Republic of Malawi

MALAWI
PRIMARY SCHOOL SYLLABUSES
STANDARD 6
CHICHEWA

ENGLISH

MATHEMATICS
EXPRESSIVE ARTS

LIFE SKILLS EDUCATION

SOCIAL AND ENVIRONMENTAL SCIENCES

SCIENCE AND TECHNOLOGY

AGRICULTURE

BIBLE KNOWLEDGE

RELIGIOUS EDUCATION

Ministry of Education
Published by:

Malawi Institute of Education

© Malawi Institute of Education 2005

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

September, 2005

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..………………………………………. 14
Chigawo chachitatu………………………………...………. 31
Mabuku ena ofunika………………………………………. 44

Literacy and Languages – English....................................... 45

Rationale…………………………………………………….. 46
Core elements and their outcomes……………………….. 46
Term 1 Syllabus……………………………………………. 47
Term 2 Syllabus……………………………………………. 69
Term 3 Syllabus……………………………………………. 98
References………………………………………………….. 127

Mathematics......................................................................... 128
Rationale…………………………………………………….. 129
Core elements and their outcomes……………………….. 126
Term 1 Syllabus……………………………………………. 130
Term 2 Syllabus……………………………………………. 135
Term 3 Syllabus……………………………………………. 141
References………………………………………………….. 148

Expressive Arts ……………………………...................…. 149

Rationale…………………………………………………….. 150
Core elements and their outcomes……………………….. 150
Term 1 Syllabus……………………………………………. 151
Term 2 Syllabus……………………………………………. 157
Term 3 Syllabus……………………………………………. 163
References………………………………………………….. 169

iii
Life Skills ……………………………...................…........... 170
Rationale…………………………………………………….. 171
Core elements and their outcomes……………………….. 171
Term 1 Syllabus……………………………………………. 172
Term 2 Syllabus……………………………………………. 188
Term 3 Syllabus……………………………………………. 202
References………………………………………………….. 210

Social and Environmental Sciences ………..................... 211

Rationale…………………………………………………….. 212
Core elements and their outcomes……………………….. 212
Term 1 Syllabus……………………………………………. 213
Term 2 Syllabus……………………………………………. 225
Term 3 Syllabus……………………………………………. 237
References………………………………………………….. 251

Science and Technology ……………………………........ 254

Rationale…………………………………………………….. 255
Core elements and their outcomes……………………….. 255
Term 1 Syllabus……………………………………………. 256
Term 2 Syllabus……………………………………………. 270
Term 3 Syllabus……………………………………………. 283
References………………………………………………….. 288

Agriculture ……………………………...................…......... 289

Rationale…………………………………………………….. 290
Core elements and their outcomes……………………….. 290
Term 1 Syllabus……………………………………………. 291
Term 2 Syllabus……………………………………………. 302
Term 3 Syllabus……………………………………………. 313
References………………………………………………….. 322

Bible Knowledge…………………………………………… 323

Rationale…………………………………………………….. 324
Core elements and their outcomes……………………….. 324
Term 1 Syllabus……………………………………………. 325
Term 2 Syllabus……………………………………………. 331
Term 3 Syllabus……………………………………………. 339
References………………………………………………….. 346

Religious Education………………………………………… 347

Rationale…………………………………………………….. 347
Core elements and their outcomes……………………….. 347
Term 1 Syllabus……………………………………………. 349
Term 2 Syllabus……………………………………………. 359
Term 3 Syllabus……………………………………………. 361
References………………………………………………….. 365

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-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

v
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 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 re 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/B 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/B 303, Blantyre 3

Writers for 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 D.E.M. Office, PO Box 98, Mwanza

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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 - Malawi Institute of Education, P.O. Box 50, Domasi
E J Kachisa - Malawi Institute of Education, P.O. Box 50, Domasi

Resource Persons for Mathematics:

M P Toto - Blantyre TTC, P/B 502, Limbe
O Nampanda (Mrs) - SEE Division, P/B 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
L D 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 Education:

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/Bg 328, Lilongwe
P Jinazali - Ministry of Education, P/Bg 328, Lilongwe
M Phiri (Ms) - 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 Education:

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 Social and Environmental Sciences:
E J Bandason - Kalonga School, P O Box 113, Salima.
G Chidalengwa - MANEB, P O Box 191, Zomba.
A T Chimbiya - Malawi Institute of Education, P O Box 50, Domasi
A C Chipanga - Ministry of Education, P/Bg 328, Lilongwe
L J Daka - Kasungu T T C, P/Bag 23, Kasungu
C Kagwira - Chimwala School, P O Box 21, Nkungula, Mangochi.
T H P Kalumika - PO Box55, Mchinji
A Katunga - P O Box 33, Mwanza.
E P Kawanga Mrs - DEM’s Office, Blantyre Rural, P/Bag 11, Lunzu
M L C Lwanda - Ministry of Education,P/Bg 328, Lilongwe
E Ngalande - Malawi Institute of Education, P O Box 50, Domasi.
L J C Ndalama - Malawi Institute of Education, P O Box 50, Domasi.
E K Simbeye - Malawi Institute of Education, P O Box 50, Domasi.

Resource Persons for Social and Environmental Sciences:

D Chimwenje, Prof. - Mzuzu University, P/Bag 201, Luwinga, Mzuzu.
Ndafakale Soda - Nsanje District Assembly
M N Chilambo - Chancellor College, P O Box 280, Zomba.
A Naliwa, Sheik - P O Box 497, Zomba
D. Mphande, Rev. Dr. - Mzuzu University, P/Bag 201, Luwinga/ Mzuzu.

Writers for Science and Technology:

M A Makawa - Bwaila LEA School, P O Box 204, Zomba.

A D K Phiri - DTED, P/Bag 215, Lilongwe.
C Jere (Mrs) - MANEB, P O Box 191, Zomba.
M G Kachedwa - National Research Council of Malawi, PO Box 30745,
Lilongwe 3
M M Katundulu (Ms) - Malawi Institute of Education, P O Box 50, Domasi.
J K Mkandawire (Mrs) - Ministry of Education, P/Bag 328, Lilongwe
A Nchessie - Kasungu Demonstration School, P/Bag 23, Kasungu.

Resource Persons for Science and Technology:

N Mbano, Dr. - Chancellor College, P O Box 280, Zomba
E Kumkwezu (Mrs) - Chancellor College, P O Box 280, Zomba

ix
Writers for Agriculture:
Y T Kamangira - Malawi Institute of Education, P O Box 50, Domasi.
M A Mbamba (Mrs) - Ministry of Education, P/Bag 328, Lilongwe
Q M C Mtafya (Ms) - Karonga, T T C, P O BOX 122, Karonga.
B M Kanjala - Malawi Institute of Education, P O Box 50, Domasi
E E Kalengo - St Maria Goretti Primary School O Box, Nkhata – Bay

Resource Persons Agriculture:

Bokosi, Dr. - Bunda College of Agriculture,
N E Kaperemera - Domasi College of Education, P O Box 49, Domasi

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 Nchonzi - 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 Persons for Bible Knowledge:

D Mphande, Rev. Dr. - 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 B ox 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 Persons for Bible Knowledge:

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

x
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 M Kuputu, Mrs C. Chimseu, Mrs J.
Dambula, Mrs C Shaba, Ms Khambule and Mrs T. Phiri.

xi
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

xii
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 or Subject.
Each of the Learning Areas or Subjects 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

xiii
 Silabasi yophunzitsira
kuwerenga, kulemba ndi
chiyankhulo-
Chichewa

Sitandade 6

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 a ophunzira.
Ophunzira akamvetsetsa bwino malamulo a chiyankhulo amaphunzira maluso
omwe angagwiritse ntchito m’zochitika zosiyanasiyana.

Maluso ndi zolinga zake

a Kumva
Ophunzira amvetsera mwatcheru kuti adzamvetsetse ndi kudzayankhapo
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 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 ndi
zophunzirira ndi zophunzirira
zoyesera
Tidzadziwa kuti Ophunzira :
ophunzira
akukhoza ngati:
• amva malonje 1 amva malonje Malonje • kumva malonje osiyanasiyana • mafunso ndi • ophunzira
osiyanasiyana osiyanasiyana monga: polandira alendo, mayankho • anthu ena
pamatenda, padima • kukambirana • munthu wodwala
• kufotokoza • ng’oma zogwiritsa
2 ayankha malonje • kuyankha malonje • kuwonetsetsa ntchito mbuwu
osiyanasiyana osiyanasiyana monga zomwe ena • galasi/nthenga
polandira alendo, pamatenda, akuchita zogwiritsa ntchito
padima • ntchito ya mbuwu
awiriawiri • nthenga/pepala
• kuchita sewero zogwiritsa ntchito
mbuwu

3
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 ndi
zophunzirira ndi zophunzirira
zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati:
• adziwana 1 alonjerana Malonje • kulonjerana/kukambirana ndi • mafunso ndi • ophunzira
mwakukambi molondola anzawo molondola monga: mayankho • zithunzi
rana - pamalonda • kukambirana • zithunzi
- pamalo achipembedzo • kufotokoza zotukuza
- padima • kuyesana / • wotanthauzira
- pamatenda kupimana nzeru chiyankhulo mwa
2 akambirana • kukambirana ndi anzawo • kuchita sewero zizindikiro
moyenera pa za moyenera monga: kupatsana • ntchito za
malonje mpata pokamba mmagulu
• ntchito ya
3 atsanzikana • kutsanzikana ndi anzawo awiriawiri
moyenera moyenera atatha malonje

4
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira ndi
zophunzirira ndi zophunzirira
zoyesera

• atsatira 1 atchula malangizo Zowuzidwa • kutchula malangizo monga a • mafunso ndi • ophunzira
zowuzidwa osiyanasiyana (malangizo, chikhalidwe choyenera monga mayankho • zithunzi
malamulo, kulimbikira ntchito, sukulu, • kufotokoza • zithunzi
2 anena mauthenga pempho, kumvera makolo ndi • kukambirana zotukuza
osiyanasiyana mauthenga) miyambo ya ife anthu akuda • kuchita sewero
• ntchito ya
3 atchula malamulo • kunena mauthenga monga mmagulu
okhudza za ufulu • ntchito ya
4 apempha ena zoti wachibadidwe awiriawiri
achite • kutchula malamulo a • kuyesana/kupima
pantchito ndi a m’malo a na nzeru
zipembedzo
• kupempha mwaulemu kwa
makolo kuti amugulire china
chake monga: zovala, makope,
zolembela

5
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 ndi
zophunzirira ndi zophunzirira
zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati:
• awerenga 1 awerenga mawu, Ziganizo ndi • kuwerenga mawu ziganizo • mafunso ndi • ng’oma
mawu, ziganizo ndi nkhani/nthano ndi nkhani zokhudza: mayankho yogwiritsa
ziganizo ndi nkhani molondola - kusamalira malo • kufotokoza ntchito mbuwu
nkhani - malonje osiyanasiyana • kukambirana • galasi/kalilole
zosiyanasiyana - malangizo osiyanasiyana • kuyesana/kupima zogwiritsa ntchito
- chipembedzo na nzeru mbuwu
- matenda a Edzi • ntchito ya • nthenga/pepala
- zikhulupiriro za makolo mmagulu zogwiritsa ntchito
mwachitsanzo: malodza, • kuchita sewero mbuwu
mizimu, ufiti, matsenga, • kuwona malo
kutamba
2 apanga ziganizo • kupanga ziganizo ndi mawu
ndi mawu okhudza:
- malonje
- malangizo
- chipembedzo
- matenda a Edzi

6
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira ndi
zophunzirira ndi zophunzirira
zoyesera

3 awerenga • kusamalira malo, kusamalira • mafunso ndi • ng’oma

ziganizo madzi komanso zikhulupiriro mayankho yogwiritsa
zopangidwa • kuwerenga molondola • kufotokoza ntchito mbuwu
molondola ziganizo zopangidwa • kukambirana • galasi/kalilole
• kuyesana/kupima zogwiritsa ntchito
na nzeru mbuwu
• ntchito ya • nthenga/pepala
mmagulu zogwiritsa ntchito
• kuchita sewero mbuwu
• kuwona malo

7
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 ndi
zophunzirira ndi zophunzirira
zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati:
• alemba 1 alemba Kulemba • kulemba mwaluso mawu, • kukambirana • ophunzira
mwaluso a mawu mwaluso ziganizo ndi ndime zokhudza: • kufotokoza • mabuku a
b ziganizo - malonje osiyanasiyana • kuchita sewero zithunzi
c ndime - malangizo osiyanasiyana • ntchito ya • matchati
- zikhulupiriro za makolo m’magulu
- chipembedzo • ntchito ya • nkhani
• alemba Lembetso - matenda a Edzi awiriawiri zombeledwa
lembetso 1 alemba lembetso - kusamalira malo (kufunika • kuyesana nzeru • makadi
kwa zimbudzi, ukhondo • kuonetsetsa osiyanasiyana
wa pamalo) zomwe ena • zinthu
- kusamalira madzi akuchita • mabuku
2 alemba • mafunso ndi • magazini
zizindikiro za • kulemba mwaluso pogwiritsa mayankho • zithunzi
m’kalembedwe ntchito chipama, ndi zotukuza
chimariyoni • m’ndandanda wa
ziganizo

8
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira ndi
zophunzirira ndi zophunzirira
zoyesera

• kukambirana zizindikiro za • kukambirana • ophunzira

m’kalembedwe monga: • kufotokoza • mabuku a
- mpumiro • kuchita sewero zithunzi
- mpatuliro • ntchito ya • matchati
- nkhodolera m’magulu
- mfunsiro • ntchito ya • makadi
• kulemba lembetso molondola awiriawiri osiyanasiyana
• kuyesana nzeru • zinthu
• kuonetsetsa • mabuku
zomwe ena • magazini
akuchita • zithunzi
• mafunso ndi zotukuza
mayankho • m’ndandanda wa
ziganizo

9
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 ndi
zophunzirira ndi zophunzirira
zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati:
• azindikira 1 atchula kufunika Kusamalira • kutchula kufunika kwa madzi • mafunso ndi • ophunzira
ubwino kwa madzi madzi • kufotokoza njira zosamalira mayankho • mabuku
wosamalira 2 afotokoza njira madzi • kukambirana • zithunzi
madzi zosamalira madzi • kufotokoza zomwe angachite: • kufotokoza • zithunzi
3 afotokoza zomwe - dziko litasowa madzi • ntchito ya zotukuza
angachite - atapeza madzi oyipa m’magulu • anthu ena
a kutasowa • kuwona malo • ng’oma
madzi • kuyesana / zogwiritsa ntchito
b madzi kupimana nzeru mbuwu
atakhala oyipa • pepala/nthenga
zogwiritsa ntchito
mbuwu

10
Luso : Kusanja 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 ndi
zophunzirira ndi zophunzirira
zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati:
• agwiritsa 1 ayankhula Kuyankhula • kufunsana mafunso • mafunso ndi • pepala/nthenga
ntchito mawu moyenera moyenera molondola monga: mayankho zogwiritsa ntchito
oyenera a pofunsana - uli bwanji? (osati shapu) • kukambirana mbuwu
polemba b poyankha - kodi upita? (osati uvaya?) • kufotokoza • ophunzira
• ntchito ya • zithunzi
• kuyankhana mafunso awiriawiri • ng’oma
molondola • kuyesana / zogwiritsa ntchito
- ndili bwino (osati shapu, kupimana nzeru mbuwu
boo!) • galasi/kalilole
- inde ndipita (osati inde zogwiritsa ntchito
ndivaya) mbuwu

11
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira ndi
zophunzirira ndi zophunzirira
zoyesera

• azindikira 1 azindikira mayina: Mitundu ya • kuzindikira mayina: • mafunso ndi • ophunzira

mitundu ya a a zokhudzika mayina a zosakhudzika, monga mayankho • mabuku
mayina ufulu, mtendere • kukambirana • zithunzi
b a zosakhudzika b zokhudzika monga: • kufotokoza • zithunzi
mtengo, mwala • kuyesana / zotukuza
c a unyinji c unyinji monga: mtolo, kupimana nzeru • ng’oma
phava, mulu • ntchito ya zogwiritsa ntchito
d a mwinimwini d mwinimwini: Lilongwe, m’magulu mbuwu
Mulanje • galasi/kalilole
e opanda e opanda mwinimwini: zogwiritsa ntchito
mwinimwini mtsinje, phiri, mzinda mbuwu
• nthenga/pepala
zogwiritsa ntchito
mbuwu

12
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira ndi
zophunzirira ndi zophunzirira
zoyesera

• azindikira 1 azindikira Mayina • kuchulukitsa mayina a zinthu • mafunso ndi • ophunzira

kuchulukitsa kuchulukitsa monga: mayankho • mabuku
kwa mayina kwa mayina galu – agalu, munthu – anthu • kukambirana • zithunzi
• kufotokoza • zithunzi
• kuzindikira • kuyesana / zotukuza
• azindikira cha 1 azindikira chachimuna/chachikazi kupimana nzeru • ng’oma
chimuna/ chachimuna/cha monga: mnyamata – mtsikana, • ntchito ya zogwiritsa ntchito
chachikazi chikazi pa atsibweni – a zakhali m’magulu mbuwu
mayina • galasi/kalilole
opatsidwa zogwiritsa ntchito
mbuwu
• azindikira 1 atchula mayina • kutchula mayina oyimira • nthenga/pepala
mayina oyimira chachikulu kapena zogwiritsa ntchito
oyimira chachikulu chaching’ono mbuwu
chachikulu kapena
kapena chaching’ono
chaching’ono

13
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 ndi
zophunzirira ndi zophunzirira
zoyesera
Tidzadziwa kuti Ophunzira :
ophunzira
akukhoza ngati: • ophunzira
• amva malonje 1 amva malonje a Malonje • kumva malonje a dima • mafunso ndi • makadi/matchati
osiyanasiyana dima mayankho • zinthu
• kukambirana • matchati a braille
2 ayankha mafunso • kuyankha mafunso a malonje • kufotokoza • ng’oma zogwiritsa
a malonje a dima • kuwonetsetsa ntchito mbuwu
molondola zomwe ena • galasi/kalilole
akuchita zogwiritsa ntchito
• kuchita sewero mbuwu
• kuyesana / • nthenga/pepala
kupimana nzeru zogwiritsa ntchito
mbuwu
• wotanthauzira
chiyankhulo mwa
zizindikiro

14
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira ndi
zophunzirira ndi zophunzirira
zoyesera

• amva 1 amva mwatcheru Nkhani/ • kumva mwatcheru • kuyesana / • zithunzi

nkhani/nthano nkhani/nthano nthano nkhani/nthano za katangale, kupimana nzeru zotukuza
zosiyanasiyana kudziteteza ku matenda • mafunso ndi • ng’oma
mayankho zogwiritsa ntchito
2 afotokoza • kufotokoza nkhani/nthano za • kukambirana mbuwu
nkhani/nthano katangale, kudziteteza ku • kufotokoza • galasi/kalilole
moyenera matenda zogwiritsa ntchito
mbuwu
3 ayankha mafunso • kuyankha mafunso a za • nthenga/pepala
molondola katangale, kudziteteza ku zogwiritsa ntchito
matenda mbuwu
• wotanthauzira
chiyankhulo mwa
zizindikiro
• ophunzira

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

• amva 1 amva mwatcheru Ndakatulo • kumva mwatcheru ndakatulo • kuchita sewero • ophunzira
ndakatulo ndakatulo za kuteteza matenda • kuyesana / • zithunzi
(ukhondo) kupimana nzeru • zithunzi zotukuza
2 alakatula • kulakatula ndakatulo ya • mafunso ndi • zizindikiro
ndakatulo kuteteza matenda (ukhondo) mayankho • matchati
moyenera • kukambirana • wayilesi
• kufotokoza • zinthu zenizeni
• atsatira 1 akambirana Kulamula/ • kukambirana kusiyana kwa
malangizo kusiyana kwa malangizo malangizo ndi malamulo
komanso malangizo ndi • kuchita zomwe alamulidwa
malamulo malamulo komanso alangizidwa
2 achita zomwe • kukana mwaulemu zomwe
alamulidwa alamulidwa zosayenera
komanso monga za chiwerewere, zaufiti
kulangizidwa
3 akana zomwe
alamulidwa
zosayenera

16
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 ndi
zophunzirira ndi zophunzirira
zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati:
• akambirana 1 akambirana Nkhani/nthano • kukambirana nkhani/nthano • kuchita sewero • ophunzira
nkhani/ nthano nkhani/nthano ndakatulo za katangale, kuteteza • kuyesana / • zithunzi
ndi ndakatulo zosiyanasiyana matenda, kulamula/malangizo kupimana nzeru • zithunzi
zosiyanasiyana • mafunso ndi zotukuza
2 afotokoza • kufotokoza nkhani/nthano za mayankho • zizindikiro
nkhani/nthano katangale, kuteteza matenda, • kukambirana • matchati
zosiyanasiyana kulamula malangizo • kufotokoza • wayilesi
• zinthu zenizeni
3 alakatula • kulakatula ndakatulo za
ndakatulo kuteteza matenda (ukhondo)
zosiyanasiyana

17
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira ndi
zophunzirira ndi zophunzirira
zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati:
• anena 1 atchula Malingaliro • kutchula maphunziro omwe • kuchita sewero • ophunzira
malingaliro maphunziro omwe amakonda ndi kupereka • kuyesana / • zithunzi
awo amakonda zifukwa zake kupimana nzeru • zithunzi
• mafunso ndi zotukuza
2 atchula ntchito • kutchula ntchito zomwe mayankho • zizindikiro
zomwe amalakalaka kudzagwira • kukambirana • matchati
amalakalaka mtsogolo ndi kupereka • kufotokoza • wayilesi
kudzagwira zifukwa zake • zinthu zenizeni
mtsogolo

18
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira ndi
zophunzirira ndi zophunzirira
zoyesera

3 atchula • kutchula mapologalamu a • kuyesana / • zithunzi

mapologalamu a pawayilesi omwe amakonda kupimana nzeru zotukuza
pawayilesi omwe ndi kupereka zifukwa zake • mafunso ndi • ng’oma
amakonda mayankho zogwiritsa ntchito
• kukambirana mbuwu
4 atchula mbewu • kutchula mbewu zomwe • kufotokoza • galasi/kalilole
zomwe amakonda amakonda kuti adzidzalima zogwiritsa ntchito
kuti adzalime ndi kupereka zifukwa zake mbuwu
• nthenga/pepala
• atchula ndi 1 atchula mawu Maliwu • kutchula mawu ofanana logwiritsa ntchito
kusiyanitsa ofanana kalembedwe koma osiyana mbuwu
maliwu kalembedwe koma matanthauzo monga: • wotanthauzira
osiyana - mtengo: wa zinthu chiyankhulo mwa
matanthauzo - mtengo: womera zizindikiro
- chipere: ndiwo • ophunzira
- chipere: nthenda ya
pakhungu
- chipere: kutha psiti

19
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 ndi
zophunzirira ndi zophunzirira
zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati: • mafunso ndi
• asonyeza 1 awerenga nkhani/ Nkhani/ • kuwerenga nkhani za dima, mayankho • ophunzira
kumvetsa nthano momvetsa nthano katangale, kulamula, • kufotokoza • zithunzi
nkhani/ malangizo • kukambirana • zithunzi zotukuza
nthano malingaliro/zikhumbokhumbo • kuyesana / • zinthu zenizeni
2 afotokoza zomwe • kufotokoza zomwe awerenga kupimana nzeru • ng’oma
awerenga m’nkhani/ m’nthano • kuchita sewero zogwiritsa ntchito
m’nkhani/ • ntchito za mbuwu
m’nthano mmagulu • galasi/kalilole
• kupeza mfundo m’nkhani/ • kuwona malo zogwiritsa ntchito
3 apeza mfundo m’nthano zomwe awerengazo • kuchita sewero la mbuwu
m’nkhani zomwe kuwerenga • nthenga/pepala
awerenga • kuyankha mafunso pa nkhani/ • ntchito za zogwiritsa ntchito
4 ayankha mafunso nthano zomwe awerenga awiriawiri mbuwu
pa nkhani/ nthano • kulakatula
zomwe awerenga

20
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira ndi
zophunzirira ndi zophunzirira
zoyesera

• awerenga 1 awerenga Ndakatulo • kuwerenga ndakatulo • ophunzira

ndakatulo ndakatulo zosiyanasiyana monga za • magizini
momvetsa kuteteza matenda (ukhondo) • mabuku
• manyuzipepala
• kuwerenga mfundo zomwe • zithunzi
2 apeza mfundo apeza m’ndakatulo • zithunzi
m’ndakatulo zotukuza
• kupeza phunziro m’ndakatulo • ng’oma
zogwiritsa ntchito
mbuwu
• galasi/kalilole
zogwiritsa ntchito
mbuwu
• nthenga/pepala
zogwiritsa ntchito
mbuwu

21
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 ndi
zophunzirira ndi zophunzirira
zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati:
• alemba mawu, 1 alemba mawu, Kulemba • kulemba mawu, ziganizo ndi • kufotokoza • makalata
ziganizo ndi ziganizo ndi mwaluso ndime mwaluso za malonje, • kukambirana • mapositikadi
ndime ndime katangale, kuteteza matenda, • ntchito ya • madayale
zosiyanasiyana kulamula/malangizo, m’magulu • kalendala ya
malingaliro • ntchito ya chaka chonse
awiriawiri • mabuku
2 alemba lembetso • kulemba lembetso mwaluso • kuchita sewero
• mafunso ndi
mayankho

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

• alemba kalata 1 afotokoza zoti Makalata ndi • kupeza mfundo zoti alembe • kufotokoza • makalata
alembe m’kalata mapositikadi zokhudza • kukambirana • mapositikadi
ndi mapositikadi - kusamalira malo • ntchito ya • madayale
- zikhulupiriro m’magulu • kalendala ya
- kusasiyanitsa ntchito • ntchito ya chaka chonse
pakati pa akazi ndi amuna awiriawiri • mabuku
• kuchita sewero
2 alemba • kufotokoza zoti alembe • mafunso ndi
a kalata m’kalata ndi mupositikadi mayankho
b positikadi
• kulemba kalata ndi positikadi
zokhudza
- kusamalira malo
- zikhulupiriro
- kusasiyanitsa ntchito
pakati pa akazi ndi amuna
• kuyankha makalata ochokera
kwa anzawo

23
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira ndi
zophunzirira ndi zophunzirira
zoyesera

• alemba 1 afotokoza zoti Chimangirizo • kufotokoza zoti alembe • kufotokoza • makalata a

chimangirizo alembe m’chimangirizo • kukambirana pachiweniweni
m’chimangirizo • ntchito ya • mapositikadi
• kupeza mfundo zoti alembe m’magulu • madayale
zokhudza • ntchito ya • kalendala ya
- kusamalira malo awiriawiri chaka chonse
- zikhulupiriro • kuchita sewero • zolembela
- matenda a edzi • kuyesana nzeru • makope
• braille
2 alemba • kulemba chimangirizo pa • ng’oma
chimangirizo mituyi zogwiritsa ntchito
mbuwu

24
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 ndi
zophunzirira ndi zophunzirira
zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati:
• achita 1 akonzekera Mtsutso • kukonzekera mtsutso mosankha • mafunso ndi • ophunzira
mtsutso mtsutso atengambali pa nkhani mayankho • galasi/kalilole
zosiyanasiyana monga za zogwiritsa ntchito
2 achita mtsutso kunyumba ya malamulo • kukambirana mbuwu
• ng’oma zogwiritsa
• kuchita mtsutso pa mutu monga • kufotokoza ntchito mbuwu
3 apeza mfundo za za kunyumba ya malamulo • nthenga/pepapla
mu mtsutso • kupeza mfundo za mu mtsutso • kuchita mtsutso zogwiritsa ntchito
mbuwu
4 alemba mfundo • kulemba mfundo za mtsutso • kuyesana
za mtsutso

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

• azindikira 1 akambirana Mikuluwiko/ • kukambirana mikuluwiko • mafunso ndi • ophunzira

nsinjiro za mikuluwiko/ miyambi yokhudza chikhalidwe monga: mayankho • mabuku
chiyankhulo miyambi - atambwali sametana • kukambirana • matchati
yosiyanasiyana - kanthu n’khama phwiti • kufotokoza • nkhokwe ya
adakwata njiwa • ntchito ya mabuku
- bongololo sadzolera m’magulu • ng’oma
mafuta pali wanthu • kufufuza zogwiritsa ntchito
mbuwu
2 afotokoza • kufotokoza matanthauzo a • galasi/kalilole
matanthauzo mikuluwiko yomwe zogwiritsa ntchito
a mikuluwiko/ akambirana mbuwu
miyambi • kupeza mkuluwiko
kuchokera mu nkhani/
nthano yomwe awerenga

3 afotokoza • kufotokoza maphunziro a

maphunziro a mikuluwiko yomwe
mikuluwiko akambirana

26
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira ndi
zophunzirira ndi zophunzirira
zoyesera

• azindikira 1 apanga sewero la Sewero la • kupanga sewero la mawu la • mafunso ndi • ophunzira
sewero la mawu opingisa mawu mawu opingasa ndi otsitsa mayankho • mabuku
mawu ndi otsitsa • kukambirana • matchati
• kufotokoza • nkhokwe ya
2 alemba sewero la • kulemba sewero la mawu • ntchito ya mabuku
mawu opingisa opingasa ndi otsitsa lokhudza m’magulu • ng’oma
ndi otsitsa malingaliro • kufufuza zogwiritsa ntchito
mbuwu
• galasi/kalilole
zogwiritsa ntchito
mbuwu

27
Luso : Kusanja 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 ndi
zophunzirira ndi zophunzirira
zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati:
• azindikira 1 azindikira Magulu a • kuzindikira magulu a mayina • mafunso ndi • ophunzira
magulu a magulu a mayina mayina awa: mayankho • mabuku
mayina a Mu-, A- • kukambirana • zithunzi
osiyanasiyana b Mu-, Mi- • kufotokoza • zinthunzi
c U-, Ma- • kuyesana nzeru zotukuza
• mafunso ndi • ng’oma
• azindikira 1 azindikira Alowam’malo • kuzindikira alowammalo mayankho zogwiritsa ntchito
alowam’malo alowammalo monga: • kufotokoza mbuwu
osiyanasiyana - iwo adabwera dzana • kuyesana/kupima • galasi/kalilole
- amayi apita kwawo na nzeru zogwiritsa ntchito
• kugwiritsa ntchito mbuwu
alowam’malo m’ziganizo • nthenga/pepala
• kugwiritsa ntchito zogwiritsa ntchito
alowam’malo ndi mitundu mbuwu
yake poyankhula
• kukambirana tanthauzo la
alowam’malo

28
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira ndi
zophunzirira ndi zophunzirira
zoyesera

• azindikira 2 azindikira • kuzindikira mitundu ya • mafunso ndi • galasi/kalilole

mitundu ya mitundu ya alowammalo monga: a dzina mayankho zogwiritsa ntchito
alowammalo alowammalo lakelake, umwini, oloza, • kukambirana mbuwu
ofunsa • kufotokoza • nthenga/pepala
• kulemba ziganizo ndi • kuyesana nzeru zogwiritsa ntchito
mitundu ya alowammalo awa: • kuyesana/kupima mbuwu
adzina lakelake, umwini, na nzeru • ophunzira
oloza, ofunsa • mabuku
• zithunzi
• azindikira 1 azindikira Aneni • kuzindikira mitundu ya aneni • zithunzi
mitundu ya mitundu ya aneni a maphatikizo: zotukuza
aneni a maphatikizo: - limodzi, zitsanzo: -fa, -dya • ng’oma
a limodzi - awiri, zitsanzo: seka, zogwiritsa ntchito
b awiri bwera mbuwu
c atatu - atatu, zitsanzo: thamanga,
d anayi ndi nyamula, sewera
oposerapo - anayi ndi oposerapo,
zitsanzo: fulumira,
zindikira, yembekeza,
khulupirira

29
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira ndi
zophunzirira ndi zophunzirira
zoyesera

• azindikira 1 azindikira Zizindikiro za • kuzindikira zizindikiro za • mafunso ndi • galasi/kalilole

zizindikiro za zizindikiro za m’kalembedwe m’kalembedwe izi: mpumiro, mayankho zogwiritsa ntchito
m’kalembedwe m’kalembedwe mpatuliro, nkhodolero, • kukambirana mbuwu
mfunsiro, mfuwuliro • kufotokoza • nthenga/pepala
• kugwiritsa ntchito zizindikiro • kuyesana nzeru zogwiritsa ntchito
za m’kalembedwe • kuyesana/kupima mbuwu
na nzeru • ophunzira
• mabuku
• zithunzi
• zithunzi
zotukuza
• ng’oma
zogwiritsa ntchito
mbuwu

30
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 ndi
zophunzirira ndi zophunzirira
zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati:
• amva malonje 1 amva malonje Malonje • kumva malonje osiyanasiyana • kukambirana • ophunzira
osiyanasiyana monga a pamalonda • kufotokoza • makadi oyitanira
2 ayankha malonje • kuyankha malonje • mafunso ndi kuukwati
osiyanasiyana osiyanasiyana monga a mayankho • makadi oyitanira
pamalonda • kuyesana nzeru kuukwati
• avomera 1 avomera pempho/ Pempho/ • kuvomera pempho / • kuchita sewero olembedwa mu
kapena kuyitanidwa kuyitanidwa kuyitanidwa monga ku braille ndi
kukana phwando la ukwati malembo
pempho 2 akana pempho/ akuluakulu
/kuyitanidwa kuyitanidwa • kukana pempho/kuyitanidwa
mwaulemu mwaulemu monga kukana
kupita kuphwando la ukwati;
phwando la zikondwerero
zosiyanasiyana

31
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira ndi
zophunzirira ndi zophunzirira
zoyesera

• amva nsinjiro 1 amva ndagi, Nsinjiro za • kumva ndagi, zining’a, • mafunso ndi • mabuku
za zining’a, miyambi chiyankhulo miyambi, zifanifani ndi mayankho • mabuku a mu
chiyankhulo zifanifani ndi mikuluwiko • kukambirana braille ndi
mikuluwiko • kufotokoza zilembo
• kugwiritsa ntchito nsinjiro za • kuyesana/ zikuluzikulu
2 agwiritsa ntchito chiyankhulo m’ziganizo kupimana nzeru • matchati
nsinjiro za zomveka bwino • anthu ena
chiyankhulozo • kufotokoza tanthauzo la • ng’oma
mziganizo ndagi, zining’a, mikuluwiko, zogwiritsa ntchito
zomveka miyambi, mbuwu
zifanifani/ntchedzero • galasi/kalilole
zogwiritsa ntchito
mbuwu
• nthenga/pepapla
zogwiritsa ntchito
mbuwu
• wotanthauzira
chiyankhulo mwa
zizindikiro

32
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 ndi
zophunzirira ndi zophunzirira
zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati
• akambirana 1 akambirana Nkhani/ • kukambirana nkhani/nthano • mafunso ndi • ophunzira
nkhani/ nthano nkhani/nthano nthano zosiyanasiyana za malonje a mayankho • nyimbo
zosiyanasiyana pamalonda, phwando la • kukambirana zolembedwa
ukwati, kusamalira okalamba, • kufotokoza • ndakatulo
kusamalira zachilengedwe, • kuyesana/ zolembedwa
ufulu ndi udindo wa ana, kupimana nzeru • nyimbo
phwando lotsanzikana • kuyimba nyimbo zolembedwa mu
braille ndi
zilembo
zazikuluzikulu
• zithunzi zotukuza

33
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira ndi
zophunzirira ndi zophunzirira
zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati
• alakatula 2 alakatula Ndakatulo/ • kulakatula ndakatulo za • mafunso ndi • ophunzira
ndakatulo ndakatulo za nyimbo malangizo a zakufunika mayankho • nyimbo
komanso malangizo kwakugwira ntchito za manja • kukambirana zolembedwa
ayimba • kufotokoza • ndakatulo
nyimbo za 3 ayimba nyimbo za • kuyimba nyimbo za kufunika • kuyesana/ zolembedwa
malangizo malangizo kwa kugwira ntchito za manja kupimana nzeru • nyimbo
• kuyimba nyimbo zolembedwa mu
4 apereka phunziro • kupereka phunziro kuchokera • kulakatula braille ndi
kuchokera m’nyimbo/m’ndakatulo ndakatulo zilembo
m’nyimbo / zazikuluzikulu
m’ndakatulo • zithunzi zotukuza

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

• afotokoza 1 afotokoza nkhani Nkhani/ • kufotokoza nkhani komanso • mafunso ndi • ophunzira
nkhani/ komanso nthano Nthano nthano zakufunika kwa mayankho • nyimbo
nthano mochititsa chidwi kusamalira okalamba ndi • kukambirana zolembedwa
odwala • kufotokoza • ndakatulo
• kuyesana / zolembedwa
• akambirana 1 aponyerena ndagi Ndagi/ • kuponyerana ndi kuyankhana kupimana nzeru • nyimbo
ndagi/ Mikuluwiko ndagi • kuyimba nyimbo zolembedwa mu
mikuluwiko/ • kulakatula braille ndi
zifanifani 2 atsiriza • kutsiriza mikuluwiko ndakatulo zilembo
mikuluwiko • kuyesana / zazikuluzikulu
kupimana nzeru • zithunzi
3 akambirana Zifanifani/ • kukambirana zifanifani/ • ntchito ya zotukuza
zifanifani/ ntchedzero ntchedzero zosiyanasiyana awiriawiri • ng’oma
ntchedzero monga kuchenjera ngati zogwiritsa ntchito
kalulu mbuwu
• wotanthauzira
chiyankhulo mwa
zizindikiro

35
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 ndi
zophunzirira ndi zophunzirira
zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati
• awerenga 1 awerenga nkhani/ Nkhani/ • kuwerenga nkhani/ nthano, • mafunso ndi • ophunzira
nkhani/ nthano, ndakatulo nthano, ndakatulo zosiyanasiyana mayankho • zithunzi
nthano, ndakatulo monga za malonje a • kufotokoza • zithunzi zotukuza
ndakatulo pamalonda, phwando la • kukambirana • matchati
zosiyanasiyana ukwati, kufunika kwa ntchito • kuyesana/ • mndandanda wa
za manja, kusamalira kupimana nzeru nkhokwe ya mawu
okalamba, kusamalira • ng’oma
zachilengedwe, ufulu ndi zogwiritsa ntchito
udindo wa ana , phwando mbuwu
lotsanzikana • galasi/kalilole
zogwiritsa ntchito
mbuwu
• nthenga/pepala
zogwiritsa ntchito
mbuwu

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

• awerenga 1 awerenga sewero Sewero/ • kuwerenga sewero lokhudza • mafunso ndi • ophunzira
sewero molongosoka zisudzo kusasiyanitsa chikhalidwe mayankho • zithunzi
pakati pa akazi ndi amuna pa • kufotokoza • zithunzi zotukuza
nyumba • kukambirana • matchati
• kuyesana/ • mndandanda wa
2 apeza phunziro la • kupeza phunziro la m’sewero kupimana nzeru nkhokwe ya mawu
sewero • ng’oma
3 apeza/atenga • kutenga mbali m’sewero zogwiritsa ntchito
mbali m’sewero mbuwu
4 achita sewero la • kuchita sewero la chikhalidwe • galasi/kalilole
chikhalidwe pakati pa akazi ndi amuna pa zogwiritsa ntchito
chosasiyanitsa nyumba mbuwu
pakati pa amuna • nthenga/pepala
ndi akazi zogwiritsa ntchito
mbuwu

37
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 ndi
zophunzirira ndi zophunzirira
zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati:
• alemba 1 alemba mawu, Ziganizo/ • kulemba mawu, ziganizo, • kufotokoza • makalata a
mawu, ziganizo ndi ndime ndime/chimangirizo m’nkhani • kukambirana pachiweniweni
ziganizo ndi ndime mwaluso za kusamalira za chilengedwe, • ntchito ya • mapositikadi
ndime kusamalira okalamba, m’magulu • madayale
phwando la ukwati, malonje a • ntchito ya • kalendala ya
pamalonda, ufulu ndi udindo awiriawiri chaka chonse
wa ana, phwando • kuchita sewero • zolembera
lotsanzikana • kuyesana nzeru • makope
• mafunso ndi • braille
• alemba 1 alemba ndakatulo Ndakatulo • kupeza mfundo zoyika mayankho • ng’oma
ndakatulo m’ndakatulo zokhudza zogwiritsa ntchito
- kufunika kwa ntchito za mbuwu
manja • zolemba
- zikhulupiriro • makadi
- ukhondo
• kufotokoza mfundo zoyika
m’ndakatulo
• kulemba ndakatulo

38
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 ndi
zophunzirira ndi zophunzirira
zoyesera

Tidzadziwa kuti Ophunzira:

ophunzira
akukhoza ngati:
• azindikira 1 apanga sewero la Sewero la • kupanga sewero la mawu • kufotokoza • kalendala ya
sewero la mawu opingasa mawu opingasa ndi otsitsa • kukambirana chaka chonse
mawu ndi otsitsa mosalemba • ntchito ya • zolembera
m’magulu • makope
2 alemba sewero • kulemba sewero la mawu • ntchito ya • nthenga/pepapla
opingasa ndi otsitsa awiriawiri zogwiritsa ntchito
mwakulemba zokhudza • kuchita sewero mbuwu
- ukhondo • kuyesana nzeru • ng’oma
- kusiyanitsa pakati pa akazi • mafunso ndi zogwiritsa ntchito
ndi amuna mayankho mbuwu
- malingaliro/ • makadi/bolodi
zikhumbokhumbo • galasi/kalilole
zogwiritsa ntchito
mbuwu

39
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira ndi
zophunzirira ndi zophunzirira
zoyesera

• azindikira 1 anena Mikuluwiko • kunena mikuluwiko yokhudza • mafunso ndi • ophunzira

nsinjiro za mikuluwiko chikhalidwe monga: mayankho • mabuku
chiyankhulo - khama lidyetsa • kukambirana • matchati
- kanthu n’khama phwiti • kufotokoza • nkhokwe ya
adakwata njiwa • ntchito ya mabuku
- bongololo sadzolera m’magulu • ng’oma
mafuta pali wanthu • kufufuza zogwiritsa ntchito
mbuwu
2 afotokoza • kufotokoza matanthauzo a • galasi/kalilole
matanthauzo a mikuluwiko monga: zogwiritsa ntchito
mikuluwiko - kulimbikira mbuwu
kumapezetsa zabwino

3 afotokoza • kufotokoza maphunziro a

maphunziro a mikuluwiko
mikuluwiko

40
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira ndi
zophunzirira ndi zophunzirira
zoyesera

• azindikira 1 azindikira mawu Mawu • kuzindikira mawu: • mafunso ndi • ophunzira

mawu otsutsana ndi otsutsana/ - otsutsana matanthauzo, mayankho • mabuku
otsutsana ndi ofanana ofanana monga: bwera – pita • kukambirana • zithunzi
ofanana m’matanthauzo m’matanthauzo - chachitali – chachifupi • kufotokoza • zinthunzi
m’matanthau vomera – kana • kuyesana / zotukuza
amayi – abambo
zo kupimana nzeru • ng’oma
- ofanana matanthauzo
• ntchito ya zogwiritsa ntchito
monga: atsibweni –
amalume vomera - lola m’magulu mbuwu
mulungu - chauta/leza/ • galasi/kalilole
mphambe zogwiritsa ntchito
• kulemba mawu ofanana ndi mbuwu
otsutsana m’matanthauzo • zinthu zenizeni
• nthenga/pepala
zogwiritsa ntchito
mbuwu

41
Luso : Kusanja 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 ndi
zophunzirira ndi zophunzirira
zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati
• azindikira 1 azindikira Aneni • akuzindikira mitundu ya • mafunso ndi • galasi/kalilole
mitundu ya mitundu ya Aneni Aneni a maphatikizo awa: mayankho • nthenga/pepala
Aneni a maphatikizo a limodzi : -dya, -fa • kukambirana zogwiritsa ntchito
awa: b awiri: pita, seka • kufotokoza mbuwu
a limodzi c atatu: thamanga, sewera • kuyesana nzeru • ophunzira
b awiri d anayi: kapena /kupimana nzeru • mabuku’zithunzi’
c atatu kubzolerapo: fulumira, zithunzi
d anayi kapena khulupirira zotukuza
kubzolerapo • ng’oma
zogwiritsa ntchito
mbuwu

42
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zipangizo zina
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zophunzitsira ndi
zophunzirira ndi zophunzirira
zoyesera

• azindikira 2 azindikira • akuzindikira nthawi za Aneni • mafunso ndi • galasi/kalilole

nthawi za nthawu za Aneni izi: mayankho • nthenga/pepala
Aneni izi: a yatsopano: Mwana adya • kukambirana zogwiritsa ntchito
a yatsopano nsima • kufotokoza mbuwu
b yamtsogolo b yamtsogolo: Mwana • kuyesana nzeru • ophunzira
c yakale adzadya nsima /kupimana nzeru • mabuku
c yakale: Mwana adadya • zithunzi
nsima zotukuza
• ng’oma
zogwiritsa ntchito
mbuwu

43
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

Gwengwe, JW. Chimangirizo ndi Chifupikitso

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 ya chiyankhulo, Blantyre: Macmillan

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

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

44
 Syllabus for
Literacy and Languages –
English

Standard 6

45
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 and 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 his/her 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.

46
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, using a variety of media

Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources
We will know this Learners must be
when learners are able to:
able to:
• rcognize different • distinguish Phonics • identify given pairs of • discussion • pictures of
sounds of words. between pairs of words with similar sounds • pair of work animals/
words eg: • writing words/short • question and answer drawings, eg:
save/serve, sentences from a text • explanation tortoise
can/cane, • dramatizing reading of a • checklist • raised pictures
chair/share, poem for intonation • peer assessment • the
• identify features • answering questions from • self assessment environment
of intonation and a story/text • observation • real objects, eg:
stress eg: records, chairs, trees
refuse, desert • cinema box
• raised diagrams
• assessment
checklist

47
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources

• demonstrate an • respond to a Stories, poems/ • expressing facts and • role- play • drums
understanding of story or speech songs and opinions from a story or • pair and group work • mirror
a story, correctly speeches speech – they have heard • dramatization • learners
poem/song or • retell the story • dramatising a story which • songs • stories
speech they listen accurately they have heard, eg: on • observation checklist • oral
to gender • question and answer presentations
• explanation • tape recorders
• reciting poems • peer assessment • assessment
• self assessment checklists
• narrating a story on the • newspapers
effects of population • magazines
• retelling the story • television
• Braille
magazines
• resource persons
• sign language
interpreter

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

• get things done • respond to Commands • giving commands, eg: • demonstration • sign language
commands “Get into groups” • group work interpreter
appropriately • refusing commands • dramatization • assessment
politely • pair work checklist
• accepting commands • observation using a • learners
checklist • drums
• demonstrate an • follow Conversation • listening to a dialogue, eg: • songs • bells
understanding of conversations and figures of on indigenous knowledge • explanation • whistles
conversations and figures of speech in science • peer assessment • mirrors
and figures of speech • identifying facts and • self- assessment • pens
speech they listen • summarise the opinions in the dialogue • drawing • pencils
to dialogue • giving a summary of the • role play • stylus and
dialogue • group discussion Braille paper
• debates • notebooks
• observation
• think - pair - share
• bus stop
• group method with
posters

49
Term : I
Core element : Speaking
Primary outcome : The learner will be able to confidently express his/her own ideas fluently and respond
appropriately to others orally, in a wide range of situations

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

• socialize with • greet others Socializing • greeting each other in class • pair/group work • pictures and
others formally • role play diagrams
• greeting other people • games • raised pictures
outside class, eg: “Good • discussion and diagrams
morning, afternoon…” • teacher observation • checklist
• peer assessment
• introduce • introducing themselves to • observation
themselves and others
others • introducing their friends to
other people

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

• part with others • parting with other people, • group and pair work • observation
eg: using “Bye for now”/ • role play checklist
“Bye bye”/”Good bye.” • discussion recorded
• question and answer commands and
• get things done • give commands Commands • giving commands • demonstration instructions
• reject commands • rejecting or accepting • group and pair work • maps
commands • individual work • poems
• recorded poetry
recitals
• express and find • recite poems Poetry recitals • reciting poems
out attitudes, • act out poems • acting out the rhythm of
feelings and poems
thoughts

51
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources

• tell stories • narrate stories Stories • narrating stories • discussion • stories

from a picture or • discussing themes • demonstration • resource persons
topic characterization and • role play • reports
• analyse stories Asking for and setting of stories • peer observation • teachers
• ask for giving • asking for information, eg: • pair and group work • observation
information information that requires narrating, • brainstorming checklist
• give information describing or reporting • explaining
• describing things • think - pair - share
• ask for and give • make, accept or Requests and • reporting things accurately,
information reject requests apologies eg: HIV/AIDS messages
• apologise • making, accepting and
appropriately rejecting requests
• apologizing, eg: “I’m
sorry”

52
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources

• make a speech • use language Speeches • brainstorming points in a • role play • speeches
devices correctly speech • group work • resource
• sequencing ideas in a • pair work persons
speech • group work with
• making the speech posters
• think - pair - share

53
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 Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources
We will know this Learners must be
when learners are able to:
able to:
• develop phonic • read words that Phonics • reading words on a chart • group and pair work • recorded long /o/
awareness have different • scanning words with long • brainstorming and /3/ sounds
sounds that are /o/ and /3/ sounds in a text • role play • resource persons
represented by • grouping words with long • demonstration • letter grids
similar letters /o/ sound that is • peer observation (Braille)
represented by different • teacher assessment • observation
letters • reading silently checklist
• predict content of • predict the Making • predicting content of • scanning • learner’s books
narratives from a content of fiction, predictions fiction, historical and • skimming for English
title historical and biographical narratives • discussion • learner’s books
biographical from the title for other
passages from a • matching the title with the subjects such as
title content of fiction, historical social &
and biographical passages environmental
sciences

54
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources

• reading content of fiction, • brainstorming • supplementary

historical and biographical • discussion readers
narratives • explanation • magazine and
• question and answers newspaper
• read narratives • describe Stories, poems • reading intensively • peer observation extracts in
for information characters and and plays (silently) for information/ • scanning Braille and large
events attitudes, feeling, thoughts • silent reading print
and opinions • skimming • sign language
• scanning for specific • discussing in groups interpreter
information and pairs • a chart with
• skimming for the general • guessing meanings of meanings of
information in the story words and phrases unfamiliar
words they have
• demonstrate an • give meanings of • reading stories, poems and met
understanding of words plays • stories
a story, poem and • asking and answering • poems
play they have questions of specific • plays
read information/main ideas of
stories/plays/poems they
have read

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

• read for pleasure • read stories, Stories, poems, • reading silently • discussing main • Braille and large
poems, plays, plays, articles • summarizing stories, points print readers
articles and poems, plays and articles • silent reading • sign language
newspapers for to elicit main • brainstorming interpreter
pleasure incidents/points, actions, • reading aloud • paragraph with
problems and solutions • demonstration jumbled
• asking and answering • peer observation sentences
questions on plays, poems • teacher assessment • stories
and articles they have read • group work with • poems
• writing articles in response posters • plays
to another article • think - pair - share • newspapers
• magazines
• demonstrate a • read texts of Vocabulary • asking and answering • newspaper and
reading between 3,000 questions magazine
vocabulary of and 6,000 words • completing sentences extracts in
3,000 to 6,000 using vocabulary items Braille
words • identify main • guessing meanings of new • observation and
characters of the words from context assessment
text checklist

56
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 and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources
We will know this Learners must be
when learners are able to:
able to:
• write for social • plan the content Writing for social • planning the content to be • brainstorming • personal letters
purposes to be included in purpose included in letters, post • individual and pair • post cards
a letter, post card card or diaries from a title work • diaries
or diary • drafting, editing and • demonstration • titles
• draft personal revising personal letters, • explanation • checklists
letters, post cards post cards or diaries • peer observation
and diaries • responding to letters and • task analysis
cards • error analysis
• group work with
posters
• think - pair - share

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

• write for • plan the content Writing for • planning the content of • brainstorming • recipes
information to be included in information recipes eg: cake making, • demonstration • pictures
a recipe, descriptions or reports • explanation • raised pictures
description or from a title • individual and pair • reports
report from a title • drafting recipes, work • checklists
• draft a recipe, descriptions or reports • project work • Braille material
description or • editing and revising drafts • discussion
report of recipes, descriptions and • peer observation
reports • task analysis
• displaying recipes, • error analysis
descriptions and reports • group work with
• responding to instructions posters
through writing • think - pair - share
• displaying media texts on
notice boards, and class
newspapers

58
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources

• demonstrate • plan the content Creative writing • planning the content of • brainstorming the • stories
creative writing to be included in stories and poems from a contents of a story or • poems
a story or poem picture or title poem • notice boards
from a picture or • discussing a plan of the • discussion • class
title content of a story or poem • individual and pair newspapers
work • Braille materials
• draft, edit, and Handwriting • completing words and • role play • sign language
revise a story or sentences • peer observation interpreter
poem • copying sentences • teacher observation • learner’s books
• taking dictation • task analysis • list of sentences
• write neatly and • write words or • punctuating sentences • demonstration • sample of
legibly with sentences in a • writing legibly using • group observation Palmer’s and
correct spelling straight line Palmer’s or Marion • error analysis Marion
and punctuation Richardson’s style of • group work with Richardson
writing posters style of writing
• think - pair - share

59
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 to access, process and use
information for learning

Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources
We will know this Learners will be able
when learners are to:
able to:
• demonstrate • identify concepts Concepts and • defining concepts and • question and answer • lists of concepts
understanding of and vocabulary vocabulary vocabulary related to other • problem solving and vocabulary
concepts and related to other learning areas • information transfer related to other
vocabulary learning areas • pair or group work learning areas
related to other and relationships • case studies • learner’s books for
learning areas among them • debate other learning
• self assessment areas
• define concepts • identifying concepts, • peer observation • assessment
and vocabulary vocabulary and their • teacher observation checklist
related to other relationships, eg: • group observation
learning areas measuring temperatures of • think - pair - share
common substances in
degrees

60
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources

• demonstrate an • classify concepts Classify concepts • classifying concepts into • individual/pair / • list of
understanding of and vocabulary appropriate learning areas group work concepts/vocabu
concepts and related to other • question and answer lary from other
vocabulary learning areas • think - pair - share learning areas/
related to other subjects
learning areas • samples of
classifications

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

• collect and record • describe simple Collecting and • sorting out information on • brainstorming • assessment
information in processes recording maps, plans, charts, • discussion checklist
different ways information directories • role-play • maps
• designing maps, charts, • problem solving • plans
graphs and diagrams • group work with • charts
• drawing diagrams posters • graphs
• labelling diagrams • bus stop • diagrams
• arranging information • think - pair - share • directory

• observing peoples’ feelings

• find out and moods
information • recording information in
about people’s different ways, eg: using
experiences, graphs, charts
feelings, moods • using information from a
and opinions chart, graph or diagram to
write a text

62
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources

• keep and use a • transforming information • role-play • texts in braille

personal from various sources, eg: • problem solving • texts
diary/dictionary maps, directory and charts • information transfer • sample
• pair/group work dictionary
• use language for • formulate Critical thinking • reading a text and • discussion • list of
critical thinking questions about a formulating questions on • case studies concepts/vocabu
written text it, eg: mood of the story • debate lary from other
characters/theme and • assessment checklist learning areas
language used in writing • samples of
questions

63
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 Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources
We will know this Learners must be
when learners are able to:
able to:
• demonstrate an • use various Question forms • identifying various • role play • charts
understanding of question forms in question forms in oral and • group and pair work • pictures
various question oral and written written texts • discussion • a list of various
forms in oral and texts • asking and answering • explanation question forms
written texts questions orally and in • demonstration and answers
written form such as, • self assessment • think - pair -
“Would you mind if …” • teacher assessment share
“Why couldn’t…” • bus stop
• using various question
forms in their own oral
and written texts

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

• demonstrate an • give reasons for Language forms • expressing • brainstorming • a list of

understanding holding an and structure preferences/opinions • discussion structures, eg:
and use of opinion • expressing agreement and • demonstration for proposing
language forms disagreement • explanation or opposing
and structure • dramatizing a dialogue • self assessment points
used in • using appropriate forms of • peer assessment • argumentative
narratives, language and structure in • pair work texts
descriptions, oral and written reports • group work with • learner’s books
reports and and narratives posters for English and
argumentative • think - pair - share other learning
texts in oral and • identify articles, • answering questions areas
written forms adjectives, • picking/naming articles, • samples of
adverbs, adjectives, adverbs, reports and
prepositions, prepositions, nouns, narratives
nouns and pronouns from a narrative
pronouns from a • making own sentences
narrative using adjectives, adverbs,
prepositions, nouns,
pronouns

65
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources

• demonstrate an • recognize simple Sentence • identifying subject and • brainstorming • learner’s books
understanding and complex structure predicate in sentences, eg: • discussion for English and
and use of sentences “Mrs Mwale helped the • demonstration other learning
sentence boy.”, “The man cleaned • pair work areas
structure to the chalkboard.” • individual work • a list of
communicate • self assessment sentence
orally and in • analyse simple • analyzing simple sentences • teacher assessment structures
writing sentences into phrases • group work with • newspapers
posters • magazines
• use simple • analyzing sentences into • think - pair - share • cards
sentences in oral main and subordinate • periodicals
and written texts clause

• identify adverbs • identifying adverbs clauses

clauses • stating functions of
adverbs clauses

66
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources

• develop an • use language Language use • identifying incorrect forms • brainstorming • learner’s books
understanding forms correctly in of language in oral and • discussion for English and
and use of correct oral and written written texts, eg: discuss • demonstration other learning
language in oral texts about, repeat again for the • group and pair work areas
and written texts second time • individual work • a list of
• using various language • self assessment sentence
forms correctly in speech • teacher assessment structures
and written form, eg: • think - pair - share • newspapers
borrow/lend, if/unless, • magazines
wear/put on, lose/loose • recorded tapes
• cards
• periodicals

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

• develop and use • make words from Vocabulary • completing cloze passages • brainstorming • learner’s books
own vocabulary other words building (i) nouns from other • discussion for English and
nouns man- manhood, • demonstration other learning
woman – • pair work areas
womanhood, • individual work • a list of
womanizer • self assessment sentence
(ii) nouns from other • teacher assessment structures
verbs act – • bus stop • newspapers
actor/action • group work with • magazines
• forming words posters • learners
• solving crossword puzzles • think - pair - share • cards
• making words from a • periodicals
letter grid
• using words in oral and
written texts correctly
• completing gaps

68
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, using a variety of media

Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources
We will know this Learners must be
when learners are able to:
able to:
• recognize • distinguish Phonics • identifying given pairs of • discussion • pictures of
different sounds between pairs of words with similar sounds • pair work animals/
of words words, eg: • writing words/short • question and answer drawings, eg:
save/serve, can/ sentences from a text • explanation tortoise,
cane, chair/share • dramatizing reading of a • peer assessment • raised pictures
• identify features poem for intonation • self assessment • the
of intonation and • answering questions from a • observation environment
stress, eg: record, story/text • real objects, eg:
refuse, desert chairs, trees, etc
• cinema box
• raised diagrams
• assessment
checklist
• glue, salt, etc

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

• demonstrate an • respond to a Stories, poems/ • expressing facts and • role- play • observation
understanding of story or speech songs and opinions from a story or • pair work checklist
a story, poem/ correctly speeches speech they have heard • dramatization • mirror
song or speech • retell a story • dramatising a story which • songs • oral
they have accurately they have heard, eg: on • question and answer presentations
listened to gender • dramatization • tape recorders
• analysing different • explanation • assessment-
characters from the story • peer assessment checklists
they have heard on gender • self assessment • newspapers
• responding to a story, • observation using • magazines
poem, song about HIV and checklist • television
AIDS • think - pair - share • Braille
• dramatising the story magazines
• drums
• feather/strip
paper
• stories
• resource persons

70
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources

• get things done • draw maps Instructions • drawing maps of the • demonstration • sign language
school, or village following • dramatization interpreter
instructions • pair work • assessment
• tracing maps, following • observation using a checklist
instructions checklist • drums
• labelling maps drawn, • songs • bells
following instructions • explanation • whistles
• peer assessment • mirror
• self- assessment • pens
• drawing • pencils
• role play • stylus and
• debates Braille paper
• group work with • notebooks
posters • assessment
• think - pair - share checklist
• raised diagrams

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

• demonstrate an • solve riddles Riddles, • solving riddles • pair work • a list of examples of
understanding of • give meanings of proverbs, • suggesting their own • dramatization indigenous knowledge
conversations various proverbs idioms, similes riddles • explanation systems in science
and figures of • use proverbs • giving meanings to • discussion • a dialogue
speech they have • use idiomatic proverbs • observation • Braille story
listened to expressions • relating proverbs to • question and • books
real life situations answer • resources persons
• suggesting their own • peer assessment • a list of riddles
proverbs • self assessment • sign language interpreter
• giving meanings to • observation • a list of proverbs
specific idioms using checklists • idiomatic expressions
• completing gaps • debates/quiz • drums
• recalling similes • group work • mirror
• listening to their own with posters • assessment
similes • think - pair - • similes
share • text books
• assessment checklists
• resource persons
• sign language interpreter

72
Term : II
Core element : Speaking
Primary outcome : The learner will be able to confidently express his/her own ideas fluently and respond
appropriately to others orally in a wide range of situations

Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources
We will know this Learners must be
when learners are able to:
able to:
• socialize with • greet others Socializing • greeting each other in class • pair/group work • pictures and
others formally • greeting other people • role play diagrams
outside class, eg: “Good • games • raised pictures
morning afternoon…” • discussion and diagrams
• teacher observation • checklists
• introduce • introducing themselves to • peer assessment
themselves and others • observation
others • introducing their friends to
other people

• part with others

• parting with other people,
eg: using “Bye for now”/
“Bye bye”/”Good bye.”

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

• get things done • give instructions Instructions • giving instructions • group and pair work • recorded
• draw maps • drawing maps or objects • role play commands and
• draw objects following instructions, eg: • discussion instructions
maps of a school or village • question and answer • maps
• labelling pictures or • demonstration • unlabelled
diagrams following • explanation pictures and
instructions • individual work diagrams
• delivering messages • peer observation • poems
following instructions • demonstration • recorded poetry
• express and find • recite poems Poetry recitals • reciting poems • pair work recitals
out attitudes, • act out poems • acting out the rhythm of • individual work
feelings and poems • group work with
thoughts posters
• think - pair - share

74
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources

• take part in plays Plays • acting out plays • role play • plays
• perform plays • discussing plays and • pair work • recorded
characterization of the • peer observation performances of
plays plays
• tell stories • narrate stories Stories • narrating stories • discussion • stories
from a picture or • discussing themes, • demonstration • resource
topic characterization and • pair and group work persons
• analyse stories setting of stories • demonstration • reports
• brainstorming
• ask for and give • ask for Asking for and • asking for information, eg: • explaining
information information giving that requires narrating, • group work with
• give information information describing or reporting posters
to others • describing things • think - pair - share
• reporting things
accurately, eg: HIV and
AIDS messages

• apologise Requests and • apologizing, eg: “I‘m

appropriately apologies sorry”

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

• make a speech • use language Speeches • brainstorming points in a • role playing • speeches
devices correctly speech • group and pair work • resource
• preparing a speech • group work with persons
• sequencing ideas in a posters
speech • think - pair - share
• making a speech • question and answer
• discussion

76
Term : II
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 Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources
We will know this The learners must be
when the learners are able to:
able to:
• recognise different • distinguish Phonics • identifying sounds in • group • word cards in
sounds different sounds given words, eg: pair/individual work print and
/e/ as in ‘tell’, ‘get’, ‘fell’ • whole class work Braille
/ei/ as in ‘tail’, ‘pail’ ‘fail’ • teacher observation • radio cassette
/3/ as in ‘bird’, ‘girl’ ‘fur’ • peer assessment • tapes/CDs
/I/ as in ‘fill’, ‘nill’, ‘pill’ • individual • assessment
/i/ as in ‘feel’, ‘kneel’, ‘peel’ assessment using checklists
‘feet’ checklists
• practising pronouncing • question and answer
different sounds • observation
• role-play

77
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources

• get things done • follow Commands • listening to a variety of • group and pair work • recorded long
commands commands, eg: road safety • role play /o/ and /3/
commands • demonstration sounds
• give commands • obeying a variety of • peer observation • resource
commands, eg: road safety • individual work persons
commands • teacher assessment • letter grids
• peer assessment (Braille)
• develop phonic • read words that Phonics • reading words on a chart • think - pair - share • observation
awareness have different • scanning words with long checklist
sounds that are /o/ and /3/ sounds in a text
represented by
similar letters • sorting words with different
sounds that are represented
by the same letters, eg:
worse/port
word/cord
door/doom
though/through

78
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning and Suggested
standard learning activities assessment methods teaching and
learning
resources

• identify words • grouping words with /3/ • individual/group/pair

in a sentence or sound that is represented work • phonic drill
text that have by different letters • demonstration charts in Braille
different sounds • forming words from • peer/teacher and large print
but are phonic drill cards assessment • sign language
represented by interpreter
similar letters

• predict content • predict the Making • predicting content of • brainstorming • learner’s books
of narratives content of prediction fiction, historical and • reading silently for English
from a title fiction, historical biographical narratives • scanning • learner’s books
and biographical from the title • skimming for other
passages from a • matching the title with • discussion subjects such as
title the content of fiction, • peer observation social and
historical and environmental
biographical passages sciences

79
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources

• reading content of fiction, • brainstorming • newspapers

historical and biographical • discussion • supplementary
narratives • explanation readers
• comparing predictions and • question and answer • Bible or Koran
actual content of narratives • peer observation • magazine and
• scanning newspaper
• read narratives • describe Characters • scanning for specific • silent reading extracts in
for information characters and information • skimming Braille and
events • skimming for the general • word guess large print
information in a story • sign language
• identifying main interpreter
characters in a story • a chart with
• retelling stories, historical meanings of
accounts and biographies unfamiliar
• guessing meanings of words they
words have met

80
Assessment Success criteria Theme/Topic Suggested teaching Teaching, Suggested
standard and learning learning and teaching and
activities assessment learning
methods resources

• read non- • identify signalling devices Non-narrative • identifying signalling • discussing • recipes
narrative texts • use recipes, lists, cartons and texts devices in a text, eg: • scanning lists, • tables
tables for communication firstly, secondly, tables, recipes and • lists
lastly, etc. cartoons • calendars
• reading silently • brainstorming • telephone
• discussing recipes, • peer observation directories
lists, cartoons and • teacher • Braille
tables assessment telephone
• scanning specific • discussing in directories
information in lists, groups and pairs • observation
recipes, cartoons and • guessing checklist
tables meanings of • stories
• asking and answering words and • poems
questions on specific phrases • newspapers
information on tables, • silent reading • readers
recipes, lists and • think - pair - share • newspaper
cartoons • bus stop extracts in
• skimming for main Braille and large
ideas print

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

• demonstrate an • give meanings of words Stories, poems • giving meanings of • discussing • recipes
understanding and plays words using context • scanning lists, • tables
of a story, • reciting poems tables, recipes and • lists
poem and play • analyse poems • reading stories, plays cartoons • calendars
they have read • narrate stories and plays • retelling stories, plays • brainstorming • telephone
• asking and answering • peer observation directories
questions on specific • teacher • Braille
information/main assessment telephone
ideas of stories/plays/ • discussing in directories
poems they have read groups and pairs • observation
• guessing checklist
meanings of • stories
words and • poems
phrases • newspapers
• silent reading • readers
• think - pair - share • newspaper
extracts in
Braille and
large print

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

• identify topic sentences of • dramatizing stories • discussing • recipes

paragraphs • reordering jumbled • scanning lists, • tables
sentences in tables, recipes and • lists
paragraph cartoons • calendars
• identifying topic and • peer observation • telephone
supporting sentences • teacher directories
in a paragraph assessment • Braille
• read for • read stories, poems, plays, Stories, poems, • reading silently • discussing in telephone
pleasure articles and newspapers for articles and • summarizing stories, groups and pairs directories
pleasure plays poems, plays and • guessing • observation
articles to elicit main meanings of checklist
incidents, points words and • stories
actions, problems and phrases • poems
solutions • silent reading • newspapers
• asking and answering • think - pair - share • readers
questions on plays, • newspaper
poems and articles extracts in
they have read Braille and
• writing articles in large print
response to another
article

83
Assessment Success criteria Theme/Topic Suggested teaching Teaching, Suggested
standard and learning learning and teaching and
activities assessment learning
methods resources

• identify facts and opinions • identifying facts and • teacher • supplementary

from plays/poems/articles/ opinions from plays, assessment readers, eg:
newspapers poems, articles and • self assessment magazines
newspapers • peer assessment newspapers
• responding to articles • pair and group • poems
• describing main work • magazine and
characters • discussing in newspaper
groups and pairs extracts in
• scanning for specific • brainstorming Braille and
information • asking and large print
• brainstorming the answering
meaning of questions
vocabulary items • peer observation
• demonstrate a • read texts of between 3,000 Vocabulary • asking and answering
reading and 6,000 words questions
vocabulary of • completing sentences
3,000 to 6,000 using vocabulary item
words • identify main characters of
the text

84
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 criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources
We will know this Learners must be
when learners are able to:
able to:
• write for social • plan the content Writing for social • planning the content to be • brainstorming • personal letters
purposes to be included in purpose included in a letter from a • individual / pair • post cards
a letter, post card title work • diaries
or diary • demonstration • titles
• role play • checklists
• draft personal • drafting, editing and • explanation
letters, post cards revising personal letters • peer observation
or diaries • responding to letters • task analysis
• writing post cards or • error analysis
diaries • group work with
posters

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

• write for • plan the content Writing for • planning the content of • brainstorming • recipes
information to be included in information recipes, descriptions or • demonstration • pictures
recipes, or reports reports from a title • explanation • raised pictures
from a title • individual/group and • reports
pair work • checklist
• draft a recipe, • drafting recipes, • project work • Braille material
description or descriptions or reports • role play • notices
report • discussion • posters
• displaying media texts on • peer observation • advertisements
notice boards, and class • task analysis • notice boards
newspapers • teacher observation • class
• newspapers

86
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources

• demonstrate • plan the content Creative writing • planning the content of • brainstorming the • stories
creative writing of a poem from a stories and poems from a contents of a story or • poems
picture picture or title poem • notice boards
• discussing a plan of the • discussion • class
content of a story or poem • individual and pair newspapers
• draft, edit, and • drafting, editing and work • Braille materials
revise a story or revising a story or poem • role play • sign language
poem • displaying written stories, • peer observation interpreter
poems on notice boards • teacher observation
and newsletter • task analysis
• write neatly and • write words or Handwriting • completing words and • demonstration • learner’s books
legibly with sentences in a sentences • error analysis • checklist
correct spelling straight line • copying sentences • group work with • list of sentences
and punctuation • taking dictation posters • sample of
• punctuating sentences • think - pair - share Palmer and
• writing legibly using Marion
Palmer’s or Marion Richardson’s
Richardson’s style of style of writing
writing
• solving puzzles, eg:
crossword puzzles

87
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 criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources
We will know this Learners will be able
when learners are to:
able to:

• demonstrate • identify concepts Concepts and • defining concepts and • question and answer • lists of concepts
understanding of and vocabulary vocabulary vocabulary related to other • problem solving and vocabulary
concepts and related to other learning areas • information transfer related to other
vocabulary learning areas • pair or group work learning areas
related to other and their • case studies • learner’s books
learning areas relationships • debate for other
• peer observation learning areas
• teacher observation
• self assessment
• group work with
posters
• think - pair - share

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

• use concepts and • making sentences using • brainstorming • maps

vocabulary concepts and vocabulary • discussion • plans
related to other related to other learning • role-play • charts
learning areas areas • problem solving • graphs
appropriately • information transfer • diagrams
• group work with • directories
posters
• bus stop
• collect and record • describe simple Collecting and • sorting out information on • think - pair - share
information in processes recording maps, plans, charts and
different ways information directories
• designing maps, charts,
graphs and diagrams
• drawing diagrams
• labelling diagrams
• arranging information

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

• find out • observing peoples’ feelings • pair or group work • assessment

information about and moods • debate checklist
people’s • interviewing people • peer observation • sample diary
experiences, • recording information in • self assessment • sample
feelings, moods different ways, eg: using • problem solving dictionary
and opinions graphs, charts • information transfer • assessment
• using information from a • discussion
chart, graph or diagram to • think - pair - share
write a text • demonstration
• explanation
• keep and use a • transforming information • peer observation
personal from various sources, eg: • teacher observation
diary/dictionary maps, directory and charts • word games

90
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources

• use language for • ask and answer Critical thinking • formulating and answering • individual and pair • jumbled texts
critical thinking more complex using language questions on “What would work • pictures
questions you do if …?” • brainstorming • assessment
• question and answer checklist
• formulate • reading a text and • observation • plants
questions on a formulating questions on it • teacher assessment • sample
written text eg: mood of the story • peer assessment questions
characters, theme and • discussion
language used in writing • group work with
• sequence things posters
• discussing and practicing, • bus stop
sorting and arranging • think - pair - share
things, eg: language
development of a child
aged one-month to three
years; learning to read and
write in Chichewa

• classify things • discussing and classifying

according to things according to criteria
criteria eg: edible plants from non
edible ones

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

• distinguish parts • discussing causes and • role play • charts

from the whole effects of punishment/ not • problem solving • diagrams
studying • information transfer
• pair work
• use language to • present Analysis of • arranging information, • debate
analyze information, information, events and situations in a • assessment checklist
information, events and people, events logical manner • group work with
people, events situations in a and situations posters
and situations logical manner using language • think - pair - share

• demonstrate an • reading, sorting out and

understanding of summarizing information,
information, events and situations
people, events • retelling information,
and situations events and situations

92
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources

• interpret • discussing and • role play • jumbled texts

information, interpreting information • problem solving • pictures
people, events and people, events, and • information transfer • assessment
situations situations • pair work checklist
appropriately • debate • plants
• assessment checklist
• differentiate Facts and • distinguishing fair • group work with
factual statements opinions opinions from biased ones, posters
from opinions eg: women are kinder than • think - pair - share
men

93
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 criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources
We will know this Learners must be
when learners are able to:
able to:
• demonstrate an • use various Question forms • identifying various • role play • charts
understanding of question forms in question forms in oral and • pair work • pictures
various question oral and written written texts • discussion • a list of various
forms in oral and texts • asking and answering • explanation forms of
written texts questions orally and in • demonstration questions and
written form such as • self assessment answers
“Would you mind if …” • teacher assessment
“Why couldn’t…” • group work with
• using various question posters
forms in their own oral • think - pair - share
and written texts

94
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources

• demonstrate an • give reasons for Language forms • expressing • brainstorming • learner’s books
understanding holding an and structure preferences/opinions • discussion for English and
and use of opinion • expressing agreement and • demonstration other learning
language forms disagreement • explanation areas
and structure • dramatizing a dialogue • self assessment • a list of
used in • using appropriate forms of • peer assessment structures, eg:
narratives, language and structure in • pair work for proposing
descriptions, oral and written reports and • group work with or opposing
reports and narratives posters points
argumentative • think - pair - share • argumentative
texts in oral and • identify articles, • answering questions texts
written forms adjectives, • picking/naming articles, • samples of
adverbs, adjectives, adverbs, reports and
prepositions, prepositions, nouns and narratives
nouns and pronouns from a narrative
pronouns from a • making own sentences
narrative using adjectives, adverbs,
prepositions, nouns and
pronouns

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

• identify adverb • identifying adverb clauses • brainstorming • a list of

clauses in oral and written texts • discussion sentence
• demonstration structures
• state functions of • stating functions of adverb • pair work • newspapers
adverb clauses clauses in oral and written • individual work • magazines
texts • self assessment • cards
• teacher assessment • periodicals
• demonstrate an • recognize simple Sentence • identifying subject and • group work with • learner’s books
understanding and complex structure predicate in sentences, eg: posters for English and
and use of sentences “Mrs Mwale helped the • think - pair - share other learning
sentence boy.” “The man cleaned areas/ subjects
structure to the blackboard.”
communicate
orally and in • analyse simple • analyzing simple sentences
writing sentences into phrases

• use simple • analyzing sentences into

sentences in oral main and subordinate
and written texts clause

96
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources

• develop an • use language Language use • completing cloze passages • individual work • a list of
understanding forms correctly in • pair work incorrectly used
and use of correct oral and written • discussion forms of
language in oral texts • explanation language
and written texts • demonstration • learner’s books
• self assessment for English and
• develop and use • make words from Vocabulary • forming words, eg: • teacher assessment other learning
own vocabulary other words building - nouns from other nouns • group work with areas/ subjects
priest- priesthood, birth - posters • newspapers
birth right, footballer • think - pair - share • learner’s own
- nouns from verbs work
act – actor/action • puzzles
• solving crossword puzzles • learner’s books
• making words from a for English and
letter grid other learning
• using words in oral and areas/ subjects
written texts correctly
• completing gaps

97
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 and using a variety of media

Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources
We will know this Learners must be
when learners are able to:
able to: • pictures of
• recognize • distinguish Phonics • identifying given pairs of • discussion animals/
different sounds between pairs of words with similar • pair work drawings, eg:
of words words, eg: sounds • question and answer tortoise,
save/serve, can/ • writing words/short • explanation • raised pictures
cane, chair/share sentences from a text • checklist • environment
• peer assessment • real objects, eg:
• identify features • dramatizing reading of a • self assessment chairs, trees,
of intonation and poem for intonation • observation etc.
stress, eg: record, • answering questions from • cinema box
refuse, desert a story/text • raised diagrams
• assessment
checklist
• glue, salt, etc.

98
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources

• demonstrate an • respond to a Stories, poems/ • expressing facts and • role - play • tape recorders
understanding of story or speech songs and opinions from a story or • pair and group work • assessment-
a story, correctly speeches speech they have heard • dramatization checklists
poem/song or • retell the story • dramatising a story which • songs • newspapers
speech they accurately they have heard, eg: on • observation- checklist • radio
listen to entrepreneurship • question and answer • magazines
• analysing different • group work • television
characters from the story • explanation • Braille
they have heard eg on • peer assessment • drums
entrepreneurship • self assessment • mirror
• responding to a story, • think - pair - share • feather/strip
poem, song about paper
HIV/AIDS • stories
• reciting poems • resource persons
• sign language
interpreter

99
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources

• summarise the story • demonstration • sign language

• dramatization interpreter
• get things done • draw maps Instructions • drawing maps of the • pair work • assessment
school, or village following • observation using a checklist
instructions checklist • drums
• tracing maps following • songs • bells
instructions • explanation • whistles
• delivering a message, eg: • peer assessment • mirror
HIV/AIDS, child labour, • self-assessment • pencils
drug and substance abuse • drawing • stylus and
• giving opinions on the • role play Braille paper
message about HIV/AIDS, • debate • notebooks
child labour, drug and • group work with • raised diagrams
substance abuse posters
• labelling maps drawn • think - pair - share
following instructions

100
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources

• demonstrate an • solve riddles Riddles, • solving riddles • dramatization • assessment

understanding of proverbs, idioms • suggesting riddles • self assessment • checklist
conversations and and similes • observation • a list of
figures of speech • give meanings of • giving meanings to • games examples of
they listen to various proverbs proverbs • quiz indigenous
• use proverbs • relating proverbs to real life • pair work knowledge
situations • question and answer systems in
• suggesting proverbs • peer assessment science
• debates • a dialogue
• use idiomatic • giving meanings to specific • group work with • drums
expressions idioms posters • mirror
• think - pair - share • resource persons
• completing gaps • a list of riddles
• sign language
• recalling similes interpreter
• a list of proverbs
• listing similes • idiomatic
expressions
• similes
• text books

101
Term : III
Core element : Speaking
Primary outcome : The learner will be able to confidently express his/her own ideas fluently and respond
appropriately to others orally in a wide range of situations

Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources
We will know this Learners must be
when learners are able to:
able to:
• socialize with • greet others Socializing • greeting each other in class • pair/group work • pictures and
others formally • greeting other people • role play diagrams
outside class, eg: “Good • games • raised pictures
morning/afternoon…..” • discussion and diagrams
• peer assessment • check list
• introduce • introducing themselves to • observation
themselves and others
others • introducing their friends to
other people

• parting with • parting with other people,

others eg: using, “Bye for now”
“Bye bye”, “Good bye.”

102
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources

• get things done • give instructions Instructions • giving instructions • group and pair work • recorded
• draw maps • drawing maps or objects • role play commands and
• draw objects • following instructions, eg: • discussion instructions
maps of a school or village • question and answer • maps
• labelling pictures or
diagrams following • demonstration • unlabelled
instructions • explanation pictures and
• delivering messages • individual work diagrams
following instructions • peer observation
• think - pair - share
• express and find • recite poems Poetry recitals • reciting poems • poems
out attitudes, • act out poems • acting out the rhythm of • recorded poetry
feelings and poems recitals
thoughts

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

• perform plays Plays • acting out plays • role play • plays

• discussing plays and • group/pair work • recorded
characterization of the • peer observation performance of
• narrate stories Stories plays plays
from a picture or • stories
• tell stories topic • narrating stories • discussion • resource persons
• analyse stories • discussing themes, • demonstration • reports
characterization and • role play
• ask for Asking for and setting of stories • brainstorming
information giving • explaining
• ask for and give • give information information • asking for information, eg: • think - pair - share
information to others that requires narrating,
describing or reporting
• describing things
• reporting things
accurately, eg: HIV/AIDS
messages

104
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources

• make a speech • use language Speeches • brainstorming points in a • role playing • speeches
devices correctly speech • group and pair work • resource
• preparing a speech • think - pair - share persons
• sequencing ideas in a
speech
• making a speech

105
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 and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources
We will know this Learners must be
when learners are able to:
able to:
• develop phonic • read words that Phonics • reading words on a chart • group and pair work • recorded long
awareness have different • scanning words with long • brainstorming /o/ and /3/
sounds that are /o/ and /3/ sounds in a text • role play sounds
represented by • sorting words with • demonstration • resource
similar letters different sounds that are • peer observation persons
represented by the same • individual • letter grids
letters, eg: • teacher assessment (Braille)
worse/port • observation
word/cord checklist
door/doom
though/through

106
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning and Suggested
standard learning activities assessment methods teaching and
learning
resources

• identify words • forming words from • individual/group/pair • phonic drill

in a sentence or phonic drill cards work charts in Braille
text that have • demonstration and large print
different sounds • peer/teacher • sign language
that are assessment interpreter
represented by • brainstorming • learner’s books
similar letters • reading silently for English
• scanning • learner’s books
• predict content • predict the Making • reading content of • skimming for other
of narratives content of predictions fiction, historical and • discussion subjects such as
from a title fiction, historical biographical narratives • peer observation social and
and biographical • comparing predictions • think - pair - share environmental
passages from a and actual content of studies
title narratives

107
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources
• read narratives • describe Reading • reading intensively • brainstorming • newspapers
for information characters and narratives (silently) for • discussion • supplementary
events information/attitudes, • explanation readers
feeling, thoughts and • question and answers • Bible or Koran
opinions • peer observation • magazine and
• scanning for specific • scanning newspaper
information • silent reading extracts in
• skimming for general • skimming Braille and
information in a story • world guessing large print
• identifying topic sentences • think - pair - share • sign language
of each paragraph • individual work interpreter
• identify main characters in • a chart with
a story meanings of
• retelling stories, historical unfamiliar
accounts and biographies words they
• guessing meanings of have met
words

• identify • identifying signalling

signalling devices devices in a text, eg:
firstly/secondly, lastly…
• reading silently

108
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources
• read non- • use recipes, lists, Non-narrative • discussing the information • discussion • recipes
narrative texts cartoons and texts in recipes, lists, cartoons • scanning lists, tables, • tables
tables for and tables recipes and cartoons • lists
communication • scanning specific • brainstorming • calendars
information in recipes, • peer observation • telephone
lists, cartoons and tables • teacher assessment directories
• asking and answering • self assessment • observation
questions on specific • group work checklists
information on tables, • pair work • stories
recipes, lists and cartoons • poems
• skimming for the main • plays
ideas • newspapers
• demonstrate an • give meanings of Stories, poems • giving meanings of words • newspaper
understanding of words and plays using context extracts in
a story, poem and • analyse poems • discussing poems Braille and
play they have • narrate stories • reading stories, plays normal print
read and plays • retelling stories, plays
• asking and answering
questions of specific
information/main ideas of
stories/plays/poems they
have read

109
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources

• dramatizing stories • discussing main • readers

• reordering jumbled points • sign language
sentences in paragraph • silent reading interpreter
• brainstorming • paragraph with
• identify topic • identifying topic and • demonstration jumbled
sentences of supporting sentences in a • peer observation sentences
paragraphs paragraph • teacher • stories, poems
assessment • plays,
• read for pleasure • read stories, Stories, poems, • reading silently • think – pair - share • articles
poems, plays, plays, articles • summarizing stories, • newspaper and
articles and poems, plays and articles magazine
newspapers for to elicit main incidents, extracts in
pleasure points, actions, problems Braille
and solutions • observation and
• reading aloud assessment
• asking and answering checklist
questions on plays, poems
and articles they have read
• writing articles in response
to another article

110
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources

• identify facts and Facts and • identifying facts and • teacher assessment • supplementary
opinions from opinions opinions from plays, • pair and group work readers, eg:
plays, poems, poems, articles, newspapers • brainstorming magazines and
articles, • responding to articles • peer observation newspapers
newspapers • describing main characters • questions and • poems
answers • magazine and
• scanning for specific • word games newspaper
information • think - pair - share extracts in
• brainstorming the meaning Braille and
of vocabulary items large print
• demonstrate a • read texts of Reading for • asking and answering
reading between 3,000 pleasure questions
vocabulary of and 6,000 words • completing sentences using
3,000 to 6,000 the vocabulary items
words
• identify main
characters in the
text

111
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources

• building • building vocabulary from • group work with • sign language

vocabulary different areas of life, eg: posters interpreter
the lake, hospital, village, • pair work
different subjects,
HIV/AIDS, Air Travel, etc

112
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 and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources
We will know this Learners must be
when learners are able to:
able to:
• write for social • plan the content Writing for social • responding to letters • brainstorming • personal letters
purposes to be included in purpose • individual/group and • post cards
a letter, post card • writing post cards and pair work • diaries
or diary diaries • demonstration • titles
• draft personal • role play • checklists
letters, post cards • explanation
or diaries • peer observation
• task analysis
• error analysis
• think - pair - share

113
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources

• write for • express an Opinions • displaying recipes, • brainstorming • recipes

information opinion in descriptions and reports • demonstration • pictures
writing and • responding to instructions • individual/ pair • raised pictures
giving a reason through writing /group work • reports
for it Media texts • discussion • checklist
• design media • plan the content of • planning the content of • peer observation • Braille material
texts advertisements, media texts such as • task analysis • notices
notices and posters posters, notices and • role play • posters
from a title advertisements • teacher observation • advertisements
• draft • drafting, editing and • think - pair - share • notice boards
advertisements, revising medial texts such • newspapers
notices and posters as advertisements, notices
• edit and revise the and posters
drafts of media • responding in writing to
texts media texts

114
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources

• demonstrate Creative writing • drafting, editing and • brainstorming the • stories

creative writing revising a story or poem contents of a story or • poems
• displaying written stories poem • notice boards
poems on notice boards • discussion • class
and newsletter • individual/group and newspapers
pair work • Braille materials
• write neatly and • write words or Handwriting • completing words and • role play • sign language
legibly with sentences in a sentences • peer observation interpreter
correct spelling straight line • copying sentences • teacher observation • learner’s books
and punctuation • taking dictation • task analysis • checklist
• punctuating sentences • demonstration • list of sentences
• writing legibly using • group observation • sample of palm
Palmer’s or Marion • error analysis • style of writing
Richardson’s style of • think - pair - share • Palmer and
writing Marion
Richardson
style

115
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 and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources
We will know this Learners will be able
when learners are to:
able to:
• demonstrate • identify concepts Concepts and • defining concepts and • question and answer • lists of concepts
understanding of and vocabulary vocabulary vocabulary related to other • group work and vocabulary
concepts and related to other learning areas • case studies related to other
vocabulary learning areas • peer observation learning areas
related to other • teacher observation • learner’s books
learning areas • self assessment for other
• group work with learning areas/
posters subjects
• pair work

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

• use concepts and • making sentences using • brainstorming • assessment

vocabulary concepts and vocabulary • discussion checklist
related to other related to other learning • role-play • maps
learning areas areas • problem solving • plans
appropriately • information • charts
• think - pair – share • graphs
• classify concepts • classifying concepts and • group work with • diagrams
and vocabulary vocabulary related to other posters • directories
related to eg learning areas • bus stop
agriculture,
science and
technology

• collect and record • describe simple Collecting and • sorting out information on
information in processes recording maps, plans, charts and
different ways information directory
• designing maps, charts,
graphs and diagrams
• drawing diagrams

117
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources

• interpreting maps, • pair or group work • assessment

directions and charts • debate checklist
• asking for information, • peer observation • sample diary
explanations and • self assessment • sample
experiences • question and answer dictionary
• case studies
• find out Attitudes and • using information from a • teacher observation
information feelings chart, graph or diagram to • peer assessment
about people’s write a text • self assessment
experiences, • interpreting information
feelings, moods from a chart, graph or
and opinions diagram to write a text

• summarising information,
explanations/opinions

• keep and use a • transforming information

personal from various sources, eg:
diary/dictionary maps, directory and charts

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

• use language for • ask and answer Critical thinking • formulating and • individual/pair or • jumbled texts
critical thinking complex using language answering questions on group work • pictures
questions “What would you do • brainstorming • assessment
if…?” • questions and answer checklist
• observation • plants
• sequence things • discussing, practicing, • teacher assessment
sorting and arranging • peer assessment
things, eg: language • think - pair - share
development of a child
from the first month to the
third year learning to read
and write in Chichewa

119
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources

• identify • discussing similarities and • role play • charts

similarities and differences between things, • problem solving • diagrams
differences eg: boarding school vs day • information transfer
between things school • pair work debate
• assessment checklist
• use language to • present Analysing • arranging information, • think - pair – share
analyze information, information, events and situations in a • group work with
information, events and people, events logical manner posters
people, events situations in a and situations • reading, sorting and
and situations logical manner using language summarizing information,
events and situations
• retelling information,
events and situations

120
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources

• interpret • sifting and weighing • discussion • charts

information, information, events, • question and answer • diagrams
events and situations fairly without • observation
situations bias • peer assessment
appropriately • discussing and separating • explanation
• critique factual statements from • role-play
information, fair opinions, eg: people • problem solving
events and who smoke smell smoke • individual/pair
situations without /group work
bias • case studies
• debate
• verify Information • explaining how • assessment checklist
information, verification information is verified • think - pair - share
events and
situations
independently

121
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 and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources
We will know this Learners must be
when learners are able to:
able to:
• demonstrate an • use various Question forms • identifying various • role play • charts
understanding of question forms in question forms in oral and • pair work • pictures
various question oral and written written texts • discussion • a list of various
forms in oral and texts • asking and answering • explanation question forms
written texts questions orally and in • demonstration and answers
written form such as • self assessment
“Would you mind if • teacher assessment
Why couldn’t…” • group work with
• using various question posters
forms in oral and written • think - pair - share
texts

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

• demonstrate an • give reasons for Language forms • dramatizing a dialogue • brainstorming • a list of
understanding holding an and structure • using appropriate forms of • discussion structures, eg:
and use of opinion language and structure in • demonstration for proposing
language forms oral and written reports • explanation or opposing
and structure and narratives • self assessment points
used in • peer assessment • argumentative
narratives, • identify articles, • answering questions • pair work texts
descriptions, adjectives, • picking/naming articles, • group work with • samples of
reports and adverbs, adjectives, adverbs, posters reports and
argumentative prepositions, propositions, nouns and • think - pair - share narratives
texts in oral and nouns and pronouns from a narrative • learner’s books
written forms pronouns from a • making own sentences for English and
narrative using adjectives, adverbs, other learning
prepositions, nouns, areas/ subjects
pronoun

• identifying • identifying adverb and

adverb and noun clauses in oral and
clauses in oral written texts
and written texts

123
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources
• state functions of • stating functions of adverb • brainstorming • learner’s books
adverb and noun and noun clauses in oral • discussion for English and
clauses in oral and written texts • demonstration other learning
and written texts • pair work areas/ subjects
• individual work • a list of
• convert direct • converting direct speech • self assessment sentence
speech into into indirect speech and • teacher assessment structures
indirect speech vice versa • group work with • newspapers
posters • magazines
• demonstrate an • recognize simple Sentence • identifying subject and • think - pair - share • cards
understanding and complex structure predicate in sentences, eg: • periodicals
and use of sentences “Tiyanjane helped
sentence • analyse simple Dalitso.”
structure to sentences “Tamala boarded a bus.”
communicate • use simple • analyzing simple sentences
orally and in sentences in oral into phrases
writing and written texts • analyzing sentences into
main and subordinate
clauses

124
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources

• develop an • use language Language use • identifying incorrect forms • question and answer • a list of
understanding correctly in oral of language in oral and • discussion commonly used
correct language and written texts written texts, eg: discuss • group work with and incorrectly
use in oral and about, emphasise on posters used forms
written texts • using various language • think - pair - share • learner’s books
forms correctly in speech for English and
and written form, eg: other learning
borrow/lend areas/ subjects
if/unless • newspapers
wear/put on • learner’s own
lose/loose work

125
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources

• develop and use • make words from Vocabulary • completing cloze passages • individual work • puzzles
own vocabulary other words building forming words, eg: • group and pair work • a list of words
- nouns from other nouns • discussion • pupils’ books
man- manhood, • explanation for English and
harmonizes, footballer, • demonstration other learning
trouble -shooter • self assessment areas
- nouns from other verbs • teacher assessment
act – actor/action
- learn - learner
• solving crossword puzzles
• making words from a
letter grid
• using words in oral and
written texts correctly
• completing gaps

126
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

127
Syllabus for
Mathematics

Standard 6

128
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 Patterns, functions and algebra

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

e Measurements, recording and modeling

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

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

129
Term 1

Core element : Number, operations and relationship

Primary Outcome : The learner will be able to use the numbers and their relationships to solve practical problems

Assessment Success criteria Topic/ Suggested teaching and Suggested teaching, Suggested
standard Theme learning activities learning and teaching and
assessment learning
methods resources
We will know this Learners must be able to:
when learners are
able to:
• recognise and 1 count in intervals of Counting • reading numbers on a number line • group work • number line
write numbers thousands within a • counting in intervals of 1,000; • individual • number cards
up to 10,000,000 given range up to 5,000; and 10,000 within a given assessment • number wheel
10,000,000 range • mental mathematics • chart
• ordering numbers on a number • observation • cuberithm
line in ascending or descending • question and answer board
order using given intervals • practice • dice
• demonstration • basic operation
2 write numbers in • writing numbers in words • individual work table
figures and words up • writing numbers in figures • pair work • braille
to 10,000,000 • reading numbers in figures and • peer assessment multiplication
words • group assessment table

• apply basic 1 add and subtract Addition • adding numbers up to five

operations on numbers within the and addends without and with
whole numbers range of 0 to 10,000,000 subtraction regrouping
up to 10,000,000 without and with • subtracting numbers without and
regrouping with regrouping

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

2 multiply and Multiplication • multiplying numbers up to four • group work • number line
divide numbers up and division digit numbers by three digit • individual • number cards
to 10,000,000 numbers assessment • number wheel
• dividing seven digit numbers by • mental mathematics • chart
up to three digit divisors, without • observation • cuberithm
or with remainders • question and board
answer • dice
3 apply basic Basic • solving practical problems on • practice • basic operation
operations to solve operations addition and subtraction • demonstration table
practical problems • solving practical problems on • individual work • braille
on whole numbers multiplication and division • pair work multiplication
• peer assessment table

131
Assessment Success criteria Topic/ Suggested teaching and learning Suggested Suggested
standard Theme activities teaching, learning teaching and
and assessment learning
methods resources

• find highest 1 find highest H.C.F. • finding factors of numbers • group work • braille division
common factors common factors • finding H.C.F. of numbers by • individual work chart
(H.C.F.) and lowest (H.C.F.) expressing the numbers as the product • peer assessment • division chart
common multiples of their prime factors • observation • factor tree
(L.C.M.) • finding H.C.F. of numbers by dividing • demonstration • multiplication
the numbers by their common prime • question and chart
factors answer • braille
• finding H.C.F. of numbers by using • group assessment multiplication
continued division • individual chart
assessment
2 find lowest L.C.M. • finding multiples of numbers
common multiple • finding LCM of numbers by expressing
(L.C.M.) the numbers as a product of their
prime factors
• finding L.C.M. of numbers by dividing
them by prime factors

132
Assessment Success criteria Topic/ Suggested teaching and learning Suggested Suggested
standard Theme activities teaching, learning teaching and
and assessment learning
methods resources

• apply basic 1 carry out basic Fractions • establishing the meaning of the terms • group assessment • stop watches
operations on operations on improper fractions and mixed numbers • demonstration • braille watches
fractions and fractions • converting mixed numbers to improper • observation • fraction chart
decimals fractions and vice versa • peer assessment • paper cuttings
• adding fractions with different • individual work • strips
denominators • individual
• subtracting fractions with different assessment
denominators • question and
• multiplying fractions answer
• dividing fractions • mental mathematics
• practice
2 find rate Rate • comparing movements/activities as fast, • investigation
faster, slow, slower • experimentation
• establishing the rate of activities by timing
the activities
• relate fractions to rate
• finding rate of activities

3 find ratio of given Ratio • comparing quantities of the same type

quantities • relating fractions to ratio
• writing ratio in different forms
eg: 2:3 is 2/ 3 , 2 to 3
• finding ratio of given quantities
• reducing ratios to their lowest terms

133
Assessment Success criteria Topic/ Suggested teaching and Suggested Suggested
standard Theme learning activities teaching, learning teaching and
and assessment learning
methods resources

4 apply basic Decimals • converting common fractions to • group work • decimal chart
operation on decimals up to 3 decimal places • group assessment • basic facts chart
decimals • adding and subtracting decimal • peer assessment • braille basic
numbers up to 3 decimal places • observation facts chart
• multiplying decimal numbers of up • demonstration • cuberithm
to 3 decimals by one digit • investigation board
multiplier • explanation • dice
• multiplying decimal numbers up to • practice
3 decimals by ten • mental mathematics
• multiplying decimal numbers up to • question and
2 decimals by a decimal number up answer
to 1 decimal place • pair work
• dividing decimal numbers of up to
3 decimal places by one digit
divisor

5 convert decimals • correcting decimal numbers up to 2

to their nearest Approximation decimal places
whole number or and estimation • correcting decimal numbers to the
fraction nearest whole number
• correcting decimal numbers to the
nearest fraction
• identifying situations in real life
where fractions, ratio and decimals
are used
134
 Term 2

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

• write money in 1 express tambala as Money • writing money in columns of kwacha • investigation • local markets
decimals fraction of kwacha and tambala • field trip/excursion • local shops
• expressing tambala as a fraction of • group work • shopping
kwacha • role play corners
• peer assessment
2 write money in • writing money in columns of kwacha • pair work
decimal notation and tambala • question and
• expressing tambala as a fraction of answer
kwacha • self assessment
• writing money in decimal notation • discussion
• observation
• carry out basic 1 add money in decimal Addition of • adding money in decimal notation • explanation
operations on notation up to four money without regrouping • mental mathematics
money addends • adding money in decimal notation • individual work
with regrouping

2 subtract money in Subtraction • subtracting money in decimal

decimal notation of money notation without regrouping
• subtracting money in decimal
notation with regrouping

135
Assessment Success criteria Topic/ Suggested teaching and Suggested Suggested
standard Theme learning activities teaching, learning teaching and
and assessment learning
methods resources

3 multiply money in Multiplication • multiplying money in decimal • individual work • local markets
decimal notation of money notation by up to three digits • investigation • local shops
multipliers • field trip • shopping
• group work corners
4 divide money in Division of • dividing money in decimal notation • role play • water bills
decimal notation money by up to three digit divisors • peer assessment • electricity bills
• pair work • medical bills
5 solve practical • discussing types of bills • question and • telephone bills
problems involving • collecting bills for budget answer
bills and budgets preparation • self assessment
• preparing budgets • discussion
• preparing budgets for future • observation
activities eg, weddings • explanation
• mental mathematics
• portfolio

136
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 teaching, Suggested
standard Theme activities learning and teaching and
assessment methods learning
resources

We will know this Learners will be able

when learners are to:
able to:
• describe angles 1 identify angles Angles • modelling angles using body parts • groups work • pupils sticks
• identifying angles in different structures • pair work • ropes/strings
• naming angles using small letters • drawing • papers
• locating angles in triangles and • questions and • structures in the
quadrilaterals answers environment
• demonstration • toy cars
2 express the size of • modelling angles using turns • field/excursion • doors/shatter
angle using turns • making complete turns, half turns and • construction • chairs
quarter turns • observation • tables
• drawing different angles on the ground • peer assessment • door/window
and paper • individual assessment • pencils
• group assessment • rulers
• rubric/work cards • observation
• individual assessment check list
• body parts
• trees

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

3 model angles Angles • comparing angles in different shapes. • pair work • set square
using sticks and • drawing intersecting lines on the ground • group work • observation
paper and let a pupil stand at the point of • individual work check list
intersection and make turns • question and answer • raised different
• sketching angles • observation types of angles
• modeling angles using sticks and paper • peer assessment
• practical work
4 identify types of • naming right angles from the • rubric
angles environment
• naming acute, obtuse, and reflex angles
• drawing acute, obtuse, right and reflex
angles
• modeling right, acute, obtuse and reflex
angles
• identifying acute, obtuse, right and
reflex angles in shapes/figures

138
Core element : Patterns, functions and algebra
Primary outcome : The learner will be able to use algebraic language and skills to solve textual problems

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

We will know this Learners must be able

when learners are to:
able to:
• investigate and 1 investigate and Patterns • identifying number patterns • investigations • number charts
extend patterns extend number • extending number patterns • demonstrations • patterns
patterns • filling in missing numbers in the patterns • pair work • raised
• establishing the rule of the number patterns • group work patterns
eg: how to get from one number to the next • self assessment • raised number
• explanation patterns
2 investigate and • identifying geometrical patterns • field trips
extend geometric • extending geometrical patterns • question and
patterns • establishing the rule of geometrical patterns answer
• written exercises
• individual work

139
Assessment Success criteria Topic/ Suggested teaching and Suggested Suggested
standard Theme learning activities teaching, learning teaching and
and assessment learning
methods resources

• solve number 1 solve number Number • modelling number sentences up to • group work • number line
sentences sentences up to three sentences three terms eg: 4 + = 11 • peer assessment • symbol chart
terms • completing number sentences using • question and • raised symbol
addition or subtraction answer chart
• completing number sentences using • investigation • containers
multiplication or division • explanation • water
• solving mathematical sentences by • pair work • fruits
using correct operation • demonstration
• practice
• use mathematical 2 recognise inequality • filling in missing numbers on a • mental mathematics
symbols of not symbols ( ≠, > and < ) number line • self assessment
equal to, greater • making sentences using greater • individual work
than and less than than, less than, not equal to
( ≠, > and < ) • substituting greater than, less than,
not equal to using their inequality
symbols

3 use not equal to, greater Inequalities • modelling inequalities using groups
than and less than of objects or materials found in the
symbols ( ≠, > and < ) environment
in mathematical • using greater than and less than
sentences symbol in mathematical sentences
• using not equal to symbol in
mathematical sentences

140
Term 3
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, learning teaching and
and assessment learning
methods resources

We will know this Learners must be

when learners are able to:
able to:
• apply basic 1 use basic Length • adding and subtracting lengths • discussion • charts
operations in operations to solve without/with regrouping • question and • rulers
solving practical practical problems • deducing/establishing formulas for answer • shopping corner
problems involving length perimeter of rectangles and squares • demonstration • sticks
involving length, (2L + 2B) • practice • strings
capacity and mass • calculating perimeters of rectangles and • self assessment • balance/scale
squares using the formula • observation • bottles
• calculating perimeters of triangles • peer assessment • tins
• multiplying and dividing lengths • group assessment • measuring tapes
without/with regrouping by one digit • explanation • market/shops
multiplier/divisor • dice
• cubarithm
board

141
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 this when Learners must be able

learners are able to: to:
• apply basic operations 2 use basic operations Capacity • adding and subtracting capacity • discussion • charts
in solving practical to solve practical without/with regrouping • question and • rulers
problems involving problems involving • multiplying and dividing capacity answer • shopping corner
length, capacity and capacity without/with regrouping by one • demonstration • sticks
mass digit multiplier/divisor • practice • strings
• self assessment • balance/scale
3 use basic operations Mass • adding and subtracting mass • observation • bottles
to solve practical without/with regrouping • peer assessment • tins
problems involving • multiplying and dividing mass • group assessment • measuring tapes
mass without/with regrouping by one • explanation • market/shops
digit multiplier/divisor • games • dice
• drawing • cubarithm board
• individual work • clock face
• wall clocks
• pendulum
• digital clock
boxes

142
Assessment Success criteria Topic/ Suggested teaching and learning Suggested Suggested
standard Theme activities teaching, teaching and
learning and learning
assessment resources
methods

• demonstrate an 1 read and write Time • counting number of swings of a • discussion • charts
understanding of analogue time in 24 pendulum in a minute • question and • video clock
time hours to the nearest • running a race and timing it in answer • braille watches
second seconds • demonstration • raised graphs
• reading and telling time in seconds • practice • stop watch
using a clock face • self assessment • heart beat
• setting time in seconds using clock • observation • normal breathing
face • peer assessment • digital watches
• writing time in 24 hours to the • group assessment
nearest second • explanation
• games
2 read and write • relating 12 hour time to the 24 hours • drawing
digital time in 24 in a day using a clock face • individual work
hours to the nearest • measuring time in seconds, minutes
second and hours
• telling time in 24 hours
• setting and writing time in 24 hours
to the nearest second

143
Assessment Success criteria Topic/ Suggested teaching and learning activities Suggested Suggested
standard Theme teaching, teaching and
learning and learning
assessment resources
methods

3 solve practical • converting time from one unit to another unit • games • clock face
problems on • collecting data from timed activities e.g. reading • drawing • wall clocks
time a passage, Running • individual work • pendulum
• representing data in tables and bar graphs • group work • digital clock
• interpreting data • explanation boxes
• using basic operations to solve practical • demonstration • charts
problems involving time • question and • digital wrist
answer watch
• find area and 1 find area of Area • finding area of rectangles and squares by • peer assessment • video clock
volume using rectangles, counting 1 cm squares • observation • braille watches
standard units squares and • deducing/establishing formulas for area of • experimentation • raised graphs
triangles rectangle and square • 1 cm cubes
• finding area of rectangles and squares using • 1 cm squares
formula • graph pads
• deducing/establishing the formula of triangle • geoboards
from area of a rectangle • paper
• finding area of triangle using formula • stop watches
• cuboids
2 find the volume Volume • finding volume by counting 1 cm cubes
of cuboids • deducing/establishing formula for volume of a
cuboid
• finding volume using the formula

144
Assessment Success criteria Topic/ Suggested teaching and learning Suggested Suggested
standard Theme activities teaching, teaching and
learning and learning
assessment resources
methods

• measure and read 1 measure and read Temperature • discussing the thermometer and • experimentation • thermometer
temperature using temperature in how it works • field trip • water
standard units degrees celcius • reading temperatures correctly • demonstration • sand (wet and
• measuring and reading • explanation dry)
temperatures of common substances • group work • pots
like water using thermometer • observation • fuel wood
• discussion • containers
2 record temperatures • measuring and recording • question and • clinic
in degrees celcius temperature in degrees celcius answer • weather station
• estimating and verifying
temperatures of different substances
in degrees celcius
• visiting the nearest clinic or weather
station to look at 'temperature' at
work

145
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, learning teaching and
and assessment learning
methods resources

We will know this Learners must be able

when learners are able to:
to:
• collect data 1 collect data Graphs • collecting data from the environment • group work • charts
(information) (information) • organising data using characteristics • observation • graph papers
• investigation • data
2 record data using • recording data using tallies • discussion • picture graphs
tallies and tables • recording data using tables • pair work • raised picture
• field trips graphs
3 interpret data • reading data from tallies and tables • individual work • books
• interpreting data from tallies and • explanation
tables • self assessment
• group assessment
4 report information • reporting information from tables and • demonstration
tallies
• drawing conclusions from tables and
tallies

146
Assessment Success criteria Topic/ Suggested teaching and learning Suggested Suggested
standard Theme activities teaching, learning teaching and
and assessment learning
methods resources

• draw picture and 1 draw picture graphs Graphs • drawing picture graph using one to • group work • data
bar graphs to scale to scale up to 1:20 one relationship • observation • chart
• generating a scale from data • discussion • boxes
• interpreting scale • individual work • blocks
• drawing picture graph using one to • pair work • cubes
many relationship • explanation • checklist
• self assessment • picture graph
2 draw bar graphs to • drawing bar graphs using one to one • demonstration • raised picture
scale up to 1:20 relationship • field trips graph
• generating a scale from data • investigation • graph papers
• interpreting scale • peer assessment • bar graphs
• drawing bar graphs using one to many • question and
relationship answer
3 interpret picture • interpreting picture and bar graphs
and bar graphs using one to many relationship
• reporting information from picture
and bar graphs

147
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.

148
 Syllabus for
Expressive Arts

Standard 6

149
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

150
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 teaching Suggested Suggested

standards and learning teaching, learning teaching and
activities and assessment learning
methods resources
We will know this The learners must be
when the learners are able to:
able to:
• develop body 1 perform an Body • identifying traditional • teacher observation • talular
movements which indigenous dance coordination dances • demonstration • observation
enhance which involves activities • performing traditional • discussion checklist
coordination coordination of dances which involve • group work • resource
various body parts coordination of • portfolio persons
various body parts • question and • papers
• performing answer • pens
educational dances • dramatisation • braille paper
• pair work • learners’
• field visit experiences
• brainstorming • whistles
• peer assessment • drums
• self assessment • trumpets
• rubrics • flutes
• shakers
• costumes
• portfolio
• rubrics

151
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

Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested

standards and learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know this The learners must be
when the learners able to:
are able to:
• demonstrate 1 move to rhythm Rhythmic • producing rhythm • teacher • talular
skills of patterns Activities patterns observation • tape recorders
performing • moving to rhythm • demonstration • observation
rhythmic patterns • discussion checklist
activities • group work • papers
2 perform mirroring • identifying familiar • portfolio • pens
in art activities mirrorring activities • question and • pental pens
• playing mirroring answer • braille paper
activities • dramatisation • drums
• story telling • whistles
• pair work • shakers
• practical • flutes
• rubrics • magazines
• portfolio
• pictures
• posters
• rubrics

152
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 uggested teaching and Suggested Suggested

standards learning activities teaching, learning teaching and
and assessment learning
methods resources
We will know this The learners must be
when the learners able to:
are able to:
• demonstrate an 1 distinguish verbal Self expression • listing down forms of • demonstration • talular
ability to express and non verbal communication and • discussion • observation
and forms of expression • question and answer checklist
communicate expression and • categorising them into • brainstorming • flip chart
using verbal and communication verbal and non verbal • outdoor activity • papers
non verbal forms forms • role play • local paint
of art • dramatisation • flowers
• portfolio • leaves
• self discovery • bottles
• teacher observation • seeds
• peer assessment • glue
• self assessment • sand
• rubrics • diorama
• glass
• floor
• rubrics

153
Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested
standards and learning teaching, learning teaching and
activities and assessment learning
methods resources

2 perform artworks Self expression • identifying activities • demonstration • talular

using verbal and that include verbal • discussion • observation
non verbal forms and non verbal forms • question and checklist
of communication of expression and answer • portfolio
communication • group work • sign language
• performing the • role playing interpreter
activities •
• dramatisation costumes
• describing the • story telling • newspapers
importance of using • pair work • pictures
verbal and non verbal • portfolio • papers
forms of expressing • teacher observation • pens
and communicating • self assessment • pupils
• peer assessment • pupils
3 compare the • describing the • rubrics experiences
effectiveness of advantages and • plays
using verbal and disadvantages of using • rubrics
non-verbal forms verbal forms of
of communicating expressing and
and expressing. communicating
• describing the
advantages and
disadvantages of using
non verbal forms of
expressing and
communicating

154
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 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: • demonstration • talular
1 perform artistic Improving the • discussing ways of
• demonstrate • discussion • observation
activities that will quality of improving the health of
artistic activities • group work checklist
improve the everyday life individuals such as:
that contribute to • portfolio • posters
health of − getting involved in
improving the • teacher observation • pictures
individuals physical activities
quality of • brainstorming • cinema box
− constructing bath
everyday life • question and • poles
shelters
answer • soil
− constructing sun
• dramatisation • sign language
tables
• educational visit interpreter
• practising some of the
• project • charts/raised
ways of improving the
• self assessment charts
health of individuals
• peer assessment • rubrics
• sing songs on healthy life
• rubrics
styles.

155
Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested
standards and learning activities teaching, teaching and
learning and learning
assessment resources
methods

2 demonstrate Improving the • discussing ways of • demonstration • talular

activities that quality of conserving the • discussion • observation
enhance everyday life environment • question and checklist
conservation of the answer • songs
environment • practising ways of • excursion • posters
conserving the • group work • newspapers/
environment. • pair work magazines
• self discovery • tape recorder
• brainstorming • local
• singing environment
• teacher observation • pupils
• self assessment • pupils
• peer assessment experiences
• portfolio • portfolio
• rubrics • rubrics

156
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, learning teaching and
activities and assessment learning
methods resources
We will know this The learners must be
when the learners are able to:
able to:
• demonstrate an 1 create artistic Creativity • composing and • singing • talular
understanding of activities on singing songs on: • teacher observation • observation
forms of art based cross cutting − drug and • demonstration checklist
on cross-cutting issues substance abuse • discussion • resource
issues − HIV and AIDS • group work persons
− child labour • portfolio • braille paper
− gender • question and • learners’
− human rights answer experiences
• dancing to songs on: • dramatisation • whistles
− HIV and AIDS • pair work • drums
− drug and substance • self assessment • flutes
abuse • brainstorming • shakers
− child labour • peer assessment • costumes
− gender • rubrics • portfolio
− human rights • pencils
• dramatising scenes of • portfolio
child abuse and • papers
drunkenness • rubrics
• tracing/drawing
pictures on gender
157
 issues
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

Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested

standards and learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know this The learners must be
when the learners able to:
are able to:
• share artistic 1 perform team Artistic skills • stating familiar team • teacher • talular
skills to promote sports and games sports and games observation • observation
team spirit and • playing team sports and• demonstration checklist
increase • discussion
games such as volley ball • clay
participation and basket ball • group work • sisal
• drawing • leaves
2 describe ways of • discussing ways of • portfolio • water
improving the improving the home • recording • pental pens
home
• producing items for • question and • braille paper
home improvement such answer • magazines
as: • dramatisation • papers
− sewing chair backs • pair work • wood
− knitting doilies • practice • portfolio
− drawing pictures • rubrics • tins
− painting pictures • local paint
• practising ways of • sewing needles
improving the home • knitting needles
using the items made • thread
• wool
• ruler
158
 • tape measure

Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested

standards learning activities teaching, teaching and
learning and learning
assessment resources
methods

3 make local Artistic skills • gathering material for • demonstration • talular

musical making local musical • discussion • observation
instruments instruments • question and checklist
• making local musical answer • strings
instruments such as banjo • excursion • braille ruler
and drums • group work • tape measure
• playing the musical • brainstorming • knives
instruments in an ensemble • self discovery • pair of scissors
• dancing to the rhythm of • teacher • sign language
the musical instruments observation interpreter
• self • pupils
assessment experiences
• peer • portfolio
assessment • rubrics
• portfolio
• rubrics

159
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 Suggested

standards learning activities teaching, learning teaching and
and assessment learning
methods resources
We will know this The learners must be
when the learners able to:
are able to:
• analyse impact 1 identify Means of • mentioning traditional • demonstration • talular
of technology on traditional and communication means of expressing and • discussion • observation
traditional forms modern communicating • question and checklist
of art used for technologies used • listing modern answer • newspaper
communicating as means of technologies of • group work • local
and expressing expressing and expressing and • pair work environment
communicating communicating • practical • drums
• using traditional • teacher observation • flutes
methods for expressing • self assessment • shakers
and communicating • peer assessment • whistles
• using modern means of • portfolio • pupils
expressing and • rubrics experiences
communicating • portfolio
• rubrics
2 identify different • discussing the different
forms of art in uses of colours, patterns,
different cultures designs, sounds,
symbols signs in their
homes and other
cultures
• colouring, designing art
items using locally
160
 found

Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested

standards and learning teaching, learning teaching and
activities and assessment learning
methods resources

3 describe the Means of • discussing how • demonstration • talular

impact of communication different forms of art • discussion • observation
technology in such as dances, • question and checklist
expressing and drama, sporting answer • paper
communicating activities are affected • group work • pencils
by different settings • pair work • pens
• discussing the impact • investigation • local paint
of modern technology • brainstorming • charts/posters
in expressing and • excursion • newspaper/post
communicating • portfolio ers
• teacher observation • crayons
• self assessment • coloured chalk
• peer assessment • pupils
• rubrics experiences
• portfolio
• rubrics

161
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 activities teaching, teaching and
learning and learning
assessment resources
methods
We will know this The learners will be
when the learners able to:
are able to:
• appreciate the 1 survey artworks, Outdoor • visiting the community • demonstration • talular
benefits of physical and pursuits • identifying artworks, • discussion • costumes
participating in cultural activities physical and cultural • group work • observation
artistic activities in their activities in the • portfolio checklist
that improve the community community • teacher • pupils’
quality of observation experiences
everyday life 2 describe artworks, • observing artworks, • brainstorming • clay
physical and physical and cultural • question and • songs
cultural activities activities. such as: answer • posters
in their • traditional dances • dramatisation • papers
community • rites of passage • self assessment • pencils
• discussing the observed • peer assessment • wire
artworks, physical and • field visit • bottles
cultural activities in • rubrics • portfolio
their communities. • soil
3 describe the • rubrics
• identifying the
importance of art importance of the art
works, physical works, physical and
and cultural cultural activities
activities in their • practising the art works,
community physical and cultural
162
 activities.
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, learning teaching and
activities and assessment learning
methods resources
We will know this The learners must be
when the learners are able to:
able to:
• interpret the 1 explain the Interpretation of • stating familiar • demonstration • talular
meanings and meanings of art works traditional songs and • discussion • observation
significance of familiar dances • question and checklist
different traditional songs • discussing the answer • drums
indigenous and dances. meanings of familiar • group work • songs
Malawian traditional songs and • pair work • scissors
artworks dances • brainstorming • shakers
• teacher observation • whistles
2 describe the • identifying the
• self assessment • flutes
occasions when occasions when the
traditional dances are • peer assessment • sign language
the traditional
performed • portfolio interpreter
dances and songs
• perform the • rubrics • trumpets
are performed
traditional dances • portfolio
• pupils
experiences
• rubrics

163
Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested
standards and learning teaching, learning teaching and
activities and assessment learning
methods resources

3 model familiar Interpretation of • modelling familiar • demonstration • talular

items which art works items such as pots, • discussion • observation
depict cultural plates, and cups • question and checklist
heritage depicting cultural answer • papers
heritage • group work • pens
• displaying the
• pair work • pencils
modelled items
• practical • local paint
4 market art • teacher observation • pair of scissors
products for • pricing the modelled
• self assessment • knitting
public art items
• peer assessment needles
consumption • marketing the items
• portfolio • thread
• storing the items
• rubrics • wool
• mats
• table
• portfolio
• rubrics

164
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

Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested

standards and learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know this The learners must be
when the learners able to:
are able to:
• devise art 1 write story lines Artistic • developing stories for • demonstration • talular
activities in for drama Performances drama that incorporate • discussion • observation
collaboration cross cutting issues such • question and checklist
with others as: answer • pupils
− HIV/AIDS • group work experiences
− gender • pair work • papers
• acting out the story • practical • pens
lines • dramatisation • strings’
• portfolio • local paint
• teacher • poles
observation • bamboos
• self assessment • knives
• peer assessment • nails
• rubrics • costumes
• rubrics

165
Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested
standards and learning activities teaching, teaching and
learning and learning
assessment resources
methods

2 produce attire for Artistic skills • identifying materials for • demonstration • talular
dances, sports improvising the attire • discussion • observation
and drama for sports, dance and • question and checklist
drama answer • pupils’
• making the attire for • group work experiences
sports, dances and • pair work • paper
drama • practical • pair of scissors
• teacher • patterns
observation • tape measure
• self assessment • sewing
• peer assessment needles
• portfolio • thread
• rubrics • newspapers/
magazines
• sewing
machines
• portfolio
• rubrics

166
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 teaching, learning teaching and
activities and assessment learning
methods resources
We will know this The learners will be
when the learners able to:
are able to:
• use artistic 1 display aesthetic Decorative Art • singing rhythmic • demonstration • talular
activities that art works works patterns using • discussion • observation
focus on dynamics • question and checklist
communicating • moving to given answer • pupils
and expressing rhythm tempos such as • group work experiences
slow tempo • pair work • papers
• dancing to given • field visit • pens
rhythm patterns • brainstorming • portfolio
• designing, cutting and • teacher observation • rubrics
sewing simple • self assessment
2 design decorative • appliqué weaving and • peer assessment
patterns decorating items such • portfolio
as mats and simple • rubrics
carpets

167
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 and
learning and learning
assessment resources
methods
We will know this The learners will be
when learners are able to:
able to:
1 produce usable Home Making • carving items such as mortar, • demonstration • talular
• demonstrate
items pestle, cooking stick • discussion • observation
proficiency in
• modelling items such as pots, • group work checklist
various forms of
art mortar, pestle, wooden spoon • portfolio • songs
• practical • posters/ raised
2 market the items • costing and labelling the • teacher charts
made items made observation • pictures
• selling the items • brainstorming • sisal
produced • wire
• peer
• storing the items assessment • bottles
• sand

168
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

169
Syllabus for
Life skills

Standard 6

170
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.

171
Term I
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 attitudes, values and self esteem.
Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested
standard and learning teaching, teaching and
activities learning and learning
assessment resources
methods
We will know this The learners must be
when the learners able to:
are able to:
• demonstrate 1 describe the body Growing up • brainstorming personal • brainstorming • sign language
how physical and behavioural experiences on growth • oral questions interpreter
growth is linked changes which take and development • teacher • charts
to social, place during • discussing personal observation • resource persons
emotional and adolescence experiences as they • peer assessment • raised
personal grow up • discussion posters/diagrams
development • demonstration • learners’
2 suggest ways of • discussing body • case studies experiences
dealing with these changes during • self assessment • observation
problems adolescence • role play checklist
• finding out from older • role play exercises
people about body • stories
changes

172
Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested
standard and learning teaching, teaching and
activities learning and learning
assessment resources
methods

3 identify problems • identifying problems • brainstorming • sign language

which adolescents they experience as they • oral questions interpreter
experience grow up • teacher • charts
• discussing how to deal observation • resource persons
with the problems • peer assessment • raised
• role playing different • discussion posters/diagrams
situations of dealing • demonstration • learners’
with the problems of • case studies experiences
growing up • self assessment • observation
• role play checklist
• role play exercises
• stories

173
Core element : Health promotion
Primary outcome: The learner will be able to make informed decisions and demonstrate health promoting behaviour 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 Suggested

standard and learning activities teaching, learning teaching and
and assessment learning
methods resources
We will know this The learners must
when the learners be able to:
are able to:
• practise personal 1 explain what Personal hygiene • discussing the • brainstorming • TALULAR
hygiene personal importance of personal • oral and written • posters
hygiene involves hygiene questions • sign language
• discussing what is • teacher observation interpreter
involved in personal • discussion • raised diagrams
hygiene • peer assessment • songs
2 identify cultural • discussing cultural • role play • resource persons
practices that practices that affect • singing • observation
affect good good health habits • self assessment checklist
health habits • identifying practices • poetry recitals • role play exercises
3 identify that can promote the
practices that spread of HIV and
promote the AIDS
spread of HIV • discussing dangers of
and AIDS the practices that can
promote the spread of
HIV and AIDS

174
Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested
standard and learning activities teaching, learning teaching and
and assessment learning
methods resources

4 practise Personal hygiene • identify resources for • brainstorming • TALULAR

personal promoting personal • oral questions and • posters
hygiene hygiene written questions • sign language
• discussing how to care • teacher observation interpreter
for the body • peer observation • raised diagrams
• role playing how to care • discussion • songs
for one self and people • peer assessment • resource persons
5 show living with HIV and • role play • observation
appreciation for AIDS • singing checklist
personal • organising routine • self assessment
hygiene check on learners • poetry recitals
concerning personal
hygiene
• composing song and
poems on personal
hygiene and singing
and reciting them
respectively

175
Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested
standard and learning teaching, teaching and
activities learning and learning resources
assessment
methods

• participate in 1 explain Sanitation • defining sanitation • discussion • TALULAR

sanitation consequences of • discussing examples • peer assessment • posters
activities to poor sanitation of poor and good • excursion • raised posters
prevent sanitation practices • oral and written • local environment
infections • discussing areas where questions • songs
waste matter is • teacher • observation
disposed observation checklist
• disposing of waste • reports on • resource persons
products excursion • Braille materials
• developing future’s • singing • sign language
wheels on • value clarification specialist
consequences of poor • self assessment
sanitation • future’s wheels
2 demonstrate good • discussing proper ways
sanitation of disposing wastes
practices • sensitise the
community on benefits
of good health
practices
• discussing why people
dispose off wastes
carelessly

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

3 show • organising a project in • discussion • TALULAR

appreciation for which learners will: • peer assessment • posters
good sanitation − dig pit latrines, • excursion • raised posters
rubbish pits, etc • oral and written • local environment
− clean and beautify questions • songs
the school • teacher • observation
surroundings observation checklist
• organising a campaign • reports on • resource persons
in the surrounding excursion • Braille materials
community on benefits • singing • sign language
of good sanitation • value clarification specialist
• singing songs about • self assessment
good sanitation • future’s wheels

177
Core element : Personal development
Primary outcome: The learner will be able to use positive self-esteem for achieving and extending personal
potential to respond effectively to daily challenges.
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 able to:
are able to:
• use positive self 1 identify their own Self awareness • identifying their strengths • case studies • learners’
esteem for strengths and and weaknesses • poetry recitals experiences
achieving and weaknesses • discussing their strengths • discussion • case studies
extending and weaknesses • teacher • Braille materials
personal • analyising case studies on observation • glue
potentials in self awareness • peer assessment • poems
order to respond 2 explain what they • identify positive attributes • oral and written • posters
effectively to can learn from from friends questions • raised diagrams
daily challenges others • discussing with friends on • self assessment • sign language
of life 3 appreciate the how they acquired those • games specialist
importance of self attributes • singing • portfolios
awareness • developing personal plans • diaries
how to adopt their friends • journals
desirable attribute • role models
• playing games about what • observation
they can learn from others checklist
• stories
• songs

178
Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested
standard and learning activities teaching, teaching and
learning and learning
assessment resources
methods
• analysing case studies • brainstorming • learners’
about others who have • teacher experiences
excelled in their observation • stories
community • peer assessment • Braille materials
• composing and reciting • oral and written • raised diagrams
poems about other questions • sign language
famous people • self assessment interpreter
• singing songs about their • discussion • observation
potentials checklist
• posters
• demonstrate an 1 explain the meaning Self esteem • brainstorming the • diaries
understanding of self esteem meaning of self esteem • journals
of their personal • discussing the meaning • portfolios
potentials and of self esteem
limitations
2 explain the • discussing the
importance of self importance of self esteem
esteem • writing qualities that
they like about
themselves

179
Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested
standard and learning activities teaching, teaching and
learning and learning
assessment resources
methods

3 identify factors that • analysing case studies • poetry recitals • learners’

affect self esteem on factors that affect self • oral and written experiences
esteem and self questions • stories
confidence • self assessment • Braille materials
• discussing factors that • peer assessment • raised diagrams
influence high self • teacher • sign language
confidence observation interpreter
• discussing factors that • case studies • poems
influence low self • observation
esteem checklist
• composing and reciting • posters
poems on factors that • diaries
affect self esteem • journals
• portfolios

180
Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested
standard and learning activities teaching, teaching and
learning and learning
assessment resources
methods

• demonstrate 1 explain the Assertiveness • brainstorming the • brainstorming • learners’

assertiveness meaning of meaning of • teacher experiences
when assertiveness assertiveness observation • stories
responding to • discussing the meaning • peer assessment • Braille materials
daily challenges of assertiveness • oral and written • raised diagrams
• identify situations in questions • sign language
which assertiveness • self assessment interpreter
skills are required • discussion • poems
• reading and analysing • future’s wheels • observation
the dialogues on • case studies checklist
assertiveness • poetry recitals • posters
• role playing the • diaries
2 discussing the situation in the • journals
importance of dialogues • portfolios
assertiveness • discussing the
3 identify factors that importance of
influence assertiveness
assertiveness • discussing factors that
influence assertiveness
• reading and analysing
letters on assertiveness
• sharing experiences on
factors that influence
assertiveness

181
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 Suggested Suggested
standard and learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know this The learners must be
when the learners able to:
are able to:
• demonstrate an 1 explain factors that Interpersonal • discussing ways in • discussion • learners’
understanding influence relationships which their families • teacher experiences
of interpersonal interpersonal benefit from their observation • resource persons
relationships relationships in neighbours • peer assessment • case studies
within their communities • discussing ways in • oral questions • songs
community which their neighbours • written exercises • Braille materials
benefit from their • case studies • TALULAR
families • demonstration • raised diagrams
• discussing ways of • written questions • sign language
promoting • self assessment interpreter
interpersonal • peer assessment • observation
relationships at school, • role play checklist
home and during play • stories
• role playing ways of • role play exercises
promoting
interpersonal
relationships

182
Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested
standard and learning teaching, teaching and
activities learning and learning
assessment resources
methods

Interpersonal • analysing case studies • teacher • learners’

relationships on interpersonal observation experiences
relationships • peer assessment • resource persons
• oral and written • stories
2 analyse factors that • identifying factors that questions • Braille materials
promote or destroy promote or destroy • role play • TALULAR
relationships in interpersonal • discussion • raised diagrams
communities relationships • self assessment • sign language
• case studies interpreter
3 describe how to • discussing ways of • observation
treat members of the treating members of checklist
opposite sex as the opposite sex as
equal partners in equal partners
their community • analysing case studies
development on interpersonal
relationships
• role playing situations
of treating members
of opposite sex as
equal partners
• discussing the role
plays

183
Core element : Personal development
Primary outcome: The learner will be able to use positive self esteem for achieving and extending personal
potential to respond effectively to daily challenges.
Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested
standard and learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know this The learners must be
when the learners able to:
are able to:
• demonstrate an 1 identify causes of Stress and • discussing the meaning • brainstorming • learners’
understanding stress and anxiety anxiety of stress and anxiety • teacher experiences
of their personal • sharing views on how observation • stories
potentials and they would feel about • peer assessment • Braille materials
limitations the death of their loved • oral and written • raised diagrams
ones, waiting to hear questions • sign language
results of examinations • self assessment specialist
or HIV test, etc • discussion • poems
• narrating stories in • future’s wheels • observation
which they experienced • story telling checklist
stress and anxiety • role play • posters
• narrating stories on
• diaries
stress and anxiety
• journals
• identifying causes of
• portfolios
stress and anxiety
2 explain the effects of • discussing effects of
stress and anxiety stress and anxiety
• developing future’s
wheels on causes and

184
Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested
standard and learning activities teaching, learning teaching and
and assessment learning
methods resources

effects of stress and

anxiety

• narrating experiences in • brainstorming • learners’

3 demonstrate which they were • teacher observation experiences
ways of stressed and how they • peer assessment • stories
managing stress managed the stress • oral and written • Braille materials
and anxiety • discussing ways of questions • raised diagrams
managing stress and • self assessment • sign language
anxiety • discussion interpreter
• role playing managing • future’s wheels • poems
stress and anxiety • role play • observation
• discussing the role • story telling checklist
plays • posters
• diaries
• journals
• portfolios
• role play exercises

185
Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested
standard and learning activities teaching, teaching and
learning and learning
assessment resources
methods

• acquire problem 1 identify situations Problem solving • discussing what • discussion • TALULAR
solving and that require decision and decision decision making and • oral questions • posters/ raised
decision making making and problem making problem solving are and answers diagrams
skills solving skills • analysing case study on • teacher • learners’
problem solving and observation experiences
decision making • peer assessment • stories
• discussing situations • case studies • sign language
that require decision • future’s wheels specialist
2 explain the making and problem • story telling • role play
importance of solving skills • role play exercises
making well thought • discussing the • self assessment • observation
out decisions importance of decision checklist
making and problem • Braille materials
solving skills
• role playing situations
depicting good decision
making and problem
solving skills
• discussing the role
plays

186
Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested
standard and learning activities teaching, teaching and
learning and learning
assessment resources
methods

3 explain • discussing • discussion • TALULAR

consequences of consequences of making • oral questions • posters/ raised
making rushed wrong decisions and answers diagrams
decisions • role playing • teacher • learners’
consequences of observation experiences
unsound decision • peer assessment • stories
making and problem • case studies • sign language
solving skills • future’s wheels specialist
• discussing the role • story telling • role play
plays • role play exercises
• self assessment • observation
4 list down factors • discussing factors that checklist
that influence influence decision • Braille materials
decision making and making and problem
problem solving solving skills
skills • analysing case studies
on factors that influence
decision making and
problem solving

5 describing the • discussing the process

process of decision decision making and
making and problem problem solving
solving

187
Term 2
Core element : Moral development
Primary outcome: The learner will be able to demonstrate an understating and appreciation of diverse cultures
through commitment to morals, values, human rights and the rule of law.
Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested
standard and learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know this The learners must be
when the learners able to:
are able to:
• learners’
• demonstrate an 1 explain situations Peaceful conflict • discussing the meaning • discussion
experiences
understanding that can lead to resolution of peaceful conflict • group work
• posters/raised
of the conflicts resolution • oral and written
diagrams
importance of • discussing situations questions
• Braille materials
revolving that can lead to conflicts • teacher
• role play
conflicts • analysing case studies observation
exercises
peacefully on situations that can • peer observation
• observation
lead to conflicts • role play
2 describe ways of checklist
• discussing ways of • self assessment
avoiding conflicts • stories
avoiding conflicts • case studies
• role playing ways of
avoiding conflicts
• discussing the role
plays

3 describing ways of • discussing ways of

resolving conflicts resolving conflicts
peacefully peacefully

188
Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested
standard and learning activities teaching, teaching and
learning and learning
assessment resources
methods

Peaceful conflict • role playing ways of • discussion • learners’

resolution resolving conflicts • group work experiences
peacefully • oral and written • posters/raised
• discussing the role questions diagrams
plays • teacher • Braille materials
observation • role play
4 state the • discussing the • peer observation exercises
importance of importance of resolving • role play • observation
resolving conflicts conflicts peacefully • self assessment checklist
peacefully • analysing case studies • case studies • stories
on peaceful conflict
resolution

189
Core element : Health promotion
Primary outcome: The learner will be able to make informed decisions and demonstrate health promoting behaviour 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 Suggested
standard and 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 identify drugs Drug and • discussing the meaning • brainstorming • resource persons
understanding and substances substance abuse of drug and substance • teacher • learners’
of the effects of commonly abuse observation experiences
drug and abused • brainstorming drugs • peer assessment • posters
substance abuse and substances • oral questions • raised posters
commonly abused in • discussion • sign language
their locality • case studies specialist
• discussing drugs and • self assessment • Braille materials
substances commonly • oral and written • case studies
abused in their locality reports • TALULAR
• role play
2 explain factors • discussing factors that exercises
that contribute to contribute to drug and • local
drug and substance abuse environment
substance abuse • analysing case studies • observation
on drug and substance checklist
abuse

190
Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested
standard and learning activities teaching, teaching and
learning and learning
assessment resources
methods

3 explain effects of Drug and • discussing the effects of • case studies • learners’
drug and substance abuse drug and substance • oral and written experiences
substance abuse abuse questions • role play
• role playing effects of • teacher exercises
drug and substance observation • songs
abuse • peer assessment • observation
• composing and singing • self assessment checklist
songs on drug and • role play • stories
substance abuse • singing
• future’s wheels
4 demonstrate how • discussing how to deal • oral and written
to deal with drug with drug and reports
and substance substance abuse
abuse • role playing situations
dealing with drug and
substance abuse
• discussing the role
plays

191
Core element : Personal development
Primary outcome: The learner will be able to use positive self esteem for achieving and extending personal
potential to respond effectively to daily challenges.
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:
Guidance and • discussing the meaning of • discussion • learners’
• demonstrate an 1 explain the
counselling guidance and counselling • teacher experiences
understanding of meaning of guidance
• discussing problems they observation • case studies
guidance and and counselling
experience in life and how they • oral and • local
counselling
resolve them written environment
• discussing risky behaviours questions • posters/ raised
which may require guidance • peer assessment diagrams
and counselling • role play • resource
• discussing activities that are • group work persons
involved in guidance and • pair work • Braille
counseling materials
• singing
• self assessment • sign language
• identifying assistance one can interpreter
2 explain the role of get in order to prevent • observation
guidance and contracting STIs and HIV checklist
counselling in the • role playing how to give • role play
prevention of STIs guidance and counselling to exercises
and HIV someone involved in risky
• songs
behaviour

192
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, teaching and
learning and learning
assessment resources
methods

• discussing the role plays • discussion • learners’

• teacher observation experiences
• analysing case studies on • oral and written • stories
3 identify places guidance and counselling questions • songs
where they can get • discussing places where they • peer assessment • stories
guidance and can get guidance and • group work • local
counseling services counselling services • pair work environment
• composing and singing songs • singing • posters/
on STIs and HIV prevention • self assessment raised
diagrams
• resource
persons
• Braille
materials
• sign
language
interpreter
• observation
checklist

193
Core element : Moral development
Primary outcome: The learner will be able to demonstrate an understating and appreciation of diverse cultures
through commitment to morals, values, human rights and the rule of law.
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 The learners will be
this when able to:
learners are able
to: 1 explain the effects of Morals and • discussing the meaning of • discussion • learners’
• evaluate the morals and values on values morals and values • teacher experiences
effects of people including the • discussing the effects of observation • resource persons
morals and less privileged morals and values on people • peer assessment • sign language
values on including the less privileged • oral questions interpreter
people • analysing case studies on the • written exercises • Braille materials
including the effects of morals and values • future’s wheels • handframes
less on the less privileged people • role play • TALULAR
privileged • research • pictures
2 explain the moral • discussing the moral • case studies • stories
responsibility of the obligation/ responsibility on • raised pictures
society on the less the less privileged people • raised drawings
privileged people • discussing the role of morals • journals
and values in promoting • diaries
gender equity in the society • portfolios
and community • role play
exercises
• observation
checklist

194
Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested
standard and learning teaching, teaching and
activities learning and learning
assessment resources
methods

3 explain the impact • discussing the impact • discussion • learners’

of stigmatisation on of stigmatisation on • teacher experiences
the less privileged the less privileged in observation • resource persons
people in the society the • peer assessment • sign language
society/community • oral questions interpreter
• role playing situations • written exercises • Braille materials
depicting • future’s wheels • handframes
stigmatisation and • role play • TALULAR
how to avoid it • research • pictures
• discussing the role • case studies • stories
plays • raised pictures
• raised drawings
• journals
• diaries
• portfolios
• role play exercises
• observation
checklist

195
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, teaching and
learning and learning
assessment resources
methods

• explain the 1 explain the effects Harmful • discussing the effects of • discussion • learners’
importance of of harmful cultural cultural harmful cultural practices • teacher experiences
not indulging in practices practices • identifying skills needed in observation • posters/ raised
harmful cultural resisting harmful cultural • role play diagrams
practices practices • peer observation • Braille materials
• question and • dialogues
2 resist harmful • reading and analysing answer • observation
cultural practices dialogues on harmful • group work checklist
cultural practices • self assessment • role play exercises
• role playing resisting • peer assessment
harmful cultural practices • future’s wheels
• discussing the role plays

3 explain how gender • analysing case studies on

differences how gender differences
contribute to the contribute to the spread of
spread of HIV and HIV and AIDS
AIDS • discussing how gender can
contribute to the spread of
HIV and AIDS
• listening to presentations on
how gender contributes to
HIV infection
• discussing the presentations

196
Core element : Health promotion
Primary outcome: The learner will be able to make informed decisions and demonstrate health promoting behaviour 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 describe effective Effective • brainstorming the channels • discussion • learners’
understanding of channels for communication of communication and their • teacher observation experiences
the importance of transmitting HIV on HIV and effectiveness • oral and written • resource
applying effective and AIDS messages AIDS • discussing the channels of questions persons
communication communication and their • self assessment • TALULAR
skills in every day effectiveness • role play • case studies
life 2 state factors that • discussing factors that • case studies • Braille
contribute to contribute to effective • singing materials
effective communication • peer assessment • letters
communication on • telling stories on effective • songs
HIV and AIDS communication • musical
instruments
3 list down factors • discussing factors that
• sign
that prevent prevent effective
language
effective communication on HIV and
specialist
communication on AIDS messages
• role play
HIV and AIDS • role playing how some
exercises
messages

197
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, teaching and
learning and learning
assessment resources
methods

factors can prevent effective • observation

communication on HIV and checklist
AIDS
• discussing the role plays

4 demonstrate • role playing situations

effective where effective
communication on communication on HIV and
HIV and AIDS AIDS can take place
messages • discussing the role plays
• composing and singing
songs on effective
communication on HIV and
AIDS

198
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, teaching and
learning and learning
assessment resources
methods

• demonstrate an 1 explain the STIs including • discussing the meanings of • brainstorming • learners’
understanding of meanings of STI, HIV and AIDS STI, HIV and AIDS • teacher observation experiences
STIs including HIV and AIDS • discussing the common STIs • peer assessment • posters
HIV and AIDS • self assessment • raised posters
2 describe the signs • discussing the signs and • oral and written • Braille materials
and symptoms of symptoms of STIs including questions • observation
STIs including HIV and AIDS • discussion checklist
HIV and AIDS • written exercises • crayons/ pental
• singing pens
3 explain how STIs • discussing how STIs and • chart paper
and HIV are HIV are transmitted • songs
transmitted

4 explain how STIs, • discussing how STIs, HIV

HIV and AIDS can and AIDS can be prevented
be prevented

199
Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested
standard and learning teaching, teaching and
activities learning and learning resources
assessment
methods

• appreciate the 1 describe what Voluntary • discussing what • brainstorming • TALULAR

importance of voluntary counselling and voluntary counselling • oral and written • posters
going for counselling (VCT) testing and testing involves questions • resource persons
voluntary and testing involves • listening to • teacher • songs
counselling and presentations on observation • raised diagrams
testing voluntary counselling • peer assessment • observation
and testing • discussion checklist
• group work • sign language
2 explain the VCT • identifying the stages of • role play specialist
process VCT • singing • role play exercises
• discussing the stages of • self assessment
VCT
• sharing views on what
they would do if they
were HIV positive or
negative through role
plays

200
Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested
standard and learning teaching, teaching and
activities learning and learning resources
assessment
methods

3 explain the Voluntary • discussing the • brainstorming • TALULAR

importance of VCT counselling and importance of VCT • oral and written • posters
testing • conducting debate on questions • resource persons
the importance of • teacher • songs
VCT observation • raised diagrams
4 make an informed • doing written • peer assessment • observation
decision to exercises on VCT • discussion checklist
undertake VCT • group work • sign language
• singing specialist
• self assessment
• debate

201
Term 3
Core element : Moral development
Primary outcome: The learner will be able to demonstrate an understating and appreciation of diverse cultures
through commitment to morals, values, human rights and the rule of law.
Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested
standard and learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know this The learners must be
when the learners able to:
are able to:
• develop an 1 define the term Rights of people • brainstorming and • discussion • learners’
understanding ‘human rights’ living with HIV discussing the meaning • teacher experiences
and respect of and AIDS of the term ‘human observation • resource persons
rights of people rights’ • oral questions • Braille materials
living with HIV • discussing human rights • peer assessment • posters
and AIDS • written exercises • raised diagrams
2 describe rights of • discussing rights of • role play • charts
people living with people living with HIV • poetry recitals • TALULAR
HIV and AIDS and AIDS • self assessment • observation
• analysing poems on checklist
rights of people living • poems
with HIV and AIDS
3 identify ways of • reciting poems on
promoting rights of rights of people living
people living with with HIV and AIDS
HIV and AIDS

202
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 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 Vulnerable • discussing the meanings of • discussion • learners’
understanding of meaning of the children the terms ‘orphans’ and • group work experiences
the causes and term ‘vulnerable ‘vulnerable children’ • pair work • posters
effects of children’ • identifying vulnerable • oral and written • raised
vulnerable children questions diagrams
children 2 identify • analysing case studies on • teacher observation • local
vulnerable vulnerable children • peer assessment environment
children • project • sign
• discussing ways of assisting • field visits language
3 suggest ways of vulnerable children in the • case studies interpreter
assisting communities • self assessment • stories
vulnerable
• developing community • observation
children
based projects to provide checklist
support to vulnerable • monitoring
children tools
• implementing the projects
• monitoring the projects and
compiling reports

203
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, teaching and
learning and learning
assessment resources
methods

4 suggest ways in • discussing ways in which

which orphans vulnerable children can
and vulnerable avoid contracting HIV and
children can avoid AIDS
contracting HIV
and AIDS

204
Core element : Health promotion
Primary outcome: The learner will be able to make informed decisions and demonstrate health promoting behaviour 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 able to:
are able to:
• understand 1 explain the Home based care • discussing the importance of • brainstorming • learners’
the concept of importance of home based care • teacher observation experiences
home based home based care • brainstorming the groups of • peer assessment • posters
care and people who can provide • oral and written • raised posters
support home based care questions • source of heat
• discussion • water containers
2 identify groups • brainstorming and • written exercises • Braille materials
of people who discussing how group of • singing • observation
can provide home people can provide home • role play checklist
based care based care services • self assessment • charcoal
• crayons/pental
3 describe qualities • discussing the qualities of pens
of home based home based care providers • chart paper
care providers • discussing what care • songs
providers need to do • role play exercises

205
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, teaching and
learning and learning
assessment resources
methods

4 identifying • discussing examples of

things care things home based care
providers need to providers need to know
do

5 mention things • role playing how to provide

home based care home based care
providers should • discussing the role plays
know

206
Core element : Personal development
Primary outcome: The learner will be able to use positive self esteem for achieving and extending personal
potential to respond effectively to daily challenges.
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 able to:
are able to:
• learners’
• demonstrate 1 explain the term • brainstorming the meaning • discussion
experience
planning skills ‘planning’ of the term 'planning’ • group work
• posters/raised
• discussing the term • oral and written diagrams
‘planning’ questions
• Braille materials
• identifying activities that • teacher
• chart paper
they plan observation
2 describe stages of • stories
• brainstorming stages in the • peer observation
the planning • observation
planning process • role play
process checklist
• discussing stages of the • case studies
• role play
planning process
exercises
• developing planning stages
on a chart
3 describe how • analysing case studies on
different situations how different situations can
can change plans change plans
• discussing the case studies
4 explaining the • role playing the importance
importance of of planning
planning • discussing the role plays

207
Core element : Entrepreneurship and world of work
Primary outcome: The learner will be able to understand the world of work in the widest sense and demonstrate how to
access further knowledge, skills and attitudes needed for work.
Assessment Success criteria Theme/Top Suggested teaching and Suggested Suggested
standard ic learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know this The learners must be
when the learners able to:
are able to:
• demonstrate an 1 explain the Entrepreneur • brainstorming the relationship • brainstorming • learners’
understanding of relationship -ship and between HIV/AIDS and • teacher experiences
entrepreneurship between HIV and entrepreneurship observation • posters
in relation to HIV entrepreneurship AIDS • discussing the relationship • peer • raised diagrams
and AIDS and HIV and between HIV/AIDS and assessment • sign language
AIDS entrepreneurship • oral and interpreter
• analysing case studies on written • questionnaires
entrepreneurship and HIV and questions • Braille materials
AIDS • self assessment • role play
• discussion exercises
2 identify factors • identifying factors that slow • future’s • stories
that slow down down entrepreneurship among wheels • resource persons
entrepreneurship people living with HIV and • observation
• case studies
among people AIDS checklist
living with HIV • discussing the factors
and AIDS • role playing situation of
discrimination in business
because someone is HIV positive
• discussing the role plays

208
Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested
standard and learning activities teaching, learning teaching and
and assessment learning
methods resources

• demonstrate an 1 define the terms Gender and • discussing the meanings • discussion • learners’
understanding gender and entrepreneurship of entrepreneurship and • group work experiences
of generic issues entrepreneurship gender • teacher observation • posters/raised
in relation to the • peer assessment diagrams
world of work 2 identify • identifying • role play • role play exercises
entrepreneurship entrepreneurship skills • oral questions and • sign language
skills • discussing how the skills answers specialist
assist in the development • self assessment • Braille materials
of entrepreneurship • future’s wheels • role play exercises
• observation
3 explain how • discussing how gender checklist
gender affects affects entrepreneurship
entrepreneurship • role playing situations
depicting how women
are denied access to
loans
• discussing the role plays

209
References
Coon, D (1994 ). Essentials of psychology: exploration and application. New York: West Publishing
Company

Liebert, RM; Nelson, RW & Kail, RV (1986). Developmental psychology. New York: Prentice – Hall

Ministry of Education and Culture (1993). Let’s talk – 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

Mussen, PH; Conger, J J; Kagan, J Huston, AC (1990). Child development and personality. New York:
Harper & 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

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, Science and Technology (2002). Life skills and sexual and reproductive health
education syllabus for Standards 6 – 8. 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

Mhlanga, AS et al (2000). Senior secondary life skills education: student’s book 3 and 4. Blantyre: Macmillan
Malawi Limited

210
 Syllabus for
Social and environmental
sciences

Standard 6

211
Rationale
Social and Environmental Sciences will contribute to the development of the learners’
full potential, identity, self-esteem and dignity through tracing their history and
investigating the inter-relationship between Malawi and the world on one hand, and the
individual, family, society and the environment, on the other. This will influence
learners to act responsibly on the environment for its sustainable use.

Core elements and their outcomes

a Inter- relationship between individual, family society and the environment

The learner will be able to demonstrate an understanding of personal identity in
terms of family life, location and historical background through inquiry into origins,
cultural beliefs and practices.

b Inter-dependence between Malawi and the world

The learner will be able to demonstrate an understanding of the position of Malawi
within its regional and global contexts through an investigation of historical,
geographical, social and environmental aspects.

c Environmental protection
The learner will be able to make informed decisions considering local, regional and
global consequences to maintain a balance between humans and their environment
to ensure its sustained use for present and future generations.

d People and the environment

The learner will be able to demonstrate an understanding of the evolution of the
current structures and systems of government, society and the economy in terms of
national, regional and global contexts.

e Social Development
The learner will be able to demonstrate an understanding of diverse cultures and
religions through a commitment to moral values, human rights and the rule of law.

212
 Syllabus for
Social and environmental
sciences

Standard 6

213
Rationale

Social and Environmental Sciences will contribute to the development of the learners’
full potential, identity, self-esteem and dignity through tracing their history and
investigating the inter-relationship between Malawi and the world on one hand, and the
individual, family, society and the environment, on the other. This will influence
learners to act responsibly on the environment for its sustainable use.

Core elements and their outcomes

a Inter- relationship between individual, family society and the environment

The learner will be able to demonstrate an understanding of personal identity in
terms of family life, location and historical background through inquiry into origins,
cultural beliefs and practices.

b Inter-dependence between Malawi and the world

The learner will be able to demonstrate an understanding of the position of Malawi
within its regional and global contexts through an investigation of historical,
geographical, social and environmental aspects.

c Environmental protection
The learner will be able to make informed decisions considering local, regional and
global consequences to maintain a balance between humans and their environment
to ensure its sustained use for present and future generations.

d People and the environment

The learner will be able to demonstrate an understanding of the evolution of the
current structures and systems of government, society and the economy in terms of
national, regional and global contexts.

e Social Development
The learner will be able to demonstrate an understanding of diverse cultures and
religions through a commitment to moral values, human rights and the rule of law.

214
Term 1
Core element : Interdependence between Malawi and the World
Primary outcome : The learner will be able to demonstrate an understanding of the position of Malawi within its
regional and global contexts through an investigation of historical, geographical, social and
environmental aspects

Assessment Success criteria Theme/ Suggested teaching Suggested Suggested teaching

standard Topic and learning teaching, learning and learning
activities and assessment resources
methods
We will know this The learners must be
when the learners are able to:
able to:
• describe the position 1 mention countries Location • locating Malawi on • discussion • local environment
of Malawi in that share of Malawi the map of Africa • question and • atlas/world map
relation to boundaries • identifying countries answer • map of Malawi
neighbouring with Malawi that share boundaries • demonstration • chart paper
countries with Malawi • explanation • pental markers
• identifying countries • teacher observation • raised map of Malawi
2 locate Malawi using that share boundaries • peer assessment • Braille paper
cardinal points with Malawi using • group work • stylus
cardinal points • task analysis • checklist
• drawing the map of • environment
Malawi in relation to • sign language
neighbouring interpreter
countries • political and physical
map of Malawi

215
Assessment Success criteria Theme/ Suggested teaching Suggested Suggested
standard Topic and 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 identify major Major • identifying major • observation • local environment
understanding of physical features in physical physical features of • discussion • chart papers
major physical Malawi features of Malawi • question and • pental markers
features in Malawi Malawi • locating the major answer • reference books
physical features on the • teacher • resource person
map of Malawi observation • pictures of
• peer assessment mountains
2 describe major • discussing the types of • group work • pictures of rivers
physical features in physical features of • explanation • raised diagrams
Malawi Malawi • demonstration
• modeling a map of • modeling
Malawi showing • field visit
physical features • individual
assessment
3 explain the • brainstorming
importance of physical importance of physical
features in Malawi features in Malawi
• discussing the
importance of physical
features in Malawi

216
Core element : People and Environment
Primary outcome : The learner will be able to demonstrate an understanding of the evolution of the current
structures and systems of government, society and the economy in terms of national, regional
and global contexts

Assessment Success criteria Theme/ Suggested teaching Suggested Suggested

standard Topic and learning activities teaching, teaching and
learning and learning resources
assessment
methods
We will know this The learners must be able
when the learners are to:
be able to:
• describe the 1 examine the population Population • identifying districts • question and • calculators
population of figures of Malawi with high and low answer • population figures
Malawi population in each of • teacher • drawing materials
the three regions observation • population map of
• calculating the • demonstration Malawi
population of Malawi • peer assessment • atlas
using given population • discussion • pictures showing
figures of the districts • task analysis areas of high and
• explanation low population
2 compare population • drawing/tracing density
figures for the three regional population bar • sign language
regions of Malawi graph interpreter
• comparing population • raised pictures
figures across regions • checklist

217
Assessment Success criteria Theme/ Suggested teaching Suggested Suggested
standard Topic and learning activities teaching, teaching and
learning and learning resources
assessment
methods
We will know this The learners must be able
when the learners are to:
be able to:
• describe the 1 identify areas of high Population • locating areas of high • question and • calculators
population density and low population density in and low population answer • population figures
in Malawi density in Malawi Malawi density on the map of • teacher • drawing materials
Malawi observation • population map of
• comparing areas of high • demonstration Malawi
and low population • peer assessment • atlas
density in Malawi • discussion • pictures showing
• task analysis areas of high and
2 describe the factors that • brainstorming factors • explanation low population
affect population that affect population density
distribution distribution • sign language
• discussing effects of interpreter
high and low • raised pictures
population density in • checklist
Malawi

3 describe the effects of • brainstorming factors

high and low population that affect population
density in Malawi distribution
• discussing possible
effects of population
density on resources

218
Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested
standard Topic learning activities teaching, teaching and
learning and learning
assessment resources
methods
• demonstrate an 1 describe causes Population • discussing factors that • discussion • atlases
understanding of population change in influence population • question and • population
population change change in Malawi Malawi distribution in Malawi answer figures
in Malawi • brainstorming causes of • group work • physical
population change in • explanation environment
Malawi • teachers • checklist
• discussing causes of assessment • guided
population change in • brainstorming questions for
Malawi • teacher discussion
• suggesting solution to observation • sign language
effects of population interpreter
change in Malawi • chart showing
structure of local
2 explain the • discussing effects of government
effects of population population change • pictures/raised
change • drawing a tree showing pictures
causes and effects of showing local
population government
institutions
3 suggest solutions to • brainstorming solutions • environment
the effects of to the effects of
population population change
• discussing solutions to
the effect of population
change

219
Assessment Success criteria Theme/ Suggested teaching Suggested Suggested teaching
standard Topic and learning teaching, and learning
activities learning and resources
assessment
methods
We will know this The learners must be
when the learners are able to:
be able to:
• demonstrate an 1 identify the Local • identifying • explanation • pictures/raised
understanding of institutions of the government institutions that make • future’s wheel pictures showing
local government local government up local government • enter educate social services
• discussing functions • discussion • sign language
of institutions of local • question and interpreter
government answer • checklist
• group work • guided questions for
2 explain the • discussing services • teachers discussion
importance of social which are provided assessment
services which are by the local • brainstorming
provided by local government in • teacher
government relation to population observation
of community and
district
• discussing importance
of social services
which are provided
by local government

220
Core element : Interrelationship between individual, family and society
Primary outcome : The learner will be able to demonstrate an understanding of personal identity in terms of family
life, location and historical background through inquiry into origins, cultural and religious
beliefs and practices

Assessment Success criteria Theme/ Suggested teaching Suggested Suggested teaching

standard Topic and learning teaching, and learning
activities learning and resources
assessment
methods
We will know this when The learners must be
the learners are able to: able to:
• demonstrate an 1 identify the early Early • researching on the • research • text books
understanding of kingdoms of African early kingdoms of • discussion • pictures
early African Africa kingdoms Africa eg: • explanation • maps
kingdoms (Ngoni and Mwenemutapa and • question and • stylus
Mwenemut Ngoni answer • Braille paper
apa) • discussing the • group work • resource person
research findings on • peer assessment • raised diagrams
the early kingdoms of • teacher • museums
Africa observation • checklist
• drawing a map and • task analysis
locating the early • observation
kingdoms of Africa

221
Assessment Success criteria Theme/ Suggested teaching Suggested Suggested teaching
standard Topic and learning teaching, and learning
activities learning and resources
assessment
methods

2 explain the Early • discussing the • research • text books

factors that led to African organization of the • discussion • pictures
growth and kingdoms kingdoms • explanation • maps
decline of early • discussing the factors • question and • stylus
kingdoms of that led to the growth answer • Braille paper
Africa and decline of the • group work • resource person
early kingdoms • peer assessment • raised map
• discussing the • teacher • museums
contribution made by observation • checklist
the early kingdoms of • task analysis • taylor frame
Africa • observation

222
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 with respect for gender equity and show an understanding of individual rights and
responsibilities within the wider society

Assessment Success Theme/ Suggested teaching and Suggested Suggested teaching and
standard criteria Topic learning activities teaching, learning learning resources
and assessment
methods
We will know this Learners must be
when learners are able to:
able to:
• demonstrate an 1 explain ways HIV and • brainstorming the • brainstorming • talular
understanding of in which HIV AIDS meaning of 'HIV' and • discussion • checklist
HIV and AIDS and AIDS is 'AIDS' • question and • resource person
transmitted • discussing causes of HIV answer • Braille materials
and AIDS • teacher observation • posters
• discussing ways in which • peer assessment • pictures/raised pictures
HIV and AIDS is • group work • pental markers
transmitted • oral reporting • case studies
• research • stories
• singing • songs
• poetry reciting • jingles
• campaigning • radio, cassette recorder
• story telling • films, television
• role playing • sign language interpreter
• futures wheel
• enter-educate

223
Assessment Success criteria Theme/ Suggested teaching Suggested Suggested teaching
standard Topic and learning teaching, and learning
activities learning and resources
assessment
methods

• discussing risky • brainstorming • talular

behaviours • discussion • checklist
associated with HIV • question and • resource person
and AIDS answer • Braille materials
transmission • teacher • posters
• talking about observation • pictures/raised
misconceptions • peer assessment pictures
about HIV and • group work • pental markers
AIDS • oral reporting • case studies
• role playing some • research • stories
misconceptions • singing • songs
about HIV and • poetry • jingles
AIDS • campaign • radio, cassette
• story telling recorder
• role playing • films, television
• futures wheel • sign language
• enter-educate interpreter

224
Assessment Success criteria Theme/ Suggested teaching Suggested Suggested teaching
standard Topic and learning teaching, and learning
activities learning and resources
assessment
methods

2 describe signs and HIV and • brainstorming signs • brainstorming • talular

symptoms of HIV and AIDS and symptoms of • discussion • checklist
AIDS HIV/AIDS • question and • resource person
• discussing signs and answer • Braille materials
symptoms of HIV • teacher • posters
and AIDS observation • pictures/raised
• peer assessment pictures
3 explain ways of • discussing ways of • group work • pental markers
preventing HIV/AIDS preventing • oral reporting • case studies
HIV/AIDS • research • stories
• designing • singing • songs
placards/posters of • poetry • jingles
HIV/AIDs • campaign • radio, cassette
messages • story telling recorder
• singing songs that • role playing • films, television
depict HIV and • futures wheel • sign language
AIDS • enter-educate interpreter
• carrying out
advocacy
campaigns

225
Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested teaching
standard Topic learning activities teaching, and learning
learning and resources
assessment
methods

4 describe the HIV and • role playing pre-testing, • discussion • pictures/raised

importance of AIDS guidance and counseling • question and pictures
voluntary on HIV and AIDS answer • chart papers
counseling and • role playing post • explanation • pental markers
testing guidance, testing and • teacher • checklist
counseling on HIV and observation • Braille materials
AIDS • peer observation • stylus
• analysing a case study on • demonstration • taylor frame
positive living with HIV • group work
and AIDS • individual work

226
Term 2
Core element : Interdependence between Malawi and the World
Primary outcome : The learner will be able to demonstrate an understanding of the position of Malawi within its
regional and global contexts through an investigation of historical, geographical, social and
environmental aspects

Assessment Success criteria Theme/ Suggested teaching Suggested Suggested

standard Topic and learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know this when Learners must be
learners are able to: able to:
• describe weather of 1 describe weather Weather • observing the day’s • modeling • raised diagrams
Malawi weather • project • sign language
• defining the meaning of • research interpreter
the term 'weather' • discussion • thermometer
• identifying elements of • observation • windvane
weather • group work • weather record
chart
• environment
• resource persons
• indigenous stories
about weather
forecast

227
Assessment Success criteria Theme/ Suggested teaching Suggested Suggested
standard Topic and learning activities teaching, teaching and
learning and learning
assessment resources
methods

• discussing how each of • modeling • sign language

the elements of weather • project interpreter
affects daily life • research • thermometer
• brainstorming local • discussion • windvane
ways of predicting • observation • weather record
weather conditions • group work chart
• discussing local ways of • environment
predicting weather • resource persons
conditions • indigenous stories
about weather
2 describe instruments • identifying instruments forecast
that are used to that are used to • weather
measure elements of measure elements of instruments eg:
weather weather thermometer, rain
• discussing how gauge
instruments are used to • environment
measure the elements of • weather station
weather • model of
• modeling instruments stevenson screen
used to measure
elements of weather

228
Assessment Success criteria Theme/ Suggested teaching Suggested Suggested
standard Topic and learning activities teaching, teaching and
learning and learning
assessment resources
methods

• drawing instruments • brainstorming • chart papers

used to measure • discussion • pental markers
elements of weather • explanation • checklist
• observing the • question and • atlas of Malawi
environment for answer • charts showing
seasonal change • teacher climate of Malawi
• recording elements of observation • environment
weather observed over • peer assessment • Braille materials
a specified period of • group work
time • demonstration
• analsying the elements
of weather recorded
over a specified period
of time

229
Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested
standard Topic 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:
• describe climate of 1 describe climate of Climate of • discussing changes that • brainstorming • chart papers
Malawi Malawi Malawi occur at long intervals to • discussion • pental markers
deduce meaning of • explanation • checklist
climate • question and • atlas of Malawi
• identifying climate of answer • charts showing
Malawi • teacher climate of Malawi
• observing the vegetation observation • environment
in the environment • peer • Braille materials
• discussing characteristics assessment • calendar
of the climate of Malawi • group work • pie chart
• demonstration
• identifying major factors
that influence climate
2 describe major factors • discussing factors that
that influence climate influence climate
• showing the distribution
of temperature and
rainfall on a map of
Malawi

230
Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested
standard Topic 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:
1 describe the Seasons of • observing the • brainstorming • chart papers
characteristics of Malawi environment • discussion • pental markers
seasons • discussing the • explanation • checklist
characteristics of season • question and • atlas of Malawi
observed answer • charts showing
• brainstorming the • teacher climate of Malawi
characteristics of other observation • environment
seasons not observed • peer assessment • Braille materials
• discussing the • group work • calendar
characteristics of other • demonstration • pie chart
seasons not observed

2 identify seasons of • discussing seasons of

Malawi Malawi
• matching seasons of
Malawi with months of
the year
• using the calendar to
shade different seasons of
Malawi
• drawing pie graph
showing different seasons

231
Core element : Environmental Protection
Primary outcome : The learner will be able to make informed decisions considering local, regional and global
consequences to maintain a balance between humans and their environment to ensure its
sustained use for present and future generations
Assessment Success criteria Theme/ Suggested teaching Suggested Suggested
standard Topic and learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know this The learners must be able
when the learners are to:
able to:
• demonstrate an 1 describe the Environment • identifying things in the • brainstorming • chart papers
understanding of components of the environment • discussion • pental markers
environment environment • matching the things • explanation • checklist
with the components • question and • atlas of Malawi
• discussing the answer • charts showing
components of the • teacher climate of Malawi
environment observation • environment
• peer assessment • Braille materials
2 explain the importance • discussing the uses of • group work • calendar
of the environment the resources in the • demonstration • pie chart
environment
• discussing importance
of the environment

232
Assessment Success criteria Theme/ Suggested teaching Suggested Suggested
standard Topic and learning activities teaching, teaching and
learning and learning
assessment resources
methods

3 identify destructive • brainstorming • brainstorming • chart papers

agents of the destructive agents • discussion • pental markers
environment • discussing destructive • explanation • checklist
agents • question and • atlas of Malawi
answer • charts showing
4 explain rights and • discussing rights and • teacher climate of Malawi
responsibilities of the responsibilities of the observation • environment
environment environment • peer assessment • Braille materials
• developing an advocacy • group work • calendar
campaign on the care of • demonstration • pie chart
the environment

233
Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested
standard Topic learning activities teaching, teaching and
learning and learning
assessment resources
methods

• demonstrate an 1 explain the meanings Forestry • discussing the meaning of • brainstorming • pictures of
understanding of forest, forestry and forest, forestry and forest • discussion forests
forestry forest reserves reserves • explanation • atlas of
• drawing map of Malawi • question and Malawi
showing forest reserves answer • things made
• teacher from wood
2 state the importance of • brainstorming the observation • pictures
forest reserves importance of forests • peer assessment showing areas
• discussing the importance • group work where forests
of forests • demonstration have been
cleared
3 explain how forests are • brainstorming ways how • pictures of
destroyed forests are destroyed people
• discussing how forests are planting trees
destroyed
• developing a future’s
wheels on the causes and
effects on the destruction
of forests

4 describe ways of • brainstorming ways of

conserving forests conserving the forests
• discussing ways of
conserving the forests

234
Core element : People and Environment
Primary outcome : The learner will be able to demonstrate an understanding of the evolution of the current
structures and systems of government, society and the economy in terms of national, regional
and global contexts

Assessment Success criteria Theme/ Suggested teaching Suggested Suggested

standard Topic and learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know this The learners must be able
when the learners are to:
able to:
• demonstrate an 1 explain farming in Farming in • discussing types of • brainstorming • crops
understanding of Malawi Malawi farming in Malawi • discussion • pictures of
farming in Malawi • discussing factors • explanation marketing scenery
which influence • question and • environment
farming in Malawi answer • pictures of farms
• teacher • pictures of farm
2 describe problems • brainstorming problems observation animals
associated with farming associated with farming • peer assessment
in Malawi • discussing problems • group work
associated with farming • demonstration

235
Assessment Success criteria Theme/ Suggested teaching Suggested Suggested
standard Topic and learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know this The learners must be able
when the learners are to:
able to:
• demonstrate an 1 explain fishing in Fishing in • identifying main fishing • brainstorming • fish species
understanding of Malawi Malawi areas in Malawi • discussion • nets
fishing in Malawi • locating main fishing • explanation • pictures of
areas in Malawi • question and fishermen
• discussing methods of answer • pictures of boats
fishing • teacher • raised diagrams
observation
2 describe problems • finding out from the • peer assessment
associated with fishing community problems • group work
in Malawi affecting fishing • demonstration
• discussing problems
associated with farming

3 describe ways of • brainstorming ways of

conserving fish conserving fish
resources resources
• discussing ways of
conserving fish
resources

236
Assessment Success criteria Theme/ Suggested teaching Suggested Suggested
standard Topic and learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know this
when the learners are 1 describe types of soil Soil erosion • visiting some eroded • brainstorming • environment
able to: erosion areas around the school • discussion • pictures/raised
• discussing causes of soil • question and pictures showing
• demonstrate an erosion answer eroded sites
understanding of • discussing types of soil • teacher • text books
soil conservation erosion observation • checklist
• discussing effects of soil • peer assessment • maps/raised
erosion • explanation maps
• group work • chart papers
• research • charts
• field visits • posters
• demonstration • newspaper/
magazines
• sign language
interpreter

237
Assessment Success criteria Theme/ Suggested teaching Suggested teaching, Suggested
standard Topic and learning learning and teaching and
activities assessment methods learning
resources

2 describe practices Soil erosion • identifying practices • discussion • taylor frame

which encourage soil which encourage soil • question and answer • text books
erosion erosion • group work • films
• discussing practices • teacher observation • radio
which encourage soil • peer assessment • television
erosion • oral reporting • checklist
• demonstration • chart papers
3 describe ways of • discussing ways of • project • pental markers
controlling soil erosion controlling soil erosion • explanation • sign language
• researching on projects • field visits interpreter
on controlling soil • interviews • Braille materials
erosion available • task analysis • stylus
around the school • hoes, shovels
• discussing research • wheel barrow
findings • resource persons
• filling the eroded areas • environment
around the school • eroded area

238
Term 3

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 with respect for gender equity and show an understanding of individual rights and
responsibilities within the wider society

Assessment Success criteria Theme/ Suggested teaching Suggested Suggested teaching and
standard Topic and learning teaching, learning resources
activities learning and
assessment
methods
We will know this Learners must be
when the learners are able to:
able to:
• demonstrate an 1 explain causes of Drug and • naming drugs and • discussion • taylor frame
understanding of drug and substance substances • explanation • map of Malawi
drug and substance substance abuse abuse • discussing the • question and • checklist
abuse appropriate uses of answer • pictures/raised pictures
drugs and substances • teacher • Braille materials
• explaining ways in observation • stylus
which drugs and • peer assessment • sign language interpreter
substances can be • demonstration • learners
abused • group work • charts papers
• explaining causes of • researching • pental markers
drug and substance • case study • magazines/newspapers
abuse • future’s wheel • raised maps
• clarification • resource person

239
Assessment Success criteria Theme/ Suggested teaching Suggested Suggested teaching
standard Topic and learning activities teaching, and learning
learning and resources
assessment
methods

2 examine effects of • analysing the effects of • brainstorming • pictures/raised

drug and substance drug and substance • discussion pictures
abuse abuse using case studies • question and • checklist
• role playing effects of answer • sign language
drug and substance • teacher interpreter
abuse observation • learners
• debating effects of drug • peer observation • resource persons
and substance abuse • group work • drugs and
• explanation substances
3 describe preventive • brainstorming • demonstration • films
measures against drug preventive measures
and substance abuse against drug and
substance abuse
• discussing preventive
measures against drug
and substance abuse

240
Assessment Success criteria Theme/ Suggested teaching Suggested Suggested teaching
standard Topic and learning teaching, and learning
activities learning and resources
assessment
methods

• role playing • brainstorming • talular

preventive • discussion • checklist
measures against • question and • resource person
drug and substance answer • Braille materials
abuse • teacher • posters
• organizing observation • pictures/raised
advocacy campaign • peer assessment pictures
against drug and • group work • pental markers
substance abuse • oral reporting • case studies
• research • stories
• singing • songs
• poetry • jingles
• campaigning • radio, cassette
• story telling recorder
• role playing • films, television
• futures wheel • sing language
• enter-educate interpreter

241
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 with respect for gender equity and show an understanding of individual rights and
responsibilities within the wider society

Assessment Success criteria Theme/ Suggested teaching Suggested Suggested teaching

standard Topic and learning teaching, and learning
activities learning and resources
assessment
methods
We will know this The learners must be able
when the learners are to:
able to:
• demonstrate an 1 describe a citizen Citizenship • brainstorming • brainstorming • pictures
understanding of meaning of the term • discussion • reference books
citizenship 'citizen' • explanation • checklist
• discussing types of • question and • charts
citizens answer • Braille paper
• observation • sign language
2 describe qualities of a • brainstorming • peer assessment
good citizen qualities of a good
citizen
• discussing qualities
of a good citizen

242
Assessment Success criteria Theme/ Suggested teaching Suggested Suggested teaching
standard Topic and learning teaching, and learning
activities learning and resources
assessment
methods

3 explain duties and Citizenship • discussing duties of a • brainstorming • map of Malawi

rights of a citizen citizen • discussion • checklist
• discussing rights of a • question and • pictures/raised
citizen answer pictures
• role playing some • explanation • Braille materials
duties of a citizen • teacher • stylus
observation • sign language
4 describe • identifying • peer assessment interpreter
communities to communities to which • education visit • learners
which a citizen they belong • research • chart papers
belongs • suggesting duties of a • demonstration • pental markers
citizen in different • group work • magazines/
communities • enquiry newspapers
• interviews • taylor frame
5 explain the • discussing patriotism
importance of being • discussing the
patriotic importance of being
patriotic

243
Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested
standard Topic learning activities teaching, teaching and
learning and learning
assessment resources
methods

• develop an 1 explain rights and Children’s • brainstorming the • brainstorming • constitution

understanding of freedoms of children rights meanings of human • discussion • newspaper
children’s rights rights and freedoms • question and articles
and • discussing children rights answer • pictures
responsibilities and freedoms • explanation • raised pictures
• teacher
2 describe children’s • brainstorming children’s observation
rights and responsibilities • peer assessment
responsibilities • matching children’s rights • education visit
and responsibilities • research
• demonstration
3 describe forms of • brainstorming examples • group work
violations and abuse of violations and abuses • enquiry
of children’s rights of children’s rights • interviews
• discussing examples of
violations and abuses of
children’s rights

4 identify institutions • brainstorming institutions

that protect that protect children’s
children’s rights rights
• discussing the importance
of the institutions that
protect children’s rights

244
Core element : People and Environment
Primary outcome : The learner will be able to demonstrate an understanding of the evolution of the current
structures and systems of government, society and the economy in terms of national, regional
and global contexts
Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested
standard Topic 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 identify social Social • identifying social services • discussion • map of Malawi
understanding of services in Malawi services in Malawi • explanation • checklist
social services • discussing social services in • question and • pictures/raised
Malawi answer pictures
• identifying social • teacher • Braille materials
institutions in Malawi observation • stylus
• matching social services • peer assessment • sign language
with their institutions • demonstration interpreter
• group work • learners
2 explain the • discussing the importance • research • charts papers
importance of social services • case studies • pental markers
of social services • discussing the • future’s wheel • magazines/
responsibilities of • clarification newspapers
individuals in relation to • raised maps
social services • films
• resource person
• taylor frame

245
Assessment Success criteria Theme/ Suggested teaching Suggested Suggested teaching
standard Topic and learning activities teaching, and learning
learning and resources
assessment
methods

• demonstrating an 1 describe road signs and Road • identifying road signs • task analysis • sign language
understanding of signals safety and signals • role play interpreter
safety on the road • discussing road signs • songs • highway code
and signals • excursion • environment
• drawing road signs • discussion • newspapers and
• demonstrating use of • explanation magazines
road signals • group work • learners
• teacher • bicycles/motor
2 explain importance • discussing the observation vehicles
of road signs and importance of road • peer observation
signals signs and signals • research
• discussing ways of
protecting road signs
and signals

3 identify organizations • naming organizations

which deal with road which deal with road
safety in Malawi safety in Malawi
• discussing functions of
organizations which
deal with road safety

246
Assessment Success criteria Theme/ Suggested teaching Suggested Suggested
standard Topic and learning activities teaching, teaching and
learning and learning resources
assessment
methods
We will know this The learners must be able
when the learners are to
able to:
• demonstrate an 1 explain the uses of the Mining • identifying things made • task analysis • things made from
understanding minerals mined in and from minerals • role play minerals
mining and Malawi manufactur • drawing a map of • songs • clothes
manufacturing ing in Malawi showing coal • excursion • manufactured food
activities in Malawi Malawi mining centres • discussion • environment
• discussing uses of • explanation • pictures of vans
minerals mined in • group work • map of Malawi
Malawi • teacher • pictures of people
observation working in
2 identify some • brainstorming • peer observation industry
manufacturing manufacturing • research
industries industries
• discussing what
manufacturing
industries make

247
Assessment Success criteria Theme/ Suggested teaching Suggested Suggested
standard Topic and learning activities teaching, teaching and
learning and learning resources
assessment
methods

3 describe factors for the • finding out from the • task analysis • things made from
growth of manufacturing community the factors • role play minerals
industries that influence the • songs • clothes
manufacturing • excursion • manufactured food
industries • discussion • environment
• discussing the factors • explanation • pictures of vans
that influence the • group work • map of Malawi
manufacturing industry • teacher • pictures of people
observation working in
4 explain the importance • brainstorming the • peer observation industry
of manufacturing importance of • research
industries manufacturing
industries
• discussing the
importance of
manufacturing
industries

248
Assessment Success criteria Theme/ Suggested teaching Suggested Suggested
standard Topic and learning activities teaching, teaching and
learning and learning resources
assessment
methods

• demonstrate an 1 locate tourist centres in Tourism in • brainstorming tourist • task analysis • map of Malawi
understanding of Malawi Malawi centres • role play • carvings
tourism in Malawi • locating tourist centres • songs • pictures of some
on a map of Malawi • excursion interesting places
• discussion • pictures of people
2 explain importance of • brainstorming • explanation working in a hotel
tourism to Malawi importance tourism to • group work • pictures of people
Malawi • teacher driving vehicles
• discussing the observation
importance of tourism • peer observation
to Malawi • research
3 describe problems that
affect tourism in Malawi • identifying problems
that affect tourism in
Malawi
• suggesting ways of
improving the
identified problems

249
Core element : Interdependence between Malawi and the World
Primary outcome : The learner will be able to demonstrate an understanding of the evolution of the current
structures and systems of government, society and the economy in terms of national, regional
and global contexts

Assessment Success criteria Theme/ Suggested teaching Suggested Suggested

standard Topic and learning activities teaching, teaching and
learning and learning resources
assessment
methods
We will know this The learners must be able
when the learners are to:
be able to:
• demonstrate an 1 identify major types of Transport • eliciting major types of • field trips • newspaper
understanding of transport and and transport and • brainstorming • posters
types of transport communication in communicat communication in • discussion • map
and communication Malawi ion Malawi • question and • raised map
in Malawi • locating major types of answer • resource person
transport and • explanation • local environment
communication in • teacher • pictures
Malawi observation • cellphones
• discussing major types • peer observation • drums
of transport and • map drawing • flags
communication in • group work • whistle
Malawi • research

250
Assessment Success criteria Theme/ Suggested teaching Suggested Suggested
standard Topic and learning activities teaching, teaching and
learning and learning resources
assessment
methods

2 explain the importance • visiting a transport and • field trips • newspaper

of transport and /or communication • brainstorming • posters
communication in facility in the locality • discussion • map
Malawi • examining pictures • question and • raised map
showing types of answer • resource person
transport and • explanation • local environment
communication in • teacher • pictures
Malawi observation • cellphones
• discussing the • peer observation • drums
importance of transport • map drawing • flags
and communication in • group work • whistle
Malawi • research

3 examine problems of • finding out from the

transport and community and other
communication in sources problems of
Malawi transport and
communication
• brainstorming problems
of transport and
communication in
Malawi

251
Assessment Success criteria Theme/ Suggested teaching Suggested Suggested
standard Topic and learning activities teaching, teaching and
learning and learning resources
assessment
methods

• discussing problems of • field trips • newspaper

transport and • brainstorming • posters
communication in • discussion • map
Malawi • question and • raised map
• suggesting ways of answer • resource person
solving problems of • explanation • local environment
transport and • teacher • pictures
communication in observation • cellphones
Malawi • peer observation • drums
• map drawing • flags
• group work • whistle
• research

252
References
Centre for Advice, Research and Education (CARER) Human Rights in the constitution of Malawi:
the bill of rights. CARER (2001). Limbe
Chilambo, MN (1986). Primary geography teachers’ guide, book 5. Dzuka: Blantyre
Crowder, Metal (1977). A junior history for Africa: Ancient times. London: Longman
Dzuka (1981). Civics for Malawi Schools. Dzuka: Blantyre
Harper, Collins (1993). Collins English Dictionary Thesaurus. Major Edition. Glasgow. Collins
Harper
Jack, E (1981). Africa: an early history. Harrap: London
Mac Quoid-Masm, Detal (1994). Human Rights for all: education towards a democratic culture. Juta
and Co Ltd: Duban:
Macmillan Malawi (2001). Senior Secondary atlas. Blantyre: Macmillan Publishers Ltd
Malawi Institute of Education (1991). Malawi Primary School teaching syllabus: Social Studies 1-8.
MIE: Domasi
Malawi Institute of Education (1994) General studies teachers’ guides and pupils’ books for standards 1-
4. Malawi Institute of Education: Domasi
Malawi Institute of Education (1996). Social Studies teachers’ guides and pupils books for standards 5-
8. Malawi Institute of Education: Domasi
Malawi Institute of Education (1998). A source book for Population Education in Malawi. Malawi
Institute of Education: Domasi
Malawi Institute of Education (1998). Students’ handbook for Population Education in Malawi.
Malawi Institute of Education: Domasi
Malawi Institute of Education, (1991). Primary school teaching syllabus: Religious Education 1-8, MIE:
Domasi
Malawi Institute of Education. Civics for standard 5. Malawi Institute of Education: Domasi
Malawi Institute of Education/ DTED (1998) Student Teacher’s Handbooks 1 – 5, MIE: Domasi
Michie, WA and Kadzombe, EP (1981). The lands and peoples of central Africa. Dzuka: Blantyre
Ministry of Education (2003). Social Studies primary School teaching for syllabus standards 5-8.
Malawi Institute of Education: Domasi
Public Affairs Committee (2001). The constitution of the republic of Malawi. Public Affairs
Committee: Lilongwe
Skillington, K (1995). History of Africa. Macmillan: London
Young, Antony and Doreen (1997). A geography of Malawi, 3rd edition. Evans Brothers Limited:
Londo

253
 Syllabus for
Science and technology

Standard 6

254
Rationale
This subject contributes to the intellectual and practical development of the learners to
enable them to manage the changes that modern Science and technology, and
indigenous knowledge bring to all sectors of the economy. Learners will achieve this
through accessing and applying the modern Science and technology, and indigenous
knowledge in their everyday life.

Science and technology enables learners, through investigation and inquiry, understand
the basic knowledge and skills of Science and technology through practice so as to
integrate their use in their daily lives both at home and school.

Learners will use the acquired knowledge and skills of Science and technology to
investigate and understand the relationships between health and nutrition, production
and marketing processes to improve the quality of life for themselves and others.

Core elements and their outcomes

a Basic scientific knowledge, skills and attitudes

The learner will be able to understand and apply scientific knowledge, skills and
attitudes to solve everyday problems and provide a base for further learning.

b Scientific investigation for application

The learner will be able to investigate relationships, identify and solve practical
problems in science and technology.

c Knowledge for development

The learner will be able to interpret and apply scientific and technological
knowledge with ethical responsibility for the environment as well as to make
improvements in the quality of life and develop a respect for vocational work.

d Nutrition and health

The learner will be able to demonstrate an understanding of the interrelationship
between agriculture in homes, communities and the world.

e Marketing
The learner will be able to apply scientific and technological understanding of
production, use and marketing processes in agriculture and other economic
activities in order to increase local productivity and contribute to the market
economy of the country.

f Managing change
The learner will be able to understand, innovate and manage scientific and
technological changes in all contexts with particular reference to agriculture in
Malawi.

255
Term 1
Core element : Basic scientific knowledge, skills and attitudes
Primary outcome: The learner will be able to understand and apply scientific knowledge, skills and attitudes to
solve everyday problems and create a base for further learning.

Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested

standards 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:
• demonstrate an 1 identify parts of Human skeleton • identifying parts of the • individual work • TALULAR
understanding the human and muscles human skeleton, muscles • question and • models
of how the skeleton, and joints answer • learners
human skeleton muscles and • drawing and labelling the • pair work • pictures
and muscles joints human skeleton • observation • charts/raised
function • discussing types of joints • group work charts
such as: • written exercises • glue
- hinge • oral questions • sugar
- ball and socket • self assessment • seeds
• peer assessment • sand/sawdust
2 explain functions • feeling muscles, bones and • oral and written • maize husks
of the human joints reports • rubric
skeleton, • discussing the functions of • observation
muscles and the human skeleton, checklist
bones muscles and joints • posters/raised
posters

256
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standards learning activities teaching, teaching and
learning and learning
assessment resources
methods

• develop an 1 describe how Movement in • discussing how muscles, • individual work • TALULAR
understanding muscles, joints human beings bones and joints enable • question and • models
of movement in and bones enable movement in human beings answer • learners
human beings movement in • observing how muscles, • pair work • pictures
human beings joints and bones enable • observation • charts/raised
movement • group work charts
• drawing and labelling • written exercises • glue
muscles, joints and bones of • oral questions • sugar
the arms/legs, stretched or • self assessment • seeds
bent • peer assessment • sand/sawdust
• oral and written • maize husks
reports • rubric
• observation
checklist
• posters/raised
posters

257
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standards learning activities teaching, teaching and
learning and learning
assessment resources
methods

• develop an 1 describe the Sense organs • identifying the sense • discussion • TALULAR
understanding human sense organs • demonstration • samples of sense
of the human organs • discussing the external • practical work organs of animals
sense organs structure of the eye, ear, • self assessment • charts
tongue, skin and the nose • peer assessment • worksheet
• drawing and labelling the • group work • learners
external parts of the sense • games • models of sense
organs • teacher organs
observation • songs
2 explain the • identifying functions of the • oral and written • charts showing
functions of the parts of the sense organs questions the sense organs
human sense • discussing the functions of • oral and written • worksheets
organs the parts of the sense reports • observation
organs checklist

3 care for the sense • discussing problems of the

organs sense organs
• demonstrating how to care
for the sense organs
• practising how to care for
the sense organs

258
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standards learning activities teaching, teaching and
learning and learning
assessment resources
methods
• apply 1 explain Common • identifying common • games • bandage
knowledge of common accidents accidents in the home and • question and • soap
safety and accidents community answer • methylated sprits
first aid in a • discussing the causes of • self assessment • iodine
variety of common accidents in the • peer assessment • water
contexts home and community, eg: • role play • observation
- sharp objects • demonstration checklist
- fire • practical • rubric
- hot water • teacher • first aid kit
- poisonous substances observation • TALULAR
• discussing the effects of • discussion • learners’
accidents such as fractures, • pair work experiences
poisoning, nose bleeding • oral and written
and cuts questions
• practising how to prevent • oral and written
some of the accidents reports
2 demonstrate • discussing the importance
skills in first aid of first aid
• discussing the procedures
for carrying first aid
• demonstrating first aid for
some of the common
accidents

259
Core element : Scientific investigation for application
Primary outcome: The learner will be able to investigate relationship, identify and solve practical problems in
science and technology.

Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested

standards learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know this Learners must be
when the learners able to:
are able to:
• conduct 1 plan scientific Scientific • planning scientific • oral questions • appropriate
scientific investigations investigations investigations • discussion materials
investigations • suggesting materials for • group work • TALULAR
carrying out the • group assessment • observation
investigations • demonstration checklist
• experimentation • rubric
2 conduct scientific • conducting the planned • peer assessment • resource persons
investigations scientific investigations • teacher • local
• interpreting their findings observation environment
• reporting and explaining • written questions • learners’
their experiences by • self assessment experiences
- describing their • oral and written • questionnaire
findings, highlighting reports • interview
interesting details • project schedule
• research

260
Core element : Nutrition and health
Primary outcome: The learner will be able to demonstrate an understanding of the relationship between
nutrition and health in homes and communities.
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standards learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know Learners must be
this when the able to:
learners are able
to:
• demonstrate 1 identify causes, Nutritional • discussing the causes of • question and • learners’
an signs and deficiency the following nutritional answer experiences
understanding symptoms of diseases deficiency diseases • written questions • posters/ raised
of nutritional kwashiorkor and - kwashiorkor • group discussions posters
deficiency marasmus - marasmus • teacher • resource persons
diseases • discussing signs and observation • charts/raised
symptoms of kwashiorkor • panel discussion charts
and marasmus • peer assessment • pictures
• visiting a nearby • brainstorming • local
malnutrition rehabilitation • field visits environment
centre to see children • oral questions • observation
suffering from • self assessment checklist
kwashiorkor and • discussion • TALULAR
marasmus • oral and written • rubric
reports

261
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standards learning activities teaching, teaching and
learning and learning
assessment resources
methods

2 explain Nutritional • discussing the preventive • brainstorming • charts/raised

preventive deficiency measures and treatment of • discussion charts
measures and diseases kwashiorkor and • question and • pictures
treatment for marasmus answer • local
kwashiorkor and • discussing the effects of • teacher environment
marasmus kwashiorkor and observation • learners’
marasmus • field visits experiences
• self assessment • resource persons
• peer assessment • posters/ raised
• oral and written posters
questions • observation
• investigation checklist
• oral and written • rubric
reports • TALULAR
• research • questionnaire
• interview
schedule

262
Core element : Knowledge for development
Primary outcome: The learner will be able to interpret and apply scientific and technological knowledge with
ethical responsibility for the environment as well as making improvements in the quality of
life and develop respect for vocational work.

Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested

standards learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know this Learners must be
when the learners able to:
are able to:
• demonstrate 1 explain reasons Food • discussing the meaning of • brainstorming • foodstuffs
an why people preservation the term ‘food preservation’ • question and • food
understanding preserve food • listing foodstuffs which are answer preservatives
of basic usually preserved • field visits • ovens/open fire
principles • discussing reasons for • group discussion • wire mesh
applied in preserving foods • projects • TALULAR
indigenous • peer assessment • rubric
and modern 2 explain how • discussing types of food • self assessment • observation
food different types of preservation technologies • oral and written checklist
preservation foods are such as: questions • learners’
preserved - indigenous • teacher experiences
- modern observation
• discussing advantages and • oral and written
disadvantages of each of reports
the technologies

263
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standards learning activities teaching, teaching and
learning and learning
assessment resources
methods

Food • practising how to preserve • brainstorming • foodstuffs

preservation foods using various • question and • food
indigenous technologies, answer preservatives
eg: • field visits • ovens
- sun drying • group discussion • wire mesh
- smoking • peer assessment • local
- salting • teacher environment
• suggesting ways of observation • resource persons
improving each • project • observation
preservation method • practical work checklist
• demonstration • clay
• discussion • fibres
• oral and written • leaves
questions • learners’
• self assessment experiences
• oral and written • rubric
reports • TALULAR

264
 Core element : Marketing
Primary outcome: The learner will be able to apply scientific and technological knowledge in production and
marketing processes in order to increase local productivity and contribute to the market
economy of the country.

Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested

standards learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know this Learners must be
when the learners able to:
are able to:
• apply scientific 1 describe the Material • describing the scientific • question and • interview
and processes of production and technological answer schedules
technological making selected processes in the making of: • investigation • water
knowledge in materials - soap • peer assessment • tins
the local - shoe polish • group assessment • salt
production of - crayons • discussion • animal fat
materials for - cleaning powder • teacher • soap
marketing - floor polish observation • baskets
- domestic vessels • field visits • mortar and pestle
• discussing processes • self assessment • winnowers
involved in producing the • research • resource persons
different materials • oral and written • TALULAR
questions • observation
• oral and written checklist
reports • learners’
experiences

265
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standards learning activities teaching, teaching and
learning and learning
assessment resources
methods

2 use scientific Material • identifying raw materials • tumblers

and production for making the following • basin
technological materials: • stirring rod
knowledge to - shoe polish • candle wax
make different - soap • paraffin
materials - crayons • reeds
- cleaning powder • dyes
- domestic vessels • charcoal
- floor polish • sieves
• practising how to make the • bricks
following materials: • newspapers
- shoe polish • waste paper
- soap
• pieces of cloth
- crayons
• deckle
- cleaning powder
- domestic vessels
- floor polish

266
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standards learning activities teaching, teaching and
learning and learning
assessment resources
methods

3 market the Material • discussing how to market • discussion • interview

materials production the materials: • question and schedules
produced - packaging answer • learners’
- labelling • peer assessment experiences
- advertising • self assessment • local environment
- costing • teacher • resource persons
• discussing the marketing observation • observation
processes • research checklist
• marketing the materials • written and oral • TALULAR
produced reports • questionnaires

267
Core element : Managing change
Primary outcome: The learner will be able to understand, innovate and manage scientific and technological
changes in daily life with particular reference to the homes and communities in Malawi.

Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested

standards learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know this Learners must be
when the learners able to:
are able to:
• demonstrate an 1 identify Information and • brainstorming the meaning • question and • road signs
understanding information and communication of the term ‘information answer • flags
of information communication technologies and communication • oral questions • empty bottles
and technologies technology’ • demonstration • drums
communication • listing information and • discussion • whistles
technologies communication • group/pair work • bricks
technologies in the • observation • leaves
communities • peer assessment • observation
• discussing the importance • self assessment checklist
of the technologies • written questions • string telephone
• discussing how the • oral and written • rubric
technologies work reports • TALULAR
• constructing a string • resource persons
telephone • learners’
experiences
• strings
• tins

268
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standards learning activities teaching, teaching and
learning and learning
assessment resources
methods

2 explain the • discussing the advantages • question and • road signs

advantages and of using information and answer • flags
disadvantages of communication • oral questions • empty bottles
information and technologies • demonstration • drums
communication • discussing the • discussion • whistles
technologies disadvantages of using • group/pair work • bricks
information and • observation • leaves
communication • peer assessment • observation
technologies • self assessment checklist
• discussing the effects of • written questions • string telephone
information and • self assessment • rubric
communication • oral and written • TALULAR
technologies on human reports • resource persons
beings and the • learners’
environment experiences

269
Term 2
Core element : Basic scientific knowledge, skills and attitudes
Primary outcome: The learner will be able to understand and apply scientific knowledge, skills and attitudes to
solve everyday problems and create a base for further learning.
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standards learning activities teaching, learning teaching and
and assessment learning
methods resources
We will know this Learners must be
when the learners able to:
are able to:
• demonstrate 1 explain the External parts of • collecting plant specimens • discussion • potted plants
an external parts of plants • identifying external parts • demonstration • soil
understanding plants of a plant: • practical work • learners
of the structure - leaves • peer assessment • leaves
of plants - stems • question and answer • carrots
- roots • group work • cassava
- flowers • field visit • fruits
• comparing external parts • drawing • observation
of different plants • oral and written checklist
• drawing and labelling questions • charts
external parts of a plant • teacher observation • local
such as flowers, leaves, etc • self assessment environment
• discussing functions of • brainstorming • knives
external parts of plants • oral and written • TALULAR
reports • rubric
• raised charts
• posters
• raised posters

270
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standards learning activities teaching, teaching and
learning and learning
assessment resources
methods

• develop an 1 identify the Sources and uses • listing the sources of light • group discussion • models
understanding sources of light of light energy energy • investigation • drawings
of the sources • classifying the sources of • self assessment • mirrors
and uses of light energy • experimentation • candles
energy • peer assessment • torches
2 describe uses • discussing the uses of light • oral and written • firewood
of light energy energy questions • charcoal
• teacher • bulbs
• discussing the negative
observation • cell
effects of light energy
• practical work • batteries
• research • wire
3 identify the Sources and uses • identifying the sources of
• oral and written • rubric
sources of heat of heat energy heat energy reports • observation
energy • classifying the sources of checklist
heat energy • TALULAR
• sources of heat
4 describe uses • discussing the uses of heat • sources of light
of light energy energy • learners’
• discussing the negative experiences
effects of heat energy • questionnaires
• interview
schedules

271
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standards learning activities teaching, teaching and
learning and learning
assessment resources
methods

5 identify Sources and uses • listing the sources of sound • group discussion • empty tins
sources of of sound energy energy • investigation • bull roarers
sound energy • comparing sources of • demonstration • strings
sound energy • discussion • drums
• classifying different • inquiry • whistles
sounds • problem-solving • guitars
• question and • radios
6 describe the • discussing uses of sounds, answer • bells
uses of sound eg: • peer assessment • learners
energy - communication • projects • observation
- music • self assessment checklist
- determination of • teacher • TALULAR
distance observation • rubric
• discussing the negative • research • resource persons
effects of sound enery • experimentation • materials for
• oral and written making musical
questions instruments
• oral and written • local
reports environment
• learners’
experiences
• questionnaires

272
Core element : Nutrition and health
Primary outcome: The learner will be able to demonstrate an understanding of the relationship between
nutrition and health in homes and communities.
Assessment Success Theme/Topic Suggested teaching and Suggested Suggested
standards criteria learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know this Learners must be
when the learners able to:
are able to:
• demonstrate an 1 describe Methods of • discussing the meaning of • brainstorming • cooking utensils
understanding boiling and cooking the terms ‘boiling’ and • group work • foodstuffs
of different steaming ‘steaming’ as methods of • demonstration • ingredients
methods of methods of cooking food • practical • tea towels
cooking food cooking • discussing reasons for • teacher • dish cloths
cooking food observation • cleaning materials
• peer assessment • observation
2 cook food • identifying suitable foods • experimentation checklist
using the for the boiling method • investigation • clean water
boiling method • discussing rules for boiling • research • learners’
food • discussion experiences
• discussing advantages and • project • TALULAR
disadvantages of the • self assessment • rubric
boiling method • oral and written • resource persons
• observing a demonstration questions • questionnaires
on the boiling method of • oral and written • interview
cooking reports schedules

273
Assessment Success Theme/Topic Suggested teaching and Suggested Suggested
standards criteria learning activities teaching, teaching and
learning and learning
assessment resources
methods

Methods of • practising boiling food • brainstorming • cooking utensils

cooking • displaying and evaluating • group work • foodstuffs
the boiled food • demonstration • ingredients
• practical work • tea towels
3 cook food • identifying suitable foods • teacher • dish cloths
using steaming for steaming observation • cleaning
method • discussing rules for • peer assessment materials
steaming food • research • observation
• discussing advantages and • investigation checklist
disadvantages of steaming • self assessment • water
food • discussion • learners’
• observing a demonstration • project experiences
on steaming food • oral and written • TALULAR
• practising how to steam reports • rubric
food • oral and written • resource persons
• displaying and evaluating questions • questionnaires
the cooked food • interview
schedules

274
Assessment Success Theme/Topic Suggested teaching and Suggested Suggested
standards criteria learning activities teaching, teaching and
learning and learning
assessment resources
methods

• demonstrate 1 describe Kitchen hygiene • discussing the importance • brainstorming • cooking utensils
an kitchen and safety of kitchen hygiene • group work • foodstuffs
understanding hygiene and • discussing hygiene rules to • demonstration • ingredients
of kitchen safety be followed in the kitchen • practical work • tea towels
hygiene and • discussing safety in the • teacher • dish cloths
safety kitchen observation • cleaning
• peer assessment materials
2 practise • discussing daily, weekly • research • observation
kitchen and occasional care of the • investigation checklist
hygiene and kitchen • self assessment • clean water
safety • practising daily, weekly • discussion • learners’
and occasional care of the • project experiences
kitchen • oral and written • TALULAR
• practising safety in the reports • rubric
kitchen • oral and written • resource persons
questions • questionnaires
• interview
schedules

275
Assessment Success Theme/Topic Suggested teaching and Suggested Suggested
standards criteria learning activities teaching, teaching and
learning and learning
assessment resources
methods

• develop an 1 state factors to Meal planning • discussing the factors to • brainstorming • learners’
understanding consider when and presentation consider when planning • discussion experiences
of proper meal planning meals meals, eg: • peer assessment • pictures of
planning and for the family - number of people • question and different foods
preparation - nature of work answer • observation
- age • written exercises checklist
- psychological/ • teacher • posters
emotional state observation • raised posters
- health status • practical work • raised pictures of
- nutritional value • oral questions different foods
- balance • self assessment • mops
• discuss the importance of • project • clean water
meal planning • investigation • tea towels
• research • TALULAR
• oral and written • rubric
reports • raised posters
• demonstration • charts /raised
charts

276
Assessment Success Theme/Topic Suggested teaching and Suggested Suggested
standards criteria learning activities teaching, teaching and
learning and learning
assessment resources
methods

2 prepare simple • discussing the main meals • brainstorming • cooking utensils

nutritious in a day • group work • foodstuffs
meals • planning nutritious meals • demonstration • ingredients
• observing a demonstration • practical work • tea towels
on preparing nutritious • teacher • dish cloths
meals observation • cleaning
• preparing and cooking • peer assessment materials
nutritious meals • project • observation
• serving meals attractively • investigation checklist
and hygienically • oral and written • clean water
• displaying and evaluating questions • learners’
the meals • oral and written experiences
reports • TALULAR
• self assessment • rubric
• research • questionnaires
• discussion • interview
schedules

277
Core element : Knowledge for development
Primary outcome: The learner will be able to interpret and apply scientific and technological knowledge with
ethical responsibility for the environment as well as making improvements in the quality of
life and develop respect for vocational work.
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested teaching
standards learning activities teaching, and learning
learning and resources
assessment
methods
We will know this Learners must be
when the learners able to:
are able to:
• apply 1 identify some Machines • discussing the meaning of • brainstorming • TALULAR
scientific simple machines ‘machine’ • question and • observation checklist
technological • identifying simple answer • crow bars
skills and machines used in the home • practical work • resource persons
attitudes to and school • oral and written • wires
innovate and • discussing uses of simple questions • bicycle pumps
develop new machines found in the • peer assessment • football bladders
technologies home and school, such as: • discussion • questionnaires
- levers • reports • pairs of scissors
- inclined planes • teacher • hoes
- motors observation • openers
- pulleys • inquiry • learners’
- rollers • project experiences
- wedges • educational visits • pairs of pliers
2 describe how • discussing how simple • self assessment • rubric
simple machines machines work • research • nails
work • using simple machines

278
Assessment Success Theme/Topic Suggested teaching and Suggested Suggested
standards criteria learning activities teaching, teaching and
learning and learning
assessment resources
methods

Machines • discussing the importance • brainstorming • simple machines,

of machines • question and eg:
answer - knives
3 construct • designing and making • excursion - wedges
simple simple machines • group work - nail cutters
machines • discussing strengths and • peer assessment • resource persons
weaknesses of the • discussion • learners’
machines that have been • group assessment experiences
made • teacher • observation
• improving the simple observation checklist
machines • inquiry • portfolios
• displaying the improved • project • TALULAR
machines in class • research • rubric
• investigation • local
• experimentation environment
• self assessment • questionnaires
• oral and written • interview
questions schedules
• oral and written
reports
• educational visits
• practical work

279
Assessment Success Theme/Topic Suggested teaching and Suggested Suggested
standards criteria learning activities teaching, teaching and
learning and learning
assessment resources
methods

• demonstrate 1 care of the Care of different • identifying different types • discussion • brooms
an sitting and rooms in a home of rooms in a home • practical work • rubbish pits
understanding dining rooms and its • discussing reasons for • demonstration • hoes
of how to clean surroundings caring for the different • teacher • charts/ pictures
different rooms rooms in a home observation • cleaning
in a home and • discussing scientific and • question and equipment
its technological materials for answer • raised pictures
surroundings cleaning the rooms: • investigation • clean water
- brooms • research • mops
- disinfectants • project • polish
- detergents • experimentation • flowers
- mops • oral and written • vases
• demonstrating how to reports • TALULAR
clean the sitting rooms and • oral and written • raised charts
dining rooms: questions • rubric
- daily • self assessment • learners’
- weekly • peer assessment experiences
- occasionally • educational visits • observation
• practising how to clean the
checklist
rooms
• local environment
• resource persons
• questionnaires

280
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested teaching
standards learning activities teaching, and learning
learning and resources
assessment
methods

2 clean the home • discussing reasons for • discussion • learners’ experiences

surroundings cleaning home • practical work • pictures
surroundings • question and • charts/raised charts
• identifying different types answer • rubbish pits
of refuse in the home • teacher • dust bins
• practising cleaning home observation • brooms
surroundings and • peer assessment • hoes
disposing of household • investigation • rooms
refuse • oral and written • flowers
questions • vases
• oral and written • polish
reports • rakes
• self assessment • shovels
• wheel burrows
• wastebaskets
• TALULAR

281
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standards learning activities teaching, teaching and
learning and learning
assessment resources
methods

• demonstrate 1 identify laundry Laundry • discussing the meaning of • discussion • pictures

an materials and the term ‘laundry’ • practical work • charts
understanding equipment • identifying laundry • question and • table linen
of laundering materials and equipment answer • cleaning
different • teacher materials
garments and 2 launder table • discussing the laundry observation • raised pictures
articles linen processes • peer assessment • garments
• demonstrating how to • demonstration • water
launder table linen • investigation • TALULAR
• practising how to launder • research • learners’
table linen • project experiences
• oral and written • rubric
reports • questionnaires
• self assessment • observation
• educational visits checklist
• oral and written • resource persons
questions • interview
schedules

282
Term 3
Core element : Basic scientific knowledge, skills and attitudes
Primary outcome: The learner will be able to understand and apply scientific knowledge, skills and attitudes to
solve everyday problems and create a base for further learning.

Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested teaching

standards and learning activities teaching, learning and learning
and assessment resources
methods
We will know this Learners must be
when the learners able to:
are able to:
• develop an 1 identifying the States of matter • observing various • group discussion • learners’ experiences
understanding states of matter substances to identify • investigation • worksheets
of the states of solids, liquids and • practical work • candles
matter gases • demonstration • clean water
• classifying substances • peer assessment • balloons
into solids, liquids and • teacher observation • sources of heat
gases • inquiry • containers with lids
• discussing the • project • animal fat
properties of solids • field visits • soap
liquids and gases • experimentation • bicycle pumps
• oral and written • football bladders
2 describe the • discussing the changes questions • margarine
changes of the of the states of matter • oral and written • pairs of scissors
states of matter • discussing the reports • hoes
application of the • research • observation
changes of the states of • self assessment checklist
matter
• TALULAR

283
Core element : Nutrition and health
Primary outcome: The learner will be able to demonstrate an understanding of the relationship between
nutrition and health in homes and communities.
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested teaching
standards learning activities teaching, and learning
learning and resources
assessment
methods
We will know this Learners must be
when the learners able to:
are able to:
• demonstrate 1 plan and prepare Packed meals • discussing reasons for • brainstorming • cooking utensils
an nutritious preparing packed meals • group work • foodstuffs
understanding packed meals for • discussing reasons for • demonstration • ingredients
of packed school children preparing packed meals • practical work • tea towels
meals • discussing factors to • teacher • dish cloths
consider when planning observation • cleaning materials
packed meals, eg: • peer • observation
- method of cooking assessment checklist
- nutritive value • self assessment • clean water
- nature of work • project • learners’
• identifying suitable • investigation experiences
materials for packing meals • research • TALULAR
• planning and preparing • oral and • rubric
nutritious packed meals for written • questionnaires
children questions • interview schedules
• practising how to pack • oral and • local environment
meals attractively and written reports
hygienically

284
Core element : Knowledge for development
Primary outcome: The learner will be able to interpret and apply scientific and technological knowledge with
ethical responsibility for the environment as well as making improvements in the quality of
life and develop respect for vocational work.
Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested teaching
standards and learning activities teaching, and learning
learning and resources
assessment
methods
We will know this Learners must be
when the learners able to:
are able to:
• demonstrate 1 improve the Improving the • suggesting innovations to • discussion • pictures
an home home and its improve the home and its • practical work • charts/raised charts
understanding surroundings surroundings, eg: • question and • rubbish pits
of how to - soft furnishing such as answer • brooms
improve the cushions • teacher • hoes
home and its - planting flowers observation • mops
surroundings • constructing some • peer assessment • flowers
innovations to improve • written exercises • vases
the traditional home and • project • polish
its surroundings, eg: • oral and written • table linen
- mud stove questions • TALULAR
- sun table (thandala) • self assessment • local environment
- soak pit • oral and written • rubric
• displaying some of the reports • observation checklist
innovations that have • investigation • questionnaires
been made • research • learners’ experiences

285
Core element : Managing change
Primary outcome: The learner will be able to understand, innovate and manage scientific and technological
change in daily life with particular reference to the homes and communities in Malawi.

Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested

standards learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know this Learners must be
when the learners able to:
are able to:
• demonstrate an 1 identifying ways Managing • discussing the problems of • discussion • local environment
understanding of managing information and information and • question and • worksheets
of the need to information and communication communication in the answer • weather stations
manage and use communication technologies communities • demonstration • resource persons
information and technologies • discussing the problems of • peer assessment • rubric
communication information and • group work • charts/raised
technologies communication • teacher charts
technologies observation • models of systems
• suggesting possible • oral and written of communication
solutions to the problems questions • TALULAR
• suggesting ways of • oral and written • pictures
managing information reports • learners’
and communication • investigation experiences
technologies • research • questionnaires
• self assessment • interview
• project schedules
• educational visits

286
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standards learning activities teaching, teaching and
learning and learning
assessment resources
methods

2 develop simple • identifying information • discussion • local

information and and communication • question and environment
communication technologies used in the answer • learners’
technologies communities • demonstration experiences
• finding out ways of • peer assessment • TALULAR
improving the • experimentation • chart paper
technologies • teacher • pictures
• developing simple observation • rubric
information and • written quiz • observation
communication • project checklist
technologies such as: • debate • wires
- string telephone • practical work • cells
- radio • case studies • batteries
• oral questions • bulbs
• self assessment • posters/raised
• oral and written posters
reports • rubric
• investigation • questionnaires
• research • interview
schedules

287
References

Berluti, A (1980). Beginning science: a course for primary schools in Kenya, Standard 6.
Kenya: Macmillan

Berluti, A (1981). Beginning science: a course for primary schools in Kenya, Standard 7. Kenya:
Macmillan

Berluti, A (1982). Beginning science: a course for primary schools in Kenya, Standard 5, Kenya:
Macmillan

Chamberlain, VM et al (1981). Creative home economics instruction. McGraw Co. Ltd

Fisher, HS (1983). Jam jar science book 1. London: Blond Educational

Fisher, HS (1985). Jam jar science book 2. London: Blond Educational

Fisher, HS (1998). Jam jar science book 3. London: Blond Educational

Kennedy, J (1997). Primary science, knowledge and understanding. London and New York:
Routledge

MOE (1986). Primary agriculture pupils’ book for standard 8. Domasi: MIE

MOE (1991). Malawi primary school teaching syllabus: needlecraft and home economics,
Standards 3 – 8. Domasi: MIE

MOE (1997). Agriculture teachers’ guide for Standard 5. Domasi: MIE

MOE (1997). Agriculture teachers’ guide for Standard 6. Domasi: MIE

MOE (1997). Agriculture teachers’ guide for Standard 7. Domasi: MIE

MOE (1997). Agriculture teachers’ guide for Standard 8. Domasi: MIE

MOE (1998). Home economics teachers’ guide for Standard 6. Domasi: MIE

MOE (1997). Home economics teachers’ guide for Standard 8. Domasi: MIE

MOE (1998). Home economics teachers’ guide for Standard 7. Domasi: MIE

MOA (1994). Guide to agricultural production in Malawi 1994 -1996. Lilongwe:

Agricultural Communication Branch

MOE (1991). Malawi primary school teaching syllabus for agriculture: Standards 5 – 8.
Domasi: MIE

MOE (1991). Primary school syllabus: general studies, Standards 1 – 4. Domasi: MIE

288
Syllabus for
Agriculture

Standard 6

289
Rationale
Agriculture contributes more than 60% of Malawi’s economy. Over 80% of the population are
fully involved in farming to earn a living. Agriculture as a subject in primary schools is a
prerequisite for both individual and national development and contributes to the physical and
intellectual development of the learner. Since primary education is terminal to the majority of
the learners, it is important to equip them with relevant knowledge, appropriate skills and
positive values to enable them function as responsible and productive adults in the society.

Learners will apply the acquired knowledge and skills for environmental conservation,
sustainable crop and animal production and efficient marketing of the products to maximize
profits.

The curriculum also caters for the academic needs of those learners who proceed to secondary
education.

Core elements and their outcomes

a Farm business and marketing

The learner will be able to apply basic knowledge and skills of farm business and
marketing to increase the profitability of agricultural enterprises.

b Agricultural Environment and Soil Science

The learner will be able to demonstrate an awareness of the environmental factors which
influence agricultural production with emphasis on soil and water, and modify and
conserve them for sustainability.

c Farm tools, machinery and technology

The learner will be able to use and maintain farm tools and machinery, apply improved
agricultural technology and observe safety rules to increase farm productivity.

d Crop production
The learner will be able to grow selected field corps, vegetables and flowers profitably.

e Livestock production
The learner will be able to rear farm animals such as poultry, fish, rabbits, goats and
cattle profitably.

f Agroforestry
The learner will be able to incorporate agro forestry concepts and skills to improve crop
and livestock production for environmental sustainability.

290
Term 1
Core element : Farm business and marketing
Primary outcome: The learners will be able to apply basic knowledge and skills of farm business and marketing to increase the profitability of
agricultural enterprises

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

We will know this Learners must be able to:

when learners are
able to:
• demonstrate an 1 explain the meaning of Meaning of the • brainstorming the • brainstorming • learners’
understanding the term farm records term farm meaning of the term • discussion experiences
of farm records records farm records • visits/field trips • charts
• discussing the meaning • practical work • local environment
of the term farm records • recording • interview schedules
• visiting a nearby farm to • reporting • existing records
observe farm records
• recording the
observations
• reporting the findings

2 explain the importance • brainstorming the

Importance of
of keeping records keeping records importance of keeping
records
• discussing the
importance of keeping
records

291
Core element : Agricultural environment and soil science
Primary outcome: The learner will be able to demonstrate an awareness of the environmental elements which influence agricultural production
with emphasis on soil and water, and manage and conserve them for sustainable production

Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested teaching
standards learning activities teaching, learning and learning
and assessment resources
methods
We will know this The learners must be able
when learners are to:
able to:
• demonstrate an 1 identify the sources of Sources of • identifying sources of • brainstorming • local environment
understanding water water water • excursion • learners’
of the • visiting a nearby • discussion experiences
importance of neighbourhood to • visiting • boreholes
water to crops observe sources of water • recording • rivers
and livestock • recording the • reporting • wells
observations • checklists
• reporting the findings
• composing/singing songs
on sources of water

292
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested teaching
standards learning activities teaching, learning and learning
and assessment resources
methods
2 explain the importance Importance of • visiting a local • visiting/ excursion • learners’
of water to crops water to crops environment to observe • recording experiences
how water is used for • discussion • local environment
crop production • singing • checklists
• recording the • group work • songs
observations • teacher
• discussing the findings observation
on the importance of • written tests/
water to crops exercises
• singing a song on the • question and
importance of water answer

3 explain the importance Importance of • discussing how water is • question and • local environment
of water to livestock water to used for livestock answer • pupils’ experiences
livestock
production in their • teacher • checklists
4 explain ways of Improving water community observation • wells
improving water availability and • suggesting ways of • written tests/ • boreholes
availability and quality quality improving water quality exercises • rivers
and availability in • group work
livestock production • self assessment
• peer assessment

293
Core element : Farm tools, machinery and technology
Primary outcome: The learners will be able to use and maintain farm implements and machinery, apply improved agricultural technology and
observe safety rules to increase farm productivity

Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested teaching
standards learning activities teaching, learning and learning
and assessment resources
methods
We will know this Learners must be able to:
when learners are
able to: 1 identify farm Farm • listing various farm • discussion • various farm
• demonstrate an implements implements implements • demonstration implements, eg hoes,
understanding • discussing parts of farm • practical work axes, pangas
of use, safety implements • drawing • learners’ experience
and • drawing farm implements • task analysis • mouth/head sticks
maintenance of and labelling their parts • question and • charts of farm
simple farm • discussing uses of farm answer implements and
implements 2 explain uses of farm implements • written exercises machinery
implements • practising proper use of • peer assessment • checklists
farm implements, eg: • individual
- maize sheller assessment
- wheelbarrow
- treadle pump
- motorized water
pumps
- wind mill

294
Core element : Crop production
Primary outcome: Learners will be able to grow selected field crops, vegetables and flowers profitably.

Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested teaching
standards learning activities teaching, learning and learning
and assessment resources
methods
We will know this Learners must be able to:
when learners are
able to: 1 describe farming
• demonstrate an calendar for groundnuts Farming • discussing the meaning • discussion • learners’
understanding and cassava calendar of the term “farming • drawing experiences
of the calendar” • question and • local environment
production of • stating the importance of answer • drawings
field crops 2 draw a farming calendar a farming calendar • oral questions • farming calendars
for groundnuts and • pie charts
cassava • drawing a generalised • written exercises • seeds
farming calendar for a • task analysis
selected crop • error analysis
• visiting a farmer to • practical work
observe a general farming
calendar
• recording the
observations
• reporting the findings

295
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested teaching
standards learning activities teaching, learning and learning
and assessment resources
methods

3 prepare land for Land • discussing reasons for • discussion • local environment
groundnuts and cassava preparation early land preparation • question and • learners’
production • listing the activities answer experiences
involved in land • practical work • hoes
preparation • oral questions • charts
• discussing the importance • peer assessment • seeds or planting
of each activity involved in • teacher materials
land preparation observation
• preparing land for crops to • written exercises
be grown

4 select seed / planting Seed selection • discussing factors to

material for groundnuts consider when selecting
and cassava seed and other planting
materials.

296
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested teaching
standards learning activities teaching, learning and learning
and assessment resources
methods

• selecting suitable seeds or • discussion • local environment

planting materials to plant • brainstorming • learners’
• practical work experiences
• question and • hoes
• discussing the best time, answer • samples of seed
5 plant groundnuts and Planting spacing, seed rate and • peer assessment or planting
cassava groundnuts and depth for planting • teacher materials
cassava
• discussing the observation • checklist
importance of following • written exercises
recommended practices
• planting the selected crop
at the recommended
time, spacing, seed rate
and depth

297
Core element : Livestock production
Primary outcome : The learners will be able to rear farm animals such as poultry, fish, rabbits, goats and cattle profitably

Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested teaching
standards learning activities teaching, learning and learning
and assessment resources
methods
We will know this Learners must be able to:
when learners are
able to: 1 identify different
• demonstrate an types of poultry Types of poultry • brainstorming the • discussion • farming
understanding of meaning of the term • drawing community
poultry poultry • brainstorming • poultry houses
husbandry • discussing the meaning of • peer observation • pictures of poultry
practices the term poultry • teacher • drawings/raised
• brainstorming different observation diagrams
types of poultry • peer assessment • learners’
• discussing different types • teacher experiences
of poultry assessment • poultry products
• drawing different types
of poultry

298
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested teaching
standards learning activities teaching, learning and learning
and assessment resources
methods

2 explain the importance Importance of • brainstorming the • brainstorming • samples of poultry

of poultry poultry importance of poultry • discussing products
• discussing the • singing • songs
importance of poultry in • poetry recitals • poems
Malawi • story telling • stories
• case study • resources persons

3 discuss types of Types of • brainstorming types of • brainstorming • learners’

chickens
chickens based on use chickens based on use • discussion experiences
• discussing types of • poultry products
chickens based on use, eg:
- layers
- broilers

299
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested teaching
standards learning activities teaching, learning and learning
and assessment resources
methods

4 describe different systems of • brainstorming systems of • group work • raised pictures

systems of keeping keeping keeping chickens: • discussion • poultry houses
chickens
chickens - free range • brainstorming • farming
- semi intensive • peer community
- intensive assessment • charts of chicken
• discussing advantages • modelling houses
and disadvantages of • resource persons
each system • materials for
• drawing different houses construction of
for chickens chicken houses
• models

Chicken house • constructing a chicken • practical work • learners’

5 construct a chicken construction house • modelling experiences
house • modelling houses for • poles
chicken • grass
• models of chicken
houses

300
Core element : Agroforestry
Primary outcome : The learner will be able to incorporate agroforestry concepts and skills to improve crop and livestock production for
environmental sustainability
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested teaching
standards learning activities teaching, learning and learning
and assessment resources
methods
We will know this Learners must be able
when learners are able to:
to:
• demonstrate an 1 establish a tree Tree nursery • brainstorming nursery • brainstorming • local
understanding nursery establishment establishment practices, • discussion environment
of tree • discussing nursery • question and • hoes
management establishment practices, answer • woodlots
practices - seed selection • demonstration • pictures showing
- land preparation • practical work nurseries
- sowing seeds • peer assessment • learners’
• preparing a nursery for tree • teacher experiences
seedlings observation • checklists
• written tests • rubrics
2 manage a tree • practising nursery
nursery management practices
- watering
- weeding
- controlling pests and
diseases
- hardening seedlings

301
Term 2
Core element : Farm business and marketing
Primary outcome: The learner will be able to apply basic knowledge and skills of farm business and marketing to increase the profitability of
agricultural enterprises

Assessment Success criteria Theme/Topic Suggested teaching and Suggested teaching, Suggested teaching
standards learning activities learning and and learning
assessment methods resources
We will know this Learners must be able to:
when learners are
able to:
• demonstrate an 1 describe physical farm Physical farm • brainstorming physical • brainstorming • learners’
understanding records records farm records • discussion experiences
of physical farm • discussing physical farm • peer assessment • physical farm
records records • practical work records
• practising keeping • teacher observation
physical farm records • self assessment
• interpreting physical
farm records

302
Core element : Agricultural environment and soil science
Primary outcome: The learners will be able to demonstrate an awareness of the environmental elements which influence agricultural production
with emphasis on soil and water, and modify and conserve them for sustainable production

Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested teaching
standards learning activities teaching, learning and learning
and assessment resources
methods
We will know this Learners must be able to:
when learners are
able to:
• demonstrate an 1 explain the importance Irrigation • brainstorming the • question and • local
understanding of of irrigation meaning of the term answer environment
irrigation irrigation • teacher • learners’
• discussing the observation experiences
importance of irrigation • written tests/ • checklists
exercises • wells
• group work • boreholes
2 explain methods of • suggesting ways of • rivers
irrigation supplying water to crops
in times of drought
• visiting a nearby farm to
observe different
methods of irrigation
• recording the
observations
• reporting the findings

303
Core element : Farm tools, machinery and technology
Primary outcome: The learner will be able to use and maintain farm tools and machinery, apply improved agricultural technology and observe
safety rules to increase farm productivity.

Assessment Success criteria Theme/Topic Suggested teaching and Suggested teaching, Suggested teaching
standards learning activities learning and and learning
assessment resources
methods
We will know this Learner must be able to:
when learners are
able to:
• demonstrate an 1 practise safety Safety • brainstorming safety • peer assessment • local environment
understanding measures to be rules on the farm • oral questions • pupils’
of safety, use followed when using • discussing safety rules • teacher experiences
and farm implements on the farm observation • checklists
maintenance of • visiting farmers to • field trips
farm tools observe safety measures • brainstorming
when using implements • discussion
• practising safety • excursions
measures on the farm • practical work
• written exercises

304
Core element : Crop production
Primary outcome: The learners will be able to grow selected field crops, vegetables and flowers profitably.
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested teaching
standards learning activities teaching, learning and learning
and assessment resources
methods
We will know this The Learners must be
when learners are able to:
able to:
• demonstrate an 1 weed a field of Weeding • discussing the • discussion • gardens
understanding groundnuts and recommended methods for • practical work • sticks
of the cassava weeding groundnuts and • teacher • hoes
production of cassava plots observation • learners’
field crops • identifying weeds in the • oral questions experiences
plots • written • hand forks
• weeding groundnuts and exercises
cassava plots • task analysis
• self assessment
2 explain the effects of • brainstorming the effects of • peer
weeding groundnuts weeding groundnuts and assessment
and cassava plots cassava fields
• discussing the effects of
weeding groundnuts and
cassava fields
• visiting weeded and
unneeded plots
• recording the observations
• comparing the observations
• reporting the findings

305
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standards learning activities teaching, learning teaching and
and assessment learning
methods resources

• practising weeding a plot • brainstorming • learners’

for food or cash crops • discussion experiences
• visits • samples of pest
• drawing and diseased
• demonstrate an 1 identify pest and • identifying groundnuts • recording crops
Pest and disease
understanding of diseases in control and cassava pests and • question and • school gardens
disease and pest groundnuts and diseases answer • pesticides
control in cassava fields • discussing pests and • teacher • pictures
groundnuts and diseases of groundnuts observation • posters
cassava fields and cassava • written exercises • raised
• discussing signs of • oral questions diagrams
groundnuts and cassava • practical work • drawings
diseases and pests
• discussing the effects of
pests and diseases to
plants

306
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested teaching
standards learning activities teaching, learning and learning
and assessment resources
methods

• visiting a school garden • brainstorming • learners’

to observe signs of • discussion experiences
diseases and pests and • visits • samples of pest
their effects • drawing and diseased
• recording the • recording crops
observations • question and • a school gardens
• reporting the findings answer • pesticides
• teacher • pictures
observation • posters
2 control pests and Disease and pest • collecting and preserving • written exercises • raised pictures
diseases in groundnuts control in some pests and diseased • oral questions • drawings
groundnuts and
and cassava cassava plant parts • practical work
• drawing some pests • peer assessment
• discussing how to control
pests and diseases
• demonstrating how to
control pests and diseases
• practising pest and
disease control in
groundnuts or cassava

307
Core element : Livestock production
Primary outcome: The learners will be able to rear farm animals such as poultry, fish, rabbits, goats and cattle profitably.

Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested

standards learning activities teaching, learning teaching and
and assessment learning
methods resources
We will know this Learners must be able to:
when learners are able
to:
• demonstrate an 1 identify feeds for Feeding • brainstorming types of • written tests • samples of
understanding of chickens chickens feeds for chickens exercise feeds
chicken • discussing types of feeds • observation • rubrics
management for chickens, • peer assessment • water
- layers containers
- broilers • feeders
• checklist

2 feed chickens • brainstorming chicken • brainstorming • learners’

feeding • discussion experiences
• discussing feeding • demonstration • feeders
chickens • teacher • chicken feeds
• demonstrating feeding observation • water
chickens • peer assessment
• self assessment

308
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested teaching
standards learning activities teaching, learning and learning
and assessment resources
methods
We will know this Learners must be able to:
when learners are able
to:
• demonstrate an 1 select chickens for Breeding • discussing characteristics • discussion • chickens
understanding of breeding principles for of a good hen and cock • demonstration • pictures
poultry husbandry chickens • selecting chickens for • brainstorming • models
practices breeding • discussion • charts
• visiting a farm to observe • teacher • learners’
good chickens for breeding observation experiences
• recording observations • writing tests • chicken meat
• reporting the findings • role playing • eggs
• keeping poultry records • peer assessment • manure
• self assessment • shopping corner
• pace tags

309
Core element : Livestock production
Primary outcome: The learners will be able to rear farm animals such as poultry, fish, rabbits, goats and cattle profitably.

Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested

standards learning activities teaching, learning teaching and
and assessment learning
methods resources
We will know this Learners must be able to:
when learners are able
to:
• demonstrate an 1 describe diseases and Diseases and • brainstorming diseases and • brainstorming • pictures of
understanding of parasite of chickens parasites of parasites of chickens • discussion diseased
poultry husbandry chickens • discussing signs and • question and chickens
practices symptoms of diseases and answer • diagrams
parasites of chickens • peer assessment • pictures
• self assessment • real parasites of
chickens
2 control diseases and Diseases and • brainstorming control • question and • a farming
parasites in chickens parasite control measures for the diseases answer community
• discussing ways of • brainstorming • pictures of
controlling the diseases - • discussion chickens
• visiting a chicken farm to • demonstration • raised
see how parasites and • field visits drawings
diseases are controlled • peer assessment • parasites
• recording the observations • teacher • charts showing
• reporting the findings observation parasites
• self assessment • resource
persons
• drugs
• chemicals for
parasites

310
Core element : Agroforestry
Primary outcome : The learners will be able to incorporate agroforestry concepts and skills to improve crop and livestock production for
environmental sustainability
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested teaching
standards learning activities teaching, learning and learning
and assessment resources
methods
We will know this Learners must be able to:
when learners are
able to:
• demonstrate an 1 prepare land for Land • brainstorming what land • brainstorming • learners’
understanding establishing a woodlot preparation for preparation for a • discussion experiences
of tree a woodlot woodlot involves • demonstration • local environment
management • discussing what land • practical work • farm tools
practices preparation for a woodlot • peer assessment • ropes
involves: • teacher • pegs
- clearing land observation • rulers
- measuring and marking • self assessment • tapes
planting stations
- digging planting holes
- filling planting holes
• demonstrating how to
prepare land for
establishing a woodlot
• preparing land for
establishing a woodlot

311
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested teaching
standards learning activities teaching, learning and learning
and assessment resources
methods

Transplanting
2 transplant tree • discussing the • discussion • learners’
tree seedlings
seedlings procedures for • demonstration experiences
transplanting tree • practical work • tree seedlings
seedlings • question and • farm tools
• demonstrating the answer • rubrics
procedures for • peer assessment
transplanting tree • teacher
seedlings observation
• transplanting tree
seedlings using the
correct procedure
• discussing appropriate • discussion • learners’
Woodlot
3 manage a woodlot woodlot management, • demonstration experiences
management
practices, • observation • farm tools
- watering • teacher • woodlot
- weeding observation • water
- fertilizer /manure • peer assessment • pesticides
application • self assessment • fertilizer/manure
- pest and disease
control

312
Term 3
Core element : Farm business and marketing
Primary outcome : The learners will be able to apply basic knowledge and skills of farm business and marketing to increase the profitability of
agricultural enterprises

Assessment Success criteria Theme/Topic Suggested teaching and Suggested teaching, Suggested teaching
standards learning activities learning and and learning
assessment resources
methods
We will know this Learners must be able to:
when learners are
able to: 1 keep farm financial
• demonstrate an records Financial • brainstorming financial • brainstorming • learners’
understanding records records • discussion experiences
of farm financial • discussing how to keep • practical work • charts
records farm financial records • local
• practising keeping farm environment
financial records • calculators
• calculating profit or loss
• recording profit or loss

313
Core element : Agricultural environment and soil science
Primary outcome: Learners will be able to demonstrate an awareness of the environmental factors which influence agricultural production with
emphasis on soil and water, and modify and conserve them for sustainable production

Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested teaching
standards learning activities teaching, learning and learning
and assessment resources
methods
We will know this Learners must be able to:
when learners are
able to: 1 determine the
Soil
• demonstrate an composition of soil composition • brainstorming the meaning • brainstorming • soils
understanding of the term soil • discussion • containers
of soil • discussing the meaning of • teacher • clear bottles
composition and the term soil observation • local environment
use • discussing the composition • question and • checklists
of soil, answer • rubrics
- air • practical work • water
- water • recording • learners’
- organic matter • experimentation experiences
- inorganic matter • drawing

314
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested teaching
standards learning activities teaching, learning and learning
and assessment resources
methods

• carrying out simple • teacher

experiments to observation
determine the presence • peer assessment
of air, water, organic • field visits
and inorganic matter • discussion
• recording the • self assessment
observations
• reporting the findings

2 describe the • brainstorming the • brainstorming • local environment

Importance of soil
importance of soil importance of soil • demonstration • learners’
• discussing the importance • question and experiences
of soil answer • soils
• visiting agricultural plots to • field trips
observe how useful soil is to • peer assessment
plants • self assessment
• recording the observations
• reporting the findings

315
Core element : Farm tools, machinery and technology
Primary outcome: The learner will be able to use and maintain farm tools and machinery, apply improved agricultural technology and observe
safety rules to increase farm productivity

Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested teaching
standards learning activities teaching, learning and learning
and assessment resources
methods
We will know this Learners must be able to:
when learners are
able to:
• demonstrate an 1 maintain farm Maintenance of • discussing how to care • brainstorming • local environment
understanding implements farm for farm implements • discussion • resource persons
of farm tool implements • visiting farmers to • excursions • pupils’ experiences
maintenance observe how to use farm • practical work • farm implements
implements and • peer assessment • checklists
machinery • written exercises
• recording the • self assessment
observations • question and
• reporting the findings answer
• demonstrating how to
care for farm implements
• practising how to care
for farm implements

316
Core element : Crop production
Primary outcome: The learner will be able to grow selected field crops, vegetables and flowers profitably.
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested teaching
standards learning activities teaching, learning and learning
and assessment resources
methods
We will know this Learners must be able to:
when learners are
able to:
• demonstrate 1 harvest groundnuts Harvesting • discussing signs of • discussion • school garden
an and cassava groundnuts and maturity for groundnuts • field visits • baskets
understanding cassava and cassava • oral questions • empty sacks
of harvesting • visiting a school garden • teacher • pangas
and storage to check signs of observation • hoes
practices for maturity for groundnuts • written exercises • wheel barrows
groundnuts and cassava • demonstration
and cassava • recording the • recording
observations • reporting
• reporting the findings • peer assessment
• discussing how to • self assessment
harvest groundnuts and
cassava
• demonstrating how to
harvest groundnuts and
cassava
• harvesting groundnuts
and cassava

317
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested teaching
standards learning activities teaching, learning and learning
and assessment resources
methods

2 process groundnuts Processing • brainstorming activities • brainstorming • baskets

and cassava groundnuts and done when processing • demonstration • sacks
cassava • practical work • knives
groundnuts and cassava
• discussing the activities • question and • maize shellers
done when processing answer • water
groundnuts and cassava • peer • mats
• demonstrating how to assessment • clay pots
process groundnuts and • self assessment
cassava • teacher
• processing groundnuts observation
and cassava

318
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested teaching
standards learning activities teaching, learning and learning
and assessment resources
methods

3 store groundnuts and Storage of • brainstorming necessary • brainstorming • resource persons

cassava groundnuts and conditions for proper • discussion • pangas
cassava storage of groundnuts and • visits • knives
cassava • drawing • bamboos
• discussing necessary • demonstration • drawings
conditions for proper • practical work • pictures
storage of groundnuts and • teacher • clay pots
cassava observation
• discussing names of • written
storage facilities for exercises
groundnuts and cassava • peer
• visiting a community to assessment
observe how groundnuts
and cassava are stored
• recording the observations
• reporting the findings
• drawing storage facilities for
groundnuts and cassava
• constructing storage
facilities for groundnuts
and cassava
• storing groundnuts or
cassava

319
Core element : Livestock production
Primary outcome: The learners will be able to rear farm animals such as poultry, fish, rabbits, goats and cattle profitably.

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

3 explain marketing Marketing of • brainstorming how to • brainstorming • learners’

procedures for chicken chicken products market chicken products discussion experiences
products • discussing how to market • teacher • shopping corner
chicken products observation • samples of chicken
4 market chickens and • selling chicken products • peer products
their products • calculating profit or loss assessment • chickens
• recording profit or loss • written test • price tags
• self assessment • local environment

320
Core element : Agroforestry
Primary outcome: The learner will be able to incorporate agroforestry concepts and skills to improve crop and livestock production for
environmental sustainability

Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested teaching
standards learning activities teaching, learning and learning
and assessment resources
methods
We will know this Learners must be able
when learners are to:
able to:
• demonstrate an 4 manage a woodlot Woodlot • discussing methods and • discussion • farm tools
understanding management importance of: • question and • pictures
of tree - pruning trees answer • woodlots
management - constructing a • demonstration • learners’
practices firebreak • peer experiences
- harvesting trees assessment • rubrics
• demonstrating • practical work
appropriate woodlot • teacher
management practices observation
• carrying out appropriate • self assessment
woodlot management
practices

321
References

Ministry of Education (1986) Primary Agriculture Pupils’ Book for Standard 8. MIE -
Domasi

Ministry of Education (1991) Malawi Primary School Teaching Syllabus: Needlecraft

and Home Economics Standards 3 – 8. MIE - Domasi

Ministry of Education (1997) Agriculture Teachers’ Guide for Standard 5. MIE Domasi.

Ministry of Education (1997) Agriculture Teachers’ Guide for Standard 6. MIE Domasi.

Ministry of Education (1997) Agriculture Teachers’ Guide for Standard 7. MIE Domasi.

Ministry of Education (1997) Agriculture Teachers’ Guide for Standard 8. MIE Domasi.

Ministry of Agriculture (1994) Guide to Agricultural production in Malawi 1994 - 1996,

Agricultural Communication Branch - Lilongwe

Ministry of Education (1991) Malawi Primary School Teaching Syllabus for Agriculture:
Standards 5 – 8. MIE – Domasi

322
 Syllabus for
Bible knowledge

Standard 6

323
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 methods.

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

324
 Term 1
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, learning teaching and
and assessment learning
methods resources
We will know this The learners must be
when the learners to:
are able to:
• describe miracles 1 describe the Miracles in the Ÿ discussing the significance of Ÿ question and answer Ÿ talular
that were crossing of the Red desert the ‘pillar of cloud’ and the Ÿ group work Ÿ local
experienced Sea (Sea of Reeds) ‘pillar of fire’ Ÿ pair work environment
during the Ÿ discussing the crossing of the Ÿ class discussion Ÿ pictures
journey to Red Sea Ÿ peer assessment Ÿ films/video tape
Canaan Ÿ teacher observation Ÿ charts
2 explain some Ÿ identifying miracles that Ÿ self assessment Ÿ the Bible:
miracles that happened in the desert Ÿ oral or written Exodus 13: 17-22
happened in the Ÿ discussing the miracles of: exercise Exodus 14: 1-31
desert - quails and manna Exodus 16: 1-36
- water from the rock Exodus 17: 1-7
Exodus 19: 1-25
Exodus 20: 1-17
Exodus 24: 1-5; 31:
18; 32: 1- 35; 34: 1-
5, 29
Ÿ observation
checklists
Ÿ portifolios
Ÿ rubrics

325
 Core element : The Life of Jesus
Primary outcome : The learner will be able to demonstrate an understanding of the family, life, work, death
resurrection of Jesus

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 The learners must be
when the learners to:
are able to:
• demonstrate an 1 describe some Jesus’ teachings Ÿ listing miracles that Jesus Ÿ brainstorming Ÿ posters
understanding of miracles that Jesus through miracles performed Ÿ group work Ÿ pupils’
Jesus’ teachings performed Ÿ discussing the following Ÿ question and experiences
through miracles miracles that Jesus performed: answer Ÿ charts
- feeding of five thousand Ÿ class discussion Ÿ pictures
people Ÿ teacher observation Ÿ observation
- casting out of demons Ÿ discussion checklists
Ÿ giving reasons for Jesus’ Ÿ pair work Ÿ films/video
performance of each of the Ÿ peer assessment tapes/audio
miracles Ÿ self assessment tapes
Ÿ oral or written Ÿ the Bible
2 explain Jesus’ Ÿ giving reasons for Jesus’ exercises Lk 8: 26 – 39
teaching on each performance pf each of the Lk 9: 10 – 17
miracle performed miracles Matt 14: 13 – 21
Mark 6: 30 – 44
Ÿ portifolios
Ÿ rubrics
Ÿ braille materials
Ÿ hand frames
Ÿ stylus

326
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, learning teaching and
and assessment learning
methods resources
We will know this The learners must be
when learners are to:
able to:
Ÿ demonstrate an 1 explain the causes Causes and Ÿ listing causes of conflicts in Ÿ brainstorming Ÿ observation
understanding of of conflicts in the effects of the family Ÿ question and check lists
conflict family conflict in the Ÿ discussing causes of conflicts answer Ÿ pupils’ experiences
family in the family Ÿ group work Ÿ video tapes/audio
Ÿ teacher observation tapes
2 explain the effects Ÿ discussion Ÿ pictures
Ÿ brainstorming the effects of
of conflicts in the Ÿ peer assessment Ÿ braille
conflicts in the family
family Ÿ oral or written Ÿ Bible
Ÿ discussing the effects of
exercises Genesis 25: 27-28
conflicts in the family
Genesis 37: 1-4
Genesis 37: 23-36
Acts 6: 8 -15
Ÿ portifolios
Ÿ rubrics
Ÿ hand frames
Ÿ stylus
Ÿ raised diagrams

327
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning
methods resources

Ÿ demonstrate an 1 explain the causes Causes and Ÿ listing causes of conflicts at Ÿ brainstorming Ÿ observation
understanding of of conflicts at effects of school Ÿ question and check lists
conflict school conflict at Ÿ discussing causes of conflicts answer Ÿ pupils’ experiences
school at school Ÿ group work Ÿ video tapes/audio
Ÿ teacher observation tapes
2 explain the Ÿ discussion Ÿ pictures
Ÿ brainstorming the effects of
effects of conflicts Ÿ peer assessment Ÿ braille
conflicts at school
at school Ÿ oral or written Ÿ Bible
Ÿ discussing the effects of
exercises Genesis 25: 27-28
conflicts at school
Genesis 37: 1-4
Genesis 37: 23-36
Acts 6: 8 -15
Ÿ portifolios
Ÿ rubrics
Ÿ hand frames
Ÿ stylus
Ÿ raised diagrams

328
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning
methods resources

Ÿ demonstrate an 1 explain the Causes and Ÿ listing causes of conflicts in Ÿ brainstorming Ÿ observation
understanding of causes of conflicts effects of the community Ÿ question and check lists
conflict in the community conflict in the Ÿ discussing causes of conflicts answer Ÿ pupils’ experiences
community in the community Ÿ group work Ÿ video tapes/audio
Ÿ teacher observation tapes
2 explain the Ÿ discussion Ÿ pictures
Ÿ brainstorming the effects of
effects of conflicts Ÿ peer assessment Ÿ braille
conflicts in the community
in the community Ÿ oral or written Ÿ Bible
Ÿ discussing the effects of
exercises Genesis 25: 27-28
conflicts in the community
Genesis 37: 1-4
Genesis 37: 23-36
Acts 6: 8-15
2 Samuel 13: 7- 36
Ÿ portifolios
Ÿ rubrics
Ÿ hand frames
Ÿ stylus
Ÿ raised diagrams

329
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,
vulnerable people.

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 The learners must be
when the learners to:
are able to:
Ÿ describe 1 describe vulnerable Human Rights Ÿ brainstorming the meaning of Ÿ brainstorming Ÿ local
christian children and Democracy the term ‘vulnerable children’ Ÿ question and environment
understanding Ÿ discussing the meaning of the answer Ÿ charts
of human rights term ‘vulnerable children’ Ÿ discussion Ÿ pictures
Ÿ identifying groups of vulnerable Ÿ teacher observation Ÿ observation
children Ÿ field visit checklists
Ÿ discussing reasons why these Ÿ reporting Ÿ video
children are vulnerable Ÿ peer assessment tapes/audio
Ÿ self assessment tapes
2 explain christian Ÿ brainstorming the meaning of Ÿ oral or written Ÿ orphanages
attitudes towards the term ‘orphan’ exercises Ÿ radios
orphans Ÿ identifying passages from the Ÿ the Bible
Bible on orphans Exodus 22: 22
Ÿ discussing the Bible passages on Deut. 10: 18
orphans Isaiah 1: 23
Ÿ suggesting ways christians can Isaiah 58: 7
assist orphans Job 29: 12
Ÿ visiting an orphanage Ÿ portifolios
Ÿ sharing their findings in class Ÿ rubrics

330
 Term 2
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, learning teaching and
and assessment learning
methods resources
We will know this The earners must be
when the learners to:
are able to:
• demonstrate an 1 explain the ten The ten Ÿ discussing the giving of the ten brainstorming
Ÿ Ÿ talular
understanding of commandments commandments commandments question and answer
Ÿ Ÿ local
the ten Ÿ listing the ten commandments group work
Ÿ environment
commandments pair work
Ÿ Ÿ pictures
class discussion
Ÿ Ÿ films/video
2 describe the Ÿ stating reasons why Israelites assessment tapes
worship of the started worshiping idols Ÿ teacher observation Ÿ charts
Israelites during Ÿ discussing the reaction of Moses Ÿ self assessment Ÿ the Bible:
the journey from to the worshiping of idols Ÿ oral or written Exodus 20: 1-17
Egypt to Canaan Ÿ discussing the renewal of the exercises Exodus 24: 1-5; 31:
ten commandments 18; 32: 1- 35; 34: 1-
10
Ÿ observation
checklists
Ÿ portifolios

331
Assessment Success Criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning
methods resources

1 explain why the The Ark of the Ÿ brainstorming the meaning of Ÿ brainstorming Ÿ talular
Ark of covenant covenant the term “Ark of the Covenant” Ÿ question and answer Ÿ local
was made Ÿ discussing the meaning of the Ÿ group work environment
term “Ark of the Covenant” Ÿ pair work Ÿ pictures
Ÿ giving reasons for building the Ÿ class discussion Ÿ films/video
Ark Ÿ peer assessment tapes
Ÿ teacher observation Ÿ charts
Ÿ self assessment Ÿ Bible
Ÿ oral or written Exodus 25: 10-23
exercises Lev. 16: 11-16
Ÿ observation
checklists
Ÿ portifolios

332
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 Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources
We will know this The learners must be
when learners are to:
able to:
Ÿ explain peaceful 1 describe ways of Conflict Ÿ listing ways of resolving Ÿ brainstorming Ÿ observation check
conflict resolution resolving conflicts resolution conflicts peacefully in the Ÿ question and lists
peacefully in the family answer Ÿ pupils’ experiences
family Ÿ discussing ways of resolving Ÿ teacher observation Ÿ video tapes/ audio
conflicts peacefully in the Ÿ discussion tapes
family Ÿ peer observation Ÿ pictures
Ÿ oral or written Ÿ Bible
2 explain Bible Ÿ telling importance of peaceful questions Genesis 13: 8-13
stories on the conflict resolution in the Ÿ self assessment Genesis 33: 1-20
importance of family Genesis 42: 1-39
resolving conflicts Ÿ discussing Bible stories on Ÿ portifolios
peacefully in the peaceful conflict resolution in Ÿ rubrics
family the family Ÿ braille
Ÿ hand frames
Ÿ stylus
Ÿ raised diagrams
Ÿ feathers

333
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources

Ÿ explain peaceful 1 describe ways of Conflict Ÿ listing ways of resolving Ÿ brainstorming Ÿ observation check
conflict resolution resolving resolution conflicts peacefully at school Ÿ question and lists
conflicts Ÿ describing ways of resolving answer Ÿ pupils’ experiences
peacefully at conflicts peacefully at school Ÿ teacher observation Ÿ video tapes/ audio
school Ÿ discussion tapes
Ÿ peer observation Ÿ pictures
Ÿ telling the importance of
2 explain a Bible Ÿ oral or written Ÿ Bible
peaceful conflict resolution at
story on the questions Genesis 13: 8-13
school
importance of Ÿ self assessment Genesis 33: 1-20
Ÿ discussing Biblical storied on
resolving Genesis 42: 1-39
peaceful conflict resolution at
conflicts 1 Kings 3: 16-28
school
peacefully at Ÿ portifolios
school Ÿ rubrics
Ÿ braille
Ÿ hand frames
Ÿ stylus
Ÿ raised diagrams
Ÿ feathers

334
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methods learning
resources

Ÿ explain peaceful 1 describe ways of Conflict Ÿ listing ways of resolving Ÿ brainstorming Ÿ observation check
conflict resolution resolving resolution in conflicts peacefully in the Ÿ question and lists
conflicts the community community answer Ÿ pupils’ experiences
peacefully in the Ÿ describing ways of resolving Ÿ teacher observation Ÿ video tapes/ audio
community conflicts peacefully in the Ÿ discussion tapes
community Ÿ peer observation Ÿ pictures
Ÿ oral or written Ÿ Bible
2 explain the Bible Ÿ telling importance of questions Genesis 13: 8-13
stories on the peaceful conflict s Ÿ self assessment Genesis 33: 1-20
importance of Ÿ discussing Bible at storied on Genesis 42: 1-39
resolving peaceful conflict resolution in 1 Kings 3: 16-28
conflicts the community Ÿ portifolios
peacefully in the Ÿ rubrics
community Ÿ braille
Ÿ hand frames
Ÿ stylus
Ÿ raised diagrams
Ÿ feathers

335
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,
vulnerable people.

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 The learners must be
when the learners to:
are able to:
Ÿ explain 1 explain the Gender in the Ÿ brainstorming the meaning of Ÿ brainstorming Ÿ talular
Christian term gender family the term ‘gender’ Ÿ question and Ÿ observation
altitude towards Ÿ discussing the meaning of the answer checklists
gender term gender Ÿ discussion Ÿ video tapes
Ÿ teacher observation Ÿ pupils’
2 describe Ÿ mentioning roles of father, Ÿ group work experiences
gender roles in mother, boys and girls in the Ÿ peer assessment Ÿ radios
the family family Ÿ self assessment Ÿ Bible
Ÿ oral or written Genesis 2: 18
3 explain Ÿ identifying Biblical passage on exercises Genesis 25: 27-29
Christian gender Luke 24: 1-8
approach to Ÿ discussing roles of females and John 20: 18
gender roles males in the church Ruth 2: 1-12
Judges 4: 4-16
Ÿ portfolios
Ÿ rubrics

336
Assessment Success Criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning
methods resources

Ÿ explain 1 describe gender Gender at Ÿ mentioning roles of boys and Ÿ brainstorming Ÿ talular
Christian roles at school school girls at school Ÿ question and Ÿ observation
altitude towards Ÿ identifying Bible passage on answer checklists
gender gender Ÿ discussion Ÿ video tapes
Ÿ teacher observation Ÿ pupils’
Ÿ group work experiences
Ÿ peer assessment Ÿ radios
Ÿ self assessment Ÿ Bible
Ÿ oral or written Genesis 2: 18
exercises Genesis 25: 27-29
Luke 24: 1-8
John 20: 18
Ruth 2: 1-12
Judges 4: 4-16
Ÿ portfolios
Ÿ rubrics

337
Assessment Success Criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning
methods resources

Ÿ explain 1 describe gender Gender in the Ÿ mentioning roles of men and Ÿ brainstorming Ÿ talular
Christian roles in the community women in the society Ÿ question and Ÿ observation
altitude towards community Ÿ identifying Bible passage on answer checklists
gender gender Ÿ discussion Ÿ video tapes
Ÿ discussing roles of men and Ÿ teacher observation Ÿ pupils’
women in Christian churches Ÿ group work experiences
Ÿ peer assessment Ÿ radios
Ÿ self assessment Ÿ Bible
Ÿ oral or written Genesis 2: 18
exercises Genesis 25: 27-29
Luke 24: 1-10
John 20: 18
Ruth 2: 1-12
Judges 4: 4-16
Genesis 1: 26-27
1 Kings 17: 8 - 24
Ÿ portfolios
Ÿ rubrics

338
 Term 3
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, learning teaching and
and assessment learning
methods resources
We will know this The learners must be
when the learners to:
are able to:
• describe the 1 describe the Entering the Ÿ listing God’s instructions before Ÿ pair work Ÿ talular
entry into the crossing of the Promised Land crossing the Jordan river Ÿ group work Ÿ pictures
Promised Land river Jordan Ÿ discussing the events that took Ÿ question and Ÿ pupils’
place when crossing the river answer experiences
Jordan Ÿ class discussion Ÿ observation
Ÿ teacher observation checklists
2 explain the Ÿ telling the story of Joshua and Ÿ peer assessment Ÿ charts
conquest of Jericho the man with a sword Ÿ story telling Ÿ films/video
Ÿ narrating how Jericho was Ÿ self assessment tapes/audio
captured Ÿ oral or written tapes
exercises Ÿ the Bible
Joshua 3: 14-17
Joshua 4: 1-24
Joshua 5: 13 – 15
Joshua 6: 1-27
Ÿ portifolios
Ÿ rubrics

339
 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, learning teaching and
and assessment learning
methods resources
We will know this The learners must be
when the learners to:
are able to:
• describe the 1 describe miracles Miracles over Ÿ listing miracles that show Ÿ brainstorming Ÿ pupils’
power of Jesus that show Jesus’ nature Jesus’ power over nature Ÿ group work experiences
over nature and power over nature Ÿ discussing some miracles that Ÿ question and Ÿ charts
death show Jesus’ power over answer Ÿ pictures
nature: Ÿ class discussion Ÿ observation
- walking on water Ÿ teacher observation checklist
- calming the storm Ÿ discussion Ÿ films/video
- turning water into wine Ÿ pair work tapes/audio
Ÿ peer assessment tapes
2 describe Jesus’ Miracles over Ÿ listing miracles that show Ÿ self assessment Ÿ Bible
power over death death Jesus’ power over death Ÿ oral or written Matthew 14: 22 – 32
Ÿ discussing some miracles that exercises Matthew 8: 23 – 27
show Jesus’ power over death: Luke 7: 11 – 17
- raising of widow’s son John 2: 1 – 11
- raising of Lazarus Luke 8: 40-56
John 11: 38-52
Ÿ portifolios
Ÿ rubrics

340
 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,
vulnerable people.
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 The learners must be
when the learners to: Ÿ talular
are able to: Ÿ observation
Ÿ demonstrate an 1 explain care for the Environmental Ÿ describing the meaning of the Ÿ brainstorming checklist
appreciation of environment home term ‘environment’ Ÿ question and Ÿ video tapes
the environment Ÿ discussing ways of caring for the answer Ÿ pupils’
environment at home Ÿ discussion experiences
Ÿ teacher observation Ÿ radios
2 describe Bible Ÿ identifying Bible passages on Ÿ group work Ÿ the Bible
passages on care care for the environment at Ÿ peer assessment Genesis 2: 18
for environment home Ÿ self assessment Genesis 25: 27-34
Ÿ discussing Bible passages on Ÿ oral or written Luke 24: 1-8
care for the environment exercises John 20: 18
Proverb 12: 10
Ezekiel 34: 12
Matthew. 6: 28-30
Psalm 23: 1-6
Psalms 8: 1-9
Isaiah 38: 21
Luke 30: 6-9
Ÿ portifolios
Ÿ rubrics

341
Assessment Success Criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning
methods resources

Ÿ demonstrate an 1 describe things found The school Ÿ mentioning things found Ÿ brainstorming Ÿ talular
appreciation of around the school environment around the school environment Ÿ question and Ÿ observation
the Ÿ discussing ways of caring for answer checklist
environment the school environment Ÿ discussion Ÿ video tapes
Ÿ teacher observation pupils’
2 explain care for the Ÿ identifying Bible passages on Ÿ group work experiences
school environment care for school Ÿ peer assessment Ÿ radios
Ÿ discussing Bible passages on Ÿ self assessment Ÿ Bible
care for school environment Ÿ oral or written Genesis 2: 18
exercise Genesis 25: 27-34
Luke 24: 1-8
John 20: 18
Proverb 12: 18
Ezekiel 34: 12
Matthew 6: 28-30
Psalm 23: 1-6
Psalms 8: 1-9
Isaiah 38: 21
Luke 30: 6-9
Ÿ portfolios
Ÿ rubrics

342
Assessment Success Criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning
methods resources

Ÿ demonstrate an 1 describe things found Environment in Ÿ mentioning things found Ÿ brainstorming Ÿ talular
appreciation of in their community the community around in the community Ÿ question and Ÿ observation
the Ÿ discussing ways of caring for answer checklist
environment the environment in these Ÿ discussion Ÿ video tapes
community Ÿ teacher observation pupils’
Ÿ group work experiences
2 explain Bible stories Ÿ identifying Bible passages on Ÿ peer assessment Ÿ radios
on the care for the care for environment in the Ÿ self assessment Ÿ Bible
environment in the community Ÿ oral or written Genesis 1: 28
community Ÿ discussing Bible passages on exercise Genesis 2: 15
care for the community Deuteronomy 23:
12-14
Luke 13: 6-9
Ÿ portfolios
Ÿ rubrics

343
Assessment Success Criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning
methods resources

Ÿ demonstrate an 1 describe means of Modern Ÿ mentioning means of sending Ÿ brainstorming Ÿ talular

understanding sending information technology in of information in the school Ÿ question and Ÿ video
of modern in the school the school Ÿ discussing video tapes, TV and answer tapes/audio
technology radio programmes Ÿ discussion tapes
Ÿ discussing advantages and Ÿ teacher observation Ÿ pupils’
disadvantages of TV, videos Ÿ peer assessment experiences
and radios to school pupils Ÿ posters
Ÿ suggesting ways of caring for Ÿ pictures
the above means of sending of Ÿ charts
information Ÿ radios
Ÿ Bible
2 explain Bible stories Ÿ listing different means of Joshua 9: 6-20
on means of sending sending of information used in Judges 7: 19-20
of information the Bible 1 Corinthian 14: 7-9
Isaiah 7: 3-6
Acts 10: 9-16
Ÿ portfolios
Ÿ rubrics
Ÿ braille
Ÿ hand frames
Ÿ stylus
Ÿ raised diagrams
Ÿ feathers

344
Assessment Success Criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning
methods resources
Ÿ talular
Ÿ demonstrate an 1 explain the use of Modern Ÿ listing uses of some of modern Ÿ brainstorming Ÿ video
understanding modern technology in technology in technology in the church Ÿ question and tapes/audio
of modern the church the church Ÿ discussing effects of modern answer tapes
technology technology Ÿ discussion Ÿ pupils’
Ÿ discussing Christian Ÿ teacher observation experiences
approached to modern Ÿ peer assessment Ÿ posters
technology Ÿ pictures
Ÿ charts
Ÿ radios
Ÿ Bible
Joshua 9: 6-20
Judges 7: 19-20
1 Corinthian 14: 7-9
Isaiah 7: 3-6
Ezekiel 33: 1-9
Acts 10: 9-16
Psalms 150: 3-5
Psalms 98: 4-6
Psalms 149: 3
Ÿ portfolios
Ÿ rubrics
Ÿ braille
Ÿ hand frames
Ÿ stylus
Ÿ raised diagrams
Ÿ feathers

345
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

346
 Syllabus for
Religious Education

Standard 6

347
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.

348
Term 1

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 learning Suggested teaching, Suggested
standard activities learning and teaching and
assessment learning resources
methodologies

We will know this The learners must be

when the learners able to:
are able to:
Ÿ demonstrate an 1 describe rituals in Rituals in Ÿ identifying rituals in different Ÿ pair work Ÿ pupils’ experience
understanding of different religions different religions Ÿ teacher’s observation Ÿ charts
rituals in religions Ÿ discussing rituals in different Ÿ question and answer Ÿ pictures
different religions religions Ÿ group work Ÿ raised pictures
Ÿ role playing Ÿ observation
2 name occasions at Ÿ brainstorming occasions at which Ÿ research checklist
which certain rituals certain rituals are performed Ÿ resource person
are performed in Ÿ discussing occasions at which certain Ÿ stories
different religions rituals are performed Ÿ Bible
Ÿ Quran
Ÿ Hadith
Ÿ sign language
interpreter

349
Assessment Success criteria Theme/Topic Suggested teaching and learning Suggested teaching, Suggested
standard activities learning and teaching and
assessment learning resources
methodologies

Ÿ demonstrate an 1 explain similarities Similarities of Ÿ brainstorming similarities of rituals Ÿ group work Ÿ pupils’ experience
understanding of of rituals in different rituals in in different religions Ÿ class discussion Ÿ observation
the similarities of religions different Ÿ discussing similarities of rituals in Ÿ question and answer checklist
rituals in religions different religions Ÿ role playing Ÿ religious books
different religions Ÿ research Ÿ resource person
2 describe the Ÿ brainstorming the composition of a Ÿ peer assessment Ÿ stories
composition of a ritual in different religions Ÿ Bible
ritual in different Ÿ discussing the composition of a
religions ritual in different religions
Ÿ listening to a resource person on the
composition of some rituals

350
Core element : Speaking and listening to God
Primary outcome : The learner will be able to demonstrate an understanding of importance of beliefs in different religions.

Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested

standard learning activities teaching, learning teaching and
and assessment learning resources
methodologies
We will know this The learners must be
when the learners are able to:
able to:
Ÿ develop an 1 name religions in Names and Ÿ brainstorming names of religions Ÿ group work Ÿ pupils’ experiences
appreciation of Malawi beliefs of in Malawi Ÿ research Ÿ observation
names and beliefs of religions in Ÿ identifying religions found in their Ÿ question and checklist
regions in Malawi Malawi area answer Ÿ raised pictures
Ÿ researching on the beliefs of Ÿ peer assessment Ÿ sign language
religions Ÿ class discussion interpreter
Ÿ pair-work Ÿ braille material
2 describe their Ÿ discussing findings from their Ÿ stories
beliefs research Ÿ radios
Ÿ reporting their findings

351
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning resources
methodologies

Ÿ develop an 1 explain the Importance of Ÿ brainstorming the beliefs of Ÿ group work Ÿ pupils’ experiences
appreciation of the importance of religious beliefs religions Ÿ class discussion Ÿ observation
importance of beliefs in various Ÿ discussing the importance of Ÿ research checklist
beliefs of regions religions beliefs Ÿ gallery walk Ÿ charts
Ÿ question ad answer Ÿ pictures
2 discuss the Ÿ collecting information from elders Ÿ peer assessment Ÿ raised pictures
disadvantages of and religions leaders Ÿ sign language
not complying with interpreter
the beliefs of the
religions

352
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, learning teaching and
and assessment learning resources
methodologies
We will know this The learners must be
when the learners are able to:
able to:
Ÿ demonstrate an 1 describe the Origins of some Ÿ brainstorming names of religions Ÿ pair work Ÿ pupils’ experiences
understanding of origins of some religions found in Malawi Ÿ group work Ÿ observation
the origins of religions in in Malawi Ÿ discussing beliefs of some Ÿ class discussion checklist
various religions Malawi religions in Malawi Ÿ teacher observation Ÿ charts
Ÿ peer assessment Ÿ pictures
2 locate places of Ÿ researching on origins of religions Ÿ question and Ÿ songs
origin of various in Malawi answer Ÿ stories
religions on the Ÿ reporting their findings Ÿ singing Ÿ religious books
map Ÿ locating places of origins of Ÿ role playing Ÿ resource persons
various religions on the map Ÿ research Ÿ newspapers
Ÿ radios
Ÿ raised pictures
Ÿ braille material
Ÿ sign language
interpreter

353
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, learning teaching and
and assessment learning
methodologies resources

We will know this The learners must be

when the learners are able to:
able to:
Ÿ develop an 1 describe the Composition of Ÿ brainstorming what the Ÿ pair work Ÿ pupils’
appreciation of the composition of the environment environment is composed of Ÿ group work experiences
environment as environment Ÿ collecting and drawing things Ÿ class discussion Ÿ observation
God’s creation from the environment Ÿ teacher observation checklist
Ÿ question and Ÿ charts
2 explain different Ÿ discussing different ways in answer Ÿ pictures
ways people use which people use the Ÿ singing Ÿ songs
the environment environment Ÿ role playing Ÿ drawing
Ÿ role playing uses of the Ÿ research materials
environment Ÿ reciting Ÿ role play
Ÿ peer assessment Ÿ stories
Ÿ drawing Ÿ religious books
Ÿ newspapers
Ÿ radios
Ÿ resource
persons
Ÿ sign language
interpreter
354
Term 2
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, learning teaching and
and assessment learning
methodologies resources

Ÿ develop an 1 narrate religious Religious Ÿ brainstorming religions stories Ÿ pair work Ÿ pupils’
appreciation of the stories from teaching on the on how God created the world Ÿ group work experiences
environment as different religions environment Ÿ discussing religions stories in Ÿ class discussion Ÿ observation
God’s creation on how God different religions Ÿ teacher observation checklist
created the Ÿ discussing research findings Ÿ question and Ÿ charts
environment Ÿ reporting research findings answer Ÿ pictures
Ÿ observing what has been Ÿ singing Ÿ songs
2 explain teachings displayed Ÿ role playing Ÿ drawing
from different Ÿ research materials
religions on the Ÿ telling religious stories of how Ÿ reciting Ÿ role play
environment God created the environment Ÿ peer assessment Ÿ stories
Ÿ discussing the stories on how Ÿ drawing Ÿ religious books
3 explain the God created the environment Ÿ newspapers
importance of Ÿ radios
these teachings on Ÿ resource
the environment persons
Ÿ sign language
interpreter

355
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 learning Suggested teaching, Suggested
standard activities learning and teaching and
assessment learning resources
methodologies

We will know this The learners must be

when the learners are able to:
able to:
Ÿ show appreciation 1 name sources of Sources of Ÿ discussing the meaning of sources of Ÿ discussion Ÿ stories
of sources of rituals some rituals in rituals and rituals in different religious Ÿ brainstorming Ÿ learners’ experience
in different different religious sites in Ÿ brainstorming sources of rituals in Ÿ question and answer Ÿ raised pictures
religions different different religions Ÿ group work Ÿ resource person
religions Ÿ discussing sources of rituals in
different religions

2 explain sites at Ÿ brainstorming the sites of some

which certain rituals in different religions
rituals are Ÿ discussing the sites of some rituals
performed in in different religions
different religions

356
Assessment Success criteria Theme/Topic Suggested teaching and learning Suggested teaching, Suggested
standard activities learning and teaching and
assessment learning resources
methodologies

Ÿ show appreciation 1 explain the The values of Ÿ brainstorming rituals in different Ÿ group work Ÿ charts
of rituals in significance of rituals in religions Ÿ role playing Ÿ stories
different religions rituals in different different Ÿ discussing the importance of rituals Ÿ question and answer Ÿ resource person
religions religions in different religions Ÿ teacher’s observation Ÿ pupils’ experience
Ÿ listening to resource persons on Ÿ pair work Ÿ Bible
2 discuss values of rituals Ÿ research Ÿ Quran
disadvantages of Ÿ discussing bad ritual that are Ÿ Hadith
some rituals practised in the family Ÿ observation
Ÿ describing the illustration checklist
Ÿ sign language
interpreter

357
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 teaching
standard learning activities teaching, learning and learning
and assessment resources
methodologies

We will know this The learners must be

when the learners are able to:
able to:
Ÿ develop an 1 list human virtues Human virtues Ÿ brainstorming attributes given to a Ÿ discussion Ÿ learners’ experience
understanding of and vices good person Ÿ brainstorming Ÿ stories
human virtues and Ÿ listing the virtues which make a Ÿ research Ÿ proverbs
uses good person Ÿ question and Ÿ raised pictures
Ÿ reporting the findings answer Ÿ pictures
Ÿ group work Ÿ elders
2 describe human Ÿ researching on different names Ÿ pair work
vices given to a bad person
Ÿ reporting research findings

358
Assessment Success Criteria Theme/Topic Suggested teaching and Suggested Suggested teaching
standard learning activities teaching, learning and learning
and assessment resources
methodologies

Ÿ develop an 1 explain different Religious Ÿ identifying virtues which make a Ÿ pair work Ÿ pictures
understanding of religious perspectives on good person in different religions Ÿ peer assessment Ÿ Bible
human virtues from perspectives on human virtues Ÿ researching on acts which make a Ÿ teacher observation Ÿ Quran
different religious human virtues and and vices bad person Ÿ question and Ÿ Hadith
perspectives vices Ÿ report research findings answer Ÿ stories
Ÿ class discussion Ÿ pupils’ experience
2 describe vices Ÿ discussing research findings Ÿ story telling Ÿ charts
according to Ÿ raised pictures
different religions Ÿ sign language
perspectives interpreter

359
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 teaching
standard learning activities teaching, learning and learning
and assessment resources
methodologies

We will know this The learners must be

when the learners are able to:
able to: 1 identify ways of Different ways Ÿ discussing good acts learners Ÿ group work Ÿ learners’ experience
Ÿ appreciate the promoting human of promoting perform at school and at home Ÿ class discussion Ÿ observation
importance of virtues human virtues Ÿ listing ways that promote good Ÿ teacher observation checklist
human virtues behaviours Ÿ peer assessment Ÿ charts
Ÿ reporting the findings Ÿ question and Ÿ stories
answer Ÿ pictures
2 describe religious Ÿ preparing an action plan Ÿ religious books
ways of promoting Ÿ suggesting activities which promote Ÿ radio
human virtues human virtues Ÿ Braille materials
Ÿ discussing ways of promoting Ÿ sign language
human virtues in different religions interpreter

360
Term 3
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, learning teaching and
and assessment learning
methodologies resources

We will know this The learners must be

when the learners are able to:
able to:
Ÿ develop an 1 describe the Contributions of Ÿ brainstorming the contributions Ÿ brainstorming Ÿ learners’
understanding of contribution of different of different religions in Ÿ group discussion experiences
what different Christianity, Islam religions in conserving the environment Ÿ question and Ÿ newspapers
religions, teach and ATR in conserving the Ÿ discussing the contributions of answer Ÿ pictures
about the conserving the environment different regions in conserving Ÿ project Ÿ raised pictures
environment environment the environment Ÿ demonstration Ÿ sign language
interpreter
2 develop an Ÿ listing environmental Ÿ charts
environmental conservation projects
conservation action Ÿ discussing environmental
plan conservation projects
Ÿ discussing the importance of
each environmental
conservation project
Ÿ selecting any environmental

361
 conservation project
Ÿ preparing an action plan
Ÿ implementing the action plan

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, learning teaching and
and assessment learning resources
methodologies
We will know this The learners must be
when the learners are able to:
able to:
Ÿ describe some 1 identify Religions Ÿ brainstorming religious founders Ÿ group work Ÿ learners’
religious founders of founders of founders Ÿ identifying some religious Ÿ class discussion experiences
different religions different religions founders Ÿ peer assessment Ÿ observation
Ÿ researching on the stories of Ÿ question and checklist
religious founders answer Ÿ charts
Ÿ discussing research findings Ÿ raised pictures
Ÿ elders
2 tell the stories of Ÿ reporting findings Ÿ braille material
religious founders Ÿ sign language
interpreter

362
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning resources
methodologies

Ÿ describe some 1 identify leaders of Religions Ÿ identifying some religious leaders Ÿ pair work Ÿ learners’
religious founders/ various religions leaders Ÿ telling stories of religious leaders Ÿ group work experiences
leaders of various Ÿ class discussion Ÿ observation
religions 2 explain the Ÿ explaining the need for leaders in Ÿ teacher observation checklist
importance of religions Ÿ peer assessment Ÿ charts
religious leaders Ÿ describing the main contributions Ÿ question and Ÿ pictures
of some religious leaders answer Ÿ songs
Ÿ singing Ÿ stories
Ÿ role playing Ÿ religious books
Ÿ resource persons
Ÿ newspapers
Ÿ radios
Ÿ raised pictures
Ÿ Braille material
Ÿ sign language
interpreter

363
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 teaching
standard learning activities teaching, learning and learning
and assessment resources
methodologies
We will know this The learners must be
when the learners are able to:
able to: Ÿ listening stories from a resource
Ÿ appreciate the 1 narrate stories on Stories on person on some human virtues Ÿ pair work Ÿ pictures
importance of human virtues from human virtues Ÿ discussing stories narrated by Ÿ peer assessment Ÿ Bible
human virtues ATR, Islam and from different resource person on human virtues Ÿ teacher observation Ÿ Quran
Christianity religions Ÿ question and Ÿ learners’
Ÿ narrating personal experiences answer experiences
2 tell personal life where human virtues were used Ÿ class discussion Ÿ raised pictures
stories to Ÿ identifying in groups virtues from Ÿ sign language
demonstrate some stories interpreter
human virtues Ÿ discussing the stories
Ÿ discussing how some virtues
Ÿ appreciate the 3 describe the contribute to happiness of the
importance of importance of The values of individual in the family and in the
human virtues human virtues human virtues country
Ÿ reporting their findings

364
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

365