Geography Syllabus Forms 1-2

Republic of Malawi
Syllabus for
Geography
Forms 1 and 2
Ministry of Education, Science and Technology

Syllabus for
Geography
Forms 1 and 2
Ministry of Education, Science and Technology

Prepared and published by
Malawi Institute of Education

PO Box 50
Domasi
Malawi
Email: miedirector@sdnp.org.mw
© Malawi Institute of Education 2013
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
or transmitted in any form by any means, electronic, mechanical, photocopying, recording or
otherwise, without the permission of the copyright owner.
First edition 2013

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

Jimmy D. Gondwe - Catholic University
Ezilon BM Kasoka - Liwonde Secondary School
Mr ML Lwanda - Ministry of Education DIAS
Mr F Chawala - Domasi College of Education
Ms F Susuwele - Likuni Girls Secondary School
Mr ZS Lemani - Lilongwe Girls Secondary School
Mr AB Manja - Shire Highlands Education Division
Mr EK Simbeye - Retired Curriculum Specialist in geography
Melayi B Banda - Ministry of Education, Science and Technology
Secondary Department
Special thanks also go to the Director of Department of Inspectorate and Advisory Services
(DIAS), Raphael Agabu, and his staff, the Director of Malawi Institute of Education, Dr William
Susuwele-Banda, and his staff, the head of Department for Curriculum Development (DCD),
the Coordinator of secondary school curriculum, Mrs Enia Ngalande, and her Team (Naireti
Molande, Dr Ezekiel Kachisa and Austin Kalambo) for coordinating the process of reviewing
the syllabuses.
MoEST and MIE would also like to thank F Susuwele, Dyce Nkhoma, D Katchomoza and Gloria
Chaonamwene who helped in the refining of the syllabus. Finally, thanks should also go to
George SM Phalika, James Kushe and Agness M Sichimata for providing expert advice on the
syllabus during its development.
Production team
Editing: Magret
Chilimanjira and
Enia
Mkwezalamba-Ngalande
Typesetting and
layout: Bridget Mwangala and
Peter Ngunga
Editor-In-Chief: Max J Iphani
Contents
Page
Acknowledgements .................................................................................................................... iii
Foreword ...................................................................................................................................... v
The secondary school curriculum in Malawi ......................................................................... vii
Developmental outcomes ........................................................................................................... viii
Rationale for geography ............................................................................................................. xi
Scope and sequence chart for Forms 1 to 4 .............................................................................. 1
Teaching syllabus for Forms 1 and 2 ........................................................................................ 7
References ..................................................................................................................................... 81
Foreword
Education is the vehicle through which every citizen can realise his or her potential and
contribute to national development. The vision of the education sector in Malawi is to be a
catalyst for socio-economic development, industrial growth and an instrument for empowering
the poor, the weak and the voiceless. Its mission is to provide quality and relevant education to
Malawians. As a catalyst for the development, education should equip the individual with
knowledge, skills, values and attitudes to enable one to perform one’s roles effectively, in an
attempt to promote and sustain the social-economic development of a nation.
It is the conviction of the Ministry of Education, Science and Technology that primary education
alone is not sufficient for achieving socio-economic development. As argued in the NESP (2008-
2017), ‘In an evolving and changing world of education, there is no way basic education can be
taken as a complete transformer of our society when the world at large is getting more complex
and sophisticated’. Therefore, secondary education is critical as it provides additional
knowledge, skills and attitudes crucial for enabling Malawians to cope with the complex and
sophisticated socio-economic and political environment of the global village to which Malawi
belongs. Specifically, secondary education is:
 a human right, and important for achieving gender equity
 important for improving the health and quality of life for individuals, families and
communities
 important for the socio-economic and political development of the nation
 necessary for reaching the Millennium Development Goals (MDGs), Education For All
(EFA) and for promoting Universal Primary Education (UPE)
Against this background, the Malawi Government through the Ministry of Education, Science
and Technology has reviewed the secondary school curriculum with a view to improving its
quality and relevance, and to align it with the primary curriculum which has since been
reviewed and emphasises continuous assessment as a tool for learning.
The rationale for reviewing the secondary school curriculum is contained in the NESP (2008-
2017), and PIF (2000). The documents clearly state that the purpose of secondary education is to
provide students with the academic basis for gainful employment in formal, private and public
sectors. They further state that secondary education will prepare students for further education
according to their abilities and aptitudes. However, it is important to note that for the majority
of the children in Malawi, secondary education is terminal. Consequently, the curriculum has
put emphasis on practical skills that enable them to achieve self-employment.
It is also clear that a good secondary school curriculum enables a student to develop into an
adult with sound intellectual, moral, physical, and emotional abilities. Therefore the curriculum
needs to address the whole range of students’ abilities and interests. In addition, it should aim
at equipping the student to become an independent learner in order to promote personal,
family, community and national development. The new curriculum has therefore been
deliberately designed to achieve these important goals. The importance of this syllabus
therefore, cannot be over-emphasised.
v
I would like to thank all those who were directly or indirectly involved in the preparation of the
syllabuses. Key among the stakeholders are the Director and staff of the Department of
Inspectorate and Advisory Services (DIAS) in the Ministry of Education, Science and
Technology (MoEST), for facilitating the development of the syllabuses in collaboration with the
Director and staff of the Malawi Institute of Education (MIE). I would also like to extend my
gratitude to university colleges (both public and private), teachers from secondary schools (both
public and private), members of different religious groups and officers representing special
interest groups such as the Malawi Revenue Authority (MRA), Reserve Bank of Malawi (RBM),
Malawi Bureau of Standards (MBS), Anti-Corruption Bureau (ACB) and Malawi Blood
Transfusion Services (MBTS) for their valuable contribution to and participation in the
preparation of these syllabuses.
Most of all, I would like to express my hope that teachers will implement this curriculum
diligently and in the best interest of the students so that the goals for reviewing the curriculum
are achieved.
Dr McPhail Magwira
Secretary for Education Science and Technology (SEST)
vi
The secondary school curriculum in Malawi
Among other reasons, the secondary school curriculum has been reviewed to align it with the
primary school curriculum. This curriculum puts emphasis on student-centred teaching and
learning approaches, including continuous assessment.
This curriculum focuses on student achievement. To achieve the outcomes, students must be
introduced to new knowledge, skills, attitudes and values in the context of their existing
knowledge, skills, attitudes and values so that they develop a deeper understanding as they
learn and apply the knowledge. In this way, the process of learning is integral to the final
product. The final products are the outcomes, that is, what students are expected to achieve in
terms of knowledge, skills, attitudes and values, which must be clearly stated before teaching
and learning begin. The achievements made at school, however, are only truly beneficial when
the students transfer them to life beyond the school and view learning as a lifelong process. This
is essential to keep pace with the changing social environment of home and work.
The figure below illustrates the structure and major elements of Malawi’s secondary school
curriculum, which are elaborated in the text below.
TEACHING LEARNING
Developmental outcomes
Secondary education outcomes
Assessment standards
Success
criteria
ASSESSMENT
The developmental structure of the secondary school curriculum in Malawi
vii
Developmental outcomes
The developmental outcomes are over-arching; they are what the student is expected to achieve
by the end of the secondary school cycle both in and out of school. These outcomes apply to
subject areas and they have been derived from the Constitution of the Republic of Malawi,
Malawi Growth and Development Strategy (MGDS), National Education Sector Plan (NESP),
Education Act and other education policy documents, including global policies and multilateral
agreements to which Malawi is a signatory, as well as from the Secondary School Curriculum
and Assessment Review (SSCAR). That is, students should be able to:
1 demonstrate appropriate moral and ethical behaviour in accordance with the accepted
norms and values of the society
2 demonstrate local, regional, and international understanding
3 communicate competently, effectively, and relevantly in a variety of contexts, in an
appropriate local or international language
4 apply mathematical concepts in socio-cultural, political, economic, environmental, scientific,
and technological contexts to solve problems
5 apply scientific, technological, vocational, and managerial skills in a creative and innovative
way to identify problems and develop appropriate solutions, so as to participate
productively in society
6 demonstrate health-promoting behaviour in their personal lives as well as in their
communities and the wider environment, with particular attention to prevalent diseases
7 appreciate and interact with the environment in a responsible and sustainable manner
8 apply the indigenous and non-indigenous knowledge and skills necessary for lifelong
learning, personal advancement, employment, and the development of society
9 use Information and Communication Technology (ICT) responsibly and productively
10 demonstrate an understanding of the functioning of the economy and the contribution of
agriculture and other sectors to national development
11 make use of entrepreneurial and vocational skills for personal and national development
12 apply research skills for problem-solving
13 demonstrate an understanding and appreciation of issues of human rights, democracy,
gender, governance, and other emerging issues
Secondary education outcomes

The secondary education outcomes are categorised into seven sets of essential skills to be
acquired by a secondary school graduate. The skills are:
1 citizenship skills
2 ethical and socio-cultural skills
3 economic development and environmental management skills
4 occupational and entrepreneurial skills
5 practical skills
6 creativity and resourcefulness
7 scientific and technological skills
viii
Citizenship skills
1 demonstrate an understanding and appreciation of the symbols of nationhood
2 demonstrate a spirit of patriotism and national unity
3 apply decision-making skills necessary for participation in civic affairs
4 demonstrate a spirit of leadership and service
5 show respect for one’s own and other people’s rights and responsibilities
6 tolerate other people’s attitudes and beliefs
7 demonstrate respect for the rule of law
8 understand characteristics of good governance
9 initiate and implement community development projects
10 demonstrate a sense of good neighbourliness
11 demonstrate a sense of national, regional and international understanding
12 demonstrate cooperative behaviour
13 demonstrate personal and social responsibility
Ethical and socio-cultural skills

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

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

39 demonstrate the spirit of self-reliance through vocational and entrepreneurial activities
40 apply appropriate vocational, occupational and entrepreneurial skills to individual and
national advancement
41 demonstrate effective communication skills for the transfer of occupational and
entrepreneurial knowledge, skills, attitudes and values
42 apply the principles of science and technology, entrepreneurship and management to
promote active and productive participation in the society
43 demonstrate creativity and innovation for the benefit of the individual, community and the
nation as a whole
44 demonstrate an understanding of indigenous and non-indigenous knowledge, skills,
attitudes and values, and apply them to personal intellectual growth and national
development
45 use vocational, occupational and entrepreneurial skills for the creation of economic
opportunities in agriculture and other sectors
Practical skills
46 acquire entrepreneurial skills related to agriculture, commerce and industry
47 apply appropriate skills to agricultural, commercial and industrial production
48 demonstrate positive attitudes to manual work
49 demonstrate excellence in any kind of workmanship
50 demonstrate sporting ability and sportsmanship
51 demonstrate the ability to use creative and innovative artistic talents for self-employment
Creativity and resourcefulness

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

58 apply appropriate scientific, technological and vocational skills to improve economic
productivity
59 apply relevant innovations in science and technology
60 demonstrate a capacity to utilise appropriate technology
61 demonstrate basic research skills
x
Rationale for geography
Geography, a natural and social science, involves the study of the physical environment and the
interaction of people with the environment. It helps learners to acquire appropriate knowledge,
skills, attitudes and values in order to understand and appreciate the world and manage its
resources sustainably. It also makes them appreciate the interdependence of societies in various
areas at local, national, regional and global level.
The dawn of the 21st Century has the earth getting overcrowded, natural resources getting
depleted, world climates becoming more erratic, the global economy becoming more
competitive and world events getting more interconnected. Resolving these contemporary
issues require critical and creative minds that geography helps to realize. Through geography
learners appreciate the value of nature and be able to conserve it.
Core elements and their outcomes
Map work and interpretation of geographical information

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

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

The student will be able to appreciate the importance of the environment, consequently be able
to protect it and practise sustainable natural resource management.
Spatial organisation
The student will be able to demonstrate increasing knowledge and understanding of places in
the local, regional, national, international and global contexts, in relation to distribution of
economic and social activities.
Interdependence between Malawi and the world

The student will be able to understand the interdependence between and among countries in
environmental, economic, social and technological aspects for sustainable development.
xi
Scope and sequence chart for Forms 1 to 4
Core element Form 1 Form 2 Form 3 Form 4
Map work and Map work

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

 Hydrological cycle ● internal structure of the earth ocean basins
- main features and processes  internal and external processes  ocean currents
- importance that shape the landscape
- factors which disturb the
cycle (global warming,
deforestation and acid rain)
Atmosphere
 formation of lakes  pressure belts
 composition and structure of
 formation of east and central  planetary/prevailing
atmosphere
African lakes winds
 weather and climate
 drainage system of east and  air masses and fronts
- elements of weather
central Africa  local winds
 importance of lakes and rivers  land and sea breeze
- case study: Shire River  cyclones and anticyclones
 clouds
 distribution of seasons in:  precipitation
- tropical regions  rainfall (types)
- temperate regions
- polar regions
- seasons of Malawi
2
 Biosphere  climatic regions and world

- composition and structure biomes
- equatorial
- tropical continental
- tropical desert
- mediterranean/warm
temperate western margin
- cool temperate interior
Environmental Environment  environmental management  environmental issues  environmental issues

and natural  components of environment - pollution - wetlands
resources  importance of environment - desertification - wildlife
management  ecosystem - climate change - waste management
 responses to climate
change
- national initiatives
- international
agreements
- examples and aims
 minerals
Natural resources  natural resources in Malawi  world fishing
- types of minerals
 types (renewable and - forestry - factors influencing
- world distribution
non-renewable) - wildlife development
- uses
 importance of natural - soil of world fishing industry
(uranium, petroleum,
resources - major fishing grounds
- energy (case study: HEP in coal, gold, iron and copper)
- types of fish
Malawi) - mining methods
- main fishing methods
- minerals - effects of mining
- importance of the fishing industry
 fish (case study: fishing in - case studies:
- challenges of the fishing
3
Malawi) industry 1 uranium in Malawi

- management and 2 petroleum
conservation of fisheries  energy
- types (HEP, solar, wind,
biomass, thermal,
 natural disasters in Malawi geothermal)
Natural disasters  precautionary measures - energy crisis in Malawi
 meanings (disaster, hazard,  disaster risk management
risk)
 types of natural disasters
 effects of natural disasters
Spatial Population  population of Malawi  world population
organisation  meaning - composition distribution and density
 composition - distribution  population dynamics
 distribution - density - birth rate
 density - growth - fertility rate
 growth  effects of population growth - mortality rate
in Malawi - migration
- age- sex structure
- demographic
- transition model
Settlements
- types (rural and urban)
- settlement patterns
- urbanisation
- urban land use model
case study: Lilongwe
4
World agriculture
 factors influencing
agriculture
- physical
- human
- economic
- technological
 types of agriculture
 case studies
- rice farming in
South East Asia
- dairy farming in
Denmark
- irrigation farming in
Israel
- tea plantation in
Malawi
 industrialisation
Industries
 major industrialised
 types
areas in the world
 location of industries in
 impact of industries
Malawi
 case studies on the motor
 case study on tourism in Malawi
vehicle industry in Japan
and tourism in Africa
5
Interdependence Communication, transport and  aims  major world transport routes

between trade - regional trade blocks - sea routes
Malawi and the  communication (SADC and COMESA) - air routes
world - means of communication - WTO ● railway network in Africa
- importance of communication  benefits and challenges
- communication in Malawi of trade agreements
 transport  role of customs in
- types of transport international trade
- transport in Malawi
- problems of transport in
Malawi
 trade
- imports/exports
- balance of trade in Malawi
- factors affecting balance of
trade in Malawi
Teaching syllabus for Forms 1 and 2

6
Form 1 Term 1
Core element: Map work and interpretation of geographical information
Outcome: Students should be able to demonstrate the ability to read, transform and interpret maps as well as analyse and interpret other
geographical information in various forms.
Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

standard and learning teaching, learning teaching, learning
activities and and assessment
assessment resources
methods
We will know this The students must be able
when the students to :
are able to: 1 explain the term map Map and its  brainstorming the  brainstorming  maps
 read and interpret components meaning of the term  question and  aerial
maps map answer photographs
 discussing the  pair work  local environment
meaning of the term  peer assessment  compasses
map  teacher  checklists
assessment
 identifying  group work
2 explain the
components of a map components of a map
 discussing
components of a map
3 differentiate a map  studying different

from an aerial types of maps
photograph  distinguishing types of
maps
7
standard and learning activities teaching, learning teaching, learning
and and assessment
methods
 distinguishing maps
from aerial
photograph
4 explain different uses  brainstorming uses of  group work  different types of

of maps maps  question and maps
 discussing uses of answer  observation
maps  peer assessment checklists
 matching types of  group discussion  atlases
maps to uses  written exercises
5 explain ways of  brainstorming the  demonstration  topographical

expressing scale meaning of the term  question and maps
scale answer  atlases
 discussing the  pair work  strings
meaning of the term  peer assessment  pairs of dividers
scale  individual/self  strip of paper
 identifying ways of assessment
expressing scale  group work
 converting various  practical exercises
scales into other types
8
and and assessment
methods
6 explain symbols and  measuring a straight

signs on a map course distance on a
map
 measuring a winding
course distance on a
map
 drawing a sketch
diagram
 drawing a diagram to
scale
 indicating the scale
used in a diagram
7 interpreting maps  identifying symbols  group discussion  topographical

using different signs on a map  pair work maps
and symbols  discussing  question and  atlases
conventional signs answer  map reading
used on maps  practical exercises textbooks
 reading maps with  written exercises  charts with map
different map symbols  peer assessment symbols
 drawing maps using
map symbols
9
and and assessment
methods
8 locate features and  locating features and  demonstration  topographical
places on a places on a  group work maps
topographical map topographical map  pair work  grid lines
using four-figure and using four-figure grid  group discussion  map reading
six figure grid references  practical exercises textbooks
references  locating features and  observation  sketch diagrams
places on a checklists
topographical map
using six-figure grid
references
 identifying features
located on a map
using four-figure grid
references
 identifying features
located on a map
using six-figure grid
references
 distinguishing large
scale maps from small
scale maps
 reducing maps to a
given scale
 enlarging maps to a
given scale
Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested
10
standard learning activities teaching, learning teaching, learning
and and assessment
methods
9 explain compass  calculating the area of a

points in relation regular feature
to cardinal points  calculating the area of an
irregular feature
 discussing compass points in
relation to cardinal points
 locating features on a map
using compass points
 locating features in the school
environment using cardinal
points
 brainstorming the meaning of  demonstration  local environment

10 explain true north,
the terms true north, magnetic  fieldwork  topographical
magnetic north,
north and grid north  pair work map
and grid north
 discussing the relationship  group discussion  compass
between true north, magnetic  practical exercises  observation
north and grid north peer assessment checklists
 locating features on a map  charts
using bearing  atlases
 calculating bearing of features
on a map
Core element: Understanding the earth

Outcome: The student will be able to demonstrate an understanding of the lithosphere, hydrosphere, atmosphere and biosphere.
11
and and assessment
methods
when students are to:
able to: 1 explain the term solar The solar system  explain the meaning of  group discussion  students’
 demonstrate an system the term solar system  question and experiences
understanding of  discussing the concept answer  local environment
the solar system solar system  pair work  diagrams of the
 identifying  debate solar system
components of the  peer assessment  diagrams of the
solar system  individual shape of the earth
assessment  checklists
 research work  scoring rubrics
2 explain new  listing new  role play  videos
developments related developments related  projects  newspaper
to the solar system to the solar system:  written exercises articles
- examining new  internet
developments in the
solar system eg
number of planets,
shifting of the poles
and inclination of
the planets
12
and and assessment
methods
3 relate the position of  examining the position

the earth to the sun of the earth in relation
to the sun
 discussing how the
position of the earth
contributes to life and
human activities
4 explain the shape of  discussing the shape

the earth of the earth
 discussing proofs of
the shape of the
earth
 discussing the effects
of the shape of the
earth

13
and and assessment
methods
11 explain movements of  discussing movements  discussion  students’

the earth of the earth  question and experiences
 demonstrating the answer  local environment
different movements  pair work  diagrams
of the earth to  individual showing the
assessment movements of the
 peer assessment earth
 demonstration  atlases
 written exercises  checklists
 role play  scoring rubrics
 practical exercises  videos
 internet
12 explain the results of  discussing the results  newspaper

the movements of the movements of articles
the earth  torches
 bulbs
 demonstrating the  globes
results of the earth’s
movements

Outcome: The students will be able to demonstrate an understanding of the atmosphere, biosphere, hydrosphere and lithosphere.
14
and and assessment
methods
We will know this Students must be able to:
when students are
able to: 1 explain the term Hydrosphere  brainstorming the  question and  globes
 demonstrate an hydrosphere meaning of the term answer  diagrams
understanding of hydrosphere  pair work showing the
the term  discussing the  written exercises hydrological cycle
hydrosphere meaning of the term  essay questions  local environment
'hydrosphere'  oral exercise  videos
 discussing the  peer assessment  internet
distribution of water  individual  atlases
on earth assessment
2 explain the main  discussing the

features and processes meaning of the term
of the hydrological ‘hydrological cycle’
cycle  discussing the main
features and processes
of the hydrological
cycle

15
and and assessment
methods
3 explain the importance  brainstorming the

of the hydrological importance of the
cycle hydrological cycle
 examining the
importance of the
hydrological cycle
 analyzing factors that
can disturb the
hydrological cycle
4 suggest ways of
 brainstorming ways
maintaining the
of maintaining the
hydrological cycle
hydrological cycle
 discussing ways of
maintaining the
hydrological cycle
Term 2
16

and and assessment
methods
when students are
able to :
• demonstrate an 1 explain the term Atmosphere  brainstorming the  question and  tables
understanding of atmosphere meaning of the term answer • pie charts/graphs
the atmosphere atmosphere • group work • diagrams of the
 discussing the • pair work atmosphere
meaning of the term • brainstorming • videos
atmosphere  written exercises  internet
 peer assessment
 identifying the main
gases in the
2 explain the
atmosphere
composition of gases
• interpreting data on
in the atmosphere
the main gases in the
atmosphere

17
and and assessment
methods
3 describe layers of the  identifying layers of

atmosphere the atmosphere
 discussing the
characteristics of each
layer
 drawing layers of the
atmosphere
4 explain the importance • brainstorming the

of the atmosphere importance of the
atmosphere
• discussing the
importance of the
atmosphere

18
and and assessment
methods
when students are
able to :
• demonstrate an 1 explain the terms Weather and • brainstorming the  question and  students’
understanding of weather and climate climate meaning of the terms answer experiences
weather and weather and climate • pair work • weather
climate • discussing the • peer assessment instruments
2 explain elements of meaning of the terms • brainstorming • weather maps
weather and factors weather and climate  written exercises  written exercises
that affect them  teacher  television
• brainstorming the assessment weather bulletins
elements of weather  demonstration  peer assessment
 discussing the  practical  local environment
elements of weather exercises  weather stations
 field visits  weather data
3 explain factors that  discussing factors that

affect the elements of affect the elements of
weather weather
 analyzing factors that
affect elements of
weather

19
and and assessment
methods
3 identify instruments  identifying

used to measure instruments used to
elements of weather measure elements of
weather
 discussing
instruments used to
measure different
weather elements
 measuring elements
of weather
4 interpret weather data  interpreting data

and symbols collected using
weather instruments
 forecasting weather
using data collected
 discussing sources of
data for forecasting
weather
 interpreting weather
symbols

20
and and assessment
methods
when students are
able to:
 develop an 1 describe the term Biosphere  brainstorming the  group work  local
appreciation for biosphere meaning of the term  question and environment
conserving the biosphere answer  videos
biosphere  discussing the  field visits  students’
meaning of the term  written exercises experiences
biosphere  peer assessment  checklists
 teacher  flow diagrams
assessment  pictures of the
 identifying  case study biosphere
2 identify the
components of components of the
biosphere biosphere
 discussing the
relationship between
different components
of the biosphere

standard and learning teaching, learning teaching, learning
21
activities and and assessment
methods
3 explain the importance  examining the

of the biosphere importance of the
biosphere
 discussing the
importance of the
biosphere from the
local environment
4 suggest ways of  identifying problems

maintaining the affecting the
biosphere biosphere
 analyzing problems
affecting the
biosphere
maintaining the
biosphere
Core element: Environmental and natural resources management
22
Outcome: The student will be able to appreciate the importance of the environment, consequently be able to protect it and practice
sustainable natural resource management.

and assessment and assessment
methods resources
when the students 1 explain the of Environment  brainstorming the  discussions  charts showing
are able to: environment meaning of the term  group work components of
 demonstrate an environment  question and the environment
appreciation of the  discussing the meaning of answer  pictures
environment the term environment  written exercises  local
 identifying components of  peer assessment environment
the environment  debate  checklists
 classifying components of  role play  posters
the environment  field visits  flow charts
 observing the use of  venn diagrams
various components in the  students’
2 explain how the local environment experiences
components of the  discussing how various  videos
environment and the components of the  internet
earth are related environment are related
 discussing the importance
of various components of
3 explain the importance the environment
of various components  debating how life would
of the environment be without the components
of the environment
Term 3
23

standard learning activities teaching, learning teaching,
and assessment learning and
methods assessment
resources
We will know this Students must be able
when the students to:
are able to:
 develop an 1 explain the term Ecosystem  brainstorming the  field work  flow charts
appreciation for ecosystem meaning of the concept  group  venn
the ecosystems ecosystem discussion diagrams
 discussing the meaning of  question and  local
the concept ecosystem answer environment
 teacher  pictures
assessment  students’
 identifying components of  brainstorming experiences
2 explain the
an ecosystem  videos
components of an
 discussing how the  internet
ecosystem
components are  checklists
interrelated
 drawing processes of
ecosystems

24
and and assessment
methods
3 describe factors that  brainstorming factors

can disturb the that can disturb the
ecosystems ecosystems
 examining factors that
can disturb the eco-
system
4 explain ways of  suggesting ways of

maintaining maintaining
ecosystems ecosystems
maintaining
ecosystems
 brainstorming the
5 explain the importance of
importance of ecosystems
ecosystems  discussing the
importance of
ecosystems
25
Assessment Success criteria Topic/ Suggested teaching and Suggested Suggested

standard theme learning activities teaching, learning teaching, learning
methods resources
when students are
able to:
 demonstrate an 1 explain the term natural Natural  brainstorming the meaning  group work  photographs
understanding of resources resources of the term natural  question and  realia
natural resources resources answer  resource persons
 discussing the meaning of  photo observation  local
the term natural resources  pair work environment
 written exercises  charts showing
2 explain the different  discussing types of natural  field work natural resources
types of natural resources  videos
resources  discussing the difference  posters
between renewable and  newspaper
non-renewable resources articles
3 explain the importance  brainstorming the uses of

of natural resources natural resources from
various sources
of natural resources
26
methods resources
4 explain how natural  brainstorming how  group discussions  realia

resources are being natural resources are  practical exercises  pictures
mismanaged in mismanaged  brainstorming /photographs
Malawi  discussing how  resource persons
natural resources are
mismanaged
 discussing the effects
of mismanagement of
natural resources
5 suggest ways of  brainstorming  group discussions  realia

managing natural management  practical exercises  pictures/
resources strategies for natural  brainstorming 9photographs
resources  resource persons
 discussing
management
strategies for natural
resources

27
methods resources
when students are
able to:
 demonstrate an 1 explain the terms Natural disasters  brainstorming the  group work  photographs of
understanding of natural disasters, meanings of the terms:  question and natural disasters
natural disasters disaster, risk, hazard, natural disasters, answer  resource persons
and ways of and vulnerability disaster, risk, hazard,  pair work  statistics
managing them and vulnerability  written exercises  videos
 discussing the  case study  newspaper
meanings of the terms: articles
natural disasters,  local
disaster, risk, hazard, environment
and vulnerability
2 differentiate natural  discussing the

disasters from natural difference between
hazards natural disasters and
natural hazards
 identifying natural
disasters
 identifying different
types of natural
disasters
28
methods resources
3 explain the effects of  discussing the effects

natural disasters of natural disasters
 analyzing the effects of
natural disasters
4 suggest ways of  discussing the

managing disasters meaning of the term
disaster risk
management
preventing disasters
managing disasters
Core element: Spatial organization

29
Outcome: The student will be able to demonstrate increasing knowledge and understanding of places in the local, regional, national,
international and global contexts, in relation to distribution of economic and social activities.

and and assessment
methods
when the students
are able to:
 demonstrate an 1 explain the term Population  brainstorming the  question and  students’
understanding of population meaning of the term answer experiences
different aspects of population  discussion  observation
population  discussing the checklists
meaning of the term
population
2 describe the  finding out the  group work  school records

number of people in a  teacher  local
composition of the
population according observation environment
population of a given
to age groups and sex  peer assessment  observation
area
 analysing the  question and checklists
composition of answer  census data
population
 discussing the
population
composition in a
given area
30
and and assessment
methods
 analyzing the
population composition
graphically
3 analyse the  question and  school records
population  brainstorming answer  observation
composition of a given population composition  group or pair checklists
area at district and regional work  population
levels  teacher census reports
 discussing population assessment
composition at district  discussion
and regional levels
4 explain population  group work  maps of ethnic
composition at district  brainstorming the  pair work groups
and regional levels meaning of the term
according to where the population distribution
school is located
5 explain the meaning  discussing the meaning

of term population of the term population
distribution distribution
 comparing a physical
map with a population
distribution map

31
and and assessment
methods
6 describe factors that  discussing the factors that  group work  economic maps
determine population determine population  teacher  physical maps of
distribution in a given distribution observation a region
area  raised maps
 population
distribution maps
7 explain how  discussing how a population  question and  local environment
population distribution map is drawn answer  observation
distribution influences  drawing population  teacher checklists
allocation of resources distribution sketch-maps of an observation  charts
area  group work
 brainstorming how population  individual work
distribution influences the
allocation of resources
 discussing how population
distribution influences the
allocation of resources
8 explain the meaning of  brainstorming the meaning of  group work  data showing the
the term population the term population density  discussion allocation of
density  discussing the meaning of the  teacher resources
term population density observation  population census
 calculating population demonstration figures
densities from a given set of
figures
32
and and assessment
methods
9 describe factors that  identifying areas of  question and  population density
influence population high and low answer map of an area
density in a given area population densities on  data showing
a map of a given area allocation of
 discussing the factors resources to
that determine different areas
population density in a  raised map
given area
 brainstorming the  local environment

10 explain the effects of  teacher
effects of high and low
population density on observation
population densities on
resources  discussion
resources  students’
 discussing the effects of experiences
high and low
population densities on
resources
11 explain the meaning of  brainstorming the  teacher  students’

the term population meaning of the term observation experiences
growth population growth  local environment
 discussing the meaning  data on population
of the term population growth
growth

33
and and assessment
methods
 analyzing a graph showing

population growth from a
given area (line graphs, bar
graphs)
12 explain factors that  brainstorming factors that  discussion
influence population influence population growth
growth  discussing factors that
influence population growth
 calculating birth rates and
death rates
13 explain the impact of  brainstorming the meanings  question and  students’

population growth of the terms: birth rate, death answer experiences
on the family and rate and migration  group discussions  local
environment  discussing the meanings of  teacher environment
the terms birth rate, death rate observation  population
and migration census reports
 calculating birth rates and  hospital records
death rates  newspaper
 discussing the effects of cuttings
population growth on the  pictures of
family and environment refugee camps
 refugee data
Form 2: Term 1
34

and and assessment
methods
when the students
are able to:
 demonstrate an 1 distinguish a line of Longitudes and  discussing the meaning of  question and  protractor
understanding of latitude from a line of latitudes the terms latitude and answer  ruler
longitudes and longitude longitude  demonstration  atlases
latitudes  explaining the difference  pair work  topographical
between latitudes and  group discussion maps
longitudes  practical exercises  globes
2 explain the uses of lines  discussing uses of  question and  world maps
of latitudes and lines of longitudes and latitudes answer
longitudes  group discussion
 practical exercises
 written exercises
 demonstration
 practical exercises
35

and and assessment
methods
when students are
able to:
 develop 1 explain a time zone Time zones  discussing the  discussion  students’
knowledge and transition from telling  demonstration experiences
skills on the use of local time using the  question and  world maps of
time zones sun to using zones answer time zones
 discussing the concept  peer assessment  atlases
time zone  situation  checklists
 identifying time zones analysis
from an illustration  written exercises
 practical activity
2 explain why time  suggesting reasons for
zones were created the creation of time
zones
 discussing the reasons
for the creation of time
zones
36
and and assessment
methods
3 calculate time for  discussing how to  discussion  students’
different countries calculate time using time  demonstration experiences
zones for different  question and  world maps of
countries answer time zones
 calculating time using  peer assessment  atlases
time zones for different  situation  checklists
countries analyses
 written exercises
 identifying time zones  practical activity
on a world map
5 explain the importance  discussing the

of using standard time importance of using
standard time among
countries

of the international international date line
date line  discussing the
importance of the
international date line
 locating the
international date line
on a world map
37
and and assessment
methods
when students are
able to: 1 identify ways of Relief  defining the meaning  group work  topographical
 read and interpret showing relief on a of the term relief maps
topographical maps map  identifying various  pair work
ways of showing relief  atlases
 written exercise
on a map  map reading
 differentiating  oral assessment textbooks
between spot heights  discussion
and trigonometrical
points
 explaining how layer
tinting is used in maps
2 explain the advantages  brainstorming the

of contour lines over advantages of contour
other ways of showing lines over hachures,
relief on topographical bench marks and hill
maps shading
 discussing the
advantages of contour
lines over hachures,
bench marks and hill
shading
38
and and assessment
methods
3 identify landforms  identifying landforms  question and  topographical

using contour patterns using contour patterns answer maps
 explaining the  group work
 map reading
difference between a  practical exercises
textbooks
pass/gap and a  written exercises
 sketch diagrams
saddle/col  pair work
 relating the occurrence  discussion
of a spur to a valley
 identifying the  demonstration  topographical

4 calculate the average
steepness of a slope  group work maps
gradient between two
using contour lines  practical exercises  map reading
points
 question and textbooks
 differentiating a
answer  sketch diagrams
concave slope and a
convex slope
 calculating the
gradient between
different points

39
and and assessment
methods
when the students
are able to: 1 identify drainage Drainage  brainstorming  group discussion  topographical
 demonstrate an patterns on a patterns drainage patterns  pair work maps
understanding of topographical maps  identifying drainage  question and  sketch diagrams
drainage patterns patterns on answer  map reading
topographical maps  written exercises textbooks
 discussing drainage  practical
patterns on exercises
topographical maps
 discussing different
drainage patterns
 drawing different
drainage patterns
 discussing how
2 explain the influence of drainage patterns are
relief on drainage influenced by relief
patterns  interpreting the
direction of flow of
rivers using contour
patterns
40
methods resources
3 explain the formation  identifying riverine  pair work  topographical

of riverine features features on  group discussion maps
topographical maps  question and  diagrams of
 discussing the answer riverine features
formation of the  written exercises  map reading
following riverine  practical exercises textbooks
features: gorge, flood  teacher  local environment
plain, oxbow lake, observation
levee, meander,  field work
waterfalls, rapids, delta
 drawing diagrams of
riverine features
4 identify coastal features  identifying coastal  pair work  topographical

on a topographical map features on a  group discussion maps
topographical map  question and  diagrams of
 studying a answer coastal features
topographical map of
coastal features
41
methods resources
5 explain the formation  discussing the  practical exercises  map reading

of coastal features formation of the  written exercises textbooks
following coastal  field work  local environment
features: peninsula,
cape, point, beach,
shoreline, spit,
sandbar, lagoon, delta,
estuary
 drawing the following
coastal features:
peninsula, cape, point,
beach, shoreline, spit,
sand bar, lagoon, delta
and estuary
6 draw cross- sections  demonstration  topographical

Cross section and  demonstrating how to
and long profiles draw a cross section  pair work maps
long profile
between different and a long profile  group work  map reading
points on a map  drawing cross- sections  question and textbooks
and long profiles answer  graph paper
between given points  practical exercises  pieces of paper
 annotating a cross
section

42
methods resources
7 interpret map symbols Land use  interpreting map  question and  topographical
in relation to land use symbols in relation to answer maps
land use  pair work  map reading
 group discussion textbooks
 brainstorming the  local environment
effect of relief on land  atlases
use
 explaining the effect

of relief on land use
patterns
discussing land uses

 practical
from topographical maps
exercises
eg settlements,
 peer assessment
communication,
vegetation,
mining/quarrying,
industrial use, parks and
reserves and tourist
resorts

Outcome: The student will be able to demonstrate an understanding of the atmosphere, biosphere, hydrosphere and lithosphere
43
and and assessment
methods
able to: 1 describe the internal Internal structure  identifying different  group work  students’
 demonstrate an structure of the earth of the earth layers of the earth  discussion experiences
understanding of  discussing the  question and  diagrams of the
the internal different layers of the answer internal structure
structure of the earth  peer assessment of the earth
earth  discussing basic  written exercises  videos
characteristics of each  teacher  checklists
layer assessment  scoring rubrics
 relating the  internet
characteristics to the  local environment
main occurrences
2 identify features that  identifying the  discussion

shape the earth’s features that shape  question and
landscape the earth’s landscape answer
 discussing the
features that shape
the earth’s landscape
44
and and assessment
methods
3 explain the formation  discussing internal  group work  pictures/diagrams

of the features that and external  peer assessment  videos
shape the earth’s processes that form  field excursion  internet
landscape features  written exercises  checklists
 illustrating the  individual  scoring rubrics
processes of how assessment
some of the features  teacher
are formed assessment
4 explain the advantages  discussing the

and disadvantages of advantages and
physical features to life disadvantages of
and human activities physical features to
life and human
activities
 relating the
advantages and
disadvantages to
specific features

45
and and assessment
methods
when students are
able to:
 demonstrate an 1 explain how lakes Formation of  discussing different of  question and  atlases
understanding of are formed lakes lakes answer  physical maps of
the formation of  discussing how  individual east and central
east and central different types of lakes assessment Africa showing
African lakes were formed  group work drainage systems
 peer assessment  diagrams on
 practical exercises formation of lakes
 written exercises  resource persons
 field visits  videos
 identifying the lakes of  internet
2 identify the lakes
of east and east and central africa
central Africa  locating the lakes of
east and central Africa
on a map

46
and and assessment
methods
3 explain how east and  discussing how the

central African lakes lakes of east and
were formed central Africa were
formed
 analyzing, according
to their location, how
the east and central
African lakes were
formed

of lakes and rivers of importance of east and
east and central Africa central African lakes
and rivers
 suggesting ways of
protecting lakes and
rivers

47
and and assessment
methods
when students are
able to:
 demonstrate an 1 identify major rivers in Importance of  brainstorming the  question and  atlases
understanding of Malawi Shire river major rivers of Malawi answer  physical maps
the river Shire  locating major rivers in  individual of east and
Malawi assessment central Africa
 group work  diagrams
 peer assessment illustrating the
 practical formation of
2 explain the course of  identifying the exercises lakes
Shire river position of Shire river  written exercises  resource persons
on the map of Malawi  field visits  videos
 discussing the course  internet
of Shire river  pictures of
 drawing a profile of economic
the Shire river activities along
Shire river
 aerial photos
importance of Shire  topographic
of Shire river
river maps showing
 identifying social and Shire river
economic activities
along Shire river

48
and and assessment
methods
4 explain challenges  discussing the

faced by the social and challenges along Shire
economic activities river
along Shire river
 analysing challenges
faced along
Shire river
dealing with
challenges facing along
Shire river
Term 2
49
Assessment standard Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching,
learning activities learning and learning and
assessment assessment
methods resources
are able to:
 demonstrate an 1 explain the term Seasons  brainstorming the  question and  students’
understanding of season meaning of the term answer experiences
seasons season  pair work  globes
 discussing the  group work  torches
meaning of the term  discussion  tables
seasons  written work  diagrams of the
 demonstration revolution of the
 peer assessment earth
2 explain the causes of  discussing the factors  individual/self  pie charts of
seasons that cause seasons assessment cycle of seasons
 drawing the position  climatographs
of the earth in relation  videos
to the sun that cause  internet
the seasons
methods resources
3 explain the  identifying types of  climatic graphs
50
characteristics of seasons according to
seasons according to regions
regions  discussing the
characteristics of
seasons in the tropical,
temperate and polar
regions
 identifying the cycle of
seasons in the three
climatic regions
 labelling the cycle of
seasons on a pie chart
 analyzing climatic
4 interpret climatic data data on given graphs  group work  pie charts
into seasons  interpreting climatic  explanation  checklists
data into types of  pair work  local
seasons  class discussion environment
5 relate the seasons of
 written exercises  students
the tropical regions to  relating seasons in experiences
the seasons of Malawi tropical regions and
the seasons of Malawi
 inserting months on
the cycle of seasons of
Malawi on pie charts
51
methods resources
when the students
are able to: 1 identify activities Environment  brainstorming human  educational visits  local
 demonstrate an which endanger the activities that endanger  case study environment
understanding of environment the environment  question and  diagrams
activities that answer  tables of data
endanger the  discussing activities that  written exercises  checklists
environment endanger components of  project work  videos
the environment  discussion  pictures
 role play  newspaper
articles
2 explain the effects of

 brainstorming the effects
activities that
of various human
endanger the
activities on the
environment
environment
 discussing the effects of

various human activities
on the environment
methods resources
3 explain environmental  discussing the meaning

management practices of the term
52
environmental
management
 identifying common
environmental
management practices
in Malawi in relation to
legislative
provisions/procedures
 carrying out
environmental
education activities

Outcome: The student will be able to appreciate the importance of the environment, consequently be able to protect it and practise
methods resources
53
when students are
able to:
 demonstrate an 1 explain the term Forestry  brainstorming the  group work  forest products
understanding of forestry meaning of the term  debate  pictures/
natural resources forestry  pair work photographs
management  discussing the  field visits  resource persons
meaning of the term  case study  newspaper
forestry  written reports articles
 enter-educate  magazines
2 identify major forests  brainstorming the  videos
on a map of Malawi major forests of  internet
Malawi  forest reserves
 locating major forests  school woodlots
on a map of Malawi

of forests importance of forests
 discussing the
importance of forest
methods resources
4 describe human  brainstorming

activities that endanger activities that
forests endanger forests
 discussing human
activities that
54
endanger forests
5 explain how forests can  discussing ways of

be conserved conserving forests
 carrying out a tree
planting activity
methods resources
We will know this Students should be able Wildlife  brainstorming the  group work  pictures/
when students are to: meaning of the term  debate photographs
able to: 1 explain the term wildlife  practical showing wildlife
 demonstrate an wildlife  discussing the exercises  news paper
understanding of meaning of the term  field visits articles
wildlife wildlife  case study  resource persons
 pair work  videos
2 locate wildlife reserves
 brainstorming wildlife  enter-educate  internet
in Malawi
55
reserves of Malawi  maps of Malawi
 discussing wildlife
reserves of Malawi
 locating game and
national parks on map
of Malawi
3 explain the
significance of wildlife  debating the
significance of wildlife
4 suggest ways of  discussing the
conserving wildlife significance of wildlife
 brainstorming ways of
conserving wildlife
 identifying human
activities that can
endanger wildlife
conserving wildlife
methods resources
We will know this Students should be able Soil  discussing the meaning  practical work  pictures of soil
when students are to: of the term “soil”  group work profile
able to: 1 explain the different  identifying soil types  question and  resource persons
 demonstrate an characteristics of soil  conducting an answer  samples of soil
understanding of types experiment to find out  drawing soil  water
characteristics of the characteristics of profiles  pictures of soil
soil soil types  pair work erosion
 discussing the  enter-educate  videos
characteristics of soil  field visits  internet
56
types  local
environment
2 describe soil profile  discussing soil profiles  realia
 analysing soil profiles
 drawing soil profiles
3 explain the  brainstorming the

importance of soil importance of soil
 discussing the
importance of soil
4 explain ways of
conserving soil  brainstorming ways of
conserving soil
activities that affect soil
conserving soil
methods resources
We will know this
when students are
able to:
 demonstrate an 1 explain types of Energy  brainstorming the  discussions  pictures
understanding of energy meaning of the term  practical exercises  maps of Malawi
energy energy  brainstorming  resource persons
 discussing the meaning  students’
of the term energy experiences
 listing types of energy  flow diagrams
 identifying sources of showing HEP
57
energy generation
 discussing types of
energy
2 explain the
importance of energy
 discussing the
3 explain ways of
 brainstorming ways of
conserving energy
conserving energy
resources
resources
conserving energy
resources
methods resources
when students are
able to
 demonstrate an 1 locate hydro-electric Hydro-electric  brainstorming hydro-  discussion
understanding of power sites in power in electric power sites in  field visits
Hydro-electric Malawi Malawi Malawi  written reports
power in Malawi  discussing hydro-  question and
electric sites of Malawi answer
 locating hydro-electric  case study
power sites in Malawi  debate
2 explain the factors

58
ideal for the  brainstorming factors
generation of hydro- ideal for the generation
electric power of hydro-electric
power
 discussing the factors
ideal for the generation
of hydro-electric
power
 discussing why a hydro
electric power station
was located at either
Nkula or Tedzani
methods resources
3 explain how power is  discussing how HEP is

generated and generated in Malawi
distributed at either  drawing a flow
Nkula or Tedzani diagram showing how
HEP is generated in
Malawi
 discussing how HEP is
distributed in Malawi
4 assess the challenges

 discussing the
associated with the
challenges associated
generation,
59
transmission and use with the generation,
of hydro-electric transmission and use of
power in Malawi hydro-electric power in
Malawi
 suggesting solutions to
the challenges
associated with the
generation,
transmission and use of
hydro-electric power in
Malawi
methods resources
We will know this Students should be able
able to:
 demonstrate an 1 explain the term Minerals  brainstorming the  group  pictures
understanding of minerals meaning of the term discussions  resource persons
the importance of minerals  written exercises  realia
minerals  discussing the meaning  brainstorming  videos
of the term ”minerals”  field visits
 report writing
2 explain the  brainstorming

importance of examples of minerals
minerals  discussing the
60
importance of minerals
 studying products
made from minerals
methods resources
We will know this Students should be able to:
when students are 1 explain the importance Fishing in  brainstorming the  group  pictures
able to : of fish Malawi importance of fish discussions  resource persons
 demonstrate an  discussing the  oral exercises  realia
understanding of importance of fish  brainstorming
fishing in Malawi  peer assessment
2 identify human  brainstorming human
 field visits
activities that endanger activities that
fish resources endanger fish
resources
activities that
endanger fish
resources
3 explain ways of  group discussions
61
preserving fish  brainstorming ways of  written exercises
preserving fish  brainstorming
 discussing ways of  field visits
preserving fish
 identifying the major

fishing grounds in
4 locate the major fishing Malawi
grounds of Malawi  locating the major
fishing grounds on a
map of Malawi
methods resources
 discussing factors that  maps of Malawi

influence the location of  pictures and
fishing grounds in photographs
Malawi  resource persons
 statistics
5 explain methods of
 identifying types of fish  local
catching fish
 discussing methods of environment
catching fish  students’
 drawing diagrams to experiences
illustrate methods of  realia
fishing
6 assess the  brainstorming the

economic importance of fish
importance of fish  discussing the
62
in Malawi importance of fish
7 explain ways of  identifying activities

conserving fish that can endanger fish
resources
conserving fish
methods resources
when the students
are able to:
 demonstrate an 1 identify natural Natural disasters  Brainstorming  group work  videos
understanding of disasters that are in Malawi natural disasters  class discussion  photographs/
natural disasters in common in Malawi common in Malawi  brainstorming pictures
Malawi  discussing natural  checklists  statistics
disasters common in  map completion  posters
Malawi  field visits  maps of Malawi
 locating areas that are  case study showing disaster
prone to natural prone areas
disasters  local environment
 students’
2 explain the effects of
 brainstorming the experiences
natural disasters
effects of natural  newspaper
disasters in Malawi articles
 discussing the effects  field reports
63
of natural disasters in
Malawi
methods resources
3 explain precautionary  suggesting

measures against precautionary
natural disasters measures against
natural disasters
 discussing
precautionary
measures that can be
taken against natural
disasters
4 explain the term

 discussing the
disaster risk
meaning of the term
management
disaster risk
management
managing disaster
risks
64
Term 3
methods resources
when the students 1 describe the population Population of  studying population  question and  students’
are able to: composition of Malawi Malawi figures of Malawi answer experiences
 demonstrate an  analysing the  pair or group  population
understanding of population work census reports
the population of composition of Malawi  observation  map of Malawi
Malawi  comparing a physical showing ethnic
map of Malawi with a groups
population distribution
map
2 explain factors that  charts
 identifying factors that
influence population  physical maps of
influence population
distribution in Malawi Malawi
distribution in Malawi
 discussing factors that  maps of Malawi
influence population showing
distribution in Malawi population
65
 drawing a sketch map density
of Malawi showing
population distribution
methods resources
3 describe factors that  locating areas of  teacher  students’

influence population various population observation experiences
density in Malawi densities on a map of  group work  economic maps
Malawi of Malawi
 written exercises  population data
 discussing factors  local
that influence  discussion environment
population density in  observation
Malawi checklists
 calculating
population densities
of an area
 drawing bar graphs

to represent
population densities
 distinguishing
population
distribution from
population density
66
methods resources
4 determine factors that  brainstorming factors  question and  local environment
influence rapid that influence rapid answer  students’
population growth in population growth in  discussion experiences
Malawi Malawi  group work  graphs showing
 observation population
 discussing the factors
 pair work growth
that influence rapid
 newspaper
population growth in
cuttings
Malawi
 posters and charts
 analysing a graph illustrating the
showing population effects of rapid
growth in Malawi population
growth
5 explain the effects of effects of rapid
rapid population population growth in
growth in Malawi Malawi
 discussing the effects of
rapid population
growth in Malawi on
the environment,
natural resources,
economy, social
services and others
67
methods resources
 surveying  group work

neighbourhood to
assess the effects of
rapid population
growth
 written reports
 discussing the
importance of
controlling rapid
Malawi
6 suggest strategies for  pair or group  newspaper
controlling rapid  suggesting strategies work articles
population growth in for controlling rapid  discussion
Malawi population growth in  observation
Malawi  future’s wheels
 drawing future’s
wheels on rapid
Malawi

68
methods resources
when the students
are able to:
 develop an 1 explain the meaning of Industries in  brainstorming the  group work  local
appreciation of the the term industry Malawi meaning of the term  discussion environment
role of industries in industry  question and  students’
Malawi  discussing the meaning answer experiences
of the term industry  products from
industries
2 classify industries in  identifying some  pair or group  pictures and

Malawi industries in Malawi work posters
 grouping industries in  discussion illustrating
Malawi into primary, products of
secondary and tertiary industries
 discussing the activities  checklists
of each type of industry
as extractive,
manufacturing and
service industries
methods resources
69
3 explain factors that  discussing factors that  peer assessment  students’
influence the location of influence the location  teacher experiences
industries in Malawi of industries in Malawi observation  maps of Malawi
 identifying places  question and showing location
where industries are answer of different types
located in Malawi  discussion of industries
 drawing a map of  group work  charts
Malawi showing the  atlases
location of different
types of industries
4 explain the  question and  industrial

importance of answer production
importance of
industries to Malawi  discussion figures
industries to Malawi
 pair work  industrial
 discussing the  teacher employment
importance of observation figures
industries to Malawi  export figures
 posters
analyzing graphs or
figures which illustrate
industrial production
and exports for Malawi
methods resources
area able to:
70
 demonstrate an 1 explain the term Tourism in  brainstorming the  group  maps of Malawi
understanding of tourism Malawi meaning of the term discussion  pictures/
tourism in Malawi tourism  pair work photographs
 discussing the  question and  students’
meaning of the term answer experiences
tourism  brainstorming  videos
 discussing tourists
centres in Malawi
 locating tourist centres
on a map of Malawi
2 explain factors that  debate  local

promote tourism in  brainstorming factors
that promote tourism  pair work environment
Malawi  field visits  resource persons
in Malawi
 discussing factors that  statistical data
promote tourism in on tourism
Malawi (physical,
cultural and economic)
methods resources
3 assess the impact of  brainstorming the  group discussion  photographs

tourism in Malawi positive and negative  case study  resource persons
impact of tourism in  question and
Malawi answer
71
 debating the
advantages and
disadvantages of
tourism in Malawi
 analyzing data on
tourism in Malawi
4 analyse the challenges
facing the tourism  brainstorming
industry in Malawi challenges facing the
tourism industry in
Malawi
 analysing challenges
facing the tourism
industry in Malawi
overcoming the
challenges facing
tourism industry in
Malawi
Core element: Interdependence between Malawi and the world

Outcome: The student will be able to understand the interdependence between and among countries in environmental, economic, social
and technological aspects for sustainable development.
Assessment standard Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
learning activities learning and teaching,
assessment methods learning and
assessment
resources
We will know this students must be able to:
72
when students are
able to: 1 identify means of Communication  brainstorming various  discussion  students’
 appreciate the role communication in in Malawi means of communication  question and experiences
of communication Malawi in Malawi answer  local
and transport in  discussing means of  discussion environment
the socio- communication in Malawi  case study  checklists
economic  role play
development of  games and
Malawi 2 explain the advantages  discussing the advantages simulation
and disadvantages of and disadvantages of
the different means of different means of
communication communication
 debating the advantages
and disadvantages of
different means of
communication
 analyzing the advantages
and disadvantages of each
means of communication
Assessment standard Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
learning activities learning and teaching,
assessment methods learning and
assessment
resources

of communication importance of
communication
of communication
73
4 analyse problems of  identifying problems of
communication in communication in Malawi
Malawi  analyzing the problems of
communication in Malawi
the problems of
communication in Malawi
methods resources
1 identify types of Transport in  brainstorming means  discussion  students’

transport in Malawi Malawi of transport in Malawi  debate experiences
 discussing types of  question and  map showing
transport in Malawi answer transport routes
 locating main  pair work in Malawi
transport routes in  role play  local environment
Malawi on a map  case study  pictures of means
 field excursions of transport
74
 trade figures and
routes for Malawi
2 explain factors that  identifying factors that
influence the influence the
development of development of
transport routes in transport routes in
Malawi Malawi
 discussing factors that
influence the
development of
transport routes in
Malawi
 relating the factors to
specific transport
routes in Malawi
Assessment Success criteria Topic/ theme Suggested teaching and Suggested teaching, Suggested teaching,
standard learning activities learning and learning and
methods resources
3 analyse the advantages  brainstorming the

and disadvantages of advantages and
each means of transport disadvantages of each
means of transport
 examining the advantages
and disadvantages of each
means of transport
4 explain the role of  comparing the volume of
75
transport in the trade and transport routes
development of Malawi  discussing the role of
transport in the
development of Malawi
5 examine problems of  brainstorming problems

transport in Malawi associated with transport in
Malawi
 analyzing problems
associated with transport in
Malawi
problems associated
with transport in Malawi
methods resources
when students are
able to: 1 explain the term trade Trade in  discussing the meaning of  discussion  students’
 demonstrate an Malawi the term trade  question and experiences
understanding of  discussing how the people answer  local
issues of trade in acquire the goods or  debate environment
Malawi commodities that they have  written exercises  pictures of export
 case study and import
 discussing the difference  written reports products
2 explain the difference between imports and  trade statistics
between exports and exports  checklists
76
imports  researching on the main
exports and imports
 identifying the main

3 identify the main imports and exports of
imports and exports of Malawi
Malawi  identifying Malawi’s
trading partners

4 explain the importance of trade
of trade  discussing why countries
export and import
Assessment standard Success criteria Theme/topic Suggested teaching and Suggested Teaching, Suggested
learning activities learning and teaching, learning
assessment and assessment
methods resources
5 explain the concept  brainstorming the  discussion  students’

balance of trade meaning of the  question and experiences
concept balance of answer  resource
trade  peer assessment persons
6 analyse factors that  discussing the  role-play  trade statistics
affect balance of trade concept balance of  individual/self  checklists
trade assessment
 brainstorming factors
that affect balance of
trade
77
 discussing factors
trade
7 examine problems of
balance of trade in
Malawi
 identifying problems
of balance of trade in
Malawi
 discussing problems
trade in Malawi
Assessment standard Success criteria Theme/topic Suggested teaching and Suggested Teaching, Suggested
learning activities learning and teaching, learning
assessment and assessment
methods resources
8 suggest solutions to  suggesting solutions

the problems of to the problems of
balance of trade balance of trade
between Malawi and between Malawi and
its trading partners its trading partners
 discussing solutions
to the problems of
balance of trade
between Malawi and
its trading partners
78
79
References
Barry A G and Charley R J (1976). Atmosphere, weather and climate. London: Methuen.
Bowen AD et al (2002). Map reading for southern Africa. Cape Town: Masker Miller
Longman.
Gertis Arthur (2004). Introduction to geography; (Ninth edition). New York: McGraw-Hill
Companies.
Go Cheng Leong (1970). Certificate physical and human geography (Third Edition).
Oxford: Oxford university Press.
Hornby W F Jones M (1991). An introduction to settlement geography. Cambridge:
Cambridge University Press.
Jones Peter and Price Bob (1990). The active world: industry, agriculture, and services.
Edinburgh: Thomas Nelsons and Sons Limited.
Kiguru J (1983). Map reading and photographic interpretation for ‘O’ level.
London: Mac Milan.
Leong Goh Cheng (1983). Certificate physical and human geography. Oxford: Oxford
University Press.
Malawi Institute of Education (2000). Preservice teacher training for population education:
supplementary materials in geography. Domasi: Malawi Institute of Education.
Malawi Institute of Education (1998). A source book for population education in Malawi.
Domasi: Malawi Institute of Education.
Ministry of Education, Science and Technology (2000). Junior secondary population
education in geography. Domasi: Malawi Institute of Education.
Ministry of Natural Resources, Energy and Environment (2010), Malawi state of environment and
outlook report: environment for sustainable growth. Lilongwe:
Environmental Affairs Department.
Phiri FR (2006) Senior certificate physical and human geography: a pupils book. Blantyre:
Dzuka Publishing Company.
Simons BB (2000). Weather and climate. New Jersey: Prentice-Hall Inc.
Summerfield M A (1991). Global geography. New York: Longman.
Waugh D (2002). Geography: an integrated approach (Third Edition). Cheltenham: Nelson
Thornes.
White R (19190). Africa in focus: a physical and economic geography (Revised Edition).
Hong Kong: Mac Milan Education Ltd.
80

Geography Syllabus Forms 1-2

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Republic of Malawi

Ministry of Education, Science and Technology

Ministry of Education, Science and Technology

Malawi Institute of Education

© Malawi Institute of Education 2013

First edition 2013

Peter Namphande - Chancellor College

Secondary education outcomes

The developmental structure of the secondary school curriculum in Malawi

Secondary education outcomes

Ethical and socio-cultural skills

Economic development and environmental management skills

Occupational and entrepreneurial skills

Creativity and resourcefulness

Scientific and technological skills

Core elements and their outcomes

Map work and interpretation of geographical information

Understanding the earth

Environmental and natural resources management

Interdependence between Malawi and the world

Map work and Map work

Hydrosphere Lithosphere  relief features of the

 Biosphere  climatic regions and world

Environmental Environment  environmental management  environmental issues  environmental issues

Malawi) industry 1 uranium in Malawi

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

Teaching syllabus for Forms 1 and 2

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

3 differentiate a map  studying different

4 explain different uses  brainstorming uses of  group work  different types of

5 explain ways of  brainstorming the  demonstration  topographical

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

6 explain symbols and  measuring a straight

7 interpreting maps  identifying symbols  group discussion  topographical

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

9 explain compass  calculating the area of a

 brainstorming the meaning of  demonstration  local environment

Core element: Understanding the earth

3 relate the position of  examining the position

4 explain the shape of  discussing the shape

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

11 explain movements of  discussing movements  discussion  students’

12 explain the results of  discussing the results  newspaper

Core element: Understanding the earth

2 explain the main  discussing the

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

3 explain the importance  brainstorming the

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

3 describe layers of the  identifying layers of

4 explain the importance • brainstorming the

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

3 explain factors that  discussing factors that

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

3 identify instruments  identifying

4 interpret weather data  interpreting data

Core element: Understanding the earth

Assessment Success criteria Theme/topic Suggested teaching Suggested Suggested

3 explain the importance  examining the