Republic of Malawi

Syllabus for

Woodwork

Forms 3 and 4

Ministry of Education, Science and Technology

 Syllabus for

Woodwork

Forms 3 and 4

Ministry of Education, Science and Technology

Prepared and published by
Malawi Institute of Education
PO Box 50
Domasi
Malawi

Email: [email protected]

© Malawi Institute of Education 2013

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

First edition 2013

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

RB Nyambi - Ministry of Education Science and

Technology
FZ Munthali - Mzuzu Government Secondary School
Omega M Chisambiro - Michiru View Secondary School
Julius EM Chimango - Malawi Institute of Education
Mary Ndalama - Blantyre Secondary School
Enock Balalika - Chichiri Secondary School
CM Lozani - Thyolo Secondary School
FF Nseula - Polytechnic
EC Manjombe - MANEB
Charles Mataya Phiri - TEVETA

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), 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 Mr HLK Liwambano who helped in the
refining of the syllabus. Finally, thanks should also go to Rexford J Kachepa, GM
Mataya and RS Khowoya for providing expert advice on the syllabus during its
development.

Production team

Editing: Dr Ezekiel Kachisa

Typesetting and
layout: Catherine Katete
Editor-In-Chief: Max J Iphani
Contents

Page
Acknowledgements .....................................................................................................
...... iii
Foreword .....................................................................................................................
........ v
The secondary school curriculum in
Malawi ................................................................. vii
Developmental
outcomes .................................................................................................
viii
Rationale for
woodwork ...................................................................................................
xi
Scope and sequence chart for Forms 1 to
4 .................................................................... 1
Teaching syllabus for Forms 3 and
4 ............................................................................... 3
References ..................................................................................................................
......... 27
Foreword
Education is the vehicle through which every citizen can realise his or her
potential and contribute to national development. The vision of the education
sector in Malawi is to be a catalyst for socio-economic development, industrial
growth and an instrument for empowering the poor, the weak and the voiceless. Its
mission is to provide quality and relevant education to Malawians. As a catalyst for
the development, education should equip the individual with knowledge, skills,
values and attitudes to enable one to perform one’s roles effectively, in an attempt
to promote and sustain the social-economic development of a nation.

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

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

Against this background, the Malawi Government through the Ministry of

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

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

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

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

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

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

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

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

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

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

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

TEACHING LEARNING

Developmental outcomes

Secondary education
outcomes

Assessment
standards

Success
criteria

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

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

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

1 demonstrate appropriate moral and ethical behaviour in accordance with the

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

Secondary education outcomes

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

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

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

Ethical and socio-cultural skills

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

Economic development and environmental management skills

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

Occupational and entrepreneurial skills

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

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

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

Creativity and resourcefulness

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

Scientific and technological skills

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

Rationale for woodwork

The study of woodwork serves to equip students irrespective of their socio-
economic background, race, gender, physical or intellectual ability with
entrepreneurial and vocational skills and values necessary for personal and
national development.

The majority of students in the country terminate their education at secondary

school level. Thus, the learning of woodwork will assist the student to acquire
scientific, technological, vocational and managerial skills to be applied in a
creative and innovative way to identify problems and develop appropriate
solutions, so as to participate productively in society.

x
Core elements and their outcomes
Material science
The students will be able to apply scientific and technological knowledge, and
demonstrate positive attitude and skills and apply them to the sustainable
development of natural and physical environment.

Drawing and design

The students will be able to draw using correct projections, design and read
working drawings.

Construction and equipment

The students will be able to use relevant knowledge and skills on tools and
materials to make artefacts.

Entrepreneurship
The students will be able to use vocational and entrepreneurial skills in the
creation of economic opportunities for self-reliance and national development.

xi
 Scope and sequence chart for Forms 1 to 4

Core Form 1 Form 2 Form 3 Form 4

element
Material Safety precautions Adhesives Growth structure and Wood adhesives
science  personal safety  types identification of Wood finishes
 workshop safety  application of PVA timber Fittings
 hand tools safety  seasoning and
 machine tools Fasteners mechanical properties
safety  nails of timber
 screws  tree conservation
Timber  defects of timber
 parts and functions Finishes and finishing  timber preservation
 classifications  reasons  manufactured boards
 conversion  surface preparation
 importance of trees  selection of finishes
to the environment
 seasoning
 defects
 manufactured
boards
Drawing and Sketching Drawing Design process Design process
design  freehand oblique  types of projections  identify problem  realization
 freehand isometric  interpretations of  carry out an  testing and
simple drawings investigation evaluation
Design  suggest solutions
 problem identification  draw best solution in
 choice of joints all projections
 application of finishes

Core Form 1 Form 2 Form 3 Form 4

element

1
 Construction Tools Realization Special purpose tools Upholstery
and  marking out and  preparation of Machine tools  identify tools
equipment testing materials  use upholstery
 cutting  making joints Basic roof forms
 driving  assembling  classes
 holding  application of finishes  forces
 maintenance  construct basic roof
Joints
 wood preparation
 making of basic
joints
Entrepreneur Enterprises Small scale business Entrepreneurship Entrepreneurship
ship  types  steps to be followed  marketing  human resource
 characteristics of an  costing and pricing  costing and pricing management
entrepreneur including VAT  financial resource
management
 assets management

Teaching syllabus for Forms 3 and 4

Form 3: Term 1
Core element: Material science

2
Outcome: The students will be able to apply scientific and technological knowledge and demonstrate positive
attitude and skills and apply them to the sustainable development of natural and physical environment.

Assessment Success Theme/topic Suggested teaching and Suggested Suggested

standard criteria learning activities teaching, teaching,
learning and learning
assessment and
methods assessment
resources
We will know this Students must
when the students be able to:
are able to:
 demonstrate an 1 describe the Growth,  brainstorming types of  brainstormin  pieces of
understanding growth of structure and trees g wood
of the growth timber identification  classifying trees as:  group work  charts
and structure of timber  exotic  discussion  pencils
of timber  indigenous  questions  checklists
 discussing the growth of and answer
exotic and indigenous  written
timber exercises
2 describe the  explanation
structure of  identifying woods
different according to density,
timber colour and aesthetic
qualities
 describing the grain
structure of different
timber

Assessment Success Theme/topic Suggested teaching and Suggested Suggested

standard criteria learning activities teaching, teaching,
learning and learning

3
 assessment and
methods assessment
resources

Growth,  describing the function of  brainstormin  pieces of

structure and each part on the cross- g wood
identification section of a tree such as:  group work  charts
of timber  heart wood  discussion  pencils
(continuation)  sapwood  questions  checklists
 rays/ medullary rays and answer
 cambium layer  written
 bark exercises
 annual rings
 pith
 phloem
 fibres

Assessment Success Theme/topic Suggested teaching and Suggested Suggested

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

4
 develop an 1 explain Seasoning  discussing the importance of  discussion  charts
understanding methods of and seasoning timber  group work  pencils
of seasoning seasoning mechanical  discussing methods of  questions  checklists
and mechanical timber properties of seasoning timber and answer
properties of timber  discussing the advantages  written
timber and disadvantages of various exercises
methods of seasoning timber
 explaining the behavior of
timber during seasoning
 illustrating different methods
of seasoning timber
 discussing the moisture
content of timber
 describing simple methods of
testing moisture content in
timber
2 describe the
mechanical  explaining mechanical
strength of strength of timber (tensile,
timber compressive, shearing,
bending and stiffness)
 discussing methods of testing
for mechanical strength

Assessment Success Theme/ Suggested teaching and Suggested Suggested

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

 demonstrate an 1 describe Tree  discussing the causes of  discussion  charts

5
 understanding causes of conservation deforestation  group work  pencils
of conservation deforestation  discussing the effects of  questions  checklists
of forests deforestation and answer  transports
 written  forests
 discussing the advantages exercises
2 describe the of forests  field visits
advantages of  discussing afforestation
afforestation  discussing climate change

Assessment Success Theme/ Suggested teaching and Suggested Suggested

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

 develop an 1 classify Defects in  brainstorming defects in  group work  sample of

understanding defects of timber timber  questions pieces of
of defects in timber  classifying artificial and and answer wood with
timber natural defects of timber  discussion defects
 written  charts

6
  discussing causes of exercises  pencils
2 describe timber defects  checklists
causes of  discussing ways of
timber defects preventing timber defects
 sketching different timber
defects
 labelling timber defects

Assessment Success Theme/topic Suggested teaching and Suggested Suggested

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

 demonstrate an 1 explain how Timber  describing ways in which  discussion  affected

understanding of timber can be preservation timber can be damaged  observation timber
the preservation affected by  explaining two forms of  group work  insects
of timber fungal and fungal attacks  written  pictures
insect attacks  discussing the main groups exercises  solignum
of insects which cause  creosote
damage to timber oil
 discussing how each group
of insect attacks timber

7
 2 describe ways  discussing the importance
of preserving of preserving timber
timber from  discussing ways of
fungal and preserving timber from
insect attacks both insects and fungal
attacks
 discussing methods for
applying preservatives

Form 3 Term 2
Core element: Material science
Outcome: The students will be able to apply scientific and technological knowledge and demonstrate positive
attitude and skills and apply them to the sustainable development of natural and physical
environment.

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,
learning and learning
assessment and
methods assessment
resources
We will know this Students must be
when the students able to:
are able to:
 develop an 1 describe how Manufacture  defining veneering  group work  veneers
understanding veneers are d boards  discussing the methods of  questions  tools for
of obtained cutting veneers and answer veneering

8
 manufactured  rotary  discussion  sample
boards  slicing (horizontal and  written manufacture
vertical) exercises d boards
 discussing the products of  checklists
veneers  charts
 visiting timber factories  resource
persons

Assessment Success Theme/ Suggested teaching and Suggested Suggested

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

2 describe Manufacture  discussing properties of  group work  tools for

manufactured d boards manufactured boards  questions veneering
boards (continuatio  plywood and answer  sample
n)  blockboards  discussion manufacture
 hardboards  written d boards
 fibre boards exercises  checklists
 chip board  charts
 discussing the advantages
of manufactured boards
over solid timber
 discussing the application
and uses of different
types of boards

9
Core element: Drawing and design
Outcome: The students will be able to draw using correct projections design and read working drawings.

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,
learning and learning
assessment and
methods assessment
resources
We will know this Students must be
when the students able to:
are able to:
 identify a 1 identify a Design  identifying a problem  demonstratio  drawing
problem, design problem process  making a statement of a n equipment
and realize an situation  discussion  drawing
item to solve a  survey paper
problem 2 carry out an  posing relevant questions  group work  timber
investigation to find out more about a  self  general
situation assessment workshop
 analyzing related existing  peer tools and
items. assessment equipment
 practical  local
3 suggest  developing ideas to solve a drawing environme
solutions problem  teacher nt

10
  producing freehand observation
sketches of solutions
 selecting the best solution
to a problem

Assessment Success Theme/ Suggested teaching and Suggested Suggested

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

Design  drawing exploded views to  demonstratio  drawing

process show how components n equipment
(continuatio relate to each other in  discussion  drawing
n) assembly  survey paper
4 draw a  group work  timber
solution in all  drawing orthographic  self  general
projections projections showing all assessment workshop
the dimensions  peer tools and
 producing cutting lists and assessment equipment
costing  practical  local
drawing environme
 teacher nt
observation

11
Form 3 Term 3
Core element: Construction and equipment
Outcome: The students will be able to use the knowledge of tools, materials and skills to make artefacts.

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,
learning and learning and
assessment assessment
methods resources
We will know this Students must
when the students be able to:
are able to:
 show an 1 describe Special  identifying special purpose  demonstratio  combination
awareness of the special purpose tools tools n planes
correct use of purpose tools  dismantling and assembling  discussion  router planes
special purpose of special purpose tools  practical  rebate
tools  sketching and labelling of  drawing planes
special purpose tools  bull nose
 discussing the uses of planes
special purpose tools  plough
 demonstrating the planes
2 maintain tools maintenance of special  spoke shaves
purpose tools  mult planes
 sharpening of cutters  compass
 sharpening and setting planes
of saw teeth  coping saws
 practising the proper  bow saws
storage of special purpose  pad/ key hole
tools saws
 fret saws

12
Assessment Success Theme/ Suggested teaching and Suggested Suggested
standard criteria topic learning activities teaching, teaching,
learning and learning
assessment and
methods assessment
resources

 demonstrate an 1 describe the Machines  selecting the correct  demonstratio  jig saws
understanding basic machine for a job n  sanders
of different operation  naming and labelling  observation  belt
types of wood principles of different parts of  discussion  orbital
workshop wood cutting machines  peer  routers
machines, their machines  demonstrating the assessment  drilling
correct operation of machines  questions machines
operations, care  using machines correctly and answer  circular
and storage and safely  practical saws
exercises  planers
2 operate a  discussing lathe safety  band saws
wood turning precautions  grinder
lathe  selecting material to be  wood lathe
used on lathe machines
 preparing materials for
mounting on machines
 mounting materials on
machines
 selecting correct speeds
 selecting appropriate tools

Assessment Success Theme/ Suggested teaching and Suggested Suggested

13
standard criteria topic learning activities teaching, teaching,
learning and learning
assessment and
methods assessment
resources

 operating lathe machines  demonstratio  jig saws

 turning between n  sanders
centres  observation  belt
 face turning  discussion  orbital
 hollowing  peer  routers
3 demonstrate Machines assessment  drilling
the proper (continuatio  discussing proper storage  questions machines
storage of n) of tools and answer  circular
portable  cleaning and lubricating  practical saws
power tools tools before storage exercises  planers
and  storing power tools and  group work  grinder
accessories leads  observatio
n
checklists
 rubrics
 timber

Core element: Entrepreneurship

Outcome: The students will be able to use vocational entrepreneurial skills in the creation of economic
opportunities for self-reliance and national development.

14
 Assessment Success Theme/ Suggested teaching and Suggested Suggested
standard criteria topic learning activities teaching, teaching,
learning and learning
assessment and
methods assessment
resources
We will know this Students must be
when the students able to:
are able to:
 demonstrate an 1 describe Entrepreneurs  discussing marketing  discussion  calculators
understanding marketing hip  discussing customer needs  group work  computers
of  discussing the 4 Ps of  demonstratio  chart
entrepreneurshi entrepreneurship n paper
p  product  question and  graph
 price answer paper
 promotion  written  transport
 place (distribution) exercises
 discussing customer care  peer
2 cost and price assessment
products and  discussing costing and  individual
services pricing methods work
 costing woodwork  self
products evaluation
 pricing woodwork  field trips
products to include VAT

Form 4: Term 1
Core element: Material science
Outcome: The students will be able to apply scientific and technological knowledge and demonstrate positive
attitude and skills and apply them to the sustainable development of natural and physical environment.

15
Assessment Success Theme/ Suggested teaching and Suggested Suggested
standard criteria topic learning activities teaching, teaching,
learning and learning
assessment and
methods assessment
resources
We will know this Students must be
when the students able to:
are able to:
 use various 1 identify Wood  describing properties of  group work  observatio
types of wood various types adhesives adhesives such as:  teacher n
adhesives of adhesives  animal glue observation checklists
 urea formaldehyde  projects  projects
 melamine  questions  various
formaldehyde and answer types of
 phenol formaldehyde  demonstratio adhesives
 resorcinol n  PVA
formaldehyde  peer  resin
 epoxy resins assessment  contac
 polyvinyl acetate t
(PVA)  glue pots
 contact
 discussing terminologies
related to adhesives eg

Assessment Success Theme/ Suggested teaching and Suggested Suggested

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

16
 resources

Wood  pot life  group work  observatio

adhesives  shelf life  teacher n
(continuatio  assembly time observation checklists
n)  clamping time  projects  projects
 setting time  questions  various
 discussing the uses of and answer types of
adhesives  demonstratio adhesives
 selecting suitable n  PVA
adhesives for different  peer  resin
situations assessment  contac
t
2 prepare  demonstrating methods of
adhesives preparing adhesives
 PVA
 contact
 epoxy resins
 demonstrating the
application of adhesives
 practising safety
precautions when
handling adhesives

Assessment Success Theme/ Suggested teaching and Suggested Suggested

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

17
 apply suitable 1 state the Wood  explaining the importance  group work  observatio
finishes on wood reasons for finishes of applying finishes  teacher n
surfaces applying  identifying suitable observation checklists
finishes finishes for surfaces  projects  completed
 questions projects
 selecting suitable finishes and answer  finishing
2 apply selected for a different uses  demonstratio materials
finish  preparing suitable finishes n  sand
 applying finishes  peer paper
assessment  French
polish
 brushes
 paints

Assessment Success Theme/ Suggested teaching and Suggested Suggested

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

 develop an 1 identify Fittings  naming different fittings  demonstratio  locks

understanding different types  classifying fittings n  catches

18
 of various forms of cabinet  discussing types of cabinet  discussion  stays
of cabinet fittings fittings eg  questions  bolts
fittings  locks and answer  hinges
 catches  group work  handles
 stays  peer  castor
 handles assessment wheels
 bolts  self  models
 hinges assessment  magazines
 castor wheels  practical
 stating functions of exercise
various cabinet fittings

 preparing positions for

2 fix various fittings
cabinet  fixing cabinet fittings eg
fittings locks, bolts, hinges,
catches and castor wheels
 practising fixing different
fittings

Core element: Drawing and design

Outcome: The students will be able to draw using correct projections design and read working drawings.

Assessment Success Theme/ Suggested teaching and Suggested Suggested

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

19
  realize an item 1 realize Design  making of joints  demonstratio  drawing
to solve a selected process  assembling the parts n equipment
problem and design items  preparing the surface in  discussion  drawing
evaluate the readiness for a finish  surveys paper
item  applying suitable finish  group work  timber
 self  workshop
 assessing functionability assessment tools and
2 test and of artefacts eg  peer equipment
evaluate  general proportions assessment  local
produced  suitable construction  practical environme
artefacts  contour and surface drawing nt
decoration  teacher
 appropriate finish observation
 recommending
improvements on
artefacts
 pricing artefacts

Form 4 Term 2
Core element: Construction and equipment
Outcome: The students will be able to use the knowledge of tools, materials and skills to make artefacts.

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,
learning and learning
assessment and
methods assessment
resources
We will know this Students must be
when the students able to:
are able to:
 apply the basic 1 identify Upholstery  discussing upholstery  practical  timber

20
 skills of upholstery  identifying upholstery exercises  webbing
upholstery to tools and materials and tools  peer materials
artefacts materials assessment  padding
 selecting appropriate  teacher materials
2 use selected upholstery material observation  covering
upholstery  designing and cutting out  artefacts materials
materials patterns  demonstratio  tacking
 constructing skeletons n materials
 practising using  upholstery
upholstery materials tools
 observatio
n
checklists
 rubrics

Assessment Success Theme/ Suggested teaching and Suggested Suggested

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

 demonstrate an 1 describe Basic roof  discussing types of roofs  observation  strings

understanding classes of roof forms  identifying the correct  demonstratio  spirit level
of constructing styles used in type of materials and n  claw
basic roof forms domestic sizes used for roof  brainstormin hammers
used in buildings construction g  crowbars
domestic  discussing roof  group work  wire nails
buildings terminology including:  questions  charts
 span and answers  measuring
 run  practical tape
 rise exercises  bow saws

21
  pitch  observatio
 slope n
 ridge checklists
 rafter  rubrics
 valley  timber
2 specify forces
subjected on  identifying forces on roof
roof members members
 calculating the correct
rise and span of the roof

Assessment Success Theme/ Suggested teaching and Suggested Suggested

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

3 construct a Basic roof  discussing roof covering  observation  strings

basic roof forms materials  demonstratio  spirit level
(continuatio  selecting roof covering n  claw
n) materials  brainstormin hammers
 making a basic roof form g  crowbars
 lean-to-roof  group work  wire nails
 mono-pitch roof  questions  charts
 gable-end roof and answers  measuring
 practical tape
exercises  bow saws
 observatio
n
checklists

22
  rubrics
 timber
 steel
squares
 IBR
roofing
sheets
 corrugate
d iron
sheets
 roofing
tiles

Form 4 Term 3
Core element: Entrepreneurship
Outcome: The students will be able to use vocational entrepreneurial skills in the creation of economic
opportunities for self-reliance and national development.

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching,
learning and learning
assessment and
methods assessment
resources
We will know this Students must
when the students be able to
are able to:
 demonstrate an 1 describe Entrepreneur  managing employees  discussion  calculators
understanding human ship  recruitment  group work  computers
of resource resource  training and  demonstratio  chart
management management development n paper
 motivation  question and  graph

23
  job description answer paper
 labour laws  written  files
 planning daily business exercises
activities  peer
assessment
2 describe  keeping business records  individual
financial  budgeting work
resource  sourcing finances  self
management  using finances prudently evaluation
 income and
expenditure

Success Theme/ Suggested teaching and Suggested Suggested

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

Entrepreneur  capturing of financial  discussion  calculators

ship transactions  group work  computers
continuation  demonstratio  chart
3 describe asset )  maintaining materials and n paper
management assets  question and  graph
 using materials effectively answer paper
 written  files
exercises
 peer
assessment
 individual
work
 self
evaluation

24
25
References
Chudley, R (2006). Building construction handbook. Burlington Butterworth
Heinemann.
Ministry of Education, Science and Technology. Entrepreneurship training
manual. Lilongwe: Ministry of Education, Science and Technology.
Feirer, JL (1986). Carpentry and building construction. Macmillan Macraw Hill:
Glencoe.
Love, G (1981). The theory and practice of woodwork. Harlow: Longman.
Porter, P (1982). Carpentry and joinery. Edward Arnold: London Press.
Sackey, JKN (1999). Woodwork technology. London: Macmillan.
Walton, JA (1976). Woodwork in theory and practice. Sydney: Australasian
Publishing Company Ltd.
Willacy, DM. (1979). Woodwork Technology 1- 3; Australia: Cengage Learning.

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