Before the curriculum was revised in 2015, grade 4 fell under the then-lower primary phase, which was using the class teaching mode of instruction.

This meant that one teacher would teach the learners all the subjects they had in that grade.

This also meant that the teachers spent ample time with these learners, and could detect their strengths and weaknesses easier.

This, again, made it easier for learning support purposes. 

The grade setup of the old curriculum meant that learners spent four years of formal learning (grades 1-4) in the lower primary phase, where special emphasis was placed on reading, writing and basic numeracy skills.

At the time, special attention was put on handwriting skills, numeracy and literacy, which were simplified using manipulatives. 

In the lower primary phase, the learners are taught using songs, actions and a wide spectrum of multi-sensory methods to make learning fun. 

In the old curriculum, grade 4 learners, given their age and maturity or lack thereof in learning, responded well to the methods of teaching employed in the lower primary phase.

Elephant in the room 

What has changed? You may ask.

With the new curriculum, grade 4 now falls under the senior primary phase, a phase that is characterised by subject teaching.

Each teacher in this phase is responsible for a specific subject – and in most cases, teachers in this phase focus on the delivery of subject content to the detriment of other skills like reading and handwriting, which must be improved on following the foundation laid during the first three grades.

Teachers in this phase have little or no time to give special and need-specific attention to these learners because they must deliver subject content.  If they do not finish the syllabus, they will be at loggerheads with their supervisors. 

This whole situation puts the teachers between the proverbial rock and the hard place, as on the one hand, they must deliver subject content to the learners. 

On the other, they must teach reading, writing and handwriting to these learners. 

Most teachers who teach this grade prioritise content delivery, and this throws grade 4 learners into the deep end because they come from a grade where they were taught in their mother tongue, a grade where they received all the attention and patience they needed. 

All this makes grade 4 learners set up to fail. 

This is why learners are excellent in grade 3, but they lose it in grade 4 – and sometimes never recover academically for the rest of their schooling years.

Concerns

Senior primary teachers are subject teachers, and it is expected of them to cover their syllabi and schemes of work or else they are subject to warnings and misconduct from their supervisors.

 They, therefore, have no time to ‘babysit’ grade 4 learners as many teachers term it. 

If Mr X is a Social Studies teacher, he is obligated to deliver Social Studies content to the learners, but if they cannot read or write, his job becomes impossible.

This makes teachers develop a negative attitude towards grade 4 learners, which leads to teachers neglecting these learners. 

Some teachers in combined schools teach more senior learners, like grade 9s or 10s, and the shift back to teaching grade 4s becomes an almost impossible task.

Grade 4 learners

Because of the neglect they are getting in the senior primary phase, grade 4 learners resort to gross and unexpected misbehaviour. 

Grade 4 learners are a national school problem. 

Visit any public school around the country, and ask around. 

Grade 4 learners are a headache. 

Why are these learners like this? 

Educational psychologists will agree with me that the behaviour of these learners is caused by the fact that they are overwhelmed by the new phase in which they find themselves, and all the challenges that tag along. 

The medium of instruction is new. They are now being taught by different teachers as opposed to one as it was in their previous phase. 

The content they are being taught is significantly more than what they are used to, and the expectations are way higher.

All this makes grade 4 learners vulnerable to failure as evidenced by their dismal performances across the many schools in the country.

Intervention

The first step towards solving any kind of problem is always admitting that you have a problem. 

The custodians of our curriculum must admit that we have a national grade 4 problem, and this can be done by carrying out empirical research into the matter. 

To begin with, grade 4 teachers must be capacitated through workshops and training, as well as continuous support from advisory teachers to enable them to effectively deal with the challenges that come with being grade 4 teachers.

Grade 4 learners must undergo a special senior primary readiness programme to be planned and resourced by e-government, which will help learners cope with the challenges that come with their promotion to the new phase, and make their transition a smooth one. 

The readiness programme will require thorough planning and ample resources if it is to be a success.

As teachers, we cannot wait for the above-mentioned recommendations and others to be put in place. 

While we wait for administrators and powers that be, as teachers, it is imperative that we come down to the learners’ level, and understand that they are in a transitional period.

 In addition to the content that we must deliver, take time to help learners improve the skills that will help them understand the content we give.

 Teachers must utilise information and communication technology in their lessons, e.g., show pictures and animations on projectors, and use a variety of teaching methods with a variety of teaching media to cater for all learners as per their various learning needs.

Schools must be able to urge junior primary teachers to put more effort into improving the most important skills that learners need to withstand the pressure of transitioning to a new phase. 

If need be, junior primary teachers, who are experts in learner support, should assist senior primary teachers to improve reading, writing and basic numeracy after school hours, where they can and if called upon.

*Katutjiua Mbinge is a teacher by training. A passionate educator and concerned parent, Mbinge holds a master’s degree in education from the University of Namibia. He writes in his capacity.