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.
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

v
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

ASSESSMEN
T
The developmental structure of the secondary school curriculum in Malawi

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

vii
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

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

viii
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
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

ix
 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

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

x
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
 element of planning goals
 activities that require planning  planning goals on the basis of one’s
 personal goals strengths or talents
 personal study timetable  importance of setting goals on the basis
Assertiveness one’s strengths
 identification of values  factors to consider when choosing
 importance of standing for one’s values subjects
 forms of peer pressure  importance of seeking educational
 consequences of positive and negative peer guidance and counselling
pressure
 techniques for resisting negative peer
pressure
Growth and Growth, development and interpersonal Challenges of growing up
development relationship  challenges of growth and development
 meaning of physical, social and mental  factors that affect interpersonal
development relationship
 likes and dislikes about physical changes  ways of dealing with challenges
 challenges associated with physical, social associated with interpersonal
and mental development relationships
 dealing with challenges associated with
physical, social, and mental development
Health Promotion Person Hygiene and sanitation Blood donation and responsibilities

1
Core element Form 1 Form 2

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

Basic facts about HIV and AIDS

 difference between HIV and AIDS
 modes of transmission of HIV infections

2
 Core element Form 1 Form 2

 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
development  types of relationships in the family school
 social and moral responsibilities in the family  relationships in the school
 different roles of members of the family  social and moral responsibilities of
 needs of members of the family different members in the school
 importance of exercising one’s
Peaceful co-existence in the family responsibilities in the school
 factors that influence people to peacefully co-
exist in the family Peaceful co-existence in the school
 factors that affect relationship in the family  factors that influence people to peacefully
co-exist in the school
Morals and values in the family and community  factors that affect relationships in the
 acceptable morale and values in the family school
and community
 process of values clarification Morals and values in the society
 importance of values clarification  ways of promoting acceptable morals and
values in the society
Cultural practices, HIV and AIDS in their  importance of engaging in acceptable
communities morals and values in society
 different cultural practices in their
communities Cultural practices, HIV and AIDS
 cultural practices that facilitate spread of  cultural practices that promote the
HIV in their communities spread of HIV

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

3
 Core element Form 1 Form 2

 meaning of sex, sexuality and gender  components of sexuality

 differences between sex, sexuality and  relationship between components of
gender sexuality and their behaviour
 valuing oneself as a sexual being
Components of sexuality Factors that influence sexuality
 components that make up sexuality  factors that influence sexuality
Sources of information on sex and sexuality  main factors that influence sexuality in
 sources of information on sex and sexuality their community
Sexual harassment and abuse
Sexual harassment and abuse
 meaning of sexual harassment and abuse
 effects of sexual harassment and abuse
 common forms of sexual harassment and
 skills that can be used to overcome
abuse
effects of 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

Entrepreneurship and World of work Setting up a business

the world of work  forms of employment  process involved in generating a business
 entrepreneurship idea
 meaning of the term entrepreneurship  business skills that students have
 ways of becoming an entrepreneur  market survey
 skills required for conducting a market
Income generating activities survey
 meaning of income generating activities  suitable customers for business and their
 importance of entrepreneurship needs
 Skills required in come generating  resources needed for a business

4
 Core element Form 1 Form 2

activities  ways of promoting business and customer

care
 strategies of dealing with aggressive
competitors
 accessing business services for people
with physical challenges
 estimation of income and cost for a
business

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

5
 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 interpersonal relationship in the nation and
behaviour 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
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
 when to donate blood HIV and AIDS
 where to donate blood  meaning of stigma and self
 how to donate blood discrimination in the context of HIV and
AIDS
Use and abuse of prescribed drugs  analysing how stigma contribute to the

6
  types of prescribed drugs spread of HIV
 importance of using drugs according to  importance of accessing HIV testing and
prescription counselling (HTC) services
 donated blood
Non-communicable diseases  what happens to donated blood
 types of non-communicable diseases - screening transfusion and
 ways of preventing non-communicable transmissible infections
diseases - feedback of results
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
Core element Form 3 Form 4

Social and moral Social and moral responsibilities in the Social and moral responsibilities in the nation
development community  type of relationships in the nation
 relationships in the community  needs of members of the nation
- chiefs and the community  social and moral responsibilities of different
- community workers and community. members of the nation
 needs of members of the community
 social and moral responsibilities
Peaceful co-existence in the nation and the
Peaceful co-existence in the community world
 factors influencing peaceful co-existence in  factors that influence people to co-exist
the community peacefully in the nation and the world
 factors that affect relationships in the  factors that affect relationships in the

7
 community nation and the world

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

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
reproduction and, sexualisation on behaviour behaviour

8
  sexual identity, sexual health and  parts of human reproductive organs
reproduction and sexualisation as  functions of human reproductive organs
components of sexuality  reproductive health challenges
 how sexual identity, sexual health and - teenage pregnancy
reproduction and sexualisation as - fistula
component of sexuality affect their - abortion
behaviour - contracting STIs including HIV
 skills that can be used to overcome the  ways of avoiding
challenges of sexuality reproductive health related challenges
 how sexual identity, sexual health and  outlining skills that can be
reproduction and sexualisation affect used to overcome reproductive health
behaviour related challenges
- assertiveness
- self esteem
- effective communication
- negotiation
Core element

Form 4
Form 3
- 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

9
  stress and anxiety management
 guidance and counselling
 assertiveness
 self esteem
importance of having right information on
sexuality
Entrepreneurship and the Business, values and ethics  risk taking and creativity in business
world 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

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  searching for job through
business - internet
- newspapers
- recruitment agencies
- volunteering
- magazines
- networking
- preparing for a job interview
Saving culture
 meaning of the term saving culture

10
  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/ Suggested teaching and Suggested Suggested

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

12
 methods
We will know Students must be
this when the able to:
students are
able to: 1 explain the Time  brainstorming the  brainstorming  observation
 demonstrate importance of manageme importance of time  discussion checklists
an time nt management  teacher  students’
understandin management  discussing the observation experiences
g of time importance of time  peer  raised diagrams
management management assessment  sign language
 self symbols
 brainstorming ways of assessment  braille materials
managing time  students’
2 explain ways of effectively experiences
managing time  discussing ways of  essays
effectively 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/ Suggested Suggested Suggested

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

3 describe ways of
coping with peer  identifying ways
pressure of coping with  charts

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

15
 Assessment Success criteria Theme/ Suggested Suggested Suggested
standard topic teaching and teaching, teaching and
learning learning and learning
activities assessment resources
methods
proper decision  brainstorming experiences
making and  discussions  charts
problem solving  oral questions  raised
 discussing skills  self- pictures/diagram
needed for assessment s
proper decision  peer  sign language
6 analyse situations making and assessment  interpreters
that require problem solving  role play  sign language
decision making  modelling alphabet/signs
and problem  identifying  case studies  braille materials
solving situation that  brainstorming  resource persons
require decision  written  recorders for
making and exercises students with
problem solving  quizzes visual
 discussing the  tests impairment
situations that  essays
require decision
making and
problem solving

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.

16
Assessment Success criteria Theme/ Suggested Suggested Suggested
standards topic teaching and teaching, teaching and
learning activities learning and learning
assessment resources
methods
We will know this Students must be
when the students able to:
are able to: 1 describe Blood  brainstorming  brainstorm  observation
 demonstrate an qualities of a donation qualities of a blood  discussion checklists
understanding of a blood donor donor  role playing  students
blood donation  discussing qualities  videos clips  raised
of a blood donor diagrams
 sign language
2 mention  brainstorming symbols
expectations of a expectations of a  braille
blood donor blood donor materials
 discussing  students’
expectations of a experiences
blood donor  resource
persons
3 explain the  discussing the
importance of importance of
donating blood donating blood
 role playing
importance of
donating blood

We will know this Students must be

when the students able to:
are able to: 1 identify types of Use and  identifying types of  brainstorming  observation
 demonstrate an prescribed drugs abuse of prescribed drugs  discussion checklists
understanding of prescribed  discussing types of  teacher  students
the importance of drugs prescribed drugs observation  raised
using drugs  peer diagrams
according to  identifying suitable assessment  sign language

17
Assessment Success criteria Theme/ Suggested Suggested Suggested
standards topic teaching and teaching, teaching and
learning activities learning and learning
assessment resources
methods
prescription 2 identify suitable persons who can  self assessment symbols
persons who can prescribe drugs  resource  braille
prescribe drugs  discussing the persons materials
importance of  role play  resource
going to the right persons
people for drug  newspapers
prescription

 brainstorming the
3 explain the importance of using
importance of drugs according to
using prescribed prescription
drugs according  discussing the
to instructions importance of using
drugs according to
prescription
We will know this Students must be
when the students able to:
are able to: 1 identify types of Non-  identifying types of  discussion  observation
 demonstrate an non- communica non-communicable  brainstorm checklists
understanding of communicable ble diseases  teacher  students
basic facts about diseases diseases observation  raised
non-  discussing ways of  peer diagrams
communicable 2 explain ways of preventing non- assessment  sign
diseases preventing non- communicable  self language
communicable diseases assessment symbols
diseases  essays

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

Assessment Success criteria Theme/ Suggested Suggested Suggested

standards topic teaching and teaching, teaching and
learning learning and learning
activities assessment resources
methods
We will know this Students must be able
when the students to:
are able to:
 demonstrate an Basic facts  brainstorming  discussion  observation
understanding 1 explain the impact about HIV the impact of  brainstorm checklists
of basic facts of HIV and AIDS on and AIDS HIV and AIDS on  teacher  students
about HIV and the individual, the individual, observation  raised
AIDS family, community family,  peer diagrams
and Nation community and assessment  sign language
nation  self symbols
 discussing the assessment  braille
impact of HIV  resource materials

19
Assessment Success criteria Theme/ Suggested Suggested Suggested
standards topic teaching and teaching, teaching and
learning learning and learning
activities assessment resources
methods
 evaluating the persons  resource
impact of HIV  research persons
and AIDS  projects  newspaper
 discussion articles
 identifying ways  brainstorm  magazines
2 discuss ways of of caring for  teacher  internet
caring for People PLWHA observation
Living With HIV and  discussing ways
AIDS (PLWHA) of caring for
PLWHA

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

20
Assessment Success criteria Theme/ Suggested Suggested Suggested
standards topic teaching and teaching, teaching and
learning learning and learning
activities assessment resources
methods
engaging in risky persons
behaviour

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/ Suggested Suggested Suggested

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

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

3 describe social  discussing types of

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

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

 brainstormi
ng
 oral and

24
Assessment Success criteria Theme/ Suggested Suggested Suggested
standard topic teaching and teaching, teaching and
learning learning and learning
activities assessment resources
methods
 analysing factors written
that affect questions
relationship in  self
the community assessment
 discussing  peer
factors that assessment
promote  observation
relationships in  discussion
the communities  research
 discussing  essays
factors that
destroy
relationships in
the communities
 role playing
factors that
promote and
destroy
relationships

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

3 explain ways of  brainstormin  sign language

promoting family g specialists
and community  oral and  observation

26
Assessment Success criteria Theme/ Suggested Suggested Suggested
standard topic teaching and teaching, teaching and
learning learning and learning
activities assessment resources
methods
values  identifying ways written checklists
of promoting questions  braille
family and  self materials
community assessment  posters
values  peer
 discussing ways assessment
4 identify national of promoting  observation
and international family and  discussion
values community  future’s
values wheels
 essays
 identifying
national and
international
values
 discussing
national and
international
values

Assessment Success criteria Theme/ Suggested Suggested Suggested

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

Assessment Success criteria Theme/ Suggested Suggested Suggested

standard topic teaching and teaching, teaching and
learning learning and learning

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

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

30
Assessment Success criteria Theme/topic Suggested Suggested Suggested
standard teaching and teaching, teaching and
learning learning and learning
activities assessment resources
methods
overcome the share  braille
challenges of  brainstormin  role plays materials
sexuality g skills that  case studies  sign language
can be used  self interpreters
to overcome assessment  raised
the  peer diagrams
challenges of assessment  text books
sexuality  future’s  students’
 describing wheels experiences
skills that  questions  resource
can be used and answers persons
4 explain how to overcome  DVD  case studies
components of the  enter-  observation
sexuality affect challenges of educate checklists
behaviour sexuality  videos
 magazines
 brainstormin  internet
g how
components
of 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 Theme/ Suggested Suggested Suggested

standards criteria topic teaching and teaching, teaching and
learning activities learning 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  discussing business  pair work  observation
understanding business values values and values  discussion checklists
of business and ethics ethics  discussing business  brainstorming  students’
values and ethics  question and experiences
ethics  identifying answer  raised diagrams
unethical  values  sign language
behaviours in clarification alphabet
business  debate symbols
 role playing  role play  sign language
resisting unethical  essays interpreters
behaviours in  braille materials
2 explain business  recorders for
business values students with
and ethics  brainstorming visual
business values and impairment
ethics  posters
 differentiating
between business
values and ethics

32
Assessment Success Theme/ Suggested Suggested Suggested
standards criteria topic teaching and teaching, teaching and
learning activities learning and learning
assessment resources
methods
3 describe  brainstorming the  discussion  observation
corrupt meaning of  brainstorming checklists
practices in corruption in  teacher  students
business business observation  raised diagrams
 discussing the  role-playing  sign language
meaning of  dramatisation alphabets/symbo
corruption in  future’s wheels ls
business  sign language
 brainstorming interpreters
forms of corruption  braille materials
in business  recorders for
 discussing forms of students with
corruption in visual
business impairment
 discussing factors
that promote
corruption in
business
 discussing
consequences of
corruption in
business
 role-playing
consequences of
corruption in
business
 discussion
4 explain  brainstorming
business  teacher  observation
(corporate) observation checklists

33
Assessment Success Theme/ Suggested Suggested Suggested
standards criteria topic teaching and teaching, teaching and
learning activities learning and learning
assessment resources
methods
social  role-playing  students
responsibilities  dramatisation  raised diagrams
 brainstorming what  futures wheels  sign language
corporate social  essays alphabets/symbo
responsibility is  debate ls
 discussing what  sign language
corporate social interpreters
responsibility is  braille materials
 discussing how a  recorders for
business can students with
engage itself in visual
social impairment
responsibilities  students’
 dramatising how experiences
business can  posters
engage itself in
social
5 discuss life responsibilities
skills that can  debating benefits of
be applied to social -
prevent one responsibilities to a
from engaging business
in corruption
 identifying life
skills that can be
applied to prevent
one from engaging
in corruption
 analysing life skills
that can be applied
to prevent one from

34
Assessment Success Theme/ Suggested Suggested Suggested
standards criteria topic teaching and teaching, teaching and
learning activities learning and learning
assessment resources
methods
engaging in
corruption

35
Assessment Success Theme/ Suggested teaching Suggested Suggested
standard criteria topic and learning teaching, teaching and
activities learning and learning
assessment resources
methods
We will know this Students must
when the students be able to:
are able to:
 demonstrate an 1 describe Managing  brainstorming  discussions  observation
understanding of qualities of a a business qualities of a  group checklists
managing a successful venture successful business discussion  students
business venture business person  oral questions  raised diagrams
person  discussing qualities of  self  sign language
a successful business assessment alphabet/symbol
person  peer s
2 identify key assessment  sign language
issues in  identifying key issues  role play interpreters
financial in financial  brainstorming  braille materials
management management  enter-educate  recorders for
 discussing key issues students with
in financial visual
management impairment
 discussing factors to  students’
consider when experiences
budgeting  posters
 discussing how to
3 discuss budget
practical  preparing a simple
taxation budget
issues in  debating the
business implementation of a
budget successfully

 observation
 discussions checklists

36
Assessment Success Theme/ Suggested teaching Suggested Suggested
standard criteria topic and learning teaching, teaching and
activities learning and learning
assessment resources
methods
 group  students
 describing how to discussion  raised diagrams
manage cash flow  oral questions  sign language
 describing how to  self alphabet/symbol
manage stock assessment s
 discussing how to  peer  sign language
manage costs and assessment interpreters
profits  role play  braille materials
 discussing procedures  brainstorming  recorders for
for the registration of  students’ students with
business for taxes experiences visual
 identifying tax  essays impairment
allowances upon  case studies  students’
starting a business(eg experiences
initial, investment,  posters
annual)
 dramatise how to pay
4 explain customs’ duties at the
different border
types of taxes  discussing practical
to be paid in taxation issues
business
 brainstorming
different types of
taxes to be paid in
business
5 explain the  discussing different
role of types of taxes to be
financial paid in business
institutions

37
Assessment Success Theme/ Suggested teaching Suggested Suggested
standard criteria topic and learning teaching, teaching and
activities learning and learning
assessment resources
methods
according to
how they  identifying financial
operate institutions in Malawi
 differentiating
financial institutions
according to how they
operate
 discussing importance
of financial literacy
 exploring ways of
opening and using a
personal bank account

38
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/ Suggested Suggested Suggested

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

39
Assessment Success criteria Theme/ Suggested Suggested Suggested
standards topic teaching and teaching, teaching and
learning learning and learning
activities assessment resources
methods
We will know this when Students must be
the students are able to: able to:
 demonstrate an
understanding of
skills required to 1 identify factors Career  identifying  discussion  observation
plan for future career to consider when planning factors to  brainstormin checklists
occupation planning for a consider when g  students
career planning for  role playing  raised diagrams
career  research  sign language
 discussing  peer symbols
factors to assessment  braille materials
consider when  self  newspaper
planning for assessment articles
career  teacher  resource
observation persons
 brainstorming
the importance
2 explain the of seeking
importance of vocational
seeking guidance and
vocational counselling
guidance and
counseling  discussing the
importance of
seeking
vocational
guidance and
counselling
 discussion  observation
 brainstormin checklists

40
Assessment Success criteria Theme/ Suggested Suggested Suggested
standards topic teaching and teaching, teaching and
learning learning and learning
activities assessment resources
methods
g  students
 role playing  raised diagrams
 identifying  research  sign language
3 identify sources sources of  peer symbols
of information information assessment  braille materials
about career and about careers  self  newspaper
vocation and vocations assessment articles
 discussing  teacher  resource
sources of observation persons
information
about career and
4 prepare for job vocation
interviews

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

41
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/ Suggested teaching Suggested Suggested

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

2 discuss the  brainstorming how

42
Assessment Success Theme/ Suggested teaching Suggested Suggested
standard criteria topic and learning teaching, teaching and
activities learning and learning
assessment resources
methodologies
impact of peer pressure
peer influences
pressure on interpersonal
interpersona relationship in the
l nation and the world
relationships  discussing how peer
pressure influences
interpersonal
relationships in the
nation and the world

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.

43
Assessment Success criteria Theme/ Suggested Suggested Suggested
standards topic teaching and teaching, teaching
learning learning and and
activities assessment learning
methods resources
We will know this Students must be able
when the students to:
are able to: Preventive
 demonstrate an 1 identify types of medicine  identifying types  discussion  observation
understanding of preventive medicine of preventive  brainstorm checklists
the importance medicine  teacher  students
of preventive  discussing types observation  raised
medicine of preventive  peer assessment diagrams
medicine  self assessment  sign
2 explain the  research language
importance of  brainstorming  projects symbols
preventive medicine the importance of  braille
preventive materials
medicine  resource
 discussing the persons
importance of  newspapers
preventive  magazines
medicine  internet
 investigating
various types of
preventive
medicine

44
Assessment Success criteria Theme/ Suggested Suggested Suggested
standards topic teaching and teaching, teaching
learning learning and and
activities assessment learning
methods resources
Assessment Success criteria Theme/ Suggested Suggested Suggested
standards topic teaching and teaching, teaching
learning learning and and
activities assessment learning
methods resources
We will know this Students must be able
when the students to:
are able to:
 demonstrate an Basic facts  brainstorming  discussion  observatio
understanding of 1 explain the meaning about HIV the meaning of  brainstorming n
basic facts about of stigma and self and AIDS stigma and self  teacher checklists
HIV and AIDS discrimination in discrimination observation  students
the context of HIV  discussing the  peer assessment  raised
and AIDS meaning of  self assessment diagrams
stigma and self  research  sign
discrimination  projects language
in the context of  case studies symbols
HIV and AIDS  essays  braille
materials
 analysing case  resource
2 explain how stigma studies on how persons
contributes to the stigma  newspaper
spread of HIV contribute to the s
spread of HIV  magazines
 discussing how  internet
stigma  students’
contribute to the experience
spread of HIV s

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

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

46
Assessment Success criteria Theme/ Suggested Suggested Suggested
standards topic teaching and teaching, teaching and
learning learning and learning
activities assessment resources
methods
We will know this Students must be able
when the students to:
are able to: Blood  brainstorming  brainstorming  observation
 demonstrate an 1 explain what donation what happens to  discussion checklists
understanding of happens to donated blood  teacher  students
what happens to donated blood  discussing what observation  raised
donated blood happens to  peer diagrams
donated blood assessment  sign language
 self symbols
 brainstorming assessment  braille
2 explain the the benefits of  resource materials
benefits of receiving blood persons  resource
receiving blood  discussing the  research persons
benefits of blood  projects  newspapers
transfusion  magazines
 internet
 outlining the
importance of
3 explain the donating blood
importance of  discussing the
donating blood importance of
donating blood

47
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/ Suggested teaching Suggested Suggested

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

3 describe  identifying social and

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

48
Assessment Success Theme/ Suggested teaching Suggested Suggested
standard criteria topic and learning activities teaching, teaching and
learning and learning
assessment resources
methodologies
Assessment Success Theme/ Suggested teaching Suggested Suggested
standard criteria topic and learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know Students must
this when be able to:
students are
able to: 1 identify Peaceful  identifying factors that  brainstorming  sign language
 co-exist factors that co- influence people to live  oral and written specialists
peacefully influence existence together peacefully questions  observation
people to co- in the  discussing factors that  self assessment checklists
exist country make people live  peer  braille
peacefully and the together peacefully assessment materials
world  observation  posters
 identifying factors that  discussion
affect relationships  role play
2 analyse  discussing factors that  case studies
factors that promote relationships  future’s wheels
affect in the country and the
relationships world
 role playing factors
that destroy
relationships in the
country and the world
 discussing factors that
destroy relationships

49
Assessment Success Theme/ Suggested teaching Suggested Suggested
standard criteria topic and learning activities teaching, teaching and
learning and learning
assessment resources
methodologies

Assessment Success Theme/topic Suggested Suggested Suggested

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

50
Assessment Success Theme/ Suggested teaching Suggested Suggested
standard criteria topic and learning activities teaching, teaching and
learning and learning
assessment resources
methodologies
We will know Students must
this when be able to:
students are
able to: 1 analyse Morals and  identifying moral  brainstormin  sign language
 demonstrate common values in the and value g specialists
an moral country and dilemmas faced  oral and  observation
understandin dilemmas the world by both adults written checklists
faced by both and teenagers questions  braille materials
g of
adults and  discussing moral  self  posters
acceptable teenagers and value assessment  newspapers
morals and dilemmas faced  peer
values by both adults assessment
and teenagers  observation
 analysing moral  discussion
and value  case studies
dilemmas faced  role play
by both adults  students’
and teenagers experiences
 values
clarification

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

Standards and learning teaching, teaching and

51
 activities learning and learning
assessment resources
methods

2 identify  brainstorming  brainstormi  sign

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

52
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/ Suggested teaching Suggested Suggested

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

 sign language
 identifying gender specialists

53
Assessment Success Theme/ Suggested teaching Suggested Suggested
Standards criteria topic and learning teaching, teaching and
activities learning and learning
assessment resources
methods
practices that  brainstorming  observation
3 analyse gender promote spread of  oral and checklists
practices that HIV written  braille
promote spread  discussing how questions materials
of HIV in the gender practices  self  posters
country and the promote the spread assessment
world of HIV  peer
assessment
 observation
 discussion
4 discuss  brainstorming  case studies
challenges challenges that can  enter-educate
faced when occur when dealing  role play
dealing with with cultural  values
cultural practices that clarification
practices that promote the spread  essays
promote the of HIV  students’
spread of HIV  analysing challenges experiences
faced when dealing
with cultural
practices that
promote the spread
of HIV
 discussing how such
challenges can be
addressed

Assessment Success Theme/topic Suggested Suggested Suggested

54
Standards criteria teaching and teaching, teaching and
learning learning and learning
activities assessment resources
methods
We will know Students must
this when be able to:
students are
able to: 1 identify Supporting the  listing different  brainstormin  sign language
 support the different vulnerable ways the g specialists
vulnerable ways PLWHA people in the PLWHA are  oral and  observation
people can be country and abused written checklists
supported the world  identifying questions  braille
places where the  self materials
abuse can be assessment  posters
reported  peer
 discussing the assessment
different ways of  observation
2 analyse supporting  discussion
challenges PLWHA  role play
that can arise  identifying the  values
between challenges that clarification
PLWHA and can arise
care givers between the
PLWHA and the
caregivers
 discussing how
the challenges
can be
addressed
peacefully

55
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/ Suggested Suggested Suggested

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

56
Assessment Success criteria Theme/ Suggested Suggested Suggested
standard topic teaching and teaching, teaching and
learning learning and learning
activities assessment resources
methodologies
health reproductive  brainstorming persons
challenges which health  pair-think-share  students
young people  analysing  discussion  posters/
experience challenges  group work charts
associated with  future’s wheels  observation
reproductive  self assessment checklists
4 explain ways of health  case studies  sign
avoiding  brainstorming  pair-think-share language
reproductive how to avoid interpreters
health related challenges  magazines
challenges associated with  internet
reproductive  videos
health  films
 discussing with  newspapers
peers how to  films
avoid challenges  resource
associated with persons
reproductive
health
 identifying skills
that can be used
5 examine skills to overcome
that can be used reproductive
to overcome health related
reproductive challenges
health related  discussing skills
challenges that can be used
to overcome
reproductive
health related

57
Assessment Success criteria Theme/ Suggested Suggested Suggested
standard topic teaching and teaching, teaching and
learning learning and learning
activities assessment resources
methodologies
challenges
Assessment Success Theme/ Suggested teaching and Suggested Suggested
standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methodologie
s
We will know this Students must be
when the able to:
students are able
to: 1 explain the Sexual  brainstorming the effects  pair-think-  resource
 describe effects of harassment of incest, rape sexual share persons
effects of incest, rape, harassment,  projects  students
incest, rape, sexual intergenerational and  future’s  posters/
sexual harassment, transactional sex wheels charts
harassment, intergenerati  discussing the effects of  brainstormin  observation
intergeneratio on and incest, rape, sexual g checklists
nal and transactional harassment,  case studies  sign
transactional sex intergenerational and language
sex on an transactional sex interpreters
individual
2 identify skills  identifying skills that can
that can be be used to help victims of
used to help incest, rape, sexual
victims of harassment,
incest, rape, intergenerational and
sexual transactional sex
harassment,  discussing skills that can
intergenerati be used to help victims of

58
Assessment Success criteria Theme/ Suggested Suggested Suggested
standard topic teaching and teaching, teaching and
learning learning and learning
activities assessment resources
methodologies
onal and incest, rape, sexual
transactional harassment,
sex intergenerational and
transactional sex

59
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested
Standards and learning teaching, teaching and
activities learning learning
and resources
assessment
methods

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

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

60
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 Theme/ Suggested teaching Suggested Suggested

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

 debating the importance

61
Assessment Success Theme/ Suggested teaching Suggested Suggested
standards criteria topic and learning activities teaching, teaching and
learning and learning
assessment resources
methods
of risk taking in business  brainstormin  braille
(eg risk taking versus g materials
profit making)  discussions  recorders for
 group students with
discussion visual
 oral impairment
questions  students’
 self experiences
assessment  posters
4 explain the  discussing the
importance of importance of creativity
creativity in in business
business  discussing how to be
creative in business

62
Assessment Success Theme/ Suggested teaching Suggested Suggested
standards criteria topic and learning activities teaching, teaching and
learning and learning
assessment resources
methods
Assessment Success Theme/topic Suggested teaching Suggested Suggested
standards criteria and learning teaching, teaching and
activities learning and learning
assessment resources
methods
We will know Students must be
this when the able to:
students are
able to: 1 identify their Job searching  listing personal long  brainstormin  observation
 demonstrate career goals strategies term and short term g checklists
an career goals  discussions  students
understandin  discussing personal  group  raised diagrams
g of job long term and short discussion  sign
seeking term career goals  oral language/alphab
strategies questions et symbols
2 match their  matching career goals  self  sign language
skills with their with one’s skills assessment interpreters
career goals  peer  braille materials
assessment  recorders
3 identify job  discussing strategies  role play  students’
seeking one can use in  brainstormin experiences
strategies searching for a job g  posters
 selecting best  debating  resource
strategies for seeking  teacher persons
for a job according to observation
one’s context  research

 organising job seeking

63
Assessment Success Theme/ Suggested teaching Suggested Suggested
standards criteria topic and learning activities teaching, teaching and
learning and learning
assessment resources
methods
tools (eg CV,
certificates, application
letter, referees)
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested
Standards and learning teaching, teaching and
activities learning and learning
assessment resources
methods

4 use job seeking  searching for a job  brainstormin

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

64
Assessment Success Theme/ Suggested teaching Suggested Suggested
standards criteria topic and learning teaching, learning teaching and
activities and assessment learning
methods resources
We will know this Students must be
when the students able to:
are able to:
 demonstrate an 1 explain the Saving  brainstorming the  brainstorming  observation
understanding term saving culture meaning of the term  discussions checklists
of a saving culture saving culture  group discussion  students
 discussing the term  oral questions  raised
culture
saving culture  self assessment diagrams
 discussing different  peer assessment  sign
things that can be  role play language
saved  brainstorming symbols
 debating  sign
2 explain the  brainstorming the  teacher language
importance of importance of saving observation interpreters
saving culture culture  essays  braille
 discussing the  students’ materials
importance of saving experiences
culture
3 identify  brainstorming
different ways  discussing ways of  discussions  braille
of saving saving for after work  group discussion materials
life eg pension scheme  oral questions  recorders for
insurance  self assessment students with
 suggesting different  peer assessment visual

65
 ways of keeping  role play impairment
savings  brainstorming  students’
 discussing how to use  debating experiences
savings for intended  posters
purposes

Assessment Success Theme/topic Suggested Suggested Suggested

standard criteria teaching and teaching, teaching and
learning activities learning and learning
assessment 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 tax calculations taxes  discussions checklists
of basic tax calculations  calculating pay as  group  students
you earn (PAYE) discussion  raised
calculations
 calculating  oral questions diagrams
customs duty  self  sign language
 calculating fringe assessment symbols
benefits tax  peer  sign language
assessment interpreters
 role play  braille
 brainstorming materials
 debating  resource
 teacher persons
observation

66
67
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.

68