Republic of Malawi

MALAWI
PRIMARY SCHOOL SYLLABUSES

STANDARD 2
LITERACY AND LANGUAGES
• CHICHEWA
• ENGLISH
NUMERACY AND MATHEMATICS
EXPRESSIVE ARTS
LIFE SKILLS

BIBLE KNOWLEDGE

RELIGIOUS EDUCATION

Ministry of Education
Published by:

Malawi Institute of Education

© Malawi Institute of Education 2007

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

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

Prepared by

Malawi Institute of Education

P.O. Box 50, Domasi, Malawi

March, 2007

ii
 CONTENTS

Foreword……………………………………………………. v
Acknowledgements………………………………………… vi
Malawi’s Outcomes-Based Curriculum………………….. viii
Developmental Outcomes………………………………… viii
Primary Outcomes…………………………………………. ix
Continuous Assessment…………………………………… ix
Annual Evaluation…………………………………………. ix
Learning Areas and Core elements ……………………… x

Literacy and Languages – Chichewa……………………. 1

Kufunika kwa phunziro la Chichewa……………………. 2
Maluso ndi zolinga………………………………………… 2
Chigawo choyamba………………………………………… 3
Chigawo chachiwiri..………………………………………. 12
Chigawo chachitatu………………………………...………. 25
Mabuku ena ofunika………………………………………. 40

Literacy and Languages – English....................................... 41

Rationale…………………………………………………….. 42
Core elements and their outcomes……………………….. 42
Term 1 Syllabus……………………………………………. 43
Term 2 Syllabus……………………………………………. 49
Term 3 Syllabus……………………………………………. 60
References………………………………………………….. 78

Numeracy and Mathematics.............................................. 79

Rationale…………………………………………………….. 75
Core elements and their outcomes……………………….. 75
Term 1 Syllabus……………………………………………. 76
Term 2 Syllabus……………………………………………. 76
Term 3 Syllabus……………………………………………. 80
References………………………………………………….. 100

Expressive Arts …………………………………. 101

Rationale…………………………………………………….. 102
Core elements and their o utcomes……………………….. 103
Term 1 Syllabus……………………………………………. 105
Term 2 Syllabus……………………………………………. 105
Term 3 Syllabus……………………………………………. 106
References………………………………………………….. 119

iii
Life Skills .............................................................................. 120
Rationale…………………………………………………….. 121
Core elements and their outcomes……………………….. 121
Term 1 Syllabus……………………………………………. 122
Term 2 Syllabus……………………………………………. 134
Term 3 Syllabus……………………………………………. 138
References………………………………………………….. 150

Bible Knowledge…………………………………………… 151

Rationale…………………………………………………….. 143
Core elements and their outcomes……………………….. 143
Term 1 Syllabus……………………………………………. 144
Term 2 Syllabus……………………………………………. 148
Term 3 Syllabus……………………………………………. 153
References………………………………………………….. 165

Religious Education………………………………………… 166

Rationale…………………………………………………….. 169
Core elements and their outcomes……………………….. 169
Term 1 Syllabus……………………………………………. 170
Term 2 Syllabus……………………………………………. 174
Term 3 Syllabus……………………………………………. 177
References………………………………………………….. 180

iv
 Foreword

Primary School Syllabuses

Education is a prerequisite for both individual and national development. It prepares

children to play their future roles effectively in an attempt to promote and sustain a country’s
socio-economic development.

Nothing is more difficult in the field of education than to plan and develop appropriate
curricula, to achieve the goals set for the individual and national development.

Every parent would like his /her child to be literate, numerate and have a basic
understanding of science and technology; who is responsible, morally sound and a
productive citizen in a democratic society, who is also equipped with skills, values and
attitudes to live a healthy life, survive socially and economically and has a desire for life long
learning.

The approach to teaching and learning in this new curriculum is outcomes based focusing on
the development of the whole child. The approach to assessment is also outcomes based with
a holistic focus. This means that regular assessment of the knowledge, skills, values and
attitudes that the pupils have achieved is an integral part of the teaching and learning
process.

Since the last major primary curriculum revision in 1991, there has been an information
explosion globally. There have also been major political, social and economic changes here in
Malawi. This has necessitated the evaluation of the current primary school curriculum. Three
major forces have been catalysts to the need for reform: first, deficiencies in teacher
orientation to the current curriculum resulted into poor implementation of the curriculum;
second, attempts to accommodate emerging issues such as HIV/AIDS, democracy and human
rights, rapid population growth, and environmental degradation into the primary school
system, have resulted in an overloaded curriculum; and third, the introduction of Free
Primary Education (FPE) in 1994 raised school enrolment by 68.42%. However, the human,
material and physical resources were not adequate to deliver quality education.
Consequently, the education system has experienced many problems such as high repetition
rates, poor attendance, high drop out rates, poor learning environments, and high rates of
illiteracy.

The curriculum reform is further justified by government policies introduced after the 1991
curriculum. The Constitution of Malawi (Section 25) affirms that all persons are entitled to
education, and Section 13 (f) stipulates that the state shall actively promote the welfare and
development of its people and that education should aim, among other things, at
“eliminating illiteracy in Malawi and promote national goals such as unity…” Alongside the
Constitution, there are other key documents such as Poverty Reduction Strategy Paper
(PRSP), Policy and Investment Framework (PIF), and Vision 2020, which necessitate a re-

v
structuring or reform of the 1991 curriculum to ensure that principles and philosophies of
these documents are more firmly embedded. These current policy documents indicate that
there is a strong link between poverty reduction and the provision of education; hence the
need for all children to have access to quality primary education.

The revised primary education syllabuses attempt to address these issues. The syllabuses
were developed by various learning area /subjects panels in 2004 at the Malawi Institute of
Education, Domasi, Malawi.

We are grateful to all those who were actively involved in the primary education curriculum
reform process. We are also greatly indebted to DFID, GTZ and USAID for their technical
assistance and financial support that made it possible for the primary education curriculum
reform to take place.

J. J. Matope
Secretary for Education

vi
 Acknowledgments

The Ministry of Education and Malawi Institute of Education are grateful to all those who
participated in various capacities, stages and levels in the development, refinement and
production of the syllabuses. The Ministry of Education would like to acknowledge the
technical and financial support of the Department for International Development (DFID),
German Technical Cooperation (GTZ) and the United States Agency for International
Development (USAID). The Ministry is particularly indebted to the following contributions in
the drafting and development of the syllabuses as follows:

Writers for Literacy and Languages - Chichewa

M Mughogho (Mrs) - Katoto School, P.O. Box 375, Mzuzu
F N J Gama - Malawi Institute of Education, P.O. Box 50, Domasi
S J L Ngoma - MCDE Hq, P/Bag 302, Blantyre 3
P P Themu - DTED, P/Bag 215, Lilongwe
H J S Tambu - Montfort Demo. School, P.O. Box 5554, Limbe
M D Chithonje - Ministry of Education, P/Bag 328, Lilongwe

Resource Persons for Chichewa

I D Zabuloni - Ludzi Girls Secondary School, P.O. Box 43, Mchinji
P Kishindo, Dr - Centre for Language Studies

Writers for Literacy and Languages - English

D S Khasu - Domasi College of Education, P.O. Box 49, Domasi
T R Kambale (Mrs) - Ulongwe School, P.O. Box 112, Mulanje
J Chiromo (Mrs) - PEA, Zomba Urban, P.O. Box 311, Zomba
E C N Rambiki (Mrs) - DTED, P/Bag 215, Lilongwe
E Chinguwo (Mrs) - Malawi Institute of Education, P.O. Box 50, Domasi
C E Kamlongera (Mrs) - Malawi Institute of Education, P.O. Box 50, Domasi
H G Chilora - Malawi Institute of Education, P.O. Box 50, Domasi
H S Mchazime, Dr - Malawi Institute of Education, P.O. Box 50, Domasi

Resource Persons for English:

Z Mbano - Chancellor College, P.O. Box 280, Zomba
S Kamwendo (Ms) - The Polytechnic, P/Bag 303, Blantyre 3

Writers for Numeracy and Mathematics:

B Mphando (Mrs) - Dedza Govt. Primary School, Box 211, Dedza
A Chiwiya - Lilongwe TTC, P.O. Box 40046, Lilongwe
D Chimaliro (Mrs) - Dabie Primary School, Mzimba
J Makwecha - Mponela Primary School, P.O. Box 179, Mponela
D Whayo - Save Our Souls, P.O. Box 20522, Lilongwe
A Chisaka - Mwanza DEM. Office, PO Box 98, Mwanza

vii
T V Kakota (Ms) - Domasi College of Education, P.O. Box 49, Domasi
C Soko (Mrs) - Ministry of Education, P/Bag 328, Lilongwe 3
W Susuwele Banda, Dr. - Malawi Institute of Education, P.O. Box 50, Domasi
E J Kachisa - Malawi Institute of Education, P.O. Box 50, Domasi

Resource Persons for Numeracy and Mathematics:

M P Toto - Blantyre TTC, P/Bag 502, Limbe
O Nampanda (Mrs) - SEE Division, P/Bag 48, Zomba

Writers for Expressive Arts:

D Matiti (Ms) - Ministry of Education, P/Bag 328, Lilongwe
F S Makoko - DTED, P/Bag 215, Lilongwe
G W Chirwa - Malawi Institute of Education, P.O. Box 50, Domasi
G H Zembeni - Malawi Institute of Education, P.O. Box 50, Domasi
M Mzama (Mrs) - Lilongwe TTC, Box 40046, Kanengo, Lilongwe 4
N L Chikonje (Mrs) - P.O. Box 29, Chiradzulu
B A Mkandawire (Mrs) - Chitimba School, P.O. Box 30, Chitimba, Rumphi
F Chithagala - P.O. Box 134, Ntcheu
T M S Banja - Lundu School, P.O. Box 36, Chikwawa
M C Nanthambwe (Mrs) - Ferry School, P.O. Box 312, Liwonde

Resource Persons for Expressive Arts:

R Chanunkha - Chancellor College, P.O. Box 280, Zomba
LD Dimowa - Chancellor College, P.O. Box 280, Zomba
E Meke (Mrs) - Domasi College of Education, P.O. Box 49, Domasi
E Kumkwezu (Mrs) - Chancellor College, P.O. Box 280, Zomba

Writers for Life Skills:

N D Kalinde - St. Joseph TTC, P O Box 11, Dedza
P T Kafuna (Ms) - Ulongwe 2 Primary School, P O Box 16, Ulongwe
E B T Tengani - Central East Education Division, P/ Bag 233, Kasungu
A S Mhlanga - Malawi Institute of Education, P O Box 50, Domasi
T J Issa - Nanjoka Primary School, P O Box , Thyolo
M Kaira (Ms) - Namatumbi Primary School, P O Chisenga, Chitipa.
T J K Banda - Ministry of Education,P/Bag 328, Lilongwe
P Jinazali - Ministry of Education, P/Bag 328, Lilongwe
M Phiri (Mrs) - Malawi Institute of Education, P O Box 50, Domasi.
J C Kasambara (Mrs) - Malawi Institute of Education, P O Box 50, Domasi.

Resource Persons for Life Skills:

M A Mulaga - CCAP Synod of Livingstonia, P O Box 112, Mzuzu.
A G Phiri, Prof, - ACEM, P O Box 999, Lilongwe.
V P Kabwila - GTZ, P O Box 31131, Lilongwe.

viii
Writers for Bible Knowledge:
J P Ndalama - P O Box 735, Lilongwe
T H P Kalumika - C/O Box 55, Mchinji
L H J Daka - Kasungu TTC, Private Bag , Kasungu
J E N Gumbala - P O Box 926, Blantyre
E F Gama - Domasi Govt Primary School, P O Box 1, Domasi
E G Simango - DEM Blantyre Rural, P/Bag 11, Lunzu
A S E Muhuta - Domasi College of Education, P O Box 49, Domasi
A C T Chimbiya - Malawi Institute of Education, P O Box50, Domasi
E Ngalande - Malawi Institute of Education, P O Box50, Domasi
S M Nakoma - Blantyre Archdiocese, P O Box 5191, Limbe
R Chonzi - Chancellor College, P O Box 280, Zomba
A A B Kanyimbo - Livingstonia Synod
C J Banda - Domasi Demonstration School, P O Box 49, Domasi
Banda - MANEB, P O Box 191, Zomba

Resource Person for Bible Knowledge:

Rev. Dr. D Mphande - Mzuzu University, P/Bag 201, Luwinga/ Mzuzu.

Writers for Religious Education:

Sheik A B J Jamali - WAMY, P O Box 464, Zomba
V C N Salanjira - Mulunguzi Secondary School, P O Box 138, Zomba
E Ngalande - Malawi Institute of Education, P O Box 50, Domasi
A C T Chimbiya - Malawi Institute of Education, P O Box50, Domasi
J P Ndalama - Lilongwe L E A School P O Box 735, Lilongwe
M S Kungwaya - Domasi Gov Primary School, P O Box 1, Domasi
A H Ussi - Domasi Demonstration School, P O Box 49, Domasi
Rev. Fr. M D S Mgeni - Private Bag 1, Chilema
S D Ndafakale - P O Box 25, Tengani, Nsanje
P J Khomani - Malawi Institute of Education, P O Box 50, Domasi
D O P Kaambankadzanja - Malawi Institute of Education, P O Box 50, Domasi

Resource Person for Religious Education:

Rev. Dr. D Mphande - Mzuzu University, P/Bag 201, Luwinga/ Mzuzu.

Special thanks go to the Coordinator of the Primary Curriculum and Assessment Reform
(PCAR) Davie Kaambankadzanja, and the entire PCAR Coordinating Committee for the
logistical support in the Primary Curriculum and Assessment Reform process. Thanks also go
to those who provided technical support in terms of typing and typesetting of the syllabuses:
Mr B Chona, Ms K Katete, Mrs L Chisambi, Ms P Jia, Mrs C Chimseu, Mrs J Dambula and
Mrs T Phiri.

ix
Malawi’s Outcomes-based Curriculum
An outcome based curriculum means that learners are asked to make sense of new
knowledge in the context of their existing knowledge and so develop new understandings as
learning takes place. Therefore the process of learning is as important as the final product.
The final products are the outcomes, that is, what learners are expected to achieve in terms of
knowledge, skills, values and attitudes and they are clearly stated before teaching and
learning begins. The achievements made at school however are only seen to be truly
beneficial when the learners can transfer the achievements to life beyond the school and can
view learning as a life long process. This is considered essential to keep pace with the
changing social environment of home and work.

Developmental Outcomes
The Developmental Outcomes are general; they are what the learner is expected to achieve by
the end of the primary cycle both in and outside the school. These outcomes apply to the six
Learning Areas and they have been derived from Malawi’s Constitution, Vision 2020,
MPRSP, PIF and other education policy documents including global agreements to which
Malawi is a signatory as well as from the PCAR Needs Identification Report. That is, learners
should be able to:

• Communicate competently, effectively and relevantly in a variety of contexts and in

multiple languages

• Apply mathematical concepts in scientific, technological, socio, environmental,

cultural and economic contexts to solve problems

• Produce product and solutions through Science and Technology in a creative way and
demonstrate respect for their environment to solve problems

• Demonstrate health promoting behaviour in their personal lives as well as their

communities and wider environment with particular attention to prevalent diseases
such as Malaria, Sexually transmitted diseases and HIV/AIDS

• Observe, interact with the natural and physical environment in order to understand
and make use of their interrelationship in a responsible and appreciative manner

• Demonstrate appropriate moral, ethical and healthy behaviour in accordance with the
acceptable norms and values of the society

• Make use of basic knowledge and skills necessary for life-long learning, personal
advancement, the development of society and the nation

• Apply an imaginative, creative mind, vocational and managerial skills in order to

initiate and participate in productive manner that will serve the individual and society

x
Primary education outcomes
The primary outcomes are derived from the developmental outcomes. The primary education
outcomes are what the learners should know, should be able to do and the desirable attitudes
that they should display by the end of the primary cycle for each Learning Area. Each of the
Learning Areas has its own Primary Outcomes and its own core elements which collectively
form the primary curriculum.

Assessment standards
These are outcomes that indicate the agreed level of achievement during and at the end of
each year. An accumulated achievement of the standards from Standard 1 to Standard 8 per
learning area determines the achievement of primary education outcomes.

Success criteria
This indicates learners’ level of attainment in a given activity. A given set of such levels of
attainment indicates achievement of an assessment standard.

Principles of OBE

Clarity of focus:
This means that everyone involved must have a clear picture of what is wanted at the end of
the lesson. Educators must be clear about what the learners are expected to achieve.

Expanded opportunity:
Educators must find multiple ways of exposing learners to learning opportunities that will
help them demonstrate their full potential

High expectations:
Educators must assist learners to reach their full potential

Criterion referenced measurement

Measurability of OBE is based agreed indicators such as assessment standards and success
criteria

xi
 Silabasi yophunzitsira
kuwerenga, kulemba ndi
chiyankhulo-

Chichewa

Sitandade 2

1
Kufunika kwa phunziro la Chichewa
Chiyankhulo ndi chofunika kwambiri pa moyo wa munthu choncho ndi bwino
kuti ana aphunzire Chichewa. Pofuna kudziwitsa, kuchenjeza, kukopa kapena
kuti zinthu zina zichitike, anthu amagwiritsa ntchito chiyankhulo. Izi zimatheka
pogwiritsa ntchito luso la kumva, kuyankhula, kuwerenga ndi kulemba. Maluso
a kuwerenga ndi kulemba ndi ofunika kwambiri pa maphunziro. Ophunzira
akamvetsetsa bwino malamulo a chiyankhulo amaphunzira maluso omwe
angagwiritse ntchito m’zochitika zosiyanasiyana.

Maluso ndi zolinga zake

a Kumva
Ophunzira adzamvetsera mwatcheru kuti amvetsetse ndi kuyankhapo
m’njira komanso m’nkhani zosiyanasiyana.

b Kuyankhula
Ophunzira adzapereka maganizo awoawo poyankhula mosakaika kwa ena
m’zochitika zosiyanasiyana.

c Kuwerenga
Ophunzira adzawerenga nkhani zosiyanasiyana mosadodoma ndi
mwachidwi kuti amvetse ndi kuyankhapo pa zomwe awerenga.

d Kulemba
Ophunzira adzadziwa kulemba nkhani zochitika ndi zopeka molondola
m’njira zosiyanasiyana.

e Kuganiza mozama ndi modekha

Ophunzira adzagwiritsa ntchito chiyankhulo poganiza mozama ndi
modekha komanso powunika kagwiritsidwe ntchito koyenera ka mfundo
zokhudza maphunziro.

f Kusanja mawu ndi kugwiritsa ntchito chiyankhulo

Ophunzira adzadziwa mmene maliwu ndi malamulo a chiyankhulo
amagwiritsidwira ntchito poyankhula komanso polemba.

2
 Chigawo : Choyamba
Luso : Kumva
Cholinga cha luso : Ophunzira amvetsera mwatcheru kuti adzamvetsetse ndi kudzayankhapo m’njira
komanso m’nkhani zosiyanasiyana
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira,
zophunzirira ndi zophunzirira ndi
zoyesera zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati:
• amva malonje 1 ayankha moni Malonje • kuyankhana moni • mafunso ndi • ophunzira
molondola mwaulemu mayankho • mphunzitsi
• ntchito ya • galasi/kalilole
2 apatsana moni • kupatsana moni awiriawiri zogwiritsa ntchito
molondola molondola • kukambirana mbuwu
• kuyesana nzeru • ng’oma yogwiritsa
3 apereka moni • kupereka moni • kuonetsetsa zomwe ntchito mbuwu
mwaulemu mwaulemu kwa ophunzira akuchita • nthenga
akuluakulu monga zogwiritsa ntchito
makolo, aphunzitsi ndi mbuwu
ena • mndandanda wa
malonje patchati
• zithunzi zotukuza

3
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira,
zophunzirira ndi zophunzirira ndi
zoyesera zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati:
• azindikira 1 asiyanitsa Maliwu • kusiyanitsa maliwu a • mafunso ndi • ophunzira
maliwu mitundu ya osiyanasi- anthu, nyama, mayankho • mphunzitsi
osiyanasiyana maliwu yana malembo, mawu ndi • ntchito ya • galasi/kalilole
zinthu zina awiriawiri zogwiritsa ntchito
• kukambirana mbuwu
• amva malembo, 1 amva Malembo/ • kumva katchulidwe ka • kuyesana nzeru • ng’oma yogwiritsa
mawu katchulidwe ka maphatiki- malembo ndi • kuonetsetsa zomwe ntchito mbuwu
maphatikizo/ malembo ndi zo/ mawu/ maphatikizo ophunzira akuchita • nthenga
ziganizo maphatikizo ziganizo osiyanasiyana zogwiritsa ntchito
osiyanasiyana mbuwu
2 amva mawu • kumva mawu okhala • mndandanda wa
okhala ndi ndi maphatikizo malonje patchati
maphatikizo osiyanasiyana • zithunzi zotukuza
osiyanasiyana
3 amva ziganizo • kumva ziganizo
zokhala ndi zokhala ndi mawu a
mawu a maphatikizo
maphatikizo osiyanasiyana
osiyanasiyana
4 ayankha mafunso • kuyankha mafunso
molondola molondola

4
 Luso : Kuyankhula
Cholinga cha luso : Ophunzira adzapereka maganizo awoawo poyankhula mosakaika kwa ena
m’zochitika zosiyanasiyana

Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira,
zophunzirira ndi zophunzirira ndi
zoyesera zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati:
• adziwana 1 ayankhana moni Malonje • kuyankhana moni • mafunso ndi • ophunzira
molondola molondola ndi mayankho • mphunzitsi
mwaulemu • ntchito ya • galasi/kalilole
2 afunsana ndi • kupereka moni kwa awiriawiri zogwiritsa ntchito
kuyankhana za akulu mwaulemu monga • kukambirana mbuwu
kunyumba makolo, aphunzitsi • kuyesana nzeru • ng’oma yogwiritsa
kwawo moyenera • kufunsana ndi • kuonetsetsa zomwe ntchito mbuwu
kuyankhana za ophunzira akuchita • nthenga
kunyumba kwawo zogwiritsa ntchito
monga ; komwe mbuwu
amachokera, makolo ndi • mndandanda wa
abale awo komanso za malonje patchati
zinthu zomwe alinazo • zithunzi zotukuza
• kufunsana ndi
kuyankhana za malonje a
pa matenda molondola

5
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira,
zophunzirira ndi zophunzirira ndi
zoyesera zoyesera

3 apereka moni • kupereka moni • mafunso ndi • ophunzira

mwaulemu mwaulemu kwa mayankho • mphunzitsi
akuluakulu monga • ntchito ya • galasi/kalilole
makolo, aphunzitsi ndi awiriawiri zogwiritsa ntchito
ena • kukambirana mbuwu
• azindikira 1 atchula mayina a • kutchula mayina a • kuyesana nzeru • ng’oma yogwiritsa
zithunzi zithunzi zithunzi molondola • kuonetsetsa zomwe ntchito mbuwu
zosiyanasiyana molondola ophunzira akuchita • nthenga
2 aloza zithunzi • kuloza zithunzi zogwiritsa ntchito
molondola molondola mbuwu
3 afananitsa • kufananitsa zithunzi • mndandanda wa
zithunzi malonje patchati
• zithunzi zotukuza
• azindikira 1 atchula malembo • kutchula malembo
malembo molondola
osiyanasiyana 2 aloza malembo • kuloza malembo
molondola molondola

3 afananitsa • kufananitsa malembo

malembo

6
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira,
zophunzirira ndi zophunzirira ndi
zoyesera zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati:
• azindikira 1 atchula Maphatikizo a • kutchula maphatikizo a • mafunso ndi • ophunzira
maphatikizo a maphatikizo a malembo malembo mayankho • mphunzitsi
malembo malembo • ntchito ya • galasi/kalilole
2 aloza maphatikizo • kuloza maphatikizo a awiriawiri zogwiritsa ntchito
a malembo malembo • kukambirana mbuwu
3 awerenga • kuwerenga maphatikizo • kuyesana nzeru • ng’oma yogwiritsa
maphatikizo a a malembo • kuonetsetsa zomwe ntchito mbuwu
malembo ophunzira akuchita • nthenga
zogwiritsa ntchito
• azindikira 1 atchula mawu Mawu • kutchula mawu mbuwu
mawu molondola osiyanasiyana molondola • mndandanda wa
osiyanasiyana 2 aloza mawu • kuloza mawu molondola malonje patchati
molondola • zithunzi zotukuza
3 apanga mawu ndi • kupanga mawu ndi
maphatikizo maphatikizo
4 awerenga mawu • kuwerenga mawu
molondola molondola

7
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira,
zophunzirira ndi zophunzirira ndi
zoyesera zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati:
• azindikira 1 atchula ziganizo Ziganizo • kutchula ziganizo • mafunso ndi • ophunzira
ziganizo molondola zosiyanasiyana molondola mayankho • mphunzitsi
zosiyanasiyana • ntchito ya • galasi/kalilole
2 aloza ziganizo • kuloza ziganizo awiriawiri zogwiritsa ntchito
zosiyanasiyana • kukambirana mbuwu
• kuyesana nzeru • ng’oma yogwiritsa
3 awerenga • kuwerenga ziganizo • kuonetsetsa zomwe ntchito mbuwu
ziganizo ophunzira akuchita • nthenga
zosiyanasiyana zogwiritsa ntchito
mbuwu
4 apanga ziganizo • kupanga ziganizo ndi • mndandanda wa
ndi mawu mawu moyenera malonje patchati
moyenera • zithunzi zotukuza

8
Luso : Kuwerenga
Cholinga cha luso : Ophunzira adzawerenga nkhani zosiyanasiyana mosadodoma ndi mwachidwi kuti amvetse
ndi kuyankhapo pa zomwe awerenga

Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira,
zophunzirira ndi zophunzirira ndi
zoyesera zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati:
• atchula mayina 1 atchula mayina a Mayina a • kutchula mayina a • mafunso ndi • ophunzira
a zinthu a ziwiya zinthu - ziwiya monga: mbale, mayankho • zithunzi zotukuza
b ziweto zosiyanasi- mthiko • kukambirana • matchati/mabuku
c nyama yana - ziweto monga: • kufotokoza • galasi/kalilole
zakutchire nkhuku, ng’oma • kuchita sewero zogwiritsa ntchito
d zopezeka - nyama zakutchire • kuyesana/ mbuwu
m’kalasi monga: kalulu, fisi kupimana nzeru • ng’oma yogwiritsa
e zopezeka pa - zopezeka m’kalasi • kuwonetsetsa ntchito mbuwu
sukulu monga: bolodi, choko zomwe ena akuchita • pepala/nthenga
2 aloza ndi kutchula • kuyesana zogwiritsa ntchito
zinthu • kuloza ndi kutchula • kuwumba mbuwu
zinthu monga: mbale, • kuyimba • mabuku a mu
3 asisita ndi nkhuku, kalulu, bolodi braille ndi zilembo
kutchula zinthu • kusisita ndi kutchula zikuluzikulu
zinthu

9
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira,
zophunzirira ndi zophunzirira ndi
zoyesera zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati:
• azindikira 1 atchula malembo Malembo • kutchula malembo • mafunso ndi • ophunzira
malembo molondola molondola mayankho • zithunzi zotukuza
osiyanasiyana 2 aloza malembo • kuloza malembo • kukambirana • matchati/mabuku
molondola molondola • kufotokoza • galasi/kalilole
3 awerenga • kuwerenga malembo • kuchita sewero zogwiritsa ntchito
malembo molondola • kuyesana/ mbuwu
molondola kupimana nzeru • ng’oma yogwiritsa
4 afananitsa • kufananitsa malembo • kuwonetsetsa ntchito mbuwu
malembo molondola zomwe ena akuchita • pepala/nthenga
molondola • kuyesana zogwiritsa ntchito
• kuwumba mbuwu
• azindikira 1 atchula Maphatikizo • kutchula maphatikizo a • kuyimba • mabuku a mu
maphatikizo a maphatikizo a malembo malembo braille ndi zilembo
malembo molondola zikuluzikulu
2 aloza maphatikizo • kuloza maphatikozp a
molondola malembo
3 awerenga • kuwerenga
maphatikizo maphatikizo a malembo
molondola

10
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira,
zophunzirira ndi zophunzirira ndi
zoyesera zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati:
• azindikira 1 atchula mawu Mawu • kutchula mawu • mafunso ndi • ophunzira
mawu molondola osiyanasi- molondola mayankho • zithunzi zotukuza
osiyanasiyana 2 aloza mawu yana • kuloza mawu • kukambirana • matchati/mabuku
molondola molondola • kufotokoza • galasi/kalilole
3 apanga mawu ndi • kupanga mawu ndi • kuchita sewero zogwiritsa ntchito
maphatikizo maphatikizo • kuyesana/ mbuwu
4 awerenga mawu • kuwerenga mawu kupimana nzeru • ng’oma yogwiritsa
molondola molondola • kuwonetsetsa ntchito mbuwu
zomwe ena akuchita • pepala/nthenga
• kuyesana zogwiritsa ntchito
• azindikira 1 atchula ziganizo Ziganizo ndi • kutchula ziganizo • kuwumba mbuwu
ziganizo ndi molondola nkhani molondola • kuyimba • mabuku a mu
nkhani 2 aloza ziganizo zosiyanasi- • kuloza ziganizo braille ndi zilembo
zosiyanasiyana molondola yana molondola zikuluzikulu
3 awerenga • kuwerenga ziganizo ndi
ziganizo ndi nkhani zosiyanasiyana
nkhani
zosiyanasiyana
4 apanga ziganizo • kupanga ziganizo ndi
ndi mawu mawu osiyanasiyana
osiyanasiyana

11
Luso : Kulemba
Cholinga cha luso : Ophunzira adzadziwa kulemba nkhani zochitika ndi zopeka molondola m’njira
zosiyanasiyana
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira,
zophunzirira ndi zophunzirira ndi
zoyesera zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati:
• azindikira 1 atchula mayina a Kujambula • kutchula mayina a • kuyesana/ • mabuku a mu
mayina a zinthu zinthu zinthu zinthu zosiyanasiyana kupimana nzeru braille ndi zilembo
zosiyanasiyana zosiyanasiyana zosiyanasi- • kuwonetsetsa zikuluzikulu
2 ajambula zinthu yana • kujambula zinthu zomwe ena akuchita • munthu
zosiyanasiyana zosiyanasiyana • kufotokoza wotanthauzira
• azindikira 1 atchula malembo Malembo • kutchula malembo • kuwumba zoyankhula mwa
malembo osiyanasiyana osiyanasiyana • kuyimba zizindikiro
osiyanasiyana 2 alemba malembo • kulemba malembo • zithunzi
molondola molondola • nyimbo
• azindikira 1 atchula Maphatikizo • kutchula maphatikizo a • zolembera
maphatikizo maphatikzo a a malembo malembo molondola
osiyanasiyana malembo
molondola
2 alemba • kulemba maphatikizo a
maphatikizo a malembo molondola
malembo
molondola

12
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira,
zophunzirira ndi zophunzirira ndi
zoyesera zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati:
• azindikira 1 atchula mawu Mawu • kutchula mawu • kuyesana/ • mabuku a mu
mawu molondola osiyanasi- molondola kupimana nzeru braille ndi zilembo
osiyanasiyana 2 alemba mawu yana • kulemba mawu • kuwonetsetsa zikuluzikulu
molondola molondola zomwe ena akuchita • munthu
• kufotokoza wotanthauzira
• azindikira 1 awerenga Ziganizo • kuwerenga ziganizo • kuwumba zoyankhula mwa
ziganizo ziganizo zosiyana- molondola • kuyimba zizindikiro
zosiyanasiyana molondola siyana • zithunzi
• nyimbo
2 apanga ziganizo • kupanga ziganizo ndi • zolembera
ndi mawu mawu molondola
molondola

3 alemba ziganizo • kulemba ziganizo

molondola molondola

13
Luso : Kuganiza mozama ndi modekha
Cholinga cha luso : Ophunzira adzagwiritsa ntchito chiyankhulo poganiza mozama ndi modekha komanso
powunika kagwiritsidwe ntchito koyenera ka mfundo zokhudza maphunziro

Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira,
zophunzirira ndi zophunzirira ndi
zoyesera zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati:
• azindikira 1 afananitsa Kufanani- • kufananitsa zithunzi • mafunso ndi • zinthu
kufanana kwa zithunzi ndi tsa zithunzi ndi mawu/ ziganizo mayankho zosiyanasiyana
zinthu/ zithunzi mawu/ ziganizo ndi mawu / zosiyanasiyana • kukambirana • zithunzi zotukuza
ndi mawu/ 2 afananitsa ndi ziganizo • kufananitsa ndi • kutsanzirana • ng’oma yogwiritsa
ziganizo kusiyanitsa kusiyanitsa • kusonyeza ntchito mbuwu
maphatikizo a maphatikizo a malembo • kuwonetsetsa • galasi/kalilole
malembo osiyanasiyana zomwe ena akuchita zogwiritsa ntchito
osiyanasiyana • kufotokoza mbuwu
• ntchito ya • pepala/nthenga
• azindikira 1 apanga mawu ndi • kupanga mawu ndi awiriawiri zogwiritsa ntchito
kapangidwe ka maphatikizo a maphatikizo a malembo mbuwu
mawu ndi malembo osiyanasiyana • zikwama
malembo/ osiyanasiyana • mabotolo
maphatikizo a • tizidebe
malembo • ophunzira
osiyanasiyana

14
 Luso : Kusanja mawu ndi kugwiritsa ntchito chiyankhulo
Cholinga cha luso : Ophunzira adzadziwa m’mene maliwu ndi malamulo a chiyankhulo amagwiritsidwira
ntchito poyankhula komanso polemba

Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira,
zophunzirira ndi zophunzirira ndi
zoyesera zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati:
• asonyeza 1 afunsa Mafunso • kufunsana mafunso • mafunso ndi • zinthu zosiyanasiyana
kugwiritsa mafunso ndi monga: mayankho • zithunzi zotukuza
ntchito mafunso osiyanasiyana Mayankho - dzina lako ndani? • kukambirana • ng’oma yogwiritsa
ndi mayankho moyenera - umachokera kuti? • kutsanzirana ntchito mbuwu
- umakonda kudya • kusonyeza • galasi/kalilole
chiyani? • kuwonetsetsa zomwe zogwiritsa ntchito
ena akuchita mbuwu
2 ayankha • kuyankha mafunso • kufotokoza • pepala/nthenga
mafunso monga: • ntchito ya awiriawiri zogwiritsa ntchito
osiyanasiyana - dzina langa ndine… • kuyesana/ kupimana mbuwu
molondola - ndimachokera ku… nzeru • mabuku/zikwama
- ndimakonda kudya … • mabotolo/tizidebe
• ophunzira

15
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira,
zophunzirira ndi zophunzirira ndi
zoyesera zoyesera

• asonyeza 1 apanga mawu Kupanga • kupanga mawu ndi • mafunso ndi • zinthu zosiyanasiyana
kugwiritsa ndi mawu maphatikizo a malembo mayankho • zithunzi zotukuza
ntchito maphatikizo a osiyanasiyana • kukambirana • ng’oma yogwiritsa
maphatikizo a malembo • kutsanzirana ntchito mbuwu
malembo osiyanasiyana • kusonyeza • galasi/kalilole
• kuwonetsetsa zomwe zogwiritsa ntchito
• asonyeza 1 apanga Kupanga • kupanga ziganizo ndi ena akuchita mbuwu
kugwiritsa ziganizo ndi ziganizo mawu osiyanasiyana • kufotokoza • pepala/nthenga
ntchito mawu mawu • ntchito ya awiriawiri zogwiritsa ntchito
m’ziganizo • kuyesana/ kupimana mbuwu
moyenera 2 atsiriza • kutsiriza ziganizo ndi nzeru • mabuku/zikwama
ziganizo ndi mawu oyenera • mabotolo/tizidebe
mawu • ophunzira

16
 Chigawo : Chachiwiri
Luso : Kumva
Cholinga cha luso : Ophunzira amvetsera mwatcheru kuti adzamvetsetse ndi kudzayankhapo m’njira komanso
m’nkhani zosiyanasiyana

Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira,
zophunzirira ndi zophunzirira ndi
zoyesera zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati:
• azindikira 1 asiyanitsa Maliwu • kusiyanitsa maliwu a • masewero • ng’oma yogwiritsa
maliwu mitundu ya osiyanasi- wanthu, nyama, malembo, • ntchito ya m’magulu ntchito mbuwu
osiyanasiyana maliwu yana mawu ndi zinthu zina • ntchito ya awiriawiri • tindodo
• kuzindikira maliwu • masewero atalota • ophunzira
anyama, galimoto, mabelu (mwa chitsanzo: aloza • mbalame
2 afananitsa • kufananitsa maliwu a maliwu atamangana • mabotolo
mmaso)
maliwu zinthu atatseka mmaso • makobidi
• mafunso ndi
3 ayeseza • kuyeseza maliwu awanthu, • mndandanda wa
mayankho
maliwu nyama, galimoto, malembo, malembo
mawu, zibekete, ng’oma • mawu ojambulidwa
ndi zinthu zina • kuyesana maliwu
4 asiyanitsa • kusiyanitsa maliwu a • malamulo
maliwu a maphatikizo a malembo
maphatikizo osiyanasiyana
osiyanasiyana

17
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira,
zophunzirira ndi zophunzirira ndi
zoyesera zoyesera

• amva 1 amva Maphatikizo/ • kumva katchulidwe ka • masewero • ng’oma yogwiritsa

maphatikizo, katchulidwe mawu/ maphatikizo osiyanasiyana • ntchito ya m’magulu ntchito mbuwu
ziganizo • ntchito ya awiriawiri
mawu ndi ka • tindodo
ziganizo maphatikizo • masewero atalota (mwa • ophunzira
osiyanasiyana chitsanzo: aloza maliwu • mbalame
atamangana mmaso) • mabotolo
• mafunso ndi mayankho
2 amva mawu • kumva mawu okhala ndi • makobidi
okhala ndi maphatikizo osiyanasiyana • mndandanda wa
maphatikizo malembo
osiyanasiyana • mawu
ojambulidwa
3 amva ziganizo • kumva ziganizo zokhala • kuyesana maliwu
zokhala ndi ndi mawu a maphatikizo • malamulo
mawu a osiyanasiyana
maphatikizo
osiyanasiyana

4 ayankha • kuyankha mafunso

mafunso osiyanasiyana molondola
molondola

18
Luso : Kuyankhula
Cholinga cha luso : Ophunzira adzapereka maganizo awoawo poyankhula mosakaika kwa ena m’zochitika
zosiyanasiyana

Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira,
zophunzirira ndi zophunzirira ndi
zoyesera zoyesera
Tidzadziwa Ophunzira:
kuti ophunzira
akukhoza ngati:
• atchula ndi 1 atchula Maliwu • atchula maliwu a zinthu • mafunso ndi mayankho • ophunzira
kusiyanitsa maliwu a osiyanasi- monga: galu, nkhuku, • kufotokoza • zinthu za nyama
maliwu zinthu yana nkhanga, fisi ndi zina • kukambirana • maliwu ojambu
• kuyeseza maliwu a zinthu • kuchita sewero lidwa pa tepi
2 ayeseza monga galu, fisi, nkhuku, • kuyesana/kupimana • zinthu zotukuza
maliwu a nkhanga ndi zina nzeru • galasi/kalilole
zinthu • kusiyanitsa maliwu a • kuyimba nyimbo zogwiritsa ntchito
zinthu monga: galu, fisi, • kuchita sewero mbuwu
3 asiyanitsa nkhuku, nkhanga, ndi zina • ntchito ya m’magulu • ng’oma
maliwu a • ntchito ya awiriawiri yogwiritsa ntchito
zinthu mbuwu
• munthu
wotanthauzira
zoyankhula mwa
zizindikiro

19
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira,
zophunzirira ndi zophunzirira ndi
zoyesera zoyesera

• atchula 1 atchula Maphatikizo a • kutchula maphatikizo a • mafunso ndi • ophunzira

maphatikizo maphatikizo a Malembo malembo mayankho • zinthu za nyama
a malembo malembo • kufotokoza • maliwu ojambu
osiyanasiyana molondola • kukambirana lidwa pa tepi
2 afananitsa • kufananitsa • kuchita sewero • zinthu zotukuza
maphatikizo a maphatikizo a malembo • kuyesana/kupimana • galasi/kalilole
malembo nzeru zogwiritsa ntchito
3 asiyanitsa • kusiyanitsa • kuyimba nyimbo mbuwu
maphatikizo a maphatikizo a malembo • kuchita sewero • ng’oma
malembo • ntchito ya m’magulu yogwiritsa ntchito
• ntchito ya awiriawiri mbuwu
• azindikira 1 atchula mawu Mawu • kutchula mawu • munthu
mawu molondola osiyanasiyana molondola wotanthauzira
osiyanasiyana 2 aloza mawu • kuloza mawu zoyankhula mwa
osiyanasiyana osiyanasiyana zizindikiro
molondola

• azindikira 1 atchula mawu Ziganizo • kutchula mawu

ziganizo m’ziganizo zosiyanasiyana m’ziganizo molondola
zokhala ndi molondola
mawu a 2 aloza mawu mu • kuloza mawu mu
maphatikizo ziganizo ziganizo
osiyanasiyana

20
Luso : Kuwerenga
Cholinga cha luso : Ophunzira adzawerenga nkhani zosiyanasiyana mosadodoma ndi mwachidwi kuti amvetse
ndi kuyankhapo pa zomwe awerenga

Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira,
zophunzirira ndi zophunzirira ndi
zoyesera zoyesera
Tidzadziwa Ophunzira:
kuti ophunzira
akukhoza ngati:
• awerenga 1 aloza zochitika Nkhani • kuloza zochitika • mafunso ndi • zithunzi zotukuza
nkhani m’zithunzi m’zithunzi m’zithunzi mayankho • matchati/mabuku
m’zithunzi • kukambirana • galasi/kalilole
2 afotokoza nkhani • kufotokoza nkhani • kufotokoza zogwiritsa ntchito
m’zithunzi m’zithunzi • kuchita sewero mbuwu
• kuyesana/kupimana • ng’oma zogwiritsa
3 asisita/apapasa • kusisita/kupapasa ndi nzeru ntchito mbuwu
zochitika za kufotokoza zochitika • kuwonetsetsa • pepala/nthenga
m’zithunzi m’zithunzi zogwiritsa ntchito
mbuwu
4 afananitsa ndi • kufananitsa ndi • mabuku a mu
kusiyanitsa kusiyanitsa zithunzi Braille ndi
zithunzi zilembo zazikulu
zikulu

21
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira,
zophunzirira ndi zophunzirira ndi
zoyesera zoyesera

• azindikira 1 awerenga Malembo, • kuwerenga malembo • kukambirana • munthu

malembo ndi malembo maphatikizo - aliwu (a e i o u) • kufotokoza wotanthauzira
maphatikizo ndi mawu - opanda liwu • mafunso ndi zoyankhula mwa
a malembo 2 awerenga • kuwerenga mayankho zizindikiro
komanso maphatikizo maphatikizo • kuyesana • ophunzira
mawu • kuwonetsetsa zomwe • zithunzi zotukuza
3 awerenga mawu • kuwerenga mawu ena akuchita • matchati
a amaphatikizo - amaphatikizo awiri • sewero • mabuku/makadi
awiri chitsanzo: ana • kuyesana/ kupimana • ng’oma yogwiritsa
b amaphatikizo - amaphatikizo atatu nzeru ntchito mbuwu
atatu zitsanzo: atate, amayi • galasi/kalilole
zogwiritsa ntchito
4 afananitsa mawu • kufananitsa mawu ndi mbuwu
ndi zithunzi zake zithunzi zake • pepala/nthenga
zogwiritsa ntchito
5 apanga mawu • kupanga mawu mbuwu
kuchokera ku kuchokera ku • mabuku a mu
maphatikizo a braille ndi zilembo
malembo zikuluzikulu

22
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira,
zophunzirira ndi zophunzirira ndi
zoyesera zoyesera

• awerenge 1 atchula mawu Ziganizo • kutchula mawu mu • mafunso ndi • ophunzira

ziganizo mu ziganizo zosiyanasiyana ziganizo molondola mayankho • matchati
zosiyanasiya- molondola • kufotokoza • mabuku
na • kukambirana • mabuku a mu
2 awerenga • kuwerenga ziganizo • kuyesana/ kupimana braille ndi zilembo
ziganizo molondola nzeru zikuluzikulu
molondola • kuwonetsatsa zomwe • munthu
ena akuchita wotanthauzira
• sewero zoyankhula mwa
• mpikisano zizindikiro
• ntchito ya m’magulu • ng’oma yogwiritsa
• ntchito ya awiriawiri ntchito mbuwu
• galasi/kalilole
zogwiritsa ntchito
mbuwu
• pepala/nthenga
zogwiritsa ntchito
mbuwu

23
Luso : Kulemba
Cholinga cha luso : Ophunzira adzadziwa kulemba nkhani zochitika ndi zopeka molondola m’njira
zosiyanasiyana

Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira,
zophunzirira ndi zophunzirira ndi
zoyesera zoyesera
Tidzadziwa Ophunzira:
kuti ophunzira
akukhoza ngati:
• azindikira 1 alemba mayina a Mayina a • kulemba mayina: • mafunso ndi • ophunzira
mayina nyama zinthu - a nyama mayankho • makadi
otchulira zam’tchire - otchulira anthu • kuyesana • mapepala
anthu ndi 2 alemba mayina monga: mwana, • kuchita ntchito • zolembera
nyama otchulira anthu atate, amayi, m’magulu • matchati
zosiyanasi- 3 alemba mayina a achimwene • kuchita ntchito • miyala
yana mbalame - mbalame awiriawiri • timitengo
zam’tchire zam’tchire • kufotokoza • mtapo
• masewero • dongo
4 atsiriza ziganizo • kutsiriza ziganizo ndi • ntchito ya mmagulu • mapepala
ndi zithunzi zithunzi • ntchito ya awiriawiri • makope
• kusonyeza • zibekete

24
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira,
zophunzirira ndi zophunzirira ndi
zoyesera zoyesera

• alemba 1 alemba malembo Malembo • kulemba malembo • mafunso ndi • ophunzira

malembo mwaluso mayankho • makadi
molongosoka • kuyesana • mapepala
ndi • kuchita ntchito • zolembera
molondola m’magulu • matchati
• kuchita ntchito • miyala
• alemba 1 alemba Maphatikizo • kulemba maphatikizo awiriawiri • timitengo
maphatikizo maphatikizo molondola • kufotokoza • mtapo
osiyanasiya- molondola • masewero • dongo
na 2 apanga mawu • kupanga mawu ndi • ntchito ya mmagulu • mapepala
ndi maphatikizo maphatikizo • ntchito ya awiriawiri • makope
• kusonyeza • zibekete
• alemba 1 atchula mawu Mawu • kutchula mawu
mawu molondola osiyanasiyana molondola
osiyanasiya-
na 2 alemba mawu • kulemba mawu
molondola molondola

25
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira,
zophunzirira ndi zophunzirira ndi
zoyesera zoyesera

• alemba 1 awerenga Ziganizo • kuwerenga ziganizo • mafunso ndi • ophunzira

ziganizo ziganizo zosiyanasiya- zosiyanasiyana mayankho • makadi
zosiyanasi- zosiyanasiyana na • kuyesana • mapepala
yana • kuchita ntchito • zolembera
2 apanga ziganizo • kupanga ziganizo ndi m’magulu • matchati
ndi mawu mawu • kuchita ntchito • miyala
awiriawiri • timitengo
3 alemba ziganizo • kulemba ziganizo • kufotokoza • mtapo
mwaluso mwaluso • masewero • dongo
• ntchito ya mmagulu • mapepala
• ntchito ya awiriawiri • makope
• kusonyeza • zibekete

26
Luso : Kuganiza mozama ndi modekha
Cholinga cha luso : Ophunzira adzagwiritsa ntchito chiyankhulo poganiza mozama ndi modekha komanso
powunika kagwiritsidwe ntchito koyenera ka mfundo zokhudza maphunziro

Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira,
zophunzirira ndi zophunzirira ndi
zoyesera zoyesera
Tidzadziwa Ophunzira:
kuti ophunzira
akukhoza ngati:
• azindikira 1 afanananitsa Kufananitsa • kufananitsa zinthu/ • mafunso ndi • mbewu
kufanana zinthu/ zithunzi zinthu/ zithunzi ndi mawu mayankho • zinthu
kwa zinthu/ ndi mawu zithunzi ndi • kukambirana zosiyanasiyana
zithunzi ndi mawu • kusonyeza • zithunzi
mawu 2 afananitsa ndi • kufananitsa ndi • kuwonetsetsa zomwe • zithunzi zotukuza
kusiyanitsa kusiyanitsa ena akuchita • ng’oma
maphatikizo a maphatikizo a • kufotokoza yogwiritsa
malembo malembo ntchito mbuwu
• galasi/kalilole
3 afananitsa mawu • kufananitsa mawu ndi zogwiritsa ntchito
ndi mawu mawu mbuwu
• ophunzira
4 afananitsa • kufananitsa ziganizo
ziganizo ndi ndi ziganizo
ziganizo

27
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira,
zophunzirira ndi zophunzirira ndi
zoyesera zoyesera

• azindikira 1 apanga mawu ndi Kapangidwe • kupanga mawu ndi • mafunso ndi • mbewu
kapangidwe maphatikizo a ka mawu/ maphatikizo a mayankho • zinthu
ka mawu malembo ziganizo malembo • kukambirana zosiyanasiyana
ndiponso • kusonyeza • zithunzi
ziganizo 2 apanga ziganizo • kupanga ziganizo • kuwonetsetsa zomwe • zithunzi zotukuza
molondola molondola ena akuchita • ng’oma
• kufotokoza yogwiritsa
ntchito mbuwu
• galasi/kalilole
zogwiritsa ntchito
mbuwu
• ophunzira

28
Luso : Kusanja mawu ndi kugwiritsa ntchito chiyankhulo
Cholinga cha luso : Ophunzira adzadziwa m’mene maliwu ndi malamulo a chiyankhulo amagwiritsidwira
ntchito poyankhula komanso polemba

Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira,
zophunzirira ndi zophunzirira ndi
zoyesera zoyesera
Tidzadziwa Ophunzira:
kuti ophunzira
akukhoza ngati:
• asonyeza 1 apanga mawu ndi Kupanga • kupanga mawu ndi • mafunso ndi • mbewu
kugwiritsa maphatikizo a mawu maphatikizo molondola mayankho • zinthu
ntchito malembo • kukambirana zosiyanasiyana
maphatikizo molondola • kusonyeza • zithunzi
a malembo • kuwonetsetsa zomwe • zithunzi zotukuza
ena akuchita • ng’oma yogwiritsa
• asonyeza 1 apanga ziganizo Kupanga • kupanga ziganizo • kufotokoza ntchito mbuwu
kugwiritsa ndi mawu ziganizo molondola • galasi/kalilole
ntchito zogwiritsa ntchito
mawu 2 atsiriza ziganizo mbuwu
m’ziganizo ndi mawu • kutsiriza ziganizo ndi • ophunzira
mawu • pepala/nthenga
zogwiritsa ntchito
mbuwu

29
Chigawo : Chachitatu
Luso : Kumva
Cholinga cha luso : Ophunzira amvetsera mwatcheru kuti adzamvetsetse ndi kudzayankhapo m’njira komanso
m’nkhani zosiyanasiyana

Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira,
zophunzirira ndi zophunzirira ndi
zoyesera zoyesera
Tidzadziwa Ophunzira:
kuti ophunzira
akukhoza ngati:
• azindikira 1 asiyanitsa Maliwu • kusiyanitsa maliwu • ntchito ya m’magulu • ng’oma yogwiritsa
maliwu mitundu ya osiyanasiyana osiyanasiyana • ntchito ya awiriawiri ntchito mbuwu
osiyanasiya- maliwu • kuchita sewero • tizitsulo
na • kuyimba • makasu
2 afananitsa • kufananitsa maliwu • kuvina zogwiritsa ntchito
maliwu osiyanasiyana • kudziyesa mbuwu
• zibekete
3 ayeseza maliwu • kuyeseza maliwu zogwiritsa ntchito
osiyanasiyana mbuwu
• ophunzira

30
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira,
zophunzirira ndi zophunzirira ndi
zoyesera zoyesera

• amva 1 amva katchulidwe Maphatikizo, • kumva katchulidwe ka • ntchito ya m’magulu • ng’oma yogwiritsa
maphatikizo, ka maphatikizo mawu/ maphatikizo • ntchito ya awiriawiri ntchito mbuwu
mawu ndi ziganizo • kuchita sewero • tizitsulo
ziganizo 2 amva mawu • kumva mawu okhala • kuyimba • makasu
okhala ndi ndi maphatikizo • kuvina zogwiritsa ntchito
maphatikizo osiyanasiyana • kudziyesa mbuwu
osiyanasiyana • zibekete
zogwiritsa ntchito
3 amva ziganizo • kumva ziganizo mbuwu
zokhala ndi mawu zokhala ndi mawu a • ophunzira
a maphatikizo maphatikizo
osiyanasiyana osiyanasiyana

4 ayankha mafunso • kuyankha mafunso

molondola molondola

31
 Luso : Kuyankhula
Cholinga cha luso : Ophunzira adzapereka maganizo awoawo poyankhula mosakaika kwa ena m’zochitika
zosiyanasiyana

Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira,
zophunzirira ndi zophunzirira ndi
zoyesera zoyesera
Tidzadziwa Ophunzira:
kuti ophunzira
akukhoza ngati:
• atchula 1 atchula Maphatikizo a • kutchula maphatikizo a • kukambirana • pepala/nthenga
maphatikizo maphatikizo a malembo malembo molondola • mafunso ndi zogwiritsa ntchito
a malembo malembo mayankho mbuwu
molondola • ntchito ya m’magulu • ophunzira
• ntchito ya awiriawiri • maluwa/zovala
• azindikira 1 atchula mawu Mawu • kutchula mawu molondola • kuyesana/kupimana • nsomba
mawu molondola osiyanasiyana nzeru • zithunzi zotukuza
osiyanasiyana • nthano • galasi/kalilole
2 aloza mawu • kuloza mawu molondola • kufotokoza zogwiritsa ntchito
• kuchita sewero mbuwu
• azindikira 1 atchula mawu • kutchula mawu m’ziganizo • kuwonetsetsa • zithunzi
ziganizo m’ziganizo zomwe ena akuchita zosiyanasiyana
zokhala ndi • ng’oma yogwiritsa
mawu a 2 aloza mawu • kuloza mawu m’ziganizo ntchito mbuwu
maphatikizo m’ziganizo
osiyanasiyana

32
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira,
zophunzirira ndi zophunzirira ndi
zoyesera zoyesera

3 agwiritsa ntchito • kugwiritsa ntchito mawu • kukambirana • pepala/nthenga

mawu m’ziganizo m’ziganizo • mafunso ndi zogwiritsa ntchito
mayankho mbuwu
• afotokoza 1 afotokoza nkhani Nkhani/ nthano • kufotokoza nkhani za • ntchito ya m’magulu • ophunzira
nkhani/ zazifupi kufunika kosamalira zinthu • ntchito ya awiriawiri • maluwa/zovala
nthano monga: zakudya, matupi • kuyesana/kupimana • nsomba
zosiyanasiya- awo, zovala, zachilengedwe nzeru • zithunzi zotukuza
na monga nkhalango, nyama • nthano • galasi/kalilole
zam’tchire ndi zina • kufotokoza zogwiritsa ntchito
• kuchita sewero mbuwu
2 afotokoza nthano • kufotokoza nthano za nyama • kuwonetsetsa • zithunzi
zosiyanasiyana zosonyeza chikhalidwe cha zomwe ena akuchita zosiyanasiyana
anthu monga nthano za Fisi • ng’oma yogwiritsa
ndi Kalulu, Gwape, Kamba ntchito mbuwu
ndi mbalame zam’tchire

3 ayimba nyimbo • kuyimba nyimbo zokhudza

zokhudza nkhani/ malembo, maphatikizo ndi
nthano nkhani/ nthano
zosiyanasiyana zosiyanasiyana

33
Luso : Kuwerenga
Cholinga cha luso : Ophunzira adzawerenga nkhani zosiyanasiyana mosadodoma ndi mwachidwi kuti amvetse
ndi kuyankhapo pa zomwe awerenga

Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira,
zophunzirira ndi zophunzirira ndi
zoyesera zoyesera
Tidzadziwa Ophunzira:
kuti ophunzira
akukhoza ngati:
• azindikira 1 atchula Maphatikizo • kutchula • kuyesana • ophunzira
maphatikizo maphatikizo maphatikizo • mafunso ndi mayankho • mabuku
a malembo molondola • kukambirana • matchati
osiyanasiya- 2 awerenga • kuwerenga • kufotokoza • makadi
na maphatikizo maphatikizo • kuyesana/ kupimana • ng’oma yogwiritsa
molondola nzeru ntchito mbuwu
• ntchito ya m’magulu • galasi/kalilole
• azindikira 1 atchula mawu Mawu • kutchula mawu • ntchitio ya awiriawiri zogwiritsa ntchito
mawu molondola osiyanasiya- molondola • masewero mbuwu
osiyanasiya- na • pepala/nthenga
na 4 apanga mawu ndi • kupanga mawu ndi zogwiritsa ntchito
maphatikizo maphatikizo mbuwu
• mapepala
5 awerenga mawu • kuwerenga mawu • zolembera
molondola molondola

34
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira,
zophunzirira ndi zophunzirira ndi
zoyesera zoyesera

• azindikira 1 awerenga • kuwerenga ziganizo

ziganizo ziganizo molondola
zosiyanasi- molondola • kuyesana • ophunzira
yana • mafunso ndi mayankho • mabuku
2 apanga ziganizo • kupanga ziganizo • kukambirana • matchati
ndi mawu molondola • kufotokoza • makadi
molondola • kuyesana/ kupimana • ng’oma yogwiritsa
nzeru ntchito mbuwu
3 atsiriza ziganizo • kutsiriza ziganizo ndi • ntchito ya m’magulu • galasi/kalilole
ndi mawu mawu molondola • ntchitio ya awiriawiri zogwiritsa ntchito
molondola • masewero mbuwu
• pepala/nthenga
• awerenga 1 awerenga mawu Ziganizo/ • kuwerenga mawu zogwiritsa ntchito
ziganizo ndi ndi ziganizo nkhani/ ndi ziganizo mbuwu
nkhani nthano zazifupizifupi • mapepala
zifupizifupi • zolembera
2 awerenga nkhani • kuwerenga nkhani/
zosiyanasiyana nthano zokhudza
ulimi, nyanja,
mitsinje, nkhalango,
nyama zam’tchire
ndi zina

35
Luso : Kulemba
Cholinga cha luso : Ophunzira adzadziwa kulemba nkhani zochitika ndi zopeka molondola m’njira
zosiyanasiyana

Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira,
zophunzirira ndi zophunzirira ndi
zoyesera zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati:
• alemba 1 atchula Maphatikizo • kutchula • kuyesana • ophunzira
maphatikizo a maphatikizo maphatikizo • mafunso ndi mayankho • mabuku
malembo molondola molondola • kukambirana • matchati
• kufotokoza • makadi
2 alemba • kulemba • kuyesana/ kupimana • ng’oma yogwiritsa
maphatikizo maphatikizo nzeru ntchito mbuwu
mwaluso molondola • ntchito ya m’magulu • galasi/kalilole
• ntchito ya awiriawiri zogwiritsa ntchito
• alemba mawu 1 atchula mawu Mawu • kutchula mawu • masewero mbuwu
osiyanasiyana molondola osiyanasiyana molondola • pepala/nthenga
zogwiritsa ntchito
2 awerenga • kuwerenga mawu mbuwu
mawu molondola • mapepala
molondola • zolembera

36
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira,
zophunzirira ndi zophunzirira ndi
zoyesera zoyesera

3 apanga mawu • kupanga mawu ndi • kuyesana • ophunzira

ndi maphatikizo • mafunso ndi mayankho • mabuku
maphatikizo • kukambirana • matchati
• kufotokoza • makadi
4 alemba mawu • kulemba mawu • kuyesana/ kupimana • ng’oma yogwiritsa
molondola molondola nzeru ntchito mbuwu
• ntchito ya m’magulu • galasi/kalilole
• alemba 1 atchula mawu Ziganizo • kutchula mawu • ntchito ya awiriawiri zogwiritsa ntchito
ziganizo m’ziganizo zosiyanasiya- m’ziganizo • masewero mbuwu
zosiyanasiyana na • pepala/nthenga
2 awerenga • kuwerenga zogwiritsa ntchito
ziganizo ziganizo moyenera mbuwu
moyenera • mapepala
• zolembera
3 alemba • kulemba ziganizo
ziganizo molondola
molondola

37
Luso : Kuganiza mozama ndi modekha
Cholinga cha luso : Ophunzira adzagwiritsa ntchito chiyankhulo poganiza mozama ndi modekha komanso
powunika kagwiritsidwe ntchito koyenera ka mfundo zokhudza maphunziro
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira,
zophunzirira ndi zophunzirira ndi
zoyesera zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati:
• azindikira 1 afananitsa Kufananitsa • kufananitsa zithunzi • kuyesana • ophunzira
kufanana kwa zithunzi ndi zithunzi ndi ndi mawu/ ziganizo • mafunso ndi mayankho • mabuku
zithunzi ndi mawu mawu/ • kukambirana • matchati
mawu/ ziganizo • kufotokoza • makadi
ziganizo • kuyesana/ kupimana • ng’oma yogwiritsa
nzeru ntchito mbuwu
• azindikira 1 apanga mawu • kupanga mawu ndi • ntchito ya m’magulu • galasi/kalilole
kapangidwe ndi maphatikizo • ntchito ya awiriawiri zogwiritsa ntchito
ka mawu/ maphatikizo • masewero mbuwu
ziganizo 2 apanga ziganizo • kupanga ziganizo • pepala/nthenga
molondola molondola zogwiritsa ntchito
mbuwu
1 aponyerana • kuponyerana • mapepala
• aponyerana ndagi/ zilapi ndagi/zilapi • zolembera
ndagi 2 apeza • kupeza
zosiyanasiya- matanthauzo a matanthauzo a
na ndagi/ zilapi ndagi/ zilapi

38
Luso : Kusanja mawu ndi kugwiritsa ntchito chiyankhulo
Cholinga cha luso : Ophunzira adzadziwa m’mene maliwu ndi malamulo a chiyankhulo amagwiritsidwira
ntchito poyankhula komanso polemba

Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira,
zophunzirira ndi zophunzirira ndi
zoyesera zoyesera
Tidzadziwa Ophunzira:
kuti ophunzira
akukhoza ngati:
• asonyeza 1 apanga mawu Kupanga • kupanga mawu ndi • mafunso ndi • ophunzira
kugwiritsa ndi maphatikizo mawu maphatikizo molondola mayankho • zinthu zenizeni
ntchito a malembo • kukambirana • zojambula
maphatikizo • kufotokoza • zithunzi zotukuza
a malembo • kuyesana / kupimana • zithunzi
moyenera nzeru • ng’oma yogwiritsa
• ntchito ya awiriawiri ntchito mbuwu
• asonyeza 1 apanga Kupanga • kupanga ziganizo • galasi/kalilole
kugwiritsa ziganizo ziganizo molondola zogwiritsa ntchito
ntchito mbuwu
mawu 2 atsiriza • nthenga/pepala
m’ziganizo ziganizo ndi • kutsiriza ziganizo ndi zogwiritsa ntchito
moyenera mawu mawu mbuwu
• mabuku

39
Mabuku ena ofunika

Chadza, EJ (1963) Ntchito ya Pakamwa, Blantyre: Macmillan

Chichewa Board (1990) Chichewa Orthography Rules. Chichewa Board, Zomba

CLS (2000) Mtanthauzira mawu wa Chinyanja, Blantyre: Dzuka Publishing Company

Kumakanga SL (1975) Nzeru za Kale, Blantyre: Dzuka Publishing Company

Makumbi, AJ (1975) Maliro ndi Miyambo ya a Chewa, Blantyre: Dzuka Publishing

Company

Mphonda AH (1975) Miyambi Yatsopano, Blantyre: Macmillan

MIE (1991) Silabasi yophunzitsira Sukulu za Pulayimale, Chichewa Standard 1 mpaka 8,

Zomba : MIE

MIE (1996) TDU Students’ Handbooks 1, 2, 3, 4 ndi 5, Domasi, MIE

Nankwenya, IAJ (1978) Zofunika mu Galamala ya Chichewa, Blantyre: Dzuka Publishing

Company

Ngoma S (2000) Nsinjiro za chiyankhulo, Blantyre: Macmillan

Nkhoma WA (1999) Kuphunzira Chinyanja, Zomba: Chancellor College Publications

Nthala SJ (1972) Mawu Okuluwika m’Chinyanja, Zambia Education Publishing House

40
 Syllabus for
Literacy and Languages -
English

Standard 2

41
Rationale
Literacy and languages are key to human development. People use language to get
things done, to inform, warn, persuade or influence others to behave in a particular way.
This is achieved through listening, speaking, reading and writing. The ability to read
and write well is crucial to children’s academic achievement. When children have a
good understanding of grammar and syntax of the language they learn they acquire
skills to communicate to a wide range of audiences for different purposes.

Core elements and their outcomes

a Listening
The learner will be able to listen attentively and critically to understand and
respond to others in a wide range of situations through a variety of media.

b Speaking
The learner will be able to confidently express their own ideas fluently and respond
appropriately to others orally in a wide range of situations.

c Reading
The learner will be able to read fluently and critically to understand and respond to
different types of texts for enjoyment and information.

d Writing
The learner will be able to write legible factual and imaginative texts for a wide
range of purposes.

e Critical thinking and reasoning

The learner will be able to use language to think and reason as well as to access,
process and use information for learning.

f Structure and use of language

The learner will be able to understand how sounds, words and grammar can be used
to create and interpret texts.

42
Term : I
Core element : Listening
Primary outcome : The learner will be able to listen attentively and critically, to understand and respond to others in a
wide range of situations and using a variety of media

Assessment Success criteria Theme/Topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources
We will know this Learners must be
when learners are able to:
able to:
• listen to • distinguish Phonics • identifying various • explanation • learners
different sounds various sounds sounds of letters • demonstration • charts
of letters of the • relating sounds of letters • pair/group work • pencils
alphabet and • differentiating different • question and answer • notebooks
words types of sounds of letters • teacher observation • name cards
and words • peer assessment • observation
• produce • producing sounds of • self assessment
various sounds letters of the alphabet • role play
of letters and words • singing
• portfolio
• get things done • respond to Commands • giving commands
commands • obeying commands
from others

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

• socialise with • greet others Socialising • greeting others, eg: • discussion • learners
others formally “Good • individual/pair/group • charts
morning/afternoon” work • pencils
• question and answer • notebooks
• respond to • responding to greetings • demonstration • name
greetings eg: “I'm fine and how are • teacher observation cards
formally you?” • peer assessment • observation
• self assessment
• welcome others • welocoming others eg
• listen to stories, “welcome back to school’ • singing
songs/rhymes “Thank you” • dramatization
• perform the Stories, • singing the song/rhyme • discussion
song/rhyme folktales, • acting out the
songs/rhymes song/rhyme, eg: clapping
hands, shaking their
bodies
• dramatising the song/
rhyme

44
 Term : I
Core element : Speaking
Primary outcome : The learner will be able to confidently express their own ideas fluently and respond
appropriately to others orally in a wide rage of situations

Assessment Success criteria Theme/Topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching,
assessment methods learning
resources
We will know Learners must be
this when able to:
learners are able • greet peers and Greetings • greeting peers and other • individual/group/pair • assorted objects
to: other people people casually eg: work eg: stones,
 socialize with casually and “Hello …!” and formally • question and answer leaves, tins,
others formally eg: “Good morning…” • observation bottle tops,
• respond to • responding to greetings • peer assessment pieces, card
greetings appropriately eg: • discussion boards of
appropriately “Hello….!” and “Good • singing different shapes,
• bid farewell morning …….” • jigsaw puzzles colours, fruits
formally and Parting • parting with peers and • singing command song • flower of
causally other people different
• mention their Introductions • mentioning their colours/raised
names and nameand where they live flower pictures
where they live (eg: • drawings and
My name is …I live at / pictures/raised
in..) drawings and
pictures

45
Assessment Success criteria Theme/Topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching,
assessment methods learning
resources

• welcome others Meeting • welcoming others eg • question and answer • learners

“Welcome back to • group/pair work • a list of
school.” “Thank you” • discussion commands
• peer observation • games
• role play
• get things done • give commands Commands • giving commands • command games
to others • peer assessment
• respond to • responding to
commands commands from others
appropriately appropriately

• singing a command
song with gestures

46
Assessment Success criteria Theme/Topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching,
assessment methods learning
resources

• express and • praise others Attitudes, • praising others e.g. “Well • explanation • learners
find out feelings and done/ That’s good /That’s • demonstration • pictures/
attitudes, thoughts nice!” • pair/group work drawings
feelings and • question and answer • observation
thoughts • make polite • making polite requests e.g. • teacher observation checklist
requests “Can I come in, please?” • peer assessment
• give polite • giving polite responses • self assessment
responses e.g. “Yes, please.” • discussion
• refuse • refusing permission e.g. • role play
permission “May I …?” “No, you
may not.”

• ask for and • ask for Asking for and • asking for information e.g.
give information giving “What’s this” “It’s a
information • give information (book)”
information “Show me your
..(head/nose)” “This is my
…..(head/nose)”
• “How many are there….?”
“There are ……..”

47
Term : I
Core element : Reading
Primary outcome : The learner will be able to read fluently and critically, to understand and respond to different types
of texts for enjoyment and information

Assessment Success criteria Theme/Topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources
We will know this Learners must be
when learners are able to:
able to:
• develop • distinguish Phonics • distinguishing various • explanation • letter cards
phonemic various sounds sounds of letters of the • demonstration • reading boards
awareness of letters of the alphabet whose words • individual/pair/group • alphabet chart
alphabet whose begin with the same work • alphabet song
words begin consonant from ‘b’ to ‘z’ • question and answer
with the same eg: “bat, cup, fan” • teacher observation
consonant • peer assessment
• identifying sounds made • self assessment
by different objects • role play
• associating different • singing
sounds with pictures of • word games
objects that produce them
• relate sounds to objects
that produce them

48
Assessment Success criteria Theme/Topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources

• read words, • read frequently • reading frequently • explanation • letter cards

simple occurring occurring words • demonstration • reading boards
sentences, words • individual/pair/ group • alphabet chart
illustrated work • alphabet song
stories and • read stories • reading stories • question and answer
rhymes • teacher observation
• peer assessment
• self assessment
• word games, eg: “I
spy with my right
eye…”

49
Term : I
Core element : Writing
Primary outcome : The learner will be able to write legible, factual and imaginative texts for a wide range of purposes

Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested

standard and learning activities teaching, learning teaching and
and assessment learning
methods resources
We will know this Learners must be
when learners are able to:
able to:
• draw different • draw different Pictures, • drawingdifferent • explanation • letter cards
patterns, shapes patterns, shapes, shapes and shapes, eg: triangle, • demonstration • reading boards
and pictures numerals and pictures circles, squares, and • individual/pair/ • alphabet chart
pictures rectangles group work • alphabet song
• drawing different • question and • strings
numerals, eg 1,2,3…. answer • clay
• teacher • flash cards
observation • crayons
• peer assessment
• self assessment
• singing

50
Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested
standard and learning activities teaching, learning teaching and
and assessment learning
methods resources

• write their names, • copy letters of the Letters of the • copying letters of the • explanation • letter cards
surnames, peers’ alphabet alphabet alphabet • demonstration • reading boards
names and • individual/pair/ • alphabet chart
simple words • copy their names, • copying their names, group work • alphabet song
surnames, peers’ surnames, • question and
names and words answer
on sand • teacher
observation
• write their names, • writing their names • peer assessment
surnames surnames • self assessment

51
Term : I
Core element : Critical thinking and reasoning
Primary outcome : The learner will be able to use language to think and reason, as well as access, process and use
information for learning

Assessment Success criteria Theme/Topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources
We will know this Learners will be
when learners are able to:
able to:
• demonstrate • identify Concepts and • identifying themselves, • discussion • number cards/
understanding themselves and vocabulary eg: “My name is ...” • explanation braille number
of concepts and others • demonstration cards
vocabulary • identifying numbers, • individual/pair/ • reading boards
eg: “ten, eleven …” group work • pictures/
• question and answer drawings (raised
• recognise • match numbers, Similarities • matching numbers, • teacher observation pictures/
similarities and shapes, colours and differences shapes, colour and size • peer assessment drawings)
differences of and sizes • self assessment • flowers of
objects and • sort numbers, • arranging numbers, different colours
numbers shapes, colours shapes and sizes in
and sizes ascending, descending
and symmetrical order

52
Term : I
Core element : Structure and use of language
Primary outcome : The learner will be able to understand how sounds, words and grammar can be used to create and
interpret texts

Assessment Success criteria Theme/Topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources
We will know this Learners will be
when learners are able to:
able to:

• demonstrate an • ask simple Introductions • asking simple questions, • group/pair work • learners
understanding questions. eg: “What is your • question and answer • charts
and use of name?” • discussion • pencils
simple • singing • note books
questions and • answer simple • answering simple • role play • name cards
answers in oral questions questions, eg: “My name • peer assessment
texts is …”

53
Assessment Success criteria Theme/Topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources

• demonstrate an • use Prepositions • identifying prepositions • explanation • learners

understanding prepositions in given sentences, eg: • demonstration • books
and use of “The book is on the box” • individual/pair/ • box
prepositions, • filling in gaps in group work • pencil
nouns, personal sentences by using • question and answer • pictures/
pronouns, appropriate prepositions • teacher observation drawings (raised
adjectives, • role playing the • peer assessment pictures/
adverbs and situations where they • self assessment drawings)
articles can use prepositions • hand frame

• use nouns Nouns • identifying nouns in

given sentences, eg: “The
book is on the box.”
• filling gaps in sentences
by using prepositions
• use simple • using simple present
present tense tense in oral texts
• use simple past • using simple past tense
tense in oral texts

54
Term : II
Core element : Listening
Primary outcome : The Learner will be able to listen attentively and critically to understand and respond to others in a
wide range of situations and using a variety of media

Assessment Success criteria Theme/Topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources
We will know this Learners must be
when learners are able to:
able to:
• get things done • give Instructions • giving instructions • question and • reading
instructions answer boards
• follow • following instructions, eg: • individual/pair/ • name cards
instructions collecting and delivering group work • story books
messages • teacher observation • drawings/
• listen to stories, • perform the Stories, • singing the song/rhyme • peer assessment pictures (raised
songs/rhymes song/rhyme folktales, • acting out the • role play drawings/
Songs/rhymes song/rhyme, eg: clapping • singing pictures)
hands, shaking their • miming • word cards
bodies • dramatization • pupils’ books
• dramatising the • discussion
song/rhyme
• miming rhymes
• story telling

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

• retell the story Stories and • telling folktales and • question and answer • a list of
folktales stories • individual/pair/ instructions
• drawing pictures related group work • reading boards
to the story • teacher observation • name cards
• identifying characters in • peer assessment • story books
the story • role play • drawings/ pictures
• role playing • singing (raised drawings/
• miming stories • miming pictures)
• word cards
• pupils’ books

56
Term : II
Core element : Speaking
Primary outcome : The learner will be able to confidently express their own ideas fluently, and respond appropriately
to others orally, in a wide range of situations

Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested

standard learning activities teaching, learning teaching and
and assessment learning
methods resources
We will know this Learners must be
when learners are able to:
able to:
• socialize with • name members Socializing • naming their family members, • question and • alphabet song
others of their families eg: 'What's your answer • a list of words
mother's/father's name?’ • individual/pair/ beginning with
• describing • describing themselves group work the same
themselves • peer assessment consonant
• role play • learners
Instructions
• get things done • follow • giving instructions to others • singing • games
instructions • teacher • a list of
• responding to instructions observation instructions
from others, eg: through • miming
delivering short messages

57
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning
methods resources
• express and find • express • expressing apologies, eg: “I’m • question and • reading
out attitudes, apologies sorry” answer boards
feeling and • individual/pair/ • name cards
thoughts • expressing likes, eg: “Do you group work • story books
• express likes/ like fruits?”, “Yes, I do” • teacher • drawings/
dislikes • expressing dislikes, eg: do you observation pictures
like fruits?, “No I don't” • peer assessment (raised
• role play drawings/
• ask for and give • ask for • identifying some parts of their • singing pictures)
information information bodies eg: arms, legs, eyes, • miming • word cards
head, etc. • pupils’ books
• give
information

58
Term : II
Core element : Reading
Primary outcome : The learner will be able to confidently express their own ideas fluently and respond appropriately
to others orally in a wide range of situations

Assessment Success criteria Theme/Topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources
We will know this Learners must be able
when learners are able to:
to:
• develop phonemic • distinguish Phonics • distinguishing various • reading a loud/ silently • chart with words
awareness various sounds of sounds of letters of the • individual/pair/ group • word tree
letters of the alphabet whose words work • word grid/
alphabet whose begin with the same • group work raised word grid
words begin with consonant from ‘b’ to ‘z’ • teacher observation • word bank in
same consonant eg: “bat, cup, fan” • self/peer assessment print
• identifying common • games • observation/
sounds in words • question and answer assessment
• discussion checklist
• read words, • read simple Words, • reading simple • singing • alphabet song
simple sentences, sentences, sentences and sentences, illustrated • a list of words
illustrated stories illustrated stories illustrated stories and rhymes beginning with
and rhymes and rhymes stories the same
consonant

59
Assessment Success criteria Theme/Topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning
resources

• retell the story Stories • answering simple questions • question and answer • reading boards
they have read from the story • individual/pair/ • name cards
• identify the • dramatizing the story they group work • story books
characters in have read • teacher observation • drawings/ pictures
the story they • identifying the characters in • peer assessment (raised drawings/
have read the story they have read • role play pictures)
• pointing at the beginning and • singing • word cards
end of a story • miming • pupils’ books
• words in
• develop an • read from left Concepts about • pointing at page numbers in
awareness to right print a book
of concepts • pointing at titles or topic
about print numbers in a book

60
Term : II
Core element : Writing
Primary outcome : The learner will be able to write legible, factual and imaginative texts for a wide range of purposes

Assessment Success Theme/Topic Suggested teaching and Suggested teaching, Suggested

standard criteria learning activities learning and teaching and
assessment methods learning
resources
We will know this Learners must be
when learners are able to:
able to:
• draw different • draw Writing names • drawing different pictures • individual/pair group • learners
patterns, shapes different and words of houses, animals and work • observation
and pictures patterns, people • demonstration checklist
shapes and • colouring different • explanation • songs
pictures patterns, shapes and • teacher observation • ball/ring balls
pictures • peer assessment • pictures/
drawings (raised
• write their • write the • writing names and simple pictures/
names, peers’ names words drawings)
surnames, and simple
peers’ names words in
and simple exercise books
words

61
Assessment Success Theme/Topic Suggested teaching and Suggested teaching, Suggested
standard criteria learning activities learning and teaching and
assessment methods learning
resources

• write words • copy words Spellings • copying words and • demonstration • learners
and simple and simple simple sentences • question and answer • chart of words
sentences sentences • teacher observation and sentences
• word games
• copy short Handwriting • copying alphabet letters • picture dictionary
sentences using Marion • picture cards
legibly and Richardson style • observation
neatly with checklist
correct • copying short sentences • pental markers
spellings legibly and neatly using • name cards
Marion Richardson style • rulers
with good spacing and • coloured chalk
punctuation.

62
Term : II
Core element : Critical thinking and reasoning
Primary outcome : The learner will be able to use language to think and reason as well as to access, process and use
information for learning

Assessment Success Theme/Topic Suggested teaching and Suggested teaching, Suggested

standard criteria learning activities learning and teaching and
assessment methods learning
resources
We will know this Learners must be
when learners are able to:
able to:
• recognise • match Similarities and • matching numbers, • explanation • pictures/
similarities and numbers, differences shapes, colours and sizes • demonstration drawings (raised
differences of shapes, • pair/group work pictures/
objects and colours and • question and answer drawings)
numbers sizes • discussion
• teacher observation
• sort numbers, • arranging numbers, • peer assessment
shapes, shapes and sizes in • jigsaw puzzles
colours and ascending, descending • portfolios
sizes and symmetrical order • task analysis

63
Term : II
Core element : Structure and use of language
Primary outcome : The learner will be able to understand how sounds, words and grammar can be used to create and
interpret texts

Assessment Success Theme/Topic Suggested teaching and Suggested teaching, Suggested

standard criteria learning activities learning and teaching and
assessment methods learning
resources
We will know this Learners must be
when learners are able to:
able to:
• demonstrate an • use simple Verb tense • completing sentences • explanation • learners
understanding past tense using the past simple • demonstration • observation
and use of tense, eg: She (saw) a • pair/group work checklist
Simple Past and dog (see) • question and answer • pictures/
Simple Future • discussion drawings (raised
Tenses in oral • completing a story in the • role play pictures/
texts past simple tense, eg: • singing drawings)
Yesterday we … (go) to • teacher observation • books
Church. • peer assessment • charts
• story telling • stories

64
Assessment Success Theme/Topic Suggested teaching and Suggested teaching, Suggested
standard criteria learning activities learning and teaching and
assessment learning
methods resources

• demonstrate an • use personal Pronouns • identifying personal pronouns • explanation • learners

understanding pronouns from given sentences, eg: ‘She • demonstration • observation
and use of is my sister’ • pair/group work checklist
prepositions, • question and answer • ball/ring balls
nouns, personal • filling in gaps in sentences by • discussion • pictures/
pronouns, using appropriate pronouns • role play drawings (raised
adjectives, • singing pictures/
adverbs and • use adjectives Adjectives • identifying adjectives from • teacher observation drawings)
articles given sentences, eg: ‘This is a • peer assessment
red book’ • jigsaw puzzles
• portfolios
• completing sentences by using • task analysis
appropriate adjectives

65
Term : III
Core element : Listening
Primary outcome : The learner will be able to listen attentively and critically, to understand and respond to others in a
wide range of situations, using a variety of media

Assessment Success Theme/Topic Suggested teaching and Suggested teaching, Suggested

standard criteria learning activities learning and teaching and
assessment learning
methods resources
We will know this Learners must be
when learners are able to:
able to:-
• listen to stories, • retell the Rhymes • miming rhymes • discussion • letter cards
songs/rhymes story • question and answer (raised letter
Stories and • story telling • pair/group work cards)
folktales • telling folktales and stories • peer assessment • songs/drums
• drawing pictures related to the • explanation • assorted objects
story • role play • pictures/
• identifying characters in the • teacher observation drawings
story • story telling (raised pictures
• role playing • miming /drawings)
• miming stories • illustrated stories

66
Term : III
Core element : Speaking
Primary outcome : The learner will be able to confidently express their own ideas fluently, and respond appropriately
to others orally, in a wide range of situations
Assessment Success criteria Theme/Topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment learning
methods resources
We will know this Learners must be
when learners are able to:
able to:-
• express and find • express wants • expressing wants eg: • discussion • learners
out attitudes, “What do you want?” “I • question and answer • songs
feeling and want ..." • pair/group work • pictures/
thoughts • peer assessment drawings
• ask for and give • ask for Asking for and • singing a song about • explanation (raised
information information giving body parts • role play pictures)
• give information • teacher observation • illustrated
information • story telling stories
• games • observation
• identify Professions • identifying different • singing checklist
different people’s professions, eg:
peoples’ “Who is this?” (Teacher,
professions doctor, police woman,
typist, etc.)

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

• state people’s • stating people’s • discussion • learners songs

professions professions, eg: “Who's • question and • pictures/ drawings
this?” “He/She's a …” answer (raised pictures)
(teacher/doctor/police • pair/group work • illustrated stories
woman/typist etc) • peer assessment • observation
• explanation checklist
• state what they • telling what they would • role play
would like to be like to be, eg: “I would • teacher observation
like to be …" • story telling
• games
• singing

68
Term : III
Core element : Reading
Primary outcome : The learner will be able to read fluently and critically, to understand and respond to different types
of texts for enjoyment and information
Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested teaching
standard and learning activities teaching, learning and learning
and assessment resources
methods
We will know this Learners must be
when learners are able to:
able to:
• develop • distinguish Phonics • distinguishing • discussion • learners
phonemic various sounds various sounds of • question and • alphabet songs
awareness of letters of the letters of the alphabet answer • songs
alphabet whose whose words begin • pair/group work • pictures/ drawings
words begin with the same • peer assessment (raised pictures)
with same consonant from ‘b’ to • explanation • illustrated stories
consonant ‘z’ eg: bat, cup, fan • role play • observation
• identifying common • teacher observation checklist
sounds in words • story telling • letter cards (raised)
• read words, • read simple Words, • reading simple • word games
simple sentences, sentences and sentences, illustrated • singing
sentences, illustrated illustrated stories and rhymes
illustrated stories and stories
stories and rhymes
rhymes

69
Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested teaching
standard and learning activities teaching, learning and learning
and assessment resources
methods

• develop an • hold a book in concepts about • pointing at the • question and • learners
awareness of the right print beginning and end of a answer • pupils’ books
concepts about direction story • discussion • songs
print • teacher observation • stories
• open a book on • pointing at page • peer assessment • pictures/ drawings
a correct page numbers in a book • explanation (raised pictures
• illustrated stories
• read from left • pointing at titles or • observation
to right topic numbers in a checklist
book

70
 Term : III
Core element : Writing
Primary outcome : The learner will be able to write legible, factual and imaginative texts for a wide range of purposes
Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested teaching
standard and learning activities teaching, learning and learning
and assessment resources
methods
We will know this Learners must be
when learners are able to:
able to:
• write their • write the peers’ • writing the peers’ names • question and • learners
names, names and and simple words answer • songs
surnames, simple words in • discussion • pictures/ drawings
peers’ names exercise books • teacher observation (raised pictures)
and simple • peer assessment • clay
words • explanation • letter cards
• individual work • observation
• write words • write words and Writing names • writing words and checklist
and simple simple sentences and words simple sentences • coloured chalk
sentences independently • pental markers

• complete words • completing words by

and simple filling in missing letters
sentences and simple sentences
eg: “I live in/at …”

71
Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested teaching
standard and learning activities teaching, learning and learning
and assessment resources
methods

• copy short • copying short sentences • question and • learners

sentences answer • songs
legibly and • discussion • pictures/ drawings
neatly with • teacher observation (raised pictures)
correct • peer assessment • clay
spellings • letter cards
• observation
• write their • writing their names, checklist
names, surnames and peers’ • coloured chalk
surnames and names legibly and • rulers
peers’ names neatly with good • pental markers
legibly and spacing and
neatly punctuation using
Marion Richardson style

72
Term : III
Core element : Critical thinking and reasoning
Primary outcome : The learner will be able to use language to think and reason as well as to access, process and use information
for learning

Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested teaching

standard and learning activities teaching, learning and learning
and assessment resources
methods
We will know this Learners will be
when learners are able to:
able to:
• demonstrate • express ability Expressing • finding out what they • question and • learners
understanding ability can or can’t do eg: ‘Can answer • songs
of concepts and you sing a song?’ ‘Yes, • discussion • pictures/drawings
vocabulary I can’ ‘No, I can’t? • teacher observation (raised pictures)
• peer assessment • observation
checklist
• tell time Time • telling the time, eg: • rulers
“What’s the time • pental markers
now?“ “It’s one • crayons
o’clock” • charts
• matching numbers • pieces of wood
with the time on the • games
clock face

73
Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested teaching
standard and learning activities teaching, learning and learning
and assessment resources
methods

• record • record Recording • completing tables eg. • question and • learners

information on information on information entry days with answer • songs
simple charts simple charts sunshine or rain • discussion • pictures/
using ticks and • teacher observation drawings (raised
crosses • colouring different • peer assessment pictures)
pieces of information • observation
on charts checklist
• rulers
• pental markers
• crayons
• charts
• pieces of wood
• games

74
Term : III
Core element : Structure and use of language
Primary outcome : The learner will be able to understand how sounds, words and grammar can be used to create and
interpret texts
Assessment Success criteria Theme/Topic Suggested teaching Suggested teaching, Suggested
standard and learning activities learning and teaching and
assessment methods learning
resources
We will know this Learners will be
when learners are able to:
able to:
• demonstrate an • use Simple Verb tense • narrating a story in • question and answer • learners
understanding Future Tense past simple tense • discussion • charts
and use of • completing sentences • teacher observation • stories
Simple Past and using the simple • peer assessment • books
Simple Future future tense, eg: “Will • story telling
Tenses in oral you go to school on • individual/pair/group
texts Monday?” work

• retelling a story using

the simple future
tense, eg: “When I
grow up I will be a
doctor”

75
Assessment Success criteria Theme/Topic Suggested teaching Suggested teaching, Suggested
standard and learning activities learning and teaching and
assessment methods learning
resources

• demonstrate an • use modal Modal verbs • using modal verbs, eg: • learners
understanding verbs “I can speak English” • songs
and use of • pictures/ drawings
Simple Past and • use positive Positive and • using positive and • question and answer (raised pictures/
Simple Future and negative negative forms negative forms of • discussion drawings)
Tenses in oral forms of words words, eg: “I can • teacher observation • observation
texts swim”, “I can’t swim” • peer assessment checklist
• rulers
• completing statements • cartons
by adding positive • games
negative forms of
words, eg:
“You can swim”,
“You can’t swim”

76
Assessment Success criteria Theme/Topic Suggested teaching Suggested teaching, Suggested
standard and learning activities learning and teaching and
assessment methods learning
resources

• demonstrate an • use adverbs Adverbs • identifying adverbs • individual/pair/group • learners

understanding from given sentences, work • songs
and use of eg: “I sing well.” • demonstration • pictures/
prepositions, • completing sentences • explanation drawings (raised
nouns, personal by using appropriate • discussion pictures/
pronouns, adverbs • peer assessment drawings)
adjectives, • question and answer • observation
adverbs and • use articles Articles • identifying articles checklist
articles from given sentences, • rulers
eg: “The book is on the • pental markers
table.” • cartons
• completing sentences • crayons
by using appropriate • games
articles

77
Reference

Harris J (1990), Early Language development: Implications for clinical and educational
practice, London: Biddles Ltd.

Vacca JA, Vacca Rd Gove MK, (2000) Reading and Learning to Read (4th Ed) Reading and
Learning to Read, New York

: Addison Wesley Longman, Inc.

John JL & Lenski SD (2001), Improving Reading and Strategies and Resources, (3rd Ed),
Iowa. Kendall/Hint Publishing Company.

Pinnell GS & Fountas IG (1996), Word Matters: Teaching Phonics and Spelling in the
Reading/Writing Classroom; Portsmoulth: Heinemann.

Herrell AL (2000), Fifty Strategies for Teaching English Language Learners, Ohio:
Prentice Hall.

Birch A & Malin T. (1994), Developmental Psychology from infancy to adulthood.

England: McMillan.

Warriner JE, Mersand J & Griltith F (1973) Warriner’s English Grammar and
Composition (4th Course), London: Harcourt Brace Jovanovich.

Mc Gee LM & Richgels DJ (1990) Literacy’s Beginnings: Supporting young readers and
writers, (3rd Edition), Boston: Allyn & Bacon.

Alliargton RL & Johnston PH (2002), Reading to Learn: Lesstons from Exemplary fourth
Grade Classrooms, New York: The Ginlford Press.

Moore DW et al (1995), Developing Readers and Writer in the Content Areal K-12,
Boston: Allyn and Bacon.

Piper T (1993), Language for All our Children, New York: Mc Millan.

Searfoss LW et al (2001), Helping Children Learn to Read: Creating a Classroom Literacy

Environment, (4th Edition), Boston: Allyn and Bacon.

Cramer RL (2001) Creative Power. The Nature and Nurture of Children’s Writing, New
York: Addison Wesley Longman.

MIE, (1995) Activities with English, Teacher’ Guides 1-8

MIE, (1995) Activities with English, Teacher’ Guides 1-8

78
Syllabus for
Numeracy and
Mathematics

Standard 2

79
Rationale
Numeracy and mathematics aims at developing learners’ critical awareness of how
mathematical relationships are used in social, environmental, cultural and economic
context.

At an early stage the learners will be able to count and carry out basic mathematical
operations.

At a later stage the learners will be able to make inferences using manipulated data
and to apply mathematics for solving practical problems in daily life.

Core elements and their outcomes

a Numbers, operations and relationships

The learner will be able to use numbers and their relationships to solve
practical problems.

b Accounting and business studies

The learner will be able to use simple accounting procedures that will
enhance decision making in business and private enterprise.

c Space and shape

The learner will be able to describe characteristics of space and shape and
their application in everyday life.

d Measurements, recording and modelling

The learner will be able to use appropriate measurement instruments for data
production and establishing trends expressed in graphs, tables and models.

e Patterns, functions and algebra

The learner will be able to use algebraic language and skills to solve textual
problems

f Data handling
The learner will be able to analyse and interpret data for decision making by
using graphs, tables and models.

80
Term 1 and 2
Core element : Number, operations and relationships
Primary outcome : The learner will be able to use numbers and their relationships to solve practical problems

Assessment Success criteria Topic/ Suggested teaching and Suggested Suggested

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

We will know this Learners must be

when learners are able to:
able to:

• recognise 1 count up to 20 Counting • counting objects up to 20 • number games • number song

numbers and • mentioning number names • observation • bottle tops
count up to 100 • arranging number cards in • demonstration • sticks
ascending and descending order • question and • stones
answer • leaves
2 count up to 20 at • counting in twos up to 20 in a • group work • bow abacus
intervals of 2 given range • self assessment • number cards
• filling missing numbers on a • individual work • number line
number line • mental mathematics • string
• identifying situations where • peer assessment • drying line
numbers are used • singing
• games

81
Assessment Success criteria Topic/ Suggested teaching and Suggested Suggested
standard Theme learning activities teaching, learning teaching and
and assessment learning
methods resources

3 recognise values Counting • counting up to 20 • reciting • place value

of digits • pronouncing numbers correctly • number games boxes/tins/toys
up to 20 • modelling numbers up to 20 • observation • dice
using objects • demonstration • number line
• writing numbers up to 20 • question and • number tree
• ordering numbers answer • cuberithm board
• modelling numbers using place • group work • sticks
value boxes • self assessment • straws
• individual work • strings
• Add and 1 add numbers Addition • modelling addition of two and • mental mathematics • bow abacus
subtract with sums one digit numbers without • peer assessment • spike abacus
numbers up to not exceeding regrouping • number songs • number cards
99 20 without • adding two and one digit • sheels of paper
regrouping number without regrouping
• modelling addition of two digit
numbers without regrouping
• adding two numbers with two
digits without regrouping

• writing addition sentences

2 write addition
horizontally
sentences
• writing addition sentences
vertically
• completing addition sentences

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

3 recognise places • modelling numbers up to 20 • reciting • charts

values of digits of using places value boxes • number games • raised number
numbers up to 20 • observation chart
• demonstration • number songs
4 subtract numbers Subtraction • modelling subtraction of one • question and • number line
within the range digit number from two digit answer • dice
of 0 to 20 without number without regrouping • group work • sticks
regrouping • subtracting one digit number • self assessment • straws
from two digit number without • individual work • strings
regrouping • mental mathematics • bow abacus
• modelling subtraction of two • peer assessment • spike abacus
digit numbers without • beads
regrouping • seeds
• subtracting two digit number
from two digit number without
regrouping

5 write subtraction • writing subtraction sentences

sentences horizontally
• writing subtraction sentences
vertically
• completing subtraction
sentences

83
 Term 1 and 2
Core element : Number, operations and relationships
Primary outcome : The learner will be able to use numbers and their relationships to solve practical problems
Assessment Success criteria Topic/ Suggested teaching and Suggested Suggested
standard Theme learning activities teaching, learning teaching and
and assessment learning
methods resources
We will know this Learners must be
when learners are able to:
able to:
• recognise 1 count up to 50 Counting • counting objects up to 50 • number games • number song
numbers and • mentioning number names • observation • bottle tops
count up to 99 • arranging number cards in • demonstration • sticks
ascending and descending order • question and • stones
answer • leaves
2 count up to 50 at • counting in twos up to 50 in a • group work • bow abacus
intervals of 2 given range • self assessment • number cards
• filling missing numbers on a • individual work • number line
number line • mental mathematics • string
• identifying situations where • peer assessment • drying line
numbers are used • singing
• games
• counting up to 50
3 recognise values • pronouncing numbers correctly
of digits • modelling numbers up to 50
up to 50 using objects
• writing numbers up to 50
• ordering numbers
• modelling numbers using place
value boxes

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

• Add and 1 add numbers Addition • modelling addition of two and • reciting • place value
subtract with sums one digit numbers without • number games boxes/tins/toys
numbers up to not exceeding regrouping • observation • dice
99 50 without • adding two and one digit • demonstration • number line
regrouping number without regrouping • question and • number tree
• modelling addition of two digit answer • cuberithm board
numbers without regrouping • group work • sticks
• adding two numbers with two • self assessment • straws
digits without regrouping • individual work • strings
• mental mathematics • bow abacus
3 write addition • writing addition sentences • peer assessment • spike abacus
sentences horizontally • number songs • number cards
• writing addition sentences • sheels of paper
vertically
• completing addition sentences

4 recognise places • modelling numbers up to 50

values of digits using places value boxes
of numbers up
to 50

85
Assessment Success criteria Topic/ Suggested teaching and Suggested Suggested
standard Theme learning activities teaching, learning teaching and
and assessment learning
methods resources

4 subtract numbers Subtraction • modelling subtraction of one • reciting • charts

within the range digit number from two digit • number games • raised number
of 0 to 50 without number without regrouping • observation chart
regrouping • subtracting one digit number • demonstration • number songs
from two digit number without • question and • number line
regrouping answer • dice
• modelling subtraction of two • group work • sticks
digit numbers without • self assessment • straws
regrouping • individual work • strings
• subtracting two digit number • mental mathematics • bow abacus
from two digit number without • peer assessment • spike abacus
regrouping • beads
• seeds
5 write subtraction • writing subtraction sentences
sentences horizontally
• writing subtraction sentences
vertically
• completing subtraction
sentences

86
 Term 1 and 2
Core element : Number, operations and relationships
Primary outcome : The learner will be able to use numbers and their relationships to solve practical problems
Assessment Success criteria Topic/ Suggested teaching and Suggested Suggested
standard Theme learning activities teaching, learning teaching and
and assessment learning
methods resources
We will know this Learners must be
when learners are able to:
able to:
• recognise 1 count up to 99 Counting • counting objects up to 99 • number games • number song
numbers and • mentioning number names • observation • bottle tops
count up to 99 • arranging number cards in • demonstration • sticks
ascending and descending order • question and • stones
answer • leaves
2 count up to 99 at • counting in twos up to 99 in a • group work • bow abacus
intervals of 2 given range • self assessment • number cards
• filling missing numbers on a • individual work • number line
number line • mental mathematics • string
• identifying situations where • peer assessment • drying line
numbers are used • singing
• games
• counting up to 99
3 recognise values • pronouncing numbers correctly
of digits • modelling numbers up to 99
up to 50 using objects
• writing numbers up to 99
• ordering numbers
• modelling numbers using place
value boxes

87
Assessment Success criteria Topic/ Suggested teaching and Suggested Suggested
standard Theme learning activities teaching, learning teaching and
and assessment learning
methods resources

• Add and 1 add numbers Addition • modelling addition of two and • reciting • place value
subtract with sum one digit numbers without • number games boxes/tins/toys
numbers up to not exceeding regrouping • observation • dice
99 99 • adding two and one digit • demonstration • number line
number without regrouping • question and • number tree
• modelling addition of two digit answer • cuberithm board
numbers without regrouping • group work • sticks
• adding two numbers with two • self assessment • straws
digits without regrouping • individual work • strings
• mental mathematics • bow abacus
2 write addition • writing addition sentences • peer assessment • spike abacus
sentences horizontally • number songs • number cards
• writing addition sentences • sheels of paper
vertically
• completing addition sentences

3 recognise places • modelling numbers up to 99

values of digits using places value boxes
of numbers up
to 99

88
Assessment Success criteria Topic/ Suggested teaching and Suggested Suggested
standard Theme learning activities teaching, learning teaching and
and assessment learning
methods resources

4 subtract numbers Subtraction • modelling subtraction of one • reciting • charts

within the range digit number from two digit • number games • raised number
of 0 to 99 number without regrouping • observation chart
• subtracting one digit number • demonstration • number songs
from two digit number without • question and • number line
regrouping answer • dice
• modelling subtraction of two • group work • sticks
digit numbers without • self assessment • straws
regrouping • individual work • strings
• subtracting two digit number • mental mathematics • bow abacus
from two digit number without • peer assessment • spike abacus
regrouping • beads
• seeds
5 write subtraction • writing subtraction sentences
sentences horizontally
• writing subtraction sentences
vertically
• completing subtraction
sentences

89
Assessment Success criteria Topic/ Suggested teaching and Suggested Suggested
standard Theme learning activities teaching, learning teaching and
and assessment learning
methods resources

• multiply 1 model Multiplication • modelling multiplication • reciting • body parts in

numbers by 2 multiplication table of 2 • number games pairs
and 3 table of 2 • reciting multiplication • observation • fire stones
table of 2 • demonstration • number songs
• completing the • question and • multiplication
multiplication table of 2 answer tables
• group work • objects that
4 model • modelling multiplication • self assessment appear in twos
multiplication table of 3 • individual work and threes
table of 3 • reciting multiplication • mental
table of 3 mathematics
• completing the • peer assessment
multiplication table of 3

3 work out practical • working out practical

problems on problems on multiplication
multiplication of 2 of 2
and 3 • working out practical
problems on multiplication
of 3

90
Term 3
Core element : Accounting and Business Studies
Primary outcome : The learner will be able to use simple accounting procedures that will enhance decision making in
Business and private enterprise

Assessment Success criteria Topic/ Suggested teaching and Suggested Suggested

standard Theme learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know this Learners must be
when learners are able to:
able to:
• recognise money 1 describe money Money • observing bank notes and • group work • shopping corner
up to K50 coins • pair work • bank notes
• identifying coins: K5, K10 • peer assessment • coin dummies
and bank notes K20, K50, • explanation • chart
K100 • discussion • local markets
• ordering bank notes • role play • price tags
according to values • question and • shop
• writing money using correct answer
symbols • field trips
• expressing one coin in terms
of other coins
• expressing one bank note in
terms of other bank notes and
coins
2 describe features • naming features on bank
on bank notes and notes and coins
coins up • drawing some of the features
to K50 on bank notes

91
Assessment Success criteria Topic/ Suggested teaching and learning Suggested Suggested
standard Theme activities teaching, teaching and
learning and learning
assessment resources
methods

• carry out 1 add money Addition of • adding money in tambala with sum not • group work • shopping
basic money exceeding 99t horizontally • pair work corner
operations • adding money in tambala with sum not • peer • bank notes
on money exceeding 99t vertically assessment • coin dummies
• adding money in kwacha with sum not • explanation • chart
exceeding K99 horizontally • discussion • local markets
• adding money in kwacha with sum not • role play • price tags
exceeding K99 vertically • question and • shop
• role playing buying and selling activities answer
involving addition of money • field trips

2 subtract money Subtraction of • subtracting money in tambala within the

money range of 1t - 99t vertically
• subtracting money in tambala within the
range of 1t - 99t horizontally
• subtracting money in kwacha within the
range of K1 to K99 vertically
• subtracting money in kwacha within the
range of K1 to K99 horizontally
• role playing buying and selling activities
involving addition and subtraction of
money

92
Core element : Space and shape
Primary outcome : The learner will be able to describe characteristics of space and shape and their application in
everyday life

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

We will know Learners must be

this when able to:
learners are
able to:
• describe 1 recognise three Shapes • identifying features of three dimensional • group work • assessment
three dimensional objects • individual check list
dimensional shapes • comparing objects work • boxes
(3D) objects • arranging objects by size • demonstration • tins
• moulding objects using clay • practical work • sticks
• observation • papers
2 model three • modelling three dimensional shapes • peer • leaves
dimensional using paper assessment • clay
shapes • drawing three dimensional shapes • individual • wooden blocks
assessment • scissors
• discussion • maize pith
• raised
diagrams
• braille papers

93
Assessment Success criteria Topic/ Suggested teaching and learning Suggested Suggested
standard Theme activities teaching, teaching and
learning and learning
assessment resources
methods

3 classify three Shapes • identifying equal faces of objects • group work • boxes
dimensional • shading equal faces of objects • individual • tins
shapes • matching objects of similar shapes but work • sticks
different sizes • demonstration • papers
• grouping objects according to shape • practical work • leaves
• observation • clay
• sorting out two dimensional shapes from • peer • wooden
• describe two 1 recognise two an assorted group of 3 and 2 dimensional assessment blocks
dimensional dimensional shapes • individual • scissors
shapes (2D) shapes • naming two dimensional shapes assessment • maize pith
eg, • tracing and drawing two dimensional • pair work • raised
quadrilaterals, shapes • question and diagrams
triangles, circles answer • braille papers
• discussion • observation
2 classify two • classifying two dimensional shapes eg: check list
dimensional rectangles, triangles and circles • bricks
shapes • drawing and shading similar shapes

94
Core element : Measurements, recording and modelling
Primary outcome : The learner will be able to use appropriate measurement instruments for data production and
establishing trends expressed in graphs, tables and models

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

We will know Learners must be

this when able to:
learners are
able to:
• measure 1 estimate length Length • comparing length of different objects • role play • strings
length using non • estimating and verifying length using non • dramatising • sticks
using non- standard units standard units • self assessment • bricks
standard • discussion • leaves
units 2 measure length • measuring length and height of objects • question and • charts
using non- using strings, sticks, etc answer • body parts eg,
standard units • measuring length and height of objects • group work feet
using body parts: thumbs, palms, feet etc • peer assessment • boxes
• group assessment • raised
• individual work diagrams
• explanation
• experimentation

95
Assessment Success criteria Topic/ Suggested teaching and learning Suggested Suggested
standard Theme activities teaching, teaching and
learning and learning
assessment resources
methods

• measure 1 estimate capacity Capacity • comparing capacities of different • role play • containers
capacity of using non containers • self assessment • charts
objects standard • estimating capacity of different containers • discussion • songs
using non- units • question and • cups
standard answer • bottles
units 2 measure capacity • measuring capacity of big containers using • group work • tins
using non- containers with smaller capacities • peer assessment
standard • expressing the capacity of big containers • group assessment
units in terms of the smaller containers • individual work
• estimating and verifying capacity of big • explanation
containers in terms of the smaller • singing
containers • experimentation

• relate 1 name days of the Time • naming days of the week in their sequence
events to week • identifying the day which comes before or
time/days after the other

2 identify main • discussing events related to the days of the

events of the days week
of the week • relating specific events to days of the week

5 identify main • discussing events related to the times of

events of the times the day
of the day • relating specific events of the day to times
of the day

96
Core element : Patterns, functions and algebra
Primary outcome : The learner will be able to use algebraic language and skills to solve textual problems

Assessme Success criteria Topic/ Suggested teaching and learning Suggested Suggested
nt Theme activities teaching, teaching and
standard learning and learning
assessment resources
methods
We will Learners must be able
know this to:
when
learners are 1 copy a simple Patterns • performing simple activities like clapping • role play • body parts
able to: pattern with hands, jumping, dancing and walking with • group work • bottle tops
• copy and one variation one pattern • pair work • coloured
extend • playing games involving patterns • individual objects
simple work • leaves
patterns 2 extend simple • weaving using leaves • demonstration • stones
patterns • counting in twos from 0 to at least 10 • observation • seeds
• completing given number patterns • question and • coins
answer • rough and
• create 1 design patterns • making number grids up to at least 10 using • self assessment smooth objects
patterns their own patterns • group • crayons
• copying and extending patterns assessment • beads
• colouring number grids up to at least 10 • peer • songs
using their own patterns assessment • games
• counting forward and backward in the • field trip
range of 0 - 20 • singing
• miming
2 predict the • predicting the patterns when counting • dancing
patterns in between 0 - 20 • games
given numbers

97
Assessment Success criteria Topic/ Suggested teaching and learning Suggested Suggested
standard Theme activities teaching, teaching and
learning and learning
assessment resources
methods

• describe 1 identify patterns Patterns • exploring natural patterns in the • role play • body parts
patterns in in the natural environment, eg: leaf arrangement • group work • bottle tops
natural environment • drawing some patterns • individual • coloured
and work objects
cultural 2 identify patterns • exploring different patterns in cultural • demonstration • leaves
artefacts in the cultural materials, eg: weaving products, pottery • observation • stones
objects products (artefacts) • group • seeds
• comparing different patterns in the cultural assessment • coins
materials • self assessment • rough and
• drawing some of the patterns observed • field trip smooth objects
• peer • crayons
assessment • beads
• pair work

98
Core element : Data handling
Primary outcome : The learner will be able to analyse and interpret data for decision making by using graphs,
tables and models

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

We will know Learners must be

this when able to:
learners are
able to:
• make and 1 collect data Graphs • collecting objects • group work • bottle tops
interpret (information) • naming objects collected • question and • blocks of
physical • classifying objects collected according to answer wood
graphs stated features • peer assessment • books
• drawing some of the collected objects • discussions • tins
• discovery • cards
• making physical graphs • story telling • rough and
2 make physical • drawing the physical graphs that they • pair work smooth objects
graphs have made • explanation (assorted
• investigation • physical
3 interpret physical • answering questions on the physical • observation objects)
graphs graphs made
• telling stories on the graphs made

99
References

Ashworth, AE (1981) The teaching of mathematics. London: Hodder and Stoughton.

Busbridge J and Womack, D (1991) Effective maths teaching: A guide to basic mathematical concepts.
Chelternham: Stanley Thornes Ltd.

Department of Education (2002). Revised national curriculum statement grades R – 9 (Schools Policy:
Mathematics. Pretoria. Fomeset Printer Cape

Malawi Institute of Education, (1993). Mathematics pupils' book for Standards 1 – 8. Domasi: Malawi
Institute of Education

Malawi Institute of Education, (1993). Mathematics teachers' guides for standards 1 – 8. Domasi:
Malawi Institute of Education

Ministry of Education, (1991). Primary school mathematics teaching syllabus. Domasi: Malawi Institute
of Education

Nair, R and Pool, P (1991). Mathematics methods: a resource book for primary school teachers. London:
Macmillan

Paling, R (1997). Teaching mathematics in primary schools. New York, Oxford University Press

Van de Walle, (2004). Elementary and middle school mathematics: teaching developmentally. New York:
Pearson Education, Inc.

100
 Syllabus for
Expressive Arts

Standard 2

101
Rationale
Expressive Arts enables learners to have exposure to traditional and diverse cultural
experiences and enjoyment in music, dance, art, drama and sporting activities. Through their
active involvement in the creation of these activities and demonstration of various abilities,
learners do not only contribute to their holistic development as individuals or teams, but also
offer alternative means of communication and promote the sense of pride in their cultural
heritage. They also develop a sense of appreciation for their country’s artistic skills in the fields
of music, dance, art, drama and sporting activities.

Core elements and their outcomes

a Creating, interpreting and presenting work

The learners will be bale to design, produce, demonstrate and perform sporting and
artistic activities to ensure an all round development.

b Participating and collaborating

The learners will be able to demonstrate personal and interpersonal skills, through
individual and group participation, in sports and arts in order to develop leadership
skills and teamwork.

c Expressing and communicating

The learners will be able to analyse and use multiple forms of communication and
expression in sports and arts.

d Holistic performance
The learners will be able to demonstrate an ability to perform in sports and arts
in a way that integrates the psychomotor, the affective and the cognitive domains

102
Term 1
Core element : Creating, interpreting and presenting work
Primary outcome : The learner will be able to design, produce, demonstrate and perform sporting and artistic
activities to ensure all round development

Assessment Success criteria Theme/Topic Suggested Suggested Suggested

standards teaching and teaching, learning teaching, learning
learning and assessment and assessment
activities methods resources
We will know this The learners must be
when the learners are able to:
able to:
• create various body 1 make various Free body • discussing body • demonstration • talular
movements body movements expression and movements which • discussion • checklist
using personal creativity cover available • question and answer • drums
and general space/free space • group work • whistles
space • running in a given • pair work • shakers
distance • brainstorming • flutes
• skipping • excursion • trumpets
• bending trunks • observation • portfolio
• leg cycling in the • self assessment • papers
air • peer assessment • pens
• swinging arms • pictures
• twisting body • magazines
• ropes
• rubrics

103
Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested
standards and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources

2 create body Free body • bowing to show • demonstration • talular

movements expression and respect • discussion • observation
which show creativity • kneeling • question and checklist
respect to those • squatting answer • portfolio
in authority and • clapping hands • group work • drums
the elderly • role playing • whistle
• brainstorming • shakers
3 perform body • moving freely to create• excursion • flutes
movements dance • teacher • trumpets
• singing songs in observation • rubrics
response to the dance • self assessment
• dancing • peer assessment

104
Core element : Participating and collaborating
Primary outcome : The learner will be able to demonstrate personal and interpersonal skills, through individual and
group participation in sports and arts in order to develop leadership skills and teamwork

Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested

standards and learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources
We will know this The learners must be
when the learners able to:
are able to:
• demonstrate 1 identify various Commands and • identifying commands • demonstration • talular
an commands signals and signals • discussion • observation
understanding • question and checklist
of commands 2 respond to • discussing the various answer • magazines
and signals commands commands and signals • group work • newspapers
• pair work • newspaper texts in
3 identify various • obeying commands and • role playing braille
signals signals • circuit training • portfolio
• dramatisation • braille paper
• responding to • story telling • whistles
4 respond to signals commands and signals • practice • costumes
• teacher • sign language
• role playing the observation interpreter
5 role play consequences of • self assessment • rubrics
consequences of disobeying commands • peer assessment
disobeying and signals
commands and
signals

105
Core element : Expressing and communicating
Primary outcome : The learner will be able to analyse and use multiple forms of communication and expression in
sports and arts
Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested
standards and learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources
We will know this The learners must be
when the learners are able to:
able to:
• perform artistic 1 make body Self expression • dancing freely • demonstration • talular
activities that movements to through dance • clapping hands to • discussion • observation
depict different express feelings express feelings • question and answer checklist
feelings • shake head to express • brainstorming • shakers
feelings • practice • drums
• shrug shoulders to • role play • whistles
express feelings • story telling • flutes
• jumping to express • singing • trumpets
feelings • dramatisation • songs
2 show feelings • making facial • self assessment • portfolio
through facial expressions to express • peer assessment • pictures
expressions feelings • rubrics
• identifying songs that
express feelings
3 sing songs that • singing action songs such
express feelings as:
− ‘chule adafera ku
dambo’
− buluzi wanona mchira’

106
Core element : Holistic performance
Primary outcome : The learner will be able to demonstrate an ability to perform in sports and arts in a way that
integrates the psychomotor, the affective and the cognitive domains
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standards learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources
We will know this The learners must be
when the learners are able to:
able to:
• make 1 identify items in Artistic • naming items found in their • demonstration • talular
• discussion • observation
representations of the environment representations environment
• question and checklist
items within their that can be • choosing items they want to
answer • papers
environment represented make representation of. • pencils
through art through art • group work
• pens
2 make artistic • drawing items from their • pair work
• pair of scissors
representations of environment • dramatisation • pictures
the items • modelling items found in • practice • raised diagrams
their environment • self discovery • portfolio
• tracing items from their • brainstorming • shakers
environment • teacher • drums
• singing songs about cross- observation • flutes
• peer assessment • whistle
cutting issues such as:
• self assessment • trumpets
− conservation of the
• costumes
environment • bottles
− HIV and AIDS • sand
3 market the • displaying the produced • clay
produced artistic items • sign language
items • costing and selling the interpreter
produced items • rubrics
107
Term 2
Core element : Creating, interpreting and presenting work
Primary outcome : The learner will be able to design, produce, demonstrate and perform sporting and artistic
activities to ensure all round development
Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested
standards and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
We will know this The learners must be
when the learners are able to:
able to:
• make collage using 1 identify Free expression • fetching materials from • demonstration • talular
different materials materials for and creativity the local environment • discussion • observation
found in the local making collage through art for collage • question and checklist
environment • selecting materials answer • portfolio
which they can use for • group work • reeds
collage • role playing • porridge for
• sorting out materials • excursion pasting
selected • brainstorming • sugar
• teacher observation • clay
2 make collage • cutting materials into • self assessment • sand
various shapes and • peer assessment • water
patterns • papers
• pasting cut outs on • pencils
various surfaces • pens
• displaying the • pair of scissors
products made • soft wire
• containers

108
Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested
standards and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources

3 make simple Free expression • identifying materials • demonstration • talular

musical and creativity for making simple • discussion • observation
instruments through art musical instruments • question and checklist
• making some musical answer • portfolio
instruments • group work • reeds
• playing musical • role playing • porridge for
instruments made • excursion pasting
• brainstorming • sugar
4 make simple • identifying materials • teacher observation • clay
toys for making toys • self assessment • sand
• making toys • peer assessment • water
• papers
• pencils
• pens
• pair of scissors
• soft wire
• containers
• sign language
interpreter
• rubrics

109
Core element : Participating and collaborating
Primary outcome : The learner will be able to demonstrate personal and interpersonal skills, through individual and
group participation in sports and arts in order to develop leadership skills and teamwork

Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested

standards and learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources
We will know this The learners must be
when the learners are able to:
able to:
• demonstrate active 1 perform plays Safety in art • discussing safe practises • demonstration • talular
involvement in that focus on in artistic activities • discussion • observation
organising and safety • dramatising situations • question and checklist
making art depicting safety answer • papers
materials with • role playing • pencils
attention to safety • dramatisation • pens
2 model, draw and • modelling, drawing and • practical • local paint
decorate simple decorating different art • teacher • clay
items safely items in groups observation • containers
• mock valuing and • self assessment • soft wire
costing the produced • peer assessment • mats
items • portfolio
• mock selling of • sign language
produced art items interpreter
• rubrics

110
Core element : Expressing and communicating
Primary outcome : The learner will be able to analyse and use multiple forms of communication and expression in
sports and arts

Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested

standards and learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources
We will know this The learners must be
when the learners able to:
are able to:
• express and 1 identify familiar Self expression • naming the instruments • demonstration • talular
communicate instruments used through art for expressing and • discussion • papers
ideas and for communicating • question and • pens
concepts from communication in • drawing local answer • local paint
their their environment instruments used for • excursion • portfolio
environment communication • brainstorming • flower
through art • modelling local • pair work • leaves
work instruments for • teacher • water
communication observation • stones
• self assessment • glue
2 perform songs and • listing local songs and • peer assessment • sawdust
dances to convey dances that convey • containers
messages messages on • soft wire
− HIV and AIDS • pair of scissors
− gender • whistle
− environmental • drums
degradation • trumpets
• performing local songs • flutes
• performing local dances • rubrics
111
Assessment Success criteria Theme/Topic Suggested teaching Suggested teaching, Suggested
standards and learning learning and teaching,
activities assessment methods learning and
assessment
resources

3 act out familiar Self expression • discussing cross- • demonstration • talular

situations on through art cutting issues such as: • discussion • observation
cross-cutting − gender • question and answer checklist
issues − environmental • role playing • portfolio
degradation • dramatisation • carton/card-
− corruption • teacher observation board box
• self assessment • whistle
• role-playing cross- • peer assessment • drums
cutting issues such as: • trumpets
− gender • flutes
− environmental • tins
degradation • rubrics
− corruption

112
Core element : Holistic performance
Primary outcome : The learner will be able to demonstrate an ability to perform in sports and arts in a way that
integrates the psychomotor, the affective and the cognitive domains

Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested

standards and learning teaching, learning teaching,
activities and assessment learning and
methods assessment
resources
We will know this The learners will be
when learners are able to:
able to:
• recognise 1 participate in Recognising • sewing rags, papers • demonstration • talular
similarities and artistic activities artistic and leaves • discussion • observation
differences representations • dancing and singing • question and answer checklist
between songs with messages • group work • flip charts
themselves and of: • pair work • sewing needles
others in artistic − HIV and AIDS • role playing • thread
performance − human rights • dramatisation • papers
− deforestation • self discovery • leaves
• rags
− gender • brainstorming
• pencils
• drawing familiar • teacher observation
• pens
objects • self assessment
• pair of scissors
• peer assessment
• shakers
2 recognise • evaluating similarities
• flutes
similarities and and differences in • drums
differences in artistic • whistle
artistic representations • costumes
representations • evaluating similarities • wire
and differences in • portfolio
artistic performances • rubrics

113
Term 3
Core element : Creating, interpreting and presenting work
Primary outcome : The learner will be able to design, produce, demonstrate and perform sporting and artistic
activities to ensure all round development
Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested
standards and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
We will know this The learners will be
when learners are able to:
able to:
• design, make and 1 make simple Free expression • identifying simple • demonstration • talular
use art items musical and creativity materials to make • discussion • observation
instruments through art musical instruments • question and checklist
• making simple answer • papers
musical instruments • pair work • pens
• playing simple • teacher • local paint
musical instruments observation • tins
• sticks
to accompany a song • self assessment
• bottles
and dance • peer assessment
• water
• sand
2 make simple toys • identifying materials
• seeds
for making simple
• wood
toys • plastic paper
• making simple toys • soft wire
• strings
• sewing needles
• pair of scissors
• portfolio
• rubrics
114
 Core element : Participating and collaborating
Primary outcome : The learner will be able to demonstrate personal and interpersonal skills, through individual and
group participation in sports and arts in order to develop leadership skills and teamwork
Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested
standards and learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources
We will know this The learners will be
when learners are able to:
able to:
• engage in a 1 describe various Creative play • discussing the roles • demonstration • talular
creative play as roles that can be which they can act out • discussion • observation
individuals and acted out • acting several gender • question and checklist
groups roles regardless of sex answer • costumes
• excursion • papers
2 play following • gathering and picking • role playing • pens
instructions using up relevant materials for • pair work • pair of scissors
items made from making items • practice • sands
the local • making various items • teacher • seeds
environment using materials gathered observation • clay
• playing using the items • self assessment • maize husks
made • peer assessment • sticks
• reeds
• containers
• cartons
• baskets
• strings
• tins
• tables
• rubrics

115
Core element : Expressing and communicating
Primary outcome : The learner will be able to analyse and use multiple forms of communication and expression in
sports and arts
Assessment Success criteria Theme/Topic Suggested teaching and Suggested teaching, Suggested
standards learning activities learning and teaching,
assessment methods learning and
assessment
resources
We will know this The learners will be
when learners are able to:
able to:
• use imagination 1 create different Self expression • identifying body • demonstration • talular
and fantasy to body movements to express • discussion • observation
express and movements to and communicate ideas • question and answer checklist
communicate express and • showing body • pair work • costumes
ideas communicate movements that can • role playing • papers
ideas express and communicate • dramatisation • pens
ideas • self discovery • pair of scissors
2 design different • joining lines to form • brainstorming • local paint
patterns that patterns, letters of the • teacher observation • local glue
express feelings alphabet, numbers and • self assessment • sand
3 experiment with basic shapes • peer assessment • clay
lines to create • modelling numbers and • practice • seeds
patterns, letters of the alphabet • sticks
numbers, letters • decorating patterns, • reeds
of the alphabet letters of the alphabet and • containers
and basic shapes basic shapes • baskets
• displaying patterns, • strings
letters of the alphabet and • tins
basic shapes • portfolio

116
Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested
standards and learning teaching, learning teaching and
activities and assessment learning
methods resources

4 use simple stories Self expression • telling stories • demonstration • mats

to express and expressing themselves • discussion • rubrics
communicate and communicating • question and answer • brush
ideas ideas • practice • talular
• singing songs of • teacher observation • observation
simple stories • self assessment checklist
communicating ideas • peer assessment • costumes
• drawing story telling • story books
pictures • papers
• pens
5 exhibit art • displaying patterns, • pencils
products that letters, numbers, basic • local paint
signify shapes and story – • local glue
communication telling pictures • pair of scissors
and expression • storing patterns, • charts
letters, numbers, basic • portfolio
shapes and story – • raised diagrams
telling pictures • portfolio
• rubrics

117
Core element : Holistic performance
Primary outcome : The learner will be able to demonstrate an ability to perform in sports and arts in a way that
integrates the psychomotor, the affective and the cognitive domains
Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested teaching,
standards and learning teaching, learning learning and
activities and assessment assessment
methods resources
We will know this The learners will be
when learners are able to:
able to:
• perform various 1 identify artistic Performing local • stating activities • demonstration • talular
indigenous activities within artistic activities within and outside • discussion • observation checklist
activities from and outside their the locality • question and • pencils
different places locality • discussing activities answer • pens
within and outside • group work • papers
their locality • pair work • pair of scissors
• modelling familiar • role playing • water
items in the locality • dramatisation • bottles
• practice • sand
2 produce an • composing songs • self discovery • clay
artistic activity based on concepts • brainstorming • seeds
based on concepts from within and • teacher observation • wood
from within and outside their locality • self assessment • wire
outside their • acting in plays based • peer assessment • cinema box
locality on concepts from • costumes
within and outside • drums
locality • shakers
• singing songs on • flutes
concepts from within • sign language
and outside locality interpreter
• rubrics

118
References

Bennet, J et al (1995). Rhythmic activities and dance. Champaign: human Kinetics

Hopple, CJ (1995). Teaching for outcomes in elementary physical education: a guide for
curriculum and assessment. Champaign: Human Kinetics

John, L (1990). Art in the primary school. New York: Chapman and Hall

MOE (1991). Creative arts primary school teaching syllabus. Domasi: Malawi Institute of
Education

MOE (1991). Needlecraft and Home Economics primary school teaching syllabus. Domasi:
Malawi Institute of Education

MOE (1991). Music primary school teaching syllabus. Domasi: Malawi Institute of
Education

MOE (1991). Physical education primary school teaching syllabus. Domasi: Malawi Institute
of Education

119
Syllabus for
Life Skills

Standard 2

120
Rationale
Life skills are abilities that enable individuals to effectively deal with demands and
challenges in everyday life. The life skills enable learners to understand themselves and
the world around them. Life Skills (LS) as a subject aims at continuing and extending the
development of the skills that the learners bring from home with a focus on the
promotion of the holistic development of the learner. Nurturing the physical, social,
emotional, intellectual, creative and spiritual growth of the learners is essential for the
learners’ healthy living as individuals, and members of families and society, which
forms the basis for facilitating all other learning. For example, through Life Skills,
learners will learn to organise and manage their lives; develop a team spirit regardless of
their cultural and religious backgrounds; avoid prevalent diseases such as sexually-
transmitted infections (STIs), HIV and AIDS; develop positive self-esteem; identify and
cope with problems of adolescence and other challenges of life as well as prepare for the
world of work.

Core elements and their outcomes

a Health promotion
The learner will be able to make informed decisions and demonstrate health
promoting behaviour in his/her personal life as well as in his/her community
and wider environment with particular attention to prevalent diseases such as
malaria, STIs, HIV and AIDS.

b Social development
The learner will be able to live and work effectively as a member of a family, a
group, a community and a nation with respect for gender equity and show an
understanding of individual rights and responsibilities within the wider society.

c Moral development
The learner will be able to demonstrate an understanding and appreciation of
diverse cultures through a commitment to morals, values, human rights and the
rule of law.

d Personal development
The learner will be able to use positive self-esteem for achieving and extending
personal potential to respond effectively to daily challenges.

e Physical development
The learner will be able to demonstrate an understanding of how physical
growth is linked to social, emotional and personal development through
participation in activities such as plays, games and sports in order to contribute
to the development of positive attitudes, values and self-esteem.

f Entrepreneurship and world of work

The learner will be able to understand the world of work in its widest sense and
demonstrate how to access further knowledge, skills and attitudes needed for
work.

121
Term I
Core element : Health promotion
Primary outcome : The learner will be able to make decisions and demonstrate health promoting behaviour in his/her
personal life as well as in his/her community and wider environment with particular attention to
prevalent diseases such as malaria, STIs, HIV and AIDS.

Assessment Success criteria Theme/Topic Suggested teaching Suggested teaching, Suggested

standard and learning activities learning and teaching and
assessment learning
methods resources
We will know this The learners must be
when the learners are able to:
able to:
• take good care of 1 explain the Caring for eyes • discussing reasons for • miming • TALULAR
their bodies - importance for and nose caring for the eyes and • teacher observation • containers
eyes and nose caring for eyes nose • peer assessment • basins
and the nose • mentioning materials • oral questions • soap
for cleaning their eyes • singing • clean water
and nose • discussion • songs
• cleaning eyes and nose • demonstration • bath towel
• self assessment • dolls/models
2 demonstrate • singing health • mirrors
proper ways of promoting songs, eg, • drums
caring for their Kodi nonse mwasamba? • feathers
eyes and nose • sign language
interpreter
• observation
checklist

122
Assessment Success criteria Theme/Topic Suggested teaching Suggested teaching, Suggested
standard and learning activities learning and teaching and
assessment learning
methods resources
We will know this The learners must be
when the learners are able to:
able to:
1 give reasons for • discuss the importance • miming • cotton wool
• take good care of Caring for ears
taking care of of caring for ears • teacher observation • match sticks
their bodies - ears
ears • identifying materials • peer assessment • songs
for caring for the ears • oral questions • observation
• singing checklist
2 demonstrate • practicing how to clean • discussion
proper ways of ears • demonstration
taking care of • singing health • self assessment
their ears promoting songs on ears

• take good care of 1 mention reasons Caring for teeth • discussing the
• salt
their bodies - of taking care of importance of cleaning
• soda
teeth the teeth the teeth
• tooth paste
2 demonstrate • discussing proper ways
• posters
proper ways of of caring for the teeth
• toothbrushes
taking care of the • identifying materials for
• clean water
teeth cleaning the teeth
• ash
• practicing how to clean
• containers
the teeth
• basins

123
Assessment Success criteria Theme/Topic Suggested teaching Suggested teaching, Suggested
standard and learning activities learning and teaching and
assessment learning
methods resources
We will know this The learners must be
when the learners are able to:
able to:
• take good care of 1 mention reasons Caring for hands • discussing the • miming • nail cutters
their bodies - for taking care of and finger nails importance of taking • teacher observation • basins
hands and finger their hands and care of hands and finger • peer assessment • soap
nails finger nails nails • oral questions • clean water
• identifying materials for • singing • sign language
taking care of hands • discussion interpreter
and finger nails • demonstration • observation
• self assessment checklist
2 demonstrate • practising how to care
proper ways of for the hands and finger
caring for their nails
hands and finger • singing health
nails promoting songs on
hands and finger nails

124
Assessment Success criteria Theme/Topic Suggested teaching Suggested teaching, Suggested
standard and learning learning and teaching and
activities assessment methods learning
resources
We will know this The learners must be
when the learners are able to:
able to:
• take good care of 1 mention reasons Caring for the • discussing the • miming • a pair of scissors
their bodies - hair for taking care of hair importance of caring • teacher observation • razor blades
their hair for the hair • peer assessment • combs
• discussing proper • oral questions • methlated spirit
ways of taking care of • singing • an electric shaver
the hair • discussion • songs
• identifying materials • demonstration • soap
for taking care of the • basins
hair • clean water
• shampoo
2 demonstrate • practising how to care • observation
proper ways of for the hair checklist
taking care of • singing health • bathing towel
their hair promoting songs on
caring for the hair

125
Assessment Success criteria Theme/Topic Suggested teaching Suggested teaching, Suggested
standard and learning learning and teaching and
activities assessment methods learning
resources
We will know this The learners must be
when the learners are able to:
able to:
• take care of their 1 state reasons for Caring for • discussing the • discussion • posters/raised
clothes taking care of clothes importance of caring • demonstration diagrams
clothes for clothes • oral questions • clean water
• identifying materials • singing • soap
for caring for clothes • observation • basins
• group work • pegs
• teacher observation • line
2 practise washing • practicing how to • self assessment • irons
and ironing wash • peer assessment • dirty clothes
clothes • practicing how to iron • ironing
clothes table/mat
• singing health • blanket
promoting songs • observation
checklist

126
Assessment Success criteria Theme/Topic Suggested teaching Suggested teaching, Suggested
standard and learning activities learning and teaching and
assessment learning
methods resources
We will know this The learners must be
when the learners are able to:
able to:
• care for pit latrines 1 use pit latrines Caring for pit • discussing proper ways • discussion • posters
and flash toilets and flash toilets latrines and flash of using the pit latrines • oral questions • soft paper
properly toilets and flash toilets • demonstration • clean water
• singing • soap
2 care for pit • identifying materials for • teacher observation • disinfectant
latrines and flash cleaning pit latrines and • self assessment • observation
toilets properly flashing toilets • peer assessment checklist
• practising how to clean
pit latrines and flash
toilets

3 give reasons why • discussing reasons for

they should care caring for latrines and
for pit latrines flash toilets
and flash toilets • singing health
promoting songs

127
Assessment Success criteria Theme/Topic Suggested teaching Suggested teaching, Suggested
standard and learning learning and teaching and
activities assessment methods learning
resources
We will know this The learners must be
when learners are able to:
able to:
• demonstrate an 1 mention common Common • identifying common • discussion • posters/raised
understanding of accidents and accidents accidents and places • oral questions and diagrams
common accidents places where they where they can occur answers • case study
and their effects can occur • group work • stories
• case studies • learners
2 identify the • discussing the causes • story telling • road
causes of the of common accidents • teacher observation • local
accidents • self assessment environment
• peer assessment • songs
• seeds
3 explain the • discussing the effects • poisonous
effects of the of common accidents substances
accidents • listening to case • sharp objects, eg,
studies on common razor blades
accidents and their • observation
effects checklist
• telling stories about
common accidents
and their effects

128
Assessment Success criteria Theme/Topic Suggested teaching Suggested teaching, Suggested
standard and learning learning and teaching and
activities assessment methods learning
resources
We will know this The learners must be
when learners are able to:
able to:

• protect themselves 1 explain how Prevention of • discussing ways of • discussion • posters

and others from common common preventing common • teacher observation • razor blades
common accidents accidents can be accidents accidents at home, • peer assessment • paraffin
prevented at school and on the • demonstration • case studies
home, school and road • self assessment • road signs
on the road • identifying road signs • singing • observation
and signals checklist
• drawing some of the • songs
road signs
• demonstrating proper
ways of using the
road
• singing songs on the
prevention of
common accidents

129
Term 2
Core element : Health promotion
Primary outcome: The learner will be able to make decisions and demonstrate health promoting behaviour in his/her
personal life as well as in his/her community and wider environment with particular attention to
prevalent diseases such as malaria, STIs, HIV and AIDS.
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know this The learners must be
when the learners are able to:
able to:
• demonstrate an 1 explain how Spread and • discussing the spread of • brainstorming • local
understanding of malaria is spread prevention of malaria • peer assessment environment
the ways of malaria • discussing signs and • oral questions • resource persons
preventing symptoms of malaria • teacher • posters
malaria • role playing how malaria is observation • raised diagrams
spread • singing • sign language
• singing songs on how • discussion interpreter
malaria is spread • role play • role play
• self assessment exercises
2 state how • discussing places where • project • hoes
malaria can be mosquitoes breed • tins
prevented • discussing ways of • water containers
controlling mosquitoes • rubbish pits
from breeding • slashers
• songs
• observation
checklist

130
Assessment Success criteria Theme/Topic Suggested teaching Suggested teaching, Suggested
standard and learning activities learning and teaching and
assessment methods learning
resources

3 demonstrate • practising prevention

ways of of malaria by
preventing - cutting tall grass short
malaria - burying all empty
containers
- filling pot holes
- draining stagnant
water
- sleeping in mosquito
nets
• singing songs on the
prevention of malaria

131
Assessment Success criteria Theme/Topic Suggested teaching Suggested teaching, Suggested
standard and learning activities learning and teaching and
assessment learning
methods resources
We will know this The learners must be
when the learners are able to:
able to:
• describe practices 1 mention practices Spread and • identifying illustrated • discussion • learners
that promote the that promote the prevention of instruments in their • question and • razor blade
spread of HIV spread of HIV HIV and AIDS book that may promote answer • needles
infection and infection the spread of HIV • group work • songs
ways of • stating dangers of • demonstration • resource persons
preventing the playing with sharp • role play • toothbrushes
infection instrument • teacher observation • knife
• discussing ways in • singing • water
which HIV infection is • peer assessment • tooth paste
spread • self assessment • cup
• axes
• discussing ways in • posters/raised
2 state ways of which HIV infection can diagrams
preventing HIV be prevented • role play
infection • role playing a situation exercises
on HIV and AIDS • observation
prevention checklist
• singing songs on HIV
and AIDS prevention

132
Core element : Social development
Primary outcome: The learner will be able to live and work effectively as a member of a family, a group, a community
and a nation with respect for gender equity and show an understanding of individual rights and
responsibilities within the wider society.

Assessment Success criteria Theme/Topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment learning
methods resources
We will know this The learners must
when the learners are be able to:
able to:
1 mention names of Relationships • sharing experiences about • demonstration • poems
• demonstrate
their friends their friends • oral questions • stories
appropriate
• teacher observation • learners
behaviour in
2 explain the • peer assessment • TALULAR
relationships • discussing the importance
importance of • role pay • food stuffs
of relationships
having friends • discussion • posters
• singing • pictures
3 state ways of • discussing ways of • story telling • raised posters
strengthening strengthening friendships • self assessment • raised pictures
relationships • role playing how to • poetry recitals • local
strengthen friendships environment
• role play
• singing songs and reciting
poems on love, respect and exercises
• observation
concern for others
checklist

133
Assessment Success criteria Theme/Topic Suggested teaching Suggested teaching, Suggested
standard and learning activities learning and teaching and
assessment learning
methods resources
We will know this The learners must be
when the learners are able to:
able to:
• show an 1 explain the Self-esteem • discussing illustrations • group work • learners
understanding of importance of self- on self-esteem • question and • resource
the value they esteem at home, • discussing the answer persons/role
attach to school and at play importance of self- • discussion model
themselves esteem at home, school • teacher observation • posters/raised
and at play • games diagrams
• listening to presentations • self assessment • local
by role models • peer assessment environment
• discussing the • balls
presentations • observation
• practising how to build checklist
self-esteem

134
Assessment Success criteria Theme/Topic Suggested teaching Suggested teaching, Suggested
standard and learning activities learning and teaching and
assessment learning
methods resources
We will know this The learners must be
when the learners able to:
are able to:
• communicate 1 explain the Effective • discussing illustrations • question and • learners’
effectively with importance of communication on communication answer experiences
others effective • discussing the • discussion • posters/raised
communication importance of effective • teacher observation diagrams
communication • role play • sing language
• demonstration interpreter
2 state the • discussing • self assessment • role play
disadvantages of disadvantages of poor • peer assessment exercises
poor communication communication • posters
• local
3 identify ways of • discussing ways of environment
promoting effective promoting effective • observation
communication communication checklist
• role playing the
disadvantages of poor
communication

135
Assessment Success criteria Theme/Topic Suggested teaching Suggested teaching, Suggested
standard and learning activities learning and teaching and
assessment learning
methods resources
We will know this The learners must be
when the learners able to:
are able to:
• appreciate that 1 identify their Our similarities • identifying their physical • group work • resource persons
they are similar similarities with and social similarities • discussion • learners
to others in a others • narrating stories that • question and • local
number of ways promote oneness due to answer environment
similarities • demonstration • posters/raised
• story telling diagrams
2 explain the • discussing the • self assessment • stories
importance of such importance of sharing • peer assessment • observation
similarities same class, same village, • teacher observation checklist
same denomination as
well as doing the same
work

136
Core element : Moral development
Primary outcome : The learner will be able to demonstrate an understanding of diverse cultures through a
commitment to moral values, human rights and rule of law.

Assessment Success criteria Theme/Topic Suggested teaching Suggested teaching, Suggested

standard and learning activities learning and teaching and
assessment learning
methods resources
We will know this The learners must be
when the learners are able to:
able to:
• show appreciation 1 demonstrate Norms • discussing norms • discussion • TALULAR
for the importance norms at home, practiced at home, • oral questions • posters
of norms at home, school and school and at play • teacher observation illustrating
school and play during play • role playing norms • peer assessment norms
practiced at home, • role play • raised diagrams
school and play • singing • learners
• self assessment • written stories
• discussing the • songs
2 explain the importance of having • sign language
importance of norms at home, school interpreter
having norms at and play • pictures
home, school and • role play
play • singing songs on norms • observation
checklist

137
Assessment Success criteria Theme/Topic Suggested teaching Suggested teaching, Suggested
standard and learning learning and teaching and
activities assessment methods learning
resources

3 explain the • discussing illustration • discussion • posters

consequences of on not observing • teacher observation • stories
not observing norms • peer assessment • sign language
norms • discussing • self assessment interpreter
consequences of not • story telling • observation
following norms checklist
• telling stories/folk
tales on consequences
of not following
norms

138
Assessment Success criteria Theme/Topic Suggested teaching Suggested teaching, Suggested
standard and learning activities learning and teaching and
assessment learning
methods resources
We will know this The learners must be
when the learners are able to:
able to:
• demonstrate an 1 mention Morals • discussing illustrations • discussion • learners
understanding of examples of on morals • question and answer • posters
morals morals • brainstorming examples • group work • raised diagrams
of acceptable and • role play • stories
unacceptable morals • demonstration • case studies
• listening to the stories • teacher observation • role play
on morals • peer assessment exercises
• story telling • observation
2 explain the • discussing the • self assessment checklist
consequences of consequences of not • brainstorming
unacceptable having acceptable
morals morals

3 show • role playing the

appreciation of importance of having
the importance of acceptable morals
morals • discussing the role plays

139
 Term 3
Core element : Moral development
Primary outcome : The learner will be able to demonstrate an understanding of diverse cultures through a
commitment to moral values, human rights and rule of law.
Assessment Success criteria Theme/Topic Suggested teaching Suggested teaching, Suggested
standard and learning activities learning and teaching and
assessment methods learning
resources
We will know this The learners must
when the learners are be able to:
able to:
• demonstrate an 1 mention Values • brainstorming examples • discussion • pictures
understanding of examples of of values • teacher observation • raised drawings
values in their values • discussing what they • oral questions • posters
everyday life think are important • peer assessment • learners
things in their lives • brainstorming • raised pictures
• role play • local
2 mention what • discussing what they • singing environment
they would like want to be in future • self assessment • TALULAR
to be in future • role playing the • songs
following situations • sign language
- importance of fair play interpreter
- importance of sharing • Braille materials
things with others • resource persons
- importance of working • role play
hard in school exercises
• discussing the role plays • observation
• singing songs on checklist
different careers such as
teachers, doctor and
nurse

140
Assessment Success criteria Theme/Topic Suggested teaching Suggested teaching, Suggested
standard and learning learning and teaching and
activities assessment methods learning
resources

3 explain the • discussing • discussion • resource persons

consequences of consequences of not • teacher observation • learners
not having values having values • oral questions • observation
• peer assessment checklist
3 show • discussing the • self assessment
appreciation for importance of valuing
the importance of things in life
values

141
Core element : Social development
Primary outcome : The learner will be able to live and work effectively as a members of a family, a group, a community
and a nation with respect for gender equity and show an understanding of individual rights and
responsibilities within the wider society.
Assessment Success criteria Theme/Topic Suggested teaching Suggested teaching, Suggested
standard and learning activities learning and teaching and
assessment learning
methods resources
We will know this The learners must be
when the learners are able to:
able to:
• discussing • learners
• describe who they 1 explain how they Self – • discussing illustrations
• question and • posters
are are different from awareness on self-awareness
answer • raised diagrams
others • telling their names and
• group work • songs
other information about
• singing • observation
themselves to their
• stories checklist
friends
• singing songs about their • peer assessment
identity • self assessment
• teacher observation
• discussing their physical
2 describe their
physical and and social characteristics
social
characteristics

142
Assessment Success criteria Theme/Topic Suggested teaching Suggested teaching, Suggested
standard and learning activities learning and teaching and
assessment learning
methods resources
We will know this The learners must be
when the learners are able to:
able to: • learners
• demonstrate what 1 explain what What I am • discussing illustrations • discussion
• resource persons
they are able to do they are able to able to do on what they are able to • question and
• local
do do answers
environment
• discussing what they are • group work
• stories
able to do • story telling
• posters
• listening to presentations • teacher observation
• raised drawings
by role models • peer assessment
• observation
• discussing the • self assessment
checklist
presentations

2 set goals in life • setting goals individually

• sharing their goals with
others

3 identify ways of • discussing ways of

achieving goals achieving their goals

143
Assessment Success criteria Theme/Topic Suggested teaching Suggested teaching, Suggested
standard and learning activities learning and teaching and
assessment learning
methods resources
We will know this The learners must be
when the learners are able to:
able to:
• demonstrate 1 identify demands Demands and • discussing problems • brainstorming • learners
abilities to deal and challenges at challenges of they face at home and • teacher observation • posters
with demands home and school everyday life school, eg: • peer assessment • raised diagrams
and challenges at − success at school • oral questions • sign language
home and school − peer pressure • discussion interpreter
− child abuse • role play • case studies
• case studies • role play
2 state effective self assessment exercises
• discussing effective ways •
ways of dealing • story telling • stories
of dealing with the
with the demands case studies observation
demands and challenges • •
and challenges at checklist
• analysing case studies on
home and school
ways of dealing with
demands and challenges
• answering question on
the case studies
3 describe the
• role playing situations of
consequences for
dealing with the
not dealing well
demands and challenges
with demands and
at home and school
challenges
• story telling on
consequences for not
dealing with the
demands and challenges

144
Core element : Physical development
Primary outcome: The learner will be able to demonstrate an understanding of how physical growth is linked to social,
emotional and personal development through participation in activities such as plays, games and
sports in order to contribute to the development of positive values and self-esteem.
Assessment Success criteria Theme/Topic Suggested teaching Suggested teaching, Suggested
standard and learning learning and teaching and
activities assessment methods learning
resources
We will know this The learners must be
when the learners are able to:
able to:
• demonstrate an 1 mention things Growing up • discussing • discussion • learners
understanding of which they illustrations on things • question and answer • posters
their physical consider considered to be • group work • raised diagrams
changes important as they important • teacher observation • local
grow up • discussing what they • peer assessment environment eg.
consider to be • self assessment Bicycle,wheels,
important as they modelled cars,
grow up cows
• observation
2 mention what • discussing what they • pair work checklist
they would like would like to be as • discussion
to be when they they grow up • peer assessment • posters
grow up • self assessment • learners
• resource persons
3 mention the • sharing experiences of • discussion • observation
physical changes activities they are able • group work checklist
that have taken to do as they grow up • peer assessment • chalkboard
place in their • self assessment rulers
bodies • teacher observation • measuring tapes

145
Assessment Success criteria Theme/Topic Suggested teaching Suggested teaching, Suggested
standard and learning learning and teaching and
activities assessment learning
methods resources
We will know this The learners must be
when the learners are able to:
able to:
1 mention things Coping with • discussing factors that • discussion • learners
• demonstrate an
that can cause emotions can cause stress • group work • posters
understanding of
stress • oral questions • raised diagrams
physical and
• teacher observation • water
emotional changes
2 mention ways of • discussing ways of • role play • basins
associated with
coping with coping with • demonstration • pails
different levels of
unhappiness unhappiness • peer assessment • slashers
growth
• self assessment • mops
3 show • role playing factors that • brooms
appreciation for cause stress • local
the importance of environment
coping with • discussion • observation
unhappiness • group work checklist
• peer assessment • role play
• self assessment exercises

146
Core element : Entrepreneurship and world of work
Primary outcome : The learner will be able to understand the world of work in its widest sense and demonstrate how
to access further knowledge, skills and attitudes needed for work.

Assessment Success criteria Theme/Topic Suggested teaching Suggested teaching, Suggested

standard and learning learning and teaching and
activities assessment methods learning
resources
We will know this The learners must be
when learners are able to:
able to:

• demonstrate an 1 mention tasks World of work • discussing • brainstorming • posters/raised

understanding of that are and gender illustrations on the • teacher observation • learners
the world of work traditionally done roles of boys and girls • peer assessment • sign language
and gender issues by a particular • discussing the roles • oral questions specialist
sex at home and done by both boys • discussion • resources
school and girls separately • story telling persons
• discussing the roles • role play • role play
that are done by boys • demonstration exercises
and girls at home and • self assessment • questionnaires
school separately • case study
material
• songs
• musical
instruments
• observation
checklist

147
Assessment Success criteria Theme/Topic Suggested teaching Suggested teaching, Suggested
standard and learning learning and teaching and
activities assessment methods learning
resources

2 state roles that • discussing the roles • case studies • case studies
can be done by that can be done by • teacher observation • learners
both boys and both boys and girls • peer assessment • songs
girls at home and • role playing the roles • oral questions • stories
school that can be done by • role play • resource persons
both boys and girls at • singing • observation
home and school • self assessment checklist
• singing songs on the • role play
roles done by boys exercises
and girls

148
Assessment Success criteria Theme/Topic Suggested teaching Suggested teaching, Suggested
standard and learning learning and teaching and
activities assessment methods learning
resources
We will know this The learners must be
when learners are able to:
able to:
• display basic 1 identify Money • identifying Malawi • discussion • learners
financial denominations of currency • teacher observation • resource person
management skills Malawi currency • discussing • oral questions • raised diagrams
denominations of • peer assessment • posters
Malawi currency • role play • bank notes
2 state the value of • discussing durability • group work • coins
denominations of of Malawi money • self assessment • role play
money • drawing/tracing exercises
samples of money • observation
• displaying the checklist
traced/drawn work
for peer assessment
• discussing proper
ways of getting
money
• discussing use of
money
3 mention the one • discussing who
who controls controls money in
money in their their families
home
4 appreciate the • role playing use of
importance of money
financial
management

149
References
Coon, D (1994 ). Essentials of psychology: exploration and application. New York:
West Publishing Company
Liebert, RM; Nelson, RW and Kail, RV (1986). Developmental psychology. New
York: Prentice – Hall
Mhlanga, AS et al (2000). Senior secondary life skills education: student’s book 3
and 4. Blantyre: Macmillan Malawi Limited
Ministry of Education (2000). Life skills education syllabus for Standard 5. Domasi:
Malawi Institute of Education
Ministry of Education (2000). Life skills education syllabus for Standards 1 and 2.
Domasi: Malawi Institute of Education
Ministry of Education (2000). Life skills education syllabus for Standard 3. Domasi:
Malawi Institute of Education
Ministry of Education (2000). Life skills education syllabus for Standard 4. Domasi:
Malawi Institute of Education
Ministry of Education and Culture (1993). Let’s talk – an AIDS action programme
for schools, grade 7 pupils’ book. Harare: UNICEF
Ministry of Education and Culture (1993). Let’s talk – an AIDS action programme
for schools, grade 7 teachers’ book. Harare: UNICEF
Ministry of Education, Science and Technology (2002). Life skills and sexual and
reproductive health education syllabus for Standards 6–8. Domasi: Malawi
Institute of Education
Mussen, PH; Conger, JJ; Kagan, J and Huston, AC (1990). Child development and
personality. New York: Harper and Row
NFWCM, JSI-STAFH and PATH (1998). Life planning skills: a curriculum for young
people in Malawi
Solomon Belayneh (1995). Life skills activities for AIDS/STD education. Addis
Ababa: AIDS Education Programme, Ministry of Education
Weitten, W (1986). Psychology applied to modern life: adjustment in the 80’s, 2nd
ed. Califonia: Brooks/Cole Publishing Company
World Health Organisation (1994). Life skills education in schools. Geneva: World
Health Organisation
World Health Organisation (1996). Life skills education. planning for research.
Geneva: World Health Organisation

150
 Syllabus for

Bible knowledge

Standard 2

151
Rationale
The primary school Bible knowledge syllabus will offer an alternative to address the
generic issues such as environmental degradation, moral decay, violence and juvenile
delinquency, Sexuality transmitted infections (STIs), HIV/AIDS and drug and substance
abuse. The syllabus therefore aims at focusing the teaching of Bible knowledge to
address these generic issues besides giving historical facts, beliefs, doctrines and
practices. It also encourages learner centred/participatory teaching methodologies.
Bible beliefs, skills and practices are used to assist the child live in harmony with the
spiritual and physical world and be responsible citizens.
Core elements and their outcomes

God the Father

The learner will be able to demonstrate an understanding of creation, obedience, God as
the Father and His leadership through the prophets, judges and kings.

Life of Jesus
The learner will be able to demonstrate an understanding of the family, life, work, death
and resurrection of Jesus.

Christian life
The learner will be able to demonstrate an understanding of Christian principles as a
guide for this life and the life to come.

Christian approaches to contemporary issues

The learner will be able to demonstrate an understanding of Christian approaches on
human rights and democracy, gender, politics, HIV and AIDS, the environment, drugs
and substance abuse and vulnerable people

152
 Term 1
Core element : The Life of Jesus
Primary outcome : The learner will be able to demonstrate an understanding of the family, life, work, death and
resurrection of Jesus
Assessment Success Criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know this The learners must be
when the learners to:
are able to:
• demonstrate an 1 describe a family The family  identifying members of their  question and  talular
understanding of own family answer  pupils’
a family as an  drawing members of their own  pair work experiences
institution family  group work  observation
created by God  stating duties shared among  class discussion checklists
family members  teacher  charts
observation  pictures
2 discussing a  identifying a church  singing  song books
church as a  discussing meaning of a church  peer assessment  the Bible
family  giving examples of churches Mathews 1:18-25
 suggesting reasons why people Mark 6: 3
go to church Genesis 2: 15
Genesis 2: 20 -24
3 identify roles of  brainstorming some roles that  films/video
family members each family member does at tapes/audio tapes
home on the family
 discussing roles of each family
member

153
Assessment Success Criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, teaching and
learning and learning
assessment resources
methods

• demonstrate an 4 role play roles of The family  role playing roles of family  question and  talular
understanding of family members members answer  pupils’
a family as an  singing a song  pair work experiences
institution  group work  observation
created by God 5 explain a family  discussing how God instituted  class discussion checklists
as instituted by the first family in the garden of  teacher  charts
God Eden observation  pictures
 singing songs thanking God for  singing  song books
own family  peer assessment  the Bible
Mathews 1:18-25
6 describe the family  identifying roles of Mary and Mark 6: 3
of Jesus Joseph Genesis 2: 15
 discussing the roles of Jesus Genesis 2: 20 -24
 discussing meaning of a church  films/video
 giving examples of churches tapes/audio tapes
 suggesting reasons why people on the family
go to church  rubrics
 portifolios
 braille materials
 hand frames
 stylus
 raised diagrams

154
 Core element : God the Father
Primary outcome : The learner will be able to demonstrate an understanding of creation, obedience, God as the
Father and His leadership through prophets, judges and kings.
Assessment Success Criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, teaching and
learning and learning
assessment resources
methods
• describe basic
needs that God
provides us
1 identify the Family needs  listing things used in the home  question and  talular
needs of the  listing basic needs of the family answer  pupils’
family  discussing how to care for  pair work experiences
family needs  group work  observation
2 identify sources  naming sources of family needs  class checklists
of family needs as  singing songs thanking God for discussion  charts
provided by God providing family needs:  teacher  pictures
- rivers observation  raised pictures
- lakes  singing  song books
- plants  peer  the Bible
- animals assessment Genesis 1: 27 – 31
3 discuss ways of  identifying ways of acquiring  self  films/video
acquiring family family needs assessment tapes/audio
needs  role playing ways of acquiring tapes
family needs  rubrics
4 describe ways of  brainstorming ways of caring  portifolios
caring for family for other things
needs  discussing ways of caring for
other things

155
 Core element : The Life of Jesus
Primary outcome : The learner will be able to demonstrate an understanding of the family, life, work, death and
resurrection of Jesus
Assessment Success Criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know this The learners must be
when the learners to:
are able to:
• describe the 1 explain the angel’s The birth of John  discussing the background of  group work  local
birth of John the message to the Baptist the family of Zechariah  question and environment
Baptist Zechariah  narrating the angel’s message answer  pupils
to Zechariah  class  pictures
discussion  charts
2 role play  discussing the illustration of  teacher  film/video
Zechariah’s Zechariah and the angel observation /audio tapes
experience in the  role playing Zechariah ‘s  peer  pupils’
temple experience assessment experiences
 role play  observation
3 explain the birth  narrating the story of the birth  self checklists
of John the of John the Baptist assessment  the Bible:
Baptist  discussing the birth of John the Lk 1: 5 – 25, 57– 65
Baptist  portifolios
 rubrics
4 role play the  studying the illustration of  braille materials
story of the birth Zechariah, Elizabeth and John
 hand frames
of John the  role playing the birth of John
 stylus
Baptist the Baptist

156
 Term 2
Core element : The Life of Jesus
Primary outcome : The learner will be able to demonstrate an understanding of the family, life, work, death and
resurrection of Jesus
Assessment Success Criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know this The learners must be
when learners are to:
able to:
• demonstrate an 1 describe the The birth of  narrating the angel’s message  brainstorming  talular
understanding of angel’s messages Jesus to Mary  group work  local
the birth of Jesus to Mary and  narrating the angel’s message  question and environment
Joseph to Joseph answer  pictures
 class  charts
2 explain the  discussing why Mary and discussion  film/video
journey of Joseph Joseph went to Bethlehem  teacher tape/audio tapes
and Mary to  discussing how Mary and observation  pupils’
Bethlehem Joseph found a sleeping place  peer experiences
in Bethlehem assessment  pupils
3 explain the story of  brainstorming the meaning of  role playing  observation
the shepherds and the term ‘Christmas’  story telling checklists
the Wisemen  discussing the term Christmas  self  the Bible:
 narrating the birth of Jesus assessment Lk 1: 26 – 38, 2: 1 –
 telling the story of shepherds 20
 telling the story of visitors from Matt 1: 18 – 24; 2:
the east 12 – 22
 role playing the Christmas  portifolios
story  rubrics

157
 Core element : Christian Life
Primary outcome : The learner will be able to demonstrate an understanding of christian principles as a guide for
this life and the life to come
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, teaching and
learning and learning resources
assessment
methods
We will know this The learners must be
when learners are to:
able to: 1 explain the  brainstorming the meaning
 demonstrate an meaning of love Love of the term ‘love’  brainstorming  local environment
 observation
understanding  discussing the meaning of  story telling
checklists
of love of people the term love  role playing
 pupils’ experiences
for each other  sharing personal  teacher  video tapes/audio
experiences on love observation tapes
 discussing ways people  question and  newspapers
show love to others answer  radio cassette
2 demonstrate love  telling how they show love  peer assessment player
to each other to their friends  the Bible
 role playing showing love 1 Corinthians 13:4-7
to friends Luke 10:27
3 describe Biblical  describing biblical meaning  portifolios
meaning of love of love  rubrics
 braille materials
 discussing the importance
 hand frame
4 explain the of love
 stylus
importance of love  demonstrating sharing  raised diagrams
things

158
 Core element : Christian Life
Primary outcome : The learner will be able to demonstrate an understanding of christian principles as a guide for
this life and the life to come
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested teaching
standard learning activities teaching, and learning
learning and resources
assessment
methods
We will know this The learners must be
when learners are to:
able to:
 demonstrate an 1 describe Bible The love of Jesus  discussing what God does  brainstorming  local environment
understanding stories in which to people  story telling  observation
of Jesus’ love for Jesus showed His  identifying Bible stories in  singing checklists
us love to people which Jesus showed His  teacher  pupils’ experiences
 video tapes/audio
love to people observation
tapes
 discussing Bible stories in  question and
 newspapers
which Jesus showed His answer  radio cassette players
love to people  peer assessment  the Bible
Lk 17:11-19; Lk 18: 15-17
2 describe Jesus’  discussing ways in which John 6:1-14
love to us God shows love to us Mathew 8:1-4
 mentioning ways in which Mathew 27: 15-27
Jesus shows love to us  rubrics
 singing religious songs  portifolios
showing the love of Jesus  braille materials
 hand frames
 stylus
 raised diagrams

159
 Core element : Christian approaches to contemporary issues
Primary outcome : The learner will be able to demonstrate an understanding of christian approaches on human
rights and democracy, gender, politics, HIV and AIDS, the environment, drug and substance
abuse and vulnerable people.
Assessment Success Criteria Theme/Topic Suggested teaching and Suggested Suggested teaching
standard learning activities teaching, and learning
learning and resources
assessment
methods
We will know this The learners must be
when the learners to:
are able to:
 demonstrate 1 describe the Environmental  observing different types of  brainstorming  observation
an origins of soil and conservation soil  story telling checklists
understanding water in the Bible  classifying soil found in the  teacher  pupils’ experiences
of christian environment observation  religious books
appreciation of  listing sources of soil and  question and  realia
soil and water water in the environment answer  the Bible
in the  group work Gen. 2: 1 - 20
environment 2 explain the uses of  identifying uses of soil and  peer assessment Acts 8: 35
soil and water water Acts 2: 38
 discussing care of the soil John 1:29
and water Matt 3: 5 – 6
 singing songs about the Math 13: 3 - 9
importance of soil and water  rubrics
 portifolios
3 describe uses of  stating the origin of water  braille materials
soil and water in and soil in the Bible  hand frames
the Bible  brainstorming the uses of  stylus
water and soil in the Bible  raised diagrams

160
Assessment Success Criteria Theme/Topic Suggested teaching and Suggested Suggested teaching
standard learning activities teaching, and learning
learning and resources
assessment
methods

4 describe ways of Environmental  identifying ways of  brainstorming  observation

conserving and conservation preserving and conserving  story telling checklists
preserving soil soil and water  teacher  pupils’ experiences
and water observation  religious books
 question and  realia
answer  the Bible
5 discuss the  stating the importance of  group work Gen. 2: 1 - 20
importance of conserving and preserving  peer assessment Acts 8: 36
conserving and soil and water Acts 2: 38
preserving soil  appreciating conservation of Matt 3: 5 – 6
and water soil and water in their school Matt 13: 3 - 9
environment  rubrics
 portifolios
 braille materials
 hand frames
 stylus
 raised diagrams

161
Term 3
Core element : Christian approaches to contemporary issues
Primary outcome : The learner will be able to demonstrate an understanding of christian approaches on human
rights and democracy, gender, politics, HIV and AIDS, the environment, drug and substance
abuse and vulnerable people.
Assessment Success Criteria Theme/Topic Suggested teaching and Suggested Suggested teaching
standard learning activities teaching, and learning
learning and resources
assessment
methods
We will know this The learners must be
when learners are to:
able to: 1 explain bible HIV and AIDS  identifying biblical stories on  brainstorming  talular
 describe stories on healing  role play  observation
christian diseases and  discussing biblical stories on  discussion checklists
altitudes to healing healing  teacher  pupils’ experiences
HIV and AIDS.  role playing biblical stories observation  religious books
on healing  question and  realia
2 identify tools  identifying tools that can answer  the Bible
that can facilitate facilitate the spreading of  singing Matt. 9: 6, Math 4: 24
the spreading of HIV and AIDS  peer assessment Mark 9: 17 – 27
HIV and AIDS  discussing how HIV is Lk: 8 : 49 - 55
3 discuss ways of spread Acts 9: 34
preventing the  singing songs about HIV Lk 17: 11-19
spreading of and AIDS James 5: 14-15
HIV and AIDS  discussing care given to HIV  portifolios
4 explain the care patients  rubrics
for HIV/AIDS  discussing ways of
patients preventing the spreading of
HIV and AIDS

162
Core element : Christian approaches to contemporary issues
Primary outcome : The learner will be able to demonstrate an understanding of christian approaches on human
rights and democracy, gender, politics, HIV and AIDS, the environment, drug and substance
abuse and vulnerable people.
Assessment Success Criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know this The learners must be
when the learners to:
are able to:
 demonstrate 1 identify their Human Rights  brainstorming rights and  brainstorming  talular
christian rights and responsibilities of children  story telling  local environment
understanding responsibilities  discussing rights and  group work  observation
of human rights responsibilities of children  role play checklists
and democracy  teacher  pupils’
2 describe roles and  identifying roles and observation experiences
responsibilities of responsibilities of village  question and  religious books
village members members answer  realia
 discussing roles and  discussion  the Bible
responsibilities of village  peer assessment Gen 45:3 – 5
members Act 9: 36 – 43
 drawing roles and Luke 5: 18 – 20
responsibilities of village Luke 9: 10 – 17
members Luke 10: 30-37

163
Assessment Success Criteria Theme/Topic Suggested teaching Suggested Suggested
standard and learning activities teaching, teaching and
learning and learning
assessment resources
methods

3 explain stories Human Rights  identifying stories from  brainstorming  talular

from the Bible on the Bible on roles and  story telling  local environment
roles and responsibilities  group work  observation
responsibilities  discussing stories from  role play checklists
the Bible on roles and  teacher  pupils’
responsibilities observation experiences
 role playing biblical  question and  religious books
stories on roles and answer  realia
responsibilities  discussion  the Bible
 peer assessment Judges 4
Rom 2: 18
Col. 3: 21
Eph. 6: 4
2 Tim. 1:15
3:15
 portifolios
 rubrics

164
References

Bull, NJ and Whitburn, VD (1967) The Life of Jesus, London, Hulton Educational
Publication Ltd

Degering, Etta B (1977) My Bible Friends Book 1, Review & Herald Publication
Association, California

Heaton, EW (1966) Everyday Life in the Old Testament Times, BT Batsford Led.
London

Jupe J (et al) (1985) Child development and the family. London, Macmillan Education
Ltd

Malawi Institute of Education (1997), Religious Education Teachers Guides for

Standard One, Domasi, Malawi Institute of Education

Ntalash LS (et al) (1997) Living in one world. Zambia, London

Seventh-Day Adventist Bible Commentary Vol. 5 (1956) Review and Herald

Publications Washington, DC

The Gambia (1997) Population and family Life Education, London, Macmillan
Education Ltd

The Good news Bible

Walton, R (1970) A Source Book of the Bible for Teachers, SCM Press Ltd. London

White, E G (1940) Desire of Ages, Pacific Press Publications Association, California

165
 Syllabus for

Religious Education

Standard 2

166
Rationale
A child is always preoccupied with discovering oneself, family and the world around
him/her. Religious Education will contribute to the development of the learner’s full
identity, dignity and self-esteem through moral, social and spiritual development.
This will influence the learners to act as responsible citizens and live in harmony
with others.

Core elements and their outcomes

a An awareness of God
The learner will be able to demonstrate an understanding of how people
perceive God and Creation of the world from different religious perspectives.

b Speaking and listening to God

The learner will be able to demonstrate an understanding of origins of various
religions, how God communicates to people, how people respond to God,
respect for religious leaders and worship in different religions.

c Moral values and beliefs

The learner will be able to demonstrate an appreciation of human virtues,
religious symbols and artefacts, festivals and celebrations and value of life.

d Social development
The learner will be able to understand his/her role, that of religious groups and
charitable organizations on poverty, politics, critical contemporary issues such
as HIV/AIDS and Gender, disabilities, and world of work.

167
Term 1
Core element : Moral values and beliefs
Primary outcome : The learner will be able to demonstrate an understanding of how people perceive God and
creation of the world from different religious perspectives

Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested

standard learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know this The learners must
when the learners are be able to:
able to: 1 describe Roles of  brainstorming children’s  pair work  pupils’
 develop an children’s roles children in the roles in the family  group work experiences
understanding of in the family family  discussing importance of  class discussion  observation
children’s roles children’s roles in the family  teacher checklist
from religious  role playing children’s roles observation  charts
perspective in family  peer assessment  pictures
 question and  songs
2 explain religious  identifying religious stories answer  stories
stories on on children’s roles  singing  raised pictures
children’s roles  discussing religious stories  role playing  sign language
on children’s roles interpreter
 role playing the story of
Esau and Jacob

168
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, teaching and
learning and learning
assessment resources
methods

 develop an 1 describe Responsibilities  brainstorming children’s  pair work  pictures

understanding of children’s of children in responsibilities in the family  group work  learners’
children’s responsibilities in the family  discussing children’s  class discussion experiences
responsibilities the family responsibilities in the family  teacher  local
from religious observation environment
perspective 2 explain religious  discussing advantages and  bags
stories on disadvantages of being  raised pictures
children’s responsible and  checklist
responsibilities in illresponsible in the family  stories
the family  identifying religious stories  sign language
on children’s interpreter
responsibilities in the family
 discussing religious stories
on children’s
responsibilities
 role playing children’s
responsibilities in the family

169
Core element : Speaking and listening to God
Primary outcome : The learner will be able to demonstrate an understanding of origins of various religions, how
God communicates to people, how people respond to God, respect for religious leaders and
worship in different religions.
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know this The learners must
when the learners be able to:
are able to:
 appreciate a 1 describe things Prayer at school  brainstorming things found at  drawing  pupils’
school as God’s found at their school  pair work experiences
gift school  explaining how useful those things  group work  observation
are  class discussion checklist
 drawing things found at a school  teacher  charts
observation  pictures
 stating occasions of prayer at  peer assessment  songs
2 compose a school  question and  role play
prayer of  composing a prayer of thanks for answer  raised pictures
gratitude for the things found at school  singing  braille material
things found at  saying a prayer of thanks for the  role playing  sign language
their school things found at school  reciting interpreter
 singing a song of thanking God for
the things found at their school

170
Core element : Social development
Primary outcome : The learner will be able to understand his/her role, that of religious and charitable organisations
on poverty, politics, HIV/AIDS, Gender, disabilities, and world of work.
Assessment Success Criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know this The learners must be
when the learners are able to:
able to:
 appreciate the 1 mention occasions Assisting one  identifying occasions when  pair work  pupils’
importance of when people assist another in times people assist each other  group work experiences
assisting one one another in their of need  discussing occasions when  class discussion  observation
another communities people assist each other  teacher checklist
 discussing the importance of observation  charts
assisting others  peer assessment  pictures
 identifying stories from holy  question and  songs
scriptures on the importance of answer  role play
assisting others  singing  stories
 listing ways in which people can  role playing  religious books
assist each other  research  resource persons
 listing people who need  newspapers
assistance  radios
 raised pictures
 sign language
interpreter

171
Assessment Success Criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, teaching and
learning and learning
assessment resources
methods

 appreciate the
importance of 2 state the type of Assisting one  identifying types of assistance  pair work  pupils’
assisting one assistance people another in times people give to each other  group work experiences
another give one another of need  explaining how assistance is  class discussion  observation
given  teacher checklist
 explaining teachings from observation  charts
scriptures on assisting one  peer assessment  pictures
another  question and  songs
answer  role play
 singing  stories
 role playing  religious books
 research  resource persons
 newspapers
 radios
 raised pictures
 sign language
interpreter

172
Term 2
Core element : An awareness of God
Primary outcome : The learner will be able to demonstrate an understanding of how people perceive God and
creation of the world from different religious perspectives
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know this The learners must
when the learners be able to:
are able to:
 show an 1 describe things Religious stories  mentioning things that are in the  class discussion  pupils’
appreciation of found in the on the things environment  group work experiences
the environment environment found in the  modelling things that are in the  teacher  observation
as the creation of environment environment observation checklist
God  exploring the use of the things of  question and  charts
creation found around the answer  modelling
environment  peer assessment materials
 pair work  pictures
2 explain religious  identifying religious stories on  songs
stories about the the creation of the environment  raised pictures
creation of the  discussing religious stories on the  sign language
things found in creation of the environment interpreter
the environment  discussing ways of caring for the
things God created
 singing songs thanking God for
creating the environment

173
Core element : Moral values and beliefs
Primary outcome : The learner will be able to demonstrate an appreciation of human virtues, religious symbols and
artefacts, festivals, celebrations and value of life
Assessment Success Criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know this The learners must be
when the learners are able to:
able to:
 show an 1 explain the concepts Forgiveness and  role playing situations that can  pair work  Bible
understanding of of forgiveness and reconciliation lead to forgiveness and  class discussion  Quran
the importance of reconciliation reconciliation  story telling  Hadith
forgiveness and  sharing experiences of  role playing  charts
reconciliation forgiveness and reconciliation  peer  role play
 identifying occasions of assessment  pupils’
forgiveness and reconciliation  teacher experiences
observation  drawing
2 discuss the  discussing the importance of  question and materials
importance of forgiveness and reconciliation answer  stories
forgiveness and  sharing folk tales about  pictures
reconciliation forgiveness and reconciliation  raised pictures
 resource person
 sign language
interpreter

174
Core element : Social development
Primary outcome : The learner will be able to understand his/her role, that of religious and charitable organisations
on poverty, politics, HIV/AIDS, Gender, disabilities, and world of work.
Assessment Success Criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know this The learners must be
when the learners are able to:
able to:
 demonstrate an 1 explain how people Ways God assists  identifying situations when  drawing  pupils’
understanding of assist each other in people in the people need assistance  pair work experiences
how God assists the contemporary contemporary  discussing ways how people  group work  observation
people world world assist each other in the  class discussion checklist
contemporary world  teacher  charts
 discussing situations when observation  pictures
people need assistances with  peer assessment  songs
money, food and clothes  question and  role play
 identifying categories of people answer  stories
who need assistance  singing  religious books
2 describe ways God  role playing  resource persons
assists people in the  mentioning ways of how God  research  newspapers
contemporary assists people in the  radios
world contemporary world  raised pictures
 role playing how religious
groups assists people in the
contemporary world

175
Term 3
Core element : Speaking and listening to God
Primary outcome : The learner will be able to demonstrate an understanding of origins of various religions, how
God communicates to people, how people respond to God, respect for religious leaders and
worship in different religions.

Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested

standard learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know this The learners must
when the learners be able to:
are able to:
 appreciate a 1 mention the Prayer in the  identifying the things found in  pair work  pupils’
community as things found in community the community  group work experiences
God’s gift the community  discussing the things found in  class discussion  observation
the community  teacher checklist
 discussing what people do in observation  charts
times of need  peer assessment  pictures
 identifying occasions of prayer  question and  songs
in their community answer  role play
 discussing ways of caring for  singing  raised pictures
the things found in their  role playing  sign language
community  reciting interpreter

176
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, teaching and
learning and learning
assessment resources
methods

 appreciate a 2 compose a Prayer in the  stating occasions of prayer in  pair work  pupils’
community as prayer thanking community the community  group work experiences
God’s gift God for the  composing a prayer to thank  class discussion  observation
things found in God for the good things found  teacher checklist
their community in their community observation  charts
 reciting the prayer  peer assessment  pictures
 identifying stories from holy  question and  songs
scriptures to thank God answer  role play
 singing a song of the prayer  singing  raised pictures
 role playing  sign language
 reciting interpreter

177
Core element : Moral values and beliefs
Primary outcome : The learner will be able to demonstrate an appreciation of human virtues, religious symbols and
artefacts, festivals, celebrations and value of life

Assessment Success Criteria Theme/Topic Suggested teaching and Suggested Suggested

standard learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know this The learners must
when the learners are be able to:
able to:
 show appreciation 1 describe Religious  identifying situations which  pair work  Bible
of the teachings of situations when teachings on need forgiveness and  class discussion  Quran
different religions forgiveness and forgiveness and reconciliation  story telling  Hadith
on forgiveness and reconciliation are reconciliation  discussing personal experiences  role playing  charts
reconciliation needed on forgiveness and  peer assessment  role play
reconciliation  teacher  pupils’
 identifying situations in the observation experience
family, school and community  question and  stories
that require forgiveness and answer  pictures
reconciliation  raised pictures
 resource person
 sign language
interpreter

178
Assessment Success Criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, teaching and
learning and learning
assessment resources
methods

2 identify examples Religious  identifying stories from  pair work  Bible

of teachings on teachings on scriptures on forgiveness and  class discussion  Quran
forgiveness and forgiveness and reconciliation  story telling  Hadith
reconciliation in reconciliation  discussing stories from religious  role playing  charts
different Religions scriptures on forgiveness and  peer assessment  role play
reconciliation  teacher  pupils’
 role playing a story of the observation experience
prodigal son on forgiveness and  question and  stories
reconciliation answer  pictures
 raised pictures
 resource person
 sign language
interpreter

179
MIE/DTED (1998) Student Teachers’ Handbook 3: Domasi, Malawi

Ghulan Sarwar (1984) Islam: beliefs and teachings. The Muslim Education Trust

Malawi Institute of Education (1994) Primary Education Religious Education Teachers

Guide for Standard 4.

Schoffeleers JM and Roscoe AA (1985) Land of fire, oral literature from Malawian popular
publications. Limbe: Malawi.

MIE/DTED (1998) Student Teachers’ Handbook 2: Domasi, Malawi.

Ministry of Education and Culture (1991) Primary school teaching syllabus for Religious
and Moral Education. Domasi, Malawi

180