Social Syllabus Forms 1-2

Republic of Malawi
Syllabus for
Social studies
Forms 1 and 2
Ministry of Education, Science and Technology

Syllabus for
Social studies
Forms 1 and 2
Ministry of Education, Science and Technology

Prepared and published by
Malawi Institute of Education

PO Box 50
Domasi
Malawi
Email: miedirector@sdnp.org.mw
© Malawi Institute of Education 2013
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
or transmitted in any form by any means, electronic, mechanical, photocopying, recording or
otherwise, without the permission of the copyright owner.
First edition 2013

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

Major Francis J Medi - MDF Secondary School
Andrew KD Nyirenda - Dowa Secondary School
Madalitso M Chamba - Reserve Bank of Malawi
Agnes M Kathibula - Reserve Bank of Malawi
George LD Makande - Anti-Corruption Bureau
Steven Kapoxy Kapoloma - Malawi Revenue Authority
Dr Hastings Mjoni Mwale - Domasi College of Education
Enia Mkwezalamba Ngalande Mrs - Malawi Institute of Education
Evelyn Chinguwo - Malawi Institute of Education
Matthew N Chilambo - High Profile Secondary School
Hastings Austin N Manyusa - Nkhamenya Girls Secondary School
Jennings M Kayira - Ministry of Education, Science and
Technology- DIAS
Special thanks also go to the Director of Department of Inspectorate and Advisory Services
(DIAS), Raphael Agabu, and his staff, the Director of Malawi Institute of Education, Dr William
Susuwele-Banda, and his staff, the head of Department for Curriculum Development (DCD),
the Coordinator of secondary school curriculum, Mrs Enia Ngalande and her Team (Naireti
Molande, Dr Ezekiel Kachisa and Austin Kalambo) for coordinating the process of reviewing
the syllabuses.
MoEST and MIE would also like to thank Daniel K Nkhata and Chrispin S Mphande who
helped in the refining of the syllabus. Finally, thanks should also go to Dr Ndalapa Mhango,
Frank A Phiri and James Mtosa for providing expert advice on the syllabus during its
development.
Production team
Editing: Billy Kanjala and Max J Iphani

Typesetting and
layout: Lucy Kalua Chisambi
Editor-In-Chief: Max J Iphani
Contents
Page
Acknowledgements ........................................................................................................... iii
Foreword ……..................................................................................................................... v
The secondary school curriculum in Malawi ................................................................. vii
Developmental outcomes ................................................................................................. viii
Rationale for social studies ............................................................................................... xi
Scope and sequence chart for Forms 1 to 4 .................................................................... 1
Teaching syllabus for Forms 1 and 2 ............................................................................ 16
References …. ……………………………………….....………………………………... 123
Foreword
Education is the vehicle through which every citizen can realise his or her potential and
contribute to national development. The vision of the education sector in Malawi is to be a
catalyst for socio-economic development, industrial growth and an instrument for empowering
the poor, the weak and the voiceless. Its mission is to provide quality and relevant education to
Malawians. As a catalyst for the development, education should equip the individual with
knowledge, skills, values and attitudes to enable one to perform one’s roles effectively, in an
attempt to promote and sustain the social-economic development of a nation.
It is the conviction of the Ministry of Education, Science and Technology that primary education
alone is not sufficient for achieving socio-economic development. As argued in the NESP (2008-
2017), ‘In an evolving and changing world of education, there is no way basic education can be
taken as a complete transformer of our society when the world at large is getting more complex
and sophisticated’. Therefore, secondary education is critical as it provides additional
knowledge, skills and attitudes crucial for enabling Malawians to cope with the complex and
sophisticated socio-economic and political environment of the global village to which Malawi
belongs. Specifically, secondary education is:
 a human right, and important for achieving gender equity
 important for improving the health and quality of life for individuals, families and
communities
 important for the socio-economic and political development of the nation
 necessary for reaching the Millennium Development Goals (MDGs), Education For All
(EFA) and for promoting Universal Primary Education (UPE)
Against this background, the Malawi Government through the Ministry of Education, Science
and Technology has reviewed the secondary school curriculum with a view to improving its
quality and relevance, and to align it with the primary curriculum which has since been
reviewed and emphasises continuous assessment as a tool for learning.
The rationale for reviewing the secondary school curriculum is contained in the NESP (2008-
2017), and PIF (2000). The documents clearly state that the purpose of secondary education is to
provide students with the academic basis for gainful employment in formal, private and public
sectors. They further state that secondary education will prepare students for further education
according to their abilities and aptitudes. However, it is important to note that for the majority
of the children in Malawi, secondary education is terminal. Consequently, the curriculum has
put emphasis on practical skills that enable them to achieve self-employment.
It is also clear that a good secondary school curriculum enables a student to develop into an
adult with sound intellectual, moral, physical, and emotional abilities. Therefore the curriculum
needs to address the whole range of students’ abilities and interests. In addition, it should aim
at equipping the student to become an independent learner in order to promote personal,
family, community and national development. The new curriculum has therefore been
deliberately designed to achieve these important goals. The importance of this syllabus
therefore, cannot be over-emphasised.
v
I would like to thank all those who were directly or indirectly involved in the preparation of the
syllabuses. Key among the stakeholders are the Director and staff of the Department of
Inspectorate and Advisory Services (DIAS) in the Ministry of Education, Science and
Technology (MoEST), for facilitating the development of the syllabuses in collaboration with the
Director and staff of the Malawi Institute of Education (MIE). I would also like to extend my
gratitude to university colleges (both public and private), teachers from secondary schools (both
public and private), members of different religious groups and officers representing special
interest groups such as the Malawi Revenue Authority (MRA), Reserve Bank of Malawi (RBM),
Malawi Bureau of Standards (MBS), Anti-Corruption Bureau (ACB) and Malawi Blood
Transfusion Services (MBTS) for their valuable contribution to and participation in the
preparation of these syllabuses.
Most of all, I would like to express my hope that teachers will implement this curriculum
diligently and in the best interest of the students so that the goals for reviewing the curriculum
are achieved.
Dr McPhail Magwira
Secretary for Education Science and Technology (SEST)
vi
The secondary school curriculum in Malawi
Among other reasons, the secondary school curriculum has been reviewed to align it with the
primary school curriculum. This curriculum puts emphasis on student-centred teaching and
learning approaches, including continuous assessment.
This curriculum focuses on student achievement. To achieve the outcomes, students must be
introduced to new knowledge, skills, attitudes and values in the context of their existing
knowledge, skills, attitudes and values so that they develop a deeper understanding as they
learn and apply the knowledge. In this way, the process of learning is integral to the final
product. The final products are the outcomes, that is, what students are expected to achieve in
terms of knowledge, skills, attitudes and values, which must be clearly stated before teaching
and learning begin. The achievements made at school, however, are only truly beneficial when
the students transfer them to life beyond the school and view learning as a lifelong process. This
is essential to keep pace with the changing social environment of home and work.
The figure below illustrates the structure and major elements of Malawi’s secondary school
curriculum, which are elaborated in the text below.
TEACHING LEARNING
Developmental outcomes
Secondary education outcomes
Assessment standards
Success
criteria
ASSESSMENT
The developmental structure of the secondary school curriculum in Malawi
vii
Developmental outcomes
The developmental outcomes are over-arching; they are what the student is expected to achieve
by the end of the secondary school cycle both in and out of school. These outcomes apply to
subject areas and they have been derived from the Constitution of the Republic of Malawi,
Malawi Growth and Development Strategy (MGDS), National Education Sector Plan (NESP),
Education Act and other education policy documents, including global policies and multilateral
agreements to which Malawi is a signatory, as well as from the Secondary School Curriculum
and Assessment Review (SSCAR). That is, students should be able to:
1 demonstrate appropriate moral and ethical behaviour in accordance with the accepted
norms and values of the society
2 demonstrate local, regional, and international understanding
3 communicate competently, effectively, and relevantly in a variety of contexts, in an
appropriate local or international language
4 apply mathematical concepts in socio-cultural, political, economic, environmental, scientific,
and technological contexts to solve problems
5 apply scientific, technological, vocational, and managerial skills in a creative and innovative
way to identify problems and develop appropriate solutions, so as to participate
productively in society
6 demonstrate health-promoting behaviour in their personal lives as well as in their
communities and the wider environment, with particular attention to prevalent diseases
7 appreciate and interact with the environment in a responsible and sustainable manner
8 apply the indigenous and non-indigenous knowledge and skills necessary for lifelong
learning, personal advancement, employment, and the development of society
9 use Information and Communication Technology (ICT) responsibly and productively
10 demonstrate an understanding of the functioning of the economy and the contribution of
agriculture and other sectors to national development
11 make use of entrepreneurial and vocational skills for personal and national development
12 apply research skills for problem-solving
13 demonstrate an understanding and appreciation of issues of human rights, democracy,
gender, governance, and other emerging issues
Secondary education outcomes

The secondary education outcomes are categorised into seven sets of essential skills to be
acquired by a secondary school graduate. The skills are:
1 citizenship skills
2 ethical and socio-cultural skills
3 economic development and environmental management skills
4 occupational and entrepreneurial skills
5 practical skills
6 creativity and resourcefulness
7 scientific and technological skills
viii
Citizenship skills
1 demonstrate an understanding and appreciation of the symbols of nationhood
2 demonstrate a spirit of patriotism and national unity
3 apply decision-making skills necessary for participation in civic affairs
4 demonstrate a spirit of leadership and service
5 show respect for one’s own and other people’s rights and responsibilities
6 tolerate other people’s attitudes and beliefs
7 demonstrate respect for the rule of law
8 understand characteristics of good governance
9 initiate and implement community development projects
10 demonstrate a sense of good neighbourliness
11 demonstrate a sense of national, regional and international understanding
12 demonstrate cooperative behaviour
13 demonstrate personal and social responsibility
Ethical and socio-cultural skills

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

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

39 demonstrate the spirit of self-reliance through vocational and entrepreneurial activities
40 apply appropriate vocational, occupational and entrepreneurial skills to individual and
national advancement
41 demonstrate effective communication skills for the transfer of occupational and
entrepreneurial knowledge, skills, attitudes and values
42 apply the principles of science and technology, entrepreneurship and management to
promote active and productive participation in the society
43 demonstrate creativity and innovation for the benefit of the individual, community and the
nation as a whole
44 demonstrate an understanding of indigenous and non-indigenous knowledge, skills,
attitudes and values, and apply them to personal intellectual growth and national
development
45 use vocational, occupational and entrepreneurial skills for the creation of economic
opportunities in agriculture and other sectors
Practical skills
46 acquire entrepreneurial skills related to agriculture, commerce and industry
47 apply appropriate skills to agricultural, commercial and industrial production
48 demonstrate positive attitudes to manual work
49 demonstrate excellence in any kind of workmanship
50 demonstrate sporting ability and sportsmanship
51 demonstrate the ability to use creative and innovative artistic talents for self-employment
Creativity and resourcefulness

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

58 apply appropriate scientific, technological and vocational skills to improve economic
productivity
59 apply relevant innovations in science and technology
60 demonstrate a capacity to utilise appropriate technology
61 demonstrate basic research skills
x
Rationale for social studies
Social studies seeks to provide students with the knowledge, skills, competences, positive
attitudes and values which will enable the students to participate actively, intelligibly and
responsibly in daily life activities as citizens of a democratic world. It also seeks to make the
students actively participate in social, political and economic development of the nation. The
primary purpose of social studies is to help the youth of Malawi have a good understanding
about important contemporary issues. This would enable the youths to make informed and
rational decisions for the public good and their own good so that they spearhead the
development of Malawi as citizens of a culturally diverse and democratic society in an
interdependent world.
Core elements and their outcomes
Culture and change

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

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

The students will be able to demonstrate an understanding of population and environmental
issues, climate change, disaster risk management in terms of national, regional and global
contexts.
Sustainable development
The students will be able to demonstrate an understanding of the society and economy and the
proper use of resources for continued development of Malawi, Africa and the entire world.
Global issues and development

The students will be able to demonstrate an understanding of global issues in terms of the
tensions between national interests and global priorities and how those result in change
in societies.
xi
Scope and sequence chart for Forms 1 to 4
Term 1 Form 1 Form 2 Form 3 Form 4

Core element
1 Culture and Culture Culture Western and eastern  Multiculturalism
change  Family  African culture cultures  Meaning of multi-
 Composition of family - south, centre, east, west,  Impact of western and culturalism
and family size north Africa eastern (oriental)  Factors
 Changes in the nature - cultural identity cultures on Malawian  Impact on
of the family - characteristics of cultures of and African culture development
- size south, centre, east, west and  Culture and religion  positive
- type north Africa - influence of culture  negative
- roles - influence of African cultures on religion
 Unions and
of Malawian culture  Preserving culture
associations
- cultural
 Meaning of unions
preservation and
and associations
heritage
 Roles of unions and
- importance of
associations
preserving culture
 Benefits of unions
- strategies
and associations
- limitations
- aspects of culture
that promote
development
2 Civic  Gender roles and Human rights  Rights of special groups National service
participation responsibilities in the  Human rights in the  women  meaning of national
and family constitution of Malawi  children service
development Human rights  Human rights and democracy  people with  importance of national
 History of human  Role of citizens and opposition disabilities service
rights parties in monitoring human  minorities  case studies on
1
Core element Form 1 Form 2 Form 3 Form 4
 Types of rights rights  accused persons/  national service

 Human rights and  Rights and responsibilities of prisoners  ways in which citizens
democracy citizens  workers can participate in
- limitations  Vital registration and national service
- violations citizenship identity
 National identity - birth
- types of vital - death
registration
- importance of vital  Civil society
registration - institutions
- functions
Civic rights - importance
 Duties of a citizen
- paying tax
obeying the laws
 Cases of violation of
Civic rights  Civil society human rights  Civil society
 Duties of a citizen - institutions  Ways of promoting  International
- paying tax - functions social justice and organisations such as
- obeying the laws - importance fairness for special World Vision, UNHCR,
 Responsibilities of a groups UNICEF, USAID and
citizen  Institutions responsible the role of citizens
- respect for taxes  Civil duties and
- tolerance  Ministry of Finance responsibilities
- cooperation  Reserve Bank of  in a democracy
- loyalty Malawi (RBM)  in unions
 in associations
2
 Types of citizenship  Malawi Revenue  National service

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

development  Developing challenges
- indicators (GNP, GDP, facing Malawi
life expectancy,  Role of donors in
literacy level, developing nations
infrastructure, social  Donor countries to
services) Malawi
- factors of economic
development eg International labour laws
industrialisation,  Key elements of
urbanisation, international labour
globalisation, laws
privatisation, import  Importance of
substitution, free international labour
trade, laws
taxation, financial  International labour
literacy level, market agreements
economy/liberalisation
- effects of economic People and finances
development  Meaning of personal
finances
 Ways of managing
personal finances
Financial institutions
 Meaning of financial
institutions
4
4 People and Population and  Population and resources Population change Population policy
environment environment  Responsible practices towards  Factors that lead to  Key elements of
 Human population the environment population change population policies
 Population growth  Importance of natural  death rate  Factors influencing
resources to individuals and  birth rate development of
community  epidemics population policies in
 Effects of population growth  natural disaster Malawi
on resources  unemployment  Practices that affect the
 Environmental audit  accessibility to implementation of
financial resources population policies
 wars  Ways of eradicating
 political/religious practices that affect the
reasons causing implementation of
migration, population policies
immigration and  Programmes for
emigration implementing
 Effects of population population policies in
growth Malawi
 Effects of population
decline
5
Core element
1 Culture and  Malawian culture  Influences of culture on gender Prejudices and Universal morals and
change  Diversity of Malawian bias discrimination values
culture  Gender equity in the family  causes of prejudice and  Social and ethical values
 Importance of unity in discrimination for international life
cultural diversity  effects of prejudice and  Importance of social
 Change in Malawian discrimination and ethical values for
culture international
- language Gender issues in Malawi cooperation
- religion  Laws and policies that Government of Malawi
- dressing are gender biased  Composition of
- housing  Laws that ensure government of Malawi
- marriage gender equality and  Composition and
arrangements equity functions of each organ
 Gender biases in  Institutions that of the central
Malawi promote gender government of Malawi
equality and equity  Sources of revenue for
 Conventions on gender central government
 Effects of gender bias  Composition and
on development functions of local
 Ways of achieving government
gender balance  Sources of revenue for
local government
 Functions of various
statutory corporation
 Sources of revenue for
statutory corporation
6
2 Civic Constitution Taxation Social justice Taxation

participation  Types of constitutions  types  Principles of peaceful coexistence  Process of registering
and - written  principles of taxation  Violence for tax
development - unwritten  importance of taxation  in the home  Importance of
 Principles of the  rights and  school registering for tax
constitution responsibilities of tax-  community  Importance of
 How constitutions are payers  International conflicts and keeping business
made Government resolutions records for tax
 The constitution of  Types of governments  causes purposes
Malawi  Democracy  effects  Importance of
 Supremacy of the  Types of democracy declaring and paying
 Refugee crises in Africa and the
constitution  The role of political the correct amount of
world
parties in democracy tax
 meaning of the terms
Peaceful coexistence  Characteristics of good  Importance of tax
“refugee”, “ asylum seekers”
 Importance of peaceful governance audit
and “stateless persons”
coexistence  Role of citizens in good  Tax offences and
 areas of concentration of
 History of peaceful governance penalties
refugees
coexistence  Forms of tax
 impact of refugee
 Conflict in the home  Conflict resolution exemption and
 conventions on the protection
and community incentives
of refugees and stateless
 Causes and effects of  National institutions people
conflicts in the: that assist in conflict  challenges in the Meaning of tax
- home resolution implementation of the agreement
- community - traditional leaders conventions  Impact of tax
- nation - church agreements on
- trade unions Government development
- PAC (public Affairs  Systems of government
Committee)  Role of the state
- ombudsman
7
Elections
 Functions of the  Electoral process in Malawi
institutions that assist  Role of voters
in conflict resolution Functions and duties of the electoral
 Causes and effects of commission in Malawi
conflicts in Africa
 Process of conflict
resolution
 Regional organs that
assist in conflict
resolution
- AU
- SADC
 Strategies for conflict
resolution
- contact and
dialogue
- embargo
- sanctions
- peace keeping
- peace making
8
Financial management  Technological

3 Sustainable  Personal finance  Investment development  Taxation
development management - types of investment - indicators - role of taxation in
- budgeting - sources of capital - effects development
- saving investment  Socio-economic - challenges of
- investment - capital markets problems revenue collection
- money markets  unemployment
- importance of capital  inflation/devaluation Gender and development
markets in economic  housing  Indicators of
development  over-indebtedness gender balance and
- terms and conditions of causes development
investments opportunities effects  Platforms of action
- investment opportunities to promote gender
- importance of investment balance
on economic development  Importance of
 Economic development gender balance in
- Sectors of the economy development
- contributions of different
sectors of economy to
economic development
4 People and Human population and  Population and resources Interdependence in the Population and social
environment environment - effects of population ecosystem behaviour
 Population and growth on resources  Interdependence of people,  Importance of caring
resources  Responsible and irresponsible living and non-living things for the STIs including
 Population and Human practices towards in the eco-system HIV and AIDS
resources environmental resources patients
 Effects of high  Importance of resources to the  Ways of caring for
population growth on individual and community
resources
9
People and environment

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

 Causes of drug substance use and abuse
 Effects of drug substance use and abuse
 Impact of drug substance use and abuse
10
Core element
1 Culture and Social and moral issues Moral values Courtship and marriage International peace initiatives
change  Moral and ethical codes  Expected moral values of  Examples of international
of conduct boys and girls  Courtship peace initiatives
- home  The effects of breakdown of - meaning  Successes and failures of
- school moral values - types international peace
 Social problems - HIV and AIDS - importance initiatives
 Virtues related to - drug, alcohol and
family life (love and substance abuse, sexually  Marriage
obedience) transmitted diseases - meaning
 Adolescence and social - crime - factors
environment - breakdown of law and - how to prepare for
 Responsible order marriage
adolescence and  Ways of avoiding breakdown - ways of entering
interpersonal of moral values into marriage
relationships  Social skills - importance of
- parents - cultural competence marriage
- peers at home and - assertiveness - preserving
school - self esteem marriage
- teachers - decision making - factors promoting
- society - stress and anxiety good marriage
 Good health habits management
11
2 Civic Corruption Social justice Security Social justice

Participation  Forms of corruption  Social justice  Meaning of security  Organisations that
and  Causes of corruption - In the home  The role of the police in promote social
 Consequences of corruption - In the community the security of the justice
Development
 Ways of uprooting corruption  Importance of social justice country  Role of international
Law and order  Institutions that administer  The role of the army in organisations in
 The role of the citizen in the justice the security of the promoting social
maintenance of law and order - Structure of judicial country justice
in the country system in Malawi eg,  Importance of security  International
 The role of the police in the chiefs and courts in the country court of justice
maintenance of law and order  the role of chiefs in  International
in the country administering justice Corruption and the law police (Interpol)
Social services  Establishment of the  Amnesty
Social service
 Services provided by social ACB international
 Social service institutions
services institutions  Functions of the ACB  United Nations
 Organisations that provide
 Importance of services  The role of the public in (UN)
social services
provided by social services curbing corruption  International
 Citizens and social services
institutions Criminal Court
 Need for standards in social
 Importance of standards in Comparative studies of (ICC)
services
provision of social services social injustice in Africa  Importance of
 Quality
 Effects of poor standards on  Causes of social promoting social
 Durability
social services injustice in Africa justice in the world
 Provision of social services
 Effects of rapid population on - Poverty
for people with special needs
social services - discrimination
and for special groups
 Importance of caring for social - oppression
- orphans
services - corruption
- children
 Role of citizens in the - in government
- street children
provision and caring of social - in private sector
 voluntary services
services
12
Social services Social services

 Meaning of the term  Safeguarding
‘community the environment for
participation’ social services
 Mobilising community  forests
support  water
 organising meetings  transport
 campaigns  Caring for social
 Comparative studies on services
provision and care of  Critical issues on
social services in Africa social services
 education  quality
 water  accessibility
 electricity  affordability
 health  availability
 sanitation  types
 transport  How critical issues
 communication affect development
 How provision and care  Renowned persons
of social services in the provision of
contribute to social social services
economic development
13
3 Sustainable Gender and sustainable Gender issues in Africa

development development  Ways of achieving
 Gender equality and equity gender balance
 Gender roles, rights and  Conventions on gender
responsibilities of family in Africa
members  Effects of gender bias
 Gender biases in Malawi on development
 Ways of achieving gender
equality and equity Social economic problems
 Role of the Credit
Reference Bureau(CRB)
in controlling over-
indebtedness
 Devaluation
- causes
- effects
4 People and  Peoples’  Climate change  World cooperation
environment responsibilities towards  Disaster risk - International
environmental management interventions eg
resources Commonwealth,
UN agencies,
Voluntary
organisations,
Green Peace
Movement,
COMESA,
SADC, OECD and
AFI
14
5 Global Interdependence of Interdependence of nations  Global issues and  Prominent personalities

issues and nations  Organisations promoting challenges - Mother Theresa
development  Forms of cooperation - globalisation of the - Kamuzu Banda
interdependence - COMESA economy (multi- - Julius Nyerere
 Importance of - FIFA national companies) - Kwame Nkhrumah
interdependence - Commonwealth - technology - Winnie Mandela
- To improve - COSAFA - epidemics - Princess Diana
efficiency - SADC - land mines - Jailos Jilli
- To save costs - ECOWAS - disasters
- To promote - EEC - environment
relationships - GATT - terrorism
- To promote sharing - World Bank - good governance
of resources - ADB - north/south
- AU disparities
- World Customs Operations - status of the world
(WCO) population
 Ways in which organisations  Implications of global
promote cooperation among issues on development
nations
15
Teaching syllabus for Forms 1 and 2
Form 1 Term 1
Core element: Culture and change
Outcome: The students will be able to demonstrate an understanding of people’s culture in terms of social, economic,
political and gender issues in the world.
Assessment Success criteria Theme/ Suggested teaching and learning Suggested teaching, Suggested
standard topic activities learning and teaching,
assessment methods learning and
assessment
resources
We will know this The students must be
when the students are able to:
able to:
 demonstrate an 1 identify different Family  brainstorming different types of  brainstorming  pictures
understanding of types of families families  group work  resource
different types of  discussing different types of  question and persons
families in Malawi families answer  sign
2 describe the  observing students’ language
composition of the  brainstorming the composition of contributions interpreters
different types of the different types of families  research  textbooks
families  discussing the composition of the  group discussion  traditional
different types of families identified  reports arts and crafts
 family trees  students’
 role play experiences
 family trees
 checklists
16
assessment
resources
3 compare  discussing the relationship between  brainstorming  pictures

composition of composition of the family and  group work  resource
family and family family size  question and persons
size  drawing family trees illustrating answer  sign
composition of families and their  observing students’ language
sizes contributions interpreters
 research  textbooks
4 relate sex  researching on the relationship  group discussion  traditional
preferences of between sex preferences and family  reports arts and crafts
children to family size  family trees  students’
size  discussing the relationship  role play experiences
between sex preferences and family  family trees
size  checklists
5 explain how culture

influences family  brainstorming the term culture
size  discussing the term culture
 discussing how culture influences
family size
17
assessment
resources
6 explain gender  brainstorming the term gender  brainstorming  pictures

roles and  identifying gender roles and  group work  resource
responsibilities in responsibilities in the family  question and persons
the family  discussing gender roles and answer  sign
responsibilities in the family  observing students’ language
 role-playing the responsibilities of contributions interpreters
family members  research  textbooks
 group discussion  traditional
7 describe changes  brainstorming the changes that  reports arts and crafts
that have taken have taken place in the nature of the  family trees  students’
place in the nature family  role play experiences
of the family  discussing the changes that have  family trees
taken place in the nature of the  checklists
family
18
assessment
resources
8 explain the factors  researching on the factors that  brainstorming  pictures

contributing to the contribute to changes in the nature  group work  resource
changes that have of the family  question and persons
taken place in the  analysing the factors that answer  sign
nature of the family contribute to changes in the nature  observing students’ language
of the family contributions interpreters
9 explain advantages  brainstorming the advantages and  group discussion  traditional
and disadvantages disadvantages of large and small  reports arts and crafts
of large and small families  family trees  students’
families  debating the advantages and  role play experiences
disadvantages of large and small  family trees
families  checklists
19
Core element: Civic participation and development
Outcome: The students will be able to demonstrate and apply an understanding of the issues of human rights,
democracy, governance, civic, social justice, peaceful co-existence, social services and other emerging issues
in relation to development.
assessment
resources
We will know this The students must
when the students be able to:
are able to: 1 trace the history Human rights  brainstorming the definition of  brainstorming  textbooks
 demonstrate an of human rights human rights  discussion  newspaper
understanding  discussing the history of human  question and articles
of human rights rights answer  students’
and  oral and written experiences
responsibilities 2 outline the  identifying factors that led to the questions  audio visual
factors that led establishment of the universal  drama aids
to the declaration of human rights  debate  newsletters
establishment of  research  Constitution
the universal  discussing factors that led to the  field visit of the
declaration of establishment of the universal  report writing Republic of
human rights declaration of human rights  teacher observation Malawi
 quiz  case studies
 peer assessment  checklists
 resource
20
persons
 community
assessment
resources
3 identify the  discussing the fundamental  brainstorming  pictures

fundamental principles on which human rights  group work  resource
principles on are based  question and persons
which human  dramatizing some human rights answer  sign
rights are based  observing students’ language
contributions interpreters
4 explain types of  brainstorming types of human  research  textbooks
human rights rights  group discussion  traditional
 discussing types of human rights  reports arts and crafts
 dramatizing some types of human  family trees  students’
rights  role play experiences
 family trees
 debating some limited and  checklists
5 distinguish
limited from unlimited rights
unlimited human  researching on limited and
rights unlimited human rights
 discussing the limited and
unlimited human rights
21
assessment
resources
6 recognize the  visiting a local area to observe

responsibilities people’s responsibility towards  brainstorming  pictures
attached to each human rights  group work  resource
right  discussing the responsibilities  question and persons
observed answer  sign
 observing students’ language
7 describe how  visiting the local area and contributions interpreters
human rights recording cases of human rights  research  textbooks
are violated in violations  group discussion  traditional
everyday  debating the human rights  reports arts and crafts
situations violations recorded  family trees  students’
 discussing the importance of  family trees
8 explain the
observing human rights  checklists
importance of
observing  role-playing the importance of
human rights observing human rights such
fairness, justice, peace, and
cooperation
22
Outcome: The students will be able to demonstrate and apply an understanding of the issues of human rights, democracy,
governance, civic, social justice, peaceful co-existence, social services and other emerging issues in relation to
development.
Assessment Success criteria Theme/ Suggested teaching and learning Suggested Suggested
standard topic activities teaching, learning teaching,
and assessment learning and
methods assessment
resources
when the students able to:
are able to:
 demonstrate an 1 identify types of Citizenship  identifying types of citizenship  discussion  checklists
understanding citizenship such as single and dual  teacher  passport
of citizenship  debating the types of citizenship observation  district
and its  question and commissioner’s
implication on 2 describe ways of  discussing ways of acquiring answers offices
national acquiring citizenship such as birth,  group work  immigration
security citizenship registration, marriage,  research offices
naturalization, and descent  brainstorming  newspaper
 educational articles
visits  textbooks
 debating  resource
persons
23
Assessment Success criteria Theme/ Suggested teaching and Suggested teaching, Suggested
standard topic learning activities learning and teaching,
assessment
resources
 visiting local district  brainstorming  pictures

commissioner’s offices,  group work  resource
traditional authority or  question and persons
immigration offices to observe answer  sign language
citizenship registration  observing students’ interpreters
contributions  textbooks
3 describe ways in  identifying ways of losing a  research  traditional
which citizenship citizenship such as deprivation,  group discussion arts and crafts
can be lost renunciation, act of parliament  reports  students’
 discussing ways of losing a  family trees experiences
citizenship  role play  family trees
 checklists
24
methods assessment
resources
4 explain security  researching on security  brainstorming  pictures

implications of implications of each type of  group work  resource
each type of citizenship  question and persons
citizenship  discussing security implications of answer  sign
each type of citizenship such as  observing language
vulnerability to changes of students’ interpreters
policy contributions  textbooks
permanence  research  traditional
vulnerability to changes of  group discussion arts and crafts
government  reports  students’
effects on children  family trees experiences
deprivation of property  role play  family trees
lack of belongingness  checklists
25
Core element: Sustainable development
Outcome: The students will be able to demonstrate an understanding of the society and economy and the
proper use of resources for continued development of Malawi, Africa and the entire world.
Assessment Success criteria Theme/topic Suggested teaching Suggested teaching, Suggested

standard and learning learning and teaching, learning
activities assessment methods and assessment
resources
are able to:
 demonstrate an 1 explain ways Family needs  brainstorming the  group work  local
understanding of acquiring and resource meaning of the  pair work environment
of proper use income in the management term sustainable  peer assessment  students’
of resources for family development  teacher experiences
sustainable  discussing the observation  resource persons
development meaning of the  question and  braille materials
term sustainable answer  sign language
development  projects interpreters
 discussing ways of  research  textbooks
acquiring family  discussion
income  brainstorming
26
Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested
standard topic learning activities teaching, learning teaching,
methods assessment
resources
2 explain ways of  brainstorming ways of  brainstorming  pictures

conserving conserving family resources  group work  resource
resources in the  discussing ways of conserving  question and persons
family family resources answer  sign
 observing language
students’ interpreters
 research  traditional
 group discussion arts and crafts
 reports  students’
 family trees experiences
 role play  family trees
 checklists
27
Core element: People and the environment
Outcome: The students will be able to demonstrate an understanding of population and environmental issues, climate
change, disaster risk management in terms of national, regional and global context
standard topic activities teaching, teaching,
learning and learning and
assessment assessment
methods resources
able to:
 demonstrate an 1 explain terms Human  brainstorming the meaning the of  brainstorming  textbooks on
understanding of human population population and the terms human population and  discussion population
human population and environment Environment environment  short essays and
and environment  discussing the meaning of the  short answer environment
terms human population and questions  local
environment  multiple choice environment
questions  students’
2 describe the  brainstorming the relationship  group experiences
relationship between human population and discussion  newspaper
between human environment  panel articles
population and  discussing the relationship discussion  rubrics
environment between human population and  question and  case studies
environment answer
 case study
28
methods assessment
resources
able to: 1 explain the term Human  brainstorming the meaning of the  brainstorming  textbooks
 demonstrate an human population term human population growth  discussion  students’
understanding of population growth  discussing the meaning of the term  short answer experiences
human population growth human population growth questions  songs
growth  multiple choice  checklists
2 explain factors  brainstorming the factors that questions  rubric
that influence influence population growth  panel discussion  resource
population  role-playing on the factors that  enter-educate persons
growth promote population growth  role-play  charts
 discussing factors that promote  short essay
population growth  discussion
 investigation
3 describe trends in  discussing trends in population
population growth
growth  analysing trends in population
growth such as birth rate, fertility
rate
29
Term 2
assessment
resources
able to:
 demonstrate an 1 describe the Malawian  brainstorming the elements of  brainstorming  pictures
understanding of elements of culture Malawian culture  group work  resource
Malawian culture Malawian culture  discussing the elements of  question and persons
Malawian culture answer  sign
 role playing elements of Malawian  observing students’ language
culture contributions interpreters
 role play  textbooks
2 identify different  discussing different tribes and  discussion  traditional
tribes in Malawi their cultures in Malawi  research arts and crafts
 researching on cultural elements  checklists
of the different tribes in Malawi
such as language, music and dance,
food, dressing, housing, and
marriage
30
assessment
resources
3 locate tribes and  drawing the map of Malawi  brainstorming  pictures

their cultural areas  locating the tribes and their  group work  resource
on the map of cultural areas on the map of  question and persons
Malawi Malawi answer  sign
 observing students’ language
4 explain the  brainstorming the importance of contributions interpreters
importance of unity unity in cultural diversity  research  textbooks
in cultural diversity  discussing the importance of unity  group discussion  traditional
in cultural diversity  reports arts and crafts
 family trees
 checklists
31
assessment
resources
5 explain changes in  brainstorming the changes that  brainstorming  pictures

Malawian culture have taken place in the Malawian  group work  resource
culture such as language, music  question and persons
and dance, food, dressing, housing, answer  sign
and marriage  observing students’ language
 discussing the changes that have contributions interpreters
taken place in the Malawian culture  research  textbooks
 group discussion  traditional
6 describe the  brainstorming the factors that  reports arts and crafts
factors that have have influenced the changes in the  family trees  students’
influenced the Malawian culture  role play experiences
changes in the  discussing the factors that have  family trees
Malawian culture influenced the changes in the  checklists
Malawian culture
32
assessment
resources
able to:
 demonstrate an 1 identify practices of Gender  debating gender bias in the family,  debate  textbooks
understanding of gender biases in the bias in community, and the nation  discussions  students’
gender bias in family, community, Malawi  discussing some gender bias in the  question and experiences
Malawi and the nation family, community, and the nation answer  brochures
 peer assessment  newspaper
2 explain the  brainstorming the consequences of  teacher observation articles
consequences of gender bias in the family,  brainstorming  checklists
gender biases in the community, and the nation
family, community  discussing the consequences of
and the nation gender bias in Malawi
3 explain how culture  debating on how culture influences

influences gender gender bias in family and
biases in the family, community, and the nation
community and the  discussing how culture influences
33
nation gender bias in Malawi
methods assessment
resources
4 describe measures  identifying measures for  brainstorming  pictures

for eradicating eradicating gender bias in Malawi  group work  resource
gender bias in  discussing measures for  question and persons
Malawi eradicating gender bias in Malawi answer  sign language
 observing interpreters
students’  textbooks
contributions  traditional
 research arts and crafts
 group discussion  students’
 reports experiences
 family trees  family trees
 role play  checklists
34
democracy, governance, civic, social justice, peaceful co-existence, social services and other emerging
issues in relation to development.
methods assessment
resources
able to:
 demonstrate an 1 describe different National  brainstorming the term ‘vital  brainstorming  textbooks
understanding of types of vital identity registration’  research  charts
the importance of registrations  researching on different types of  discussion  Braille
national identity vital registrations  debate materials
 discussing different types of  teacher  sign
national identities observation language
 question and interpreters
2 explain the  debating the importance of vital answer  resource
importance of vital registrations  role play persons
registrations  discussing the importance of vital  rubrics
registrations (eg provides national  checklists
identity, security and data for
national development planning)
35
methods assessment
resources
are able to:
 demonstrate an 1 identify civic Civic rights,  brainstorming the meaning of the  brainstorming  resource
understanding rights of a duties and terms ‘rights’, ‘duties’ and  discussion persons
of civic rights, citizen responsibilities ‘responsibilities’ of a citizen  research  newspaper
duties and of a citizen  discussing the rights of a citizen in  questions and articles
responsibilities relation to the responsibilities of answer  students’
of a citizen the government such as  essays experiences
right to vote  matching  textbooks
right to participate in civic exercises  brochures
affairs  written exercises  checklists
right to protection  peer assessment
2 identify duties  educational visit
of a citizen  brainstorming the duties of a  debate
citizen  project
 discussing the duties of a citizen
such as
paying tax
obeying the law
36
assessment
resources
3 identify the  discussing responsibilities of a  brainstorming  pictures

responsibilities citizen as they relate to his/her  group work  resource
of a citizen rights  question and persons
respect answer  sign
tolerance  observing students’ language
cooperation contributions interpreters
loyalty  research  textbooks
 debating the duties and  group discussion  traditional
responsibilities of government and  reports arts and
citizens such as the duty of paying  family trees crafts
taxes versus the right to provision  role play  students’
of social services experiences
 initiating a project to demonstrate  family trees
civic responsibilities eg building  checklists
bus shelters, clearing paths and
constructing bridges
37
democracy, governance, civic, social justice, peaceful co-existence, social services and other
emerging issues in relation to development.

standard topic learning activities teaching, learning teaching, learning
and assessment and assessment
methods resources
when the student s be able to:
are able to:
 demonstrate an 1 explain the Constitution  brainstorming the meaning of  brainstorming  constitutions
understanding meaning of the the term ‘constitution’  question and  textbooks
of a constitution term  discussing the meaning of the answer  case studies
‘constitution’ term ‘constitution’  group discussion  student
 teacher experiences
2 describe types  identifying different types of observation  newspaper
of constitutions constitutions  future’s wheels articles
 discussing types of  debate  resource persons
constitutions  short essays
 identifying strengths and
weaknesses of each type of
constitution
38
methods resources
3 explain how  brainstorming how constitutions  brainstorming  pictures

constitutions are made  group work  resource
are made  discussing common features of a  question and persons
constitution answer  sign language
 discussing the advantages and  observing interpreters
disadvantages of different ways of students’  textbooks
making constitutions contributions  traditional
 identifying factors that influence  group  students’
4 explain factors
the changes of a constitution discussion experiences
that influence
 discussing factors that influence  reports  family trees
changes of a
the changes of a constitution  family trees  checklists
constitution
 role play
39
methods assessment
resources
are able to:
 demonstrate 1 identify the Constitution of  brainstorming the main features  brainstorming  constitutions
an main features the Republic of and symbols of the constitution of  question and  textbooks
understanding and symbols of Malawi the Republic of Malawi answer  case studies
of the the constitution  discussing the main features and  group discussion  students’
constitution of of the Republic symbols of the constitution of the  teacher experiences
the Republic of of Malawi Republic of Malawi observation  newspaper
Malawi  future’s wheels articles
2 explain the  brainstorming the fundamental  debate  resource
fundamental principles of the constitution of  short essays persons
principles of the the Republic of Malawi
constitution of  discussing the fundamental
the Republic of principles of the constitution of
Malawi the Republic of Malawi
40
assessment
resources
3 outline the major  identifying the major changes  brainstorming  pictures

changes of the of the constitution of the  group work  resource
constitution of Republic of Malawi  question and persons
the Republic of  discussing the major changes answer  sign
Malawi since of the constitution of the  observing students’ language
1961 Republic of Malawi contributions interpreters
 discussing factors that  research  textbooks
influence changes of the  group discussion  traditional
constitution of the Republic  reports arts and
of Malawi  family trees crafts
 role play  students’
experiences
 family trees
 checklists
41
democracy, governance, civic, social justice, peaceful co-existence, social services and other emerging issues in
relation to development.
methods assessment
resources
are able to:
 demonstrate an 1 explain the Peaceful co-  brainstorming the term  brainstorming  students’
understanding meaning of the existence “peaceful co-existence”  pair work experiences
of the term “peaceful  discussing the term “peaceful co-  group work  newspapers
importance of co-existence” existence”  discussions  pictures
peaceful co-  question and  textbooks
existence 2 trace the  identifying situations of answers  resource
history of peaceful co-existence in Malawi  investigation/ persons
peaceful co-  discussing the history of research  checklists
existence peaceful co-existence in Malawi  peer assessment  visual aids
 teachers’
observation
 role play
42
methods resources
3 identify factors  brainstorming factors which  brainstorming  pictures

which contribute to peaceful co-  group work  resource
contribute to existence  question and persons
peaceful co-  discussing factors which answer  sign language
existence contribute to peaceful co-  observing interpreters
among people existence in the home, students’  textbooks
community and nation contributions  traditional
4 explain the  discussing the importance of  group  students’
importance of peaceful co-existence in the discussion experiences
peaceful co- home, community and nation  reports  family trees
existence  role playing the importance of  family trees  checklists
peaceful co-existence in the  role play
home, community and nation
43
methods resources
are able to:
 demonstrate an 1 explain the Peaceful co-  brainstorming the meaning of the  role play  raised pictures
understanding meaning of the existence term “conflict”  drama  audio-visual
of the causes term “conflict”  discussing the meaning of the  futures’ wheels aids
and effects of term “conflict”  brain racing  rubrics
conflict in the  discussion  resource
home, 2 identify types  teachers’ persons
 brainstorming types of conflicts in
community and of conflicts observation  community
the home, community and nation
nation  peer  newspaper
such as political, social, economic,
and religious assessment articles
 discussing types of conflicts in the  le café  checklists
home, community and nation  documentaries
3 Describe  discussing causes of conflict in the

causes of home, community and nation
conflicts  analyzing causes of conflict in the
home, community and nation
44
methods assessment
resources
4 explain the  discussing effects of conflicts in  brainstorming  pictures

effects of the home, community and nation  group work  resource
conflicts in the  dramatising effects of conflicts in  question and persons
home, the home, community and nation answer  sign language
community and  observing interpreters
nation students’  textbooks
45
methods assessment
resources
when the students are be able to:
able to:
 demonstrate an 1 prepare a Personal  brainstorming the meaning of the  brainstorming  students’
understanding of budget finance term ‘budget’  group work experiences
personal finance management  identifying priorities when  pair work  resource
management budgeting  peer assessment persons
 discussing factors to consider  teacher  local
when budgeting observation environment
 question and  sign
answer language
 research interpreters
 discussion  braille
 role-play material
 quizzes  charts
 textbooks
46
methods resources
2 describe savings  brainstorming the meaning of the term  brainstorming  pictures

‘savings’  group work  resource
 discussing the term ‘savings’  question and persons
 discussing types of ‘savings answer  sign language
institutions’  observing interpreters
 identifying institutions where people contributions  traditional
3 explain the
can save money  research arts and crafts
importance of
 discussing institutions where people  group  students’
saving
can save money such as Commercial discussion experiences
Banks, Deposit Taking Microfinance  reports  family trees
Institutions, Savings and Credit  family trees  checklists
Cooperatives (SACCOS)  role play
 discussing the importance of savings
such as saving for uncertainties, saving
for capital assets, saving for education
and saving for old age
47
assessment
resources
4 explain the  brainstorming the meaning of the  brainstorming  pictures

meaning of the term ‘investment’  group work  resource
term ‘investment’  discussing the meaning of the  question and persons
term ‘investment’ answer  sign
 teacher observation language
5 describe the  role playing the importance of  research interpreters
importance of investment  group discussion  textbooks
investment  discussing the importance of  reports  traditional
investment  family trees arts and crafts
 role play  students’
experiences
 family trees
 checklists
48
Outcome: The students will be able to demonstrate an understanding of population and environmental issues, climate change,
disaster risk management in terms of national, regional and global contexts.

methods assessment
resources
able to:
 demonstrate an 1 identify Population  researching the resources  research  students’
understanding of resources growth and available in the environment  observation experiences
population growth available in the resources in  discussing resources available in  group work  local
and the resources environment the the environment  pair work environment
available in the environment  short answer  raised
environment questions pictures
2 classify the  classifying resources in the  educational  resource
resources in the environment visits persons
environment  discussing the classification of  discussion  checklists
the resources in the environment  newspaper
articles
 brochures
49
methods assessment
resources
3 explain the effects  discussing the effects of high  discussion  students’

of high population population growth on resources  future’s wheels experiences
growth on  drawing future’s wheels showing  educational  local
resources effects of high population growth visits environment
on resources  project  checklists
 teacher
4 describe the  observing the pressure of observation
importance of population growth on resources
resources on  discussing the importance of
population growth resources on population growth
5 explain the  discussing citizens’

responsibilities of responsibilities towards resources
citizens towards  conducting project work on
resources resource management
50
Term 3
assessment
resources
able to:
 demonstrate an 1 identify moral and Moral  brainstorming moral and ethical  brainstorming  chart paper
understanding of ethical codes of and codes of conduct such respect,  discussion  text
moral issues conduct at home ethical obedience, integrity, and honesty  teacher observation textbooks
and school codes of  discussing moral and ethical codes  group work  sign
conduct of conduct  demonstration language
 peer assessment interpreters
2 explain the  brainstorming the importance of  question and  braille
importance of practising good moral and ethical answer materials
practising good codes of conduct at home and  raised
moral and ethical school pictures
51
codes of conduct at  discussing the importance of  checklists
home and school practising good moral and ethical  resource
codes of conduct at home and school persons
 students’
experiences
methods assessment
resources
3 identify social  brainstorming social problems at  brainstorming  pictures

problems at home home and school  group work  resource
and school  discussing social problems at home  question and persons
and school answer  sign language
 teacher interpreters
4 investigate causes of  brainstorming the causes of social observation  textbooks
social problems at problems at home and school  research  traditional
home and school  discussing the causes of social  group discussion arts and crafts
problems at home and school  reports  students’
 family trees experiences
5 explain the effects of  identifying the effects of moral  role play  family trees
moral degradation degradation of moral values  checklists
(break down of moral  discussing the effects of moral
values) degradation
52
assessment learning and
methods assessment
resources
6 suggest ways of  brainstorming ways of preventing  brainstorming  chart paper

preventing moral moral decay  discussion  textbooks
decay  discussing ways of preventing  teacher  sign
moral decay observation language
 group work interpreters
7 explain the  discussing the definition of the  demonstration  Braille
importance of terms ‘virtue’ and ‘vices’  peer assessment materials
human virtues  brainstorming human virtues and  explanation  raised
vices pictures
 discussing the importance of  resource
human virtues persons
53
methods assessment
resources
are able to:
 demonstrate an 1 explain the physical Adolescence  identifying the physical and  discussion  charts
understanding of and psychological and social psychological changes that  teacher  textbooks
the physical and changes that take environment take place in a person during observation  sign language
psychological place in a person’s puberty and adolescence  group work interpreters
changes that take body during puberty  debating the physical and  demonstration  braille
place in their and adolescence psychological changes that  peer assessment materials
bodies take place in a person during  question and  raised
puberty and adolescence answer pictures
 discussing the effects of  debate  resource
physical and psychological  quizzes persons
changes that take place in a  checklists
person during puberty and
adolescence on moral values
54
methods assessment
resources
2 identify responsible  brainstorming responsible and  brainstorming  pictures

and irresponsible irresponsible adolescence in  group work  resource
adolescence in interpersonal relationships  question and persons
interpersonal  discussing the responsible and answer  sign language
relationships irresponsible adolescence in  observing interpreters
interpersonal relationships students’  textbooks
3 explain the effects of  brainstorming effects of  research arts and crafts
responsible and responsible and irresponsible  group discussion  students’
irresponsible adolescence in interpersonal  reports experiences
adolescence in relationships  family trees  family trees
interpersonal  debating on the effects of  role play  checklists
relationships responsible and irresponsible
adolescence in interpersonal
relationships
55
assessment
resources
are able to:
 demonstrate an 1 identify good Good health  brainstorming good health  brainstorming  charts
understanding of personal hygiene habits habits  discussion  textbooks
good health  discussing good personal  teacher observation  sign
habits hygiene practices  group work language
 demonstration interpreters
2 describe ways of  demonstrating ways of  peer assessment  braille
keeping the keeping the surroundings  question and materials
surroundings clean clean answer  raised
 discussing the advantages of  quizzes pictures
keeping the surroundings  demonstration  resource
clean persons
 checklists
 brainstorming the importance  local
3 explain the
of practising good health environment
importance of
practising good habits
56
health habits  discussing the importance of
practising good health habits

methods resources
are able to:
 demonstrate 1 explain the Social justice  brainstorming the meaning of the  brainstorming  textbooks
an term “social terms “justice” and “social justice”  pair work  students’
understanding justice”  discussing the meaning of the terms  group work experiences
of the “ justice” and “social justice”  discussions  community
importance of  question and  case studies
social justice in 2 describe answer  checklists
 identifying examples of social justice
the home and examples of  investigation/  courts
in the home and community
community social injustice research  resource
 discussing examples of social justice
in the home in the home and community  peer assessment persons
and community  teachers’  newspaper
57
observation articles
3 explain the  discussing the importance of social
importance of justice in the home and community
social justice in  analysing the importance of social
the home and justice in the home and community
community
methods assessment
resources
are able to: 1 identify judicial system  brainstorming institutions that  pair work  the
 demonstrate an institutions that of Malawi administer justice in Malawi  group work constitution of
understanding administering  discussing institutions that  discussions the Republic of
of the structure justice in administer justice in Malawi  question and Malawi
of the judicial Malawi answers  charts of
system in  research structure of the
Malawi 2 explain the role  brainstorming the role of chiefs in  peer assessment judicial system
of chiefs in administering justice  teachers’ in Malawi
administering  discussing the role of chiefs in observation  case studies
justice in administering justice in Malawi  brainstorming  newspaper
Malawi  role-play articles
 textbooks
3 describe the  discussing the structure of the  checklists
structure of the judicial system  rubrics
judicial system  analysing the structure of the  Braille
in Malawi judicial system in Malawi materials
58
 drawing the structure of the  sign language
judicial system in Malawi interpreters
methods assessment
resources
4 identify judicial  brainstorming the judicial officers  brainstorming  pictures

officers associated associated with the structures  group work  resource
with the structure  discussing judicial officers associated  question and persons
with the structure of the judicial answer  sign
system  observing language
5 explain the  brainstorming the functions of the contributions  textbooks
functions of judicial officers on the structure of  research  traditional
judicial officers in the judicial system in Malawi  group discussion arts and
the judicial system  discussing the functions of the  reports crafts
of Malawi judicial officers in the judicial system  family trees  students’
of Malawi  role play experiences
 role playing a civil case in a court of  family trees
law  checklists
59
methods assessment
resources
6 explain the  identifying the branches of the  brainstorming  pictures

functions of each judicial system in Malawi such as  group work  resource
organ of the supreme court of appeal  question and persons
judicial system in high courts answer  sign language
Malawi magistrate courts  observing interpreters
industrial courts students’  textbooks
 discussing the functions of each contributions  traditional
organ of the judicial system in  research arts and crafts
Malawi  group discussion  students’
 brainstorming the importance of  family trees  family trees
7 explain the
the judicial system
importance of the
 discussing the importance of the
judicial system
judicial system
 analysing the importance of the

8 assess the judicial system
importance of the  dramatizing the importance of the
60
judicial system to judicial system
the citizen
methods resources
able to:
 demonstrate an 1 explain the Social  brainstorming the meaning of the  brainstorming  resource
understanding of meaning of the services term “social services”  pair work persons
the institutions term “social  discussing the meaning of the term  group work  students
that provide social services” “social services”  role play experiences
services to the  discussions  community
public 2 describe  identifying institutions that provide  question and  newspaper
institutions that social services in the community such answers articles
provide social as hospitals, schools, orphanage  research  case studies
services centres, religious institutions, farmers  peer  communicatio
clubs, youth clubs, police service and assessment n map of
Red Cross  teachers’ Malawi
 discussing institutions that provide observation  checklists
social services to the public
61
methods resources
3 describe social  brainstorming special groups of  brainstorming  resource

services needed people that need special social  pair work persons
for special groups services  group work  students’
of people  discussing special groups of  role play experiences
people that need special social  discussions  community
services such as orphans, children,  question and  newspaper
street children, people with answers articles
disabilities and the aged  investigation/  case studies
 identifying social services needed research  communication
for the special groups of people  peer assessment maps of Malawi
 discussing special services needed  teachers’
for special groups of people observation
62
methods assessment
resources
able to:
 demonstrate an 1 describe ways in Citizen  brainstorming ways in  brainstorming  students’
understanding of which citizens can participation in which citizens can  discussion experiences
the importance of assist in the the provision participate in the  role play  resource
citizen provision of social of social provision of social  quizzes persons
participation in the services services services to the  pair work  pictures
provision of social community  group work  checklists
services  discussing ways in  role play  observation
which citizens can  question and schedule
participate in the answers  community
provision of social  research  newspaper
services to the  peer assessment articles
63
community  teacher
 identifying examples of observation
social services that can be  educational visits
provided by the local  case studies
community such as bus
shelters, wells, public
toilets
methods assessment
resources
2 explain the  identifying examples of social  brainstorming  pictures

importance of services that can be provided by  group work  resource
voluntary services the local community such as bus  question and persons
in the community shelters, wells and public toilets answer  sign language
 identifying examples of voluntary  observing interpreters
services in the local community students’  textbooks
 discussing the importance of contributions  traditional
voluntary services in the  research arts and crafts
community  group discussion  students’
64
methods assessment
resources
able to:
 demonstrate an 1 explain the Standards  brainstorming the meaning  pair work  students’
understanding of meaning of for of standards in relation to  group work experiences
the importance of standards in social the provision of social  discussions  resource
standards in the relation to the services services  question and persons
provision of social provision of social  discussing the meaning of answers  pictures
services services standards in relation to the  research  community
provision of social services  peer assessment  newspaper
 teachers’ articles
2 describe the  debating the importance of observation  checklists
importance of standards in relation to  brainstorming
standards in the quality and durability in the  debate
provision of social provision of social services
services  discussing the importance of
standards in relation to
65
quality and durability in the
provision of social services

Outcome: The students will be able to demonstrate an understanding of population and environmental issues, climate
change, disaster risk management in terms of national, regional and global context.
methods assessment
resources
are able to:
 demonstrate an 1 explain the policy Government  debating on the national  debate  checklists
understanding of the government policy on the environmental policy  short essay  national
of government towards the environment  discussing the national  discussion environmental
policy on the environment environmental policy  teacher’s policy (2004)
environment observation  textbooks
2 evaluate the  analysing the government policy  short answer  newsletters
government policy on the environment questions  newspaper
on the environment  suggesting improvements on the  discussion articles
government policy on the  students’
environment experiences
66
 resource
persons
Core element: Global issues and development

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

methods assessment
resources

are able to:
 demonstrate an 1 identify forms of Interdependence  brainstorming the  brainstorming  textbooks
understanding of interdependence among nations meaning of the term  group work  newspaper
interdependence among nations ‘interdependence ‘  pair work articles
among nations  discussing meaning of  question and  checklists
the term’ answer  rubrics
interdependence’  research  resource
 brainstorming forms  teacher persons
among interdependence assessment  raised maps
of nations  peer assessment  political maps
 discussing forms of
67
interdependence among
nations such as economic,
political and social

methods assessment
resources
2 describe ways in  identifying ways in which  brainstorming  pictures

which nations are nations are dependent on one  research  resource
dependent on another  discussion persons
each other  researching on how Malawi  reports/essays  sign language
and its neighbouring interpreters
countries depend on one  textbooks
another  traditional
 discussing ways in which all arts and crafts
nations are dependent on one  students’
another experiences
 family trees
 checklists
68
Outcome: The students will be able to demonstrate an understanding of knowledge of global issues in terms of
tensions between national interests and global priorities and how results in change in society.
methods assessment
resources
3 explain the  brainstorming the importance of  brainstorming  pictures

importance of interdependence among nations  group work  resource
interdependence  discussing the importance of  question and persons
among nations interdependence among nations answer  sign
eg improving efficiency, cost  observing language
saving and relationship sharing students’ interpreters
4 analyse the  discussing the importance of  research  traditional
importance of interdependence among nations in  group discussion arts and
interdependence their ability to solve international  reports crafts
among nations in problems such as health,  family trees  students’
solving economy, terrorism and crime.  role play experiences
international  discussing case studies on the  family trees
problems importance of interdependence  checklists
69
among nations to solve
international problems
Form 2 Term 1
methods assessment
resources
able to:
 demonstrate an 1 describe the African  researching on cultures of different  research  students’
understanding of cultures of South, Culture parts of Africa  teacher experiences
cultures of South, East, West, Central  discussing findings of research on observation  textbooks
East, West, Central and North Africa cultures of different parts of Africa  group discussion  resource
and North Africa  role play person
2 analyse the  role playing cultures of different  question and  audio visual
common parts of Africa answer aids
characteristics of  discussing common characteristics  short essays  rubric
cultures of South, of cultures of South, East, West,  peer assessment  Braille
East, West, Central Central and North of Africa materials
and North Africa  sign language
70
interpreters
 checklists
methods assessment
resources
3 explain the  researching on the influence of the  research  textbooks

influence of the African cultures on Malawian  discussion  local
African cultures culture  question and environment
on Malawian  discussing the influence of the answer  students’
culture African cultures on Malawian experiences
culture
71
Assessment Success criteria Theme/ Suggested teaching & learning Suggested Suggested
methods assessment
resources
are able to:
 demonstrate an 1 identify types of Human  researching types of human rights  discussion  checklists
understanding human rights as rights in the as guaranteed in the constitution  question and  pictures
of human rights guaranteed in constitution of the Republic of Malawi answer  constitutions
in relation to the constitution of the  discussing various types of the  role play  students’
the constitution of the Republic Republic of human rights as guaranteed in the  debate experience
of the Republic of Malawi Malawi constitution of the Republic of  interviewing  resource
of Malawi Malawi  short essays persons
 project work  textbooks
 newspaper
reports and
72
articles
 radio/TV news
 internet

methods assessment
resources
2 explain ways of  discussing vertical application  discussion  resource

applying human of human rights  research persons
rights in a  discussing horizontal  debate  community
democracy application of human rights  drama  newspaper
 profiling articles
3 examine the  identifying elements for  textbooks on
situations in which success of democracy human rights
human rights may  researching incidences of  case studies
be violated human rights violations: past
and present
 discussing situations in which
human rights can be violated
 constructing a scrap book/
profile of human rights
violations
73
methods assessment
resources
4 explain the role of  researching what a citizen can  brainstorming  resource

citizens and do to monitor human rights  group work persons
opposition parties violations  question and  community
in monitoring and  discussing the role of answer  newspaper
eradicating human opposition parties in  observing articles
rights violations monitoring human rights students’  textbooks on
violations contributions human rights
 research  case studies
5 identify rights and  brainstorming the rights and  group discussion
responsibilities of responsibilities of a citizen  reports
citizens  matching rights to  family trees
responsibilities of a citizen  role play
 discussing the rights and
responsibilities of citizen
74
methods resources
are able to:
 demonstrate an 1 identify Civil  brainstorming the meaning of  brainstorming  checklists
understanding institutions that society the term ‘civil society’  discussion  students’
of civil society make up the civil  identifying institutions that  question and experience
society make up the civil society answer  resource
 role play persons
2 explain the  discussing the functions of civil  debate  textbooks
functions of society  interviewing  newspaper
civil society  discussing ways in which a  short essays reports and
citizen can actively participate in  project work articles
civil society  rating value  radio and TV
75
statements news
 summaries  internet
 local
community

methods assessment
resources
3 explain the  discussing the importance of  brainstorming  pictures

importance of civil society  group work  resource
civil society  role playing the importance of  question and persons
civil society answer  sign language
 observing interpreters
76
Outcome: The students will be able to demonstrate an understanding of interacting with the environment in a
responsible manner in terms of climate change, disaster risk management and proper use of resources for
continued development of Malawi, Africa and the world.
methods resources
when the able to:
students are able
to:
 demonstrate 1 identify types of Employment  researching different types of  discussion  resource
an employment employment in their community  research persons
understanding  discussing types of employment  group work  textbooks
of types of  pair work  case studies
employment question and local
2 explain how  researching on how different types  
different types of of employment contribute to the answer environment
employment economy of the country  peer assessment  students’
contribute to the  discussing the role of different  observation experiences
economy of the types of employment to the  braille material
country economy of the country  newspaper
77
articles
 magazines
 checklists
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested

standard learning activities teaching, learning teaching,
methods assessment
resources
3 suggest how  brainstorming ways in which  brainstorming  textbooks

citizens citizens can contribute to the  group work  resource
contribute to the economy of the country  question and persons
country through  discussing ways in which answer  documentaries
different types of citizens can contribute to the  observing  sign language
employment economy of the country students’ interpreters
 debating on how students contributions  traditional arts
would contribute to the  research and crafts
economy of the country  group discussion  pictures
 identifying training needs for  reports  newspaper
students to contribute to the  family trees articles
economy of the country  role play  Braille
materials
 case studies
78
assessment
resources
are able to:
 demonstrate 1 explain the Employment  brainstorming the meaning of  brainstorming  resource
an meaning of the the term ‘conditions of service’  discussion persons
understanding term  discussing the meaning of the  research  textbooks
of the “conditions of term ‘conditions of service’  group work  case studies
importance of service”  pair work  local
conditions of  question and environment
service in 2 identify answer  students’
 brainstorming examples of
employment examples of  peer assessment experience
conditions of service
conditions of  identifying examples of  observation  Braille
service conditions of service eg  role play materials
remuneration, leave, medical  case studies  newspaper
scheme, pension scheme and articles
life insurance  checklists
 magazines
 case studies
79
methods assessment
resources
 discussing conditions of  brainstorming  textbooks

services eg remuneration,  group work  resource
leave, medical scheme,  question and persons
pension scheme and life answer  documentaries
insurance  observing  sign language
 discussing the importance of contributions  traditional arts
3 describe the
 research and crafts
the conditions of service such
importance of  group discussion  pictures
as remuneration, leave,
conditions of  reports  newspaper
medical scheme, pension
service in  family trees articles
scheme
employment  role play  Braille
 role playing the importance of
studying conditions of materials
service before taking up  case studies
employment
80
methods assessment
resources
when the able to:
students are able
to:
 demonstrate 1 identify types of Labour laws  brainstorming types of labour  discussion  resource
an labour laws in in Malawi laws in Malawi  research persons
understanding Malawi  discussing types of labour laws in  group work  text textbooks
of labour laws pair work case studies
Malawi  
in Malawi  question and  local
2 explain the  brainstorming the importance of answer community
importance of labour laws  peer assessment  students’
labour laws in  discussing importance of labour  observation experiences
Malawi laws  brainstorming  Braille
materials
 newspaper
articles
 magazines
 checklists
81
Outcome: The students will be able to demonstrate an understanding of population and environmental issues including
climate change, disaster and risk management in terms of national, regional and global contexts.
methods resources
able to:
 demonstrate an 1 define the terms Population  brainstorming the terms  brainstorming  textbooks on
understanding of ‘responsible’ and resources ‘responsible’ and ‘irresponsible’  group population and
responsible and and human practices towards discussion environment
irresponsible ‘irresponsible’ environmental resources  panel  students’
human practices human practices  discussing the meaning of the terms discussion experiences
towards towards ‘responsible’ and ‘irresponsible’  short essays  local
environmental environmental human practices towards  teacher environment
resources resources environmental resources observation  pictures on
 short answer responsible
questions practices
 group work  charts
82
 question and  checklists
answer
 rubric
 research
methods assessment
resources
2 explain  researching responsible human  brainstorming  textbooks

responsible practices towards the environment  group work  resource
human practices eg afforestation, re-afforestation,  question and persons
towards keeping water and air clean, good answer  documentaries
environmental agricultural practices  teacher  sign language
resources  discussing how responsible observation interpreters
practices promote environmental  research  traditional arts
conservation  group discussion and crafts
 reports  pictures
 brainstorming irresponsible human  family trees  newspaper
3 outline
practices towards environmental  role play articles
irresponsible
resources:  Braille
human practices
- deforestation materials
towards
- pollution of air and water  case studies
environmental
resources - poaching
83
- over-fishing
 discussing irresponsible human
practices
methods assessment
resources
4 explain the  discussing the uses of natural  brainstorming  textbooks

importance of resources to the individual and  group work  resource
natural resources the community  question and persons
to the individual  debating the value of each natural answer  documentaries
and the resource to the individual and  teacher  sign language
community community observation interpreters
 role playing the importance of  research  traditional arts
natural resources to the  group discussion and crafts
individual and community  reports  pictures
 family trees  newspaper
 role play articles
 Braille materials
 case studies
84
methods assessment
resources
able to:
 demonstrate an 1 explain the Effects of  surveying the environment to  discussion  students’
understanding of effects of population identify the effects of population  group work experiences
the effects of population growth on growth on resources  survey  textbooks
population growth growth on resources  discussing the effects of  environmental  short
on resources resources population growth on resources audit answer
 short essays questions
2 conduct an  carrying out an environmental  short answer  observation
environmental audit to check the effects of questions schedules
audit population growth on resources  teacher  environmen
such as: observation tal audit
- degradation of resources reports
- depletion of resources  observation
- shortage of resources checklists
85
 rubrics

methods assessment
resources
able to:
 demonstrate an 1 identify moral Moral  brainstorming moral values  discussions  problem
understanding of values expected of values expected of boys and girls in  brainstorming solving
the importance of boys and girls in interrelationships in the society  group work questions
moral values in the interrelationships  discussing moral values  case study  checklists
society in the society expected of boys and girls using  teacher  resource
case studies observation persons
 futures’ wheels  students’
2 explain the effects  discussing the effects of  essay question experiences
of breakdown of breakdown of moral values in  role play
moral values on interrelationships in society  future’s wheels
society  drawing future’s wheels on the
causes and effects of the
breakdown of moral values in
86
the society

methods assessment
resources
 role playing the effects of  brainstorming  pictures

breakdown of moral values in  group work  resource
interrelationships  question and persons
answer  sign
3 explain how to  investigating ways of avoiding  teacher language
avoid the the breakdown of moral values observation interpreters
breakdown of  discussing ways of avoiding the  research  textbooks
moral values breakdown of moral values  group discussion  traditional
 reports arts and crafts
 family trees
 checklists
87
standard topic learning activities learning and teaching, learning
assessment methods and assessment
resources
when the able to:
students are able
to:
 demonstrate an 1 identify types of Citizen  visiting district  group discussion  checklists
understanding vital citizenship registration commissioner’s offices to  report writing  pictures
of citizen registration collect information on vital  question and answer  students’
registration registration  short essay experience
 researching types of vital  completion test  resource persons
citizenship registration  field visits  textbooks
 discussing types of vital  research  newspaper
88
citizenship registration reports and
articles
 radio and TV
news
 internet
 local community

methods assessment
resources
2 explain the  discussing the importance  group discussion  checklists

importance of vital of vital registration on  report writing  pictures
citizen registration national development  question and  students’
on national  debating the importance of answer experience
development vital registration on  short essays  resource
national development  completion tests persons
 field visits  textbooks
 debate  newspaper
reports and
articles
 radio and TV
news
89
 internet
 local
community

democracy, governance, civic, social justice, peaceful co-existence, social services and other emerging
issues in relation to development.
methods assessment
resources
are able to:
 demonstrate 1 identify types of Taxation  brainstorming the meaning of  discussion  checklists
an taxes taxation  question and  pictures
understanding  identifying types of taxes answer  taxation act
of taxation in  role play (law)
Malawi 2 describe the  discussing major principles of  debate  students’
major principles taxation  interviewing experiences
of taxation  distinguishing between taxes and  short essays  resource
non-tax revenues such as fees,  project work persons
90
levies and charges  textbooks

methods assessment
resources
3 explain the  discussing the importance of  discussion  newspaper

significance of taxes in national development  question and reports and
taxation in  visiting key development answer articles
national activities in their community  role play  radio and TV
development funded by tax revenue  debate news
 interviewing  internet
 short essays  local
 project work community
 education visits
91
methods assessment
resources
4 identify rights  visiting tax collecting offices in  discussion  newspaper

and the local area  question and reports and
responsibilities of  interviewing people on the answer articles
a taxpayer importance of taxes in their  role play  radio and TV
lives and community  debate news
 discussing the rights of a  interviewing  internet
taxpayer  short essays  local
 discussing the responsibilities/  project work community
obligations of a taxpayer in  observation
relation to rights checklists
 role playing the importance of
observing taxpayers’ rights
and responsibilities
92
assessment
resources
when the able to:
students are able
to:
 demonstrate 1 identify types of Government  brainstorming types of  brainstorming  checklists
an governments governments  discussion  students’
understanding  discussing types of  question and answer experiences
of how the governments  role play  resource
government  debate persons
works  research  textbooks
93
 short essays  newspaper
 teacher observation reports and
 summaries articles
 value statements  radio and TV
news
 internet

methods assessment
resources
2 compare types of  discussing the characteristics of  brainstorming  textbooks

governments each type of government  group work  resource
 debating the advantages and  question and persons
disadvantages of each type of answer  documentaries
government  teacher  sign language
observation interpreters
3 explain the  brainstorming the meaning of  research  traditional arts
meaning of the the term ‘democracy’  group discussion and crafts
term ‘democracy’  discussing the term  reports  pictures
‘democracy’  family trees  newspaper
4 describe types of  brainstorming types of  Braille
democracy democracy materials
 discussing types of democracy  case studies
94
methods assessment
resources
5 explain the role of  researching the role of  brainstorming  textbooks

political parties in a political parties in a  group work  resource
democracy democracy  question and persons
 discussing the role of political answer  documentaries
parties in a democracy  observing  sign language
students’ interpreter
6 identify  discussing the characteristics contributions  traditional arts
characteristics of of good governance  research and crafts
good governance  role playing situations of  group discussion  pictures
good and bad governance  reports  newspaper
 family trees articles
 brainstorming the role of a  role play  Braille
7 describe the role of
citizen in promoting good materials
citizens in
governance  case studies
promoting good
95
governance  discussing the role of a citizen
in promoting good
governance

democracy, governance, civic participation, social justice, peaceful coexistence, social services and other
emerging issues in relation to development.

methods assessment
resources
when students are able to:
able to:
 demonstrate an 1 identify the Conflict  brainstorming national  brainstorming  textbooks
understanding of national resolution institutions that assist in  role play  newspapers
national institutions that conflict resolution  discussions articles
institutions that assist in conflict  discussing national  case studies  resource
assist in conflict resolutions institutions that assist in  essays persons
resolutions conflict resolutions such as  teacher  pictures
courts, Public Affairs observation  students’
96
Committee, Trade Unions,  question and experiences
Traditional Leaders (chiefs), answer  local
Office of the Ombudsman,  educational visits community
local NGOs and churches

standard topic learning activities teaching, teaching,
methods resources
2 describe the  brainstorming the functions  brainstorming  textbooks

functions of of the national institutions  group work  resource
national that assist in conflict  question and persons
institutions that resolution answer  documentaries
assist in conflict  discussing the functions of  teacher  sign language
resolution the national institutions that observation interpreters
assist in conflict resolution  research  traditional arts
 analysing the impact of  group and crafts
national institutions in discussion  pictures
assisting to resolve conflicts  reports  newspaper
 role play  Braille materials
case studies
97
methods assessment
resources
able to:
 demonstrate an 1 describe the Conflict  brainstorming the causes of  brainstorming  pictures
understanding of causes of conflict resolution conflict in Africa  role play  newspapers
the causes and in Africa  discussing the causes of  discussions articles
effects of conflicts in Africa eg land  case study  textbooks
conflicts in disputes, ethnic rivalry,  essays  student’s
Africa differences in political  teachers’ experiences
ideology, economic and social observation  resource
differences  future’s wheels persons
 drama  audio visual
2 explain the effects  dramatizing the effects of  question and materials
of conflict in conflicts in Africa answer  raised
Africa  discussing the effects of pictures
conflicts  Braille
98
materials
 case studies

methods assessment
resources
able to:
 demonstrate an 1 describe the Conflict  brainstorming different stages  role play  pictures
understanding of process of conflict resolution in conflict resolution  discussion  newspapers
the process of resolution  role playing the different  case study articles
conflict stages in conflict resolution  essays  textbooks
resolution  discussing different strategies  teacher  student’s
in conflict resolution such as observation experiences
negotiation, mediation and  future’s wheels  resource
arbitration  drama persons
 case study  audio visual
2 identify regional  brainstorming the regional  brainstorming aids
organisations that organisations that assist in  raised
assist in conflict conflict resolution in Africa pictures
resolution  discussing the regional  Braille
99
organs that assist in conflict materials
resolution such as AU and  checklists
SADC

methods assessment
resources
 analysing strategies used by  brainstorming  textbooks

organisations in conflict  group work  resource
resolution eg contact and  question and persons
dialogue; embargo; sanctions; answer  documentaries
peace keeping and peace  observing  sign language
making students’ interpreter
contributions  traditional arts
 role playing the importance of  research and crafts
3 explain the  group discussion  pictures
peaceful conflict resolution
importance of  reports  newspaper
 discussing the importance of
peaceful conflict  family trees articles
peaceful conflict resolution eg
resolution  role play  Braille
maintaining peace, genuine
reconciliation and avoiding materials
war and outside interference case studies
100
methods assessment
resources
4 identify ways of  brainstorming ways of  brainstorming  textbooks

avoiding conflicts avoiding conflict in Africa  group work  resource
in Africa  discussing ways of avoiding  question and persons
conflicts in Africa such as answer  documentaries
laws that grant equal rights  observing  sign language
and freedoms for all, students’ interpreters
democratic governance, equal contributions  traditional arts
distribution of resources,  research and crafts
restrictions on sale of arms,  group discussion  pictures
peace, education for all and  reports  newspaper
electing effective leadership  family trees articles
 role play  Braille
materials
case studies
101
Term 2
methods assessment
resources
when the able to:
students are able
to:
 demonstrate 1 explain the Investment  brainstorming the meaning of the  discussion  resource
an meaning of the term ‘investment’  research persons
understanding term  discussing the meaning of the term  group work  textbooks
of investment ‘investment’ ‘investment’  pair work  case studies
 question and  local
102
2 identify types of  brainstorming types of investment answer environment
investment  discussing types of investment  peer assessment  students’
 teacher experience
observation  Braille
 interviews materials
 field trips  newspaper
 brainstorming articles
 magazines
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching,
assessment
resources
when the able to:
students are able
to:
 demonstrate 1 explain the Investment  brainstorming the meaning of  brainstorming  resource
an meaning of the discussion persons
the terms ‘capital markets’ 
understanding terms ‘capital research textbooks
and ‘money markets’  
of money markets’ and group work case studies
 discussing the meaning of the  
markets and ‘money markets’  pair work  local
terms ‘capital markets’ and
capital markets  question and environment
‘money markets’
 discussing examples of answer  students’
capital markets such as bonds  peer assessment experience
and treasury notes  teacher observation  Braille
 discussing the example s of  essays materials
money market such as shares  question and  newspaper
103
and treasury bills answer articles
 educational visits  magazines
methods assessment
resources
2 identity the key  identifying the key players in  brainstorming  textbooks

market players capital markets and money  group work  resource
in capital market  question and persons
markets and  discussing the key players in answer  documentaries
money markets capital markets and money  teacher  sign language
markets such as Malawi Stock observation interpreters
Exchange, brokers, dealers,  research  traditional arts
broker-dealers, collective  group discussion and crafts
investment schemes (CIS) and  reports  pictures
fund managers  family trees  newspaper
 brainstorming the meaning of the  Braille materials
3 explain the  case studies
term investment opportunities
meaning of
 discussing the meaning of the
investment
104
opportunities in term investment opportunities in
capital markets capital markets and money
and money markets
markets
methods assessment
resources
4 describe types of  brainstorming types of investment  brainstorming  textbooks

investment opportunities in capital markets and  group work  resource
opportunities in money markets  question and persons
capital markets  discussing types of investment answer  documentaries
and money opportunities in capital markets and  teacher  sign language
markets money markets such as shares, observation interpreters
collective investment schemes (CIS),  research  traditional arts
treasury bills, treasury notes, treasury  group discussion and crafts
bonds and commercial paper  reports  pictures
 discussing case studies in investment  family trees  newspaper
opportunities in capital markets  role play articles
 Braille
 brainstorming the importance of materials
5 explain the  case studies
capital markets and money markets
105
importance of  discussing the importance of capital
capital markets markets and money markets on
and money economic development eg link
markets in between investors and capital raisers,
economic promoting saving, investment,
development economic growth and stability
methods assessment
resources
1 explain the terms  brainstorming the terms and  brainstorming  textbooks

and conditions conditions of investment  group work  resource
of various opportunities in the capital markets  question and persons
investment and money markets answer  documentaries
opportunities in  discussing the terms and conditions  teacher  sign language
capital markets of investment opportunities in the observation interpreters
and money capital markets eg investment  research  traditional arts
markets maturity period, interest  group discussion and crafts
rate/investment yield and  reports  pictures
management fees  family trees  newspaper
2 describe the  brainstorming the importance of  Braille
importance of investment on economic development materials
investment on  discussing the importance of  case studies
106
economic investment on economic development
development
methods assessment
resources
are able to:
 demonstrate 1 identify different Economic  brainstorming different sectors of  brainstorming  resource
an sectors of the development the economy  discussion persons
understanding economy  discussing different sectors of the  research  textbooks
of different economy  group work  case studies
sectors of the  pair work  local
economy 2 explain the  question and environment
 brainstorming the contributions
contribution of of different sectors of the answer  students’
different sectors economy  peer assessment experiences
of the economy  analysing the contributions of  observation  Braille
to economic different sectors of the economy  essays materials
development to economic development  question and  newspaper
answer articles
107
 educational  magazines
visits
Term 3
methods assessment
resources
able to:
 demonstrate an 1 identify social skills Social  brainstorming social skills  discussions  text textbooks
understanding of skills  identifying the social skills such  brainstorming  Braille
social skills as: cultural competence,  question and materials
assertiveness, self esteem, answer  sign language
decision making, stress and  role play interpreters
anxiety management  essays  students’
experiences
108
2 explain social skills  discussing social skills  resource
 role playing some of the social persons
skills such as assertiveness,  rubrics
decision making, stress and  checklists
anxiety management

methods assessment
resources
able to:
 demonstrate an 1 explain the Corruption  brainstorming the meaning of  role play  students’
understanding of meaning of the the term ‘corruption’  creative writing experiences
the consequences term ‘corruption’  discussing the meaning of the  teacher  pictures
of corruption term ‘corruption’ observation  newspaper
 brainstorming articles
2 explain the  brainstorming different forms  discussion  textbooks
different forms of of corruption  case studies  resource
corruption  discussing different forms of persons
corruption eg  audio visual
- bribery aids
- extortion  raised pictures
109
- embezzlement  Braille
- abuse of office materials
- conflict of interest  local
- influence peddling community
 discussing examples of  checklists
different forms of corruption

methods resources
3 describe the  brainstorming the difference  brainstorming  textbooks

difference between a between a gift and a bribe  group work  resource
‘gift’ and a ‘bribe’  discussing the difference  question and persons
between a ‘gift’ and a ‘bribe’ answer  documentaries
 teacher  sign language
4 explain the factors  identifying factors that promote observation interpreters
that promote corruption in different  research  traditional arts
corruption in a communities such as villages  group and crafts
community and workplaces discussion  pictures
 discussing factors that promote  reports  newspaper
corruption in the different  family trees articles
communities  role play  Braille
materials
110
 case studies

methods assessment
resources
5 describe the  role playing consequences  brainstorming  pictures

consequences of of corruption in different  group work  resource
corruption communities  question and persons
 analysing the answer  sign
consequences of corruption  teacher language
in different communities observation interpreters
6 suggest ways of  brainstorming ways of  group discussion  traditional
uprooting uprooting corruption  reports arts and crafts
corruption in the  discussing ways of  family trees  students’
community uprooting corruption  role play experiences
 family trees
 checklists
111
methods resources

able to:
 demonstrate an 1 explain the Law and  brainstorming the meaning of the  brainstorming  resource
understanding of meaning of the order term ‘law and order’  discussion persons
the importance term ‘law and  discussing the meaning of the term  question and  textbooks
of law and order order’ ‘law and order’ answer  newspaper
in the country  pair work articles
2 identify the roles  brainstorming the roles of citizens in  group work  rubrics
of the citizens in maintaining law and order  group  checklists
maintaining law  discussing the roles of citizens in assessment  raised
and order maintaining law and order  structured pictures
questions  audio visual
112
3 describe the roles  brainstorming the roles of the  essay aids
of the police in police in maintaining law and order  role play  Braille
maintaining law in the country  drama materials
and order in the  discussing the roles of the police in  case studies
country maintaining law and order in the
country
methods assessment
resources
able to:
 demonstrate an 3 identify social Social  brainstorming social service  brainstorming  students’
understanding of services provided services institutions and the services  discussion experiences
social services by social service they provide  role play  pictures
institutions  discussing social service  drama  newspaper
institutions and the services  question and articles
they provide eg education, answer  textbooks
medical care, recreation,  pair work  resource
communication, security, moral  group work persons
and spiritual guidance  group assessment  audio visual
 structured aids
questions  raised
 essay questions pictures
113
 debate  Braille
materials
 local
community

methods assessment
resources
4 describe the  brainstorming the importance of  brainstorming  textbooks

importance of social services in the community  group work  resource
social services  discussing the importance of  question and persons
social services such as literacy, answer  documentaries
good health, security,  observing  sign language
transportation, peace, calm and students’ interpreters
law and order contributions  traditional arts
 brainstorming the importance of  group discussion  pictures
5 explain the
standards in the provision of  reports  newspaper
importance of
social services  family trees articles
standards in the
 discussing the importance of  role play  Braille
provision of
standards in the provision of materials
social services
social services  case studies
114
methods assessment
resources
6 describe the  brainstorming the effects of poor  brainstorming  textbooks

effects of poor standards in the provision of social  group work  resource
standards in the services  question and persons
provision of  debating the effects of poor standards answer  documentaries
social services in the provision of social services  teacher  sign language
 discussing the effects of poor observation interpreters
standards in the provision of social  research  traditional arts
services  group discussion and crafts
 reports  pictures
 brainstorming the effects of rapid  family trees  newspaper
7 identify the
population growth on social services  role play articles
effects of rapid
 discussing the effects of rapid  Braille materials
population
population growth on social services  case studies
growth on
social services eg shortage of medicines,
115
overcrowding in schools and hospitals
and pressure on communication
systems
 dramatising the effects of rapid
population growth on social services
methods assessment
resources
when students are be able to:
able to:
 demonstrate an 1 explain the  brainstorming the importance of  brainstorming  students’
understanding of importance of caring for social services  discussion experiences
the importance caring for social  discussing the importance of caring  drama  pictures
of caring for services for social services such as  projects  newspaper
social services sustainability, cost saving,  question and articles
accessibility, availability, and answer  textbooks
improving standards of living  pair work  rubrics
 demonstrating how citizens can  group work  resource
take care of social service  group persons
assessment  audio visual
 structured aids
questions  raised
116
 essay questions pictures
 demonstration  Braille
materials

methods assessment
resources
2 identify the  brainstorming on the roles of the  brainstorming  textbooks

roles of citizens citizens in the provision and care  group work  resource
in the provision for social services  question and persons
of and care for  discussing roles of citizens in the answer  documentaries
social services provision and care of social  teacher  sign language
service institutions observation interpreter
 discussing ways of caring for  research  traditional arts
social services eg participating in  group discussion and crafts
community work; taking care of  reports  pictures
social services institutions;  family trees  newspaper
reporting vandalism to  role play articles
authorities and awareness  Braille
campaigns materials
 case studies
117

methods assessment
resources
when the be able to:
students are able
to:
 demonstrate 1 explain the terms Gender and  brainstorming meanings of the  brainstorming  resource
an ‘gender equality’ sustainable terms ‘gender equality’ and  discussion persons
understanding and’ gender development ‘gender equity’  research  textbooks
of gender equity’  discussing differences between  group work  case studies
equality and gender equality and gender  pair work  local
equity in the equity  question and community
118
family  analysing case studies on gender answer  students’
equity and gender equality  peer assessment experiences
 role playing issues of gender  observation  Braille materials
equity and gender equality  role play  newspaper
articles
 magazines
 checklists

methods assessment
resources
2 compare gender  brainstorming gender roles,  brainstorming  textbooks

roles, rights and rights and responsibilities of  group work  resource
responsibilities of family members in a modern  question and persons
family members and traditional Malawian answer  documentaries
in a modern and society  teacher  sign language
traditional  discussing gender roles, observation interpreters
Malawian society rights and responsibilities of  research  traditional arts
family members in a modern  group discussion and crafts
and traditional Malawian  reports  pictures
society  family trees  newspaper
 role playing gender roles,  role play articles
rights and responsibilities of  Braille
family members in a modern materials
and traditional Malawian  case studies
119
society

methods assessment
resources
3 describe gender  brainstorming gender biases  brainstorming  textbooks

bias in Malawi in Malawi  group work  resource
 discussing gender bias in  question and persons
Malawi answer  documentaries
 discussing consequences of  observing  sign language
gender biases in Malawi students’ interpreters
 discussing cultural influences contributions  traditional arts
on gender biases in Malawi  research and crafts
 group discussion  pictures
 identifying ways of achieving  reports  newspaper
4 suggest ways of gender equality and gender  family trees articles
achieving gender equity in Malawi  role play  Braille
equality and  discussing ways of achieving materials
gender equity in gender equality and gender  case studies
Malawi
120
equity in Malawi
 analysing case studies on
how to achieve gender
equality and gender equity in
Malawi

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

methods assessment
resources
are able to:
 demonstrate an 1 identify Interdependence  brainstorming organisations that  discussion  resource
understanding of organisations of nations promote international  question and persons
organisations that promote cooperation such as UN, answer  newspaper
that promote international COMESA, FIFA, common  observation articles
international cooperation wealth, COSAFA, SADC,  brainstorming  brochures
cooperation ECOWAS, EU, GATT, World  teacher  textbooks
Bank, ADB, AU, World Customs observation  documentaries
Operations  peer assessment  maps
121
 discussing organisations that  Braille
promote international materials
cooperation  checklists

methods resources
2 explain how  discussing how international  brainstorming  textbooks

international organisations promote  group work  resource
organisations international cooperation  question and persons
promote  locating headquarters and areas answer  documentaries
international of influence of organisations  observing  sign language
cooperation that promote international students’ interpreters
cooperation contributions  traditional arts
 group discussion  pictures
 reports  newspaper
 role play  Braille
materials
122
 case studies
123
References
Fabiano, M and Maganga, JL (2002). Malawi senior secondary social and development
studies. Blantyre: Macmillan
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Republic of Malawi

Ministry of Education, Science and Technology

Ministry of Education, Science and Technology

Malawi Institute of Education

© Malawi Institute of Education 2013

First edition 2013

Mastone LK Mbewe - Chancellor College

Editing: Billy Kanjala and Max J Iphani

Secondary education outcomes

The developmental structure of the secondary school curriculum in Malawi

Secondary education outcomes

Ethical and socio-cultural skills

Economic development and environmental management skills

Occupational and entrepreneurial skills

Creativity and resourcefulness

Scientific and technological skills

Core elements and their outcomes

Culture and change

Civic participation and development

People and the environment

Global issues and development

Term 1 Form 1 Form 2 Form 3 Form 4

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

 Types of citizenship  Malawi Revenue  National service

 Economic developing nations

2 Civic Constitution Taxation Social justice Taxation

Financial management  Technological

People and environment

Drug substance and use abuse

2 Civic Corruption Social justice Security Social justice

Social services Social services

3 Sustainable Gender and sustainable Gender issues in Africa

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

3 compare  discussing the relationship between  brainstorming  pictures

5 explain how culture

6 explain gender  brainstorming the term gender  brainstorming  pictures

8 explain the factors  researching on the factors that  brainstorming  pictures

3 identify the  discussing the fundamental  brainstorming  pictures

6 recognize the  visiting a local area to observe

 visiting local district  brainstorming  pictures

4 explain security  researching on security  brainstorming  pictures

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

2 explain ways of  brainstorming ways of  brainstorming  pictures

3 locate tribes and  drawing the map of Malawi  brainstorming  pictures

5 explain changes in  brainstorming the changes that  brainstorming  pictures

3 explain how culture  debating on how culture influences

4 describe measures  identifying measures for  brainstorming  pictures

3 identify the  discussing responsibilities of a  brainstorming  pictures

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

3 explain how  brainstorming how constitutions  brainstorming  pictures

3 outline the major  identifying the major changes  brainstorming  pictures

3 identify factors  brainstorming factors which  brainstorming  pictures

3 Describe  discussing causes of conflict in the

4 explain the  discussing effects of conflicts in  brainstorming  pictures

2 describe savings  brainstorming the meaning of the term  brainstorming  pictures

4 explain the  brainstorming the meaning of the  brainstorming  pictures

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

3 explain the effects  discussing the effects of high  discussion  students’

5 explain the  discussing citizens’

3 identify social  brainstorming social problems at  brainstorming  pictures

6 suggest ways of  brainstorming ways of preventing  brainstorming  chart paper

2 identify responsible  brainstorming responsible and  brainstorming  pictures

Core element: Civic participation and development