Subjects
Mathematics Department
Mathematics is such an interesting subject in that one finds it fun and involved until their curiosity is meant. It is a subject provided to all students at their early stage. Students are taught different procedures and methods which help them in different subjects as well. It is a subject that helps students to be able to apply rules to specific problems as they produce answers that are good. The problem-solving techniques used help the learners to improve their problem solving skills which are essential in decision making situations. They acquire critical thinking in solving mathematics as it enables them to understand, manipulate and apply logic and reasons to comprehend that something works. It also helps them to sharpen their mind and memory even as mental arithmetic skills which are useful in everyday life as one uses the head to get results. As it involves quantitative problems one has to analyze each statement said whether it is true or false or a generalization. Hence mathematics opens up many different paths and helps with life skills. They look at numbers, formulas and shapes which help them to choose a good mathematical method to use. It helps one to work independently and be able to work easily in a team.
CURRICULUM
As mathematics provides an effective way of building mental discipline and encourages logical reasoning and mental rigor, students need to understand the concepts in order to gain the above mention. Students need to use mathematical ideas and procedures so as to be able to explain and explore it in depth. Students should be able to promote appropriate presentation and interpretation of results so they will be able to communicate and reason mathematically. They should develop a positive attitude towards the subject and appreciate its practical application in life. They will develop problem solving skills and the ability to use mathematics in everyday life. Mathematics brings discipline in the mind of the learner.
ASSESSMENT
The form assessments are done in the three terms for forms 1 to 4. As term one is a term for continuous assessment grading, the department has 3 form tests and 2 class tests spread across the two halves. The second term Form 5 and 6 have mock exams and the Form 1 to 4 have mid-year exams. Then the form 1 to 4 have end of year exams. The forms 3, 5 and 6 have external exams as shown below:
- Form 3 write Checkpoint examinations at the beginning of the third term.
- Form 5: mathematics will take two papers. If one is studying Core syllabus they will take Paper 1 and Papers 3. If they are studying Extended syllabus they will take Paper 2 and Paper 4.
- Form 6; it is done in two years and students should have 4 mathematics components as follows Mathematics Pure 1, Mathematics Pure 3, Mechanics and Statistics 1.
- Clinic compulsory for Form 5 students to help them prepare for the IGCSE examinations
- Participation in Old Mutual Mathematics Olympiad competition (yearly event)
- Participation in Medi-Chanco Mathematics competition with awards for top performers
| Length | Type | |
|---|---|---|
| Paper 1 | 1 hour | Non-calculator |
| Paper 2 | 1 hour | Calculators may be used |
| Length | Type Of Questions | |
|---|---|---|
| Paper 1 (core) | 1 hour | Short answer question |
| Paper 2 (Extended) | 1 hour 30 minutes | Short answer questions |
| Paper 3 (core) | 2 hour | Structured questions |
| Paper 3 (Extended) | 2 hour | Structured questions |
| Year | Paper | Length | Type Of Questions |
|---|---|---|---|
| Lower 6 | Pure mathematics (P 1) | 1 hour 30 minutes | Structured questions |
| Lower 6 | Mechanics ( P4) | 1 hour 15 minutes | Structured questions |
| Upper 6 | Pure Mathematics (P3) | 1 hour 30 minutes | Structured questions |
| Upper 6 | Statistics (P5) | 1 hour 15 minutes | Structured questions |
PREP
The department gives at least two preps in a week in relation to the number of mathematics lesson per class, which is, two double and two single lessons for Form 1 to 5 and eight lessons for the Lower and Upper six.
ENRICHMENT AND EXTRA- CURRICULAR OPPORTUNITIES
Curriculum Overview
| Number | Geometry & Measure | Algebra | Statistics & Probability | |
|---|---|---|---|---|
| Addition, subtraction, multiplication and division | Properties of two-dimensional shapes | Algebra beginnings - using letters for unknown numbers | Data collection and sampling | |
| Order of operations | Area of triangles | Manipulating algebraic expressions | Organizing and presenting data | |
| Multiples and factors | Properties of three-dimensional shapes | Algebraic expressions and formulae | Probability and the likelihood of events | |
| Rounding and estimation - calculations with decimals | Transformations of two-dimensional shapes | Introduction to equations and inequalities | Mode, mean, median, and range | |
| Fractions, decimals, and percentages | Angle properties | Sequences | Probability and outcomes | |
| Percentages of whole numbers | Visualizing three-dimensional shapes | Introduction to functions | Probability experiments | |
| Squares, square roots, cubes, and cube roots | Coordinates and two-dimensional shapes | Linear functions | ||
| Ratio | Converting units | Graphs and rates of change |
| Number | Geometry & Measure | Algebra | Statistics & Probability |
|---|---|---|---|
| Multiplication and division | Hierarchy of quadrilaterals | Expressions, formulae and equations | Data collection and sampling methods |
| Order of operations | Parallelograms, trapezia and circles | Manipulating algebraic expressions | Recording, organizing and representing data |
| Factors and multiples | Properties of three-dimensional shapes | Algebraic expressions and formulae | Complementary events |
| Decimals and place value | Transformation of 2D shapes | Equations and inequalities | Comparing and interpreting data |
| Fractions and decimals | Constructions, lines and angles | Describing sequences | Combined events |
| Percentage increase and decrease | 2D representations of 3D | Functions | Probability experiment |
| Square, square roots, cubes and cube roots | Geometry and translation | Graphs and equations of straight lines | |
| Ratio | Distance and bearings | Reading and interpreting graphs |
| NUMBER | GEOMETRY & MEASURE | ALGEBRA | STATISTICS & PROBABILITY |
|---|---|---|---|
| Indices and Standard form | Pythagoras theorem | Order of operations with algebra | Data collection and sampling |
| Rational and Irrational Numbers | Large and small units | Manipulating algebraic expressions | Record, organize and represent data |
| Rounding and Estimating numbers | Surface area and volume | Further algebraic expressions and formulae | Mutually exclusive events |
| Further Fractions and decimals | Further transformation | Further algebraic equations and inequalities | Further data interpretation |
| Compound percentages | Further constructions, polygons and angles | Linear and quadratic equations | Combined events |
| Estimating surds | Scale and area factors of enlargement | Functions and their representations | Probability - expected and relative frequency |
| Direct and inverse proportion | Coordinates and straight line segments | Linear functions and solving simultaneous equations | |
| Bearing and scale drawings | Compound measure |
| TOPIC | TOPIC | ||
|---|---|---|---|
| 1 | Number and language | 20 | Similarity and congruence |
| 2 | Accuracy | 21 | Angle properties |
| 3 | Calculation and order | 22 | Symmetry |
| 4 | Integers, Fraction, Decimals and Percentages | 23 | Set Notation and Venn Diagrams |
| 5 | Algebraic indices | 24 | Functions |
| 6 | Indices, Standard Form and surds | 25 | Straight line Graphs |
| 7 | Further percentages | 26 | Sequences |
| 8 | Ratio and proportion | 27 | Graphing Inequalities and Regions |
| 9 | Proportion (Variation) | 28 | Differentiation and Gradient function |
| 10 | Time | 29 | Graphs of Functions |
| 11 | Graphs In Practical situations | 30 | Median, mean, mode and range |
| 12 | Money and Finance | 31 | Collecting and displaying Data |
| 13 | Algebraic Representation and Manipulation | 32 | Cumulative Frequency |
| 14 | Equations and Inequalities | 33 | Vectors |
| 15 | Geometrical language and construction | 34 | Transformation |
| 16 | Bearings | 35 | Probability |
| 17 | Trigonometry | ||
| 18 | Measures | ||
| 19 | Mensuration |
Staff
| Name | Qualifications | Position |
|---|---|---|
| Mr Yamikani Kwatiwani | BSc MBA | Head of Mathematics |
| Mr Moses Mereka | BEd | Teacher of Mathematics |
| Mr Lyton Mhango | BEd | Teacher of Mathematics and Geography |
| Mr George Mzengo | BSc | Teacher of Mathematics, Housemaster |
| Mrs Mavis Mazizi | BSc MSc | Teacher of Mathematics, Housemistress |
| Mrs Fatima Kweteza | BEd | Teacher of Mathematics, Housemistress |
English Department
Cambridge Checkpoint English
The department offers candidates the Cambridge Lower Secondary Curriculum from year 7 to year 9, towards the end of which candidates sit the Cambridge Checkpoint Examinations. This marks the progress they have made in the first 3 years of secondary education and measures their preparedness for the next level, which is the IGCSE First Language English course and the IGCSE Literature in English course in years 10 and 11.
Cambridge IGCSE First Language English
The Cambridge IGCSE First language English course prepares candidates to be able to develop the ability to communicate clearly, accurately and effectively when speaking and writing; to learn to use a wide range of vocabulary, and the correct grammar, spelling and punctuation, as well as to develop a personal style of speaking and writing and an awareness of audience. These are the skills that are tested at the end of the course.
Cambridge IGCSE Literature in English
The IGCSE Literature in English course aims to enable students to enjoy the reading of literature; to understand and respond to literary texts in different forms and from different periods and cultures; to communicate an informed personal response appropriately and effectively as well as appreciate different ways in which writers achieve their effects. Students are also able to experience literature’s contribution to aesthetic, imaginative and intellectual growth and also explore the contribution of literature to an understanding of areas of human concern.
Cambridge Advanced Level Literature in English
Cambridge International AS and A Level Literature in English provides learners with the opportunity to gain further knowledge and understanding of international poetry, prose and drama, by studying all three genres at both levels.
A wide range of inspiring set texts are selected to offer a breadth and depth of literary study and to encourage lively and stimulating classroom discussion.
Staffing
The department has a staff of 5 full-time teachers responsible for delivering curriculum content through planning and delivering lessons, conducting formative as well as summative assessments through prep, class tests and form tests. These activities build up to external examinations at the end of year 9, 11, 12 and 13, that is, Checkpoint, IGCSE, AS and A Level respectively.
| Name | Qualifications | Position |
|---|---|---|
| Miss Carol Katemanyoka | BA(Hons) | Teacher of English |
| Mrs Natasha Mankhwazi | BA PGCE | Teacher of English |
| Mrs Tabonga M’manga | BA MBA | Teacher of English, Housemistress |
| Mr Kwame Nyangulu | Dip.Ed, B.Ed, BEd(hons), MSc CStr.Mgt | Teacher of English |
| Mrs Veronica Mhango | BEd | Senior Housemistress,Teacher of English |
DEPARTMENT OF MODERN FOREIGN LANGUAGES FRENCH AND CHINESE
Bonjour Ni hao
Communication is essential in any interaction. The learning of French and Chinese opens another communication avenue throughout the World.
French and Chinese are offered as compulsory subjects from Form one to Form three. In Form four, they become optional subjects. French is also offered as an optional subject at A Levels.
The main objective for learning French or Chinese is to communicate with speakers of the two languages or understand documents in the two languages on matters affecting every day life.
| Name | Qualifications | Position |
|---|---|---|
| Mr Tamali Banda | BEd MEd | Head of Modern Languages Teacher of French |
| Mr Harry Kamsesa | BSc | Teacher of Mandarin Chinese Deputy Safeguarding Lead |
Kamuzu Academy - Department of Geography
Welcome to the Geography Department at Kamuzu Academy. Below, you'll find valuable information about the importance of geography, the curriculum structure, enrichment activities, and assessment details.
The Importance of Geography
Geography is crucial as a subject because it:
- Encourages students to appreciate local environmental problems
- Helps students understand the ways in which people interact with each other and with the environment
- Provides them with skills to reduce or solve environmental problems
- Develops in them an understanding of their important role in the global village in the 21st century
Geography Curriculum at Kamuzu Academy
The Geography curriculum is split into four parts:
- Lower School Geography Curriculum: Students in Form 1 to Form 3 are taught a mixture of topics taken from Physical Geography and Human Geography. The aim is to lay the foundations for IGCSE Geography, taught in Form 4 and Form 5.
- IGCSE Geography: Students in Form 4 and Form 5 follow the Cambridge IGCSE Geography syllabus for two years, writing the IGCSE Geography exam at the end of Form 5.
- Advanced Subsidiary Level Geography: Lower 6 students follow the Cambridge AS Level Geography syllabus, a one-year course, writing the Cambridge AS Geography exam at the end of Lower Six.
- Advanced Level Geography: Upper 6 students follow the Cambridge A Level Geography syllabus, a one-year course, writing the Advanced Level Geography exam at the end of Upper Six.
Enrichment and Extra-curricular Activities
The Geography Department at Kamuzu Academy offers student support, enrichment, and extra-curricular activities, including special coaching sessions, clinics, and intensive guidance to help students excel in external examinations.
Assessment
The Geography Department utilizes formative and summative assessments, including preps, long-term assignments, end-of-topic/unit assessments, mid-term tests, end-of-term tests, mid-year examinations, end-of-year examinations, and external examinations.
Members of Staff
| Mr. McDonald Gunde | Head of Department |
| Ms. Stawa Shaibu | Teacher and Dame |
| Mr. Lyton Mhango | Teacher |
| Mr. Dennis Phiri | Teacher |
| Mrs. Alice Ngumbira | Teacher |
ECONOMICS
In Economics, students study both microeconomics and macroeconomics principles and theories which help them understand how Economic concepts are used and applied in practice for the whole world in general. In addition, students also study the economics of developed and developing countries and how they depend on each other.
Aims of Studying Economics
Students are expected to learn the following skills:
- Know and understand economic terminology, concepts, and theories.
- Use basic economic numeracy and interpret economic data.
- Use the tools of economic analysis.
- Express economic ideas logically and clearly in a written form.
- Apply economic understanding to current economic issues.
The IGCSE course covers the following topics:
- The basic economic problems
- The allocation of resources.
- The microeconomic decision-makers
- The government and the macroeconomy
- Economic development
- International trade and globalization.
Assessment
The department assesses its students following the Cambridge international examinations mode of assessments.
IGCSE:
- Paper 1: Multiple-choice paper (30% of the final grade).
- Paper 2: Structured question paper with one compulsory question and three questions from a choice of four.
A Level:
Students are required to attempt 4 Papers. They can choose to do all the papers after two academic years or can do a split by attempting some of the papers after a year (Advanced Subsidiary).
- Paper 1: AS level multiple-choice questions - contribute 40% at AS level.
- Paper 2: Structured questions - contribute 60% at AS level.
- Paper 3: A-Level multiple choice - contribute 40% (assessed at A level).
- Paper 4: A-Level Data response and Essay questions - contribute 60%.
Enrichment and Extracurricular Activities
The department allows its staff to advance their teaching skills by enabling them to attend CIE trainings. This helps teachers professionally guide students on how to learn efficiently and take responsibility for their learning in a discussion-based setting and presentation. In addition, teachers support students by deepening their understanding and developing higher-level skills of application, analysis, and evaluation which help them as they progress throughout their course.
Students with some difficulties are allowed to attend Economics clinics aimed at improving their understanding in the subject.
Staffing:
| Name | Qualifications | Position |
|---|---|---|
| Miss Chisomo Mandala | BBus MA | Head of Business Studies & Economics |
| Mr Peter Cosmas | BSc | Data Manager Teacher of Business Studies and ICT |
| Miss Linda Kapelemera | BSc MA | Head of ICT Teacher of ICT and Business Studies Housemistress |
| Mrs Patricia Mapunda | BSoc MA | Teacher of Business Studies & Economics |
BUSINESS STUDIES
Students study business cases and are taught skills required to analyze the strategies that businesses can develop to adapt to the dynamic business environment. Further studies in human resource management and entrepreneurial skills also ensure that students are well-equipped for future business management.
Aims for Studying Business Studies
- Understand and appreciate the role of enterprise and the contribution of business to society – locally, nationally, and internationally.
- Develop a critical understanding of business organizations, the markets they serve, and the process of adding value.
- Evaluate business behavior from the perspective of a range of stakeholders and consider their relative influence on business organizations.
- Develop an awareness of the political, economic, social, technological, legal, environmental, and ethical issues that influence or may be influenced by business activity.
- Apply quantitative, problem-solving, decision-making, and communication skills.
- Develop skills and knowledge needed for further study or employment in business.
Assessment
The department assesses its students following the Cambridge international examinations mode of assessments.
IGCSE:
- Paper 1: Business concepts 1 – Short answer questions (40% of the final grade).
- Paper 2: Business concepts 2 - data response questions (60% of the final grade).
A Level:
Students are required to attempt 4 Papers. They can choose to do all the papers after two academic years or can do a split by attempting some of the papers after a year (Advanced Subsidiary).
- Paper 1: Business concepts 1 – Short answer questions (40% at AS level and 20% A level) (Can be done in Split at AS level).
- Paper 2: Business concepts 2 - data response questions (60% at AS level and 30% A level) (Can be done in Split at AS level).
- Paper 3: Business Decision-Making – assessed on a business case (30% assessed at A level).
- Paper 4: Business Strategy - assessed on a business case (20% assessed at A level).
Enrichment and Extracurricular Activities
The department allows its staff to advance their teaching skills by enabling them to attend CIE trainings. Students attend business clinics and focus groups to discuss emerging issues in line with the aims of the subjects.
Staffing:
| Name | Qualifications | Position |
|---|---|---|
| Miss Chisomo Mandala | BBus MA | Head of Business Studies & Economics |
| Mr Peter Cosmas | BSc | Data Manager Teacher of Business Studies and ICT |
| Miss Linda Kapelemera | BSc MA | Head of ICT Teacher of ICT and Business Studies Housemistress |
| Mrs Patricia Mapunda | BSoc MA | Teacher of Business Studies & Economics |
Cambridge IGCSE Information and Communication Technology
Cambridge IGCSE Information and Communication Technology provides learners with the ability to use a broad range of ICT skills and encourages knowledge and understanding of the development of ICT systems, networks and their safe use.
This course provides learners with the ability to understand the rapid change of ICT in a technology-based world and the impact ICT has on the world.
Learners in a modern ICT based world need to have the ability to gather, process and manipulate data; this course helps learners to fulfill this.
Syllabus overview
Aims
The aims describe the purposes of a course based on this syllabus. The aims are to enable students to develop:
- an understanding of the basic components, use and application of different ICT systems and networks
- the skills to analyze, design, implement, test and evaluate ICT systems
- the skills to understand the impact of current and new technologies on methods of working in the outside world
- the ability to recognize potential risks when using ICT, and use safe, secure and responsible practice.
Content overview
| # | Content |
|---|---|
| 1 | Types and components of computer systems |
| 2 | Input and output devices |
| 3 | Storage devices and media |
| 4 | Networks and the effects of using them |
| 5 | The effects of using IT |
| 6 | ICT applications |
| 7 | The systems life cycle |
| 8 | Safety and security |
| 9 | Audience |
| 10 | Communication |
| 11 | File management |
| 12 | Images |
| 13 | Layout |
| 14 | Styles |
| 15 | Proofing |
| 16 | Graphs and charts |
| 17 | Document production |
| 18 | Databases |
| 19 | Presentations |
| 20 | Spreadsheets |
| 21 | Website authoring |
Assessment overview
| Paper | Duration | Content | Weight | Marks | Details |
|---|---|---|---|---|---|
| 1 | 1 hour 30 minutes | Theory | 40% | 80 marks | Questions based on sections 1–21 of the subject content. All questions are compulsory. Externally assessed |
| 2 | 2 hours 15 minutes | Document Production, Databases, and Presentations | 30% | 70 marks | This test assesses the practical skills needed to use the applications covered in sections 17, 18, and 19 of the subject content. Candidates must demonstrate the practical skills relevant to sections 11–16. All tasks are compulsory. Externally assessed |
| 3 | 2 hours 15 minutes | Spreadsheets and Website Authoring | 30% | 70 marks | This test assesses the practical skills needed to use the applications covered in sections 20 and 21 of the subject content. Candidates must demonstrate the practical skills relevant to sections 11–16. All tasks are compulsory. Externally assessed |
Curriculum Overview for Forms 1-3
The Curriculum for Forms 1 to 3 covers some of the topics from the Cambridge IGCSE syllabus.
Form 1
- Types and components of computer systems
- Input and output devices
- Storage devices and media
- File management
- Images
- Layout
Form 2
- The effects of using IT
- Safety and security
- Communication
- Styles
- Document production
- Presentations
Form 3
- Networks and the effects of using them
- The systems life cycle
- Graphs and charts
- Spreadsheets
Cambridge International AS & A Level Information Technology
Cambridge International AS & A Level Information Technology encourages learners to meet the needs of Higher Education courses in Information Technology as well as employers. Information Technology (IT) is the application of technology to process information. In a world where IT is constantly changing, individuals increasingly need technological and information literacy skills that include the ability to gather, process and manipulate data. The impact of IT on society is enormous and as the percentage of businesses and households connected to communication networks such as the internet grows, so does the need for individuals who understand these new technologies. This syllabus encourages learners to become effective and discerning users of IT. It helps them to develop a broad range of IT skills, knowledge, and understanding. Learners study the structure and use of IT systems within a wide range of organizations, including the use of a variety of computer networks. As a result, learners gain an understanding of IT system life cycles, and how these affect the workplace. They also learn about the wider impact of IT on society in general. At A Level, learners also study simple programming for the web relevant to their own use of IT.
Syllabus overview
Aims
The aims describe the purposes of a course based on this syllabus. The aims are to enable students to:
- develop a broad range of IT skills
- develop an understanding of the parts, use, and applications of IT systems within a range of organizations, including the use of networking technology
- develop an understanding of how IT systems affect society in general
- develop a broad knowledge of the use of IT in workplace situations and the potential risks
- develop an understanding of the system life cycle and apply this understanding to workplace situations
- develop an understanding of project management skills
- be aware of new and emerging technologies
- apply their knowledge and understanding of IT to solve problems.
Content overview
| Cambridge International AS Information Technology study the following topics | Cambridge International A Level Information Technology study topics |
|---|---|
| 1 Data processing and information | 1 Data processing and information |
| 2 Hardware and software | 2 Hardware and software |
| 3 Monitoring and control | 3 Monitoring and control |
| 3 Monitoring and control | 3 Monitoring and control |
| 5 eSecurity | 5 eSecurity |
| 6 The digital divide | 6 The digital divide |
| 7 Expert systems | 7 Expert systems |
| 8 Spreadsheets | 8 Spreadsheets |
| 9 Modelling | 9 Modelling |
| 10 Database and file concepts | 10 Database and file concepts |
| 11 Sound and video editing | 11 Sound and video editing |
| 12 IT in society | |
| 13 New and emerging technologies | |
| 14 Communications technology | |
| 15 Project management | |
| 16 System life cycle | |
| 17 Mail merge | |
| 18 Graphics creation | |
| 19 Animation | |
| 20 Programming for the web |
Assessment overview
| Paper | Duration | Content | Weight | Marks | Details |
|---|---|---|---|---|---|
| 1 | 1 hour 45 minutes | Theory | 50% of the AS Level, 25% of the A Level | 70 marks | Questions are based on sections 1–11 of the subject content. Candidates answer all questions on the paper. Externally assessed |
| 2 | 2 hours 30 minutes | Practical 2 | 50% of the AS Level, 25% of the A Level | 90 marks | The tasks in this practical paper test sections 8–11 of the subject content. Candidates apply knowledge and understanding from sections 1–7 of the subject content. All tasks are compulsory. Candidates select the most appropriate software and must use the most efficient methods to solve each task. Externally assessed |
| 3 | 1 hour 45 minutes | Advanced Theory | 25% of the A Level | 70 marks | Questions are based on sections 12–20 of the subject content. Sections 1–11 are assumed knowledge and understanding. Candidates answer all questions on the paper. Externally assessed |
| 4 | 2 hours 30 minutes | Advanced Practical | 25% of the A Level | 90 marks | The tasks in this practical paper test sections 17–20 of the subject content. The paper includes tasks from sections 8–10 within a problem-solving context. Candidates apply knowledge and understanding of all subject content. All tasks are compulsory. Candidates select the most appropriate software and must use the most efficient methods to solve each task. Externally assessed |
Staffing - ICT and Computing
| Name | Qualifications | Role |
|---|---|---|
| Miss Linda Kapelemera | BSc MA | Head of ICT Teacher of ICT and Business Studies Housemistress |
| Mr Ndugu Nyirenda | BSc MSc | Teacher of ICT |
| Mr Peter Cosmas | BSc | Data Manager Teacher of Business Studies and ICT |
| Mr Andrew Semu | BSc | Teacher of Design, Technology & Engineering and ICT |
kamuzu academy department of history
The Vision of the History Department at Kamuzu Academy
Dr. Hastings Kamuzu Banda
The Founder of Kamuzu Academy
Dr. Hastings Kamuzu Banda, the Founder of Kamuzu Academy who was also the first President of the Republic of Malawi, said:
‘The Academy is being established for the main purpose of teaching the Classics, the ancient world, ancient people, the world of Greece, Rome and Egypt…’
‘Ancient history should be taught at the Academy so that Malawians should be taught the ideals of antiquity so that they would one day govern with wisdom and moderation.’
‘Our intention must always be mindful of this emphasis and whilst establishing traditions at the Academy, we must be quite clear that our duty is to expose the students privileged to come here to knowledge of the Classical World.’
Therefore, the vision of the History Department at Kamuzu Academy is to fulfill the wishes of the Founder.
History Curriculum at Kamuzu Academy:
The History curriculum is split into four parts:
- Lower School Curriculum: Students in Forms 1 to 3 learn a mixture of classical history and history of the modern world. The aim of the lower school history curriculum is to lay the foundation for the IGCSE History which is taught in Form 4 and Form 5.
- IGCSE History: Students in Form 4 and Form 5 follow the Cambridge IGCSE History syllabus which is taught for two years. The students write IGCSE History examination at the end of Form 5.
- Advanced Subsidiary Level History: Students in Lower Six follow the Cambridge AS History syllabus which is a one-year course. Students write Cambridge AS History examination at the end of their Lower Six.
- Advanced Level History: Students in Upper Six follow the Cambridge Advanced Level History syllabus which is a one-year course. Students write their Cambridge Advanced Level at the end of Upper Six.
Significance of History:
History helps students to develop:
- An interest and enthusiasm in learning about the past
- Knowledge and understanding of individuals, people, and society in the past.
- Understanding of international issues
- Historical skills such as investigation, analysis, and communication.
Assessment in the History Department at Kamuzu Academy:
The History Department has formative and summative modes of assessment which include preps, assignments, end of topic/unit tests, mid-term tests, end of term tests, mid-year examinations, end of year examinations and external examinations.
Enrichment and Extra-Curricular Activities:
The History Department supports students by organizing special coaching sessions, clinics, intensive examination practice, and intensive guidance. The aims of such activities are to help our candidates to excel in external examinations.
Members of Staff
| Mr. McDonald Gunde | Head of Department |
| Ms. Thandeka Nkhata | Teacher |
| Mrs. Alice Ngumbira | Teacher |
BIOLOGY DEPARTMENT OVERVIEW
Biology is the gateway to careers in biomedical research, healthcare, epidemiology, and environmental management, and many other biological-related application fields. To help students find their ideal career path, the Biology department at Kamuzu Academy offers a broad foundation in all the major sub-disciplines of biology by following the IGCSE, AS, and A Level course with lots of opportunities to study in depth during classwork, practical and projects in class as well as using the rich fauna and flora around the magnificent purpose-built campus. The AS and A Level biology program at Kamuzu Academy is challenging, but students work closely with their teachers and technicians to ensure their success academically and as future professionals.
BIOLOGY DEPARTMENT MISSION STATEMENT
The Biology Department is dedicated to assisting students in gaining knowledge of fundamental biological facts and theories, the capacity to critically interpret biological information, research-related hands-on skills, and the capacity to communicate their understanding of biology to others both inside and outside the field.
Biology students at Kamuzu Academy benefit from modern facilities for learning, including state-of-the-art Microscopes, projectors, computers, fully equipped laboratories, and the ornamental lake and Kasuka Well ecosystems.
CURRICULUM AIMS
Based on this syllabus, the objectives outline the goals of the course that will make them awarded IGCSE, AS, and A Level Certificates. The students must satisfy the following:
- acquire knowledge and understanding and develop practical skills, including efficient, accurate, and safe scientific practices
- learn to apply the scientific method, while developing an awareness of the limitations of scientific theories and models
- develop skills in data analysis, evaluation, and drawing conclusions, cultivating attitudes relevant to science such as objectivity, integrity, enquiry, initiative, and inventiveness
- develop effective scientific communication skills, using appropriate terminology and scientific conventions
- understand their responsibility to others/society and to care for the environment
- enjoy science and develop an informed interest in the subject that may lead to further study.
Content Overview
Candidates study the following topics at IGCSE
- Characteristics and classification of living organisms
- Organisation of the organism
- Movement into and out of cells
- Biological molecules
- Enzymes
- Plant nutrition
- Human nutrition
- Transport in plants
- Transport in animals
- Diseases and immunity
- Gas exchange in humans
- Respiration
- Excretion in humans
- Coordination and response
- Drugs
- Reproduction
- Inheritance
- Variation and selection
- Organisms and their environment
- Human influences on ecosystems
- Biotechnology and genetic modification
Candidates for Cambridge International AS Level Biology study the following topics:
- Cell structure
- Biological molecules
- Enzymes
- Cell membranes and transport
- The mitotic cell cycle
- Nucleic acids and protein synthesis
- Transport in plants
- Transport in mammals
- Gas exchange
- Infectious diseases
- Immunity
- AS Level candidates also study practical skills.
- Candidates for Cambridge International A Level Biology study the AS topics and the following topics:
- Energy and respiration
- Photosynthesis
- Homeostasis
- Control and coordination
- Inheritance
- Selection and evolution
- Classification, biodiversity and conservation
- Genetic technology
ASSESSMENT
The IGCSE course is studied for two years while for the A Level courses, the students can choose to do the whole two-year course leading to being awarded an A Level certificate, or they can do one year Advanced Subsidiary Level and get a certificate. Internal assessment of our students takes in as much guidance from CIE to mirror the standards required so that the students are given correct feedback which will enable them to achieve the desired grades. Internal assessment comprises of both formative and summative assessments which include preps, tests, projects, and examinations. The students sit for the following papers at the end of the courses:
IGCSE
| Paper | Type of Questions | Duration |
|---|---|---|
| Paper 1 or Paper 2 | Multiple Choices | 45 minutes |
| Paper 3 or Paper 4 | Structured Questions | 1 hour 15 minutes |
| Paper 5 | Practical skills | 1 hour 15 minutes |
AS and A Level
| Paper | Level | Type of Questions | Duration |
|---|---|---|---|
| Paper 1 | AS | Multiple Choices | 1 hour 15 minutes |
| Paper 2 | AS | Structured Questions | 1 hour 15 minutes |
| Paper 3 | AS | Practical Skill | 1 hour 15 minutes |
| Paper 4 | A | Structures Questions | 2 hours |
| Paper 5 | A | Planning and Analysis | 1 hour 15 minutes |
Extra help to students
The department has dedicated time slots for extra tuitions to students that need help with some areas of the subject. These slots are lunch as well as after the normal class day from 4 to 5 pm. During this time teachers facilitate activities that make students extend their understanding and sharpen their skill that maximizes their ability to score high marks in the external examinations.
Staffing
| Name | Qualification | Roles |
|---|---|---|
| Mr Felix Limburo | BEd | Head of Physics and Science Teacher of Physics Senior Housemaster |
| Mr Richard Chirwa | BEd MSc | Head of Chemistry |
| Mr Chawezi Chisi | BEd MSc | Teacher of Chemistry |
| Mr Jackson Kam’mayani | BEd MA | Teacher of Biology, Chemistry & Psychology |
| Mrs Edith Madinga | BEd | Head of Lower School Science |
| Mr Austin Madinga | BSc MSc | Head of Lower School Teacher of Physics |
| Mr Thomson Ngumbira | BEd MSc | Head of Biology Housemaster |
| Mr Noel Ngwira | BEd | Teacher of Biology |
| Francisco Chirambo | BSCE | Teacher of Biology, Physics or Chemistry |
Art
At Kamuzu Academy, we are dedicated to providing a vibrant and supportive environment where students can explore their artistic talents, develop their skills, and cultivate a lifelong appreciation for the transformative power of art and design. Art and Design is a dynamic and integral part of our comprehensive educational program. It is a subject that encourages students to explore their creativity and gain a deeper understanding of the world around them. Through a diverse range of artistic mediums and techniques, students have the opportunity to interpret, express, and appreciate the beauty and significance of visual arts.
Our art department is dedicated to nurturing an exciting learning environment where students can freely explore their artistic interests and develop a sense of individuality. From painting and drawing to sculpture and digital media, students engage in a wide array of artistic practices that promote self-expression, critical thinking, and cultural awareness. Through hands-on experiences and creative problem-solving, students not only refine their technical abilities but also develop a broader understanding of art's role in society.
CURRICULUM AIMS
The Art and Design curriculum at Kamuzu Academy aims to inspire students to explore, experiment, and create with confidence. Through visual and sensory experiences, students develop their artistic competencies, imaginative thinking, and appreciation for diverse artistic expressions. They learn to analyze and critically reflect on their own work as well as the work of others, gaining a deeper understanding of artistic techniques, context, and meaning. By thinking and acting as artists, craftspeople, and designers, students cultivate their creative intelligence and develop a lifelong appreciation for the significance of art, craft, and design in enriching their lives and the broader cultural landscape.
ASSESSMENT
Assessment in the art department at Kamuzu Academy is primarily formative, emphasizing the value of constructive feedback and meaningful dialogue. Verbal feedback plays a significant role in guiding students' artistic development, allowing for ongoing conversations and opportunities for improvement. We believe and place trust in the artistic process, where each new artwork becomes a stepping stone towards growth and self-discovery.
Rather than focusing solely on individual pieces, our assessment approach considers the overall artistic journey of each student. Prep works receive recognition and appreciation, as they contribute to the development and refinement of larger projects. Students can expect to receive written or verbal feedback from their teacher and peers, providing valuable insights and suggestions for further exploration. Regular book reviews ensure that students have continuous opportunities to reexamine and enhance their earlier work, fostering continuous growth and improvement.
PREP
Prep assignments in Art and Design serve as essential opportunities for students to consolidate their skills, demonstrate independence, and deepen their knowledge and understanding. At Kamuzu Academy, students can expect to receive approximately 4-5 art preps per term during forms 1 - 3. It is recommended that students dedicate between one or two hours for each task.
For forms 4 and 5 students, we encourage a minimum of two hour per week of independent art practice outside of school to fully explore their artistic potential.
ENRICHMENT & EXTRA-CURRICULAR ACTIVITIES
To further enrich the artistic experiences of our students, the art room at Kamuzu Academy is open during lunchtimes and after school hours. This provides a dedicated space where students can further develop their artistic skills, explore new techniques, and collaborate with their peers. Our well-equipped art room offer access to resources that facilitate the completion of art preps and enables students to engage with various mediums.
Structured art activities are organized on Thursdays after school, offering students the opportunity to participate in collaborative projects, art exhibitions, and workshops conducted by visiting artists. These activities broaden students' artistic horizons, foster creativity, and provide valuable practical experiences.
We offer after school sessions for IGCSE students to work on their projects. These sessions also offers additional guidance and support from experienced teachers, ensuring that IGCSE students have the resources and assistance they need to excel in their art coursework.
Additionally, we organize regular field trips that encourage students to engage with galleries, artists, and cultural events, as well as to showcase their own artworks beyond the classroom. This not only nurtures their artistic sensibilities, but also exposes them to a diverse range of creative influences.
STAFFING
Mr M Ndalama – Head of Art and Design
PHYSICS
The study of Physics fires pupils’ curiosity about phenomena in the world around them and offers opportunities to find explanations. It engages learners at many levels, linking direct practical experience with Physics ideas. Experimentation and modelling are used to develop and evaluate explanations, encouraging critical and creative thought. Pupils learn how knowledge and understanding in Physics are rooted in evidence. They discover how Physics ideas contribute to technological change – affecting industry, business and medicine and improving quality of life. They trace the development of Physics worldwide and recognise its cultural significance. They learn to question and discuss issues that may affect their own lives, the directions of societies and the future of the world.
Curriculum Aims
There are a number of key concepts that underpin the study of Physics and how Physics works. Students need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding. Using Physics ideas and models to explain phenomena and developing them creatively to generate and test theories.
- Critically analyzing and evaluating evidence from observations and experiments.
- Exploring how the creative application of Physics ideas can bring about technological developments and consequent changes in the way people think and behave.
- Examining the ethical and moral implications of using and applying Physics.
- Recognizing that modern Physics has its roots in many different societies and cultures and draws on a variety of valid approaches to Physics practice.
- Sharing developments and common understanding across disciplines and boundaries.
Grouping
In Year 7 Students learn general Science in mixed ability groups. The general Science combines the basic Sciences of Biology, Chemistry and Physics. This continues up to years 8 and 9 as they build grounding for the individual Sciences.
In Year 10 they start learning the individual Sciences separately as they embark on a path for a qualification in each of them at the end of year 11.
Just like the other Sciences Physics continue up to Advanced level but now at an optional mode.
Assessment
Just like most of the subjects summative assessment in Physics is done twice a year during mid-year exam in February and end of year exam in June for year 10. In year 11 the mid-year exams are replaced by mock exams.
The assessment is modelled at the actual IGCSE exam papers which comprises multiple choice paper, structured paper and practical paper. In working out the final mark for each pupil the actual IGCSE weighting is used which stipulates 30% multiple choice, 50% structured and 20% practical.
HomeWork
Continuous assessment continues to play its right role through preps, projects and end of topic tests. In performance reporting for students both summative and continuous assessment are put into perspective and achievements and action points properly determined.
Enrichment And Extracurricular
Outside classroom, the Physics department offers extra lessons to students with less ability to lessen the gap with their colleagues. At the separate Sciences level the students are taught in setted groups to teach similar ability students together so that each ability level is taught at its own pace.
Besides the Physics department runs a physics club to broaden the students experience and delve into the real life practical aspects of Physics.
During official school functions like Founder’s day and sports day Physics students mount displays which parents and visitors come to view as the students themselves explain to them. More often such students build more confidence in the subject and have always excelled
Infrastructure
The Physics department runs three labs which are well equipped and boasts of state of the art teaching and learning apparatus. This stimulates students and their hands on experience consolidates assimilation which culminates in Physics being one of the best performing subjects at the Academy.
Staffing
| Name | Qualification | Roles |
|---|---|---|
| Mr Felix Limburo | BEd | Head of Physics and Science Teacher of Physics Senior Housemaster |
| Mr Richard Chirwa | BEd MSc | Head of Chemistry |
| Mr Chawezi Chisi | BEd MSc | Teacher of Chemistry |
| Mr Jackson Kam’mayani | BEd MA | Teacher of Biology, Chemistry & Psychology |
| Mrs Edith Madinga | BEd | Head of Lower School Science |
| Mr Austin Madinga | BSc MSc | Head of Lower School Teacher of Physics |
| Mr Thomson Ngumbira | BEd MSc | Head of Biology Housemaster |
| Mr Noel Ngwira | BEd | Teacher of Biology |
| Francisco Chirambo | BSCE | Teacher of Biology, Physics or Chemistry |
Law Department
Introduction to Law at Kamuzu Academy
Law was re-introduced to the Sixth Form of Kamuzu Academy in 2006. The Lower Sixth course (Advanced Subsidiary) consists in a general introduction to English Law, which is mother to Malawi Law. Pupils examine topics that include: Common Law and Statute, Civil and Criminal Procedure, Law Reform, Equity and Human Rights.
Lower Sixth Course
The Lower Sixth course (Advanced Subsidiary) consists of a general introduction to English Law, which is the foundation of Malawi Law. Pupils examine topics such as Common Law and Statute, Civil and Criminal Procedure, Law Reform, Equity, and Human Rights.
Upper Sixth Course
The Upper Sixth course (Advanced Level) allows for in-depth study. Pupils focus on two areas of Civil Law – Contract and Tort – similar to the first year of a Law Degree.
Legal Aid Bureau
Thanks to the generosity of successive generations of Chief Legal Aid Advocates and their officers, pupils in the Lower Sixth have had the opportunity to intern at the Legal Aid Bureau. Such internships are not usually available at the secondary level, so this is a considerable privilege. Work includes: manning front-line desks, entering prisons to take depositions, and preparation of legal briefs for court hearings. It offers invaluable practical experience of how the Law operates in Malawi, which is also important for university applications. The programme was conducted for twelve years. Every year up to ten pupils served for one month in the four offices of the Legal Aid Bureau. The programme was suspended in 2020 owing to the pandemic. It is hoped that it will be renewed in due course!
Sixth Form Moot Court
In recent years, it has become a tradition to mark the end of the academic year with a Moot Court. Lower Sixth lawyers compete against Upper Sixth lawyers before an audience of their peers. The Moot Court has been filmed on two occasions.
Co-Curricular Activities
The Law Department complements its program with various co-curricular activities relevant to Malawi Law.
Law Essay Prize
For the past six years, Upper Sixth lawyers have been invited to produce, as an elective, extended essays on matters of Malawi legal interest. Primary research is encouraged. In 2020, the competition was extended to Lower Sixth lawyers.
There is further information at fritillary.org
PSYCHOLOGY
Psychology was introduced to the Sixth Form of Kamuzu Academy in 2019.
The Lower Sixth course (Advanced Subsidiary) consists in an introduction to research methods and the detailed study of twelve experiments and case studies, which illustrate the Biological, Cognitive, Learning and Social approaches to Psychology.
The Upper Sixth course (Advanced Level) allows study in depth. Pupils specialise in two of the following areas: Psychology and Abnormality, the Psychology of Consumer Behaviour, Psychology and Health, and Psychology and Organisations.
The debate between Nature and Nurture is a recurrent theme throughout the course.
The Psychology Department seeks to complement its programme with a number of co-curricular activities of specific relevance to Psychology in Malawi. We are pleased (2023) to have arranged our first visit to the St. John of God Hospitaller Services in Lilongwe.
Experimental Psychology Prize
Psychologists are invited to design and conduct research projects to put their theoretical skills to the test. The Prize is now in its fourth year.
| Alumni | Year | Education and Career |
|---|---|---|
| Miss Mphatso Mwale | 2021 | Currently reading for the LL.B. at Keele University (UK). |
| Miss Alinuswe Ngosi | 2018 | Completed the B.A. (Hons.) in Law & Practice at Coventry University (UK). |
| Miss Walinase Chinula | 2014 | Secured the Phyllis Barclay-Smith C.B.E. Memorial Scholarship to read Law at Gonville & Caius College, Cambridge (UK). Called to the Malawi Bar in 2020 and is Associate Partner at Savjani & Co. (Blantyre, Malawi). Currently reading for the LL.M. at the University of Leeds (UK). |
| Miss Mary Jiyani | 2011 | Read Law at the University of Cape Town (South Africa). Completed D.Phil. in Jurisprudence at Balliol College, Oxford (UK) with a thesis on Land Law in Malawi. Currently lecturing in Law at the University of Kent at Canterbury (UK). |
| Miss Hazel Miseleni | 2009 | Read Law at Cardiff University (UK). Currently Senior Legal Aid Advocate in the Mzuzu Office of the Legal Aid Bureau. |
| Miss Chikondi Mandala | 2008 | Took a Law Degree from the University of Malawi. Became Senior Resident Magistrate in Blantyre. Secured a Mandela Washington scholarship to study at Howard University, Washington D.C. (USA). Completed LL.M. at Harvard Law School. Lecturing in Law and pursuing doctoral studies at the University of Kent at Canterbury (UK). |
Department staffing
| Name | Qualifications | Position |
|---|---|---|
| Mr Richard Hewitt | BA MA | Head of Law & Psychology |
| Mr Jackson Kam’mayani | BEd MA | Teacher of Biology, Chemistry & Psychology |
| Miss Erna Ngoma | BA | Teacher of PE, Literacy and Psychology |
Further Information
There is further information at https://law-psych.fritillary.org. .
Classics at Kamuzu Academy
Kamuzu Banda, the first President of Malawi, emphasised the importance of Classics at the Academy. He believed that studying Classics was essential for fostering critical thinking, intellectual rigour, and a deeper understanding of the foundations of Western civilisation. Banda often referred to the study of Latin and Greek as fundamental pillars of education, providing students with a solid grounding in language, literature, history, and philosophy.
Banda's support for Classics at the Academy reflected his vision of education as a means of empowering individuals and building a strong, enlightened society. By emphasising the study of Classics, Banda sought to instil in students a sense of cultural heritage and intellectual curiosity, preparing them to engage meaningfully with the world around them and contribute positively to the advancement of Malawi and beyond.
The Classics Department at Kamuzu Academy is where the ancient world comes alive through the exploration of language, literature, history, philosophy, and culture. As the Founder intended, we are committed to fostering a deep appreciation for the Greco-Roman world while equipping students with the skills and knowledge to engage critically with its legacy.
Our mission is to inspire intellectual curiosity, promote interdisciplinary scholarship, and cultivate an understanding of the ancient world's enduring significance. Through study of Latin and Greek, we seek to illuminate the richness and complexity of ancient civilisations while fostering a deeper understanding of their influence on contemporary society.
Key Features of IGCSE Latin:
- Language Proficiency: The IGCSE Latin syllabus focuses on developing students' proficiency in reading, writing, speaking, and understanding Latin.
- Literary Exploration: Students explore a diverse range of Latin literature, including selections from famous authors such as Cicero, Virgil, Ovid, and Caesar.
- Cultural Context: The IGCSE Latin course goes beyond language and literature to explore the broader cultural and historical context of ancient Rome.
- Translation Skills: A central component of the IGCSE Latin examination is translation.
- Critical Thinking: The study of Latin encourages students to think critically and analytically about language, literature, and historical evidence.
- Preparation for Further Study: The IGCSE Latin qualification provides an excellent foundation for students interested in pursuing advanced studies in Classical languages, literature, history, archaeology, or related fields.
Benefits of Studying IGCSE Latin:
- Enhances linguistic and analytical skills.
- Fosters an appreciation for Classical literature and culture.
- Provides a competitive edge in college admissions and career opportunities.
- Cultivates cross-cultural awareness and global citizenship.
- Supports interdisciplinary learning across humanities and social sciences disciplines.
Key Features of the ICCG Greek:
- Comprehensive Language Study: The ICCG curriculum is designed to equip students with a comprehensive understanding of ancient Greek grammar, vocabulary, syntax, and morphology.
- Literary Exploration: Students embark on a captivating journey through the masterpieces of ancient Greek literature.
- Cultural Context: The ICCG program provides students with a nuanced understanding of the historical, social, political, and philosophical dimensions of ancient Greek civilisation.
- Translation and Interpretation: A central component of the ICCG examination is the translation and interpretation of Greek texts.
- Critical Thinking and Analytical Skills: The study of Classical Greek cultivates critical thinking, analytical reasoning, and problem-solving skills.
- Preparation for Advanced Study: The ICCG certification provides a solid foundation for students interested in pursuing advanced studies in Classical languages, literature, history, philosophy, archaeology, or related fields.
Benefits of Pursuing the Intermediate Certificate in Classical Greek:
- Enhances linguistic proficiency and literary appreciation.
- Fosters a deeper understanding of Classical civilisation and its enduring relevance.
- Develops critical thinking, analytical reasoning, and interpretive skills.
- Provides a competitive advantage in university admissions and career opportunities.
- Promotes cross-cultural awareness and global citizenship.
