Republic of Malawi

Syllabus for

Life skills education

Forms 3 and 4

Ministry of Education, Science and Technology

 Syllabus for

Life skills education

Forms 3 and 4

Ministry of Education, Science and Technology

Prepared and published by

Malawi Institute of Education

PO Box 50
Domasi
Malawi

Email: [email protected]

© Malawi Institute of Education 2013

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

First edition 2013

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

Prof Moira Chimombo - SAFE

Ass Prof Samson MacJessie-Mbewe - Chancellor College
Dr ET Kamchedzera - Chancellor College
Symon Chiziwa - Chancellor College
A Chinjati - HHI Secondary School
F Katsala - Malawi Revenue Authority
Matilda Luhanga - Mulunguzi Secondary School
Joyce Kasambara (Mrs) - Malawi Institute of Education
Mercy C Phiri (Mrs) - Malawi Institute of Education
Olive Malomboza - Malawi Blood Transfusion Services
John C Mswayo - DIAS - Ministry of Education Science and
Technology

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),
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 Olive Namphanda and Misheck Munthali who
helped in the refining of the syllabus. Finally, thanks should also go to Mercy Ziba, Alice Saiti
and Kondwani Kawonga for providing expert advice on the syllabus during its development.

Production team

Editing: Enia Mkwezalamba-Ngalande

Typesetting and
layout: Joyce Chilenga-Khaki
Editor-In-Chief: Max J Iphani
 Contents

Page
Acknowledgements .................................................................................................................. iii
Foreword ..................................................................................................................................... v
The secondary school curriculum in Malawi ........................................................................ vii
Developmental outcomes ......................................................................................................... viii
Rationale for life skills education ........................................................................................... xi
Scope and sequence chart for Forms 1 and 2 ......................................................................... 1
Scope and sequence chart for Forms 3 and 4 ......................................................................... 6
Teaching syllabus for Forms 3 and 4 ....................................................................................... 12
References .................................................................................................................................... 64
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 life skills education
The youth face many demands and challenges in their everyday life as they grow up. These
include STIs, HIV and AIDS, drug and substance use and abuse, growth and development, boy-
girl relationships, violence and delinquency, negative peer pressure, gender- and disability-
related issues, and inadequate access to services. Life skills are the abilities that enable individuals
to deal effectively with these demands and challenges.
The main goal of life skills education is to develop students who can integrate their knowledge,
feelings, attitudes, values and skills to live their lives to their full potential. Furthermore, life skills
education provides students with the opportunity to develop skills and motivation to function
efficiently and effectively in society. The key life skills include: self-awareness, self-esteem,
empathy, communication skills, interpersonal relationships, creative and critical thinking,
problem-solving, decision-making, coping with stress and emotions, resisting peer pressure,
peaceful conflict resolution and entrepreneurship.
The life skills education curriculum requires participatory methods and experiential learning
techniques. It recommends a variety of interactive activities in which the students engage in tasks
and process their experiences. After adequate practice, they should apply what they have learned
to real life situations. This will help them to lead responsible and productive lives.
Core elements and their outcomes
Personal development
Students will be able to develop their self-awareness and self-esteem to achieve their personal
potential.
Growth and development
Students will be able to appreciate how growth and development affect their behaviour and
interpersonal relationships, and acquire the skills needed to deal with the challenges of
growing up.

Health promotion
Students will be able to make informed decisions about their personal health and demonstrate
health-seeking behaviour in the community and wider environment, with particular attention to
hygiene, sanitation, and prevalent diseases.

Social and moral development

Students will be able to live and interact socially and morally as members of a family, group,
community and nation, in accordance with gender and disability equity, and individual rights
and responsibilities.

Sex and sexuality

Students will be able to acknowledge their value as sexual beings and appreciate their sexuality,
by making informed choices.

Entrepreneurship and the world of work

Students will be able to demonstrate how to access the knowledge, skills, attitudes and values
needed for socio-economic and occupational development in the society.
xi
 Scope and sequence chart for Forms 1 and 2

Core element Form 1 Form 2

Personal development Self awareness

Understanding myself Positive and negative self esteem
 description of themselves  characteristics of positive self esteem
 analysis of how other people view them  characteristics of negative self esteem
Self esteem  stages in developing positive self esteem
 meaning of self esteem  skills of overcoming negative self esteem
 characteristics of a healthy self esteem
 importance of self esteem Setting goals
Planning for daily activity  factors to consider when setting personal goals
 element of planning  planning goals on the basis of one’s strengths or
 activities that require planning talents
 personal goals  importance of setting goals on the basis one’s
 personal study timetable strengths
Assertiveness  factors to consider when choosing subjects
 identification of values  importance of seeking educational guidance
 importance of standing for one’s values and counselling
 forms of peer pressure
 consequences of positive and negative peer pressure
 techniques for resisting negative peer pressure
Growth and development Growth, development and interpersonal relationship Challenges of growing up
 meaning of physical, social and mental development  challenges of growth and development
 likes and dislikes about physical changes  factors that affect interpersonal relationship
 challenges associated with physical, social and  ways of dealing with challenges associated with
mental development interpersonal relationships
 dealing with challenges associated with physical,
social, and mental development

1
 Core element Form 1 Form 2

Health Promotion Person Hygiene and sanitation Blood donation and responsibilities
 good habits of personal hygiene  groups of people who can donate blood
 correct and consistent use and care for toilets  what to do after donating blood
 proper disposal of refuse  benefits of blood donation to the community

Healthy life styles STIs including HIV and AIDS

 life styles that promote healthy living  modes of transmission of STIs
 importance of eating nutritious food  prevention of STIs
 cultural practices that promote unhealthy eating  groups of people who are vulnerable to HIV
habits and AIDS
 ways of promoting healthy living  ways of caring for people living with HIV and
 health services AIDS
 different types of health services  importance of good nutrition to people living
 importance of accessing health services with HIV and AIDS
 importance of regular medical check-up
 importance of proper use of prescribed drugs

Blood donation
 importance of blood donation
 responsibilities of a blood donor
 characteristics of a blood donor

Sexually Transmitted Infections (STI’s)

 meaning of the term STI
 types of STIs
 general signs and symptoms of STIs
 skills required for preventing contracting STI’s

2
 Core element Form 1 Form 2

Basic facts about HIV and AIDS

 difference between HIV and AIDS
 modes of transmission of HIV infections
 general symptoms shown by one suffering from
AIDS
 life skills to resist contracting HIV infection
Social and moral Social and moral responsibilities in the family Social and moral responsibilities in the school
development  types of relationships in the family  relationships in the school
 social and moral responsibilities in the family  social and moral responsibilities of different
 different roles of members of the family members in the school
 needs of members of the family  importance of exercising one’s responsibilities
in the school
Peaceful co-existence in the family
 factors that influence people to peacefully co-exist in Peaceful co-existence in the school
the family  factors that influence people to peacefully co-
 factors that affect relationship in the family exist in the school
 factors that affect relationships in the school
Morals and values in the family and community
 acceptable morale and values in the family and Morals and values in the society
community  ways of promoting acceptable morals and
 process of values clarification values in the society
 importance of values clarification  importance of engaging in acceptable morals
and values in society
Cultural practices, HIV and AIDS in their communities
 different cultural practices in their communities Cultural practices, HIV and AIDS
 cultural practices that facilitate spread of HIV in  cultural practices that promote the spread of
their communities HIV

3
 Core element Form 1 Form 2

Supporting the vulnerable

Vulnerable people in society  Special legal provisions for the vulnerable
 meaning of vulnerability people
 identification of vulnerable people in society
 needs of vulnerable people in society
Sex and sexuality Sex, sexuality and gender Effects of sexuality on behaviour
 meaning of sex, sexuality and gender  components of sexuality
 differences between sex, sexuality and gender  relationship between components of sexuality
 valuing oneself as a sexual being and their behaviour

Components of sexuality Factors that influence sexuality

 components that make up sexuality  factors that influence sexuality
 main factors that influence sexuality in their
Sources of information on sex and sexuality community
 sources of information on sex and sexuality
Sexual harassment and abuse
Sexual harassment and abuse  effects of sexual harassment and abuse
 meaning of sexual harassment and abuse  skills that can be used to overcome effects of
 common forms of sexual harassment and abuse sexual harassment and abuse
 factors that lead to sexual harassment and abuse
 effects of sexual harassment and abuse
 structures that support victims of sexual harassment
and abuse
 Skills that can be used to protect oneself from sexual
harassment

4
 Core element Form 1 Form 2

Entrepreneurship and the World of work Setting up a business

world of work  forms of employment  process involved in generating a business idea
entrepreneurship  business skills that students have
 meaning of the term entrepreneurship  market survey
 ways of becoming an entrepreneur  skills required for conducting a market survey
 suitable customers for business and their needs
Income generating activities  resources needed for a business
 meaning of income generating activities  ways of promoting business and customer care
 importance of entrepreneurship  strategies of dealing with aggressive
 Skills required in come generating activities competitors
 accessing business services for people with
physical challenges
 estimation of income and cost for a business

5
 Scope and sequence chart for Forms 3 and 4

Core element Form 3 Form 4

Personal development Time management Self esteem

 importance of time management  factors affecting self esteem
 ways of managing time  ways of assisting peers build and rebuild their
self esteem

Career planning
 factors to consider when planning for a career
 importance of seeking vocational guidance
and counseling
 sources of information about career and
vocation
 preparing effectively for job interviews
Growth and development Challenges associated with adolescence Influence of growth and development and
 effects of media on adolescence behaviour interpersonal relationship in the nation and the world
- succumbing to media influence  influences of peer pressure
- developing health body image  impact of peer pressure on interpersonal
 forms of peer pressure relationships
 ways of coping with peer pressure
 sources of information about challenges associated
with adolescence
 skills needed for proper decision making and
problem solving
- personal guidance and counseling
- social guidance and counseling
- self esteem and self awareness
- assertiveness
- decision making

6
Core element Form 3 Form 4

Health promotion Blood Donation  preventive medicine

 qualities of a blood donor  types of preventive medicine
 expectations of a blood donor  importance of preventive medicine
 how much blood to donate
HIV and AIDS
 when to donate blood
 meaning of stigma and self discrimination in
 where to donate blood
the context of HIV and AIDS
 how to donate blood
 analysing how stigma contribute to the spread
Use and abuse of prescribed drugs of HIV
 types of prescribed drugs  importance of accessing HIV testing and
 importance of using drugs according to counselling (HTC) services
prescription  donated blood
 what happens to donated blood
Non-communicable diseases - screening transfusion and transmissible
 types of non-communicable diseases infections
 ways of preventing non-communicable - feedback of results
diseases Benefits of receiving blood transfusion

Basic facts about HIV and AIDS

 impact of HIV and AIDS on the individual, family
community and nation
 ways of caring for People Living with HIV and
AIDS (PLWHA)
 vulnerable groups to HIV and AIDS
 resisting pressure to engage in risky behaviours

Rights of people living with HIV and AIDS

 rights of people living with HIV and AIDS
 responsibilities of PLWHA

7
Core element Form 3 Form 4

Social and moral development Social and moral responsibilities in the community Social and moral responsibilities in the nation
 relationships in the community  type of relationships in the nation
- chiefs and the community  needs of members of the nation
- community workers and community.  social and moral responsibilities of different
 needs of members of the community members of the nation
 social and moral responsibilities

Peaceful co-existence in the community Peaceful co-existence in the nation and the world
 factors influencing peaceful co-existence in the  factors that influence people to co-exist peacefully
community in the nation and the world
 factors that affect relationships in the community  factors that affect relationships in the nation and
Morals and values the world
 identification of personal, family and community Morals and values in the nation and the world
morals and values  common moral dilemmas faced by both adults and
 erosion of morals and values teenagers in the nation and the world
 ways of promoting family and community values  appropriate ways of dealing with moral dilemmas
 national and international values
Cultural practices, gender and HIV and AIDS in the
Cultural practices, HIV and AIDS nation and the world
 cultural practices that place vulnerable people at  different ways of discouraging the cultural
risk of contracting HIV practices that facilitate the spreading of HIV in the
Supporting vulnerable people nation and the world
 ways of supporting vulnerable people  different cultural practices that help to mitigate
Steps used to help abused victims the spread of HIV in the nation and the world
 gender practices that promote spread of HIV in
the nation and the world

8
Core element Form 3 Form 4

 challenges that may occur when dealing with

cultural practices that facilitate the spread of HIV
in the nation and the world

Supporting the vulnerable people in the nation and

the world
 different ways PLWHA can be supported in the
nation and the world
challenges that can arise between PLWHA and
caregivers
Sex and sexuality Effects of sexual identity, sexual health and Sexual productive health and human behaviour
reproduction and, sexualisation on behaviour  parts of human reproductive organs
 sexual identity, sexual health and reproduction and  functions of human reproductive organs
sexualisation as components of sexuality  reproductive health challenges
 how sexual identity, sexual health and - teenage pregnancy
reproduction and sexualisation as component of - fistula
sexuality affect their behaviour - abortion
 skills that can be used to overcome the challenges - contracting STIs including HIV
of sexuality  ways of avoiding reproductive health related
 how sexual identity, sexual health and challenges
reproduction and sexualisation affect behaviour  outlining skills that can be used to overcome
reproductive health related challenges
- assertiveness
- self esteem
- effective communication
- negotiation

9
Core element Form 3 Form 4

- decision making
- critical thinking
- problem solving
- guidance and counseling
- peer pressure resistance

Sexual harassment
 effects of incest rape, sexual harassment,
intergeneration and transactional sex
 skills that can be used to help the victims of
incest, rape, sexual harassment,
intergenerational and transactional sex
 effective communication
 stress and anxiety management
 guidance and counselling
 assertiveness
 self esteem
importance of having right information on sexuality
Entrepreneurship and the world Business, values and ethics  risk taking and creativity in business
of work  business, values and ethics  meaning of risk taking in business
 corrupt practices in business  possible risks in business
 business (corporate) social responsibilities  skills for mitigating business risks
 importance of creativity in business

10
Form 3 Form 4

Managing a business venture Job search strategies

 qualities of a successful business person  career goals
 key issues in financial management  matching goals to ones skills
 practical taxation issues in business  job seeking strategies
 different types of taxes to be paid in business  searching for job through
- internet
- newspapers
- recruitment agencies
- volunteering
- magazines
- networking
- preparing for a job interview
Saving culture
 meaning of the term saving culture
 importance of saving
 ways of saving
- pension scheme
- insurance

11
 Teaching syllabus for Forms 3 and 4

Form 3
Corel element: Personal development
Outcome: Students will be able to develop their self-awareness and self-esteem to achieve their personal potential.

Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested

standard learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know this Students must be able
when the students are to:
able to:
 build their self 1 explain ways of Enhancing self  identifying factors  brainstorming  observation
esteem building one’s self esteem contributing to low self  discussion checklists
esteem esteem  self assessment  students
 discussing factors  peer  raised
contributing to low self assessment diagrams
esteem  role play  sign language
 discussing ways of building  research symbols
one’s self esteem  braille
 role playing ways of building materials
self esteem

2 explain the  brainstorming the importance

importance of of valuing one’s role in
valuing one’s role society
in society  discussing the importance of
valuing one’s role in society

12
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested teaching
standard learning activities teaching, learning and learning
and assessment resources
methods
We will know this Students must be
when the students able to:
are able to:
 demonstrate an 1 explain the Time  brainstorming the  brainstorming  observation
understanding importance of management importance of time  discussion checklists
of time time management management  teacher  students’
management  discussing the importance observation experiences
of time management  peer assessment  raised diagrams
 self assessment  sign language
 students’ symbols
experiences  braille materials
 brainstorming ways of
2 explain ways of  essays
managing time managing time effectively
effectively  discussing ways of
managing time effectively

13
Core element: Growth and development
Outcome: Students will be able to appreciate how growth and development affect their behaviour and interpersonal relationships,
and acquire the skills needed to deal with the challenges of growing up.

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested teaching

standard and learning teaching, learning and learning
activities and assessment resources
methods
We will know this Students must be able
when the students to:
are able to:
 demonstrate an 1 explain effects of Challenges  identifying the  brainstorming  students’
understanding of media influence on associated effects of media  discussions experiences
the challenges adolescence with influence on  oral questions  charts
associated with behaviour adolescence adolescent’s  self-assessment  raised
adolescence behaviour  peer assessment pictures/diagrams
 discussing the  role play  sign language
effects of media  modelling  interpreters
influence on  case studies  sign language
adolescence  brainstorming alphabet/signs
behaviour  written exercises  braille materials
 quizzes  resource persons
2 discuss forms of  identifying  tests  recorders for
peer pressure different forms of  essays students with
peer pressure visual impairment
 discussing forms
of peer pressure

14
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested teaching
standard and learning teaching, learning and learning
activities and assessment resources
methods
3 describe ways of  identifying ways  brainstorming  charts
coping with peer of coping with  discussions  raised
pressure peer pressure  oral questions pictures/diagrams
 discussing ways of  self-assessment  sign language
coping with peer  peer assessment interpreters
pressure  role play  sign language
 modelling alphabet/signs
4 analyse sources of  identifying the  case studies  braille materials
information about sources of  brainstorming  resource persons
the challenges information about  written exercises  recorders for
associated with the challenges  quizzes students with
adolescence associated with  tests visual impairment
adolescence  essays
 discussing sources
of information
about the
challenges
associated with
adolescence
 assessing the
reliability of the
information
 applying the
reliable
information to
their everyday life

15
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested teaching
standard and learning teaching, learning and learning
activities and assessment resources
methods

5 describe skills  identifying skills  brainstorming  students

needed for proper needed for proper  discussions  students’
decision making and decision making  oral questions experiences
problem solving and problem  self-assessment  charts
solving  peer assessment  raised
 discussing skills  role play pictures/diagrams
needed for proper  modelling  sign language
decision making  case studies  interpreters
and problem  brainstorming  sign language
solving  written exercises alphabet/signs
 quizzes  braille materials
6 analyse situations  identifying  tests  resource persons
that require decision situation that  essays  recorders for
making and problem require decision students with
solving making and visual impairment
problem solving
 discussing the
situations that
require decision
making and
problem solving

16
Core element: Health promotion
Outcome: Students will be able to make informed decisions about their personal health and demonstrate health-seeking behaviour
in the community and wider environment, with particular attention to hygiene, sanitation, and prevalent diseases.

Assessment standards Success criteria Theme/topic Suggested teaching and Suggested Suggested
learning activities teaching, learning teaching and
and assessment learning
methods resources
We will know this when Students must be able
the students are able to: to:
 demonstrate an 1 describe qualities of Blood  brainstorming  brainstorm  observation
understanding of a a blood donor donation qualities of a blood  discussion checklists
blood donation donor  role playing  students
 discussing qualities of  videos clips  raised diagrams
a blood donor  sign language
2 mention symbols
expectations of a  brainstorming  braille
blood donor expectations of a blood materials
donor  students’
 discussing experiences
expectations of a blood  resource
donor persons
3 explain the
importance of  discussing the
donating blood importance of
donating blood
 role playing
importance of
donating blood

17
Assessment standards Success criteria Theme/topic Suggested teaching and Suggested Suggested
learning activities teaching, learning teaching and
and assessment learning
methods resources
We will know this when Students must be able
the students are able to: to:
 demonstrate an 1 identify types of Use and abuse  identifying types of  brainstorming  observation
understanding of prescribed drugs of prescribed prescribed drugs  discussion checklists
the importance of drugs  discussing types of  teacher  students
using drugs prescribed drugs observation  raised diagrams
according to  peer assessment  sign language
prescription  identifying suitable  self assessment symbols
2 identify suitable persons who can  resource persons  braille materials
persons who can prescribe drugs  role play  resource
prescribe drugs  discussing the persons
importance of going to  newspapers
the right people for
drug prescription

 brainstorming the
importance of using
drugs according to
3 explain the
prescription
importance of using
 discussing the
prescribed drugs
importance of using
according to
drugs according to
instructions
prescription

18
Assessment standards Success criteria Theme/topic Suggested teaching and Suggested Suggested
learning activities teaching, learning teaching and
and assessment learning
methods resources
We will know this when Students must be able
the students are able to: to:
 demonstrate an 1 identify types of Non-  identifying types of  discussion  observation
understanding of non-communicable communicable non-communicable  brainstorm checklists
basic facts about diseases diseases diseases  teacher  students
non-communicable observation  raised
diseases 2 explain ways of  discussing ways of  peer assessment diagrams
preventing non- preventing non-  self assessment  sign language
communicable communicable  essays symbols
diseases diseases

19
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested
standards and learning teaching, teaching and
activities learning and learning
assessment resources
methods
We will know this Students must be able to:
when the students are
able to:
 demonstrate an 1 explain the impact of Basic facts  brainstorming the  discussion  observation
understanding of HIV and AIDS on the about HIV impact of HIV and  brainstorm checklists
basic facts about individual, family, and AIDS AIDS on the  teacher  students
HIV and AIDS community and Nation individual, family, observation  raised diagrams
community and  peer  sign language
nation assessment symbols
 discussing the  self assessment  braille materials
impact of HIV  resource  resource persons
 evaluating the persons  newspaper
impact of HIV and  research articles
AIDS  projects  magazines
 discussion  internet
2 discuss ways of caring  identifying ways of  brainstorm
for People Living With caring for PLWHA  teacher
HIV and AIDS  discussing ways of observation
(PLWHA) caring for PLWHA

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

3 identify vulnerable  identifying  peer assessment  observation

groups to HIV and vulnerable groups  self assessment checklists
AIDS to HIV and AIDS  research  students
 discussing reasons  role play  raised diagrams
why some groups of  discussion  sign language
people are  brainstorming symbols
vulnerable to HIV  teacher  braille materials
infection observation  resource persons
 discussing skills  peer assessment
required to resist  self assessment
engaging in risky  resource
behaviour persons

21
Core element: Health promotion
Outcome: Students will be able to make informed decisions about their personal health and demonstrate health-seeking behaviour in
the community and wider environment, with particular attention to hygiene, sanitation, and prevalent diseases.

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standards and learning teaching, learning teaching and
activities and assessment learning resources
methods
We will know this when Students must be able
the students are able to: to:
 demonstrate an 1 identify rights of Rights of  identifying rights of  discussion  observation
understanding of PLWHA PLWHA PLWHA  brainstorming checklists
rights of People  discussing rights of  teacher  students
Living With HIV PLWHA observation  raised diagrams
and AIDS (PLWHA) 2 explain  peer assessment  sign language
responsibilities of  brainstorming  self assessment symbols
PLWHA responsibilities of  role play  braille materials
PLWHA  resource
 discussing persons
responsibilities of  newspaper
PLWHA articles

22
Core element: Social and moral development
Outcome: Students will be able to live and interact socially and morally as members of a family, group, community and nation, in
accordance with gender and disability equity, and individual rights and responsibilities.

Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested

standard learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know this Students must be able to:
when the students 1 explain types Social and  identifying types of  brainstorming  sign language
are able to: relationships in one’s moral relationships in one’s  oral and written specialists
 demonstrate an community responsibilities community questions  observation
understanding in one’s  discussing types of  self assessment checklists
of social and community relationships in one’s  peer assessment  braille
moral community  observation materials
responsibilities  discussion  posters
towards one’s 2 identify the needs of  finding out the needs of  research  students
community members of the members of the community   students’
community  assessing the needs of experiences
members of the community
 discussing the needs
of members of the
community

3 describe social and  discussing types of social

moral and moral responsibilities
responsibilities in the played by different
community members of the community

23
Assessment standard Success criteria Theme/topic Suggested teaching Suggested Suggested
and learning teaching, teaching and
activities learning and learning
assessment resources
methods
We will know this when Students must be able to:
students are able to:
 co-exist peacefully in 1 identify factors that Peaceful co-  identifying factors  brainstorming  sign language
the community influence people to existence in that make people  oral and specialists
co-exist peacefully in the live together written  observation
the community community peacefully in the questions checklists
community  self  braille materials
 discussing factors assessment  posters
that make people  peer  students’
live together assessment experiences
peacefully in the  observation
community  discussion
 discussing how the  research
identified factors
contribute to
peaceful co-
existence

2 analyse factors that  identifying factors

affect relationships in that affect
the community relationships in the
community

24
Assessment standard Success criteria Theme/topic Suggested teaching Suggested Suggested
and learning teaching, teaching and
activities learning and learning
assessment resources
methods

 analysing factors  brainstorming

that affect  oral and
relationship in the written
community questions
 discussing factors  self
that promote assessment
relationships in the  peer
communities assessment
 discussing factors  observation
that destroy  discussion
relationships in the  research
communities  essays
 role playing factors
that promote and
destroy
relationships

25
Assessment standard Success criteria Theme/topic Suggested teaching Suggested Suggested
and learning teaching, teaching and
activities learning and learning resources
assessment
methods
We will know this when Students must be able to:
students are able to:
 demonstrate an 1 identify personal, Morals and  identifying  brainstorming  sign language
understanding of family and values personal, family  oral and specialists
morals and values in community morals and society’s written  observation
the society and values morals and values questions checklists
 discussing personal  self  braille materials
family and society’s assessment  posters
morals and values  peer
assessment
2 explain how morals  brainstorming how  observation
and values are personal, family,  discussion
eroded community and  future’s
society’s morals wheels
and values are  essays
eroded
 discussing how
personal, family,
community and
society’s morals
and values are
eroded

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

3 explain ways of  identifying ways of  brainstorming  sign language

promoting family promoting family  oral and specialists
and community and community written  observation
values values questions checklists
 discussing ways of  self assessment  braille materials
promoting family  peer  posters
and community assessment
values  observation
 discussion
4 identify national and  identifying national  future’s wheels
international values and international  essays
values
 discussing national
and international
values

27
Assessment standard Success criteria Theme/topic Suggested teaching Suggested Suggested
and learning teaching, teaching and
activities learning and learning resources
assessment
methods
We will know this when Students must be able to:
students are able to:
 demonstrate an
understanding of 1 identify cultural Cultural  identifying cultural  brainstorming  sign language
cultural practices practices that place practices and practices that place  oral and specialists
that do not promote vulnerable people at HIV and vulnerable people written  observation
the spread of HIV risk of contracting AIDS at risk of questions checklists
and AIDS HIV and AIDS contracting HIV  self  braille materials
and AIDS assessment  posters
 discussing cultural  peer  resource persons
practices that place assessment
vulnerable people  observation
at risk of  discussion
contracting HIV  newspaper
and AIDS articles

28
Assessment standard Success criteria Theme/topic Suggested teaching Suggested Suggested
and learning teaching, teaching and
activities learning and learning resources
assessment
methods
We will know this when Students must be able to:
students are able to:
 support vulnerable 1 identify different Supporting the  identifying  brainstorming  sign language
people ways of supporting vulnerable different ways of  oral and written specialists
vulnerable people supporting questions  observation
vulnerable people  self assessment checklists
 discussing ways of  peer assessment  braille materials
supporting  observation  posters
vulnerable people  discussion  newspaper
 role play articles
2 describe steps to be  identifying steps  resource persons
followed in order to to take in order to
assist abused assist the abused
individuals individuals
 discussing steps to
take in order to
assist the abused
individuals
 identifying places
where the abused
individuals can
report

29
Core element: Sex and sexuality
Outcome: Students will be able to acknowledge their value as sexual beings and appreciate their sexuality and make informed
choices.

Assessment standard Success criteria Theme/topic Suggested Suggested Suggested

teaching and teaching, teaching and
learning learning and learning resources
activities assessment
methods
We will know this when Students must be able to:
the students are able to:
 demonstrate an 1 describe sexual Effects of sexual  brainstorming  discussion  braille materials
understanding of identity, sexual identity, sexual components of  think-pair-  sign language
how sexual identity, health and health and sexuality share interpreters
sexual health and reproduction and reproduction and  discussing the  role plays  raised diagrams
reproduction and sexualisation as sexualisation on three  case studies  text books
sexualisation affect components of behaviour components of  self  students’
human behaviour sexuality sexuality assessment experiences
 peer  resource persons
2 explain how sexual  brainstorming assessment  observation
identity, sexual situations of  future’s checklists
health and sexuality that wheels  videos
reproduction and affect their  questions and  magazines
sexualisation as behaviour answers  internet
components of  role playing  enter-educate  DVDs
sexuality affect situations  case studies
human behaviour depicting how
components of
sexuality affect
their behaviour

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

3 explain skills that  brainstorming  discussion  braille materials

can be used to skills that can  think-pair-  sign language
overcome the be used to share interpreters
challenges of overcome the  role plays  raised diagrams
sexuality challenges of  case studies  text books
sexuality  self  students’
 describing assessment experiences
skills that can  peer  resource persons
be used to assessment  case studies
overcome the  future’s  observation
challenges of wheels checklists
sexuality  questions and  videos
answers  magazines
4 explain how  brainstorming  DVD  internet
components of how  enter-educate
sexuality affect components of
behaviour sexuality affect
behaviour
 discussing how
components of
sexuality affect
behaviour

31
Core element: Entrepreneurship and the world of work
Outcome: Students will be able to demonstrate how to access the knowledge, skills, attitudes and values needed for socio-economic
and occupational development in the society.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standards learning activities learning and and learning
assessment resources
methods
We will know this Students must be
when the students able to:
are able to:
 demonstrate an 1 identify business Business  discussing business  pair work  observation
understanding of values and ethics values and values  discussion checklists
business values ethics  discussing business  brainstorming  students’
and ethics ethics  question and experiences
 identifying unethical answer  raised diagrams
behaviours in business  values  sign language
 role playing resisting clarification alphabet symbols
unethical behaviours  debate  sign language
in business  role play interpreters
 essays  braille materials
2 explain business  brainstorming  recorders for
values and ethics business values and students with
ethics visual impairment
 differentiating  posters
between business
values and ethics

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

3 describe corrupt  brainstorming the  discussion  observation

practices in meaning of corruption  brainstorming checklists
business in business  teacher  students
 discussing the observation  raised diagrams
meaning of corruption  role-playing  sign language
in business  dramatisation alphabets/symbols
 brainstorming forms  future’s wheels  sign language
of corruption in interpreters
business  braille materials
 discussing forms of  recorders for
corruption in business students with
 discussing factors that visual impairment
promote corruption in
business
 discussing
consequences of
corruption in business
 role-playing
consequences of
corruption in business

33
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standards learning activities learning and and learning
assessment resources
methods

4 explain business  brainstorming what  discussion  observation

(corporate) social corporate social  brainstorming checklists
responsibilities responsibility is  teacher  students
 discussing what observation  raised diagrams
corporate social  role-playing  sign language
responsibility is  dramatisation alphabets/symbols
 discussing how a  futures wheels  sign language
business can engage  essays interpreters
itself in social  debate  braille materials
responsibilities  recorders for
 dramatising how students with
business can engage visual impairment
itself in social  students’
responsibilities experiences
 debating benefits of  posters
social -responsibilities
to a business

5 discuss life skills  identifying life skills

that can be that can be applied to
applied to prevent one from
prevent one from engaging in corruption
engaging in  analysing life skills
corruption that can be applied to
prevent one from
engaging in corruption

34
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested teaching
standard learning activities teaching, learning and learning
and assessment resources
methods
We will know this Students must be
when the students are able to:
able to:
 demonstrate an 1 describe Managing a  brainstorming qualities of  discussions  observation
understanding of qualities of a business a successful business  group discussion checklists
managing a successful venture person  oral questions  students
business venture business person  discussing qualities of a  self assessment  raised diagrams
successful business  peer assessment  sign language
person  role play alphabet/symbols
2 identify key  brainstorming  sign language
issues in  identifying key issues in  enter-educate interpreters
financial financial management  braille materials
management  discussing key issues in  recorders for
financial management students with
 discussing factors to visual impairment
consider when budgeting  students’
 discussing how to budget experiences
 preparing a simple  posters
budget
 debating the
3 discuss implementation of a
practical budget successfully
taxation issues
in business

35
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested teaching
standard learning activities teaching, learning and learning
and assessment resources
methods
 describing how to  discussions  observation
manage cash flow  group discussion checklists
 describing how to  oral questions  students
manage stock  self assessment  raised diagrams
 discussing how to  peer assessment  sign language
manage costs and profits  role play alphabet/symbols
 discussing procedures for  brainstorming  sign language
the registration of  students’ interpreters
business for taxes experiences  braille materials
 identifying tax  essays  recorders for
allowances upon starting  case studies students with
a business(eg initial, visual impairment
investment, annual)  students’
 dramatise how to pay experiences
customs’ duties at the  posters
border
 discussing practical
taxation issues

4 explain  brainstorming different

different types types of taxes to be paid
of taxes to be in business
paid in business  discussing different types
of taxes to be paid in
business

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

5 explain the role  identifying financial

of financial institutions in Malawi
institutions  differentiating financial
according to institutions according to
how they how they operate
operate  discussing importance of
financial literacy
 exploring ways of
opening and using a
personal bank account

37
Form: 4
Core element: Personal development
Outcome: students will be able to develop their self-awareness and self-esteem to achieve their personal potential.

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standards and learning activities teaching, learning teaching and
and assessment learning
methods resources
We will know this Students must be able to:
when the students are
able to:  discussion
 demonstrate an 1 identify factors Self esteem  identifying factors  brainstorming  observation
understanding of affecting self-esteem affecting self-esteem  role play checklists
factors affecting  discussing factors  question and  students
self-esteem affecting self-esteem answer  raised
 teachers diagrams
observation  sign language
2 suggest ways of  identifying ways of  peer assessment symbols
assisting peers to assisting peers to  individual  braille
build and rebuild build and rebuild assessment materials
their self-esteem their self esteem  essays  students’
 discussing ways of experiences
assisting peers to
build and rebuild
their self-esteem
 role playing ways of
assisting peers to
build and rebuild
their self-esteem

38
Assessment standards Success criteria Theme/topic Suggested teaching Suggested Suggested teaching
and learning teaching, and learning
activities learning and resources
assessment
methods
We will know this when the Students must be able
students are able to: to:
 demonstrate an
understanding of skills
required to plan for 1 identify factors to Career  identifying factors  discussion  observation
future career occupation consider when planning to consider when  brainstorming checklists
planning for a planning for career  role playing  students
career  discussing factors  research  raised diagrams
to consider when  peer  sign language
planning for career assessment symbols
 self assessment  braille materials
 brainstorming the  teacher  newspaper articles
importance of observation  resource persons
seeking vocational
guidance and
counselling

2 explain the  discussing the

importance of importance of
seeking vocational seeking vocational
guidance and guidance and
counseling counselling

39
Assessment standards Success criteria Theme/topic Suggested teaching Suggested Suggested teaching
and learning teaching, and learning
activities learning and resources
assessment
methods

 identifying sources  discussion  observation

of information  brainstorming checklists
about careers and  role playing  students
vocations  research  raised diagrams
3 identify sources of  discussing sources  peer  sign language
information about of information assessment symbols
career and vocation about career and  self assessment  braille materials
vocation  teacher  newspaper articles
observation  resource persons

4 prepare for job  identifying ways of

interviews preparing for job
interviews
 discussing ways of
preparing for job
interviews
 role playing an
interview situation

40
Core element: Growth and development
Outcome: Students will be able to appreciate how growth and development affect their behaviour and Interpersonal relationships,
and acquire the skills.

Assessment Success Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard criteria learning activities learning and and learning
assessment resources
methodologies
We will know this Students must be
when the students able to:
are able to:
 demonstrate an 1 identify the Growth and  brainstorming the  discussions  students’
understanding of influences of development influence of peer  role play experiences
growth and peer pressure pressure, substance  case studies  charts
development, abuse on adolescent  devils advocate  raised
 discussing the influence  debates pictures/diagrams
of peer pressure (eg  modeling oral  sign language
substance abuse etc) questions  sign language
 writing case studies on  peer assessment interpreters
peer pressure and  self-assessment  sign language
substance abuse  written exercises alphabet/signs
 discussing ways of  quizzes  braille materials
dealing with peer  tests  resource persons
pressure  brainstorming  recorders for
 role play students with
 essays visual impairment

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

2 discuss the  brainstorming how peer

impact of peer pressure influences
pressure on interpersonal
interpersonal relationship in the
relationships nation and the world
 discussing how peer
pressure influences
interpersonal
relationships in the
nation and the world

42
 Core element: Health promotion
Outcome: Students will be able to make informed decisions about their personal health and demonstrate health- seeking behaviour
in the community and wider environment, with particular attention to hygiene, sanitation, and prevalent diseases.

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

standards and learning learning and teaching and
activities assessment methods learning
resources
We will know this Students must be able to:
when the students are
able to: 1 identify types of Preventive
 demonstrate an preventive medicine medicine  identifying types of  discussion  observation
understanding of preventive medicine  brainstorm checklists
the importance of  discussing types of  teacher observation  students
preventive preventive medicine  peer assessment  raised
medicine  self assessment diagrams
2 explain the importance  brainstorming the  research  sign language
of preventive medicine importance of  projects symbols
preventive medicine  braille
 discussing the materials
importance of  resource
preventive medicine persons
 investigating  newspapers
various types of  magazines
preventive medicine  internet

43
Assessment Success criteria Theme/topic Suggested teaching Suggested teaching, Suggested
standards and learning learning and teaching and
activities assessment methods learning
resources
We will know this Students must be able to:
when the students are
able to:
 demonstrate an 1 explain the meaning of Basic facts  brainstorming the  discussion  observation
understanding of stigma and self about HIV meaning of stigma  brainstorming checklists
basic facts about discrimination in the and AIDS and self  teacher observation  students
HIV and AIDS context of HIV and discrimination  peer assessment  raised
AIDS  discussing the  self assessment diagrams
meaning of stigma  research  sign
and self  projects language
discrimination in  case studies symbols
the context of HIV  essays  braille
and AIDS materials
 resource
2 explain how stigma  analysing case persons
contributes to the studies on how  newspapers
spread of HIV stigma contribute  magazines
to the spread of  internet
HIV  students’
 discussing how experiences
stigma contribute
to the spread of
HIV

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

3 explain the importance  identifying where  discussion  observation

of accessing HIV to access HIV  brainstorm checklists
Testing and Testing and  teacher observation  students
Counselling (HTC) Counselling (HTC)  peer assessment  raised
services services  self assessment diagrams
 discussing the  research  sign
importance of  projects language
accessing HIV  case studies symbols
Testing and  field visits  braille
Counselling (HTC) materials
services  resource
persons
 newspapers
 magazines
 internet

45
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested teaching
standards and learning teaching, learning and learning
activities and assessment resources
methods
We will know this Students must be able to:
when the students are
able to: 1 explain what Blood  brainstorming  brainstorming  observation
 demonstrate an happens to donated donation what happens to  discussion checklists
understanding of blood donated blood  teacher  students
what happens to  discussing what observation  raised diagrams
donated blood happens to  peer assessment  sign language
donated blood  self assessment symbols
 resource  braille materials
2 explain the benefits  brainstorming the persons  resource persons
of receiving blood benefits of  research  newspapers
receiving blood  projects  magazines
 discussing the  internet
benefits of blood
transfusion

3 explain the  outlining the

importance of importance of
donating blood donating blood
 discussing the
importance of
donating blood

46
Core element: Social and moral development
Outcome: Students will be able to live and interact socially and morally as members of a family, group, community and
country, in accordance with gender and disability equity, and individual rights and responsibilities.

Assessment Success Theme/topic Suggested teaching and Suggested Suggested

standard criteria learning activities teaching, learning teaching and
and assessment learning
methodologies resources
We will know this Students must be
when the students able to:
are able to:
 describe social 1 identify Social and  brainstorming types of  brainstorming  sign language
and moral relationships in moral relationships in a country  oral and written specialists
responsibilities their country responsibilities  discuss types of questions  observation
towards their in the country relationships in a country  self assessment checklists
country  peer assessment  braille
2 analyse needs  identifying the needs of  observation materials
of citizens citizens of the country  discussion  posters
 discussing the needs of  role play
citizens of the country

3 describe social  identifying social and

and moral moral responsibilities of
responsibilities different citizens of the
of different country
citizens  discussing social and
moral responsibilities of
different citizens of the
country

47
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment learning resources
methods
We will know this Students must be
when students are able to:
able to:
 co-exist 1 identify factors Peaceful co-  identifying factors that  brainstorming  sign language
peacefully that influence existence in influence people to live  oral and written specialists
people to co- the country together peacefully questions  observation
exist peacefully and the world  discussing factors that  self assessment checklists
make people live together  peer assessment  braille materials
peacefully  observation  posters
 discussion
2 analyse factors  identifying factors that  role play
that affect affect relationships  case studies
relationships  discussing factors that  future’s wheels
promote relationships in
the country and the world
 role playing factors that
destroy relationships in the
country and the world
 discussing factors that
destroy relationships

48
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested teaching and
standards and learning teaching, learning resources
activities learning and
assessment
methods
We will know this Students must be
when students are able to:
able to:
 demonstrate an 1 analyse Morals and values  identifying moral  brainstorming  sign language
understanding common moral in the country and and value  oral and written specialists
of acceptable dilemmas faced the world dilemmas faced by questions  observation checklists
by both adults both adults and  self assessment  braille materials
morals and
and teenagers teenagers  peer assessment  posters
values
 discussing moral  observation  newspapers
and value  discussion
dilemmas faced by  case studies
both adults and  role play
teenagers  students’
 analysing moral experiences
and value  values
dilemmas faced by clarification
both adults and
teenagers

49
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
Standards learning activities teaching, teaching and
learning and learning
assessment resources
methods

2 identify  brainstorming  brainstorming  sign language

appropriate ways appropriate ways of  oral and specialists
of dealing with dealing with moral written  observation
moral dilemmas dilemmas faced by both questions checklists
adults and teenagers  self  braille
 discussing appropriate assessment materials
ways of dealing with  peer  posters
moral dilemmas faced by assessment  newspapers
both adults and teenagers  observation  case studies
 role playing appropriate  discussion
ways of addressing  case studies
dilemmas faced by both  role play
adults and teenagers

50
Core element: Social and moral development
Outcome: Students will be able to live and interact socially and morally as members of a family, group, community and country, in
accordance with gender and disability equity, and individual rights and responsibilities.

Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested

Standards learning activities teaching, learning teaching and
and assessment learning resources
methods
We will know this Students must be able
when students are to:
able to: 1 describe different Cultural  brainstorming how  brainstorming  sign language
 engage in cultural practices practices, cultural practices  oral and written specialists
cultural that help to gender and discourage the spread of questions  observation
practices that mitigate the HIV and HIV  self assessment checklists
do not promote spread of HIV AIDS  discussing how cultural  peer assessment  braille materials
the spread of practices discourage the  observation  posters
HIV and AIDS spread of HIV  discussion  students’
 case studies experiences
2 discuss different  identifying different  enter-educate
ways of cultural practices that  role play
discouraging the help in mitigating the  values
cultural practices spread of HIV clarification
that facilitate the  analysing different  essays
spreading of HIV cultural practices that
in the country help to mitigate the
and the world spread of HIV

51
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
Standards learning activities teaching, learning teaching and
and assessment learning resources
methods

3 analyse gender  identifying gender  brainstorming  sign language

practices that practices that promote  oral and written specialists
promote spread spread of HIV questions  observation
of HIV in the  discussing how gender  self assessment checklists
country and the practices promote the  peer assessment  braille materials
world spread of HIV  observation  posters
 discussion
 case studies
 enter-educate
4 discuss challenges  brainstorming  role play
faced when challenges that can  values
dealing with occur when dealing clarification
cultural practices with cultural practices  essays
that promote the that promote the spread  students’
spread of HIV of HIV experiences
 analysing challenges
faced when dealing
with cultural practices
that promote the spread
of HIV
 discussing how such
challenges can be
addressed

52
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested
Standards and learning teaching, teaching and
activities learning and learning
assessment resources
methods
We will know this Students must be
when students are able to:
able to:
 support the 1 identify Supporting the  listing different  brainstorming  sign language
vulnerable different ways vulnerable people ways the PLWHA  oral and written specialists
people PLWHA can be in the country and are abused questions  observation
supported the world  identifying places  self assessment checklists
where the abuse  peer assessment  braille materials
can be reported  observation  posters
 discussing the  discussion
different ways of  role play
supporting  values
2 analyse PLWHA clarification
challenges that  identifying the
can arise challenges that can
between arise between the
PLWHA and PLWHA and the
care givers caregivers
 discussing how the
challenges can be
addressed
peacefully

53
Core element: Sex and sexuality
Outcome: Students will be able to acknowledge their value as sexual beings and appreciate their sexuality, by making informed
choices.

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

standard and learning learning and teaching and
activities assessment learning
methodologies resources
We will know this Students must be able
when the students are to:
able to:
 describe the 1 identify the parts of Sexual  brainstorming parts  pair-think-share  resource
component of human productive of human  discussion persons
sexual and reproductive health and reproductive  group work  students
reproductive organs human organs  future’s wheels  posters/charts
health that affect behaviour  describing parts of  self assessment  observation
their behaviour human  peer assessment check lists
reproductive  questions and  sign language
organs answers interpreters
 magazines
2 explain the  discussing the  case studies  internet
functions of human functions of the  brainstorming  videos
reproductive human  pair-think-share  films
organs reproductive  discussion  newspapers
organs  group work  films
 drawing the parts  future’s wheels
of human  self assessment
reproductive  peer assessment
organs  questions and
answers

54
Assessment Success criteria Theme/topic Suggested teaching Suggested teaching, Suggested
standard and learning learning and teaching and
activities assessment learning
methodologies resources
3 analyse  brainstorming  case studies  resource
reproductive health challenges  brainstorming persons
challenges which associated with  pair-think-share  students
young people reproductive health  discussion  posters/charts
experience  analysing challenges  group work  observation
associated with  future’s wheels checklists
reproductive health  self assessment  sign language
4 explain ways of  brainstorming how  case studies interpreters
avoiding to avoid challenges  pair-think-share  magazines
reproductive health associated with  internet
related challenges reproductive health  videos
 discussing with  films
peers how to avoid  newspapers
challenges  films
associated with  resource
reproductive health persons
 identifying skills
that can be used to
overcome
reproductive health
related challenges
5 examine skills that  discussing skills that
can be used to can be used to
overcome overcome
reproductive health reproductive health
related challenges related challenges

55
Assessment Success Theme/topic Suggested teaching and Suggested Suggested
standard criteria learning activities teaching, teaching and
learning and learning
assessment resources
methodologies
We will know this Students must be
when the students able to:
are able to:
 describe effects 1 explain the Sexual  brainstorming the effects of  pair-think-  resource
of incest, rape, effects of incest, harassment incest, rape sexual share persons
sexual rape, sexual harassment, intergenerational  projects  students
harassment, harassment, and transactional sex  future’s wheels  posters/charts
intergenerational intergeneration  discussing the effects of  brainstorming  observation
and transactional and incest, rape, sexual  case studies checklists
sex on an transactional harassment, intergenerational  sign language
individual sex and transactional sex interpreters

 identifying skills that can be

2 identify skills used to help victims of incest,
that can be used rape, sexual harassment,
to help victims intergenerational and
of incest, rape, transactional sex
sexual  discussing skills that can be
harassment, used to help victims of incest,
intergeneration rape, sexual harassment,
al and intergenerational and
transactional transactional sex
sex

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

3 explain the  discussing the  pair-think-  resource

importance of importance of reporting share persons
reporting cases of cases of incest, rape,  projects  students
incest, rape, sexual sexual harassment,  future’s  posters/charts
harassment, intergenerational and wheels  observation
intergenerational transactional to checklists
and transactional appropriate authorities  sign language
sex  identifying institutions interpreters
where cases of incest,  case studies
rape, sexual harassment,
intergenerational and
transactional sex can be
reported

57
Core element: Entrepreneurship and the world of work
Outcome: Students will be able to demonstrate how to access the knowledge, skills, attitudes and values needed for socio-economic
and occupational development in the society.

Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested

standards learning activities teaching, teaching and
learning and learning resources
assessment
methods
We will know this Students must be
when the students able to:
are able to: 1 explain risk Risk taking  brainstorming the meaning  brainstorming  observation
 demonstrate an taking in business and creativity of risk taking in business  discussions checklists
understanding in business  discussing the meaning of  group  students
of risk taking risk taking in business discussion  raised diagrams
and being  oral questions  sign language
creative in 2 identify possible  identifying possible business  self alphabet/symbols
business risks in business risks assessment  sign language
 discussing possible risks in  peer interpreters
business assessment  resource persons
 discussing what might  role play
happen if possible risks in  brainstorming
business become reality  debating

3 acquire skills of  brainstorming skills for

mitigating mitigating business risks
business risks  discussing skills for
mitigating business risks

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

 debating the importance of  brainstorming  braille materials

risk taking in business (eg  discussions  recorders for
risk taking versus profit  group students with
making) discussion visual
 oral questions impairment
 self  students’
assessment experiences
 posters

4 explain the  discussing the importance of

importance of creativity in business
creativity in  discussing how to be creative
business in business

59
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested teaching
standards learning activities teaching, and learning
learning and resources
assessment
methods
We will know this Students must be
when the students able to:
are able to:
 demonstrate an 1 identify their Job searching  listing personal long term  brainstorming  observation
understanding career goals strategies and short term career goals  discussions checklists
of job seeking  discussing personal long  group  students
strategies term and short term career discussion  raised diagrams
goals  oral questions  sign
 self assessment language/alphabet
 matching career goals with  peer symbols
2 match their skills one’s skills assessment  sign language
with their career  role play interpreters
goals  brainstorming  braille materials
 discussing strategies one  debating  recorders
3 identify job can use in searching for a  teacher  students’
seeking strategies job observation experiences
 selecting best strategies for  research  posters
seeking for a job according  resource persons
to one’s context

 organising job seeking tools

(eg CV, certificates,
application letter, referees)

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

4 use job seeking  searching for a job  brainstorming

strategies to search (through internet,  discussions
for a job newspaper, recruitment  group
agencies, magazines, discussion
volunteering, networking  oral questions
etc)  self assessment
 preparing for a job  peer
interview assessment
 role playing preparing for  role play
job interviews  brainstorming
 debating
 teacher
observation
 research

61
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standards learning activities learning and teaching and
assessment methods learning
resources
We will know this Students must be
when the students able to:
are able to:
 demonstrate an 1 explain the term Saving culture  brainstorming the  brainstorming  observation
understanding of saving culture meaning of the term  discussions checklists
a saving culture saving culture  group discussion  students
 discussing the term saving  oral questions  raised
culture  self assessment diagrams
 discussing different things  peer assessment  sign language
that can be saved  role play symbols
 brainstorming  sign language
2 explain the  brainstorming the  debating interpreters
importance of importance of saving  teacher observation  braille
saving culture culture  essays materials
 discussing the importance  students’
of saving culture experiences

3 identify different  discussing ways of saving  brainstorming  braille

ways of saving for after work life eg  discussions materials
pension scheme insurance  group discussion  recorders for
 suggesting different ways  oral questions students with
of keeping savings  self assessment visual
 discussing how to use  peer assessment impairment
savings for intended  role play  students’
purposes  brainstorming experiences
 debating  posters

62
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested
standard and learning activities teaching, learning teaching and
and assessment learning resources
methods
We will know this Students must be
when the students able to:
are able to:
 demonstrate an 1 calculate basic Basic tax  calculating basic  brainstorming  observation
understanding of tax calculations calculations taxes  discussions checklists
basic tax  calculating pay as  group discussion  students
you earn (PAYE)  oral questions  raised diagrams
calculations
 calculating customs  self assessment  sign language
duty  peer assessment symbols
 calculating fringe  role play  sign language
benefits tax  brainstorming interpreters
 debating  braille materials
 teacher  resource persons
observation

63
References
Association of Christian Educators in Malawi (ACEM) (2004). HIV and AIDS communication and
life Skills: teacher training manual. Lilongwe: ACEM.
Malawi Institute of Education (2005). Life skills and sexual and reproductive health education training
manual for secondary schools. Domasi: MIE.
Malawi Institute of Education (2008). Life skills and sexual and reproductive health education book 2.
Domasi: MIE.
Ministry of Education Science and Technology (2004). Secondary school teaching syllabus for life
skills and sexual and reproductive health for HIV and AIDS education for Form 1 and 2.
Domasi: MIE.
Malawi Institute of Education (2011). Life skills, sexual and reproductive health for HIV and AIDS
education for primary schools in Malawi: a source book for teachers. Domasi: MIE.
Malawi Institute of Education (2011). Life skills education for prevention of STIs including HIV and
AIDS: a training package. Domasi: MIE.
Ministry of Education, Science and Technology (2001). Senior secondary teaching syllabus for life
skills education for Form 3 and 4. Domasi: MIE.
Ministry of Women, Youth and Community Services (1996). Sex and sexuality booklet 2.
Lilongwe: Ministry of Women, Youth and Community Services.
Lena Lennerhed: (2000). Sexuality education in schools: the Swedish debate in a historical perspective.
Sweden: Swedish Association for sex Education (RFSU).
Malawi Institute of Education (2008). Life skills and sexual and reproductive health education: a
source book for teachers. Domasi: MIE.
Malawi Institute of Education (2008). Life skills and sexual and reproductive health education, book 1.
Domasi: MIE.
UNICEF, USAID, JSI, UNFPA (1999). Life planning skills: a training manual for young people in
Malawi. Lilongwe: UNICEF.
Ministry of Education, Zambia (2001). Life skills education. Lusaka: Curriculum Development
Centre.
Malawi Institute of Education (2000). Effective teaching of population and sexual health education
in secondary schools: a methodology guide. Domasi: MIE.
Ministry of Education and Culture (1993). Let’s talk: an AIDS action programme for schools.
Harare: UNICEF.
Solomon Belayneh (1995). Life skills activities for AIDS and STD education. Addis Ababa:
AIDS Education Programme, Ministry of Education.
World Health Organisation (1994). Life skills education for schools. Geneva: World Health
Organisation.
World Health Organisation (1996). Life skills education: planning for research. Geneva:
World Health Organisation.

64