1 Understand and follow a variety of 1.5.1.1 Recognise characters in a story heard
Drama oral stories 1.5.1.2 Recognise the setting of a story heard
1.5.1.3 Follow events that occurred in a story heard
1.5.1.4 Recognise use of figurative speech in a story
1.6 Poetry 1.6.1 Develop interest in poetry 1.6.1.1 Identify characters
1.6.1.2 Determine the theme
1.6.1.3 Determine the setting in a poem
1.6.1.4 Determine the mood of a poem

14
MODULE 2: SPEAKING
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
2.1 Conversations 2.1.1 Sustain a conversation 2.1.1.1 Interject appropriately
2.1.1.2 Maintain a line of argument
2.1.1.3 Use appropriate stress and intonation.
2.1.1.3 Use appropriate language forms
2.2 Instructions and 2.2.1 Give clear oral instructions and 2.2.1.1 Give oral instruction on how to carry out a procedure
Directions directions 2.2.1.2 Give instructions on how to play a game.
2.2.1.3 Give a series of directions to any destination point.
2.3 Reports 2.3.1 Demonstrate an understanding of 2.3.1.1 Give a situational report
different types of report 2.3.1.2. Discuss current affairs
2.3.1.3 Distinguish between fact and opinion in giving a report.
2.4 Stories and 2.4.1 Appraise Stories and Dram 2.4.1.1 Appraise different characters
Drama 2.4.1.2 Discuss the roles of characters in a story/drama
2.4.1.3 Discuss the setting of a story
2.4.1.4 Recount events that occurred in a story /drama
2.4.1.5 Discuss figurative language in a story/drama
2.4.1.6 Justify their choice of book to friend/teacher/colleague
2.5 Poetry 2.5.1 Understand and Develop interest in 2.5.1.1 Discuss characters in a poem
poetry 2.5.1.2 Discuss the theme of a poem
2.5.1.3 Discuss the moral of a poem
2.5.1.4 Compose a poem on a subject of interest

15
MODULE 3: READING
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
3.1 Instructions and 3.1.1 Understand instructions and 3.1.1.1 Follow written instructions on how to carry out a procedure
Directions directions. 3.1.1.2 Follow instructions and directions presented in graphic form
3.1.1.3 Follow a series of directions to any destination point
3.2 Passages 3.2.1 Read with increasing fluency 3.2.1.1 Recognise the literal and contextual meanings of words in a passage.
confidence, and understanding. 3.2.1.2 Infer the meaning of unfamiliar words used in a text.
3.2.1.3 Interpret graphic information
3.3 Reports 3.3.1 Understand written reports 3.3.1.1 Obtain current information from a variety of written journalistic reports about
local, national and international issues.
3.3.1.2 Identify the main points from a written situational report.
3.3.1.3 Distinguish between fact and opinion in a written report.
3.4 Stories and 3.4.1 Understand and appreciate stories 3.4.1.1 Relate text read to real life experiences
Drama and drama 3.4.1.2 Distinguish different types of genres.
3.4.1.3 Identify characters in a story/drama
3.4.1.5 Determine the setting in a story/drama.
3.4.1.6 Interpret figurative language
3.4.1.7 Make predictions
3.5 Poetry 3.5.1 Understand and analyse poems 3.5.1.1 Identify simile and metaphor in a poem
3.5.1.2 Determine the theme of a poem
3.5.1.3 Deduce the moral of a poem
3.6 Reference skills 3.6.1 Develop reference skills 3.6.1.1 Use index to locate extensive information about a topic/subject
3.6.1.2 Gather specific information from various sources
3.6.1.3 Search for specific information in the internet
3.7 Reading culture 3.7.1 Develop a personal culture of 3.7.1.1 Read widely for interest and enjoyment
reading 3.7.1.2 Use different techniques of reading to access information
3.7.1.3 Read more challenging and demanding texts

16
MODULE 4: WRITING
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
4.1 Conversations 4.1.1 Write conversations 4.1.1.1 Write a conversation on any theme using correct punctuation
4.1.1.2 Maintain a line of argument
4.1.1.3 Write clearly to distinguish between fact and opinion
4.1.1.4 Use correct forms of language to state point of view
4.2 Instructions and 4.2.1 Give Instructions and directions 4.2.1.1 Outline instructions on how to carry out a procedure in writing
Directions about tasks 4.2.1.2 Write instructions on how to play a game
4.2.1.3 Write directions from any point in the village /town to school
4.2.1.4 Write a series of directions from any point of destination.
4.3 Continuous 4.3.1 Develop composition writing skills 4.3.1.1 Give an account based on facts and experience using correct vocabulary and
writing and spelling
letter writing 4.3.1.2 Write coherently using linking words
4.3.1.3 Use figurative language
iv. Proof read by exchanging work
4.3.2 Write formal letters 4.3.2.1 Write a letter responding to different types of advertisement using the
recommended format
4.3.2.2 Order goods using the recommended format
4.3.2.3 Use appropriate format and register to write to an authority.
4.3.3 Write for various purposes 4.3.3.1 Write a journal on emerging issues
4.3.3.2 Fill in different types of forms
4.3.3.3 Write a biography based on topic of own choice
4.3.3.4 Write a brief account of a story/drama heard/read
4.3.3.5 Compose a poem
4.4 Reports 4.4.1 Write a report 4.4.1.1 Write a report based on local, national and international issues
4.4.1.2 Write the main points from a situational report based on emerging issues
4.4.1.3 Write a report making a distinction between fact and opinion

17
MODULE 5: GRAMMAR AND SYNTAX
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
5.1 Nouns 5.1.1 Understand and use nouns 5.1.1.1 Identify and use abstract nouns
5.1.1.2 Use plurals that do not end with ‘s’
5.1.1.3 Express possession by using nouns
5.1.1.4 Express possession by using pronouns
5.1.1.5 Use the pronoun ‘one’
5.2 Verb Tenses 5.2.1 Recognise and use correct tense 5.2.1.1 Use future tense
5.2.1.2 Use ‘going to’ to express future
5.2.1.3 Use modal verbs in correct tenses
5.2.1.4 Employ correct tenses in imaginative writing
5.3 Sentence 5.3.1 Understand and use complex 5.3.1.1 Identify and use relative pronouns
Construction sentences 5.3.1.2 Use relative clauses in sentences
5.3.1.3 Use adverbial clauses in sentences
5.3.1.4 Use linking words to organize ideas
5.3.1.5 Use clauses with ‘when’, ‘if’, ‘because’ in complex sentences
5.3.2 Show an understanding of other 5.3.2.1 Apply negative sentences
kinds of sentences 5.3.2.2 Construct and use questions appropriately
5.3.2.3 Use direct and indirect speech
5.3.2.4 Use the imperatives
5.3.2.5 Use active and passive voice in sentences
5.3.2.6 Use either/or and neither/nor

18
CURRICULUM DEVELOPMENT AND EVALUATION DEPARTMENT
GUIDANCE AND COUNSELLING DIVISION

PRIMARY SCHOOL GUIDANCE AND COUNSELLING

CURRICULUM GUIDELINES

2002

I
 Fore word
It is with pleasure that the Ministry of Education is issuing this major foci of the Primary Programme are the socialisation of
Curriculum Guidelines, for Guidance and Counselling, for the first children, their facilitation to functional literacy, oracy, and
seven years of the Ten Year Basic Education Programme in numeracy, and the early stages of a broad education in social and
compliance with the Revised National Policy on Education economic principles, the arts and sciences, and technology. The aim
recommendations 19, 33 and 44 (Government Paper No 2. of 1994). is to broaden the opportunities for success for learners of various
This Curriculum Guidelines will provide guidance to Government capabilities by creating and sustaining environments conducive to
in the development of an Education system that nurtures, promotes learning and teaching.
and sustains skills that will enable young Batswana to meaningfully
participate in nation building. The development of this Curriculum The Ministry of Education believes that a high quality system of
Guidelines takes cognisance of this overall goal of the education education, open to all, is imperative for social renaissance. In
system. It is our goal that RNPE will be our Education Blueprint addition, diversity strengthens society and it is our hope that these
for the next twenty-five years. traits are found in our education system. This Curriculum Guidelines
attests to the importance that the Government of Botswana attaches
The implementation of this Curriculum Guidelines begins with the to the provision of a sound basic educational programme.
Standard I intake of 2002. The Curriculum Guidelines offers
learning opportunities targeted at addressing the broad intentions of Batswana strive to carry out their development efforts with a firm
the policy. It focuses on the development of the skills, values, belief in consultation. To this end no effort has been spared in
attitudes, and knowledge that students are expected to demonstrate consulting all stakeholders in the design of this Curriculum
by the time they complete Standard VII. The content has been Guidelines.
selected from the students’ immediate environment to facilitate
easy understanding, transfer and integration of skills and knowledge The Guidance and Counselling Division began the review and
to real life situations. Classroom learning should produce and revision of this Curriculum Guidelines in 1994, under the direction
empower citizens who can meet the challenges of the 21st century. and leadership of the Department of Curriculum Development and
Evaluation. It took place with the cooperation and support of various
Deliberate attention has been paid to infuse and integrate issues Departments, and Divisions, of the Ministry of Education; other
raised by the 1994 Revised Policy on Education such as: Ministries; Heads of Schools; Guidance Teachers; and other
stakeholders. If the goal of transforming Botswana’s economy is to
Environmental Education, Population and Family Life Education, be achieved there is no better strategy of developing educational
HIV/AIDS Education, and Careers and Vocational Education. The programmes than that of involving all stakeholders in the process.
II
The Ministry of Education would like to commend all those who
participated in the development of this Curriculum Guidelines for their
professional commitment and support.

Finally, I wish to record my appreciation and thanks to all those

involved in the publication of this Curriculum Guidelines.

Permanent Secretary,
Ministry of Education.

III
 A
Acckknnoow
wlleeddggeem
meennttss

This Curriculum Guidelines has evolved since 1994. The finalisation of this document will be a welcome development for guidance
teachers, who have been implementing the programme without a guiding document.

Experience in the classroom, comments by teacher trainers, and the members of other Departments and Divisions have enriched the
programme and its scope. Their valued suggestions have been incorporated.

At several workshops representative from Teacher Training Colleges, the Primary Schools, the Community Junior Secondary Schools, and
Senior Secondary Schools have developed and refined these Curriculum Guidelines.

All the hopes and expectations of many colleagues who, over the years, have contributed to the development of this Curriculum Guidelines
are represented in some way in the pages of this document. Their mental, physical, and emotional involvement is recognised with
gratitude.

IV
 T
Taabbllee ooff C
Coonntteennttss
Foreword II 4. Vocational Guidance 5
Acknowledgements IV 4.1: Introduction to the World of Work. 5
Table of Contents V
Introduction VIII Standard II 6 - 11
Rationale IX 1: Personal Guidance 7-8
Ten Principles of Guidance and Counselling X 1.1: Self Awareness. 7
Aims of the Ten Year Basic Education Programme XI 1.2: Decision Making. 8
Aims of Guidance and Counselling in the Primary Schools XII
Methodology in Guidance and Counselling XIII 2. Social Guidance 8 - 10
Assessment and Evaluation XIV 2.1: Interpersonal relationships. 8
Standard I XV - 5 2.2: Cooperation skills. 9
1. Personal Guidance 1-2 2.3: Planning Leisure Time. 9
1.1: Self Awareness. 1 2.4: Sharing. 9
1.2: Personal Hygiene. 2 2.5: HIV/AIDS. 10

2. Social Guidance 2-3 3. Educational Guidance 10 - 11

2.1: Courtesy. 2 3.1: Adjustment to a New Environment. 10
2.2: Social Skills. 3 3.2: Value of Education. 11
2.3: Making friends. 3
2.4: HIV/AIDS. 3 4. Vocational Guidance 11
4.1: Occupations. 11
3. Educational Guidance 4-5
3.1: Adjustment to a New Environment. 4
3.2: Value of Education. 4
3.3: Rules in the Family, Community and School. 5

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Standard III 12 - 16 2.4: Child Abuse. 22
1. Personal Guidance 13 2.5: Sexuality and HIV/AIDS. 22
1.1: Self Awareness. 13
1.2: Decision Making. 13 3. Educational Guidance 23
3.1: Study Skills. 23
2. Social Guidance 14 3.2: Education and Employment 23
2.1: Friendship and Sharing. 14
2.2: Sexuality and HIV/AIDS. 14 4. Vocational Guidance 24
4.1: Science Based Careers. 24
3. Educational Guidance 15
3.1: Value of Education. 15 Standard V 25 - 31
1. Personal Guidance 26 - 27
4. Vocational Guidance 16 1.1: Self-Awareness. 26
4.1: Community Service Providers. 16 1.2: Personal Hygiene. 26
1.3: Decision Making. 27
Standard IV 17 - 24
1: Personal Guidance 18 - 19 2. Social Guidance 27 - 30
1.1: Self Awareness. 18 2.1: Social Relationships. 27
1.2: Personal Hygiene. 18 2.2: Communication Skills. 28
1.3: Decision Making. 19 2.3: Family Life Education. 28
1.4: Leadership. 19 2.4: Teenage Pregnancy. 29
2.5: Sexuality Transmitted Infections and 30
2. Social Guidance 20 - 22 HIV/AIDS.
2.1: Respect. 20 3. Educational Guidance 30
2.2: Use and Abuse of Drugs and Household Substances. 20 3.1: Study Skills. 30
2.3: Family Life Education. 21 3.2: Education and Employment. 30
4. Vocational Guidance 31
4.1: Career Clusters 31

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Standard VI 32 - 36 Standard VII 37 - 42
1: Personal Guidance 33 1. Personal Guidance 38
1.1: Self-Awareness. 33 1.1: Self-Awareness. 38
1.2: Decision-Making. 33
2. Social Guidance 38 - 40
2. Social Guidance 34 2.1: Assertiveness. 38
2.1: Social Relationships. 34 2.2: Leisure Activities. 39
2.2: HIV/AIDS Care and Support. 34 2.3: Money Management. 39
2.3: Orphan hood. 34 2.4: Teenage Pregnancy and HIV/AIDS. 39
2.5: Use and Abuse of Drugs and other Substances. 40
3. Educational Guidance 35
3.1: Value of Education. 35 3. Educational Guidance 40 - 41
3.2: Study Skills. 35 3.1: Levels of Education. 40
3.2: Preparing for Examinations. 41
4. Vocational Guidance 36 3.3: Adjustment to a new Environment. 41
4.1: Attitudes Towards Work. 36
4. Vocational Guidance 42
4.1: Self Employment. 42

VII
 IInnttrroodduuccttiioonn
The Guidance and Counselling Programme is meant to prepare each Motswana for an • Guidance teaching should facilitate students’ learning processes; assist
active role in the nation’s economic and social development. Since 1996 the Guidance in preparation for, and performance during, examinations; and
and Counselling Programme has been in place as a part of the Revised National Policy contribute to self-knowledge, actualisation, and motivation.
on Education. The Guidance and Counselling programme is comprehensive and • Inter-personal element; based on authority, trust, confidentiality, and
comprises Personal, Social, Educational, and Vocational Guidance. These broadly openness; is critical in the implementation of guidance and
based Primary Curriculum Guidelines will assist Guidance Teachers to select counselling programme.
appropriate topics based on the needs of their students. Guidance Teachers can respond • Students should have at least one time-tabled Guidance period per
to unique situations by devising additional items. National Development Plans assume week.
that skilled Batswana will be able to take advantage of the many opportunities that are • Guidance methodologies could be infused in subject curricula.
becoming available. Young Batswana need to be able to accept change, and to • This document is a guideline; and in addition each school should
participate in the social and economic development of Botswana. develop a programme that addresses the developmental needs of its
students.
The guidance and counselling programme reinforces informed decision making and
self-actualisation. Since primary school students are in the transition from home to Guidance and Counselling in the Primary School will promote efforts ‘to
school and from childhood to adolescence, the development of socially acceptable counter youth crime’; provide support and information “to reduce the level
behaviour is important to every student. They also need to define values, discover of teenage pregnancy”; be sensitive “to the special needs of the disabled”;
abilities, extend interests, learn skills, and apply techniques. and work towards the elimination of “gender discrimination in the
education system. Guidance and Counselling will promote active, creative,
To facilitate effective implementation of the Guidance and Counselling services, and desired, participation in society” and the economy – helping to create
programme implementers have to ensure that; “entrepreneurs, with cutting edge skills”.
• The guidance service should be offered to all student; they should be
developmental, preventive and responsive to the needs of the learners. “Long Term Vision for Botswana: A Summary”, pages 1,4, 14, and 15.
• The counselling service assist those with individual needs. It is sensitive service
that requires privacy and confidentiality and should be offered by those with
specialised training.
• Guidance is a nurturing service, complementing an individual’s natural processes
of development and maturation; and is geared towards problem solving, skills
acquisition, and self-knowledge.
• Guidance teaching is intended to promote the internalisation of learning, enabling
students to relate to the learning experience, and be able to plan for their future in
an informed way.

VIII
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Raattiioonnaallee
Guidance and Counselling services are unique, and important to the • provide a means of support and help to those young
Educational Programme, because they: people who are dealing with personal, social, educational,
and pre-vocational problems;
• are a continuation of the traditional processes by which the young
learnt from the wisdom and experience of their elders; • provide a means by which young people with special
educational needs can be identified, supported, and
• enable the young to personalise knowledge gained during subject referred to specialised agencies;
teaching, thereby enhancing understanding;
• provide a means by which educators can enhance the
• generalise and reinforce skills which are applicable to learning, inter-personal aspects of their teaching; and
managing problems, decision making, and daily life;
• provide a means by which discipline can be secured in
• promote self knowledge and, hence, independent thinking, self- non-punitive ways.
reliance, and self-realisation;

• provide a mirror by which young people can gauge their personal

development;

• provide a means by which self-discipline, and a sense of personal

responsibility, can be developed;

• provide an opportunity for the explanation, and investigation, of the

wider implications of learning;

• provide an opportunity during which adults can share their insights

with young people;

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Guidance is a service contributing to the development of
In Guidance teaching, the whole of a teacher’s knowledge,
independently minded, socially adept, and innovative people experience, and personality should be active.
able to respond to national aspirations effectively.

Guidance and counselling services should be delivered by

Counselling is a service responding to the present needs of professionally competent persons.
members of the school community.

Guidance and counselling service delivery should be

The Curriculum Guideline is inclusive; from which selections, continuously assessed and evaluated so that delivery can be
in response to a prior needs assessment, are made. proactive and appropriate to student needs at all times.

In guidance, content is appropriate to the current and future
The content of guidance is necessarily drawn from curricula and
needs of the students. life experience; and guidance methodologies promote student
awareness, response, and development.

Guidance methodologies are mainly related to skill
development, personal awareness, and the formation of
appropriate responses to stimuli.

It is expected that some guidance methodologies will be

infused in subject teaching.

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Teenn Y
Yeeaarr B
Baassiicc E
Edduuccaattiioonn P
Prrooggrraam
mmmee
On completion of the Ten Year Basic Education Programme each
student is expected to have:

(1) Developed competency and confidence in the application of (9) Acquired knowledge and understanding of society;
computational skills in order to solve day-to-day problems. appreciation of their culture including languages, traditions,
songs, ceremonies, customs, and social norms; and a sense of
(2) Developed an understanding of business, everyday citizenship.
commercial transactions, and entrepreneurial skills.
(10) Developed the ability to express themselves clearly in English,
(3) Developed critical thinking, problem solving ability, in Setswana, and in a third language, both orally and in writing,
individual initiative, inter-personal, and enquiry skills. using them as tools for further learning and employment.

(4) Developed desirable attitudes towards different types of work; (11) Acquired basic scientific knowledge and skills, including basic
and the ability to assess personal achievement and capabilities knowledge of the laws governing the world.
realistically in pursuit of appropriate career/employment
opportunities, and for further education. (12) Acquired a good knowledge of, and be disposed to practice,
moral standards and health practices that will prepare them for
(5) Acquired knowledge, skills, and attitudes in appropriate food responsible family and community life.
production; and industrial arts for self reliance and self
sufficiency. (13) Developed their own special interests, talents, and skills;
whether these be dexterity, physical strength, intellectual
(6) Developed awareness and understanding of the significance of ability, and/or artistic gifts.
computes in the world of work.
(14) Acquired an appreciation of technology and technological
(7) Acquired knowledge and understanding of the environment skills including basic skills in handling tools and materials.
and the need for sustaining utilisation of natural resources.
(15) Gained the necessary knowledge and ability to interact with,
(8) Developed desirable attitudes / behavioural patterns in and learn about, their community, the government of their
interacting with the environment in a manner that is country, and the world around them.
protective, preserving, and nurturing.

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Coouunnsseelllliinngg iinn tthhee P
Prriim
maarryy SScchhooooll
Guidance and Counselling in Botswana aims at helping
pupils/students to:

(1) Know and understand their abilities, interests, values, (8) Develop skills on how to cope with unemployment; and
and personality; as well as adjust to their educational, other realities such as the ever increasing problems of
social, and career environments: HIV / AIDS, and teenage pregnancy: and

(2) Build a positive self-image/concept: (9) Seek Counselling support.

(3) Set meaningful educational goals based on their On reaching the end of Primary School Education students should
understanding of themselves and their circumstances: have made definite progress towards:

(4) Meaningfully relate education to the world of work; and • a clear idea of personal identity;
to realities outside the classroom:
(5) Develop the necessary life-skills; such as problem • relating knowledge to decision making;
solving, planning, critical thinking, communication, and
decision making: • functioning effectively and safely in society; and
(6) Develop the necessary skills to enhance career
awareness, career exploration, and career decision • acting in ways that are socially and personally
making: desirable.

(7) Make choices; with regard to participation in social and

occupational roles; based on their abilities,
achievements, personality, interests, and values; rather
than on gender or stereotypes:

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A very wide range of methodologies is appropriate to Guidance and Counselling.

They are a mixture of being and of doing.

The quality of the relationship which exists between the Guidance Teacher and the students will determine the success, or otherwise, of
Guidance teaching, and Counselling.

The Guidance Teacher should be likeable, dependable, experienced, knowledgeable, and trustworthy – a person on whom reliance can be placed.

Conditions necessary to create a conducive learning Guidance methodologies include:

environment;

Being able to listen, and not judgmental;
Instruction;

Being accessible, available, trustworthy, just, and fair minded;
Leadership by example;

Being dignified, but not pompous;
Discussion and debate;

Being courteous and frank;
Brainstorming;

Application of skills to improve performance;
Group work;

Giving cautionary advice;
Individual and group research work;

Giving explicit warnings;
Project work;

Straight talking;
Presentations – by students, as a part of class teaching, and as

Facilitating negotiation and compromise;. In-Service Training;

Being caring, supportive, and nurturing;
The use of instructional posters, films, audio material, texts,

Offering practical help and encouragement; and leaflets;

Humour, and ‘rapping’ along;
The use of varied stimulus material – prospectus, magazines,

Being positive in action and demeanour, showing confidence journals, Newspapers, and reports;
and leadership; and
Role plays and dramas;

Being around when needed.
Case studies;

Visits, job shadowing, and mini-enterprise;

And educational games

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Evvaalluuaattiioonn
Guidance and Counselling services need constant monitoring and The means which should be used in the assessment and evaluation
evaluation. Such evaluation is necessary to determine the extent of Guidance and Counselling are:
to which programme delivery is functioning satisfactorily; and to
facilitate adjustment to the programme in order that it can respond (1) Questionnaires;
to the changing needs of learners. Assessment and Evaluation are (2) Interviews;
continuous processes. (3) Individual and group project work;
(4) Presentations;
Monitoring and evaluation of learners are also vital components (5) Research;
of the Guidance and Counselling Programme. Psychometrics is (6) Case studies;
an important means of assessing attitudes, compiling personality (7) Empathic writing, interpretation, and comment;
inventories and profiles, and supporting the diagnosis of Special (8) The practical application of skills;
Educational Needs and Emotional and Behavioural Difficulty. (9) Observation;
(10) Psychometric tests, and
The components of assessment and evaluation in Guidance and (11) Interactive programmes;
Counselling are: (12) Debates and discussions;
(13) Quizzes, competitions and fairs.
(1) Measurement of the learning of factual material;
(2) Provision of an opportunity for students to interpret and Profiling, Action Planning, and Records of Achievement will
comment on what they learnt; provide evidence of the efficiency of service delivery. They are
(3) Emphasis on topics on which Guidance has been given; intended to validate Guidance and Counselling as services
(4) Assessment of the quality of service delivery; appropriate to the needs of all students. They are the means by
(5) Assistance in the detection and diagnosis of students with which Guidance and Counselling service delivery will be assessed
problems; and evaluated in the longer term.
(6) Provision of data for the evaluation and improvement of
the Guidance, and Counselling services; and
(7) The facilitation of learning – teaching opportunity.

XIV
STANDARD 1

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Students Should: Students Will:

1: PERSONAL GUIDANCE
1.1: Self Awareness 1.1.1: Know themselves. 1.1.1.1: State the different names by which they
are known.
1.1.1.2: Describe their physical appearance.
1.1.1.3: Talk about their families.

1.1.2: Develop Self-awareness at 1.1.2.1: State the games they play

play. at home.
1.1.2.2: Name the games that they like the
most.
1.1.2.3: Give reasons for their preference
for certain games.
1.1.2.4: List the games they play well.
1.1.2.5: Describe how useful games are to
them.
1.1.2.6: Describe their relationships with
others during a game.

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Students Should: Students Will:

1.1.3: Know their interests, 1.1.3.1: Discuss what they like and dislike.
abilities, and values. 1.1.3.2: Discuss activities, which they are
good at.
1.1.3.3: State activities, which they would
like to improve on.
1.1.3.4: State what is most important to them.
1.1.3.5: Make a personal statement about the
self.

1:2 Personal Hygiene 1.2.1: Know how to take care of 1.2.1.1: Describe how they bath.
themselves. 1.2.1.2: Discuss appropriate methods of bathing.
1.2.1.3: State why it is important to wash their
hands after going to the toilet, and before
and after eating.
1.2.1.4: State why it is important to wear clean
clothes.
2. SOCIAL GUIDANCE
2.1: Courtesy 2.1.1: Know about and practice 2.1.1.1: Describe what is meant by
courteous behaviour courtesy/maitseo.
2.1.1.2: Demonstrate courteous behaviour when
at school and at home.
2.1.1.3: Explain how they should behave when
they are at an important event.
2.1.1.4: Differentiate how you would great an
elderly person and someone their age.
2.1.1.5: Practice courteous behaviour when at
school and at home.

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Students Should: Students Will:

2.2: Social Skills 2.1.1: Develop and practice social 2.1.1.1: Identify social skills.
skills 2.1.1.2: Give examples of desirable social skills.
2.1.1.3: Describe how social skills help them to get
on better with others.
2.1.1.4: Identify social skills that they would like
to improve on.
2.1.1.5: Demonstrate desirable social skills.

2.3: Making Friends 2.3.1: Know the importance of 2.3.1.1: Name their friends.
making Friends 2.3.1.2: Explain how they make friends.
2.3.1.3: State what they like about their friends.
2.3.1.4: Identify what they like about their friends.
2.3.1.5: Describe what traits about their friends
they value most.
2.3.1.6: State the importance of having friends.

2.4: HIV/AIDS 2.4.1: Know what HIV/AIDS is. 2.4.1.1: Define HIV.
2.4.1.2: Define AIDS.
2.4.1.3: List the signs and symptoms of AIDS.

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Students Should: Students Will:

3. EDUCATIONAL
GUIDANCE
3.1: Adjustment to a New 3.1.1: Acquire knowledge and 3.1.1.1: Identify activities done at home and at
Environment skills to adjust to school school.
environment 3.1.1.2: Discuss the similarities and
differences between activities done at
home and at school.
3.1.1.3: Name facilities found at school.
3.1.1.4: Name the school personnel.
3.1.1.5: State the roles and responsibilities of
the school personnel.
3.1.1.6: Identify who they can talk to when
they have problems at school.

3.2: Value of Education 3.2.1: Appreciate the importance 3.2.1.1 Discuss what they like about school.
of going to school 3.2.1.2: State the subjects they study at school.
3.2.1.3: State the co-curricular activities; sports,
games and social activities that they do
at school.
3.2.1.4: State any problems they have about
going to school.
3.2.1.5: State any problems they have at school.
3.2.1.6: Discuss ways of dealing with the
problems associated with going to
school or those found at school.
3.2.1.7: State why it is important to attend school.

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Students Should: Students Will:

3.3: Rules in the family , 3.3.1: Acquire knowledge of the rules in 3.3.1.1: List the rules and regulations of their
school and community the family, school and community family, school and community.
3.3.1.2: Discuss the importance of rules and
regulations.
3.3.1.3: Explain why they should obey the
rules and regulations of the family,
school and community.
3.3.1.4: Develop the rules and regulations of
their class.
4. VOCATIONAL
GUIDANCE
4.1: Introduction to the 4.1.1: Develop an awareness of 4.1.1.1: Describe the work done by various
World of Work different types of work in their family members.
locality. 4.1.1.2: State the importance of work.
4.1.1.3: State the work activities of the school
personnel.
4.1.1.4: Discuss how the work done by the
school personnel contribute to the
welfare of the learners.

5
STANDARD 2

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Students Should: Students Will:

1: PERSONAL GUIDANCE
1.1: Self Awareness 1.1.1: Develop an awareness and 1.1.1.1: Discuss what they like and
appreciation of the self dislike about themselves.
1.1.1.2: Discuss ways of dealing with
what they don’t like about
themselves.
1.1.1.3: Name what they consider
important to them and state why.
1.1.1.4: State the subjects they like and
dislike.
1.1.1.5: State reasons why they like or
dislike some subjects.
1.1.1.6: Discuss ways of overcoming the
problems they encounter in the
different subjects.
1.1.1.7: State activities, which they like or
dislike and explain why.
1.1.1.8: Describe activities they are good
at.
1.1.1.9: Identify something, which they
like about themselves or which
makes them special.

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Students Should: Students Will:

1.2: Decision-Making 1.2.1: Develop basic decision making 1.2.1.1: Discuss what a decision is.
skills 1.2.1.2: Identify different activities at
home which involves decision
making.
1.2.1.3: Discuss who makes decisions at
home.
1.2.1.4: Explain how they decide on a
game to play.
1.2.1.5: State decisions that are made
before and during the game.

2. SOCIAL GUIDANCE
2.1: Interpersonal Relationships 2.2.1: Appreciate relationships with 2.2.1.1: Demonstrate different acceptable
people around them ways of greeting, showing respect,
and thanking people at home and
in the community.
2.2.1.2: State the importance of desirable
social behaviour at home, school
and in the community.
2.2.1.3: Demonstrate the social behaviour
expected at home, school and the
community.
2.2.1.4: State the importance of good
behaviour at formal meetings or
events, when meeting guests or
strangers.

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Students Should: Students Will:

2.2 Cooperation Skills 2.2.2 Work harmoniously with 2.2.2.1: State school activities that are
others carried out in groups.
2.2.2.2: Discuss why it is important to work
harmoniously with others.
2.2.2.3: Demonstrate how to solve a
problem, or carry out a task, as a
member of a group.
2.2.2.4: List characteristics of desirable
social relationships.

2.3: Planning Leisure Time 2.3.1: Be able to benefit from leisure 2.3.1.1: Explain leisure.
activities 2.3.1.2: List leisure activities.
2.3.1.3: Discuss their school leisure
activities.
2.3.1.4: Discuss how to fit leisure and
school activities in their plan.
2.3.1.5: Explain the importance of leisure
activities.

2.4: Sharing 2.4.1: Understand and appreciate sharing 2.4.1.1: Discuss what sharing is.
2.4.1.2: State items that are usually shared
and those not usually shared.
2.4.1.3: State the importance of sharing.

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Students Should: Students Will:

2.5: HIV/AIDS 2.5.1: Understand what HIV/AIDS is and 2.5.1.1: Explain the difference between HIV
how it is transmitted and AIDS.
2.5.1.2: Describe the signs and symptoms of
HIV/AIDS.
2.5.1.3: Discuss how HIV is transmitted.

3. EDUCATIONAL GUIDANCE
3.1 Adjustment to a New Environment 3.1.1: Acquire the knowledge and skills 3.1.1.1: State new environments they have
required to adjust to a new found themselves in.
environment 3.1.1.2: Discuss how they felt in the new
environments they found themselves
in.
3.1.1.3: Identify what they can do and what
other people can do to help them
adjust to a new environment.

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Students Should: Students Will:

3.2 Value of Education 3.1.1: Appreciate the value of school 3.1.1.1: List what they learn at home and in
the community.
3.1.1.2: Discuss what they learn at school.
3.1.1.3: Discuss how learning is helping
them in their daily lives.
3.1.1.4: List the advantages of coming to
school.
3.1.1.5: State what they like about coming
to school.
3.1.1.6: Describe the activities they like at
school.
3.1.1.7: State what they do not like at
school.
3.1.1.8: Discuss ways in which what they
dislike about school could be
improved.
3.1.1.9: Discuss ways of making school life
more enjoyable.

4. VOCATIONAL GUIDANCE
4.1: Occupations 4.1.1: Develop an awareness and 4.1.1.1: List occupations in the community.
appreciation of various occupations. 4.1.1.2: Describe the work done in different
occupations.
4.1.1.3: Describe the work that they would
like to do after completing their
studies.

11
STANDARD III

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Students Should: Students Will:

1: PERSONAL GUIDANCE
1.1: Self Awareness 1.1.1: Understand and appreciate their 1.1.1.1: Identify their interests.
interests, abilities, values and 1.1.1.2: Identify their abilities.
personalities 1.1.1.3: Recognise when their interests
and abilities correspond or when
they do not correspond.
1.1.1.4: State what is most important to
them.
1.1.1.5: Explain why they value certain
things more than others.
1.1.1.6: Describe their character or
personality.
1.1.1.7: Discuss individual uniqueness.
1.1.1.8: Identify what makes them special
and unique.

1.2: Decision-Making 1.2.1: Develop basic decision making 1.2.1.1: Discuss what a decision is.
skills 1.2.1.2: Discuss what a good decision is
1.2.1.3: Discuss what a bad decision is.
1.2.1.4: Identify some good decisions and
some bad decisions.

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2: SOCIAL GUIDANCE
2.1: Friendship and Sharing 2.1.1: Understand the importance of 2.1.1.1: Discuss ways of choosing a
friendship and helping others friend.
2.1.1.2: Describe an ideal friend.
2.1.1.3: Describe unacceptable behaviour
by a friend.
2.1.1.4: Identify the ways in which they
help people at home and at school.
2.1.1.5: Discuss how others help them at
home and at school.
2.1.1.6: Discuss the importance of
friendship and caring for others.

2.1.2 Understand the importance of 2.2.1.1: Discuss the importance of

sharing sharing.
2.2.1.1 State examples of sharing in the
family, at school, between friends
and in the community.

2.2: Sexuality and HIV/AIDS 2.2.1: Understand the differences 2.2.1.1 Describe the physical differences
between boys and girls. between a boy and a girl.
2.2.1.2 Define puberty.
2.2.1.3: Identify the changes that take
place during puberty.

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2.2.2: Know myths and misconceptions 2.2.2.1: State what myths and
related to HIV/AIDS misconceptions are.
2.2.2.2: List the myths and misconceptions
related to HIV/AIDS.
2.2.2.3 Discuss myths and misconceptions
related to HIV/AIDS.

3. EDUCATIONAL GUIDANCE
3.1: Value of Education 3.1.1: Appreciate the importance of 3.1.1.1: Discuss what they have learnt
learning recently at school.
3.1.1.2: Describe what they have found
interesting about their recent
learning.
3.1.1.3: Describe how they feel about
knowing things that they did not
know before.

3.1.2: Acquire basic effective study skills 3.1.2.1: State what study skills are.
3.1.2.2: List effective study skills.
3.1.2.3: List poor methods of studying.
3.1.2.4: Discuss what makes an
environment conducive for
effective learning.
3.1.2.5: List materials needed for effective
studying.

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3.1.3: Appreciate the importance of good 3.1.3.1: Discuss time-keeping.

time keeping 3.1.3.2: Discuss the importance of time-
keeping.

3.1.4: Understand the disadvantages of 3.1.4.1: Describe truancy.

truancy 3.1.4.2: Describe causes of truancy.
3.1.4.3: Discuss the disadvantages of
truancy.
3.1.4.4: Discuss where and how to get
help on truancy.

4. VOCATIONAL GUIDANCE
4.1: Community Service Providers 4.1.1: Develop an awareness and 4.1.1.1: Identify careers that involve
appreciation of the Helping helping others in the community.
Careers 4.1.1.2: Describe work done by different
people in the helping careers in
the community.
4.1.1.3: Discuss the importance of services
provided by those in the helping
careers in the community.
4.1.1.4: Identify those who provide help in
the community voluntarily.

16
STANDARD IV

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1: PERSONAL GUIDANCE
1.1: Self Awareness 1.1.1: Develop an understanding of 1.1.1.1: State their participation in co-
their abilities curricular activities.
1.1.1.2: Discuss their reasons for choosing
the co-curricular activities they
are in involved in.
1.1.1.3: List the skills that they develop
when participating in co-
curricular activities.
1.1.1.4: Discuss the importance of co-
curricular activities.

1.2: Personal Hygiene 1.2.1: Understand the importance of 1.2.1.1: Discuss the importance of
personal hygiene personal hygiene.
1.2.1.2: Discuss the effects of personal
hygiene.
1.2.1.3: Identify items required to
maintain personal hygiene.

1.2.2: Appreciate and develop skills 1.2.2.1: Discuss the importance of keeping
for keeping their environment their environment clean.
clean 1.2.2.2: State their roles in keeping the
environment clean at home and in
school.
1.2.2.3: Identify areas that require
cleaning at home and in school.
1.2.2.4: Discuss basic cleaning skills.

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1.3 Decision-making skills 1.3.1: Develop decision-making skills. 1.3.1.1: Discuss situations where they
have made decisions.
1.3.1.2: Discuss how they have been
making decisions.
1.3.1.3: Discuss steps, which have to be
followed when making a decision.
1.3.1.4: Discuss the importance of
following appropriate steps when
making a decision.
1.3.1.5: Identify situations that would
require them to make a decision.
1.3.1.6: Identify people to whom they can
turn when they experience
difficulty in making a decision.

1.4: Leadership 1.4.1: Understand the role of 1.4.1.1: Explain what a leader is.
Leadership 1.4.1.2: List school and community
leaders.
1.4.1.3: State characteristics of a good
leader.
1.4.1.4: Discuss the responsibilities of a
leader.

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2. SOCIAL GUIDANCE
2.1: Respect 2.1.1: Appreciate the importance of 2.1.1.1: Explain what courtesy and respect
courtesy and showing respect mean.
2.1.1.2: Discuss the importance of
showing courtesy and respect to
others.
2.1.1.3: Discuss discourteous forms of
speech and behaviour.
2.1.1.4: Discuss courteous and acceptable
ways of speaking and behaving.
2.1.1.5: Describe ‘social norm’.
2.1.1.6: List the norms of social behaviour
of the community in which they
live.
2.1.1.7: Discuss why customs and
traditions are important to the
community.

2.2: Use and Abuse of Drugs and 2.2.1: Learn about the proper use of 2.2.1.1: List chemical and other
Household Substances chemicals and household substances commonly found in the
substances home.
2.2.1.2: Describe proper and safe use of
insecticides, household cleaners,
polish, fertilisers and
disinfectants.
2.2.1.3: Describe safe storage of
insecticides, household cleaners,

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polish, fertilisers and disinfectants.

2.2.1.4: Discuss the possible misuse of
chemicals and household
substances.
2.2.2: Learn of the dangers of 2.2.2.1: List commonly used drugs and
improper use drugs and non- medicines.
therapeutic substances 2.2.2.2: Discuss the correct usage of
commonly used medicines.
2.2.2.3: Discuss the dangers of misusing
drugs and medicines, including
alcohol and tobacco.
2.2.2.4: Discuss the dangers of misusing
substances such as glue,
substances and lighter fluids.
2.2.2.5: Identify those to whom they can
turn if they have problems with
drugs or know someone who has
such a problem.

2.3: Family Life Education 2.3.1: Understand and appreciate the 2.3.1.1 Define adolescence.
changes related to adolescence 2.3.1.2: Explain the physical changes related
to adolescence.
2.3.1.3: Explain the emotional changes
related to adolescence.
2.3.1.4: Discuss ways of coping with
emotional changes related to
adolescence.

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2.3.1.5: Discuss sexual feelings that

develop during the adolescence
stage.
2.3.1.6: Discuss ways of dealing with
sexual feelings that develop
during adolescence stage.

2.4 Child Abuse 2.4.1 Understand what child abuse is 2.4.1.1: Explain what child abuse is.
2.4.1.2: Discuss different types of child
abuse.
2.4.1.3: Identify those people to whom
they can turn if they want to talk
about child abuse issues.

2.5 Sexuality and HIV/AIDS 2.5.1. Know the myths and 2.5.1.1: List the myths and misconceptions
misconceptions related to body related to body changes.
changes. 2.5.1.2: Discuss the myths and
misconceptions related to body
changes.

2.5.2 Know how HIV/AIDS can be 2.5.2.1: Explain how HIV/AIDS can be
prevented. prevented.
2.5.2.2: Explain their role in HIV/AIDS
prevention.

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3. EDUCATIONAL GUIDANCE
3.1: Study Skills 3.1.1: Develop effective study skills 3.1.1.1: State conditions under which they
have been studying.
3.1.1.2: Discuss conditions that are ideal
for study.
3.1.1.3: Discuss the importance of note-
taking.
3.1.1.4: Discuss effective note-taking
methods.
3.2.1.5: Discuss the importance of planning
for study.
3.1.1.6: Identify places where they can
find information to help them with
their studies.
3.1.1.7: State ways of looking for
information in the library.
3.1.1.8: Discuss the importance of
examinations.
3.1.1.9: Discuss how to prepare for
examinations.

3.2 Education and Employment 3.2.1: Understand the relationship 3.2.1.1: State their reasons for coming to
between education and school.
employment. 3.2.1.2: Explain the importance of
education.
3.2.1.3: Discuss the relationship between
education and the world of work.

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3.2.1.4: Discuss the importance of getting

a job or becoming successful self-
employed.

4. VOCATIONAL GUIDANCE
4.1: Science Based Careers 4.1.1: Develop an awareness and 4.1.1.1: Identify science based careers
appreciation of the science within the community.
based careers. 4.1.1.2: Describe work done by different
people in the science based careers
in the community.
4.1.1.3: Discuss the importance of work
done by those in the science based
careers in the community.
4.1.1.4: Discuss gender and science based
careers.

24
STANDARD V

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1: PERSONAL GUIDANCE
1.1: Self Awareness 1.1.1: Develop an awareness of their 1.1.1.1: Identify the activities they are
interest interested in.
1.1.1.2: Identify the subjects they are
interested in.
1.1.1.3: Discuss the relationship between
the activities they are interested in
and their subjects.
1.1.1.4: Discuss their source of interest in
their various activities and
subjects.
1.1.1.5: Discuss the importance of
developing interest in something.
1.1.1.6: Explain the relationship between
interests and decision-making.

1.2: Personal Hygiene 1.2.1: Understand and appreciate the 1.2.1.1: Identify the benefits of a clean
importance of personal hygiene environment.
in relation to their environment 1.2.1.2: Discuss the benefits of a clean
environment.
1.2.1.3: Discuss the impact of a clean
environment on the self.
1.2.1.4: Identify critical stakeholders in
environmental cleanliness.
1.2.1.5: Discuss the roles and
responsibilities of different
stakeholders in keeping the
environment clean.

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1.3 Decision Making 1.3.1: Understand the types of 1.3.1.1: Explain what a simple decision is.
decisions 1.3.1.2: Explain what a complex decision
is.
1.3.1.3: Describe the process of making a
simple decision.
1.3.1.4: Describe the process of making a
complex decision.
1.3.1.5: Discuss some of the simple
decisions they have made.
1.3.1.6: Discuss some of the complex
decisions they have made.

2. SOCIAL GUIDANCE
2.1: Social Relationships 2.1.1: Understand and appreciate the 2.1.1.1: Identify the people that they relate
importance of Social with at social level.
Relationships 2.1.1.2: Discuss the foundation of the
social relationships.
2.1.1.3: Discuss the benefits of their social
relationships.
2.1.1.4: Identify and appreciate the
differences in social relationships.
2.1.1.5: Identify positive ways of
resolving the difference in their
social relationships.

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2.1.2: Appreciate the diversity of 2.1.2.1: Explain what culture is.

cultures 2.1.2.2: Discuss the different cultures that
they know of.
2.1.2.3: Identify the differences in the
different cultures that they know
of.
2.1.2.4: Identify the similarities in the
different cultures that they know
of.
2.1.2.5: Discuss the benefits of diversity.

2.2: Communication Skills 2.2.1: Develop effective 2.2.1.1: Explain what communication is.
communication skills. 2.2.1.2: Identify the different types of
communication.
2.2.1.3: Identify elements of effective
communication.
2.2.1.4: Differentiate between effective
and ineffective communication.
2.2.1.5: Discuss ways in which they can
improve their communication
skills.

2.3 Family Life Education 2.3.1: Develop an understanding of 2.3.1.1: Explain what a family is.
family life and family planning 2.3.1.2: Describe various types of
family: extended, nuclear, single
parent.
2.3.1.3: Discuss the advantages and

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disadvantages of each type of

family.
2.3.1.4: Explain the following terms:
parenthood, planned-parent-
hood, and unplanned
parenthood.
2.3.1.5: Discuss the advantages and
disadvantages of planned
parenthood and unplanned
parenthood.
2.3.1.6: Discuss the responsibilities of
parenting.

2.4 Teenage Pregnancy 2.4.1: Understand the consequences of 2.4.1.1: Define teenage pregnancy.
teenage pregnancy: 2.4.1.2: Identify the causes of teenage
pregnancy.
2.4.1.3: Discuss the consequences of
teenage pregnancy.
2.4.1.4: Identify different ways of
preventing teenage pregnancy.
2.4.1.5: Explain the benefits of avoiding
teenage pregnancy.
2.4.1.6: Demonstrate assertiveness skills
in avoiding pregnancy.

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2.5 Sexuality Transmitted Infections 2.5.1: Learn about sexually 2.5.1.1: List sexually transmitted
and HIV/AIDS transmitted infections (STIs), infections.
including HIV/AIDS 2.5.1.2: Describe the symptoms and
effects of sexually transmitted
infections.
2.5.1.3: Describe how HIV/AIDS is
transmitted.
2.5.1.4: Discuss the relationship between
sexually transmitted infections
and HIV/AIDS.
3. EDUCATIONAL GUIDANCE
3.1: Study Skills 3.1.1: Develop a positive attitude 3.1.1.1: Develop a realistic study time-
toward study. table.
3.1.1.2: Follow a study time-table.
3.1.1.3: Identify different study
methods.
3.1.1.4: List resources needed for
effective study.
3.1.1.5: Explain the value of studying.

3.2 Education and Employment 3.2.1: Understand the relationship 3.2.1.1: Explain the importance of
between education and education.
employment 3.2.1.2: Identify the relationship
between subjects to different
careers.
3.2.1.3: Match skills acquired in
different subjects to different

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careers.
3.1.1.4: Discuss how education prepares
them for the world of work.
4. VOCATIONAL GUIDANCE
4.1: Career Clusters 4.1.1: Know different career clusters 4.1.1.1: Define a career cluster.
4.1.1.2: List different career clusters.
4.1.1.3: Identify the careers that fall in
different career clusters.

31
Standard VI

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1: PERSONAL GUIDANCE
1.1: Self Awareness 1.1.1: Develop an awareness of their 1.1.1.1: Define abilities.
abilities and skills. 1.1.1.2: Identify subjects and activities
they are good at.
1.1.1.3: Identify the skills that they have
developed from their subjects and
other activities they are involved
in.
1.1.1.4: Discuss how the skills that they
have acquired in their subjects and
other activities help them in their
everyday lives.

1.2: Decision-Making 1.2.1: Develop decision-making skills 1.2.1.1: Explain what a complex decision
is.
1.2.1.2: Discuss some of the complex
decisions they have made.
1.2.1.3: Identify steps to follow when
making a complex decision.
1.2.1.4: Discuss the importance of
following appropriate steps in
decision-making.

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2. SOCIAL GUIDANCE
2.1: Social Relationships 2.1.1: Develop good social relationship 2.1.1.1: Identify skills necessary for the
development of good social
relationships.
2.1.1.2: Identify barriers to good social
relationships.
2.1.1.3: Explain the relationship between
personality and social
relationships.
2.1.1.4: Explain the importance of having
friends.

2.2 HIV/AIDS Care and Support 2.2.1.1 Learn about the importance of 2.2.1.1: Discuss the impact of HIV/AIDS
care and support for those in their community.
infected and affected by 2.2.1.2: Explain their role in the care and
HIV/AIDS support for people infected and
affected by HIV/AIDS.
2.2.1.3: Identify support services available
for people who are infected by
HIV/AIDS.

2.3 Orphan hood 2.3.1: Understand orphan hood 2.3.1.1: Define orphan hood.
2.3.1.2: Identify some of the material
needs of orphans.
2.3.1.3: Identify the support services
available to orphans.

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3. EDUCATIONAL GUIDANCE
3.1: Value of Education 3.1.1: Understand and appreciate the 3.1.1.1: Identify the advantages of
role of education in life education.
3.1.1.2: Identify the disadvantages of not
being educated.
3.1.1.3: Discuss how education has been
helpful to them.
3.1.1.4: Explain the relationship between
education and life outside school.
3.1.1.5: Discuss the value of education to
their community.

3.2: Study Skills 3.2.1: Learn about different study 3.2.1.1: Identify the different study
methods methods.
3.2.1.2: Discuss the advantages and
disadvantages of different study
methods.
3.2.1.3: Identify other skills that the
different study methods help them
develop.
3.2.1.4: Develop a study programme.

3.3.1: Learn About Examination 3.3.1.1: Discuss the importance of

Techniques examinations.
3.3.1.2: Explain the dangers of not
preparing for examinations.

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3.3.1.3: Discuss various ways of preparing

for an examination.
3.3.1.4: Discuss the advantages of
preparing for examinations.
3.3.1.5: Discuss the advantages of passing
the national examinations.

4. VOCATIONAL GUIDANCE
4.1: Attitudes Towards Work 4.1.1: Develop a positive attitude 4.1.1.1: Discuss what to consider when
towards different jobs. choosing a job.
4.1.1.2: Identify the negative attitudes that
prevail towards certain jobs.
4.1.1.3: Discuss ways of dealing with
negative attitudes towards certain
jobs.
4.1.1.4: Explain the relationship between
attitudes and productivity in the
workplace.
4.1.1.5: Discuss the attitudes of boys and
girls towards certain careers.

36
STANDARD VII

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1: PERSONAL GUIDANCE
1.1: Self Awareness 1.1.1: Develop an awareness of their 1.1.1.1: Define personality.
personality 1.1.1.2: Identify their personality traits.
1.1.1.3: Discuss how their personality
affects their relationships with other
people.
1.1.1.4: Discuss how personality is related
to career decision making.
1.1.1.5: Discuss what can be done to
improve one’s personality.

2. SOCIAL GUIDANCE
2.1: Assertiveness 2.1.1: Develop assertiveness skills 2.1.1.1: Define peer pressure.
2.1.1.2: Discuss the dangers of peer
pressure.
2.1.1.3: Identify different incidents of peer
pressure.
2.1.1.4: Discuss different ways of dealing
peer pressure.
2.1.1.5: Define assertiveness.
2.1.1.6: Differentiate between assertiveness,
aggressiveness and submissiveness.
2.1.1.7: Identify assertiveness skills.
2.1.1.8: Explain the benefits of being
assertive.

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2.2: Leisure Activities 2.2.1: Understand the Importance of 2.2.1.1: Discuss what leisure is.
Leisure 2.2.1.2: State restful leisure pursuits.
2.2.1.3: State active leisure pursuits.
2.2.1.4: Name their favourite leisure
pursuits.

2.3: Money Management 2.3.1: Develop Money Management 2.3.1.1: Explain the terms budget, saving,
Skills income and debt.
2.3.1.2: List the main financial institutions
in the country.
2.3.1.3: Outline the services provided by the
main financial institutions.
2.3.1.4: Discuss ways in which they can use
the services provided by the main
financial institutions.
2.3.1.5: Differentiate between necessities
and non-essential items.

2.4: Teenage Pregnancy and HIV/AIDS 2.4.1: Understand the relationship 2.4.1.1: Discuss how teenage pregnancy
between teenage pregnancy and increase the chances of HIV
HIV/AIDS infection.
2.4.1.2: Explain the implications of HIV
infection on the teenager.
2.4.1.3: Explain the implications of HIV
infections on the unborn baby.
2.4.1.4: Discuss the importance of pre-natal
care.

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2.4.1.5: Explain the benefits of HIV testing

during pregnancy.
2.4.1.6: Discuss the consequences of
teenage pregnancy.
2.4.1.7: Discuss ways by which they can
prevent teenage pregnancy and
HIV/AIDS.

2.5: Use and Abuse of Drugs and other 2.5.1: Learn about the consequences of 2.5.1.1: Identify elicit drugs.
Substances drug and alcohol abuse 2.5.1.2: Discuss the physical effects of elicit
drugs.
2.5.1.3: Discuss the emotional and social
effects of elicit drugs.
2.5.1.4: Explain the legal implications of
elicit drugs.
2.5.1.5: Discuss the causes of drug abuse.
2.5.1.6: Identify those to whom they can
turn if they have problems with
drugs and alcohol.

3. EDUCATIONAL GUIDANCE
3.1: Levels of Education 3.1.1: Develop an awareness of different 3.1.1.1: Identify levels of education within
levels of education. Botswana’s education system.
3.1.1.2: Identify the qualifications that can
be attained at different levels of
education within Botswana’s
education system.

40
T
Tooppiiccss G
Geenneerraall O
Obbjjeeccttiivveess SSppeecciiffiicc O
Obbjjeeccttiivveess

Students Should: Students Will:

3.1.1.3: Discuss the difference between

academic and technical training.
3.1.1.4: Identify institutions in Botswana
that offer technical training.
3.1.1.5: Identify institutions in Botswana
that offer academic training.
3.1.1.6: Discuss the advantages of technical
training.

3.2: Preparing for Examinations 3.2.1: Know how to prepare for 3.2.1.1: Discuss the importance of preparing
examinations for examinations.
3.2.1.2: Identify examination revision
techniques.
3.2.1.3: Discuss the different examination
techniques.
3.2.1.4: Explain the importance of getting
adequate rest before and during
examination time.
3.2.1.5: Discuss the necessary requirements in
the examination room.
3.2.1.6: Explain the importance of knowing
the examination timetable.

3.4: Adjustment to a new Environment 3.4.1: Acquire knowledge and skills to 3.4.1.1: Explain the differences between
adjust to secondary school primary and secondary school levels.
environment 3.4.1.2: Discuss the strategies that they can
employ to adjust to secondary school

41
T
Tooppiiccss G
Geenneerraall O
Obbjjeeccttiivveess SSppeecciiffiicc O
Obbjjeeccttiivveess

Students Should: Students Will:

life Environment
3.4.1.3: Discuss the implications of Junior
Certificate examination as opposed to
Primary School Leaving Examination.
3.4.1.4: Discuss why they should continue to
participate in extra-curricular
activities at secondary level.

4. VOCATIONAL GUIDANCE
4.1: Self Employment 4.1.1: Understand the importance of self- 4.1.1.1: Explain what self-employment is.
employment. 4.1.1.2: Identify self-employment projects in
their community.
4.1.1.3: Discuss the factors that need to be
taken into account when starting a
business.
4.1.1.4: Describe financial assistance schemes
available for those who want to start
business.
4.1.1.5: Identify the benefits and challenges
involved in running a business.
4.1.1.6: Discuss how self-employment
benefits Botswana.

42
INTRODUCTION AIMS OF THE PRIMARY SCHOOL MATHEMATICS PROGRAM

At lower primary, learners acquired knowledge and understanding of To develop in all learners
mathematics in numeracy, computational and problem solving skills
through practical activities, explorations and group work. The syllabus 1. competence and confidence in the application of
aims to further develop the skills learnt at lower primary. In addition, the computational skills in order to solve day to day problems
Upper Primary syllabus intends to give learners an opportunity to 2. inquiry skills, creativity, critical thinking and problem solving
approach problems with flexibility as well as trying alternative approaches ability
to overcome any difficulties. 3. an awareness of mathematics as a language to analyse and
communicate information and ideas
Learners would use number system more confidently by counting 4. an awareness of the interrelationship of topics within
accurately with all four number operations. They will explore features of mathematics and with other subjects
shape and space and develop measuring skills in a range of contexts. They 5. positive attitudes and values toward mathematics and its
will also learn to present their findings and reasoning using a wide range integration with other subjects
of methods, mathematical language, diagrams and charts. 6. numeracy and literacy skills compatible with technological
and scientific developments
RATIONALE 7. the ability to demonstrate the use of acquired mathematical
concepts and skills in making informed decisions and drawing
Mathematics plays a key role in everyday life as a communication tool that conclusions
makes extensive use of symbolic notation. It stirs the intellectual 8. appropriate and adequate concepts for further study of
challenge, the outcome of which is cognitive development that assists in mathematics and other related subjects
sustaining the thinking span. It helps to develop mental processes that 9. an awareness and appreciation of the role of mathematics in
enhance logical and critical thinking, accuracy and problem solving; all of cultural and traditional activities within the environment
which are very important in decision making. 10. an awareness of emerging issues in relation to mathematics.

Mathematics provides a foundation for logical and lateral thinking The subject demands the active participation of learners to explore the
essential in acquiring and organising knowledge, developing concepts and world around them through investigation as well as application of learned
skills, and understanding principles for further learning. It empowers principles.
learners to make associations and generalisations, which are important in
the study of, natural, physical and social sciences as well as in the
operation of industry and business. It is also seen in nature and thus helps
in the interpretation of the environment. Its study will develop in learners
the appreciation of its cultural and traditional development.

1
ATTAINMENT TARGETS
Carry out basic operations
At the end of 7 years of primary education every student should be 1. add whole numbers sum up to 1000 000
able to 2. subtract whole numbers up to 1000 000
3. multiply up to a 4-digit number by up to a 2-digit number
Read and write numbers 4. divide up to a 4-digit number by a 1-digit number and express the
1. read and write in numerals any given whole number up to 1000 000 remainder as a fraction or decimal
2. read and write whole numbers in words up to 1000 000 5. multiply and divide by powers of 10 up to 1000
3. classify whole numbers into odd, even, factors, multiples, prime, 6. determine equivalent amounts of money
squares, cubes, triangular and rectangular 7. make and apply estimates
4. read and write money values in numerals 8. use the correct order of operation
5. round off a whole number up to the nearest 1000 000
6. find the place value of digits in numbers up to 1000 000 Carry out and compute measurements
7. use symbols =, <, > to compare whole numbers up to 1 000 000 1. select appropriate instruments and units of measurement to a level of
8. write whole numbers in expanded form up to 1 000 000 accuracy required in a particular situation
9. identify positive and negative numbers 2. convert from one measurement to another within the same metric
10. order directed numbers system
11. identify use of numbers in various occupations and every day life 3. find perimeter, circumference of given shapes
4. find volumes of objects: cube, cuboids and cylinders
Compute fractions 5. measure length, capacity and mass of different objects
1. express proper fractions as decimals, percentages and vice-versa 6. calculate the circumference of a circle
2. express fractions in their lowest term 7. carry out the four basic operations on measurement
3. determine equivalent of fractions 8. tell time using 12 and 24 hour notations
4. express improper fractions as mixed numbers 9. read and interpret simple timetables given in 12 and 24 hour notations
5. order fractions with different denominators 10. convert time between 12 and 24 hour notation
6. add two fractions with different denominators of up to two digit 11. convert up to 3 consecutive time measures using the following time
numbers spans: millennium, century, decade, year, month, week, day, hour,
7. subtract one fraction from another with different denominators of up to minute and second
two digit numbers
8. add two decimals each with up to 3 decimal places (thousandth) Geometry
9. subtract decimals each with up to 3 decimal places (thousandth) 1. identify and name types of lines: vertical, horizontal, slanting, parallel
10. order decimals and perpendicular
11. multiply and divide fractions by whole numbers 2. identify and name kinds of angles: right, straight, acute, obtuse, reflex
12. calculate percentages 3. draw angles: right, straight, acute, obtuse, reflex
13. solve problems involving ratio and direct proportion 4. complete the drawing of an object given the line of symmetry

2
5. identify and name up to 10 sided polygons
6. identify properties of polygons TEACHING METHODOLOGY
7. construct triangles given specific measures of angles and sides using a
variety of tools The teaching method expected to be used by teachers when using this
8. identify and draw circumference, diameter and radius of a circle syllabus must be predominantly learner centred. This includes,
9. use the first quadrant of Cartesian coordinate to describe and find the discussions, brainstorming, group work, research work, project work,
position of given points problem solving.
10. describe and carry out simple transformations: translations, reflections,
rotations SYLLABUS ORGANISATION
11. identify tessellation
12. identify and name polyhedra and their nets The syllabus consists of six modules: Numbers and Operations, Geometry,
13. find the relationship between sides, edges and vertices of Measures, Problem solving, Statistics and Algebra. The syllabus
prisms(Euler’s formula) maintains the progressive and spiral approach to the modules.

Problem solving It ends with an APPENDIX giving the list of words to be covered
1. play games and solve simple puzzles throughout the syllabus.
2. apply addition, subtraction, multiplication and division to solve
problems in real life situations Module 1: Numbers and Operations
3. carry out simple investigations
The module addresses number facts, which include addition, subtraction,
Statistics multiplication and division facts. Learners would apply these facts to
1. read, interpret and draw pictographs, bar graphs, pie charts and line solve problems in real life situation. Learners would also use their
graphs knowledge of the number facts to solve problems that involve percentages
2. represent information on pictograph, bar, pie chart and line graphs and fractional ideas. The module also includes more knowledge about the
3. carry out investigation using appropriate statistical methods sequence of numbers, writing numerals in words as well as the place value
4. calculate averages of the number system.
5. Work out simple probability
Module 2: Geometry
Algebra
This module deals with both two and three-dimensional geometrical
1. complete given sequences shapes, their names, properties, construction and relationship to each other.
2. simplify expression with different variables The module also covers position as an important aspect of our world
3. evaluate given expressions through finding direction, using simple maps and co-ordinates. The
4. solve simple linear equations of the form ax + b = c module would develop in learners an appreciation of patterns in space as
5. find input, output sets or mapping

3
seen in symmetry, transformations, and tessellation as well as the precise way to write mathematical statements. This includes patterns and
occurrence of geometry in the environment. sequences, expressions and equations.

ASSESSMENT PROCEDURES

Module 3: Measures Learners Continuous Assessment

The module allows learners to recognise the importance of measurement It is expected that teachers will closely monitor each learner’s
in real life situation through practical experiences in using measuring, performance. This monitoring should be made up of observations and
measuring devices, making estimations of quantities and in mastering class exercise performance. The results of this monitoring will help the
equivalence between units. This would enable learners to further develop teacher to diagnose weaknesses early. Teachers are encouraged to take
and use measurement formulas. time to discuss with each individual learner on their performance from
time to time. It is also important to encourage learners to continuously
Module 4: Problem Solving reflect on their performance for self-introspection.

Problem solving develops in learners the ability to be creative in applying Assignment

mathematical concepts and techniques and to reflect critically on the
methods they have chosen. Learners could apply some of the problem Assignments should be given to learners to enable them to continuously
solving strategies, such as: drawing a picture, acting out the problem, revise all previous work done.
guessing and checking the solution, using a drawing, finding the pattern,
making an organised list, making a table, working backwards, using visual Tests
reasoning and using logical reasoning. Problem solving also encourages
co-operative learning. Teachers must use different types of tests to ensure that different aspects
of their teaching are covered. Each test should be well planed for so that
Module 5: Statistics they can achieve their intended objectives. They can be given weekly,
fortnightly or monthly to diagnose, lessons, topics or modules. Mock
Statistics develops the skills of collecting, organising and analysing data examination tests can be use to give the learners the fill of examinations.
and presenting reports and summaries. It helps learners to interpret data in
charts, tables and graphs of various kinds. In this module, learners would
also develop the idea of probability and its use in every day life. TIME ALLOCATION

Module 6: Algebra According to recommendations put forward, the following time allocation
has been suggested.
Algebra introduces learners to a new way of communicating mathematics
through letters and symbols. Algebra also and provides a shorter and more Standard 5 to 7 3.5 hours per week

4
 STANDARD 5

MODULE 1: NUMBERS AND OPERATION

Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
1.1 Whole Numbers 1.1.1 Develop numeracy skills 1.1.1.1 read in numerals and words numbers up to 10 000
1.1.1.2 write in numerals and words numbers up to 10 000
1.1.1.3 classify whole numbers as odd, even and prime
1.1.1.4 denote place value up to 10 000
1.1.1.5 write numbers in expanded form
1.1.1.6 use symbols: =, <, > to compare numbers up to 10 000
1.1.1.7 round off to the nearest 10, 100, 1000
1.1.1.8 identify the use of numbers in various occupations and everyday life
1.2 Operations 1.2.1 apply the four basic operations on 1.2.1.1 estimate sum of given numbers
whole numbers 1.2.1.2 add two to three numbers of up to 4-digits, sum up to 10 000
1.2.1.3 apply the commutative and associative law of addition
1.2.1.4 identify the identity element of addition
1.2.1.5 estimate differences of given numbers
1.2.1.6 subtract up to 4-digit numbers within 10 000
1.2.1.7 find factors of numbers up to fifty
1.2.1.8 identify the Lowest Common Multiple (LCM)
1.2.1.9 identify the Highest Common Factor (HCF)
1.2.1.10 estimate products of given numbers
1.2.1.11 multiply whole numbers by 10 and 100 with product up to 10 000
1.2.1.12 multiply numbers by multiples of ten
1.2.1.13 multiply up to a 2-digit number by a 2-digit number with product up to 10 000
1.2.1.14 estimate quotient of given numbers
1.2.1.15 divide up to 3-digit number by a 1-digit number with remainder
1.2.1.16 divide whole numbers by 10, 100 and 1000
1.2.1.17 use the correct order of operations in solving number sentences up to 3 steps
1.2.1.18 solve word problems involving the four basic operations
1.2.1.19 identify the use of number operations in various occupations and the
environment

68
1.3 Fractions 1.3.1 develop computational skills on 1.3.1.1 identify fractions with denominators 6, 7, 8, 9, 10, 11, 12 and 100
fractions 1.3.1.2 identify equivalent fractions
1.3.1.3 order fractions with the same denominators in descending or ascending
order
1.3.1.4 convert improper fractions to mixed numbers
1.3.1.5 convert mixed numbers to improper fractions
1.3.1.6 use =, <, > to compare two proper fractions with same denominators
1.3.1.7 use =, <, > to compare two proper fractions with different denominators
1.3.1.8 add a whole number and a fraction
1.3.1.9 subtract a fraction from a whole number
1.3.1.10 add fractions with different denominators
1.3.1.11 subtract fractions with different denominators
1.3.1.12 express percentages as fractions
1.3.1.13 express fractions as percentages (restrict to whole numbers)
1.4 Decimals 1.4.1 compute decimals 1.4.1.1 use place value to represent decimals up to hundredths
1.4.1.2 convert fractions with denominators 10 and 100 to decimals.
1.4.1.3 add two decimal numbers up to 1 decimal place (tenths)
1.4.1.4 subtract decimals within tenths
1.4.1.5 multiply a decimal number up to one decimal place by a whole number
1.4.1.6 multiply a decimal number up to one decimal place by 10 and 100
1.4.1.7 divide a decimal number up to one decimal place by a whole number
1.4.1.8 solve word problems involving decimal
1.5 Money 1.5.1 apply the four basic operations on 1.5.1.1 interpret and understand the significance of national symbols on money
money 1.5.1.2 read and write money in Pula and Thebe
1.5.1.3 convert Pula to Thebe and vice-versa
1.5.1.4 add money up to P1000
1.5.1.5 subtract money within P1000
1.5.1.6 multiply money up to P1000
1.5.1.7 divide money up to P1000
1.5.1.8 make purchases of and change for items up to P100
1.5.1.9 make simple bills

69
MODULE 2: GEOMETRY
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
2.1 Lines 2.1.1 develop an understanding of lines 2.1.1.1 differentiate types of lines: Perpendicular, parallel and curve
2.1.1.2 identify parallel, perpendicular and curved lines in shapes and within the
environment
2.1.1.3 draw perpendicular lines using a compass, ruler and set square
2.1.1.4 draw perpendicular lines using a ruler and set square
2.1.1.5 combine different types of lines to make shapes
2.2 Angles 2.2.1 acquire more knowledge on angles 2.2.1.1 name angles as straight and reflex
2.2.1.2 identify angles as straight and reflex in the environment
2.2.1.3 identify a revolution and fractions of a revolution using right angles
2.2.1.4 measure angle sizes in whole numbers using a protractor
2.2.1.5 make clockwise and anti-clockwise turns using cardinal points and relate
them to angles
2.2.1.6 construct angles accurately given their sizes (restrict to whole numbers)
2.3 Quadrilaterals 2.3.1 develop knowledge on quadrilaterals 2.3.1.1 identify and name quadrilaterals
2.3.1.2 investigate the relationship between angles and sides of quadrilaterals
2.3.1.3 identify quadrilaterals with equal opposite angles and sides
2.3.1.4 identify quadrilaterals with different opposite angles and sides
2.3.1.5 state properties of quadrilaterals
2.3.1.6 draw quadrilaterals
2.3.1.7 1dentify quadrilaterals in the environment
2.4 Symmetry 2.4.1 acquire knowledge on symmetry and 2.4.1.1 identify lines of symmetry in two dimensional shapes
its existence in the environment 2.4.1.2 identify symmetry in objects in the environment
2.4.1.3 determine line of symmetry for two-dimensional shapes using paper
folding and reflection
2.4.1.4 draw lines of symmetry given a two dimensional figure
2.4.1.5 complete a drawing of any two dimensional figure given a part and a line
of symmetry
2.4.1.6 sort quadrilaterals according to lines of symmetry
2.4.1.7 identify and appreciate symmetry in nature

70
2.5 Tessellation 2.5.1 apply knowledge of shapes on 2.5.1.1 identify tessellation in objects in the surroundings
tessellation 2.5.1.2 make tessellation of different shapes
2.6 Transformation 2.6.1 understand basic concepts on 2.6.1.1 identify flips, slides and turns using concrete materials and drawings
transformational geometry 2.6.1.2 carry out flips, slides and turns using concrete objects and drawings
2.6.1.3 identify flip, slides and turns in the environment
2.7 Co-ordinates 2.7.1 acquire knowledge on position and 2.7.1.1 give directions using left and right
direction of objects / points on a grid 2.7.1.2 describe the position of object on the grid using left and right
2.7.1.3 describe the position of objects in a grid using rows and columns
2.7.1.4 use a grid reference to identify position of objects in a grid

71
MODULE 3: MEASURES
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
3.1 Length 3.1.1 demonstrate an understanding of and 3.1.1.1 select appropriate instruments and units to measure linear dimensions
ability to apply measurement units of 3.1.1.2 measure perimeters of circles and irregular shapes using strings and rulers
length 3.1.1.3 measure boundaries and diagonals in shapes and objects in mm, cm & m
3.1.1.4 calculate perimeters of quadrilaterals and triangles
3.1.1.5 convert mm to cm, and cm to m
3.1.1.6 convert cm to mm and m to cm
3.2 Area 3.2.1 demonstrate skills on measuring area 3.2.1.1 calculate the area of rectangles and squares
of two dimensional shapes 3.2.1.2 Estimate the area of irregular polygons using a square grid
3.2.1.3 use manipulation to find the formula for the area of a triangle
3.3 Mass 3.3.1 apply knowledge on measurement of 3.3.1.1 select appropriate standard units to measure mass
mass 3.3.1.2 convert kilograms to grams
3.3.1.3 convert grams to kilograms
3.3.1.4 solve word problems on mass involving the four basic operations
3.4 Capacity 3.4.1 demonstrate an understanding on 3.4.1.1 estimate to the nearest litre
measurement of capacity 3.4.1.2 measure to the nearest litre
3.4.1.3 convert ml to l
3.4.1.4 convert l to ml
3.4.1.5 solve word problems involving capacity
3.5 Volume 3.5.1 understand the concept of volume 3.5.1.1 find the volume of boxes using 1cm3 units cube
3.5.1.2 use the formula for the volume of cubes and cuboids
3.5.1.3 make models of cubes and cuboids of given volumes
3.5.1.4 solve word problems involving volume
3.6 Time 3.6.1 gain knowledge on time 3.6.1.1 convert hours to minutes
3.6.1.2 convert minutes to hours
3.6.1.3 read analogue clock to the nearest minute in 12 hour notation
3.6.1.4 read digital clock to the nearest minute using 12 hour notation
3.6.1.5 estimate time intervals to the nearest minute
3.6.1.6 measure time intervals to the nearest minute
3.6.1.7 identify time spans: year, decade and century

72
MODULE 4: PROBLEM SOLVING
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
4.1 Games and 4.1.1 acquire problem solving skills and 4.1.1.1 play mathematical games
Puzzles processes 4.1.1.2 solve mathematical puzzles
4.2 Investigations 4.2.1 acquire process skills to carryout 4.2.1.1 carry out simple investigations involving numbers, geometry, measures
investigations and algebra
4.2.1.2 conduct mathematical investigative project on numbers, geometry and
measures
4.2.1.3 communicate mathematically, using appropriate mathematical languagein
discussions and presentations
MODULE 5: STATISTICS
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
5.1 Graphs 5.1.1 show understanding of displaying 5.1.1.1 display data in pictographs using two or more symbols
data 5.1.1.2 show data on bar graphs
5.1.1.3 display data on line graphs
5.1.1.4 read and analyse information given in a graph
5.2 Measures of 5.2.1 acquire skills to summarise data 5.2.1.1 find the mode in a distribution of not more than 10 numbers
central tendency 5.2.1.2 find the median in a distribution of not more than 10 numbers
and range 5.2.1.3 calculate the range of a given distribution
5.2.1.4 show how the mode, median and range can be used to interpret data
5.3 Data collection 5.3.1 apply manipulative skills to collect 5.3.1.1 conduct simple surveys, including HIV/AIDS and Environmental
and analysis and analyse data Education issues
5.3.1.2 collect data and record information in tabular form
5.3.1.3 represent data in appropriate graphs using pictograph, bar graph and/ or
line graph
5.2.1.4 make conclusions from the survey
5.4 Probability 5.4.1 understand the concept of probability 5.4.1.1 discuss events of chance: election outcome, winning a game, weather
prediction
5.4.1.2 classify events as never, sometimes, always, certainly, possible or
impossible

73
MODULE 6: ALGEBRA
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
6.1 Algebra 6.1.1 acquire knowledge on algebra 6.1.1.1 generate number patterns
6.1.1.2 complete a linear sequence given at least four consecutive terms
6.1.1.3 identify pattern rules for linear geometric patterns
6.1.1.4 map arrow diagrams using two or more operations
6.1.1.5 replace missing numbers in number sentences involving addition and
subtraction with alphabets and solve by inspection (e.g. 4 + = 10
4 + a = 10
6.1.1.6 given a number sentence involving up to three terms, form a story
6.1.1.7 given a story form a number sentence involving three terms
6.1.1.8 given an expression form a story
6.1.1.9 given a story form an expression

74
 STANDARD SIX

MODULE 1: NUMBERS AND OPERATIONS

Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
1.1 whole Numbers 1.1.1 acquire knowledge on numbers 1.1.1.1 denote place value of numbers up to hundred thousands using place value
materials including abacus, drawings and symbols
1.1.1.2 write Roman numerals up to 12
1.1.1.3 read whole numbers in numerals and words up to 100 000
1.1.1.4 write whole numbers in numerals and words up to 100 000
1.1.1.5 classify whole numbers as square, rectangular and triangular
1.1.1.6 read whole numbers in expanded form up to 100 000
1.1.1.7 write whole numbers in expanded form up to 100 000
1.1.1.8 round off to the nearest 10 000
1.1.1.9 use symbols: =, <, > to compare numbers up to 100 000
1.2 Number 1.2.1 understand basic number operations 1.2.1.1 add two to four numbers of up to a 4-digits sum up to 100 000
Operations 1.2.1.2 apply the associative law of addition
1.2.1.3 subtract up to a 4-digit number within 100 000
1.2.1.4 use estimation to check addition and subtraction
1.2.1.5 find factors of numbers up to 100
1.2.1.6 find the Lowest Common Multiple and Highest Common Factor
1.2.1.7 multiply a 3-digit number by up to a 2-digit number with product up to 10
000
1.2.1.8 multiply whole numbers by 10,100,1000
1.2.1.9 multiply whole numbers by multiples of hundred
1.2.1.10 apply the distributive law of multiplication
1.2.1.11 divide up to 4-digit numbers by a 1-digit number with and without
remainders
1.2.1.12 use estimation to check multiplication and division
1.2.1.13 use the correct order of operations in solving number sentences up to 4
steps
1.2.1.14 solve word problems involving the four basic operations

75
1.3 Fractions 1.3.1 apply the four basic operations on 1.3.1.1 order proper fractions with different denominators in descending or
fractions ascending order
1.3.1.2 express fractions in their lowest term
1.3.1.3 develop fractional patterns and sequences
1.3.1.4 use the symbols =, <, > to compare fractions
1.3.1.5 express proper fractions as decimals
1.3.1.6 express decimals as proper fractions
1.3.1.7 express improper fractions as decimals
1.3.1.8 express decimals as improper fractions
1.3.1.9 add fractions with different denominators
1.3.1.10 subtract fractions with different denominators
1.3.1.11 add mixed numbers with different denominators
1.3.1.12 subtract mixed numbers with different denominators
1.3.1.13 use a fraction as an operator to find fractions of quantities
1.3.1.14 multiply a fraction by a whole and vice versa
1.3.1.15 solve word problems involving fractions
1.4 Decimals 1.4.1 apply the four basic operations on 1.4.1.1 read decimal numbers in numerals and words up to thousandths
decimals 1.4.1.2 write decimal numbers in numerals and words up to thousandths
1.4.1.3 order decimals in descending or ascending order
1.4.1.4 use the symbols =, <, > to compare decimals
1.4.1.5 add two decimal numbers up to 2 decimal places
1.4.1.6 subtract decimal numbers up to 2 decimal places
1.4.1.7 multiply a decimal number up to 2 decimal places
1.4.1.8 multiply a decimal number up to 2 decimal places by 10, 100 and 1000
1.4.1.9 divide a decimal number up to 2 decimal places by 10 and 100
1.4.1.10 divide a decimal number up to 2 decimal places by a whole number
1.4.1.11 solve problems involving mixed operations on decimals and whole
numbers
1.4.1.12 solve word problems involving decimals
1.5 Percentages 1.5.1 compute percentages 1.5.1.1 express percentages as proper fractions
1.5.1.2 express percentages as decimals
1.5.1.3 calculate percentages of given quantities (restrict to whole numbers)
1.5.1.4 express one quantity as a percentage of another
1.5.1.5 solve simple word problems involving percentages

76
1.6 Ratios 1.6.1 acquire knowledge on ratios 1.6.1.1 define ratio
1.6.1.2 use concrete material to show ratios
1.6.1.3 write ratios in their simplest form
1.6.1.4 divide a quantity into a given ratio
1.7 Money 1.7.1 perform computational techniques 1.7.1.1 read and write money values to P10 000 in numerals and words
involving money 1.7.1.2 represent amounts of money up to P100 using the smallest possible
number of notes and coins
1.7.1.3 interpret bills
1.7.1.4 solve simple word problems involving addition, subtraction, multiplication
and division of money up to P1000

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MODULE 2: GEOMETRY
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
2.1 Angles 2.1.1 develop skills on measuring and 2.1.1.1 measure angles of different sizes accurately
constructing angles 2.1.1.2 construct angles of different sizes accurately
2.1.1.3 use correct angle notation
2.1.1.4 calculate the sum of the interior angles of squares, rectangles and triangles
2.1.1.5 calculate the sum of the interior angles of a quadrilateral
2.1.1.5 construct squares, rectangles and triangles given sizes of angles and
lengths of sides using mathematical instruments
2.2 Polygons 2.2.1 acquire knowledge on polygons and 2.2.1.1 name polygons of up to ten sides
their properties 2.2.1.2 state properties of polygons
2.2.1.3 sort polygons as regular or irregular
2.2.1.4 identify and sort regular polygons according to number of lines of
symmetry
2.2.1.5 identify the circumference, diameter and radius in a circle
2.2.1.6 identify shapes of faces in three dimensional figures
2.2.1.7 sort polyhedral as pyramids and prisms: up to octagonal prism and square
pyramid
2.2.1.8 sketch all the faces that make up a three dimensional figure
2.2.1.9 make nets of different polyhedral
2.3 Tessellation 2.3.1 apply knowledge of shapes and 2.3.1.1 carry out tessellation using various polygons
polygons to tessellation 2.3.1.2 carry out tilling of polygons, composite and curved shapes
2.3.1.3 classify polygons as tessellating and non tessellating
2.4 Transformation 2.4.1 demonstrate an understanding of 2.4.1.1 identify translations, reflections and enlargements
transformational geometry using 2.4.1.2 show reflections using concrete materials and drawings
concrete materials and drawings 2.4.1.4 carryout enlargement of scale factor 2, using concrete materials and
drawings
2.4.1.5 identify the occurrence and application of geometric properties in the
environment

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2.5 Coordinate 2.5.1 show understanding of simple maps and 2.5.1.1 draw and label the first quadrant of a Cartesian plain
Geometry directions 2.5.1.2 identify the y-axis and x-axis in the first quadrant of a Cartesian plain
2.5.1.3 describe specific location of a point on the Cartesian plain with reference
to the origin
2.5.1.4 use first quadrant Cartesian coordinates to describe the position of a point
2.5.1.5 show the position of a point given coordinates in the first quadrant
2.5.1.6 relate co-ordinates to everyday life

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MODULE 3: MEASURES
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
3.1 Length 3.1.1 show an understanding and 3.1.1.1 measure length, height, width, depth and thickness of objects in the
application of measurements of length environment in millimetres, centimetres and metres
3.1.1.2 measure a variety of distances between two objects/points up to a
kilometre
3.1.1.3 estimate distances up to two kilometres
3.1.1.4 select the most appropriate standard unit to measure linear dimensions:
mm, cm, m and km
3.1.1.5 measure and find perimeters and diagonals of polygon of up to 10 sides
3.1.1.6 ketch and draw rectangles given perimeters
3.1.1.7 measure perimeters of objects in the surroundings
3.1.1.8 use the formula to find the circumference of a circle
3.1.1.9 find the perimeter of irregular polygons
3.1.1.10 convert within mm, cm, m and km
3.2 Area 3.2.1 demonstrate skills on calculating area 3.2.1.1 calculate areas of triangles using formula
of two dimensional shapes 3.2.1.2 calculate the area of composite shapes excluding semi-circle
3.2.1.3 draw a rectangle or square given its area
3.2.1.4 use the formula to find the area of circle
3.2.1.5 use word problems involving areas of rectangles, squares and triangles
3.3 Mass 3.3.1 gain more knowledge on measuring 3.3.1.1 record measurements in grams and kilograms using decimal notation
mass 3.3.1.2 measure accurately mass of objects in the environment using appropriate
measuring units and devices
3.3.1.3 calculate gross and net mass
3.3.1.4 solve word problems in mass
3.4 Volume 3.4.1.1 develop skills in measuring volume 3.4.1.1 calculate the volume of cuboids using formula
3.4.1.2 measure volume of various objects by displacement
3.4.1.3 differentiate between volume and capacity
3.4.1.4 determine the relationship between units of volume and capacity
3.4.1.5 convert units of volume and capacity
3.4.1.6 solve word problems on volume and capacity

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3.5 Capacity 3.5.1 develop more knowledge on capacity 3.5.1.1 carryout inter-conversions of units of capacity
3.5.1.2 select appropriate unit to measure capacity of different objects
3.5.1.3 solve word problems on capacity
3.6 Time 3.6.1 develop understanding of time 3.6.1.1 write analogue time as digital time and vice versa
3.6.1.2 read, write and tell time in 24 hour notation
3.6.1.3 identify leap years
3.6.1.4 identify time span in year, decade, century, millennium
3.6.1.5 read and interpret distance-time graphs and time tables
3.6.1.6 calculate length of time (duration)
3.6.1.7 identify time differences of places with reference to the Greenwich
Meridian
3.6.1.8 solve word problems involving time
MODULE 4: PROBLEM SOLVING
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
4.1 Games and 4.1.1 apply acquired knowledge, skills and 4.1.1.1 play mathematical games that require problem-solving processes
Puzzles processes in problem-solving 4.1.1.2 solve mathematical puzzles that require problem-solving processes
4.2 Investigations 4.2.1 develop skills to carryout 4.2.1.1 discuss different problem solving strategies to use in order to solve a
investigations and solve problem problem
solving activities 4.2.1.2 use problem solving strategies to solve problems involving numbers and
operations, geometry, measures, algebra and statistics
4.2.1.3 formulate problem solving activities
4.2.1.4 solve non-routine problems
4.2.1.5 conduct simple mathematical investigations on numbers, geometry,
measures and algebra
4.2.1.6 use correct mathematical language, symbols and vocabulary to present a
problem or a solution

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MODULE 5: STATISTICS
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
5.1 Graphs 5.1.1 acquire knowledge on data display 5.1.1.1 read and interpret line graph representing information on everyday life
and interpretation 5.1.1.2 discuss and interpret graphs that keep records of current events: including
HIV/AIDS, Environmental Education issues and accidents in Botswana
5.2 Data collection 5.2.1 develop manipulative skills on 5.2.1.1 collect and record data in tabular form
analysis collecting, recording, displaying and 5.2.1.2 identify an appropriate graph to display data
analysing data 5.2.1.3 make conclusions about the findings of the data collected
5.3 Measure of 5.3.1 acquire more knowledge on 5.3.1.1 find mode and median in a distribution not more than 10 numbers (use up
Central Tendency summarising data to 2-digit numbers
5.3.1.2 calculate the mean of a distribution not more than 10 numbers (use to 2-
digit numbers
5.3.1.3 show how the mean can be used to interpret data
5.3.1.4 solve problems involving the mode, median and mean
5.4 Probability 5.4.1 relate meaningful experiences about 5.4.1.1 discuss probability situations in everyday life
probability 5.4.1.2 use mathematical language in discussions to describe probability (e.g.
likely, unlikely, probably, never, sometimes, always)
5.4.1.3 explore through simple games and experiments the likelihood that an event
may occur
5.4.1.4 use events from meaningful experiences to discuss probability

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MODULE 6: ALGEBRA
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
6.1 Algebra 6.1.1 acquire knowledge on algebra 6.1.1.1 simplify a one step linear expression of the first-degree with one variable
restricted to addition and subtraction ( e.g. a + a, 2c + c, 2p – p)
6.1.1.2 solve linear equations involving three terms with one variable and
coefficient of one by inspection (e. g x + 1 = 5, m – 2 =7)
6.1.1.3 translate simple statements into algebraic expressions
6.1.1.4 translate simple statements into algebraic equation
6.1.1.5 evaluate simple algebraic expressions by substitution
6.1.1.6 solve word problems giving rise to first-degree equations with one
variable by inspection

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 STANDARD 7

MODULE 1: NUMBERS AND OPERATION

Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
1.1 Whole Number 1.1.1 gain more knowledge on numbers 1.1.1.1 read and write whole numbers in numerals and words up to 1 000 000
1.1.1.2 use symbols such as =, <, > to compare numbers up to1 000 000
1.1.1.3 round off to the nearest 100 000
1.1.1.4 write numbers in expanded form up to 1 000 000
1.2 Directed numbers 1.2.1 gain knowledge on directed numbers 1.2.1.1 identify positive and negative numbers
1.2.1.2 order directed numbers in ascending and descending order
1.3 Number 1.3.1 demonstrate proficiency on number 1.3.1.1 use estimation to check addition and subtraction
operations operations 1.3.1.2 add numbers up to one million
1.3.1.3 subtract numbers within one million
1.3.1.4 use estimation to check multiplication and division solutions
1.3.1.5 multiply a 4-digit number by up to 2-digit number
1.3.1.6 discuss the characteristics of multiples and factors of numbers up to 1000
1.3.1.7 find Lowest Common Multiples of given numbers
1.3.1.8 find Highest Common Factors of given numbers
1.3.1.9 multiply whole number by powers of ten
1.3.1.10 multiply by multiples of 1000
1.3.1.11 divide up to 4-digit number by a 2-digit number and express the remainder
as a fraction
1.3.1.12 divide up to 4-digit number by a 2-digit number and express the remainder
as a decimal
1.3.1.13 write numbers in index form
1.3.1.14 use the correct order of operations to solve number sentences
1.3.1.15 solve word problems involving the four basic operations giving rise to
answers not exceeding 1 000 000

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1.4 Fractions 1.4.1 demonstrate understanding of 1.4.1.1 express the relationship between proper fractions, decimals and
operations on fractions percentages
1.4.1.2 express improper fractions as mixed numbers
1.4.1.3 express mixed numbers as improper fractions
1.4.1.4 order mixed numbers, proper and improper fractions
1.4.1.5 use the symbols =, <, > to compare fractions with whole numbers
1.4.1.6 add proper, improper fractions and mixed numbers with denominator of up
to two digits and express the answer as a mixed number
1.4.1.7 subtract proper, improper fractions and mixed numbers with denominator
of up to two digits and express the answer as a mixed number
1.4.1.8 relate division to fractions
1.4.1.9 multiply fractions with denominators of up to two digits by whole numbers
and vice versa
1.5 Decimals 1.5.1 apply basic operations on decimals 1.5.1.1 use the symbols =, <, > to compare decimals with whole numbers
1.5.1.2 use the symbols =, <, > to compare decimals with fractions
1.5.1.3 add decimals to the thousandths place
1.5.1.4 subtract decimals to the thousandth place
1.5.1.5 multiply numbers up to 3 decimal places by 10, 100 and1000
1.5.1.6 multiply numbers up to 3 decimal places by whole numbers
1.5.1.7 divide numbers up to 3 decimal places by 10, 100 and 1000
1.5.1.8 divide numbers up to 3 decimal places by whole numbers
1.5.1.9 round off decimals to specified numbers of decimal places
1.5.1.10 solve problems involving mixed operations with decimals and fractions
1.6 Percentages 1.6.1 gain more knowledge on percentages 1.6.1.1 express percentages as decimals and proper fractions
1.6.1.2 express proper fractions as decimals and percentages
1.6.1.3 calculate simple percentages (restrict to whole numbers)
1.6.1.4 find percentages of given quantities (restrict to whole numbers)
1.6.1.5 express one quantity as a percentage of another
1.6.1.6 calculate percentage increase and decrease
1.6.1.7 use percentages to make comparisons
1.6.1.8 discuss the use of percentages in everyday life, including emerging issues

85
1.7 Rates and Ratios 1.7.1 acquire more knowledge on rates and 1.7.1.1 express ratios as fractions
ratios 1.7.1.2 describe direct proportion
1.7.1.3 solve simple problems involving direct proportion
1.7.1.4 define rates
1.7.1.5 use rates to compare quantities
1.7.1.6 calculate exchange rates of different currencies (up to a tenths)
1.8 Money 1.8.1 apply money in everyday life 1.8.1.1 explain Value Added Tax (VAT)
1.8.1.2 calculate VAT
1.8.1.3 interpret bills and invoices
1.8.1.4 make a budget of up to P1 000
1.8.1.5 calculate selling and buying price (profit and loss)
1.8.1.6 calculate percentage increase and decrease
1.8.1.7 solve word problems involving addition, subtraction, multiplication and
division of money up to P1000

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MODULE 2: GEOMETRY
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
2.1 Angles 2.1.1 develop skills on angles in 2- 2.1.1.1 name different types of triangles and their properties
dimensional shapes 2.1.1.2 estimate angles of triangles in degrees
2.1.1.3 measure angles of triangles in degrees
2.1.1.4 estimate angles of quadrilaterals in degrees
2.1.1.5 measure angles of quadrilaterals in degrees
2.1.1.6 construct triangles given specific measures of angles and sides using a
variety of tools
2.1.1.7 demonstrate congruency of figures by measuring angles and sides
2.1.1.8 identify simple factors of 360 degrees
2.1.1.9 make clockwise and anti clockwise turns to specific angle sizes
2.2 Polygons 2.2.1 acquire knowledge on 3-dimensional 2.2.1.1 determine and find the relationships of faces, edges and vertices of right
and their properties prisms
2.2.1.2 make nets of cubes, prisms and pyramids (polyhedral)
2.2.1.3 identify the properties of prisms
2.2.1.4 identify the properties of pyramids
2.3 Transformations 2.3.1 understand key concepts in 2.3.1.1 carry out simple transformations: translation, reflection and enlargement of
transformational geometry scale factor 2, 3 and 4
2.4.1.2 carryout rotations using concrete materials and drawings
2.4.1.3 find the image of an object given the angle of rotation (angles 90°, 180°
and 270°)
2.3.1.4 identify a transformation given an object and an image
2.3.1.5 describe a transformation given an object and an image
2.4 Coordinate 2.4.1 show understanding of coordinates in 2.4.1.1 plot points given co-ordinates in the first quadrant
geometry the Cartesian plane 2.4.1.2 plot co-ordinates in the first quadrant and join them to form different
shapes

87
MODULE 3: MEASURES
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
3.1 Length 3.1.1 show the ability to apply length 3.1.1.1 find length of a rectangle or square side given one side and perimeter
measurements 3.1.1.2 find perimeter of composite shapes
3.1.1.3 use prefixes in the metric system of length correctly (milli-, centi-, deci-,
kilo-)
3.1.1.4 carryout inter conversions of metric systems of length
3.1.1.5 solve word problems involving perimeters
3.2 Area 3.2.1 gain knowledge on calculating area 3.2.1.1 calculate area of triangle and circles
3.2.1.2 calculate the length of side of a square or rectangle given the area
3.2.1.3 find area of shaded rectangular regions
3.2.1.4 calculate area of composite shapes
3.2.1.5 solve word problems involving area
3.3 Mass 3.3.1 develop more knowledge in 3.3.1.1 calculate gross and net mass
measuring mass 3.3.1.2 measure mass of water
3.3.1.3 solve word problems on mass
3.4 Volume 3.4.1 develop skills in measuring volume 3.4.1.1 compare mass and volume of water
3.4.1.2 derive and use formula to calculate volumes of cylinders
3.4.1.3 find volume of irregular shapes
3.4.1.4 solve word problems on volume
3.5 Time 3.5.1 acquire more knowledge on time 3.5.1.1 compare 12 hours and 24 hour clock times
3.5.1.2 solve problems on calendars and timetables
3.5.1.3 identify time difference of places using their respective local times
3.5.1.4 convert up to 3 consecutive time measures using time span up to a
millennium
3.5.1.5 solve word problems on time
3.5.1.6 calculate distance, time and speed
3.5.1.7 interpret distance-time graphs

88
MODULE 4: PROBLEM SOLVING
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
4.1 Games, Puzzles 4.1.1 use acquired knowledge to design 4.1.1.1 design mathematical games
games and puzzles 4.1.1.2 play mathematical games
4.1.1.3 design mathematical puzzles
4.1.1.4 solve mathematical puzzles
4.2 Problem solving 4.2.1 apply knowledge, skills and processes 4.2.1.1 use problem solving strategies to solve problems involving numbers and
learnt to solve real life problems operations, geometry, measures, algebra and statistics
4.2.1.2 solve non-routine real life problems
MODULE 5: STATISTICS
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
TOPIC GENERAL OBJECTIVE SPECIFIC OBJECTVE
5.1 Graphs 5.1.1 acquire more knowledge on graphs 5.1.1.1 read and interpret information on pie charts
5.1.1.2 draw a pie chart to represent given information

5.2 Measures of 5.2.1 acquire more knowledge on 5.2.1.1 find mean, mode, median and range in a distribution of not more than 10
central tendency summarising data numbers
5.2.1.2 solve word problems involving mode, median and mean

5.3 Data collection 5.3.1 develop skills to design a survey and 5.3.1.1 design surveys, collect data and record, including HIV and AIDS issues, in
and manipulation process data tabular form
5.3.1.2 identify an appropriate graph to display data
5.3.1.3 make conclusions about the findings of the investigations
5.4 Probability 5.4.1 demonstrate an understanding of 5.4.1.1 use dice to assign roles and discuss fairness of games
probability 5.4.1.2 use probability games and identify all possible outcomes
5.4.1.3 connect real life statements with probability concepts (e.g. if I’m 1 out 5 of
people in a group, the probability of being chosen is 1 out of 5)
5.4.1.4 predict probability in simple experiments
5.4.1.5 use fractions to describe probability

89
MODULE 6: ALGEBRA
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
6.1 Algebra 6.1.1 understand expressions and equations 6.1.1.1 translate simple statements into algebraic expressions or equations
involving three terms
6.1.1.2 solve word problems giving rise to first-degree linear equations with one
variables by inspection or systematic trail involving three terms
6.1.1.3 solve equations of the form ax = c and ax + b = c by systematic trial and
error using whole numbers
6.1.1.4 simplify expressions with up to two variables involving up to four terms
(restrict to coefficients as whole numbers not exceeding 9 e.g. 2a + b + 3a
+ 2b)
6.1.1.5 evaluate simple algebraic expressions by substituting whole numbers for
the variables (up to two variables)

90
 APPENDIX 1

Mathematics can no longer be portrayed as an isolated subject that deals only in numbers and symbols. When students learn mathematics, they do more than
mastering basic skills; they acquire a concise and powerful means of communication. The aims of the primary school mathematics program emphasise the
teaching of mathematics which will impart in learners, knowledge of mathematical language, structure and operation which will in turn help them to reason,
justify their conclusions, engage in discussions of different mathematical solutions and strategies for a given problem. They will be able to use mathematics
alongside technology and in their daily lives, and, eventually in the work place

By the end of Standard Seven, learners should be able to read, write and use basic mathematics vocabulary listed below in their daily lives.

The vocabulary is mostly covered throughout the primary syllabus. Continuous use of these words is encouraged.

91
STANDARD FIVE

addends cube formula mixed number possible title

addition cuboids game mode properties transformation
always curve graph multiples protector translation
angle data grid reference multiplicand puzzles turns
appreciate notes highest multiplier quadrilateral units
appropriate number common nearest quotient unlikely
ascending sentence factor never range volume
associative law numerical range notation record year
anti clockwise decade record weight reflection
bills decimal place reflection year reflex angle
boundaries denominator identity element numerator represent
cardinal point descending impossible objects revolution
century diagonal improper operations right angle
certainly difference fractions order of rotation
chance differentiate instruments operation round off
circle digit interval ordinal row
clockwise dimensions investigate parallel select
collecting discussions irregular prediction shapes
column display key presentations sketch
communication distribution likely probably slides
commutative law environmental line graph product sometimes
compare equivalent information project straight angle
compass fraction lowest proper subtract
conclusion estimate common perimeter survey
conduct expanded multiple perpendicular symbol
convert form median pictograph symmetry
factor Millilitre place value tabular form
flips millimetre polygon tenths
fold minuend position tessellation

92
STANDRAD SIX

Ascending congruency event mean proper fraction

accurate convert expression median pyramid
always co-ordinates faces millennium ratio
anti-clockwise corner factor mixed number record
appropriate cube findings mode remainder
associative law cuboids formula net mass semi-circle
capacity data gross mass never sequence
century decade highest common factor notation sketch
Chart descending improper fraction number sentence sometimes
circle design include occur symbol
circumference dimension interpret patterns tabular form
clockwise discuss introduction percentage term
collect displacement investigate pie chart units
commutative display irregular polygon unlikely
compare distributive law likely presentation variable
composite duration line graph probability variable
shape edge lowest common probably variety
conclusion equation multiple product vertex
conduct estimate lowest term project volume
year

93
STANDARD SEVEN

accurately correct estimate irregular polyhedral rotation

appropriate demonstrate estimation lowest term position round off
ascending Depth evaluate Mass Positive scale factor
associative law descending expanded mean powers of ten set square
axis design expanded form measure predict shaded
bills diameter express million prism sides
budget difference expression minuend probability simplest form
capacity digits faces mixed numbers properties speed
characteristics direct proportion fairness multiples protractor substitute
circumference directed numbers figure negative puzzles subtrahend
clockwise display findings nets pyramid sum
closeness distance time graph grid non regular quadrilaterals symbols
coefficient distances Horizontal occurrence quantity tabular form
compare distributive law identity element operation radius thickness
compass divider image order of operation rates thousandths
composite shapes divisible improper fraction outcome ratio trail and error
conclusions divisor index form pattern reflection translation
congruency edges information percentages relationship value added tax
consecutive enlargement interior angles perpendicular remainder variable
diagonal equation interpret pie chart product vertical
construct investigate polygons represent vertices
convert invoices roman number weight

94
INTRODUCTION reflective approach to life through shared human experiences and
responsibilities.
The Upper Primary Religious and Moral Education syllabus is
presented according to two areas of learning thus: learning about The young generation is challenged by the uncertainties of
religion and learning about morality. Through learning about transformation such as moral decline, family breakdown, prevalence
religions, the pupils will acquire basic knowledge and understanding of corruption, dynamism of culture, etc. Our education system needs
of religions in Botswana. The knowledge about religion will be religious and moral base lest the nation lose direction
acquired from learning about the history of religions studied and the
main elements of those religions.
AIMS OF THE UPPER PRIMARY RELIGIOUS AND MORAL
Through learning from morality learners will be able to reflect on EDUCATION
and respond to what they experience in life. The shared human
experiences are approached through moral life which guides learners On completion of the three years of Upper Primary Education,
to discover and develop a set of values and attitudes that embody a learners should:
sense of responsibility towards self, others and the natural world.
Since there are many spheres that treat morality as a different entity 1. develop desirable attributes and such as assertiveness, self-
from religion, it is necessary to separate the concepts into different esteem, open-mindedness, respect for the environment and
subjects, but at this level, it is imperative to teach both at the same for one’s own life;
time to allow for a broad based selection of other learning areas. 2. understand the contribution of Botswana culture on the
spread of HIV and AIDS
RATIONALE 3. appreciate the contribution of religion in the formation of
values and behaviour patterns;
Human beings have always engaged in religious practices that need 4. develop an understanding on human and animal rights.
to be developed for an enhanced understanding of themselves and 5. make judgements on moral issues that will prepare them for
the environment. Every society has a culture; and cultural values responsible social life
have to be transmitted from one generation to the other. Religion and 6. understand various challenges of life such as orphan hood
morals are important elements of any culture. It has always been and destitute hood;
perceived that morality arises from religion and draws its content 7. understand the nature of crime and punishment, and be able
from the same. The Religious and Moral Education syllabus to avoid crime;
develops and informs the conscience of learners, and helps them to 8. understand the law on corporal punishment;
develop the skills and attitudes that will enable them to make sound 9. show positive attitudes towards other people, respecting their
moral choices. rights to hold different beliefs from their own
10. show ability to make reasoned and informed judgements
The syllabus has been designed to meet the broad educational aims about religious and moral issues
of the ten-year basic education programme. Religious and Moral 11. show understanding of the influence of the main elements
Education contributes to the development of individuals who are of religion on the individual and communities
responsible citizens and can make autonomous decisions. The key
role of the syllabus will be to bring together learners’ home and
community experiences with key aspects of religion and moral life.
It is also envisaged that the programme will foster in learners a

1
 10. appreciate and understand religious symbolism so that they can
ATTAINMENT TARGETS cope with modern changes in the society.

11. reflect on the effect of different religions on societal moral

At the end of the three years of upper primary education, issues.
learners should be able to:- 12. understand and have ability to practice desirable moral standards
that will enable them to interact with and have responsible
1. exhibit an understanding of the importance of preserving family and community life.
and strengthening moral, cultural and spiritual values in 13. understand and appreciate the role religion plays in forming
Botswana. values and positive behaviour patterns.
2. demonstrate an awareness of their rights and responsibilities
as Botswana citizens.
3. appreciate and acquire knowledge, values, positive attitudes and TIME ALLOCATION
understanding of the need to accept different religions of the
world. According to recommendations put forward, the following time
4. show awareness of the effects of morals and different religions allocation has been suggested.
of the world in the society.
5. show awareness of the emerging issues such as HIV/AIDS, Standard 5 to 7 2 hours per week
Environmental Education, Population / Family Life Education
and how they relate to different cultures, morals and religions.
6. demonstrate that they have acquire critical and logical thinking
problem solving and inquiry skills pertaining to their morals, ASSESSMENT PROCEDURES
culture, values and different religions of the world.
7. recognize and appreciate different beliefs and practices as well as The upper Primary Religious and Moral Education will be
examining and exploring arguments for and against them so as to assessed through a variety of continuous assessment techniques to
effect tolerance and harmonious relationships among different ensure that the set aims and objectives are attained. Assignments,
people so that they live positively within their society. and test will be used to assess the progress and to improve
8. treat human, plant and animal life with respect, tolerance and instruction.
patience.
9. respect and tolerate other beliefs and religions which are
different from their own. At the end of the three years a final examination will be administered
by the Examination Research and Testing.

2
 STANDARD 5

MODULE 1: INTRODUCTION TO RELIGION AND MORALITY

Unit 1: Introduction to Religion
Topics General Objective Specific Objectives
Learners should be able to: Learners should be able to:
1.1 Faith 1.1.1 Understand different religion in 1.1.1.1 Explain religion
Communities Botswana 1.1.1.2 Name world religions represented in Botswana
Religions to be 1.1.1.3 Identify the key religious founders
covered are 1.1.1.4 Describe ways in which members of different religion express their
African religious identity
Traditional 1.1.1.5 Discuss the origins and meanings of some symbols in religions studied
Religion ATR 1.1.1.6 State major common elements found in the religions in Botswana
Christianity, 1.1.1.7 Explain distinctive features of African Traditional Religion and any other
Islam, religion
Buhhism, 1.1.1.8 Discuss the different understanding of God in world religions covered
Bahai Faith 1.1.1.9 Discuss the contributions of world religions represented in Botswana
Hinduism, and 1.1.1.10 Investigate the importance of understanding other religions
Sikhism
Unit 2: Introduction to Morality
Topic General objectives Specific objectives
Learners should be able to: Learners should be able to:
2.1 Introduction to 2. 1.1 Understand the concept of morality 2.1.1.1 Explain morality
morality 2.1.1.2 Identify morally right actions in their society
2.1.1.3 Give examples of morally wrong actions in their society
2.1.1.4 Assess the behaviour of people in the society today
2.1.2 Explore moral values 2.1.2.1 Distinguish between moral values and other values
2.1.2.2 Name at least five moral values
2.1.2.3 Explain different ways in which moral values can be in conflict
2.1.3 Understand decision-making 2.1.3.1 Distinguish between a good and a bad decision
2.1.3.2 Discuss the results of making a good and a bad choice
2.1.3.3 Discuss the importance of being responsible for the choices they make
MODULE 2: HUMAN EXPERIENCES
Unit 1: Self concept
Topic General Objectives Specific Objectives
Learners will be able to: Learners will be able to:
1.1 Self-esteem 1.1.1 Develop self-esteem 1.1.1.1 Define self-esteem
1.1.1.2 Distinguish between high and low self-esteem
1.1.1.3 Discuss the importance of having a high self-esteem
3
 1.1.1.4 Discuss disadvantages of low self-esteem
1.1.1.5 Explain how to improve on their negative characteristics
1.2 Self confidence 1.2.1 Appreciate themselves 1.1.1.6 Explain strategies of improving confidence in oneself
1.1.1.7 State reasons for knowing oneself
1.1.1.8 Discuss autonomy
1.1.1.9 Investigate why one needs to act autonomously
1.1.1.10 Discuss the importance of accepting themselves as they are
Unit 2: Relationships
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
2.1 Group identity 2.1.1 Understand the value of belonging to 2.1.1.1 Describe a group
a group 2.1.1.2 Identify different groups in the society
2.1.1.3 Explain the importance of belonging to a group
2.1.1.4 State values that are important to the groups they belong to
2.1.1.5 Discuss the need for respect in a group
2.2 Interpersonal 2.2.1 Understand and appreciate the 2.2.1.1 Discuss ways of relating well with others
relationships importance of interpersonal 2.2.1.2 Explain types of relationships that have special significance to them
relationships 2.2.1.3 State behaviours that can lead to negative effects on relationships
2.2.1.4 State behaviours that can lead to positive effects on relationships
2.2.1.5 Explain how behaviour can destroy or nurture relationships
2.2.1.6 Explain how perceptions of others can destroy or nurture relationships
2.2.1.7 Discuss why relationships are important in their lives
2.2.1.8 Analyse how sharing builds relationships
2.2.1.9 Discuss the need for forgiveness and reconciliation in relationships
2.2 Peer pressure 2.2.2 Understand ways of dealing with 2.2.2.1 Identify peer groups
peer pressure 2.2.2.2 Discuss ways of dealing with peer pressure
2.2.2.3 Discuss the importance of being able to make independent decisions
2.2.2.4 Evaluate peer pressure
2.3 Positive living 2.3.1 Understand that one can live 2.3.1.1 Name organisations that exercise practical care for others
positively with HIV and AIDS 2.3.1.2 State different ways in which people can care for others.
2.3.1.3 Give reasons for caring for people in need
2.3.1.4 State different ways in which people with HIV and AIDS can take care of
themselves and others.
2.3.1.5 State values that are promoted through home and community care
2.3.1.6 Investigate the role played by religious organisations in Botswana to
support people living with HIV and AIDS
2.3.1.7 Discuss how HIV and AIDS prevention can be promoted through
religious values.

4
2.4 Orphan hood 2.3.2 Understand the state of being an 2.3.2.1 Explain orphan hood
and destitution orphan 2.3.2.2 Discuss issues related to death of a parent
2.3.2.3 Suggest ways of showing responsibility and protection over inheritance
2.3.2.4 Describe ways in which orphans can protect themselves against abuse
2.3.3 Appreciate the importance of taking 2.4.2.1 Explain how different people in their community help the orphans
care of orphans 2.4.2.2 Name religious and other organisations in Botswana that help orphans
2.4.2.3 Discuss the role of organisations that help orphans in Botswana
2.4.2.4 Discuss problems associated with orphan hood
2.4.2.5 Suggest ways of dealing with problems associated with orphan hood
2.4.2.6 Discuss problems and advantages of fitting in a new family in adoption
2.4.2.7 Investigate the contribution made by different religions towards the
underprivileged
2.4.3 Recognise the need to care for 2.4.3.1 Discuss ways in which individuals should show care for destitutes
destitutes 2.4.3.2 Explain ways in which the government of Botswana helps destitutes
2.4.3.3 Discuss any religious stories that express care for the needy
MODULE 3: RELIGIOUS KEY ELEMENTS
Unit 1: Material Dimensions
Topics General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
1.1 Sacred Places 1.1.1 Gain knowledge about the 1.1.1.1 List places regarded as sacred from different religious
ATR, importance of sacred places to the 1.1.1.2 Identify natural land marks which are regarded as sacred in Botswana
Christianity, religious communities 1.1.1.3 State sacred land marks which are of human creation.
Islam, and 1.1.1.4 Discuss how the sacredness of the places affect the environment
Buddhism 1.1.1.5 Describe the main beliefs about sacred places
1.1.1.6 Make links between features of sacred places and the beliefs they express in
any religion
1.1.1.7 Explain the influence sacred places have in the lives of the community
1.1.1.8 Discuss activities taking place in the sacred places.
1.1.1.9 Narrate stories and activities attached to sacred places.
1.1.1.10 Analyse the contribution of sacred places to Botswanas' economy
1.1.1.9 Discuss moral values attached to sacred places
1.1.2.0 Investigate the factors that threaten the sacred places
1.2 Religious 1.2.1 Understand religious objects 1.2.1.1 Describe the different religious objects used in worship from any religion
Objects 1.2.1.2 Discuss the significance of religious objects to the believer
1.2.1.3 Identify personal religious objects
1.2.1.4 Discuss the importance of religious objects in the life of the community
1.2.1.5 Investigate how ritual objects are used and kept
1.2.1.6 Analyse the symbolism of various objects used in different religions
1.2.1.9 Investigate items used for offering sacrifices
1.1.2 Appreciate religious pilgrimage 1.2.2.1 State the different places of pilgrimage for any three religions

5
 1.2.1.2 Describe the religious pilgrimage of any religion in Botswana
1.2.1.3 Investigate reasons for religious pilgrimages
1.2.1.4 Discuss the effects of pilgrimage on the participants
1.2.1.5 Analyse the impact of pilgrimage on the environment
1.2.1.6 Discuss moral values expressed during pilgrimage
MODULE 4: RIGHTS AND RESPONSIBILITIES
Unit 1: Human rights
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
1.1 Human rights 1.1.1 Know the relationship between 1.1.1.1 Discuss the implication of the right to health
and health health and human rights 1.1.1.2 Explain the responsibilities of the sick people over their rights
1.1.1.3 Examine the importance of proper litter disposal in relation to the right to
health
1.1.1.4 Discuss traditional practices that show violation of human rights
1.1.1.5 Evaluate the moral religious implications of traditional practices that violate
human rights
1.1.1.6 Analyse the concept of equal rights in different religions

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 STANDARD 6

MODULE 2: HUMAN EXPERIENCES

Unit 1: HIV and AIDS in Botswana
Topic General Objectives Specific objectives
Learners should be able to: Learners should be able to:
1.1 Culture, HIV 1.1.1 Understand the contribution of 1.1.1.1 State traditional customs that can help in the prevention of HIV and AIDS
and AIDS Botswana culture towards the spread 1.1.1.2 Discuss traditional customs that can increase the spread of HIV and AIDS
and prevention of HIV/AIDS 1.1.1.3 Analyse cultural myths about HIV/AIDS
1.2 Morals in 1.2.1 Examine the influence of morals in 1.2.1.1 Describe human behaviour considered as morally good and morally bad in
Botswana the behaviour of an individual Botswana society
traditional 1.2.1.2 Discuss the significance of morals in Botswana society.
society 1.2.1.3 Explain the benefits of a morally good behaviour in the society
Unit 2: Crime and Punishment
Topic General Objectives Specific objectives
Learners should be able to: Learners should be able to:
2.1 Crime 2.1.1 Understand the concept of crime 2.1.1.1 Explain crime
2.1.1.2 Discuss reasons for breaking the law
2.1.1.3 Discuss the consequences of breaking the law
2.1.1.4 Discuss ways of reducing crime in Botswana
2.1.1.5 Explain different ways in which people break religious laws
2.1.1.6 Explain the immorality of crime in terms of the values and principles of
religion
2.1.1.7 Investigate what different religions do to deter criminals
2.1.2 Understand juvenile delinquency 2.1.2.1 Identify factors that can lead to juvenile delinquency
2.1.2.2 Discuss the moral implications of juvenile delinquency
2.1.2.3 Investigate ways of dealing with juvenile delinquency in different religions
and in the society
2.2 Punishment 2.2.1 Understand punishment 2.2.1.1 Explain the importance of punishment
2.2.1.2 Evaluate the way students are punished
2.2.1.3 Discuss how different cultures and religions deal with punishment

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MODULE 3: KEY ELEMENTS
UNIT 1: Practical and Ritual Dimensions
Topics General Objectives Specific Objectives
Learners should be able: Learners should be able to:
1.1 Religious 1.1.1 Appreciate different ways of 1.1.1.1 State special occasions celebrated in any three religious
Festivals celebrating festivals in different 1.1.1.2 Explain elements common to both secular and religious celebrations
religions 1.1.1.3 Discuss the stories and customs associated with some major religious
festivals.
1.1.1.4 Describe special religious ceremonies marking key event of religious
founders
1.1.1.5 Describe beliefs that underlie religious festivals
1.1.1.6 Investigate the importance of festivals to the believer.
1.1.1.7 Assess the influence of religious festivals on the community
1.2 Religious 1.2.1 Explore different forms of religious 1.2.1.1 Explain the meaning of worship
worship worship 1.2.1.2 Discuss different ways worship is expressed in any religion
1.2.1.3 Discuss rituals associated with worship in any two religions
1.2.1.4 Give reasons for worship in any religion
1.2.1.5 Discuss the general characteristics of religious worship
1.2.1.6 Discuss the significance of artefats used in worship
1.2.1.7 Investigate different ways of worship practised in the local community

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MODULE 4: RIGHTS AND RESPONSIBILITIES
Unit 1: Children’s Rights and Responsibilities
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
1.1 Children’s rights 1.1.1 Understand children’s rights and 1.2.1.1 Identify at least five children’s rights
responsibilities 1.2.1.2 Discuss responsibilities of a child on each of the rights
1.2.1.3 Justify actions that they think are children’s rights violations in Botswana
1.2 Child 1.2.1 Understand child abandonment 1.2.1.1 Discuss causes of child abandonment
abandonment 1.2.1.2 Discuss moral and religious implications of child abandonment
1.2.1.3 Identify different organisations that take custody of abandoned children
1.2.1.4 Assess different ways in which the government helps the abandoned
children
1.2.2 Understand the importance of 1.2.2.1 Give examples of responsible parenting
responsible parenting 1.2.2.2 Discuss the importance of being taken care of as a child
1.2.2.3 Identify places where negligence of children by their parents can be
reported
1.3 Corporal 1.3.1 Explore corporal punishment 1.3.1.1 Discuss corporal punishment as a means of correcting behaviour
punishment 1.3.1.2 Discuss corporal punishment as a form of abuse
1.3.1.3 Investigate the law pertaining to corporal punishment in schools
1.3.1.4 Discuss moral implications of corporal punishment

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 STANDARD 7

MODULE 2: HUMAN EXPERIENCES

Unit 1: Social Responsibility
Topic General objectives Specific objectives
Learners should be able to Learners should be able to:
1.1 Caring 1.1.1 Demonstrate care for others 1.1.1.1 Express the need to accept others
1.1.1.2 State positive ways of relating to the sick and HIV positive people
1.1.1.3 List organisations that care for people
1.1.1.4 Discuss roles of welfare services in Botswana
1.2 Choices and 1.2.1 Appreciate the freedom to choose 1.2.1.1 Identify choices they are able to make as children.
consequences 1.2.1.2 Discuss the importance of making an informed decision before making a
choice
1.2.1.3 Evaluate choices made by an individual
1.2.1.4 Recognise the importance of learning from experience
1.2.1.5 Discuss how one’s choices can benefit the society.
MODULE 3: RELIGIOUS KEY ELEMENTS
UNIT 1: Ethical and legal Dimensions
Topics General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
1.1 Rites and Rules 1.1.1 Explore stages of life as celebrated in 1.1.1.1 Recall key stages in a persons life
in religion different religions 1.1.1.2 Describe a religious ceremony marking a key time in the followers of that
religion
1.1.1.3 Analyse the different ceremonies and rituals marking the rites of passage
1.1.1.4 Describe the symbolism of ceremonies marking the different stages of life.
1.1.1.5 Discuss how religious communities express identity through rites of
passage.
1.1.1.6 Discuss key religious teachings in the rights of passage.
1.1.1.7 Describe the believes and values contained in the rites of passage
1.1.1.8 Discuss how religious communities affirm beliefs and values through the
rites of passage.
1.2 Religious laws 1.2.1 Analyse religious codes of conduct 1.2.1.1 Discuss rules governing different religions
to modern life 1.2.1.3 Analyse the validity and relevance of religious codes in modern society
1.2.1.5 Investigate how religious laws can help in shaping the society

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MODULE 4: RIGHTS AND RESPONSIBILITIES
Unit 1: Animal Rights
Topic General objective Specific objective
Learners should be able to: Learners should be able to:
1.1 Animals 1.1.1 Appreciate the rights of animals 1.1.1.1 Discuss cruelty to animals and its consequences
1.1.1.2 Evaluate cruelty to animals by pastoral farmers
1.1.1.3 Explain the contribution of religions in protecting animal life
1.1.1.4 Discuss how religious practices can be cruel to animals

11
INTRODUCTION 2. Develop awareness on the interrelationship between science,
technology and society in everyday life.
The Upper Primary Science syllabus was developed to meet the 3. Develop desirable attitudes towards and appreciation for
requirements of the Revised National Policy on Education (RNPE, different types of work and the ability to assess personal
1994). It aims at helping learners improve their science process skills capabilities/weaknesses and achievements.
and develop systematic procedures for exploring the environment, 4. Acquire knowledge, skills in and appropriate attitudes
and explaining events and phenomena. towards food production and industrial arts
Furthermore, this syllabus equips learners with the key scientific 5. Develop skills such as numeracy, literacy, communication,
facts and concepts to enable them to changes their environmental adaptability, and problem solving for further learning and
conditions to suit their lives. vocational preparation.
6. Acquire critical thinking, problem solving and enquiry skills
7. Develop competence and confidence in the application of
RATIONALE FOR SCIENCE computational skills in order to solve day to day problems
8. Develop awareness and appreciation of the use of computers
in everyday life.
Science is a vehicle on which the world is dependent for its survival.
9. Develop awareness of their rights and responsibilities related
It is a tool with which socio-economic problems can be solved. The
to health, gender, law, violence, identity, civic and other
use of technology, which is the application of science concepts and
social and moral issues
scientific discoveries to solve problems, uplifts the living standards
10. Develop their own special interests, talents and skills
of humanity.
whether these be dexterity, physical strength, intellectual
Furthermore, science helps develop mental processes that enhance
ability and/or artistic gifts.
logical and critical thinking, which is essential for organizing
knowledge, developing concepts and skills, necessary for decision
making and solving life problems. The acquisition of scientific
ATTAINMENTS TARGETS
knowledge enhances the learner’s ability to make associations and
generalizations about life, thus enabling the learner to adapt to
various life situations. At the end of the Upper Primary School education, learners should
have

AIMS OF THE UPPER PRIMARY SCHOOL SCIENCE 1. an understanding of basic principles of science as they
PROGRAMME experience them in their every day life situations through
first hand exploration of objects and events;
1. Develop desirable attributes such as curiosity, creativity, 2. the basic science processes skills and recognize the nature
assertiveness, self esteem, open-mindedness, respect for the and limitations of science
environment and ones own life. 3. mental and physical skills useful in science (cognitive,
affective and psychomotor)

1
 4. an understanding of the use of non-standard simple methods of an interdisciplinary world; relating science to the students’ world
of measurement in their everyday life situations; that is less compartmentalized.
5. an ability to communicate and report their observations
verbally in English and through other appropriate means; In this approach, the teacher is a facilitator as well as a learner while
6. an ability to sort, group, and describe objects and events in the children are both learner and teacher. The result, therefore, is an
their immediate environment, using their senses and noting emergence of networks instead of one-way communication channels.
similarities and differences;
7. an ability to promote ideas and seek solutions (problem- SCIENCE PROCESS SKILLS
solving) in a systematic way i.e. scientific enquiry method;
8. an appreciation of the products of science and technology
Observing
as they are applied in every-day life e.g. health,
Learners look at, smell, listen to, taste and feel things around them
communications, industry, and food production.
to find out about their environment.
9. an awareness of the interrelationship between science,
technology and society as they experience it in everyday life
Recording
situations.
Learners record information from observations by written
10. attitudes such as curiosity, open-mindedness, respect for the
description, drawing, modelling, collage, mounting, graphs etc.
environment, responsibility for ones own learning and life
(initiative) and decision making
Measuring
11. knowledge and understanding of the ways in which human
Learners determine or estimate an unknown quantity using non-
activities affect the earth or environment.
standards or standard units.
12. an appreciation of the need to utilize the finite environment
in a sustainable way and guard against over exploitation,
Comparing
waste and pollution
Learners determine the similarities and/or differences between
13. awareness and/or literacy and understanding of the
objects or events.
significance of the computer in the world of work
14. an awareness of HIV and AIDS and matters of
Classifying
environmental health.
Learners sort or group objects or events on the basis of common
attributes.
TEACHING METHODOLOGY Experimenting
Learners determine causes and effect relationships between
The syllabus encourages a learner-centered approach as emphasized objects or events by designing and carrying out a procedure to obtain
in the curriculum blue-print. This approach involves laying emphasis reliable information.
on science process skills, increased emphasis on science as a part

2
Predicting TIME ALLOCATION
Learners describe in advance the outcome of various situations
based on previous observations and later find out how correct their According to recommendations put forward, the following time
predictions were. allocation has been suggested.

Interpreting Data Standard 5 to 7 3 hours per week

Learners determine cause and effect relationships by explaining the
meaning or significance of data obtained from recording.
ORGANISATION OF THE SYLLABUS

The syllabus is organised into the following modules;

Module 1: Science and Society

Module 2: Nature and the Universe
Module 3: Matter and Energy
Module 4: Force and Motion
Module 5: Electricity and Magnetism
Module 6: Health and Safety
Module 7: Body systems
Module 8: Sexual Reproductive Health

3
 STANDARD 5

MODULE 1: SCIENCE AND SOCIETY

Topic General Objectives: Specific Objectives:
Learners should be able to: Learners should be able to:
1.1 The nature of 1.1.1 Recognise how scientific knowledge 1.1.1.1 Demonstrate the following scientific processes: observing,
Science is developed and organised. communicating, comparing, organising, relating, inferring, predicting,
analysing and applying
1.1.1.2 Demonstrate how science is an ongoing process of gathering and
evaluating information.

1.1.2 Apply scientific inquiry to solve a 1.1.2.1 Identify a human or environmental problem.
problem 1.1.2.2 Propose a solution to address the problem
1.1.2.3 Design a solution or product to address the problem taking into account
the human and environmental factors.
MODULE 2: NATURE AND THE UNIVERSE
Topics General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
2.1 The 2.1.1 Show a general understanding of the 2.1.1.1 Describe the interaction among living and non-living components in a
Environment interaction between the living and given environment.
non-living components of an 2.1.1.2 Explain how the ability of an environment to provide food, water, space
environment and essential nutrients affect its carrying capacity.
2.2 Plants 2.2.1 Show understanding of the 2.2.1.1 Investigate conditions necessary for photosynthesis.
importance of photosynthesis to life. 2.2.1.2 Explain the importance of photosynthesis to plants and animals.
2.3 Animals 2.3.1 Construct and use classification 2.3.1.1 State the characteristics of a vertebrate.
systems based on the structure of 2.3.1.2 State the characteristics of invertebrates.
animals. 2.3.1.3 Identify classes of vertebrates.
2.3.1.4 Classify animals as vertebrates and invertebrates.
2.4 Air 2.4.1. Recognise the components and 2.4.1.1 Define air as a mixture of gases.
properties of air 2.4.1.2 List the major components of air.
2.4.1.3 State properties of air.
2.4.2 Investigate rusting. 2.4.2.1 Demonstrate that a mixture of air and water causes rusting.
2.4.2.2 Demonstrate ways of preventing rusting

109
2.5 Water 2.5.1 Show understanding of the physical 2.5.1.1 Discuss the distribution of water on the earth surface, underground and in
properties of water and ways of the atmosphere.
colleting and conserving it. 2.5.1.2 Explain the water cycle.
2.5.1.3 Discuss ways of collecting rainwater.
2.5.1.4 Suggest ways of conserving water.
2.5.1.5 Discuss the social and economic effects of limited water on the lives of
people.
2.6 Weather 2.6.1 Develop skills on gathering data on 2.6.1.1 Construct a simple weather station.
weather. 2.6.1.2 Measure weather conditions.
2.6.1.3 Interpret changes in weather conditions
2.6.1.4 Interpret symbols used on a weather chart.
2.6.1.5 Record weather conditions using conventional symbols.
2.7 The Solar 2.7.1 Acquire basic knowledge about the 2.7.1.1 Define “universe”.
System solar system. 2.7.1.2 Describe common bodies in the solar system.
2.7.1.3 Identify the sun as the nearest star to the earth.
2.7.1.4 Explain why the earth is the only planet capable of supporting life.

110
MODULE 3: MATTER AND ENERGY
Topics General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
3.1 Matter 3.1.1 Examine the basic forms of matter. 3.1.1.1 Describe the three states of matter in terms of volume and shape.

3.1.2 Acquire knowledge about solids and 3.1.2.1 Classify solids as metals or non-metals.
their uses. 3.1.2.2 Compare the common physical properties of metals and non-metals.
3.1.2.3 Relate the physical properties of common metals to their uses.
3.1.2.4 Relate the physical properties of non-metals to their uses.
3.1.3 Explore the characteristics and uses 3.1.3.1 List common household chemicals.
of household chemicals. 3.1.3.2 Classify household chemicals into solids, liquids or gases.
3.1.3.3 State the uses of given household chemicals.
3.2 Energy 3.2.1 Identify the different forms of 3.2.1.1 Define energy.
energy. 3.2.1.2 List the different forms of energy.
3.2.1.3 Identify various types of energy sources.
3.2.1.4 Classify energy resources as renewable and non-renewable.
3.2.1.5 Describe how organisms obtain their energy.
3.2.2 Investigate heat. 3.2.2.1 Identify different sources of heat.
3.2.2.2 State the different uses of heat.
3.2.2.3 Demonstrate the effects of heat on the temperature and volume of a
substance (expansion/contraction).
3.2.3 Identify sources and properties of 3.2.3.1 Identify sources of light
light 3.2.3.2 Classify sources of light into natural and artificial.
3.2.3.3 Distinguish between luminous and non-luminous objects.
3.2.3.4 Demonstrate how light is reflected from different surfaces.
3.2.4 Show understanding of the nature 3.2.4.1 Identify different sources of sound.
and uses of sound 3.2.4.2 Demonstrate that sound is a result of vibrations.
3.2.4.3 Explain why a material medium is required for sound to travel.
3.2.4.4 Construct a simple musical instrument.
3.2.4.5 Demonstrate how to change the pitch and loudness of sound produced by
a vibrating object.

111
MODULE 4: FORCE AND MOTION
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
4.1 Force 4.1.1 Examine force and its effects 4.1.1.1 Describe force as a pull or a push.
4.1.1.2 Identify different kinds of forces.
4.1.1.3 Use a spring balance/force meter to measure force on a variety of objects
4.1.1.4 Describe the effects of force on an object.
MODULE 5: ELECTRICITY AND MAGNETISM
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
5.1 Static Electricity 5.1.1 explore static electricity 5.1.1.1 Describe static electricity.
5.1.1.2 Demonstrate how to produce static electricity.
5.2 Current 5.2.1 Acquire basic knowledge about 5.2.1.1 Separate materials into electric conductors and insulators.
Electricity electricity and its properties 5.2.1.2 Describe current electricity.
5.2.1.3 Construct simple series circuits comprising of a battery/power supply and
a switch to make electrical devices work.
5.2.1.4 Demonstrate that electricity only flows in a complete (closed)circuit.
5.2.1.5 Demonstrate the effect of changing the number of cells in a series circuit
on the brightness of the bulb(s).
5.2.1.6 Demonstrate the effect of changing the number of bulbs in a series circuit
on the brightness of the bulbs.
5.3 Magnets 5.3.1 Acquire basic knowledge about 5.3.1.1 Investigate the properties of magnets.
magnets and their properties 5.3.1.2 Classify materials as magnetic or non-magnetic.
5.3.1.3 Demonstrate proper care for magnets.
5.4 Electromagnetism 5.4.1 Recognise the relationship between 5.4.1.1 Construct a simple electromagnet.
magnets and electricity 5.4.1.2 Demonstrate ways of increasing the strength of the electromagnet.
5.4.1.3 List the uses of electromagnets.
5.4.1.4 Explain the advantages of electromagnets over permanent magnets.

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MODULE 6: HEALTH AND SAFETY
Topic General objectives Specific objectives
Learners should be able to: Learners should be able to
6.1 Food and 6.1.1 Know about foods and their 6.1.1.1 Identify the main food groups as bodybuilding, energy giving, protective
Nutrition importance to the body. and supplementary.
6.1.1.2 Demonstrate proper handling of food.
6.2.1 Understand common diseases and 6.2.1.1 Explain “disease”.
6.2 Diseases how they impact on peoples lives 6.2.1.2 Classify diseases as communicable and non-communicable.
6.2.1.3 Identify communicable diseases in Botswana.
6.3 Safety 6.3.1 Exhibit general knowledge about 6.3.1.1 Explain the importance of safety rules.
safety and its importance. 6.3.1.2 Develop safety rules for a given situation.
6.3.1.3 Interpret safety symbols.
6.3.1.4 Demonstrate proper ways of putting out different fires.
6.3.2
Demonstrate understanding of road 6.3.2.1 Discuss the importance of traffic rules.
signs and rules 6.3.2.2 Explain why it is important to wear a safety belt.
6.3.3 Acquire basic skills on First Aid and 6.3.3.1 Explain the importance of First Aid.
its importance. 6.3.3.2 List the major items that should go into a First Aid kit.
MODULE 7: BODY SYSTEMS
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
7.1 Human Body 7.1.1 Recognise functions of the different 7.1.1.1 Explain “a system”.
Systems human body systems and their 7.1.1.2 Name the systems found in the human body.
components. 7.1.1.3 State the function(s) of the digestive system, circulatory system and the
reproductive system.
MODULE 8: SEXUAL REPRODUCTIVE HEALTH
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
8.1 Physical 8.1.1 Appreciate and cope with the 8.1.1.1 Discuss the physical differences between a boy and a girl.
Development physical changes that occur at 8.1.1.2 Explain puberty.
adolescence. 8.1.1.3 Describe signs of puberty in both boys and girls.
8.1.1.4 Describe menstruation.
8.1.1.5 Investigate gender differences in society.

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 STANDARD 6

MODULE 1: SCIENCE AND SOCIETY

Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
1.2 History of 1.2.1 Relate traditional processing 1.2.1.1 Identify traditional scientific practices in use in Botswana, e.g. making
Science methods to modern scientific clay pots.
processes
1.2.2 Identify major developments in 1.2.2.1 Describe at least three major scientific innovations around the world.
science that have changed the way 1.2.2.2 Name two scientists and explain how they contributed to scientific
people live. knowledge.
1.2.2.3 Discuss how the invention of the wheel has impacted on the transport
system.
1.2.3 Recognise how scientific knowledge 1.2.3.1 Identify careers that require the application of science and technology.
and skills are used in a variety of 1.2.3.2 Explain how scientific knowledge and skills are integral to a variety of
careers. careers.
1.2.3.3 Discuss the gender dimensions of science careers.

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MODULE 2: NATURE AND THE UNIVERSE
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
2.1 The Environment 2.1.1 Recognise an ecosystem and the 2.1.1.1 Explain the terms: habitat, population and community.
relationships among its components. 2.1.1.2 Describe different kinds of habitats found in their locality.
2.1.1.3 Show the relationship between producers and consumers in a food chain
and food web.
2.1.1.4 Predict how a change in an environmental factor can affect the number of
organisms in a population.
2.1.2 Participate in the conservation of 2.1.2.1 Describe traditional and modern ways of conserving wild animals and
natural flora and fauna. plants in Botswana.
2.1.2.2 Identify protected animal and plant species in Botswana.
2.1.2.3 Discuss the social, economic and environmental benefits of conservation
to Botswana.
2.1.2.4 Discuss how communities around protected areas can benefit from
tourism.
2.1.3 Recognise the relationship between 2.1.3.1 Identify human activities that may lead to pollution of air, land and water.
ecosystem dynamics and human 2.1.3.2 Investigate the effects of pollution on the environment and on people’s
activity. lives.
2.5 Water 2.5.1 Investigate solubility in water 2.5.1.1 Classify substances as soluble or insoluble in water.
2.5.1.2 Investigate the effect of temperature, particle size and stirring on
dissolving.
2.5.1.3 Describe a saturated solution.
2.5.1.4 Describe a suspension.
2.5.2 Investigate hard water. 2.5.2.1 Distinguish between hard and soft water.
2.5.2.2 Describe the effects of hard water on household utensils, water pipes and
drip irrigation pipes etc.
2.5.2.3 Demonstrate ways of softening hard water.
2.6 Weather 2.6.1 Compare weather to climate 2.6.1.1 Describe the difference between weather and climate.
2.6.1.2 Define basic terms associated with weather systems.

2.7 The Solar 2.7.1 Recognise the relationship among 2.7.1.1 Explain the phases of the moon (apparent shape and size).

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 System bodies of the solar system. 2.7.1.2 Explain the occurrence of a lunar eclipse.
2.7.1.3 Explain the occurrence of a solar eclipse.
2.7.1.4 Demonstrate proper ways of observing a solar eclipse
MODULE 3: MATTER AND ENERGY
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
3.1 Matter 3.1.1 Understand the behaviour of matter. 3.1.1.1 Demonstrate the changes of state in matter using different substances.
3.1.1.2 Measure the boiling point and melting/freezing point of water.
3.1.1.3 Demonstrate how impurities affect the boiling point and melting point of
water.
3.1.1.4 Distinguish between boiling and evaporation.
3.1.2 Classify matter according to its 3.1.2.1 Classify substance as elements, compounds or mixtures.
chemical makeup 3.1.2.2 List common chemical elements and their symbols.
3.1.2.3 Separate mixtures using their physical properties.
3.2 Energy 3.2.1 Acquire basic knowledge about 3.2.1.1 Demonstrate that energy is converted from one form to another when
energy sources and conversions. work is done.
3.2.1.2 Describe energy changes for a given situation.
3.2.1.3 State the principle of conservation of energy.
3.2.2 Show understanding of the different 3.2.2.1 Describe the three methods of heat transfer.
methods of heat transfer. 3.2.2.2 Demonstrate heat transfer by conduction.
3.2.2.3 Compare conduction in the solids, liquids and gases.
3.2.2.4 Demonstrate heat transfer by convection.
3.2.2.5 Demonstrate heat transfer by radiation.
3.2.3 Develop awareness of the general 3.2.3.1 Describe the characteristics of images formed by a plane mirror.
physical properties and applications 3.2.3.2 Discuss some applications of reflection.
of light. 3.2.3.3 Classify objects as opaque, translucent and transparent.
3.2.3.4 Describe refraction.
3.2.3.5 Demonstrate refraction of light.
3.2.3.6 Explain a mirage.
3.2.3.7 Identify instruments which use refraction of light (e.g. lenses, camera,
telescope, binoculars etc).
3.2.4 Acquire basic understanding of the 3.2.4.1 Compare qualitatively the speed of sound between solids, liquids and
properties of sound. gases.

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3.3 Chemistry 3.3.1 Investigate properties of acids and 3.3.1.1 Describe acid and alkali.
alkalis. 3.3.1.2 Use litmus paper to identify acids and bases.
3.3.1.3 Use litmus paper to determine whether a household chemical is acidic,
alkaline or neutral.
3.3.1.4 Classify acids and alkalis as strong and weak.
3.3.1.5 Demonstrate proper care when handling strong acids.
MODULE 4:FORCE AND MOTION
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
4.1 Force 4.1.1 demonstrate knowledge of basic 4.1.1.1 Recognise that friction is a force.
applications and effects of friction in 4.1.1.2 Demonstrate friction.
real life. 4.1.1.3 Investigate the applications of friction in daily life situations.
4.1.1.4 Demonstrate ways of reducing friction (i.e. oiling, ball bearings,
streamlining, rollers and polishing.
4.1.1.5 Give examples of streamlined designs.
4.2 Levers 4.2.1 show appreciation and of levers. 4.2.1.1 List different types of levers.
4.2.1.2 Identify the pivot, effort and load on a given lever.
4.2.1.3 Use a lever to do a task.

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MODULE 5:ELECTRICITY AND MAGNETISM
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
5.1 Static Electricity 5.1.1 know about lightning and act 5.1.1.1 Describe lighting as a natural phenomenon of static electricity.
accordingly to protect themselves 5.1.1.2 Explain the hazards associated with lightning.
from lightning. 5.1.1.3 Identify factors that increase the risk of lightning strikes.
5.1.14 Take precautions necessary for protection from lightning.
5.2 Current 5.2.1 develop understanding of the flow of 5.2.1.1 Construct simple parallel circuits containing cells/(power supply), two
Electricity electricity. switches and two bulbs.
5.2.1.2 State the advantages of a parallel circuit connection over a series circuit.
5.2.1.3 Describe the type of circuit connection used in homes.
5.2.1.4 Represent simple series circuits by drawings and conventional symbols.
5.2.1.5 Consider the power rating when buying an electrical appliance.
5.3 Magnets 5.3.1 acquire basic knowledge about 5.3.1.1 Show that a magnet is strongest at the poles.
magnets and their properties 5.3.1.2 State the law of magnetism.
5.4 Electromagnetism 5.4.1 show basic understanding of how 5.4.1.1 Describe the different ways of generating electricity.
electricity is produced and 5.4.1.2 Demonstrate electricity generation using a bicycle dynamo.
transmitted 5.4.1.3 Compare a hydroelectric power station to a thermal power station.
5.4.1.4 Discuss the advantages of a hydroelectric power station over a thermal
power station.
5.4.1.5 Describe how electricity is transmitted from the power station to
consumers.

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MODULE 6:HEALTH AND SAFETY
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
6.2 Diseases 6.2.1 show understanding of some 6.2.1.1 Explain the difference between contagious and non-contagious diseases.
common diseases, their treatment 6.2.1.2 Classify diseases as contagious and non-contagious.
and prevention 6.2.1.3 Discuss the cause, transmission, signs and symptoms, treatment, and
prevention of tuberculosis (TB).
6.3 Safety 6.3.1 show general knowledge about safety 6.3.1.1 Carry out an investigation to determine the major cause(s) of road
and its importance accidents in Botswana.
6.3.1.2 Discuss the socio-economic effects of road accidents on Botswana.
6.3.1.3 Explain why it is important to wear white clothes, or shoes with reflectors
at night.
MODULE 7:BODY SYSTEMS
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
7.1 Human body 7.1.1 acquire basic knowledge of the 7.1.1.1 Identify the organs of the digestive system.
systems functions of the organs of the 7.2.1.2 Describe the functions of the major organs of the digestive system(i.e.
digestive system. liver, pancreas, stomach, large and small intestines).
MODULE 8:SEXUAL REPRODUCTIVE HEALTH
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
8.1 Human 8.2.1 acquire basic knowledge about 8.2.1.1 Correctly label the reproductive systems of the male and the female.
Reproductive reproduction in humans. 8.2.1.2 State the functions of the male reproductive system.
System 8.2.1.3 State the functions of the female reproductive system.
8.2.2 understand the main stages of the 8.2.2.1 Describe the stages of pregnancy.
human life cycle.

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8.2.3 develop an understanding of proper 8.2.3.1 Describe pre-natal care for the baby.
childcare. 8.2.3.2 Describe post-natal care for the baby.
8.2.3.3 Use data to plot a baby’s weight on a health card.
8.2.3.4 Explain immunisation.
8.2.3.5 Explain the importance of an immunisation programme.
8.2.3.6 Identify immunisable diseases in Botswana.
8.2.3.7 Interpret an immunisation schedule.
8.2.4 develop awareness of problems of 8.2.4.1 Identify problems associated with teenage pregnancy.
teenage pregnancies and make 8.2.4.2 Discuss ways of avoiding unwanted pregnancies.
informed decisions on sexual 8.2.4.3 Discuss the importance of family planning.
matters. 8.2.4.4 Discuss the problems associated with back-street abortions.

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 STANDARD 7

MODULE 1:SCIENCE AND SOCIETY

Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
1.1 The Nature of 1.1.1 Recognise how scientific knowledge 1.1.1.1 Identify characteristics of scientific ways of thinking.
Science is developed and organised. 1.1.1.2 Describe a variety of ways scientists generate ideas.
1.1.1.3 Distinguish between a question and a hypothesis.
1.3 Technology in 1.3.1 Recognise how developments in 1.3.1.1 Describe technology as the application of scientific knowledge and
Science science and technology impact their discoveries.
personal, social and physical 1.3.1.2 Classify objects as natural or man-made (artificial).
environments. 1.3.1.3 Demonstrate proper use of simple technology such as watch, telephone,
camera etc.
1.3.1.4 Explain the impact of technology on agriculture, medicine and space
science.
1.3.1.5 Describe how technology contributes to solving problems.
1.3.1.6 Identify problems caused by technology.
MODULE 2:NATURE AND THE UNIVERSE
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
2.1 The Environment 2.1.1 Recognise the feeding relationships 2.1.1.1 Discuss the importance of decomposers in a food chain
and interdependence among 2.1.1.2 Give examples of decomposers
organisms in an ecosystem 2.1.1.3 Describe the feeding habits of scavengers
2.1.1.4 Discuss the importance of scavengers in a food chain/web
2.1.1.5 Give examples of scavengers
2.2 Plants 2.2.1 Show general understanding of the 2.2.1.1 Describe seed germination.
life cycle of a flowering plant. 2.2.1.2 Investigate conditions necessary for seed germination.

2.2.2 Investigate seed dispersal in plants. 2.2.2.1 Define seed dispersal.

2.2.2.2 Describe the different modes of seed dispersal.
2.2.2.3 Identify seeds and fruits according to their modes of dispersal.

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 2.2.3 Explore adaptation in plants. 2.2.3.1 Define adaptation.
2.2.3.2 Describe ways by which different plants are adapted to their environment.
2.2.3.3 Explain how these adaptations help the plants to survive.
2.3 Animals 2.3.1 Describe the importance of animal 2.3.1.1 Describe ways in which different animals are adapted to their
adaptation. environment.
2.3.1.2 Explain how birds are adapted to flying, and fish to living in water.
2.5 Water 2.5.1 Understand the importance of treating 2.5.1.1 Describe the process of water purification in towns.
water. 2.5.1.2 Demonstrate ways of making water safe to drink.
2.5.1.3 Discuss the importance of decontaminating water.
2.7 The Solar System 2.7.1 Demonstrate general knowledge on 2.7.1.1 Distinguish between rotation and revolution of the earth.
the effects of the movement of the 2.7.1.2 Explain day and night in terms of the earth’s rotation on its axis.
earth around the sun. 2.7.1.3 Describe the motion of the earth around the sun.
2.7.1.4 Discuss seasons in relation to the motion of the earth around the sun.

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MODULE 3:MATTER AND ENERGY
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
3.1 Matter 3.1.1 Explore the effects of heat loss on 3.1.1.1 Investigate the effects of cooling on the physical properties of a
matter. substance.
3.1.1.2 Demonstrate the cooling effect of evaporation.
3.2 Energy 3.2.1 Explore renewable energy resources. 3.2.1.1 Identify renewable energy resources in Botswana.
3.2.1.2 Discuss uses for such energy resources.
3.2.1.3 Discuss the social and economic benefits of harnessing solar energy,
biomass and wind energy.
3.2.1.4 Harness solar energy in whatever way to heat water.
3.2.2 Demonstrate understanding and 3.2.2.1 Distinguish between heat conductors and insulators.
appreciation of the applications of 3.2.2.2 Identify building materials that are conductors.
methods of heat transfer 3.2.2.3 Identify building materials that are insulators.
3.2.2.4 Construct a heat retainer using locally available material.
3.2.2.5 Describe good radiators and good absorbers of heat.
3.2.2.6 Identify good radiators and poor radiators of heat.
3.2.2.7 Demonstrate that heat can be reflected.
3.2.2.8 Identify applications of heat reflection.
3.2.3 Show understanding of the 3.2.3.1 Show that light is needed for one to see.
importance of light and healthy eyes 3.2.3.2 Correctly label the eye.
for good sight. 3.2.3.3 State the functions of the parts of the eye (i.e. pupil, iris, lens, cornea,
retina, optic nerve, and eyelids).
3.2.3.4 Describe the appearance of the pupil in response to different amounts of
light.
3.2.3.5 Discuss factors that may cause visual impairment
3.2.4 Show understanding of how the ear 3.2.4.1 List the main parts of the ear.
functions 3.2.4.2 State the functions of the main parts of the ear.
3.2.4.3 Appreciate that different animals can detect different audibility.
3.2.4.4 State the average audibility frequency range for humans.
3.2.5. Take good care of the ear 3.2.5.1 Demonstrate good care for ears.
3.2.5.2 Discuss factors that can cause hearing impairment.

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3.3 Chemistry 3.3.1 Develop an understanding of 3.3.1.1 Describe a chemical reaction.
chemical reactions. 3.3.1.2 Recognise a chemical reaction.
3.3.1.3 Demonstrate a chemical reaction.
3.3.1.4 Identify reactants and products in a given chemical reaction.
3.3.1.5 Describe observable signs of evidence of a chemical reaction.
3.3.1.6 Investigate factors that affect the rate of a chemical reaction.
MODULE 4:FORCE AND MOTION
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
4.3 Simple machines 4.3.1. Acquire basic knowledge about 4.3.1.1 Describe a machine as a device that is used to make work easier.
applications of simple machines. 4.3.1.2 List examples of simple machines used in daily life (e.g. pulley, inclined
plane, gear and wheel etc).
4.3.1.3 Demonstrate how machines can be used to make work easier.
MODULE 5:ELECTRICITY AND MAGNETISM
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
5.1 Static Electricity 5.1.1 Demonstrate basic knowledge of 5.1.1.1 Describe how a lighting conductor works.
lightning protection. 5.1.1.2 Construct a simple lightning conductor.
5.2 Current 5.2.1 Demonstrate understanding and 5.2.1.1 Identify and explain the functions of a fuse, an earth wire and a trip
Electricity proper handling of mains electricity. switch.
5.2.1.2 Describe a short circuit and how it can be prevented.
5.2.1.3 Demonstrate proper handling of electricity in the home.
5.2.1.4 Demonstrate ways of conserving electricity in the home.
5.3 Magnets 5.3.1 Acquire basic knowledge about 5.3.1.1 Use a compass to find the direction North-South of the earth.
magnets, their properties and uses. 5.3.1.2 Demonstrate that a magnet has two poles.
5.4 Electro 5.4.1 Acquire basic knowledge on how a 5.4.1.1 Make a simple electric motor.
magnetism current carrying wire and magnets 5.4.1.2 List the uses of motors.
can be used to produce motion.

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MODULE 6:HEALTH AND SAFETY
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
6.1 Food and 6.1.1 Demonstrate knowledge of foods and 6.1.1.1 List some common food deficiency diseases and their causes.
Nutrition their importance to the body. 6.1.1.2 Discuss deficiency diseases common in Botswana
6.1.1.3 List illnesses associated with unhealthy eating, e.g. obesity, goitre, high
blood pressure etc.
6.2 Alcohol and 6.2.1 Discuss the health, social and 6.2.1.1 Discuss the dangers of alcohol and drug abuse.
drug abuse economic effects of drug and alcohol 6.2.1.2 Describe addiction.
abuse on the individual, the family 6.2.1.3 List the signs of alcohol addiction.
and the society at large. 6.2.1.4 Discuss the problems associated with alcohol abuse.
6.2.1.5 Discuss the problems associated with drug abuse.
6.2.1.6 Interpret and analyse data on drug and alcohol abuse and relate it to
sexually transmitted infections (STIs) prevalence.
6.2.1.7 Describe the dangers of smoking to both the smoker and the non-smoker
(active and passive smoking).
6.2.1.8 Suggest ways of controlling alcohol and drug abuse.
MODULE 7:BODY SYSTEMS
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
7.1 Human Body 7.1.1 Describe how various systems work 7.1.1.1 Identify the major parts of the skeletal system.
Systems together to perform a vital function. 7.1.1.2 Describe how the skeletal system works.
7.1.1.3 Identify the major organs of the nervous system.
7.1.1.4 Describe how the nervous system works.
7.1.1.5 Identify the central nervous system (CNS).
7.1.1.6 Describe the difference between a reflex action and a voluntary action.

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MODULE 8 SEXUAL REPRODUCTIVE HEALTH
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
8.3 Sexually 8.3.1 Discuss STIs and their socio- 8.3.1.1 List common STIs in Botswana.
Transmitted economic implications. 8.3.1.2 Describe how sexually transmitted diseases (STDs) increase the risk of
Diseases contracting HIV and AIDS.
8.3.1.3 Identify diseases that are closely associated with HIV and AIDS
infections.
8.4 HIV and AIDS 8.4.1 Acquire basic knowledge about HIV 8.4.1.1 Discuss the different ways in which HIV and AIDS can be transmitted.
and AIDS and how it affects people’s 8.4.1.2 Identify the major mode of transmission of HIV and AIDS in Botswana.
lives. 8.4.1.3 Discuss stereotypes that exist in their communities about HIV and AIDS.
8.4.1.4 Discuss the social, economic and cultural factors that expose women to a
high risk of HIV and AIDS infection.
8.4.1.5 Explain the economic and social impacts of HIV/AIDS on the, individual,
family and the nation.
8.4.2 Show understanding of the 8.4.2.1 Discuss ways of preventing infection by HIV and AIDS
importance of prevention over cure. 8.4.2.2 Describe the proper use and disposal of a condom.
8.4.2.3 Explain the advantages of using a condom.
8.4.2.4 State the advantages of prevention over cure.
8.4.2.5 Discuss the importance of testing for HIV and AIDS.

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INTRODUCTION RATIONALE FOR UPPER PRIMARY SETSWANA

This upper primary Setswana Syllabus outlines the skills and Setswana as a national and official language plays a vital and pivotal role
competencies that the learners have to acquire during the course of in nation building. It is also viewed as a harmonising agent as it is a
instruction. The syllabus adopts the communication approach to language common factor among most nationals of Botswana. The Setswana
teaching/learning instead of the traditional structural approach. It aims at programme for upper primary aims at providing the learners with skills to
developing in learners skills necessary for effective communication help them develop competence in language which will allow them to cope
through the four language skills of listening, speaking, reading and better with the requirements and challenges of life after they finish school.
writing. It provides learning experiences that aim at enhancing the learners’
intellectual development and creativity. The desired outcome of this
The ability to listen actively and discriminately in order to perform tasks programme includes self-reliance and reasonably good measure of self-
as required, speaking clearly and confidently, reading for a purpose sufficiency, which is one of the four national principles: the others being
writing clearly, conforming to the set orthographic conventions are vital democracy, development and unity.
ingredients of this syllabus. A strong culture of reading is encouraged
through developing in learners the desire to read widely and also for The syllabus is learner-centred in its approach and adopts the
enjoyment. Reference and study skills are also encouraged to enable communicative approach to language teaching/learning. Setswana being a
learners to cope with different learning situations. language it has no natural content. As a result content is drawn from other
subject areas across the curriculum including HIV/AIDS, Environmental
In literature learners are exposed to different genres which help them to issues, Population and Family Life Education and many more. In addition
grow, both intellectually and morally as well as equipping them with the a large component of culture and traditions is included. Topics in this
necessary language competencies which they can use in different syllabus spiral as teaching/learning progresses.
situations. The literature component also affords them the opportunity to
use their tools/skills of analysis to find answers to certain social issues and The 1981 Standard Setswana Orthography is to be used throughout the
situations they come across in their books. These are the tools they are syllabus in teaching the skills. It is important to use the standard
going to require in real life situations after leaving school. A component orthography starting from early stages of learning as any omission may
of traditional/oral literature is also included to enable learners to link the require learners to re-learn it as they progress to upper levels of education.
past with the present and thereby grow as complete social beings.
A significant amount of content is on Setswana culture which is by design
It is desired that learners are exposed to a significant amount of culture descriptive rather than prescriptive, aiming at enriching the learners
and traditions, and these are by design descriptive rather than prescriptive, personal and social growth, and at the same time ensuring that the learners
aiming at enriching the learners personal and social growth and at the appreciate and respect the diverse nature of Setswana culture. This in
same time ensuring that the learners appreciate and respect the diverse turn will enhance and sustain the concept of Botho.
nature of Setswana Culture. Content is largely drawn from across the
curriculum as language has no natural content.

1
AIMS OF UPPER PRIMARY SETSWANA 5. Write well-organised reports, speeches and messages.
6. Write well-organised and formatted compositions.
On completion of three years of Upper Primary Setswana programme 7. Write a variety of letters correctly.
pupils should have: 8. Translate from English to Setswana and vice versa.
9. Use correct punctuation and capitalisation.
1. acquired language skills to be able to express themselves 10. Use correct, standard orthography in writing.
appropriately in Setswana as a tool of communication and also for 11. Plan their activities properly.
learning. 12. Take notes and organise them in a proper sequence.
2. developed desirable attributes such as curiosity, creativity, 13. Write proper summaries of texts and stories.
assertiveness, self-esteem, open-mindedness, respect for the 14. Use a variety of parts and figures of speech for effective
environment and for one’s own life. communication.
3. acquired knowledge and understanding of their society through 15. Interpret tables, diagrams and graphs.
appreciation of their culture and tradition including languages, 16. Complete a variety of forms correctly.
songs, ceremonies, customs, social norms and a sense of 17. Show courtesy.
citizenship. 18. State kinship terms, understand meila.
4. acquired critical thinking, problem solving and inquiry skills. 19. State direto tsa merafe.
5. developed awareness of their rights and responsibilities related to 20. Appreciate various crafts.
health, including HIV/AIDS, gender, law, violence, identity, civic
and other social and moral issues. Organisation of the Syllabus
6. developed their own special interests, talents and skills whether
these be dexterity, physical strength, intellectual ability and/or The syllabus is divided into modules which are also divided into topics,
gifts. general and specific objectives. The general objectives are statements
which state in general terms the behaviour that the learners are expected to
exhibit after going through an instructional process. Specific objectives on
ATTAINMENT TARGETS the other hand state this behaviour in specific terms. They are a
breakdown of the general objectives. Each general objective may produce
At the end of upper primary, learners should have developed language several specific objectives. These are the objectives used in the
skills of : listening, speaking, reading and writing, including study skills development of instruction and instructional materials.
and cultural awareness to be able to:
TIME ALLOCATION
1. Understand and carry out instructions, directions and explanations
correctly. It is recommended that Setswana should be allocated six (6) periods of 30
2. Follow standard pronunciation of words. minutes duration, making it a total of three (3) hours per week.
3. Understand stories and texts.
4. Answer comprehension questions.

2
ASSESSMENT

The Upper Primary Setswana Syllabus is skill based and therefore the
assessment should aim at ascertaining the level of the acquisition of these
skills. Inevitably, the bulk of the assessment will be largely summative
occurring at the end of the programme. This will test the skills and
competencies that easily lend themselves to pen and paper.

For those skills that do not easily lend themselves to pen and paper,
continuous assessment will be used. Such skills include listening and
speaking skills and, indeed culture. Tasks will be assigned to learners by
the teacher and their performance recorded. At certain intervals tests will
be set by the teacher and school. These tests will be largely diagnostic
giving the teacher a reliable idea on the progress made by his/her pupils.
The outcome of these tests will also contribute towards continuous
assessment and teachers can use them for remedial purposes.

3
 STANDARD FIVE

MODULE 1: LISTENING
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
1.1 Instructions and 1.1.1 Understand oral instructions and 1.1.1.1 Carry out oral instructions on how to do something.
Directions directions. 1.1.1.2 Follow directions on where to find something.
1.2 Sounds 1.2.1 Discriminate different sounds in 1.2.1.1 Identify similar sounds in words.
words 1.2.1.2 Identify the sound(s) that differentiate(s) a given set of words.
1.3 Stories and Talks 1.3.1 Understand stories and talks 1.3.1.1 Identify in an oral story/talk the following elements:
a. introduction b. development c. conclusion
1.3.1.2 Say whether an oral story, talk or message on topics such as, for example:
HIV/AIDS, Environment, is arranged in good order.
1.4 Messages and 1.4.1 Respond to messages and reports 1.4.1.1 Respond appropriately to oral messages.
Reports 1.4.1.2 Respond appropriately to oral reports.

MODULE 2: SPEAKING
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to:
2.1 Instructions and 2.1.1 Understand of instructions and 2.1.1.1 Give clear oral instructions on how to do something.
Directions directions. 2.1.1.2 Give clear directions on where to find something.
2.2 Formal Speaking 2.2.1 Observe rules of formal speaking. 2.2.1.1 Pronounce words in a standard way in formal situations.
2.2.1.2 Express themselves fluently and confidently in class presentations.
2.2.1.3 Use appropriate gestures when speaking.
2.2.1.4 Conduct interviews among themselves, teachers and parents.
2.2.1.5 Respond to oral interviews appropriately.
2.2.1.6 Use the following parts of speech correctly in sentences:
a. nouns. b. pronouns. c. verbs.

4
2.3 Speeches, talks 2.3.1 Organise their oral speech or talk 2.3.1.1 Organise their oral speech or talk properly such that it has the following.
and stories properly elements: introduction, development, conclusion.
2.3.1.2 Reorganise a poorly organised text or story.
2.3.1.3 Tell a variety of stories in a well-organised manner.
2.4 Messages and 2.4.1 Give accurate oral messages and 2.4.1.1 Give accurate and coherent oral messages.
Reports reports. 2.4.1.2 Give accurate and coherent oral reports.
2.5 Translation 2.5.1 Translate simple oral messages. 2.5.1.1 Translate simple messages from English to Setswana.
2.5.1.2 Translate simple messages from Setswana to English.
MODULE 3: READING
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to:
3.1 Instructions and 3.1.1 Understand written instructions and 3.1.1.1 Follow written instructions on how to do something.
Directions directions. 3.1.1.2 Follow written directions on where to find something.
3.2 Orthography 3.2.1 Recognise correct orthography. 3.2.1.1 Identify the correct use of f/h/g/le/lo/tl/t/tlh/th.
3.2.1.2 Identify in sentences the correct use of conjunctive writing.
3.3 Capitalisation and 3.3.1 Observe correct use of capitalisation 3.3.1.1 Identify in a text correct use of capitalisation.
punctuation and punctuation. 3.3.1.2 Identify in context correct use of the following punctuation marks:
a. full stops b. commas c. question marks.
3.4 Dictionaries and 3.4.1 Understand correct use of reference 3.4.1.1 Find meanings of words.
encyclopaedias materials 3.4.1.2 Find correct spellings of words.
3.4.1.3 Find specific information from an encyclopaedia.
3.5 Parts of speech 3.5.1 Understand correct use of parts of 3.5.1.1 Identify correct use of the following parts of speech : nouns, pronouns and
speech. verbs.
3.6 Graphical 3.6.1 Interpret tables 3.6.1.1 Obtain specific information from tables.
information 3.6.1.2 Interpret tables.
3.7 Texts and passages 3.7.1 Demonstrate Skimming and Scanning 3.7.1.1 Demonstrate speed in reading for a general idea of the material.
skills. 3.7.1.2 Demonstrate speed in reading for specific idea of the material.

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 3.7.2 Understand text and passages read. 3.7.2.1 Extract specific information from a variety of sources.
3.7.2.2 Discuss general details of a text/passage.
3.7.2.3 Identify correct sequence of events in a text/passage.
3.7.2.4 Deduce the meaning of unfamiliar proverbs and idioms from context.
3.7.2.5 Determine the gist of a text/passage.
3.7.2.6 Recognise correct organisation of a text/passage.
3.8 Literature 3.8.1 Understand and analyse novel, drama 3.8.1.1 Understand and discuss the following aspects of a novel/drama:
and poetry. a. characters, main characters, minor characters
b. the character/characters they like best and say why
c. the character/characters they do not like and say why

3.8.1.2 Relate the events of a novel/ drama.

3.8.1.3 Relate events in a manner in which they follow each other.
3.8.1.4 Determine the setting of a novel/drama.
3.8.1.4 Determine the following elements of poetry:
a. subject (who or what the poem is about)
b. theme
c. mood
3.8.1.5 Identify the following figures of speech in a poem:
a. simile b. metaphor.
3.9 Traditional 3.9.1 Demonstrate understanding of 3.9.1.1 Relate traditional stories (mainane).
Literature traditional literature. 3.9.1.2 Classify traditional stories as mainane.
3.9.1.3 State the moral lesson learnt from a particular traditional story (leinane).
3.9.I.4 Interpret riddles (dithamalakane) by stating what is referred to.

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MODULE 4: WRITING
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
4.1 Instructions and 4.1.1 Write instructions and directions. 4.1.1.1 Write clear instructions on how to do something.
Directions 4.1.1.2 Write clear directions on how to get to a specified place.
4.2 Formal 4.2.1 Use formal language and standard 4.2.1.1 Use formal language in formal situations.
Language and orthography. 4.2.1.2 Write sentences correctly using the following:
Orthography • f/h/g
• le/lo
• tl/t
• tlh/th
4.2.1.3 Use conjunctive and disjunctive writing correctly in sentences.
4.3 Capitalisation 4.3.1 Observe correct use of capitalisation 4.3.1.1 Write sentences using capital letters correctly.
and Punctuation and punctuation. 4.3.1.2 Use the following punctuation marks correctly:
a. full stops
b. commas
c. question marks.
4.4.1.1 Write well organised and formatted narrative account on a given topic.
4.4 Composition 4.4.1 Understand formats and organisation 4.4.1.2 Give a factual account of events and incidents, including HIV/AIDS.
and Report of compositions and reports. 4.4.1.3 Describe vividly events, objects and scenes, including the environment.
4.4.1.4 Write news about activities in schools, village and the surrounding.
4.4.1.5 Contribute news items to the school magazine.
4.4.1.6 Write a simple report which will help improve the way things are done in
the class or school in general.
4.5 Letter Writing 4.5.1 Write a variety of letters 4.5.1.1 Write a well organised friendly letter.
4.5.1.2 Write a formal letter which has good introduction, development and
conclusion.
4.7 Translation 4.7.1 Translate from English to Setswana 4.7.1.1 Translate simple messages from English to Setswana.
and vice versa. 4.7.1.2 Translate simple messages from Setswana to English.

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4.8 Form Filling 4.8.1 Complete a variety of forms. 4.8.1.1 Fill in different forms correctly

4.9 Parts of Speech 4.9.1 Use various parts of speech. 4.9.1.1 Use the following parts of speech correctly in sentences:
a. nouns b. pronouns c. verbs
4.10 Tenses 4.10.1 Demonstrate correct use of tenses. 4.10.1.1 Use in original sentences the following tenses:
a. present tense
b. future tense
MODULE 5: CULTURE
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
5.1 Courtesy 5.1.1 Show courtesy and gratitude. 5.1.1.1 Help members of their families.
5.1.1.2 Participate in school and village activities.
5.1.1.3 Thank family and community members for what they did.
5.1.1.4 Greet elders at home and in public.
5.1.1..5 Care for one another in the family.
5.1.1.6 Exercise due caution when caring for one another.
5.2 Kinship Terms 5.2.1 Understand relationship among 5.2.1.1 Explain relationship among members of the family.
families. 5.2.1.2 State the different Kingship terms for members of the family.
5.3 Dikgotla 5.3.1.1 Explain the relationship between malwapa and a kgotla.
5.3.1 Understand operational relationships 5.3.1.2 Explain the relationship between dikgotla and the main kgotla ya motse.
among dikgotla.
5.4 Taboos 5.4.1 Understand different taboos (Meila). 5.4.1.1 State different taboos (meila) including taboos on hunting and cutting of
trees.
5.4.1.2 Explain the purpose served by taboos.
5.4.1.3 Explain how taboos can help curb the spread of HIV/AIDS.
5.5 Crafts 5.5.1 Appreciate various crafts. 5.5.1.1 Explain tanning of leather (go suga) and the purpose for which it is used.
5.5.1.2 Explain sewing (go roka) and the purpose for which it is used.

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 STANDARD SIX

MODULE 1: LISTENING
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to:
1.1 Pronunciation 1.1.1 Recognise standard way of 1.1.1.1 Identify in oral speech correct use of the following sounds:
pronouncing words. • f/h/g
• le/lo
• tl/t
• tlh/th
1.1.1.2 Differentiate between formal and informal language.
1.2 Sounds 1.2.1 Identify different sounds 1.2.1.1 Identify similar sounds in a given set of words.
1.2.1.2 Identify the sounds that differentiate a given set of words.
1.3 Reports and 1.3.1 Respond to oral reports and speeches 1.3.1.1 Respond appropriately to oral reports.
Speeches 1.3.1.2 Respond appropriately to oral speeches.
1.5 Translation 1.4.1 Understand translation 1.5.1.2 Identify well translated oral messages and speeches from English to
Setswana.
1.5.1.3 Identify well translated messages and speeches from Setswana to English.
MODULE 2: SPEAKING
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to:
2.1 Organisation 2.1.1 Organise Oral Talks 2.1.1.1 Organise their oral talk such that it has: introduction, development and
conclusion.
2.1.1.2 Demonstrate the ability to speak logically and coherently.
2.2 Reports and 2.2.1 Give oral Reports and Speeches 2.2.1.1 Give coherent oral reports and speeches.
Speeches 2.2.1.2 Respond orally to reports.
2.2.1.3 Give a brief talk about HIV/AIDS.
2.2.1.4 Give a brief talk about conservation.

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2.3 Parts and Figures 2.3.1 Use parts and figures of speech 2.3.1.1 Use the following parts of speech in short paragraphs: nouns, pronouns,
of Speech correctly. verbs, prepositions, qualificatives.
2.3.1.2 Use the following figures of speech for effective communication:
a. simile
b. metaphor
c. personification
2.4 Translation 2.4.1 Represent information in another 2.4.1.1 Translate orally messages from English to Setswana.
form 2.4.1.2 Translate orally messages from Setswana to English.
MODULE 3: READING
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to:
3.1 Orthography 3.1.1 Recognise correct Orthography 3.1.1.1 Recognise the correct use of the following sounds:
• f/h/g
• le/lo
• tl/t
• tlh/th.
3.1.1.2 Identify the correct use of disjunctive writing.
3.2 Reports and 3.2.1 Understand reports and speeches 3.2.1.1 Determine the purpose of a report/speech.
Speeches 3.2.1.2 Determine the main point of a report/speech.
3.2.1.3 Determine supporting points of a report/speech.
3.3 Graphical 3.3.1 Understand graphical information 3.3.1.1 Interpret tables, diagrams and graphs.
Information
3.4 Parts and Figures 3.4.1 Understand correct use of parts and 3.4.1.1 Identify the correct use of the following parts of speech: prepositions and
of Speech figures of speech. qualificatives.
3.4.1.2 Examine the use of the following figures of speech in sentences and short
paragraphs:
a. simile
b. metaphor
c. personification

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3.5 Texts and 3.5.1 Analyse texts/passages read. 3.5.1.1 Identify the topic sentence in a text.
passages 3.5.1.2 Identify the supporting points in a text.
3.5.1.3 Determine the main idea of a paragraph.
3.5.1.4 Determine the relevant ending for a story.
3.5.1.5 Determine the message or lesson learnt from a passage.
3.6 Translation 3.6.1 Recognise well translated texts. 3.6.1.1 Identify well translated short texts from English to Setswana.
3.6.1.2 Identify well translated short texts from Setswana to English.
3.7 Punctuation and 3.7.1 Identify in texts correct use of 3.7.1.1 Identify in a texts correct use of capital letters.
Capitalisation capitalisation and punctuation. 3.7.1.2 Identify correct use of the following punctuation marks:
a. exclamation marks
b. quotation marks
3.8 Literature 3.8.1 Comprehend novels, drama and 3.8.1.1 Discuss major disagreements in a novel/drama.
poetry 3.8.1.2 Determine the turning point of events in a novel/drama.
3.8.1.3 Identify personification in a poem.
3.9 Traditional 3.9.1 Understand Traditional Literature 3.9.1.1 Predict the end of a particular traditional story.
Literature 3.9.1.2 Relate traditional stories to real life situations.
3.9.1.3 State the themes of various traditional stories.

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MODULE 4: WRITING
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
4.1 Formal Language 4.1.1 Observe formal language in writing 4.1.1.1 Use formal language when writing.
and Orthography 4.1.1.2 Use the following sounds correctly in original sentences and paragraphs:
• f/g/h
• lo/le
• tl/t,
• tlh/th.
4.1.1.3 Use conjunctive and disjunctive writing correctly.
4.2 Organisation 4.2.1 Organise different types of written 4.2.1.1 Organise their work such that it has:
work a. introduction.
b. development.
c. conclusion.
4.2.1.2 Organise their work such that it has main points, supporting points,
concluding points.
4.3 Capitalisation 4.3.1 Observe correct capitalisation and 4.3.1.1 Use capital letters correctly in writing.
and Punctuation punctuation. 4.3.1.2 Use the following punctuation correctly in writing:
• full stops
• commas
• question marks
• exclamation marks
• quotation marks
4.4 Composition 4.4.1.1 Write vivid descriptions of scenes, objects and events.
4.4.1 Write on a number of topics. 4.4.1.2 Write a factual account on a given topic.
4.4.1.3 Write persuasively on a given topic.
4.5 Letter writing 4.5.1 Write a variety of letters. 4.5.1.1 Write a well formatted and organised personal letter.
4.5.1.2 Write well formatted and organised formal letter.
4.6 Reports and 4.6.1 Write organised Reports and 4.6.1.1 Write a variety of reports.
Speeches Speeches. 4.6.1.2 Write speeches for different purposes and occasions.
4.6.1.3 Respond to various reports and speeches.

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 4.7 Summary 4.7.1 Summarise texts speeches and 4.7.1.1 Select the key words in a text, speech or report.
reports. 4.7.1.2 Identify supporting points from a text, speech or report.
4.7.1.3 Use the main points to summarise a text, speech or report.
4.8 Graphical 4.8.1 Interpret graphical information. 4.8.1.1 Write out information presented in tables, charts and graphs.
Information 4.8.1.2 Present information in tables, charts and graphs.
4.9 Translation 4.9.1 Translate Messages 4.9.1.1 Translate sentences from English to Setswana.
4.9.1.2 Translate sentences from Setswana to English.
4.9.1.3 Translate paragraphs from English to Setswana.
4.9.1.4 Translate paragraphs from Setswana to English.
4.10 Parts and Figures 4.10.1 Use parts and figures of speech 4.10.1.1 Use creatively the following parts of speech in writing short paragraphs
of Speech creatively. and texts:
a. nouns
b. pronouns
c. verbs, adverbs
d. prepositions
e. qualificatives
4.10.1.2 Use creatively in writing the following figures of speech: simile, metaphor,
and personification.
4.10 Tenses 4.10.2 Use tenses correctly in sentences. 4.10.2.1 Identify the following tenses used in sentences and texts:
21. present tense
22. future tense
23. past tense
4.10.2.2Use in original sentences the following tenses: present tense, future tense,
past tense.
Form Filling 4.9.2 Design a variety of forms. 4.9.2.1 Fill different forms appropriately.
4.9.2.2 Design forms for various purposes.

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MODULE 5: CULTURE
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to:
5.1 Music and Dance 5.1.1 Understand music and dance 5.1.1.1 Participate actively in traditional music and dance.
5.1.1.2 Participate in different traditional festivals.
5.2 Taboos (Meila) 5.2.2 Understand various taboos 5.2.2.1 Explain orally and in writing various Setswana taboos.
5.2.2.2 Explain the purpose of Setswana meila.
5.3 Crafts 5.3.1 Explain various crafts 5.3.1.1 Explain wood carving (go betla) and the purpose for which it is used.
5.3.1.2 Explain weaving (go loga) and the purpose for which it is used.

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 STANDARD 7

MODULE 1: LISTENING
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to:
1.1 Stories 1.1.1 Understand talks, speeches and 1.1.1.1 Get the gist of talks, speeches and stories.
stories. 1.1.1.2 Identify introduction, development and conclusion in talks, speeches and
stories.
1.2 Reports and 1.2.1 Understand reports and speeches. 1.2.1.1 Respond accordingly to a variety of reports.
Speeches 1.2.1.2 Respond to speeches appropriately.
1.3 Translation 1.3.1 Follow oral translation 1.3.1.1 Classify messages as well translated from English to Setswana.
1.3.1.2 Classify messages as well translated from Setswana to English.
MODULE 2: SPEAKING
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
2.1 Formal Language 2.1.1 Distinguish between formal and 2.1.1.1 Use formal language in formal situations.
and Orthography informal language. 2.1.1.2 Determine proper use of the following:
• f/h/g
• le/lo
• tl/t
• tlh/th
2.1.1.3 Use appropriate gestures when speaking.
2.2 Organisation 2.2.1 Organise oral talks 2.1.1.1 Organise an oral talk in such a way that it has:
a. Introduction.
b. Development
c. Conclusion.
2.1.1.2 Relate events in a proper sequence.

141
2.3 Reports and 2.3.1 Produce a variety of oral reports 2.3.1.1 Give a variety of oral reports.
Speeches 2.3.1.2 Respond appropriately to a variety of reports.
2.3.1.3 Give appropriate and relevant oral speeches.
2.3.1.4 Respond to a speech by either asking questions or making comments.
2.3.1.5 Give a vote of thanks which is relevant to the speech.
2.4 Translation 2.4.1 Translate messages orally 2.4.1.1 Translate orally paragraphs and short texts from English to Setswana.
2.4.1.2 Translate orally paragraphs and short texts from Setswana to English.
2.5 Parts and Figures 2.5.1 Use parts and figures of speech to 2.5.1.1 Use the following parts of speech for effective communication:
of Speech enhance meaning. a. nouns
b. pronouns
c. verbs
d. prepositions
e. conjunctives
f. qualificatives
2.5.1.2 Use the following figures of speech for effective communication:
a. Simile
b. Metaphor
c. Personification.
MODULE 3: READING
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to:
3.1 Parts of Speech 3.1.1 Understand correct use of parts of 3.1.1.1 Identify the correct use of the following parts of speech:
speech. a. adverbs
b. conjunctives
c. ideophones
d. interjectives
3.2 Reports and 3.2.1 Recognise correct organisation. 3.2.1.1 Identify the following elements:
Speeches a. introduction
b. development
c. conclusion
3.2.1.2 Classify a variety of reports and speeches as well organised or
unorganised.

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3.3 Texts and 3.3.1 Draw appropriate conclusions from 3.3.1.1 Use evidence from the text/passage to support a point of view.
Passages texts/passages read. 3.3.1.2 Make inferences from the text/passage read.
3.3.1.3 Evaluate a point of view/actions found in a text/passage.
3.3.1.4 Suggest how a given text /passage could influence the actions or
perceptions of individuals.
3.5 Literature 3.4.1 Understand aspects of a novel or 3.4.1.1 Determine the following aspects of a novel/ drama:
drama • plot.
• theme.
3.4.1.2 Relate the events in a manner in which they follow each other.
3.4.1.3 Identify the main character or main characters.
3.4.1.4 Say why they like or dislike a certain character or certain characters.
3.4.1.5 Identify the theme.
3.4.1.6 Identify the climax.
3.4.1.7 Discuss conflict.
3.4.1.8 Discuss setting.
3.4.1.9 Identify in a poem the following elements:
a. mood
b. simile
c. metaphor
d. personification
3.5 Traditional 3.5.1 Understand Traditional Literature. 3.5.1.1 State the themes of various traditional stories ( mainane ).
Literature 3.5.1.2 State why they like or dislike certain characters in
traditional stories.
3.5.1.3 Evaluate actions of characters in traditional stories.

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MODULE 4: WRITING
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to
4.1 Orthography 4.1.1 Understand orthography 4.1.1.1 Use the following sounds correctly in paragraphs and passages:
• f/h/g;
• le/lo;
• s/sh;
• tsh/ch;
• tl/t;
• tlh/th
4.1.1.2 Use conjunctive and disjunctive writing correctly in all writing situations.
4.2 Reports and 4.2.1 Demonstrate understanding of 4.2.1.1 Write a variety of well organised reports.
Speeches summary. 4.2.1.2 Write good reports and speeches.
4.2.1.3 Write well structured speeches.
4.2.1.4 Write a vote of thanks which is relevant to the speech.
4.2.1.5 Write the main points of a report, speech or text.
4.2.1.6 Use the main points to develop a new report, speech or text.
4.2.1.7 Summarise a given paragraph, report or speech correctly.
4.3 Composition 4.3.1 Write well organised compositions 4.3.1.1 Write a variety of compositions on given topics.
4.3.1.2 Give factual details on a given topic including HIV/AIDS, Environmental
Education, Population and Family Life Education.
4.3.1.3 Write vivid descriptions of objects, events and scenes.
4.3.1.4 Give own point of view on a given topic.
4.4 Letter writing 4.4.1 Write well formatted letters 4.4.1.1 Follow accepted format in letter writing.
4.4.1.2 Write detailed personal letters.
4.4.1.3 Write detailed formal letters.
4.4.1.4 Respond to personal and formal letters appropriately.
4.5 Translation 4.5.1 Understand proper translation 4.5.1.1 Translate paragraphs and short texts from English to Setswana.
4.5.1.2 Translate paragraphs and short texts from Setswana to English.
4.6 Graphical 4.6.1 Interpret graphical information 4.6.1.1 Interpret tables, charts and graphs in writing.
Information 4.6.1.2 Present information graphically using tables, charts and graphs.

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4.7 Parts and Figures 4.7.1 Use parts and figures of speech 4.7.1.1 Use the following parts of speech for effective communication:
of Speech creatively. a. Nouns.
b. Pronouns.
c. Verbs.
d. Adverbs.
e. Qualificatives
f. Prepositions
g. Conjunctives

4.7.1.2 Use in original sentences and paragraphs the following figures of speech:
a. Simile
b. Metaphor
c. Personification
4.8 Tenses 4.8.1 Use tenses correctly. 4.7.1.3 Use in original sentences and paragraphs the following tenses:
a. Present tense.
b. Future tense.
c. Past tense.
d. Past perfect tense

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MODULE 5: CULTURE
Topics General Objectives Specific Objectives
Students should be able to: Students should be able to:
5.1 Mafisa 5.1.1 Demonstrate understanding of mafisa 5.1.1.1 Explain the process of mafisa.
5.1.1.2 State the advantages and disadvantages of mafisa.
5.2 Tribal totems 5.2.1 State tribal totems and traditional 5.2.1.1 State tribal totems(direto tsa merafe) and say who uses what as their
(Direto tsa counsinship totem.
merafe) and 5.2.1.2 Explain traditional councinship (bontsala jwa merafe) and say who is
councinship cousin to who and what that means.
5.3 Crafts 5.3.1 Explain production of various crafts 5.3.1.1 Explain the process of wood carving (go betla).
5.3.1.2 State the uses of the different finished products.
5.3.1.3 Explain the process of weaving (go loga).
5.3.1.4 State the use and purpose of the different finished products.
5.3.1.5 Produce an artifact of their choice.

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INTRODUCTION AIMS OF UPPER PRIMARY SOCIAL STUDIES

Social Studies is an interdisciplinary subject that integrates elements On completion of the three-year Upper Primary Social Studies
of Social Sciences and Humanities. It deals with socio-economic, programme learners should have:
cultural and political issues as well as human interaction with the
physical environment. 1. Developed critical thinking, problem solving,
interpersonal and inquiry skills
The Upper Primary Social Studies syllabus was developed to build 2. Developed desirable attributes such as initiative,
on the Social Studies skills of the Lower Primary Cultural Studies curiosity, creativity, assertiveness, self-esteem, open
programme and to prepare students for J.C Social Studies mindedness, respect for the environment and for
programme. The syllabus is organised into five broad thematic ones own life.
modules, which are presented in a sequential manner such that there 3. Acquired knowledge and understanding of their
is gradual build up in depth and coverage. In most topics an attempt environment and the need for sustainable utilisation
has been made to infuse as much as possible emerging issues such as of natural resources.
Environmental Education, population and family life education and 4. Developed desirable attitudes and behavioural
HIV and AIDS. patterns in interacting with the environment in a
manner that is protective, preserving and nurturing.
RATIONALE 5. Acquired knowledge and understanding of their
society through the appreciation of their culture and
The primary reason for Social Studies instruction is to help learners tradition including languages, songs, ceremonies,
acquire and use information to think critically, logically and customs, social norms and a sense of citizenship.
rationally in dealing with social, economic, political and 6. Acquired a good knowledge and practice of moral
environmental issues. It encourages and promotes cultural identity, standards and health practices that will prepare them
good citizenship, tolerance as well as social and environmental for responsible family life.
responsibility. It facilitates in learners the attainment of knowledge, 7. Gained the necessary knowledge and ability to
develops skills and promotes desirable attitudes needed to function interact with and learn about their community,
as informed, productive and responsible citizens. government of their country and the world around
them.
8. Developed skills for accessing and processing of
information using information technology (IT).

9. Developed an awareness of their rights and

responsibilities related to health, gender, law,

1
 violence, identity, civic and other social and moral responsible for their own learning, are recommended. These include:
issues. drawing, group work, debates, presentations, role-plays, observation
and inquiry. Pupils should be provided with skills that will enable
ATTAINMENT TARGETS them to gather information on their own e.g. using information
technology. It is recommended that teachers should embark on out
At the end of the Upper Primary education, learners should be able door activities and/or field excursions where possible to give learners
to: first hand information on some of the issues covered. Where possible
1. Demonstrate some decision-making skills. external resource persons can also be invited to present on specific
2. Show respect and appreciation for cultural diversity topics.
3. Be responsible citizens
4. Show understanding of human and children’s rights TIME ALLOCATION
5. Demonstrate the spirit of peaceful coexistence.
6. Demonstrate appreciation of conservation and sustainable It is assumed that the syllabus will be allocated a time slot of 2 hours
use of natural and cultural resources. per week. Four weekly periods of about 30 minutes duration should
7. Demonstrate knowledge of the various social groups in their be sufficient to cover the syllabus adequately.
localities.
8. Be aware of Botswana’s physical, political and economic
environment.
9. Express knowledge and understanding of Botswana’s
settlements and population characteristics.
10. Show understanding of the origins of the people of Botswana
and the birth of the nation.
11. Show understanding of the physical and economic
environment in the Southern African region.
12. Demonstrate knowledge of the physical environment and
human activities in Africa.

TEACHING METHODS

The Revised National Policy on Education recommends the learner

centred approach to teaching. This calls for the active participation of
learners during the lesson as opposed to teacher exposition. A variety
of activities, which will ensure that learners participate and become

2
 STANDARD FIVE

MODULE 1: SOCIETY AND CULTURE

Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
1.1 Family 1.1.1 Appreciate the importance of 1.1.1.1 Describe the different forms of marriage.
marriage. 1.1.1.2 Differentiate between monogamous and polygamous marriages.
1.1.1.3 Discuss how different forms of marriage encourage or discourage the
spread of HIV and AIDS infection.
1.1.1.4 Explain the concept of intermarriage.
1.1.1.5 Evaluate the importance of marriage.
1.1.1.6 Discuss the causes of divorce.
1.1.1.7 Discuss ways in which families can deal with divorce.
1.1.2 Assess the significance of a family. 1.1.2.1 Describe how a family develops.
1.1.2.2 Explain the importance of a family.
1.1.2.3 Discuss the advantages and disadvantages of having a large or small
family.
1.1.2.4 Describe ways of promoting peace and tolerance in the family.
1.1.2.5 Describe the effects of HIV and AIDS in the family.
1.1.2.6 Describe ways of supporting an HIV and AIDS infected family member.
1.1.2.7 Discuss the role of the family in protecting the environment.
1.2 Ward 1.2.2 Understand the characteristics of a 1.2.1.1 Describe the structure of a traditional ward.
ward. 1.2.1.2 Differentiate between a traditional ward and a council ward.
1.2.1.3 Describe changes taking place in traditional wards.
1.2.1.4 Discuss ways of promoting peace and tolerance in a ward.
1.3 Kgotla 1.3.1 Examine the importance of a kgotla. 1.3.1.1 State the importance of the traditional court/kgotla.
1.3.1.2 Discuss the democratic nature of the traditional court/kgotla.
1.3.1.3 Give Setswana proverbs that reveal the democratic nature of the
traditional court/kgotla

3
MODULE 2: PHYSICAL ENVIRONMENT
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
2.1 Location 2.1.1 Know the position of Botswana in 2.1.1.1 Describe lines of longitudes and latitudes.
relation to other countries in 2.1.1.2 Locate the position of Botswana on a map of Southern Africa using lines
Southern Africa. of longitudes and latitudes.
2.1.1.3 Draw the map of Botswana showing districts, major villages, towns and
cities.
2.1.1.4 Locate Botswana’s neighbouring countries on a map.
2.1.1.5 Describe a landlocked country.
2.1.1.6 Discuss problems experienced by landlocked countries.
2.1.1.7 Suggest possible solutions to the problems experienced by a landlocked
country.
2.2 Physical 2.2.1 Know Botswana’s major physical 2.2.1.1 Identify Botswana’s major physical features.
Environment environments. 2.2.1.2 Describe the uses of Botswana’s major physical features
2.2.1.3 Draw the map of Botswana showing the major physical zones.
2.2.1.4 Describe Botswana’s major physical zones.
2.2.1.5 Describe the human activities associated with the major physical zones in
Botswana.
2.3 Natural 2.3.1 Develop awareness on natural 2.3.1.1 Identify natural resources used in Botswana.
Resource resource conservation. 2.3.1.2 Identify different sources of water found in Botswana.
Management in 2.3.1.3 Discuss ways of conserving water, soil and vegetation.
Botswana 2.3.1.4 Analyse the importance of conserving natural resources.
2.3.1.5 Demonstrate methods of conserving natural resources.
2.3.1.6 Explain Community Based Natural Resource Management systems
(CBNRM).
2.3.1.7 Give examples of communities benefiting from natural resource
management systems.
2.3.1.8 Cite local and international organisations that deal with conservation.
2.3.1.9 State at least five international agreements on natural resource
conservation.
2.4 Weather and 2.4.1 Understand Botswana’s weather and 2.4.1.1 List the elements of weather.
Climate climatic conditions. 2.4.1.2 Identify weather instruments.

4
 2.4.1.3 Draw a simple weather chart that describes weather conditions for a given
month.
2.4.1.4 Describe cyclonic, relief and convectional types of rainfall.
2.4.1.5 Discuss the effects of rainfall on the environment.
2.4.1.6 Describe the climate of Botswana.
2.4.1.7 State the causes of climate change.
2.4.1.8 Describe the effects of climate change.
2.4.1.9 Discuss the influence of climate on the lives of Batswana.
2.4.1.10 Discuss attempts by government to alleviate adverse effects of climate.
MODULE 3: OUR PAST
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
3.1 The People of 3.1.1 Explore the origins of people of 3.1.1.1 Name different groups of people of Botswana.
Botswana Botswana. 3.1.1.2 Discuss the origin of the different ethnic groups in Botswana.
3.1.1.3 Draw a map showing the distribution of different ethnic groups in
Botswana.
3.1.1.4 Discuss the advantages and disadvantages of different tribal groups
living together
3.1.2 Gain awareness of the dangers of 3.1.2.1 Explain the causes of tribalism.
tribalism. 3.1.1.1 Describe the dangers of tribalism.
3.1.1.2 Suggest solutions to the problems of tribalism.
3.1.1.3 Recognise the significance of national identity over ethnic identity.
3.2 Pre-colonial 3.2.1 Analyse the effects of the Mfecane 3.2.1.1 Discuss the causes of the Mfecane.
Botswana on Batswana. 3.2.1.2 Outline attacks on Batswana during the Mfecane wars.
3.2.1.3 Discuss the effects of the Mfecane on Batswana.

5
MODULE 4: GOVERNANCE AND CITIZENSHIP
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
4.1 Citizenship 4.1.1 Develop a good sense of citizenship. 4.1.1.1 Describe different ways of acquiring citizenship in Botswana.
4.1.1.2 List ways of identifying a citizen of Botswana.
4.1.1.3 Discuss the responsibilities of a good citizen.
4.1.1.4 Explain the colours of the national flag.
4.1.1.5 Explain the symbols in the coat of arms.
4.1.1.6 Explain the philosophy of the national anthem.
4.1.1.7 Sing the national anthem.
4.1.1.8 Participate in community based activities.
4.1.2 Show a sense of patriotism. 4.1.1.1 Discuss the importance of patriotism
4.1.1.2 Discuss ways of showing patriotism.
4.1.1.3 Demonstrate a sense of patriotism
4.2 Peace 4.2.1 Appreciate the importance of peace. 4.2.1.1 Discuss the characteristics of a peaceful nation
4.2.1.2 Describe ways of promoting peace.
4.2.1.3 Demonstrate appreciation of peace.
MODULE 5: ECONOMY
Topic General Objectives Specific Objectives:
Learners should be able to: Learners should be able to:
5.1 Economic 5.1.1 Explore Botswana’s economic 5.1.1.1 Name the various sectors of the economy.
Development development. 5.1.1.2 Discuss the advantages and disadvantages that Botswana has for
economic development.
5.1.1.3 Analyse the effects of economic development on the social life of
Batswana.
5.1.1.4 Explain sustainable exploitation of natural resources.
5.1.2 Understand the contribution of the 5.1.2.1 Differentiate between the formal and the informal sectors of the economy.
informal sector to Botswana’s 5.1.2.1 State the contributions of the informal sector to Botswana’s economy.
economy. 5.1.2.2 Discuss the effects of the informal sector on the environment.
5.1.2.3 Describe ways in which businesses in the informal sector can be assisted.
5.2 Agriculture 5.2.1 Examine the role of agriculture in 5.2.1.1 Explain the difference between subsistence and commercial farming.
Botswana’s economy. 5.2.1.2 Differentiate between pastoral and arable farming.

6
 5.2.1.3 Explain the main problems facing agriculture in Botswana.
5.2.1.4 Suggest possible solutions to the problems facing agriculture in
Botswana.
5.2.1.5 Evaluate the importance of agriculture.
5.2.1.6 Discuss government policies/schemes for promoting agriculture in
Botswana.
5.2.1.7 Evaluate the environmental effects of the government policies/schemes
for promoting agriculture in Botswana.
5.3 Transport and 5.3.1 Understand the transport and 5.3.1.1 List 4 modes of transport used in Botswana.
Communication communication systems in 5.3.1.2 Differentiate between modern and traditional types of transport.
Botswana. 5.3.1.3 Discuss the advantages and disadvantages of different types of transport.
5.3.1.4 Discuss the effects of transport on the environment.
5.3.1.5 Analyse the importance of transport in Botswana.
5.3.1.6 Discuss the importance of communication.
5.3.1.7 Describe at least 4 types of communication used in Botswana.

7
 STANDARD SIX

MODULE 1: SOCIETY AND CULTURE

Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
1.1 Village 1.1.1 Analyse the characteristics of a 1.1.1.1 Describe the structure of a traditional village.
village. 1.1.1.2 Investigate the changes taking place in villages.
1.1.1.3 Discuss the effects of HIV and AIDS in the village.
1.1.1.4 Discuss the economic and environmental effects of the expansion of
villages.
1.1.1.5 Describe the traditional and modern forms of cooperation in a village.
1.1.1.6 Discuss the traditional roles of a chief.
1.1.1.7 Analyse changes in the duties of a chief.
1.1.1.8 Discuss ways of promoting peace and tolerance in a village.
1.2 Rural 1.2.1 Examine rural settlements in 1.2.1.1 Classify rural settlements in Botswana.
Settlements Botswana. 1.2.1.2 Discuss factors that lead to change of settlements from lands to villages.
1.2.1.3 Identify settlement patterns on a map.
1.2.1.4 Describe rural settlement patterns in Botswana.
1.2.1.5 Discuss the advantages and disadvantages of each settlement pattern.
1.3 Urban 1.3.1 Understand urban settlements in 1.3.1.1 Classify urban settlements.
Settlements Botswana. 1.3.1.2 Discuss factors that lead to the growth of settlements from villages to
towns.
1.3.1.3 Identify the major land use zones in a town.
1.3.1.4 Discuss the advantages and disadvantages of land use zoning.
MODULE 2: PHYSICAL ENVIRONMENT
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
2.1 Location 2.1.1 Acquire knowledge of the different 2.1.1.1 Name the countries of Southern Africa and their capitals.
countries of Southern Africa. 2.1.1.2 Use lines of longitudes and latitudes to locate the countries of Southern
Africa and their capitals.
2.1.1.3 Draw the map of Southern Africa and label the countries and their
capitals.

8
2.2 Physical 2.2.1 Analyse the physical environment of 2.2.1.1 Draw a map of Southern Africa showing the major physical features.
Environment the Southern African Region. 2.2.1.2 Describe the major climatic regions of Southern Africa.
2.2.1.3 Draw a map showing the major climatic regions of Southern Africa.
2.2.1.4 Discuss the effects of climate on the environment.
2.2.1.5 Discuss the major human activities in each climatic region.
2.2.1.6 Outline the effects of major human activities on the environment.
2.3 Natural 2.3.1 Examine natural resource 2.3.1.1 Explain trans-boundary natural resource management systems (TBNRM).
Resource management practices in Southern 2.3.1.2 Give examples of TBNRM efforts.
Management in Africa 2.3.1.3 Discuss the role of TBNRM systems in conservation and sustainable
Southern Africa utilisation of natural resources.
2.3.1.4 Demonstrate appreciation of conservation of natural resource.
MODULE 3: OUR PAST
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
3.1 Colonialism 3.1.1 Comprehend the factors behind 3.1.1.1 Give reasons for European interest in Africa.
Colonialism. 3.1.1.2 Discuss methods used by Europeans to colonise Africa.
3.1.1.3 Classify Southern African countries according to European colonisation.
3.1.1.4 Evaluate the results of colonisation on Batswana.
3.2 Declaration of 3.2.1 Understand the events leading to the 3.2.1.1 Describe the first Europeans to come to Botswana.
the Protectorate declaration of the Bechuanaland 3.2.1.2 Discuss the effects of the interaction between Batswana and Europeans.
Protectorate. 3.2.1.3 Discuss the Boer threat to the independence of Batswana up to 1884.
3.2.1.4 Explain the reasons for the declaration of the protectorate.

9
MODULE 4: GOVERNANCE AND CITIZENSHIP
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
4.1 Multiparty 4.1.1 Examine multiparty democracy in 4.1.1.1 Explain the concept of multi-party democracy.
Democracy Botswana. 4.1.1.2 State the current political parties
4.1.1.3 State the contribution of political parties in building and sustaining
democracy.
4.1.1.4 Compare Botswana’s multiparty democracy with other forms of
government.
4.1.1.5 Discuss the advantages and disadvantages of multiparty democracy.
4.2 General 4.2.1 Understand the importance of 4.2.1.1 Discuss the importance of voting.
Elections general elections. 4.2.1.2 State the requirements needed in order to vote.
4.2.1.3 Outline the voting process.
4.2.1.4 Differentiate between a referendum, an election and a bye-election.
4.2.1.5 Discuss the role of the Independent Electoral Commisiion (IEC) in
national elections.
4.2.1.6 Identify the different types of electoral systems.
4.2.1.7 Discuss the advantages and disadvantages of each electoral system.
4.3 Human Rights 4.3.1 Acquire knowledge on basic human 4.3.1.1 Discuss individual responsibilities.
rights and responsibilities. 4.3.1.2 State the basic human rights.
4.3.1.3 Differentiate between civil rights and human rights.
4.3.1.4 Analyse the relationship between rights and responsibilities
4.3.1.5 Discuss the United Nations (UN) charter for human rights.
4.3.1.6 Discuss the civil rights in the Botswana constitution.
4.3.1.7 Outline the similarities and differences between the UN Charter on
Human Rights and Botswana’s constitution.
4.3.1.8 Discuss the role of legislation/law in protecting individual rights.
4.3.1.9 Discuss the role of international organisations in promoting human rights.
4.3.1.10 Demonstrate a sense of responsibility.
4.4 Peaceful 4.4.1 Examine the significance of peaceful 4.4.1.1 Explain the concept of peaceful coexistence.
Coexistence coexistence. 4.4.1.2 Discuss the relationship between peace and tolerance.
4.4.1.3 Explain the importance of maintaining peace.

10
 4.4.1.4 Demonstrate appreciation of peaceful co-existence.
4.4.1.5 Explain the concept of unity in diversity.
MODULE 5: ECONOMY
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
5.1 Mining 5.1.1 Understand the importance of mining 5.1.1.1 Name the minerals mined in Botswana.
to Botswana’s economy. 5.1.1.2 Draw a map of Botswana showing the mining areas.
5.1.1.3 Describe the methods of mining used in Botswana.
5.1.1.4 Describe the stages involved in the processing of diamonds and
copper/nickel.
5.1.1.5 Name the uses of minerals mined in Botswana.
5.1.1.6 Explain the importance of mining to Botswana’s economy.
5.1.1.7 Describe the strategies of marketing minerals from Botswana.
5.1.1.8 Analyse the social problems associated with mining towns.
5.1.1.9 Evaluate the effects of mining on the environment.
5.1.1.10 Suggest ways of reducing the impact of mining on the environment.
5.2 Processing and 5.2.1 Examine processing and 5.2.1.1 Differentiate between processing and manufacturing industries.
Manufacturing manufacturing industries in 5.2.1.2 Discuss the factors influencing the location of industries in Botswana.
Industries Botswana. 5.2.1.3 Explain the importance of industries in Botswana.
5.2.1.4 Discuss the schemes introduced to assist local industries.
5.2.1.5 Discuss the problems faced by local manufacturers.
5.2.1.6 Suggest solutions to problems facing local manufacturers.
5.2.1.7 Evaluate the impact of processing and manufacturing on the environment.
5.2.1.8 Suggest ways of reducing impact of manufacturing and processing on the
environment.
5.3 Trade 5.3.1 Understand the contribution of trade 5.3.1.1 Name Botswana’s major exports and imports.
in the economy of Botswana. 5.3.1.2 Identify Botswana’s trading partners.
5.3.1.3 Explain the importance of trade to Botswana’s economy.
5.3.1.4 Analyse the effect of foreign owned chain stores on local trading
enterprises.
5.3.1.5 Suggest ways of empowering local trading entrepreneurs.
5.3.1.6 Discuss the effects of trade on the environment.
5.4 Economic 5.4.1 Explore the economy of the Southern 5.4.1.1 Describe the major economic activities that occur in the region.

11
 Development in African region. 5.4.1.2 Explain the importance of the major economic activities to the Southern
Southern Africa African region.
5.4.1.3 Discuss the problems affecting economic development in Southern
Africa.
5.4.1.4 Suggest possible solutions to the problems affecting economic
development among Southern African states.
5.5 Transport and 5.5.1 Understand the transport and 5.5.1.1 Discuss the forms of transport used in Africa.
Communication communication systems in Africa. 5.5.1.2 Locate and label on a map the major seaports in Africa.
5.5.1.3 Identify the major routes used for imports and exports in Africa.
5.5.1.4 Locate and label on a map the major airports in Africa.
5.5.1.5 List the most commonly used forms of communication in Africa.
5.5.1.6 Discuss the advantages and disadvantages of different forms of
communication used in Africa.
5.5.1.7 Discuss the problems hindering the development of transport and
communication in Africa.
5.5.1.8 Suggest solutions to the problems hindering the development of transport
and communication in Africa.

12
 STANDARD SEVEN

MODULE 1: SOCIETY AND CULTURE

Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
1.1 Culture 1.1.1 Understand Botswana’s culture. 1.1.1.1 Discuss the different elements of culture.
1.1.1.2 Evaluate the importance of culture.
1.1.1.3 Discuss the impact of cultural changes on the society.
1.1.1.4 Investigate the factors responsible for cultural change.
1.1.1.5 Discuss ways of preserving culture.
1.1.1.6 Discuss cultural practices that impact on the environment.
1.1.1.7 Describe how cultural practices may encourage or discourage HIV and
AIDS infection.
1.1.2 Demonstrate appreciation of cultural 1.1.2.1 Recognise the various cultures in Botswana.
diversity and tolerance. 1.1.2.2 Describe the culture of at least three ethnic groups of Botswana.
1.1.2.3 Investigate the similarities and differences between selected cultural
groups.
1.1.2.4 Explain the concepts of cultural identity, cultural heritage, cultural
diversity and cultural tolerance.
1.2 Population 1.2.1 Examine Botswana’s population 1.2.1.1 Explain the importance of population census.
dynamics. 1.2.1.2 Describe how population census is conducted.
1.2.1.3 Describe population distribution in Botswana.
1.2.1.4 Draw a map showing population distribution in Botswana.
1.2.1.5 Explain the reasons for the uneven population distribution in Botswana.
1.2.1.6 Explain the population growth rate for Botswana.
1.2.1.7 Describe the problems resulting from population increase.
1.2.1.8 Discuss possible solutions to the problems resulting from population
increase.
1.2.1.9 Analyse the socio-economic effects of HIV and AIDS on the people of
Botswana.
1.3 Migration 1.3.1 Appreciate population migration in 1.3.1.1 Differentiate between internal and international migration.
Botswana and its effects. 1.3.1.2 Explain the causes of rural-urban and urban-rural migration.

13
 1.3.1.3 Describe the problems resulting from rural urban migration.
1.3.1.4 Suggest possible solutions to problems resulting from rural urban
migration.
1.3.1.5 Explain the causes of international migration.
1.3.1.6 Discuss the problems of international migration.
1.3.1.7 Explain the causes of xenophobia.
1.3.1.8 Explain the effects of xenophobia.
1.3.1.9 Describe ways of overcoming xenophobia.
1.3.1.10 Discuss the causes of racial discrimination.
1.3.1.11 Suggest ways of overcoming racism.
MODULE 2: PHYSICAL ENVIRONMENT
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
2.1 Location 2.1.1 Locate the position of Africa in a 2.1.1.1 Identify Africa on a map of the world.
world map. 2.1.1.2 Locate Africa using lines of longitude and latitude.
2.1.1.3 Name the seas and oceans surrounding Africa.
2.1.1.4 Locate Africa using lines of longitude and latitude
2.1.1.5 Draw a map of Africa showing the main longitudes and latitudes.
2.1.1.6 Draw a political map of Africa showing countries and capitals.
2.2 Physical 2.2.1 Understand the physical 2.2.1.1 Describe the major physical features of Africa.
Environment environments of Africa. 2.2.1.2 Draw a map of Africa and label the major physical features.
2.2.1.3 Discuss the influence of the major physical features on the surrounding
areas.
2.2.1.4 Describe the major climatic regions of Africa.
2.2.1.5 Draw a map of Africa showing the major climatic regions.
2.2.1.6 Analyse the influence of the equatorial climate on human activities.
2.2.1.7 Analyse the influence of human activities on the equatorial environment.
2.3 The World 2.3.1 Know the major physical 2.3.1.1 Identify the major lines of longitudes and latitudes on the world map.
environments of the world. 2.3.1.2 Calculate time difference between two meridians/longitudes.
2.3.1.3 List the continents of the world.
2.3.1.4 Identify the major physical features on the world map.
2.3.1.5 Describe the major climatic regions of the world.
2.3.1.6 List the major human activities in each region.

14
 2.3.1.7 Classify countries according to their continents.
MODULE 3: OUR PAST
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
3.1 Colonial Rule 3.1.1 Explore Botswana’s history during 3.1.1.1 Describe changes in political authority resulting from colonisation.
colonial rule. 3.1.1.2 Describe the administrative structure of the Bechuanaland Protectorate.
3.1.1.3 Explain attempts to take over Bechuanaland Protectorate by the British
South Africa (BSA) Company.
3.1.1.4 Describe the reaction of the dikgosi to the threat of the BSA Company.
3.1.1.5 Discuss socio-economic developments during the colonial rule.
3.2 Nationalism 3.2.1 Analyse events leading to 3.2.1.1 Explain nationalism.
independence. 3.2.1.2 Explain factors that led to the rise of nationalism.
3.2.1.3 List political parties formed before independence.
3.2.1.4 Discuss the approaches used by nationalist parties to gain political power.
3.2.1.5 Describe how the first general elections were conducted.
MODULE 4: GOVERNANCE AND CITIZENSHIP
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
4.1 Governance 4.1.1 Understand governance in Botswana. 4.1.1.1 Describe the characteristics of good governance.
4.1.1.2 Discuss the concept and process of the rule of law.
4.1.1.3 Explain the five national principles.
4.1.1.4 Determine the relationship between Vision 2016 and the national
principles.
4.1.1.5 Describe the dangers of nepotism and corruption.
4.1.1.6 List institutions or organisations that deal with nepotism and corruption.
4.1.2 Comprehend the government 4.1.2.1 Differentiate between local and central government.
administrative structures. 4.1.2.2 Describe the three branches of national government.
4.1.2.3 Discuss the composition and functions of each branch.
4.1.2.4 Outline the processes and procedures of nominating members into the
house of chiefs.
4.1.2.5 Explain the roles of the house of chiefs.
4.1.2.6 Explain the roles of government ministries.
4.1.2.7 Outline the roles and responsibilities of members of parliament.

15
 4.1.2.8 Outline the roles and responsibilities of the president.
4.2 Human Rights 4.2.1 Demonstrate the understanding of 4.2.1.1 Explain the vulnerability of different groups of people to human rights
Violation human rights violation. violations.
4.2.1.2 Discuss the effects of the violation of human rights.
4.2.1.3 Discuss cases of human rights violations in Africa.
4.2.1.4 Investigate ways in which organisations/institutions deal with the
violation of human rights.
4.3 Peace Keeping 4.3.1 Recognise the significance of peace 4.3.1.1 Identify countries of Africa experiencing civil unrests.
keeping. 4.3.1.2 Discuss the causes of civil unrests in African countries.
4.3.1.3 Outline the effects of civil unrests in African countries.
4.3.1.4 Discuss ways of maintaining peace in the world.
4.3.1.5 Discuss the role played by Botswana in international peace keeping.
4.3.1.6 Discuss the role of Peace Parks in promoting international peace.
MODULE 5: ECONOMY
Topic General Objectives Specific Objectives
Learners should be able to: Learners should be able to:
5.1 Tourism 5.1.1 Appreciate the importance of tourism 5.1.1.1 Classify tourist attractions.
to Botswana’s economy. 5.1.1.2 Name the wildlife protected areas in Botswana.
5.1.1.3 Differentiate between game reserves and national parks.
5.1.1.4 Draw a map of Botswana showing game reserves and national parks.
5.1.1.5 Name some of the protected flora and fauna in Botswana.
5.1.1.6 Discuss the importance of conserving flora and fauna.
5.1.1.7 Explain cultural tourism.
5.1.1.8 List at least 5 national monuments found in Botswana.
5.1.1.9 Explain the contribution of national monuments to tourism.
5.1.1.10 Discuss the role of the local community in the development of tourism.
5.1.1.11 Evaluate the contribution of tourism to Botswana’s economy.
5.1.1.12 Discuss the problems facing the tourism industry in Botswana.
5.1.1.13 Suggest possible solutions to the problems facing tourism in Botswana.
5.1.1.14 Discuss the efforts made to market tourism.
5.2 Trade 5.2.1 Examine economic relationships 5.2.1.1 Draw a table of the Southern African States and show their major exports
between Southern African countries. and imports.
5.2.1.2 Name the members of South African Customs Union (SACU).

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 5.2.1.3 Discuss the objectives of SACU.
5.2.1.4 Discuss the benefits of Botswana’s membership to SACU.
5.2.1.5 List members of Southern African Develoment Community (SADC).
5.2.1.6 Discuss the objectives of SADC.
5.2.1.7 Discuss the benefits of Botswana’s membership to SADC.
5.2.1.8 Explain the problems associated with trade in Southern Africa.
5.2.1.9 Suggest solutions to the problems associated with trade in Southern
Africa.
5.2.1.10 Show how conservation agreements may affect trade.
5.3 Energy 5.3.1 Analyse the sources of energy. 5.3.1.1 Discuss the advantages and disadvantages of the major sources of energy.
5.3.1.2 Differentiate between renewable and non-renewable sources of energy.
5.3.1.3 Describe energy sources that pollute the environment.
5.3.1.4 Describe ways of reducing the impact of pollution from sources of
energy.
5.3.1.5 Describe sustainable use of non-renewable sources of energy.
5.4 Economic 5.4.1 Understand the economic conditions 5.4.1.1 Name Africa’s major exports and imports.
Development in in Africa. 5.4.1.2 Explain the dependence on raw materials for exports by most African
Africa countries.
5.4.1.3 Analyse the effects of the dependence on raw materials for exports.
5.4.1.4 Explain how the production of raw materials affects the environment.
5.4.1.5 Explain factors that inhibit economic development in Africa.
5.4.1.6 List economic organisations in Africa.
5.4.1.7 Explain the roles of economic organisations in Africa.

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