Republic of Malawi

Syllabus for

Geography

Forms 3 and 4

Ministry of Education, Science and Technology

 Syllabus for

Geography

Forms 3 and 4

Ministry of Education, Science and Technology

Prepared and published by

Malawi Institute of Education

PO Box 50
Domasi
Malawi

Email: [email protected]

© Malawi Institute of Education 2013

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

First edition 2013

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

Peter Namphande - Chancellor College

Jimmy D. Gondwe - Catholic University
Ezilon BM Kasoka - Liwonde Secondary School
Mr ML Lwanda - Ministry of Education DIAS
Mr F Chawala - Domasi College of Education
Ms F Susuwele - Likuni Girls Secondary School
Mr ZS Lemani - Lilongwe Girls Secondary School
Mr AB Manja - Shire Highlands Education Division
Mr EK Simbeye - Retired Curriculum Specialist in geography
Melayi B Banda - Ministry of Education, Science and
Technology Secondary Department

Special thanks also go to the Director of Department of Inspectorate and Advisory

Services (DIAS), Raphael Agabu, and his staff, the Director of Malawi Institute of
Education, Dr William Susuwele-Banda, and his staff, the head of Department for
Curriculum Development (DCD), the Coordinator of secondary school curriculum,
Mrs Enia Ngalande, and her Team (Naireti Molande, Dr Ezekiel Kachisa and Austin
Kalambo) for coordinating the process of reviewing the syllabuses.

MoEST and MIE would also like to thank F Susuwele, Dyce Nkhoma, D
Katchomoza and Gloria Chaonamwene who helped in the refining of the syllabus.
Finally, thanks should also go to George SM Phalika, James Kushe and Agness M
Sichimata for providing expert advice on the syllabus during its development.

Production team

Editing: Magret
Chilimanjira and
Enia
Mkwezalamba-Ngalande
Typesetting and
layout: Bridget Mwangala and
Contents
Peter Ngunga
Editor-In-Chief: Max J Iphani
 Page
Acknowledgements .....................................................................................................
............... iii
Foreword .....................................................................................................................
................. v
The secondary school curriculum in Malawi
......................................................................... vii
Developmental
outcomes ........................................................................................................... viii
Rationale for
geography .............................................................................................................
xi
Scope and sequence chart for Forms 1 to
4 .............................................................................. 1
Teaching syllabus for Forms 3 and
4 ........................................................................................ 7
References ..................................................................................................................
................... 105
Foreword
Education is the vehicle through which every citizen can realise his or her
potential and contribute to national development. The vision of the education
sector in Malawi is to be a catalyst for socio-economic development, industrial
growth and an instrument for empowering the poor, the weak and the voiceless. Its
mission is to provide quality and relevant education to Malawians. As a catalyst for
the development, education should equip the individual with knowledge, skills,
values and attitudes to enable one to perform one’s roles effectively, in an attempt
to promote and sustain the social-economic development of a nation.

It is the conviction of the Ministry of Education, Science and Technology that

primary education alone is not sufficient for achieving socio-economic
development. As argued in the NESP (2008-2017), ‘In an evolving and changing
world of education, there is no way basic education can be taken as a complete
transformer of our society when the world at large is getting more complex and
sophisticated’. Therefore, secondary education is critical as it provides additional
knowledge, skills and attitudes crucial for enabling Malawians to cope with the
complex and sophisticated socio-economic and political environment of the global
village to which Malawi belongs. Specifically, secondary education is:
 a human right, and important for achieving gender equity
 important for improving the health and quality of life for individuals, families
and communities
 important for the socio-economic and political development of the nation
 necessary for reaching the Millennium Development Goals (MDGs), Education
For All (EFA) and for promoting Universal Primary Education (UPE)

Against this background, the Malawi Government through the Ministry of

Education, Science and Technology has reviewed the secondary school curriculum
with a view to improving its quality and relevance, and to align it with the primary
curriculum which has since been reviewed and emphasises continuous assessment
as a tool for learning.

The rationale for reviewing the secondary school curriculum is contained in the
NESP (2008-2017), and PIF (2000). The documents clearly state that the purpose
of secondary education is to provide students with the academic basis for gainful
employment in formal, private and public sectors. They further state that
secondary education will prepare students for further education according to their
abilities and aptitudes. However, it is important to note that for the majority of the
children in Malawi, secondary education is terminal. Consequently, the curriculum
has put emphasis on practical skills that enable them to achieve self-employment.

It is also clear that a good secondary school curriculum enables a student to

develop into an adult with sound intellectual, moral, physical, and emotional
abilities. Therefore the curriculum needs to address the whole range of students’
abilities and interests. In addition, it should aim at equipping the student to
become an independent learner in order to promote personal, family, community
and national development. The new curriculum has therefore been deliberately
designed to achieve these important goals. The importance of this syllabus
therefore, cannot be over-emphasised.
I would like to thank all those who were directly or indirectly involved in the
preparation of the syllabuses. Key among the stakeholders are the Director and

v
staff of the Department of Inspectorate and Advisory Services (DIAS) in the
Ministry of Education, Science and Technology (MoEST), for facilitating the
development of the syllabuses in collaboration with the Director and staff of the
Malawi Institute of Education (MIE). I would also like to extend my gratitude to
university colleges (both public and private), teachers from secondary schools
(both public and private), members of different religious groups and officers
representing special interest groups such as the Malawi Revenue Authority (MRA),
Reserve Bank of Malawi (RBM), Malawi Bureau of Standards (MBS), Anti-
Corruption Bureau (ACB) and Malawi Blood Transfusion Services (MBTS) for their
valuable contribution to and participation in the preparation of these syllabuses.

Most of all, I would like to express my hope that teachers will implement this
curriculum diligently and in the best interest of the students so that the goals for
reviewing the curriculum are achieved.

Dr McPhail Magwira
Secretary for Education Science and Technology (SEST)

vi
 The secondary school curriculum in Malawi
Among other reasons, the secondary school curriculum has been reviewed to align
it with the primary school curriculum. This curriculum puts emphasis on student-
centred teaching and learning approaches, including continuous assessment.

This curriculum focuses on student achievement. To achieve the outcomes,

students must be introduced to new knowledge, skills, attitudes and values in the
context of their existing knowledge, skills, attitudes and values so that they
develop a deeper understanding as they learn and apply the knowledge. In this
way, the process of learning is integral to the final product. The final products are
the outcomes, that is, what students are expected to achieve in terms of
knowledge, skills, attitudes and values, which must be clearly stated before
teaching and learning begin. The achievements made at school, however, are only
truly beneficial when the students transfer them to life beyond the school and view
learning as a lifelong process. This is essential to keep pace with the changing
social environment of home and work.

The figure below illustrates the structure and major elements of Malawi’s
secondary school curriculum, which are elaborated in the text below.

TEACHING LEARNING

Developmental outcomes

Secondary education
outcomes

Assessment
standards

Success
criteria

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

Developmental outcomes
The developmental outcomes are over-arching; they are what the student is
expected to achieve by the end of the secondary school cycle both in and out of
school. These outcomes apply to subject areas and they have been derived from

vii
the Constitution of the Republic of Malawi, Malawi Growth and Development
Strategy (MGDS), National Education Sector Plan (NESP), Education Act and other
education policy documents, including global policies and multilateral agreements
to which Malawi is a signatory, as well as from the Secondary School Curriculum
and Assessment Review (SSCAR). That is, students should be able to:

1 demonstrate appropriate moral and ethical behaviour in accordance with the

accepted norms and values of the society
2 demonstrate local, regional, and international understanding
3 communicate competently, effectively, and relevantly in a variety of contexts, in
an appropriate local or international language
4 apply mathematical concepts in socio-cultural, political, economic,
environmental, scientific, and technological contexts to solve problems
5 apply scientific, technological, vocational, and managerial skills in a creative
and innovative way to identify problems and develop appropriate solutions, so
as to participate productively in society
6 demonstrate health-promoting behaviour in their personal lives as well as in
their communities and the wider environment, with particular attention to
prevalent diseases
7 appreciate and interact with the environment in a responsible and sustainable
manner
8 apply the indigenous and non-indigenous knowledge and skills necessary for
lifelong learning, personal advancement, employment, and the development of
society
9 use Information and Communication Technology (ICT) responsibly and
productively
10 demonstrate an understanding of the functioning of the economy and the
contribution of agriculture and other sectors to national development
11 make use of entrepreneurial and vocational skills for personal and national
development
12 apply research skills for problem-solving
13 demonstrate an understanding and appreciation of issues of human rights,
democracy, gender, governance, and other emerging issues

Secondary education outcomes

The secondary education outcomes are categorised into seven sets of essential
skills to be acquired by a secondary school graduate. The skills are:
1 citizenship skills
2 ethical and socio-cultural skills
3 economic development and environmental management skills
4 occupational and entrepreneurial skills
5 practical skills
6 creativity and resourcefulness
7 scientific and technological skills

Citizenship skills
1 demonstrate an understanding and appreciation of the symbols of nationhood
2 demonstrate a spirit of patriotism and national unity
3 apply decision-making skills necessary for participation in civic affairs
4 demonstrate a spirit of leadership and service

viii
5 show respect for one’s own and other people’s rights and responsibilities
6 tolerate other people’s attitudes and beliefs
7 demonstrate respect for the rule of law
8 understand characteristics of good governance
9 initiate and implement community development projects
10 demonstrate a sense of good neighbourliness
11 demonstrate a sense of national, regional and international understanding
12 demonstrate cooperative behaviour
13 demonstrate personal and social responsibility

Ethical and socio-cultural skills

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

Economic development and environmental management skills

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

Occupational and entrepreneurial skills

39 demonstrate the spirit of self-reliance through vocational and entrepreneurial
activities
40 apply appropriate vocational, occupational and entrepreneurial skills to
individual and national advancement

ix
41 demonstrate effective communication skills for the transfer of occupational and
entrepreneurial knowledge, skills, attitudes and values
42 apply the principles of science and technology, entrepreneurship and
management to promote active and productive participation in the society
43 demonstrate creativity and innovation for the benefit of the individual,
community and the nation as a whole
44 demonstrate an understanding of indigenous and non-indigenous knowledge,
skills, attitudes and values, and apply them to personal intellectual growth and
national development
45 use vocational, occupational and entrepreneurial skills for the creation of
economic opportunities in agriculture and other sectors

Practical skills
46 acquire entrepreneurial skills related to agriculture, commerce and industry
47 apply appropriate skills to agricultural, commercial and industrial production
48 demonstrate positive attitudes to manual work
49 demonstrate excellence in any kind of workmanship
50 demonstrate sporting ability and sportsmanship
51 demonstrate the ability to use creative and innovative artistic talents for self-
employment

Creativity and resourcefulness

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

Scientific and technological skills

58 apply appropriate scientific, technological and vocational skills to improve
economic productivity
59 apply relevant innovations in science and technology
60 demonstrate a capacity to utilise appropriate technology
61 demonstrate basic research skills

Rationale for geography

Geography, a natural and social science, involves the study of the physical
environment and the interaction of people with the environment. It helps learners
to acquire appropriate knowledge, skills, attitudes and values in order to
understand and appreciate the world and manage its resources sustainably. It also
makes them appreciate the interdependence of societies in various areas at local,
national, regional and global level.

The dawn of the 21st Century has the earth getting overcrowded, natural resources
getting depleted, world climates becoming more erratic, the global economy
becoming more competitive and world events getting more interconnected.
Resolving these contemporary issues require critical and creative minds that
x
geography helps to realize. Through geography learners appreciate the value of
nature and be able to conserve it.

Core elements and their outcomes

Map work and interpretation of geographical information

The student will be able to demonstrate the ability to read, transform and interpret
maps as well as analyse and interpret other geographical information in various
forms.

Understanding the earth

The student will be able to demonstrate an understanding of the lithosphere,
hydrosphere, atmosphere and biosphere.

Environmental and natural resources management

The student will be able to appreciate the importance of the environment,
consequently be able to protect it and practise sustainable natural resource
management.

Spatial organisation
The student will be able to demonstrate increasing knowledge and understanding
of places in the local, regional, national, international and global contexts, in
relation to distribution of economic and social activities.

Interdependence between Malawi and the world

The student will be able to understand the interdependence between and among
countries in environmental, economic, social and technological aspects for
sustainable development.

xi
 Scope and sequence chart for Forms 1 to 4
Core Form 1 Form 2 Form 3 Form 4
element
Map work and Map work
 Geographical
interpretation  map and its components  longitudes and latitudes  fundamental map Information
of geographical  types and uses of maps - time zones reading and system (GIS) and
information  maps and scale - standard time interpretation skills remote sensing
 map symbols and contour patterns
 - land use
- interpretation of GIS
conventional signs relief
 - landforms
- aerial photographs
 location and grid reference
gradient
 - riverine features
- satellite images
 direction and bearing drainage patterns
 - coastal feature
riverine features

coastal features
 ● map work
cross sections and long profiles - measuring distance

land use
 - calculation of area
- cross sections and
river profiles
- reducing and
enlarging maps
- gradient
Statistical methods
● statistical methods in
geography
Understanding Earth as a planet Lithosphere  theory of continental drift
the earth  solar system  internal structure of the earth plate tectonics
 shape of the earth  internal and external processes - mountain building
 movements of the earth that shape the landscape - volcanism
- rotation - earthquakes
- revolution  rocks
Core Form 1 Form 2 Form 3 Form 4
element
 landforms
- riverine
- coastal
1
 Core Form 1 Form 2 Form 3 Form 4
element

 relief features of the

Hydrosphere Lithosphere ocean basins
 Hydrological cycle ● internal structure of the earth  ocean currents
- main features and processes internal and external processes
- importance that shape the landscape
- factors which disturb the
cycle (global warming,
deforestation and acid rain)

Atmosphere  pressure belts

 composition and structure 
of formation of lakes  planetary/prevailing
atmosphere  formation of east and central winds
 weather and climate African lakes  air masses and fronts
- elements of weather  drainage system of east and  local winds
central Africa  land and sea breeze
 importance of lakes and rivers  cyclones and anticyclones
- case study: Shire River  clouds
 precipitation
 distribution of seasons in:  rainfall (types)
- tropical regions
- temperate regions
- polar regions
- seasons of Malawi

Core Form 1 Form 2 Form 3 Form 4

element
 Biosphere  climatic regions and world
- composition and structure biomes
- equatorial
- tropical continental
- tropical desert
- mediterranean/warm
2
Core Form 1 Form 2 Form 3 Form 4
element
temperate western margin
- cool temperate interior
EnvironmentalEnvironment  environmental management  environmental issues  environmental issues
and natural  components of environment - pollution - wetlands
resources  importance of environment - desertification - wildlife
management  ecosystem - climate change - waste management
 responses to climate
change
- national initiatives
- international
agreements
- examples and aims
 minerals
Natural resources  natural resources in Malawi  world fishing
- types of minerals
 types (renewable and - forestry - factors influencing
- world distribution
non-renewable) - wildlife development
- uses
 importance of natural - soil of world fishing industry
(uranium, petroleum,
resources - energy (case study: HEP in - major fishing grounds
coal, gold, iron and copper)
Malawi) - types of fish
- mining methods
- minerals - main fishing methods
- effects of mining
 fish (case study: fishing in - importance of the fishing industry
- case studies:
Malawi) - challenges of the fishing
1 uranium in Malawi
industry
2 petroleum
- management and
 energy
conservation of fisheries
- types (HEP, solar, wind,
biomass, thermal,
 natural disasters in Malawi geothermal)
Natural disasters  precautionary measures - energy crisis in Malawi
 meanings (disaster, hazard, disaster risk management
risk)
 types of natural disasters

3
Core Form 1 Form 2 Form 3 Form 4
element
 effects of natural disasters
Spatial Population  population of Malawi  world population
organisation  meaning - composition distribution and density
 composition - distribution  population dynamics
 distribution - density - birth rate
 density - growth - fertility rate
 growth  effects of population growth - mortality rate
in Malawi - migration
- age- sex structure
- demographic
- transition model
Settlements
- types (rural and urban)
- settlement patterns
- urbanisation
- urban land use model
case study: Lilongwe

Core Form 1 Form 2 Form 3 Form 4

element
World agriculture
 factors influencing
agriculture
- physical
- human
- economic
- technological
 types of agriculture
 case studies
- rice farming in
South east Asia
- dairy farming in
4
Core Form 1 Form 2 Form 3 Form 4
element
Denmark
- irrigation farming in
Israel
- tea plantation in
Malawi
 industrialisation
Industries
 major industrialised
 types
areas in the world
 location of industries in
 impact of industries
Malawi
 case studies on the motor
 case study on tourism in Malawi
vehicle industry in Japan
and tourism in Africa

Core element Form 1 Form 2 Form 3 Form 4

Interdependence Communication, transport and  aims  major world transport routes

between trade - regional trade blocks - sea routes
Malawi and the  communication (SADC and COMESA) - air routes
world - means of communication - WTO ● railway network in Africa
- importance of communication benefits and challenges
- communication in Malawi of trade agreements
 transport  role of customs in
- types of transport international trade
- transport in Malawi
- problems of transport in
Malawi
 trade
- imports/exports
- balance of trade in Malawi

5
Core element Form 1 Form 2 Form 3 Form 4

- factors affecting balance of

trade in Malawi

Teaching syllabus for Forms 3 and 4

Form 3 Term 1
Core element: Map work and interpretation of geographical information
Outcome: Students should be able to demonstrate the ability to read, transform and interpret maps as well as analyse
and interpret other geographical information in various forms.

Assessment Success criteria Theme/topic Suggested Suggested Suggested

standard teaching and teaching, teaching,
learning activities learning and learning and
assessment assessment
methods resources
We will know this Students must be able
when the students to:
are able to: Land use  identifying  question and  topographical
 develop an 1 interpret map landforms on answer maps
understanding symbols in relation topographical  pair work  map reading
of the influence to land use maps  group textbooks
of relief on land  discussing a discussion  the local
use topographical map environment
6
 showing land use  diagrams of
 interpreting map various
symbols in relation landforms
to land use  atlases

2 explain factors  brainstorming  practical

that affect land factors that affect exercises
use patterns the land use  peer
patterns assessment
 discussing the
factors that affect
the land use
patterns
Assessment Success criteria Theme/topic Suggested Suggested Suggested
standard teaching and teaching, teaching,
learning activities learning and learning and
assessment assessment
methods resources
We will know this Students must be able
when the students to:
are able to:
 recognize Landforms  identifying  demonstration  topographical
various 1 identify various landforms on  pair work maps
landforms and landforms on topographical maps  group  map reading
features on topographical maps  discussing discussion textbooks
topographical landforms on  peer  the local
maps topographical maps assessment environment
 practical  diagrams
exercises showing
 question and various
answer landforms
 drawing cross-  teacher
sections of selected observation
2 draw cross sections
of selected landforms from
7
 landforms from topographical maps
topographical maps  determining
intervisibility of
points on the cross
section

Assessment Success criteria Theme/topic Suggested Suggested Suggested

standard teaching and teaching, teaching,
learning activities learning and learning and
assessment assessment
methods resources

3 identify riverine Riverine  identifying riverine  pair work  topographical

features on a features features on  group maps
topographical map topographical maps discussion  diagrams of
 discussing riverine  question and riverine
features on answer features
topographical maps  written  map reading
exercises textbooks
 practical  local
exercises environment
 teacher
observation
 field work
4 identify coastal  identifying coastal
features on a Coastal features on a
topographical map  pair work  topographical
topographical map features  group
 discussing coastal maps
features on a discussion  diagrams of
topographical map  question and coastal features
answer
8
 Assessment Success criteria Theme/topic Suggested Suggested Suggested
standard teaching and teaching, teaching,
learning activities learning and learning and
assessment assessment
methods resources
We will know this Students must be able
when the students to:
are able to:
 read and Map work  discussing methods  demonstration  local
interpret maps 1 measure distance that can be used to  question and environment
between points measure both answer  map reading
straight and  peer text books
winding distances assessment  atlases
 measuring  practical  strings
distances using exercises  observation
various methods  pair work checklists
2 calculate areas on  written  pair of dividers
a map  discussing how to exercises
calculate areas of
regular and
irregular shapes
 calculating areas of
regular and
irregular shapes
3 draw cross-sections
and river profiles  drawing cross-
sections and river
profiles
9
  determining the
intervisibility
between two points
Assessment Success criteria Theme/topic Suggested Suggested Suggested
standard teaching and teaching, teaching,
learning learning and learning and
activities assessment assessment
methods resources

4 reduce and enlarge  demonstrating

maps how to reduce and
enlarge maps
 reducing and
enlarging maps on
paper according to
scale
 discussing the
advantages of
reduced and
enlarged maps

5 calculate gradient  discussing how to

calculate gradient
 interpreting the
results of gradient
calculation

Assessment Success criteria Theme/topic Suggested Suggested Suggested

10
standard teaching and teaching, teaching,
learning activities learning and learning and
assessment assessment
methods resources
We will know this Students must be able
when the students to:
are able to:
 collect and use Statistical  brainstorming  demonstration  resource
geographical 1 identify various methods in methods of  question and persons
data using ways of collecting geography collecting data answer  local
appropriate geographical data  discussing data  fieldwork environment
procedures collecting methods  practical  sample data
eg exercises collection
measurements,  role play instruments
interviews and  students’
observations experiences
 graph paper
2 design data  designing data  newspaper
collection collection articles
instruments instruments eg
observation
checklists,
questionnaires and
interview guides
 discussing the
advantages and
disadvantages of
data collection
instruments

Assessment Success criteria Theme/topic Suggested Suggested Suggested

standard teaching and teaching, teaching,
learning activities learning and learning and
assessment assessment
11
 methods resources

3 collect data using  discussing how to

appropriate collect data using
instruments appropriate
procedures
 collecting data on a
chosen topic
 organizing data

4 analyze data using

appropriate  analyzing data using
procedures appropriate
procedures
 interpreting the
analyzed data
 presenting data
using various
methods eg line,
curve, bar graphs,
pie charts, age- sex
pyramids, statistical
maps, tables and
flow diagrams

Core element: Understanding the earth

Outcome: The students will be able to demonstrate an understanding of the atmosphere, biosphere, hydrosphere and
lithosphere.

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

12
standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
We will know this The students must be
when students are able to:
able to:
 demonstrate an 1 explain the theory The theory of  brainstorming the  brainstorming  diagrams
understanding of continental drift continental meaning of the terms  group work
of the theory of drift theory and continental  discussion  checklists
continental drift drift  pair work  models
 individual/  videos
 discussing the self assessment  rubrics
meaning of the terms  demonstration  internet
theory and continental  peer  geographical
drift assessment magazines
 question and  atlases
 studying a diagram
answer
showing the theory of
 written
continental drift
exercises
 discussing the theory
of continental drift

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources

2 explain evidence  analyzing evidence

13
 supporting the supporting the theory
theory of of continental drift
continental drift
 using models to
support the evidence
of the theory of
continental drift

3 examine the  brainstorming the

weaknesses of the weaknesses of the
theory of theory of continental
continental drift drift

 discussing the
weaknesses of the
theory of continental
drift

 debating the
weaknesses of the
theory of continental
drift

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
We will know this Students should be
when students are able to:

14
able to:
 demonstrate
an 1 explain the theory The theory of  discussing the  discussion  map
understandin of plate tectonics plate meaning of the term  question and  geological
g of theory of tectonics plate tectonics answer diagrams
plate  peer  pictures of
tectonics  discussing the theory assessment plate
of plate tectonics  written movements
exercises  videos
 relating the theory of  demonstration
continental drift to  case study
plate tectonics  brainstorming
 analyzing a diagram
showing plate
movements
2 examine the
causes of plate  brainstorming the
tectonics causes of plate
tectonics

 discussing the causes

of plate movements

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources

3 explain different  identifying plates on a

types map
of plates and  locating plate
boundaries boundaries on a map

15
  discussing different
plate boundaries and
their movements
 demonstrating
movement of plates

 identifying geological
4 identify features features that are
formed along plate formed along plate
boundaries boundaries
 discussing geological
features formed along
plate boundaries
 examining geological
features formed along
plate boundaries

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources

explain the formation  discussing the

of geological formation of geological
features features
 examining the impact
of the formation of
features on the
environment and
human activities
16
 6 explain the effects
of geological  discussing the effects
features on the of geological features
environment and on the environment
human activities and human activities
 analyzing cases on the
effects of geological
features along plate
boundaries

Assessment Success criteria Theme/topic Suggested Suggested Suggested

standard teaching and teaching, teaching,
learning activities learning and learning and
assessment assessment
methods resources
We will know this The students must be
when students are able to:
able to:

 demonstrate an 1 explain the main Mountain  discussing the  discussion  students’

understanding processes of building processes of  question and experiences
of mountain mountain building in mountain building answer  diagrams of
building relation to plate eg folding and  case study mountain
tectonics faulting  peer building
 studying diagrams assessment processes
of mountain  role play  diagrams or

17
 building processes  drama pictures of
 relating mountain  individual/self features
building to assessment formed during
movement of  demonstration mountain
plates building
 discussing the  videos
main processes of  internet
mountain building  resource
persons
 checklists
 scoring rubrics
 maps showing
mountain
building zones
Assessment Success criteria Theme/topic Suggested Suggested Suggested
standard teaching and teaching, teaching,
learning activities learning and learning and
assessment assessment
methods resources

2 explain different  brainstorming  brainstorming

features formed different features  discussion
from mountain formed from  case study
building process mountain building
processes  role play
 discussing different  drama
features formed
from mountain
building processes
 illustrating the
formation of each
type of mountain

3 analyze the effects  examining the

of mountain building effects of mountain
18
 on life and human building on life and
activity human activity
 suggesting how
disaster risk
management
knowledge and
skills could be
applied in mountain
building zones
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested
standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
We will know this The students must be
when students are able to:
able to:
 demonstrate 1 explain the term Volcanism  brainstorming the  discussion  diagrams/
an volcanism meaning of volcanism  individual/self pictures of
understanding  discussing the assessment volcanic
of volcanism meaning of the term  question and eruption
volcanism answer  articles on a
 peer volcanic
2 explain the assessment eruption
formation of a  analyzing how a  case study  videos
volcano volcano is formed  role play  internet
 demonstrating how a  drama  television
volcano is formed programmes
 discussing the stages  checklists
of a volcano’s life  map showing
cycle volcanic belts
 illustrating a  scoring rubrics
volcano’s life cycle

19
 Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested
standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources

3 explain extrusive  locating major areas

and intrusive of volcanic activity
features formed  listing extrusive and
from a volcano intrusive features
formed from a
volcano
 discussing extrusive
and intrusive features
formed from
volcanoes
 analyzing the
relationship between
volcanism and
mountain building
4 assess the effects
 examining the effects
of volcanic activity
of volcanic activities
 discussing the need
for applying disaster
risk management
knowledge and skills
in areas that are
vulnerable to volcanic
activities

20
 Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested
standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
We will know this Students must be able
when students are to:
able to: Earthquakes  brainstorming the  discussion  maps of
 demonstrate 1 explain the term meaning of the term  question and earthquake
an earthquake earthquake answer zones
understanding  discussing the  case study  pictures
of earthquakes meaning of the term  peer  videos
earthquake assessment  internet
 locating areas/zones  checklists
where earthquakes  scoring
frequently occur in rubrics
the world

2 explain the causes  discussing the causes

of earthquakes of earthquakes
 discussing how
earthquakes can be
detected and
measured
 discussing pictures
showing the effects of
earthquakes

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

21
standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources

3 explain the effects  discussing the effects

of earthquakes of earthquakes
 analyzing the effects
of earthquakes

4 explain the  identifying zones

relationship where fold mountains,
among fold volcanoes and
mountains, earthquakes occur
volcanoes and  discussing the
earthquakes relationship among
fold mountains,
volcanoes and
earthquakes

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
22
We will know this Students must be able
when students are to:
able to:

 demonstrate an Rocks  brainstorming the  discussion  geological

understanding 1 describe main meaning of the term  peer map
of rocks and types of rocks rock assessment  rock samples
how they  discussing the  question and  illustrations
contribute to the meaning of the term answer of the rock
environment rock  written cycle
and human life  identifying main types exercises  checklists
of rocks  field visits  scoring
 discussing the main  practical work rubrics
types of rocks  pictures
2 explain the  internet
formation of rocks  brainstorming the  videos
formation of rocks  local
 discussing the environment
processes that lead to
the formation of each
type of rock

Assessment Success criteria Theme/topic Suggested Suggested Suggested

standard teaching and teaching, teaching,
learning activities learning and learning and
assessment assessment
methods resources

3 identify  discussing the

23
 characteristics and characteristics of
samples of each each type of rock
type of rock  collecting rock
samples from the field
 classifying rock
samples according to
their rock type
 analyzing the
relationship between
and among different
types of rocks

 brainstorming the
importance of rocks
to life and human
activity

4 examine the  examining the

importance of rocks
importance of
to life and human
rocks to life and
activities
human activities

Assessment Success criteria Theme/topic Suggested Suggested Suggested

standard teaching and teaching, teaching,
learning activities learning and learning and
assessment assessment
methods resources
We will know this Students must be able
when students are to:
able to:
 demonstrate an Riverine land  brainstorming the  discussion  students’
understanding 1 explain the term forms meaning of the term  question and experiences

24
 of the landform landform answer  local
importance of  discussing the  pair work environment
riverine land meaning of the term  field visits  diagrams of
forms landform  peer riverine
 listing examples of assessment landforms
riverine landforms  individual/self  pictures
assessment  videos
 identifying riverine  internet
features from maps,
pictures or diagrams

2 explain the  discussing how

formation of riverine riverine landforms
landforms are formed

 brainstorming the
3 explain the
importance of
importance of
riverine landforms
riverine landforms
 examining the
importance of
riverine landforms
Assessment Success criteria Theme/topic Suggested Suggested Suggested
standard teaching and teaching, teaching,
learning activities learning and learning and
assessment assessment
methods resources

25
We will know this Students must be able
when students are to:
able to:

 demonstrate an Coastal land  identifying coastal  discussion  students’

understanding 1 explain how coastal forms landforms from a  question and experiences
of coastal land landforms are map, picture or answer  local
forms formed diagrams  pair work environment
 field visits  diagrams of
 discussing how  peer coastal
coastal landforms assessment landforms
are formed  individual/self  pictures
assessment  videos
 internet
 brainstorming the
2 explain the importance of
importance of coastal landforms
coastal landforms
 discussing the
importance of
coastal landforms

Term 2
Core element: Understanding the earth
Outcome: The students will be able to demonstrate an understanding of the atmosphere, biosphere, hydrosphere and
lithosphere.

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and

26
 assessment assessment
methods resources
We will know this Students must be able
when students are to:
able to: Relief  discussing the  written  ocean basin
 demonstrate an 1 explain relief features of nature of relief exercises profiles
understanding features of ocean the ocean features of the  group  world maps
of oceans basins basins ocean basin discussion showing
 identifying relief  question and distribution of
features of the answer ocean currents
ocean basin on a  peer  diagrams of the
map or diagram assessment movement of
 drawing relief  demonstration ocean currents
features of ocean  written  models
basins exercises  internet
 brainstorming the  atlases
meaning of the
terms ocean
2 explain the terms currents, drifts and
ocean currents, streams
drifts and streams  discussing the
meaning of the
terms ocean
currents, drifts and
streams
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested
standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
3 identify major ocean  discussing major
currents of the types of ocean
world currents
 locating major
ocean currents of

27
 the world
4 explain causes of
 brainstorming the
ocean currents
causes of ocean
currents
 discussing the
causes of ocean
currents
 illustrating how
5 explain factors that
ocean currents are
influence the
caused
direction of ocean
currents  examining factors
that influence the
direction of ocean
currents
 illustrating how the
direction of ocean
currents is
6 suggest the effects
influenced
of ocean currents
 brainstorming the
effects of ocean
currents
 examining the
effects of ocean
currents

Core element: Understanding the earth

Outcome: The students will be able to demonstrate an understanding of the atmosphere, biosphere, hydrosphere and
lithosphere.

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
28
 methods resources
We will know this The students must be
when the students able to:
are able to:
 develop an 1 explain the term air World  brainstorming the  discussion  students’
appreciation of pressure pressure meaning of the  question and experiences
global air belts term air pressure answer  diagram
pressure and  discussing the  pair work showing
wind patterns meaning of the  group work pressure belts
term air pressure  written  diagrams
exercises showing rising
 discussing a  peer and
diagram of rising assessment descending air
2 explain factors that and descending air  temperature
influence air  discussing factors and altitude
pressure which influence air data
pressure  internet
 videos

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources

3 locate the main air  locating the main

pressure belts on pressure belts on
world maps world maps
 discussing the main
pressure

29
 4 account for the  discussing the
distribution of causes of different
pressure belts in types of pressure
the world belts
 interpreting
temperature and
altitude data in
relation to pressure

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
We will know this Students should be
when students are able to:
able to:
 demonstrate an 1 explain the term Prevailing  brainstorming the  question and  local
understanding prevailing winds winds meaning of the answer environment
of prevailing term prevailing  discussion  atlases
winds winds  individual/self  students’
 discussing the assessment experiences
meaning of the  demonstration  globes
term prevailing  group work  local
winds  pair work environment
 distinguishing  written  air pressure
prevailing winds exercises data
30
 from local winds  peer  balls
2 explain different
assessment
types of prevailing
winds
 discussing
different types of
prevailing winds
 locating prevailing
winds on world
map

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
3 explain how  discussing how
prevailing winds prevailing winds
are influenced by are influenced by
air pressure belts air pressure belts
 relating air
pressure to the
characteristics of
the prevailing
4 explain how the winds
Ferrel’s law of
deflection (Coriolis  demonstrating how
force) affects Ferrel’s law of
prevailing winds deflection (coriolis
force) affects the
direction of
prevailing winds
 illustrating how
wind direction is
affected using non-
31
 5 interpret isobars on rotating and
an air pressure rotating globes
map
 plotting isobars on
an air pressure
map
 determining wind
strength and
direction from an
isobaric map

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
We will know this The students must be
when the students able to:
are able to: 1 explain the term Air masses  brainstorming the  question and  world maps
 demonstrate an air mass meaning of the term answer showing air
understanding air mass  group work masses
of air masses  discussing the  written  television
meaning of the term exercises programmes
air mass  peer programmes
2 explain the main  identifying the main assessment  internet
types of air masses types of air masses  discussion  videos
on a world map  resource
 discussing the main persons
types of air masses  maps of Africa
3 explain the weather  classifying air showing air
associated with air masses masses and
mass the
 discussing weather Intertropical
associated with each Convergence
type of air mass Zone (ITCZ)
32
  relating types of air
mass to types of
weather in the local
environment
 identifying air
masses which
influence weather
types of the
African continent
Assessment Success criteria Theme/ Suggested teaching Suggested Suggested
standard topic and learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources
We will know this The students must be
when the students able to:
are able to:
 demonstrate an 1 explain the term Fronts  brainstorming the  question and  diagram
understanding front meaning of the term answer showing
of weather front  discussion different types
patterns  discussing the  peer of fronts
associated with meaning of the term assessment  isobaric maps
fronts front  pair work of Africa
 identifying different  individual/self according to
types of fronts from assessment seasons
diagrams  group work  videos
2 explain the  discussing different  written  checklists
formation of fonts types of fronts exercises  local
 discussing the  demonstration environment
formation of different  students’
3 identify fronts experiences
characteristics of  internet
different types of  scoring
fronts  brainstorming the rubrics
characteristics of
33
 different types of
fronts
 examining the
characteristics of
different types of
fronts diagrams
 locating different
types of fonts on map
of the world

Assessment Success criteria Theme/ Suggested teaching Suggested Suggested

standard topic and learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

4 describe the type  drawing diagrams of

of weather different types of
associated with fronts
each type of front  analyzing the type of
weather associated
with each type of front
5 explain the ITCZ
 discussing the ITCZ as
and its impact on
weather a pressure belt
 studying isobaric maps
of Africa according to
seasons
 discussing the
movement of the ITCZ
on the African
continent during the

34
 year
 discussing the impact
of the ITCZ on
weather patterns in
Malawi

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
We will know this The students must be
when the students able to:
are able to:
 demonstrate an 1 explain the Local winds  discussing the term  discussion  world map
understanding meaning of the local winds  pair work  students’
of the term local winds  locating local winds  written experiences
occurrence of on a world map exercises  atlases
local wind  group work  videos
patterns in  brainstorming the  explanation  internet
particular areas 2 explain the characteristics of  local
of the world characteristics of local winds environment
local winds  discussing the  resource
characteristics of persons
local winds
 discussing local
winds eg chiperoni,
harmattan, fohn and
chinook

35
 Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested
standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
3 explain the  brainstorming the
occurrence of local occurrence of local
winds winds
 discussing the
occurrence of local
winds
 locating local winds
on world map

 identifying land and

4 explain the sea breezes
occurrence of land  discussing the
and sea breezes occurrence of land
and sea breezes

5 explain the  brainstorming the

influence of land influence of land and
and sea breezes on sea breezes on local
local weather and weather and human
human activities activities
 discussing the
influence of land and
sea breezes on local
weather and human
activities

36
 Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested
standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
We will know this The students must be
when the students able to:
are able to:
 demonstrate 1 explain the Cyclones and  discussing the  discussion  videos
an development of anti-cyclones meaning of cyclones  written  diagrams of
understanding cyclones and and anticyclones exercises cyclones and
of cyclones and anticyclones  identifying different  group work anti cyclones
anti-cyclones types of cyclones  peer  pictures of
 discussing the assessment cyclones and
development of  question and anti cyclones
tropical and answer  isobaric maps
temperate cyclones  pair work showing
 locating tropical and cyclones and
temperate cyclones anti cyclones
on a world map  world maps of
2 explain the cyclones and
weather associated  discussing the anticyclones
with tropical and weather associated
temperate cyclones with tropical and
temperate cyclones
 comparing the
weather associated
with tropical and
temperate cyclones

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
37
 activities learning and learning and
assessment assessment
methods resources
We will know this The students must be
when the students able to:
are able to:
 demonstrate an 1 explain how Clouds  discussing the  discussion  local
understanding of clouds are formed meaning of the term  observation environment
the nature of clouds  peer  pictures of
clouds  studying a diagram assessment types of
of the hydrological  pair work clouds
cycle  explanation  rubrics
 relating the  question and  checklists
hydrological cycle to answer  videos
cloud formation  written  students’
 discussing how exercises experiences
2 identify the main clouds are formed  resource
types of clouds persons

 identifying types of
clouds from
photographs or
diagrams
 classifying clouds
according to
appearance and
altitude
 discussing types of
weather associated
with types of clouds

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
38
 assessment assessment
methods resources
We will know this The students must be
when the students able to:
are able to:
 demonstrate an 1 explain forms of Precipitation  brainstorming the  discussion  local
understanding precipitation meaning of the  question and environment
of different term precipitation answer  students’
forms of  individual/self experiences
precipitation  discussing the assessment  internet
meaning of the  peer  pictures of
term precipitation assessment forms of
 group work precipitation
 identifying the  written  checklists
major forms of exercises  videos
precipitation  resource
persons
2 explain how
precipitation is  suggesting
formed conditions
necessary for
precipitation

 discussing how
precipitation is
formed

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
We will know this The students must be
39
when the students able to:
are able to:
 demonstrate an 1 explain the Rainfall  identifying types of  question and  world map
understanding formation of rainfall answer  students’
of types of different types of  discussing the  individual/self experiences
rainfall rainfall formation of each assessment  diagrams of
type of rainfall  group work types of
 discussing the  pair work rainfall
characteristics of  peer  local
each type of rainfall assessment environment
 discussion  rainfall data
2 identify areas in  identifying areas on a  written  videos
the world receiving world map receiving exercises  television
different types of different types of programmes
rainfall  internet
rainfall
 accounting for
rainfall types in the
identified areas
 discussing how to
3 interpret rainfall interpret rainfall data
data from various from graphs and
sources maps
 interpreting rainfall
data from graphs and
maps

Term 3
Core element: Understanding the earth
Outcome: The students will be able to demonstrate an understanding of the atmosphere, biosphere, hydrosphere and
lithosphere.

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
40
 assessment assessment
methods resources
We will know this Students must be able
when students are to:
able to:
 develop an Climatic  brainstorming the  pair work  students’
understanding 1 explain climatic regions and term climatic  essays experiences
of world region world region questions  world maps
climates and vegetation  discussing the  group work showing
their (biomes) meaning of the  individual/self climatic
associated term climatic assessment regions
biomes region  discussion  videos
2 identify world  written  world maps
climatic regions  identifying world exercises showing
climatic regions on  peer biomes
a map assessment  pictures
 brainstorming showing
criteria used to vegetation
classify world characteristics
climates  checklists
 discussing criteria  internet
used to classify
world climate
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested
standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
3 explain  discussing
characteristics of characteristics of
climates and each of the
associated climates and its
vegetation associated
vegetation

41
  relating the
climatic regions to
world vegetation
types eg equatorial,
tropical
continental,
tropical desert and
mediterranean
(warm temperate
4 explain the
western margin)
influence of climate
and vegetation on  brainstorming the
economic activities influence of climate
and its associated
vegetation on
economic activities
 examining the
influence of climate
and its associated
vegetation on
economic activities
Core element: Environmental and natural resources management
Outcome: The student will be able to appreciate the importance of the environment, consequently be able to protect it
and practice sustainable natural resource management.

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
We will know this Students must be able
when the students to:
are able to:
 demonstrate an Environmenta  discussing  field visits  pictures
understanding 1 explain l issues meanings of the  question and showing

42
 of environmental terms answer polluted areas
environmental issues environmental  pair work  flow diagrams
issues issue and  teacher  local
environmental observation environment
problem  projects  posters
 case study  resource
 identifying  debate persons
environmental  future’s  videos
issues and wheels  newspaper
environmental  bus stop articles
problems  enter-educate  students’
2 explain the
experiences
meaning of the
 discussing the
term pollution
meaning of the
term pollution
 identifying
different types of
pollution

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
3 describe causes  conducting a
and effects of survey of the local
pollution environment to
identify cases of
pollution
 discussing various
causes of pollution
 discussing the
effects of pollution
 developing future’s
43
 wheels on the
effects of pollution
4 suggest ways of  suggesting ways of
controlling pollution combating
pollution
 comparing
different efforts
and approaches to
combat pollution
 carrying out an
environmental
education activity
within the school
or local community
to control pollution
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested
standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
We will know this Students must be able
when students are to:
able to:
 demonstrate an Desertificatio  brainstorming the  question and  pictures
understanding 1 explain the n meaning of the answer  flow diagrams
of meaning of the term  discussions  posters
desertification term desertification desertification  written  videos
 discussing the exercises  newspaper
meaning of the  pair work articles
term  group work  students’
desertification  teacher experiences
observation  maps of the
2 describe causes of word
desertification  identifying factors  atlases
that lead to
44
 desertification
 discussing the
3 assess the effects process of
of desertification desertification

 discussing the
effects of
desertification
 suggesting ways of
controlling
desertification
 discussing ways of
controlling
desertification
Core element: Environmental and natural resources management
Outcome: The student will be able to appreciate the importance of the environment, consequently be able to protect it
and practice sustainable natural resource management.

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
We will know this Students must be able
when the students to:
are able to:
 develop an Climate brainstorming the  case study  maps
appreciation for 1 explain the change meaning of the  group work  pictures
the need to meaning of the term climate  question and  illustrations
respond term climate change answer  local
positively to change discussing the  oral reports environment
climate change meaning of the  written  videos
term climate reports  charts
change  debate  extracts
 teacher  newspaper
45
 assessment articles
 projects  graphs
2 examine causes
discussing causes of  future’s  resource
and effects of
climate change wheels persons
climate change
discussing the effects  field visits  students’
of climate change experiences
identifying practical
evidence of climate
change in Malawi

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources

3 explain climate  differentiating

change mitigation between climate
and adaptation change mitigation
measures and adaptation
 identifying
climate change
mitigation and
adaptation
practices
 debating possible
solutions to
climate change

46
Core element: Understanding the earth
Outcome: The student will be able to demonstrate an understanding of the lithosphere, hydrosphere, atmosphere and
biosphere.

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
We will know this The students must be
when students are able to:
able to:
 develop an
appreciation of 1 explain the World fishing  discussing factors  group  students’
the importance development of the that influence the discussion experiences
of fishing in the world fishing development of the  question and  local
world industry fishing industry answer environment
 examining how the  pair work  world maps
factors affect  debate showing major
major fishing areas  peer fishing grounds
of the world assessment  checklists
 individual  pictures of
assessment fishing tools
 locating the major  role play  scoring rubrics
2 identify major fishing grounds of  written  videos
fishing grounds the world exercises  newspaper
 identifying main articles
fish species caught  internet
47
 in the major
fishing grounds
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested
standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
3 explain the main  brainstorming
fishing methods various methods
used in world used to catch fish
fishing  listing the main
methods used in
the world’s major
fishing grounds
 discussing the
major fishing
methods in the
world
4 explain the
 brainstorming the
importance of the
importance of the
fishing industry
fishing industry
 examining the
listed importance of
the fishing industry
5 explain other
 identifying other
resources from the
resources from the
sea apart from fish
sea
 discussing how the
resources are
socially and
economically
important

48
 Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested
standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources

6 examine the  discussing the

challenges faced by challenges of the
the fishing industry fishing industry
 relating the
challenges to the
major fishing
grounds

7 suggest possible
solutions to the  brainstorming
challenges faced by possible solutions
the fishing industry to the challenges
faced by the fishing
industry
 examining possible
solutions
 proposing
measures to ensure
that solutions are
successfully
implemented

Core element: Interdependence between Malawi and the world

Outcome: The student will be able to understand the interdependence between and among countries in environmental,
economic, social and technological aspects for sustainable development.
49
 Assessment Success criteria Theme/ Suggested teaching Suggested Suggested
standard topic and learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources
We will know this Students must be
when the Students able to:
are able to:
 appreciate the Regional  discussing the term  discussion  students’
role of trade 1 explain the term and trade block  question and experiences
blocks in trade block internation  listing examples of answer  maps of Africa
promoting al trade regional and world  debate and the world
regional and blocks trade blocks  case study  checklists
international  written  resource
trade  discussing the aims of exercises persons
2 explain the aims of SADC, COMESA and  videos
regional and WTO
international trade  debating whether
blocks Malawi should belong
to SADC as well as
COMESA
3 explain the  examining the benefits
benefits and of trade agreements
challenges of trade  examining the
agreements challenges of trade
agreements

Assessment Success criteria Theme/ Suggested teaching Suggested Suggested

standard topic and learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

50
 4 explain the role of  outlining the role of
customs in customs in
international trade international trade
 discussing challenges
associated with
customs

Form 4: Term 1
Core element: Map work
Outcome: Students should be able to demonstrate the ability to read, transform and interpret maps as well as analyse
and interpret other geographical information in various forms.

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources

51
 We will know this Students must be
when the students able to:
are able to:
 demonstrate Remote  discussing the  demonstration  aerial
an 1 explain remote sensing and meaning of the term  group work photographs
understanding sensing and Geographical remote sensing  pair work  satellite images
of remote geographical Information  discussing the  practical  resource
sensing and information System (GIS) meaning of the term exercises persons
geographical system geographical  question and  map reading
information information system answer textbooks
system  discussion  atlases
 studying aerial  field work  computer with
photographs, satellite GIS software
images and  transparencies
2 interpret
recognizing
information from
information
geographical
 interpreting
information
geographical
system
information
 identifying
relationships among
phenomena by
analyzing
geographical
information
Core element: Environmental and natural resources management
Outcome: The student will be able to appreciate the importance of the environment, consequently be able to protect it
and practice sustainable natural resource management.

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
We will know this Students must be able
52
when the students to:
are able to:
 demonstrate an Wetlands in  discussing the term  short essays  pictures
understanding 1 locate wetlands Malawi wetland  checklists  maps of
of on a map of  locating wetlands on  written Malawi
environmental Malawi a map of Malawi exercises  local
issues in Malawi  identifying the flora  group environment
and fauna of discussion  newspaper
wetlands  debate articles
 field visits  videos
 identifying the  written  students’
importance of reports experiences
wetlands  projects
 case study
2 explain the  discussing the
importance of importance of
wetlands wetlands

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources

3 describe activities  debating human  field visits  pictures

that threaten activities that  written  maps of
wetlands threaten wetlands reports Malawi
 discussing human  question and  local
activities that answer environment
threaten wetlands  case study  newspaper

53
  debate articles
 bus stop  videos
4 suggest strategies  brainstorming
for managing strategies for  brainstorming  students’
wetlands managing wetlands  discussion experiences
 discussing strategies  resource
for managing persons
wetlands

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
We will know this Students should be
when students are able to:
able to:
 demonstrate an 1 explain the term Wild life in  brainstorming the  field visits  pictures
understanding wildlife Malawi meaning of the term  written  map of Malawi
of wildlife wildlife reports  local
 discussing the  question and environment
meaning of the term answer  newspaper
wildlife  case study articles
 locating wild life  debate  videos
2 explain the reserves in Malawi  bus stop  students’
importance of  brainstorming experiences
 brainstorming the  discussion  resource
wildlife in Malawi
54
 importance of wildlife persons
in Malawi
 examining the
3 describe human importance of wildlife
activities in Malawi
endangering wild
life in Malawi  discussing activities
endangering wildlife
in Malawi
 brainstorming
conservation
measures of wildlife
species
 visiting wildlife
conservation areas
Core element: Environmental and natural resources management
Outcome: The student will be able to appreciate the importance of the environment, consequently be able to protect it
and practice sustainable natural resource management.

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
We will know this Students must be able
when the students to:
are able to: Waste  discussing the  field visits  pictures
demonstrate an 1 explain different management meaning of the  written report  resource
understanding of types of wastes term waste  case study persons
waste  identifying different  question and  newspaper
management types of wastes answer articles
as an  discussing different  discussion  videos
environmental types of wastes  checklists  students’
issues  bus stop experiences
 local
55
  discussing the environment
2 explain the effects effects of poor  protective gear
of poor waste waste disposal
disposal  visiting a waste
disposal area to
examine the effects
of poor waste
disposal
 reporting findings

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources

3 explain ways of  discussing the

managing different term waste
types of wastes management
 identifying
strategies for
managing wastes
 visiting waste
management
4 explain the centres
importance of
waste management
 discussing the
importance of
managing waste
 developing and
implementing
school-based waste

56
 management
strategies

Core element: Environmental and natural resources management

Outcome: The student will be able to appreciate the importance of the environment, consequently be able to protect it
and practice sustainable natural resource management.

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
We will know this Students must be able
when the students to:
are able to:
 understand Responses  identifying climate  question and  resource
national and 1 identify national to climate change mitigation answer persons
international and international change and adaptation  projects  newspaper
responses to responses to initiatives in Malawi  written report articles
climate change climate change  suggesting other  panel  videos
climate change discussion  local
mitigation and  essay writing environment
adaptation initiatives  teacher  students’
assessment experiences
 analysing policies,  internet
measures and
instruments to
mitigate and adapt
57
 to climate change in
Malawi
 identifying
international
agreements on
climate change

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources

2 analyse benefits  analysing the

and challenges of challenges and
climate change benefits of the
interventions international climate
change agreements
 promoting climate
change mitigation
and adaptation
initiatives at
community level

58
Core element: Environmental and natural resources management
Outcome: The student will be able to appreciate the importance of the environment, consequently be able to protect it
and practice sustainable natural resource management.

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
We will know this Students must be able
when students are to:
able to:
 appreciate the Minerals  discussing the  fieldwork  resource
value of 1 explain types of meaning of the  brainstorming persons
minerals minerals term mineral  debate  samples of
 discussing types of  question and minerals
minerals answer  raised
 listing examples of  short essays diagrams
minerals  matching  statistics
 locating mineral items  world maps
deposits on a  written report showing
world map eg coal, distribution of
copper, iron ore, minerals
gold, aluminium  pictures and
and uranium photographs
 charts
 students’
experiences
 videos

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

2 explain the uses of  discussing uses of  fieldwork  resource

minerals minerals eg coal,  brainstorming persons
copper, iron ore,  debate  samples of
gold, aluminium  question and minerals
and uranium answer  raised
 matching minerals  short essays diagrams
to their uses  matching  statistics
items  world maps
 written showing
3 describe mining
 discussing mining reports distribution of
methods
methods minerals
 drawing sketches  pictures and
of mining methods photographs
 charts
 students’
5 describe the effects
 studying pictures experiences
of mining
of mining sites  videos
 discussing the
6 explain the effects of mining
occurrence of uranium  locating places
in Malawi where uranium is
found on a map of
Malawi

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,

60
 activities learning and learning and
assessment assessment
methods resources
 discussing the  brainstorming  map of Malawi
occurrence of  debate showing
uranium  question and occurrence of
 explaining how answer uranium
uranium is extracted  group  resource
 explaining how discussions persons
uranium is processed  matching  pictures/
7 explain the items photographs
importance of  brainstorming the  field visits  statistics
uranium importance of  written  videos
uranium mining in reports  students’
Malawi experiences
 discussing the
importance of
uranium mining in
Malawi
 identifying the
8 explain the possible countries where
environmental uranium from Malawi
effects of uranium is exported
mining in Malawi
 examining the
possible impact of
uranium on the
environment
 discussing the cost-
benefit analysis of
uranium mining in
Malawi
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested
standard and learning teaching, teaching,
activities learning and learning and

61
 assessment assessment
methods resources
We will know this Students should be
when students are able to:
able to:
 demonstrate an 1 explain the Petroleum in  discussing the term  question and  sample
understanding formation and the world petroleum answer petroleum
of formation of occurrence of  locating places  group products
petroleum petroleum where petroleum is discussions  pictures
found in the world  matching /photographs
 discussing the items  raised
formation of  debate diagrams
petroleum  charts
 discussing the  matching items
occurrence of  world maps
petroleum showing the
distribution of
2 describe how  discussing how petroleum
petroleum is petroleum is
extracted, extracted
transported and  discussing how
refined petroleum is
transported
 discussing how
petroleum is refined

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources

3 explain the uses of  identifying petroleum  brainstorming  resource

62
 petroleum products  debate persons
 discussing uses of  question and  pictures/
petroleum answer photographs
 discussing the role of  group  statistics
OPEC discussions  videos
 matching  students’
items experiences
 field visits
 written
4 describe the  discussing the reports
environmental environmental impact
impact of of oil drilling, refining
petroleum drilling, and transportation
refining and  debating on the
transportation possible impact of
drilling oil in
Lake Malawi

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources

63
We will know this Students must be able
when students are to:
able to:
 demonstrate an Energy  brainstorming the  question and  pictures
understanding 1 describe types of meaning of the term answer photographs
of different energy energy  field visits  raised
types of energy  discussing the  written report diagrams
meaning of the term  debate  realia
energy  peer  videos
 discussing types of assessment  students’
energy experiences
 explaining how  newspaper
energy is produced articles
from the sun, wind
and water
2 explain advantages
and disadvantages  brainstorming the
of each type of advantages and
energy disadvantages of
different types of
energy
 discussing
advantages and
disadvantages of
different types of
energy

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources

3 examine the  brainstorming the  brainstorming  maps of

64
 importance of importance of  debate Malawi
energy energy  question and showing
 discussing the answer occurrence of
importance of  group uranium
energy discussions  resource
4 explain the  matching persons
environmental  examining the items  pictures/
impact of various environmental  field visits photographs
sources of energy impact of various  written  statistics
sources of energy reports  videos
debating the  students’
impact of energy in experiences
Malawi
 examining the
energy crisis in
Malawi

Core element: Spatial Organization

Outcome: The student will be able to demonstrate increasing knowledge and understanding of places in the local,
regional, national, international and global contexts, in relation to distribution of economic and social activities.

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
65
We will know this Students must be able
when the students to:
are able to:
 demonstrate an World  studying a world  oral questions  students’
understanding 1 identify areas of population map showing  discussions experiences
of world low, medium and distribution population  group work  atlases
population high population and density distribution  pair or  world maps eg
distribution and densities on a  identifying areas individual work physical,
density world map with low, medium economic and
and high population population)
densities  TV and
newspaper
reports
2 account for world  explain world  observation
population population checklists
distribution distribution
 calculating
population
densities for
selected countries
 drawing maps to
show population
distribution in the
world
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested
standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
We will know this The students must be
when the students able to:
are able to:
 demonstrate an Population  interpreting data to  short answer  population
understanding of dynamics establish population questions data
population structure  individual work  census reports
66
 dynamics 1 explain the  drawing age-sex  pair work  population
structure of a given pyramids or  teacher pyramids
population population pyramids observation  students’
 group work experiences
 peer  observation
assessment checklists
 comparing and  group work  students’
contrasting the experiences
population structures
of developed and
2 compare the developing countries
population  accounting for the
structures of differences based on
developing factors such as birth
countries with rate, fertility rate and
those of developed mortality rate
countries

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
3 describe the  discussing the
implications of meaning of the term
various population dependency ratio
structures on  calculating
development dependency ratio for
developing and

67
 developed countries
 examining the
implications of
various population
 group work  posters and
4 describe the structures on  survey reports charts
demographic development  discussion  videos
transition model  internet
 studying diagrams of  questionnaire
the demographic s
transition model
5 explain the causes  analyzing the
of rapid population demographic
growth transition model

 brainstorming causes
of rapid population
growth
 discussing causes of
rapid population
growth
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested
standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
6 assess the effects of  conducting a  group work
rapid population research to relate  field work  pictures
growth on the number of  group work  observation
students to available  future’s checklists
development
school resources wheels  resource
 discussing the  debate persons
effects of rapid  role play  local
population growth  drama environment
on development  pair work

68
  debating/role  question and
playing/dramatizing answer
7 suggest strategies the effects of rapid  quizzes
for controlling population growth
population growth
 brainstorming
strategies for
controlling
population growth
8 explaining the  discussing strategies
benefit of for controlling
controlling population growth
population growth
 role playing the
benefits of
controlling
population growth
 discussing the
benefits of
controlling
population growth
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested
standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
We will know this Students must be able
when the students to:
are able to:
 relate spatial Settlements  brainstorming the  question and  resource
distribution of 1 identify types of meaning of the term answer persons
settlements to settlements settlement  field trip  topographical
economic and  discussing the  written maps
social activities meaning reports  local
of the term  checklists environment
69
 settlement  group work  pictures
 identifying types of  case study  newspaper
settlements  discussion articles
 discussing rural and  checklists
urban settlements  videos
2 describe  chart
settlement  discussing different  diagrams of
patterns types of settlement the concentric
pattern zonal model
 examining different
settlement patterns

3 explain factors  brainstorming

that influence factors that
settlement influence
patterns settlement patterns
 discussing factors
influencing
settlement patterns
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested
standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
We will know this Students should be
when students are able to:
able to:
 demonstrate an 1 explain the Urbanisation  brainstorming the  question and  resource
understanding meaning of the meaning of the term answer persons
of urbanisation term urbanisation urbanization  field trips  topographical
 discussing the  written maps
meaning of the term reports  local
urbanization  checklists environment
 discussing the  group work  pictures
concentric zonal  case study  newspaper
70
 2 explain factors that model  discussion articles
influence  checklists
urbanisation  brainstorming factors  videos
that influence  chart
urbanisation  diagrams of
 discussing the factors the concentric
that influence zonal model
urbanisation
3 assess the effects of
urbanisation  studying pictures
showing effects of
urbanisation
 discussing the effects
of urbanisation

Assessment Success criteria Theme/ Suggested teaching and Suggested Suggested

standard topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources
4 suggest solutions  brainstorming solutions  discussion
to challenges to challenges associated  field trips
associated with with urbanization  question and
urbanisation  visiting nearby urban answer
centre to assess the
impact of urbanisation
 discussing the solutions
to challenges associated
with urbanisation

 brainstorming
5 identify
environmental risks
environmental
associated with
risks associated
settlements
with settlements
71
  identifying
environmental risks
associated with
settlements in local
surroundings
 discussing
environmental risks
associated with
settlements
 discussing ways of
dealing with
environmental risks
associated with
settlements

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources

6 relate concepts of  identify the  maps of

urbanisation to functional zones of Lilongwe city
Lilongwe city Lilongwe city
 discussing factors
for the growth of
Lilongwe city
 assessing the
challenges of rapid
urbanisation of
Lilongwe city
 suggesting
solutions to the

72
 challenges of rapid
urbanisation of
Lilongwe city

Term 2
Core element: Spatial organization
Outcome: The student will be able to demonstrate increasing knowledge and understanding of places in the local,
regional, national, international and global contexts, in relation to distribution of economic and social activities.
Assessment Success criteria Theme/ Suggested teaching Suggested Suggested
standard topic and learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources
We will know this Students must be able
when the students to: World  identifying inputs,  discussion  students’
are able to: 1 explain agriculture agricultur processes and outputs  question and experiences
 demonstrate an as a system e of farming system answer  local
understanding  drawing a flow  written environment
of types of diagram illustrating exercises  textbooks
agriculture agriculture as a  oral  chart
practiced in system assessment
2 explain factors that
73
 different parts influence  discussing factors that
of the world agriculture influence agriculture
 classifying factors
influencing agriculture
into physical,
economic, human and
technological
3 explain types of  discussing the criteria
agriculture used to classify types
of agriculture
 discussing the
difference between
subsistence
agriculture and
commercial
agriculture
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested
standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources

4 locate on the world  identifying examples  discussion  world maps

maps areas where of subsistence  pair work  population
different types of agriculture and  matching maps
agriculture are places where it is items  students’
practised practised  oral exercise experiences
 identifying examples  written  atlases
of commercial exercises  sample
agriculture and  field visits products
places where it is  short essays  resource
5 differentiate practised persons
between intensive
and extensive  brainstorming the
farming difference between

74
 intensive and
extensive farming
 discussing the
difference between
intensive farming
and extensive
farming
 relating areas that
practise extensive
farming to
population density

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources

6 identify on the world  locating areas  discussions  world maps

maps places where where extensive  pair work  population
extensive farming is farming is  matching maps
practiced practiced on a items  students’
world map  oral exercise experiences
 locating areas  written  atlases
where extensive exercises  sample
crop farming is  field visits products
practised on a  short essays  resource
7 differentiate world map persons
extensive crop
farming from  brainstorming the
extensive animal difference between
farming extensive crop
farming and
extensive animal
75
 farming
 discussing the
difference between
extensive crop
farming and
extensive animal
farming
 discussing the
advantages and
disadvantages of
extensive farming

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources

8 assess the value of  locating on the  discussions  world maps

intensive farming world maps areas  pair work  population
where intensive  matching maps
farming is items  students’
practised  oral exercises experiences
 written  atlases
exercises  sample
 field visits products
 brainstorming the  short essays  resource
advantages and persons
disadvantages of
intensive farming
 discussing the
advantages and
disadvantages of
intensive farming
76
 Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested
standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
We will know this Students should be
when students are able to:
able to:
 Demonstrate 1 locate south east Intensive rice  locating south east  discussions  world maps
an Asia on a world farming in Asia on a world  pair work  population
understanding map south east map  matching maps
of intensive Asia  identifying items  students’
rice farming: a countries where  oral exercise experiences
case study of rice is grown in  written  atlases
South east Asia south eastern Asia exercises  sample
discussing the  field visits products
population density  short essays  resource
of south east Asia persons
2 relate farming
activities to cycle of
 discussing
seasons in south
conditions
east Asia
favouring rice
farming in south
east Asia
 drawing a pie
charts showing the
77
 cycle of farming
activities in a year
 relating the cycle of
farming activities
to the cycle of
seasons

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources

3 explain challenges  brainstorming the  discussions  world map

associated with rice problems  pair work  population
farming in south associated with rice  matching maps
east Asia farming in south items  students’
east Asia  oral exercise experiences
 discussing  written  atlases
problems exercises  sample
associated with rice  field visits products
farming in south  short essays  resource
4 assess the value of east Asia persons
intensive rice
farming in south  brainstorming the
east Asia importance of
intensive rice
farming to the
economies of the
countries in south
east Asia
 discussing the
importance of

78
 intensive rice
farming to the
economies of the
countries in south
east Asia

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
We will know this Students must be able
when students are to:
able to:
 demonstrate an Intensive  locating Denmark  discussions  world map
understanding 1 explain factors animal on a world map  pair work  population
of intensive favouring dairy farming in  discussing factors  matching maps
animal farming in Denmark favouring dairy items  students’
farming: a case Denmark farming in  oral exercise experiences
study of Denmark  written  atlases
Denmark  identifying breeds exercises  sample
of cattle raised on  field visits products
dairy farms in  short essays  resource
Denmark persons
2 state crops
associated with  identifying crops
dairy farming in grown on dairy
Denmark farms
 explain the
importance of
crops grown on a
dairy farm in
Denmark
79
  explain the use of
the crops grown
on dairy farms

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources

80
 3 relate the cycle of  drawing a pie
seasons to farming charts showing the
activities on a cycle of activities in
dairy farm in a year
Denmark  relating farming
activities to the
cycle of seasons

4 identify products  brainstorming dairy

from dairy farms products
 identifying
products from dairy
farms

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
5 explain the role of  explain the term
cooperatives in cooperatives
81
 dairy farming in  discussing the
Denmark importance of
cooperatives in
dairy farming in
Denmark
 products of
6 explain the dairy farming
 brainstorming the
importance of dairy importance of
farming in dairy farming to
Denmark Denmark
 discussing the
importance of
dairy farming to
the economy of
Denmark
 locating other
dairy farming
areas on a world
map

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
We will know this Students should be
when students are able to:
able to:
82
 demonstrate an 1 identify areas on Irrigation  studying a world  discussion  world maps
understanding a world map that farming map showing areas  pair work  climatic maps
of irrigation depend on where irrigation  brain storming  resource
farming irrigation farming is  question and persons
practiced answer  local
 locating areas that  short essays environment
depend on  panel  pictures
irrigation on a discussion showing types
world map of irrigation
2 explain factors
 students’
which encourage  brainstorming experiences
irrigation conditions which  local
necessitate environment
irrigation farming  climatic data
 discussing
conditions which
necessitate
3 explain modern
irrigation farming
methods of
irrigation
 studying pictures
showing methods of
irrigation
 discussing methods
of irrigation eg
overhead, drip and
furrow
Assessment Success Theme/topic Suggested teaching Suggested Suggested
standard criteria and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
4 outline challenges  brainstorming  discussion  world maps
faced in irrigation challenges  pair work  pictures
farming associated with  brain storming  textbooks
irrigation farming  question and

83
  discussing answer
challenges  short essays
associated with panel discussion
5 suggest solutions irrigation farming
to challenges
faced in irrigation  brainstorming
farming solutions to
challenges facing
irrigation farming
 discussing
solutions to
6 explain how challenges facing
irrigation can be irrigation farming
improved in
Malawi  identifying areas
where irrigation is
practised in Malawi
 discussing
problems facing
irrigation in Malawi
 discussing how
irrigation can be
improved in Malawi

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
We will know this Students should be
when students are able to:
able to:
 demonstrate an 1 explain how Irrigation  locating Israel on a  world maps
understanding climate, relief and farming in world map  pictures
of irrigation soil influence Israel  identifying the  textbooks
84
 farming: a case irrigation farming climatic regions
study of Israel in Israel under which Israel
falls
 relating climatic
regions in Israel to
irrigation farming
 discussing the relief,
soil and climate of
Israel
 relating the climate,
relief and soil to
water supply

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
2 explain methods of  brainstorming
irrigation practised methods of irrigation
in Israel in Israel
 discussing methods of
irrigation in Israel
 relating methods of
irrigation to relief and
climate
 locating areas where

85
 3 explain challenges irrigation is practised
encountered in in Israel
sourcing irrigation
water in Israel  identifying the
challenges
encountered in
sourcing irrigation
water in Israel
 discussing the
sources, treatment
4 identify crops
and distribution of
grown under
irrigation water in
irrigation in Israel
Israel

 identifying the crops

grown under
irrigation in Israel
 comparing crops
grown under
irrigation in Malawi
with those of Israel
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested
standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources

86
We will know this Students should be
when students are able to:
able to:
 Demonstrate 1 explain the term Plantation  brainstorming the  educational  world maps
an plantation farming farming meaning of the visits  resource
understanding term plantation  fieldwork persons
of plantation farming  group  pie chart
farming  discussing the discussion  maps of
meaning of the  debate Malawi
term plantation  panel  sample
farming discussion products
 fieldwork  pictures
report  flow diagram
 question and  students’
2 identify areas answer experiences
where plantation  matching
farming is  locating the main exercises
practised areas where
plantation farming
is practised
 stating the crops
grown under
plantation farming

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources

87
 3 explain the  matching type of
characteristics of crops grown to
plantation farming areas where they
are grown
 studying a
plantation farm
from either
pictures or nearby
farm
 discussing the
characteristics of
plantation farming

 debating the
advantages and
5 explain the value disadvantages of  group work  maps of
of plantation plantation farming  individual Malawi
farming work  pictures of tea
 discussing the  written plantations
advantages and exercises  climatic data
disadvantages of  checklists
plantation farming

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
We will know this Students should be
when students are able to:
88
able to:
 demonstrate an 1 explain conditions Tea  brainstorming the  field visits  charts
understanding favourable for tea plantation in conditions  resource
of tea farming growing Malawi favourable for tea persons
in Malawi growing
 discussing the
conditions
favourable for tea
growing
 locating tea
growing areas on a
map of Malawi
2 explain the cycle of
farming activities
in tea farming  drawing pie charts
showing a the
cycle of activities
in a tea plantation
 discussing a cycle
of farming
activities
 explaining the
stages of
processing of tea

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources

3 explain the value of  discussing the  field visits  charts

the tea industry to importance of the  resource
the economy of tea industry to persons
Malawi Malawi’s economy
89
  drawing pie charts
showing the value
of tea and four
other major export
commodities for
Malawi

Term 3
Core element: Spatial organization
Outcome: The student will be able to demonstrate increasing knowledge and understanding of places in the local,
regional, national, international and global contexts, in relation to distribution of economic and social activities.

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
We will know this The students must be
when the students able to:
are able to:
 develop an 1 explain the term Industrialisat  brainstorming the  discussion  photographs
appreciation of industrialization ion meaning of the  case study  students’
90
 industrialization term  field visits experiences
industrialization  debate  local
 discussing the  teacher environment
meaning of the observation  videos
term  maps of
2 examine the industrialization Malawi
advantages and
disadvantages of  discussing the
industrialisation advantages and
disadvantages of
industrialisation
 debating on the
necessity on
industrialisation
in Malawi

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
We will know this The students must be
when the students able to:
are able to:
 demonstrate an 1 explain types of Industry  brainstorming  question and  pictures/
understanding industries types of industries answer photographs of
of industry as an  discussing types of  discussion industries
important industries eg  matching  students’
economic primary, secondary, exercises experiences
activity tertiary and  group work  local
quaternary  field work environment
 sketch-
2 explain industry as diagrams of
a system  brainstorming the industries as
91
 meaning of the systems
term system
 discussing industry
as a system in
terms of inputs,
processes and
3 locate the major outputs
industrialised areas
of the world  studying a world
map showing major
industrialised areas

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources

4 account for the  identifying the  individual  world maps

location of major major industrialised work  students’
industrialised areas areas on world  question and experiences
maps answer  photographs
 written  videos
 suggesting factors exercises
influencing the  group work
location of major  discussion
industrialised areas  field visits
 discussing factors
influencing the
location of major
5 assess disaster, industrialised areas
hazard and disaster

92
 risk management  brainstorming risk
issues related to and management
industries impact of industries
 discussing the risk
and disaster
management
impact of industries
with regards to
structural risks and
hazards and
environmental
impact

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
We will know this Students must be
when the students able to:
are able to:

 develop an 1 locate the major Motor vehicle  studying a world  discussion  students’
understanding industrial areas of industry in map showing Japan  question and experiences
of the roles and Japan Japan  locating Japan on a answer  world maps
operations of world map  written  maps of Japan
some industries  studying a map of exercises  photographs
Japan showing  trade figures
major industrial for Japan
areas  internet
 locating major  videos
industrial areas  CDs
2 explain factors  resource
for the growth of  brainstorming persons
93
 the motor vehicle factors for the
industry in Japan growth of the motor
vehicle industry in
Japan
 discussing factors
for the growth of
the motor vehicle
industry in Japan

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources

3 describe the  brainstorming the

stages of motor stages of motor
vehicle vehicle production
production in  discussing the
Japan stages of motor
vehicle production
 discussing
advantages and
disadvantages of
automation/robot
technology in motor
vehicle production

4 explain the  brainstorming the

significance of the significance of the
motor vehicle motor vehicle
industry in Japan
94
 industry in Japan  discussing the
significance of the
motor vehicle
industry in Japan
 naming Japanese
cars common in
Malawi

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
We will know this Students must be able
when the students to:
are able to:
 demonstrate an Tourism in  locating major  group  map of Africa
understanding 1 examine factors Africa tourist centres in discussion  pictures/
of tourism in that promote Africa  group work photographs
Africa tourism in Africa  discussing factors  field visits  students’
that promote  question and experiences
tourism in Africa answer  videos
 relating the factors  debate  checklists
to specific tourist  pair work  local
areas environment
 resource
2 assess the impact persons
of tourism in Africa  brainstorming the  statistical data
impact of tourism on tourism
in Africa
 discussing the
impact of tourism
in Africa
 debating the
impact of tourism
95
 in Africa

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources

3 explain the  discussing the  group  photographs

meaning of meaning of the discussion  reports
the term eco- term eco-tourism  case study  resource
tourism  identifying eco-  question and persons
tourist centres in answer
Africa  educational
visits
 brainstorming the
4 assess the importance of eco-
importance of eco- tourism
tourism  discussing the
importance of eco-
tourism
 visiting an eco-
tourism centre in
Malawi

96
Core element: Interdependence between Malawi and the world
Outcome: The student will be able to understand the interdependence between and among countries in environmental,
economic, social and technological aspects for sustainable development.

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources
we will know this the students must be
when the students able to
are able to:
 appreciate the 1 identify the major Major world  mentioning types of  discussion world map with
role of transport sea and air routes transport transport  question and major transport
in world of the world routes answer routes
economic  discussing  peer pictures
development advantages and assessment students’
disadvantages of  written experiences
different transport exercises checklists
system  group map of Africa
discussion showing
 studying a world railway
map showing major network
sea and air routes atlases

 identifying major
sea and air routes of
the world

 locating major sea

and air routes of the
97
 world
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested
standard and learning teaching, teaching,
activities learning and learning and
assessment assessment
methods resources

2 explain the  discussing the

importance of the importance of the
major world sea major sea and air
and air routes routes
 discussing the
challenges faced by
land-locked
countries

3 locate the major  studying maps of

railway lines in Africa showing
Africa major railway lines
 locating the major
railway lines in
Africa
 examining the
reasons for the
distribution of
railway networks in
Africa

98
References
Barry A G and Charley R J (1976). Atmosphere, weather and climate. London:
Methuen.
Bowen AD et al (2002). Map reading for southern Africa. Cape Town: Masker
Miller
Longman.
Gertis Arthur (2004). Introduction to geography; (Ninth edition). New York:
McGraw-Hill
Companies.
Go Cheng Leong (1970). Certificate physical and human geography (Third
Edition).
Oxford: Oxford university Press.
Hornby W F Jones M (1991). An introduction to settlement geography. Cambridge:
Cambridge University Press.
Jones Peter and Price Bob (1990). The active world: industry, agriculture, and
services.
Edinburgh: Thomas Nelsons and Sons Limited.
Kiguru J (1983). Map reading and photographic interpretation for ‘O’ level.
London: Mac Milan.
Leong Goh Cheng (1983). Certificate physical and human geography. Oxford:
Oxford
University Press.
Malawi Institute of Education (2000). Preservice teacher training for population
education:
supplementary materials in geography. Domasi: Malawi Institute of
Education.
Malawi Institute of Education (1998). A source book for population education in
Malawi.
Domasi: Malawi Institute of Education.
Ministry of Education, Science and Technology (2000). Junior secondary
population
education in geography. Domasi: Malawi Institute of Education.
Ministry of Natural Resources, Energy and Environment (2010), Malawi state of
environment and outlook report: environment for sustainable growth. Lilongwe:
Environmental Affairs Department.
Phiri FR (2006) Senior certificate physical and human geography: a pupils book.
Blantyre:
Dzuka Publishing Company.
Simons BB (2000). Weather and climate. New Jersey: Prentice-Hall Inc.
Summerfield M A (1991). Global geography. New York: Longman.
Waugh D (2002). Geography: an integrated approach (Third Edition). Cheltenham:
Nelson
Thornes.
White R (19190). Africa in focus: a physical and economic geography (Revised
Edition).
Hong Kong: Mac Milan Education Ltd.

99