Faculty of education

Katima mulilo campus

STUDENT NAME: MAONZO BRENDA

STUDENT NUMBER: 201311751

MODULE NAME: LITERACY AND COMMUNITY DEVELOPMENT

MODULE CODE: LLP 3842

ASSIGNMENT: 1

LECTURER: DR. NZWALA

TABLE OF CONTENTS

Introduction……………………………………………………………………………………..…1

How primary language curriculum prepares future generation towards modern concept of
literacy……………………………………………………………………………………………..1

Conclusion................................................................................................................................…...2

References ………………………………………………………………………………………...3
Introduction

The main aim of this assignment is to unpack analytically the lower primary curriculum (grade 2
language syllabus) in preparing the future generation towards the modern concept of literacy.
Defining curriculum can be seen as a complex thing to do as it is broad in context, but simply put
-curriculum (hoadley, 2012) is a list of subject content prescribed by the national department of
education, moreover, it states out how learning is sequenced and organized, it also provides ideas
about how learners should learn and how teachers should teach.

According to the English second language syllabus, the approach to teaching and learning is
based on a paradigm of learner-centered education described in ministerial policy documents and
the learner centered education conceptual framework. This approach ensures optimal quality of
learning when the principles are put into practice. The main aim is to develop learning with
understanding and the knowledge, skills and attitudes to contribute to the development of
society.

What this means is that when learners come to school they already have a vast exposure of
information from within the environment where they come from (prior knowledge), hence, the
role of the teachers is to build on and challenge the learner’s prior knowledge and experience. In
grade 2 (NIED, 2015) the English second language as a subject focuses closely on developing
what they need to use in English as a medium of instruction in future grades but in an engaging
and motivational way. In addition, the English syllabus is not only limited to teaching and
learning that occurs in the classrooms but takes into consideration the goals that it seeks to
establish in developing learners into competent adults that will exist to live their lives to the
fullest in the future generation.

Therefore, the aims of English second language are to give learners the skills to consolidate and
extend Basic English for further progression in education. To start developing learner’s
competence in English as the official language in public life. Furthermore, with regards to
preparing learners towards the modern concept of literacy, the English syllabus has made
provisions in that area as it has links to other subjects and cross-curricular issues. These cross-
curricula issues are crucial elements essential for learners to equip themselves in order to lead
better lives in future.

The cross curricular issues includes environmental learning, HIV/AIDS, population education,
education for human rights and democracy, information and communication technology and road
safety have been introduced to the formal curriculum to be dealt with in each subject and across
all phases because each of the issues deals with particular risks and challenges in our Namibian
society. All our learners need to understand the nature of these risks and challenges and also
know how they will impact on our society and on the quality of life of our people now and in the
future.
The Namibian curriculum (English language syllabus) by means of cross-curricular issues was
designed to prepare learners towards the modern concept of literacy in the following ways:

HIV/AIDS-Persons with adequate literacy skills maintain better health through their ability to
understand and interpret health information. They are better able to communicate clearly with
their medical caregivers, learn and adopt preventive health practices and detect problems so that
they can be treated earlier, or make appropriate choices amongst health care options.

Education for human rights and democracy (EHRD) - Literacy is a fundamental human right and
the basis for any individual’s ability to learn. It is essential for social and human development in
the sense that people residing in one vicinity are able to live in a harmonious environment where
disputes are better resolved under civilized conditions and where individual opinions are well
respected under the democratic notion as the rule of law.

Information and communication technology (ICT) - In modern society and our globalized world,
literacy is far more diverse than simply reading a book and understanding what we have read, but
rather the ability to use these skills and communicate effectively. Digital literacy, for example, is
the ability to understand and use information across multiple formats from computers to the
internet and cellphones.

Road safety and population education- literacy helps us to read driving manuals so that we can
equip ourselves with the information on how to be better road users and also to understand
cultural differences within our communities, more importantly to learn how we can maximize
sustainable development for the future generation to come.

Conclusion

The importance of literacy in modern society cannot be over-emphasized. The increasing need
for all citizenry to acquire more than minimal basic literacy skills finds itself being played out in
the struggle that is daily life. The significance of literacy in our lives, be it the ability to read or
adequately interpret and comprehend the meaning of various levels of text for the purpose of
being able to successfully participate in and navigate modern society.
References

Gibbons, P. (1991). Learning to learn in a second languages. Uk. Heinemann . primary English
teaching association (PETA).
Cummins, J. (200). Language,pawer and pedagogy.Bilingual children in the crossfire. Clevedon
UK: Multilingual matters.