EXCEL & SUCCEED

SENIOR SECONDARY
LIFE SKILLS EDUCATION

Form 4 Teacher’s Guide

• Fritz Kadyoma
• Alice Gunyali
• Pamela Owiti
Distributed throughout Malawi by

Grey Matter Ltd.,

P.O. Box 20680,
Lilongwe, Malawi.

Under agreement with the publishers:

Longhorn Publishers,
Funzi Road, Industrial Area,
P.O. Box 18033 - 00500,
Nairobi, Kenya.

© F.R. Kadyoma • A. Gunyali • Pamela Owiti 2012

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

First published 2012

ISBN 978 9996 014 339

Printed by Print Arts Ltd, Kitui Road, off Kampala Road, Industrial Area,
P. O. Box 38092-00623, Nairobi, Kenya.
 Contents

Introduction
Nature and scope of Form Four Life Skills Education
The role of a Life Skills Education Teacher
Methods and techniques of teaching Life Skills
Use of student-centred approach
Teaching and learning resources
Assessment Methods
Teacher’s professional documents
Lesson plan
A template lesson plan
Lesson notes
Students’ Records
Record of work covered
Support for a multi-ability class
Chapter 1: Self-awareness and self-esteem
Sub-topic 1: Effects of low self-esteem
Sub-topic 2: Impact of high self-esteem on schooling, relationships
and work
Sub-topic 3: Demonstrate high self-esteem
Chapter 2: Stress and anxiety management
Sub-topic 1: Situations that may lead to stress and anxiety
Sub-topic 2: The effects of stress and anxiety
Sub-topic 3: Dealing with stress and anxiety
Sub-topic 4: Developing a positive attitude to a problem
Chapter 3: Interpersonal relationships
 Sub-topic 1: Problems in boy-girl Relationships
Sub-topic 2: Possible solutions to problems in boy-girl relationships
Sub-topic 3: Qualities of a partner they would like to marry
Sub- topic 4: Qualities of a partner the student would not like to
marry
Chapter 4: Decision-making and problem-solving
Sub-topic 1: Sexuality problems associated with teen age
Sub-topic 2: Reasons for susceptibility to sexuality problems
Sub- topic 3: Effects of sexuality problems on teenagers
Sub-topic 4: Possible solutions to sexuality problems
Sub-topic 5: Making rational decisions in solving sexuality
problems
Chapter 5: Communication
Sub-topic 1: Various modes of communication in the global village
Sub-topic 2: The importance of these modes of communication
Sub-topic 3: Appreciating the importance of the modes of
communication
Sub-topic 4: Problems associated with the modes of communication
Sub-topic 5: Possible solutions to the problems associated with the
various modes of communication
Chapter 6: Peer pressure resistance and assertiveness
Sub-topic I : Meaning of moral decadence
Sub-topic 2: Causes of moral decadence in the society
Sub- topic 3: Effects of peer pressure on morality
Sub-topic 4: Ways of improving morals in the society
Sub-topic 5: Assertiveness and resisting peer pressure
Chapter 7: Empathy and tolerance
Topic 1: The global village
Sub-topic 1: The meaning of global village
Sub-topic 2: Areas which require tolerance and empathy in the
global village
 Sub-topic 3: The importance of tolerance and empathy in the global
village
Sub-topic 4: Appreciating the importance of tolerance and empathy
in the global village
Topic 2: The effects of major global problems
Sub-topic 1: Identifying the major global problems
Sub-topic 2: The effects of major global problems
Sub-topic 3: Possible solutions to global problems
Sub-topic 4: Support to and care for people affected by global
problems
Chapter 8: Critical thinking
Sub-topic 1: Bias in different types of media
Sub-topic 2: Effects of bias in the media
Sub-topic 3: Practical solutions to bias in media
Subtopic 4: Critical thinking in everyday life
Chapter 9: Creative thinking
Sub-topic 1: Resources managed nationally and internationally
Sub-topic 2: Organisations which manage resources on national and
international level
Sub-topic 3: Mismanagement of resources
Sub- topic 4: Effects of mismanaging resources
Sub-topic 5: Ways of managing resources properly
Chapter 10: Conflict resolution
Sub-topic 1: Causes of conflicts in the family
Sub-topic 2: Causes of conflicts at school
Sub- topic 3: Effects of conflicts
Sub-topic 4: Possible ways of resolving conflicts
Sub-topic 5: Advantages and disadvantages of resolving conflicts
Chapter 11: Entreprenuership
Sub-topic 1: Causes of unemployment
Sub-topic 2: Possible solutions to the problems of unemployment
Sub-topic 3: Forms of Self employment
Sub-topic 4: Appreciating the importance of quality customer care
Sub-topic 5: Improving customer services
Sub-topic 6: Providing quality customer services
 Life Skills Education
Teacher’s Guide

Introduction
Life Skills Education is intended to equip students with desirable
knowledge, skills, value and attitudes that will enable them make critical
decision in the face of everyday life challenges. Young people today are
faced with many challenges such as issues of gender, environmental
degradation, HIV and AIDS and STIs, conflict, media influence,
reproductive and sexual health problems, drug and substance abuse among
others. For the majority of children in Malawi, secondary education marks a
critical period in their lives. By the end of secondary education, students are
expected to have acquired the necessary intellectual, moral, physical and
emotional abilities that will enable them live sound and reproductive lives
and improve their living through self-employment and entrepreneurship.

The teacher’s role therefore is to create a conducive teaching and learning

environment. The teacher has a variety of methods and techniques to help
the student achieve the set objectives of secondary Life Skills education and,
ultimately, the national goals of education.

Nature and scope of Form Four Life Skills Education

Form Four Life Skills Education builds upon skills areas covered in Form
One to Three. There are eleven skills areas in the secondary life skills
syllabus, starting with self-awareness and self-esteem, and ending with
entrepreneurship. The topic and subtopics covered in Form Four are linked
with those done in Forms One to Three. The syllabus also provides the scope
and depth of the subject through specific objectives per sub-topic and details
of the content of each sub-topic. It is important to emphasize that the depth
of Life Skills Education runs down to its application in real life situations.
The learner is expected to demonstrate positive attitude and behaviour
change based on skills and values acquired.

The aim of the Teacher’s Guide is to provide Life Skills Education teachers
with suggested teaching and learning activities, as well as the resources that
can enhance effective teaching and learning. The suggested teaching
methods and techniques focus on a learner-centered approach. The teacher is
encouraged to come up with more practical methods that will motivate
students to achieve the subject objectives.

Objectives of Life Skills Education

The objectives are:

By the end of the secondary school education, students should be able to:
• demonstrate a clear and accurate understanding of emerging issues in
education and society at large.
• develop an understanding of every day demands and challenges.
• understand and deal with various social and health issues.
• develop skills that they will need to deal with demands and challenges in
everyday life.
• appreciate the importance of acquiring life skills for personal and
societal development.
• explore their own attitudes and values and establish a positive personal
value system.

The Form Four teaching syllabus provides the objectives for each topic and
sub-topic in each skill area. These are clearly detailed in the Teacher’s Guide
Part II.
By the end of the Form Four course, a student is expected to have
internalized skills, values and attitudes that will enable him or her become a
responsible, patriotic and productive citizen of Malawi who is able to
peacefully co-exist with other people and the society at large.

The role of Life Skills education Teacher

Every professional teacher knows his or her role in curriculum
implementation. However, human beings tend to forget and teachers are no
exception. The following is thus a reminder of some roles to consider as a
Life Skills Education teacher. S/he must:
• Study and be well versed with the national goals of education in Malawi.
• Understand the secondary education objectives and the subject
objectives (in this case Life Skills Education) all of which are based on
national goals of education.
• Interpret and break down Life Skills Education objectives into specific
measurable objectives in the lesson plan, to guide the teaching and
learning process.
• Select a variety of activities that will enable learners acquire and apply
the knowledge skills, values and attitudes acquired in everyday life
situations. In short, it is the teacher’s role to employ a learner-centred
approach in teaching the subject in order to achieve the set objectives.

Methods and techniques of teaching Life Skills

The following are some of the methods and techniques that a Life Skills
Education teacher can use in teaching:
Case studies
Case studies consist of imaginative stories or scenarios based on real life
experiences. A case study must be relevant to the topic being studied.
Students are guided through questions to study (read), understand, make
judgments and give opinions and views on the case presented. A summary of
the knowledge, skills and attitudes expected is then given at the end of the
case study. A teacher can observe students’ skills and attitudes through their
words and comments on a case study.
Role play
A role play is a dramatized method in which learners play or act out the roles
of different people in a situation. For example, a student can play the role of
a parent guiding a child, a mediator resolving a conflict at school or an
assertive student resisting negative peer pressure to engage in drug and
substance abuse. This can help them learn desired Life Skills and apply them
in every day life.
Story Telling
Students can be given a chance to give real life stories based on their
personal experiences or on observations in their local environment. The
story must be relevant to the topic being studied. This method can enhance
creative and critical thinking and assertiveness.
Debates
In a debate, students are given, or come up with, a motion on a topic.
Students are grouped to take opposite sides of the motion. For example, the
advantages and disadvantages of ways of conflict resolution can be brought
out through a debate. Debates provide learners with the opportunity to think
critically, make decisions and solve problems. The ability to express oneself
in a debate can boost self-esteem.
Brainstorming
Brainstorming sessions are usually most appropriate during the introduction
of concepts when learners work out possible meanings. The teacher helps
learners to come up with the expected definition of a word or concept.

Discussion
Discussions usually involve groups of students who are given questions to
answer. The teacher has to organise the groups into reasonable sizes. Each
group reports back their findings, through their secretary or leader, to the rest
of class. Group discussions can be time consuming, hence the teacher has to
plan in advance on how to manage time well using this method.
A discussion can include the whole class where the teacher asks a question
and receives responses on a topic from different students, before drawing a
conclusion.
Futures wheel
This is an activity in which the teacher guides learners to draw a future’s
wheel to show the connection between some facts or points. A futures wheel
starts with an event or a situation drawn in the middle circle from where
other effects of the event spring. For example, effects of teenage sexuality
problems, impact of HIV and AIDS on the nation and the world and effects
of high self-esteem on relationships can be illustrated in a future’s wheel.

Use of student-centred approach

Effective teaching of Life Skills requires the student-centred approach. This
is also referred to as participatory learning. It is an approach which is based
on the lecture method.
Student-centered approach involves use of a variety of activities that
motivate students to participate fully in the lesson. Some of the teaching
methods like, debating, discussion and case studies encourage student
participation. The teacher has to take into account different abilities and
special needs of students and use strategies that will involve them, including
educational trips and other out-of-classroom activities.

Teaching and learning resources

Teaching and learning resources refer to the materials that are required by
the teacher and the student to achieve the set objectives. The teacher should
identify, improvise and make use of relevant, locally available resources.
Teaching and learning resources include resource persons (people who are
knowledgeable in subject area or topic), real objects, student’s experiences
and case studies. Other resources are maps, charts and models.
It is at the discretion of the teacher to select appropriate resources that will
motivate students and enable them achieve desired objectives.

Assessment Methods
Assessment is the process by which a teacher determines how far the student
has acquired the desired knowledge, skills and attitudes in a particular
subject, topic or lesson. Assessment is intended to establish the level of a
student’s performance or achievements in relation to the specific objectives.
In Life Skills Education, assessment is meant to measure how much each
student has understood, attitudes and values acquired and decide on the plan
of action for further activities (e.g. in case there is need for remedial
teaching).
There are many methods of assessment of Life Skills Education. These
include:-

(a) Oral Questions

These are questions asked by the teacher during the lesson to probe, clarify
points or issues and assess students’ progress.

(b) Written exercises

Written exercises consist of short questions that require students to respond
by writing answers in their exercise books. For example, students may be
asked to draw a future’s wheel on effects of sexuality problems associated
with teenagers, then state the linkages in the effects.

(c) Teacher observation

Observation requires the teacher to listen and carefully watch during a
lesson, for example in a role play or discussion of case studies. The teacher
has to set clear objectives, what to look for, such as the skills a student
already has, and attitudes and values that the student has learnt. Observation
can go beyond the classroom to student activities and interrelationships in
school and even out of school.
Teacher observation can be done through an observation checklist in which
the teacher regularly records behaviours observed in a learner or group of
students performing a suggested activity.

Sample of an observation checklist

Teacher observation is suitable in assessing attitude and values acquired.

(d) Rating value statements

In this method, learners may be given a set of value statements to rate as
very true, true or false. For example: “Teenagers engage in early sex mainly
because they cannot control their emotions” or “virginity is no longer
important.”

(e) Quizzes
Quizzes are tests that consist of short answer questions, which the teacher
uses to assess the extent of mastery of a particular topic or skill. Quizzes can
be in the form of short structured questions, matching items and multiple
choice questions given at the end of a topic or a term.

(f) Essay items

Essays are used to evaluate a student’s knowledge and understanding of a
topic or skill that has been taught. Students express their attitude, values and
opinions on a given topic through writing essays.
(g) Project assignment
Project assignment encourages students to do their own investigation on a
topic. The teacher assigns individuals or groups the activity to be done and
supervises the work. The students give reports to the class after the project is
done. It assesses, among others, student’s ability to gather information,
critically evaluate (analyse) and draw conclusions.

Teacher’s professional documents

In order to teach effectively, a teacher is required to have the following
documents.
The syllabus
The syllabus covers individual subjects to be taught in a given curriculum.
The syllabus contains individual subject objectives, the topics to be taught in
a specific class or level of education (primary, secondary) and the school
terms to be covered. It also gives specific objectives and content (depth and
scope) of each topic.
The scheme of work
The scheme of work is drawn from the syllabus. It is prepared by a teacher.
It covers objectives and topics to be done in a class within a term or a year.
A scheme of work enables the teacher to plan and manage time well so as to
cover the syllabus.
Lesson Plan
A lesson plan is an outline made by the teacher for every lesson, containing
specific objectives, (stated in measurable behaviour) topic and activities to
be covered. It is drawn from a scheme of work. A lesson plan is important
because it makes the teacher think in advance about the knowledge, skills
and attitudes students are expected to acquire by the end of that lesson. It
also helps the teacher manage time well. Though details in a lesson plan may
vary from one teacher to another, it should include the following:

A template lesson plan

Teaching and learning resources: ..................................................................
Lesson notes
These are brief but more detailed notes that guide the teacher in explaining
points or some aspects of the lesson plan. Lesson notes should be updated
regularly to incorporate new knowledge and information.
Students’ Records
A Life Skills Education teacher has to keep progress records of students
(among other records) to monitor and evaluate their achievements over a
period of time. Progress records can be based on teacher observation
records, results of quizzes and tests done by each student.
Well maintained teacher’s records can be used in decision- making. For
instance, the teacher can decide whether or not there is need for remedial
teaching.
Record of work covered
A teacher should keep a record of work that has been covered in a special
record or work book. This can help him or her keep track of syllabus
coverage. The school administration can also assess the syllabus coverage by
the teacher and take necessary action.
Support for a multi-ability class
A multi-ability class consists of different types of students such as the
talented (gifted) and slow students. It also includes students with disabilities
such as the visually impaired, physically challenged, hearing impaired and
those with multiple disabilities (more than one disability). Other special
needs students include the orphaned, epileptic, those who are abused and
refugees.
A normal class will have students with multi-abilities and special needs. The
teacher can support the students in various ways, which include:
• Knowing and understanding the different types of students, their
individual abilities and needs.
• Giving extra or challenging tasks to the talented students to keep them
motivated to learn.
• Giving slow learners some easier tasks which they are able to perform
thereby increasing their self esteem.
• Preparing schemes of work and lesson plans which, in addition to
general objectives for all students, have specific objectives and activities
 targeting students with special needs.
Thus, the teacher has to go an extra mile to give special attention to students
with learning difficulties in order to meet their learning needs effectively.

It is the responsibility of the Life Skills Education teacher to encourage all

students to understand their individual differences (strengths and
weaknesses) and accept each other.
 Chapter 1: Self-awareness and Self-esteem
(Student’s Book page 1—6)

Topic: Self-esteem
(Student’s Book page 1)

Sub-topic 1: Effects of low self-esteem

(Student’s Book page 2)

Specific Objective
By the end of the topic, students should be able to explain the effects of low
self-esteem on schooling, relationships and work.

Introduction
• Introduce the lesson by defining the skills self-awareness and self-
esteem.
• Ask the students to identify the characteristics of one who has low self-
awareness and self-esteem.

Explain the effects of low self-esteem on:

• Poor performance
• Indiscipline
• Conflicts
• Succumbing to peer pressure
• Low productivity
• Laziness

Teaching and learning resources

Use available teaching and learning resources like case studies, role play
exercises, student’s experiences and games to explain the effects of low
self-esteem.

Teaching and learning activities

The teacher may use the following teaching and learning activities:
• Brainstorming on the effects of low self-esteem on schooling,
relationship and work.
• Discussing the effects of low self-esteem in schooling, relationships and
work.
• Developing a futures wheel on effects of low esteem

Assessment methods
The following modes of assessment may be used:
• Oral questions
• Written observations
• Observation of students’ behaviour

Sub-topic 2: Impact of high self-esteem on schooling, relationships and

work.
(Student’s Book page 3)

Specific objective
By the end of the topic, students should be able to explain the effects of
high self-esteem on schooling, relationships and work.

Introduction and development

Let the students identify the characteristics of a person with high self-
esteem. They will give characteristics like:
• Confidence
• Self-respect
• Assertiveness
• Decision making
• Responsibility

Explain the effects of high esteem on:

• Good performance
• Self-confidence
• High productivity
• Hard work
• Successful relationships

Teaching and learning resources

The following resources can be used to enhance learning; role play
exercises and students’ experiences.

Teaching and learning activities

There are many activities that can be used. They are:
• Brainstorming on effects of high self – esteem on schooling,
relationships and work.
• Discussing the effects of high self-esteem.
• Drawing a futures wheel on the chalkboard showing the effects of high
self esteem on schooling, relationships and work.

Assessment method
These include oral questions, observations and written exercises.

Sub-topic 3: Demonstrate high self-esteem

• Students can be divided into groups. Each group should then come up
with a short drama on high self-esteem. These should be presented in
class.
• Brainstorm on the effects of high self-esteem in these dramatizations.
• Refer students to the futures wheel effects on high self-esteem.

Teaching and learning resources

Role play exercises, dramatisation or student experiences may be used.

Teaching and learning activities

Brainstorming on the effects of high self esteem on the students
presentations.

Assessment methods
• Observe student reactions and correct where necessary.
• Assess their written work.

Answers to Review Exercise

1. Effects of low self-esteem on students:
• Poor performance
• Indiscipline
• Conflicts
• Laziness
 • Succumbing to peer pressure
2. Low self-esteem affects relationships thus:
• Erodes commitment
• Leads students to blame others for own failures (irresponsibility)
• Makes one judgemental and, therefore, unable to relate with
peers.
• Leads to withdrawal from relationships because of shyness.
3. Effects of high self-esteem on work:
• Makes one accountable for tasks assigned.
• Leads to high productivity derived from hard work.
• Enables one to complete tasks faster and more effectively.
• Enhances the odds of promotion, owing to self-confidence and
motivation.
4. Characteristics of a person with high self-esteem
• Generally happy
• Focused
• Creative
• Assertive
• Optimistic/Motivational
• Confident
 Chapter 2: Stress and anxiety
management
(Student’s Book page 8 — 14)

Topic: Managing stress and anxiety

(Students book page 7)

Sub-topic 1: Situations that may lead to stress and anxiety

Specific Objective
By the end of the topic, students should be able to identify situations that
may lead to stress and anxiety.

Introduction and development

Students have previous knowledge on this chapter. Ask them to define
stress and anxiety. Using the student’s book, let them identify the signs of
stress. They include; irritability, migraines, headaches and sleeping
disorders. Allow them to narrate their experiences. Ask them to explain
how the following situations may lead to stress and anxiety.
• Identity crisis
• Occupational crisis
• Pressure of work
• Poor interpersonal relationships
• Unemployment
• Sterility
• Overcrowding

Teaching and learning resources

The teacher can enrich the lesson using newspaper cuttings, students’
experiences, case studies, role play exercises, resource persons and
observation checklists.

Teaching and learning activities

The suggested activities include:
• Brainstorming on situations that may lead to stress and anxiety.
• Group discussions and presentations.
• Discussing case studies.

Assessment methods
Use oral questions, observe students’ reactions and evaluate their written
exercises.

Sub-topic 2: The effects of stress and anxiety

(Students book page 10)

Specific objective
By the end of the topic, students should be able to explain the effects of
stress and anxiety.

Introduction and development

Using the available resources, explain the effects of stress and anxiety. The
effects are:-
• Depression
• Suicide
• Aggression
• Drug and substance abuse
• Delinquency

Teaching and learning resources

Use students’ experiences, case studies, resource persons and role play
exercises among others.

Teaching and learning activities

• Students to discuss effects of stress and anxiety from their experiences.
• Brainstorm on the effects of stress and anxiety.
• Draw a futures wheel on the effects of stress and anxiety on the
chalkboard. Allow students to fill in the gaps.

Assessment methods
Use oral questions and written exercises to test what the students have
learnt.
Sub-topic 3: Dealing with stress and anxiety
(Students book page 12)

Specific objective
By the end of the topic, students should be able to describe how to
effectively deal with stress and anxiety.

Introduction and development

Allow students to brainstorm on ways in which they would deal with stress
and anxiety. Some of these ways may be demonstrated by the students e.g.
singing and physical exercises.
Describe the following ways of effectively dealing with stress and anxiety:
• Playing games
• Physical exercises
• Talking to others
• Singing
• Dancing
• Watching TV, Videos
• Listening to songs/ music
• Seeking guidance and counseling

Teaching and learning resources

The resources to use could include: students’ experiences, case studies,
local environment, resource persons and role play exercises.

Teaching and learning activities

• Students enjoy outdoor activities that help in the management of stress
and anxiety like playing games, physical exercises, dancing and
singing.
• Where possible, students may be allowed to watch an entertaining
programme on television.
• Brainstorm on the various ways of dealing with stress and anxiety.

Assessment methods
Observe class activities by students and let them express what helps them to
deal with stress.
Use oral questions, case studies and written exercises to assess their
understanding.
Sub-topic 4: Developing a positive attitude to the problem
(Student’s Book page 14)

Specific objective
By the end of the topic, students should be able to demonstrate stress and
anxiety management.

Introduction and development

• Use sample case studies to demonstrate how various people deal with
stress and anxiety.
• Emphasize positive attitudes developed from the case studies, for
instance peace, responsibility, tolerance and cooperation.

Teaching and learning resources

The suggested teaching and learning resources include:-
Students’ experiences, case studies, resource persons and role play
exercises.

Assessment methods
Give an assignment to the students. For example, they can state the
advantages of physical exercises as way of dealing with stress and anxiety.
The answers include:-
• Physical exercises reduce tension and help one feel energized.
• They combat health conditions associated with stress e.g. blood
pressure.
• They improve mood i.e. make one feel happier.

Answers to Review Exercise

1. Symptoms of stress and anxiety:
• Sleeping disorders
• Headaches and migraines
• Irritability
• Nervousness/Fear/Worry
• Withdrawal/Isolation
2. Situations that may lead to stress and anxiety:
• Pressure from schoolwork.
• Identity crisis.
 • Poor interpersonal relationships (between students and teachers
and among students).
3. Effects of the situation above:
• Pressure from schoolwork - exhaustion, failure to cope.
• Identity crisis - a student may have trouble defining oneself, what
career to pursue or how to pursue it.
• Poor interpersonal relationships - withdrawal/isolation and lack
of friends.
4. How one can manage anxiety:
• Engaging in physical exercises e.g. sports, athletics, etc.
• Singing in choirs or individually.
• Talking to friends.
• Developing positive attitudes, like optimism.
• Seeking guidance and counselling services.
 Chapter 3: Interpersonal relationships
(Student’s Book Page 16 — 20)

Topic: Choice of Marriage Partners

Sub-topic 1: Problems in boy-girl Relationships

(Student’s Book page 16)

Specific Objective
By the end of the sub-topic, students should be able to identify problems in
boy-girl relationships.

Students’ previous knowledge

Students have knowledge of types of interpersonal relationships studied in
Form One and from personal experiences.

Teaching and learning resources

• Students’ experiences
• Role play exercises
• Debate topics
• Case studies
• Games
• Newspaper cuttings
• Pictures and illustrations
• Letters

Teaching and learning activities

• Brainstorming on problems in boy-girl relationships.
• Discussing problems in boy-girl relationships.
• Working on case studies.
• Role playing problems in boy-girl relationships.
• Identifying and listing problems in boy-girl relationships from the
letters.

Assessment methods
• Oral questions
• Teacher’s observations
• Written exercises
• Letters
• Written reports

Assessment exercises
• The teacher can guide students in answering questions on the sub-topic.
• The teacher can give take-home assignments for students to identify
more problems in boy-girl relationships and report back to class.

Sub-topic 2: Possible solutions to problems in boy-girl relationships

(Students book page 17)

Specific objective:
By the end of the sub-topic, students should be able to give possible
solutions to problems in boy-girl relationships.

Students’ previous knowledge

Students have knowledge of boy-girl relationship problems from previous
topics.

Teaching and learning resources

• Role play exercises
• Debate topics
• Letters
• Charts

Teaching and learning activities

• Brainstorming on possible solutions to problems in boy-girl
relationships.
• Discussing possible solutions to problems in boy-girl relationships.
• Writing letters offering possible solutions to problems in boy-girl
relationships.

Assessment methods
• Written exercises
• Oral questions
• Essay items

Assessment exercises
• Teacher guides students in asking and answering questions on the sub-
topic.
• Teacher clarifies feedback from students while emphasizing practical
application of Life Skills in solving problems in boy-girl relationships
(such as decision-making and problem-solving, assertiveness and
communication skills).

Sub-topic 3: Qualities of a partner they would like to marry

(Student’s Book page 18)

Specific objective
By the end of the sub-topic, students should be able to identify qualities of a
partner they would like to marry.

Students’ previous knowledge

Students have knowledge of qualities of a partner they would wish to marry.

Teaching and learning resources

• Students’ experiences
• Games
• Role play exercises
• Debate topics
• Posters

Teaching and learning activities

• Brainstorming on qualities of a partner they would like to marry
• Role playing qualities of a partner they would like to marry
• Debating on qualities of a partner they would like to marry
• Working on case studies
• Value voting
• Asking and answering questions on the sub-topic

Assessment methods
• Oral questions
• Written exercises
• Quizzes

Assessment exercises
Teacher to give take-home assignments for identification of further qualities
on partners they (students) would like to marry.

Sub- topic 4: Qualities of a partner the

student would not like to marry
(Student’s Book page 19)

Specific objective
By the end of the sub-topic, students should be able to identify qualities of a
partner they would not like to marry.

Learners’ previous knowledge

• Students have knowledge of qualities of a partner they would not like to
marry.
• Students have knowledge from previous subtopics and own
experiences.

Teaching and learning resources

• Case studies
• Observation checklists
• Photographs and pictures
• Debating topics

Teaching and learning activities

• Discussing qualities of a partner they would not like to marry
• Working on case studies
• Debating qualities of a partner
• Value voting

Assessment methods
• Essay items
• Writing exercises
• Oral questions
• Written tests
Assessment exercises
Teacher could guide students in answering questions and summarising
qualities of a partner they would not like to marry. Guide them to carry out
the activities in the Student’s Book.

Answers to Revision Questions

1. Qualities of a potential wife/husband:
• Loving
• Faithful
• Humble
• Wise
• Responsible
2. Importance of knowing how to chose a marriage partner.
• Enables one to distinguish potential mates from jokers.
• Ensures one avoids regrets or break-ups.
• Ensures the family unit is strengthened as one commits to a union
with full knowledge of one’s partner.
 Chapter 4: Decision-making and Problem-
solving
(Student’s Book Page 21—27)

Topic: Growth and Development

Sub-topic I: Sexuality problems associated with teen age

(Student’s Book Page 21)

Specific objective
By the end of the sub-topic, students should be able to identify sexuality
problems associated with teen age. These are;
• Early sex
• Unplanned pregnancies
• Abortion
• Early marriages
• Family planning

Students’ previous knowledge

Students have experiences of teenage sexuality problems in their local
environment.

Teaching and learning resources

• Students’ experiences
• Case studies
• Pictures and diagrams
• Newspaper articles
• Debate topics
• Resource persons
• Charts

Teaching and learning activities

• Brainstorming on problems associated with teen age.
• Discussing sexuality problems associated with teen age.
• Working on case studies.
• Debating on family planning issues and abortion.

Assessment methods
• Oral questions
• Survey reports
• Written exercises
• Essay items

Assessment exercises
Guiding students in exploring problems associated with teenage sexuality
further and answering their questions regarding the subject.

Sub-Topic 2: Reasons for susceptibility to sexuality problems

(Student’s Book Page 22)

Specific objective
By the end of the sub-topic, students should be able to explain why
teenagers are susceptible to sexuality problems. These are;
• Emotional / cognitive changes
• Physical changes
• Social changes

Students’ previous knowledge

Students have personal experiences arising from emotional, physical and
social changes associated with teen age.

Teaching and learning resources

• Students’ experiences
• Diagrams and pictures (on physical changes)
• Case studies
• Letters

Teaching and learning activities

• Brainstorming.
• Discussing meaning of susceptibility and reasons for susceptibility of
teenagers to sexuality problems.
• Working on case studies.
• Referring to diagrams and pictures showing physical changes (in boys
and girls) during teen age and listing them down in notebooks.
• Writing letters containing messages on susceptibility.
• Drawing illustrations on physical changes.

Assessment methods
• Written exercises
• Oral questions
• Quizzes

Assessment exercises
Guiding students in writing down more case studies on susceptibility to
sexuality problems and discussing them in class.

Sub- topic 3: Effects of sexuality problems on teenagers

(Student’s Book page 24)

Specific objectives
By the end of the sub-topic, students should be able to explain the effects of
sexuality problems on teenagers, as well as explaining the effects of these
problems on teenagers.

Students’ previous knowledge

Students have knowledge of effects of sexuality problems on teenagers.

Teaching and learning resources

• Students’ experiences
• Newspaper articles (e.g. on abortion)
• Local environment
• Role play exercises
• Stories

Teaching and learning activities

• Discussing effects of sexuality problems on teenagers.
• Telling stories focusing on effects of sexuality problems on teenagers.
• Role playing the effects of problems of unplanned pregnancies, abortion
and school drop out on teenagers.
Assessment methods
• Oral questions
• Written exercises
• Essay items
• Assignments

Assessment exercises
Guiding students in asking and answering questions on the sub-topic.

Sub-topic 4: Possible solutions to the sexuality problems

(Student’s Book page 25)

Specific objective
By the end of the sub-topic, students should be able to give possible
solutions to the sexuality problems associated with teen age.

Students’ previous knowledge

Students have experienced some skills of solving problems associated with
sexuality.

Teaching and learning resources

• Students’ experiences
• Chart showing possible solutions
• Value rating statements
• Role play exercises

Teaching and learning activities

• Discussing possible solutions to sexuality problems
• Identifying life skills that help enhance possible solutions to sexuality
problems
• Value voting
• Role playing possible solutions

Assessment methods
• Oral questions
• Written exercises
• Rating value statements
Assessment exercises
Guiding students in answering on the subtopic questions in their textbooks.

Sub-topic 5: Making rational decisions in solving sexuality problems.

(Student’s Book page 26)

Specific objective
By the end of the sub-topic, students should be able to practise making
rational decisions in solving sexuality problems associated with teenagers.

Students’ previous knowledge

Students have experience of decision making in everyday life.

Teaching and learning resources

• Students’ experiences
• Observation checklists
• Case studies
• Role play exercises

Teaching and learning activities

• Discussing rational decisions in solving sexuality problems.
• Role playing rational decision-making in solving sexuality problems.
• Working on case studies.

Assessment methods
• Oral questions.
• Teacher’s observations
• Essay items
• Written tests
• Examinations

Assessment exercise
Guiding students in answering questions on the sub-topic.

Answers to Revision Exercise

1. Consequences of contracting a sexually transmitted disease:
• Stigmatization
• One may drop out of school
 • Some are incurable, like Chlamydia and HIV and AIDS.
• May cause mental damage and increase susceptibility to
opportunistic infections.
2. Decision-making refers to the process of opting between two or more
alternatives.
3. How do sexuality problems lead to HIV and AIDS?
• Teenagers may rush into having unprotected sex, which could
expose them.
• Teenagers may not have knowledge about changes happening to
them; as a result, they could succumb to emotional drives
regarding their sexuality.
 Chapter 5: Communication
(Student’s Book page 28—33)

Topic 1: Communication in the global village.

Sub-topic 1: Various modes of communication in the global village.

(Student’s Book page 28)

Specific objective
By the end of the topic, students should be able to identify various modes of
communication in the global village.

Introduction and development

• Use the Student’s Book to define the terms communication and global
village. Ask the students to identify the various modes of
communication that they know.
• Use the available resources to explain how the following modes of
communication work.
• Newspapers
• Magazines
• Radio
• Telephone
• Video
• Television
• E-mail

Teaching and learning resources

Avail various magazines, newspapers and other resources to enhance
learning of the modes of communication. Resource persons may be used to
explain how these modes function.

Teaching learning activities

Brainstorm on the modes of communication in the global village and
discuss the functions of each.
Assessment methods
• The teacher can use written exercises and oral questions.
• Value statements can also be used to engage the students in classroom
activities. Try the following statements:
(a) Without the television, there would be more problems in the world
today.
(b) E –mailing has improved human life.
(c) Fast is better than slow.

Sub-topic 2: The importance of these modes of communication.

(Student’s Book page 31)

Specific objective
By the end of the topic, students should be able to explain the importance of
the various modes of communication in the global village.

Introduction and development

• The teacher may group students in groups and assign each group a task
to explore how each mode of communication is important.
• Group presentations can then be done.
• Use the Student’s Book to explain the importance of the various modes
of communication.

Teaching and learning resources

The resources that may be used include students’ experiences, resource
persons, observations and value rating statements.

Teaching and learning activities

Suggested activities include use of discussion groups and brainstorming on
the various modes of communication.

Assessment methods
The teacher may use written exercises, oral questions and value rating
statements.

Sub-topic 3: Appreciating the importance of the modes of communication

(Student’s Book page 31)
Specific objective
By the end of the topic, students should be able to appreciate the
importance of the modes of communication.

Introduction and development

Test the students’ knowledge by directing them on the values of these
modes of communication in the global village. Explain how these modes of
communication contribute towards the following:-
• Responsibility towards others
• Enhancement of unity and cooperation in the world
• Promotion of positive use of leisure time
• Friendship formation and maintenance

Teaching and learning resources

Use students’ experiences, resource persons and value rating statements.

Teaching and learning activities

The classroom activities include brainstorming on and appreciating the
modes of communication.

Assessment methods
Students can be given a written assignment on the need to appreciate the
various modes of communication.

Sub-topic 4: Problems associated with the modes of communication

(Student’s Book page 32)

Specific objectives
By the end of the topic, students should be able to identify the problems
associated with the various modes of communication.

Introduction and development

Explain the challenges of these modes of communication. Students may
also be put in groups to discuss the challenges associated with these modes
of communication and present their findings to the rest of the class.

Teaching and learning resources

Use the Student’s Book, students’ experiences and value rating statements.
Teaching and learning activities
Brainstorm on and discuss the challenges associated with these modes of
communication.

Assessment methods
Use oral questions and written exercises.
Students can summarize their findings and write on manila paper/charts to
be pinned on the noticeboard in class.

Sub-topic 5: Possible solutions to the problems associated with the

various modes of communication
(Student’s Book page 33)

Specific objectives
By the end of the topic, students should be able to give possible solutions to
the problems associated with the various modes of communication.

Introduction and development

The class can brainstorm to give their views on possible solutions.
Use the Student’s Book to add onto their views.

Teaching and learning resources

Use students’ experiences, resource persons and value rating statements.

Teaching and learning activities

Brainstorm on possible solutions to the problems associated with the
various modes of communication and discuss them.

Assessment methods
Give an assignment to assess their scope of the chapter.

Answers to Review Exercise

1. Information in local newspapers and magazines comes from
authors/reporters who write on various topics for various segments
such as news, feature articles, editorials, entertainment, family life,
sports and so on.
2. Advantages of radio:
• Transmits over a large area, reaching larger audiences.
 • Relatively cheap when compared to other modes of
communication (can be bought cheaply).
3. How modes of communication can be used to stop HIV and AIDS:
• Governmental and non-governmental institutions can post adverts
print, audio and (audio) visual adverts regarding HIV and AIDS
prevention, causes, control and consequences.
4. E-mail is important because:
• It facilitates cheaper, long-distance communication.
• It is instant; people can chat over the internet.
• Facilitates delivery of confidential mail without fear of loss.
• Connects people across the world.
5. In efforts aimed at alleviating poverty, the government can use mode
of communication to educate the masses on ways of alleviating
poverty such as entrepreneurship, inform them of opportunities and
foster development.
 Chapter 6: Peer pressure resistance and
assertiveness
(Student’s Book page 34–39)

Topic: The Society and Moral Decadence

Sub-topic I : Meaning of Moral Decadence

(Student’s Book page 34)

Specific objectives
By the end of the sub-topic, students should be able to define moral
decadence.

Introduction and development

• Guide the students to brainstorm on the definitions of moral decadence.
• Use the definitions to come up with an agreed definition of moral
decadence.
• Let students give examples of moral decadence.

Teaching and learning resources

Use students’ experiences, local environment and case studies.

Teaching and learning activities

• Oral questions
• Brainstorming sessions

Assessment methods
Students can be asked to write an essay on moral decadence.

Sub-topic 2: Causes of moral decadence in the society

(Student’s Book page 34)

Specific objectives
By the end of the sub-topic, students should be able to identify causes of
moral decadence in society.
Students’ previous knowledge
Students have experience of peer pressure and assertiveness.

Teaching and learning resources

• Students’ experiences
• Resource persons
• Observation checklists
• Poems
• Posters
• Newspaper articles

Teaching and learning activities

• Brainstorming on the meaning of moral decadence.
• Discussing the meaning of moral decadence.
• Discussing causes of moral decadence.
• Working on case studies.
• Reading newspapers articles on moral decadence.
• Reciting poems on cause of moral decadences.
• Displaying posters on causes of moral decadence.

Assessment methods
• Oral questions
• Written exercises
• Teacher’s observations
• Quizzes

Assessment exercise
Giving students take-home assignments to identify more causes of moral
decadence in the family and the society.

Sub- topic 3: Effects of peer pressure on morality

(Student’s Book page 35)

Specific objective
By the end of the topic, students should be able to explain the effects of
peer pressure on morality in the society.

Students’ previous knowledge

Students have knowledge of peer-pressure and its effects from their
experiences and topics covered in Form One and Two.

Teaching and learning resources

• Students’ experiences
• Local environment
• Case studies
• Resource persons
• Value rating statements
• Debating topics

Teaching and learning activities

• Brainstorming on the effects of peer pressure on morality
• Discussing effects of peer pressure on morality
• Developing a futures wheel on effects of peer pressure on morality
• Debating on effects of peer pressure on morality.

Assessment methods
• Oral questions
• Written exercises
• Value rating statements

Assessment exercises
Guiding learners in explaining negative effects of peer pressure on morality
from case studies in their textbooks and the futures wheel that they have
developed.

Sub-topic 4: Ways of improving morals in the society

(Student’s Book page 37)

Specific objective
By the end of the sub-topic, students should be able to state ways of
improving morals in society.

Students’ previous knowledge

Students have learnt about conflict resolution skills in form One.

Teaching and learning resources

• Students’ experiences
• Stories
• Value rating statements
• Case studies
• Dramatisation
• Teaching and learning activities

Teaching and learning activities

• Discussing ways of improving morals in the society
• Telling stories on morality
• Working on case studies on ways of improving morals in society
• Value voting
• Dramatising e.g. peaceful conflict resolution and parental guidance

Assessment methods
• Oral questions
• Written exercises
• Value rating statement
• Quizzes

Assessment Exercises
Giving students take-home assignments to find out more ways of improving
morality in society.

Sub-topic 5: Assertiveness and resisting peer pressure

(Student’s Book page 38)

Specific objective
By the end of the sub-topic, students should be able to demonstrate the
ability to be assertive and resist peer pressure.

Students’ previous knowledge

Students have knowledge on assertiveness and pressure resistance.

Teaching and learning resources

• Students’ experiences
• Role play exercises
• Case studies
• Observation checklists

Teaching and learning activities

• Role playing, being assertive and resisting negative peer pressure
• Working on case studies

Assessment methods
• Teacher’s observations
• Written exercises
• Oral questions
• Written reports
• Written tests/Examinations

Assessment exercises
• Encouraging learners to continue practising assertiveness and peer
pressure resistance at school, at home and in other daily life situations.
• Students to write reports on their experiences and share with others in
class at agreed intervals.

Answers to Revision Exercise

1. Cause of moral decadence:
• Influences from mass media (negative practices in TV programs
due to lack of regulation).
• Erosion of societal values.
2. These causes can be prevented through proper legislative measures,
as well as making effort to sustain values in the family unit/social
unit.
3. One needs to be assertive and remain morally upright so as not to
succumb to peer pressure to engage in immoral acts.
 Chapter 7: Empathy and tolerance
(Student’s Book pages 40–48)

Topic 1: The Global Village

Sub-topic 1: The meaning of global village

(Student’s Book page 40)

Specific objective
By the end of the sub-topic, students should be able to explain the meaning
of ‘global village’.

Introduction and development

Using the student’s text, define the term global village. Global village is a
term used to refer to how the whole world has become a small place,
village, through the use of the various modes of communication. These
forms of communication have enabled people to respond to issues affecting
people all over the world. This means that the communities of the world are
dependent of each other socially, politically and economically. Brainstorm
on situations in the world that have affected students.

Teaching and learning resources

Use students’ experiences, local environment and value rating statements to
explain the meaning of global village.

Teaching and learning activities

Brainstorm on the meaning of global village. Using students’ experiences,
explain the meaning of global village.

Assessment methods
Oral questions and written exercises can be used.

Sub-topic 2: Areas which require tolerance and empathy in the global

village
(Student’s Book page 40)
Specific objective
By the end of the topic, students should be able to identify areas which
require tolerance and empathy in the global village.

Introduction and development

Define the skills empathy and tolerance. Ask students to identify the
characteristics of a person who is empathetic and tolerant. Do they possess
these skills? Brainstorm on the following areas which require tolerance and
empathy;
• Language
• Culture
• Music
• Dance
Explain how the skills are necessary in the global village when faced with
the situations mentioned.

Teaching and learning resources

Explore real case studies and students’ experiences to discuss areas which
require tolerance and empathy.

Teaching and learning activities

The suggested activities include:
• Brainstorming on areas which require tolerance and empathy in the
global village.
• Discussing areas which require tolerance and empathy.
• Working on case studies.

Assessment methods
Observe students’ contributions and ask relevant questions.

Sub-topic 3: The importance of tolerance and empathy in the global

village
(Student’s Book page 42)

Specific objective
By the end of the topic, students should be able to explain the importance of
tolerance and empathy in the global village.
Introduction and development
• Brainstorm on the importance of tolerance and empathy in the global
village.
• From the students’ experiences, explain how the life skills are useful in
bringing about cooperation and peaceful co-existence.
• Emphasize by discussing how the absence of these life-skills may lead
to tension, poverty, environmental problems and violation of human
rights among communities of the world.

Teaching and learning resources

The resources to use include; students’ experiences, television, local
environment, newspaper cuttings, case studies and role play exercises.

Teaching and learning activities

Organize a lesson where students are able to watch international news.
Brainstorm on and discuss the importance of tolerance and empathy in the
global village.

Assessment methods
Use value rating statements and written exercises to assess the students.

Sub-topic 4: Appreciating the importance of tolerance and empathy in the

global village.
(Student’s Book page 42)

Specific objective
By the end of the topic, students should be able to appreciate the
importance of tolerance and empathy.

Introduction and development

• Assess the students’ ability of appreciation of the life skills by drawing
a futures wheel on the chalkboard with missing gaps that they can fill.
When it has been completed, explain the importance of the life skills in
the global village.
• Look at various case studies in newspaper cuttings and discuss the
value of tolerance and empathy.
• Organize the students to role play situations that require the application
of tolerance and empathy.
Teaching and learning resources
Resources to use include; case studies, local environment, students’
experiences, future’s wheel and role play exercises.

Teaching and learning activities

Develop a futures wheel on the importance of tolerance and empathy in the
global village. Use case studies to explain the same.

Topic 2: The effects of major global problems

Sub-topic 1: Identifying the major global problems.

(Student’s Book page 43)

Specific objectives
By the end of the topic, students should be able to identify the major global
problems.

Introduction and development

Students can brainstorm their own experiences to identify the major global
problems. Using available resources, explain the following global
problems;
• Refugees
• Wars
• Famine
• Drought
• Natural disasters
• Global warming
• Depletion of the ozone layer

Teaching and learning resources

Pictures, newspaper writings, students’ experiences, case studies and role
play exercises will be useful resources.

Teaching and learning activities

Brainstorm on major global problems and explain each of them.

Assessment methods
Students can do written exercises and answer questions orally.
Sub-topic 2: The effects of the major global problems
(Student’s Book page 45)

Specific objectives
By the end of the topic, students should be able to explain the effects of the
major global problems.

Introduction and development

Students can be grouped to discuss the effects of global problems and
present their findings.
Use the available resources to explain the effects.

Teaching and learning resources

Use students’ experiences, local environment, case studies, pictures and
news paper cuttings.

Teaching and learning activities

Discuss the effects of global problems and develop a futures wheel on the
same.

Assessment methods
Observe the students’ presentations, ask oral questions and assign them
research work to do. Guide learners to carry out the activities in their books.

Sub-topic 3: Possible solutions to global problems

(Student’s Book page 46)

Specific objective
By the end of the topic, students should be able to give possible solutions to
global problems.

Introduction and development

Review previous lessons and brainstorm on possible solutions to the global
problems mentioned.
Some of the solutions require outdoor activities e.g. planting trees,
recycling of plastic paper bags or reusing papers.

Teaching and learning resources

They include; students’ experiences, local environment and role play
exercises.

Teaching and learning activities

Organize outdoor activities e.g. planting of trees.
Students may also do presentations on assignments given.

Assessment methods
Students to research on the possible solutions and do written exercises.

Sub-topic 4: Support to and care for people affected by global problems.

(Student’s Book page 47)

Specific objective
By the end of the topic, students should be able to demonstrate the ability to
give support to and care for people affected by global problems.

Introduction and development

Students may be organized in groups to role play giving support to and
caring for people affected by global problems. Discuss how best to give the
support.

Teaching and learning resources

They include; role play exercises, case studies, local environment and
students’ experiences.

Assessment methods
Use oral questions and written exercises.

Answers to Review Exercise

1. Problems that refugees face:
• Congestion
• Communicable diseases
• Lack of enough food (starvation may arise)
• Lack of social ammenities like health and educational facilities.
2. Refugees came to Malawi to seek assylum from civil and political
conflicts i their home countries.
3. HIV and AIDS causes deaths which deplete the workforce.
Consequently the labour available cannot produce enough food for
the existing population.
4. How to assist those affected by famine:
• Giving humanitarian aid (individuals, Governments, NGOs)
• Assisting to produce their own food.
• Government ought to keep reserve food for such situations.
 Chapter 8: Critical thinking
(Student’s Book page 49—53)

Topic 1: The media

Sub-topic 1: Bias in different types of media

(Student’s Book page 49)

Specific objective
By the end of the subtopic, students should be able to identify bias in
different types of media.

Students’ previous knowledge

Students have knowledge of different types of media – electronic and print
(tv, radio and newspapers).

Teaching and Learning Resources

• Students’ experiences
• Newspapers
• Video tapes
• Local environment
• Resource persons
• Audio tapes
• Radios
• TV sets

Teaching and learning activities

• Discussing bias in media
• Working on case studies
• Examining mediator bias e.g. by listening to tapes and watching video
tapes.
• Reading newspaper extracts on media bias.

Assessment methods
• Oral questions
• Value rating statements
• Teacher’s observations
• Project assignments

Assessment exercise
Teacher helps students in explaining more examples of media bias.

Subtopic 2: Effects of bias in the media

(Student’s Book pages 50)
• Undue influence
• Conflicts
• Misinformation

Specific Objective
By the end of the sub-topic, students should be able to explain the effects of
bias in the media.

Students’ previous knowledge

Students have knowledge of media bias from the previous sub-topic.

Teaching and Learning resources

• Local environment
• Newspapers
• Video tapes
• Audio tapes
• Value rating statements
• Magazines
• TV sets
• Radios
• Debating topics

Teaching and Learning activities

• Discussing effects of bias in media
• Examining media for effects of bias
• Debating effects of bias in media

Assessment methods
• Oral questions
• Essay items
• Written exercises

Assessment exercises
• Giving written assignments for group project work and report writing
effects of media biases.
• Guiding learners to carry out the activities in their books.

Sub-topic 3: Practical solutions to bias in media

(Student’s Book page 50)

Specific Objective
By the end of the sub-topic, students should be able to:
• Identify practical solutions to bias in the media
• Think critically
• Demonstrate an understanding of proper training of media personnel

Students’ previous knowledge

Students have knowledge from the previous sub-topic on effects of media
biases.

Teaching and learning resources

• Students’ experiences
• Resource persons
• Role play exercises
• Case studies
• Observation checklists

Teaching and learning activities

• Brainstorming on practical solutions to media bias
• Discussing practical solutions to bias in the media
• Role playing critical thinking
• Asking questions and giving answers
• Visiting a media house and observing and enquiring about media
personnel training

Assessment methods
• Oral questions
• Written reports
• Essay items
• Teacher’s observations
• Assessment exercises
• Teacher guiding students in answering the questions on case studies in
Student’s Book.

Subtopic 4: Critical thinking in everyday life

(Student’s Book page 51)

Specific objective
By the end of the sub-topic, students should be able to:
• Practice critical thinking in everyday life
• Appreciate critical thinking

Students’ previous knowledge

Students have knowledge of critical thinking from personal experiences in
daily life.

Teaching and Learning Resources

• Students’ experiences
• Local environment
• Value rating statements
• Observation checklists

Teaching and learning activities

• Role playing critical thinking in everyday life
• Discussing the benefits of critical thinking in daily life
• Value voting
• Telling stories on critical thinking in everyday life

Assessment methods
• Rating value statements
• Teacher’s observations
• Written exercises

Assessment exercises
Guiding students in responding to questions and case studies on critical
thinking in everyday life.

Topic 2: Cultural and Traditional Practices

Sub-topic 1: Negative effects of foreign culture and technology (TV and

Videos) on indigenous cultural and traditional practices.
(Student’s Book page 51)

Specific objective
By the end of the sub-topic, students should be able to identify the negative
effects of foreign culture and technology on indigenous cultural and
traditional practices.
• Moral decay
• Erosion of culture and tradition

Students’ previous knowledge

Students have knowledge of cultural and traditional practices learnt in Form
Three, and moral decadence in Form Four.

Teaching and learning resources

• Local environment
• Songs
• Poems
• Case studies
• Students’ experiences
• Value rating statements
• Debate topics

Teaching and learning activities

• Discussing negative effects of foreign culture and technology on
indigenous cultural and traditional practices.
• Brainstorming on the negative effects of foreign culture and technology
on indigenous cultural and traditional practices.
• Developing a futures wheel on the negative effects of foreign culture
and technology.
• Working on case studies.
• Singing songs on the negative effects of foreign culture and technology
on indigenous cultural and traditional practices.
• Debating on the negative effects of foreign culture and technology on
indigenous cultural and traditional practices.

Assessment Methods
• Oral questions
• Written exercises
• Value rating statements
• Project assignments

Assessment exercises
Helping students explore further the negative effects of foreign culture and
technology on indigenous cultural and traditional practices.

Sub-topic 2: Practical solutions to negative influence of foreign culture

and technology.
(Student’s Book page 53)

Specific objective
By the end of the sub-topic, the student should be able to identify practical
solutions to negative effects of foreign culture and technology. These
include:
• Critical thinking
• Assertiveness
• Censorship

Students’ previous knowledge

Students’ experiences of critical thinking and assertiveness in different life
situations.

Teaching and Learning resources

• Case studies
• Local environment
• Students’ experiences
• Role play exercises
• Debating topics
Teaching and Learning activities
• Discussing practical solutions to negative effects of foreign culture and
technology.
• Role playing the application of critical thinking and assertiveness in
solving negative effects of foreign culture and technology.
• Debating on censorship

Assessment Methods
• Oral questions
• Written exercises
• Essay items
• Quizzes

Assessment exercises
Guiding students to give more examples of practical solutions to negative
effects of foreign cultural and technological influence.

Sub-topic 3: Importance of critical thinking before adopting foreign

culture and technology
(Student’s Book page 54)

Specific objectives
By the end of the topic the learner should be able to:
• Explain the importance of critical thinking before adopting foreign
culture and technology.
• Practise critical thinking in everyday life.

Student’s previous experience

Students have experience on practical application of critical thinking and
assertiveness.

Teaching and learning resources

• Role play exercises
• Students’ experiences
• Value rating statements
• Observation checklists

Teaching and Learning activities

• Discussing the importance of critical thinking before adopting foreign
culture and technology.
• Role playing critical thinking before adopting foreign culture and
technology.
• Value voting

Assessment methods
• Oral questions
• Written exercises
• Teacher’s observations

Assessment exercises
Encouraging students to apply critical thinking skills in everyday life and
keeping records of situations involved.

Topic 3: HIV/AIDS

Sub-topic 1: Impact of HIV/AIDS on the nation and the world

(Student’s Book page 54)

Specific objective
By the end of the sub-topic, students should be able to analyse the impact of
HIV/AIDS on the nation and the world.

Students’ previous knowledge

Students’ have knowledge of HIV/AIDS from topics studied in Forms One
to Four.

Teaching and learning resources

• Students’ experiences
• Local environment
• Resource persons
• Case studies
• Map of Malawi and the world
• Songs
• Poems
• Newspaper cuttings
• Posters
Teaching and Learning activities
• Brainstorming on the impact of HIV and AIDS on the nation and the
world
• Discussing the impact of HIV and AIDS on the nation and the world
• Working on case studies
• Developing a futures wheel on the impact of HIV and AIDS on the
nation and the world
• Singing songs and reciting poems on the impact of HIV and AIDS on
the nation and the world
• Displaying posters with messages on the impact of HIV and AIDS on
the nation and the world
• Making reference to maps of Malawi and the world
• Reading newspapers

Assessment Methods
• Oral questions
• Written exercises
• Project assignments
• Quizzes
• Teacher’s observations

Assessment exercises
Guiding learners on further exploration of the impact of HIV and AIDS on
the nation and the world.

Sub-topic 2: Ways of alleviating the impact of HIV/AIDS on the nation

and the world.
(Student’s Book page 55)
• Language
• Culture
• Music
• Dance

Specific objective:
By the end of the sub-topic, students should be able to identify ways of
alleviating the impact of HIV and AIDS on the nation and the world.

Students’ previous knowledge

Students have knowledge on HIV and AIDS from the previous sub-topic.

Teaching and learning resources

• Case studies
• Local environment
• Resource persons
• Students’ experiences
• Songs
• Newspapers

Teaching and learning activities

• Brainstorming on ways of alleviating the impact of HIV and AIDS on
the nation and the world.
• Discussing ways of alleviating the impact of HIV and AIDS on the
nation and the world.
• Working on case studies.
• Discussing the role they can play in alleviating the impact of HIV and
AIDS on the nation and the world.
• Singing and dancing to songs with messages on ways of alleviating the
impact of HIV and AIDS on the nation and the world.

Assessment methods
• Written exercises
• Teacher’s observations
• Oral questions
• Written assignments
• Written tests and examinations

Assessment exercises
Encouraging students to further explore the role they can play in alleviating
the impact of HIV and AIDS on the nation and the world, as well as putting
those roles in practice and giving reports to class.

Answers to Revision Exercise

1. Biases found in Malawi:
• Story selection
• Source selection and attribution
• Advertisements (based on revenue)
 • Programming (on radio and TV)
2. Solutions to media biases:
• Critical thinking - analysing and evaluating.
• Proper training of media personnel.
• Licencing more media practitioners.
3. How to prevent HIV and AIDS among the youth.
• Encouraging them to abstain (through media outlets).
• Encouraging them to practise safe sex.
• Showing them videos demonstrating the effects of HIV and
AIDS.
4. A pandemic is a disease whose manifestation and effects covers a
large part of a country/the world.
 Chapter 9: Creative thinking
(Student’s Book page 57—61)

Topic 1:Resource management

Sub-topic 1: Resources managed nationally and internationally

(Student’s Book page 57)

Specific objective
By the end of the topic, students should be able to identify resources which
are managed nationally and internationally.

Introduction and development

In this chapter, students should be able to appreciate the skill of creative
thinking in relation to resource management. Like many developing
countries in Africa, Malawi is still struggling economically. The challenges
affecting our economy have to do with developing the right attitude to
manage our own resources.
There is need to develop creative thinkers who will generate new and
practical ideas to improve the way resources are managed.
Creativity will also help in discovering new ways of solving problems.
Using a relevant map of the republic, identify the following resources:
• Water (main water bodies)
• Electricity (hydro-electric stations)
• Transportation (road, railway and ports)
Explain how they are managed, including finances as a resource.

Teaching and learning resources

The resources include; map, pictures, students’ experiences, local
environment and case studies.

Teaching and learning Activities

Brainstorm on resources which are managed nationally and internationally
and discuss the same. Students to refer to the map of the country.
Assessment methods
The suggested methods include oral questions, written exercises and
observations.

Sub-topic 2: Organisations which manage resources at national and

international levels
(Student’s Book page 58)

Specific objective
By the end of the topic, students should be able to identify organizations
which manage resources at national and international levels.

Introduction and development

Identify the organisations which manage resources at national and
international levels:
They are:
• Ministries
• Government Departments
• Statutory corporations
• AU
• IMF
• World Bank
• SADC
• UN agencies
Discuss the resources managed by the organisations. The resources are:
• Financial resources
• Natural resources
• Material resources
• Human resources

Teaching and learning resources

The resources include; resource persons, local environment and case
studies.

Teaching and learning activities

Brainstorm on organisations which manage resources at national and
international levels. Discuss the resources managed by the organisations,
and the importance of these resources.
Assessment methods
They include oral questions, written exercises and teacher’s observations.

Sub-topic 3: Mismanagement of resources

(Student’s Book page 59)

Specific objective
By the end of the topic, students should be able to explain how resources
are mismanaged.

Introduction and development

Mismanagement of resources refers to the situation when assets are not
properly controlled. The resources mentioned in the previous topic are
mismanaged in the following ways:
• Bribery and corruption
• Fraud
• Misallocation
• Over allocation
• Misuse
Brainstorm on and explain how these factors contribute to the
mismanagement of resources. You can use pictures of dried up rivers and
lakes, bad roads, etc.

Teaching and learning resources

They include case studies and students’ experiences.

Teaching and learning activities

Brainstorm on and discuss how resources are mismanaged.

Assessment methods
Use oral questions and written exercises

Sub-topic 4: The effects of mismanaging the resources.

(Student’s Book page 59)

Specific objective
By the end of the topic, students should be able to explain the effects of
mismanaging resources.
Introduction and development
Brainstorm on the effects of mismanaging the resources. Use the Student’s
Book to explain the effects of mismanaging resources e.g. leads to low
productivity and environmental challenges. Draw a futures wheel on the
board. Allow the students to develop the effects of mismanaging the
resources in it.

Teaching and learning resources

Pictures, case studies and students’ experiences.

Teaching and learning activities

Brainstorm on and discuss the effects of mismanaging resources. Students
to give examples of resources in their areas that have been mismanaged and
how it has affected them.

Assessment methods
Use oral questions and written exercises.

Sub-topic 5: Ways of managing resources properly

(Student’s Book page 60)

Introduction and development

The topic may be covered using group discussions so as to assess the
creative ability of the students.
The following ways have, however, been identified;
• Proper allocation of resources
• Control
• Setting of anticorruption bureau
• Auditing
• Transparency

Teaching and learning resources

Use available resources including students’ experiences, local environment
and case studies.

Teaching and learning activities

Brainstorm on and discuss the different ways of managing resources
properly. Students to suggest what they could do to rehabilitate the
mismanaged resources they mentioned in topic 4.

Assessment methods
Use case studies and give written exercise to assess the students.

Answers to Revision Questions

1. Resource management refers to the control and utilisation of
resources effectively.
2. Statutory corporations established by law in Malawi:
• Malawi Housing Corporation (MHC)
• Agriculture Development and Marketing Corporation (ADMAC)
• Malawi Broadcasting Corporation (MBC)
• Malawi Telecommunications Limited (MTL)
• Malawi Revenue Authority (MRA)
3. Effects of mismanagement of resources:
• Conflicts
• Environmental degradation
• Stunted social development
• Massive wastage
• Societal inequalities
 Chapter 10: Conflict resolution
(Student’s Book page 62—68)

Topic: Resolving conflicts

Sub-topic 1: Causes of conflicts in the family

(Student’s Book page 62)

Specific objectives
By the end of the sub-topic, students should be able to identify causes of
conflicts in the family.

Students’ previous knowledge

Students’ have personal experiences and knowledge acquired on causes of
conflicts in Form 1.

Teaching and learning resources

• Students’ experiences
• Resource persons
• Case studies
• Role play exercises
• Debate topics
• Pictures
• Newspapers
• Magazines
• Visual Video tapes

Teaching and learning activities

• Brainstorming on causes of conflicts in the family.
• Discussing causes of conflicts in the family.
• Role playing conflicts in the family.
• Reading newspaper cuttings and magazines on family conflicts.
• Watching videos on family conflicts.

Assessment methods
• Oral questions
• Written exercises
• Project assignments
• Teacher’s observations
• Quizzes

Assessment exercises
Teacher to guide students in asking questions on causes of family conflicts
as well as doing further investigation (project) and sharing reports in class.

Subtopic 2: Causes of conflicts at school

(Student’s Book page 63)

Specific objective
By the end of the sub-topic, students should be able to identify causes of
conflicts at school.

Students’ previous knowledge

Students’ personal experiences and knowledge acquired on causes of
conflicts in Form One.

Teaching and learning resources

• Students’ experiences
• Case studies
• Observation checklists
• Local environment
• Newspaper cuttings
• Stories

Teaching and learning activities

• Brainstorming on causes of conflicts at school.
• Discussing causes of conflicts at school.
• Storytelling on causes of conflicts at school.
• Working on case studies.
• Debating on causes of conflicts at school.
• Reading newspaper articles on conflicts at school.

Assessment methods
• Oral questions
• Written exercises
• Quizzes
• Teacher’s observations
• Essay items

Assessment exercises
Teacher to give a take-home written assignment on causes of conflicts at
school.

Sub- topic 3: Effects of conflicts

(Student’s Book page 64)

Specific objective
By the end of the topic, students should be able to explain effects of
conflicts.

Student’s previous knowledge

Students have knowledge of effects of conflicts from personal experience
and Form One work.

Teaching and learning resources

• Students’ experiences
• Local environment
• Debate topics
• Case studies
• Newspaper cuttings
• Visual tapes
• Futures wheel

Teaching and learning activities

• Discussing effects of conflicts.
• Debating on effects of conflicts.
• Developing future’s wheels on effects of conflicts.
• Watching video tapes on effects of conflicts.

Assessment methods
• Written exercises
• Quizzes
• Essay items
• Oral questions

Assessment exercises
Teacher gives questions based on futures wheel developed by students to
explore effects of conflicts.

Sub-topic 4: Possible ways of resolving conflicts

(Student’s Book page 66)

Specific objectives
By the end of the sub-topic, students should be able to state possible ways
of resolving conflicts.

Students’ previous knowledge

Students have knowledge of conflict resolution methods from personal
experiences.

Teaching and learning resources

• Students’ experiences
• Case studies
• Resource persons
• Role play exercises
• Pictures and photographs of international mediators in conflicts e.g.
Kofi Annan

Teaching and learning activities

• Discussing possible ways of resolving conflicts.
• Role playing possible ways of resolving conflicts.
• Working on case studies.

Assessment methods
• Oral questions
• Written exercises
• Quizzes
• Essay items
Assessment exercises
• Teacher to guide students in obtaining answers to case studies in
Student’s Book.
• Take-home assignment on the sub-topic.

Sub-topic 5: Advantages and disadvantages of resolving conflicts

(Student’s Book page 67)

Specific objective
By the end of the sub-topic, students should be able to give advantages of
resolving conflicts.

Students’ previous knowledge

Students experiences and knowledge from previous sub-topic 4 on conflict
resolution methods.

Teaching and learning resources

• Case studies
• Debate topics
• Role play exercises
• Students’ experiences
• Charts

Teaching and learning activities

• Discussing advantages and disadvantages of the ways of resolving
conflicts.
• Debating on the ways of resolving conflicts.
• Asking and answering questions on advantages and disadvantages of
ways of resolving conflicts.
• Working on case studies.
• Dramatizing ways of resolving conflicts to highlight advantages and
disadvantages.

Assessment methods
• Written exercises
• Oral questions
• Written tests/Examinations
Assessment exercises
Guiding students in analysing advantages and disadvantages of ways of
conflict resolution in their textbooks.

Answers to Revision Exercise

1. A conflict is a serious disagreement between two or more parties.
2. Causes of family conflicts:
• Drug and substance abuse.
• Discrimination/Bias
• Generational gaps
• Misuse of resources
• Poverty
• Breakdown in communication
3. An example of an ideological conflict is where parents support a
given culture whereas children oppose it (An example is FGM).
4. Advantages of resolving conflicts:
• Better relationships
• Inculcates patience and tolerance
• Fosters respect
• Facilitates intellectual growth
• Enhances development of conflict-resolution skills.
 Chapter 11: Entreprenuership
(Student’s Book page 69—98)

Topic 1: Problem of employment

Sub-topic 1: Causes of unemployment

(Student’s Book page 70)

Specific objective
By the end of the sub-topic, students should be able to identify causes of
unemployment.

Introduction and development

Entreprenuership is a skill which involves the ability to start a business
activity that is new in the market using a lot of innovativeness. An
entrepreneur, therefore, has certain characteristics. They include;
confidence, hard work, persistence and decision making. In this chapter,
entrepreneurship will be discussed in relation to employment, customer
service and global trade.
Brainstorm on the following causes of unemployment and discuss;
• Over population
• Technological advancement
• Lack of jobs
• Few industries

Teaching and learning resources

They include pictures and newspaper cuttings(of overpopulated areas,
jobless people, people working with computers, etc), students’ experiences,
local environment and case studies.

Teaching and learning activities

• Students to study and analyse the pictures.
• Brainstorm on and discuss the causes of unemployment.
• Students to state the problems that the unemployed face.
Assessment methods
Students may research deeply on how overpopulation causes
unemployment and present their findings in class.

Sub-topic 2: Possible solutions to the problems of unemployment.

(Student’s Book page 72)

Specific Objective
By the end of this sub-topic, students should be able to give possible
solutions to the problems of unemployment.

Introduction and development

Brainstorm on and discuss the following possible solutions to the problems
of unemployment;
• Self-employment
• Training
• Re-training
• Professional growth and development
Discuss how entreprueship as a skill may be used in each of the possible
solutions.

Teaching and learning resources

Use case studies, students’ experiences, local environment and an
observation checklist.

Teaching and learning activities

• Brainstorm on and discuss possible (solutions to the problems of)
unemployment.
• Use case studies and ask questions.

Assessment methods
The teacher can use oral questions and written exercises.

Sub-topic 3: Forms of self employment

(Student’s Book page 72)

Specific objective
By the end of the topic, students should be able to identify forms of self
employment.

Introduction and development

• Involve students in drawing a business plan using the format in the
Student’s Book. The students should come up with unique ideas to
make their businesses work. Using their ideas, brainstorm on and
discuss the forms of self employment.
• Students should demonstrate appreciation of all forms of self-
employment.

Teaching and learning resources

The suggested resources include students’ experiences, local environment,
case studies and pictures (of self employed people at work e.g shoeshiners,
etc).

Teaching and learning activities

• Brainstorm on and discuss forms of self employment.
• Students to point out what form they feel would suit them, depending
on their interests.

Assessment methods
• Assess the students using oral questions and written exercises.
• The best business plan can be written on manila paper and pinned up in
class. If possible, the students may be allowed to start the business
proposal.

Topic 2: Customer services

Sub-topic 1: Customer services

(Student’s Book page 73)

Specific objective
By the end of this topic, students should be able to identify customer
services.

Introduction and development

In this section, students should be able to define who a customer is.
Brainstorm on the needs of a customer and discuss the following customer
services:
• Customer care
• Advertising
• Delivery
• After sales

Teaching and learning resources

They include:
Students’ experiences, local environment, case studies and role play
exercises.

Teaching and learning activities

Brainstorm on and discuss customer services. The students can also
dramatize these customer services.

Assessment methods
Use oral questions, written exercises and value rating statements.

Sub-topic 2: The effects of poor customer services on an enterprise

(Student’s Book page 74)

Specific objective
By the end of the topic, students should be able to explain the effects of
poor customer services.

Introduction and development

Brainstorm on and explain the following effects of poor customer services:
• Low profit margins
• Loss of customers
• Loss of income
• Poor sales
• Wastage of commodities
Draw a futures wheel on the effects of poor customer services. The students
should develop it.
Using the customer services learnt in the previous topic, the students should
be in a position to discuss what poor customer service entails.
Teaching and Learning resources
Relevant pictures and newspaper cuttings, students’ experiences and local
environment.

Teaching and learning activities

Brainstorm on and explain the effects of poor customer services. Develop a
futures wheel.

Assessment methods
These include oral questions, teacher’s observations and written exercises.

Sub-topic 3: The importance of quality customer service.

(Student’s Book page 74)

Specific objective
By the end of the topic, students should be able to explain the importance of
quality customer services.

Introduction and development

The teacher may link this topic to the business project that the students
began. If the business has made profit, is it due to quality services?
Brainstorm on the importance of quality customer services and discuss the
following:
• Better sales
• Bigger profit margins
• Attraction of customers

Teaching and learning activities

These include students’ experiences, local environment, case studies and
value rating exercises.

Teaching and learning activities

Brainstorm on and discuss the value of a customer to an enterprise and the
importance of quality customer services.

Assessment methods
Use oral questions and written exercises. The students can also debate on
the following statement, “The customer is always right.”
Sub-topic 4: Appreciating the importance of quality customer care
(Student’s Book page 74)

Specific objective
By the end of the topic, students should be able to appreciate the
importance of quality customer services.

Introduction and development

The teacher may guide students in dramatizing on the importance of quality
customer services.
This should then be applied to their business project and progress made
should be reported in subsequent lessons.

Teaching and learning resources

Role play exercises and students experiences.

Teaching and learning activities

Discuss the importance of quality customer services from the role play
exercises.

Assessment methods
Use oral questions, written exercises and teacher’s observations.

Sub-topic 5: Improving customer services

(Student’s Book page 75)

Specific objectives
By the end of the topic, students should be able to explain how to improve
customer services.

Introduction and development

Brainstorm on and discuss ways of improving customer services.
Use the Student’s Book to explain the following;
• The importance of training staff
• The importance of having customers’ contact details
• Feedback from customers

Teaching and learning resources

Resources include; students’ experiences, local environment and value
rating statements.

Teaching and learning activities

Brainstorm on and discuss how to improve customer services.

Assessment methods
They include oral questions and written exercises.

Sub-topic 6: Providing quality customer services.

(Student’s Book page 75)

Specific objectives
By the end of the topic, students should be able to practice providing
quality customer services.

Introduction and development

Organise students to role play providing quality customer services as well
as poor services for comparison. Students should apply new ideas to their
business projects.

Teaching and learning resources

Use students’ experiences and role play exercises.

Teaching and learning activities

Role playing providing quality customer services.

Assessment methods
Use oral questions and written exercises.

Topic 3: The global trade

Sub-topic 1: How globalisation and rapid urbanization offer trade

opportunities
(Student’s Book page 76)

Specific objectives
By the end of the topic, students should be able to explain how
globalization and rapid urbanization offer trade opportunities.
Introduction and development
Global trade or international trade and urbanization have increased trade
opportunities. Brainstorm on and explain how the following has made this
possible;
• Access to information
• Access to products
• Access to markets
• Access to foreign currency
• Find out what students know about trade between Malawi and other
countries.

Teaching and learning resources

They include; students’ experiences, local environment and case studies.

Teaching and learning activities

• Brainstorm on and discuss how globalisation and rapid urbanisation
offer trade opportunities.
• Draw and let the students develop a futures wheel on the same.
• Students to state what opportunities Malawi offers.

Assessment Methods
Use oral questions and written exercises.

Sub-topic 2: The advantages of global trade.

(Student’s Book page 77)

Specific objective
By the end of the topic, students should be able to state the advantages of
global trade.

Introduction and development

The students may be put in groups to discuss the following advantages of
global trade:
• Wider market
• Wide range of products
• Earning foreign currency
Students may present their findings.
Discuss the advantages of global trade.
Teaching and learning resources
Students’ experiences, local environment and case studies can be used.

Teaching and learning activities

Brainstorm on and discuss advantages of global trade.

Assessment methods
Use oral questions and written exercises. Teacher should observe the
students’ responses.

Sub-topic 3: The problems of global trade.

(Student’s Book page 77)

Specific objectives
By the end of the topic students should be able to identify the problems
associated with global trade.

Introduction and development

Brainstorm on and discuss the following problems of global trade;
• Devaluation of currencies
• Depletion of resources
• Custom charges
• You may provide students with a list that shows the strength of the
Kwacha against other currencies in the world.

Teaching and learning resources

Use value rating statements, case studies, students’ experiences and pictures
of different currencies and resources.

Teaching and learning Activities

Brainstorm on and discuss the problems of global trade.

Assessment methods
Students may write an essay on this section, using the points they arrive at
after brainstorming.

Sub-topic 4: Possible solutions to the problems of global trade

(Student’s Book page 77)
Specific objective
By the end of the topic, students should be able to give possible solutions to
the problems of global trade.

Introduction and development

Brainstorm on and discuss possible solutions to problems of global trade.
They include;
• Improving government policies
• Improving infrastructure
• Access to more information

Teaching and Learning resources

Use case studies, students’ experiences and value rating statements. Invite a
resource person.

Teaching and Learning activities

• Brainstorm on and discuss possible solutions to the problems of global
trade.
• The resource person to give insights on more possible solutions.

Assessment methods
Students can do a written exercise and answer oral questions.

Sub-topic 5: Practising global trade

(Student’s Book page 77)

Specific objective
By the end of the topic, students should be able to practise global trade.

Introduction and development

• Organise students to role play global trade. They should practise the
entrepreneurial skills they have learnt during the course of the entire
chapter.
• You may provide a video tape or VCD with a trade scene for them to
watch.

Teaching and Learning resources

Students’ experiences, role play exercises and VCD/tape.
Teaching and learning activities
• Role playing global trade
• Watching a video on trade

Assessment method
Asses using oral questions and written exercises.

Answers to Revision Exercise

1. Causes of unemployment:
• Lack of necessary skills
• Exponential increase in population
• Failure to replicate skills learnt with market needs.
• Inadequate resources
2. Possible solutions:
• Encouraging the youth to learn and meet arising skills needs.
• Population control
• Matching skills learnt with market needs.
• Fostering national development to provide employment
opportunities.
3. Advantages of starting a small business:
• Easy to manage
• A source of income
• Minimises risk of failure/loss
4. To avoid business failure, an entrepreneur should:
• Have enouth knowledge of the business one is starting
• Start small and expand gradually
• Replicate global patterns of doing business
• Adapt to the local environment
5. Quality customer service leads to entrepreneurial success as it
• Leads to better sales, thus increasing profits
• Attracts and retains clients
6. Globalisation offers the following opportunities:
• Wider markets, catchment areas
• Access to more products and services
• Access to foreign currency
• Access to information regarding trade activities