WEEKS SUCCESS CRITERIA PLANNED ACTIVITIES TEACHING, LEARNING

AND AND ASSESSMENT

DATES METHODOLOGIES

1
The learners must be able to: CORE ELEMENT Group work
 Identify physical features in INTER-DEPENDENCE BETWEEN Pair work
their district MALAWI AND THE WORLD Peer assessment
6th Jan, 2020  Explain the importance of the UNIT 5: MAJOR PHYSICAL Demonstration
physical features in their district FEATURES IN A DISTRICT Illustrations
 Identifying physical features in Drawing
a district Modelling
 Discussing the distribution of Brainstorming
physical features in a district
 Discussing the importance of
physical features in a district
 Drawing a map of a district
 Modelling a map of a district

To

10th Jan, 2020

2
The learners must be able to: CORE ELEMENT Explanation
 Identify the early kingdoms of INTERRELATIONSHIP BETWEEN Discussion
Malawi INDIVIDUAL, FAMILY AND SOCIETY Group work
13th Jan, 2020 UNIT 6: EARLY KINGDOMS OF Brainstorming
MALAWI Pair work
 brainstorming on the early
kingdoms of Malawi
 Researching on the early
kingdoms of Malawi
 Drawing a map of Malawi
 Locating the early kingdoms on
the map of Malawi
To  assessment

17th Jan, 2020

3
The learners must be able to: CORE ELEMENT Discussion
 describe the political structures INTERRELATIONSHIP BETWEEN Explanation
of the early kingdoms INDIVIDUAL, FAMILY AND SOCIETY Question and answer
20th Jan, 2020 UNIT 6: EARLY KINGDOMS OF Group work
MALAWI Demonstration
  Brainstorming the political
To structures of the early
kingdoms
 Discussing the political
structures of the early
kingdoms
 Brainstorming the similarities
and differences in the political
structures
 Discussing the similarities and
differences in the political
structures
 assessment

24th Jan, 2020

4
The learners must be able to: CORE ELEMENT Brainstorming
 explain factors that led to the INTERRELATIONSHIP BETWEEN Discussion
growth and decline of the early INDIVIDUAL, FAMILY AND SOCIETY Pair work
27th Jan, 2020 kingdoms of Malawi UNIT 6: EARLY KINGDOMS OF Group work
MALAWI Individual work
 Discussing the factors that lead Question and answer
to the growth of the early
kingdoms
 Discussing the organizational
structure of the kingdoms
 Researching into the rise and
fall of the kingdoms of Malawi
To  Discussing research on the rise
and fall of the early kingdoms
of Malawi
 Assessment

31st Jan, 2020

5
The learners must be able to: CORE ELEMENT Discussion
 Explain the contributions of the INTERRELATIONSHIP BETWEEN Q and A
early kingdoms of Malawi INDIVIDUAL, FAMILY AND SOCIETY Demonstration
3rd Feb, 2020 UNIT 6: EARLY KINGDOMS OF Group work
MALAWI Individual work
 Brainstorming how people in Pair work
their villages earn their living
 Discussing how people in their
villages earn their living
 Brainstorming the
contributions made by the
early kingdoms of Malawi
 Discussing the contributions
To made by the early kingdoms of
Malawi
 Assessment
7th Feb, 2020

6
The learners must be able to: CORE ELEMENT Q and A
 Identify types of soil ENVIRONMENTAL PROTECTION Discussion
 Describe the importance of soil UNIT 7: SOIL Group work
10th Feb, 2020  collecting samples of different Individual work
types of soil Pair work
 identifying types of soil Field visits
 naming the products from the Teacher assessment
soil observation
 identifying different uses of
soil in the environment
 discussing the importance of
soil
To  moulding different items using
soil

14th Feb, 2020

7
The learners must be able to: CORE ELEMENT Discussion
 explain ways through which soil ENVIRONMENTAL PROTECTION Brainstorming
can be destroyed UNIT 7: SOIL Explanation
17th Feb, 2020  Describe different ways of  Discussing ways in which soil Q and A
conserving the soil can be destroyed Pair work
 Visiting some eroded areas Individual work
around the school Group work
 Discussing ways of conserving
the soil
 Planting trees and grass
around the school
To  assessment

21st Feb, 2020

8
The learners must be able to: CORE ELEMENT Brainstorming
 describe the administrative PEOPLE AND ENVIRONMENT Discussion
structures at the district level UNIT 8: DISTRICT ADMINISTRATIVE Q and A
24th Feb, 2020 STRUCTURE Modelling
  Identifying administrative Explanation
structures at the district level Task analysis
 Discussing different
administrative structures at
district level
 Drawing or tracing
administrative structures at
To district level
 Modelling administrative
structures at district level
 assessment

28th Feb, 2020

9
The learners must be able to: CORE ELEMENT Brainstorming
 Explain the importance of PEOPLE AND ENVIRONMENT Discussion
administrative structures UNIT 8: DISTRICT ADMINISTRATIVE Q and A
2nd Mar, 2020 STRUCTURE Modelling
 Brainstorming functions of Explanation
each component of Task analysis
administrative structures at
district level
 Discussing functions of each
component of administrative
structures at district level
 Brainstorming the importance
To of administrative structures at
district level
 Describing the importance of
administrative structures at
district level
 Assessment

6th Mar, 2020

10
The learners must be able to: CORE ELEMENT Brainstorming
 Describe the relationship PEOPLE AND ENVIRONMENT Discussion
among administrative UNIT 8: DISTRICT ADMINISTRATIVE Q and A
9th Mar, 2020 structures STRUCTURE Modelling
 Brainstorming the activities Explanation
that show dependence among Task analysis
administrative structures at
district level
 Discussing the activities that
To show dependence among
administrative structures at
district level
 Brainstorming the importance
of interdependence among
 administrative structures at
13th Mar, 2020 district level
 Discussing the importance of
interdependence among
administrative structures at
district level
 Role playing interdependence
among administrative
structures at district level

11
The learners must be able to: CORE ELEMENT Oral and written
 Identify family roles and SOCIAL DEVELOPMENT questions
responsibilities regardless of sex UNIT 9: GENDER Peer assessment
16th Mar, 2020  Examine the effects of gender  Identifying family roles and Teacher observation
inequality in the family, responsibilities Role playing
community and society  Discussing family roles and Future’s wheels
responsibilities Group work
 Brainstorming gender Question and answer
inequality in the home and Explanation
school Discussion
 Discussing the effects of clarification
gender inequality in the home
To and school
 Analysing case studies on
gender imbalance

20th Mar, 2020


12
The learners must be able to: Revising
 Revise  Sitting for terminal
 Sit for terminal examinations examinations
23rd Mar, 2020

To

27th Mar, 2020

13
The learners must be able to:
 Sit for terminal examinations
 Receive past papers
30th Mar, 2020  Close the second term

Sitting for terminal
examinations
 Receiving past papers
 Closing the second term

To

3rd Apr, 2020