Republic of Malawi

Syllabus for

Social studies

Forms 3 and 4

Ministry of Education, Science and Technology

 Syllabus for

Social studies

Forms 3 and 4

Ministry of Education, Science and Technology

Prepared and published by

Malawi Institute of Education

PO Box 50
Domasi
Malawi

Email: miedirector@sdnp.org.mw
© Malawi Institute of Education 2013

All rights reserved. No part of this publication may be reproduced, stored in a

retrieval system, or transmitted in any form by any means, electronic, mechanical,
photocopying, recording or otherwise, without the permission of the copyright
owner.

First edition 2013

Acknowledgements
The Ministry of Education, Science and Technology and the Malawi Institute of
Education would like to thank all those who participated in various capacities,
stages and levels in the development, refinement and final production of this
syllabus. The Ministry is particularly indebted to the following for their
contributions at various stages of the development of the syllabus for social
studies:

Mastone LK Mbewe - Chancellor College

Major Francis J Medi - MDF Secondary School
Andrew KD Nyirenda - Dowa Secondary School
Madalitso M Chamba - Reserve Bank of Malawi
Agnes M Kathibula - Reserve Bank of Malawi
George LD Makande - Anti-Corruption Bureau
Steven Kapoxy Kapoloma - Malawi Revenue Authority
Dr Hastings Mjoni Mwale - Domasi College of Education
Enia Mkwezalamba Ngalande Mrs - Malawi Institute of Education
Evelyn Chinguwo - Malawi Institute of Education
Matthew N Chilambo - High Profile Secondary School
Hastings Austin N Manyusa - Nkhamenya Girls Secondary School
Jennings M Kayira - Ministry of Education, Science and
Technology- DIAS

Special thanks also go to the Director of Department of Inspectorate and Advisory

Services (DIAS), Raphael Agabu, and his staff, the Director of Malawi Institute of
Education, Dr William Susuwele-Banda, and his staff, the head of Department for
Curriculum Development (DCD), the Coordinator of secondary school curriculum,
Mrs Enia Ngalande and her Team (Naireti Molande, Dr Ezekiel Kachisa and Austin
Kalambo) for coordinating the process of reviewing the syllabuses.

MoEST and MIE would also like to thank Daniel K Nkhata and Chrispin S Mphande
who helped in the refining of the syllabus. Finally, thanks should also go to Dr
Ndalapa Mhango, Frank A Phiri and James Mtosa for providing expert advice on
the syllabus during its development.

Production team

Editing: Billy Kanjala and Max J

Iphani
Typesetting and
layout: Lucy Kalua Chisambi
Editor-In-Chief:Contents
Max J Iphani

Page
Acknowledgements .....................................................................................................
...... iii
Foreword
…….....................................................................................................................
v
The secondary school curriculum in Malawi
................................................................. vii
Developmental
outcomes .................................................................................................
viii
Rationale for social
studies ............................................................................................... xi
Scope and sequence chart for Forms 1 to
4 .................................................................... 1
Teaching syllabus for Forms 3 and 4
............................................................................. 16
References …....…………………………………….....………………………………......
150
Foreword
Education is the vehicle through which every citizen can realise his or her
potential and contribute to national development. The vision of the education
sector in Malawi is to be a catalyst for socio-economic development, industrial
growth and an instrument for empowering the poor, the weak and the voiceless. Its
mission is to provide quality and relevant education to Malawians. As a catalyst for
the development, education should equip the individual with knowledge, skills,
values and attitudes to enable one to perform one’s roles effectively, in an attempt
to promote and sustain the social-economic development of a nation.

It is the conviction of the Ministry of Education, Science and Technology that

primary education alone is not sufficient for achieving socio-economic
development. As argued in the NESP (2008-2017), ‘In an evolving and changing
world of education, there is no way basic education can be taken as a complete
transformer of our society when the world at large is getting more complex and
sophisticated’. Therefore, secondary education is critical as it provides additional
knowledge, skills and attitudes crucial for enabling Malawians to cope with the
complex and sophisticated socio-economic and political environment of the global
village to which Malawi belongs. Specifically, secondary education is:
 a human right, and important for achieving gender equity
 important for improving the health and quality of life for individuals, families
and communities
 important for the socio-economic and political development of the nation
 necessary for reaching the Millennium Development Goals (MDGs), Education
For All (EFA) and for promoting Universal Primary Education (UPE)

Against this background, the Malawi Government through the Ministry of

Education, Science and Technology has reviewed the secondary school curriculum
with a view to improving its quality and relevance, and to align it with the primary
curriculum which has since been reviewed and emphasises continuous assessment
as a tool for learning.

The rationale for reviewing the secondary school curriculum is contained in the
NESP (2008-2017), and PIF (2000). The documents clearly state that the purpose
of secondary education is to provide students with the academic basis for gainful
employment in formal, private and public sectors. They further state that
secondary education will prepare students for further education according to their
abilities and aptitudes. However, it is important to note that for the majority of the
children in Malawi, secondary education is terminal. Consequently, the curriculum
has put emphasis on practical skills that enable them to achieve self-employment.

It is also clear that a good secondary school curriculum enables a student to

develop into an adult with sound intellectual, moral, physical, and emotional
abilities. Therefore the curriculum needs to address the whole range of students’
abilities and interests. In addition, it should aim at equipping the student to
become an independent learner in order to promote personal, family, community
and national development. The new curriculum has therefore been deliberately
designed to achieve these important goals. The importance of this syllabus
therefore, cannot be over-emphasised.
I would like to thank all those who were directly or indirectly involved in the
preparation of the syllabuses. Key among the stakeholders are the Director and

v
staff of the Department of Inspectorate and Advisory Services (DIAS) in the
Ministry of Education, Science and Technology (MoEST), for facilitating the
development of the syllabuses in collaboration with the Director and staff of the
Malawi Institute of Education (MIE). I would also like to extend my gratitude to
university colleges (both public and private), teachers from secondary schools
(both public and private), members of different religious groups and officers
representing special interest groups such as the Malawi Revenue Authority (MRA),
Reserve Bank of Malawi (RBM), Malawi Bureau of Standards (MBS), Anti-
Corruption Bureau (ACB) and Malawi Blood Transfusion Services (MBTS) for their
valuable contribution to and participation in the preparation of these syllabuses.

Most of all, I would like to express my hope that teachers will implement this
curriculum diligently and in the best interest of the students so that the goals for
reviewing the curriculum are achieved.

Dr McPhail Magwira
Secretary for Education Science and Technology (SEST)

vi
 The secondary school curriculum in Malawi
Among other reasons, the secondary school curriculum has been reviewed to align
it with the primary school curriculum. This curriculum puts emphasis on student-
centred teaching and learning approaches, including continuous assessment.

This curriculum focuses on student achievement. To achieve the outcomes,

students must be introduced to new knowledge, skills, attitudes and values in the
context of their existing knowledge, skills, attitudes and values so that they
develop a deeper understanding as they learn and apply the knowledge. In this
way, the process of learning is integral to the final product. The final products are
the outcomes, that is, what students are expected to achieve in terms of
knowledge, skills, attitudes and values, which must be clearly stated before
teaching and learning begin. The achievements made at school, however, are only
truly beneficial when the students transfer them to life beyond the school and view
learning as a lifelong process. This is essential to keep pace with the changing
social environment of home and work.

The figure below illustrates the structure and major elements of Malawi’s
secondary school curriculum, which are elaborated in the text below.

TEACHING LEARNING

Developmental outcomes

Secondary education
outcomes

Assessment
standards

Success
criteria

ASSESSMEN
T
The developmental structure of the secondary school curriculum in Malawi

Developmental outcomes
The developmental outcomes are over-arching; they are what the student is
expected to achieve by the end of the secondary school cycle both in and out of
school. These outcomes apply to subject areas and they have been derived from

vii
the Constitution of the Republic of Malawi, Malawi Growth and Development
Strategy (MGDS), National Education Sector Plan (NESP), Education Act and other
education policy documents, including global policies and multilateral agreements
to which Malawi is a signatory, as well as from the Secondary School Curriculum
and Assessment Review (SSCAR). That is, students should be able to:

1 demonstrate appropriate moral and ethical behaviour in accordance with the

accepted norms and values of the society
2 demonstrate local, regional, and international understanding
3 communicate competently, effectively, and relevantly in a variety of contexts, in
an appropriate local or international language
4 apply mathematical concepts in socio-cultural, political, economic,
environmental, scientific, and technological contexts to solve problems
5 apply scientific, technological, vocational, and managerial skills in a creative
and innovative way to identify problems and develop appropriate solutions, so
as to participate productively in society
6 demonstrate health-promoting behaviour in their personal lives as well as in
their communities and the wider environment, with particular attention to
prevalent diseases
7 appreciate and interact with the environment in a responsible and sustainable
manner
8 apply the indigenous and non-indigenous knowledge and skills necessary for
lifelong learning, personal advancement, employment, and the development of
society
9 use Information and Communication Technology (ICT) responsibly and
productively
10 demonstrate an understanding of the functioning of the economy and the
contribution of agriculture and other sectors to national development
11 make use of entrepreneurial and vocational skills for personal and national
development
12 apply research skills for problem-solving
13 demonstrate an understanding and appreciation of issues of human rights,
democracy, gender, governance, and other emerging issues

Secondary education outcomes

The secondary education outcomes are categorised into seven sets of essential
skills to be acquired by a secondary school graduate. The skills are:
1 citizenship skills
2 ethical and socio-cultural skills
3 economic development and environmental management skills
4 occupational and entrepreneurial skills
5 practical skills
6 creativity and resourcefulness
7 scientific and technological skills

Citizenship skills
1 demonstrate an understanding and appreciation of the symbols of nationhood
2 demonstrate a spirit of patriotism and national unity
3 apply decision-making skills necessary for participation in civic affairs
4 demonstrate a spirit of leadership and service

viii
5 show respect for one’s own and other people’s rights and responsibilities
6 tolerate other people’s attitudes and beliefs
7 demonstrate respect for the rule of law
8 understand characteristics of good governance
9 initiate and implement community development projects
10 demonstrate a sense of good neighbourliness
11 demonstrate a sense of national, regional and international understanding
12 demonstrate cooperative behaviour
13 demonstrate personal and social responsibility

Ethical and socio-cultural skills

14 demonstrate moral, spiritual and ethical attitudes and values
15 appreciate Malawi’s diverse cultures and their respective practices
16 appreciate existing national institutions and cultural heritage
17 appreciate the value of the relationship between the individual and society
18 respect one’s own and other people’s cultures
19 identify beliefs which promote or retard national development
20 evaluate beliefs, taboos and superstitions in relation to national development
21 uphold beliefs which promote national development

Economic development and environmental management skills

22 understand Malawi’s economy and economic structure
23 demonstrate entrepreneurial and/or vocational skills for formal or informal
employment
24 exploit economic opportunities stemming from agriculture
25 demonstrate an interest in land husbandry, animal husbandry and aquaculture
26 apply appropriate agricultural practices and methods
27 acquire positive attitudes and skills, and apply them to the sustainable
development of the natural and physical environment
28 understand the importance of diversified agriculture for Malawi’s economy
29 understand the impact of technologies on economic productivity
30 apply relevant technologies to various economic activities
31 apply value addition practices to agricultural and environmental resource
utilisation and management
32 appreciate Malawi’s environmental resources
33 understand the impact of rapid population growth on natural resources and the
delivery of social services
34 apply a variety of measures to conserve Malawi’s natural resources
35 apply ICT skills to improve intellectual growth, personal enhancement and
communication
36 demonstrate the ability to adapt to climate change and mitigate its impact on
the economy and environment
37 appreciate the importance of energy in economic development
38 understand the importance of diversifying the economy through sectors such
as tourism, mining and manufacturing

Occupational and entrepreneurial skills

39 demonstrate the spirit of self-reliance through vocational and entrepreneurial
activities
40 apply appropriate vocational, occupational and entrepreneurial skills to
individual and national advancement

ix
41 demonstrate effective communication skills for the transfer of occupational and
entrepreneurial knowledge, skills, attitudes and values
42 apply the principles of science and technology, entrepreneurship and
management to promote active and productive participation in the society
43 demonstrate creativity and innovation for the benefit of the individual,
community and the nation as a whole
44 demonstrate an understanding of indigenous and non-indigenous knowledge,
skills, attitudes and values, and apply them to personal intellectual growth and
national development
45 use vocational, occupational and entrepreneurial skills for the creation of
economic opportunities in agriculture and other sectors

Practical skills
46 acquire entrepreneurial skills related to agriculture, commerce and industry
47 apply appropriate skills to agricultural, commercial and industrial production
48 demonstrate positive attitudes to manual work
49 demonstrate excellence in any kind of workmanship
50 demonstrate sporting ability and sportsmanship
51 demonstrate the ability to use creative and innovative artistic talents for self-
employment

Creativity and resourcefulness

52 demonstrate a spirit of inquiry and creative, critical and lateral thinking
53 use problem-solving techniques to solve practical problems
54 demonstrate an imaginative and creative mind
55 exploit creative potential
56 understand personal strengths and weaknesses and use strengths to promote
healthy
self-esteem
57 maximise the use of available resources

Scientific and technological skills

58 apply appropriate scientific, technological and vocational skills to improve
economic productivity
59 apply relevant innovations in science and technology
60 demonstrate a capacity to utilise appropriate technology
61 demonstrate basic research skills

Rationale for social studies

Social studies seeks to provide students with the knowledge, skills, competences,
positive attitudes and values which will enable the students to participate actively,
intelligibly and responsibly in daily life activities as citizens of a democratic world.
It also seeks to make the students actively participate in social, political and
economic development of the nation. The primary purpose of social studies is to
help the youth of Malawi have a good understanding about important
contemporary issues. This would enable the youths to make informed and rational
decisions for the public good and their own good so that they spearhead the
development of Malawi as citizens of a culturally diverse and democratic society in
an interdependent world.

x
Core elements and their outcomes

Culture and change

The students will be able to demonstrate an understanding of peoples’ cultures in
terms of social, economic, political and gender issues in the world.

Civic participation and development

The students will be able to demonstrate and apply an understanding of the issues
of human rights, democracy, governance, civic, social justice, peaceful co-
existence, social services and other emerging issues in relation to development.

People and the environment

The students will be able to demonstrate an understanding of population and
environmental issues, climate change, disaster risk management in terms of
national, regional and global contexts.

Sustainable development
The students will be able to demonstrate an understanding of the society and
economy and the proper use of resources for continued development of Malawi,
Africa and the entire world.

Global issues and development

The students will be able to demonstrate an understanding of global issues in
terms of the tensions between national interests and global priorities and how
those result in change
in societies.

xi
 Scope and sequence chart for Forms 1 to 4
Term 1 Form 1 Form 2 Form 3 Form 4
Core
element
1 Culture Culture Culture Western and eastern  Multiculturalis
and  Family  African culture cultures m
change  Composition of - south, centre, east,  Impact of western  Meaning of multi-
family and family west, north Africa and eastern culturalism
size - cultural identity (oriental) cultures on  Factors
 Changes in the - characteristics of Malawian and  Impact on
nature of the family cultures of south, centre, African culture development
- size east, west and north  Culture and religion  positive
- type Africa - influence of  negative
- roles - influence of African culture on
 Unions and
cultures of Malawian religion
associations
culture  Preserving culture
 Meaning of
- cultural
unions and
preservation and
associations
heritage
 Roles of unions
- importance of
and associations
preserving
 Benefits of
culture
unions and
- strategies
associations
- limitations
- aspects of culture
that promote
development
2 Civic  Gender roles and Human rights  Rights of special National service
participati responsibilities in  Human rights in the groups  meaning of national
on and the family constitution of Malawi  women service
developme Human rights  Human rights and  children  importance of
nt  History of human democracy  people with national service
rights  Role of citizens and disabilities  case studies on
opposition parties in  minorities Form 4
Form 1
1
Core monitoring human Form 3
element Form 2
 Types of rights rights  accused persons/  national service
 Human rights and  Rights and responsibilities prisoners  ways in which
democracy of citizens  workers citizens can
- limitations  Vital registration and participate in
- violations citizenship identity national service
- birth
 National identity
- types of vital
- death
registration
 Civil society
- importance of
vital registration - institutions
- functions
Civic rights - importance
 Duties of a citizen
- paying tax
obeying the laws
 Cases of violation of
Civic rights  Civil society human rights
 Duties of a citizen  Ways of promoting  Civil society
- institutions
- paying tax social justice and  International
- functions
fairness for special organisations such
- obeying the laws - importance
as World Vision,
groups
 Responsibilities of a UNHCR, UNICEF,
 Institutions
citizen USAID and the role
responsible for taxes
- respect  Ministry of of citizens
- tolerance Finance  Civil duties and
- cooperation  Reserve Bank of responsibilities
- loyalty Malawi (RBM)  in a democracy
 in unions
 in associations

2
Core Form 1 Form 2 Form 3 Form 4
element

 Types of citizenship  Malawi Revenue  National service

- single Authority (MRA)  self-reliance
- dual - roles and  decision making
 Ways of acquiring responsibilities of  confidence/self
citizenship these institutions esteem
- by birth  Stages in formulation  initiative
of taxes
- by naturalization
 How different taxes
- by marriage are collected
- by registration
 Ways of losing a
citizenship
- renunciation
- deprivation
act of parliament
3 Sustainabl Socio-economic Employment Types of development Sustainable
e development  Types of employment  Political development development
developme  Family needs and  How different types of - indicators  Meaning
nt resource employment contribute to - effects of political  Importance
management national economy development  Conditions for
- family income  Conditions of service  Social development sustainable
- ways of  Pension system - indicators development
conserving  National labour law (infrastructure,  National and
resources in the social services, international
family: reduce, health etc) sustainable
reuse, recycle (infrastructure, development
social services, initiatives
health etc)
- effects of social Developing nations
development  Meaning
 Characteristics of
Core Form 1 Form 2 Form 3 Form 4

3
element

 Economic developing nations

development  Developing
- indicators (GNP, challenges facing
GDP, life Malawi
expectancy,  Role of donors in
literacy level, developing nations
infrastructure,  Donor countries to
social services) Malawi
- factors of economic
development eg International labour
industrialisation, laws
urbanisation,  Key elements of
globalisation, international labour
privatisation, laws
import substitution,  Importance of
free trade, international labour
taxation, financial laws
literacy level,  International labour
market agreements
economy/liberalisat
ion People and finances
- effects of economic  Meaning of personal
development finances
 Ways of managing
personal finances

Financial institutions
 Meaning of financial
institutions

Core Form 1 Form 2 Form 3 Form 4

element

4
4 People Population and  Population and resources Population change Population policy
and environment  Responsible practices  Factors that lead  Key elements of
environme  Human towards the environment to population change population policies
nt population  Importance of natural  death rate  Factors influencing
 Population resources to individuals  birth rate development of
growth and community  epidemics population policies
 Effects of population  natural disaster in Malawi
growth on resources  unemployment  Practices that affect
 Environmental audit  accessibility to the implementation
financial of population
resources policies
 wars  Ways of eradicating
 political/religious practices that affect
reasons causing the implementation
migration, of population
immigration and policies
emigration  Programmes for
 Effects of population implementing
growth population policies
 Effects of population in Malawi
decline

Term 2 Form 1 Form 2 Form 3 Form 4

Core
element
1 Culture  Malawian culture  Influences of culture on Prejudices and Universal morals and
and  Diversity of gender bias discrimination values
change Malawian culture  Gender equity in the family  causes of prejudice  Social and ethical

5
  Importance of unity and discrimination values for
in cultural diversity  effects of prejudice international life
 Change in Malawian and discrimination  Importance of social
culture and ethical values
- language Gender issues in for international
- religion Malawi cooperation
- dressing  Laws and policies Government of
- housing that are gender Malawi
- marriage biased  Composition of
arrangements  Laws that ensure government of
 Gender biases in gender equality and Malawi
Malawi equity  Composition and
 Institutions that functions of each
promote gender organ of the central
equality and equity government of
 Conventions on Malawi
gender  Sources of revenue
 Effects of gender for central
bias on development government
 Ways of achieving  Composition and
gender balance functions of local
government
 Sources of revenue
for local government
 Functions of various
statutory
corporation
 Sources of revenue
for statutory
corporation

Core Form 1 Form 2 Form 3 Form 4

element

6
2 Civic Constitution Taxation Social justice Taxation
participati  Types of  types  Principles of peaceful  Process of
on and constitutions  principles of coexistence registering for tax
developme - written taxation  Violence  Importance of
nt - unwritten  importance of  in the home registering for tax
 Principles of the taxation  school  Importance of
constitution  rights and  community keeping business
 How constitutions responsibilities of  International conflicts and records for tax
are made tax-payers resolutions purposes
 The constitution of Government  causes  Importance of
Malawi  Types of  effects declaring and
 Supremacy of the governments  Refugee crises in Africa and paying the correct
constitution  Democracy the world amount of tax
 Types of democracy  meaning of the terms  Importance of tax
Peaceful coexistence  The role of political “refugee”, “ asylum audit
 Importance of parties in seekers” and “stateless  Tax offences and
peaceful coexistence democracy persons” penalties
 History of peaceful  Characteristics of  areas of concentration of  Forms of tax
coexistence good governance refugees exemption and
 Conflict in the home  Role of citizens in  impact of refugee incentives
and community good governance  conventions on the
 Causes and effects protection of refugees and Meaning of tax
of conflicts in the:  Conflict resolution stateless people agreement
- home  challenges in the  Impact of tax
- community  National institutions implementation of the agreements on
- nation that assist in conflict conventions development
resolution
- traditional Government
leaders  Systems of government
 Role of the state Form 4
- church
Core Form 1 - trade unions
element - PAC (public Form 3
Affairs
Committee)
- ombudsman

7
 Form 2

Elections
 Functions of the  Electoral process in Malawi
institutions that  Role of voters
assist in conflict Functions and duties of the
resolution electoral commission in Malawi
 Causes and effects
of conflicts in Africa
 Process of conflict
resolution
 Regional organs that
assist in conflict
resolution
- AU
- SADC
 Strategies for
conflict resolution
- contact and
dialogue
- embargo
- sanctions
- peace keeping
- peace making

Core Form 1 Form 2 Form 3 Form 4

element

Financial  Technological

8
3 Sustainabl management  Investment development  Taxation
e  Personal finance - types of investment - indicators - role of taxation
developme management - sources of capital - effects in development
nt - budgeting investment  Socio-economic - challenges of
- saving - capital markets problems revenue
- investment - money markets  unemployment collection
- importance of capital  inflation/devaluation
markets in economic  housing Gender and
development  over-indebtedness development
- terms and conditions causes  Indicators of
of investments effects gender balance and
opportunities development
- investment  Platforms of
opportunities action to promote
- importance of gender balance
investment on  Importance of
economic development gender balance in
 Economic development development
- Sectors of the
economy
- contributions of
different sectors of
economy to economic
development
4 People Human population  Population and Interdependence in the Population and
and and environment resources ecosystem social behaviour
environme  Population and - effects of population  Interdependence of  Importance of
nt resources growth on resources people, living and non- caring for the STIs
 Population and  Responsible and living things in the eco- including HIV and
resources irresponsible Human system AIDS patients
 Effects of high practices towards  Ways of caring for
population growth environmental resources
on  Importance of resources
resources to the individual and
community

9
Core Form 1 Form 2 Form 3 Form 4
element

People and environment

 Importance of  Effects of negative  STIs including HIV and AIDS
resources on attitudes towards the patients
population growth environment  Importance of hospital and home
 Responsibilities of  Effects of positive based care for HIV and AIDS
citizens towards attitudes towards the patients
resources environment  Ways of avoiding STIs including
HIV and AIDS when caring for
patients
 Institutions that deal with guidance
and counselling of HIV and AIDS
 Methods of guidance and
counselling for AIDS patients and
guardians
 Importance of guidance and
counselling for HIV and AIDS
patients and guardians
 Consequences of lack of guidance
and counselling of STD’s and HIV
and AIDS patients and guardians

Drug substance and use abuse

 Causes of drug substance use and
abuse
 Effects of drug substance use and
abuse
 Impact of drug substance use and
abuse

10
Term 3 Form 1 Form 2 Form 3 Form 4
Core
element

1 Culture Social and moral Moral values Courtship and International peace
and issues  Expected moral values of marriage initiatives
change  Moral and ethical boys and girls  Examples of
codes of conduct  The effects of breakdown  Courtship international peace
- home of moral values - meaning initiatives
- school - HIV and AIDS - types  Successes and failures
 Social problems - drug, alcohol and - importance of international peace
 Virtues related to substance abuse, initiatives
family life (love and sexually transmitted  Marriage
obedience) diseases - meaning
 Adolescence and - crime - factors
social environment - breakdown of law and - how to prepare
 Responsible order for
adolescence and  Ways of avoiding marriage
interpersonal breakdown of moral - ways of entering
relationships values into marriage
- parents  Social skills - importance of
- peers at home - cultural competence marriage
and school - assertiveness - preserving
- teachers - self esteem marriage
- society - decision making - factors
 Good health habits - stress and anxiety promoting
management good marriage

11
Core Form 1 Form 2 Form 3 Form 4
element
2 Civic Corruption Social justice Security Social justice
Participati  Forms of corruption  Social justice  Meaning of security  Organisations
on and  Causes of corruption - In the home  The role of the police that promote
 Consequences of - In the community in the security of the social justice
Developme
corruption  Importance of social country  Role of
nt  Ways of uprooting  The role of the army international
justice
corruption  Institutions that in the security of the organisations in
Law and order administer justice country promoting social
 The role of the citizen in - Structure of judicial  Importance of justice
the maintenance of law system in Malawi eg, security in the  International
and order in the country chiefs and courts country court of
 The role of the police in  the role of chiefs in justice
the maintenance of law administering justice Corruption and the  International
and order in the country law police
Social services Social service  Establishment of the (Interpol)
 Services provided by  Social service ACB  Amnesty
social services institutions institutions  Functions of the ACB international
 Importance of services  Organisations that  The role of the  United
provided by social provide social services public in curbing Nations (UN)
services institutions  Citizens and social corruption  International
 Importance of standards services Criminal
in provision of social  Need for standards in Court (ICC)
Comparative studies
services social services  Importance of
of social injustice in
 Effects of poor standards  Quality promoting social
Africa
on social services  Durability justice in the
 Causes of social
 Effects of rapid population  Provision of social world
injustice in Africa
on social services services for people with
special needs and for - Poverty
 Importance of caring for - discrimination
social services special groups
- oppression
 Role of citizens in the - orphans
- corruption
provision and caring of - children

12
 social services - street children - in government
 voluntary services - in private sector
Core element Form 1 Form 2 Form 3 Form 4

Social services Social services

 Meaning of the term  Safeguarding
‘community the environment
participation’ for social
 Mobilising services
community support  forests
 organising  water
meetings  transport
 campaigns  Caring for social
 Comparative studies services
on provision and  Critical issues on
care of social social services
services in Africa  quality
 education  accessibility
 water  affordability
 electricity  availability
 health  types
 sanitation  How critical
 transport issues affect
 communication development
 How provision and  Renowned
care of social persons in the
services contribute provision of
to social economic social services
development

13
Core Form 1 Form 2 Form 3 Form 4
element

3 Sustainabl Gender and sustainable Gender issues in

e development Africa
developme  Gender equality and equity  Ways of achieving
 Gender roles, rights and gender balance
nt
responsibilities of family  Conventions on
members gender in Africa
 Gender biases in Malawi  Effects of gender
 Ways of achieving gender bias on development
equality and equity
Social economic
problems
 Role of the Credit
Reference
Bureau(CRB) in
controlling over-
indebtedness
 Devaluation
- causes
- effects
4 People  Peoples’  Climate change  World
and responsibilities  Disaster risk cooperation
environme towards management - International
nt environmental interventions eg
resources Commonwealth,
UN agencies,
Voluntary
organisations,
Green Peace
Movement,
COMESA,
SADC, OECD and
AFI

14
Core element Form 1 Form 2 Form 3 Form 4

5 Global Interdependence of Interdependence of nations  Global issues and  Prominent

issues and nations  Organisations promoting challenges personalities
developme  Forms of cooperation - globalisation of - Mother Theresa
nt interdependence - COMESA the economy - Kamuzu Banda
 Importance of - FIFA (multi-national - Julius Nyerere
interdependence - Commonwealth companies) - Kwame
- To improve - COSAFA - technology Nkhrumah
efficiency - SADC - epidemics - Winnie Mandela
- To save costs - ECOWAS - land mines - Princess Diana
- To promote - EEC - disasters - Jailos Jilli
relationships - GATT - environment
- To promote - World Bank - terrorism
sharing of - ADB - good governance
resources - AU - north/south
- World Customs disparities
Operations (WCO) - status of the
 Ways in which organisations world population
promote cooperation among  Implications of
nations global issues on
development

15
 Teaching syllabus for Forms 3 and 4

Form 3 Term 1
Core element: Culture and change
Outcome: The students will be able to demonstrate an understanding of people’s cultures in terms of
social,
economic, political and gender issues in the world.

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning learning and
and assessment
assessment resources
methods
We will know this The students must
when the be able to:
students are able
to: 1 examine the Western  researching on the impact of  discussion  textbooks
 demonstrate impact of and western and eastern cultures  question  resource
an western and eastern on Malawian and African and answer persons
understanding eastern cultures culture  essays  documentari
of the impact cultures on  discussing the impact of  teacher es
of western and Malawian and western and eastern cultures observation  sign
eastern African culture on Malawian and African  research language
cultures on culture  case interpreters
Malawian and  analysing case studies on the studies  traditional
African culture impact of western and arts and
eastern cultures on crafts
Malawian and African  pictures
culture  newspaper
articles
 braille
materials
 case studies

16
Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested
standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

2 identify  brainstorming western,  discussion  textbooks

different eastern and African  presentatio  resource
cultures and cultures and religions n persons
religions  researching on western,  research  documentarie
eastern and African  brainstormi s
cultures and religions ng  sign language
 discussing western,  teacher interpreters
eastern and African observation  traditional
cultures and religions  question arts and
and answer crafts
 brainstorming the  essay  pictures
influence of different  case study  newspaper
3 explain the cultures on religion articles
influence of  researching on the  Braille
culture on influence of different materials
religion cultures on religion
 discussing the influence of
different cultures on
religion

Assessment Success Theme/ Suggested teaching and Suggested Suggested

17
standard criteria topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources
We will know this The students must
when the be able to:
students are able
to: 1 explain the Cultural  brainstorming the  brainstormin  textbooks
 demonstrate meaning of the preservati difference between cultural g  resource
an terms cultural on preservation and cultural  question and persons
understanding preservation heritage answer  documentari
of the and cultural  discussing the difference  teacher es
importance of heritage between cultural observation  sign
preserving preservation and cultural  essay writing language
culture 2 describe the heritage  group interpreters
strategies used discussion  traditional
for preserving  brainstorming strategies  field trips arts and
culture used for preserving culture  narrations(sto crafts
 discussing strategies used ry telling)  pictures
for preserving culture such  peer  newspaper
as cultural heritage sites eg assessment articles
museums, stories/folk tales,  Braille
traditional dances, books, materials
curriculum, beliefs and  rubrics
practices and maintenance
of traditional chains of
command

Assessme Success criteria Theme Suggested teaching and Suggested Suggested

nt / learning activities teaching, teaching,
standard topic learning and learning &
assessment assessment

18
 methods resources

3 explain the  brainstorming the importance of  brainstormin  textbooks

importance of preserving culture g  resource
preserving  discussing the importance of  group work persons
culture preserving culture such as  question and  documentari
identity, culture sustenance and answer es
passing on culture from  teacher  sign
generation to generation observation language
 research interpreters
4 describe the  brainstorming the constraints  group  traditional
constraints faced faced in preserving culture discussion arts and
in the process of  discussing the constraints faced  reports crafts
preserving in preserving culture eg  family trees  pictures
culture modernisation, media, changes in  role play  newspaper
ideologies between generations, articles
resistance of new generations,  Braille
need for change and lack of materials
resources  case studies

5 explain the  brainstorming the relationship

relationship between culture and development
between culture  discussing the relationship
and development between culture and development
using case studies in Malawi

Core element: Civic participation and development

Outcome: The students will be able to demonstrate and apply an understanding of the issues of human
rights, democracy, governance, civic, social justice, peaceful co-existence, social services and
other emerging issues in relation to development.

Assessment Success criteria Theme Suggested teaching Suggested Suggested

standard / and learning teaching, teaching, learning

19
 topic activities learning and and assessment
assessment resources
methods
We will know this The students must
when the be able to:
students are able
to: 1 identify special Rights  brainstorming the  brainstorming  checklists
 demonstrate groups in of meaning of the term  discussion  pictures
an society special special groups  question and  constitutions
understanding groups  identifying examples answer  students’
of the rights of of special groups  role playing experiences
special groups  collecting statistical  debate  resource persons
data on different  interviewing  textbooks
special groups  short essays  newspaper reports
 drawing graphs  project work and articles
depicting different  observation  radio, video and TV
special groups  drawing graphs news
 report writing  internet
 analysis of maps  local community
 world map/atlases

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

2 analyse the rights  researching on rights of  brainstorming  textbooks

of special groups special groups  group work  resource

20
  identifying conventions  question and persons
on rights of special answer  documentaries
groups  teacher  sign language
3 explain the observation interpreters
importance of  discussing the importance  research  traditional arts
protecting the of observing the rights of  group discussion and crafts
rights of special special groups  reports  pictures
groups  role playing situations  family trees  newspaper
depicting the protection  role play articles
of the rights of special  Braille
groups materials
 case studies

Assessment Success criteria Theme Suggested teaching Suggested Suggested

standard / and learning activities teaching, learning teaching,
topic and assessment learning and
methods assessment
resources

4 describe cases  brainstorming cases of  brainstorming  textbooks

of violations of human rights violations  group work  resource
human rights for special groups  question and persons
for special worldwide answer  documentari

21
 groups genocide  teacher es
discrimination observation  sign
child-labour  research language
child negligence  group discussion interpreters
forced prostitution  reports  traditional
torture of prisoners  family trees arts and
slavery  role play crafts
mutilation of female  pictures
genital organs  newspaper
 discussing cases of articles
human rights violations  braille
for special groups materials
 case studies
5 suggest ways of  brainstorming ways of
promoting social promoting social justice
justice and and fairness for special
fairness for groups
special groups  discussing ways of
promoting social justice
and fairness for special
groups

Core element: Civic participation and development

Outcome: The students will be able to demonstrate and apply an understanding of issues of human rights,

democracy, governance, civic, social justice, peaceful co-existence, social services and emerging
issues in relation to development.

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources
We will know this The students must
when the be able to:

22
students are able
to: 1 identify Taxation  brainstorming institutions  brainstorming  pictures
 demonstrate institutions responsible for taxes  discussion  students’
an responsible for MRA  question and experience
understanding taxes RBM answer  resource
of institutions Ministry of Finance  role play persons
responsible for National Assembly  interview  textbooks
taxes (Parliament)  short essays  newspaper
Ministry of Justice  observation reports and
 discussing the roles and  report writing articles
responsibilities of  field project  radio, video
institutions responsible  checklists and TV news
for taxes :  research  internet
MRA  local
RBM community
Ministry of Finance  sample tax
National Assembly return forms
(Parliament)
Ministry of Justice

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

2 describe the  identifying different  brainstorming  textbooks

stages followed stages followed in  group work  resource
in formulating formulating and changing  question and persons
and changing taxes answer  documentari
taxes  discussing roles of  teacher es
different institutions in observation  sign
formulating and changing  research language
taxes:  group interpreters
MRA discussion  traditional

23
 Ministry of Finance  reports arts and
National Assembly  family trees crafts
(Parliament)  role play  pictures
Ministry of Justice  newspaper
Malawi Confederation articles
of Chamber of  braille
Commerce and materials
Industry (MCCI)  case studies
 discussing the role of
citizens in formulating
3 describe how and changing taxes
different taxes
are collected  discussing ways of
collecting different taxes
such as PAYE,
withholding tax,
corporate tax, VAT and
customs duty
 filling tax returns forms

Core element: Sustainable development

Outcome: The students will be able to demonstrate an understanding of the society and economy and the
proper use of resources for continued development of Malawi, Africa and the entire world.

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,
learning and learning
assessment and
methods assessment
resources
We will know The students
this when the must be able to:
students are 1 describe the Employme  brainstorming the meaning  brainstorming  students’
able to: meaning of the nt of the term pension  discussion experiences
 demonstrate term pension  discussing the meaning of  debate  checklists

24
 an the term pension  case study  rubrics
understandin  research  local
g of pension 2 identify  brainstorming different types  question and environment
systems in different types of pension answer  charts
Malawi of pension  discussing different types of  role play
schemes pension schemes

 brainstorming the difference

3 describe the between defined benefits and
difference defined contributions
between pension scheme
defined  discussing the difference
benefits and between defined benefits and
defined defined contributions
contributions pension scheme
pension
scheme

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

4 identify the  brainstorming the procedures  brainstorming  textbooks

necessary in making contributions to a  group work  resource
procedures in defined contribution pension  question and persons
defined scheme answer  documentari
contribution  discussing the procedures in  teacher es
pension making contributions to a observation  sign
scheme defined contribution pension  research language
scheme  group interpreters
discussion  traditional
 reports arts and

25
  family trees crafts
 role play  pictures
5 explain the  newspaper
importance of  debating the importance of articles
pension pension schemes  braille
schemes  discussing the importance of materials
pension schemes  case studies

6 explain the  brainstorming the conditions in

conditions in transferring pension benefits
transferring from one pension fund to
pension another
benefits  discussing the conditions in
transferring pension benefits
from one pension fund to
another

Assessmen Success Theme Suggested teaching and learning Suggested Suggested

t standard criteria / activities teaching, teaching,
topic learning and learning
assessment and
methods assessment
resources

7 describe the  brainstorming the conditions for  brainstorming  textbooks

conditions for accessing pension benefits  group work  resource
accessing  discussing the necessary conditions  question and persons
pension in accessing pension benefits answer  documenta
benefits  analysing case studies on pension  teacher ries
schemes observation  sign
 research language
 reading the provisions in the  group discussion interpreter
8 identify the Pensions Act (2011)  reports s
key provisions  outlining the key provisions in the  family trees  traditional
in the Pensions Act (2011)  role play arts and

26
 Pensions Act  discussing the key provisions in the  brainstorming crafts
Pensions Act (2011)  group work  pictures
- all employees must be on a  question and  newspaper
pension scheme answer articles
- contributory pension approach,  teacher  braille
- minimum contribution rates: 10% observation materials
employer and 5% employee,  research  case
- employer and employee can agree  group discussion studies
to adjust contributions upwards,  reports
- employer to provide life insurance  family trees
cover of one times annual  role play
pensionable emoluments
- employee can transfer pension
benefits

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

9 describe the  brainstorming the rights and  brainstorming  textbooks

rights and responsibilities of pension  group work  resource
responsibiliti beneficiaries  question and persons
es of  discussing the rights and answer  documentari
pension responsibilities of pension  teacher es
beneficiaries beneficiaries eg right to transfer observation  sign
pension benefits at least once in  research language
every two years without giving  group interpreters
reasons discussion  traditional
 reports arts and
crafts
 pictures
 newspaper

27
 articles
 braille
materials
case studies

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,
learning and learning
assessment and
methods assessment
resources
We will know The students
this when the must be able to:
students are
able to: 1 explain the Developme  brainstorming the meaning of  discussion  resource
 demonstrate meaning of nt the term development  research persons
an the term  discussing the meaning of the  group work  textbooks
understandin development term development  pair work  case
g of  question and studies
development 2 explain the  brainstorming the importance answer  local
importance of development to the nation  peer assessment community
of  discussing the importance of  teacher  students’
development development to the nation observation experience
to a nation  brainstorming s
 researching aspects of  braille
3 identify development materials
aspects of  reporting on findings of  newspaper

28
 development aspects of development articles
 discussing aspects of  magazines
development

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,
learning and learning
assessment and
methods assessment
resources
We will know The students
this when the must be able to:
students are
able to: 1 explain the Developme  brainstorming the meaning of  discussion  resource
demonstrate meaning of nt the term ‘political development’  research persons
an the term  discussing the meaning of the  group work  textbooks
understandin political term political development  pair work  case
g of political development  question and studies
development  brainstorming indicators of answer  local
2 describe political development  peer community
indicators of  researching on indicators of assessment  students’
political political development  teacher experience
development  discussing indicators of political observation s
development eg political  braille
institutions, frequent materials
parliamentary sessions, political  newspaper
awareness, tolerance, ability to articles
choose own leaders and ability to  magazines
criticise)  checklists

29
Assessment Success Theme/ Suggested teaching and Suggested Suggested
standard criteria topic learning activities teaching, teaching,
learning and learning
assessment and
methods assessment
resources

3 explain how  researching on the effects of  discussion  resource

political political development on the lives  research persons
development of citizens  group work  textbooks
affects the  reporting on the effects of  pair work  case
lives of political developments on the  question and studies
citizens lives of citizens answer  local
 discussing the effects of political  peer community
developments on the lives of assessment  students’
citizens  teacher experience
observation s
 braille
materials
 newspaper
articles
 magazines
 checklists

30
Assessment Success Theme/ Suggested teaching and Suggested Suggested
standard criteria topic learning activities teaching, teaching,
learning and learning
assessment and
methods assessment
resources
We will know The students
this when the must be able to:
students are
able to: 1 explain the Developme  brainstorming the meaning of  discussion  resource
 demonstrate meaning of nt the term social development  research persons
an the term  discussing the meaning of the  group work  textbooks
understandin social term social development  pair work  case
g of social development  question and studies
development  brainstorming indicators of answer  local
2 describe social development  peer assessment community
indicators of  discussing indicators of social  teacher  students’
social development such as observation experience
development infrastructures and social  map drawing s
services, health  brainstorming  braille
materials
 drawing maps of a local  newspaper
3 identify a community showing social articles
social development initiatives  magazines
development  discussing local development  checklist
initiative in initiatives  social
the developme
community nt maps

31
Assessment Success Theme/ Suggested teaching and Suggested Suggested
standard criteria topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

4 assess the  interviewing local people on  brainstorming  textbooks

impact of the impact of social  group work  resource
social development initiatives on  question and persons
development their lives answer  documentari
initiatives on  discussing the impact of  teacher es
the lives of social development initiatives observation  sign
people in the on the lives of people in the  research language
community community and nation  group interpreters
and nation discussion  traditional
 reports arts and
5 explain how  family trees crafts
economic  brainstorming how economic  role play  pictures
development development affects the lives  newspaper
affects the of articles
lives of  discussing how economic  braille
people development affects the lives materials
of people  case studies

32
Assessment Success Theme/ Suggested teaching and learning Suggested Suggested
standard criteria topic activities teaching, teaching,
learning learning
and and
assessment assessment
methods resources
We will know The students
this when the must be able to:
students are
able to: 1 explain the Developme  brainstorming the meaning of the  discussion  resource
 demonstrate meaning of nt term economic development  research persons
an the term  discussing the meaning of the term  group work  textbooks
understandin economic economic development  pair work  case
g of development  question studies
economic  brainstorming indicators of and answer  local
development 2 describe economic development  peer community
indicators of  discussing indicators of economic assessment  students’
economic development such as literacy levels,  teacher experience
development health, infrastructures, GNP, GDP observation s
and life expectancy  map  braille
drawing materials
 researching on factors affecting  brainstormi  newspaper
3 identify economic development ng articles
factors that  discussing factors affecting  magazines
contribute to economic development eg  checklists
economic availability of resources, taxation,  social
development urbanisation, peace, cooperation, developme
economic policies (privatisation, nt maps
liberalisation and free trade)

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,
learning and learning and

33
 assessment assessment
methods resources

4 analyse how  researching how the factors  brainstorming  textbooks

the factors contribute to economic  group work  resource
contribute to development  question and persons
economic  reporting on how the factors answer  documentari
development contribute to economic  teacher es
development observation  sign
 discussing how the factors  research language
contribute to economic  group interpreters
development discussion  traditional
 reports arts and
 family trees crafts
 role play  pictures
 newspaper
articles
 braille
materials
 case studies

Core element: People and the environment

Outcome: The students will be able to demonstrate an understanding of population and environmental
issues, climate change, and disaster risk management in terms of national, regional and global
contexts.

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,

34
 learning and learning
assessment and
methods assessment
resources
We will know this The students must
when the be able to:
students are able
to: 1 explain Population  discussing characteristics of  discussion  newspaper
 demonstrate characteristics change population change in terms  question and articles
an of population of growth and decline answer  charts
understanding change  analysing population charts,  teacher  markers
of population graphs, census materials on observation  library
change population change  brainstorming books
 drawing population change  teacher  textbooks
graphs and charts from observation  students’
population census data  peer assessment experience
 future’s wheels s
 local
communit
y
 checklists

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

2 explain the  brainstorming factors that  brainstorming  textbooks

factors that lead to population change  group work  resource
lead to  discussing factors that  question and persons
population lead to population change answer  documentari

35
 change eg death rate, birth rate,  teacher es
epidemics, natural observation  sign
disasters accessibility to  research language
financial resources and  group interpreters
wars discussion  traditional
 reports arts and
 family trees crafts
 role play  pictures
 newspaper
articles
 braille
materials
 case studies

Core element: People and the environment

Outcome: The students will be able to demonstrate an understanding of knowledge of population and
environmental issues
including climate change, disaster and risk management in terms of national, regional, and global
context.

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources
We will know this The students must

36
when the be able to:
students are able
to: 1 explain the Population  surveying the effects of  group  local
 demonstrate effects of change population change and discussion community
an population reporting the findings  panel  students’
understanding growth in a  discussing the effects of discussion experiences
of the effects country population growth in a  surveys/  questionnair
of population country projects es
change in a - pressure on resources  future’s wheels  charts
country - loss of human  debate  pictures
resources  written reports  case studies
- unemployment  essays  checklists
- overcrowding  teacher
- poverty observation
- increase in crime

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

2 examine the  discussing the effects of  brainstorming  textbooks

effects of population decline such as  group work  resource
population - reduced pressure on  question and persons
decline resources answer  documentarie
- availability of  teacher s
employment observation  sign language
opportunities  research interpreters
- improved standards of  group  traditional

37
 living discussion arts and
 debating on the  reports crafts
importance of population  family trees  pictures
decline  role play  newspaper
articles
 braille
materials
 case studies

Term 2
Core element: Culture and change
Outcome: The students will be able to demonstrate an understanding of people’s cultures in terms of
social,
economic, political and gender issues in the world

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,
learning and learning
assessment and
methods assessment
resources
We will know this The students must
when the be able to:
students are able
to: 1 explain the Prejudice  brainstorming the difference  brainstorming  resource

38
 demonstrate relationship and between prejudice and  discussion persons
an between discriminat discrimination  group work  textbooks
understanding prejudice and ion  discussing the relationship  research  brochures
of the effects discrimination between prejudice and  role play  sign
of prejudice discrimination  case study language
and  peer interpreter
discrimination 2 identify the assessment s
in society causes of  researching on the causes of  braille
prejudice and prejudice and discrimination materials
discrimination  discussing the causes of  case
prejudice and discrimination studies
3 examine the  checklists
effects of  brainstorming the effects of
prejudice and prejudice and discrimination
discrimination  discussing the effects of
prejudice and discrimination

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning
assessment and
methods assessment
resources
We will know this The students must
when the be able to:
students are able
to: 1 identify laws Gender  researching on laws and  question and  textbooks
 demonstrate and policies that issues in policies that are gender answer on gender
an are gender Malawi biased in Malawi  essays  students
understanding biased in Malawi  discussing laws and policies  short answers experience
of gender that are gender biased in and questions s
issues in Malawi  discussion  audio-
Malawi  analysing case studies on  presentation visual aids
2 identify laws gender bias in Malawi  research  magazines
and policies that  brainstorming  newspaper

39
 have been  researching on laws and  teacher s
revised to policies that have been observation  flip charts
ensure gender revised to ensure gender  essays  resource
equality and equality and gender equity  case studies persons
gender equity in in Malawi  sign
Malawi  discussing laws and policies language
that have been revised to interpreter
ensure gender equality and s
gender equity in Malawi

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

3 identify  brainstorming  brainstorming  textbooks

institutions in institutions that  group work  resource
Malawi that promote gender equity  question and persons
promote and gender equality in answer  documentarie
gender equity Malawi  teacher s
and gender  discussing institutions observation  sign language
equality that promote gender  research interpreters
equity and gender  group  traditional
equality in Malawi discussion arts and
 reports crafts
 family trees  pictures
 role play  newspaper
articles

40
  braille
4 describe materials
conventions on  researching on  case studies
gender in conventions on gender in
Malawi Malawi
 analysing conventions on
gender in Malawi

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

5 identify gender  researching on gender  brainstorming  textbooks

issues in issues in Malawi  group work  resource
Malawi  discussing gender issues in  question and persons
Malawi answer  documentarie
 teacher s
6 explain the  brainstorming the effects of observation  sign language
effects of gender biases on  research interpreters
gender biases development  group  traditional
on  analysing case studies on discussion arts and
development the effects of gender biases  reports crafts
on development  family trees  pictures
 role play  newspaper
 brainstorming ways of articles
7 suggest ways achieving gender balance in  braille
of achieving Malawi materials

41
 gender  analysing case studies of  case studies
balance in achieving gender balance
Malawi in Malawi

Core element: Civic participation and development

Outcome: The students will be able to demonstrate and apply an understanding of the issues of human
rights, democracy,
governance, civic, social justice, peaceful co-existence, social services and other emerging issues
in relation to
development.

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,
learning and learning
assessment and
methods assessment
resources
We will know The students must
this when the be able to:
students are
able to:
 demonstrate 1 describe the Government  brainstorming the  brainstorming  pictures
an role of the state meaning of the term state  discussion  constitution
understandin  discussing the functions  question and s
g of and duties of the state answer  students’
Government  discussing the  role play experience
responsibilities of the  debate s

42
 president  interviewing  resource
 short essays persons
 teacher  textbooks
observation  newspaper
 report writing reports and
articles
 checklists

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

2 compare  brainstorming systems of  brainstorming  textbooks

systems of government  group work  resource
government federal  question and persons
republic answer  documentarie
 analyzing the  teacher s
characteristics of systems observation  sign language
of government  research interpreters
 debating on the strength  group discussion  traditional
and weaknesses of each  reports arts and
system of government  family trees crafts
 role play  pictures
 newspaper
articles
 braille
materials
 case studies

43
Assessment Success Theme/ Suggested teaching Suggested Suggested
standard criteria topic and learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

We will know The students

this when the must be able to:
students are
able to: 1 describe the Elections  brainstorming the  brainstorming  pictures
 demonstrate electoral electoral process in  discussion  constitutions
an process in Malawi  question and  students’
understandin Malawi  discussing the electoral answer experiences
g of the process in Malawi  role play  resource
electoral establishment of the  debate persons
process in Electoral  interview  textbooks
Malawi Commission  short essays  newspaper
registration of voters  teacher reports and
nomination of observation articles
candidates  report writing
establishing polling
2 explain the stations
role of voters
in an electoral  discussing the role of
process voters in an electoral
process
 role playing the electoral

44
 process in Malawi

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

3 describe duties  discussing the duties and  brainstorming  textbooks

and functions functions of the Electoral  group work  resource
of the Electoral Commission  question and persons
Commission demarcation of answer  documentari
constituency  teacher es
boundaries observation  sign
review of existing  research language
constituency  group interpreters
boundaries discussion  traditional
determining electoral  reports arts and
petitions and  family trees crafts
complaints  role play  pictures
 analyzing duties and  newspaper
functions of the Electoral articles
Commission  braille
materials
 case studies

45
 Core element: Civic participation and development
Outcome: The students will be able to demonstrate an understanding of the issues of human rights,
democracy, governance, civic, social justice, peaceful co-existence, social services and other
emerging issues in relation to development.

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning
assessment and
methods assessment
resources
We will know The students must
this when the be able to:
students are
able to:
 demonstrate 1 explain principles Peaceful  brainstorming the principles of  brainstormi  newspaper
an of peaceful co- co- peaceful coexistence ng articles
understandin existence existence  discussing principles of peaceful  discussion  charts
g of peaceful coexistence  question  library
co-existence and answer books
2 identify violence  brainstorming forms of violence  teacher  textbooks
in the home, in the home, school and observation  checklists
school and community  peer  resource
community  discussing violence in the home, assessment persons
school and community  future’s  students’
wheels experience
3 describe ways of  suggesting ways of preventing  role play s
preventing violence in the home, school and
violence in the community
homes, school  discussing ways of preventing

46
 and community violence in the home, school and
community

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,
learning and learning
assessment and
methods assessment
resources
We will know The students
this when the must be able to:
students are
able to:
 demonstrate 1 identify causes Internatio  brainstorming causes of  brainstorming  newspaper
an of nal international conflicts  discussion articles
understandin international conflicts  discussing causes of  question and  charts
g of conflicts international conflicts answer  markers
international  analysing case studies on  teacher  library
conflicts international conflicts observation books
 drawing a map and locating  peer assessment  textbooks
areas where conflicts have  future’s wheels  radio,
occurred video, and
TV news
2 explain the  discussing the effects of  internet
effects of conflicts on development  local
international  developing future’s wheels on community
conflicts on the causes and effects of
development conflicts
 analysing the effects of
international conflicts on
social and economic lives of
people

47
Assessment Success Theme/ Suggested teaching and Suggested Suggested
standard criteria topic learning activities teaching, teaching,
learning and learning
assessment and
methods assessment
resources
We will know The students
this when the must be able to:
students are
able to: 1 explain the Refugee  brainstorming the meanings of  brainstorming  students’
 demonstrate meaning of crises in the terms refugee asylum  discussion experience
an the terms Africa seeker and stateless persons  role play s
understandin refugee and the  discussing the meanings of the  research  world maps
g of refugee asylum world terms refugee asylum seeker  future’s wheels  resource
crises in seeker and and stateless persons  drama persons
Africa and stateless  question and  pictures
the world persons  brainstorming areas of refugee answer  checklists
concentration in the world  case studies  case
2 identify areas  locating areas of refugee studies
of refugee concentration in the world
concentration
in the world  brainstorming the impact of
refugees in the world
3 explain the  discussing the impact of the
impact of refugees in the world
refugees in  role playing the impact of the
the world refugees in the world

Assessment Success Theme/ Suggested teaching and Suggested Suggested

48
standard criteria topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

 collecting data on impact of  brainstorming  textbooks

refugees in the world  group work  resource
 drawing graphs from the data  question and persons
on the impact of refugees answer  documentari
 analysing case studies on the  teacher es
impact of refugees observation  sign
 research language
4 examine the  brainstorming conventions for  group interpreters
conventions the protection of refugees and discussion  traditional
for the stateless persons  reports arts and
protection of  discussing conventions for the  family trees crafts
refugees and protection of refugees and  role play  pictures
stateless stateless persons  newspaper
persons articles
 brainstorming challenges faced  braille
in the implementation of materials
5 explain the conventions  case studies
challenges  discussing the challenges faced
faced in the in the implementation of
implementatio conventions
n of
conventions

Core element: Sustainable development

Outcome: The students will be able to demonstrate an understanding of the society and economy.

Assessment Success Theme/ Suggested teaching and Suggested Suggested

49
standard criteria topic learning activities teaching, teaching,
learning and learning
assessment and
methods assessment
resources
We will know The students
this when the must be able to:
students are
able to: 1 explain the Developme  brainstorming the meaning of  discussion  resource
 demonstrate meaning of nt the term ‘technological  research persons
an the term development ‘  group work  textbooks
understandin ‘technologica  discussing the meaning of the  pair work  case
g of l term ‘technological  question and studies
technological development development ‘ answer  local
development ‘  peer assessment community
 teacher  students’
2 identify the  brainstorming the indicators observation experience
indicators of of technological development  brainstorming s
technological  discussing the indicators of  braille
development technological development materials
 newspaper
articles
 magazines
 checklists
 social
developme
nt maps

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,
learning and learning
assessment and
methods assessment

50
 resources

3 describe  researching on how  discussion  resource

effects of technological development  research persons
‘technologica affects the lives of citizens  group work  textbooks
l  reporting on how  pair work  case
development technological development  question and studies
‘ affects the lives of citizens answer  local
 discussing the positive and  peer assessment community
negative effects of  teacher  students’
technological development observation experience
on the lives of citizens  map drawing s
 brainstorming  braille
materials
 newspaper
articles
 magazines
 checklists

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

4 explain  brainstorming factors that  brainstorming  textbooks

factors that contribute to technological  group work  resource
contribute to development  question and persons

51
 technological  researching on how the answer  documentarie
development factors contribute to  teacher s
technological development observation  sign language
 discussing how the factors  research interpreters
contribute to technological  group discussion  traditional
development  reports arts and
 family trees crafts
5 identify  identifying countries that are  role play  pictures
countries technologically advanced  newspaper
that are  locating countries that are articles
technological technologically advanced on  braille
ly advanced a world map materials
 drawing timelines to show  case studies
dates for major technological
developments from the mid
20th century to present

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,
learning and learning
assessment and
methods assessment
resources
We will know The students
this when the must be able to:
students are
able to: 1 explain the Social  brainstorming the meaning  discussion  resource
 demonstrate meaning of economic of the term ‘social  research persons
an the term problems economic problems‘  group work  textbooks
understandin ‘social  discussing the meaning of  pair work  case
g of social economic the term social economic  question and studies

52
 economic problems‘ problems answer  local
problems  peer assessment community
2 identify  brainstorming examples of  teacher  students’
examples of social economic problems observation experience
social  discussing examples of  map drawing s
economic social economic problems  brainstorming  braille
problems such as unemployment, materials
inflation, devaluation and  newspaper
over-indebtedness articles
 magazines
 checklists

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

3 explain the  brainstorming the  brainstorming  textbooks

term meaning of the term  group work  resource
devaluation devaluation  question and persons
 discussing the meaning of answer  documentari
the term devaluation  teacher es
4 describe the observation  sign
causes and  brainstorming the causes  research language
effects of and effects of devaluation  group interpreters
devaluation  discussing the causes and discussion  traditional
effects of devaluation  reports arts and
 family trees crafts

53
  role play  pictures
 newspaper
articles
 braille
materials
 case studies

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

5 explain the  brainstorming the meaning of  brainstorming  textbooks

meaning of the term over-indebtedness  group work  resource
over-  discussing the meaning of the  question and persons
indebtedness term over-indebtedness answer  documentari
 teacher es
6 describe the  brainstorming the causes and observation  sign
causes and effects of over-indebtedness  research language
effects of  discussing the causes and  group interpreters
over- effects of over-indebtedness discussion  traditional
indebtedness  reports arts and
 brainstorming roles of Credit  family trees crafts
7 explain the Reference Bureaus (CRB) in  role play  pictures
roles of controlling over-indebtedness  newspaper
credit  discussing roles of credit articles

54
 reference reference bureaus in  braille
bureaus in controlling over-indebtedness materials
controlling  case studies
over-
indebtedness

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning
assessment and
methods assessment
resources
We will know this The students must
when the be able to:
students are able
to: 1 identify cases of Inter -  brainstorming components of  brainstorming  local
 demonstrate interdependenc dependenc the ecosystem  survey/project environmen
an e among people, e in the  discussing components that  debate t
understanding living and non- eco-system make up the eco-system eg  written reports  textbooks
of living things in people, land, air, water,  essays  students’
interdependen the eco-system vegetation and animals  teacher experience
ce that exist  conducting a field trip around observation s
among people, the school to identify  group work  charts
living and non- interdependence among  discussion  raised
living things in people, living and non-living pictures
the eco-system things  checklists
 drawing arrows to connect
components of eco-systems
that depend on each other

55
Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested
standard topic learning activities teaching, teaching,
learning and learning
assessment and
methods assessment
resources

2 explain how  discussing ways in which  debate  local

people, living people, land, air, water,  teacher community
and non-living animals and vegetation observation  textbooks
things depend depend on each other  short answer  students’
on each other  conducting a field trip to questions experience
establish ways in which  group discussion s
components of the eco-  field trips  newspaper
system depend on each articles
other  wildlife
 debating on the importance pictures
of each component of the  checklists
eco-system eg “Life would
be impossible without
water”, “Without vegetation,
animals would not exist.”

56
Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested
standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources
We will know this The students must
when the be able to:
students are able
to: 1 explain the People and  discussing the effects of  group  local
 demonstrate effects of environme negative attitudes towards discussion environment
an negative nt the environment  surveys  students’
understanding attitudes - air, water, and land  case study experiences
of effects of towards the pollution  future’s wheels  textbooks
people’s environment - over-fishing  essays  raised
attitudes - deforestation  short answer pictures
towards the - bush fires questions  posters
environment - inappropriate agricultural  rubrics  survey
practices  field trips reports
 surveying school  drama
surroundings to observe the
effects of negative attitudes
towards the environment
 analysing a case study on
the effects of negative
attitudes towards the
environment

57
Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested
standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

2 describe the  dramatising the effects of  brainstorming  textbooks

effects of positive attitudes towards  group work  resource
positive the environment eg  question and persons
attitudes afforestation, re- answer  documentari
towards the afforestation, fish  teacher es
environment management, forest observation  sign
management, land  research language
management and reducing  group discussion interpreters
air, water, and land pollution  reports  traditional
 appreciating the effects of  family trees arts and
positive attitudes towards  role play crafts
the environment  pictures
 newspaper
articles
 braille
materials
 case studies

58
 Term 3
Core element: Culture and change
Outcome: The students will be able to demonstrate an understanding of people’s cultures in
terms of social, economic, political and gender issues in the world.

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,
learning and learning
assessment and
methods assessment
resources
We will know this The students must
when the be able to:
students are able
to: 1 explain the Courtship  brainstorming the meaning  oral questions  textbooks
 demonstrate meaning of the and of the term courtship and answers  resource
an term courtship marriage  discussing the meaning of  teacher persons
understandin the term courtship observation  students’
g of the  essay experience
importance of 2 identify  discussing different ways of  discussion s
courtship and different ways courting  debate  magazines
marriage of courtship  role playing different ways  brainstorming  audio-
of courting  role play visual aids
 local
3 explain the  brainstorming the community
importance of importance of courtship
courtship  debating the importance of
courtship

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,
learning and learning and
59
 assessment assessment
methods resources

4 explain the  brainstorming the meaning  brainstorming  textbooks

meaning of the of the term marriage  group work  resource
term marriage  discussing the meaning of  question and persons
the term marriage answer  documentari
 teacher es
5 describe  brainstorming factors to observation  sign
factors to consider when choosing a  research language
consider when marriage partner  group interpreters
choosing a  discussing factors to discussion  traditional
marriage consider when choosing a  reports arts and
partner marriage partner  family trees crafts
 role play  pictures
 brainstorming ways in  newspaper
which people should articles
6 describe ways prepare for marriage  braille
in which  discussing ways in which materials
people should people should prepare for  case studies
prepare for marriage
marriage

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

7 identify  role playing ways of  brainstorming  textbooks

60
 different ways entering into marriage  group work  resource
through which  discussing different ways  question and persons
people enter through which people enter answer  documentari
into marriage into marriage  teacher es
 analysing case studies on observation  sign
ways of entering into  research language
marriage  group interpreters
8 identify factors discussion  traditional
which help to  researching factors that  reports arts and
preserve help to preserve marriage  family trees crafts
marriage  discussing factors that help  role play  pictures
to preserve marriage  newspaper
 role playing factors that articles
help to preserve marriage  braille
materials
 case studies

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

9 explain the  debating on the importance  brainstorming  textbooks

importance of of marriage  group work  resource
marriage  discussing the importance  question and persons
of marriage answer  documentari
 teacher es

61
 10 describe the  brainstorming the factors observation  sign
factors that that promote good marriage  research language
promote good relationships  group interpreters
marriage  discussing factors promote discussion  traditional
relationships good marriage relationships  reports arts and
 family trees crafts
 role play  pictures
 newspaper
articles
 braille
materials
 case studies

Core element: Civic participation and development

Outcome: The students will be able to demonstrate and apply an understanding of the issues of human
rights, democracy, governance, civic participation, social justice, peaceful coexistence, social
services and other issues in relation to development.

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources
We will know The students
this when the must be able to:
students are
able to: 1 explain the Security  brainstorming the meaning  question and  resource
 demonstrate term security of the term security answer persons

62
 an  discussing the meaning of  discussion  newspaper
understandin the term security  research articles
g of roles of  peer assessment  students
the police  group experiences
and army in assessment  textbooks
the provision  structured  chart paper
of security in questions  rubrics
the country  essay questions  checklists
 role play  raised
 debate pictures
 audio visual
materials
 braille
materials

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

2 explain the  brainstorming roles of the  brainstormin  textbooks

roles of the police in the provision of g  resource
police in the internal security  group work persons
provision of  discussing roles of the police  question and  documentarie
internal in the provision of internal answer s
security security  teacher  sign language
observation interpreters
3 describe the  brainstorming the roles of the  research  traditional
roles of the army in the provision of  group arts and
army in the security discussion crafts
provision of  discussing the roles of the  reports  pictures
security army in the provision of  family trees  newspaper

63
 security  role play articles
4 explain the  braille
importance of  brainstorming the importance materials
security in the of security in the country  case studies
country  discussing the importance of
security in the country

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,
learning and learning
assessment and
methods assessment
resources
We will know The students
this when the must be able to:
students are
able to: 1 explain the Corrupti  discussing the establishment of  question and  resource
 demonstrate establishment on and ACB in Malawi answer persons
an of the ACB the law  analysing the reasons why ACB  discussion  newspaper
understandin was established  research articles
g of the role  peer  students’
of the Anti- 2 describe the  brainstorming the functions of assessment experience
corruption functions of the ACB in curbing corruption  group s
Bureau (ACB) the ACB  discussing the functions of the assessment  textbooks
in Malawi ACB in curbing corruption such  structured  chart paper
as receiving and handling questions  rubrics

64
 complaints, prevention of  essay questions  checklists
corruption, investigating,  educational  raised
prosecuting visits pictures
 analysing the functions of the  brainstorming  audio-
ACB in curbing corruption visual aids
 braille
materials
 brochures

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

3 identify the  brainstorming the roles of  brainstorming  textbooks

roles of the the public in curbing  group work  resource
public in corruption  question and persons
curbing  discussing the roles of the answer  documentari
corruption public in curbing corruption  teacher es
such as reporting cases of observation  sign
corruption,  research language
rejecting/resisting  group interpreters
corruption and educating discussion  traditional
others  reports arts and
 family trees crafts
 role play  pictures
 newspaper
articles
 braille
materials

65
  case studies

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,
learning and learning
assessment and
methods assessment
resources
We will know The students
this when the must be able to:
students are
able to:
 demonstrat 1 explain the Social  brainstorming causes of  brainstorming  audio
e an causes of injustice social injustice in Africa  question and visual aids
understandi social injustice in Africa  discussing causes of social answer  newspaper
ng of the in Africa injustice in Africa  discussions articles
causes of  research  students’
social  identifying examples of social  short essays experience
injustice in 2 compare injustice in selected African  teacher s
Africa social injustice countries observation  rubrics
in selected  discussing social injustice in  resource
African selected African countries persons
countries  analysing case studies of  braille
social injustice in selected materials
African countries in form of  checklists
poverty, discrimination,  local
oppression, corruption in community

66
 government and private  case
sector studies

Assessmen Success Theme/ Suggested teaching and Suggested Suggested

t standard criteria topic learning activities teaching, teaching,
learning and learning
assessment and
methods assessment
resources
We will know The students
this when the must be able to:
students are
able to: 1 explain the Social  brainstorming the meaning of  brainstorming  audio
 demonstrat term services the term community  discussion visual aids
e an community participation in the provision  question and  newspaper
understand participation and care for social services answer articles
ing of in the  discussing the meaning of the  structured  students’
community provision of term community questions experience
participatio social services participation in the provision  essay questions s
n in the and care for social services  teacher  rubric
provision observation  resource
of social persons
services  braille
materials
 checklists
 textbooks
 case
studies

67
Assessment Success Theme/ Suggested teaching and Suggested Suggested
standard criteria topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

2 identify ways  brainstorming ways of  brainstormin  textbooks

of mobilising mobilising community g  resource
community participation in the provision  group work persons
participation and care for social services  question and  documentarie
in the  discussing ways of answer s
provision and mobilising community  teacher  sign language
care for social participation in the provision observation interpreters
services and care for social services  research  traditional
such as organising meetings,  group arts and
awareness campaigns discussion crafts
 reports  pictures
 family trees  newspaper
 role play articles
 braille
materials
 case studies

68
Assessment Success Theme Suggested teaching and Suggested Suggested
standard criteria / learning activities teaching, teaching,
topic learning and learning
assessment and
methods assessment
resources
We will know The students
this when the must be able to:
students are
able to: 1 compare the Social  brainstorming similarities and  discussion  audio
 demonstrate provision and service differences in the provision and  question and visual aids
an care for social s care for social services in answer  newspaper
understandin services in selected African countries  case study articles
g of the selected  discussing similarities and  structured  students’
provision African differences in the provision and questions experience
and care for countries care of social services in  essay questions s
social selected African nations such  teacher  rubrics
services in as Kenya, Botswana, observation  resource
Africa Mozambique and Malawi in  research persons
relation to education, water,  braille
electricity, housing, health, materials
sanitation, transport, and  checklists
communication  local
community
 internet

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,

69
 learning and learning and
assessment assessment
methods resources

2 explain how  brainstorming ways in  brainstorming  textbooks

the provision which provision and care of  group work  resource
and care for social services contribute  question and persons
social to socio-economic answer  documentari
services development  teacher es
contribute to  discussing ways in which observation  sign
socio- provision and care for  research language
economic social services contribute  group interpreters
development to socio-economic discussion  traditional
in selected development such as  reports arts and
African improved standards of  family trees crafts
countries living, boosting production  role play  pictures
and infrastructure  newspaper
development articles
 braille
materials
 case studies

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,
learning and learning
assessment and

70
 methods assessment
resources
We will know The students
this when the must be able to:
students are
able to:
 demonstrat 1 identify Gender  researching on gender issues  brainstorming  resource
e an gender issues in in African countries  discussion persons
understandi issues in Africa  discussing gender issues in  research  textbooks
ng of Africa some African countries  group work  case
gender  pair work studies
issues in  brainstorming ways of  question and  local
Malawi and achieving gender balance in answer environmen
Africa 2 suggest ways Africa  peer t
of achieving  analysing case studies on ways assessment  students’
gender of achieving gender balance in  teacher experience
balance in Africa observation s
Africa  braille
 researching on conventions on materials
3 describe gender in Africa  newspaper
conventions  discussing conventions on articles
on gender in gender in Africa  magazines
Africa
 brainstorming the effects of
4 explain the gender bias on development
effects of  analysing case studies on the
gender bias effects of gender bias on
on development
development

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

71
We will know The students must
this when the be able to:
students are
able to: 1 explain the Climate  brainstorming the  discussion  newspaper
 demonstrate meaning of the change meaning of the term  question and articles
an tern ‘climate ‘climate change’ answer  charts
understandin change’  discussing the meaning of  teacher  markers
g of climate the term ‘climate change’ observation  libraries
change  surveying the environment  brainstormin  textbooks
for signs of climate change g  local
2 describe the  teacher environmen
socio-economic  discussing the socio- observation t
impact of economic impact of  peer  checklists
climate change climate change assessment  case
 drawing climate charts  future’s studies
and graphs wheels
 analysing climate change
3 identify impact reports
climatic
disasters in  brainstorming disasters
Malawi related to climate change
 discussing disasters in
relation to climate change

Core element: People and Environment

Outcome: The students will be able to demonstrate an understanding of population and environmental
issues including climate change, disaster and risk management in terms of national, regional
and global context.

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning

72
 assessment and
methods assessment
resources
We will know The students must
this when the be able to:
students are able
to: 1 explain the Disaster  brainstorming the  brainstorming  students’
 demonstrate terms disaster, risk meaning of the terms  group experience
an risk, and manageme disaster, risk and disaster discussions s
understandin disaster risk nt risk management  panel  newspaper
g of common management  discussing the meaning of discussions articles
disasters that the terms disaster, risk  case studies  textbooks
affect Malawi and disaster risk  teacher  local
management observation environmen
 essays t
 short answer  case
questions studies
 checklists

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

2 explain types of  brainstorming types of  brainstormin  textbooks

disasters disasters g  resource
- climatic disasters such  group work persons
as floods, drought,  question and  documentari
famine answer es

73
 - geomorphologic  teacher  sign
disasters such as observation language
earthquakes  research interpreters
- biological disasters such  group  traditional
3 identify as epidemics discussion arts and
common  discussing types of  reports crafts
disasters disasters  family trees  pictures
affecting  role play  newspaper
Malawi  brainstorming common articles
disasters affecting Malawi  braille
 discussing common materials
disasters affecting Malawi  case studies
eg earthquakes and earth
tremor, drought, famine,
floods, cyclones, and
epidemics

Assessment Success criteria Theme Suggested teaching and Suggested Suggested

standard / learning activities teaching, teaching,
topic learning and learning and
assessment assessment
methods resources

4 describe the  brainstorming the effects of  brainstormi  textbooks

effects of disasters on the individual, ng  resource
disasters on community and nation  group work persons
individuals,  discussing the effects of  question  documentari
communities disasters on individuals, and answer es

74
 and nations community and the nation  teacher  sign
observation language
 brainstorming the possible  research interpreters
5 suggest preventive and mitigation  group  traditional
preventive and measures for different types discussion arts and
mitigation of disasters  reports crafts
measures for  discussing the effectiveness of  family trees  pictures
different types the suggested preventive and  role play  newspaper
of disasters mitigation measures for articles
disasters  braille
materials
 brainstorming on advantages  case studies
6 explain the of managing a disaster risk
advantages of over managing a disaster
managing  debating on advantages of
disaster risks managing a disaster risk over
over managing managing a disaster
disasters

Core element: Global issues and development

Outcome: The students will be able to demonstrate an understanding of knowledge of global issues in
terms of the
tensions between national interests and global priorities and how this result in change
in societies.

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources
We will know this The students must be
when the able to:
students are able 1 explain global Global  brainstorming global issues  discussion  chart paper
to: challenges faced issues faced in 21st century  question  maps

75
 demonstrate in 21st century and  discussing global issues and answer  markers
an challen faced in 21st century  teacher  newspaper
understanding ges  brainstorming implications observation articles
of global of global issues and  brainstormi  textbooks
issues and challenges on development ng  resource
challenges  discussing implications of  teacher persons
global issues and observation  case studies
challenges  peer
2 explain the assessment
implications of  brainstorming efforts being
global issues and made to deal with global
challenges on issues and challenges
development  analysing case studies on
the efforts being made to
3 explain the efforts
deal with global issues and
being made to
challenges
deal with global
issues and
challenges

Form 4 Term 1
Core element: Culture and change
Outcome: The students will be able to demonstrate an understanding of people’s cultures in terms of
social, economic, political and gender issues in the world.

Assessment Success Theme/ Suggested teaching Suggested Suggested

standard criteria topic and learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources
We will know The students must
this when the be able to:
students are
able to: 1 explain the Multi-  brainstorming the  discussion  textbooks
 demonstrate meaning of the culturalis meaning of the term  group work  newspapers

76
 an term m multiculturalism  question and articles
understandin multiculturalis  discuss the meaning of answer  documentarie
g of multi- m the term  teacher s
culturalism multiculturalism observation  checklists
 brainstorming  questions and
 teacher answer
observation  resource
2 describe  peer assessment persons
factors that  researching on factors  research  sign language
enhance that enhance interpreters
multiculturalis multiculturalism  braille
m (eg modernity, religion, materials
ethnicity, race, politics,
migration,
intermarriages, and
trade)
 discussing factors that
enhance
multiculturalism

Assessment Success criteria Theme/ Suggested teaching Suggested Suggested

standard topic and learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

explain the impact of  brainstorming the impact  brainstorming  textbooks

multiculturalism on of multiculturalism on  group work  resource
development development  question and persons
 discussing the impact of answer  documentarie
multiculturalism on  teacher s
development observation  sign language
 analysing the impact of  research interpreters
multiculturalism on  group  traditional
development such as discussion arts and

77
 - exchange of ideas  reports crafts
- exchange of culture  family trees  pictures
- exchange of skills  role play  newspaper
- tolerance articles
- cooperation  braille
materials
3 explain the  fact storming the
 case studies
negative impact negative impact of
of multiculturalism
multiculturalism  discussing the negative
impact of
multiculturalism such as
ethnic rivalry, dilution
of other cultures,
economic exploitation,
and deprivation of
employment
opportunities

Core element: Civic participation and development

Outcome: The students will be able to demonstrate and apply an understanding of the issues of human rights,
democracy,
governance, civic, social justice, peaceful co-existence, social services and other emerging issues in
relation to
development.

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources
We will know The students must
this when the be able to:
students are
able to: 1 identify unions Unions and  brainstorming the  discussion  checklists

78
 demonstrate and associations association meaning of the terms  brainstorming  pictures
an for citizens s ‘unions’ and ‘associations’  question and  resource
understandin  discussing the meaning of answer persons
g of the role the terms ‘unions’ and  debate  textbooks
of unions and ‘associations’  short essays  newspaper
associations  researching on unions  observation reports and
for citizens and associations in  research articles
Malawi such as  radio, video
Teachers Union of and TV news
Malawi (TUM)  internet
Trade unions  local
religious unions community
Tobacco Association of
Malawi

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

Consumer Association of  brainstormin  textbooks

Malawi g  resource
The Tea Association of  group work persons
Malawi  question and  documentari
The Employers answer es
Consultative Association  teacher  sign
of Malawi observation language
 discussing unions and  research interpreters
associations  group  traditional
2 explain the roles discussion arts and
of unions and  brainstorming the roles of  reports crafts
associations unions and associations  family trees  pictures
 discussing the roles of  role play  newspaper

79
 unions and associations articles
3 examine the  braille
benefits of  researching the benefits of materials
joining unions joining unions and  case studies
and associations associations
 discussing the benefits of
joining unions and
associations

Core element: Civic participation and development

Outcome: The students will be able to demonstrate and apply an understanding of the issues of human rights,
democracy, governance, civic, social justice, peaceful co-existence, social services and other
emerging issues in relation to development.

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning
assessment and
methods assessment
resources
We will know The students must
this when the be able to:
students are
able to: 1 explain the National  brainstorming the meaning  discussion  checklists
 demonstrate meaning of the service of the term national service  brainstorming  pictures
an term national  discussing the meaning of  question and  students’
understandin service the term national service answer experience
g of national  role play s
service  brainstorming the  debate  resource
2 explain the importance of national  interview persons

80
 importance of service  short essays  textbooks
national service  discussing the importance  project work  newspaper
of national service  teacher reports and
observation articles
 radio, video
and TV
news
 internet
 local
community
 world map/
atlases

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

3 describe case  identifying local case  brainstormin  textbooks

studies on studies on national service g  resource
national service  researching regional case  group work persons
studies on national service  question and  documentari
 discussing regional case answer es
studies on national service  teacher  sign
observation language
4 suggest ways in  brainstorming national  research interpreters
which citizens activities that can be put in  group  traditional
can participate place as national service discussion arts and
in national  discussing activities that  reports crafts
service can be done on national  family trees  pictures
activities day/week/ period of national  role play  newspaper
service articles
 carrying out a community  braille
service project such as materials

81
 moulding bricks, cleaning in  case studies
the hospital, building homes
for old people

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources
We will know The students must
this when the be able to:
students are
able to: 1 identify Internationa  brainstorming  brainstorming  checklists
 demonstrate international l international organizations  discussion  pictures
an organizations organization that foster development  question and  students’
understandin that foster s that foster such as answer experiences
g of development development EU  role play  resource
international IDA  debate persons
organization USAID  interview  textbooks
s that foster DANIDA  essays  newspaper
development DFID  field trip reports and
ADF  teacher articles
 discussing international observation  radio, video
organizations that foster  educational and TV news
development visits  internet
 visiting international  local
organizations that foster community
development work

82
Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested
standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

2 identify types of  brainstorming types of  brainstorming  textbooks

development development work which  group work  resource
work which international organizations  question and persons
international undertake such as answer  documentari
organizations infrastructure,  teacher es
undertake capacity building, civic observation  sign
education  research language
 visiting development  group interpreters
projects funded by discussion  traditional
international organizations  reports arts and
 discussing projects  family trees crafts
undertaken by  role play  pictures
international organizations  newspaper
articles
 braille
materials
 case studies

83
 Core element: Civic participation and development
Outcome: The students will be able to demonstrate and apply an understanding of the issues of human
rights, democracy, governance, civic, social justice, peaceful co-existence, social services and
other emerging issues in relation to development.

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources
We will know The students must
this when the be able to:
students are
able to: 1 describe Internationa  brainstorming  brainstorming  checklists
 demonstrate conventions for l conventions on rights of  discussion  pictures
an protecting conventions special groups  question and  constitutions
understandin human rights on human convention on the answer  students’
g of for special rights protection of the child  role play experiences
international groups (CRC)  debate  resource
conventions convention on the  research persons
on human Elimination of All  essays  textbooks
rights Forms of  teacher  newspaper
Discrimination observation reports and
Against Women  drawing graphs articles
(CEDAW)  report writing  radio, TV, films
Forum for African  analysis of and video
Women Educationists maps/ timelines  internet
(FAWE)  local
 discussing conventions on community
rights of special groups  world maps/
atlases

84
Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested
standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

2 describe  brainstorming institutions  brainstorming  textbooks

institutions that that deal with human  group work  resource
deal with human rights issues for special  question and persons
rights for groups at local level answer  documentari
special groups Ombudsman  teacher es
Malawi Human Rights observation  sign
Commission  research language
NGO  group discussion interpreters
 discussing institutions  reports  traditional
that deal with human  family trees arts and
rights issues for special  role play crafts
groups at local level  pictures
 researching institutions  newspaper
that deal with human articles
rights issues for special  braille
groups at international materials
level  case studies
international tribunals
on human rights
violations
Amnesty International
Human Rights Watch
Red Cross

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

85
standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

Red Crescent  brainstorming  textbooks

UNHCR  group work  resource
 question and persons
 discussing institutions answer  documentari
that deal with rights for  teacher es
special groups at observation  sign
international level  research language
 visiting institutions that  group discussion interpreters
deal with human rights  reports  traditional
for special groups  family trees arts and
 role play crafts
 pictures
 newspaper
articles
 braille
materials
 case studies

Core element: Sustainable development

Outcome: The students will be able to demonstrate an understanding of interacting with the environment in
a responsible manner in terms of climate change, disaster risk management and proper use of
resources for continued development of Malawi, Africa and the world.

86
Assessment Success criteria Theme/ Suggested teaching Suggested Suggested
standard topic and learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources
We will know The students must
this when the be able to:
students are
able to: 1 explain the Sustainable  brainstorming meaning  discussion  resource
 demonstrate meaning of the developmen of the term sustainable  research persons
an term t development  group work  text textbooks
understandin sustainable  discussing the meaning  pair work  case studies
g of development of the term sustainable  question and  local community
sustainable development answer  students’
development  discussing examples of  peer assessment experiences
sustainable development  teacher  Braille materials
observation  newspaper
 brainstorming the  brainstorming articles
2 explain the importance of  magazines
importance of sustainable development
sustainable  discussing the
development importance sustainable
development

Assessment Success criteria Theme/ Suggested teaching Suggested Suggested

standard topic and learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

87
 3 describe  brainstorming conditions  brainstorming  resource
essential for sustainable  discussion persons
conditions for development  research  textbooks
sustainable  discussing conditions for  group work  local
development sustainable development  pair work community
 researching on national  question and  students’
4 describe and international answer experience
national and sustainable development  peer assessment s
international initiatives  teacher  braille
sustainable  analysing case studies observation materials
development on national and  essays  newspaper
initiatives international sustainable articles
development initiatives  magazines
 checklists
 case studies

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

88
We will know The students must
this when the be able to:
students are
able to: 1 explain the Developin  brainstorming the meaning  brainstorming  resource
 demonstrate meaning of the g nations of the term developing  discussion persons
an term developing nation  research  textbooks
understandin nation  discussing the meaning of  group work  case studies
g of the term developing nation  pair work  local
developing 2 identify common  question and community
nations characteristics  brainstorming the common answer  students’
of developing characteristics of  peer assessment experiences
nations developing nations  teacher  braille
 discussing common observation materials
characteristics of  focus group  newspaper
developing nations discussion articles
 essays  magazines
3 describe  researching on  checklists
development development challenges  world maps
challenges facing Malawi in sectors of
facing Malawi agriculture, education,
health, and energy
 discussing the
development challenges
facing Malawi

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

89
 4 analyse the role  discussing the role of  brainstorming  textbooks
of donors in donors in development  group work  resource
developing  researching on the role  question and persons
nations of donors in answer  documentari
development  teacher es
 debating on the roles of observation  sign
donors on development  research language
 group discussion interpreters
5 identify donor  locating donor  reports  traditional
countries to countries to Malawi on  family trees arts and
Malawi a world map  role play crafts
 drawing world maps  pictures
showing donor  newspaper
countries to Malawi articles
 braille
materials
 case studies

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

90
We will know The students must
this when the be able to:
students are
able to: 1 identify key Internatio  brainstorming key elements  brainstorming  resource
 demonstrate elements of the nal of the international labour  discussion persons
an international labour law  research  text
understandin labour law laws  discussing key elements of  group work textbooks
g of the international labour law  pair work  case studies
international 2 explain the  question and  local
labour law importance of  brainstorming the importance answer environment
international of international labour laws  peer  students’
labour law  discussing the importance of assessment experiences
international labour laws  teacher  braille
such as source of inspiration, observation materials
international cooperation,  newspaper
world peace, social justice articles
and consolidation of national  magazines
labour legislation
 brainstorming examples of
3 identify international labour
international agreements
labour  discussing examples of
agreements international labour
agreements such as
cooperation, mutual
consultation, reciprocal
presentation, exchange of
information, and operational
activities
Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested
standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

91
We will know The students must
this when the be able to:
students are
able to: 1 explain the Economic  brainstorming the meaning of  discussion  resource
 demonstrate meaning of the policies the term economic policy  research persons
an term economic  discussing the meaning of the  group work  textbooks
understandin policy term economic policy  pair work  case studies
g of  question  local
economic 2 describe  brainstorming different types of and answer community
policies different types economic policies  peer  students’
of economic  discussing types of economic assessment experiences
policies policies such as fiscal, monetary,  teacher  braille
and privatisation observation materials
 brainstormi  newspaper
 brainstorming the importance of ng articles
3 explain the economic policies for a  magazines
importance of developing nation
economic
policies for a
developing
nation

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning learning and
and assessment
assessment resources
methods

4 explain the Economic  brainstorming the meaning of the  brainstormi  textbooks

meaning of the policies term economic sustainability ng  resource

92
 term economic  discussing the meaning of the  group work persons
sustainability term economic sustainability  question  documentarie
and answer s
5 describe the  brainstorming the roles of citizens  teacher  sign language
role of citizens in economic sustainability observation interpreters
in economic  researching on the roles of  research  traditional
sustainability citizens in economic sustainability  group arts and
such as preference of quality to discussion crafts
quantity, reduction of economic  reports  pictures
waste, leading sustainable  family  newspaper
lifestyles, fair trade trees articles
 discussing the roles of citizens in  role play  braille
economic sustainability materials
6 explain  case studies
indicators of  brainstorming indicators of
economic economic sustainability
sustainability  discussing indicators of economic
sustainability

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

We will know The students must

this when the be able to:
students are
able to: 1 explain the Personal  brainstorming the meaning  discussion  resource
 demonstrate meaning of the finances of the term personal  research persons
an term personal finances  group work  textbooks

93
 understandin finances  discussing the meaning of  pair work  case studies
g of personal the term personal finances  question and  local
finances 2 describe ways of answer community
managing  identifying ways of  peer assessment  students’
personal managing personal  teacher experiences
finances finances observation  braille
 discussing ways of  bus stop materials
managing personal  newspaper
finances such as articles
budgeting, saving and  magazines
investing  checklists

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

94
We will know The students must
this when the be able to:
students are
able to: 1 explain the Financial  brainstorming the meaning  brainstorming  textbooks
 demonstrate meaning of the institution of the term financial  group work  resource
an term financial s institutions  question and persons
understandin institution  discussing the meaning of answer  documentarie
g of the the term financial  teacher s
operations of 2 identify institutions observation  sign language
financial financial  research interpreters
institutions institutions in  brainstorming examples of  group discussion  traditional
Malawi financial institutions in  reports arts and
Malawi  family trees crafts
 discussing examples of  role play  pictures
financial institutions in  newspaper
Malawi such as Banks, articles
Credit Reference Bureaus,  braille
stock exchange market, materials
insurance companies,  case studies
microfinance institutions,
savings and credit
cooperatives (eg SACCOs)
and money lenders

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

95
 3 describe the  brainstorming services offered  brainstorming  textbooks
services offered by financial institutions  group work  resource
by financial  discussing services offered by  question and persons
institutions financial institutions such as answer  documentarie
savings account, current  teacher s
account, loan account, observation  sign language
insurance policies, pension  research interpreters
schemes, investments,  group  traditional
facilitating money payments discussion arts and
and transfers, internet  reports crafts
4 explain factors banking,  family trees  pictures
that hinder  role play  newspaper
prospective  brainstorming factors that articles
customers from hinder people from accessing  braille
accessing financial services materials
financial  discussing factors that hinder  case studies
services people from accessing financial
services such as collateral,
high interest rate, high bank
charges, unavailability of
services, and lack of
information

Assessmen Success criteria Them Suggested teaching and Suggested Suggested

t standard e/ learning activities teaching, teaching,
topic learning and learning and
assessment assessment
methods resources

96
 5 describe  brainstorming the challenges  brainstorming  textbooks
challenges people that people face when dealing  group work  resource
face when dealing with financial institutions  question and persons
with financial  discussing the challenges that answer  documentarie
institutions in people face when dealing with  teacher s
Malawi financial institutions such as observation  sign language
lack of disclosure of  research interpreters
information on charges  group discussion  traditional
(interest rates, service  reports arts and
charges), poor customer care,  family trees crafts
financial fraud  role play  pictures
 newspaper
6 assess the  brainstorming development articles
contributions of initiatives that have benefited  braille
financial from financial institutions in materials
institutions to Malawi  case studies
development in  discussing development
Malawi initiatives that have benefited
from financial institutions in
Malawi such as women
empowerment
 discussing how these efforts
affect social change in Malawi

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

97
We will know The students must
this when the be able to:
students are 1 describe the Financial  brainstorming the rights of  discussion  resource
able to: rights of institutio the financial service  research persons
 demonstrate financial service ns consumers  group work  textbooks
an consumers  discussing the rights of  pair work  case studies
understandin financial services consumers  question and  local
g of the such as the right to clear answer community
rights and information, right to  peer assessment  students’
responsibiliti disclosure of the cost and  teacher experiences
es of other related charges of a observation  braille
financial financial product/service, materials
service right to choose a financial  newspaper
consumers institution and the right to articles
2 explain the complain  magazines
responsibilities  brochures
of financial  brainstorming the  checklists
service responsibilities of financial
consumers service consumers
 discussing the
responsibilities of financial
consumer such as choosing
a registered financial
institution, understanding a
financial contract before
signing, keeping financial
documents safe, and giving
correct information

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

98
 3 describe the  identifying steps in lodging  brainstorming  textbooks
procedure in a complaint against a  group work  resource
lodging a financial institution  question and persons
complaint  discussing steps in lodging answer  documentarie
against a complaints against a  teacher s
financial financial institution observation  sign language
institution  research interpreters
 group discussion  traditional
 reports arts and
 family trees crafts
 role play  pictures
 newspaper
articles
 braille
materials
 case studies

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

99
We will know The students must
this when the be able to:
students are
able to: 1 explain the  brainstorming the meaning  brainstorming  resource
 demonstrate meaning of the of the term market forces  discussion persons
an term market  discussing the meaning of  research  textbooks
understandin forces the term market forces  group work  case studies
g of the  pair work  local
market 2 explain how  researching on how market  question and environment
forces market forces forces affect economies answer  students’
affect the such as interest rates,  peer assessment experiences
financial financial service access,  teacher  braille
industry financial services quality observation materials
 discussing how market  newspaper
forces affect the financial articles
industry such as  magazines
interaction of demand and
supply of financial services

Core element: People and the environment

Outcome: The students will be able to demonstrate an understanding of the knowledge of systems of
governments,
climate change, disaster risk management in terms of national, regional and global contexts.

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning and

100
 assessment assessment
methods resources
We will know The students must
this when the be able to:
students are
able to: 1 identify key Populati  brainstorming key elements  discussion  newspaper
 demonstrate elements of on policy of the population policy in  question and articles
an population Malawi answer  charts
understandin policies of  discussing key elements of  observation  Malawi
g of the Malawi the population policy in  brainstorming population
population Malawi  teacher policy
policy of 2 explain the observation document
Malawi factors that  peer assessment  library books
influenced the  brainstorming factors that  future’s wheels  textbooks
development of influenced the development  values  checklists
population of the population policy in clarification
policies in Malawi
Malawi  analysing the factors that
influenced the population
policy eg high birth rate,
rapid population growth,
pressure on land and
pressure on social services,
unemployment

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

101
 3 identify  brainstorming the practices  brainstorming  textbooks
practices that that affect the  group work  resource
affect the implementation of the  question and persons
implementation population policy in Malawi answer  documentari
of the  discussing the practices  teacher es
population that affect the observation  sign
policy in implementation of the  research language
Malawi population policy such as  group discussion interpreters
polygamy, religious beliefs,  reports  traditional
initiation ceremonies,  family trees arts and
widow/ widower inheritance  role play crafts
(chokolo), widow cleansing  pictures
(kulowa kufa), early  newspaper
marriages, and hlazi or articles
bonus wife  braille
materials
 case studies

Assessment Success Theme Suggested teaching and Suggested Suggested

standard criteria / learning activities teaching, teaching,
topic learning and learning and
assessment assessment
methods resources

102
 4 suggest ways of  debating on the effectiveness  brainstorming  textbooks
eradicating the of the ways of eradicating the  group work  resource
practices that practices that affect the  question and persons
affect the implementation of the answer  documentarie
implementation population policy  teacher s
of the empowerment of women observation  sign language
population empowerment of local  research interpreters
policy in communities  group discussion  traditional
Malawi public awareness campaign  reports arts and
 discussing ways of  family trees crafts
eradicating the practices that  role play  pictures
affect the implementation of  newspaper
the population policy articles
 braille
 brainstorming strategies for materials
5 describe effective implementation of  case studies
strategies for the population policy in
the Malawi
implementation  discussing strategies for
of the effective implementation of
population the population policy in
policy in Malawi
Malawi

Assessment Success criteria Theme Suggested teaching and Suggested Suggested

standard / learning activities teaching, teaching,
topic learning and learning and
assessment assessment
methods resources

103
 6 identify  brainstorming programmes for  brainstorming  textbooks
programmes for implementing the Malawi  group work  resource
implementing population policy  question and persons
the Malawi  discussing programmes for answer  documentarie
population implementing the Malawi  teacher s
policy population policy such as observation  sign language
reproductive health, safe  research interpreters
motherhood, IEC, gender  group discussion  traditional
programmes, and advocacy  reports arts and
 family trees crafts
 brainstorming the importance  role play  pictures
7 explain the of involving all stakeholders in  newspaper
importance of the implementation of the articles
involving all population policy  braille
stakeholders in  discussing the importance of materials
the involving all stakeholders in  case studies
implementation the implementation of the
of the population policy
population
policy

Core element: People and environment

Outcome: The students will be able to demonstrate an understanding of population and environmental issues

including climate change, disaster and risk management in terms of national, regional and
global contexts.

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,

104
 learning and learning and
assessment assessment
methods resources
We will know The students must
this when the be able to:
students are able
to: 1 explain the Populatio  brainstorming the meaning  discussion  charts
 demonstrate meaning of the n growth of the term population  observation  maps
an term control  panel discussion  markers
understandin population  discussing the meaning of  group work  newspaper
g of control the term population control  oral questions articles
population  teacher  short answer
control 2 identify ways  brainstorming ways in observation questions
in which which nature controls  brainstorming  observation
nature population growth,  question and checklists
controls earthquakes, floods answer  students
population  discussing ways in which experiences
growth nature controls population  textbooks
growth such as natural  local
disasters, epidemics, community
famine, drought, natural  resource
death, earthquakes, floods persons

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

3 identify ways  brainstorming human-  brainstorming  textbooks

in which made ways of controlling  group work  resource
human beings population growth  question and persons
can control  discussing human ways of answer  documentarie

105
 population controlling population  teacher s
growth such as family observation  sign language
planning and wars  research interpreters
 group discussion  traditional
4 explain the  debating on the  reports arts and
importance of importance of controlling  family trees crafts
controlling population growth  role play  pictures
population  discussing the importance  newspaper
growth of controlling population articles
growth  braille
materials
 case studies

Term 2
Core element: Culture and change
Outcome: The students will be able to demonstrate an understanding of people’s cultures in terms of social,
economic,
political and gender issues in the world.

Assessment Success criteria Theme/ Suggested teaching Suggested Suggested

standard topic and learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources
We will know The students must
this when the be able to:
students are
able to: 1 explain the Discriminati  brainstorming the  discussion  textbooks

106
 demonstrate meaning of the on meaning of the term  question and  newspaper
an term discrimination answer articles
understandin discrimination  discussing the meaning  observation  documentaries
g of the of the term  brainstorming  checklists
effects of 2 identify factors discrimination  teacher  resource
discriminatio that contribute observation persons
n on the to  fact storming factors that  peer  sign language
community discrimination contribute to assessment interpreters
discrimination  braille
 discussing factors that materials
contribute to
discrimination such as
racism, ethnicity,
religion (caste system),
politics, and education

Assessment Success criteria Theme/ Suggested teaching Suggested Suggested

standard topic and learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

107
 3 analyse cases  discussing case studies  brainstorming  textbooks
of on discrimination in the  group work  resource
discrimination world  question and persons
 analysing case studies answer  documentaries
on discrimination such  teacher  sign language
as observation interpreters
- apartheid system in  research  traditional arts
South Africa  group discussion and crafts
- racism in America  reports  pictures
- Neo-Nazism of  family trees  newspaper
Germany  role play articles
- Caste system in India  braille
4 describe the materials
effects of  brainstorming the  case studies
discrimination effects of
on the discrimination on the
community community
 discussing the effects
of discrimination on the
community such as
retardation of
development,
instability, terrorism

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

108
 5 explain the  fact storming the efforts  brainstorming  textbooks
efforts being put in place to curb any  group work  resource
put in place to form of discrimination in  question and persons
curb the world answer  documentaries
discrimination  discussing efforts to curb  teacher  sign language
discrimination such as observation interpreters
ratification of human  research  traditional arts
rights declarations and  group discussion and crafts
establishment of  reports  pictures
institutions that promote  family trees  newspaper
human rights  role play articles
 braille
materials
 case studies

Core element: Civic participation and development

Outcome: The students will be able to demonstrate and apply an understanding of the issues of human rights,
democracy,
governance, civic, social justice, peaceful co-existence, social services and other emerging issues in
relation to
development.

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

109
standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources
We will know The students must
this when the be able to:
students are
able to: 1 describe the Governme  brainstorming the terms  brainstorming  checklists
 demonstrate composition of nt of central government and  discussion  pictures
an the government Malawi local government  question and  constitutions
understandin of Malawi  discussing the composition answer  students’
g of of the government of  role play experiences
composition Malawi  essays  resource
and functions central government  teacher persons
of the (judiciary, legislature observation  textbooks
Government and executive)  report writing  newspaper
of Malawi local government  research reports and
(district, municipal, city articles
and town councils),  radio, video
statutory corporations and TV news
 internet
 local
community
 Local
Government
Act

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

110
 2 explain the  identifying the composition  brainstorming  textbooks
composition and and functions of each organ  group work  resource
functions of each of the central government  question and persons
organ of the  analyzing the role of cabinet answer  documentari
Central and civil service in the  teacher es
Government initiation and observation  sign
implementation of laws  research language
3 describe how  group interpreters
the central  brainstorming the ways discussion  traditional
government through which the central  reports arts and
sources its government sources its  family trees crafts
revenue revenue  role play  pictures
 discussing how the central  newspaper
government sources its articles
revenue  braille
materials
4 describe the  case studies
composition  identifying local government
and functions of institutions
Local  discussing the composition
Government of local government
institutions
 discussing the functions of
local government
institutions

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources
5 explain ways  brainstorming ways through  brainstorming  textbooks

111
 through which which local government  group work  resource
local sources its revenue  question and persons
government  discussing ways through answer  documentari
sources its which local government  teacher es
revenue sources its revenue observation  sign
 brainstorming the meaning  research language
of the term “statutory  group interpreters
corporations” discussion  traditional
 identifying examples of  reports arts and
statutory corporations in  family trees crafts
Malawi  role play  pictures
 newspaper
6 describe the  discussing functions of articles
functions of statutory corporations  braille
various materials
statutory  brainstorming ways through  case studies
corporations in which statutory corporations
Malawi source their revenue
 discussing ways through
which statutory corporations
source their revenue
7 explain ways
through which
statutory
corporations
source their
revenue
Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested
standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

8 compare  identifying systems of  brainstorming  textbooks

systems of governments in selected  group work  resource

112
 governments in countries  question and persons
Africa and the Malawi answer  documentari
world Swaziland  teacher es
Nigeria observation  sign
Great Britain  research language
Russia  group discussion interpreters
 discussing the similarities  reports  traditional
and differences of different  family trees arts and
systems of governments in  role play crafts
Africa and the world  pictures
 newspaper
articles
 braille
materials
 case studies

Core element: Civic participation and development

Outcome: The students will be able to demonstrate and apply an understanding of the issues of human rights,
democracy, governance, civic, social justice, peaceful co-existence, social services and other emerging
issues in relation to development.

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

We will know The students must

this when the be able to:

113
students are
able to: 1 identify Good  brainstorming the meaning  brainstorming  checklists
 demonstrate principles of governan of the term good  discussion  pictures
an good governance ce governance  question and  constitutions
understandin  discussing principles of good answer  students’
g of good governance  role play experiences
governance transparency  debate  resource
accountability  research persons
separation of power  essays  textbooks
checking abuse of power  teacher  newspaper
establishment of observation reports and
institutions such as Law  report writing articles
Commission, Office of the  educational visits  radio, video
Ombudsman and ACB and TV news
 internet

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

2 describe roles of  brainstorming institutions  brainstorming  textbooks

various that promote good  group work  resource
institutions that governance  question and persons
enhance good ACB answer  documentaries
governance Law Commission  teacher  sign language
Office of the observation interpreters
Ombudsman  research  traditional arts
Office of Director of  group and crafts
Public Procurement discussion  pictures
(ODPP)  reports  newspaper
 discussing how the  family trees articles

114
 institutions promote good  role play  braille
governance materials
 visiting institutions that  case studies
promote good governance

Core element: Civic participation and development

Outcome: The students will be able to demonstrate and apply an understanding of the issues of human rights,
democracy, governance, civic, social justice, peaceful co-existence, social services and other
emerging issues in relation to development.
Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested
standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources
We will know The students must
this when the be able to:
students are able
to: 1 explain the Taxation  identifying documents involved  discussion  checklists
 demonstrate process of in tax registration  question and  pictures
an registering for tax VAT registration form answer  constitutions
understanding income tax registration  role play  students’

115
 of tax form  debate experiences
processes and pay as you earn registration  research  resource
procedures form  short essays persons
withholding tax registration  educational visits  textbooks
form to MRA offices  newspapers
business registration  teacher reports and
certificate observation articles
business permit for  report writing  radio, video
foreigners and TV news
 discussing how to fill each type  internet
2 explain the of tax registration form  local
importance of community
registering for tax  debating the importance of
registering for tax
 discussing the importance of
registering for tax
 discussing reasons for
deregistering for tax
Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested
standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

3 assess the  identifying types of business  brainstormi  textbooks

importance of records for tax purposes ng  resource
keeping  discussing the period required for  group work persons
business keeping each type of record  question  documentari
records for tax  discussing the importance of and answer es
purposes keeping receipts and other  teacher  sign
business records for tax purposes observation language
 research interpreters
 identifying documents for  group  traditional
4 describe the declaring and paying tax such as discussion arts and
importance of declaration forms ( 12 and 47)  reports crafts
declaring and income tax returns  family trees  pictures

116
 paying correct value added tax returns  role play  newspaper
amount of tax PAYE returns articles
withholding tax returns  braille
 discussing how to fill various tax materials
forms  case studies
 discussing the importance of
declaring and paying correct
amount of tax

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

5 explain  brainstorming the  brainstorming  textbooks

importance of meaning of the term “tax  group work  resource
tax audit audit”  question and persons
 discussing the meaning answer  documentari
of the term “tax audit”  teacher es
 discussing the importance observation  sign
of tax auditing  research language
6 describe tax  group discussion interpreters
offences and  brainstorming the terms  reports  traditional
penalties ‘tax offence’ and  family trees arts and
‘penalties’  role play crafts
 discussing the terms ‘tax  pictures
offence’ and ‘penalties’  newspaper
 discussing tax offences articles
failure to register for  braille

117
 tax materials
failure to keep records  case studies
late filing of tax return
failure to submit tax
return
submission of
incorrect tax return

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

presentation of fake  brainstorming  textbooks

documents/informatio  group work  resource
n  question and persons
delay in payment of answer  documentari
tax on due dates  teacher es
failure to pay tax on observation  sign
due dates  research language
payment of incorrect  group discussion interpreters
taxes  reports  traditional
smuggling  family trees arts and
undervaluation and  role play crafts
under-declaration of  pictures
goods  newspaper
articles
 braille
materials
 case studies

118
Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested
standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

7 explain the  brainstorming the  brainstorming  textbooks

meaning of the meaning of the terms tax  group work  resource
terms tax exemption and tax  question and persons
exemption and incentives answer  documentari
tax incentives  discussing the meaning of  teacher es
the terms tax exemption observation  sign
and tax incentives  research language
8 identify  group discussion interpreters
different forms  researching on different  reports  traditional
of tax forms of tax  family trees arts and
exemptions and exemptions /incentives  role play crafts
incentives for:  pictures
individuals  newspaper
business/investors articles
NGOs  braille
religious organizations materials
members of  case studies
parliament and
ministers
president

119
 diplomats
 discussing how people
and organizations can
access different tax
incentives

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

9 explain the  brainstorming the meaning of  discussion  checklists

meaning of the the term tax agreement  question and  pictures
term tax  discussing the meaning of the answer  constitutions
agreement term tax agreement  role play  students’
 identifying forms of tax  debate experiences
agreements  interviews  resource
bilateral agreements  short essays persons
regional tax agreements  educational  textbooks
international tax visit to MRA  newspaper
agreements offices reports and
double taxation  teacher articles
10 examine the agreements observation  radio, video
impact of tax  report writing and TV news
agreements on  researching the impact of tax  internet
national agreements on national  local
development development community
 discussing the impact of tax
agreements on national
development such as low
revenue/ reduction of tax
base, promotion of trade and

120
 investments, avoidance of
double taxation

Assessment Success criteria Theme/ Suggested teaching Suggested Suggested

standard topic and learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

We will know The students must

this when the be able to:
students are
able to: 1 describe the Taxation  brainstorming the role of  brainstorming  resource
 demonstrate role of taxation taxation in development  discussion persons
an in development  discussing the role of  research  textbooks
understandin taxation in development  group work  case studies
g of  pair work  local
challenges of 2 identify  brainstorming challenges  question and environment
revenue challenges of of revenue collection that answer  students’
collection for revenue affect sustainable  peer assessment experiences
sustainable collection that development  teacher  braille
development affect  discussing challenges of observation materials
sustainable revenue collection that  educational visits  newspaper
development affect sustainable articles
development  magazines
 brochures

121
Assessment Success criteria Theme/ Suggested teaching Suggested Suggested
standard topic and learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

We will know The students must

this when the be able to:
students are
able to: 1 describe Gender and  brainstorming indicators  brainstorming  resource
 demonstrate indicators of developmen of gender balance in  discussion persons
an gender balance t development  research  textbooks
understandin  discussing the indicators  group work  case studies
g of gender of gender balance in  pair work  local
balance in development such as  question and community
development education, marriage, answer  students’
employment, politics,  peer experiences
culture, religion, law, assessment  Braille
agriculture, decision  observation materials
making and access to  essays  newspaper
resources articles
 magazines
 audio visual
aids
 flip charts
 checklists

122
Assessment Success criteria Theme/ Suggested teaching Suggested Suggested
standard topic and learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

2 analyse the role  brainstorming the  brainstorming  textbooks

of gender meaning of the term  group work  resource
platform of gender platform of action  question and persons
action in  discussing the meaning answer  documentari
promoting of the term gender  teacher es
gender balance platform of action observation  sign
 brainstorming the role of  research language
gender platform of action  group discussion interpreters
 discussing the role of  reports  traditional
gender platform of action  family trees arts and
such as equal  role play crafts
opportunities in  pictures
education, employment,  newspaper
politics, removal of some articles
cultural beliefs and  braille
practices that promote materials
gender imbalance, and  case studies
lobbying for the review
of laws that promote
gender imbalance

Assessment Success criteria Theme/ Suggested teaching Suggested Suggested

123
standard topic and learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

3 appreciate the  brainstorming the  brainstorming  textbooks

importance of importance of gender  group work  resource
gender balance balance in development  question and persons
in development  discussing the answer  documentari
importance of gender  teacher es
balance in development observation  sign
- equal contribution to  research language
development  group discussion interpreters
- abundance of skilled  reports  traditional
human resources  family trees arts and
- equal access to  role play crafts
resources  pictures
- equal decision making  newspaper
- respect for other articles
people’s ideas  braille
materials
 case studies

Term 3
Core element: People and the environment

124
 Outcome: The students will be able to demonstrate an understanding of population and environmental issues
including climate change, disaster and risk management in terms of national , regional and global
contexts.

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,
learning learning
and and
assessment assessment
methods resources
We will know The students must
this when the be able to:
students are able
to: 1 explain the Populati  brainstorming the importance of  brainstormi  students’
 demonstrate importance of on and caring for STI including HIV and ng experience
an caring for STI Social AIDS patients  group s
understandin including HIV Behavio  discussing the importance of discussion  checklists
g of the and AIDS ur caring for including HIV and AIDS  role-play  textbooks
importance of patients patients  oral  resource
caring for STI questions persons
including HIV 2 suggest ways  short  short
and AIDS of caring for  brainstorming ways of caring for answer answer
patients STI including STI including HIV and AIDS questions questions
HIV and AIDS patients  teacher  rating
patients  role-playing the ways of caring for observation value
STI including HIV and AIDS statements
patients  local
 discussing ways of caring for STI community
including HIV and AIDS patients

Assessment Success Theme/ Suggested teaching and Suggested Suggested

125
standard criteria topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

3 explain the  interviewing patients and  brainstorming  textbooks

importance of guardians on the importance  group work  resource
hospital based of home based and hospital  question and persons
and home based care answer  documentarie
based care for  discussing the importance of  teacher s
STI including home and hospital based observation  sign language
HIV and AIDS care for STI including HIV  research interpreters
patients and AIDS patients  group  traditional
discussion arts and
4 explain ways  brainstorming ways of  reports crafts
of avoiding avoiding contracting STI  family trees  pictures
contracting including HIV and AIDS  role play  newspaper
STI including when caring for the patients articles
HIV and AIDS  discussing ways of avoiding  braille
when caring contracting STI including materials
for patients HIV and AIDS when caring  case studies
for the patients

Core element: People and the environment

Outcome: The students will be able to demonstrate an understanding of population and environmental issues
including climate change, disaster and risk management in terms of national, regional and global
context.

Assessment Success Theme/ Suggested teaching Suggested Suggested

126
standard criteria topic and learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

We will know The students must

this when the be able to:
students are able
to: 1 identify Populatio  brainstorming  brainstorming  resource
 demonstrate institutions n and institutions that deal  discussion persons
an that deal with social with guidance and  written short  literature
understandin guidance and behaviour counselling of HIV and answer questions  textbooks
g of issues of counselling of AIDS patients  multiple choice  raised
HIV and AIDS HIV and AIDS  discussing the activities questions pictures
with regard patients and undertaken by the  teachers  students’
to guidance guardians institutions that provide observations experiences
and guidance and  field trips  posters
counselling counselling for HIV and  educational visits  checklists
AIDS patients and  role play  local
guardians such as  values community
hospitals, Banja la clarification
Mtsogolo and drop-in
centres

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

127
 2 explain the  brainstorming the methods of  brainstormin  textbooks
methods used guiding and counselling HIV g  resource
for guiding and AIDS patients and  group work persons
and counselling guardians  question and  documentarie
HIV and AIDS  discussing the methods of answer s
patients and guiding and counselling HIV  teacher  sign language
guardians and AIDS patients and observation interpreters
guardians  research  traditional
 role playing some of the  group arts and
methods of guiding and discussion crafts
counselling HIV and AIDS  reports  pictures
3 explain the patients and guardians  family trees  newspaper
importance of  role play articles
counselling and  braille
guiding HIV  debating the importance of materials
and AIDS counselling and guiding HIV  case studies
patients and and AIDS patients and
guardians guardians
 discussing the importance of
guidance and counselling for
HIV and AIDS patients and
guardians eg minimising fear
and anxiety, moral support,
accepting reality and
reducing the spread of HIV
and AIDS

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

128
 4 explain the  brainstorming the  brainstorming  textbooks
consequences consequences of lack of  group work  resource
of lack of guidance and counselling  question and persons
guidance and for HIV and AIDS patients answer  documentari
counselling for and guardians  teacher es
HIV and AIDS  discussing the observation  sign
patients and consequences of lack of  research language
guardians guidance and counselling  group interpreters
for HIV and AIDS patients discussion  traditional
and guardians  reports arts and
 role playing the  family trees crafts
consequences of lack of  role play  pictures
guidance and counselling  newspaper
for HIV and AIDS patients articles
and guardians  braille
materials
 case studies

Core element: People and the environment

Outcome: The students will be able to demonstrate an understanding of population and environmental issues
including climate change, disaster and risk management in terms of national, regional and global
contexts.

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,
learning and learning and
assessment assessment

129
 methods resources
We will know The students must
this when the be able to:
students are able
to: 1 explain the Populatio  brainstorming the causes  brainstorming  resource
 demonstrate causes of drug n and of drug and substance  discussion persons
an and substance social abuse  short answer  textbooks
understandin abuse behaviour  discussing the causes of questions  raised
g of the drug and substance abuse  multiple choice pictures
effects of questions  students’
drug and 2 describe the  brainstorming the effects  teachers experiences
substance effects of drug of drug and substance observations  local
abuse and substance abuse  educational visits community
abuse on the  analysing the effects of  role play  checklists
individual and drug and substance abuse  case study
family  role-playing the effects of
drug and substance abuse
on the individual and family

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

3 analyse the  brainstorming the effects  brainstormin  textbooks

impact of drug of drug and substance g  resource
and substance abuse on development  group work persons
abuse on  discussing the effect of  question and  documentari

130
 development drug and substance abuse answer es
on development  teacher  sign
 discussing cases of the observation language
impact of drug and  research interpreters
substance abuse on  group  traditional
development discussion arts and
 reports crafts
 family trees  pictures
 role play  newspaper
articles
 Braille
materials
 case studies

Core element: People and the environment

Outcome: The students will be able to demonstrate an understanding of population and environmental issues
including climate change, disaster and risk management in terms of national, regional and global
contexts.

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources
We will know The students must
this when the be able to:
students are able
to: 1 explain the Responsible  brainstorming the  brainstorming  observation

131
 demonstrate meaning of the parenthood meaning of the term  group discussion checklists
an term responsible parenthood  role-play  oral
understandin responsible  discussing the meaning of  debate questions
g of parenthood the term responsible  teacher  students’
responsible parenthood observation experiences
parenthood  oral questions  local
2 identify  debating qualities of  short answer community
qualities of responsible parenthood questions  resource
responsible  role playing qualities of  discussion persons
parenthood responsible parenthood

Core element: Culture and change

Outcome: The students will be able to demonstrate and understanding of peoples cultures in terms of social,
economic, political and gender issues in the world.

Assessment Success criteria Theme/ Suggested teaching Suggested Suggested

standard topic and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources
We will know The students must
this when the be able to:
students are
able to: 1 identify social Universal  brainstorming social and  oral questions and  printed
 demonstrate and ethical morals ethical values for answers materials
an values for and international life  short written tests  TV/radio

132
 understandin international life values  discussing social and  written summaries programmes
g of social ethical values for  essays  students’
and ethical international life  discussion experiences
values for  research reports  films, video
international 2 describe the  brainstorming the  observation  resource
life importance of importance of social and  brainstorming persons
social and ethical values for  teacher  checklists
ethical values international observation
for international cooperation  peer assessment
cooperation  researching on the
importance of social and
ethical values for
international
cooperation
 discussing the
importance of social and
ethical values for
international
cooperation

Core element: Civic participation and development

Outcome: The students will be able to demonstrate an understanding of the issues of human rights, democracy,
governance, civic, social justice, peaceful co-existence, social services and other emerging issues in
relation to development.

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching ,
learning and learning and
assessment assessment
methods resources

We will know The students must

this when the be able to:
students are

133
able to: 1 identify Internation  researching on local and  research  newspaper
 demonstrate international al peace international peace  discussion articles
an peace initiatives initiatives  question and  charts
understandin initiatives  discussing the research answer  markers
g of peace results on local and  teacher  libraries
initiatives in international peace observation  textbooks
the world initiatives  brainstorming  checklists
 discussing the  teacher  internet
international peace observation
2 explain the initiatives  peer
successes and assessment
failures of  brainstorming successes  future’s
international and failures of wheels/
peace international peace problem tree
initiatives initiatives
 discussing successes and
failures of peace
initiatives

Core element: Civic participation and development

Outcome: The students will be able to demonstrate and apply an understanding of the issues of human rights,
democracy, governance, civic, social justice, peaceful co-existence, social services and other emerging
issues in relation to development.

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching ,
learning and learning and
assessment assessment
methods resources

134
We will know The students must
this when the be able to:
students are
able to: 1 identify Social  brainstorming the  group work  pictures
 demonstrate organisations justice organisations that  question and  resource
an that promote promote social justice answer persons
understandin social justice internationally  pair work  sign
g of internationally  discussing the  discussion language
international organisations that  peer interpreters
attempts to promote social justice assessment  textbooks
promote internationally  teacher  students’
social justice 2 explain the role observation experiences
of international  research  newspaper
organisations in  brainstorming the role of  brainstorming articles
promoting social international  essays  braille
justice organisations in  role play materials
promoting social justice  checklists
 discussing the role of the  rubrics
international  case studies
organisations in
promoting social justice

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching ,
learning and learning and
assessment assessment
methods resources

135
 3 assess the  brainstorming successes  brainstorming  textbooks
successes and and failures of  group work  resource
failure of international  question and persons
international organisations that answer  documentari
organisations promote social justice  teacher es
that promote  discussing successes and observation  sign
social justice failures of international  research language
organisations that  group discussion interpreters
promote social justice  reports  traditional
 analyzing successes and  family trees arts and
failures of international  role play crafts
organisations that  pictures
promote social justice  newspaper
articles
4 describe the  braille
importance of  discussing the importance materials
promoting social of promoting social justice  case studies
justice in the in the world
world  role-playing the
importance of promoting
social justice in the world

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching ,
learning and learning and
assessment assessment
methods resources

136
 5 explain the role  brainstorming the role of  brainstorming
of the the International Court of  group work  textbooks
International Justice in promoting social  question and  resource
Court of Justice justice answer persons
 analyzing the role of the  teacher  documentari
International Court of observation es
Justice in promoting social  research  sign
justice  group discussion language
6 examine the  reports interpreters
role of the  discussing the role of  family trees  traditional
International Interpol in promoting social  role play arts and
Police (Interpol) justice crafts
in promoting  analysing the initiatives of  pictures
social justice Interpol  newspaper
articles
7 describe the  braille
role of Amnesty  brainstorming the roles of materials
International in Amnesty International in  case studies
promoting social promoting social justice
justice  discussing the roles of
Amnesty International in
promoting social justice

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

137
 8 analyse the role  brainstorming the roles of  brainstorming  textbooks
of the United the United Nations in  group work  resource
Nations in promoting social justice  question and persons
promoting social  discussing the roles of the answer  documentari
justice United Nations in promoting  teacher es
social justice observation  sign
 research language
 brainstorming the roles of  group discussion interpreters
9 explain the role International Criminal Court  reports  traditional
of the in promoting social justice  family trees arts and
International  discussing the roles of the  role play crafts
Criminal Court International Criminal Court  pictures
in promoting in promoting social justice  newspaper
social justice  analysing case studies on the articles
International Criminal Court  braille
in promoting social justice materials
 case studies

Core element: Civic participation and development

Outcome: The students will be able to demonstrate and apply an understanding of the issues of human rights,
democracy, governance, civic participation, social justice, peaceful coexistence, social services and
other emerging issues in relation to development.

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

138
We will know The students must
this when the be able to:
students are
able to: 1 explain the need Social  brainstorming the  brainstorming  students’
 demonstrate for safeguarding services relationship between  discussion experiences
an the environment safeguarding the  question and  pictures
understandin in the provision environment and the answer  newspaper
g of social of social provision of social  structured articles
services services services questions  textbooks
 discussing how  essay  rubrics
safeguarding the questions  resource
environment assists in the  teacher persons
provision of social observation  audio visual
2 explain the need services  environmental materials
for caring for audits  raised
social services  debating the need for pictures
caring for social services  local
 project work on the need community
for caring for social  checklists
services

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

139
 3 describe critical  brainstorming critical  brainstorming  textbooks
issues related to issues related to the  group work  resource
the provision of provision of social services  question and persons
social services  discussing critical issues answer  documentari
related to the provision of  teacher es
social services such as observation  sign
quality, accessibility (urban  research language
and rural areas),  group discussion interpreters
affordability, availability,  reports  traditional
types and care  family trees arts and
 role play crafts
4 explain how  pictures
critical issues in  brainstorming the effects of  newspaper
the provision of critical issues on articles
social services development eg feelings of  braille
affect inequality among citizens, materials
development social injustice and low  case studies
productivity
 discussing the effects of the
critical issues on
development
 role-playing the effects of
the critical issues on
development

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

140
 5 describe the  identifying renowned  brainstorming  textbooks
work of people in the provision of  group work  resource
renowned social services  question and persons
people in the - Kamuzu Banda answer  documentari
provision of - Winnie Mandela (fight  teacher es
social services against apartheid) observation  sign
- Henry Dunant (Red  research language
cross)  group discussion interpreters
- Jairosi Jiri (Foundation  reports  traditional
for the disabled)  family trees arts and
- Mother Theresa  role play crafts
(Orphan Care in  pictures
Calcutta)  newspaper
- Jimmy Carter (Habitat articles
for Humanity)  braille
- Florence Nightngale materials
(Nursing services)  case studies
 Discussing the activities of
renowned personalities in
the provisions of social
services

Core element: Global issues and development

Outcome: The students will be able to demonstrate an understanding of knowledge of global issues in terms of
the tensions between national interests and global priorities and how this result in change in societies.

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,

141
 learning and learning and
assessment assessment
methods resources
We will know The students must
this when the be able to:
students are able
to: 1 identify areas World  brainstorming areas of world  discussion  students’
 demonstrate of world cooperatio cooperation  question and experiences
an cooperation n  discussing areas of world answer  textbooks
understandin cooperation  observation  raised
g of world  brainstorming pictures
cooperation 2 describe  brainstorming factors that  teacher  charts
factors that contribute to world observation
foster world cooperation  peer
cooperation  discussing factors that assessment
contribute to world  educational
cooperation visits
3 identify
prominent  brainstorming prominent
personalities personalities that have
that have contributed in facilitating
contributed in world cooperation
facilitating  discussing the contributions
world of prominent personalities
cooperation that have contributed in
facilitating world cooperation

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

4 describe  researching on international  brainstormin  textbooks

international interventions to promote and g  resource

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 interventions to preserve world cooperation  group work persons
promote and  discussing the international  question and  documentarie
preserve world interventions to promote and answer s
cooperation preserve world cooperation  teacher  sign language
 analysing case studies on the observation interpreters
promotion and preservation of  research  traditional
world cooperation  group arts and
discussion crafts
5 explain the  brainstorming the importance  reports  pictures
importance of of world cooperation  family trees  newspaper
world  discussing the importance of  role play articles
cooperation world cooperation  braille
materials
 case studies

143
References
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development
studies. Blantyre: Macmillan
Malunda, H and Mpinganjira, M () Malawi senior secondary social and
development studies.
Blantyre: Jhango publishers.
Ministry of Education, Science and Technology (2001). Malawi senior
secondary teaching
syllabus: social and development studies for Forms 3 -4. Domasi: MIE.
Ministry of Education, Science and Technology (2001), Malawi senior
secondary teaching
syllabus: social and development studies for Forms 1-2. Domasi: MIE.
NCSS (1992). Expectations and excellence: curriculum standards for social
studies.
Washington DC: National Council for the Social Studies.
NCSS (1994). Expectations and excellence: curriculum standards for social
studies.
Washington DC: National Council for the Social Studies.
Namate, D and Mtunda, F (2000). Malawi junior secondary social studies.
Blantyre:
Macmillan.

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