Republic of Malawi

Syllabus for

Initial Primary Teacher Education

Social studies

Ministry of Education, Science and Technology

 Syllabus for

Initial Primary Teacher Education

Social studies

Ministry of Education, Science and Technology

Prepared and published by

Malawi Institute of Education

P O Box 50
Domasi Malawi

email: miedirector@sdnp.org.mw
website: www.mie.edu.mw

©Malawi Institute of Education 2017

All rights reserved. No part of this publication may be reproduced, stored in a

retrieval system, or transmitted in any form by any means, electronic, mechanical,
photocopying, recording or otherwise, without the permission of the copyright
owner.

First edition 2017

 Foreword
Education is the lifeblood of the nation. It is a prerequisite for individual,
community and national development. Education prepares learners to play their
roles effectively in efforts to promote and sustain a country's socio-economic
development. Parents or guardians desire that their children develop into adults
with sound minds and healthy bodies, through the acquisition of appropriate
knowledge, skills and desirable attitudes to enable them to live productive and
happy lives.

Education should, therefore, help learners to develop high standards of conduct,

attitudes, judgment and a sense of responsibility. Student teachers have to be well
prepared in order to be able to take this responsibility of teaching children
effectively.

The provision of quality education is based on many factors and a good quality of
teachers is one of them. Teachers play a central role because they are the key source
of knowledge, responsible for facilitating the learning process and act as role
models for the learners.

The function of initial teacher education in Malawi is to prepare student teachers in

their aspiration of becoming teachers of high quality. This is achieved by helping
the student teachers to acquire the right knowledge, skills and competences to
enable them to effectively teach children. In view of this, the Initial Teacher
Education curriculum has been reviewed to ensure that student teachers who
graduate from this programme are well trained and prepared for their profession.

The process and implementation of this review has been guided by the Teacher
Education Philosophy which states as follows:

‘To produce a reflective, autonomous, lifelong learning teacher, able to display

moral values and embrace learners’ diversity.’

It is therefore hoped that Teacher Training Colleges will find this curriculum
effective in helping the student teachers to build a solid foundation in their teaching
profession.

Secretary for Education

Ministry of Education, Science and Technology

v
 Acknowledgements
The Ministry of Education, Science and Technology and the Malawi Institute of
Education would like to thank all people who participated in various activities,
stages and levels in the development of this syllabus.

Special thanks go to the Director of the Directorate of Inspection and Advisory

Services (DIAS), Mr Raphael Agabu and his staff, the Executive Director of Malawi
Institute of Education, Dr William Susuwele‐Banda and his staff, Coordinator of the
Initial Primary Teacher Education (IPTE) review process, Dr Ezekiel Kachisa and his
team (Mr Edward G Mtonga and Ms Catrin Anderer) for coordinating the process
of developing the syllabus.

The Ministry of Education, Science and Technology and the Malawi Institute of
Education would also like to thank Steve Matandika, Rosario Soko, Tamala Mbewe
and Kondwani Mwalweni for reviewing the syllabus.

The Ministry of Education, Science and Technology acknowledges technical and

financial support which was generously provided by German Technical
Cooperation (GIZ), United Nations Children’s’ Fund (UNICEF), Food and
Agriculture Organisation (FAO) and Open Society Foundation (OSF).

Production team
Editing Jackson Yekha
Graphic Designer Catherine Katete
Editor – In – Chief Max J Iphani

vi
 Writers
Cecilia Biziwick - Phalombe Teachers College
Enia Mkwezalamba - Mponela
Dyson Nyapwala - Machinga Teachers College
Eastman K Simbeye - Mzuzu
Ronica Thangwi - Lilongwe Teachers College

Production team

vii
 Introduction
The purpose of primary teacher education is to produce and continually develop
competent and responsive teachers who effectively deliver quality education to all
learners under prevailing conditions and demands in primary schools and promote
their desire for life-long learning. IPTE endeavors to educate teachers in sufficient
numbers, continually develop their professionalism so that they are able to
effectively and efficiently deliver quality and relevant education to primary school
learners.

National goals for primary teacher education

The national goals of primary teacher education in Malawi are to produce teachers
who are:
 academically well-grounded and professionally competent
 flexible and capable of adapting to the changing needs and environment of the
Malawian society
 capable of adhering to and maintaining the ethics of the teaching profession
imaginative in adapting, creating and utilising locally available resources
suitable for the needs of their learners

Rationale
Foundation studies will equip student teachers with the necessary knowledge, skills
and attitudes to carry out their role of facilitating learning of the primary school
child. To teach effectively, student teachers must study the origins and
development of the primary school curriculum and understand their role in its
implementation through appropriate management of the teaching, learning and
assessment processes at school level.

Teacher education philosophy

The following has been the guiding principle during the design, development and
implementation of the IPTE curriculum.

To produce a reflective, autonomous, lifelong learning teacher, able to display moral values
and embrace learners’ diversity has been designed.

viii
 IPTE programme structure
The duration of the teacher education is two years. The general outlook of the two
years is as follows:

Year 1 Year 2
Term 1 Term 2 Term 3 Term 1 Term 2 Term 3
In college, In college, Out in Out in In college, In college,
learning learning teaching teaching with special with special
subject subject content practice practise emphasis on emphasis on
content with special schools, schools, reflection, subject
with a focus on practising practising inclusion and content,
special methods for teaching teaching further policies and
focus on upper classes mainly in the mainly in the practice on frameworks
methods for lower classes upper classes teaching
lower methods
classes

Unique features
The features of the reviewed curriculum are as follows:
 The curriculum design is based on reflective and practice principles.
 Early grade teaching methodologies are distinct.
 The delivery of the subject content follows the modular approach.
 Student teachers will be allowed to practise teaching both in the lower classes
(Standards 1 to 4) as well as in upper classes (Standards 5-8).
 Cross cutting issues such as Assessment for Learning, Information
Communication Technology, Inclusive Education and Critical Thinking are
integrated.

IPTE subject matrix

The new curriculum has adopted the reflective practitioner model of teacher
education which connects practice and theory and integrates content and pedagogy
in teaching and learning. In this structure, student-teachers will be in college for
two terms of year 1 and be in primary schools for teaching practice in the third term
of first year and first term of the second year. Student teachers will be back to
colleges in terms 2 and 3 of year 2 to continue learning subject content, reflecting on
their experiences of teaching practice and then wind up their studies.

This curriculum is designed in a modular structure and contains eleven subjects.

These are Chichewa, English, Mathematics, Education Foundation Studies,
Agriculture, Social Studies, Life Skills, Science and Technology, Expressive Arts,
Religious Studies and Human Ecology. In this modular design, a set of topics forms
a module in a subject. A module consists of 40 hours contact time.

ix
IPTE outcomes based curriculum
This outcomes-based curriculum is focused on student teachers' achievements.
These achievements are teaching competences.

The teaching competences student teachers develop from the IPTE programme will
be seen when student teachers are able to transfer the knowledge and skills directly
in primary schools.

Subject and core elements

The IPTE curriculum comprises of eleven subjects namely Agriculture, Science and
Technology, Mathematics, Expressive arts, Chichewa, English, Education
Foundation studies, Social studies, Life skills, Religious studies and Human
ecology. Each subject has a rationale from which core elements are derived.

Teacher education core element outcomes

Teacher education core element outcomes are descriptions of the competences to be
acquired by the student teacher for successful teaching.

IPTE assessment procedures

In Outcomes-Based Education (OBE), assessment is a significant part of the teaching
and learning process. The main purpose of assessment is to facilitate learning by
constant monitoring of the progress of individual student teachers. The process is
on-going and it uses clearly defined criteria with a variety of tools, methods and
techniques in different situations and contexts. This helps to gather valid and
reliable information on the student teachers' achievement of outcomes.

Assessment in initial primary teacher education in Malawi comprises two major

components: continuous and summative assessment. Both modes involve
assessment tasks that measure the student teachers’ achievement of knowledge,
skills, values and attitudes. These tasks include oral presentations, practical and
reflective tasks, reports, researches, tests and examinations.

In the reviewed curriculum, the weighting of continuous assessment in the final

grade will be 60% continuous assessment and 40% summative assessment.

The continuous assessment will comprise:

 two grades based on each module
 end of module examinations for terms 1 and 3 of year 1
 teaching practice grades
 school experience journal grade

While the summative assessment will comprise:

 moderated grade from teaching practice in term 1 of year 2
 national examinations to be administered in term 3 of year 2 based on the
modules of terms 2 and 3 of year 2.

x
Rationale
Social Studies will contribute to the development of student teachers’ full potential,
identity, self esteem and dignity through tracing their history and investigating the
inter-relationship between the individual family, society and the environment on
one hand and Malawi and the world on the other. This will influence student
teachers to develop primary school learners who are active and responsible citizens.

Core elements and outcomes

Core element: Nature of Social studies

Core element outcome: The student teachers will be able to demonstrate an
understanding of the nature of social studies with respect to the meaning, themes,
aims, rationale, concepts and principles, values, attitudes and the importance of the
subject to enable them to teach the subject effectively in the primary school.

Core element: Interrelationship between individual, family and

society
Core element outcome: The student teachers will be able to demonstrate an
understanding of how they will utilise appropriate teaching, learning, assessment
and class management strategies to enable the primary school learner demonstrate
an understanding of personal identity in terms of family life, location and historical
background through enquiry into origins, cultural beliefs and practices.

Core element: Citizenship and Good governance

Core element outcome: The student teachers will be able to demonstrate an
understanding of how they will utilise appropriate teaching, learning, assessment
and class management strategies to enable the primary school learner demonstrate
an understanding of the evolution of the current structures and systems of
government, society and the economy in terms of national, regional and global
contexts and show an understanding of individual rights and responsibilities
within the wider society.

Core element: Environment and sustainable development

Core element outcome: The student teachers will be able to demonstrate an
understanding of how they will utilise appropriate teaching, learning, assessment
and class management strategies to enable the primary school learner to make
informed decisions considering local, regional and global consequences to maintain
a balance between human beings and their environment to ensure its sustained use
for present and future generations.

xi
Core element: Interdependence between Malawi and the world
Core element outcome: The student teachers will be able to demonstrate an
understanding of how they will utilise appropriate teaching, learning, assessment
and class management strategies to enable the primary school learner to
demonstrate an understanding of the position of Malawi within regional and global
contexts through an investigation of geographical, social and environmental
aspects.

Core element: Social development

Core element outcome: The student teachers will be able to demonstrate an
understanding of how they will utilise appropriate teaching, learning, assessment
and class management strategies to enable the primary school learner to live and
work effectively as a member of a family, group, community and a nation.

xii
Scope and sequence chart
Core Element Term 1 of year 1 Term 2 of year 2
a. Nature of  Teaching of social studies (4
Social hours)
Studies - aims
- importance
- role of social studies in
development
- concepts and principles
- themes
b. Inter-  Teaching of early civilisation  Teaching of early
relationships (5 hours) missionaries ( 4 hours)
between - Greek - early missionaries of
individual, - Egypt Malawi (Scottish,
family and UMCA, Catholics)
society  Factors that led to the rise of - activities of the early
early civilisation centres missionaries in Malawi
- contributions of the early
 Decline of early civilisation missionaries to Malawi

 Contributions of early  Teaching of early kingdoms

civilisations to the world. of Malawi (Maravi,
Nkhamanga) (4 hours)
- growth
- organisation structure
- decline
- contributions made by
early kingdoms to
Malawi
c. Inter-  Teaching of the earth ( 5  Teaching of location (5
dependence hours) hours)
between - shape - cardinal points
Malawi and - movements - latitudes and longitudes
the world - location of Malawi using
cardinal points
- location of Malawi using
latitudes and longitudes

 Teaching of physical
features (4 hours)
- types
- importance

xiii
Core Element Term 1 of year 1 Term 2 of year 2

d. Environment  Teaching of natural resources  Teaching of climate change

and (5 hours) and disaster risk
sustainable - types management (5 hours)
development - ways of destroying natural - causes,
resources - effects,
- effects of destroying natural - mitigation (micro-
resources
project)
- ways of conserving natural
- adaptation (micro
resources
projects)
- concepts and terms
 Teaching of environmental
related to DRM
degradation (6 hours)
- common disasters in
- forms
Malawi
- solutions

e. Citizenship  Teaching of the constitution of  Teaching of local

and the Republic of Malawi (5 government administrative
governance hours) structure ( 5 hours)
- importance - local government
- features institutions,
- fundamental principles - local government social
services
 Teaching of human rights (5 - administrative structures
hours) of local government
- fundamental principles institutions
- types
- importance  Teaching of corruption ( 4
- violations hours)
- responsibilities and duties - reasons for corruption
- effects of corruption
 Teaching of democracy and - role of ACB in
good governance (5hours) preventing corruption
- fundamental principles of - duties of citizens in
democracy and good preventing corruption
governance
- types of governments
- power and authority
f. Social  Teaching of government
development revenue (4 hours)
- sources
- uses

xiv
Core Element Term 1 of year 1 Term 2 of year 2

 Teaching of road safety (5

hours)
- traffic rules for road
users
- pedestrians
- cyclists
- motorists

 Road signs and signals

- types of road signs
- road signals
- importance of road signs
and road signals
- duties of a traffic police
officer
- duties of a traffic warden

 Road accidents
- types
- causes
- prevention

xv
 Term 1 Year 1
Core element: Nature of social studies
Core element outcome: The student teachers will be able to demonstrate an understanding of the nature of social studies with
respect to the meaning, themes, aims, rationale, concepts and principles, values, attitudes and the
importance of the subject to enable them to teach the subject effectively in the primary school.

Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
We will know this The student
when student teachers teachers must be
are able to: able to:
 Demonstrate an 1 examine the Teaching of  researching on what student  brainstorming  local
understanding of importance of social studies teachers know about social  meet in the environment
the teaching of teaching social studies middle  copies of
Social studies studies  discussing what student  question and primary school
teachers know about social answer Social studies
studies  give one take syllabus,
 researching the aims and one teachers’ guides
themes of social studies  bus stop and learners’
 analysing the rationale for  think-pair-share books
teaching social studies  gallery walk  students
 discussing values and  K-w-L experience
1
Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
attitudes in the teaching of  one stay- three  text books
social studies stray  resource person

2 investigate the  identifying specific challenges

role of social in the teaching of social
studies in studies to learners of diverse
development at abilities
community,  researching the role of social
national and studies at local, national and
international international level
level  discussing the role of social
studies at local, national and
international level
 analysing the role of social
studies at local, national and
international level

3 justify the  identifying the major concepts

importance of and principles in teaching
teaching social studies
concepts and  examining the importance of
principles in teaching concepts and

2
Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
social studies principles in social studies

4 evaluate  identifying specific challenges

challenges in teaching social studies to
teachers face learners with diverse abilities
when teaching in :
social studies - junior grades
- senior grades
 discussing challenges learners
with diverse needs might have
in social studies in:
- junior grades
- senior grades
exploring solutions to the
challenge

3
 Core element: Interrelationship between individual, family and society
Core element outcome: The student teachers will be able to demonstrate an understanding of how they will utilize appropriate
teaching, learning, assessment and class management strategies to enable the primary school learner
demonstrate an understanding of personal identity in terms of family life, location and historical
background through enquiry into origins, cultural beliefs and practices.

Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
We will know this The student
when student teachers teachers must be
are able to: able to:
 demonstrate an  analyse how Teaching of  researching on what student  think-pair-  students
understanding of learners early teachers know about early share experiences
the teaching of early develop an civilisations civilisation  one stay, three  local
civilisations understanding  examining syllabuses, teachers stray environment
of early guides and learners books to  walk around,  resource person
civilisation find out: talk around  pictures
- when early civilisation is  quick write  posters
taught at primary school.  author’s chair  videos
- what learners learn about  pens in the  maps of early
early civilisation middle civilisations
 discussing why it is important  jig saw  atlases
for learners to learn about  gallery walk  chart paper
early civilisation  bus stop  illustrations of

4
Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
 discuss how learners learn architecture
about early civilisations
 conducting self study on early
civilisation

2 apply  researching on the different

appropriate strategies for teaching early
strategies for civilisation.
teaching early  discussing the different
civilisation strategies for teaching early
civilisation
 preparing and micro- teach a
lesson on early civilisation
 evaluating the micro lesson on
early civilisation

3 use appropriate  developing assessment items

strategies to for early civilization
assess learners  analysing assessment items for
performance on early civilisation
early civilisation

5
 Core element: Interdependence between Malawi and the world
Core element outcome: The student teachers will be able to demonstrate an understanding of how they will utilize appropriate
teaching, learning, assessment and class management strategies to enable the primary school learner to
demonstrate an understanding of the position of Malawi within regional and global contexts through an
investigation of geographical, social and environmental aspects.

Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
We will know this The student
when student teachers teachers must be
are able to: able to:
 demonstrate an 1 analyse how Teaching of  researching on what student  question and  globe
understanding of learners the earth teachers know about the earth answer  resource person
the teaching of develop an  discussing what student  group work  aerial photos
earth understanding teachers know about the earth  mix-freeze-pair,  the solar system
of the earth share  torches
 researching on how the topic  case studies  markers
is taught in primary schools  brainstorming  local
 give one take environment
 analysing syllabuses, teachers one  videos
guides and learners books to  question and  clay
find out: answer  monkey balls
- when earth is taught at  card collecting  paper
6
Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
primary school and clustering  balls
- what the learners learn about  gallery walk
the earth  think-pair -
 discussing why it is share
important for learners to learn  think-ink -pair–
about the earth share
 conducting self study on the  meet at the
topic earth middle
 preparing resources for  k-w-l
teaching the earth  teacher
 modelling the earth observation
 peer
2 apply  investigating different observation
appropriate strategies for teaching the  self evaluation
strategies for earth. 
teaching the  critiquing the suitability of
earth different strategies in teaching
the earth
 preparing and micro teach a
lesson on the earth
 critiquing the micro lessons on
the topic earth

7
Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources

3 use appropriate  discussing varied ways of

methodologies assessing learners
for assessing  developing assessment items
learners’ on the topic of the earth.
performance on  using the assessment items
the topic earth

8
 Core element: Environment and sustainable development
Core element outcome: The student teachers will be able to demonstrate an understanding of how they will utilise appropriate
teaching, learning, assessment and class management strategies to enable the primary school learner to
make informed decisions considering local, regional and global consequences to maintain a balance
between human beings and their environment to ensure its sustained use for present and future
generations.

Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
We will know this The student
when student teachers teachers must be
are able to: able to:
 demonstrate an 1 examine how Teaching of  finding out what student  one stay -three  students
understanding of learners natural teachers know about natural stray experiences
the teaching of develop an resources resources  jig saw  resource person
natural resources understanding  analysing syllabuses, teachers  debate  local
of natural guides and learners books to  pens in the environment
resources find out: middle  TV
- when the topic is taught in  research  pictures
primary schools  ball bearing  charts
- what is taught about  walk around  posters
natural resources talk around
 discussing why it is  peer assessment
important for learners to learn  self-assessment

9
Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
about natural resources  panel discussion

2 analyse  discussing how learners learn

challenges about natural resources
learners would  conducting self-study on the
face in topic natural resources
understanding  discussing challenges learners
natural resource would face in understanding
natural resources
 suggesting appropriate ways
to overcome the challenges

3 demonstrate  investigating different

different strategies for teaching natural
strategies for resources
teaching of  discussing the different
natural resources strategies for teaching natural
resources.
 discussing use of strategies for
the teaching of natural
resources

10
Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
4 apply  discussing varied ways of
appropriate assessing learners in a large
methodologies class
for assessing  developing assessment items
natural resources on the teaching of natural
resources.
 using assessment items for the
topic natural resources

11
 Core element: Environment and sustainable development
Core element outcome: The student teachers will be able to demonstrate an understanding of how they will utilize appropriate
teaching, learning, assessment and class management strategies to enable the primary school learner to
make informed decisions considering local, regional and global consequences to maintain a balance
between human beings and their environment to ensure its sustained use for present and future
generations.

Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
We will know this The student
when student teachers teachers must be
are able to: able to:
 demonstrate an 1 examine how The teaching  finding out about what  brainstorming  students
understanding of learners develop of student teachers know about  question and experiences
the teaching of an environmental environmental degradation answer  educational visit
environmental understanding degradation  analysing, syllabuses, teachers  case studies  resource person
degradation of guide and learners books to  walk around,  local
environmental find out: talk around. environment
degradation - when the topic is taught at  pens in the  TV
primary school middle documentaries
- what learners learn about  think, pair,  the constitution
environmental degradation share of the Republic
 discussing why it is  quick write of Malawi
important for learners to learn  authors chair  charts

12
Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
about environmental  one stay, three  posters
degradation stray
 conducting self-study on the  bus stop
topic environment  k-w-L
 research
2 analyse  researching on challenges
challenges learners would face in
learners would understanding environmental
face in degradation
understanding  discussing how to overcome
environmental challenges learners would face
degradation in understanding
environmental degradation

3 apply  investigating different

appropriate strategies for teaching
strategies for environmental degradation
teaching  discussing different strategies
environmental for teaching environmental
degradation degradation
 observing lecturer’s lesson on
environmental degradation

13
Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
using selected method.
 critiquing lecturer’s lesson
 imitating what the lecturer
demonstrated
 preparing and micro-teach a
lesson on environmental
degradation.
 evaluating the micro lessons
on the topic environmental
degradation

4 use appropriate  discussing varied ways of

methodologies assessing learners
for assessing  developing assessment items
environmental for teaching environmental
degradation degradation
 analysing assessment items for
the topic environmental
degradation

14
 Core element: Citizenship and good governance
Core element outcome: The student teachers will be able to demonstrate an understanding of how they will utilize appropriate
teaching, learning, assessment and class management strategies to enable the primary school learner
demonstrate an understanding of the evolution of the current structures and systems of government,
society and the economy in terms of national, regional and global contexts and show an understanding
of individual rights and responsibilities within the wider society

Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
We will know this The student
when student teachers teachers must be
are able to: able to:
 demonstrate an 1 analyse how Teaching the  eliciting students experiences  question and  students
understanding of learners Constitution of on how learners develop an answer experiences
the teaching of the develop an the Republic understanding of the  group work  educational visit
Constitution of the understanding of Malawi constitution of the Republic of  mix- freeze-  resource person
Republic of Malawi of the Malawi pair- share  TV
constitution of  researching online or  case studies documentaries
the Republic of interviewing teachers from  brainstorming  the constitution
Malawi demonstration schools on how  give one take of the Republic
students develop an one of Malawi
understanding of the  question and  convention on
constitution answer the rights of
15
Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
 discussing how learners  card collecting children
develop an understanding of and clustering
the constitution of the  gallery walk

Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
Republic of Malawi  think -pair -  convection on
 analysing, syllabuses, teachers share the elimination
guide and learners books to  think-ink -pair – of all forms of
find out : share discrimination
- when the topic is taught at  meet at the against women
primary school middle  charts
- what it is taught  k- w-l  posters
 conducting self-study on the  teacher
constitution of on the observation
constitution of the Republic of  peer
Malawi observation

16
Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
2 analyse  researching on challenges
challenges learners would face in
learners would understanding the constitution
face in of the Republic of Malawi
understanding  discussing challenges learners
the constitution would face in understanding
of the Republic the constitution of the Republic
of Malawi of Malawi
 discussing appropriate ways
how to overcome the
challenges

3 apply  examining appropriate

appropriate strategies for teaching the
strategies for constitution of the Republic of
teaching the Malawi
constitution of  preparing and peer-teach a
the Republic of lesson on the constitution of
Malawi the Republic of Malawi using
selected methods.
 critiquing the methods.

17
Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
4 use appropriate  discussing varied tools for
strategies to assessing learners
assess learners  developing tools for assessing
performance on learners on constitution of the
the constitution Republic of Malawi
of the Republic  using assessment tools on the
of Malawi topic constitution of the
Republic of Malawi

18
 Core element: Citizenship and Good governance
Core element outcome: The student teachers will be able to demonstrate an understanding of how they will utilize appropriate
teaching, learning, assessment and class management strategies to enable the primary school learner
demonstrate an understanding of the evolution of the current structures and systems of government,
society and the economy in terms of national, regional and global contexts and show an understanding
of individual rights and responsibilities within the wider society.

Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
We will know this The student
when student teachers teachers must be
are able to: able to:
 demonstrate an 1 analyse how Teaching of  researching on what student  brainstorming  students
understanding of learners human rights teachers know about human  question and experiences
the teaching of develop an rights answer  educational visit
human rights understanding  discussing key ideas about  case studies  resource person
of human rights human rights  walk around,  local
 examining syllabuses, talk around. environment
teachers’ guides and learners’  pens in the  TV
books to find out: middle documentaries
- when the topic is taught in  think-pair-share  the constitution
primary schools  quick write of the Republic
- what learners learn about  authors chair of Malawi
human rights  one stay, three  convention on

19
Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
 discussing why it is stray the rights of
important for learners to learn  bus stop children
about human rights  K-W-L  convection on
 conducting self-study on  research the elimination
“human rights of all forms of
discrimination
2 analyse  researching on challenges against women
challenges learners would face in  charts
learners would understanding human rights  posters
face in  discussing challenges learners
understanding would face in understanding
human rights human rights
 suggesting ways of
overcoming the challenges
 investigating different
strategies for teaching human
rights
 discussing the different
strategies for teaching human
rights
 analysing a case-study on
violation and abuse of human

20
Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
rights
 composing a song or poem on
human rights

21
Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
 composing a song or poem on
human rights
 analysing the values and
attitudes in the song or poem

3 use appropriate  discussing varied ways for

methodologies assessing learners
for assessing the  developing tools for assessing
topic human learners
rights  using assessment tools on the
topic “human rights”

22
 Core element: Citizenship and Good governance
Core element outcome: The student teachers will be able to demonstrate an understanding of how they will utilize appropriate
teaching, learning, assessment and class management strategies to enable the primary school learner
demonstrate an understanding of the evolution of the current structures and systems of government,
society and the economy in terms of national, regional and global contexts and show an understanding of
individual rights and responsibilities within the wider society.

Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
We will know this The student
when student teachers teachers must be
are able to: able to:
 demonstrate an 1 analyse how Teaching  researching on what student  brainstorming  students
understanding of learners democracy and teachers know about  give one take experiences
the teaching of develop an good democracy and good one  educational visit
democracy and understanding governance governance  meet in the  resource person
good governance of democracy  discussing key ideas about middle  local
and good democracy and good  K-W-L environment
governance governance  teacher  TV
 analysing syllabuses, observation documentaries
teachers’ guides and learners  peer  the constitution
books to find out: observation of the Republic
- when the topic is taught in  self-evaluation/ of Malawi
primary schools assessment  convention on

23
Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
- what learners learn about  gallery walk the rights of
democracy and good children
governance  convection on
 discussing why it is the elimination
important for learners to of all forms of
learn about democracy and discrimination
good governance against women
 conducting self study on the  charts
topic “democracy and good  posters
governance

2 analyse  researching on challenges

challenges learners would face in
learners would understanding democracy
face in the and good governance
teaching  discussing challenges learners
democracy and would face in understanding
good democracy and good
governance governance
 discussing how to overcome
the challenges
 investigating different

24
Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
strategies for teaching
democracy and good
governance

3 apply  discussing different strategies

appropriate for teaching democracy and
strategies for good governance
teaching  preparing and peer-teach a
democracy and lesson on democracy and good
good governance
governance  evaluating the lesson

4 use appropriate  discussing various ways of

methodologies assessing learners
for assessing the  developing assessment items
topic democracy for assessing the topic
and good democracy and good
governance governance
 analysing assessment items for
the topic “democracy and
good governance

25
 Term 2 Year 2
Core element: Interrelationship between individual, family and society
Core element outcome: The student teachers will be able to demonstrate an understanding of how they will utilize appropriate
teaching, learning, assessment and class management strategies to enable the primary school learner
demonstrate an understanding of personal identity in terms of family life, location and historical
background through enquiry into origins, cultural beliefs and practices.

Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
We will know this The student
when student teachers teachers must be
are able to: able to:
 demonstrate an 1 analyse how Teaching of  researching on what student question and  students
understanding of learners develop early teachers know about early answer experiences
the teaching of an missionaries of missionaries  group work  educational visit
early missionaries understanding Malawi  discussing what student  mix-freeze-  resource person
of early teachers know about early pair-share  local
missionaries of missionaries.  case studies environment
Malawi  investigating how learners  brainstorming  TV
develop an understanding of  give one take documentaries
early missionaries. one  charts
 analysing, syllabuses,  question and  posters
teachers’ guides and student answer  maps

26
Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
books to find out:  card collecting
- when the topic is taught and clustering
at primary school  gallery walk
- what learners learn in  think -pair -
primary school. share
 discussing why learners must  think - ink -pair
learn about early missionaries –share
of Malawi  meet at the
 researching on line about early middle
missionaries of Malawi  k- w-l
 researching on how the topic  teacher
can be linked to prior observation
knowledge of learners  peer
observation
2 apply  analysing different strategies 
appropriate of teaching early missionaries
strategies for of Malawi
teaching early  preparing and micro-teach a
missionaries lesson on early missionaries of
Malawi
 evaluating g the lesson

27
Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
3 use appropriate  discussing the varied tools
tools to assess used for assessing learners
learners  developing assessment tools
performance on  using the assessment tools on
early the items developed
Missionaries

28
 Core element: Interrelationship between individual, family and society
Core element outcome: The student teachers will be able to demonstrate an understanding of how they will utilize appropriate
teaching, learning, assessment and class management strategies to enable the primary school learner
demonstrate an understanding of personal identity in terms of family life, location and historical
background through enquiry into origins, cultural beliefs and practices.

Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
We will know this The student
when student teachers teachers must be
are able to: able to:
 demonstrate an 1 analyse how The teaching  researching on what student  think-pair-  students
understanding of learners develop of early teachers know about early share experiences
the teaching of early an kingdoms of kingdoms of Malawi  one stay, three  local
kingdoms of Malawi understanding of Malawi  analysing syllabuses, teachers stray environment
early kingdoms guides and learners books  walk around,  resource person
of Malawi and to find out: talk around  pictures
- when early kingdoms of  quick write  posters
Malawi is taught at  author’s chair  videos
primary school.  pens in the  maps of early
- what learners learn about middle kingdom
early kingdom.  jig saw  atlases
 gallery walk  chart paper

29
Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
 discussing reasons why it is  bus stop  illustrations of
important for learners to learn  mix-freeze-pair- architecture
about early kingdoms of share
Malawi  research
 researching on how learners  question and
develop an understanding of answer
early kingdoms of Malawi
 conducting self study on early
kingdoms of Malawi

2 apply  researching on the different

appropriate strategies for teaching early
strategies for kingdoms of Malawi
teaching early  analysing the different
kingdoms of strategies for teaching early
Malawi kingdoms of Malawi
 observing lessons on early
kingdoms of Malawi
 discussing with experienced
teachers challenges faced in
teaching early kingdoms to
large classes

30
Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
 preparing and micro -teach
early kingdoms of Malawi in a
large class room

3 use appropriate  discussing varied tools of

strategies to assessing learners
evaluate  developing tools for assessing
learners early kingdoms in Malawi
performance on  analysing the assessment tools
early kingdoms
of Malawi

31
 Core element: Interdependence between Malawi and the world
Core element outcome: The student teachers will be able to demonstrate an understanding of how they will utilize appropriate
teaching, learning, assessment and class management strategies to enable the primary school learner to
demonstrate an understanding of the position of Malawi within regional and global contexts through an
investigation of geographical, social and environmental aspects.

Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
We will know this The student
when student teachers teachers must be
are able to: able to:
 demonstrate an 1 analyse how Teaching of  researching on what student  one stay, three  local
understanding of learners location teachers know about location stray environment
the teaching of develop an  analysing syllabuses teachers’  jigsaw  students’
location understanding guides, and learners’ books to  think- pair- experience
of location find out : share  atlases
- when the topic is taught in  pens in the  pictures
primary schools middle  charts
- what learners learn about  jigsaw  markers
location  walk around-  posters
 discussing why it is talk around  maps of Malawi
important for learners to learn  quick write  maps of the
about location  author’s chair world
 conducting self study on the  question and  globes

32
Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
topic location answer  maps of Africa
 modelling a map of their area  demonstration  compass
locating some main features direction

2 analyse  researching on challenges

challenges learners would face in
learners would understanding location
face in  discussing challenges learners
understanding would face in understanding
location location
 discussing how to overcome
the challenges

3 apply  investigating different

appropriate strategies for teaching
strategies for location
teaching of  discussing the different
location strategies for teaching location
 preparing a lesson on how to
teach location
 evaluating the lessons

33
Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
4 use appropriate  discussing assessment tools
tools for  discussing challenges for
assessing the using the suggested tools in an
topic location inclusive class
 suggesting solutions to the
challenges

34
Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
We will know this The student
when student teachers teachers must be
are able to: able to:
 demonstrate an 1 analyse how Teaching of  finding out on what student  question and  local
understanding of learners physical teachers know about physical answer environment
the teaching of develop an features features  gallery walk  students’
physical features understanding  consolidating key ideas about  one stay, three experience
of physical physical features stray  posters
features  examining syllabuses, teachers  quick write  pictures
guides and learners books to  author’s chair  newspaper
find out:  demonstration articles
- when the topic is taught in  bus stop  charts
primary schools  pens in the  markers
- what learners learn about middle  videos
physical features  jigsaw  TV/radios
 discussing why it is  maps of Africa
important to teach learners  atlases
about physical features  maps of the
 conducting self study on world
physical features

35
Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
2 analyse  researching on challenges
challenges learners would face in
learners would understanding physical
face in features
understanding  discussing challenges learners
physical would face in understanding
features physical features
 discussing how to overcome
the challenges

3 apply  brainstorming different

appropriate strategies for teaching physical
strategies for features
teaching  discussing strategies for
physical teaching physical features
features  drawing a map of Malawi to
show physical features
 modeling a map of Malawi
showing physical features

36
 Core element: Environment and sustainable development
Core element outcome: The student teachers will be able to demonstrate an understanding of how they will utilize appropriate
teaching, learning, assessment and class management strategies to enable the primary school learner to
make informed decisions considering local, regional and global consequences to maintain a balance
between human beings and their environment to ensure its sustained use for present and future
generations.

Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
We will know this The student
when student teachers teachers must be
are able to demonstrate able to:
an understanding of the 1 analyse how Teaching of  eliciting from students  question and  local
teaching of climate learners climate change experiences on how learners answer environment
change and disaster risk develop an and disaster develop an understanding of  group work  students’
management understanding risk climate change and disaster  mix- freeze- experience
of climate management risk management pair-share  posters
change and  researching in the library and  case studies  pictures
disaster risk online about climate change  brainstorming  newspaper
management and disaster risk management  give one take articles
 discussing how learners one  charts
develop an understanding of  question and  markers
climate change and disaster answer  videos
risk management  card collecting  TV/radios

37
Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
and clustering  maps of Africa
2 examine the  analysing, syllabuses,  gallery walk  atlases
challenges teachers’ guides and student  think -pair -  maps of the
learners would books to find out: share world
face in - when the topic is taught at  think- ink-pair –
understanding primary school share 
climate change - what learners learn  meet at the
and disaster  discussing why learners must middle
risk learn about climate change  k- w-l
management and disaster risk management  teacher
observation
3 apply  researching on challenges  peer
appropriate learners would face in observation
strategies for understanding climate change 
teaching and disaster risk management
climate change - early grade
and disaster - senior grades
risk  discussing the challenges
management learners would face in
understanding climate change
and disaster risk management
 suggesting ways of

38
Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
overcoming the challenges

4 use appropriate  brain storming appropriate

strategies to strategies for teaching climate
assess learners’ change and disaster risk
performance on management
climate change  discussing appropriate
and disaster strategies for teaching climate
risk change and disaster risk
management management
 preparing and peer- teach a
lesson on climate change and
disaster risk management
 evaluating the lesson

 developing items for

assessing learners
performance on climate
change and disaster risk
management
 assess learners using the
assessment items

39
 Core element: Citizenship and Good governance
Core element outcome: The student teachers will be able to demonstrate an understanding of how they will utilize appropriate
teaching, learning, assessment and class management strategies to enable the primary school learner
demonstrate an understanding of the evolution of the current structures and systems of government,
society and the economy in terms of national, regional and global contexts and show an understanding of
individual rights and responsibilities within the wider society.

Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
We will know this The student
when student teachers teachers must be
are able to: able to:
 demonstrate an 1 analyse how Teaching of  finding out what student  brainstorming  students’
understanding of learners local teachers know about local  give one take experiences
teaching local develop an government government administrative one  TV
government understanding administrative structures  meet in the documentaries
administrative of local structures  summarising key ideas about middle  newspaper
structures government local government  K-W-L articles
administrative administrative structures  teacher  resource person
structures  examining syllabuses, observation  observation
teachers’ guides and learners’  peer check list
books to find out: observation  rubrics samples
- when the topic is taught in  self evaluation/  TALULAR
40
Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
primary schools assessment  text book
- what learners learn about  gallery walk  charts
local government
administrative structures
 discussing why it is
important to teach learners
about local government
administrative structures
 conducting self study on local
government administrative
structures

2 analyse  researching on challenges

challenges learners would face in
learners would understanding local
face in government administrative
understanding structures
local  discussing challenges learners
government would face in understanding
administrative local government
structures administrative structures
 discussing ways to overcome

41
Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
the challenges

3 apply  discussing different strategies

appropriate for teaching local government
strategies for administrative structures
teaching local  preparing and peer-teach
government lessons on local government
administrative administrative structures
structures  evaluating the lessons
 discussing varied ways of
assessing learners

4 use appropriate  developing assessment items

methodologies for the topic local government
for assessing administrative structures
the topic local  analysing assessment items for
government the topic local government
administrative administrative structures
structure

42
 Core element: Citizenship and good governance
Core element outcome: The student teachers will be able to demonstrate an understanding of how they will utilize appropriate
teaching, learning, assessment and class management strategies to enable the primary school learner
demonstrate an understanding of the evolution of the current structures and systems of government,
society and the economy in terms of national, regional and global contexts and show an understanding of
individual rights and responsibilities within the wider society

Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
We will know this The student
when student teachers teachers must be
are able to: able to:
 demonstrate an 1 analyse how Teaching of  researching on what student  question and  students
understanding of learners corruption teachers know about answer experiences
the teaching of develop an corruption  group work  education visit
corruption understanding  discussing on what student  mix-freeze-  resource person
of corruption teachers know about pair-share  local
corruption  case studies environment
 examining syllabuses,  brainstorming  T/V
teachers’ guides and learners’  give one take documentaries
book to find out: one  charts
43
Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
- when the topic is taught in  question and  posters
primary school answer  newspaper
- what learners learn about  card collecting articles
corruption and clustering  brochures
 discussing why it is important  gallery walk
to teach learners about  think -pair -
corruption share
 researching on how learners  think-ink-pair-
develop an understanding of share
corruption  meet at the
 discussing how learners middle
develop an understanding of  k- w-l
corruption  teacher
 conducting self study on observation
corruption  peer
observation
2 examine  researching on challenges 
challenges learners would face in
learners would understanding corruption
face in  discussing challenges
understanding learners would face in
corruption understanding corruption

44
Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
 discussing appropriate ways
to overcome the challenges

3 apply  brainstorming appropriate

appropriate strategies for teaching
strategies for corruption
teaching  discussing appropriate
corruption strategies for teaching
corruption
 preparing and peer- teach
lessons on corruption
 evaluating the lessons

4 use appropriate  discussing varied tools of

strategies to assessing learners
assess learners  developing tools for assessing
performance on learners
corruption  using assessment tools on the
topic corruption

45
 Core element: Social development
Core element outcome: The student teachers will be able to demonstrate an understanding of how they will utilize appropriate
teaching, learning, assessment and class management strategies to enable the primary school learner to
live and work effectively as a member of a family, group, community and a nation.

Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
We will know this The student
when student teachers teachers must be
are able to: able to:
 demonstrate an 1 analyse how Teaching of  eliciting student teachers’  brainstorming  students’
understanding of learners government experiences on how learners  give one take experiences
teaching of develop an revenue develop an understanding of one  education visit
government understanding government revenue.  meet in the  resource person
revenue of government  interviewing teachers from middle  local
revenue demonstration schools on how  K-W-L environment
learners develop an  teacher  T/V
understanding of government observation documentaries
revenue  peer  charts
 discussing on how learners observation  posters
develop an understanding of  self evaluation/  newspaper
government revenue assessment articles
 examining syllabuses, teachers  gallery walk  brochures
46
Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
guides and learners books to  role play
find out:
- when the topic is taught in
primary school
- what learners learn about
government revenue
 discussing why it is important
to teach learners about
government revenue
 conducting self study on
government revenue

2 examine  researching challenges

challenges learners would face in
learners would understanding government
face in revenue
understanding  discussing challenges learners
government would face in understanding
revenue government revenue
discussing appropriate ways
to overcome the challenges

47
Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources

3 apply  brainstorming appropriate

appropriate strategies for teaching
strategies for government revenue
teaching  discussing appropriate
government strategies for teaching
revenue government revenue
 preparing and peer teach a
lesson on government
revenue
 critiquing the methods used.

4 use appropriate  discussing varied tools of

strategies to assessing learners
assess learners  developing tools for assessing
performance on government revenue
government  using assessment tools on the
revenue topic government revenue

48
Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
We will know this The student
when student teachers teachers must be
are able to: able to:
 demonstrate an 1 analyse how Teaching of  researching on what student  demonstration  resource person
understanding of learners Road safety teachers know about road  role play  posters of road
the teaching of Road develop an safety  brainstorming signs
safety understanding  discussing their (student  bus stop  charts
of road safety teachers) research findings  gallery walk  fire extinguisher
 analysing syllabuses, teachers  jig saw  first aid kit
guides and learners books and  one stay three  road safety
to find out: stray songs
- when the topic is taught in  question and  copy of high
primary schools answer way code
- what learners learn about  case studies  videos
road safety  enter-educate  newspaper
 discussing why it is important  peer articles
for learners to learn about observation
road safety  field visit
 conducting self study on the  research
topic road safety

49
Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
2 apply  investigating different
appropriate strategies for teaching road
strategies for safety
teaching road  discussing the different
safety strategies for teaching road
safety
 planning for field trip
 discussing appropriate
strategies to overcome
challenges of large classes
during a road safety lesson
 conducting field trip on road
safety
 analysing the field trip

50
Assessment standard Success criteria Topic Suggested teaching, learning and Suggested Suggested
assessment activities teaching, learning teaching, learning
and assessment and assessment
methods resources
3 use appropriate  discussing varied ways of
assessment assessing learners
methodologies  developing assessment items
for assessing on the topic road safety
learners  analysing assessment items for
performance on the topic road safety
the topic Road
safety

51
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