Republic of Zambia

MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION

ADULT LITERACY SYLLABUS

PREPARED AND PUBLISHED BY CURRICULUM DEVELOPMENT CENTRE

P.O.BOX 50092
LUSAKA
ZAMBIA
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© Curriculum Development Centre, 2013
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any
means, electronic, mechanical, photocopying, recording or otherwise without prior written permission of the copyright owner.

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 VISION

Quality, lifelong education for all which is accessible, inclusive and relevant to individual, national and
global needs and value systems

iii
PREFACE

The syllabus was produced as a result of the Curriculum review process carried out by the Ministry of Education, Science, Vocational
Training and Early Education under the auspices of the Curriculum Development Centre (CDC). The curriculum reform process
started way back in 1999 when the Ministry of Education commissioned five (5) curriculum studies which were conducted by the
University of Zambia. These studies were followed by a review of the lower and middle basic and primary teacher education
curriculum. In 2005 the upper basic education National survey was conducted and information from learners, parents, teachers, school
managers, educational administrators, tertiary institutions traditional leaders civic leaders and various stakeholders in education was
collected to help design a relevant curriculum.
The recommendations provided by various stakeholders during the Upper Basic Education National survey of 2005 and National
symposium on curriculum held in June 2009 guided the review process.

The review was necessitated by the need to provide an education system that would not only incorporate latest social, economic,
technological and political developments but also equip learners with vital knowledge, skills and values that are necessary to
contribute to the attainment of Vision 2030.

The syllabus has been reviewed in line with the Outcome Based Education principles which seek to link education to real life
experiences that give learners skills to access, criticize analyze and practically apply knowledge that help them gain life skills. Its
competences and general outcomes are the expected outcomes to be attained by the learners through the acquisition of knowledge,
skills, techniques and values which are very important for the total development of the individual and the nation as a whole.
Effective implementation of Outcome Based Education requires that the following principles be observed: clarity of focus, Reflective
designing, setting high expectations for all learners and appropriate opportunities.
It is my sincere hope that this Outcome Based syllabus will greatly improve the quality of education provided at Adult Literacy level
as defined and recommended in various policy documents including Educating Our Future`1996 and the `Zambia Education
Curriculum Framework 2013.

Chishimba Nkosha
Permanent Secretary
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION

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Acknowledgements

The syllabus presented here is a result of broad-based consultation involving several stakeholders within and outside the education
system.
Many individuals, institutions and organizations were consulted to gather their views on the existing syllabus and to accord them an
opportunity to make suggestions for the new syllabus. The Ministry of Education wishes to express heartfelt gratitude to all those who
participated for their valuable contributions, which resulted in the development of this syllabus.
The Curriculum Development Centre worked closely with other sister departments and institutions to create this document. We
sincerely thank the Directorate of Teacher Education and Specialized Services, the Directorate of Planning and Information, the
Directorate of Human Resource and Administration, the Directorate of Open and Distance Education ,the Examinations Council of
Zambia, the University of Zambia, schools and other institutions too numerous to mention, for their steadfast support.
We pay special tribute to co-operating partners especially JICA and UNICEF for rendering financial technical support in the
production of the syllabus.

C.N.M Sakala (Mrs)

Director-Standard and Curriculum
MINISTRY OF EDUCATION, SCIENCE,VOCATIONAL TRAINING AND EARLY EDUCATION

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Table of Contents
VISION......................................................................................................................................................................................................................... iii

PREFACE................................................................................................................................................................................................................... iv

Acknowledgements...................................................................................................................................................................................................... v

Time Allocation.......................................................................................................................................................................................................... ix

Rationale...................................................................................................................................................................................................................... x

LITERACY AND LANGUAGE............................................................................................................................................................................... 1

NUMERACY...................................................................................................................................................................................................5

ENTREPRENEURSHIP AND INFORMATION AND COMMUNICATION TECHNOLOGY.............................................................................9

HEALTH AND ENVIRONMENTAL EDUCATION...........................................................................................................................................15

Health Education................................................................................................................................................................................................ 16

Maternal health.................................................................................................................................................................................................. 16

Common diseases...................................................................................................................................................................................................... 16

Air born diseases: TB, Flu, colds............................................................................................................................................................................... 16

water born: cholera diarrhoea, malaria....................................................................................................................................................................... 16

Environmental Education........................................................................................................................................................................................... 17

CIVIC EDUCATION.............................................................................................................................................................................................. 20

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INTRODUCTION

The Adult Literacy Syllabus has been developed for use by all adult literacy education providers in Zambia. It caters for the
educational needs of youths and adults who could not or did not make use of the opportunities for formal education. The syllabus
intends to transmit to the learners more than the basic skills of reading and writing and numeracy but also to promote self-reliance
through acquisition of entrepreneurship skills, civic awareness, environmental and health education as well as providing a foundation
for continuing education. Acquisition of such skills and knowledge will help the learner develop into a complete and functional human
being. This syllabus attempts to transmit to the youths and adults the learning outcomes through the following learning areas;
Literacy and Language
Numeracy
Entrepreneurship Skills and ICT
Civic Education
Environmental and Health Education

It is hoped that through the outcomes outlined in the syllabus, the adult literacy learners will acquire knowledge, skills and values
related to the above learning areas in the teaching and learning process.
ICT has also been included to equip learners with appropriate technological skills to function efficiently and effectively in society.
Contemporary entrepreneurship skills and other life skills have been included in the syllabus to build learners’ capacities to cope with
the emerging challenges and complexities of life, culture economy and society.

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Suggested Teaching Methodology
A learner-centred approach should always be used during the teaching and learning process at adult literacy level. The starting point
for teaching and learning is to recognise that learners come to adult literacy centres with a wealth of knowledge, skills and values
gained from the family, community and through interaction with the environment. Adult literacy facilitators should provide
stimulating environments that build on learners existing knowledge, skills, values and experiences.

The best way to achieve a learner-centred approach to teaching and learning is to make the learners be actively involved in the process
through participation, contribution and production. The facilitator should know that each learner has individual needs, pace of
learning, experience in life and learning abilities. To accommodate this facilitator must be able to know the needs of the learners, the
nature of learning to be done and how to shape the learning experiences accordingly. In view of this, learning teaching methods must
be varied but flexible within well-structured sequences of lessons and should include among others:
 Pair work
 Group work
 Individual work
 Role-play
 Field trips
 Guest speaker
 Project method
 Discussion
 Demonstration
 Drama

The learning outcomes are outlined in the syllabus and the facilitator must decide according to the learning outcomes to be achieved,
when it is best to let learners discover or explore information for themselves, when they need directed learning, when they need
reinforcement or enrichment learning, when there is a particular progression of skills or information that needs to be followed or when
the learners can be allowed to find their own way through a topic. As such outcomes can be achieved in a spiral manner considering
that in any lesson different outcomes can be covered through knowledge, skills and values. The objective is to ensure that learners are
able to apply what they have learnt in real life situations.
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Time Allocation

The standard time allocation at adult literacy level has been prescribed in the Zambia Education Curriculum Framework (ZECF) OF
2013. The facilitator-learner contact time at this level is nine (9) hours per week translating into nine (9) sessions per week. At this
level a period is called a session. The duration for a single session is one (1) hour.
The facilitator-learner contact time is four (4) days per week. The time allocation at this level takes into consideration the fact that
learners need time to attend to their various occupations to earn an income to sustain their livelihoods.

All the learning areas are allocated two (2) sessions per week except Entrepreneurship and ICT which is allocated one (1) hour per
week.

The facilitator and the learners are at liberty to discuss the best way possible to spread the time allocation of nine (9) hours per week
within four (4) days in a week across the five (5) learning areas. Issues such as knocking off time, distance to the literacy centre,
farming/fishing seasons and learners’ interests should be considered during the

Key Competencies
Youths and adults with insufficient or no literacy skills attend literacy classes because they have felt the need for it. Therefore, the
syllabus content should provide them with knowledge about their occupation as well as to enlighten them about their as citizens of a
democratic country. The focus, therefore, at this level is to produce a learner who will demonstrate;

Literacy skills in either English or a Zambian Language or both

 Numeracy Skills
 Entrepreneurial Skills
 Civic Awareness
 Environmental and Health Education Awareness

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Rationale
Adult literacy education is a necessary tool for poverty reduction because it can remove deficiencies which are barriers to
development. These are deficiencies of skills, of communication such as illiteracy and of attitude such as low self- esteem and a sense
of powerlessness. Therefore, the learning areas offered in the Adult Literacy syllabus are intended to remove these deficiencies by
providing a solid foundation for basic literacy, self-employment, vocational training as well as continuing education. As a result, the
learner becomes an active and responsible individual for the benefit of the self, family, community and the nation.

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 1.0 LITERACY AND LANGUAGE

Key Competences General Outcomes

Demonstrate ability to read and write in Zambian languages Develop reading and writing skills to function effectively in
situations where these skills are required.
Demonstrate ability to read and write in English

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 CONTENT
TOPIC SUB - TOPIC SPECIFIC OUTCOME
Knowledge Skills Values
1.1 Reading and 1.1.1 1.1.1.1 identify the front and Correct handling of a book Identification of the Awareness of the
writing in Pre reading back cover of the front and back of the front and back of
Zambian skills. book Turning pages from left to right book the book
languages 1.1.1.2 Turn pages from left and from top to bottom Application of Appreciation of
and English. to right turning pages turning pages
1.1.2 Visual 1.1.2.1 Carry out a variety of Letters, syllabus, objects, Application of visual Awareness of
discrimination visual discrimination shapes discrimination letters, syllabus,
exercises objects, shapes
1.1.3 Tracing 1.1.3.1 Trace lines from left Left and right Application of Awareness of left
to right and top to bottom Top and bottom tracing and right, top and
bottom
1.1.4 Sounds 1.1.4.1 Identify common Vowels: Identification of Appreciation of
initial sounds. Short vowels: a, e, i, o, u. vowels and knowledge about
Long vowels: aa, ee, ii, oo, uu. consonants. vowels and
Consonants: b, c, d, k.... consonants.
1.1.5 Syllable 1.1.5.1 form syllables using Monographs (cv-ba, bi to, ke) Application of Appreciation of
formation consonants and vowels Diagraphs (ccv-nda, mwe, njo) forming syllables syllables
Triagraphs (ccv-ndwa, mfw)
Quardral (cccv – mphwi, nkw)
1.1.6 Read 1.1.6.1 Read names of Names of villages, roads, placesReading names, Knowledge of
names people, places, roads, towns and towns labels, Posters, reading names
Notices, places.
1.1.7 Word 1.1.7.1 Create and read new Word formation using syllables: Application of Creativity in word
formation words from family of bana, kuti, mulola, bamayo, building and reading building
syllables words.
1.1.8 Sentences 1.1.8.1 Form and read short Sentence formation and Forming and Appreciation of
and paragraphs sentences and paragraphs paragraphs formation reading sentences reading sentences
and paragraphs and paragraphs
1.1.9 Singular 1.1.9.1 Write words in Singular and plurals e.g. Application of Knowledge of

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 CONTENT
TOPIC SUB - TOPIC SPECIFIC OUTCOME
Knowledge Skills Values
and plurals singulars and plurals forms musimbi-basimbi (Chitonga) singular and plural writing singular
Musali – basali (Silozi) and plural.
1.1.10 Pre 1.1.10.1 Demonstrate Moulding: shapes and letters Application of Appreciation of
Writing different manipulative drawing and tracing manipulative skills naming, drawing
activities and tracing
Sitting posture 1.1.10.2 Demonstrate correct Sitting like Leo. (upright) Application of Appreciation of
sitting posture Pencil handling correct sitting correct sitting
posture posture
ZAMBIAN LANGUAGES
1.2 Writing 1.2.1 Names 1.2.1.1. Write names Names of people, animals, Application of Knowledge of
plants and objects. writing names writing names
1.2.2 Sentences 1.1.2,1 Construct and write 2 Connecting words e.g. Mubita Application of Knowledge of
construction to 3 Sentences wa cha buhobe(Silozi) forming sentences sentence
Menda a to ntola(Chitonga) formation
Muli shani? (Icibemba)
1.2.3 Copying 1.2.3.1 Copy short sentences Short sentences Application of Appreciation of
handwriting own handwriting
1.2.3.2 Copying paragraphs Paragraphs in local language. Application of
handwriting.
1.2.4 Dictation 1.2.4.1 Write dictated words Spellings (short and long Application of Knowledge of
and sentences vowels correct spellings correct spelling
1.2.5 1.2.5.1 Punctuate given Full stops, question marks, Application of Knowledge of
Punctuation sentences, paragraphs capital and small letters. punctuation marks, applying
paragraphing punctuation
marks and
paragraphing
1.2.6 1.2.6.1 Write short paragraphs Paragraphing, punctuation Application of Knowledge of
Composition on any issue marks, topic, sequencing ideas composing composing
1.3 Listening 1.3.1 Giving and 1.3.1.1 Discuss on how to - Directions Applying given -Knowledge
Speaking asking for give directions - Mapping instructions
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 CONTENT
TOPIC SUB - TOPIC SPECIFIC OUTCOME
Knowledge Skills Values
direction -Physical features
1.3.2 Road 1.3.2.1 Identify, read and Road signs Interpreting road Appreciation of
signs interpret road signs. -High way code signs road signs
Pedestrians
Traffic lights
Zebra crossing
Road users and animals
1.3.3 Filling in 1.3.3.1 Filling in various - Filling in: Filling in Self esteem when
documents. documents Ballot papers, Passport forms, documents filling in
affidavit forms, school documents.
registration forms etc.
1.3.4 Reading 1.3.4.1 Read and Interpret - School report forms Interpreting Appreciation and
and interpreting information on various forms. - Antenatal cards information from Knowledge of
information from - Family planning cards. various forms interpreting
documents, information from
forms and cards. various forms /
documents.
English
1.4 Structure 1.4.1 Sentence 1.4.1.1 Use question tags. What is it, what are they, what Applying question Knowledge of
patterns and is your name etc: tags questions tags
structure. Who, where, whose
1.4.1.2 Use singulars and E.g. it is a..., They are..., She/he Applying singular Knowledge of
plurals is a..., they are... and plurals. singular and
plurals.
1.4.1.3 Use the present, past Present, simple, past and future Apply tenses Appreciate
and future tenses. tenses knowledge to use
tenses.
1.4.1.4 Use prepositions In, on, at, with, under, behind Apply prepositions Knowledge of
prepositions

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2.

NUMERACY

Key Competence General Outcome

Demonstrate numeracy skills Develop numeracy skills to cope with the demands of everyday
life where the use of these skills is required.

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 CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOME
Knowledge Skills Values
2.1 Numeracy 2.1.1 Counting 2.1.1.1 Count 1 to 10  Counting objects  Counting objects up  Appreciation of
2.1.1.2 Write numbers 0 to 10  Numbers from 1 to to 10. counting and
2.1.1.3 Identify place values up to 10.  Writing numbers writing numbers.
100. from 0 to 10.  Inquisitiveness in
 Application of writing numbers
numerals to number and counting.
of objects.
2.1.2 Addition 2.1.2.1 Identify operational  Addition  Adding numbers  Attaching meaning
symbols plus sign (+) and  Operational using the addition and information to
equal sign (=). symbol(+) symbol. maths symbols.
2.1.2.2 Add numbers whose sum  Application of the  Inquisitiveness in
is not more than 100 addition and “is adding objects..
equal sign”,” =”.
2.1.3 Subtraction 2.1.3.1 Subtract numbers up to  Subtraction  Subtracting  Appreciation of
100 from the other whose  Operational numbers using the subtraction
difference is less than 10. symbol(-) addition sign “+”.  Accuracy in the
2.1.3.2 Identify operational subtraction of
symbol minus sign (-) numbers
2.1.4 Multiplication 2.1.4.1 Use repeated addition to  Repeated addition  Multiplying  Appreciation of
Multiply numbers up to 10  Multiplication numbers. multiplication in
2.1.4.2 Identify the operational  Operational symbol  Application of everyday life.
multiplication symbol (x). of multiplication (X). multiplication in  Accuracy in
real life situations. multiplication.
2.1.5 Division 2.1.5.1 Divide numbers up to.  Division  -Dividing objects in  Appreciation of
100.  Operational division groups of given division.
2.1.5.2 Identify division sign (÷). symbol (÷) number.  Accuracy in
 Application of carrying out
division to real life division
situations.
2.1.6 Money 2.1.6.1 Identify different  Denominations of  Counting money  Operationising
denominations of money. money  Manipulation of money in real life.

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 CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOME
Knowledge Skills Values
2.1.6.2 Buy and sell goods and  Money (include: money (Include:  Identifying
services. Addition, Addition, denominations of
2.1.6.3 Understand prices and Subtraction, Subtracting, money
price tags. Multiplication and Dividing,  Appreciation of
2.1.6.4 Demonstrate use of Money division.) Multiplying) money use in real
 Prices and Price tags  Application of life situations.
 Use of money money in the buying
and selling of goods
and services.
2.2 Measurements 2.2.1 Weight 2.2.1.1 Identify different types of  Weighing scales  Measuring of  Accuracy in
weighing scales.  Units for measuring quantities. measuring
2.2.1.2 Read the different weight (kilograms  Problem solving quantities.
weighing scales. and grams) – using measuring  Knowledge of
2.2.1.3 Demonstrate measuring Appreciation of instruments measuring
weight of different measuring instruments.
volumes. instruments for
weight.
 Application of
measuring
instruments.
2.2.2 Volume 2.2.2.1 Volume of different  Liquids  Measuring various  Appreciation of
liquids.  Units for measuring quantities different
2.2.2.2 Demonstrate measuring volume (Include:  Reading weights measuring
different volumes. millilitres, litres) from measuring instruments.
 Volume instruments.  Inquisitiveness in
 Application of use of different
different weighing instruments.
instruments.  Accuracy in
measuring
quantities.

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 CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOME
Knowledge Skills Values
2.2.3 Distance 2.2.3.1 Identify instruments for  Measuring  Measuring various  Appreciation of
measuring distance. instruments distances. measuring
2.2.3.2 Measure different (Include:, strings  Reading instruments
distances. and footsteps, ruler, measurements from  Accuracy in
2.2.3.3 Read speed limit signs. tape measure measuring measuring
2.2.3.4 Read the distance between  Units for instruments. distances and
places. measuring distance  Application of lengths.
(Include: measuring  Knowledge of
kilometres, metre, instruments to measuring
centimetres, measure length and instruments.
millimetres) distances.
2.3 Time 2.3.1 Gregorian 2.3.1.1 Demonstrate reading the  Calendar (Include:  Reading calendars  Appreciation of
Calendar calendar Days, Weeks  Writing diaries use of calendar
2.3.1.2 Explain use of the diary Months and Year)  Recording events. and diaries.
2.3.1.3 Demonstrate how to use a  Diary(Include:  Application of  Knowledge of
diary.. Events, and Dates) diaries in everyday diary and
life. calendar
 Inquisitiveness in
the use of diary
2.3.2 Telling time 2.3.2.1 Identify time of day  Time of day  Telling time of day.  Appreciation of
2.3.2.2 Identify watches and (Include morning,  Reading time in use of watches
clocks. afternoon and full hours and clocks.
2.3.2.3 Read time in full hours evening)  Writing time of  Knowledge of
and minutes  Telling time day. time and its
instruments  Application of time usefulness.
(include: watch and in real life
clock situations.
 Time (Include:
hours and minutes)

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 3. ENTREPRENEURSHIP AND INFORMATION AND COMMUNICATION
TECHNOLOGY

Key competences General outcome

Demonstrate entrepreneurship skills in food production, animal Develop entrepreneurship skills that are relevant and beneficial to
husbandry, marketing techniques and other income generating skills. individual learners, family and community.
Develop basic skills in ICT to cope with the challenges of modern
Demonstrate basic skills in the use of Information and technology in real life situations
Communication Technology(ICT)

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 SPECIFIC CONTENT
TOPIC SUB - TOPIC
OUTCOMES KNOWLEDGE SKILLS VALUES
3.1 Income 3.1.1 Food 3.1.1.1 Participate in Examples: Growing various - Self reliance in
generating production various food production -vegetables, Maize, cash crops food security
activities activities cassava, groundnuts, spice, - Appreciation of
wheat, and rice growing, growing various
horticulture crops.
3.1.1.2 Demonstrate Fishing Application of - Innovativeness
fishing and fish farming -Fish farming fishing and fish of net making
skills activities. -Net making and Mending farming skills. and mending
3.1.1.3 Demonstrate bee- Honey production Application of bee- - Knowledge of
keeping - traditional and modern bee keeping and bee-keeping and
hives marketing skills. honey
-Marketing productions
3.1.1.4 Demonstrate Baking - Baking various - Innovativeness
baking - utensils foods. in baking
- Baking equipment - Food preservation
- Application of
- baking different types of
marketing skills.
confectionaries-
- Marketing: the 5P’S
3.1.1.5 Prepare different Traditional and modern methods Preparing different Innovativeness in
meals (cookery) of cooking dishes preparing meals.
3.1.2 Preservation 3.1.2.1 Preserve and - Methods of food preservation Application of food -innovativeness in
of foods process food. - Preservation of meat, preservation skills food preservation
indigenous vegetables and fruits
-Methods of food processing
-use of by - products
3.1.3 Poultry 3.1.3.1 Demonstrate Rearing birds e.g. broiler Marketing, Poultry Appreciating
Farming Poultry farming for chickens and quails for farming, Feed poultry farming for
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 SPECIFIC CONTENT
TOPIC SUB - TOPIC
OUTCOMES KNOWLEDGE SKILLS VALUES
consumption and income consumption and income formulation of Income generation
generation generation: feeds and feeding and self-
- Housing employment
- Correct vaccination
- Growth monitoring
- Record keeping,
3.1.4 Animal 3.1.4.1 Demonstrate Animal rearing: Appreciation of - Self employment
husbandry animal rearing - Growth monitoring knowledge on in animal
- Record keeping animal rearing husbandry
- Disease control - Increase
- Use of by-products knowledge of
- Rearing goats, pigs, cattle animal husbandry,
- Housing for animals Wealth creation,
socio-economic
and nutritional
status
3.1.5 Other Income 3.1.5.1 Demonstrate Pottery, tailoring, metal Application of Innovativeness in
generating activities skills in other income fabrication, carpentry and various income various income
generating activities joinery, bricklaying and generating activities generating
plastering, plumbing, tile fixing. activities
3.1.5.2 Participates in Hand craft activities: - Application of Appreciation of
various hand craft - Knitting and crocheting skills in various knowledge in
activities - Basketry handcraft various handcraft
- Weaving activities. skills.
- Bead work
- Hair Plaiting - Transformation
- Tie and dye and Batick of indigenous
- Event decorating products into
- Flower arrangement handcrafts
- Massaging
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 SPECIFIC CONTENT
TOPIC SUB - TOPIC
OUTCOMES KNOWLEDGE SKILLS VALUES
- transforming of indigenous
products into handcrafts
- Tailoring
3.2 Management 3.2.1 Time 3.2.1.1 Discuss the Importance of Time Managing time Appreciation of
management importance of time Management: time management
management - Work plan
- Implementation
- Monitoring & evaluation
3.2.2 Project 3.2.2.1 Demonstrate how - Project proposal writing Project proposal Application of
proposal writing. to write a project - Implementation writing knowledge about
proposal - Monitoring writing a project
- Evaluation proposal.
Marketing the project proposal Marketing the
3.2.2.2 Market the project proposal
project proposal
3.2.3 3.2.3.1 Apply different - Modes of communication, Application of Appreciation of
Communication modes of communication - Importance of communication effective effective
- Letters, memos, and notices communication communication
skills.
3.2.4 Basic 3.4.2.1 Demonstrate - Simple books of accounts, - Application of -Appreciation of
Accounting basic accounting skills quotation Accounting (costing basic accounting knowledge about
3.4.2.2 Prepare simple and record keeping) skills basic accounting.
books of accounts
3.2.5 Budgeting 3.2.5.1 Demonstrate how - Budgeting: Costing , income Application of -Appreciating
to write a budget. implementation. budgeting skills knowledge of
. budgeting.
3.2.6 Banking 32.6.1 Identify services - Type of banks e.g.commercial Utilizing services Self-esteem when
offered by banks banks offered by banks using bank
- Accounts: savings, current services
- Bank documents:deposits and Awareness of bank
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 SPECIFIC CONTENT
TOPIC SUB - TOPIC
OUTCOMES KNOWLEDGE SKILLS VALUES
withdraw slips, form for services
opening an account
- Foreign exchange
- Loans
3.2.7 Production 3.2.7.1 Discuss - Meaning of production - Application of - Appreciation of
production - Items to produce production skills production skills
- Inputs for self-reliance
- Outputs and wealth
- Appropriate technology and creation.
equipment.
3.2.8 Marketing 3.2.8.1 Discuss Marketing: Application of Appreciation of
. marketing - Marketing: the 5 PS marketing skills marketing skills
(Promotion, price, products,
Packaging, place)
- Market research
- Distribution
- Sales
3.3 Basic Computer 3.3.1 Basic Computer 3.3.1.1 Identify computer  Computer components (Include:  Application of  Appreciation of
skills. skills. components. Central Processing Unit (CPU), computer computer usage.
Monitor, Keyboard, mouse) components.
 Mouse (Include: Single and
Double clicking icons on
desktop.)

3.3.2 Logging in and 3.3.2.1 Switch on  Switch on(Include: switching on  Application of  Appreciation of
logging out computer switch. Switch button and Switch button and
3.3.2.2 Shut down  Shutting down (include: Shut Start icon. Start icon
computer. down icon.)  Identification of
Start button.
3.3.3 Word 3.3.3.1 Open word  Word processing (Include:  Application of  Appreciation of
Processing processing software Microsoft Word) word processing word processors.
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 SPECIFIC CONTENT
TOPIC SUB - TOPIC
OUTCOMES KNOWLEDGE SKILLS VALUES
3.3.3.2 Type and Save a  Typing package.  Inquisitiveness in
Word document  Saving  Writing notes and using MS Word.
3.3.3.3 Load saved  Loading saved document. letters in word
document
3.3.4 The Internet 3.3.4.1 Define internet  Internet ( Include: Connection of  Application of  Inquisitiveness in
3.3.4.2 Connect to the computers) internet to search searching for
internet  Different browsers (Include: for information information on
Internet Explorer, Google and data. internet.
Chrome, internet pages)
 Search engines (Include: Google,
Safari,
3.3.5 The email 3.3.5.1 Sign up for email to  Format of email address (Include  Application of  Appreciate email
a required email provider parts e.g.: [email protected] email in service and
 Email signing up for email communication. communication.
3.3.5.2 Sign in to personal address (Include: yahoo, hotmail,  Inquisitiveness in
email. rocketmail ymail) the use of email.
 Retrieving mail (Include: Inbox
and Outbox)
3.4 Technology 3.4.1 Appropriate 3.4.1.1 Identify and  Examples of appropriate  Utilising  Appreciation of
Technology demonstrate use of technology: appropriate knowledge of
appropriate technology in - Cell phones technology using appropriate
the community. - Hammer mill technology.
- Solar energy
- Yenga press
- Agricultural equipments eg
plough
- Office equipment eg
photocopier
- Automated teller Machine
(ATM)

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4 HEALTH AND ENVIRONMENTAL EDUCATION

Key competences General outcome

 Develop skills in maternal and child health management, Acquire knowledge to promote and preserve good health and
and prevention of common diseases. environmental practices for better livelihoods.
 Develop awareness on the effects of the population size in
relation to food security, health services and sanitation
 Develop skills in conserving and managing the environment

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 CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOME
Knowledge Skill Value
4.1 Health 4.1.1 Maternal health 4.1.1.1 Discuss Maternal Safe motherhood Application of Awareness of safe
Education Health -Ante-natal and post- natal knowledge on motherhood
care Maternal and child
-PMTCT health education
-Family planning
4.1.1.2 Discuss child Child -immunisation Application of Appreciation of
health - Growth monitoring Knowledge on knowledge on
- Exclusive breast feeding child health child health.
- Nutrition, Under five clinic
4.1.2 Hygiene 4.1.2.1 Identify hygiene Hygiene rules: Application of Awareness of
rules to be observed at - In cooking, water collection, hygiene rules hygiene rules.
home and surrounding. transporting and storage.
- Proper hand washing.
- Keeping surrounding clean.
4.1.3 Common 4.1.3.1 Identify and Air born diseases: TB, Flu, Applying - Awareness of
diseases discuss common diseases colds knowledge about causes and
in your community -water born: cholera diarrhoea, common diseases. prevention of
malaria. common diseases.
4.1.4 Population 4.1.4.1 Discuss challenges - Family population: - Application of - Awareness of
of having small and large Nutrition, education knowledge about the challenges of
population at community - Community level: population large/small
and national levels Inadequate, food, water, land, challenges population
social services
- National levels:
Unemployment, inadequate
schools, health services, land
environmental degradation
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 CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOME
Knowledge Skill Value
lack of food security
4.1.5 Food 4.1.5.1 Discuss the Classes of food Application of Appreciation of
importance of food in Protein, carbohydrates knowledge on the importance of
relation to health. (energy) protective foods importance of food food.
(vitamins and mineral) in relation to health
- Balanced diet
- Defficiency diseases e.g
marasmus, kwarshiokor,
rickets, Anaemia.
4.2 4.2.1 Farming 4.2.1.1 Discuss different Farming methods: Application of: Application of
Environmental methods farming methods Shifting cultivation, - Sustainable different methods
Education Conservation farming, farming methods. of farming.
Chitemene, Rotation of crops, - Environmental
Organic farming and conservation.
Afforestation (tree planting)
4.2.2 Deforestation 4.2.2.1 Discuss - Causes of cutting down trees, Application of Awareness of
deforestation over population, knowledge about dangers and
resettlement, deforestation causes of
industrialisation, over deforestation
grazing, bush burning,
farming methods e.g.
chitemene
- Dangers of deforestation,
soil erosion, creation of
deserts
- Disturbance of the ecosystem
- Destruction of wild life
4.2.3 Bush burning 4.2.3.1 Discuss the effects Early and late burning: Application of Awareness of the
of early and late bush - Advantages and knowledge about advantages of
burning to the disadvantages. bush burning early and late
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 CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOME
Knowledge Skill Value
environment. bush burning
4.2.4 Pollution 4.2.4.1 Discuss pollution Types of Pollution: Application of Awareness of the
-Air pollution knowledge about dangers and
-Water pollution pollution causes of
-Soil pollution pollution
- Causes/chemicals sewer
animal/waste noise, smoke
4.2.5 Waste 4.2.5.1 Discuss ways of -Water sanitation and hygiene: Applying Awareness of
Management managing waste personal hygiene, safe ways of knowledge on good waste
in the home, using the toilet, correct hand waste management management
community and washing practices
industry -Garbage disposal
-Industrial waste disposal
4.2.6 Mining 4.2.6.1 Discuss the Benefits: creation of Identifying benefits Awareness of the
benefits and effects of employment and effects of benefits and
mining -improvement of infrastructure mining effects of mining
(schools clinics)
-wealth creation
- investor attraction
4.2.7 Quarrying 4.2.7.1 Discuss the benefit -Income generation and wealth Identifying benefits Awareness of
and effects of quarrying creation and effects of benefits and
-Raw materials for quarrying effects of
construction quarrying
-Attracts other types of
industries
-Promote social amenities like
sports, schools and hospitals
Effects
-Environment degradation
-diseases
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 CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOME
Knowledge Skill Value
-accidents
4.2.8 Animals 4.2.8.1 Discuss the - Domestic animals: Identifying benefits Awareness of the
benefits and effects of Benefits: and effects of benefits and
domestic and wild animals Dung as manure, source of domestic and wild effects of
on the environment income and wealth, source of animals on the domestic and wild
food (protein), source of environment. animals on the
prestige, drought power. environment.
Effects: Effects
Over grazing, Diseases e.g. -Animal / human
swine flu, Soil erosion, conflicts
migration. -Poaching
- Wild Animals -Diseases
Benefits:
Income generation through
tourism, investor attraction,
employment opportunities,
source of food, facilitate
formation of other industries
e.g. hides / skins to make shoes
/ hand bags.

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5 CIVIC EDUCATION

Key competences General outcome

Civic awareness Develop civic awareness to foster fairness, tolerance and peace.

20
 CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOME
Knowledge Skill Value
5.1 Governance 5.1.1 Democracy 5.1.1.1 Discuss the -Constitution -Identification of -Civic
features of democracy. -Civic responsibilities constitutional responsibilities
-Citizenship rights, civic -Appreciation of
responsibilities constitution
- -Knowledge of
constitution
-Awareness of
constitution
5.1.2 Leadership 5.1.2.1 Discuss leadership Types of leadership Identification of -Awareness of
- qualities of a good leadership leadership
leader qualities qualities
5.1.3 Human Rights 5.1.3.1 Identify human - Right to education, Identification of -Awareness of
rights shelter, health, legal human rights human rights
. representation
- Clean and safe water
supply, freedom of
association worship
- Women’s rights
- Human trafficking
- Institutions
promoting Human
Rights: United
Nations Centre for
Human Rights, the
Human Rights
Commission and
Non- Governmental
Organizations
5.1.4 Courts 5.1.4.1 Identify services - Type of courts Identifying Awareness of
offered by the courts Services: services offered services offered
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 CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOME
Knowledge Skill Value
- Settling of criminal by the courts by the courts
and civil cases
- Certifying documents
e.g. academic
certificates
- Giving legal advice
- Court documents
- Court officials
5.1.5 Law of 5.1.5.1 Interpret the law of - Estate and interstate - Interpretation - Awareness of
Succession succession law of the law of law of
succession succession

5.1.6 Writing a Will 5.1.6.1 Demonstrate how - Facts to include in - Writing a will - Awareness of
to write a will the will the advantages
- Custodian of the of writing a
will will
- Advantages of
writing a will
- Interpreting
information from
the will
5.1.6 Corruption 5.1.6.1 Discuss corruption -causes, effects of Identify causes Integrity on issues
corruption and effects of corruption
corruption
5.1.6.2 Identify institutions - Anti corruption Identifying - Awareness of
to report cases of commission institutions institutions where
corruption - Transparency where to report to report
international corruption cases corruption cases
- Police, Public
Complaints Authority
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 CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOME
Knowledge Skill Value
5.1.7 Children’s Rights 5.1.7.1 Discuss advocacy -International child Identification of Awareness of
for children`s rights conventions e.g. CRC children’s rights children’s rights
-Children’s rights
-Abuse of children
e.g. child labour,
defilement
5.2. Conflict and 5.2.1 Causes and forms 5.2.1.1 Discuss conflict -Definitions: conflict, Applying Awareness of
Conflict Resolution of conflict and conflict resolution at peace and resolution knowledge on ways to resolve
local, national, regional -Causes and forms: conflict conflicts
and international levels Crime, racism, resolution
genocide, ethnic
conflict, colonial
boundaries, unequal
distribution of
resources, corruption,
religious conflicts,
gender, civil wars
inter-state conflicts
-Effects
-Ways of resolving
conflicts
5.3 HIV/Aids 5.3.1 Impact of HIV 5.3.1.1 Discuss HIV and -Definition Identifying Awareness of
and AIDS AIDS -Causes causes, HIV and AIDS
-Symptoms symptoms and
-Prevention preventing HIV
-Spread and AIDS
-Mitigation
-Impact to family
community and nation
-ART
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 CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOME
Knowledge Skill Value
-Counselling
-VCT
-Care and support
5.4 Gender 5.4.1 Sex and gender 5.4.1.1 Identify sex roles. -Sex roles -identification of - Awareness of
roles -Gender roles sex roles. sex roles
5.4.1.2 Identify gender -Advocacy for gender - identification - Awareness of
roles balance of gender roles gender roles

5.4.2 Social Roles 5.4.2.1 Discuss social roles - Gender balance Identifying - Awareness of
- Gender equality social roles. social roles
- Gender bias
- Gender stereo typing
5.4.3 Gender based 5.4.3.1 Discuss gender Causes, effects and Decision making Awareness of
violence (GBV) based violence solutions to GBV on issues of GBV
GBV
5.3.3.2 Identify institutions -Young Women’s
to report issues of gender- Christian Association , Identification of
based violence Mothers shelter, institutions
Zambia Police (Victim dealing in GBV
Support Unit)
-Courts of law
- Ministry of
Community
Development Mother
and Child Health
(Child Protection Unit)
- Ministry of Gender
- Forum for African
Women Educationalist
in Zambia(FAWEZA)
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 CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOME
Knowledge Skill Value
5.3.4 Women’s Clubs 5.3.4.1 Manage women’s Women’s club: Forming a Awareness of
development groups/clubs Constitution, Women’s club or how to form a
successfully leadership, basic Developmental club.
accounting, group.
monitoring, evaluation,
implementing,
constitution writing.
Club registration:
- Report writing
- Resource
mobilisation
5.3.5 Social Culture 5.4.5.1 Explain the - Importance of Recognising the Awareness of
importance of culture in culture role of culture in culture norms and
communities - cultural changes development. traditions.
- effects of culture on
development
- cultural norms
- knowledge transfer

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