Republic of Malawi

Syllabus for

Social studies

Forms 3 and 4

Ministry of Education, Science and Technology

 Syllabus for

Social studies

Forms 3 and 4

Ministry of Education, Science and Technology

Prepared and published by

Malawi Institute of Education

PO Box 50
Domasi
Malawi

Email: [email protected]

© Malawi Institute of Education 2013

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
or transmitted in any form by any means, electronic, mechanical, photocopying, recording or
otherwise, without the permission of the copyright owner.

First edition 2013

Acknowledgements

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

Mastone LK Mbewe - Chancellor College

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

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

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

Production team

Editing: Billy Kanjala and Max J Iphani

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

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

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

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

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

It is also clear that a good secondary school curriculum enables a student to develop into an
adult with sound intellectual, moral, physical, and emotional abilities. Therefore the curriculum
needs to address the whole range of students’ abilities and interests. In addition, it should aim
at equipping the student to become an independent learner in order to promote personal,
family, community and national development. The new curriculum has therefore been
deliberately designed to achieve these important goals. The importance of this syllabus
therefore, cannot be over-emphasised.

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

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

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

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

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

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

TEACHING LEARNING

Developmental outcomes

Secondary education outcomes

Assessment standards

Success
criteria

ASSESSMENT

The developmental structure of the secondary school curriculum in Malawi

vii
Developmental outcomes
The developmental outcomes are over-arching; they are what the student is expected to achieve
by the end of the secondary school cycle both in and out of school. These outcomes apply to
subject areas and they have been derived from the Constitution of the Republic of Malawi,
Malawi Growth and Development Strategy (MGDS), National Education Sector Plan (NESP),
Education Act and other education policy documents, including global policies and multilateral
agreements to which Malawi is a signatory, as well as from the Secondary School Curriculum
and Assessment Review (SSCAR). That is, students should be able to:

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

Secondary education outcomes

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

viii
Citizenship skills
1 demonstrate an understanding and appreciation of the symbols of nationhood
2 demonstrate a spirit of patriotism and national unity
3 apply decision-making skills necessary for participation in civic affairs
4 demonstrate a spirit of leadership and service
5 show respect for one’s own and other people’s rights and responsibilities
6 tolerate other people’s attitudes and beliefs
7 demonstrate respect for the rule of law
8 understand characteristics of good governance
9 initiate and implement community development projects
10 demonstrate a sense of good neighbourliness
11 demonstrate a sense of national, regional and international understanding
12 demonstrate cooperative behaviour
13 demonstrate personal and social responsibility

Ethical and socio-cultural skills

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

Economic development and environmental management skills

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

Occupational and entrepreneurial skills

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

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

Creativity and resourcefulness

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

Scientific and technological skills

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

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

Core elements and their outcomes

Culture and change

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

Civic participation and development

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

People and the environment

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

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

Global issues and development

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

xi
 Scope and sequence chart for Forms 1 to 4

Term 1 Form 1 Form 2 Form 3 Form 4

Core element
1 Culture and Culture Culture Western and eastern  Multiculturalism
change  Family  African culture cultures  Meaning of multi-
 Composition of family - south, centre, east, west,  Impact of western and culturalism
and family size north Africa eastern (oriental)  Factors
 Changes in the nature - cultural identity cultures on Malawian  Impact on development
of the family - characteristics of cultures of and African culture  positive
- size south, centre, east, west and  Culture and religion  negative
- type north Africa - influence of culture
- roles - influence of African cultures  Unions and
on religion
associations
of Malawian culture  Preserving culture
 Meaning of unions and
- cultural
associations
preservation and
 Roles of unions and
heritage
associations
- importance of
 Benefits of unions and
preserving culture
associations
- strategies
- limitations
- aspects of culture
that promote
development

2 Civic  Gender roles and Human rights  Rights of special groups National service
participation responsibilities in the  Human rights in the  women  meaning of national
and family constitution of Malawi  children service
development Human rights  Human rights and democracy  people with  importance of national
 History of human  Role of citizens and opposition disabilities service
rights parties in monitoring human  minorities  case studies on

1
Core element Form 1 Form 2 Form 3 Form 4

 Types of rights rights  accused persons/  national service

 Human rights and  Rights and responsibilities of prisoners  ways in which citizens
democracy citizens  workers can participate in
- limitations  Vital registration and national service
- violations citizenship identity
 National identity - birth
- types of vital - death
registration
 Civil society
- importance of vital
registration - institutions
- functions
Civic rights - importance
 Duties of a citizen
- paying tax
obeying the laws

Civic rights  Civil society  Cases of violation of  Civil society

 Duties of a citizen - institutions human rights
 International
- paying tax - functions  Ways of promoting
organisations such as
- obeying the laws - importance social justice and
World Vision, UNHCR,
 Responsibilities of a fairness for special
UNICEF, USAID and
citizen groups
the role of citizens
- respect  Institutions responsible
 Civil duties and
- tolerance for taxes
responsibilities
- cooperation  Ministry of Finance
 in a democracy
- loyalty  Reserve Bank of
 in unions
Malawi (RBM)
 in associations

2
Core element Form 1 Form 2 Form 3 Form 4

 Types of citizenship  Malawi Revenue  National service

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

3
Core element Form 1 Form 2 Form 3 Form 4

 Economic development developing nations

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

Financial institutions
 Meaning of financial
institutions

4
Core element Form 1 Form 2 Form 3 Form 4

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

5
Term 2 Form 1 Form 2 Form 3 Form 4
Core element
1 Culture and  Malawian culture  Influences of culture on gender Prejudices and Universal morals and
change  Diversity of Malawian bias discrimination values
culture  Gender equity in the family  causes of prejudice and  Social and ethical values
 Importance of unity in discrimination for international life
cultural diversity  effects of prejudice and  Importance of social
 Change in Malawian discrimination and ethical values for
culture international
- language Gender issues in Malawi cooperation
- religion  Laws and policies that Government of Malawi
- dressing are gender biased  Composition of
- housing  Laws that ensure government of Malawi
- marriage gender equality and  Composition and
arrangements equity functions of each organ
 Gender biases in  Institutions that of the central
Malawi promote gender government of Malawi
equality and equity  Sources of revenue for
 Conventions on gender central government
 Effects of gender bias  Composition and
on development functions of local
 Ways of achieving government
gender balance  Sources of revenue for
local government
 Functions of various
statutory corporation
 Sources of revenue for
statutory corporation

6
Core element Form 1 Form 2 Form 3 Form 4

2 Civic Constitution Taxation Social justice Taxation

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

7
Core element Form 1 Form 2 Form 4
Form 3

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

8
Core element Form 1 Form 2 Form 3 Form 4

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

9
Core element Form 1 Form 2 Form 3 Form 4

People and environment

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

Drug substance and use abuse

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

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

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

11
Core element Form 1 Form 2 Form 3 Form 4

2 Civic Corruption Social justice Security Social justice

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

12
Core element Form 1 Form 2 Form 3 Form 4

Social services Social services

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

13
Core element Form 1 Form 2 Form 3 Form 4

3 Sustainable Gender and sustainable Gender issues in Africa

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

14
Core element Form 1 Form 2 Form 3 Form 4

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

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

15
 Teaching syllabus for Forms 3 and 4

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

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

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

2 identify different  brainstorming western, eastern  discussion  textbooks

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

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

18
Assessment Success criteria Theme/ Suggested teaching and learning Suggested Suggested
standard topic activities teaching, teaching,
learning and learning &
assessment assessment
methods resources

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

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

5 explain the  brainstorming the relationship between

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

19
 Core element: Civic participation and development
Outcome: The students will be able to demonstrate and apply an understanding of the issues of human rights, democracy,
governance, civic, social justice, peaceful co-existence, social services and other emerging issues in relation to
development.

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

20
Assessment Success criteria Theme/ Suggested teaching and Suggested teaching, Suggested
standard topic learning activities learning and teaching, learning
assessment methods and assessment
resources

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

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

21
Assessment Success criteria Theme/ Suggested teaching and Suggested teaching, Suggested
standard topic learning activities learning and teaching,
assessment methods learning and
assessment
resources

4 describe cases of  brainstorming cases of  brainstorming  textbooks

violations of human rights violations for  group work  resource
human rights for special groups worldwide  question and answer persons
special groups - genocide  teacher observation  documentaries
- discrimination  research  sign language
- child-labour  group discussion interpreters
- child negligence  reports  traditional arts
- forced prostitution  family trees and crafts
- torture of prisoners  role play  pictures
- slavery  newspaper
- mutilation of female articles
genital organs  braille
 discussing cases of human materials
rights violations for special  case studies
groups

5 suggest ways of  brainstorming ways of

promoting social promoting social justice and
justice and fairness fairness for special groups
for special groups  discussing ways of
promoting social justice and
fairness for special groups

22
 Core element: Civic participation and development
Outcome: The students will be able to demonstrate and apply an understanding of issues of human rights,
democracy, governance, civic, social justice, peaceful co-existence, social services and emerging issues in relation
to development.

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources
We will know this The students must be
when the students able to:
are able to:
 demonstrate an 1 identify Taxation  brainstorming institutions  brainstorming  pictures
understanding of institutions responsible for taxes  discussion  students’
institutions responsible for - MRA  question and experience
responsible for taxes - RBM answer  resource
taxes - Ministry of Finance  role play persons
- National Assembly  interview  textbooks
(Parliament)  short essays  newspaper
- Ministry of Justice  observation reports and
 discussing the roles and  report writing articles
responsibilities of institutions  field project  radio, video
responsible for taxes :  checklists and TV news
- MRA  research  internet
- RBM  local
- Ministry of Finance community
- National Assembly  sample tax
(Parliament) return forms
- Ministry of Justice

23
Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested
standard topic learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

2 describe the stages  identifying different stages  brainstorming  textbooks

followed in followed in formulating and  group work  resource
formulating and changing taxes  question and persons
changing taxes  discussing roles of different answer  documentaries
institutions in formulating  teacher  sign language
and changing taxes: observation interpreters
- MRA  research  traditional arts
- Ministry of Finance  group discussion and crafts
- National Assembly  reports  pictures
(Parliament)  family trees  newspaper
- Ministry of Justice  role play articles
- Malawi Confederation of  braille
Chamber of Commerce materials
and Industry (MCCI)  case studies
 discussing the role of citizens
in formulating and changing
taxes

3 describe how  discussing ways of collecting

different taxes are different taxes such as PAYE,
collected withholding tax, corporate
tax, VAT and customs duty
 filling tax returns forms

24
 Core element: Sustainable development
Outcome: The students will be able to demonstrate an understanding of the society and economy and the proper use of
resources for continued development of Malawi, Africa and the entire world.

Assessment Success criteria Theme/ Suggested teaching and learning Suggested teaching, Suggested
standard topic activities learning and teaching,
assessment methods learning and
assessment
resources
We will know this The students must
when the students be able to:
are able to: 1 describe the Employment  brainstorming the meaning of the  brainstorming  students’
 demonstrate meaning of the term pension  discussion experiences
an term pension  discussing the meaning of the  debate  checklists
understanding term pension  case study  rubrics
of pension  research  local
systems in 2 identify different  brainstorming different types of  question and environment
Malawi types of pension pension answer  charts
schemes  discussing different types of  role play
pension schemes

3 describe the  brainstorming the difference

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

25
Assessment Success criteria Theme/ Suggested teaching and learning Suggested Suggested
standard topic activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

4 identify the  brainstorming the procedures in  brainstorming  textbooks

necessary making contributions to a defined  group work  resource
procedures in contribution pension scheme  question and persons
defined  discussing the procedures in answer  documentaries
contribution making contributions to a defined  teacher  sign language
pension scheme contribution pension scheme observation interpreters
 research  traditional arts
 group discussion and crafts
 reports  pictures
 family trees  newspaper
 role play articles
5 explain the  debating the importance of pension  braille
importance of schemes materials
pension schemes  discussing the importance of  case studies
pension schemes

6 explain the  brainstorming the conditions in

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

26
Assessment Success criteria Theme/ Suggested teaching and learning Suggested teaching, Suggested
standard topic activities learning and teaching,
assessment methods learning and
assessment
resources

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

conditions for accessing pension benefits  group work  resource
accessing  discussing the necessary conditions in  question and answer persons
pension benefits accessing pension benefits  teacher observation  documentari
 analysing case studies on pension  research es
schemes  group discussion  sign
 reports language
8 identify the key  reading the provisions in the Pensions Act  family trees interpreters
provisions in the (2011)  role play  traditional
Pensions Act  outlining the key provisions in the  brainstorming arts and
Pensions Act (2011)  group work crafts
 discussing the key provisions in the  question and answer  pictures
Pensions Act (2011)  teacher observation  newspaper
- all employees must be on a pension  research articles
scheme  group discussion  braille
- contributory pension approach,  reports materials
- minimum contribution rates: 10%  family trees  case studies
employer and 5% employee,  role play
- employer and employee can agree
to adjust contributions upwards,
- employer to provide life insurance
cover of one times annual
pensionable emoluments
- employee can transfer pension benefits

27
Assessment Success criteria Theme/ Suggested teaching and learning Suggested Suggested
standard topic activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

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

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

28
Assessment Success criteria Theme/ Suggested teaching and learning Suggested teaching, Suggested
standard topic activities learning and teaching,
assessment methods learning and
assessment
resources
We will know this The students must
when the students be able to:
are able to:
 demonstrate 1 explain the Development  brainstorming the meaning of the  discussion  resource
an meaning of the term development  research persons
understanding term  discussing the meaning of the term  group work  textbooks
of development development  pair work  case studies
development  question and  local
2 explain the  brainstorming the importance of answer community
importance of development to the nation  peer assessment  students’
development  discussing the importance of  teacher observation experiences
to a nation development to the nation  brainstorming  braille
materials
3 identify  researching aspects of development  newspaper
aspects of  reporting on findings of aspects of articles
development development  magazines
 discussing aspects of development

29
Assessment Success criteria Theme/ Suggested teaching and learning Suggested Suggested
standard topic activities teaching, learning teaching,
and assessment learning and
methods assessment
resources
We will know this The students must
when the students be able to:
are able to:
demonstrate 1 explain the Development  brainstorming the meaning of the  discussion  resource
an meaning of the term ‘political development’  research persons
understanding term political  discussing the meaning of the term  group work  textbooks
of political development political development  pair work  case studies
development  question and  local
2 describe  brainstorming indicators of political answer community
indicators of development  peer assessment  students’
political  researching on indicators of political  teacher experiences
development development observation  braille
 discussing indicators of political materials
development eg political institutions,  newspaper
frequent parliamentary sessions, articles
political awareness, tolerance, ability  magazines
to choose own leaders and ability to  checklists
criticise)

30
Assessment Success criteria Theme/ Suggested teaching and learning Suggested Suggested
standard topic activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

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

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

31
Assessment Success criteria Theme/ Suggested teaching and learning Suggested teaching, Suggested
standard topic activities learning and teaching,
assessment learning and
methods assessment
resources
We will know this The students must
when the students be able to:
are able to:
 demonstrate 1 explain the Development  brainstorming the meaning of the  discussion  resource
an meaning of the term social development  research persons
understanding term social  discussing the meaning of the term  group work  textbooks
of social development social development  pair work  case studies
development  question and  local
2 describe  brainstorming indicators of social answer community
indicators of development  peer assessment  students’
social  discussing indicators of social  teacher experiences
development development such as observation  braille
infrastructures and social services,  map drawing materials
health  brainstorming  newspaper
articles
3 identify a  drawing maps of a local  magazines
social community showing social  checklist
development development initiatives  social
initiative in the  discussing local development development
community initiatives maps

32
Assessment Success criteria Theme/ Suggested teaching and learning Suggested Suggested
standard topic activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

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

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

33
Assessment Success criteria Theme/ Suggested teaching and learning Suggested Suggested
standard topic activities teaching, teaching,
learning and learning and
assessment assessment
methods resources
We will know this The students must
when the students be able to:
are able to:
 demonstrate 1 explain the Development  brainstorming the meaning of the term  discussion  resource
an meaning of the economic development  research persons
understanding term economic  discussing the meaning of the term  group work  textbooks
of economic development economic development  pair work  case studies
development  question and  local
2 describe  brainstorming indicators of economic answer community
indicators of development  peer  students’
economic  discussing indicators of economic assessment experiences
development development such as literacy levels,  teacher  braille
health, infrastructures, GNP, GDP and life observation materials
expectancy  map drawing  newspaper
 brainstorming articles
3 identify factors  researching on factors affecting economic  magazines
that contribute development  checklists
to economic  discussing factors affecting economic  social
development development eg availability of resources, development
taxation, urbanisation, peace, cooperation, maps
economic policies (privatisation,
liberalisation and free trade)

34
Assessment Success criteria Theme/ Suggested teaching and learning Suggested Suggested
standard topic activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

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

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

35
 Core element: People and the environment
Outcome: The students will be able to demonstrate an understanding of population and environmental issues, climate
change, and disaster risk management in terms of national, regional and global contexts.

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

36
Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested
standard topic learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

2 explain the  brainstorming factors that lead  brainstorming  textbooks

factors that lead to population change  group work  resource
to population  discussing factors that lead to  question and persons
change population change eg death answer  documentaries
rate, birth rate, epidemics,  teacher observation  sign language
natural disasters accessibility  research interpreters
to financial resources and wars  group discussion  traditional arts
 reports and crafts
 family trees  pictures
 role play  newspaper
articles
 braille
materials
 case studies

37
 Core element: People and the environment
Outcome: The students will be able to demonstrate an understanding of knowledge of population and environmental issues
including climate change, disaster and risk management in terms of national, regional, and global context.

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources
We will know this The students must be
when the students able to:
are able to:
 demonstrate an 1 explain the effects Population  surveying the effects of  group discussion  local
understanding of of population change population change and  panel discussion community
the effects of growth in a reporting the findings  surveys/projects  students’
population country  discussing the effects of  future’s wheels experiences
change in a population growth in a  debate  questionnaires
country country  written reports  charts
- pressure on resources  essays  pictures
- loss of human resources  teacher  case studies
- unemployment observation  checklists
- overcrowding
- poverty
- increase in crime

38
Assessment Success criteria Theme/ Suggested teaching and Suggested teaching, Suggested
standard topic learning activities learning and teaching,
assessment learning and
methods assessment
resources

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

effects of population decline such as  group work  resource
population - reduced pressure on  question and persons
decline resources answer  documentaries
- availability of employment  teacher observation  sign language
opportunities  research interpreters
- improved standards of  group discussion  traditional arts
living  reports and crafts
 debating on the importance of  family trees  pictures
population decline  role play  newspaper
articles
 braille materials
 case studies

39
 Term 2
Core element: Culture and change
Outcome: The students will be able to demonstrate an understanding of people’s cultures in terms of social,
economic, political and gender issues in the world

Assessment Success criteria Theme/ Suggested teaching and learning Suggested Suggested
standard topic activities teaching, learning teaching,
and assessment learning and
methods assessment
resources
We will know this The students must be
when the students able to:
are able to:
 demonstrate an 1 explain the Prejudice and  brainstorming the difference  brainstorming  resource
understanding of relationship discrimination between prejudice and  discussion persons
the effects of between discrimination  group work  textbooks
prejudice and prejudice and  discussing the relationship between  research  brochures
discrimination in discrimination prejudice and discrimination  role play  sign
society  case study language
 peer assessment interpreters
2 identify the  researching on the causes of  braille
causes of prejudice and discrimination materials
prejudice and  discussing the causes of prejudice  case studies
discrimination and discrimination  checklists

3 examine the  brainstorming the effects of

effects of prejudice and discrimination
prejudice and  discussing the effects of prejudice
discrimination and discrimination

40
Assessment Success criteria Theme/ Suggested teaching and Suggested teaching, Suggested
standard topic learning activities learning and teaching,
assessment methods learning and
assessment
resources
We will know this The students must be
when the students able to:
are able to:
 demonstrate an 1 identify laws and Gender  researching on laws and policies  question and  textbooks on
understanding of policies that are issues in that are gender biased in Malawi answer gender
gender issues in gender biased in Malawi  discussing laws and policies that  essays  students
Malawi Malawi are gender biased in Malawi  short answers and experiences
 analysing case studies on gender questions  audio-visual
bias in Malawi  discussion aids
 presentation  magazines
2 identify laws and  researching on laws and policies  research  newspapers
policies that have that have been revised to ensure  brainstorming  flip charts
been revised to gender equality and gender  teacher observation  resource
ensure gender equity in Malawi  essays persons
equality and  discussing laws and policies that  case studies  sign
gender equity in have been revised to ensure language
Malawi gender equality and gender interpreters
equity in Malawi

41
Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested
standard topic learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

3 identify  brainstorming institutions  brainstorming  textbooks

institutions in that promote gender equity  group work  resource
Malawi that and gender equality in  question and persons
promote gender Malawi answer  documentaries
equity and  discussing institutions that  teacher  sign language
gender equality promote gender equity and observation interpreters
gender equality in Malawi  research  traditional arts
 group discussion and crafts
 reports  pictures
 family trees  newspaper
 role play articles
 braille materials
 case studies
4 describe  researching on conventions
conventions on on gender in Malawi
gender in  analysing conventions on
Malawi gender in Malawi

42
Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested
standard topic learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

5 identify gender  researching on gender issues in  brainstorming  textbooks

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

43
 Core element: Civic participation and development
Outcome: The students will be able to demonstrate and apply an understanding of the issues of human rights, democracy,
governance, civic, social justice, peaceful co-existence, social services and other emerging issues in relation to
development.

Assessment Success criteria Theme/ Suggested teaching and Suggested teaching, Suggested
standard topic learning activities learning and teaching,
assessment methods learning and
assessment
resources
We will know this The students must be
when the able to:
students are able
to:
 demonstrate 1 describe the role Government  brainstorming the meaning of  brainstorming  pictures
an of the state the term state  discussion  constitutions
understanding  discussing the functions and  question and answer  students’
of Government duties of the state  role play experiences
 discussing the responsibilities  debate  resource
of the president  interviewing persons
 short essays  textbooks
 teacher observation  newspaper
 report writing reports and
articles
 checklists

44
Assessment Success criteria Theme/ Suggested teaching and Suggested teaching, Suggested
standard topic learning activities learning and teaching,
assessment methods learning and
assessment
resources

2 compare systems  brainstorming systems of  brainstorming  textbooks

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

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

We will know this The students must

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

2 explain the role  discussing the role of voters

of voters in an in an electoral process
electoral process  role playing the electoral
process in Malawi

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

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

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

47
 Core element: Civic participation and development
Outcome: The students will be able to demonstrate an understanding of the issues of human rights, democracy,
governance, civic, social justice, peaceful co-existence, social services and other emerging issues in relation to
development.

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

48
Assessment Success criteria Theme/ Suggested teaching and learning Suggested teaching, Suggested
standard topic activities learning and teaching,
assessment methods learning and
assessment
resources
We will know this The students must
when the be able to:
students are able
to:
 demonstrate 1 identify causes International  brainstorming causes of  brainstorming  newspaper
an of international conflicts international conflicts  discussion articles
understanding conflicts  discussing causes of international  question and  charts
of international conflicts answer  markers
conflicts  analysing case studies on  teacher observation  library books
international conflicts  peer assessment  textbooks
 drawing a map and locating areas  future’s wheels  radio, video,
where conflicts have occurred and TV news
 internet
2 explain the  discussing the effects of conflicts  local
effects of on development community
international  developing future’s wheels on the
conflicts on causes and effects of conflicts
development  analysing the effects of
international conflicts on social
and economic lives of people

49
Assessment Success criteria Theme/ Suggested teaching and learning Suggested teaching, Suggested
standard topic activities learning and teaching,
assessment methods learning and
assessment
resources
We will know this The students must
when the students be able to:
are able to:
 demonstrate 1 explain the Refugee  brainstorming the meanings of the  brainstorming  students’
an meaning of the crises in terms refugee asylum seeker and  discussion experiences
understanding terms refugee Africa and stateless persons  role play  world maps
of refugee asylum seeker the world  discussing the meanings of the  research  resource
crises in Africa and stateless terms refugee asylum seeker and  future’s wheels persons
and the world persons stateless persons  drama  pictures
 question and  checklists
2 identify areas of  brainstorming areas of refugee answer  case studies
refugee concentration in the world  case studies
concentration in  locating areas of refugee
the world concentration in the world

3 explain the  brainstorming the impact of

impact of refugees in the world
refugees in the  discussing the impact of the
world refugees in the world
 role playing the impact of the
refugees in the world

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

 collecting data on impact of  brainstorming  textbooks

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

51
 Core element: Sustainable development
Outcome: The students will be able to demonstrate an understanding of the society and economy.

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

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

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

3 describe effects  researching on how technological  discussion  resource

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

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

4 explain factors  brainstorming factors that  brainstorming  textbooks

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

54
Assessment Success criteria Theme/ Suggested teaching and learning Suggested teaching, Suggested
standard topic activities learning and teaching,
assessment learning and
methods assessment
resources
We will know this The students must
when the students be able to:
are able to:
 demonstrate 1 explain the Social  brainstorming the meaning of  discussion  resource
an meaning of the economic the term ‘social economic  research persons
understanding term ‘social problems problems‘  group work  textbooks
of social economic  discussing the meaning of the  pair work  case studies
economic problems‘ term social economic problems  question and  local
problems answer community
2 identify  brainstorming examples of  peer assessment  students’
examples of social economic problems  teacher experiences
social  discussing examples of social observation  braille
economic economic problems such as  map drawing materials
problems unemployment, inflation,  brainstorming  newspaper
devaluation and over- articles
indebtedness  magazines
 checklists

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

3 explain the  brainstorming the meaning of  brainstorming  textbooks

term the term devaluation  group work  resource
devaluation  discussing the meaning of the  question and persons
term devaluation answer  documentaries
 teacher observation  sign language
4 describe the  brainstorming the causes and  research interpreters
causes and effects of devaluation  group discussion  traditional arts
effects of  discussing the causes and  reports and crafts
devaluation effects of devaluation  family trees  pictures
 role play  newspaper
articles
 braille
materials
 case studies

56
Assessment Success criteria Theme/ Suggested teaching and learning Suggested teaching, Suggested
standard topic activities learning and teaching,
assessment learning and
methods assessment
resources

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

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

57
Assessment Success criteria Theme/ Suggested teaching and learning Suggested Suggested
standard topic activities teaching, learning teaching,
and assessment learning and
methods assessment
resources
We will know this The students must be
when the students able to:
are able to:
 demonstrate an 1 identify cases of Inter -  brainstorming components of the  brainstorming  local
understanding of interdependence dependence ecosystem  survey/project environment
interdependence among people, in the eco-  discussing components that make  debate  textbooks
that exist among living and non- system up the eco-system eg people, land,  written reports  students’
people, living living things in the air, water, vegetation and animals  essays experiences
and non-living eco-system  conducting a field trip around the  teacher  charts
things in the eco- school to identify interdependence observation  raised
system among people, living and non-  group work pictures
living things  discussion  checklists
 drawing arrows to connect
components of eco-systems that
depend on each other

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

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

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

59
Assessment Success criteria Theme/ Suggested teaching and Suggested teaching, Suggested
standard topic learning activities learning and teaching,
assessment learning and
methods assessment
resources
We will know this The students must be
when the students able to:
are able to:
 demonstrate an 1 explain the effects People and  discussing the effects of  group discussion  local
understanding of of negative environment negative attitudes towards the  surveys environment
effects of attitudes towards environment  case study  students’
people’s the environment - air, water, and land pollution  future’s wheels experiences
attitudes - over-fishing  essays  textbooks
towards the - deforestation  short answer  raised
environment - bush fires questions pictures
- inappropriate agricultural  rubrics  posters
practices  field trips  survey reports
 surveying school surroundings  drama
to observe the effects of
negative attitudes towards the
environment
 analysing a case study on the
effects of negative attitudes
towards the environment

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

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

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

61
 Term 3
Core element: Culture and change
Outcome: The students will be able to demonstrate an understanding of people’s cultures in terms of social,
economic, political and gender issues in the world.

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

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

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

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

63
Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested
standard topic learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

7 identify different  role playing ways of entering  brainstorming  textbooks

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

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

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

importance of marriage  group work  resource
marriage  discussing the importance of  question and persons
marriage answer  documentaries
 teacher  sign language
10 describe the  brainstorming the factors that observation interpreters
factors that promote good marriage  research  traditional arts
promote good relationships  group discussion and crafts
marriage  discussing factors promote good  reports  pictures
relationships marriage relationships  family trees  newspaper
 role play articles
 braille
materials
 case studies

65
 Core element: Civic participation and development
Outcome: The students will be able to demonstrate and apply an understanding of the issues of human rights,
democracy, governance, civic participation, social justice, peaceful coexistence, social services and other issues
in relation to development.

Assessment Success criteria Theme/ Suggested teaching and Suggested teaching, Suggested
standard topic learning activities learning and teaching,
assessment methods learning and
assessment
resources
We will know this The students must
when the students be able to:
are able to:
 demonstrate 1 explain the term Security  brainstorming the meaning of  question and  resource
an security the term security answer persons
understanding  discussing the meaning of the  discussion  newspaper
of roles of the term security  research articles
police and  peer assessment  students
army in the  group assessment experiences
provision of  structured  textbooks
security in the questions  chart paper
country  essay questions  rubrics
 role play  checklists
 debate  raised pictures
 audio visual
materials
 braille materials

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

2 explain the roles  brainstorming roles of the police in  brainstorming  textbooks

of the police in the provision of internal security  group work  resource
the provision of  discussing roles of the police in the  question and persons
internal security provision of internal security answer  documentaries
 teacher  sign language
3 describe the  brainstorming the roles of the army observation interpreters
roles of the army in the provision of security  research  traditional arts
in the provision  discussing the roles of the army in  group discussion and crafts
of security the provision of security  reports  pictures
 family trees  newspaper
4 explain the  brainstorming the importance of  role play articles
importance of security in the country  braille materials
security in the  discussing the importance of  case studies
country security in the country

67
Assessment Success criteria Theme/ Suggested teaching and learning Suggested Suggested
standard topic activities teaching, teaching,
learning and learning and
assessment assessment
methods resources
We will know this The students must
when the students be able to:
are able to:
 demonstrate an 1 explain the Corruption  discussing the establishment of ACB  question and  resource
understanding establishment of and the in Malawi answer persons
of the role of the the ACB law  analysing the reasons why ACB was  discussion  newspaper
Anti-corruption established  research articles
Bureau (ACB)  peer assessment  students’
in Malawi 2 describe the  brainstorming the functions of the  group assessment experiences
functions of the ACB in curbing corruption  structured  textbooks
ACB  discussing the functions of the ACB questions  chart paper
in curbing corruption such as  essay questions  rubrics
receiving and handling complaints,  educational visits  checklists
prevention of corruption,  brainstorming  raised
investigating, prosecuting pictures
 analysing the functions of the ACB  audio-visual
in curbing corruption aids
 braille
materials
 brochures

68
Assessment Success criteria Theme/ Suggested teaching and learning Suggested teaching, Suggested
standard topic activities learning and teaching,
assessment learning and
methods assessment
resources

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

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

69
Assessment Success criteria Theme/ Suggested teaching and learning Suggested teaching, Suggested
standard topic activities learning and teaching,
assessment methods learning and
assessment
resources
We will know The students must
this when the be able to:
students are able
to:
 demonstrate 1 explain the Social  brainstorming causes of social  brainstorming  audio visual
an causes of social injustice in injustice in Africa  question and aids
understandin injustice in Africa  discussing causes of social answer  newspaper
g of the Africa injustice in Africa  discussions articles
causes of  research  students’
social  identifying examples of social  short essays experiences
injustice in 2 compare social injustice in selected African  teacher observation  rubrics
Africa injustice in countries  resource
selected African  discussing social injustice in persons
countries selected African countries  braille
 analysing case studies of social materials
injustice in selected African  checklists
countries in form of poverty,  local
discrimination, oppression, community
corruption in government and  case studies
private sector

70
Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested
standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources
We will know The students must
this when the be able to:
students are able
to: 1 explain the term Social  brainstorming the meaning of the  brainstorming  audio visual
 demonstrate community services term community participation in  discussion aids
an participation in the provision and care for social  question and  newspaper
understandi the provision of services answer articles
ng of social services  discussing the meaning of the  structured  students’
community term community participation in questions experiences
participation the provision and care for social  essay questions  rubric
in the services  teacher  resource
provision of observation persons
social  braille
services materials
 checklists
 textbooks
 case studies

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

2 identify ways of  brainstorming ways of  brainstorming  textbooks

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

72
Assessment Success criteria Theme/ Suggested teaching and learning Suggested Suggested
standard topic activities teaching, learning teaching,
and assessment learning and
methods assessment
resources
We will know this The students must
when the students be able to:
are able to:
 demonstrate 1 compare the Social  brainstorming similarities and  discussion  audio visual
an provision and services differences in the provision and care  question and aids
understanding care for social for social services in selected answer  newspaper
of the services in African countries  case study articles
provision and selected African  discussing similarities and  structured  students’
care for social countries differences in the provision and care questions experiences
services in of social services in selected African  essay questions  rubrics
Africa nations such as Kenya, Botswana,  teacher  resource
Mozambique and Malawi in relation observation persons
to education, water, electricity,  research  braille
housing, health, sanitation, materials
transport, and communication  checklists
 local
community
 internet

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

2 explain how the  brainstorming ways in which  brainstorming  textbooks

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

74
Assessment Success criteria Theme/ Suggested teaching and learning Suggested Suggested
standard topic activities teaching, learning teaching,
and assessment learning and
methods assessment
resources
We will know The students must
this when the be able to:
students are able
to:
 demonstrate 1 identify gender Gender issues  researching on gender issues in  brainstorming  resource
an issues in Africa in Africa African countries  discussion persons
understandin  discussing gender issues in some  research  textbooks
g of gender African countries  group work  case studies
issues in  pair work  local
Malawi and 2 suggest ways  brainstorming ways of achieving  question and environment
Africa of achieving gender balance in Africa answer  students’
gender balance  analysing case studies on ways of  peer assessment experiences
in Africa achieving gender balance in Africa  teacher  braille
observation materials
3 describe  researching on conventions on  newspaper
conventions on gender in Africa articles
gender in  discussing conventions on gender  magazines
Africa in Africa

4 explain the  brainstorming the effects of

effects of gender bias on development
gender bias on  analysing case studies on the
development effects of gender bias on
development

75
Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested
standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources
We will know this The students must be
when the students able to:
are able to:
 demonstrate 1 explain the Climate  brainstorming the meaning of  discussion  newspaper
an meaning of the change the term ‘climate change’  question and articles
understanding tern ‘climate  discussing the meaning of the answer  charts
of climate change’ term ‘climate change’  teacher  markers
change  surveying the environment for observation  libraries
signs of climate change  brainstorming  textbooks
 teacher  local
2 describe the  discussing the socio-economic observation environment
socio-economic impact of climate change  peer assessment  checklists
impact of climate  drawing climate charts and  future’s wheels  case studies
change graphs
 analysing climate change
impact reports

3 identify climatic  brainstorming disasters

disasters in related to climate change
Malawi  discussing disasters in relation
to climate change

76
 Core element: People and Environment
Outcome: The students will be able to demonstrate an understanding of population and environmental issues including
climate change, disaster and risk management in terms of national, regional and global context.

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources
We will know this The students must be
when the students able to:
are able to:
 demonstrate an 1 explain the terms Disaster risk  brainstorming the meaning of  brainstorming  students’
understanding disaster, risk, and management the terms disaster, risk and  group experiences
of common disaster risk disaster risk management discussions  newspaper
disasters that management  discussing the meaning of the  panel articles
affect Malawi terms disaster, risk and disaster discussions  textbooks
risk management  case studies  local
 teacher environment
observation  case studies
 essays  checklists
 short answer
questions

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

2 explain types of  brainstorming types of disasters  brainstorming  textbooks

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

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

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

of disasters on disasters on the individual,  group work  resource
individuals, community and nation  question and persons
communities and  discussing the effects of disasters answer  documentaries
nations on individuals, community and  teacher  sign language
the nation observation interpreters
 research  traditional arts
5 suggest preventive  brainstorming the possible  group and crafts
and mitigation preventive and mitigation discussion  pictures
measures for measures for different types of  reports  newspaper
different types of disasters  family trees articles
disasters  discussing the effectiveness of the  role play  braille
suggested preventive and materials
mitigation measures for disasters  case studies

6 explain the  brainstorming on advantages of

advantages of managing a disaster risk over
managing disaster managing a disaster
risks over  debating on advantages of
managing managing a disaster risk over
disasters managing a disaster

79
 Core element: Global issues and development
Outcome: The students will be able to demonstrate an understanding of knowledge of global issues in terms of the
tensions between national interests and global priorities and how this result in change in societies.

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources
We will know this The students must be
when the students able to:
are able to: 1 explain global Global  brainstorming global issues  discussion  chart paper
 demonstrate an challenges faced in issues faced in 21st century  question and  maps
understanding of 21st century and  discussing global issues faced answer  markers
global issues and challenge in 21st century  teacher  newspaper
challenges s  brainstorming implications of observation articles
global issues and challenges on  brainstorming  textbooks
development  teacher  resource
 discussing implications of observation persons
global issues and challenges  peer  case studies
assessment
2 explain the  brainstorming efforts being
implications of made to deal with global issues
global issues and and challenges
challenges on  analysing case studies on the
development efforts being made to deal with
global issues and challenges
3 explain the efforts
being made to deal
with global issues
and challenges

80
 Form 4 Term 1
Core element: Culture and change
Outcome: The students will be able to demonstrate an understanding of people’s cultures in terms of social, economic,
political and gender issues in the world.

Assessment Success criteria Theme/ Suggested teaching and Suggested teaching, Suggested
standard topic learning activities learning and teaching,
assessment methods learning and
assessment
resources
We will know this The students must be
when the students able to:
are able to:
 demonstrate 1 explain the Multi-  brainstorming the meaning  discussion  textbooks
an meaning of the culturalism of the term multiculturalism  group work  newspapers
understanding term  discuss the meaning of the  question and answer articles
of multi- multiculturalism term multiculturalism  teacher observation  documentaries
culturalism  brainstorming  checklists
 teacher observation  questions and
 peer assessment answer
 research  resource
2 describe factors  researching on factors that persons
that enhance enhance multiculturalism  sign language
multiculturalism (eg modernity, religion, interpreters
ethnicity, race, politics,  braille materials
migration, intermarriages,
and trade)
 discussing factors that
enhance multiculturalism

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

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

multiculturalism on multiculturalism on  group work  resource
development development  question and persons
 discussing the impact of answer  documentaries
multiculturalism on  teacher  sign language
development observation interpreters
 analysing the impact of  research  traditional arts
multiculturalism on  group discussion and crafts
development such as  reports  pictures
- exchange of ideas  family trees  newspaper
- exchange of culture  role play articles
- exchange of skills  braille materials
- tolerance  case studies
- cooperation
3 explain the negative  fact storming the negative
impact of impact of multiculturalism
multiculturalism  discussing the negative
impact of multiculturalism
such as ethnic rivalry,
dilution of other cultures,
economic exploitation, and
deprivation of employment
opportunities

82
 Core element: Civic participation and development
Outcome: The students will be able to demonstrate and apply an understanding of the issues of human rights, democracy,
governance, civic, social justice, peaceful co-existence, social services and other emerging issues in relation to
development.

Assessment Success criteria Theme/ Suggested teaching and Suggested teaching, Suggested
standard topic learning activities learning and teaching,
assessment methods learning and
assessment
resources
We will know this The students must be
when the students able to:
are able to:
 demonstrate 1 identify unions Unions and  brainstorming the meaning of  discussion  checklists
an and associations associations the terms ‘unions’ and  brainstorming  pictures
understanding for citizens ‘associations’  question and answer  resource
of the role of  discussing the meaning of the  debate persons
unions and terms ‘unions’ and  short essays  textbooks
associations for ‘associations’  observation  newspaper
citizens  researching on unions and  research reports and
associations in Malawi such articles
as  radio, video
- Teachers Union of Malawi and TV news
(TUM)  internet
- Trade unions  local
- religious unions community
- Tobacco Association of
Malawi

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

- Consumer Association of  brainstorming  textbooks

Malawi  group work  resource
- The Tea Association of  question and persons
Malawi answer  documentaries
- The Employers Consultative  teacher  sign language
Association of Malawi observation interpreters
 discussing unions and  research  traditional arts
associations  group discussion and crafts
 reports  pictures
2 explain the roles of  brainstorming the roles of  family trees  newspaper
unions and unions and associations  role play articles
associations  discussing the roles of unions  braille
and associations materials
 case studies
3 examine the  researching the benefits of
benefits of joining joining unions and associations
unions and  discussing the benefits of joining
associations unions and associations

84
 Core element: Civic participation and development
Outcome: The students will be able to demonstrate and apply an understanding of the issues of human rights, democracy,
governance, civic, social justice, peaceful co-existence, social services and other emerging issues in relation to
development.

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources
We will know this The students must be
when the students able to:
are able to:
 demonstrate 1 explain the National  brainstorming the meaning of  discussion  checklists
an meaning of the service the term national service  brainstorming  pictures
understanding term national service  discussing the meaning of the  question and  students’
of national term national service answer experiences
service  role play  resource
2 explain the  brainstorming the importance of  debate persons
importance of national service  interview  textbooks
national service  discussing the importance of  short essays  newspaper
national service  project work reports and
 teacher articles
observation  radio, video
and TV news
 internet
 local
community
 world map/
atlases

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

3 describe case  identifying local case studies on  brainstorming  textbooks

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

86
Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested
standard topic learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources
We will know this The students must be
when the students able to:
are able to:
 demonstrate 1 identify International  brainstorming international  brainstorming  checklists
an international organizations organizations that foster  discussion  pictures
understanding organizations that that foster development such as  question and  students’
of international foster development development - EU answer experiences
organizations - IDA  role play  resource
that foster - USAID  debate persons
development - DANIDA  interview  textbooks
- DFID  essays  newspaper
- ADF  field trip reports and
 discussing international  teacher articles
organizations that foster observation  radio, video
development  educational visits and TV news
 visiting international  internet
organizations that foster  local
development work community

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

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

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

88
 Core element: Civic participation and development
Outcome: The students will be able to demonstrate and apply an understanding of the issues of human rights, democracy,
governance, civic, social justice, peaceful co-existence, social services and other emerging issues in relation to
development.

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

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

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

2 describe  brainstorming institutions  brainstorming  textbooks

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

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

- Red Crescent  brainstorming  textbooks

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

91
 Core element: Sustainable development
Outcome: The students will be able to demonstrate an understanding of interacting with the environment in a responsible
manner in terms of climate change, disaster risk management and proper use of resources for continued
development of Malawi, Africa and the world.

Assessment Success criteria Theme/ Suggested teaching and Suggested teaching, Suggested
standard topic learning activities learning and teaching, learning
assessment and assessment
methods resources
We will know this The students must be
when the students able to:
are able to:
 demonstrate 1 explain the Sustainable  brainstorming meaning of  discussion  resource persons
an meaning of the development the term sustainable  research  text textbooks
understanding term sustainable development  group work  case studies
of sustainable development  discussing the meaning of  pair work  local community
development the term sustainable  question and  students’
development answer experiences
 discussing examples of  peer assessment  Braille materials
sustainable development  teacher  newspaper articles
observation  magazines
2 explain the  brainstorming the  brainstorming
importance of importance of sustainable
sustainable development
development  discussing the importance
sustainable development

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

3 describe essential  brainstorming conditions  brainstorming  resource

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

93
Assessment Success criteria Theme/ Suggested teaching and Suggested teaching, Suggested
standard topic learning activities learning and teaching, learning
assessment methods and assessment
resources
We will know this The students must be
when the students able to:
are able to:
 demonstrate 1 explain the Developing  brainstorming the meaning of  brainstorming  resource persons
an meaning of the nations the term developing nation  discussion  textbooks
understanding term developing  discussing the meaning of the  research  case studies
of developing nation term developing nation  group work  local community
nations  pair work  students’
2 identify common  brainstorming the common  question and experiences
characteristics of characteristics of developing answer  braille materials
developing nations nations  peer assessment  newspaper
 discussing common  teacher observation articles
characteristics of developing  focus group  magazines
nations discussion  checklists
 essays  world maps
3 describe  researching on development
development challenges facing Malawi in
challenges facing sectors of agriculture,
Malawi education, health, and energy
 discussing the development
challenges facing Malawi

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

4 analyse the role of  discussing the role of  brainstorming  textbooks

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

95
Assessment Success criteria Theme/ Suggested teaching and learning Suggested Suggested
standard topic activities teaching, learning teaching,
and assessment learning and
methods assessment
resources
We will know this The students must be
when the students able to:
are able to:
 demonstrate 1 identify key International  brainstorming key elements of the  brainstorming  resource
an elements of the labour laws international labour law  discussion persons
understanding international  discussing key elements of the  research  text textbooks
of international labour law international labour law  group work  case studies
labour law  pair work  local
2 explain the  brainstorming the importance of  question and environment
importance of international labour laws answer  students’
international  discussing the importance of  peer assessment experiences
labour law international labour laws such as  teacher  braille
source of inspiration, international observation materials
cooperation, world peace, social  newspaper
justice and consolidation of articles
national labour legislation  magazines
 brainstorming examples of
international labour agreements
 discussing examples of
3 identify international labour agreements
international such as cooperation, mutual
labour agreements consultation, reciprocal
presentation, exchange of
information, and operational
activities

96
Assessment Success criteria Theme/ Suggested teaching and learning Suggested Suggested
standard topic activities teaching, teaching,
learning and learning and
assessment assessment
methods resources
We will know this The students must be
when the students able to:
are able to:
 demonstrate 1 explain the Economic  brainstorming the meaning of the  discussion  resource
an meaning of the policies term economic policy  research persons
understanding term economic  discussing the meaning of the term  group work  textbooks
of economic policy economic policy  pair work  case studies
policies  question and  local
2 describe different  brainstorming different types of answer community
types of economic policies  peer  students’
economic policies  discussing types of economic policies assessment experiences
such as fiscal, monetary, and  teacher  braille materials
privatisation observation  newspaper
 brainstorming articles
3 explain the  brainstorming the importance of  magazines
importance of economic policies for a developing
economic policies nation
for a developing
nation

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

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

6 explain indicators  brainstorming indicators of economic

of economic sustainability
sustainability  discussing indicators of economic
sustainability

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

We will know this The students must be

when the students able to:
are able to:
 demonstrate 1 explain the Personal  brainstorming the meaning of  discussion  resource persons
an meaning of the finances the term personal finances  research  textbooks
understanding term personal  discussing the meaning of the  group work  case studies
of personal finances term personal finances  pair work  local community
finances  question and  students’
2 describe ways of  identifying ways of managing answer experiences
managing personal finances  peer assessment  braille materials
personal finances  discussing ways of managing  teacher observation  newspaper
personal finances such as  bus stop articles
budgeting, saving and  magazines
investing  checklists

99
Assessment Success criteria Theme/ Suggested teaching and Suggested teaching, Suggested
standard topic learning activities learning and teaching,
assessment methods learning and
assessment
resources
We will know this The students must be
when the students able to:
are able to:
 demonstrate 1 explain the Financial  brainstorming the meaning of  brainstorming  textbooks
an meaning of the institutions the term financial institutions  group work  resource
understanding term financial  discussing the meaning of the  question and answer persons
of the institution term financial institutions  teacher observation  documentaries
operations of  research  sign language
financial 2 identify financial  brainstorming examples of  group discussion interpreters
institutions institutions in financial institutions in Malawi  reports  traditional arts
Malawi  discussing examples of  family trees and crafts
financial institutions in Malawi  role play  pictures
such as Banks, Credit Reference  newspaper
Bureaus, stock exchange articles
market, insurance companies,  braille materials
microfinance institutions,  case studies
savings and credit cooperatives
(eg SACCOs) and money
lenders

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

3 describe the  brainstorming services offered by  brainstorming  textbooks

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

101
Assessment Success criteria Theme/ Suggested teaching and learning Suggested teaching, Suggested
standard topic activities learning and teaching,
assessment methods learning and
assessment
resources

5 describe challenges  brainstorming the challenges that  brainstorming  textbooks

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

102
Assessment Success criteria Theme/ Suggested teaching and learning Suggested teaching, Suggested
standard topic activities learning and teaching,
assessment methods learning and
assessment
resources
We will know this The students must be
when the students able to:
are able to: 1 describe the rights Financial  brainstorming the rights of the  discussion  resource
 demonstrate of financial service institutions financial service consumers  research persons
an consumers  discussing the rights of financial  group work  textbooks
understanding services consumers such as the  pair work  case studies
of the rights right to clear information, right  question and answer  local
and to disclosure of the cost and  peer assessment community
responsibilities other related charges of a  teacher observation  students’
of financial financial product/service, right to experiences
service choose a financial institution  braille materials
consumers and the right to complain  newspaper
articles
2 explain the  brainstorming the  magazines
responsibilities of responsibilities of financial  brochures
financial service service consumers  checklists
consumers  discussing the responsibilities of
financial consumer such as
choosing a registered financial
institution, understanding a
financial contract before signing,
keeping financial documents
safe, and giving correct
information

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

3 describe the  identifying steps in lodging a  brainstorming  textbooks

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

104
Assessment Success criteria Theme/ Suggested teaching and Suggested teaching, Suggested
standard topic learning activities learning and teaching,
assessment methods learning and
assessment
resources
We will know this The students must be
when the students able to:
are able to:
 demonstrate 1 explain the  brainstorming the meaning of  brainstorming  resource
an meaning of the the term market forces  discussion persons
understanding term market forces  discussing the meaning of the  research  textbooks
of the market term market forces  group work  case studies
forces 2 explain how  pair work  local
market forces  researching on how market  question and answer environment
affect the financial forces affect economies such as  peer assessment  students’
industry interest rates, financial service  teacher observation experiences
access, financial services  braille materials
quality  newspaper
 discussing how market forces articles
affect the financial industry  magazines
such as interaction of demand
and supply of financial services

105
 Core element: People and the environment
Outcome: The students will be able to demonstrate an understanding of the knowledge of systems of governments,
climate change, disaster risk management in terms of national, regional and global contexts.

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

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

3 identify practices  brainstorming the practices that  brainstorming  textbooks

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

107
Assessment Success criteria Theme/ Suggested teaching and learning Suggested teaching, Suggested
standard topic activities learning and teaching,
assessment methods learning and
assessment
resources

4 suggest ways of  debating on the effectiveness of the  brainstorming  textbooks

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

108
Assessment Success criteria Theme/ Suggested teaching and learning Suggested teaching, Suggested
standard topic activities learning and teaching,
assessment methods learning and
assessment
resources

6 identify  brainstorming programmes for  brainstorming  textbooks

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

109
 Core element: People and environment
Outcome: The students will be able to demonstrate an understanding of population and environmental issues
including climate change, disaster and risk management in terms of national, regional and global contexts.

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

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

3 identify ways in  brainstorming human- made  brainstorming  textbooks

which human ways of controlling  group work  resource
beings can population growth  question and answer persons
control  discussing human ways of  teacher observation  documentaries
population controlling population  research  sign language
growth such as family  group discussion interpreters
planning and wars  reports  traditional arts
 family trees and crafts
4 explain the  debating on the importance of  role play  pictures
importance of controlling population  newspaper
controlling growth articles
population  discussing the importance of  braille materials
growth controlling population  case studies
growth

111
 Term 2
Core element: Culture and change
Outcome: The students will be able to demonstrate an understanding of people’s cultures in terms of social, economic,
political and gender issues in the world.

Assessment Success criteria Theme/ Suggested teaching and Suggested teaching, Suggested
standard topic learning activities learning and teaching, learning
assessment and assessment
methods resources
We will know this The students must be
when the students able to:
are able to:
 demonstrate 1 explain the Discrimination  brainstorming the meaning  discussion  textbooks
an meaning of the of the term discrimination  question and  newspaper
understanding term discrimination  discussing the meaning of answer articles
of the effects of the term discrimination  observation  documentaries
discrimination 2 identify factors  brainstorming  checklists
on the that contribute to  fact storming factors that  teacher  resource persons
community discrimination contribute to discrimination observation  sign language
 discussing factors that  peer assessment interpreters
contribute to discrimination  braille materials
such as racism, ethnicity,
religion (caste system),
politics, and education

112
Assessment Success criteria Theme/ Suggested teaching and Suggested teaching, Suggested
standard topic learning activities learning and teaching, learning
assessment methods and assessment
resources

3 analyse cases of  discussing case studies on  brainstorming  textbooks

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

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

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

114
 Core element: Civic participation and development
Outcome: The students will be able to demonstrate and apply an understanding of the issues of human rights, democracy,
governance, civic, social justice, peaceful co-existence, social services and other emerging issues in relation to
development.

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

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

115
Assessment Success criteria Theme/ Suggested teaching and Suggested teaching, Suggested
standard topic learning activities learning and teaching,
assessment learning and
methods assessment
resources

2 explain the  identifying the composition and  brainstorming  textbooks

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

116
Assessment Success criteria Theme/ Suggested teaching and learning Suggested teaching, Suggested
standard topic activities learning and teaching,
assessment learning and
methods assessment
resources
5 explain ways  brainstorming ways through  brainstorming  textbooks
through which which local government sources  group work  resource
local government its revenue  question and persons
sources its revenue  discussing ways through which answer  documentaries
local government sources its  teacher  sign language
revenue observation interpreters
 brainstorming the meaning of the  research  traditional arts
term “statutory corporations”  group discussion and crafts
 identifying examples of statutory  reports  pictures
corporations in Malawi  family trees  newspaper
 role play articles
6 describe the  discussing functions of statutory  braille
functions of corporations materials
various statutory  case studies
corporations in  brainstorming ways through
Malawi which statutory corporations
source their revenue
 discussing ways through which
statutory corporations source
7 explain ways their revenue
through which
statutory
corporations
source their
revenue

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

8 compare systems  identifying systems of  brainstorming  textbooks

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

118
 Core element: Civic participation and development
Outcome: The students will be able to demonstrate and apply an understanding of the issues of human rights, democracy,
governance, civic, social justice, peaceful co-existence, social services and other emerging issues in relation to
development.

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

We will know this The students must be

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

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

2 describe roles of  brainstorming institutions that  brainstorming  textbooks

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

120
 Core element: Civic participation and development
Outcome: The students will be able to demonstrate and apply an understanding of the issues of human rights, democracy,
governance, civic, social justice, peaceful co-existence, social services and other emerging issues in relation to
development.

Assessment Success criteria Theme/ Suggested teaching and learning Suggested teaching, Suggested
standard topic activities learning and teaching,
assessment methods learning and
assessment
resources
We will know this The students must be
when the students able to:
are able to:
 demonstrate an 1 explain the process Taxation  identifying documents involved in  discussion  checklists
understanding of registering for tax tax registration  question and answer  pictures
of tax processes - VAT registration form  role play  constitutions
and procedures - income tax registration form  debate  students’
- pay as you earn registration  research experiences
form  short essays  resource persons
- withholding tax registration  educational visits to  textbooks
form MRA offices  newspapers
- business registration certificate  teacher observation reports and
- business permit for foreigners  report writing articles
 discussing how to fill each type of  radio, video and
tax registration form TV news
 internet
2 explain the  debating the importance of  local
importance of registering for tax community
registering for tax  discussing the importance of
registering for tax
 discussing reasons for deregistering
for tax

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

3 assess the  identifying types of business records for  brainstorming  textbooks

importance of tax purposes  group work  resource
keeping business  discussing the period required for  question and persons
records for tax keeping each type of record answer  documentaries
purposes  discussing the importance of keeping  teacher  sign language
receipts and other business records for observation interpreters
tax purposes  research  traditional arts
 group and crafts
4 describe the  identifying documents for declaring and discussion  pictures
importance of paying tax such as  reports  newspaper
declaring and - declaration forms ( 12 and 47)  family trees articles
paying correct - income tax returns  role play  braille
amount of tax - value added tax returns materials
- PAYE returns  case studies
- withholding tax returns
 discussing how to fill various tax forms
 discussing the importance of declaring
and paying correct amount of tax

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

5 explain  brainstorming the meaning  brainstorming  textbooks

importance of tax of the term “tax audit”  group work  resource
audit  discussing the meaning of  question and persons
the term “tax audit” answer  documentaries
 discussing the importance of  teacher observation  sign language
tax auditing  research interpreters
 group discussion  traditional arts
6 describe tax  brainstorming the terms ‘tax  reports and crafts
offences and offence’ and ‘penalties’  family trees  pictures
penalties  discussing the terms ‘tax  role play  newspaper
offence’ and ‘penalties’ articles
 discussing tax offences  braille
- failure to register for tax materials
- failure to keep records  case studies
- late filing of tax return
- failure to submit tax
return
- submission of incorrect
tax return

123
Assessment Success criteria Theme/ Suggested teaching and Suggested teaching, Suggested
standard topic learning activities learning and teaching,
assessment methods learning and
assessment
resources

- presentation of fake  brainstorming  textbooks

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

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

7 explain the  brainstorming the meaning of  brainstorming  textbooks

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

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

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

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

126
Assessment Success criteria Theme/ Suggested teaching and Suggested teaching, Suggested
standard topic learning activities learning and teaching,
assessment methods learning and
assessment
resources

We will know this The students must be

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

127
Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested
standard topic learning activities teaching, learning teaching, learning
and assessment and assessment
methods resources

We will know this The students must be

when the students able to:
are able to:
 demonstrate 1 describe indicators Gender and  brainstorming indicators of  brainstorming  resource persons
an of gender balance development gender balance in  discussion  textbooks
understanding development  research  case studies
of gender  discussing the indicators of  group work  local community
balance in gender balance in  pair work  students’
development development such as  question and experiences
education, marriage, answer  Braille materials
employment, politics, culture,  peer assessment  newspaper
religion, law, agriculture,  observation articles
decision making and access to  essays  magazines
resources  audio visual aids
 flip charts
 checklists

128
Assessment Success criteria Theme/ Suggested teaching and Suggested teaching, Suggested
standard topic learning activities learning and teaching,
assessment methods learning and
assessment
resources

2 analyse the role of  brainstorming the meaning  brainstorming  textbooks

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

129
Assessment Success criteria Theme/ Suggested teaching and Suggested teaching, Suggested
standard topic learning activities learning and teaching,
assessment methods learning and
assessment
resources

3 appreciate the  brainstorming the  brainstorming  textbooks

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

130
 Term 3
Core element: People and the environment
Outcome: The students will be able to demonstrate an understanding of population and environmental issues including
climate change, disaster and risk management in terms of national, regional and global contexts.

Assessment Success criteria Theme/ Suggested teaching and learning Suggested Suggested
standard topic activities teaching, teaching,
learning and learning and
assessment assessment
methods resources
We will know this The students must be
when the students able to:
are able to:
 demonstrate an 1 explain the Population  brainstorming the importance of caring  brainstorming  students’
understanding importance of and Social for STI including HIV and AIDS  group experiences
of the caring for STI Behaviour patients discussion  checklists
importance of including HIV  discussing the importance of caring for  role-play  textbooks
caring for STI and AIDS including HIV and AIDS patients  oral questions  resource
including HIV patients  short answer persons
and AIDS questions  short answer
patients 2 suggest ways of  brainstorming ways of caring for STI  teacher questions
caring for STI including HIV and AIDS patients observation  rating value
including HIV  role-playing the ways of caring for STI statements
and AIDS including HIV and AIDS patients  local
patients  discussing ways of caring for STI community
including HIV and AIDS patients

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

3 explain the  interviewing patients and  brainstorming  textbooks

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

132
 Core element: People and the environment
Outcome: The students will be able to demonstrate an understanding of population and environmental issues including
climate change, disaster and risk management in terms of national, regional and global context.

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

We will know this The students must be

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

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

2 explain the  brainstorming the methods of  brainstorming  textbooks

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

134
Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested
standard topic learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources

4 explain the  brainstorming the  brainstorming  textbooks

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

135
 Core element: People and the environment
Outcome: The students will be able to demonstrate an understanding of population and environmental issues including climate
change, disaster and risk management in terms of national, regional and global contexts.

Assessment Success criteria Theme/ Suggested teaching and Suggested teaching, Suggested
standard topic learning activities learning and teaching,
assessment methods learning and
assessment
resources
We will know this The students must be
when the students able to:
are able to:
 demonstrate an 1 explain the causes Population  brainstorming the causes of  brainstorming  resource
understanding of drug and and social drug and substance abuse  discussion persons
of the effects of substance abuse behaviour  discussing the causes of drug  short answer  textbooks
drug and and substance abuse questions  raised pictures
substance abuse  multiple choice  students’
2 describe the  brainstorming the effects of questions experiences
effects of drug drug and substance abuse  teachers  local
and substance  analysing the effects of drug observations community
abuse on the and substance abuse  educational visits  checklists
individual and  role-playing the effects of drug  role play
family and substance abuse on the  case study
individual and family

136
Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested
standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

3 analyse the  brainstorming the effects of  brainstorming  textbooks

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

137
Core element: People and the environment
Outcome: The students will be able to demonstrate an understanding of population and environmental issues including climate
change, disaster and risk management in terms of national, regional and global contexts.

Assessment Success criteria Theme/ Suggested teaching and Suggested teaching, Suggested
standard topic learning activities learning and teaching,
assessment methods learning and
assessment
resources
We will know this The students must be
when the students able to:
are able to:
 demonstrate an 1 explain the Responsible  brainstorming the meaning of  brainstorming  observation
understanding meaning of the parenthood the term responsible parenthood  group discussion checklists
of responsible term responsible  discussing the meaning of the  role-play  oral questions
parenthood parenthood term responsible parenthood  debate  students’
 teacher observation experiences
 debating qualities of  oral questions  local
2 identify qualities responsible parenthood  short answer community
of responsible  role playing qualities of questions  resource
parenthood responsible parenthood  discussion persons

138
 Core element: Culture and change
Outcome: The students will be able to demonstrate and understanding of peoples cultures in terms of social, economic,
political and gender issues in the world.

Assessment Success criteria Theme/ Suggested teaching and Suggested teaching, Suggested
standard topic learning activities learning and teaching, learning
assessment methods and assessment
resources
We will know this The students must be
when the students able to:
are able to:
 demonstrate 1 identify social and Universal  brainstorming social and  oral questions and  printed materials
an ethical values for morals and ethical values for answers  TV/radio
understanding international life values international life  short written tests programmes
of social and  discussing social and ethical  written summaries  students’
ethical values values for international life  essays experiences
for  discussion  films, video
international 2 describe the  brainstorming the  research reports  resource persons
life importance of importance of social and  observation  checklists
social and ethical ethical values for  brainstorming
values for international cooperation  teacher observation
international  researching on the  peer assessment
cooperation importance of social and
ethical values for
international cooperation
 discussing the importance
of social and ethical values
for international
cooperation

139
 Core element: Civic participation and development
Outcome: The students will be able to demonstrate an understanding of the issues of human rights, democracy, governance,
civic, social justice, peaceful co-existence, social services and other emerging issues in relation to development.

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

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

We will know this The students must be

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

140
Core element: Civic participation and development
Outcome: The students will be able to demonstrate and apply an understanding of the issues of human rights, democracy,
governance, civic, social justice, peaceful co-existence, social services and other emerging issues in relation to
development.

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

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

141
Assessment Success criteria Theme/ Suggested teaching and Suggested teaching, Suggested
standard topic learning activities learning and teaching ,
assessment methods learning and
assessment
resources

3 assess the  brainstorming successes and  brainstorming  textbooks

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

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

5 explain the role of  brainstorming the role of the  brainstorming

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

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

8 analyse the role of  brainstorming the roles of the  brainstorming  textbooks

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

144
 Core element: Civic participation and development
Outcome: The students will be able to demonstrate and apply an understanding of the issues of human rights, democracy,
governance, civic participation, social justice, peaceful coexistence, social services and other emerging issues in
relation to development.

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

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

145
Assessment Success criteria Theme/ Suggested teaching and Suggested teaching, Suggested
standard topic learning activities learning and teaching,
assessment methods learning and
assessment
resources

3 describe critical  brainstorming critical issues  brainstorming  textbooks

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

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

5 describe the work  identifying renowned people  brainstorming  textbooks

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

147
Core element: Global issues and development
Outcome: The students will be able to demonstrate an understanding of knowledge of global issues in terms of the tensions
between national interests and global priorities and how this result in change in societies.

Assessment Success criteria Theme/ Suggested teaching and learning Suggested Suggested
standard topic activities teaching, learning teaching,
and assessment learning and
methods assessment
resources
We will know this The students must be
when the students able to:
are able to:
 demonstrate an 1 identify areas of World  brainstorming areas of world  discussion  students’
understanding world cooperation cooperation  question and experiences
of world cooperation  discussing areas of world answer  textbooks
cooperation cooperation  observation  raised
 brainstorming pictures
2 describe factors  brainstorming factors that  teacher  charts
that foster world contribute to world cooperation observation
cooperation  discussing factors that contribute  peer assessment
to world cooperation  educational
visits
3 identify  brainstorming prominent
prominent personalities that have
personalities that contributed in facilitating world
have contributed cooperation
in facilitating  discussing the contributions of
world prominent personalities that have
cooperation contributed in facilitating world
cooperation

148
Assessment Success criteria Theme/ Suggested teaching and learning Suggested Suggested
standard topic activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

4 describe  researching on international  brainstorming  textbooks

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

149
References
Fabiano, M and Maganga, JL (2002). Malawi senior secondary social and development
studies. Blantyre: Macmillan
Malunda, H and Mpinganjira, M () Malawi senior secondary social and development studies.
Blantyre: Jhango publishers.
Ministry of Education, Science and Technology (2001). Malawi senior secondary teaching
syllabus: social and development studies for Forms 3 -4. Domasi: MIE.
Ministry of Education, Science and Technology (2001), Malawi senior secondary teaching
syllabus: social and development studies for Forms 1-2. Domasi: MIE.
NCSS (1992). Expectations and excellence: curriculum standards for social studies.
Washington DC: National Council for the Social Studies.
NCSS (1994). Expectations and excellence: curriculum standards for social studies.
Washington DC: National Council for the Social Studies.
Namate, D and Mtunda, F (2000). Malawi junior secondary social studies. Blantyre:
Macmillan.

150