Republic of Malawi

MALAWI
PRIMARY SCHOOL SYLLABUSES

STANDARD 1

INTRODUCTION TO SCHOOL LIFE AND LEARNING

LITERACY AND LANGUAGES

• CHICHEWA
• ENGLISH
NUMERACY AND MATHEMATICS

EXPRESSIVE ARTS

BIBLE KNOWLEDGE

RELIGIOUS EDUCATION

Ministry of Education
Published by:

Malawi Institute of Education

© Malawi Institute of Education 2005

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

Prepared by

Malawi Institute of Education

P O Box 50, Domasi, Malawi

December 2005
 Contents

Foreword………………………………………………………………. v
Acknowledgements…………………………………………………… vi
Outcomes-based curriculum……………………………..…………. ix
Developmental outcomes……………………………………………. ix
Primary outcomes…………………………………………………….. x
Assessment standards………………………………………………… x
Success criteria………………………………………………………… x
Principles of OBE ……………………………………………………… x

Introduction to school life and learning ........................................ 1

Rationale……………………………………………………………….. 2
Term 1 syllabus………………………………………………………... 3

Literacy and languages – Chichewa……………………………….. 24

Kufunika kwa phunziro la Chichewa…………………….................. 25
Maluso ndi zolinga…………………………………………………….. 25
Chigawo chachiwiri..…………………………………………………… 26
Chigawo chachitatu………………………………...………………….. 43
Mabuku ena ofunika……………………………………….…………… 56

Literacy and languages – English.....................................…………… 57

Rationale…………………………………………………………………. 58
Core elements and their outcomes……………………………………. 58
Term 1 Syllabus…………………………………………….…………… 59
Term 2 Syllabus…………………………………………….…………… 72
Term 3 Syllabus…………………………………………….…………… 85
References…………………………………………………..…………… 99

Numeracy and mathematics............................................…………… 100

Rationale………………………………………………………………... 101
Core elements and their outcomes…………………………………… 101
Term 2 Syllabus…………………………………………….…………... 102
Term 3 Syllabus…………………………………………….…………… 106
References…………………………………………………..…………… 113

Expressive arts ................………………………………………………. 114

Rationale………………………………………………………………….. 115
Core elements and their outcomes……………………………………... 115
Term 1 Syllabus…………………………………………….…………… 116
Term 2 Syllabus…………………………………………….……………. 119
Term 3 Syllabus…………………………………………….……………. 125
References…………………………………………………..……………. 131

Bible knowledge………………………………………………………… 132

Rationale………………………………………………………………….. 133
Core elements and their outcomes……………………………………… 133
Term 2 Syllabus…………………………………………….……………... 134
Term 3 Syllabus…………………………………………….…………….. 139
References…………………………………………………..……………… 144

Religious education………………………………………………………. 145

Rationale……………………………………………………………………. 145
Core elements and their outcomes………………………………………. 146
Term 1 Syllabus…………………………………………….………………. 147
Term 2 Syllabus…………………………………………….………………. 149
Term 3 Syllabus…………………………………………….………………. 152
References…………………………………………………..……………….. 155
Foreword
Education plays a critical role in all aspects of development for any country. Apart from
preparing the youth to play their current and future roles effectively, education also prepares
them to live healthy and productive lives.

Malawi as a nation desires to have children develop into responsible and productive adults,
through acquisition of appropriate knowledge, skills and attitudes. Education should, therefore,
help the youth develop high standards of conduct, attitudes, judgment and a sense of
responsibility.

Primary school education is a sub-sector which is in constant interaction with all communities,
therefore, impacting on social, economic and political changes. Consequently, changes
experienced in the other sectors necessitate adjustments in the primary school curriculum.

The previous primary school curriculum came into effect in 1991 and since then Malawi has
experienced changes not only in the education sector but also in others such as the political,
social, economic and health sectors. For example, in the education sector, Malawi has
experienced an increase in school enrollment with the introduction of free primary school
education in 1994. Politically, Malawi changed from one party system of government to
multiparty system of government in 1993. These and other changes need to be addressed in the
primary school curriculum. Hence the need to develop and implement a curriculum that
addresses current issues in order to equip children with up to date and relevant knowledge and
skills.

The revised primary education syllabuses were developed by various learning area/subject
panels in 2004 at the Malawi Institute of Education, Domasi, in an attempt to address current
issues and developments. The revised curriculum is a shift from the objectives based curriculum
model to the outcome based education (OBE) curriculum model. OBE is designed to measure the
quality of education as driven by the outcomes displayed by the learner at the end of an
instruction. The model stipulates that when knowledge, skills, attitudes and values are clearly
defined, all learners have the ability to go through the course successfully.

Outcome based education spells out the outcomes to be achieved at the end of the process.
Benchmarks are set at different levels to ensure that learners are achieving the expected outcomes
before they move to the other levels.

In addition to the shift to OBE, the revised curriculum has also introduced reform in assessment
procedures in which continuous assessment is an integral part of the teaching and learning
process.

It is the hope of the Ministry of Education that the OBE approach will not only ensure that the
quality of education improves, but also that tangible results will be seen at every level of the
primary school.

The Ministry of Education is grateful to all those who were actively involved in the primary
education curriculum reform process. We are also greatly indebted to DFID, GTZ and USAID for
their technical, material and financial support which made it possible for the primary education
curriculum to be developed.

J.J. Matope
SECRETARY FOR EDUCATION
Acknowledgments
The Ministry of Education and Malawi Institute of Education are grateful to all those who
participated in various capacities, stages and levels in the development, refinement and
production of the syllabuses. The Ministry of Education would like to acknowledge the technical
and financial support of the Department for International Development (DFID), German
Technical Cooperation (GTZ) and the United States Agency for International Development
(USAID). The Ministry is particularly indebted to the following contributors in the drafting and
development of the syllabuses as follows:

Writers for Introduction to school life and learning

G Chirwa - Malawi Institute of Education
O Banda - Malawi Institute of Education
G Phiri - Domasi College of Education

Writers for Literacy and languages: Chichewa

M Mughogho (Mrs) - Katoto School, PO Box 375, Mzuzu
FNJ Gama - Malawi Institute of Education, PO Box 50, Domasi
SJL Ngoma - MCDE Hq, P/Bag 302, Blantyre 3
PP Themu - DTED, P/Bag 215, Lilongwe
HJS Tambu - Montfort Demo. School, PO Box 5554, Limbe
MD Chithonje - Ministry of Education, P/Bag 328, Lilongwe

Resource persons for Chichewa

ID Zabuloni - Ludzi Girls Secondary School, PO Box 43, Mchinji
P Kishindo, Dr - Centre for Language Studies

Writers for Literacy and languages: English

DS Khasu - Domasi College of Education, PO Box 49, Domasi
TR Kambale (Mrs) - Ulongwe School, PO Box 112, Mulanje
J Chiromo (Mrs) - PEA, Zomba Urban, PO Box 311, Zomba
ECN Rambiki (Mrs) - DTED, P/Bag 215, Lilongwe
E Chinguwo (Mrs) - Malawi Institute of Education, PO Box 50, Domasi
CE Kamlongera (Mrs) - Malawi Institute of Education, PO Box 50, Domasi
HG Chilora - Malawi Institute of Education, PO Box 50, Domasi
HS Mchazime, Dr - Malawi Institute of Education, PO Box 50, Domasi

Resource persons for English:

Z Mbano - Chancellor College, PO Box 280, Zomba
S Kamwendo (Ms) - The Polytechnic, P/B 303, Blantyre 3

Writers for Numeracy and mathematics

B Mphando (Mrs) - Dedza Govt. Primary School, Box 211, Dedza
A Chiwiya - Lilongwe TTC, PO Box 40046, Lilongwe
D Chimaliro (Mrs) - Dabie Primary School, Mzimba
J Makwecha - Mponela Primary School, PO Box 179, Mponela
D Whayo - Save Our Souls, PO Box 20522, Lilongwe
A Chisaka - Mwanza DEM Office, PO Box 98, Mwanza
TV Kakota (Ms) - Domasi College of Education, PO Box 49, Domasi
C Soko (Mrs) - Ministry of Education, P/Bag 328, Lilongwe 3
W Susuwele Banda - Malawi Institute of Education, PO Box 50, Domasi
EJ Kachisa - Malawi Institute of Education, PO Box 50, Domasi

Resource persons for Numeracy and mathematics

MP Toto - Blantyre TTC, P/B 502, Limbe
O Nampanda (Mrs) - SEE Division, P/B 48, Zomba

Writers for Expressive arts

D Matiti (Ms) - Ministry of Education, P/Bag 328, Lilongwe
FS Makoko - Department of Teacher Education and Development, P/Bag
215, Lilongwe
GW Chirwa - Malawi Institute of Education, PO Box 50, Domasi
GH Zembeni - Malawi Institute of Education, PO Box 50, Domasi
M Mzama (Mrs) - Lilongwe TTC, Box 40046, Kanengo, Lilongwe 4
NL Chikonje (Mrs) - P.O. Box 29, Chiradzulu
BA Mkandawire (Mrs) - Chitimba School, PO Box 30, Chitimba, Rumphi
F Chithagala - P.O. Box 134, Ntcheu
TMS Banja - Lundu School, PO Box 36, Chikwawa
MC Nanthambwe (Mrs) - Ferry School, PO Box 312, Liwonde

Resource persons for Expressive arts

R Chanunkha - Chancellor College, PO Box 280, Zomba
LD Dimowa - Chancellor College, PO Box 280, Zomba
E Meke (Mrs) - Domasi College of Education, PO Box 49, Domasi
E Kumkwezu (Mrs) - Chancellor College, PO Box 280, Zomba

Writers for Bible knowledge

JP Ndalama - PO Box 735, Lilongwe
THP Kalumika - C/O Box 55, Mchinji
LHJ Daka - Kasungu TTC, Private Bag 23, Kasungu
JEN Gumbala - PO Box 926, Blantyre
EF Gama - Domasi Government Primary School, PO Box 1, Domasi
EG Simango - DEM Blantyre Rural, P/Bag 11, Lunzu
ASE Muhuta - Domasi College of Education, PO Box 49, Domasi
ACT Chimbiya - Malawi Institute of Education, PO Box 50, Domasi
ENgalande - Malawi Institute of Education, PO Box 50, Domasi
SM Nakoma - Blantyre Archdiocese, PO Box 5191, Limbe
RN Chonzi - Chancellor College, PO Box 280, Zomba
AAB Kanyimbo - Livingstonia Synod
CJ Banda - Domasi Demonstration School, PO Box 49, Domasi
A Banda - MANEB, PO Box 191, Zomba

Resource persons for Bible knowledge

Rev Dr D Mphande - Mzuzu University, P/B 201, Luwinga, Mzuzu

Writers for Religious education

Sheik ABJ Jamali - WAMY, PO Box 464, Zomba
VCN Salanjira - Mulunguzi Secondary School, PO Box 138, Zomba
E Ngalande - Malawi Institute of Education, PO Box 50, Domasi
ACT Chimbiya - Malawi Institute of Education, PO Box 50, Domasi
JP Ndalama - Lilongwe LEA School PO Box 735, Lilongwe
MS Kungwaya - Domasi Government Primary School, PO Box 1,
Domasi
AH Ussi - Domasi Demonstration School, PO Box 49, Domasi
Rev Fr MDS Mgeni - Private Bag 1, Chilema
SD Ndafakale - PO Box 25, Tengani, Nsanje
PJ Khomani - Malawi Institute of Education, PO Box 50, Domasi
DOP Kaambankadzanja - Malawi Institute of Education, PO Box 50, Domasi

Resource persons for Religious education

Rev Dr D Mphande - Mzuzu University, P/B 201, Luwinga, Mzuzu

Special thanks go to the Coordinator of the Primary Curriculum and Assessment Reform (PCAR)
Davie Kaambankadzanja, and the entire PCAR Coordinating Committee for the logistical
support they provided in the Primary Curriculum and Assessment Reform process. Thanks also
go to those who provided technical support in terms of typing and typesetting of the syllabuses:
Mr B Chona, Ms K Katete, Mrs L Chisambi, Ms P Jia, Mrs C Chimseu, Mrs J Dambula and Mrs T
Phiri.
Outcome based education
Outcome based education (OBE) originates from two roots namely competence based education
and mastery learning. It is a teaching and learning process which is achievement oriented,
activity-based and learner centred. Outcome based education defines clearly what learners are to
learn, measures their progress based on actual achievement, meet their needs through various
forms of mediated learning experiences and give them enough time and help to meet their
potential. It focuses on a learner’s achievement. To achieve this learners are introduced to new
knowledge basing on what they already know. The two are integrated and they contribute to the
final product which is the ‘outcome’. The outcome is what the learner is expected to achieve in
terms of knowledge, skills, attitudes and values which are stated before teaching and learning
begins. The teacher states before hand what learners are expected to achieve. Learners are
expected to transfer outcomes to life beyond school.

Developmental outcomes
The developmental outcomes are over arching; they are what the learner is expected to achieve
by the end of the primary cycle both in and outside the school. These outcomes apply to all
learning areas and they have been derived the Malawi’s Constitution of the Republic of Malawi
Vision 2020, PRSP, PIF and other education policy documents including global agreements to
which Malawi is a signatory as well as from the PCAR needs identification report. The following
are the developmental outcomes whereby learners are expected to:
• communicate competently, effectively and relevantly in a variety of contexts and in multiple
languages
• apply mathematical concepts in scientific, technological, socio, environmental, cultural and
economic contexts to solve problems
• produce products and solutions through science and technology in a creative way and
demonstrate respect for their environment to solve problems
• demonstrate health promoting behaviour in their personal lives as well as their communities
and wider environment with particular attention to prevalent diseases such as malaria,
sexually transmitted diseases and HIV/AIDS
• observe, interact with the natural and physical environment in order to understand and make
use of their interrelationship in a responsible and appreciative manner
• demonstrate appropriate moral, ethical and healthy behaviour in accordance with the
acceptable norms and values of their society
• make use of basic knowledge and skills necessary for life-long learning, personal
advancement, the development of society and the nation
• apply an imaginative, creative mind, vocational and managerial skills in order to initiate and
participate in productive manner that will serve the individual and society
Primary education outcomes
The primary outcomes are derived from the developmental outcomes. The primary education
outcomes are what the learners should know, should be able to do and the desirable attitudes
that they should display by the end of the primary education cycle for each learning area. Each of
the learning areas has its own primary outcomes and its own core elements which collectively
form the primary curriculum.
Assessment standards
These are outcomes that indicate the stipulated level of achievement during and at the end of
each year. An accumulated achievement of the standards from Standard 1 to Standard 8 per
learning area determines the achievement of primary education outcomes.
Success criteria
This indicates learner’s level of attainment in a given activity. A given set of such levels of
attainment indicates the achievement of an assessment standard.
Principles of OBE
Clarity of focus
This means that everyone involved must have a clear picture of what is wanted at the end of the
lesson. Educators must be clear about what the learners are expected to achieve.
Expanded opportunity
Educators must find multiple ways of exposing learners to learning opportunities that will help
them demonstrate their full potential.
High expectations
Educators must assist learners to reach their full potential.
Criterion referenced measurement
Measurability of outcomes in OBE is based on agreed indicators such as assessment standards
and success criteria.
 Syllabus for
Introduction to school life
and learning

Standard 1

1st Seven weeks of Term 1

1
Rationale
In Malawi, most children come to primary school without any previous exposure to pre-
school education. As such, they face many challenges in their first year of primary
school education. Some of the challenges are:
• lack of proper orientation to school life and environment
• mixing of pupils of different age groups and socio-economic and cultural
backgrounds
• different levels of knowledge and understanding
• problems in understanding the language of instruction
• large class sizes
• differences in the socio-economic backgrounds of the learners
• failure to adapt quickly to the school environment and life
This syllabus aims at supporting children’s socialization into formal schooling. It
introduces pupils to school life, the school environment and learning situation so as to
bridge the gap between the home and the school.

Core elements and their outcomes

a) Orientation to the school
The learner will be able to participate in school life, express himself/herself and show
the appropriate classroom behaviour
b) Promotion of sensory- motor development
The learner will acquire necessary large and fine motor skills and perceptive
prerequisites for reading, writing and numeracy
c) Games, plays, songs and dances
The learner will be able to participate in physical activities like , games, singing, and
dancing, and enjoy school life.

2
Term 1
Core element : Orientation to the school
Primary outcome : The learner will be able to participate in school life, express herself /himself and show the appropriate
classroom behaviour.
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standards learning activities teaching, learning teaching and
and assessment learning
methodologies resources
We will know this Learners must be
when the learners are able to:
able to:
• demonstrate an 1 say their names Getting to know • saying their names and ages • teacher observation • learners
understanding of and ages my school • demonstration • learners’ book
themselves in their • discussion • food
school 2 say names of • saying the names of friends • group work • school compound
environment their friends • singing the song eg: “Iwe • pair work • toilets in the
ndiwe yani, yani, yani” • question and school compound
answer • pail of water
3 locate their • locating their classroom by its • brainstorming • a tap
classroom by features • singing • borehole
its features • peer assessment • observation
• dramatisation checklists
4 name and • naming and locating sources of • role play • portfolio
locate sources clean water at the school/ and • spot visits • pictures/
of clean water rubbish disposal points drawings
• practice
at the school/ • poster 1
rubbish
• name cards
disposal points

3
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standards learning activities teaching, learning teaching and
and assessment learning
methodologies resources
We will know this
when the learners are
able to:
• demonstrate an 5 locate and use • identifying the location of • teacher observation • learners’
understanding of toilets properly toilets at school • demonstration experiences
the themselves in • demonstrating using toilets • discussion • learners’ book
their school properly • group work • food
environment 6 wash hands • washing hands after using the • pair work • school compound
after using the toilet • question and answer • toilets in the
toilet • picking litter and disposing it • brainstorming school compound
in rubbish disposal points • singing • pail of water
• washing hands after disposing • peer assessment • a tap
off litter • dramatisation • observation
• singing the song “Tisambe” checklists
7 behave • raising a hand when to speak • sign language
properly in the • asking for permission to get in interpreter
classroom and and out of the classroom • National Anthem
school song
8 sing the • singing the National Anthem
National
Anthem

4
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standards learning activities teaching, learning teaching and
and assessment learning
methodologies resources
We will know this Learners must be
when the learners are able to:
able to:
• demonstrate an 1 name parts of Taking care of • naming parts of the body • teacher observation • classroom
understanding of their body myself, my • demonstration • learners’ book
the themselves in 2 do tasks to take things and • doing tasks to take care of the • discussion • pictures/
their school care of their school property classroom • group work drawings
environment classroom • pair work • classroom
3 explain how to • explaining how to take care of • question and furniture
take care of books and classroom property answer • flower beds, tins
books and • demonstrating how to take care • brainstorming • moppers,
classroom of school property • singing • brooms
property • practising how to take care of • peer assessment • observation
school property • role play checklists
4 explain how • explain how to take care of the • dramatisation • video
they take care of body, hair, teeth and nails • television
their body, hair, • demonstrating how to take care • sign language
teeth and nails of the body, hair, teeth and interpreter
nails
• practising how to take care of
the body, hair, teeth and nails
5 explain what • explaining what they like and
they like and dislike doing
dislike doing

5
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standards learning activities teaching, learning teaching and
and assessment learning
methodologies resources
We will know this Learners must be
when the learners are able to:
able to:
• demonstrate an 1 locate school Getting to know • locating school gardens, offices • teacher observation • charts on road
understanding of gardens, offices people and and sports grounds • demonstration safety
the themselves in and sports places in the • discussion • classrooms
their school grounds school • group work • school offices
environment • pair work • school boundaries
2 identify the • identifying the headteacher, • question and • play grounds
headteacher, teachers, school prefects and answer • school gardens
teachers, school their classroom monitors and • brainstorming • football grounds
prefects and group leaders • singing • portfolio
their classroom • peer assessment • observation
monitors and • role play checklists
group leaders • sign language
• dramatisation
• games interpreter
3 explain the • explaining the different roles of • pictures/drawings
different roles of school leaders and how they • map of the school
the school leaders can help them
and how they can
help them

6
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standards learning activities teaching, learning teaching and
and assessment learning
methodologies resources
We will know this Learners must be
when the learners are able to:
able to:
• demonstrate an 1 identify Staying safe at • brainstorming accidents that • teacher observation • learners’
understanding of common home, along the happen at home and at school • demonstration experiences
safety and health accidents that road and at • discussion • learners’ book
at home and take place at school • group work • pictures
school home and • pair work • magazines
school • question and • newspapers
answer
2 state some of the • identifying causes of accidents • brainstorming
common causes • singing
of the accidents • role play
• teacher assessment
3 explain how • discussing how to prevent • dramatisation
the accident accidents
may be • singing the song “ Moto inu ndi
prevented woopsa”
4 demonstrate • demonstrating knowledge of
knowledge of left and right
left and right
5 demonstrate • demonstrating road safety rules
road safety rules • singing the songs “Msewu
siwako” or Oyenda pansi

7
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standards learning activities teaching, learning teaching and
and assessment learning
methodologies resources
We will know this when Learners must be
the learners are able to: able to:

• demonstrate an 1 explain how to Staying healthy • explaining how to keep healthy • teacher observation • learners’
understanding of keep healthy at home and • demonstration experiences
safety and health at school • discussion • learners’ book
home and school 2 explain the • explaining the need for sleep, • group work • basin
need for sleep, exercise and food • pair work • soap
exercise and • identifying local foods that are • question and • tooth brush
food good for health answer • comb
• miming activities on how to • brainstorming • nail cutter
keep healthy • singing • food
• singing the song “Kodi nonse • role play • water
mwasamba?” • dramatisation • observation
• peer assessment checklists
3 identify local • brainstorming the importance • sign language
foods that are of food interpreter
good for health
• pictures

8
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standards learning activities teaching, learning teaching and
and assessment learning
methodologies resources
We will know this Learners must be
when the learners are able to:
able to:
• demonstrate an 1 state the names Talking about • saying the names of their • teacher observation • learners’
understanding of of family my family mother, father, grandparents • demonstration experiences
their social members siblings and other relatives • discussion • learners’ book
environment (aunts, uncles, cousins, • group work • pictures of
outside school nephews) • pair work learners’ family
• question and members
2 describe what • describing what family answer • pictures
family members do • brainstorming showing
members do • explaining where their family • singing different
3 explain where members live • games professions
their family • singing the songs ‘Ili ndi banja • peer assessment • sign language
members live langa’, or Chibale or ‘Alimi interpreter
ndi abwino’ • observation
checklists
• portfolio
• video/television

9
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standards learning activities teaching, learning teaching and
and assessment learning
methodologies resources
We will know this Learners must be
when the learners are able to:
able to:
• demonstrate an 1 listen to stories Listening to and • listening to and retelling the • discussion • learners
understanding of and respond in telling stories story ‘chikondi ndi makolo • question and • learner’s book
their language and different ways ake’ answer • story books
culture • listening to and retelling the • singing • pictures/
2 tell and retell story ‘Mandela mnyamata • dramatisation drawings
stories odziwa kumvetsera’ • role play • raised pictures
• listening to and retelling the • storytelling • sign language
3 show a story’ Ezekiel ayamba sukulu’ • demonstrations interpreter
cooperative • listening to and retelling the • teacher observation • television
spirit and story ‘Dyera’ • group work • magazines
respect for • listening to and retelling the • observation
others story ‘Kuvala bwino’ checklists
• listening to and retelling the • bokosi la
story ‘Lusungu mwana wa kanema
chifundo’ • play from radio
• listening to and retelling the
story “Kuyipa kwa nsanje”

10
Term 1
Core element : Promotion of sensory – motor development
Primary outcome : The learner will acquire necessary gross and fine motor skills and perceptive prerequisites for reading,
writing and numeracy

Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested

standards learning activities teaching, learning teaching and
and assessment learning
methodologies resources
We will know this Learners must be
when the learners are able to:
able to:
• perform motor 1 give and Practising body • giving commands like “stand • teacher observation • books
skills effectively respond to movement up”, “sit down”, • demonstration • chalk
commands exercises • responding to commands • discussion • swing
• group work • see-saw
2 balance the • standing on toes and on one leg • pair work • bicycle
body • balancing a book on the head • question and • assorted objects
answer • pictures (raised)
3 move in • moving backwards, forwards, • brainstorming • charts
different left and right • singing • wooden blocks
directions • climbing on objects • role play • climbing frames
• rotating parts of the body • peer assessment • ladder
• singing the song “Alugalu • individual • sign language
galu” assessment interpreter
• portfolio • observation
checklists

11
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standards learning activities teaching, learning teaching and
and assessment learning
methodologies resources
We will know this Learners must be
when the learners are able to:
able to:
• perform motor 1 use sticks and Doing exercises • playing with fingers • teacher observation • charts
skills effectively pencils using hands and • scribbling in the air • demonstration • pictures
fingers • holding sticks and pencils • discussion • pairs of objects,
• using sticks and pencils • group work • pairs of scissors
2 solve jigsaw • solving jigsaw puzzles • pair work • pieces of paper
puzzles • matching pictures • question and • chalk/ crayons
3 match pairs of • identifying pairs of objects answer • ink
obects • brainstorming • pens
4 fold and tear • folding paper • singing • toys
paper • peer assessment • alphabet charts
5 trace shapes • tearing paper • individual • number cards
• tracing shapes assessment • tracing rulers
• portfolio • rubbers
6 model objects, • modelling objects • slates
numbers and • modelling numbers and letters • hardboards
letters
• water
• wooden blocks
7 mould toys • moulding toys • observation
checklists

12
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standards learning activities teaching, learning teaching and
and assessment learning
methodologies resources

8 draw and paint Doing exercises • identifying different shapes • teacher observation • charts
shapes using hands and and patterns • demonstration • pictures
9 hold and use fingers • drawing shapes and patterns • discussion • pairs of objects,
piece of chalk • colouring shapes and patterns • group work • pairs of scissors
10 move fingers in • playing with fingures • pair work • pieces of paper
different • tearing shapes and patterns • question and • chalk/ crayons
directions • fitting shapes into matching answer • ink
11 draw shapes slots • brainstorming • pens
and patterns • singing • toys
12 fit shapes into • peer assessment • alphabet charts
matching slots • individual • number cards
13 tear shapes and assessment • tracing rulers
patterns • portfolio • rubbers
• slates
• hardboards
• water
• wooden blocks
• observation
checklists
• chalk

13
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standards learning activities teaching, learning teaching and
and assessment learning
methodologies resources
We will know this Learners must be
when the learners are able to:
able to:
• perform motor 1 copy different Copying and • copying different objects, • teacher observation • pens
skills effectively objects, shapes tracing objects, shapes and patterns • demonstration • pencils
and patterns shapes, lines and • discussion • chalk
patterns • group work • paper
2 trace shapes • tracing lines, shapes and • pair work • rubbers
lines and symbols • question and • rulers
symbols answer • observation
• brainstorming checklists
3 handle • handling different objects and • singing • sign language
different shapes • peer assessment interpreter
objects • using different objects • individual • charts
assessment
• portfolio

14
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standards learning activities teaching, learning teaching and
and assessment learning
methodologies resources
We will know this Learners must be able
when the learners are to:
able to:
• identify and 1 identify the Talking about • describing the background of • teacher observation • charts
discriminate background of a similarities and pictures • demonstration • pictures
different objects picture differences of • identify different colours in the • discussion • learners
objects picture • group work • objects of
• pair work different
2 sorting objects • grouping objects of similar • question and textures
according to special materials answer • sticks
features • brainstorming • stones
• singing • leaves
3 arranging objects • identifying objects of different • individual • sign
according to size sizes and make assessment language
• arranging objects from the • peer assessment interpreter
smallest to the biggest • portfolio • observation
• arranging objects from the checklists
biggest to the smallest

15
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standards learning activities teaching, learning teaching and
and assessment learning
methodologies resources
We will know this Learners must be
when the learners are able to:
able to:
• identify and 1 identify parts Performing • identifying parts of the body • teacher observation • learners
discriminate of the body physical under special conditions • demonstration • charts of parts of
different objects exercises • discussion the body
2 balance and following • walking on a straight line • group work • pictures
walk on commands • walking on a curved line • pair work • ropes
straight and • balancing and hopping • question and • strings
curved lines • climbing and jumping answer • tables
• brainstorming • chairs
3 walk on their • walking on toes • singing • blocks of wood
toes • practising moving in response • peer assessment • sign language
to gestures • individual interpreter
• practising moving parts of the assessment • observation
body simultaneously • portfolio checklists

4 jump over a • practising jumping over

block of wood objects and lines

5 give and obey • practising giving and obeying

commands commands related to
movement

16
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standards learning activities teaching, learning teaching and
and assessment learning
methodologies resources
We will know this Learners must be
when the learners are able to:
able to:
• identify and 1 compare the Comparing • comparing the volume of • teacher observation • sticks
discriminate volume of volume and sizes substances in different • demonstration • sand
different objects substances in of objects containers • discussion • flour
different • group work • strings
containers • pair work • plastic
• question and containers
2 compare size • comparing sizes of objects answer • bottles
and distance from different distances • brainstorming • observation
• singing checklists
3 compare sizes • comparing objects under • peer assessment
of objects in different conditions • individual
different assessment
conditions • portfolio

17
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standards learning activities teaching, learning teaching and
and assessment learning
methodologies resources
We will know this Learners must be
when the learners are able to:
able to:
• identify and 1 describe surfaces Describing • discussing surfaces of different • teacher observation • tables
discriminate of different surfaces and objects • demonstration • bricks
different objects objects weight of objects • discussion • stones
• group work • books
2 identify objects • comparing objects of different • pair work • chalkboard
of different weights • question and • floor
weight answer • sticks
• brainstorming • balls
• singing • clay
• peer assessment • fruits
• dramatisation • observation
• portfolio checklists
• sign language
interpreter
• pictures and
drawings
• weighing scale/
a simple balance

18
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standards learning activities teaching, learning teaching and
and assessment learning
methodologies resources
We will know this Learners must be
when the learners are able to:
able to:
• listen to different 1 interpret Talking about • identifying sources of sounds • teacher observation • bells
sounds and retell different sounds different sounds • identifying common • demonstration • drums
stories and stories environmental sounds • discussion • musical
• group work instruments
2 differentiate • identifying sources of sounds • pair work • vehicles
various sounds under special conditions • question and • tins
• differentiating sounds answer • animal sounds
• imitating different sounds • brainstorming • recorded sounds
• singing songs with different • singing • pictures
sounds • peer assessment • charts
• individual • bottles
3 listen to and • listening to stories assessment • metal objects
retell stories • retelling stories • portfolio • observation
checklists
• interpreting picture stories • learners book
4 interpret picture • responding to simple
stories questions, instructions and
commands

5 sing songs • singing songs with different

sounds

19
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standards learning activities teaching, learning teaching and
and assessment learning
methodologies resources
We will know this Learners must be
when the learners are able to:
able to:
• listen to different 1 listen to and Practising pre- • listening to stories read • teacher observation • charts
sounds and retell retell stories reading activities • retelling stories • demonstration • learners
stories • discussion • story books
2 interpret picture • telling stories from pictures • group work • picture cards
stories • pair work • recorded songs
• question and • pictures/
3 arrange pictures • arranging pictures according answer drawings
according to to similarities • brainstorming • toys
their similarities • singing • wooden blocks
• practising handling books • peer assessment • tyres
4 develop left – properly • individual • chalk
right movement • identify the front and back of a assessment • sticks
book • story telling • pencils
• moving objects in different • dramatisation • learner’s book
directions left – right • observation
5 handle books • holding books right way up checklists
properly • opening the book from right to • sign language
left interpreter
• portfolio

20
Term : 1
Core element : Games, plays, songs and dances
Primary outcome : The learner will be able to participate in physical activities like playing, singing and dancing and enjoy
school life.

Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested

standards learning activities teaching, learning teaching and
and assessment learning
methodologies resources
We will know this Learners must be
when the learners are able to:
able to:
• participate in team, 1 play a variety Performing • performing various games, • demonstration • learners’ book
group and pair of games in games and plays plays, songs and dances • practice • television
games and play teams, pairs • teaching each other games, • discussion • video
activities and be and plays, songs and dances • group work • observation
able to express independently • teacher observation checklists
preference • peer assessment • magazines/
2 cooperate with • performing games and play • individual newspapers
others in activities with others assessment • pictures
games and • question and • sign language
play activities answer interpreter
• role play • radio
3 demonstrate • performing physical exercises • dramatisation
physical fitness

21
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standards learning activities teaching, learning teaching and
and assessment learning
methodologies resources

4 use language • using language congratulation • demonstration • learners’ book

of winners appropriately • practice • television
congratulation • using language to sympathise • discussion • video
for winners with losers appropriately • group work • observation
and • teacher observation checklists
commiseration • peer assessment • magazines/
for losers • individual newspapers
appropriately assessment • pictures
• question and • sign language
5 support teams • supporting teams using answer interpreter
with appropriate language and • role play • radio
appropriate behaviour • dramatisation
language and
behaviour

6 express likes • playing activities for a purpose

and dislikes of
games and
play activities
with reasons

22
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standards learning activities teaching, learning teaching and
and assessment learning
methodologies resources
We will know this Learners must be
when the learners are able to:
able to:
• participate in 1 identify songs Performing • identifying common songs • demonstration • National
performances of sung in their songs and dances sing in their area • practice Anthem song
songs and dances area • teacher observation • pictures
independently and • singing • learners
with others and 2 sing songs • sing and dance to the songs • peer assessment • sign language
evaluate sung in their • individual interpreter
performances area assessment • observation
• portfolio checklists
3 dance to songs • sung in their area • television
sung in their • video
area

23
 Silabasi yophunzitsira
kuwerenga, kulemba ndi
chiyankhulo –
Chichewa

Sitandade 1

24
Kufunika kwa phunziro la Chichewa
Chiyankhulo ndi chofunika kwambiri pa moyo wa munthu choncho ndi
bwino kuti ana aphunzire Chichewa. Pofuna kudziwitsa, kuchenjeza, kukopa
kapena kuti zinthu zina zichitike, anthu amagwiritsa ntchito chiyankhulo. Izi
zimatheka pogwiritsa ntchito luso la kumva, kuyankhula, kuwerenga ndi
kulemba. Maluso a kuwerenga ndi kulemba ndi ofunika kwambiri pa
maphunziro. Ophunzira akamvetsetsa bwino malamulo a chiyankhulo
amaphunzira maluso omwe angagwiritse ntchito m’zochitika
zosiyanasiyana.

Maluso ndi zolinga zake

a) Kumva
Ophunzira adzamvetsera mwatcheru kuti amvetsetse ndi
kuyankhapo m’njira komanso m’nkhani zosiyanasiyana.

b) Kuyankhula
Ophunzira adzapereka maganizo awoawo poyankhula mosakaika
kwa ena m’zochitika zosiyanasiyana.

c) Kuwerenga
Ophunzira adzawerenga nkhani zosiyanasiyana mosadodoma ndi
mwachidwi kuti amvetse ndi kuyankhapo pa zomwe awerenga.

d) Kulemba
Ophunzira adzadziwa kulemba nkhani zochitika ndi zopeka
molondola m’njira zosiyanasiyana.

e) Kuganiza mozama ndi modekha

Ophunzira adzagwiritsa ntchito chiyankhulo poganiza mozama ndi
modekha komanso powunika kagwiritsidwe ntchito koyenera ka
mfundo zokhudza maphunziro.

f) Kusanja mawu ndi kugwiritsa ntchito chiyankhulo

Ophunzira adzadziwa mmene maliwu ndi malamulo a chiyankhulo
amagwiritsidwira ntchito poyankhula komanso polemba.

25
Chigawo : Chachiwiri
Luso : Kumva
Cholinga cha luso : Ophunzira adzamvetsera mwatcheru kuti amvetsetse ndi kuyankhapo m’njira komanso m’nkhani
zosiyanasiyana
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zina mwa
kakhozedwe kakhozedwe ophunzira achite zophunzitsira, zipangizo
zophunzirira ndi zophunzitsira,
zoyesera zophunzirira ndi
zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati:
• amva malonje 1 amva moni Malonje • kuyankhana moni mwaulemu • mafunso ndi • nyimbo
molondola mayankho • ophunzira
2 apatsana moni • kupatsana moni molondola • ntchito ya • mphunzitsi
molondola • kupatsana moni ndi awiriawiri • galasi logwiritsa
akuluakulu mwaulemu • kukambirana ntchito mbuwu
3 apatsana moni • kupereka malonje kwa • kuyesana/ • ng’oma
mwaulemu akuluakulu mwaulemu kupimana nzeru yogwiritsa
• kuonetsetsa ntchito mbuwu
• azindikira 1 atchula mayina a Zithunzi • kutchula zithunzi molondola zomwe ena • nthenga/pepala
zithunzi zithunzi molondola zosiyanasiyana akuchita logwiritsa
zosiyanasiyana ntchito mbuwu
2 aloza zithunzi • kuloza zithunzi molondola • zithunzi
molondola zotukuza
3 afananitsa zithunzi • kufananitsa zithunzi
molondola molondola

26
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zina mwa
kakhozedwe kakhozedwe ophunzira achite zophunzitsira, zipangizo
zophunzirira ndi zophunzitsira,
zoyesera zophunzirira ndi
zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati:
• azindikira 1 atchula malembo Malembo • kutchula malembo molondola • mafunso ndi • nthenga
malembo molondola mayankho • zithunzi
osiyanasiyana • kuyesana/ zofukuza
2 aloza malembo • kuloza malembo molondola kupimana nzeru • matchati
molondola • ntchito ya • mabuku
m’magulu • makadi
3 afananitsa • kufananitsa malembo • ntchito ya • ng’oma
malembo awiriawiri • galasi/kalilole
• kukambirana
4 awumba • kuwumba malembo • kufotokoza
malembo

27
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zina mwa
kakhozedwe kakhozedwe ophunzira achite zophunzitsira, zipangizo
zophunzirira ndi zophunzitsira,
zoyesera zophunzirira ndi
zoyesera

• azindikira 1 atchula Maphatikizo a • kutchula maphatikizo • mafunso ndi • nthenga

maphatikizo a maphatikizo a malembo molondola mayankho • zithunzi zotukuza
malembo malembo • kuyesana kapena • matchati
osiyanasiyana molondola kupimana nzeru • mabuku/makadi
• ntchito ya • ng’oma
2 aloza maphatikizo • kuloza maphatikizo m’magulu • galasi/kalilole
a malembo • ntchito ya
awiriawiri
3 afananitsa • kufananitsa maphatikizo • kukambirana
maphatikizo a • kufotokoza
malembo

4 awumba • kuwumba maphatikizo

maphatikizo

28
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zina mwa
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zipangizo
zophunzirira ndi zophunzitsira,
zoyesera zophunzirira ndi
zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati:
• azindikira 1 asiyanitsa maliwu Maliwu • kuyeseza maliwu a anthu, • masewero • makasu
kusiyana kwa osiyanasiyana nyama ndi zinthu zina • ntchito ya gulu • zibekete
maliwu 2 atsanzira maliwu • kusiyanitsa maliwu a wanthu, • ntchito ya awiri • zisekese
osiyanasiyana nyama ndi zinthu zina awiri • ng’oma yogwiritsa
• kuzindikira maliwu a zinthu • zisudzo ntchito mbuwu
atatsinzina • mafunso ndi • wenzulu khelele
• kutsanzira maliwu mayankho pinto wogwiritsa
osiyanasiyana • masewero a talota ntchito mbuwu
(mwa chitsanzo: • mabotolo/tindodo
• azindikira 1 atchula mawu Mawu • atchula mawu osiyanasiyana ana alote maliwu • mbalame
mawu osiyanasiyana osiyanasiyana molondola osiyanasiyana • ophunzira
osiyanasiyana molondola atatsinzina) • mauthenga
• kukambirana ojambulidwa
2 aloza mawu • aloza mawu osiyanasiyana • kufotokoza
osiyanasiyana

29
Luso : Kuyankhula
Cholinga cha luso : Ophunzira adzapereka maganizo awoawo poyankhula mosakaika kwa ena m’zochitika
zosiyanasiyana

Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zina mwa
kakhozedwe kakhozedwe ophunzira achite zophunzitsira, zipangizo
zophunzirira ndi zophunzitsira,
zoyesera zophunzirira ndi
zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati:
• adziwana 1 apatsana moni Malonje • kupatsana moni molondola • kuonetsetsa • mabuku a mu
zomwe ena braille ndi zilembo
2 ayankhana • kuyankhana molondola akuchita zikuluzikulu
molondola • kufunsana mayina moyenera • mafunso ndi • munthu
mayankho wotanthauzira
• azindikira 1 atchula mayina a Zithunzi • kutchula zithunzi molondola • kukambirana zoyankhula mwa
zithunzi zithunzi
zosiyanasiyana m’magulu/ zizindikiro
zosiyanasiyana molondola • kukambirana • nyimbo
awiriawiri • mndandanda wa
2 afananitsa • kufananitsa zithunzi • kuyesana nzeru zowuzidwa
zithunzi molondola • kuwonetsetsa
molondola zomwe ena
akuchita
• kuyimba nyimbo

30
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zina mwa
kakhozedwe kakhozedwe ophunzira achite zophunzitsira, zipangizo
zophunzirira ndi zophunzitsira,
zoyesera zophunzirira ndi
zoyesera

• atchula ndi 1 atchula maliwu a Maliwu • kutchula maliwu a zinthu • kuyeseza • matchati
kusiyanitsa zinthu monga: belu, ng’oma, • kukambirana • ophunzira
maliwu galimoto, mphaka, galu, • mafunso ndi • ng’oma
nkhunda mayankho • galasi/kalilole
2 ayeseza maliwu • kusiyanitsa maliwu a zinthu • kuyesana/ • makadi a
azinthu kupimana nzeru maphatikizo
• ntchito ya • zithunzi zotukuza
3 asiyanitsa • kuyeseza maliwu a zinthu awiriawiri • mabuku
maliwu a zinthu

• azindikira 1 atchula malembo Malembo • kutchula malembo molondola

malembo molondola
osiyanasiyana
2 aloza malembo • kuloza malembo molondola

3 afananitsa • kufananitsa malembo

malembo

4 asiyanitsa • kusiyanitsa malembo

malembo

31
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zina mwa
kakhozedwe kakhozedwe ophunzira achite zophunzitsira, zipangizo
zophunzirira ndi zophunzitsira,
zoyesera zophunzirira ndi
zoyesera

• atchula 1 atchula Maphatikizo a • kutchula maphatikizo a • kuyeseza • matchati

maphatikizo a maphatikizo a malembo malembo monga ba, fa • kukambirana • ophunzira
malembo malembo • mafunso ndi • ng’oma
molondola 2 afananitsa • kufananitsa malembo mayankho • galasi/kalilole
malembo • kuyesana/ • makadi a
3 asiyanitsa • kusiyanitsa maphatikizo a kupimana nzeru maphatikizo
maphatikizo a malembo monga ba ndi pa, da • ntchito ya • zithunzi zotukuza
malembo ndi ba awiriawiri • mabuku

Mawu
• azindikira 1 atchula mawu • kutchula mawu molondola
mawu molondola
osiyanasiyana
osiyanasiyana
2 aloza mawu • kuloza mawu osiyanasiyana
osiyanasiyana

32
Luso : Kuwerenga
Cholinga cha luso : Ophunzira adzawerenga nkhani zosiyanasiyana mosadodoma ndi mwachidwi kuti amvetse ndi
kuyankhapo pa zomwe awerenga
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zina mwa
kakhozedwe kakhozedwe ophunzira achite zophunzitsira, zipangizo
zophunzirira ndi zophunzitsira,
zoyesera zophunzirira ndi
zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati:
• atchula mayina 1 atchula mayina a Mayina a • kutchula mayina a zinthu • kuyesana/ • zithunzi
a zinthu zinthu monga: zinthu monga: ziwiya, ziweto, nyama kupimana nzeru • zithunzi
zosiyanasiyana a ziwiya zosiyanasiyana zakutchire • kuonetsetsa zotukuza
zomwe ena • mabuku a mu
b ziweto akuchita braille ndi
• mafunso ndi zilembo
c nyama mayankho zikuluzikulu
zakutchire • kukambirana • munthu
m’magulu wotanthauzira
d zopezeka - zopezeka m’kalasi (bolodi, • kukambirana zoyankhula
m’kalasi mabuku, mphunzitsi, awiriawiri mwa zizindikiro
choko) • kuyesana nzeru • ziwiya
• kuwonetsetsa • mabuku
zomwe ena • ophunzira
akuchita • matchati
• zinthu

33
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zina mwa
kakhozedwe kakhozedwe ophunzira achite zophunzitsira, zipangizo
zophunzirira ndi zophunzitsira,
zoyesera zophunzirira ndi
zoyesera
• mafunso ndi • matchati
2 aloza ndi • kuloza ndi kutchula zinthu mayankho • zithunzi
kutchula zinthu monga: ziwiya, ziweto • kukambirana (zotukuza) kwa
m’magulu osaona
3 asisita/apapasa • kusisita/kupapasa ndi • kukambirana • galasi/kalilole
ndi kutchula kutchula mayina a zinthu awiriawiri zogwiritsa ntchito
maina a zinthu monga: ziwiya, ziweto, zinthu • kuyesana nzeru mbuwu
zopezeka m’kalasi • kuwonetsetsa • ng’oma yogwiritsa
zomwe ena ntchito mbuwu
akuchita • pepala/nthenga
yogwiritsa ntchito
mbuwu
• ophunzira
• mabuku
• mabuku a mu
braille ndi zilembo
zikuluzikulu
• munthu
wotanthauzira
zoyankhula mwa
zizindikiro
• zithunzi

34
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zina mwa
kakhozedwe kakhozedwe ophunzira achite zophunzitsira, zipangizo
zophunzirira ndi zophunzitsira,
zoyesera zophunzirira ndi
zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati:
• azindikira 1 atchula malembo Malembo • kutchula malembo molondola • mafunso ndi • galasi/kalilole
malembo molondola mayankho zogwiritsa ntchito
osiyanasiyana • kukambirana mbuwu
2 aloza malembo • kuloza malembo molondola • kufotokoza • ng’oma yogwiritsa
molondola • kuyimba nyimbo ntchito mbuwu
• masewero • pepala/nthenga
3 awerenga • kuwerenga malembo zogwiritsa ntchito
malembo molondola mbuwu
molondola • mabuku, matchati,
makadi a mu
4 afananitsa • kufananitsa malembo braille ndi zilembo
malembo molondola zazikuluzikulu
molondola • munthu
wotanthauzira
zoyankhula mwa
zizindikiro

35
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zina mwa
kakhozedwe kakhozedwe ophunzira achite zophunzitsira, zipangizo
zophunzirira ndi zophunzitsira,
zoyesera zophunzirira ndi
zoyesera

• azindikira 1 atchula Maphatikizo a • kutchula maphatikizo a • kukambirana • matchati

maphatikizo a maphatikizo a malembo malembo molondola • kufotokoza • galasi/kalilole
malembo malembo • ntchito ya • nthenga
m’magulu • mabuku
2 aloza maphatikizo • kuloza maphatikizo a malembo • mafunso ndi • zithunzi zotukuza
a malembo monga: ba, be, bi, bo, bu; da, mayankho
de, di, do, du • kuyesana kapena
kupimana nzeru
3 awerenga • kuwerenga maphatikizo a
maphatikizo a malembo monga: ba, be, bi, bo,
malembo buda, de, di, do, du

• azindikira 1 atchula mawu Mawu • kutchula mawu molondola

mawu molondola osiyanasiyana
osiyanasiyana 2 aloza mawu • kuloza mawu molondola
molondola
3 apanga mawu ndi • kupanga mawu ndi
maphatikizo maphatikizo
4 awerenga mawu • kuwerenga mawu molondola
molondola

36
Luso : Kulemba
Cholinga cha luso : Ophunzira adzadziwa kulemba nkhani zochitika ndi zopeka molondola m’njira zosiyanasiyana

Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zina mwa
kakhozedwe kakhozedwe ophunzira achite zophunzitsira, zipangizo
zophunzirira ndi zophunzitsira,
zoyesera zophunzirira ndi
zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati:
• adziwa 1 alemba Kukonzekera • kuyimba nyimbo ya ‘do’! • kukambirana • mapepala
zitchetche zitchetche kulemba zunguliru’ kapena ‘kwera • ntchito ya • zolembera
molondola tsika’ ndi nyimbo zina m’magulu • labala
• kukambirana za zitchetche • ntchito ya • ophunzira
patchati awiriawiri • dongo
• kutchula zinthu zofanana ndi • kuyesana nzeru • timitengo
zitchetche • mafunso ndi tating’onoting’ono
• kulemba zitchetche mayankho
• kuona zitchetche • tinkhokwe ta
zomwe ophunzira
2 awumba • kuwumba zitchetche akonza /achita
zitchetche (potofoliyo)
• ntchito ya
3 apanga zitchetche • kupanga zitchetche m’magulu
pogwiritsa ntchito zinthu
monga: timitengo

37
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zina mwa
kakhozedwe kakhozedwe ophunzira achite zophunzitsira, zipangizo
zophunzirira ndi zophunzitsira,
zoyesera zophunzirira ndi
zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati:
• azindikira 1 alemba zitchetche Malembo • kulemba zitchetche monga: • ntchito ya • ophunzira
malembo m’magulu • zolembera
osiyanasiyana 2 alemba malembo |||=|||=||||=||||=||| • kukambirana • zithunzi
molondola • kuyesana nzeru • zinthu
• kulemba malembo molondola • chiwonetsero cha zojambulidwa
mphunzitsi kale/
• mafunso ndi zowumbidwa kale
mayankho • makadi
• ntchito ya awiri • mawaya
awiri • zinthu zosiyana
• mafunso ndi siyana
mayankho • zithunzi zotukuza
• kufotokoza

38
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zina mwa
kakhozedwe kakhozedwe ophunzira achite zophunzitsira, zipangizo
zophunzirira ndi zophunzitsira,
zoyesera zophunzirira ndi
zoyesera

• alemba 1 alemba Maphatikizo a • kulemba maphatikizo a • kufotokoza • mabuku

maphatikizo a maphatikizo a malembo malembo monga: ba, be, bi, bo, • mafunso ndi • matchati
malembo malembo bu mayankho • zithunzi zotukuza
molondola molondola • kulemba mawu a maphatikizo • kuyesana kapena • mabuku
awiri monga bafa, bedi, buku kupimana nzeru otanthauzira
• kukambirana • masileti
• alemba mawu 1 alemba mawu Mawu • kulemba mawu osiyanasiyana • ntchito ya
osiyanasiyana osiyanasiyana osiyanasiyana m’magulu
• kuonetsana
2 alemba mayina • kulemba mayina awo zomwe wina
awo walemba

39
Luso : Kuganiza mozama ndi modekha
Cholinga cha luso : Ophunzira adzagwiritsa ntchito chiyankhulo poganiza mozama ndi modekha komanso powunika
kagwiritsidwe ntchito koyenera ka mfundo zokhudza maphunziro
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zina mwa
kakhozedwe kakhozedwe ophunzira achite zophunzitsira, zipangizo
zophunzirira ndi zophunzitsira,
zoyesera zophunzirira ndi
zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati:
• azindikira 1 afananitsa Kufananitsa • kufananitsa zithunzi ndi • mafunso ndi • zinthu
kufanana kwa zithunzi ndi zithunzi ndi mawu/ziganizo mayankho zosiyanasiyana
zinthu mawu/ziganizo mawu/ziganizo • kukambirana • makadi
/zithunzi ndi • kutsanzirana • zithunzi
mawu kapena 2 afananitsa ndi • kufananitsa ndi kusiyanitsa • kusonyeza • zithunzi zotukuza
ziganizo kusiyanitsa maphatikizo a malembo • kuwonetsetsa • ng’oma
zosiyanasiyana maphatikizo a monga: ba ndi da zomwe ena yogwiritsa ntchito
malembo akuchita mbuwu
osiyanasiyana • kufotokoza • galasi/kalilole
• ntchito ya zogwiritsa ntchito
m’magulu mbuwu
• ntchito ya • pepala / nthenga
awiriawiri zogwiritsa ntchito
• kuyesana ndi mbuwu
kupimana nzeru • ophunzira
• nthenga

40
Luso : Kusanja mawu ndi kugwiritsa ntchito chiyankhulo
Cholinga cha luso : Ophunzira adzadziwa m’mene maliwu ndi malamulo a chiyankhulo amagwiritsidwira ntchito
poyankhula komanso polemba
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zina mwa
kakhozedwe kakhozedwe ophunzira achite zophunzitsira, zipangizo
zophunzirira ndi zophunzitsira,
zoyesera zophunzirira ndi
zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati:
• asonyeza 1 afunsa mafunso Mafunso ndi • kufunsana mafunso monga: • mafunso ndi • ophunzira
kugwiritsa osiyanasiyana mayankho - dzina lako ndani? mayankho • zithunzi
ntchito moyenera - umachokera kuti? • kukambirana • zithunzi zotukuza
mafunso ndi - umakonda kudya chiyani? • kufotokoza • ophunzira
mayankho 2 ayankha mafunso • ntchito ya • ng’oma yogwiritsa
osiyanasiyana • kuyankha mafunso monga: awiriawiri ntchito mbuwu
molondola - dzina langa ndine… • kuyesana/ • galasi/kalilole
- ndimachokera ku … kupimana nzeru zogwiritsa ntchito
- ndimakonda kudya … mbuwu
• kufunsidwa mafunso
osiyanasiyana monga:
- mbale wako ndani?
- amakonda chiyani?

41
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zina mwa
kakhozedwe kakhozedwe ophunzira achite zophunzitsira, zipangizo
zophunzirira ndi zophunzitsira,
zoyesera zophunzirira ndi
zoyesera

• asonyeza 1 apanga mawu ndi Kupanga • kupanga mawu ndi • mafunso ndi • matchati
kugwiritsa maphatikizo a mawu ndi maphatikizo a malembo mayankho • ng’oma
ntchito malembo maphatikizo osiyanasiyana • kukambirana • nthenga
maphatikizo a osiyanasiyana • ntchito ya • zithunzi zotukuza
malembo awiriawiri • ophunzira
osiyanasiyana • kuyesana ndi • kalilole
kupimana nzeru

42
Chigawo : Chachitatu
Luso : Kumva
Cholinga cha luso : Ophunzira amvetsera mwatcheru kuti adzamvetsetse ndi kudzayankhapo m’njira komanso
m’nkhani zosiyanasiyana

Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zina mwa
kakhozedwe kakhozedwe ophunzira achite zophunzitsira, zipangizo
zophunzirira ndi zophunzitsira,
zoyesera zophunzirira ndi
zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati:
• achita zomwe 1 achita zomwe Malangizo ndi • kuchita zomwe alamulidwa • masewero • makasu
alamulidwa alamulidwa kulamula • kukana zomwe alamulidwa • ntchito ya gulu • zibekete
• kulamulana • ntchito ya awiri • zisekese
• atsatira 2 atsatira malangizo • kutsatira malangizo awiri • ng’oma yogwiritsa
malangizo • kulangiza (mwachitsanzo: • zisudzo ntchito mbuwu
uzigwada ukamalonjera • mafunso ndi • wenzulu khelele
alendo) mayankho pinto wogwiritsa
3 apempha • kupempha chinthu monga • masewero a talota ntchito mbuwu
moyenera cholembera moyenera (mwa chitsanzo: • mabotolo/tindodo
ana alote maliwu • mbalame
osiyanasiyana • ophunzira
atatsinzina) • mauthenga
• kukambirana ojambulidwa
• kufotokoza

43
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zina mwa
kakhozedwe kakhozedwe ophunzira achite zophunzitsira, zipangizo
zophunzirira ndi zophunzitsira,
zoyesera zophunzirira ndi
zoyesera

• amvera 1 ayimba nyimbo Nyimbo • kuyimba nyimbo • kuwona ntchito ya • makasu

nyimbo 2 avina motsatira • kuvina motsatira nyimbo ana • zibekete
nyimbo • ana awonetsana • zisekese
3 awomba • kuwomba m’manja motsatira ntchito • ng’oma yogwiritsa
m’manja nyimbo • masewero ntchito mbuwu
motsatira nyimbo • ntchito ya gulu • wenzulu khelele
• ntchito ya awiri pinto wogwiritsa
• achita 1 achita masewero Masewero • kuchita masewero awiri ntchito mbuwu
masewero 2 ayimba nyimbo • kuyimba nyimbo • zisudzo • mabotolo/tindodo
osiyanasiyana • mafunso ndi • mbalame
mayankho • ophunzira
• amva 1 atchula Maphatikozo a • kutchula maphatikizo • masewero a talota • mauthenga
katchulidwe maphatikizo malembo molondola (mwa chitsanzo: ojambulidwa
ka molondola ana alote maliwu • galasi/kalilole
maphatikizo 2 aloza • kuloza maphatikizo molondola osiyanasiyana zogwiritsa ntchito
maphatikizo atatsinzina) mbuwu
• kukambirana
• azindikira 1 atchula Mawu • kutchula mawu molondola • kufotokoza
mawu molondola osiyanasiyana
osiyanasiyana 2 aloza mawu • kuloza mawu osiyanasiyana
osiyanasiyana

44
Luso : Kuyankhula
Cholinga cha luso : Ophunzira adzapereka maganizo awoawo poyankhula mosakaika kwa ena m’zochitika
zosiyanasiyana

Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zina mwa
kakhozedwe kakhozedwe ophunzira achite zophunzitsira, zipangizo
zophunzirira ndi zophunzitsira,
zoyesera zophunzirira ndi
zoyesera

Tidzadziwa kuti Ophunzira:

ophunzira
akukhoza ngati:
• aloza 1 aloza zochitika Zochitika • kuloza zochitika m’zithunzi • mafunso ndi • mphunzitsi/
zochitika m’zithunzi m’zithunzi mayankho munthu
m’zithunzi • kuyesana nzeru wotanthauzira
• kukambirana zoyankhula mwa
• akambirana 1 akambirana • kukambirana zochitika • kuwonetsetsa zizindikiro
zochitika zochitika m’zithunzi zomwe ena • zolemba mu
m’zithunzi m’zithunzi akuchita braille ndi zilembo
• ntchito ya zikuluzikulu
2 apereka maganizo • kupereka maganizo a zochitika m’magulu • mabuku
awo a zochitika m’zithunzi • ntchito ya • zithunzi
m’zithunzi awiriawiri • zithunzi zotukuza

45
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zina mwa
kakhozedwe kakhozedwe ophunzira achite zophunzitsira, zipangizo
zophunzirira ndi zophunzitsira,
zoyesera zophunzirira ndi
zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati:
• azindikira 1 atchula Maphatikizo a • kutchula maphatikizo a • mafunso ndi • zithunzi zotukuza
maphatikozo a maphatikizo a malembo malembo molondola mayankho • ophunzira
malembo malembo • kukambirana • zovala za mitundu
molondola • kufutokoza yosiyanasiyana
• kuchita sewero • maluwa a
2 aloza maphatikizo • kuloza maphatikizo a malembo • kuyesana/ mitundu
a malembo kupimana nzeru yosiyanasiyana
• nyimbo/ndakatulo • galasi/kalilole
• azindikira 1 atchula mawu Mawu • kutchula mawu molondola • mpikisano zogwiritsa ntchito
mawu molondola osiyanasiyana mbuwu
osiyanasiyana • pepala/nthenga
2 aloza mawu • kuloza mawu osiyanasiyana zogwiritsa ntchito
osiyanasiyana mbuwu

46
Luso : Kuwerenga
Cholinga cha luso : Ophunzira adzawerenga nkhani zosiyanasiyana mosadodoma ndi mwachidwi kuti amvetse ndi
kuyankhapo pa zomwe awerenga

Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zina mwa
kakhozedwe kakhozedwe ophunzira achite zophunzitsira, zipangizo
zophunzirira ndi zophunzitsira,
zoyesera zophunzirira ndi
zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati:
• awerenga 1 aloza zochitika Zochitika • kuloza zochitika m’zithunzi • kukambirana • zithunzi zotukuza
nkhani m’zithunzi m’zithunzi • kufotokoza • galasi/kalilole
m’zithunzi • mafunso ndi zogwiritsa ntchito
2 afotokoza • kufotokoza zochitika mayankho mbuwu
zochitika m’zithunzi monga: • kuyesana/ • pepala/nthenga
m’zithunzi zakuchipatala kupimana nzeru zogwiritsa ntchito
• kuwonetsetsa mbuwu
zomwe ena • mabuku, matchati
akuchita a mu braille ndi
• kuchita sewero zilembo
zazikuluzikulu
• munthu
wotanthauzira
zoyankhula mwa
zizindikiro

47
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zina mwa
kakhozedwe kakhozedwe ophunzira achite zophunzitsira, zipangizo
zophunzirira ndi zophunzitsira,
zoyesera zophunzirira ndi
zoyesera

• azindikira 1 atchula Maphatikizo a • kutchula maphatikizo a • kukambirana • ophunzira

maphatikizo maphatikizo malembo malembo molondola • kufotokoza • zithunzi zotukuza
osiyanasiyana molondola • mafunso ndi • galasi/kalilole
mayankho zogwiritsa ntchito
2 aloza • kuloza maphatikizo a • kuyesana/ mbuwu
maphatikizo malembo molondola kupimana nzeru • pepala/nthenga
molondola • kuwonetsetsa zogwiritsa ntchito
zomwe ena mbuwu
3 awerenga • kuwerenga maphatikizo akuchita • mabuku, matchati
maphatikizo molondola • kuchita sewero a mu braille ndi
molondola zilembo
zazikuluzikulu
• azindikira 1 atchula mawu Mawu • kuchula mawu molondola • munthu
mawu molondola wotanthauzira
osiyanasiyana
osiyanasiyana zoyankhula mwa
2 aloza mawu • kuloza mawu osiyanasiyana zizindikiro
osiyanasiyana

3 awerenga mawu • kuwerenga mawu

osiyanasiyana osiyanasiyana molondola
molondola

48
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zina mwa
kakhozedwe kakhozedwe ophunzira achite zophunzitsira, zipangizo
zophunzirira ndi zophunzitsira,
zoyesera zophunzirira ndi
zoyesera

• azindikira 1 atchula ziganizo Ziganizo • kutchula molondola • kukambirana • ophunzira

ziganizo molondola • kufotokoza • zithunzi zotukuza
zosiyanasiyana • mafunso ndi • galasi/kalilole
2 aloza ziganizo • kuloza ziganizo mayankho zogwiritsa ntchito
zosiyanasiyana • kuyesana/ mbuwu
kupimana nzeru • pepala/nthenga
3 awerenga • kuwerenga ziganizo • kuwonetsetsa zogwiritsa ntchito
ziganizo zomwe ena mbuwu
zosiyanasiyana akuchita • mabuku, matchati
• kuchita sewero a mu braille ndi
4 apanga ziganizo • kupanga ziganizo ndi mawu zilembo
ndi mawu osiyanasiyana moyenera zazikuluzikulu
osiyanasiyana • munthu
moyenera wotanthauzira
zoyankhula mwa
zizindikiro

49
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zina mwa
kakhozedwe kakhozedwe ophunzira achite zophunzitsira, zipangizo
zophunzirira ndi zophunzitsira,
zoyesera zophunzirira ndi
zoyesera

• azindikira 1 afananitsa Kufananitsa • kufananitsa zithunzi ndi • kukambirana • ophunzira

zithunzi ndi zithunzi ndi zithunzi ndi mawu/ziganizo • kufotokoza • zithunzi zotukuza
mawu/ mawu/ ziganizo mawu/ziganizo • mafunso ndi • mabuku
ziganizo mayankho • matchati
2 awerenga mawu • kuwerenga mawu molondola • kuyesana/ • galasi/kalilole
okhala m’munsi kupimana nzeru zogwiritsa ntchito
mwa zithunzi • kuwonetsetsa mbuwu
zomwe ena • ng’oma yogwiritsa
3 atola mawu • kutola mawu molondola pa akuchita ntchito mbuwu
olondola pa makadi • kuchita sewero • pepala/nthenga
makadi zogwiritsa ntchito
mbuwu
• mabuku a mu
braille ndi zilembo
zazikulu-zikulu
• munthu
wotanthauzira
zoyankhula mwa
zizindikiro

50
Luso : Kulemba
Cholinga cha luso : Ophunzira adzadziwa kulemba nkhani zochitika ndi zopeka molondola m’njira zosiyanasiyana
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zina mwa
kakhozedwe kakhozedwe ophunzira achite zophunzitsira, zipangizo
zophunzirira ndi zophunzitsira,
zoyesera zophunzirira ndi
zoyesera
Tidzadziwa kuti Ophunzira
ophunzira
akukhoza ngati:
• alemba 1 atchula Maphatikizo a • kutchula maphatikizo • kufotokoza • mabuku,
maphatikizo maphatikizo malembo molondola • mafunso ndi matchati a mu
osiyanasiyana molondola mayankho braille ndi
2 alemba • kulemba maphatikizo • kuyesana/kupima zilembo
maphatikizo molondola na nzeru zazikuluzikulu
molondola • kuchita sewero • munthu
• alemba mawu 1 atchula mawu Mawu • kutchula mawu molondola • kuwonetsetsa wotanthauzira
osiyanasiyana molondola osiyanasiyana zomwe ena zoyankhula mwa
2 alemba mawu • kulemba mawu molondola akuchita zizindikiro
molondola • kukambirana
• alemba ziganizo 1 atchula ziganizo Ziganizo • kuchula ziganizo • kuwonetsana
zosiyanasiyana molondola zojambula ndi
2 alemba ziganizo • kulemba ziganizo molondola zolemba
molondola
3 apanga ziganizo • kupanga ziganizo ndi mawu
ndi mawu moyenera
moyenera

51
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zina mwa
kakhozedwe kakhozedwe ophunzira achite zophunzitsira, zipangizo
zophunzirira ndi zophunzitsira,
zoyesera zophunzirira ndi
zoyesera

• awumba 1 awumba zinthu kuwumba • kuwumba zinthu • kuchita sewero • munthu

zinthu zosiyanasiyana zosiyanasiyana monga: • kuwonetsetsa wotanthauzira
zosiyanasiyana malembo zomwe ena zoyankhula mwa
2 atchula akuchita zizindikiro
zowumbidwa • kutchula zowumbidwa • kukambirana • matumba
zosiyanasiyana zosiyanasiyana • kufotokoza • makatoni
• kuyesana • timitengo
3 asiyanitsa • kusiyanitsa zinthu • mafunso ndi tolembera
zowumbidwa zowumbidwa mayankho • dongo
• kuwumba • makala
• choko
• makaka
• ufa

52
Luso : Kuganiza mozama ndi modekha
Cholinga cha luso : Ophunzira adzagwiritsa ntchito chiyankhulo poganiza mozama ndi modekha komanso powunika
kagwiritsidwe ntchito koyenera ka mfundo zokhudza maphunziro

Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zina mwa
kakhozedwe kakhozedwe ophunzira achite zophunzitsira, zipangizo
zophunzirira ndi zophunzitsira,
zoyesera zophunzirira ndi
zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati: 1 atchula zithunzi Kufananitsa • kutchula zithunzi molondola • ntchito ya • mapepala
• azindikira molondola zithunzi ndi m’magulu • mayani/masamba
kufanana mawu/ • ntchito ya • zibekete
kwa zinthu 2 afananitsa zithunzi ziganizo • kufananitsa zithunzi ndi awiriawiri • miyala
ndi mawu/ ndi mawu/ mawu/ziganizo • kukambirana • timitengo
ziganizo ziganizo • kufokokoza • maluwa
• kuyesana • mchenga
• asonyeza 1 atchula Kupanga • kupanga mawu ndi • mafunso ndi • zipatso
kugwiritsa maphatikizo a mawu ndi maphatikizo a malembo mayankho • nthenga
ntchito malembo maphatikizo osiyanasiyana • kusonyeza • mabotolo
maphatikizo a • kuwonetsetsa
malembo 2 apanga mawu ndi zomwe ena
osiyanasiyana maphatikizo a akuchita
malembo
osiyanasiyana

53
Luso : Kusanja mawu ndi kugwiritsa ntchito chiyankhulo
Cholinga cha luso : Ophunzira adzadziwa m’mene maliwu ndi malamulo a chiyankhulo amagwiritsidwira ntchito
poyankhula komanso polemba

Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zina mwa
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zipangizo
zophunzirira ndi zophunzitsira,
zoyesera zophunzirira ndi
zoyesera
Tidzadziwa kuti Ophunzira:
ophunzira
akukhoza ngati:
• asonyeza 1 apanga mawu ndi Kupanga • kupanga mawu ndi malembo • mafunso ndi • ophunzira
kugwiritsa malembo mawu/ziganizo mayankho • zithunzi
ntchito • kukambirana • zojambula
maphatikizo a 2 apanga mawu ndi • kupanga mawu ndi • kufotokoza • matchati
malembo maphatikizo maphatikizo • kuyesana/kupi- • zithunzi zotukuza
mana nzeru • ng’oma yogwiritsa
3 atsiriza ziganizo • kutsiriza ziganizo • ntchito ya ntchito mbuwu
moyenera awiriawiri • galasi/kalilole
zogwiritsa ntchito
4 apanga ziganizo • kupanga ziganizo molondola mbuwu
molondola • nthenga/pepala
zogwiritsa ntchito
mbuwu

54
Mlingo wa Zizindikiro za Mutu Zina mwa zomwe Zina mwa njira Zina mwa
kakhozedwe kakhozedwe ophunzira achite zophunzitsira/ zipangizo
zophunzirira ndi zophunzitsira,
zoyesera zophunzirira ndi
zoyesera

• afotokoza 1 afotokoza Zochitika • kufotokoza zochitika • mafunso ndi • zithunzi

nkhani/ nthano zochitika m’zithunzi m’zithunzi mayankho zotukuza
m’zithunzi • kukambirana • ophunzira
• kufutokoza • zovala za
• kuchita sewero mitundu
• kuyesana/ yosiyanasiyana
kupimana nzeru • maluwa a
• nyimbo/ndakatulo mitundu
• mpikisano yosiyanasiyana
• galasi/kalilole
zogwiritsa ntchito
mbuwu
• ng’oma
yogwiritsa
ntchito mbuwu
• munthu
wotanthauzira
zoyankhula
mwazizindikiro

55
Mabuku ena ofunika

Chadza, EJ (1963) Ntchito ya Pakamwa, Blantyre: Macmillan

Chichewa Board (1990) Chichewa Orthography Rules. Chichewa Board, Zomba

CLS (2002) Mtanthauzira mawu wa Chinyanja, Blantyre: Dzuka Publishing Company

Kumakanga SL (1975) Nzeru za Kale, Blantyre: Dzuka Publishing Company

Makumbi, AJ (1975) Maliro ndi Miyambo ya a Chewa, Blantyre: Dzuka Publishing

Company

Mphondo AH (1975) Miyambi Yatsopano, Blantyre: Macmillan

MIE (1991) Silabasi yophunzitsira Sukulu za Pulayimale, Chichewa Standard 1 mpaka 8,

Zomba : MIE

MIE (1996) TDU Students’ Handbooks 1, 2, 3, 4 ndi 5, Domasi, MIE

Nankwenya, IAJ (1978) Zofunika mu Galamala ya Chichewa, Blantyre: Dzuka Publishing

Company

Ngoma S (2000) Nsinjiro za chiyankhulo, Blantyre: Macmillan

Nkhoma WA (1999) Kuphunzira Chinyanja, Zomba: Chancellor College Publications

Nthala SJ (1972) Mawu Okuluwika m’Chinyanja, Zambia Education Publishing House

56
 Syllabus for
Literacy and Languages -
English

Standard 1

57
Rationale
Literacy and languages are key to human development. People use language to
get things done, to inform, warn, persuade or influence others to behave in a
particular way. This is achieved through listening, speaking, reading and
writing. The ability to read and write well is crucial to children’s academic
achievement. When children have a good understanding of grammar and syntax
of the language they learn they acquire skills to communicate to a wide range of
audiences for different purposes.

Core elements and their outcomes

a) Listening
The learner will be able to listen attentively and critically to understand
and respond to others in a wide range of situations through a variety of
media.

b) Speaking
The learner will be able to confidently express their own ideas fluently
and respond appropriately to others orally in a wide range of situations.

c) Reading
The learner will be able to read fluently and critically to understand and
respond to different types of texts for enjoyment and information.

d) Writing
The learner will be able to write legible factual and imaginative texts for a
wide range of purposes.

e) Critical thinking and reasoning

The learner will be able to use language to think and reason as well as to
access, process and use information for learning.

f) Structure and use of language

The learner will be able to understand how sounds, words and grammar
can be used to create and interpret texts.

58
Term : I
Core element : Listening
Primary outcome : The learner will be able to listen attentively and critically, to understand and respond to others in a wide
range of situations and using variety of media.
Assessment Success criteria Theme/Topic Suggested teaching Teaching, learning Suggested teaching and
standard and learning activities and assessment learning resources
methodologies
We will know this Learners must be
when learners are able to:
able to:
• socialise with • greet others Socialising • greeting others casually • role play • drums/tins/bells
others casually/ formally eg: “Hello” • group work • observation checklists
formally • responding to greetings • pair work • whistles
eg: “I am fine” • dramatization • bottles
• greeting others formally • question and • hoes
answer • learners
• listen to stories, • perform songs Songs and • singing songs and • teacher observation • tape recorders
songs and and rhymes Rhymes rhymes • peer assessment • recorded greetings
rhymes with • acting out the song and • individual • sign language interpreter
understanding rhyme eg: clapping assessment • mirror/feather for SEN
hands, shaking their • singing • story books
bodies, dancing, beating • games • pictures/drawings
drums, metal objects, etc • miming • raised pictures/rawings
• dancing • portfolio

59
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested teaching
standard learning activities and assessment and learning
methodologies resources

• distinguish • recognise Sound • producing sounds of • role play • use of local

different sounds different sounds differentiation letters of the alphabet • group work environment
of letters of the • relating sounds to • pair work • drums, bells, tins
alphabet letters of the alphabet • dramatization • whistles
• question and • bottles
• respond to • responding to various answer • birds
various sounds sounds appropriately • teacher observation • tins
appropriately • peer assessment • learners
• individual • tape recorders
assessment • imitated sounds
• singing • sign language
• games interpreter
• miming • mirror/feather for
• demonstration Special Education
Needs
• observation checklists

60
Term : I
Core element : Speaking
Primary outcome : The learner will be able to confidently express their own ideas fluently, and respond appropriately to
others orally in a wide range of situations.
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, Suggested teaching
standard learning activities learning and and learning
assessment resources
methodologies
We will know this Learners must be
when learners are able to:
able to: • greet other people Socializing • greeting other people casually • pair work • learners
• socialise with casually eg: “Hello!” • explanation • charts
others • greet other people • greeting peers and other people • demonstration • pencils
formally formally eg. “Good • individual work • text books
• respond to morning…” • group work • name cards
greetings casually • responding to greetings • question and • stylus
and formally appropriately eg: “I’m fine.” answer • sign language
appropriately • parting with peers and other • teacher interpreter
• bid farewell people casually eg. “bye! bye!” observation • observation checklists
casually • parting with peers and other • peer assessment • recorded
• bid farewell Parting people formally eg. “Good • self assessment • songs
formally bye,...." • role play • pictures/ drawing
• identify • singing • recorded greetings
themselves their Introductions • mentioning their names and • games
names, where they where they live, eg: “My name • miming
live and their ages is…I live at/in …” and their ages • portfolio
I am … years old

61
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methodologies learning
resources

• get things done • give commands to Commands • giving commands to • pair work • learners
others others • explanation • charts
• demonstration • pencils
• respond to • responding to commands • individual work • notebooks
commands from others appropriately • group work • name cards
appropriately • singing a command song • question and answer • stylus
with gestures • teacher observation • sign language
• peer assessment interpreter
• express and find • praise others Attitudes, • praising others, eg: “Well • self assessment • observation
out attitudes, feelings and done,” “That’s good.” • role play checklists
feeling and thoughts • expressing apologies, eg: • singing • television
thoughts “I’m sorry.” • games • portfolio
• discussion
• make polite • making polite requests • dramatisation
requests eg: “Can I come in,
please?”

62
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methodologies learning
resources

• ask for and give • ask for Asking for and • asking for and giving • demonstration • assorted objects
information information giving information, eg: What's • individual/pair/group • learners
information this?” “It's a … (book)", work • charts
• give information ''Show me your… • question and answer • pencils
(head/nose)” • teacher observation • books
• peer assessment • name cards
“How many…are there?” • self assessment • stylus
“There are …” • role play • sign language
• singing interpreter
• games • observation
• discussion checklists
• pictures/
drawings
• raised pictures

63
Term : I
Core element : Reading
Primary outcome : The learner will be able to read fluently and critically to understand and respond to different types
of texts for enjoyment and information.

Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching,
methodologies learning
resources
We will know this Learners must be
when learners are able to:
able to:
• develop an • point to letters in Eye and hand • pointing to letters in a word • individual work • learners’ books
awareness of a word coordination in the book • pair work • letters of the
concepts about • question and answer alphabet
print • discussion • sign language
• peer observation interpreter
• demonstration • alphabet in braille
• group work • stylus
• teacher observation • illustrated stories
• explanation • observation
• individual assessment checklists
• pictures/
• drawings

64
Assessment Success criteria Theme/ Suggested teaching and Teaching, learning Suggested
standard Topic learning activities and assessment teaching,
methodologies learning
resources

• recognise • identify different Shapes and • identifying different • individual work • assorted objects
different shapes, shapes and objects objects shapes and objects • group work • drawing pictures
colours, objects • sorting different shapes • question and answer • raised drawings/
and letters of the and objects • teacher observation pictures
alphabet • matching different shapes • peer assessment • pieces of pictures
and objects • discussion • sign language
• counting different shapes • singing interpreter
and objects • jigsaw puzzles • alphabet chart
• demonstration • alphabet in braille
• identify letters of Letters of the • identify letters of the • games
the alphabet alphabet alphabet • pair work
• singing the alphabet song

65
Term : I
Core element : Writing
Primary outcome : The learner will be able to write legible, factual and imaginative texts for a wide range of purposes.

Assessment Success criteria Theme/Topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching,
assessment learning
methodologies resources
We will know this Learners must be
when learners are able to:
able to:
• demonstrate eye • scribble patterns Holding • scribbling patterns using • individual work • pictures
and hand different pencils, pens, chalk from • pair work • chalk
coordination simple objects left to right • discussion • duster/erasers
• removing scribbles using • demonstration • beads
erasers • peer assessment • pieces of paper,
• make shapes • teacher observation newspaper,
with their bodies Shapes, letters • writing letters • question and answer magazines
and patterns • making shapes with their • task analysis • pairs of scissors
bodies • group work • pencils/crayons
• making letters and • erasers
patterns with their bodies • strings/threads
• sign language
• model letters of • modelling letters of the interpreter
the alphabet alphabet • alphabet chart
• portfolios

66
Assessment Success criteria Theme/Topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching.
assessment learning
methodologies resources

• play games Eye and hand • playing games that foster • individual work • sign language
coordination developing eye and hand • group work interpreter
coordination (eg: I can fly • pair work • learners
like a bird ….. • question and answer • patterns
• demonstration • shapes
• solve simple • solving simple jig saw • discussion • braille paper
jigsaw puzzles puzzles of 3 – 5 pieces • portfolio • sand
• peer assessment • charts
• teacher observation • pencils
• task analysis • crayons
• manual prompt • observation
• games checklists
• songs • jigsaw puzzles

67
Term : I
Core element : Critical thinking and reasoning
Primary outcome : The learner will be able to use language to think and reason, as well as to access, process and use
information for learning.
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching,
methodologies learning
resources
We will know this when Learners must be
learners are able to: able to:
• demonstrate an • introduce Introductions • introducing themselves eg: • portfolio • learners
understanding of themselves “What is your name?” • question and • pieces of
concepts and • introduce “My name is Thokozani” answer wood/grass
vocabulary others • itroducing others eg: • pair/group work • assorted objects
‘What is his/her name?’ • explanation • observation
“His/her name is ........” • teacher checklists
• recognise similarities • identify Identification • identifying numbers, observation • recorded songs
and differences numbers shape colours and size • individual work • pictures/ shapes
between objects, shapes, colours • individual • sign language
pictures colours and and size assessment interpreter
numbers • match objects • matching objects and • demonstration • raised shapes
and pictures pictures with shapes • discussion and pictures
according to • matching objects and • singing • charts
numbers, pictures with colours • peer assessment
shapes, colours • matching objects and
and sizes pictures with numbers

68
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methodologies learning
resources

• matching objects and • individual work • learners

pictures according to sizes • pair work • assorted objects
• group work • pictures/
• sort objects • sorting various objects • demonstration drawings
according to size, shape, • teacher observation • raised pictures/
colour, numbers • peer assessment drawings
• arranging objects numbers, • question and answer • observation
shapes in ascending order • explanation checklists
• arranging objects, • individual • recorded songs
numbers, shapes in assessment • sign language
descending order • discussion interpreter
• textbooks
• portfolio

69
Term : I
Core element : Structure and use of language
Primary outcome : The learner will be able to understand how sounds, words and grammar can be used to
create and interpret texts.
Assessment Success criteria Theme/Topic Suggested teaching Teaching, learning Suggested teaching
standard and learning activities and assessment and learning
methodologies resources
We will know this Learners will be able
when learners are to:
able to:
• demonstrate an • use imperatives Imperatives • using imperatives • demonstration • learners
understanding (commands) in (commands) (commands) in oral • pair work • charts
and use of oral texts texts, eg: ”Stand up!” • group work • pencils
imperatives, • question and • notebooks
positive and • respond to • responding to answer • name cards
negative forms in imperatives imperatives • teacher observation • stylus
oral texts (commands) in oral • peer assessment • sign language
texts • self assessment interpreter
• playing command • role play • observation
games • singing checklists
• sing songs • portfolio • pictures/drawings
• discussion • raised pictures/
• dramatisation drawings
• recorded songs
or commands

70
Assessment Success criteria Theme/Topic Suggested teaching Teaching, learning Suggested teaching
standard and learning activities and assessment and learning
methodologies resources

• demonstrate an • ask simple Questions • asking simple • demonstration • learners

understanding questions in oral questions, eg: “What’s • individual work • charts
and use of simple text your name?” • pair work • pencils
questions and • question and • notebooks
answers in oral • respond to • responding to simple answer • name cards
texts simple questions questions in oral texts, • teacher observation • stylus
in oral texts eg: “My name is …” • peer assessment • sign language
• self assessment interpreter
• demonstrate an • say what they use Verb tense • using simple tense, in • role play • observation checklists
understanding are doing use oral texts, eg: “I eat • singing • television
and use of simple continuous nsima everyday” “She • discussion • video
present and simple tenses in is cleaning the • dramatisation • radio cassette
continuous tenses oral texts chalkboard.” recorder
in oral texts • raised pictures/
drawings
• pictures

71
Term : II
Core element : Listening
Primary outcome : The learner will be able to listen attentively and critically, to understand and respond to others in a wide
range of situations and using variety of media.

Assessment Success criteria Theme/Topic Suggested teaching Teaching, learning Suggested teaching and
standard and learning activities and assessment learning resources
methodologies
We will know this Learners must be
when learners are able to:
able to:
• socialise with • greet others Socialising • greeting others casually • role play • drums/tins/bells
others formally eg: “Hello” • group work • observation checklists
• responding to greetings • pair work • whistles
eg: “I am fine” • dramatization • bottles
• question and • hoes
• listen to stories, • mime songs Songs and • miming songs and answer • learners
songs and and rhymes Rhymes rhymes • teacher observation • tape recorders
rhymes with • acting out the song and • peer assessment • recorded greetings
understanding rhyme eg: clapping • individual • sign language interpreter
• answer hands, shaking their assessment • mirror/feather for SEN
questions on a bodies, dancing, beating • singing • story books
story drums, metal objects, etc • games • pictures/drawings
• listen to • listening to stories • miming • raised pictures/rawings
stories • dancing • portfolio

72
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested teaching
standard learning activities and assessment and learning
methodologies resources

• distinguish • recognise Sound • producing sounds of • role play • use of local

different sounds differences of differentiation animals, vehicles, people, • group work environment
various sounds bells, etc. • pair work • drums, bells, tins
• relating the sounds to
of objects; • dramatization • whistles
objects, animals and people
animals and • question and • bottles
that produce it
people. answer • birds
• contrasting different
sounds • teacher observation • tins
• imitating various sounds • peer assessment • learners
• making signs related to • individual • tape recorders
various sounds (for assessment • imitated sounds
children with special • singing • sign language
needs) • games interpreter
• miming • mirror/feather for
respond to • responding to various
• • demonstration Special Education
sounds appropriately
various sounds Needs
appropriately • observation checklists

73
Term : II
Core element : Speaking
Primary outcome : The learner will be able to confidently express their own ideas fluently, and respond appropriately to
others orally in a wide range of situations.
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, Suggested teaching
standard learning activities learning and and learning
assessment resources
methodologies
We will know this Learners must be
when learners are able to:
able to: • greet other people Socializing • greeting other people casually • pair work • learners
• socialise with casually eg: “Hello!” • explanation • charts
others • greet other people • greeting peers and other people • demonstration • pencils
formally formally eg. “Good • individual work • text books
• respond to morning…” • group work • name cards
greetings casually • responding to greetings • question and • stylus
and formally appropriately eg: “I’m fine.” answer • sign language
appropriately Parting • parting with peers and other • teacher interpreter
• bid farewell people casually eg. “bye! bye!” observation • observation checklists
casually • parting with peers and other • peer assessment • recorded
• bid farewell people formally eg. “Good • self assessment • songs
formally bye,...." • role play • pictures/ drawing
• introduce Introductions • introducing themselves, eg: “My • singing • recorded greetings
themselves their name is…I live at/in …” and • games
names, where they their ages I am … years old • miming
live and their ages • portfolio

74
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methodologies learning
resources

• get things done • give commands to Commands • giving commands to • pair work • learners
others others • explanation • charts
• demonstration • pencils
• respond to • responding to commands • individual work • notebooks
commands from others appropriately • group work • name cards
appropriately • singing a command song • question and answer • stylus
with gestures • teacher observation • sign language
• peer assessment interpreter
• express and find • praise others Attitudes, • praising other, eg: “Well • self assessment • observation
out attitudes, feelings and done,” “That’s good.” • role play checklists
feeling and thoughts • expressing apologies, eg: • singing • television
thoughts “I’m sorry.” • games • portfolio
• discussion
• make polite • making polite requests • dramatisation
requests eg: “Can I come in,
please?”

75
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methodologies learning
resources

• express and find • accept requests • accepting requests eg: • demonstration • assorted objects
out attitudes, • reject requests “Yes you can, yes, please” • individual/pair/group • learners
feeling and • rejecting requests eg: work • charts
thoughts “May I…?”, “No you may • question and answer • pencils
not.” • teacher observation • books
• peer assessment • name cards
• ask for and give • ask for Asking for and • asking for and giving • self assessment • stylus
information information giving information, eg: What's • role play • sign language
information this?” “It's a … (book)", • singing interpreter
• give information ''Show me • games • observation
your…(head/nose)” • discussion checklists
• pictures/
“How many…are there?” drawings
“There are …” • raised pictures

76
Term : II
Core element : Reading
Primary outcome : The learner will be able to read fluently and critically to understand and respond to different types
of texts for enjoyment and information.

Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching,
methodologies learning
resources
We will know this Learners must be
when learners are able to:
able to:
• develop an • point to letters in Eye and hand • pointing to letters in a word • individual work • learners books
awareness of a word coordination in the book • pair work • letters of the
concepts about • question and answer alphabet
print • discussion • sign language
• peer observation interpreter
• demonstration • alphabet in braille
• group work • stylus
• teacher observation • illustrated stories
• explanation • observation
• individual assessment checklists
• pictures/
• drawings

77
Assessment Success criteria Theme/ Suggested teaching and Teaching, learning Suggested
standard Topic learning activities and assessment teaching,
methodologies learning
resources

• recognise • identify different Shapes and • identifying different • individual work • assorted objects
different shapes, shapes of objects objects shapes and objects • group work • drawing pictures
colours, objects • sorting different shapes • question and answer • raised drawings/
and letters of the and objects • teacher observation pictures
alphabet • matching different shapes • peer assessment • pieces of pictures
and objects • discussion • sign language
• counting different shapes • singing interpreter
and objects • jigsaw puzzles • alphabet chart
• demonstration • alphabet in braille
• solve jigsaw Jigsaw puzzles • solving simple jigsaw • games
puzzles puzzles of 2 – 3 pieces • pair work

• identify letters of Letters of the • identify letters of the

the alphabet alphabet alphabet
• singing the alphabet song

78
Term : II
Core element : Writing
Primary outcome : The learner will be able to write legible, factual and imaginative texts for a wide range of purposes.

Assessment Success criteria Theme/Topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching,
assessment learning
methodologies resources
We will know this Learners must be
when learners are able to:
able to:
• demonstrate eye • scribble patterns Holding • scribbling patterns using • individual work • pictures
and hand different pencils, pens, chalk from • pair work • chalk
coordination simple objects left to right • discussion • duster/erasers
• removing scribbles using • demonstration • beads
erasers • peer assessment • pieces of paper,
• teacher observation newspaper,
• make shapes Shapes, letters • writing letters • question and answer magazines
with their bodies and patterns • making shapes with their • task analysis • pairs of scissors
bodies • group work • pencils/crayons
• making letters and • modeling • erasers
patterns with their bodies • strings/threads
• sign language
• model letters of • modelling letters of the interpreter
the alphabet alphabet • alphabet chart
• portfolios

79
Assessment Success criteria Theme/Topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching,
assessment learning
methodologies resources

• play games Eye and hand • playing any games that • individual work • sign language
coordination foster developing eye and • group work interpreter
hand coordination (eg: I • pair work • learners
can fly like a bird ….. • question and answer • patterns
• demonstration • shapes
• join simple jigsaw • joining simple jig saw • discussion • braille paper
puzzles puzzles of 3 – 5 pieces • portfolio • sand
• peer assessment • charts
• teacher observation • pencils
• task analysis • crayons
• manual prompt • observation
• games checklists
• songs • jigsaw puzzles

80
Term : II
Core element : Critical thinking and reasoning
Primary outcome : The learner will be able to use language to think and reason, as well as to access, process and use
information for learning.
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching & lea-
methodologies rning resources
We will know this when Learners must be
learners are able to: able to:
• demonstrate an • introduce Self • introducing themselves eg: • portfolio • learners
understanding of themselves introduction “What is your name?” • question and • pieces of
concepts and • introduce “My name is Thokozani” answer wood/grass
vocabulary others • introducing others eg: • pair/group work • assorted objects
‘What is his/her name?’ • explanation • observation
“His/her name is ........” • teacher checklists
• recognise similarities • identify Identification • identifying numbers, observation • recorded songs
and differences of numbers shape colours and size • individual work • pictures/ shapes
objects, pictures shapes, colours • individual • sign language
colours and numbers and size assessment interpreter
• match objects • matching objects and • demonstration • raised shapes
and pictures pictures with shapes • discussion and pictures
according to • matching objects and • singing • charts
numbers, pictures with colours • peer assessment
shapes, colours • matching objects and
and sizes pictures with numbers
• matching objects and
pictures according to sizes

81
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methodologies learning
resources

• sort objects • sorting various objects • individual work • learners

according to size, shape, • pair work • assorted objects
colour, numbers • group work • pictures/
• arranging objects numbers, • demonstration drawings
shapes in ascending order • teacher observation • raised pictures/
• arranging objects, • peer assessment drawings
numbers, shapes in • question and answer • observation
descending order • explanation checklists
• individual • recorded songs
assessment • sign language
• discussion interpreter
• textbooks
• portfolio

82
Term : II
Core element : Structure and use of language
Primary outcome : The learner will be able to understand how sounds, words and grammar can be used to
create and interpret texts.
Assessment Success criteria Theme/Topic Suggested teaching Teaching, learning Suggested teaching
standard and learning activities and assessment and learning
methodologies resources
We will know this Learners will be able
when learners are to:
able to:
• demonstrate an • use imperatives Imperatives • using imperatives • demonstration • learners
understanding (commands) in (commands) (commands) in oral • pair work • charts
and use of oral texts texts, eg: ”Stand up!” • group work • pencils
imperatives, • question and • notebooks
positive and • respond to • responding to answer • name cards
negative forms in imperatives imperatives • teacher observation • stylus
oral texts (commands) in oral • peer assessment • sign language
texts • self assessment interpreter
• playing command • role play • observation
games • singing checklists
• sing songs • portfolio • pictures/drawings
• discussion • raised pictures/
• dramatisation drawings
• recorded songs
or commands

83
Assessment Success criteria Theme/Topic Suggested teaching Teaching, learning Suggested teaching
standard and learning activities and assessment and learning
methodologies resources

• demonstrate an • ask simple Questions • asking simple • demonstration • learners

understanding questions in oral questions, eg: “What’s • individual work • charts
and use of simple text your name?” • pair work • pencils
questions and • question and • notebooks
answers in oral • respond to • responding to simple answer • name cards
texts simple questions questions in oral texts, • teacher observation • stylus
in oral texts eg: “My name is …” • peer assessment • sign language
• self assessment interpreter
• demonstrate an • say what they are Verb tense • using simple tense, • role play • observation checklists
understanding doing use present continuous • singing • television
and use of simple continuous tense in oral texts, eg: “I • discussion • video
present and simple tenses in eat nsima everyday” • dramatisation • radio cassette
continuous tenses oral texts “She is cleaning the recorder
in oral texts chalkboard.” • raised pictures/
drawings
• pictures

84
Term : III
Core element : Listening
Primary outcome : The learner will be able to listen attentively and critically, to understand and respond to others in a
wide range of situations and using a variety of media.
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching & lear-
methodologies ning resources
We will know this Learners must be
when learners are able to:
able to:
• distinguish • distinguish Phonics • identifying sounds of • individual/pair/group • alphabet chart
between different various sounds of letters they hear within a work • alphabet in
sounds letters at the word • demonstration braille
beginning and • pointing to the mentioned • teacher observation • stylus
end of words letters of the alphabet in a • peer assessment • learners
• relate the sounds word • question and answer • observation
of the alphabet • singing an alphabet song • discussion checklists
they hear within • relating the sounds of the • songs/ rhymes
a word, their alphabet they hear within a • ball/ring balls
names and word • pictures/
friends names • identifing phonemes in drawings
words they hear • raised letter
• listen to stories, • retell stories Stories • listening to simple stories • role play cards
songs and rhymes • retelling stories • dramatisation • assorted objects
with • narrating stories • sign language
understanding interpreter
• portfolio

85
Term : III
Core element : Speaking
Primary outcome : The learner will be able to confidently express their own ideas fluently and respond appropriately to
others orally in a wide range of situations

Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methodologies learning
resources
We will know this Learners must be
when learners are able to:
able to:
• socialise with • introduce class Introductions • introducing class members, • demonstration • magazines
others members, peers peers eg: “Who is this?” • question and answer • learners
“It’s Dalitso.” • individual work • observation
• naming class members and • pair work checklists
peers eg: “This is hikondi.” • group work • songs rhymes
• express and find • apologise to Attitudes, “It’s Chimwemwe.” • peer assessment • ball/ring balls
out attitudes, others feelings and • apologising eg: “I am sorry • teacher observation • pictures/
feelings and thoughts or sorry.” • discussion drawings
thoughts • express • expressing likes eg: “I like • role play • raised pictures/
likes/dislikes and oranges.” • self-assessment drawings
wants • expressing wants eg: “What • dramatisation • assorted objects
do you want?” “ I want a • name cards
cup of tea.” • illustrated stories

86
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methodologies learning
resources
• expressing dislikes eg: “I • assorted objects
do not like nsima with • sing language
beans.” interpreter

• ask for and give • ask for Asking for and • asking for information, eg: • explanation • learners
information information giving “What's this?'' • demonstration • observation
• give information information • naming objects in the • pair/group work checklists
classroom and parts of • question and answer • songs/rhymes
their bodies “It's a …” • discussion • ball/ring balls
• singing a song of parts of • role play • pictures/drawings
the body eg: “This is my • singing • raised pictures/
head...” • teacher observation drawings
• counting objects up to 5, eg: • peer assessment • assorted objects
“How many... are there • dramatization • stylus
…?”/, “There are …” • miming • sign language
• ask for • asking for permission, eg: interpreter
permission "May I go out, Sir/ • portfolio
madam?"
• give permission • giving permission, eg: "Yes,
you may."
• rejecting • rejecting permission, eg:
permission "No, you may not."

87
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methodologies learning
resources

• describe • identify Professions • identifying different • discussion • pictures/ drawings

different professions people’s professions, eg: • pair work • sign language
professions “What is (Mr Phiri/Mrs • question and interpreter
Phiri)?” “He/She is a answer • letter cards
(teacher/driver/pilot)” • peer assessment (raised)
• describing people’s • role play • songs and rhymes
profession, eg: A driver • teacher • assorted objects
drives a car observation • illustrated stories/
• role playing different • demonstration magazines
professions • dramatisation • observation
• individual work checklists
• group work • portfolio
• modelling
• miming

88
Term : III
Core element : Reading
Primary outcome: The learner will be able to read fluently and critically to understand and respond to different types of
texts for enjoyment and information
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching,
methodologies learning
resources
We will know this Learners must be
when learners are able to:
able to:
• recognise • identify Shapes/colours/ • identifying different • individual work • assorted objects
different different shapes, objects/ letters of shapes, colours, objects • group work of different
shapes, colours, objects the alphabet • identifying letters of the • pair work shapes, colours
colours, and letters of the alphabet A – Z • question and answer • drawings
objects and alphabet • sorting different shapes, • teacher observation pictures (raised)
letters of the colours, objects • peer assessment • portfolio
alphabet • sorting letters of the • discussion • observation
alphabet • singing checklists
• matching different shapes, • jigsaw puzzles • stylus
colours, objects and letters • demonstration • sign language
of the alphabet • individual interpreter
assessment • alphabet

89
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching,
methodologies learning
resources

• counting different • question and answer • drawings/pictures

shapes/objects • group/pair work • sign language
• singing a number song • discussion interpreter
• peer observation • letter cards/raised
• solve jigsaw Jigsaw puzzles • solving simple jigsaw • role play letter cards in
puzzles puzzles of 3-5 pieces • moulding/ modelling braille
• solving simple jigsaw • colouring • songs
puzzles of 6 – 9 pieces • teacher observation • raised drawings/
• miming pictures
• read picture • narrate a story Picture stories • describing what they see • dramatization • number
stories from picture(s) in a picture • demonstration cards/Braille
• describing what they • explanation number cards
feel/touch in a picture • assorted objects
• describing what is • clay
happening in a picture • coloured
• narrating a story from the pencils/crayons
picture(s) • radio
• video
• television
• magazines
• newspapers

90
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching,
methodologies learning
resources

• develop an • discuss Concepts about • reading a series of • individual work • learners’ books
awareness of illustrations print illustrations in a story from • pair work • alphabet chart
concepts about left to right • question and answer • sign language
print • discussing objects or people • discussion interpreter
in the illustrations • peer observation • alphabet in braille
• demonstration • illustrated stories
• teacher observation • observation
• explanation checklists
• stylus
• magazines
• newspapers
• television

91
Term : III
Core element : Writing
Primary outcome : The learner will be able to write legible, factual and imaginative texts for a wide range of purposes

Assessment Success criteria Theme/ Suggested teaching and Suggested teaching, Suggested
standard Topic learning activities learning and teaching,
assessment learning
methodologies resources
We will know this Learners must be
when learners are able to:
able to: • assorted objects
• demonstrate • write letters Shapes • scribbling patterns using • group work • chalk
eye and hand pencils (from left to right) • individual work • duster
coordination • using rubbers to erase the • pair work • pieces of paper
scribbles • discussion • pairs of scissors
• draw different • drawing different shapes • demonstration • pencils/crayons
shapes on sand, slate and then • peer assessment • erasers
notebook • teacher’s observation • strings/threads
• question and answer • breads
• solve simple • joining simple jigsaw • task analysis • pictures for puzzles
jigsaw puzzles of 3 – 5 and 6-9 • textbooks of
pieces extracts in braille
• playing any game that • observation
fosters development of eye checklists
and hand coordination • slates
• portfolios

92
Assessment Success criteria Theme/Topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching,
assessment learning
methodologies resources

• write letters of • write patterns Patterns and • writing patterns and letters • pair work • learners
the alphabet and letters of letters of of the alphabet using letter • individual work • pencils, crayons
and names of the alphabet alphabet face templates • group work • note books
people • demonstration • folders
• sort letters in • arranging letters in • discussion • raised patterns
alphabetical alphabetical order • questions and answer and shapes
order • singing the alphabet song • peer assessment • drawings of
• portfolio patterns or
• model letters of • modeling letters of the • teacher observation shapes
the alphabet alphabet • modeling • slates
• chalk
• observation
checklists
• erasers/ duster

93
Assessment Success criteria Theme/ Suggested teaching and Suggested teaching, Suggested
standard Topic learning activities learning and teaching,
assessment learning
methodologies resources

• write names of Copying letters • copying different letters of • individual work • tactile
people and the alphabet • demonstration • alphabet chart
objects • discussion • stylus
Copying their • copying their own names • peer assessment • bottle tops
names • copying names of objects • portfolio • learners
• question and answer • notebooks/paper
Writing names • writing their own names • teacher observation • pencils
• writing names of objects • crayons
• name cards
• sign language
interpreter
• observation
checklists
• letter cards
• raised name cards
• raised letter cards
• assorted objects

94
Term : III
Core element : Critical thinking and reasoning
Primary outcome : The learner will be able to use language to think and reason, as well as to access, process and use
information for learning

Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methodologies learning
resources
We will know this Learners will be
when learners are able to:
able to:
• demonstrate an • express ability • concepts and • expressing their ability to • demonstration • learners
understanding to do something vocabulary do different things, eg: “I • portfolio • songs
of concepts and • express can swim.” • singing • assorted objects
vocabulary inability to do • expressing inability eg: “I • pair work • sign language
something cannot fly like a bird.” • group work interpreter
• explanation • pictures/ drawings
• express likes/ • Likes/wants • expressing likes eg: “I like • individual assessment • recorded
wants bananas.” • teacher observation expressions
• expressing wants eg: “I • peer assessment • assorted objects
want some rice.” • questions and answer • recorded songs
• discussion • observation
• express dislikes • expressing dislikes eg: • dramatisation checklists
“I don’t like lemons.” • role play

95
Term : III
Core element : Structure and use of language
Primary outcome : The learner will be able to understand how sounds, words and grammar can be used to create and
interpret texts
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methodologies learning
resources
We will know this Learners must be
when learners are able to:
able to:
• demonstrate an • use simple Verb tense • using simple present tense • demonstration • grammar books
understanding and present tense in in oral texts, eg: “I go to • question and answer • journals
use of simple oral texts (say school everyday.” • individual work • pictures/
present and what they do • pair work drawings (raised)
continuous tenses everyday) • group work • observation
in oral texts • peer assessment checklists
• demonstrate an • use continuous • using simple continuous • teacher observation • sign language
understanding simple tenses in tense in oral texts, eg: “She • dramatisation interpreter
and use of oral texts (say is cleaning the chalkboard.” • role play • stylus
imperatives, what they are • individual • television/video
positive and doing ) assessment • radio cassette
negative forms in • give Imperatives • giving imperatives • singing recorder
oral texts imperatives (commands) to others in • discussion • recorded songs
(commands) to oral texts, eg: “Come here!” • portfolio • magazines
others • story books

96
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methodologies learning
resources

• demonstrate an • use articles (use Articles, nouns, • using articles, ‘a’, ‘an’ in • demonstration • assorted objects
understanding ‘a’ and ‘an’) verbs and oral texts, eg: “The book is • question and answer • learners
and use of prepositions on the table.” • individual work • pictures/drawings
prepositions, • use naming • naming things (using • pair work • raised pictures/
nouns, verbs words (nouns) nouns in oral texts) • peer assessment drawings
and articles in in oral texts • saying what they/others • teacher observation • tables
oral texts • use verbs do everyday (using simple • discussion • textbooks
(action words) present tense) • explanation • stylus
in oral texts • saying what they/others • dramatization • video/television
are doing (use present • role play • magazines
tense) • group work • newspapers
• use preposions • saying where things are • miming • radio cassette
in oral texts (using prepositions) on, recorder
under, in • observation
checklists

97
Assessment Success criteria Theme/Topic Suggested teaching and Teaching, learning Suggested
standard learning activities and assessment teaching and
methodologies learning
resources

• use modal Modal verbs • using modal verbs in oral • discussion • sign language
verbs (auxiliary texts, eg: “Can you • pair work interpreter
verbs) in oral jump/run?” • peer assessment • letter cards
texts • explanation (raised)
• using positive forms in • teacher observation • songs/ rhymes
• use positive Positive/ oral texts using eg: “Yes, I • question and answer • assorted objects
and negative negative forms can.” • role play • pictures/
forms in oral • using negative forms in • demonstration drawings (raised)
texts oral texts, eg: • illustrated stories
“No, I can’t” • observation
checklists
• demonstrate an • use personal Personal • using personal pronouns • question and answer • stylus
understanding pronouns and pronouns and in oral texts, eg: “She is • group work • radio cassette
and use of adjectives in adjectives talking to her”. • dramatisation recorder
personal oral texts • using adjectives in oral • role play • video
pronouns, and texts eg: “She is wearing a • singing • television
adjectives in oral red dress.” “A big stone” • pair work • braille texts
texts “A round thing” • demonstration

98
Reference

Harris J (1990), Early Language development: Implications for clinical and educational practice,
London: Biddles Ltd.

Vacca JA, Vacca Rd Gove MK, (2000) Reading and Learning to Read (4th Ed) Reading and
Learning to Read, New York: Addison Wesley Longman, Inc.

John JL & Lenski SD (2001), Improving Reading and Strategies and Resources, (3rd Ed), Iowa.
Kendall/Hint Publishing Company.

Pinnell GS & Fountas IG (1996), Word Matters: Teaching Phonics and Spelling in the
Reading/Writing Classroom; Portsmoulth: Heinemann.

Herrell AL (2000), Fifty Strategies for Teaching English Language Learners, Ohio: Prentice
Hall.

Birch A & Malin T. (1994), Developmental Psychology from infancy to adulthood. England:
McMillan.

Warriner JE, Mersand J & Griltith F (1973) Warriner’s English Grammar and Composition (4th
Course), London: Harcourt Brace Jovanovich.

Mc Gee LM & Richgels DJ (1990) Literacy’s Beginnings: Supporting young readers and writers,
(3rd Edition), Boston: Allyn & Bacon.

Alliargton RL & Johnston PH (2002), Reading to Learn: Lessons from Exemplary fourth Grade
Classrooms, New York: The Ginlford Press.

Moore DW et al (1995), Developing Readers and Writers in the Content Areal K-12, Boston:
Allyn and Bacon.

Piper T (1993), Language for All our Children, New York: Mc Millan.

Searfoss LW et al (2001), Helping Children Learn to Read: Creating a Classroom Literacy

Environment, (4th Edition), Boston: Allyn and Bacon.

Cramer RL (2001) Creative Power. The Nature and Nurture of Children’s Writing, New York:
Addison Wesley Longman.

MIE, (1995) Activities with English, Teacher’s Guide for Standard 1

MIE, (1995) Activities with English, Teacher’s Guide for Standard 1

99
 Syllabus for
Numeracy and
mathematics

Standard 1

100
Rationale
Numeracy and mathematics aims at developing learners’ critical awareness of how
mathematical relationships are used in social, environmental, cultural and
economic contexts.

At an early stage the learners will be able to count and carry out basic
mathematical operations.

At a later stage the learners will be able to make inferences using manipulated data
and to apply that knowledge of mathematics for solving practical problems in
daily life.

Core elements and their outcomes

a. Numbers, operations and relationships

The learner will be able to use numbers and their relationships to solve
practical problems.

b. Accounting and business studies

The learner will be able to use simple accounting procedures that will
enhance decision making in business and private enterprise.

c. Space and shape

The learner will be able to describe characteristics of space and shape and
their application in everyday life.

d. Patterns, functions and algebra

The learner will be able to use algebraic language and skills to solve textual
problems.
e. Measurement
The learner will be able to use appropriate measurement concepts and skills
in real life situation.

f. Data handling
The learner will be able to analyze and interpret data for decision making
by using graphs, tables and models.

101
Term : II
Core element : Number, operations and relationships
Primary outcome : The learner will be able to use numbers and their relationships to solve practical problems

Assessment Success criteria Topic/ Suggested teaching and Suggested teaching, Suggested
standard Theme learning activities learning and teaching and
assessment learning
methodologies resources
We will know this Learners must be
when learners are able to:
able to:
• recognise 1 count up to 5 Introducing • pronouncing/miming numbers 1, 2, • group work • bottle tops
numbers 0 - 9 numbers 3, 0, 4 and 5 • individual work • stones
• counting using objects • question and answer • leaves
• counting from 1 to 5 • demonstration • strings
• number games • sticks
2 write/trace • writing/tracing numbers 1, 2, 3, 0, 4 • number songs • bow abacus
Numbers up to and 5 • peer assessment • boxes
5 • modelling numbers 1, 2, 3, 0, 4 and 5 • self assessment • beads
• observation • seeds
3 arrange • ordering numbers 0 to 5 and vice • number cards
numbers versa • pegs
in ascending • arranging numbers 0 to 5 in
and ascending order
descending • arranging numbers 0 to 5 in
orders descending order

102
Assessment Success Topic/ Suggested teaching and Suggested teaching, Suggested
standard criteria Theme learning activities learning and teaching and
assessment learning
methodologies resources

• add and subtract 1 add any 2 Addition • modelling addition using objects • mental mathematics • bottle tops
numbers numbers with • writing addition sentences, • group work • leaves
sum not eg: 1 + 2 = 3 • individual work • stones
exceeding 5 • completing addition sentences • question and answer • bow abacus
• demonstration • boxes
Subtraction • modelling subtraction using objects • number games • strings
• writing subtraction sentences, • number songs • sticks
2 subtract any 2 eg: 5 - 2 = 3 • peer assessment
numbers • completing subtraction sentences • self assessment
within the • observation
range of 0 - 5
• folk tales

103
Assessment Success criteria Topic/ Suggested teaching and Suggested teaching, Suggested
standard Theme learning activities learning and teaching and
assessment learning
methodologies resources
We will know this Learners must be
when learners are able to:
able to:
• recognise 1 count up to 9 Introducing • pronouncing/miming numbers 1, 2, • group work • bottle tops
numbers 0 - 9 numbers 3, 0, 4, 5, 6, 7 and 9 • individual work • stones
• counting using objects • question and answer • leaves
• counting from 1 to 9 • demonstration • strings
• number games • sticks
2 write/trace • writing/tracing numbers 1, 2, 3, 0, 4, • number songs • bow abacus
numbers up to 5, 6, 7, 8, 9 • peer assessment • boxes
9 • modelling numbers 1, 2, 3, 0, 4, 5, 6, • self assessment • beads
7, 8, 9 • observation • seeds
• number cards
3 arrange • ordering numbers 0 to 9 and vice • pegs
numbers versa
in ascending • arranging numbers 0 to 9 in
and ascending order
descending • arranging numbers 0 to 9 in
orders descending order

104
Assessment Success Topic/ Suggested teaching and Suggested teaching, Suggested
standard criteria Theme learning activities learning and teaching and
assessment learning
methodologies resources

• add and subtract 1 add any 2 Addition • modelling addition using objects • mental mathematics • bottle tops
numbers numbers with • writing addition sentences, • group work • leaves
sum not eg: 1 + 2 = 3 • individual work • stones
exceeding 9 • completing addition sentences • question and answer • bow abacus
• demonstration • boxes
2 subtract any 2 Subtraction • modelling subtraction using objects • number games • strings
numbers • writing subtraction sentences, • number songs • sticks
within the eg: 5 - 2 = 3 • peer assessment
range of 0 - 9 • completing subtraction sentences • self assessment
• observation
• folk tales

105
Term : III
Core element : Accounting and business studies
Primary outcome : The learner will be able to use simple accounting procedures that will enhance decision
making in business and private enterprise

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

We will know this Learners must be

when learners are able to:
able to:
• recognise 1 identify 1t, 2t, Money • observing coins • group work • shopping corner
money 5t, K1 and K5 • sorting out coins • pair work • coins
coins • identifying coins: 1t, 2t, 5t, K1 and • peer assessment • dummy coins
K5 • explanation • chart
• arranging coins according to their • demonstration • local markets
values • discussion • shopping items
• writing money using correct • role play • price tags
symbols within the range of 1t to 9t • question and answer
• expressing 2t and 5t coins in terms • field trip
of other coins

2 describe • naming features on coins

features • tracing/drawing features on coins
on the coins

106
Assessment Success criteria Topic/ Suggested teaching and learning Suggested Suggested
standard Theme activities teaching, learning teaching and
and assessment learning
methodologies resources

• carry out basic 1 add money with Money • adding money with sum not • group work • shopping corner
operations on sum up to 9 exceeding 9 tambala • pair work • coins
money • adding money in kwacha with sum • peer assessment • dummy coins
not exceeding K9 • explanation • chart
• role playing buying and selling • demonstration • local markets
activities involving addition of • discussion • shopping items
money • role play • price tags
• question and
• subtracting money within the range answer
2 subtract money of 1t to 9t • field trip
within the range • subtracting money in kwacha within
0 to 9 the range of K1 to K9
• role playing buying and selling
activities involving subtraction of
money

107
Core element : Space and shape
Primary outcome : The learner will be able to describe characteristics of space and their application in everyday
life.
Assessment Success criteria Topic/ Suggested teaching and learning Suggested Suggested
standard Theme activities teaching, learning teaching and
and assessment learning
methodologies resources
We will know this Learners must be
when learners are able to:
able to:
• identify 3- 1 Identify 3- Shapes • picking objects according to their • group work • containers
dimensional dimensional shapes • question and • observation
shapes shapes • shading similar shapes answer check list
• testing objects whether they roll or • observation • raised
2 classify slide (from the pile of objects given) • individual work illustrations
objects • moulding the 3 dimensional shapes • games • boxes
according from clay • group assessment • chairs
to shape • modelling shapes using paper • peer assessment • tins
• discussion • bottles tops
3 order objects • comparing objects according to size • demonstration • fruits
according to and height • wooden blocks
size • arranging objects according to size • leaves
and height • sticks
• pipes
• empty match
boxes
• clay
• containers
• cuttings from
magazine

108
Core element : Measurement
Primary outcome : The learner will be able to use appropriate measurement concepts and skills in real life situation

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

We will know Learners must be

this when able to:
learners are
able to: 1 identify objects of Height and • collecting objects of different heights and • role play • pictures
• describe different heights length lengths • group work showing
length of and lengths • naming the objects • discussion different
objects • ordering objects according to heights and • pair work activities at
2 compare heights lengths • individual work different time
and lengths of • sorting out objects of the same length and • question and • sticks
objects using height answer • strings
appropriate • peer assessment • tins
language • comparing heights and lengths of objects • self assessment • boxes
using appropriate language such as • explanation • bottles
longer, is as long as, shorter • singing • books
• pupils
• describe 1 identify different Capacity • collecting different containers • leaves
capacity of containers • naming the containers • charts
objects • discussing uses of different containers • raised
2 compare • filling in containers with sand and water diagrams
containers • comparing containers of different • songs
using appropriate capacities • sand
language • ordering containers according to capacity • water
• drawing containers of different capacities

109
Assessment Success criteria Topic/Theme Suggested teaching and learning Suggested Suggested
standard activities teaching, teaching and
learning and learning
assessment resources
methodologies

• relate events 1 describe daily Time • mentioning times of the day eg: • role play • pictures
with time events related to morning, noon, etc • group work showing
specific times of • identifying daily events in relation to • discussion different
the day times of the day • pair work activities at
• individual work different time
2 describe events • naming the days of the week • question and • sticks
related to specific • identifying events related to different answer • strings
days of the week days of the week • group work • tins
• peer assessment • boxes
• self assessment • bottles
• explanation • books
• singing • pupils
• leaves
• charts
• raised diagrams
• songs
• sand
• water

110
Core element : Patterns, functions and algebra
Primary outcome: The learner will be able to use algebraic language and skills to solve textual problems

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

We will know Learners must be

this when able to:
learners are
able to: 1 copy simple Patterns • clapping hands in a given • role play • bottle tops
• copy and patterns pattern • group work • coloured objects
extend simple • copying patterns using given • pair work • leaves
patterns 2 extend given objects • individual work • stones
simple patterns • demonstration • seeds
• extending given patterns • observation • coins
• create patterns 1 design patterns (clapping hands, walking, • question and answer • short and long
games) • self assessment objects
2 display • extending patterns using objects • group assessment • locally made
designed • peer assessment balls
patterns • making patterns using objects • crayons
• drawing patterns • beads
• games
• displaying patterns
• appraising drawings by peers

111
Core elements : Data handling
Primary outcome : The learner will be able to analyse and interpret data for decision making by using graphs,
tables and models

Assessment Success criteria Topic/Theme Suggested teaching and Suggested Suggested

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

We will know Learners must be

this when able to:
learners are
able to: 1 collect data Physical • collecting objects • group work • bottle tops
• make and (information) Graphs • naming objects collected • question and • blocks of wood
interpret • classifying objects collected answer • books
physical according to stated features • peer assessment • tins
graphs • drawing some of the collected • discussions • cards
objects • discovery • rough and
• story telling smooth objects
2 make graphs • making graphs by arranging • pair work • (assorted
using objects objects in rows and columns (in • explanation • physical objects)
horizontal and vertical lines) • observation
• comparing physical graphs made

3 interpret • answering questions on the

physical graphs made
graphs • telling simple stories from graphs
made

112
References

Ashworth, AE (1981) The teaching of mathematics. London: Hodder and Stoughton.

Busbridge J and Womack, D (1991) Effective maths teaching: A guide to basic

mathematical concepts. Chelternham: Stanley Thornes Ltd.

Department of Education (2002). Revised national curriculum statement grades R – 9

(Schools Policy: Mathematics. Pretoria. Fomeset Printer Cape

Malawi Institute of Education, (1993). Mathematics pupils' book for Standards 1 – 8.

Domasi: Malawi Institute of Education

Malawi Institute of Education, (1993). Mathematics teachers' guides for standards 1

– 8. Domasi: Malawi Institute of Education

Ministry of Education, (1991). Primary school mathematics teaching syllabus. Domasi:

Malawi Institute of Education

Nair, R and Pool, P (1991). Mathematics methods: a resource book for primary school
teachers. London: Macmillan

Paling, R (1997). Teaching mathematics in primary schools. New York, Oxford

University Press

Van de Walle, (2004). Elementary and middle school mathematics: teaching

developmentally. New York: Pearson Education, Inc.

113
 Syllabus for
Expressive Arts

Standard 1

114
Rationale
Expressive Arts enables learners to have exposure to traditional and diverse cultural
experiences and enjoyment in music, dance, art, drama and sporting activities.
Through their active involvement in the creation of these activities and
demonstration of various abilities, learners do not only contribute to their holistic
development as individuals or teams, but also offer alternative means of
communication and promote the sense of pride in their cultural heritage. They also
develop a sense of appreciation for their country’s artistic skills in the fields of music,
dance, art, drama and sporting activities.

Core elements and their outcomes

a Creating, interpreting and presenting work

The learners will be bale to design, produce, demonstrate and perform
sporting and artistic activities to ensure an all round development.

b Participating and collaborating

The learners will be able to demonstrate personal and interpersonal skills,
through individual and group participation, in sports and arts in order to
develop leadership skills and teamwork.

c Expressing and communicating

The learners will be able to analyse and use multiple forms of communication
and expression in sports and arts.

d Holistic performance
The learners will be able to demonstrate an ability to perform in sports and arts in a
way that integrates the psychomotor, the affective and the cognitive domains

115
Term : I
Core element : Creating, interpreting and presenting work
Primary outcome : The learner will be able to design, produce, demonstrate and perform sporting and artistic
activities to ensure all round development

Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested

standards learning activities teaching, learning teaching and
and assessment learning
methodologies resources
We will know this The learners must
when the learners be able to:
are able to:
• perform simple 1 demonstrate Simple body • swinging arms • demonstration • talular
body simple body movements • running freely • discussion • observation
movements movements • jumping • question and answer checklist
• hopping freely • group work • drums
• skipping freely • pair work • whistles
• hand clapping • role playing • shakers
• self discovery • flutes
2 perform simple • identifying local dances • brainstorming • portfolio
dances • performing the local • excursion • papers
dances • teacher observation • pens
• self assessment • pencils
3 design • tracing different lines and • peer assessment • pictures
different lines basic shapes • raised diagrams
and basic • producing different lines • braille paper
shapes and basic shapes • rubrics

116
Assessment Success Theme/Topic Suggested teaching and Suggested Suggested
standards criteria learning activities teaching, learning teaching and
and assessment learning
methodologies resources

• perform 1 identify local Folk tales and • naming local songs of • demonstration • talular
creatively to songs local songs folktales • discussion • observation
local songs and associated • singing songs of local • question and checklist
folktales with folk tales folktales answer • portfolio
• dancing to local songs of • group work • drums
folktales • pair work • shakers
• brainstorming • whistles
2 dance to local • performing local dances • practice • flutes
songs on with messages on cross • teacher observation • trumpets
cross cutting cutting issues such as: • self assessment • songs
issues − HIV and AIDS • peer assessment • sign language
− corruption interpreter
− child abuse • rubrics

117
Core element : Creating, interpreting and presenting work
Primary outcome : The learner will be able to design, produce, demonstrate and perform sporting and artistic
activities to ensure all round development

Assessment Success Theme/Topic Suggested teaching Suggested Suggested

standards criteria and learning teaching, learning teaching and
activities and assessment learning
methodologies resources
We will know this The learners will
when learners are able be able to:
to:
• explore freely with 1 create a Simple games • identifying art • demonstration • talular
various art variety of materials from the • discussion • observation
materials games using local environment • question and answer checklist
various art • creating games using • group work • whistles
materials various art materials • pair work • balls
• self discovery • sticks
2 show • identifying games • brainstorming • papers
produces they can play using • practice • pencils
with art the art materials • excursion • pens
materials • teacher observation • glue
• play games with • self assessment • brush
different art materials • peer assessment • portfolio
• flannel graph
• tables
• mats
• rubrics

118
Term : II
Core element : Participating and collaborating
Primary outcome : The learner will be able to demonstrate personal and interpersonal skills, through individual
and group participation in sports and arts in order to develop leadership skills and teamwork
Assessment Success criteria Theme/Topic Suggested teaching Suggested teaching, Suggested
standards and learning learning and teaching and
activities assessment learning
methodologies resources
We will know this The learners must
when the learners are be able to:
able to:
• move in 1 move freely in a Safe practices • running freely • demonstration • talular
response to given space to in free play • dancing within a given • discussion • observation
instruction avoid accidents space safely • question and answer checklist
without causing • drawing shapes on the • group work • mats
accidents ground within a given • pair work • raised diagrams
space • practice • clay
• teacher observation • drums
2 move forward • dancing safely to local • self assessment • whistles
and backward in dances which involve • peer assessment • flutes
an orderly way forward/ backward • shakers
in a group to movements such as: • sign language
avoid accidents − chiterera interpreter
− tchopa • songs
− mwinoghe • portfolio
• running forward and • rubrics
backward in a given
space safely

119
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standards learning activities teaching, teaching and
learning and learning
assessment resources
methodologies

3 move in rhythm Safe practices • making body movements in • demonstration • talular

as a group in free play response to a drum beat or • discussion • observation
following group other signals such as: • question and checklist
leaders’ signals − making big steps answer • papers
or instructions − slow motions • group work • pencils
• pair work • pictures
• teacher • charts
observation • rubrics
• self assessment
• peer assessment

120
Core element : Participating and collaborating
Primary outcome : The learner will be able to demonstrate personal and interpersonal skills, through individual
and group participation in sports and arts in order to develop leadership skills and teamwork
Assessment Success criteria Theme/Topic Suggested teaching and Suggested teaching, Suggested
standards learning activities learning and teaching and
assessment learning
methodologies resources
We will know The learners must be
this when the able to:
learners are able
to:
• engage in 1 identify various Family roles • identify the roles of family • demonstration • talular
creative play family roles members • discussion • observation
• discuss the roles of family • question and answer checklist
members • group work • papers
• pair work • pens
2 perform the • acting out family roles • role playing • pencils
identified roles • drawing members of the • self discovery • glue
family • practice • mats
• teacher observation • raised
• self assessment diagrams
• peer assessment • containers
• baskets
• tins
• rubrics
• portifolio

121
Core element : Participating and collaborating
Primary outcome : The learner will be able to demonstrate personal and interpersonal skills, through individual
and group participation in sports and arts in order to develop leadership skills and teamwork
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standards learning activities teaching, learning teaching and
and assessment learning
methodologies resources
We will know The learners must be
this when the able to:
learners are
able to:
• demonstrate 1 participate and Working • gathering and sorting materials • demonstration • talular
active coordinate with together in art from the surroundings for • discussion • observation
involvement others in art activities drawing, modelling, colouring and • question and checklist
in individual activities music answer • mats
and group • modelling and threading, • group work • containers
art activities drawing and acolouring activities • pair work • baskets
• role playing • wood
2 perform game • imitating game songs such as: • practice • leaves
songs on their − ‘ogode’ • teacher observation • papers
own − ‘suyo sali mwendo’ • self assessment • pens
• playing game songs such as: • peer assessment • pencils
− ‘ogode’ • local paint
− ‘suyo sali mwendo’ • glue
• sticks
• costumes
• portfolio
• rubrics

122
Core element : Expressing and communicating
Primary outcome : The learner will be able to analyse and use multiple forms of communication and
expression in sports and arts

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

standards and learning activities learning and teaching and
assessment learning
methodologies resources
We will know this The learners must be
when the learners able to:
are able to:
• express their 1 design different Artistic • modelling objects • demonstration • talular
own feelings shapes to show expression within their • discussion • observation
through feelings environment including • question and answer checklist
different forms numbers and letters • excursion • whistles
of art • displaying modelled • brainstorming • papers
objects • practice • pens
• teacher observation • pencils
2 create different • producing sounds that • self assessment • local paint
sounds to express feelings • peer assessment • containers
express feelings • intepreting the • baskets
meanings of the • sand
different sounds • clay
• tables
• mats
• charts
• rubrics
• portifolio

123
Core element : Expressing and communicating
Primary outcome : The learner will be able to analyse and use multiple forms of communication and expression in
sports and arts
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested teaching
standards learning activities teaching, and learning
learning and resources
assessment
methodologies
We will know this The learners must be
when the learners able to:
are able to:
• respond to 1 explore the Indigenous • identifying indigenous forms • demonstration • talular
indigenous environment for forms of art of art in the locality such as: • discussion • observation checklist
expressive and indigenous − traditional dances • question and • papers
communicative forms of art − curios answer • pens
forms of art − paintings • brainstorming • pencils
− clay pots • teacher • local paint
− musical instrument observation • leaves
• producing indigenous forms
• self assessment • flowers
of art
• peer • shakers
• dancing following thythm of
2 move following assessment • drums
shakers, trumpets, hand
a given rhythm clapping • whistle
• matching following rhythm • trumpets eg. vuvuzela
of drums and hand clapping • flutes
3 produce figures • drawing matchstick figures • tables
for expressing • colouring the figures • mats
and • displaying the figures • rubrics
communicating • storing the figures

124
Term : III
Core element : Expressing and communicating
Primary outcome : The learner will be able to analyse and use multiple forms of communication and expression
in sports and arts
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested teaching
standards learning activities teaching, and learning
learning and resources
assessment
methodologies
We will know The learners must be
this when the able to:
learners are able
to:
• use 1 create different Communicating • identifying different • demonstration • talular
imagination body movements through various grstures • discussion • observation
and fantasy to to show forms of art • producing different • question and checklist
express and expression and gestures to show answer • papers
communicate communication acceptance, refusal, • group work • pens
direction and agreement. • pair work • pencils
2 sing songs to • singing action songs of • excursion • local paint
explore shapes, alphabet letters, numbers • role playing • number chart
numbers and and shapes such as: • brainstorming • shakers
letters of the pamchenga timatere posewera. • practice • whistles
alphabet Uyu ndani? • self discovery • drums
a! e! i! o! u!; a b c d e f g h I j • teacher • trumpets
k l m n…’ observation • flutes
• tracing shapes, letters and • self assessment • rubrics
numbers • peer assessment • portifolio

125
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standards learning activities teaching, learning teaching and
and assessment learning
methodologies resources

Communicating • displaying shapes, letters • demonstration • talular

through various and numbers • discussion • observation
forms of art • storing shapes, letters and • question and checklist
numbers answer • number chart
• group work • pieces of fabrics
3 dress dolls • identifying and collecting • pair work • sign language
materials for dressing dolls • role playing interpreter
• dressing dolls with rags, • self discovery • tables
leaves and pieces of paper • practice • mats
• displaying dressed dolls • teacher observation • rags
• self assessment • leaves
• peer assessment • paper
• pens
• pencils
• pair of scissors
• strings
• costumes
• portfolio
• rubrics

126
Core element : Holistic performance
Primary outcome : The learner will be able to demonstrate an ability to perform in sports and art in a way that
integrates the psychomotor, the affective and the cognitive domains

Assessment Success criteria Theme/Topic Suggested teaching and Suggested teaching, Suggested
standards learning activities learning and teaching and
assessment learning
methodologies resources
We will know The learners must be
this when the able to:
learners are able
to:
• make 1 design things Artistic • identifying things found • demonstration • talular
representation found in the representations in their homes and school • discussion • observation
s of things home and school such as: • question and answer checklist
found in their − goats • group work • flip charts
homes and − desks • pair work • pictures
school − vegetable garden • role playing • raised diagrams
• modelling, drawing and • brainstorming • sign language
tracing things found in • self discovery interpreter
their homes and school • practical • pencils
• teacher observation • papers
2 perform activities • role playing using things • self assessment • pens
using things found in their homes and • peer assessment • clay
found in the school • field visit • wood
home and school • tins
• bottles
• seeds

127
Assessment Success criteria Theme/Topic Suggested teaching and Suggested teaching, Suggested
standards learning activities learning and teaching and
assessment learning
methodologies resources

• singing and dancing to • demonstration • costumes

action songs to • discussion • shakers
demonstrate the roles in • question and answer • flutes
the homes and school • practice • whistle
such as: • teacher observation • trumpets eg.
− ‘Pakhomo pamunthu • self assessment vuvuzela
pafunika ziti?’ • peer assessment • talular
− ’kamtoletole’ • observation
checklist
3 exhibit the Artistic • displaying the products • papers
produced items representations • storing the items made • pens
• tables
• mats
• portfolio
• flannel graph
• flip charts
• rubrics
• songs

128
Core element : Holistic performance
Primary outcome : The learner will be able to demonstrate an ability to perform in sports and arts in a way that
integrates the psychomotor, the affective and the cognitive domains

Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested

standards learning activities teaching, learning teaching and
and assessment learning
methodologies resources
We will know The learners will be
this when able to:
learners are able
to:
• demonstrate 1 explore and Exploring with • identifying various • demonstration • talular
different ways experiment with materials from materials from the • discussion • observation
of performing a variety of the environment • question and checklist
given artistic materials from environment • collecting various answer • flip charts
activities the environment materials from the • group work • papers
environment • pair work • pens
• experimenting with the • brainstorming • pencils
materials • practice • pair of scissors
• displaying the products • teacher • pictures
made observation • newspapers/
2 respond • displaying different • self assessment magazines
artistically to dancing styles to stimuli • peer assessment • clay
different stimuli such as: • seeds
− music from radio • wood
− guitar • raised diagrams
− drums • rubrics

129
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standards learning activities teaching, learning teaching and
and assessment learning
methodologies resources

− whistle • demonstration • portifolio

• singing in response to • discussion • talular
stimuli such as in ‘follow • question and answer • observation
the leader’ • group work checklist
• performing different tunes • pair work • radio
on cross-cutting issues • role playing • guitar
such as: • self discovery • drums
− HIV and AIDS • practice • whistle
− child abuse • teacher observation • shakers
− child labour • self assessment • flutes
• peer assessment • songs
3 perform various Exploring with • drawing familiar objects • costumes
artistic activities materials • colouring and pasting the • rubrics
using different drawn objects • resource person
skills • decorating the modelled • portifolio
items

130
References

Bennet, J et al (1995). Rhythmic activities and dance. Champaign: human Kinetics

Hopple, CJ (1995). Teaching for outcomes in elementary physical education: a guide for
curriculum and assessment. Champaign: Human Kinetics

John, L (1990). Art in the primary school. New York: Chapman and Hall

MOE (1991). Creative arts primary school teaching syllabus. Domasi: Malawi Institute of
Education

MOE (1991). Needlecraft and Home Economics primary school teaching syllabus. Domasi:
Malawi Institute of Education

MOE (1991). Music primary school teaching syllabus. Domasi: Malawi Institute of Education

MOE (1991). Physical education primary school teaching syllabus. Domasi: Malawi Institute of
Education

131
 Syllabus for

Bible knowledge

Standard 1

132
Rationale
The primary school Bible knowledge syllabus will offer an alternative to address the
generic issues such as environmental degradation, moral decay, violence and juvenile
delinquency, Sexuality transmitted infections (STIs), HIV/AIDS and drug and substance
abuse. The syllabus therefore aims at focusing the teaching of Bible knowledge to address
these generic issues besides giving historical facts, beliefs, doctrines and practices. It also
encourages learner centred/participatory teaching methodologies.
Bible beliefs, skills and practices are used to assist the child live in harmony with the
spiritual and physical world and be responsible citizens.
Core elements and their outcomes

God the Father

The learner will be able to demonstrate an understanding of creation, obedience, God as
the Father and His leadership through the prophets, judges and kings.

Life of Jesus
The learner will be able to demonstrate an understanding of the family, life, work, death
and resurrection of Jesus.

Christian life
The learner will be able to demonstrate an understanding of Christian principles as a
guide for this life and the life to come.

Christian approaches to contemporary issues

The learner will be able to demonstrate an understanding of Christian approaches on
human rights and democracy, gender, politics, HIV and AIDS, the environment, drugs
and substance abuse and vulnerable people

133
Term : II
Core element : God the Father
Primary outcome : The learner will be able to demonstrate an understanding of creation, obedience, God as the
Father and His leadership through prophets, judges and kings.

Assessment Success Criteria Theme/Topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment learning
methodologies resources
We will know The learners must
this when the be able to:
learners are  talular
able to: 1 identify things Creation  listing things that God created  question and answer  pupils’
• demonstrate that God created  collecting different things that  pair work experiences
an God created  group work  observation
understanding  drawing things that God created  class discussion checklists
of the creation  teacher observation  charts
of the earth 2 describe the  naming things that God created  peer assessment  pictures
things that God  listing uses of the things that God  self-assessment  radio cassette
created created  local
environment
3 explain how to  suggesting ways of caring for  the Bible
care for things things that God created Genesis 1: 1-31;
created by God  discussing the importance of 2: 2; 8: 17
caring for God’s creation  films/video
tapes on
creation
 tape/audio
tapes on
creation

134
Core element : God the Father
Primary outcome : The learner will be able to demonstrate an understanding of creation, obedience, God as the
Father and His leadership through prophets, judges and kings.

Assessment Success Criteria Theme/Topic Suggested teaching and Suggested Suggested

standard learning activities teaching, teaching and
learning and learning
assessment resources
methodologies
We will know The learners must be
this when the able to:  talular
learners are  pupils’
able to: 1 describe Human creation  identifying the differences  question and experiences
• describe differences between human beings and answer  observation
human between human other created things  pair work checklists
beings as beings and other  discussing the differences  singing  charts
creatures of created things between human beings and  group work  pictures
God other created things  class discussion  song books
2 show how special  listing parts of the body  teacher  radio cassette
the human body is  discussing uses of parts of the observation  local
body  peer assessment environment
 singing songs to thank God for  self-assessment  the Bible Genesis
creating parts of the body 1: 1-31, 2: 2
8: 17
3 explain how God  explaining God’s love for  films/video tapes
shows his love for mankind on creation
mankind  giving examples of man’s  tape/audio tapes
priviledges given by God other on creation
than other creatures

135
Core element : The Life of Jesus
Primary outcome : The learner will be able to demonstrate an understanding of the family, life, work, death and
resurrection of Jesus
Assessment Success Criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning
methodologies resources
We will know The learners must be
this when the able to:
learners are  talular
able to:  pictures
• demonstrate 1 tell the Our family  mentioning their own family  brainstorming  pupils’
an composition of a members  group work experiences
understandin family  giving the meaning of a family  question and  observation
g of a family as understood in the Bible answer checklists
 discussing ways in which  class discussion  charts
sunday school class is a family  teacher observation  the Bible:
 peer assessment 2 Thess. 3: 10;
2 describe duties of  brainstorming daily duties of  self assessment Proverbs 31: 10, 23,
family members as members of a family 27 – 28
given by God  discussing daily duties of Genesis 1: 28
members of a family Genesis 2: 15
 giving reasons for sharing Colossians 3: 22–24
duties in a family Matt. 13: 55
 stating the teaching of the Bible Mark 6: 3
about work  portifolios
 rubrics
3 explain the  discussing the importance of a  braille materials
importance of a family  hand frames
family  stylus

136
Core element : Christian approaches to contemporary issues
Primary outcome : The learner will be able to demonstrate an understanding of christian approaches on human
rights and democracy, gender, politics, HIV and AIDS, the environment, drug and substance
abuse and vulnerable people.
Assessment Success Criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, teaching and
learning and learning
assessment resources
methodologies
We will know The learners must be
this when the able to:  local
learners are environment
able to:  brainstorming  checklists
 describe the 1 describe roles and Roles and  brainstorming roles and
 discussion  pupils’
roles and responsibilities of responsibilities responsibilities of family
 question and experiences
responsibiliti family members of family members
es of family  discussing the roles and answer  video
members
members responsibilities  role playing tapes/audio tapes
 classifying roles and  teacher  the Bible
2 explain stories responsibilities according to sex observation Genesis 2: 15,18
from the Bible on  group work Genesis 25: 27-34
roles and  discussing stories from the Bible  peer assessment Genesis 37: 12-13
responsibilities of on roles and responsibilities of  oral exercises Matt 19: 13-15
family members family members Acts 9: 36-41
 role playing roles and Luke 2: 42-49
responsibilities of family Luke 18: 15-17
members  portifolios
 rubrics
 raised diagrams
 feathers

137
Core element : The Life of Jesus
Primary outcome : The learner will be able to demonstrate an understanding of the family, life, work, death and
resurrection of Jesus
Assessment Success Criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning
methodologies resources
We will know The learners must
this when be able to:
learners are able
to: 1 tell the The family of  mentioning the parents of Jesus  pair work  talular
• describe the composition of Jesus  discussing how Jesus is our  group work  pictures
family of Jesus the family of brother  question and  pupils’
Jesus  singing songs about Jesus answer experiences
 class discussion  observation
2 describe the  mentioning the work that  teacher observation checklists
occupation of Joseph used to do  peer assessment  charts
members of  telling the work that Jesus was  singing  film/video
Jesus’ family doing with his parents  self assessment tape/audio
 singing songs about work tapes
 the Bible:
3 discuss the  discussing the learners’ desired Matt 1: 18–24
learners’ desired occupations Lk 2: 1–7
occupation  discussing why learners want Genesis 1: 28
those occupations Matt 12: 46-50
Mk 3:31-35
 songs
 portifolios
 rubrics

138
Term : III
Core element : Christian Life
Primary outcome: The learner will be able to demonstrate an understanding of christian principles as a guide for
this life and the life to come
Assessment Success criteria Theme/Topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment learning
methodologies resources
We will know this The learners must
when learners are be able to:
able to:
 demonstrate an 1 describe Interdependence  discussing ways in which  discussion  talular
understanding of people’s among people people depend on each  question and  environment
the need for each interdependence other answer  checklists
other on each other  giving reasons for assisting  pair work  pupils’
each other  role playing experiences
 role playing assisting each  teacher observation  video tapes/
other  singing audio tapes
 telling life experiences on  group work  song books/songs
2 explain Bible interdependence  peer assessment  the Bible
stories on  discussing Bible stories on  self assessment Mark 4: 30
interdependence interdependence such as Matt. 5: 42
interdependence between Phil. 2: 34
- Naomi and Ruth Rom. 15: 1 – 2
- David and Jonathan 1 Sam. 18: 3 – 4
- Joseph and his brothers Ruth 1: 16
- Jesus and his disciples

139
Assessment Success criteria Theme/Topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment learning
methodologies resources

• singing songs showing Genesis 47:13

interdependence among  portifolios
people  rubrics
 braille materials
 hand frames
 stylus

140
Core element : Christian approaches to contemporary issues
Primary outcome : The learner will be able to demonstrate an understanding of christian approaches on human rights
and democracy, gender, politics, HIV and AIDS, the environment, drug and substance abuse and
vulnerable people.
Assessment Success Criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning
methodologies resources

We will know this The learners must be

when learners are able to:  local
able to: environment
 demonstrate an 1 describe diseases Diseases  listing down diseases they  discussion  checklists
understanding of know
 question and  pupils’
diseases  stating causes of diseases
answer experiences
 discussing how diseases are
spread  brainstorming  pictures
 role playing  video
2 explain christian  discussing how to care for  teacher observation tapes/audio tapes
care for the sick the sick  singing  song books
 role playing how to care for  peer assessment  the Bible
the sick  oral exercises Math. 25: 36
 singing songs about caring James 5: 14-16
for the sick Prov. 12: 10
3 discuss how to  discussing how diseases can Prov. 30:31-33
cure diseases be cured Exodus 3: 1
 discussing the importance of Lv 11
curing diseases Gen 29: 13-20
 discussing how Christians  portifolios
help the sick  rubrics

141
Core element : Christian Life
Primary outcome : The learner will be able to demonstrate an understanding of christian principles as a guide for
this life and the life to come
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning
methodologies resources
We will know this The learners must be
when learners are able to:
able to:
 describe how 1 explain kindness Kindness  brainstorming the meaning  brainstorming  checklists
Jesus shows of the term ‘kindness’  discussion  food stuffs
kindness to  telling experiences of  question and  pupils’ experiences
people kindness from their families answer  pictures
 role playing kindness to  role playing  video tapes/ audio
each other  teacher observation tapes
 singing  song books
2 disuss kindness as  identifying Bible passages  story telling  the Bible
shown by Jesus where Jesus showed  peer assessment Mark 9: 36-37
kindness: Mtt. 25: 35-40
- feeding people James 1: 27
- healing the leper  portifolios
- blessing children  rubrics
 discussing Bible passages  braille materials
where Jesus showed  hand frames
kindness.  stylus
 singing songs which show  raised diagrams
kindness  feathers

142
Core element : Christian approaches to contemporary issues
Primary outcome : The learner will be able to demonstrate an understanding of christian approaches on human rights
and democracy, gender, politics, HIV and AIDS, the environment, drug and substance abuse and
vulnerable people.
Assessment Success Criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, learning teaching and
and assessment learning
methodologies resources
We will know The learners must
this when the be able to:  local environment
learners are able  checklists
to: 1 describe animals Environment and  naming animals found in the  discussion  pupils’ experiences
 appreciate found in the animal rights environment
 question and  pictures
animals found environment  identifying animals from a chart
answer  video tapes/audio
in the  modelling the animals
environment  brainstorming tapes
2 tell passages  narrating passages from the  role playing  song books
from the Bible on Bible on animals  teacher observation  the Bible
animals  isolating passages from the Bible  modelling Math. 25: 36
on the care of animals  peer assessment James 5: 14-16
 discussing passages from the  oral exercises Prov. 12: 10
Bible on the care of animals Prov. 30:31-33
Exodus 3: 1
3 discuss how to  discussing how to care for Lv 11
care for animals animals Gen 29: 13-20
 discussing the importance of  portifolios
caring for animals  rubrics
 drawing animals

143
References

Bull, NJ and Whitburn, VD (1967) The Life of Jesus, London, Hulton Educational Publication
Ltd

Degering, Etta B (1977) My Bible Friends Book 1, Review & Herald Publication Association,
California

Heaton, EW (1966) Everyday Life in the Old Testament Times, BT Batsford Led. London

Jupe J (et al) (1985) Child development and the family. London, Macmillan Education Ltd

Malawi Institute of Education (1997), Religious Education Teachers Guides for Standard
One, Domasi, Malawi Institute of Education

Ntalash LS (et al) (1997) Living in one world. Zambia, London

Seventh-Day Adventist Bible Commentary Vol. 5 (1956) Review and Herald Publications
Washington, DC

The Gambia (1997) Population and family Life Education, London, Macmillan Education
Ltd

The Good news Bible

Walton, R (1970) A Source Book of the Bible for Teachers, SCM Press Ltd. London

White, E G (1940) Desire of Ages, Pacific Press Publications Association, California

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 Syllabus for

Religious Education

Standard 1

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Rationale
A child is always preoccupied with discovering oneself, family and the world around
him/her. Religious Education will contribute to the development of the learner’s full
identity, dignity and self-esteem through moral, social and spiritual development. This will
influence the learners to act as responsible citizens and live in harmony with others.

Core elements and their outcomes

a) An awareness of God
The learner will be able to demonstrate an understanding of how people perceive God
and Creation of the world from different religious perspectives.

b) Speaking and listening to God

The learner will be able to demonstrate an understanding of origins of various
religions, how God communicates to people, how people respond to God, respect for
religious leaders and worship in different religions.

c) Moral values and beliefs

The learner will be able to demonstrate an appreciation of human virtues, religious
symbols and artefacts, festivals and celebrations and value of life.

d) Social development
The learner will be able to understand his/her role, that of religious groups and
charitable organizations on poverty, politics, critical contemporary issues such as
HIV/AIDS and Gender, disabilities, and world of work.

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Term : I
Core element : An awareness of God
Primary outcome : The learner will be able to demonstrate an understanding of how people perceive God and
creation of the world from different religious perspectives

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

We will know this The learners must

when the learners be able to:
are able to:
 develop an 1 identify parts of Myself  identifying parts of their  pair work  pupils’ experiences
awareness of their bodies bodies  class discussion  observation
themselves  naming parts of their  group work checklist
bodies  teacher  braille materials
 discussing uses of parts of observation  charts
the body  peer assessment  pictures
 question and  songs
2 describe uses of  naming parts of the body answer  drawing materials
parts of the used when eating  singing  raised pictures
body  discussing parts of the  sign language
body of a moulded human interpreter
being model

147
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standards learning activities teaching, teaching and
learning and learning
assessment resources
methodologies
We will know this The learners must
when the learners are be able to:
able to: 1 tell their names Myself as a  identifying each other by  pair work  pupils’
 demonstrate an creation of God name  group work experiences
understanding of  greeting each other by  class discussion  observation
oneself as a names  teacher checklist
creation of God  identifying each other by observation  charts
sex  peer assessment  pictures
 question and  songs
2 explain stories  identifying stories from answer  modeling
from different different religions on the  singing materials
religions on the creation of human beings  radio cassette
creation of  discussing stories from  raised pictures
human beings different religions of the  sign language
creation of human beings interpreter
 differenciating human  stories
beings from other creatures
 identifying human beings
as special creatures before
God

148
Term : II
Core element : Moral values and beliefs
Primary outcome : The learner will be able to demonstrate an appreciation of human virtues, religious symbols
and artefacts, festivals, celebrations and value of life

Assessment Success Criteria Theme/Topic Suggested teaching and Suggested Suggested

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

We will know this The learners must

when the learners are be able to:
able to:
 develop an 1 explain Moral values  identifying good  question and  raised pictures
understanding of behaviours and beliefs in behaviours answer  pictures
acceptable which attract society  discussing behaviours that  pair work  charts
behaviour praise attract praise  teacher  pupils checklist
 explaining the importance observation  Bible
of the moral values  group work  Quran
 story telling  Hadith
2 describe  identifying bad behaviours  role playing  pupils’
behaviours that  discussing bad behaviours  peer assessment experiences
make other which make people  class discussion  role play
people unhappy unhappy  songs
 stories
 sign language
interpreter

149
Core element : Social development
Primary outcome : The learner will be able to understand his/her role, that of religious and charitable
organisations on poverty, politics, critical contemporary issues such as HIV/AIDS and Gender,
disabilities, and the world of work.
Assessment Success criteria Theme/Topic Suggested teaching Suggested Suggested
standard and learning activities teaching, teaching and
learning and learning
assessment resources
methodologies

We will know this The learners must

when the learners are be able to:
able to:  pupils’
 show knowledge 1 mention names Sources of food  brainstorming names of  drawing experiences
of sources of food of food in the in the home food found at home  pair work  observation
home  identifying the food  group work checklist
eaten at home  class discussion  charts
 thanking God for food  teacher  pictures
 discussing that God observation  songs
provides food  peer assessment  role play
 singing  stories
2 state sources of  discussing that God  role playing  religious books
food in the helps parents to find  reciting  resource persons
home food  research  newspapers
 discussing the  radios
importance of sharing  raised pictures
 assorted food
 sign language
interpreter

150
Core element : Speaking and listening to God
Primary outcome : The learner will be able to demonstrate an understanding of origins of various religions, how
God communicates to people, how people respond to God, respect for religious leaders and
worship in different religions.
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, teaching and
learning and learning
assessment resources
methodologies
We will know this The learners must
when the learners be able to
are able to: 1 mention good Responsibilities  discussing learners’  group work  pupils’
 recognise good things parents of family expectations from their parents  question and experiences
things family do for children members  identifying the responsibilities answer  observation
members do of parents  singing checklist
 singing songs thanking God  peer assessment  pictures
for the good things parents do  teacher  songs
to children observation  stories
 discussing what God expects  assorted items
2 describe good parents to do for their children  raised pictures
things brothers  discussing good things  sign language
and sisters do brothers and sisters do for one interpreter
for one another another
 narrating religious stories
about brothers and sisters
helping one another
 role playing good things
brothers and sisters do for one
another

151
Term : III
Core element : Social development
Primary outcome : The learner will be able to understand his/her role, that of religious and charitable
organisations on poverty, politics, HIV/AIDS, Gender, disabilities, and the world of work.
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, teaching and
learning and learning
assessment resources
methodologies
We will know this The learners must
when the learners be able to:
are able to:
 show 1 describe stories God provides  discussing how God provided food  pair work  pupils’
appreciation that from Holy food for us in the past  group work experiences
God is the scriptures of  narrating stories from the scriptures  class discussion  observation
ultimate how God when God provided food  teacher checklist
provider of food provided food  discussing how God fed the observation  charts
Israelites  peer  pictures
assessment  songs
2 describe  discussing how the vulnerable  singing  role play
occasions in the people find food  role playing  stories
contemporary  explaining how God provide food  reciting  religious books
world when to people in the contemporary  research  resource persons
God provides world  newspapers
food  donating foodstuffs to the needy  radios
 sharing experiences on their charity  raised pictures
work  assorted food
 sign language
interpreter

152
Core element : Speaking and listening to God
Primary outcome : The learner will be able to demonstrate an understanding of origins of various religions, how
God communicates to people, how people respond to God, respect for religious leaders and
worship in different religions.
Assessment Success criteria Theme/Topic Suggested teaching and Suggested Suggested
standard learning activities teaching, teaching and
learning and learning
assessment resources
methodologies

We will know this The learners must

when the learners be able to:
are able to: 1 explain ways Prayer in the  discussing ways of showing  question and  pupils’
 show children show family gratitude to parents or answer experiences
appreciation for gratitude to guardians  drawing  observation
the good things parents  discussing ways of giving  singing checklist
family members gifts to parents  modelling  pictures
do  role playing giving gifts to  role playing  songs
parents  peer assessment  stories
 preparing gifts for parents  teacher  assorted items
 discussing parents or  observation  raised pictures
guardians feelings upon  composing  role play
receiving gifts  sign language
interpreter
2 compose a  stating occasions of prayer
prayer of  composing a prayer of
showing gratitude
gratitude  saying a prayer that they
have composed

153
Core element : Moral values and beliefs
Primary outcome : The learner will be able to demonstrate an appreciation of human virtues, religious symbols
and artefacts, festivals, celebrations and value of life

Assessment Success Criteria Theme/Topic Suggested teaching and Suggested Suggested

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

We will know this The learners must

when the learners be able to:
are able to:
 develop an 1 describe Moral values,  identifying behaviours that  brainstorming  raised pictures
appreciation of behaviours that beliefs and please God  singing  pictures
behaviours that please God God  discussing behaviours that  question and  charts
please God please God answer  pupils checklist
 discussing how God blesses  pair work  Bible
people  teacher  Quran
 narrating rewarding stories observation  Hadith
 group work  pupils’
2 explain the  narrating stories from Holy  story telling experiences
importance of scriptures of people who were  peer assessment  role play
pleasing God blessed because of good deeds  class discussion  songs
 role playing the stories of  stories
people who were blessed  sign language
because of the good things interpreter
they did

154
References

MIE/DTED (1998) Student Teachers’ Handbook 3: Domasi, Malawi

Ghulan Sarwar (1984) Islam: beliefs and teachings. The Muslim Education Trust

Malawi Institute of Education (1994) Primary Education Religious Education Teachers Guide for
Standard 4.

Schoffeleers JM and Roscoe AA (1985) Land of fire, oral literature from Malawian popular
publications. Limbe: Malawi.

MIE/DTED (1998) Student Teachers’ Handbook 2: Domasi, Malawi.

Ministry of Education and Culture (1991) Primary school teaching syllabus for Religious and
Moral Education. Domasi, Malawi

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