Form 1&2 Life Jce

JUNIOR CERTIFICATE
LIFE SKILLS
Study Notes
Forms 1 & 2
Page 1 of 72
FORM ONE
TABLE OF CONTENTS
1. SELF AWARENESS-----------------------------------------------------------------------------------------------3
2. SELF ESTEEM -----------------------------------------------------------------------------------------------------5
3. PLANNING DAILY ACTIVITIES -----------------------------------------------------------------------------8
4. ASSERTIVENESS ---------------------------------------------------------------------------------------------- 10
5. GROWTH, DEVELOPMENT AND INTERPERSONAL RELATIONSHIP ---------------------------12
6. PERSONAL HYGIENE AND SANITATION ---------------------------------------------------------------16
7. HEALTH LIFESTYLES-----------------------------------------------------------------------------------------18
8. HEALTH SERVICES --------------------------------------------------------------------------------------------19
9. BLOOD DONATION --------------------------------------------------------------------------------------------20
10. SEXUALLY TRANSMITTED INFECTIONS ---------------------------------------------------------------21
11. BASICFACTS ABOUT HIV -----------------------------------------------------------------------------------24
12. SOCIAL AND MORAL RESPONSIBILITY IN THE FAMILY----------------------------------------- 25
13. PEACEFUL CO-EXISTENCE IN THE FAMILY ---------------------------------------------------------- 27
14. MORALS AND VALUES IN THE FAMILY AN SOCIETY -------------------------------------------- 28
15. CULTURAL PRACTICES THAT ENCORAGE THE SPREAD OF HIV AND AIDS -------------- 29
16. VULNERABLE PEOPLE IN THE SOCIETY -------------------------------------------------------------- 31
17. SEX, SEXUALITY AND GENDER---------------------------------------------------------------------------32
18. COMPONENTS OF SEXUALITY ----------------------------------------------------------------------------33
19. SOURCES OF INFORMATION ON SEXUALITY --------------------------------------------------------34
20. SEXUAL HARASSMENT AND ABUSE --------------------------------------------------------------------35
21. THE WORLD OF WORK --------------------------------------------------------------------------------------37
22. ENTREPRENEURSHIP -----------------------------------------------------------------------------------------38
23. INCOME GENERATING ACTIVITIES --------------------------------------------------------------------- 39
FORM TWO
1. PERSONAL DEVELOPMENT --------------------------------------------------------------------------------42
2. SETTING GOALS -----------------------------------------------------------------------------------------------45
3. CHALLENGES OF GROWTH AND DEVELOPMENT-------------------------------------------------- 48
4. BLOOD DONATION AND RESPONSIBILITIES--------------------------------------------------------- 51
5. SEXUALLY TRANSMITTED INFECTIONS INCLUDING HIV AND AIDS ----------------------- 52
6. SOCIAL AND MORAL RESPONSIBILITIES IN THE SCHOOL ------------------------------ 54
7. PEACEFUL CO-XEISTENCE IN THE SOCIETY -------------------------------------------------------- 56
8. MORALS AND VALUES IN THE SOCIETY ---------------------------------------------------------58
9. CULTURAL PRACTICES AND HIV AND AIDS ---------------------------------------------------------59
10. SUPPORTING VULNERABLE GROUPS ------------------------------------------------------------------60
11. EFFECTS OF SEXUALITY ON BEHAVIOUR ------------------------------------------------------------61
12. FACTORS INLFUENCING SEXUALITY ----------------------------------------------------------------- 62
13. EFFECTS OF SEXUAL HARASSMENT AND ABUSE -------------------------------------------------63
14. SETTING UP A BUSINESS -----------------------------------------------------------------------------------65
REFERENCES ----------------------------------------------------------------------------------------------------71
PREPARED BY HOLLY AT JH PRINTING AND STATIONARY SERVICES

Page 2 of 72
FORM ONE

Page 3 of 72
UNIT 1
SELF AWARENESS
Success Criteria
1. Explain the terms physical, social and mental development
2. Describe their physical, social and mental development
3. Explain what they like and do not like about their physical changes
4. Identify the challenges associated with physical, social and mental development
5. Suggesting ways of dealing with challenges associated with physical, social and mental
development
Self-awareness  Emotional characteristics are our feelings

 Self-awareness is the extent to which one which one is consciously aware of
knows him or herself  There are positive and negative emotional
 It involves knowing and understanding your characteristics
abilities, feelings, emotions, habits or
tendencies Positive emotional characteristics
 When you know who you are, and what you  Feeling joyous
have, then you can make informed/right  Loving
choices regarding what to do with what you  Peaceful
have.  Excited
 Relaxed
Self-awareness is about knowing:  Passionate
 What you want with your life
 Your strengths and weaknesses Negative emotional characteristics
 What motivates you and makes you happy  Feeling sorrowful
 What you want to change about yourself or  Angry
about your life  Guilty
 What your achievements are so far  Fearful
 How to relate with others  Confused
 Your most important beliefs and values  Doubtful
 How you see yourself as a person
Factors that affect our emotions
How to understand yourself better (Guide  Environment
Questions)  Events that place around us
Positive and negative characteristics of people  Dreams and aspirations
 What people say about us
Positive
1. Hardworking
Intellectual characteristics
2. Alert
 Intellectual characteristics entail our abilities
3. Assertive
and talents
 An intellect is a person that is able to use
Negative
1. Selfishness his/her mind creatively
2. Lying  Intellectuality is the ability to use one’s
mind creatively
Emotional characteristics of people
Intellectual characteristics

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 Capacity for knowledge

 Ability to reason
Examples of intellectual characteristics
 Ability to make furniture (stools, tables,
Ways of developing intellectual beds etc.)
characteristics  Ability to understand complex things and
 Learning ideas. E.g. scientific or mathematical
 Cultivating a reading culture concepts
 Practicing what is learnt in class  Ability to write poems/compose a song
 Through media and interaction with fellow  Ability to offer first aid services, for
students. For example, through the internet example to an epileptic person (Epilepsy is
khunyu)

Page 5 of 72
UNIT 2
SELF ESTEEM
Success Criteria
1. Explain the meaning of self esteem
2. Identify characteristics of a healthy self-esteem
3. Explain the importance of self esteem
 Self-esteem is the belief and confidence that  Ambition also has a strong desire for
one has in their own ability and the value personal advancement
one puts on oneself  For example, in school, politics,
 It shows appreciating your worth and business etc.
importance, being accountable for your life 4. Empowerment
and acting responsibly towards others  This is the state where one feels that
they are in control of their life. It helps
Characteristics of a healthy self-esteem a person to manage tasks given
 A healthy self-esteem refers to one’s ability  A person with high self-esteem has
and confidence to cope and manage with self-confidence, self-trust and self-
everyday situations appreciation
 These life situations in school, for example, 5. Cooperation
means dealing with pressure to perform in  Cooperation means being able to work
class, coping with teachers and fellow with others to achieve a common goal
students and avoiding negative peer pressure  People with cooperation work with
 If a person feels inadequate to face the others and are not selfish with resources
challenges of life, lacks self-love and or information
confidence, then such a person has a low 6. Responsibility
self-esteem  Someone who is responsible is able to
make rational or reasonable decisions
Characteristics of a person with high self-  A responsible person is answerable for
esteem their behavior. Being responsible can
1. Enthusiasm help a person not to be talked into
 This is the feeling of interest in a drugs, alcohol, stealing etc.
particular subject or activity and the 7. Respect
eagerness to be involved in it. E.g. a  Respecting others means treating them
student who always completes her with cautious, honour and not being
homework on time quick to judge them
2. Optimistic  Respect helps one to solve conflicts that
 Refers to being hopeful may arise in school or at home
 Means looking at the positive side of a 8. Ability to manage change
situation rather than negative one High self-esteem helps one to adapt when
 For example, a person suffering from change comes
cancer hoping that they will get cured, 9. Rationally
or live longer than the doctor says  This is the ability to make sound and
3. Ambition good decisions.
 A desire to achieve things in life
 It’s also a spirit to excel and have the Factors that enhance/promote self-esteem
best in life a. Taking responsibility for one’s actions

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 Responsibility is the ability to  Being the kitchen

take/accept blame for bad things done  Roles for men included:
 The willingness to accept responsibility  Be financial provider
for one’s actions enhance self-esteem  Decision makers
 In case you are wrong, be ready to f. Guidance and counselling
listen and accept the fault. Also listen to  Guidance is a process of helping
corrections and apologise if necessary students to achieve self-understanding
 This makes people to be pleasant and self-destructive to achieve their
around and as such they have many goals
friends which boosts their self-esteem.  As such, guidance and counseling help
b. Accomplishment of one’s plan students to develop their educational
 You should come up with plans to help and physical potential
you accomplish your goals g. Emulating positive role models
 Have the desire to achieve goals  It is important to identify good role
 Check the progress of your plans models and imitate them in an attempt
 For example, if by a certain year you to do so as well as better than them
plan to have finished college, check to h. Building up self-confidence
see if this is accomplished by that time  A person with self-confidence is the
 Accomplishing one’s plans enhances one who has self-control, self-assurance
self-esteem because such a person feels and self-esteem
motivated by what he or she has  This person is willing to take
accomplished reasonable risks that make sense in
c. Awareness of one’s rights their lives and in the lives of others
 These include social and cultural rights i. Self-assessment
 When people are aware of their rights,  Personal assessment helps you to know
they will be able to enjoy them and your weaknesses and strength
ensure they are protected  When you know your weakness, you
 Knowing your rights makes you can take necessary measures to improve
assertive because you know that it’s not them
a favour someone is granting you, but  On the other hand, knowing your
you are enjoying your rights strengths gives you self-confidence that
d. Setting personal goals indeed you can achieve something
 This involves planning what you want j. Perseverance
to achieve in life  This is the act of continuing to make an
 Setting goals helps you to organize effect despite difficulties
your time and resources so that you can  Perseverance often leads to
live a purposeful life accomplishment of planned goals
e. Breaking away from gender stereotypes
 Stereotypes refers to a fixed set of ideas Steps in developing self-esteem
about what a particular type of person In order for you to develop a high self-esteem
or thing is like which is often not true you need to:
in reality
 Gender stereotype: these are
generalizations about the gender
differences and roles men and women
play in a society
 Traditionally, the female stereotype
roles were to:
 Get married
 Bear children

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 A person with a high self-esteem is

confident about themselves and easily
a. Discover yourself interact with other people
 You must find out what your strengths, b. Intellectual achievement
weaknesses, passions and aspirations  With high self-esteem you work
are towards achieving excellent results
 You should also find out what you can  Thus, they focus on their goals and are
contribute to your community not easily distracted
b. Understand yourself c. Strong character/ability to resist peer
 Always analyze how to feel, your pressure
abilities, limitations, beliefs and values  A strong character is the one that is
 This helps you to know why you principles
behave in certain ways and respond to  A person with a strong character has
situations in a particular way firm values
c. Examine and analyze your appearance,  These include tolerance, integrity,
thoughts and actions prudence
 Always maintain a positive attitude  They cannot be swept by negative peer
towards yourself and others pressure
 Accept things that you cannot change d. Independency syndrome
about your appearance  The belief that one can make it on their
d. Accept your sexual orientation own
 Accept who you are unconditionally  A high self-esteem person does not
 Play your roles in the community and always rely on the opinion of others
fulfil your purpose unless it’s necessary
e. Define your priorities  They can make positive decisions on
 Set your goals in life their own
 You should define priorities (things that e. Self-drive
are more important) and pursue them In most cases, people with high self-esteem
are hardworking, committed and good
Importance of having a healthy self-esteem performers at home and school
a. Social competence with peers
 A high self-esteem helps us to fit into
our peer groups

Page 8 of 72
UNIT 3
PLANNING FOR DAILY ACTIVITIES
Success Criteria
1. Identify elements of planning
2. Identify activities that require planning
3. Set personal goals
4. Develop a personal study time table
Planning: This is the process of thinking about

and organizing the activities that one requires to
do in order to achieve a goal Personal goals
 Personal Goal: is a desired result that one
Importance of planning decides to achieve within a given period of
 It helps us to focus our attention on the time
desired goal, use time more productively  Personal goal setting is the process of
and make the right choices deciding on something you want to get, why
 Also helps us to be assertive you want it, how to get it and taking the
necessary steps to achieve it
Elements that involve planning
1. Setting a goal and time (period) to achieve it Stages of setting personal goals
As a student, you can set goals to pass in 1. Identify the goal to be achieved
examinations 2. Understand the reasons for wanting to
2. Identify tasks to help you achieve the goals achieve that goal
For example, better time management, a 3. Identify the resources (human, material and
study timetable, avoid distractions and financial) that you will require to achieve
require more support from teachers that goal
3. Identify resources needed in order to achieve 4. Get into action
the identified tasks 5. Evaluate your results
 For example, you may need money, 6. If the goal is not achieved, you can re-plan
teacher’s help, time with some and do it again
classmates, the library etc.
4. Implement the plan Personal timetable
 This means putting the plan into action  This is a study guide drawn by a student
 Do exactly what your plan says you  It contains details of how to read, revise and
should do do assignments
5. Review the plan
 You should regularly review the plan to Tips for making a good time-table
see if you are following it 1. Allow time for each study period and have
 Continue with what you are doing well breaks
and improve on the weaknesses 2. Subjects that require more concentration
should be allocated early morning hours
Activities that require planning 3. Difficult and complicated subjects should be
 Studying allocated more time as compared to the ones
 Meetings you are good at
 Group work 4. Paste the timetable on a place you can easily
 Wedding see it
5. Balance your timetable by allowing time for
discussions, physical exercise and rest

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Time 5-6am 6-7pm 7-8pm

Day Importance of developing a personal study
Mon Mathematics Geography B/Knowledge timetable
Tues Chichewa English Biology
 It directs your actions as you are able to plan
to study all the subjects. This eliminates
Wed Physics Agriculture Mathematics confusion
Thurs Social Life Chemistry  It enables you to utilize your time more
Fri English History Chichewa effectively
6. Don’t copy other people’s habits. Develop  It helps you to plan for leisure activities
habits that work for you which help to refresh your mind while
achieving your goals
 Helps you to avoid panic and last-minute
Example of a study time table revisions during examinations
 It increases your concentration leading to
self-discipline and responsibility

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UNIT 4
ASSERTIVENESS
Success Criteria
1. Identify their values
2. Explain the importance of standing for one’s value
3. Identify forms of peer pressure
4. Explain consequences of positive and negative peer pressure
5. Explain techniques for resisting negative peer pressure
 Assertiveness: is the ability to express

your feelings, opinions, values and
beliefs clearly and firmly without
threating or harming another person Examples of values
 Being assertive is to be straightforward
Value Explanation
and honest with yourself and with other
people about what you need and want Love Every human being deserves
 You should stand for who you are to be loved for who they are
without treating or viewing others any Integrity Speaking of truth all the time
less Patriotism Love for one's country
Discipline Distinguishing between good
Importance of being assertiveness and bad and always choosing
 Helps you to protect yourself from good
dangerous situations Teamwork Working with other for the
 Helps you deal with negative peer greater good of all
pressure
Determination Having the strength of mind to
do the very best
Identification of values
 Value: these are principles, standards or Responsibility Being accountable for one's
desirable qualities that one believes in Actions
 Values help us to be assertive in making Excellence Working for the best result
the right choices Possible
Passion Doing things with energy and
How to identify values great self-drive
Values can be identifies based on the
following: Importance of values
1. morals that are important to you 1. helps one to focus on goals in life
2. beliefs we support e.g. girl’s right to A student who wants to become a doctor
education, patriotism for your country should be honest, confident and
3. Qualities we choose. These may be passionate
influenced by our families, religions, 2. Help you to choose the right friends
friends Finding friends with good values will
4. beliefs, principles or ideas that are of help you have good morals while having
worth to us and define who we are bad company will corrupt your good
5. guidelines to our behaviour character

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3. Give meaning and purpose to your life  Avoid destructive behaviour like
 Desirable qualities earn a person pre-marital sex, and dropping out of
confidence in life school
 You can avoid disturbances and be  Helps raise good values
focused  Enhances personal discipline
4. Direct your actions towards the right  Builds self-confidence
thing
 Values help you do the right things b. Negative peer pressure
 This can help you shun bad cultural This is when your peer group influences
practices and embrace positive you to do things that will lead to
practices negative results
5. Make other people respect and trust you
 People have trust, respect and Consequences of negative peer pressure
confidence in a person that is  Lowering of academic grades
principled and uphold good values  Constant conflicts with friends, teachers
and parents
Peer pressure  Engaging in bad behaviours like
Peer Pressure: this is when friends of the smoking, pre-marital sex and laziness
same age group try to influence you to do  Mental anguish and poor health
things you or do not do  Repetition in school
Forms/types of pressure Ways of resisting negative peer pressure

a. Positive peer pressure  Identify a set of personal values that you
This is when your friends influence you hold dear and refer to constantly
to do positive things  Be alert and learn to say NO
 Avoid being idle finding something to
Consequences of positive peer do always
pressure
 Set clear goals and work to achieve them
 Better school grades when one
 Avoid bad company
chooses to have the right friends
 Have a sense of humour
 Think before acting

Page 12 of 72
UNIT 5
GROWTH, DEVELOPMENT AND INTERPERSONAL RELATIONSHIP
Success Criteria
1. Explain the terms physical, social and mental development
2. Describe their physical, social and mental development
3. Explain what they like and do not like about their physical changes
4. Identify the challenges associated with physical, social and mental development
5. Suggesting ways of dealing with challenges associated with physical, social and mental
development
Development: refers to the patterns of  Some of the changes makes one capable
change over time. of reproduction
 It begins at conception and continues
throughout life Physical changes in boys
 Sexual maturation characterized by the
Development occurs in the following first ejaculation (wet dreams)
areas:  Growth of facial, pubic and underarm
1. Biological (changes in our physical hair. Hair also grows on the legs, chest
being) and abdomen
2. Emotional (changes in our emotional  The penis and testes enlarge
understanding and experiences)  They develop pimples on their face
3. Social (changes in our interpersonal  They grow in height
relationships)  Deep voice
4. Cognitive (changes in the thought
 Broadening of the shoulders and chest
processes)
 Muscles become more developed
Development, therefore, results in
 They begin having wet dreams as a
changes in different aspects of our lives
result of involuntary ejaculation
such as our body, behavior, skills and
abilities  They gain weight as a result of rapid
growth of bones and muscles
Physical development
Physical changes in girls
 This is the quantitative increase in size
of a person as well as the development  They begin menstruation (period)
of the qualitative functions  They develop breasts
 It is caused by an increase in the mas  Enlargement of the labia and clitoris
and number of cells in the body  There is growth of pubic hair
 Physical development makes a person  Develop pimples on their face
grow in height, weight and surface area  They gain weight
 There is development and enlargement
Physical development during puberty of ovaries
 Puberty starts earlier in girls (9-13 years)  The shape of the body develops to give
while boys generally start later (10-15) one a more feminine look
 During this period, the body of a child  A strong smell due to sweating
turns into that of an adult  Oily skin

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Problems associated with physical Social development

development  Social development is a process that
 Early or late onset of puberty may make involves learning and exercising the
one feel like the odd one out skills that enable people to interact with
 Boys who deepen their voice late may be each other in a meaningful way
teased as being feminine  At individual level, it means the process
 Girls with small hips may feel by which an individual adjusts to the
uncomfortable walking with their curvy society and relates with it
age mates
 Development of pimples makes some Social developmental changes that take
adolescents feel ugly and shy place in adolescents
 Growing too tall or too big can make  They want independence from their
some feel out of place parents
 Girls may experience pain the growing  They want to make their own decisions
of breasts  They develop their own ideas and values
 The strong-smelling sweat produced by which challenge those of their parents
both boys and girls can be very offensive  They enjoy testing the limits of authority
to others  They prefer the company of peers than
that of parents
Factors that affect late or early onset of  They seek recognition of peers in their
puberty activities
 Heredity  They get attracted to the opposite sex
 Diet  They become more introspective
 Physical exercises (examine themselves deeply)
 They want to be accepted and liked
Ways of dealing with problems associated  They experience mood swings
with physical development
 Know that you are different and special Problems associated with social
and will develop at your own time and development in adolescents
pace 1. Conflict with authority. This authority
 Seek medical attention if the physical may be from parents or school
changes take too long to come. For  Because adolescents have
example, if you are 18 years old and independent thoughts, they
have had no menstruation. There may be collide/conflict with authority
hormonal imbalance or other physical  They challenge established norms
problems in your body that may need to and the mood swings make it harder
be corrected for authorities to understand or
 Use natural methods or available creams tolerate them
to clear your pimples. However, ensure 2. Adolescents with impairments like
that the creams do not contain harmful hearing problems and those who
chemicals like hydroquinone stammer may suffer socially. This is
 Do physical exercises because other adolescents may be
 Drink a lot of water. It helps reduce impatient with them and will avoid them
strong smell of sweat 3. The feeling of wanting to be loved and
 Observe personal hygiene accepted drives some to wrong
relationships and sex before marriage

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This can lead to unwanted pregnancies  They include memory, thought

and school dropout and even chased processes, problem solving, decision-
from home making skills and intellectual abilities
4. Self-examination may make some
concentrate on what they don’t like Changes in mental development
about themselves. This may result in 1. Adolescence change their thinking from
depression simple to complex
5. Some adolescents suffer social disorders They start to think ahead and think about
that affect their socialization. For things like morality, religion, politics
example, bipolar disorder and using imagination when solving
6. Some adolescents are shy and totally problems
unable to mix freely with others leading 2. Adolescents become inquisitive (they
to isolation and loneliness seek information from many sources
about issues that affect them)
Ways of dealing with problems associated 3. Adolescents become more creative and
with social development are able to realize their potential
1. Maintain good relationships with parents 4. Adolescents develop the ability to
and teachers remember issues that have affected them
Respect your parents and honour their positively and negatively
guidance
2. Parents and teachers should give honest Problems that affect the mental
answers about sex development of adolescents
They should also give early guidance to 1. Disorders such as autism and bipolar
the adolescents so as not to make them An adolescent who has such disorders is
fall into bad company unable to interact freely and cope with
3. Parents should set rules and boundaries others in school and at home.
to prevent adolescents from becoming 2. Physical changes may affect them
wild and uncontrolled mentally, exposing them to stress and
4. Parents should give the adolescents their depression.
space and respect it For example, a girl wanting to change
5. Adolescents should get enough sleep to her appearance, size or height may be
avoid irritability and reduce mood stressed if she does not accept and
swings understand the development stage she is
6. Adolescents should get involved in in.
community activities in order to develop 3. Alcohol and drug use can affect the
peer groups. learning abilities of adolescents, their
7. Adolescents with special needs like memory ability and their ability to think
those of bipolar should see doctors. They responsibly.
will prescribe (give) ways to reduce and Abuse of drugs and alcohol also causes
control the symptoms of the diseases to conflicts and affects academic
enable them fit into society. performance
4. A low IQ (intelligent quotient) may
Mental Development (Cognitive result in low learning
Development)  Slow learners are not able to
 These are changes that occur in the concentrate on doing a task for a
activities of the mind of a person

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longtime due to their short attention  Teachers should give fast thinkers a lot
span of challenging work. This will prevent
 They have challenges interacting them from being idle and bored in class
with others because they think  Slow learners should be counseled to
slowly and do not master skills fast better understand their condition. They
can be involved in other activities that
Ways of dealing with problems associated will help them develop their self-esteem
with mental development  Parents who notice disorders like autism
 Adolescents should be encouraged not to in their children should take them to the
think too much about the future hospital for medical attention
 Adolescents should be allowed to openly  Adolescents should discuss effects of
and freely discuss the issues affecting drug and alcohol consumption
them with their
parents/mentors/guardians or teachers

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UNIT 6
PERSONAL HYGIENE AND SANITATION

Success Criteria
1. Explain good habits of personal hygiene
2. Use and care for toilets consistently and correctly
3. Properly dispose refuse
Personal Hygiene and sanitation

Hygiene refers to personal cleanliness
It also refers to all the activities one does to When to wash hands
ensure they are clean as to preserve their  Before preparing food
health  Before eating
 After visiting the toilet
Good habits of personal hygiene  After changing diapers
 The body can be affected by disease-  After handling rubbish or waste
causing germs and parasites to grow and  After handling animals
multiply  After attending to the sick
 The skin and openings on the body can
be affected Proper ways of washing hands
 Wet your hands with clean water
The activities include:  Apply soap in the hands
 Taking a bath everyday  Rub the hands together for at least 20
 Cutting nails seconds
 Washing and wearing clean clothes  Rinse well under running water to
always remove the soap
 Maintaining clean, well-combed hair  Dry your hands
 Brushing teeth every day after meals and
especially going to bed Importance of washing hands
 Frequently changing and cleaning one’s Helps in the prevention and spread of
beddings and towels diseases, which improves our health
 Cleaning oneself the right way after
passing stool Correct and Consistent Use of Toilets
 Washing hands before eating, after
visiting the toilet or after changing baby Types of toilets
nappies and handling animals  Pit latrine
 Flush toilets
Sanitation
 This refers to the provision of facilities a. Pit latrine toilets
and services for the safe disposal of  This is a dry toilet system that
human waste, garbage collection and collects human excrement
waste water  A slab is put on a dug hole and only
 It helps in preventing communicable a small hole is left for waste to pass
diseases like cholera and dysentery through

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 The slab(platform) may be made of  The toilets must be washed daily

mud, wood or cement and mesh with soap and disinfectant
wire  The toilet seat and the floor must
remain clean and dry
b. Flush toilet  Any spills on the seat must be
 It is a large bowl with a seat or a immediately cleaned
platform with a hole which one uses  Use toilet paper (tissue) to clean up,
to deposit urine and feaces from the not newspapers to avoid blockage of
body. the toilet
 The toilet uses water  Don’t drop towels/diapers in the
toilets to avoid blockage
Types of flush toilets
 Squat Proper refuse (waste) disposal
 Sit-on Refuse refers to all the wastes or rubbish
that is not needed and needs to be thrown
Care for the toilets away
a. Pit latrine
 A latrine with a mud floor must be Origins of refuse
swept daily and the hole covered.  Homes
This is to prevent flies from carrying  Industries
germs from the toile to people and  Construction sites
their food  Schools
 A pit latrine with a cement floor  Farms
must be washed daily with soap and
disinfectants. The floor must not be Types of refuse
slippery or wet and the hole must be  Human waste
covered after cleaning  Electronic waste
 Use chemicals like Bio Activator in  Agricultural waste
schools for example. This helps to  Animal waste
break down the waste, hence
 Hospital waste
reducing levels of wastes making
 All these wastes have to be properly
the toilet usable for a long time. The
handled for a safe environment
bio Activator also removes the bad
smell from the toilet thus reducing  Refuse can be in solid, liquid or gaseous
form
flies
 Proper refuse disposal helps control
 When the latrine is about to fill, the
climate change
waste should be removed by
vacuum exhausters
Proper ways of disposing refuse/waste
 Care must be taken to ensure that  Collect wastes from different areas and
the slab is still strong to avoid gather them in one place
collapsing  A garbage-collecting company can be hired
 Make sure that feaces and urine do to come pick it all. The company grades the
not drop on the floor. In schools, wastes into recycled (those that can be used
toilets must be washed many times again) and non-recycled materials (those
in a day that can’t be used again)
b. Flush toilets

Page 18 of 72
UNIT 7
HEALTHY LIFESTYLES
Success Criteria
1. Identify healthy life styles that promote healthy living
2. Explain the importance of eating nutritious food
3. Identify cultural practices that promote unhealthy eating habits
4. Describe ways of promoting healthy living
Healthy Lifestyles In Africa, there are many taboos and other

These are activities that improve our health both beliefs prevent people from eating nutritious
physically and mentally foods like:
 Children should not eat eggs because they
Healthy lifestyle activities would grow to be thieves (Ghana)
 Keeping ourselves clean (hygiene)  All females over 6 years should not eat eggs,
 Physical exercise poultry, mutton or pork (Uganda)
 Seeking medical attention both for  It was forbidden to continue breastfeeding
prevention and curing of diseases once you got pregnant even if the child was
 Eating nutritious food a few months old (Ghana)
 Avoiding unprotected sex  Pregnant women were not allowed to eat
 Sleeping adequately eggs lest the baby grows too big (Kenya)
 Bambara groundnut (mzama) should not be
Nutritious food eaten by men (Malawi)
This means balanced diet that contains  Only women who have lost a child should
carbohydrates, proteins, vitamins and minerals grow groundnuts to avoid inviting death.
This led to low production of groundnuts
Importance of eating nutritious food (Malawi)
 Helps maintain a healthy body weight  Some traditional vegetables in Malawi have
 Reduce the risk of chronic diseases like to be boiled for a long period of time before
diabetes and cancer. Too much sugar in the eating. This removes vita nutrients within
food leads to Type 2 diabetes. This is due to them
the body’s inability to handle the sugar.
Fruits and vegetables have anti-oxidants Ways of promoting healthy living
which reduce damaging cells known as free  Each individual should take personal
radicals that cause cancer responsibility of living healthy and eating
 Enable the body to heal itself during and nutritious food
after recovering from an infection or  The government of Malawi should promote
diseases healthy living through special programs and
 Give raw energy and stored energy to the advertisements in mass media. The inclusion
body to be used during physical activity of topics on healthy living in the school
 Promote improved cognitive functioning. curriculum is important too
Nutritious food reduces incidences of  Mothers, being the first nutrionists, should
depression and anxiety disorders be trained by health experts on raising
healthy families
Cultural practices that promote unhealthy  The government should promote fair labour
eating habits laws that allow rest for workers who are new
mothers to breastfeed their children

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 There should be fair remuneration  There should be proper equipping of

(salaries/pay) of citizens to enable them healthcare facilities especially public ones
afford healthy lifestyles  Introduction of school-feeding programs for
 Putting up of many health facilities to ensure the disadvantaged e.g. the poor
easy accessibility to affordable healthcare  Reducing environmental pollution.

Page 20 of 72
UNIT 8
HEALTH SERVICES
Success Criteria
1. Identify different types of health services
2. Explain the importance of accessing health services
3. Explain the importance of regular medical check-up
4. Explain the importance of proper usage of prescribed drugs
These are all the activities dealing with the

prevention, diagnosis and treatment of disease Importance of proper use of prescribed drugs
 To ensure the drugs treat the disease
Types of Health Services  To avoid developing resistance to drugs
1. Diagnostic laboratory services  So as not to aggravate the disease
2. Curative services e.g. hospitals, clinics and  To prevent unpleasant side effects like
dispensaries dealing with in and outpatients vomiting, dizziness, weakness or stomach
3. Nutrition services upsets
4. Drug rehabilitation services  To save on expenses like buying a second
5. Palliative care services like hospitals dose because the first didn’t work or being
6. Pharmaceutical services hospitalized because the disease has
7. Family planning services worsened
8. Ambulance services  To prevent addiction to the drug
9. Phone services like doctor-on-call lines
Reasons why people do not take their
Importance of accessing health services prescribed drugs properly
 It enables early detection and treatment of  Some think they are healed when they feel
ailments better and stop taking the drugs
 Prevents deaths caused by the sudden onset  Some get tired of taking them
of illness or other health emergencies
 Some don’t understand the instructions on
 It increases life expectancy the medicine and no one bothers to explain
them well
Importance of regular medical check-up  Some stop when they don’t see any
 It helps one detect disease early and be able improvement on their health, concluding
to handle them before they worsen. For that they are not working
example, cancer  Some simply forget
 It gives a person peace of mind especially  Some find themselves in situations where
when they realize they are disease-free they can’t take the drugs like when there is
 It enables one to get information from a no water
health practitioner on how to maintain a  Some cannot handle the side effects of the
healthy life style
prescribed drugs like nausea, vomiting and
diarrhea
Prescribed drugs: this is a drug that a qualified
medical doctor has recommended for use by a
patient to treat or manage a medical condition

Page 21 of 72
UNIT 9
BLOOD DONATION
Success Criteria
1. Explain the importance of blood donation
2. Identify the responsibilities of a blood donor
3. Identify characteristics of a blood donor
 Blood donation is when a person voluntarily  Those pregnant or have given birth in the
has his or her blood drawn to be used to help last 6 months
others either through blood transfusion or  Commercial sex workers
medical research  Those with blood clotting disorders
 When the blood is drawn it is screened  Those below 16 years
(tested) for diseases and blood group  Those with heart problems
 Anemic
Importance of blood donation
 It saves the lives of those in urgent need of Responsibilities of a blood donor
blood  To stay healthy. This can be achieved by
 It helps lose unwanted weight eating a balanced diet and avoiding illegal
 It helps you when you need blood. For drugs
example, others get cards recognizing they  To be honest about their medical history so
are donors and when they shall be in need, as not to put at risk the person receiving the
the government will give them free blood blood or themselves
 It encourages the spirit of voluntary help in  To keep donating the much needed blood for
society and gives personal satisfaction to the nation so that the government has
donors enough blood in its blood bank
 Some blood is used for scientific research
 Some components of blood are used to make Characteristics of a blood donor
medication  Must be between 16-65 years old
 Must have minimum weight of 50kg
People who cannot be allowed to donate  Must be disease free (pass a medical
blood examination)
 Those who have donated blood in less than  Believes in the sanctity of life
12 weeks (3 months)
 Those with diseases like jaundice, syphilis,
Hepatitis, HIV or have active signs of Flu
and cold

Page 22 of 72
UNIT 10
SEXUALLY TRANSMITTED INFECTIONS (STIs)
Success Criteria
1. Explain the meaning of the term “STI”
2. Describe types of STIs
3. Describe general signs and symptoms of STIs
4. Identify skills required for preventing contracting STIs
 STI= Sexually Transmitted Infection Occurs from ten days to three months after
 These are infections that are mostly exposure
transmitted through sexual intercourse with
an infected person Signs
 A small painless sore (chancre) which
Types of STIs appears on the genitals, rectum, tongue
a. Bacterial transmitted infections or lips
 These are caused by bacteria  Enlarged lymph nodes
 Examples include vaginitis, chlamydia,  These symptoms disappear without
gonorrhea, syphilis and pelvic treatment
inflammatory diseases
b. Secondary symptoms
b. Viral transmitted infections These appear 2 to 10 weeks after the chancre
 These are caused by virus appears
 Examples: Herpes Simplex Virus
(HSV), genital warts, Hepatitis B and Signs
HIV and AIDS  Rash on the body
 Fever
c. Parasitic transmitted infections  Fatigue
Example: Trichonimiasis  Body aches
General signs and symptoms of STIs These may also disappear without treatment
 Itching around the genital area
 Burning and pain when passing urine c. Latent period
 Sores, bumps or blisters near or on the This is a symptomless period
sexual organs, in or near the mouth for those
who practice oral sex and near or in the anus d. Tertiary stage
for those who practice anal sex  Neurological problems e.g. stroke,
 A discolored, bloody or smelly discharge mengitis, poor muscle coordination,
from the sexual openings numbness and deafness
 Pain in the pelvic area  Heart problems
Bacterial caused STIs A pregnant woman with syphilis can

transmit to her child (congenital syphilis)
1. Syphilis (Chizonono)
2. Gonorrhea (Chindoko)
Four stages of syphilis Signs
a. Primary symptoms

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 A yellow or cream-coloured discharge  Flu-like symptoms such as headache,

from the vagina or penis muscle pain and fever
 A burning sensation when urinating  The red bumps ruptures after a few
 Swelling and pain around the opening days turning into bleeding ulcers
of the penis  Later, the ulcers heal and in their place
 Pain in the lower belly (below navel) scabs form
Note that: 2. Genital warts

 It can be transmitted from mother to
child Symptoms
 It can cause blindness in the baby if not  Small grey swellings in the genital area
treated like on the tip of the penis or the vulva
 Several warts (lumps) together may
3. Chlamydia look like a cauliflower in shape
Sometimes it is called the silent disease  Itching in the genital area
because sometimes the symptoms do not  Bleeding during intercourse
show
3. Hepatitis B
Symptoms  It is caused by Hepatitis B Virus (HBV)
 Discharge of mucus or pus from the  It is present in body fluids like urine,
vagina or penis semen, saliva, milk and can infect a
 Pain when urinating baby through the placenta
 Spotting in women. This is when a  Untreated Hepatitis B results in liver
woman experiences abnormal vaginal cancer
bleeding that is not at the time of
menstrual period Signs
 Inflamed liver
Note:  Fatigue
 If not treated, the symptoms become  Nausea
severe due to bacteria infecting the  Abdominal pain especially the liver
cervix, fallopian tubes and urine canal area
in women and cause what is known as  Fever
the pelvic inflammatory disease (PID)  Dark urine
 In men, it causes epididymitis, which is  Muscle and joint pain
an inflammation near the testicles  Yellowing of the skin and eyeball
 It can also cause inflammation of the (Jaundice)
rectum and lining of the eyes in both
sexes Protozoa transmitted STI
1. Trichomoniasis
Viral Caused STIS Caused by protozoa called Trichomonalis
vaginalis
1. Genital herpers
Caused by herpes simplex virus (HSV) Symptoms
 Itching of the urethra in males
Symptoms
 Vaginal itch in females
 Small red bumps, blisters or open sores
 A yellow smelly discharge from the
on the genitals
vagina
 Swollen nymph nodes
 Pain and itching around the genital
area, the bottoms and inner thighs

Page 24 of 72
Note: this infection can be spread through Skills for preventing contraction of STIs
contaminated linen  Avoid premarital sex
 Avoid sharing underwear, towels and cutting
2. Candidiasis (Mauka) instruments
Caused by yeast-like fungus  Be assertive. Learn to say ‘no’ and mean it
 Accept your financial status as a teenager
Symptoms especially if you lack money so that you are
 Itching of the vagina which makes it not driven to sex for money
sore and red  Get vaccinated e.g. against Hepatitis
 A white discharge from vagina which  Practice personal hygiene
does not smell
 Painful sexual intercourse
 In men there is a red rush on the tip of
the penis. They also experience painful
sexual intercourse

Page 25 of 72
UNIT 11
BASIC FACTS ABOUT HIV AND AIDS
Success Criteria
1. Explain the difference between HIV and AIDS
2. Identify modes of transmission of HIV infection
3. Identify the general signs and symptoms of AIDS
4. Identify life skills required to resist contracting HIV infection
5. Discuss life skills required to live positively with HIV
HIV: Human Immuno Deficiency Syndrome Note:

AIDS: Acquired Immuno Deficiency Syndrome  As the virus continues to attack the CD4
cells (these are a type of white blood cells
Differences between HIV and AIDS that fight infections). These strengthen the
 HIV attacks and weakens the immune body’s immune system and when they fall
system and it is a virus below 200 per ml cubed, a person develops
 AIDS is condition resulting from an severe form of AIDS due to a severely
infection by HIV and it is manifested weakened immunity.
(shown) in a collection of many symptoms  The person starts developing what are called
and diseases which come about since the opportunistic infections
body’s immunity has become weak because
of the virus Major infections
 Pneumonia
Modes of transmission of HIV infections  Kaposi sarcoma (type of skin cancer)
1. Through exchanges of HIV-infected blood,  Tuberculosis
semen or vaginal secretions during sex
2. Sharing infected cutting objects and piercing Life skills that can be used to resist
3. Mother to child through breastfeeding and contracting HIV
during birth  Get the right information concerning HIV
4. Through blood transfusion, where the blood and AIDS
is infected and it is not tested  Abstinence
5. Organ transplants from infected donors  Faithfulness
6. Deep kissing with infected person where  Avoid sharing cutting or piercing objects
there are wounds.
 Avoid drug and alcohol abuse
7. Touching infected person’s vomit and feaces
 Be assertive
when you have open wounds
 Keep good company
General symptoms shown by one suffering  Go for HIV testing before getting married
from AIDS
 Fungal infection in the mouth and throat Effects (problems) of HIV and AIDS
(thrush)  Leads to loss of parents
 General fatigue  School dropout when you lose the one who
 Nausea pays fees or to care for siblings
 Constant fever  Overcrowding in hospitals
 Weakening of the people, resulting in low
productivity in the farm and industries

Page 26 of 72
UNIT 12
SOCIAL AND MORAL RESPONSIBILITY IN THE FAMILY
Success Criteria
1. Identify types of relationships in the family
2. Identify social and moral responsibilities in the family
3. Identify different roles of members of the family
4. Identify the needs of members of the family
 Society is a group of people with a common will have a problem with concentration
territory, interaction and culture and performance in class
 Family is a primary social group consisting 2. Parent-child relationship
of parents and their children  It is important to have good
relationships with parents because it
Types of families creates a good environment for growth
1. Single-parent  Effective parent-child relationships are
 Where there’s only one parent. crucial in providing the emotional,
 This can be due to divorce or death of spiritual, economic and social support
one parent.  They can easily solve problems
2. Child-headed together
This is where there are no parents and the 3. Nuclear family-extended family relationship
most responsible child, especially the first  Relationships in a family go beyond
born child, takes care of the siblings household boundaries
3. Nuclear  A good relationship with the extended
This is where there is a mother, father and family can be particularly important for
their children children, as they get connections with
4. Extended family people other than their parents
This is where other relatives like uncles,  Extended family is also a source of
aunts and cousins live together with the practical and emotional support for the
nuclear family members whole family
5. Grandparents-headed 4. Child-child relationships
 Where the grandparents act as the  Relationship among children in the
parents and take care of their family, whether biologically, related or
grandchildren adopted to the family
 This is especially when parents of  If children have a good relationship,
children live in town, and do not want they can share their problems with one
the burden of children or they are dead another and where possible, solve them
6. Adoptive together
This is where a couple has adopted children  They can also support one another
and live with them as their family emotionally
 They also learn teamwork and
Types of relationships in a family cooperation
1. Relationship between couples
 This is the relationship between parents Social and moral responsibilities in the family
 How the husband and the wife relate Moral Responsibility refers to our duty of
will influence over growth respecting the code of conduct, values, rules,
 If there’s conflict, violence, separation regulations, laws and ethics as set in the families
or divorce between parents, children

Page 27 of 72
enhance peaceful and productive co-existence in  Acting in a proper manner

the society
Needs of members in the family
Examples of family responsibilities A need is a demand or requirement for
 Respecting, loving and dignifying others something to be there
 Contributing to the wellbeing of the family
through good behavior Abraham Maslow’s hierarchy of needs
 Sharing ideas
 Being role models to others
 Working as a team to build a happy family
Abilities and disabilities of family members

Ability is the potential to accomplish a task
 It can be either physical, mental or financial
ability
 Family members have different talents or
acquired skills
 Some can be artists, poets, good cooks etc.
Disability refers to the condition of being unable

to perform a task
 This is due to physical or mental impairment
such as blindness, deafness, lameness,
diseases (cerebral palsy, autism) among
others 1. Basic needs: food, water, shelter, warmth,
 Some family members have disabilities and sleep
they need love and medical attention 2. Safety: protection from enemies, security,
order, rules, limits and stability
Different roles of members of the family 3. Social needs: sense of belonging, love,
1. Parents family appreciation, affection, good
 Providing education, clothing, shelter relationships
4. Esteem needs: self-esteem, achievement,
 Providing food
independence, social status, prestige,
 Disciplining children
responsibility
 Cooking 5. Self-actualization needs: realizing personal
 Paying utility bills potential, self-fulfillment, seeking personal
2. Children growth and past experiences
 Going to schools
 Going to the farm
 Household chores

Page 28 of 72
UNIT 13
PEACEFUL CO-EXISTENCE IN THE FAMILY
Success Criteria
1. Identify factors that influence people to peacefully co-exist in the family
2. Explain factors that promote relationships in the family
3. Analyze factors that affect relationships in the family
Peaceful co-existence: living/existing with other It can also drive family members to engage
people in a peaceful manner in illegal activities such as robbery, hence,
affecting their relationships
Factors that positively affect peaceful co- 2. Too much freedom given to children may
existence in the family make them become uncontrollable which
 love and affection can lead to drug abuse and other bad
 tolerating each other behaviours
 parents not favouring some children 3. Diseases: terminal illnesses like HIV and
 being honest with each other AIDS and cancer may strain the family
 allowing every family member some emotionally and financially, leading to stress
freedom and divorce
 cooperation 4. Irresponsible parents or children may affect
 playing your roles the proper running of the family as some
needs are not met
 loyalty
5. Interference from the extended family
members may lead to a strained relationship
Factors that negatively affect relationships in
within the nuclear family.
the family
1. Poverty: poverty may take parents for long
hours from home as they look for money

Page 29 of 72
UNIT 14
MORALS AND VALUES IN THE FAMILY AND COMMUNITY
Success Criteria
1. Explain the meaning of morals and values
2. Identify acceptable morals and values in the family and community
3. Describe the process of value’s clarification
4. Explain the importance of values clarification
Values are principles, standards or qualities Write how they can support the achievement
considered worthwhile or desirable of your goals
Morals: these are a set of beliefs or guidelines 3. Ranking/prizing
people follow based on their culture or society Decide which value has priority over the
others based on the priority of your goals
Acceptable morals and values in the family 4. Implement and review the values
and community Act on the values and go through them
 Respect regularly. This helps to check if the values
 Justice are beneficial or you need some
 Courage improvements
 Prudence
 Temperance Importance of value clarification
 Tolerance 1. Assertiveness
This is the ability to make rational decisions,
 Responsibility
and go by them irrespective of what others
 Cooperation
think
 Obedience
2. Resist peer pressure
 Generosity This will enable the individual to be
 Discipline independent in their thinking and make
informed choices based on one’s values
Value clarification process 3. Develop critical thinking
This is the process by which a person discovers This is the ability to critically analyze a
his or her own values situation and respond in accordance with the
identified values
The clarification process involves 4. Make rational decisions
1. Identifying and clarifying your values These are sensible decisions that are guided
You decide on the values you want to by a person’s value system
follow. They form the base of your behavior
2. Write the values down and indicate why
they are important to you

Page 30 of 72
UNIT 15
CULTURAL PRACTICES, THAT PROMOTE HIV AND AIDS IN THEIR

COMMUNITIES
Success Criteria
1. Identify different cultural practices in their communities
2. Identify cultural practices that facilitate the spread of HIV in their communities
3. Suggest how they can deal with cultural practices that promote the spread of HIV and aids
in a community
The values and standards of a particular people 4. Fisi

are held by their traditions, customs and beliefs  Fisi is a practice whereby young girls
and also, they differ from society to society and boys are taught about sex and
encouraged to experiment with sex
1. Polygamy  This is done after initiation
 This is a practice where a man marries  Fisi leads to the spread of HIV and
more than one wife AIDS because the young people do not
 In polygamy, the women are denied the use protective measures such as use of
right to own property, for example land, condoms
since all property belongs to men 5. Bonus wife (Hlazi)
 Polygamous marriages can contribute  This is a cultural practice whereby a man
to the spread of HIV in such a way that is given a sister to the wife to be his wife
if the man or one of the wives has HIV,  This is done as a reward or appreciation
the virus can be transmitted to others to the man for taking good care of the
2. Widow inheritance (chokolo) parents-in-law and the wife
 A woman whose husband has died is  Hlazi also encourages the spread of HIV
forced to marry her late husband’s and AIDS if one of them is infected
brother or close relative, hence denying 6. Kusasa fumbi
her the right to choose a marriage  This is a sexual cleansing ceremony
partner  Young girls are initiated into adulthood
 This practice also encourages the by being taught household chores, how
spread of HIV and AIDS especially if to respect their elders and how to have
the inheritor or the woman is infected sex
3. Death cleansing (kulowakufa)  These girls are also taught that they
 This is a practice whereby a man sleeps need to get rid of their virginity in
with a woman whose husband or son experience by practicing sex with
has died to put to rest the spirit of the several men. This can therefore lead to
deceased the spread of STIs and HIV and AIDS
 Death cleansing encourages the spread 7. Initiation ceremonies
of HIV and AIDS among the parties  Initiation ceremonies are conducted for
involved both boys and girls to mark the
 Both the man and the widow are forced transition from childhood to adulthood.
into the sexual act without caring It helps to prepare the young ones to
whether either of them has HIV and become full members of the society
AIDS through provision of information
 However, the use of one tool on more
than one person in the initiation process

Page 31 of 72
may lead to the spread of HIV and  Encouraging people to embrace

AIDS circumcision from hospitals. Traditional
circumcisers should be empowered with
How to deal with these cultural practices in knowledge on how to use sterilized
our communities equipment during initiation
 The government should create an awareness  Students should report cases where school-
on the dangers of these practices going girls have been pulled out of school
 Since women are more vulnerable (exposed) and married off, for instance during bonus
to the mentioned cultural practices, the wife practice.
government should be involved more to help
stamp out these practices

Page 32 of 72
UNIT 16
VULNERABLE PEOPLE IN THE SOCIETY
Success Criteria
1. Explain the meaning of vulnerability
2. Identify people who are vulnerable
3. Identify needs of the different types of vulnerable people
Vulnerable people: these are people that are Needs of vulnerable people in society
exposed to physical or emotional injury or attack 1. Love, as in the case of orphans, widows,
due to their status widowers and albinos
 Vulnerable people are open to criticism and 2. Protection for example for widows and
liable to succumb (fall) to persuasion or orphans who need protection by the law to
temptation prevent them from losing their property or
 Vulnerable people are also easily exposed to being inherited
diseases, disaster and being defeated. They 3. Women need affirmative action from the
lack security or safety government to enable them to be
economically and socially empowered. This
Vulnerability refers to the state of being can also apply to the physically and
susceptible to physical or emotional injury, mentally challenged people and albinos
persuasion, diseases or temptations 4. Financial support to the poor people through
bursaries, scholarships and loans to start
Examples of vulnerable people in society profitable projects
 Widows and widowers 5. Provide basic needs for the refugees and
 Albinos poor people
 Physically and mentally challenged people 6. Give medical support to those that are
 Children terminally sick (HIV and AIDS and cancer
patients). The government can subsidize the
 Sick people
cost of their drugs to make them affordable
 Orphans
and accessible
 Women
7. Establish special schools for the physically
 Poor people and mentally challenged persons to offer
 Aged people special education and treatment. Special
 Refugees facilities such as braille, wheelchairs and
 HIV and AIDS patients hearing aids can be provided

Page 33 of 72
UNIT 17
SEX, SEXUALITY AND GENDER
Success Criteria
1. Explain the terms sex, sexuality and gender
2. Describe the differences between sex, sexuality and gender
3. Appreciate their value as sexual beings
Sex: this is the biologically determined state of  Create physical boundaries when
being male or female communicating e.g. by keeping distance
Sexuality: this is what makes us male or female. (non-verbal communication)
It includes different attitudes, cognitive abilities,  Or, you can tell them not to get too close
social and emotional orientation.  You should also create emotional and
Gender: this is the state of being male or female intellectual boundaries e.g. not sacrificing
as used in reference to social and cultural your goals to please others
differences other than biological ones
Importance of valuing oneself (creating
Differences between sex, sexuality and gender boundaries)
 Sex is the state of being male or female or  Empowerment
the biological and physiological  Assertiveness
characteristics that define men and women  Promote self-esteem
 ‘Male’ and ‘female’ are sex categories while  Others respect you
‘masculine’ and ‘feminine’ are gender
categories Effects of not valuing oneself (not creating
 Whether someone is male or female does boundaries)
not differ between different communities but  Can’t refuse wrong things for fear of being
aspects of gender may vary greatly between rejected
different societies  Serve others regardless of their own feelings
 Gender and sex makeup sexuality, hence  Let others have power over them and make
making it bigger than the two. unfair decisions for them
 Sexuality includes more aspects of people
like mannerisms and attitudes of a particular All these make people vulnerable to sexual
sex and gender harassment and abuse
Valuing oneself as a sexual being Valuing yourself as a sexual being includes:
 To protect our worth as sexual beings we  Not accept insults from opposite sex
have to set boundaries to show the physical,  Abstaining from premarital sex and drug and
social and emotional space we allow substance abuse
between us and others  Love yourself and accept who you are
 This determines the communication,
behavior and interaction accepted from
others

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UNIT 18
COMPONENTS OF SEXUALITY
Success Criteria
1. Identify the components of sexuality
2. Describe the components of sexuality
4. Psychological
 Includes the way of thinking and
attitudes held by the different sexes
towards various issues
 Men enjoy being protectors and
providers while women tend to seek
security. Women easily express their
1. Mannerisms
feelings while men are closed
Includes how we dress, talk and walk
2. Physical appearance
Types or categories of sexuality
E.g. smooth body for girls, hairy and
Sexuality can also be divided into various types:
masculine body for men
1. Reproductive sexuality
3. Roles
 Aspects of anatomy like the penis and
 This is what people do according to
vagina
their gender
E.g., cooking for women and  Physiological processes like
breadwinning for men menstruation
2. Erotic sexuality like sexual feelings and
 It also includes their biological roles
emotions where we are attracted to the
like women getting pregnant and men
opposite sex
fathering children
3. Gender sexuality is what concerns the
social roles (types of works) of the sexes

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UNIT 19
SOURCES OF INFORMATION ON SEX AND SEXUALITY
Success Criteria
1. Identify sources of information on sex and sexuality
2. Examine various sources of information on sex and sexuality
3. Identifying reliable sources of information on sex and sexuality
Sources of information on sex and sexuality The most reliable source of information
 Parents and elders  Teachers are also the best because they want
 Teachers the best for us
 Religious leaders  Books, internet and news should be handled
 Peers with care because sometimes they mislead
 Books us.
 Media. For example, TVs, the internet,  Sometimes mass media (radio, TV and
magazines and newspapers. newspapers) are good because we can get
information that parents/elders are not
comfortable to discuss with us.

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UNIT 20
SEXUAL HARASSMENT AND ABUSE
Success Criteria
1. Explain the meaning of sexual harassment and abuse
2. Describe common forms of sexual harassment and abuse
3. Identity factors that lead to sexual harassment and abuse
4. Analyse the effects of sexual harassment and abuse
5. Identify structures that support victims of sexual harassment and abuse
6. Identify skills for protecting oneself against sexual harassment
7. Discussing skills for protecting oneself against sexual harassment and abuse
 Refers to unwelcome or uninvited It refers to the forcing of undesired sexual

communication of a sexual nature. behavior by one person against another.
 Bullying or coercion of a sexual nature
Forms of sexual abuse
Forms of sexual harassment  Rape, defilement or even having consensual
 Demeaning or negative sexual remarks sex with a child. there's also spouse rape
 Sexual gestures or looks like staring and  Indecent touch of sexually erotic areas of a
winking child like fondling
 Indecent touch  Brutal attack of victim’s sexual organs like
 Persistent phone calls, messages, threats, pulling the penis or testicles, inserting
notes and stalking objects into the vagina etc.
 Exposing or displaying sexual organs with
The harasser the aim of scaring or intimidating the victim
 Usually it is someone in authority or more  Exposing a child to sexual activity like
powerful than the victim e.g. boss, pastor, pornography, or making the pose for sex
teacher, parent or older student films
 People of equal status e.g. workmates,
classmates and ex-girl/boyfriends or spouses Perpetrators (committers) of sexual abuse
 Same-sex sexual harassment Most perpetrators are men, but women can also
sexually abuse men.
Where harassment occurs
 Schools Factors that lead to sexual harassment and
 Work places abuse
 Homes 1. Male chauvinism (belief that men have that
they are naturally better and more important
 Churches
than women). Such men look at women as
 Public transport places e.g. depots
sexual objects and have little respect for
them. They harass women to feel good
Why do people sexually harass others? 2. Some men are threatened by modern
 To get thrilled sexually feminist drive for equality. Such men harass
 Boost their ego women to intimidate them to maintain the
 Punish what they can’t get control they feel they should have but which
the government or society is taking away.
Sexual abuse 3. Desperate employees: bosses take advantage
of the desperate situation

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4. Sexually revealing dressing contributes to Structures that support victims of sexual

harassment harassment and abuse
5. Absence of one parent at home especially a. Laws
the mother for long puts the daughter at risk.  Child Care, Protection and Justice Act
6. Living in small houses where there is very 2010
little privacy exposes children to be harassed  Protection and Domestic Violent Act
by adults  There are also other laws that have
7. Drug abuse by the abuser or the target. A eliminated customary discrimination
drunk person can easily be abused against women
8. The knowledge that people rarely report  Labor laws also are tough on sexual
sexual harassment cases encourages the offenders
abusers to keep doing it b. Special wards for sexual abuse victims
9. Step families, where one parent is not  E.g. one-stop Centre at Queens in
biologically related to the children. Blantyre which is supported by
10. Illness. A mentally ill person can be sexually UNICEF
abused  Here victims receive health, justice and
psychosocial support.
Effects of sexual harassment and abuse  This quickens the process of getting
1. Loss of self-esteem to the victims
help for the victim
2. Embarrassment and confusion. The victim c. One-stop centers
does not know how to relate to the harasser
 These are in Lilongwe, Zomba and
from then on
Mzuzu.
3. Victims of rape feel dirty and used and may
blame themselves  Here they get HIV testing,
4. Some feel bitter because of the contraceptives, post-exposure
prevention and counseling
powerlessness they experienced, for
d. Trained health care providers like doctors
example rape. This may make some
rebellious and become extremists to show and counselors who deal with cases of
sexual abuse.
that they can be in-charge
e. Non-Governmental Organisations
5. Results in loss of morals. A child who is
sexually abused may get used to sex and not  They counsel sexual abuse victims
respect it  They also provide lawyers for those
6. Some children harden and rarely show their who can’t afford lawyers
feelings. This may happen in cases where f. Foster homes for victims who are unable to
the child reports the abuse and is blamed or go back to their homes. This is done by the
gets no love or support. To protect their government and NGOs
feelings, they learn to live without expecting g. The Ministry of Education has also
any love. instructed teachers to immediately report of
7. Some victims get stigmatized like in the sexual abuse to authorities
case of incest. No one wants to marry them
8. Dropping out of school Skills that can be used to protect oneself from
9. Running away from home sexual harassment
10. Domestic violence 1. Dress decently
11. Pregnancy 2. Be assertive and hold yourself high with
12. Poor school performance respect
13. Firing or demotion at work 3. Avoid isolated places with suspected
14. Spread of HIV and AIDS harassers
15. Deviant sexual behavior like gayism or 4. Report any cases of sexual harassment to the
lesbianism based on who abused the victim. relevant authorities

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UNIT 21
THE WORLD OF WORK
Success Criteria
1. Describe the world of work
2. Discuss the importance of different forms of employment
The world of work Importance of different forms of employment

Employment: refers to work or occupation that 1. It contributes to the economic development
people engage in to earn an income of our nation through the payment of taxes
by those in various forms of employment.
Types or forms of employment The taxes are used by the government to
a. Professional employment build and improve on infrastructure, pay the
 It requires specialized training in a government employees among others
particular field. 2. It enables an individual to generate income
 These professions include people such that will be used to pay bills, purchase goods
as doctors, nurses, teachers, lawyers and services and generally improve their
and many others. living standards.
 These people are employed by 3. When one is employed, they are able to use
government and various companies. their time constructively and hence avoid
Some are also self-employed. indulging in vices such as stealing,
b. Trade prostitution, killing etc.
 This is an occupation that requires 4. It enables one to access services they
learning a skill to perform a task or previously would not have received. For
offer a service example, a patient gets treatment from a
 E.g. carpenters, masons, hairdressers, doctor and gets better. Student acquires
tailors. knowledge from a teacher in class
 Most of them are self-employment. 5. It enables people to appreciate the value of
c. Self-employment other people through the process of working
 This is an economic activity initiated together. For example, the government
and controlled by an individual employs people from different tribes, who
must work together.
 E.g. running a shop, shoe shining.
 Entrepreneurs are self-employed

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UNIT 22
ENTREPRENEURSHIP
Success Criteria
1. Explain the meaning of the term entrepreneurship
2. Identify ways of becoming an entrepreneur
3. Explain importance of entrepreneurship
This is the process of identifying and indulging  You raise your standards of living as
in a business for profit-making (as a way of well as the people living where the
earning a living) enterprise is located
 The entrepreneur is able to generate
Ways of becoming an entrepreneur income from the proceeds of the
 Identify a need in the community and business and thus improve the
research about it. This will help one come standards of his or her life and that of
up with a unique business idea their family.
 Acquire skills that will enable the individual  Other people can benefit from the
to become a successful entrepreneur. These business through obtaining goods or
skills include numeracy, literacy skills services it provides.
among others  Others can also get employed by the
 Formulate a business plan. This will help business
you focus on what you want to do and the 3. Proper utilization of resources
strategies of achieving them  Entrepreneurship promotes full
 Seek advice from professionals in that field exploitation of resources which improves
 Identify sources of capital. In case you are the economy of the country
taking a loan, proper repayment plans  E.g. swampy land can be considered
should be put in place uneconomical. However, this land can
 Where necessary, identify people you can contain soil used to make bricks or
work or partner with. pottery. In this way the land can be
 Implement the business plan you have. This properly used
can be done as you develop a network 4. Provision of employment
through your customers, suppliers and other  Entrepreneurship creates jobs
people to make maximum profits  This reduces the rate of unemployment
 Keep your financial records and monitor which also minimizes the rate of crime
your progress 5. Reduction of poverty
 It reduces poverty in the community as it
Importance of entrepreneurship contributes to the wealth of a country by
1. Personal income generation/self-reliance providing goods and services
 Entrepreneurship helps the entrepreneur  The income generated from the business
to generate personal income and can be used to meet the needs of the poor
therefore become self-reliant. 6. Economic empowerment
 For example, a student in secondary  It leads to economic development for
school can engage in rearing of chickens both entrepreneurs and those who work
for sale. This can enable him to generate for the business
income that can be used for personal  The business can grow even beyond
needs and school fees. national borders therefore attracting
income capital
2. Raising the standards of living

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UNIT 23
INCOME GENERATING ACTIVITIES
Success Criteria
1. Explain the meaning of income generating activity
2. Identify income generating activities in their communities
3. Explore skills required in income generating activities
These are small or large projects that an - With creativity, an entrepreneur comes
entrepreneur engages in to earn a living up with new or improved products
4. Negotiation
Categories of income generating activities - Negotiation is the process of discussing
1. Service-related income generating activities something with someone to come to an
E.g. hairdressing, transportation services, agreement on the matter.
catering services etc. - Negotiation skills are need to interacts
2. Supply-related income generating activities with the employees, suppliers, investors
E.g. selling farm produce, supplying cakes and customers.
and bread, selling clothes among others - A business person needs to co-ordinate
activities of individuals and groups in
Skills required in income generating activities the accomplishment of business
1. Planning objectives
 Planning refers to the setting of 5. Budgeting
decisions to do something in the future - Budgeting involves planning for the
 To be successful in a business you must spending of money over a period of time
do careful planning because it ensures - You develop a detailed plan showing
that you set realistic goals, both short- how much money a person or
term and long term organization will earn and how much
 An entrepreneur lists all the objectives they will spend
and makes it possible to achieve them. - This helps entrepreneurs to plan their
2. Decision-making activities, and organize resources and
- In a business you have to solve a prioritize them in order to achieve their
variety of problems and opportunities goals
to be exploited in entrepreneurship 6. Marketing
- Entrepreneurs are usually willing to - Marketing refers to the strategies and
take risks and make decisions tactics applied by enterprises to
- An entrepreneur has to make timely and identify, create and maintain satisfying
firm decisions that make him take relationships with customers
advantage of good business - The goal of marketing is to ensure that
opportunities mutual benefit is achieved by both the
- A successful business person makes the customer and the enterprise.
right decision at the right time and 7. Good interpersonal relations
implements it in a timely and effective - These skills involve how we interact, get
manner along or communicate with others, our
3. Creativity listening skills and our ability to
- Creativity refers to the production of understand.
something new using original and - Business is a social activity and its
unusual ideas success depends on maintaining good
- It’s the ability to bring imagination to relations with the other customers, the
reality

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suppliers, staff and others involved in the - The entrepreneur should have the
business. ability to communicate effectively to
8. Literacy skills employees, creditors, suppliers and
- The entrepreneur should possess customers.
reading and writing skills - Good communication motivates the
- This helps him or her write and keep employees to do their best, encourages
records of business activities and customers or clients to buy goods or
financial documents. services and ensures that the suppliers
9. Numeracy skills supply goods as required.
- This means the ability to deal with - An entrepreneur should give
numbers instructions that are clearly understood
- This skill can help the entrepreneur in - He or she should understand
stocktaking, ensuring that customers communication from employees,
are given the appropriate change and customers, creditors and suppliers and
balancing of the books of account. use it effectively.
10. Communication skills

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FORM TWO

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UNIT 1
POSITIVE VERSUS NEGATIVE SELF ESTEEM
Success Criteria
1. Describe characteristics of positive self-esteem
2. Describe characteristics of negative self-esteem
3. Analyse characteristics of positive and negative self-esteem
4. Explain stages in developing positive self esteem
5. Suggest skills of overcoming negative self esteem
POSITIVE & NEGATIVE SELF- situation rather than focusing on the

ESTEEM negatives
 Self-Esteem  Optimism involves expecting best
This is the level to which a person values results in a given activity
himself or herself 4. Ambition
 It is the view a person has representing  People with high esteem have a
the judgment of their worthiness strong will to be effective,
 Positive esteem shows that you feel prosperous, influential and rich.
worthy and have positive opinions about  They aim at achieving in life and
yourself want a personal development in life
 Negative self-esteem indicates that you 5. Respect for self and others
feel unworthy and have low opinions  A person with high self-esteem
about yourself respects himself and others
 They are able to appreciate others
Characteristics of positive self-esteem and show them honour
1. Cooperation 6. Responsibility
 You are able to work with others  High esteem people take care of
 Students with this character can things around them
effectively work with others in  They also take blame for their
groups. actions if something goes
 E.g. a netball team needs 7. Feel good about yourself
cooperation for them to win  You are happy about yourself and
2. Enthusiasm you appreciate your personal
 This is a feeling of interest in a qualities.
particular activity or subject and  You are also comfortable with who
eagerness to be involved in it you are
 People with high self-esteem can be 8. Self-confident
involved in activities such as sports,  This means that you are self-assured
offering to write notes on chalk inn what you do
b0orad among others  You do not doubt your ability or shy
3. Optimism away from the tasks you are given
 It is the aspect of being hopeful and 9. Risk taking
looking at the positive side of a

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 High self-esteem people are able to  As such, you always assume that
do new undertakings without fear you are not appreciated by those
that they will fail around you
 When a mistake is made, they take it 7. Not trusting others
as a learning point and do it better In your mind you always have the view
next time that people are making negative
10. Able to solve problems judgements about you, hence you fail to
 You deal with issues as they come open up to your peers and share
and seek for assistance when you
need it Stages in developing positive self-esteem
 You trust your capacity to solve a. Knowing yourself
 A person should know themselves
Characteristics of negative self-esteem and work towards knowing their
1. Pessimism strong areas and weak areas
The tendency to give more attention to  You should understand who you are
the bad side of a situation or to expect and focus on where you want to be
the worst possible result or what you want to do
2. Irresponsibility/Blaming behaviour b. Analysis of personal feelings
 Low self-esteemed people are  At this stage you should assess the
reckless and blame others for their thoughts and beliefs about yourself
mistakes  See whether these are positive and
 For example, sometimes they don’t negative and work on improving
focus on studies and they do not how you fell about yourself
care c. Assessment of self-worth
3. Have perfectionist attitude  Establish how much you value
 This is where you do not accept yourself
failure, making mistakes or having  After rating yourself then focus on
short-comings how to add more value to boost your
 Whatever you plan to do, you want self-esteem
it to come out as you planned; d. Self-acceptance
without any problems.  Accept and love yourself just the
4. Show qualities of dependence way you are
 They lack ability to make personal  Recognize the bad and good
decisions attributes that you have and work
 It means they let others make towards improving your weaknesses
decisions for them even in  Do not try to be someone else
unnecessary situations e. Defining priority areas
5. Fear to take risks  Set goals that you want to achieve
 You do not believe that you can  Arrange the goals in order of
succeed by taking up new importance and urgency
challenges or doing what others f. Get surrounded by positive people
have done or not done.  Surround yourself with positive and
6. Feel unloved or unlovable supportive friends
 Due to your shortcomings, you feel  You can also seek for help from a
that people are judging you even counsellor
when they are not

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Skills of overcoming negative self-esteem Be true to yourself and live your
a. Avoid comparing yourself with others own life
 We are all unique in our own ways  Forgive yourself and grow from
 Each person has his own strengths failures that you may have
and weaknesses encountered in the past
 Each person is useful in their own d. Be optimistic
way, as such we should avoid  When you fall, get back up
wishing we were somebody else  Be hopeful that the future is bright
b. Read and learn on self-esteem and look forward to being
 You can attend to talks or successful
workshops on boosting self-esteem, e. Exercising
read books or articles on self-esteem Doing physical exercises and associating
or listen to radio programs. with other members in teams will help
 These help us on acquiring skills for boost our happiness and sense of worth,
improving our self-esteem hence improving our self-esteem
c. Accept the person you are

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UNIT 2
SETTING GOALS
Success Criteria
1. Explain factors to consider when setting personal goals
2. Explain how to plan goals on the basis of one’s strengths or talents
3. Explain the importance of setting goals on the basis of one’s strength
4. Identify factors to consider when choosing subjects
5. Explain the importance of seeking educational guidance and counselling
Goal is something that someone wants to 

You should know exactly what you
achieve want
Goal setting: this is the process of naming  For example, I want to pass
your goals and finding ways to make those Mathematics is specific
goals achievable 7. Measurable
 You should have a way of
Factors to consider when setting Personal determining the success or
Goals achievement of the goal
1. Achievable  Write down pointers or indicators
 Have a goal that is realistic that will help you track the progress
 For example, one cannot be the president the achievement in order to
of the United States yet the person is determine achievement of the target
Malawian. But it is possible to be a
Malawian president Goals should be SMART
2. Personal skills and abilities S= Specific
 See the skills that you have in relation to M=Measurable
the goals A=Achievable
 Check which skills you need to use in R=Realistic
relation to the goal T=Time-bound
3. Personal interest
 Your goals should be aligned to Planning goals on the basis of one’s strength
what you love doing  It is important to set goals based on the
 You should work on something that strengths that you have and what you are
is not imposed on you. Parents and interested in
others should simply guide and not  This helps you do well as you already
impose goals on you have skills in the area
4. Period to achieve the goal  For example, if you are very good in
Estimate how long it will take to Humanities, you can choose to study
accomplish the goal Arts because you are already good and
5. Availability of resources have high chances of achieving the goal
 Identify the things you need to use  You should determine the effective way
and how to get them of achieving the goal. It will help you
 These could be finances, personnel, build self-efficiency and help you
equipment and time achieve your tasks
6. Specific

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 You should identify your passion or  Choose a subject that you are good at
what you want to do. This will motivate d. Learning experiences
you to perform tasks properly as you  You can select a subject based on
will be intrinsically motivated the kind of jobs you have seen other
 Having passion helps you build positive people do
emotions that enhances your problem-  Because of that they become your
solving skills and build capacity for role models and you study to be like
creativity them
e. Availability of resources or facilities
Importance of setting goals on the basis of  Some subjects like Chemistry
one’s strength require a laboratory and chemicals
 It helps you have self-awareness and to be well learnt
acceptance hence building self-esteem.  When choosing the subject, you can
You will be able to know yourself as look at whether the materials are
well as identify what you are good at available to aid your learning
 Helps you use and maximize your f. Background knowledge
strengths to achieve your targets. It’s  Choose subjects basing on previous
easier to achieve expected results when knowledge on them
engaged in what you are good at  If you have not learnt something at
 You can choose a career that best suits Junior level, it would be difficult to
your strengths and talents excel in it if you take it at senior
 It helps you improve interpersonal level
relationships. It’s easy to identify with
other group members Guidance and counselling
 It helps you become a useful member of This is about giving advice to students on
the community. You can easily use your matters related to academic or personal
talent to get into activities that will bring issues
you money
Importance of seeking educational
Factors to consider when choosing guidance and counselling
subjects 1. Confidence building
a. Career aspirations Students develop feelings of assurance
 What you want to do after school in tasks undertaking, hence building
determines the subjects you choose confidence
 E.g. if you want to become a 2. Empowerment
Journalist, languages and humanities Students get empowered by getting
will help you the most equipped with the knowledge necessary
b. Personal interests to deal with issues as they occur
 These include the things that you 3. Easy planning and management of goals
like  Students are helped to manage and
 They are also called hobbies planning their goals whereby they
 For example, if you like singing, can determine what they want and
you can choose music prioritize the goals
c. Personal strengths and talents 4. Motivate the individual
 A talent is the natural ability or
capability to do something

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 Educational guidance and 6. Reduces wastage

counselling will make the student  Some students may drop out of
feel that they are cared school because some subjects are
 When students get informed of hard for them
personalities from similar  When you get guidance, you
backgrounds who have made determine if you are doing poorly
achievements the students will relate and advised on how you can
to the situation improve
 This will motivate them and help  This will enable them to remain in
them to emulate them school as they work towards
5. Determine future careers positive improvement therefore
It helps the students determine their reducing school drop outs
strengths as well as personal interests
that will shape what they do in future

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UNIT 3
CHALLENGES OF GROWING UP
Success Criteria
1. Identify the challenges of growth and development
2. Explain factors affecting interpersonal relationships
3. Suggest ways of dealing with challenges associated with interpersonal relationships
Interpersonal relationships 3. Self-conscious

 This refers to the interaction between  This means that the person growing
individuals regardless of age, race, up feels that other people are
religion, and status in life or political looking at them
affiliation  Adolescents become aware of the
changes that have taken place and
Types of interpersonal relationships sometimes they may even refuse to
 Family be sent to the shop simply because
 Peers they have not taken a shower
 Junior-senior relationships 4. Being selective
 Boy-girl relationship  As people grow up, they tend to be
 Kinship selective in certain areas
 Professional grouping  They choose specific foods and
 Ethnic allegiances friends
 Cultural ties  This may make some please others
 Public relationship in order to be accepted into a group
5. Gender roles
Problems of growth and development  As a young person grows, he or she
1. Shyness comes to understand that their roles
 Changes that happen as children are structured depending on one’s
grow up can lead to shyness gender
 E.g. girls growing breasts, 6. Expectations or conformity
broadening hips and boys  People expect things from
developing coarse voice and having adolescents and this can lead to a
pimples conflict with the adolescent’s wants
 When they grow these things, they  E.g. you may want to be a musician
may end up shying away from being but your family wants you to be a
seen in public doctor
2. Dressing 7. Independence and increased decision-
 Young people develop taste towards making skills
how they dress  During the stages of growth, a
 The way they dress may not person may demand to be given
conform with the societal space to make independent
expectations and this may lead to decisions which my crush with
disagreement between parents and parents and may cause problems
the adolescents 8. New social demands

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 There are responsibilities that come  This means that a person is not
with growing up truthful or cannot be trusted
 For example, when a parent dies, the  Therefore, lying will destroy
eldest child is expected to play the interpersonal relationship because
role of a parent the individual can’t be relied upon
3. Gossip
 This is the spreading of lies about
9. Rebellion others
 When young people grow, they  This destroys interpersonal
want to do the opposite of what they relationships since it involves
are told to do by their seniors spreading of rumours which are
 This makes the adults to brand them harmful in a relationship
negative names due to their 4. Gender inequality
disobedience  This occurs when one gender feels
10. Attraction to the opposite sex more important than members of the
 When a child reaches puberty, they other gender
start developing strong feelings  When persons of the opposite sex
towards members of the opposite realize they are being looked down,
sex they may have problems in their
 The society warns them against relationships with others
engaging in such relationships 5. Comparison
whereas their feelings say the  Some people think they are better
opposite than others
 Therefore, the challenge they meet  They end up taking many tasks and
is whether to be rational in making leave out others which may affect
decisions or following their feelings them in their relationship.
11. Idols 6. Intolerance
 At the onset of adolescence, an  This refers to a situation where a
individual start to identify with person is not patient or is not able to
famous personalities regardless of recognize and respect differences in
whether their ideals conform to opinions and ideas.
societal expectations or not  When only one dominates in a
conversation or does not give other
Factors affecting interpersonal people a chance to give their
relationships thoughts, the other people may not
1. Difference in values feel as part of the group
 Sometimes we hold different values 7. Jealousy
compared to other people which  This is the tendency of envying
make us have differences in opinion others due to who they are or what
 Due to the disagreement, you may they have.
destroy your interpersonal  It destroys interpersonal
relationships relationships in that you don’t think
 E.g. if you steal, you can’t really well or wish others well, instead you
have a relationship with those who want all the best things to be yours
believe it’s wrong to steal 8. Abuse of other people’s rights
2. Dishonesty

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 This means disrespect for other confidence with each other.

peoples’ rights which leads to poor Transparency is important in
interpersonal relationships nurturing interpersonal relationships
 This is because the abuser only c. Avoid gossip and spreading bad news
cares about themselves and infringe about others
other people’s rights d. Treat everyone equally and with respect
9. Selfishness regardless of their gender
 This indicates that you are not willing  One gender should not feel more
to share what you have with others important over the other gender.
 it destroys relationships in that one Instead, allow everyone to try the
who is selfish does not care about activities they want to undertake
others at all e. Recognize that everyone is important
 they use friends to achieve their goals and unique in their own way
10. poor communication  People have diverse abilities
 Poor communication between people  Give each person a chance to give
brings misunderstandings. their contribution because no one is
 You should learn to speak your superior to other people
thoughts clearly which helps people f. Appreciate and respect other people’s
to understand who you are or what opinions and values
you are going through  We all have different values and
opinions and this doesn’t mean that
Ways of dealing with challenges they are social misfits
associated with interpersonal g. Don’t be envious of other people
relationships h. Share with others what you have
a. Interact with persons with similar values i. Resolve conflicts
and interests  Conflicts may arise in a relationship
 This is because people with common  Conflicts may bring negativity and
values can complement each other spoil relationships.
b. Always be truthful and honest  To avoid this, you should work on
 This will help build a trustworthy having peaceful relationships
relationship where people can have

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UNIT 4
BLOOD DONATION AND RESPONSIBILITIES
Success Criteria
1. Identify groups of people who can donate blood
2. Explain what to do after donating blood
3. Discuss the benefits of blood donation to the community
Blood Donation and Responsibilities  Take a soft drink

Blood Donation: the process in which an  Take a rest to avoid fainting. The donor
individual voluntarily has his blood drawn to is advised to lay down as they and after
be used by others or scientific research. donating blood
Blood Donor: a person who willingly  Eat well to replenish the body
accepts to give blood to a patient in need or  Not engage in rigorous (heavy) exercise
health facility or lifting heavyweights after donating
Blood Transfusion: the process of giving blood
blood to a patient  Seek medical attention in case of
complications
Categories of people who can donate
blood Benefits of blood donation to the community
a) A person with ideal weight: a. Donated blood can help save a life.
 A person has to be 50 kg and above. During operation for example, the
 If someone is below 50 kg and patient will need transfusion
donates blood, she may have health b. The blood produces new and more blood
complications after donation
b) Healthy person c. Donors get free screening. It gives them
 Be disease free the opportunity to know whether they
 A person who is not on medication are suffering from any disease
 The complication of taking blood d. Regular donors reduce the risk of heart
from person with diseases is that it disease. This is because blood donation
may infect the recipient helps reduce levels of iron hence
c) Acceptable age bracket/range reducing the chances of suffering from
 The donor should be between the heart attack
age of 16 and 65 years e. It also helps in weight reduction
 Anyone below or above these ages f. Donation also reduces chances of blood
won’t be allowed to donate cancer (Leukaemia)
g. Blood donors also get to know their
What to do after blood donation blood groups and have them documented
The donor should:

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UNIT 5
STIs INCLUDING HIV AND AIDS
Success Criteria
1. Identify modes of transmission of STIs
2. Explains how STIs can be prevented
3. Identify groups of people who are vulnerable to HIV and AIDS infection
4. Explain ways of caring for people living with HIV and AIDS
STI: Sexually Transmitted Infection  If a doctor/nurse injects an infected

 They are also known as venereal person and accidentally injects
diseases and are transmitted from one himself, he might catch the infection
person to another mainly through sexual e. Sharing of sharp objects and
intercourse towels/pants
 They are caused by bacteria, virus and If you use a piercing object used by an
parasites infected Peron, you risk contracting the
disease
Examples of STIS
Prevention of STIs
English Name Chichewa Name a. Get vaccinated
Syphilis Chizonono For example, against Hepatitis
gonorrhea Chindoko b. Avoid risky sexual activity
candidiasis Mauka This includes having multiple sexual
partners, and engaging in prostitution
Modes of Transmission of STIs among others.
a. Unprotected sexual activities c. Avoid risky cultural activities
Unprotected sex with an infected person  Some cultural activities may
can lead to transmission of the infections increase the spread of STIs.
b. Mother to child  It is important for people to avoid
 If a pregnant woman has syphilis, it such cultural practices and put them
can be transmitted to the baby to an end
during pregnancy, birth or d. Avoid sharing underwear, towels and
breastfeeding sharp objects.
 Syphilis can lead to babies being e. Avoid drug abuse
born blind  A person who uses drugs loses self-
c. Blood Transfusion control
 If blood was not tested and has STIs  They can easily engage in sexual
in it, it will infect the recipient intercourse, therefore risking
 However, this is more common with contracting STIs
Syphilis than the other STIs f. Practice monogamous marriages
d. Occupational hazards  This means that one husband has
 Profession like health workers work one wife
with STI patients  It is effective if they are both
faithful to one another

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g. Practice non-penetrative sex  People who move from place to

 These include mutual masturbation place to do business may find
and rubbing of body parts. someone to have sex with wherever
 However, other STIs such as Herpes they go
and genital warts can still not be  To avoid this, self-control must be
prevented by this method because practiced
the blisters or warts occur on parts
of the body outside the genital area. Ways of caring for people living with HIV
Groups of people who are vulnerable to and AIDS (PLWHA)
HIV and AIDS  Give them balanced diet. This helps to
boost immunity thereby they can fight
Vulnerability: refers to being at high risk of other opportunistic diseases
something, in this case, HIV and AIDS.  Give them love and care. Spend time
with them and make them feel that they
The following groups are at high risk: are not all alone
a. People with risky sexual behaviour  Advise them to stop habits like drinking
E.g. those with multiple sexual partners, alcohol and smoking. Alcohol affects the
those who don’t use condoms during work of the drugs in their body so they
sex, adolescents experimenting on sex should avoid it
and prostitutes  Ensure that they take their drugs
b. Rape victims regularly. Following procedure in taking
Since they do not know the status of the drugs helps them to be effective hence
one who raped them, they can catch STIs boosting the immune system
if he had infections  They should regularly go for
c. Drug addicts counselling. This helps them to know
 Drugs reduce judgment leading to how to handle their current situation and
people indulging in risky sexual make sound decisions
behaviours  Help them to be spiritual so that they are
 Some drugs are also injected into hopeful and have strength to live
the body, and if these injecting positively.
objects are used by more than one
person, they can’t transmit the STIs Importance of good nutrition to PLWHA
d. Children born to mothers infected with Good nutrition means getting enough
syphilis can contract it from their proteins, carbohydrates, fats, vitamins and
mothers minerals.
e. People who practice in risky cultural a. Good diet helps the patients to have
practices enough energy and builds the immunity
f. Orphans to fight HIV-related malnutrition, for
 These are children who have lost example, increased reduction in
one or both parents. immunity and muscle wasting.
 Sometimes, because of poverty they b. Good diet also helps to reduce the side
may indulge in sex in exchange for effects of medications and reinforce the
money or food and this puts them at effect of drug taken by the patient.
a risk of contracting STIs c. Good diet also reduces the development
g. Mobile business persons of opportunistic diseases. This is because
the diet will increase the function of the

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immune system that will in turn fight the e. Good nutrition helps maintain good
diseases body weight
d. An HIV patient with good health will f. It helps extend the period from infection
save their family from constantly caring to the development of AIDS.
for them, thereby saving time.

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UNIT 6
SOCIAL AND MORAL RESPONSIBILITIES IN THE SCHOOL
Success Criteria
1. Identify relationships in the school
2. Describe social and moral responsibilities of different members in school
3. Explain the importance of exercising one’s responsibilities in the school
Relationships in the school  Obey the school rules and

1. Student-student relationship: relationship regulations
between two or more students  Attend classes
2. Student-teacher relationship: relationship  Be disciplined
between a teacher and students in the  Establish good relationship with
school other members of the school
3. Teacher-teacher: relationship between a 3. Parents
teacher ad another teacher in the school  Pay school fees
4. Teacher– parent relationship:  Guiding students
relationship between a teacher and a
 Act as a link between school and
parent whose child is in the school home
5. Teacher-Non-teaching staff: relationship
 Buy school materials for their
between a teacher and another member
children
of staff who does not teach
 Attend school meetings
6. Student-non-teaching staff: relationship
4. School management
between a student and a staff who does
not teach  Ensure there is order in the school
7. Non-teaching staff-non-teaching staff  Co-operate with the entire school
8. School-sponsor relationship: relationship community
that exists between the community and  Provide needs for the school. E.g.
the sponsors of a school. A sponsor may classrooms, offices, books, pens,
be a body such as a church that guides chalk etc.
the operations of the school.  Maintain peace within the school to
make the environment conducive for
Social and moral responsibilities of learning
different members in the school 5. Non-teaching staff
1. Teacher  Support the school in their
 Offer lessons capacities by performing their duties
 Provide guidance to students  Obey school authorities
 Instill discipline among students  Work for the interest of the school
 Mentor the students and ensure they 6. Sponsors
become responsible citizens  Guide operations of the school
 Be role models to students  Provide support to school where
 Play parental role to the students needed
2. Students
 Work hard in their studies

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Importance of exercising one’s When members play their roles, the

responsibilities in the school goals/objectives of the school are
1. Makes the school environment met.
conducive for learning  This brings productivity in the
 This is an environment that has school and in turn the students
enough facilities, teachers and become better.
workers. 5. Retention of staff
 If these play their roles, there is  Retention refers to the ability to
peace and co-ordination hence the keep staff members for a long time
environment is good for learning  When staff members are given an
2. Promotes peaceful co-existence opportunity to carry out their duties,
When the members play their roles, they they are motivated and satisfied.
are able to live in peace with each other.  The result is that they stay long at
3. Enhances good interpersonal the school
relationships 6. Improved reputation
When members of the school exercise  If everyone carries out their
their responsibilities, the interpersonal responsibilities, the school will have
relationships are enhanced. This is discipline and a good reputation.
because there is respect and everyone  This will then attract more parents,
recognizes the roles played by others students and sponsors.
4. Achievement of objectives

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UNIT 7
PEACEFUL CO-EXISTENCE IN THE SCHOOL
Success Criteria
1. Identify factors that influence peacefully co-exist in the school
2. Analyze factors affecting relationships in the school
Factors that influence Peaceful co-  Where there is discipline, peace

existence in the school prevails
1. Honesty 7. Respect
 This means being truthful This means showing care, appreciation,
 This brings peace with others since and regard for others and treat them as
there is truthfulness, trust and you would want them to treat you
fairness always.
2. Love Factors that affect relationships in the
 A person who loves others is kind, school
patient, tolerant and accepts others 1. The Culture of the members
despite of their weaknesses  Culture sets out rules of conduct for
 This, therefore, promotes peace people
3. Empathy  When children go to school, they
 This is the ability to understand and already have these rules with them
share feelings with people who are and this will affect how they relate
going through difficult times with other students with different
 E.g. taking time to comfort a person cultures
whose loved one has died and  They may accept or reject other
encourages them peoples’ cultures, hence affecting
4. Tolerance their relationships
 Tolerance refers to the acceptance 2. Values of the members
of differing views  Values are principles of behaviour
 A tolerant person listens to those of an individual
who differ in views and is able to  Values affect relationships with
work with anybody, hence peace others because sometimes values
prevails differ.
5. Co-operation  The values one hold will either
 Co-operation is the ability to work positively or negatively affect her
with others to achieve a common relationship with others
goal 3. The school management
 Co-operation influences peaceful  Management: those involved in the
co-existence I the sense that running of the school
conflicts are avoided and when they  They are the ones in charge of daily
arise, they are easily resolved. running of the school and they affect
6. Self-discipline relationships because they set the
 This is a situation where a person rules and regulations and ensure that
does what he knows is best and is in they are followed
control of whatever he or she does 4. Members’ backgrounds

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 People’s backgrounds sometimes they indicate how people should

determine how they relate with work and relate with each other.
others 7. Government policy
 The attitudes they hold towards  A policy is a course of action
others are usually based on their adopted by a person, an organization
backgrounds or the government
5. Parental influence  The policies that the government
 Parents positively or negatively formulates affect the kind of
affects their children relationships that exist between the
 This determines how the children members of the school
relate with others in the school 8. School traditions
6. School rules School traditions sometimes determine
 Rules of the school guide the the relationships that exist between
conduct of the members of the people as they keep doing what they
school have learnt to do and may not be able to
 The rules will affect the change
relationships in the school in that

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UNIT 8
MORALS AND VALUES IN THE SOCIETY
Success Criteria
1. Explain ways of promoting acceptable morals and values in the society
2. Explain the importance of engaging in acceptable morals and values in the society
Morals: standards of good behaviour Those who showcase bad morals

Values: principles, beliefs, ideas and should be punished or discouraged
standards that guide the behaviour of a  This can be done by condemning
social group in their daily lives. bad behaviour and punishing where
necessary
Ways of promoting acceptable morals 8. Counselling and guidance
and values in the society Counselling services should be made
1. Educating children on acceptable morals available to those who show bad
and responsibilities behaviour as it helps them to change
 This is done at home, school and
religious institutions Importance of engaging people in
 It helps ensure that young people acceptable morals and values in the
understand what is required of them society
in the society 1. Promotes good character among
2. Establishing rules that protect the members of the society since they
interests and rights of all people. The respect each other and do what is right
rules set should be good to everyone and 2. It enhances respect since people will
not segregative know their rights and they will respect
3. Help people understand the reason those of others
behind rules and regulations 3. It also promotes sense of responsibility
This helps the people to understand from among members as they learn to take
the beginning how good behaviour responsibility for their actions.
benefits them and other members of the 4. It promotes peace and order in the
community. society as people do what is right
4. Young people should be involved in 5. It enhances good interpersonal
setting rules that will guide them so that relationships since the values and morals
they can easily follow them make people treat others with respect
5. Adults should be good role models and know how to earn respect from
When adults showcase a good others
behaviour, the young ones will easily 6. Practicing good morals and values
copy it increases productivity as people get into
6. Rewarding good behavior productive activities and help each other
If someone shows good morals, they where they can.
should be rewarded or encouraged. You 7. It also promotes social and emotional
can give them gifts or just words of growth. This is because good morals and
appreciation values help people relate well.
7. Punishing bad behaviour 8. It also promotes happiness in the society.

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UNIT 9
CULTURAL PRACTICES AND HIV AND AIDS
Success Criteria
1. Identify cultural practices that promote the spread of HIV and AIDS
2. Discussing how the identified cultural practices can promote the spread of HIV
1. Sexual cleansing
 This takes place mainly after 5. Death cleansing (kulowakufa)
funerals, burials and initiation A woman whose husband or son has
ceremonies. It is practiced on died sleeps with a man to put to rest the
widows as they are considered to be spirit of the deceases
unclean after the death of their 6. Fisi
husbands.  This is a practice where young boys
 To cleanse they, they must have and girls are taught about sex and
sexual intercourse with the encouraged to experiment.
‘namandwa’  This spreads HIV since in the
 If one of them is HIV positive, there experimentation, they engage in
is a chance of spreading the disease sexual intercourse with many people
2. Initiation ceremonies whose status they do not know.
 Initiation ceremonies mark the  In another type of ‘fisi’ where a
transition from childhood to family is not able to have a child,
adulthood they hire another person to come
 In circumcision for example, they and have sex with one of them so
may use one knife on many people that they can have a child.
risking the spread of HIV. 7. Hlazi (bonus wife)
 The children are sometimes also  This is a practice where a man is
encouraged to have sex which is a given his wife’s sister to marry as a
risk and promotes the spread of HIV part of appreciation for taking good
3. Polygamy care of his parents-in-law and the
 This is the practice of having more wife.
than one wife.  If one of the involved people is
 If one of the people involved is HIV positive, then it will spread to the
positive, then they will spread it to others
the others 8. Kusasa fumbi
4. Widow inheritance  This is practiced during initiation
 This is a situation where a widow for girls. It includes dancing on a
has to get married with her late wooden door carried by men naked
husband’s relative and their breasts are touched.
 They do this so that the woman  They are told to choose a boy to
doesn’t become immoral and to have sex with so that they don’t get
please the spirit of the dead pale (kutuwa)
husband.  This spreads HIV and AIDS and
 If one of them is positive, then the promotes promiscuity among boys
virus can spread and girls

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UNIT 10
SUPPORTING THE VULNERABLE
Success Criteria
1. Identify the special legal provisions for vulnerable people
2. Respect special legal provisions for vulnerable people
Vulnerable people: these are people who  This law improves the protection of
are exposed to several abuses due to their children in Malawi
status  The law outlines responsibilities and
Special legal provisions (laws) for the roles on how parents should raise
vulnerable people their children
1. The Disability Act  It also deals with issues of child
 This law promotes the rights of the abduction, trafficking, harmful
people with disability and allows cultural practices etc.
them to play a participatory role in 4. Protection of rights of people living with
the country HIV
 It also ensures that those with It protects HIV-positive people against
disabilities access the same discrimination based on their status
fundamental rights and have the 5. Protection against domestic violence law
same responsibilities as any other  This law curbs domestic violence
citizen of Malawi and they are against women and children
included in all political, social and  It is meant to prevent and eliminate
economic initiatives all forms of violence against women
 It also makes sure that disabled and children
people have access to all places and 6. The Deceased Estates (wills, inheritance
buildings and protection) law
2. The anti-trafficking law enforcement  This law ensures that the husband
 Trafficking: this is the illegal always has wife and children
procurement of human beings for included in a will as a matter of law.
unpaid work  It has also made grabbing of
 Through the Employment Act and property of a deceased person an
other laws, the practice is prohibited offence.
in Malawi  It is hoped to reduce the practice of
3. The child Care, Protection and Justice depriving widows and children of
Act (2010) the deceased’s property

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UNIT 11
EFFECTS OF SEXUALITY ON BEHAVIOUR

Success Criteria
1. Describe the components of sexuality
2. Relate the components of sexuality to human behaviour
3. Explain how components of sexuality affect their behaviour
The components of sexuality  Becoming conscious of their body

1. Sensuality: it is an awareness of and appearance
feelings about our own body and the  Becoming sensitive to remarks from
bodies of others, especially of opposite adults and peers about their bodily
sex changes
2. Sexual Intimacy: This is the ability and  Being sensitive to their body height
need to be emotionally close to other and weight
people and have that closeness returned b. Sexual intimacy and relationships
3. Sexual identity  Intimacy focuses on emotional
 This is one’s understanding of who closeness and does not necessarily
she is or he is, in the sense of being mean sexual intercourse (it’s an
male or female. understanding between two people)
 It determines one’s sexual  It influences commitment on the
orientation (who you are sexually relationship
attracted to: same sex or opposite c. Sexual health and reproduction
sex or both sexes)  This component affects behaviour
4. Sexual health and reproduction: This is since having factual information is
related to one’s capacity to bear children essential for making informed
and the skills to make relationships choices.
healthy.  SHR affects human health in that a
5. Sexualisation person must think of the
 This is the use of sex or sexuality to implications of sexual intercourse
influence, manipulate or control such as impregnating or getting
other people. pregnant
 Sexualisation includes such d. Sexual identity
behaviours as: flirting, seduction,  Sexual identity is about how you
withholding sex from a partner, view yourself and it will determine
selling products with sex messages, how you view yourself.
sexual harassment and abuse,  Identity determines sexual
offering sex for money and rape orientation (what sex you are
attracted to)
Relationship between components of e. Sexualisation: This includes behaviours
sexuality and their behaviour such as flirting, seduction, withholding
a. Sensuality sex from a partner, sexual harassment
It enables people to feel good about what and abuse
their bodies look like, feel like and can  These behaviours can be harmless
do. These affect their behaviour in and sometimes violent and illegal
different ways:

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UNIT 12
FACTORS INFLUENCING SEXUALITY
Success Criteria
1 identify factors that influence sexuality
2 explain factors that influence sexuality
4. identify the main factors that influence sexuality
Factors that influence sexuality f. Individual characteristics

a. Family Personal traits such as age, and gender
 The family teaches children which may also influence sexuality
appropriate codes of conduct and g. Peer influence
norms of their society Friends also affect one’s sexuality in that
 As they teach, they put influence on young people tend to do what their
the children’s sexuality through the friends do
lessons and observing what their h. School experiences
parents do  Schools provide education and
b. Existence of role models information on sexuality
The behaviour of different role models  This information and the
can be copied by young people and it experiences students have with their
influences their sexuality positively or friends also affects one’s sexuality
negatively. i. Community norms and attitudes
c. Availability of correct information (culture)
The availability of correct information These are behaviours that are acceptable
on sexuality in the community in the society and they affect sexuality in
influences sexuality in that the young that people make decisions on sexuality
people acquire the right information based on what they have learnt and
d. The media experienced in their communities
 Media such as movies, the j. Religious factors
television, social media and internet  Different religions influence the
affect sexuality in that people come sexuality of a person in the sense
across a lot of information on sex that each religious faith has a code
 The sexual content in these media of conduct about sexual behaviours
affect decisions young people make  The followers of the religions make
on sexuality choices on whether to follow these
e. Societal expectations teaching or not
The expectations the society has of the k. Biological factors
young people will influence sexuality in We are born male or female and these
that some young people make choices characteristics affect our sexuality
based on such expectations

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UNIT 13
EFFECTS OF SEXUAL HARASSMENT AND ABUSE
Success Criteria
1. Describe the effects of sexual harassment and abuse
2. Suggest skills that can be used to overcome the effects of sexual harassment and abuse
Effects of sexual harassment and abuse If someone is abused or harassed by

a. Loss of self-esteem and confidence someone they trusted, they end up
 When sexually harassed or abused, feeling betrayed
one feels like he or she should have
been worth enough to defend
him/herself i. Feeling angry or violent
 This will in turn reduce one’s self-  A person can develop feelings of
esteem anger and violence against the
b. It instils fear person who sexually harassed or
The victim develops fear which may not abused him or her
have existed before  It may cause feelings of revenge
c. Decreased work or school performance which may be projected to other
Sexual harassment leads to people
psychological problems which may j. Problems with sex (sexual dysfunction)
result to decreased work or school Some victims develop sexual problems
performance due to physical or emotional injuries
d. Stress they experienced
A victim of sexual harassment and abuse
can suffer from stress and emotional Skills for overcoming effects of sexual
disturbances harassment and abuse
e. Lack of trust in people a. Seek guidance and counselling
Many people are abused by those they  Talk about the assault and express
depend on e.g. teachers, parents, hence it your feelings
becomes difficult for the victim to trust  The counsellor should help the
people victim feel that it was not their
f. Shame and guilt problem and that they are not the
 Victims feel guilty or shameful first ones to be harassed and they
because they feel like they made no can overcome the trauma
direct attempt to stop the abuse. b. Share information
 It can also lead to suicidal thoughts  Share the information with someone
or attempts you trust
g. Depression, anxiety and panic attacks  This can be either a friend or a
Psychological problems such as family member who will give you
depression and anxiety may result due to support
sexual harassment and abuse c. Boost your self-esteem
h. Feeling betrayed  Put an effort to find your inner
peace

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 This will help you regain your with stress caused by the harassment and
confidence and belief in yourself. abuse
Find it in your heart to appreciate g. Decision making
that you are not to blame for the This helps you to regain one’s control
abuse and trust of others
d. Assertiveness h. Go for a holiday
Be confident and assertive enough to  It is important for the victim to go
share the experiences with people who away from the place where they
can be helpful were abused
 This helps the victim to forget what
happened and heal quickly
e. Effective communication i. Spiritual talk
This enables you to report the matter to Sometimes it is good to give spiritual
authorities in the community talk to the victims because they learn
f. Use stress reduction techniques about forgiveness, the judgement day
Use stress reduction techniques such as etc. which will comfort them
exercises, walking and relaxation
techniques which will help you to deal

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UNIT 14
SETTING UP A BUSINESS
Success Criteria
1. Identify the processes involved in generating a business idea
2. Identify business skills students have
3. Explain the meaning of a market survey
4. Identify skills required for conducting a market survey
5. Identify suitable customers for a business
6. Identify resources needed for a business
7. Identify ways of promoting a business
8. Explain strategies of dealing with aggressive competitors
9. Explain how physically challenged people can access business services
10. Estimate income and costs for a business
Setting up a business 7. Explore new things

A business is the activity of making money Look for unfulfilled demand and needs
or producing or buying and selling goods or (finding a market gap)
providing services 8. Consider available resources
Consider resources that you will need
The process involved in generating a e.g. money, skills and time
business idea 9. Gather information on related businesses
1. Think about various areas on which the This helps to confirm viability of the
business may be based idea
This enables you maintain your interest
in coming up with a business idea. It Important Business Skills
also enables you to cover wide 1. Time management
2. Take note of all ideas that come to your Make the best out of the available time.
mind Spend time wisely
This means that you record all the ideas 2. Organisation skills
that you come up with in the course of Put an effort to improve work space and
thinking efficiency so that work is done in the
3. Follow your passion best way possible
Choose a business that suits your 3. Networking skills
personality. Do something you love, Know people and have links that can
match your hobbies and talents help you in the business
4. Keep your eyes and ears open 4. Leadership
Look for opportunities everywhere. Be a good leader to employees to make
5. Brainstorming it easy
Generate ideas from people’s 5. Communication skills
suggestions This helps a business person to send
6. Know what you want in life messages as well as understand
As you pursue business ideas, you customers
should mind your goals. The idea should 6. Numeracy skills
be in line with what you want to achieve

Page 68 of 72
This is the ability to deal with numbers. position to comprehend the findings that
It helps in stock taking, giving the right are presented
change and balancing books of account 3. The ability to translate the results of the
7. Planning analysis and recommend clear steps to
 This means setting goals and followed to improve business results
objectives for a business 4. The ability to collect data using various
 It enables you to prioritise and skills. This is when a person is able to
organise the operations of the use a combination of methods to
business improve the reliability of the results
8. Decision making 5. Good communication skills to help
Decisions should be made on new collect data and report on the same. This
opportunities, and solve problems facing allows the person involved in the survey
the business to be understood by those he or she will
Market survey interact with in order to gather
 Market survey is a systematic collection, appropriate information. It will also help
recording, analysis and interpretation of such a person to give results of the
data relating to potential or the existing survey in a way they can be understood.
market of a product
 It also refers to a tool used to gather Suitable customers for business and their
information about existing or potential needs
customers in a certain market or Customer is an individual or business that
production purchases or consumes the goods or services
produced by another business.
Benefits of conducting a market survey
 You know the purchasing power of Ways in which a business person may get
customers suitable customers
 You know the age group of customers a. Gather information on the needs of such
customers so that you provide what they
 You know the target market of your
require
products
b. Identify the target customers of a
 You know the right place to start a
business by identifying the specific
business
characteristics of the people or business
 You know who your competitors are which are likely to buy from you. Such
 Know the accessibility of the product characteristics include: age, gender,
 You know the challenges that may be income level, occupation, hobbies and
faced when doing business interests among others
c. Understand your customer’s shopping
Skills required for conducting a market habits
survey d. Check which group of customers is most
1. Ability to evaluate evidence, how the profitable
evidence and its sources were brought e. Keep track of customers who require
together, its strengths and weaknesses your products
and what is missing f. Define the need that you expect your
2. The ability to understand the product or service to fill
information/evidence gathered. This g. Check on customers you can reach or
means that a person should be in a those who can access your business

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Resources needed for a business The public includes customers,

a. Human resource suppliers, shareholders, the
 These are people that work for a government among others
business f. Engaging in corporate social
 They should have the right skills for responsibility
them to achieve the goals of the Social responsibility is the involvement
business of a business in the needs of the
 Examples include: accountants, community by providing a market for
marketers, etc. the people’s products, employing the
b. Financial resources locals etc.
 This is the capital required to fund g. Sponsoring events
the operations of the business  The business can sponsor events I
 The capital is used to pay rent, buy the surrounding communities
equipment, pay salaries and  E.g. starting a foundation to sponsor
purchase other materials needed for student fees
the business among other financial h. Taking part in exhibitions
obligations  During exhibitions a business
c. Physical resources displays its products and is able to
These include premises (buildings), meet potential customers. Such
proper work space, working telephone places also provide an opportunity
lines and effective marketing materials. to demonstrate how a business
product is used
Ways of promoting business  E.g. in Malawi there are Trade fairs
a. Create a brand image which are held at COMESA Hall in
 A brand is a name/trademark of a Blantyre
product or manufacturer e.g. Logo
 The brand can be pasted on the Customer Care: activities carried out to look
product, or vehicles so that your after customers in a business.
business is recognised
b. Networking Ways of promoting customer care
Through social media like Facebook,  Provide quality products or services to
WhatsApp and twitter you can promote your customers at all times
your product  Effective communication with the
c. Advertise customer; answer your phone; make sure
You can advertise through the raid or someone answers the customer’s calls
television and newspapers to reach and etc.
acquire a new market  Ensure you keep your promises to your
d. Develop relationship with your customers, that is reliable
customers  Listen to your customers, allow them to
Putt effort to develop personal talk and show them that you are listening
relationship with your customers so that  Respond to customers’ complaints as
you retain (keep) them soon as you receive them
e. Good public relations  Respond to customer recommendations
 This is the relationship between the  Hire competent staff to serve your
business and the public customers
 Make systems simple

Page 70 of 72
 Make it easier for your customers to make customers come back as well as
contact you making them tell others
 Create a friendly environment
 Identify loyal customers and give them Accessing business services for people
incentives with physical challenges
 Be helpful always, even if there is no  Ensure the physical facilities of the
immediate profit you business allow access for people with
 Train your staff to be helpful, courteous physical disabilities, e.g. providing lifts
and knowledgeable. in storey buildings, providing ramps
 Throw in something extra e.g. coupon alongside staircases
for future discount etc.  Provide special parking space for people
with disabilities
Strategies of dealing with aggressive  Widening doorways so that wheelchairs
competitors can pass through easily
Competitor is a rival in a business (company  Moving furniture or other obstacles to
or business) which offers the same product allow a clear way for people with
or service mobility and visual impairment
 Being patient with people with
How to deal with competitors disabilities and expressing the
 Learn your competitor’s strengths and willingness to support them, e.g. people
weaknesses. Imitate their strengths and with difficulties in speaking should be
use their weakness to your advantage given time to articulate their words
 Constantly research and monitor your  Provide proper lighting for people with
competitors and adapt to your eye problems
customer’s wants and needs  Keeping in mind that people with
 Use business information resources disabilities are just as other people and
which provide new ways to outperform should be treated kindly
your rivals by giving you the right  Hire persons with skills in sign language
information  Ask before you offer help to people who
 Try as much as possible to reduce are disabled
expenses in the business by finding  Listen carefully to all your customers
where you can cut back especially those with disabilities
 Engage in active marketing and
promotion of the product to create Estimation of income and cost of a
customer awareness. Get creative and business
use marketing methods not commonly Income of a business is the amount of
used to distinguish your business from money that is earned from the business
the competition activities during a certain period of time
 Create new markets for your products.
Look for new, untapped markets that How to estimate income of a business
you and your competitors may have a. Customer base- this means the number
overlooked of customers who buy from the business.
 Provide outstanding customer service. If a business has a higher customer
Go the extra mile to provide good turnover, it is likely to get higher sales
service to make shopping in your
business a memorable experience that

Page 71 of 72
b. Demand- when a product is sought by as well as paying legal fees among

many customers, its sales go up hence others
increasing the income b. Expenses
c. Range of products- a business which These are costs of operation during the
provides different products is expected start-up phase
to have higher sales
d. The price set for a product should be They include: rent, travel, office
such that the business gets some profit supplies, and legal fees, bills like water,
electricity, telephone and advertising
Costs in a business costs among others
Cost: the amount of money spent in
producing a producing a service. How to estimate start-up costs
1. Create two lists, one for start-up
Types of costs in a business expenses and the other one for assets
a. Start-up costs 2. Categorise these items as essential or
Includes: capital for premises, optional
purchasing equipment, paying 3. Assign cots ensuring that you are
employees, acquiring a business license realistic as possible

Page 72 of 72
REFERENCES
Kadyoma, F. (2014). Excel and Succeed in Life Skills Students’ Book 2. Longhorn: Kenya
MoEST (2001). Junior Secondary Teaching Syllabus for Life Skills Education for Form 1 and 2. Domasi:
MIE.
Mandauka, S. (2013). Arise with Life Skills Students’ Book 2. CLAIM: Blantyre

Form 1&2 Life Jce

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JUNIOR CERTIFICATE

PREPARED BY HOLLY AT JH PRINTING AND STATIONARY SERVICES

PREPARED BY HOLLY AT JH PRINTING AND STATIONARY SERVICES

Self-awareness  Emotional characteristics are our feelings

PREPARED BY HOLLY AT JH PRINTING AND STATIONARY SERVICES

 Capacity for knowledge

PREPARED BY HOLLY AT JH PRINTING AND STATIONARY SERVICES

PREPARED BY HOLLY AT JH PRINTING AND STATIONARY SERVICES

 Responsibility is the ability to  Being the kitchen

PREPARED BY HOLLY AT JH PRINTING AND STATIONARY SERVICES

 A person with a high self-esteem is

PREPARED BY HOLLY AT JH PRINTING AND STATIONARY SERVICES

PLANNING FOR DAILY ACTIVITIES

Planning: This is the process of thinking about

PREPARED BY HOLLY AT JH PRINTING AND STATIONARY SERVICES

Time 5-6am 6-7pm 7-8pm

PREPARED BY HOLLY AT JH PRINTING AND STATIONARY SERVICES

 Assertiveness: is the ability to express

PREPARED BY HOLLY AT JH PRINTING AND STATIONARY SERVICES

Forms/types of pressure Ways of resisting negative peer pressure

PREPARED BY HOLLY AT JH PRINTING AND STATIONARY SERVICES

GROWTH, DEVELOPMENT AND INTERPERSONAL RELATIONSHIP

PREPARED BY HOLLY AT JH PRINTING AND STATIONARY SERVICES

Problems associated with physical Social development

PREPARED BY HOLLY AT JH PRINTING AND STATIONARY SERVICES

This can lead to unwanted pregnancies  They include memory, thought

PREPARED BY HOLLY AT JH PRINTING AND STATIONARY SERVICES

PREPARED BY HOLLY AT JH PRINTING AND STATIONARY SERVICES

PERSONAL HYGIENE AND SANITATION

Personal Hygiene and sanitation

PREPARED BY HOLLY AT JH PRINTING AND STATIONARY SERVICES

 The slab(platform) may be made of  The toilets must be washed daily

PREPARED BY HOLLY AT JH PRINTING AND STATIONARY SERVICES

Healthy Lifestyles In Africa, there are many taboos and other

PREPARED BY HOLLY AT JH PRINTING AND STATIONARY SERVICES

 There should be fair remuneration  There should be proper equipping of

PREPARED BY HOLLY AT JH PRINTING AND STATIONARY SERVICES

These are all the activities dealing with the

PREPARED BY HOLLY AT JH PRINTING AND STATIONARY SERVICES

PREPARED BY HOLLY AT JH PRINTING AND STATIONARY SERVICES

SEXUALLY TRANSMITTED INFECTIONS (STIs)

Bacterial caused STIs A pregnant woman with syphilis can

PREPARED BY HOLLY AT JH PRINTING AND STATIONARY SERVICES

 A yellow or cream-coloured discharge  Flu-like symptoms such as headache,

Note that: 2. Genital warts

PREPARED BY HOLLY AT JH PRINTING AND STATIONARY SERVICES

PREPARED BY HOLLY AT JH PRINTING AND STATIONARY SERVICES

BASIC FACTS ABOUT HIV AND AIDS

HIV: Human Immuno Deficiency Syndrome Note:

PREPARED BY HOLLY AT JH PRINTING AND STATIONARY SERVICES

SOCIAL AND MORAL RESPONSIBILITY IN THE FAMILY

PREPARED BY HOLLY AT JH PRINTING AND STATIONARY SERVICES

enhance peaceful and productive co-existence in  Acting in a proper manner

Abilities and disabilities of family members

Disability refers to the condition of being unable

PREPARED BY HOLLY AT JH PRINTING AND STATIONARY SERVICES

PEACEFUL CO-EXISTENCE IN THE FAMILY

PREPARED BY HOLLY AT JH PRINTING AND STATIONARY SERVICES

MORALS AND VALUES IN THE FAMILY AND COMMUNITY

PREPARED BY HOLLY AT JH PRINTING AND STATIONARY SERVICES

CULTURAL PRACTICES, THAT PROMOTE HIV AND AIDS IN THEIR

The values and standards of a particular people 4. Fisi