Guidelines G5 G6 and G7 SBA With Cover - Final Version

Examinations Council of Zambia
Guidelines for the Administration

of School Based Assessment at
Primary School Level
(Valid from 2020)

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© Examinations Council of Zambia 2020

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Tel: 260-0211-252544/82
Fax: 260-0211-253690
©ECZ 2020,
This document remains the property of the Examinations Council of Zambia and
should never be reproduced, stored in any retrieval form or by any means,
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These guidelines may not be sold, hired out or otherwise disposed of by way of
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Typeset and Designed by

iii | P a g e
Guidelines for the Administration

of School Based Assessment at
Primary School Level
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Table of Contents
Table of Contents ..................................................................................................................................... iv

List of Tables ........................................................................................................................................... vi
Acronyms ................................................................................................................................................ vii
Foreword ................................................................................................................................................ viii
1.0 General Guidelines.............................................................................................................................1
1.1 Purpose .............................................................................................................................................. 1
1.2 Implementation Strategy in 2020 and Beyond .................................................................................. 2
2.0 English Language...............................................................................................................................4
2.1 Purpose .............................................................................................................................................. 4
2.1 Types of Assessment Tasks ................................................................................................................ 4
2.2 Reading .............................................................................................................................................. 5
2.3 Writing ............................................................................................................................................... 5
2.5 Specific Guidelines for Grade 5 to Grade 7 ........................................................................................ 6
3.3 Grade 7 .............................................................................................................................................. 9
3.5 Scoring .............................................................................................................................................11
2.0 Zambian Languages .........................................................................................................................17
2.1 Specific Guidelines ...........................................................................................................................17
2.2 Types of Assessment Tasks ..............................................................................................................17
2.4 Specific Guidelines per Grade ..........................................................................................................19
2.5 Grade 5 ............................................................................................................................................20
2.6 Grade 6 ............................................................................................................................................21
2.7 Grade 7 ............................................................................................................................................22
3.0 Mathematics .....................................................................................................................................24
3.1 General Guidelines...........................................................................................................................24
3.2 Grade 5 Specific Guidelines .............................................................................................................24
3.5 Marking Guide for SBA at Grades 5, 6 and 7 ...................................................................................27
3.6 Calculation of Final SBA Marks ........................................................................................................28
4.0 Integrated Science (4/1) ...................................................................................................................30
4.1 Purpose ............................................................................................................................................30
4.3 Scientific Skills and Competences to be assessed ...........................................................................35
4.4 Scientific Process Skills for Experiments and Projects .....................................................................35
4.6 Content Mapping of the Specific Outcomes ....................................................................................36
5.0 Creative and Technology Studies ....................................................................................................41
5.1 Purpose ............................................................................................................................................41
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5.2 CTS Subject Composition .................................................................................................................41

5.3 Key Competencies in CTS .................................................................................................................41
5.4 Administration of SBA in CTS ...........................................................................................................42
5.5 Implementation of SBA in CTS .........................................................................................................43
5.6 SBA Marks Calculation in CTS ..........................................................................................................44
6.0 Social Studies ...................................................................................................................................49
6.1 Purpose ............................................................................................................................................49
6.3 Topics and Cognitive Skills for School Based Assessment ...............................................................49
6.4 Termly Assessment Tasks at Grades 5, 6 and 7 ...............................................................................51
6.5 Weighting of Marks .........................................................................................................................52
6.6 Exemplar Tasks and Marking Guides ...............................................................................................52
7.0 Conclusion .......................................................................................................................................54
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List of Tables
Table 1: SBA implementation at Primary level ................................................................................................. 3

Table 2 Distribution of SBA Tasks per Term at Grade 5. ................................................................................. 7
Table 3: Grade 5 SBA Tasks according to Bloom’s Taxonomy and Language Skills ...................................... 7
Table 4: Distribution of SBA tasks per term at Grade 6 .................................................................................... 8
Table 5: Grade 6 SBA Tasks according to Bloom’s Taxonomy and Language Skills ...................................... 9
Table 6: Distribution of SBA Tasks per Term at Grade 7 ................................................................................ 10
Table 7: Grade 7 SBA Tasks according to Bloom’s Taxonomy and Language Skills .................................... 10
Table 8: Summary of Tasks and Mark Distribution ......................................................................................... 10
Table 9: Calculation of marks at Grade 5 and 6 ............................................................................................... 11
Table 10: Calculation of marks at Grade 7......................................................................................................... 11
Table 11: Grade 5 School Based Assessment Tasks according to Bloom’s Taxonomy and Language Skills... 20
Table 12: Grade 6 School Based Assessment Tasks according to Bloom’s Taxonomy and Language Skills ... 21
Table 13: Grade 7 Schoool Based Assessment Tasks according to Bloom’s Taxonomy and Language Skills. 22
Table 14: Distribution of Outcomes for School Based Assessment Tasks at Grade 5 ....................................... 25
Table 15: Distribution of Marks ......................................................................................................................... 25
Table 20: Conversion of Calculated Marks from decimals to whole numbers .................................................. 28
Table 21: Distribution of Marks at Grade 5 Level ............................................................................................. 31
Table 24: Mark Allocation Guide for Experiments............................................................................................ 36
Table 25: Mark Allocation Guide for Projects ................................................................................................... 36
Table 26: Grade 5 Content Mapping according to Bloom’s Taxonomy ............................................................ 37
Table 29: Identified Outcomes for SBA at Grade 5 ........................................................................................... 42
Table 32: Number of Tasks in Subject Components per Grade Level ............................................................... 43
Table 33: Marks for the types of tasks at Grades 5 and 6 .................................................................................. 44
Table 34: Marks for the types of tasks at Grade 7.............................................................................................. 44
Table 35: Grade 5 Topics and Level of Cognitive Skills for School Based Assessment ................................... 50
Table 38: Conversion of Candidate Scores with Decimals to Whole Numbers ................................................. 52
Table 39: Grade 5 Assessment Tasks ................................................................................................................. 51
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Acronyms
MOGE Ministry of General Education

ECZ Examinations Council of Zambia
CDC Curriculum Development Centre
PEO Provincial Education Officer
DEBS District Education Board Secretary
DESO District Education Standard Officer
SESO Senior Education Standard Officer
HOD Head of Department
SBA School Based Assessment
SEN Special Educational Needs
OMES Online Marks Entry Systems
MCQs Multiple Choice Questions
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Foreword
The Guidelines for the Management of Grade 5, 6 and 7 School Based Assessment (SBA) were prepared by the
Examinations Council of Zambia (ECZ) in consultation with the Ministry of General Education (MOGE) and other
stakeholders. The document provides guidance to teachers, heads of department and schools in general on the
conduct School Based Assessment for the year, 2020 and beyond. It contains general and subject specific
instructions. Teachers and other concerned experts are encouraged to read this document carefully and interpret it
correctly to safeguard the validity and reliability of the results from the assessment tasks done by candidates.
The school management as ‘frontline standard officers’ should guide the teachers in arranging and conducting the
school based assessment. The timely and accurate entry and submission of raw marks on the Online ECZ Portal is
critical to enable the ECZ compile and process the results timely as well.
School Based Assessment forms an integral part of teaching and learning. Its value as a yardstick of effective
quality teaching and learning is firmly and formally recognised. The primary purpose of SBA is to improve the
quality of teaching and assessment as well as the learner’s process of learning and understanding of subject matter.
It is our hope that these Guidelines not only assist teachers to diagnose the needs of the learners for remediation
but also improve teacher practice and pedagogy. Assessment tasks in all subjects have been designed with care by
assessment and education experts to cover syllabus content and skills by ensuring that the correct domains of
cognitive, psychomotor and affective demands are covered. The exemplar tasks provided in these Guidelines are
aimed at illustrating best practices in terms of setting assessment tasks. Teachers are encouraged to use these
exemplar tasks as models to set their own SBA tasks and activities.
Dr. Michael M. Chilala

Director
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1.0 General Guidelines
1.1 Purpose
The purpose of School Based Assessment (SBA) at Grades 5, 6 and 7 is to enhance
teaching and learning in the classroom through improved teacher capacity to identify
what learners know, understand and can do. These assessments will not be set and
timetabled by the Examinations Council of Zambia (ECZ), but will be planned by the
subject teacher as part of teaching and learning.
1.1.1 The School Based Assessment shall be compulsory to all learners and shall
contribute 30 percent of the final mark for each subject. The 30 percent
contribution shall be broken down as 10 percent at Grade 5; 10 percent at
Grade 6 and 10 percent at Grade 7.
1.1.2 If SBA component marks are not presented to the Examinations Council of
Zambia (ECZ), the learners shall be deemed to have been absent from the
examination even if they write the final Grade Seven Composite Examination.
1.1.3 The SBA tasks should be developed, administered, marked and marks recorded
by the teacher.
1.1.4 The assessment tasks shall be prepared in accordance with the subject specific
guidelines as provided in this document.
1.1.5 The teacher will be required to ensure that all assessment tasks are derived
from the authorised syllabus.
1.1.6 SBA must be conducted in a natural learning environment and must assess
learners’ progress in the course of study as distinct from examinations.
1.1.7 Teachers of learners with Special Educational Needs (SEN) shall set
appropriate tasks for the SEN learners.
1.1.8 When conducting SBA tasks, schools have the autonomy to provide special
access arrangements to learners with Special Educational Needs (SEN)
depending on the nature and severity of their disabilities. Examples of such
arrangements may include:
(i) Extension of preparation time;
(ii) Extension of assessment time;
(iii) Provision of ancillary aids; and
(iv) Provision of special assistance during the conduct of the assessment
tasks.
1.1.9 The SBA shall be set in subjects only which are curriculum based. No SBA
marks shall be set and submitted in Special Paper 1 (Verbal reasoning) and
Special Paper 2 (Non-verbal reasoning).
1.1.10 The teacher will compile marks for each learner from the specified number of
tasks per grade level prescribed in the guidelines.
1.1.11 The recorded marks shall be entered on the Examinations Council of Zambia
Online Marks Entry Systems (OMES) by the school.
1.1.12 Submission of the final SBA marks should be done to the Examinations
Council of Zambia by 31st July when the learners are in Grade 7.
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1.1.13 The Head Teacher of the school must ensure that once marks have been
captured online, four hard copies are printed and sent to the PEO through
DEBS office for onward submission to ECZ. A copy is retained by the school,
another by the DEBs and a third copy by the PEO.
1.1.14 All learners on transfer shall maintain their SBA results and a letter from the
Head Teacher confirming that they had undertaken the SBA.
1.1.15 In the event that the SBA component for a learner on transfer is not completed,
the Head Teacher shall write a letter indicating the SBA content covered and
marks obtained. The receiving Head Teacher must ensure that the topics that
were not covered are addressed for equity purposes.
1.1.16 Schools should ensure that evidence for assessed and scored SBA tasks are
maintained at all times as these will be required at any time for verification by
standards offices and ECZ.
1.1.17 The Head Teacher should ensure that there is thorough supervision of School
Based Assessments in their respective schools from planning, administration,
submission and record keeping.
1.2 Implementation Strategy in 2020 and Beyond
The implementation strategy shall be as follows:
1.2.1 Candidates in non-examination classes (Grade 5 and 6) shall be assessed from
the first term up to the third term of the academic year and the scores shall be
cumulative to final year (Grade 7).
1.2.2 The 2020 Grade 7 candidates shall be assessed from first term up to second
term.
1.2.3 In 2020, the total allocated SBA percentage mark shall be as follows: 10
percent at Grade 5; 15 percent at Grade 6; 30 percent at Grade 7.
1.2.4 In 2021, the total allocated SBA marks final shall comprise 10 percent at Grade
5 and 10 percent at Grade 6. The Grade 7 final mark shall be 15 percent from
Grade 6 (2020) and 15 percent from Grade 7 (2021).
1.2.5 The learner SBA marks to be submitted to the ECZ on the online portal before
31st July in Grade 7 each year shall be calculated as follows;
(i) 2020
SBA marks =
 Learner 2020 G 7 SBA marks (term 1 and team 2) 
  x 30%
 total marks for the work given 
(ii) 2021
SBA marks =
 Learner 2020 G 6 SBA marks 

  x 15%
+
  x 15%
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(iii) 2022
SBA marks =
 ( Learner 2020 G5 SBA marks 

  x 10%
+

  x 10%
+

  x 10%
1.2.5 The implementation strategy is summarized in Table 1.

Table 1:SBA implementation at Primary level
Grade Year SBA Coverage SBA Mark

Term Percent (%)
Term I Term II
III Accumulated
5    10
6 2020    15
7   X 30
5    10
6 2021    10
7   X 15
5    10
6 2022    10
7   X 10
Key
 = SBA is conducted
X= SBA is not conducted
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2.0 English Language

2.1 Purpose
The purpose of the Grade 5 to Grade 7 English Language School Based Assessment
(SBA) is to assess learners’ /of the four language skills namely Listening, Speaking,
Reading and Writing. The SBA will be conducted using a variety of assessment tasks
administrated over a three year period
2.1 Types of Assessment Tasks

Teachers should prepare the SBA tasks based on all the four language skills which are
Listening, Speaking, Reading and Writing. SBA tasks should comprise oral, aural,
written assignments, exercises and tests. Tasks should not be in multiple choice
questions but should enable learners to demonstrate their writing skills. The tasks are
explained in the following sections below in relation to the language skills:
2.1.1 Listening and Speaking
Listening (aural) is simply language as we hear it while Speaking (oral) is
language as we say it. In order to assess listening and speaking, teachers should
use three types of assessment tasks namely: Prepared Speech, Unprepared
Speech and Listening Comprehension.
2.1.2 Prepared Speech is a type of assessment task that requires pre-planning on the
part of the learner to ensure coherence and fluency. Prepared Speech may be
individual presentations or group/pair interactions or role plays.
2.1.2.1 An individual presentation is defined as a single piece of oral text in
which an individual learner presents ideas or information over a
sustained period of time (3-5 minutes) e.g. when describing simple
processes.
2.1.2.2 A group or pair interaction is defined as an exchange of short turns or
dialogue with more than one learner on a common topic. This type also
needs more planning on how to initiate a dialogue, maintain and /or
control the interaction by making suggestions, asking for clarification,
supporting and/or developing each other’s views, disagreeing and
agreeing with another speaker as well as offering alternatives.
2.1.2.3 Role play is any listening and speaking activity where learners put
themselves in an imaginary situation e.g. interaction between a doctor
and a patient, marketer and buyer.
2.1.3 Unprepared Speech is a type of assessment task that does not require pre-
planning on the part of the learner e.g. seeking and giving factual information,
making polite requests, transmitting messages, expressing and accepting
apologies, condolences. Unprepared Speech may also be individual presentation
or group/pair interaction/role play.
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Both Prepared and Unprepared Speech require learners to speak reasonably

fluent, with suitable intonation, voice projection and stress. They require a range
of vocabulary and language structures that are accurate and varied.
2.1.4 Listening Comprehension is a type of aural assessment which assesses

learners’ understanding of a read text/told story by responding to surface and
inferential questions. Learners will be expected to listen to a text or story and
then respond in speech or writing. They should also demonstrate understanding
of vocabulary in the read text/told story.
2.2 Reading
For Reading, teachers should use a variety of texts that involve the following:
2.2.1 Reading aloud which assesses learners’ fluency, pronunciation and observation
of punctuation marks.
2.2.2 Intensive reading (reading comprehension) which is reading in detail with
specific learning aims and tasks. Tasks should assess vocabulary knowledge and
understanding of text by answering semi-structured or short response type of
questions;
2.2.3 Interpretation of Information presented in print resources such as charts, maps
and graphs;
2.2.4 Skimming and Scanning: Skimming which is a fast reading method that gives
a reader an idea of what the text is about without having to read the text in full
e.g. learner reads the introduction, the headings/subheadings or just the first
phrase of a paragraph in order to know that it is about in general while
Scanning is a fast reading method in order to find specific facts or information
e.g. learner finds the population of a country in a given text, or going through a
text quickly looking for a date or word.
2.3 Writing
Writing tasks should involve the following:
2.3.1 Composition should assess learners’ ability to write a continuous piece of
writing e.g. Narratives, Reports and Letters.
2.3.2 Language Structures should assess learners’ use of tenses, punctuation, and
various Language Structures such as direct speech, synonyms and antonyms,
homographs, sentence construction, nouns, verbs, conjunctions, adjectives,
adverbs and Spelling.
2.3.3 Sequencing should assess learners’ ability to re-order elements to build
sentences, paragraphs and texts.
2.4.4 Summary should assess learners’ ability to summarise one or more texts by
choosing summary statements or titles of a given text.
2.4.5 Dictation should assess learners’ ability to write (or select) words or phrases or
sentences as they hear them e.g. spellings and short texts.
Note: No Multiple Choice Questions (MCQs) should be used in SBA tasks;
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2.5 Specific Guidelines for Grade 5 to Grade 7

At each grade level, the Grade Teacher should prepare SBA tasks. The final mark for
each term should include all the four language skills. Specific assessment tasks are
outline as follows:
2.5.1 Grade 5
Term 1
Listening and Speaking tasks should include one Unprepared Speech drawn
from several specific learning outcomes e.g. Seek and give factual information
and Make Polite Requests.
Reading tasks should include Reading Aloud and Reading Comprehension
(Intensive Reading).
Writing tasks should include Sequencing, Language Structures e.g. Tenses,
Homographs, Verbs, Conjunctions and Composition e.g. Narratives.
Term 2
Listening and Speaking tasks should include one Prepared Speech drawn from
specific outcomes e.g. Describe simple processes, Debate on familiar topics.
Reading tasks should include Reading Comprehension, Skimming and
Scanning.
Writing tasks should include Language Structures e.g. Punctuation, Direct
Speech, Synonyms and Antonyms, Composition e.g. informal letter and
Summary e.g. Keeping a diary.
Term 3
Listening and Speaking tasks should include one Unprepared Speech and
Prepared Speech.
Reading tasks should include Interpretation of Information in print resources
e.g. charts, tables, maps.
Writing tasks should include Language Structures e.g. Nouns, Adjectives
Spelling; Composition e.g. Informal Letter Writing; and Summary e.g.
identification of titles and themes of stories.
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Table 2 Distribution of SBA Tasks per Term at Grade 5.
Marks Total
Assessment Tasks per Term per Task Marks
Assessment Tasks
Term 1 Term 2 Term 3
Unprepared Speech 1  1 10 20
Prepared Speech  1 1 10 20
Reading aloud 1  10 10
Reading Comprehension 1 1 10 20
Skimming and Scanning 1 10 10
Interpretation of Information 1 10 10
Sequencing 1  10 10
Language Structure 1 1 1 10 30
Composition 1 1 1 10 30
Summary 1 1 10 20
Total Tasks per term 6 6 6
Total Marks 180
The Grade 5 SBA tasks have been summarised in Table 3 which highlights how the Grade 5
Specific Learning Outcomes have been plotted across the four language skills and against Bloom’s
Taxonomy.
Table 3: Grade 5 SBA Tasks according to Bloom’s Taxonomy and Language Skills
Languag Assessment Cognitive Skills Total
e Skills Tasks Out-
come
s
Knowledge Comprehension Application Analysis Synthesis Evaluation
Listening Unprepared 5.1.2.1 5.1.8.1 5.1.6.1 5
and Speech 5.1.10.1
Speaking 5.1.11.2
Prepared
Speech
Reading Reading 5.2.2.1 5.2.1.1 3

Comprehension 5.2.1.2
Reading Aloud
Interpretation
of Information
Writing Sequencing 5.4.12.1 5.4.1.1 5.3.6.1 5.3.2.1 15
5.4.2.1 5.3.5.1
Language 5.4.3.1
Structure 5.4.4.1
5.4.5.1
Composition
5.4.6.1
5.4.7.1
Summary 5.4.8.1
5.4.9.1
5.4.10.1
5.4.11.1
Total 23
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2.5.2 Grade 6
Term 1
Listening and Speaking tasks should include one Prepared Speech e.g. Describe
different activities; Debate on cross-cutting issues.
Reading tasks should include Reading Aloud , Skimming and Scanning.
Writing tasks should include Language Structures e.g., Tenses, Nouns, Verbs;
Punctuation and Composition e.g. Narratives, Composing stories based on pictures.
Term 2
Listening and Speaking tasks should include one Unprepared Speech e.g. Express
condolences, Decline an invitation or give an excuse.
Reading tasks should include Reading Aloud and Reading Comprehension.
Writing tasks should include Language Structures e.g. Synonyms and Antonyms,
Conjunctions, Adjectives and Composition e.g. Semi-formal Letters, Fill-in simple
forms and Summary.
Term 3
Listening and Speaking tasks should include one Prepared Speech.
Reading tasks should include Interpretation of Information in print resources and
Reading Comprehension.
Writing tasks should include Language Structures e.g. Adverbs, Active and Passive
Voice, Homograph, Composition e.g. Guided Report Writing and Summary e.g.
Maintain a diary
Table 4: Distribution of SBA tasks per term at Grade 6
Marks Total
Assessment Tasks Assessment Tasks per Term Per Task Marks
Unprepared Speech 1 10 10
Prepared Speech 1 1 10 20
Reading aloud 1 1 10 20
Skimming and Scanning 1 10 10
Interpretation of information 1 10 10
Language Structure 1 1 1 10 30
Punctuation 1 10 10
Composition 1 1 1 10 30
Summary 1 1 10 20
Total Tasks Per Term 6 6 6
Total Marks 180
The Grade 6 SBA tasks have been summarised in Table 5 which highlights how the
Grade 6 Specific Learning Outcomes have been plotted across the four language skills
and against Bloom’s Taxonomy.
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Cognitive Skills Total
Language Assessment Out-
Skills Tasks comes
Listening Unprepared 6.1.1.2 6.1.2.1 6.1.5.1 6.1.8.1 7
and Speech 6.1.7.1 6.1.3.1
Speaking 6.1.3.2
Prepared
Speech
Reading Reading 6.2.7 6.2.4.1 6.2.1.1 4
Comprehension 6.2.5.1
Reading Aloud
Interpretation of
Information
Writing Punctuation 6.3.2.1 6.3.1.1 14
6.3.7.1 6.3.3.1
Language 6.4.1.1 6.3.4.1
Structure 6.4.2.1 6.3.5.1
6.4.6.1 6.3.6.1
Composition
6.4.7.1 6.3.9.1
6.4.9.1 6.3.10.1
Summary
Total 25
3.3 Grade 7
Term 1
Listening and Speaking tasks should include one Unprepared Speech and one
Prepared Speech e.g. Figures of Speech, Debate, Expressing personal opinions.
Reading tasks should include Reading Aloud and Reading Comprehension.

Writing tasks should include Language Structures e.g. Adjectives, Adverbs, Active
and Passive Voice; Punctuation, Dictation and Composition e.g informal Letter
Writing and Composing texts from print resources.
Term 2
Listening and Speaking tasks should include one Unprepared Speech and one
Prepared Speech.
Reading tasks should include Interpretation of Information presented in print
resources and Reading Comprehension.
Writing tasks should include Language Structures e.g. Direct and Indirect Speech,
Nouns, Conjunctions; Punctuation, Summary and Composition e.g. Guided Essays.
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Table 6: Distribution of SBA Tasks per Term at Grade 7
Assessment Tasks per Term

Assessment Tasks Marks per task Total Marks
Term 1 Term 2
Unprepared Speech 1 1 10 20
Prepared Speech 1 1 10 20
Reading aloud 1 10 10
Interpretation of information 1 10 10
Language Structure 1 1 10 20
Punctuation 1 1 10 20
Composition 1 1 10 20
Dictation 1 10 10
Summary 1 10 10
Total tasks per term 8 8
Total Marks 160
The Grade 7 SBA tasks have been summarised in Table 7 which highlights how the Grade 7 Specific
Learning Outcomes have been plotted across the four language skills and against Bloom’s Taxonomy.
Language Assessment Cognitive Skills Total

Skills Tasks Tasks
Listening Unprepared 7.1.3.1 3
and Speech 7.1.6.1
Speaking
Prepared 7.1.7.1
Speech
Reading Reading 7.2.1.1 7.2.5.1 2
Comprehension
Reading Aloud
Interpretation of
Information
Writing Dictation 7.3.6.1 7.4.4.1 7.3.1.1 8
Language 7.4.5.1 7.3.2.1
Structure 7.4.6.1 7.3.4.1
7.4.7.1
Composition
Summary
Total 13
Table 8: Summary of Tasks and Mark Distribution
Level Total Number of Number of Terms for Total Tasks per Marks per Total Marks
Tasks per term SBA Year Task
Grade 5 6 3 18 10 180
Grade 6 6 3 18 10 180
Grade 7 8 2 16 10 160
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3.5 Scoring
3.5.1 The maximum mark allocated to each learner at Grade 5 and 6 should be 180
while at Grade 7, the maximum mark should be 160.
3.5.2 To calculate the 10 percent required per year (per grade) out of the total mark,
the following formula will apply:
obtained mark
Marks to be recorded   10  converted mark For
Total mark per year
instance;
Table 9: Calculation of marks at Grade 5 and 6

Learner’s Total mark Total mark Mark Weighted mark %
name obtained per year Formula (round off)
Fredrick 74 180 74  10 4.1 4
Musonda 180
Tamali 99 180 99  10 5.5 6
Mwale 180
Kahilu 175 180 175  10 9.7 10
Kajimo 180
Note: This example in Table 9 is also applicable for Grade 6.
At Grade 7, use the same formula based on two terms’ work of SBA tasks.
Table 10: Calculation of marks at Grade 7

Learner’s Total mark Total mark Formula Mark Weighted mark %
name obtained per year (round off)
Lona 62 160 62  10 3.8 4
Mwanza
160
Chomba 101 160 101 10 6.3 6
Akapelwa
160
Mwangala 160 160 160  10 10 10
Mwamba
160
3.5.3 Fractions should be rounded off to the nearest whole number as illustrated in
Tables 8 and 9.
Final mark (entered) = weighted mark (G5) + weighted mark (G6) + weighted
mark (G7)
E.g. if Frederick Musonda’s weighted mark is 4 in Grade 5, and 6 in Grade 6
and 6 again in Grade 7, the total mark to be entered by 31st July on the ECZ
Portal in Grade 7 will be:
Final mark = 4 + 6 + 6 = 16
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Appendix 1: Exemplar Tasks for English Language
1 Listening and Speaking

Prepared speech
Debate: Titles
(a) It is better to be rich than poor
(b) It is better to have a son than a daughter
Teacher should write the debate motion (title) on the board and then put learners to debate the
motion. Teacher should make observations on input of each learner and record their scores.
Unprepared speech:
Teacher should write the title of the activity and the sub titles to be included in the discussion
on the board. Call each learner to say when and what happens at each stage of maize growing
in order to clearly describe the procedure.
Farming (Maize growing)
(i) Land preparation
(ii) Planting
(iii) Weeding
(iv) Application of fertilizers
(v) Harvesting
2 Listening comprehension
Teacher reads speech aloud to the class twice and then asks questions which learners should
answer in writing.
Interpretation of information
Speech
Speech by a Village Councillor
 The Chairperson
 Village Head persons
 Invited guests
I have come to address you on an important topic concerning children’s rights. It has been
noted in this village that girls are married off early. This makes them stop school.
In addition, it has also been observed that this makes the girls too tired to do their homework.
Sometimes, they don’t even have time to do their school work.
Some parents don’t even send their children to school saying that they have no money to pay
school fees. Others use their children as labourers on their fields, for fishing and caterpillar
collection.
I have come to inform you that children also have rights. They have the rights to:
(i) Education
(ii) Health
(iii) Sanitation
(iv) Freedom of association
(v) Life
(vi) Freedom of expression
(vii) Food
13 | P a g e
(viii) Shelter
As parents you must provide all the rights to your children. Failure to which you would be
prosecuted. No girl must be married off below the age of 20. As parents you must take your
children to school. From today onwards, any man who will marry a girl below 20 years of age
will be prosecuted. So let’s send our children to school and uphold their human rights.
Thank you ladies and gentlemen.
Questions:
(i) Who was addressing the people in the village?
(ii) Why shouldn’t girls get married early?
(iii) What problems had been noted in the village?
(iv) Is it only girls who do household chores?
(v) Give three (3) examples of household chores?
(vi) What reason did some parents give for not sending their children to school?
(vii) What do you understand when we say “children have a right to education?”
(viii) What would happen to a man who marries a girl below 20 years old?
3 Reading – Interpretation of Information
Teacher gives learners a timetable to study and extract information. Teacher should give an
illustration, e.g. When do learners start learning literacy on Wednesday and Thursday?
Answer 08:20
07:00 07:40 08:20 09:00 09:40 10:00 10:40 11:20 12:00 14:00
07:40 08:20 09:00 09:40 10:00 10:40 11:20 12:00 14:00 16:00
Mon English Maths B Literacy Technology L PMS
Tues Science Maths R H.E P/E U Sports
Wed Maths Literacy E Z/L SDS N Clubs
Thurs Maths Literacy A Science Z/L C PU
Fri English Z/L K English Expressive H Free
Arts
Questions
(i) How many times is Zambian Language (Z/L) taught is a week?
(ii) How long does the Science lesson take on Tuesday?
(iii) Which subject comes soon after break on Tuesday?
(iv) How long does Preventive Maintenance System take?
(v) Which lesson comes before break on Wednesday?
(vi) How long is break time?
Reading Comprehension
Learners read the given text individually.
Environment
Read the following passage and then answer the questions that follow.
The environment refers to all the natural things that surround us. The air we breathe, the water
we drink and use for various purposes. The soil we grow the food from and the vegetation
around us all make up the environment.
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All the people have a responsibility of keeping the environment clean and safe to live in. Sadly,
in the past few decades people have abused the environment in so many ways. Trees have been
cut for charcoal and firewood. Rubbish is dumped any how. This pollutes the air, soil and
water. Some industries or factories dump their waste into rivers, dams or streams.
The effects of environmental pollution have been very costly on the people. Today, countries
spend a lot of money on purifying water. In addition, a lot of money is spent on chemicals that
improve the soil although this worsens the situation because it adds more acids to the soil.
Efforts are being made to plant trees in order to help replace those that have been cut.
Questions
(i) According to the passage what things make up the environment?
(ii) What does the word vegetation mean?
(iii) List two (2) ways how people have abused the environment.
(iv) Mention two (2) ways which people destroy trees, according to the passage.
(v) What are the effects of environmental pollution?
4 Pair Interaction  Dialogue
Teacher will invite two pupils to read aloud the following dialogue on water.
Mrs Mukumbuta: It is raining heavily this year.
Mr Nongolo: How does that make you feel?
Mrs Mukumbuta: Bad of course!
Mr Nongolo: We should thank God for the rain because it gives us water which we need
so much. Do not talk like someone who does not know the uses of water.
Mrs Mukumbuta: Man, I know, without water we cannot survive. Who wants to go thirsty,
with his animals?
Mr Nongolo: Yes we know crops need water. We also need it for our electricity.
Mrs Mukumbuta: We already have enough water in the rivers, lakes and wells. All we need
is to conserve it.
Mr Nongolo: But how Mrs Mukumbuta?
Mrs Mukumbuta: We can conserve water by planting trees, covering wells, avoid polluting
it, building reservoirs and closing taps when we are not using them.
Questions
(i) What is Mrs Mukumbuta’s complaint?
(ii) According to Mr Nongolo, what should we thank God for?
(iii) We need to generate electricity. Who said this?
(iv) The word conserve in the dialogue means?
(v) According to Mrs Mukumbuta, how can water be conserved?
5 Scanning: Use of dictionaries
1 Use any dictionary to find the meaning of the following words:
(i) Quiz
(ii) Chapel
(iii) Apology
2 In which year was the dictionary you are using printed?
3 On what page is the word ‘Skeleton’ found?
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6 Skimming: Passage
Learners read the following passage and answer questions that follow.
When Mr. Kaunda was finally employed, he was very happy. At the end of the month, he had
plenty of money for beer, but before that he had to borrow money in order to go to bars and
for buying clothes. At the end of the second month, Mr Kaunda moved from the hotel into his
own house, but it was another month before he could afford any furniture. At first he used
boxes and packing cases as seats. When he finally bought furniture, he wrote to his wife who
was staying in the village to join him.
(i) Mr Kaunda used to have credits with people when he did not have a job (True and
false).
(ii) What do we learn about Kaunda’s behaviour?
In the above passage some words have been underlined. Below are the meanings. Write
down the word in the space provided which means the same or nearly the same as the
following.
(iii) To be able to do, spend, buy etc 
(iv) To take or receive for a certain time, intending to return it 
(v) To get a job as paid worker 
7 Summary:
Filling in a form
Teacher will ask learners to fill in a form.
1 Name of learner: 
2 Name of the school: 
3 Grade: 
4 Date of birth: 
5 Denomination: 
The Bible
The Bible is different from all other books. It contains history, stories about great men and
women, hymns, letters and prophecy. But that is not all. It is the work of God. That is, God
speaks through the Bible. When you read prayerfully, the Bible puts you in touch with God
Himself, so that he can speak to you. God speaks to you words of challenge as well as words
of comfort. As you hear what He says and understand, you can pass on what you have learnt
to those who listen to you when you are preaching.
Question: What is this passage about?
8 Language Structure
Learners read the following passage and answer the questions
Mr Chiwama was a teacher for a Grade six class. He brought a green ball and placed it carefully
on the table. There were lots of objects on the table. These objects were green pieces of chalk,
short sticks, papers, rulers and small stones used as counters by the teacher.
The boys and girls were looking at the teacher happily but, their teacher was sad. Mr Chiwama
was tall and huge. He got the green ball and gave it to Busisiwe carefully. Busisiwe looked at
the green ball and passed it to Chubo. Chubo decided to kick the green ball. The ball hit Robert
who cried loudly. When Sara saw the way Robert was crying, she decided to leave the room.
P a g e | 16
The teacher decided to send Robert home. Finally, the bell rang and the whole class went out
for break.
Identify the following in the passage:
1 Nouns: For example: stones
2 Verbs: For example walked
3 Adjectives: For example: huge
4 Adverbs: For example: finally
5 Pronouns: For example: It
6 Conjunctions: For example: Or
9 Dictation
Teacher dictates the passage to the learners
Monkeys in the field
One day, Mrs Chuuka and her sons Milawo and Miyoba went to the fields. Before they arrived,
they heard a lot of noise. They immediately realised that monkeys were in the field. The
monkeys were feasting on the maize in the field. She told the boys to run and chase them away.
The boys ran fast, while making noise, fya! fya! to chase them. The monkeys ran away with
their babies on their backs.
After that, Mrs Chuuka and sons sat down to make a plan on how to protect the maize. Miyoba
came up with a good plan of putting traps around the field. Many monkeys were trapped. From
that time, no monkey came back to that field.
10 Sequencing
Teacher should write the paragraph in jumbled order. Learners should write the sentences in
the correct order.
The Zambezi River is the biggest and longest river in the country. Zambia has three (3)big and
long rivers. These are the Zambezi River, Kafue River and Luangwa River. These rivers are a
source of water and food for both human beings and animals.
11 Punctuation
Teacher should remove all punctuation marks from the passage and ask learners to punctuate
the passage correctly.
Learners should write the paragraph using correct punctuation marks.
Babies
When a baby is born, people are happy. The people want to know what sex the baby is. If the
baby is a girl, she will be given a female name. Some examples of female names are Jane,
Bupe, Sarah and Towela. A baby boy will be given a male name. Examples of names of a baby
boy are Ben. Sitwala , John and Chiko. Girl children are brought colours like white, pink, red
and yellow. Boys will be bought colour like black, brown, blue and grey. What kind of a toy
would you buy a baby boy?
12 Composition:
Teacher to guide learners how to write an informal letter. The teacher should ask learners to
write a letter to their friend as follows:
Write a letter to your friend Bwalya explaining what you like about your school.
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2.0 Zambian Languages

2.1 Specific Guidelines
2.1.1 SBA at primary school in Zambian Languages will focus on the four language
skills which include Reading, Writing, Listening and Speaking.
2.1.2 The teacher should ensure that assessment is conducted in all language skills at
each grade level i.e. Grades 5, 6 and 7.
2.1.3 Variety of assessment strategies shall be used in the administration of
assessment tasks in all the four language skills.
2.1.4 The SBA will be administered based on the drawn content mapping whose
topics and learning outcomes were taken from the Zambian Languages
Syllabus (refer to table 1, 2 and 3).
2.1.5 School authorities should ensure that SBA is used to assess learner’s progress
in the course of study as distinct from examinations. SBA should be conducted
in a natural learning environment.
2.1.6 Table 11 outlines the cognitive skill levels for Grade 5, Table 12 – Grade 6 and
Table 13 – Grade 7 based on Bloom’s Taxonomy. The cognitive levels range
from Knowledge to Evaluation.
2.1.7 Based on the content mapping of the Zambian Language Syllabus, learning
outcomes were identified and plotted across the cognitive levels of the Bloom’s
Taxonomy. For grading purposes of identified learning outcomes and
subsequent tasks the following shall apply:
(i) Under Listening and Speaking skills teachers are expected to grade
three (3) tasks which give a total mark of 30 marks.
(ii) Under writing skill, teachers are expected to grade five (5) tasks which
give a total mark of 50 marks.
(iii) Under reading skill teachers are expected to grade two (2) tasks only
which give a total of 20 marks.
(iv) This criteria shall apply to all grade levels.
(v) In total, ten (10) tasks for each grade level will be used for grading
purpose. Each task shall carry a total of 10 marks.
2.2 Types of Assessment Tasks

Teachers should prepare the SBA tasks based on all the four language skills which are
Listening, Speaking, Reading and Writing as outlined below:
In order to assess Listening and Speaking, teachers should use three types of
assessment tasks namely: Prepared Speech, Unprepared Speech and Listening
Comprehension.
2.3.1.1 Prepared Speech is a type of assessment task that requires pre-planning
on the part of the learner to ensure coherence and fluency. Prepared
Speech may be individual presentations or group/pair interactions or
role plays.
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(i) An individual presentation is defined as a single piece of oral text

in which an individual learner presents ideas or information over a
sustained period of time (3-5) minutes e.g. when describing simple
processes
(ii) A group or pair interaction is defined as an exchange of short turns
or dialogue with more than one learner on a common topic. This
type also needs more planning on how to initiate a dialogue,
maintain and /or control the interaction by making suggestions,
asking for clarification, supporting and/or developing each other’s
views, disagreeing and agreeing with another speaker as well as
offering alternatives.
(iii) Role play is any listening and speaking activity where learners put
themselves in an imaginary situation.
2.3.1.2 Unprepared Speech is a type of assessment task that does not require
pre- planning on the part of the learner e.g. seeking and giving factual
information, making polite requests, transmitting messages, expressing
and accepting apologies, condolences. Unprepared Speech may also be
individual presentation or group/pair interaction/role play.
Both Prepared and Unprepared Speech require learners to speak
reasonably fluent, with suitable intonation, voice projection and stress.
They require a range of vocabulary and language structures that are
accurate and varied.
2.3.1.3 Listening Comprehension is a type of aural assessment which assesses
learners’ understanding of a read text/told story by responding to surface
and inferential questions. Learners will be expected to listen to a text or
story and then respond in speech or writing. They should also
demonstrate understanding of vocabulary in the read text/told story.
2.3.2 Reading
For reading, teachers should use a variety of texts that involve the following:
(i) Reading aloud which will assess learners’ fluency, pronunciation, observation of
punctuation marks and reading habits;
(ii) Intensive Reading (reading comprehension) is reading in detail with

specific learning aims and tasks. This should assess reading and understanding of
text by answering semi-structured or short response type of questions;
(iii) Interpretation of information presented in print resources such as charts,

maps and graphs;
(iv) Skimming and Scanning: Skimming is reading rapidly in order to get a general
overview of the material e.g. learner reads a given text to know what it is about in
general. While Scanning is reading rapidly in order to find specific facts or
information e.g. learner finds the population of a country in a given text.
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2.3.3 Writing
Writing tasks should involve the following:
(i) Composition should assess learners’ ability to write a continuous piece of
writing e.g. Narratives, Reports and Descriptives.
(ii) Language Structures should assess learners’ use of tenses, punctuation,
and various Language Structures such as direct speech, synonyms and
antonyms, sentence construction, nouns, verbs, conjunctions, adjectives,
and adverbs.
(iii) Sequencing
Learners should be assessed in re-ordering elements to build sentences
paragraphs and texts.
(iv) Summary
Learners should summarise one or more texts by choosing summary
statements or titles of a given text.
(v) Dictation
Learners write (or select) words or phrases or sentences as they hear them
e.g. spelling and short texts.
Note: No Multiple Choice Questions (MCQs) should be used in SBA tasks
2.4 Specific Guidelines per Grade

Termly work guide
School based assessment should be divided into termly activities at every grade level.
The teacher can assess learners on many tasks in all language skills using various approaches
and give a learner the best score.
(i) Under Listening and Speaking, select three (3) tasks to have 30 marks on overall score.
(ii) Under Writing, select five (5) tasks to have 50 marks on overall score.
(iii) Under Reading, select two (2) tasks to have 20 marks on overall score.
(iv) After adding the termly scores divide by three (3) to find the average.
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2.5 Grade 5
Table 11: Grade 5 School Based Assessment Tasks according to Bloom’s Taxonomy and
Language Skills
Language Cognitive Skills Total

Skills Tasks %
Listening 5.1.3.1 5.1.2.1 3 30
and 5.1.7.1
Speaking
5.1.14.1
Writing 5.3.1.1 5 50
5.3.2.1
5.3.3.1
5.3.4.1
5.3.5.1
5.3.6.1
5.3.7.1
5.3.9.1
Reading 5.2.1.1 5.2.31 5.2.7.1 5.2.2.1 2 20
5.2.4.1
Total 10 100

The following are the learning outcomes that you are expected to use:
Read different pieces of literature to the learners while they listen and later answer
questions based on what they have heard.
(i) Listen to a passage read aloud and do dictation
(ii) Answer questions based on the story read aloud to them
(iii) Ask learners to narrate a story and give directions
(iv) Debate on cross cutting issues e.g. HIV and AIDS
(v) Assess learners on correct use of language to express respect, responsibility
and leadership
2.5.2 Writing
Assess learners on handwriting and guided composition
(i) Matching
(ii) Placing ideas in priority of order
(iii) Report personal experience
(iv) Letter writing
(v) Writing guided adverts and notices
(vi) Translate sentences from English to Zambian Languages
(vii) Write from dictation
2.5.3 Reading
(i) Read fiction and non-fiction passages with understanding
(ii) Write main ideas from a read passage
(iii) Identify content words (words that give meaning on their own)
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(iv) Identify non-content words (words that need the support of others to give
meaning)
(v) Compose sentence summaries
(vi) Read aloud with acceptable pronunciation, expression, punctuation marks and
voice projection
(vii) Paraphrase what has been read
2.6 Grade 6
Table 12: Grade 6 School Based Assessment Tasks according to Bloom’s Taxonomy and
Language Skills
Language Cognitive Skills Total %

Skills Tasks
Listening 6.1.1.1 6.1.3.1 6.1.4.1 3 30
and 6.1.2.1 6.1.5.1
Speaking 6.1.7.1 6.1.12.1
Writing 6.3.5.1 6.3.4.1 6.3.7.1 6.3.1.1 5 50
6.3.10.1 6.3.9.1 6.3.3.1
6.3.6.1
6.3.11.1
6.3.12.1
Reading 6.2.1.1 6.2.5.1 2 20%
6.2.2.1 6.2.6.1
6.2.4.1
Total 10 100

The following are the learning outcomes that you are expected to use
(i) Answer questions based on a story or play
(ii) Discuss main features of a story or play, scenes and events
(iii) Describe process of activities i.e. steps or stages of process e.g. cooking nshima
(iv) Miming words or drama
(v) Identify the main points of a conversation and give a logical conclusion
2.6.2 Writing
(i) Demonstrate correct punctuation of the following; paragraphing, value of
margin, indicating, upper and lower case letters etc.
(ii) Take dictation
(iii) Summarizing short paragraphs and critical thinking skills e.g. finding title to a
read passage
(iv) Finding the main points of a read passage
(v) Free writing e.g. personal imagination, narrative and description
(vi) Translate sentences from a Zambian Language into English
(vii) Writing formal and informal letters
(viii) Write legibly with cursive handwriting
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2.6.3 Reading
(i) Read different types of text and demonstrate understanding
(ii) Read materials from other subject areas with understanding
(iii) Ensure multiple, surface and inference on any topic of the cross cutting issues
(iv) Read aloud with appropriate expression and correct functions
(v) Use a reference book to scheme and scan through a book. Teachers to give a
passage and ask questions based on the text
(vi) Extract information from various print resources such as maps, graphs, tables,
charts, diagrams etc.
2.7 Grade 7
Table 13: Grade 7 Schoool Based Assessment Tasks according to Bloom’s Taxonomy and
Language Skills
Cognitive Skills Total %
Language Tasks
Skills Knowledge Comprehension Application Analysis Synthesis Evaluation
Listening 7.1.1.1 7.1.4.1 7.1.7.1 3 30
and 7.1.2.1 7.1.6.1
Speaking 7.1.3.1
Writing 6.3.5.1 6.3.4.1 6.3.7.1 6.3.1.1 5 50
6.3.10.1 6.3.9.1 6.3.3.1
6.3.6.1
6.3.11.1
6.3.12.1
Reading 7.2.1.1 7.2.2.1 7.2.1 2 20
7.2.3.1
7.2.5.1
Total 10 100
2.7.1 Listening / Speaking

(i) Identify themes of stories and plays e.g. main lesson taught, main theme etc
(ii) Explain riddles, proverbs, idioms in songs and stories
(iii) Identify and discuss the customs of a particular group of people
(iv) Make a speech, an apology, an introduction and give vote of thanks
(v) Debate issues of national importance e.g. corruption, child abuse etc
(vi) Describe and narrate own and other people experiences
2.7.2 Writing
(i) Spell words correctly
(ii) Summarise any given story by putting notes together
(iii) Translate sentences from English into Zambian Language
(iv) Write notices, announcements, advertisements and obituaries
(v) Tabulate, indent, title and paraphrase a passage (convention writing)
(vi) Information extraction from sources such as charts, tables, maps and graphs
(vii) Write a composition or essay on any given topic
(viii) Write notes about a meeting attended and brief others about the main issues
23 | P a g e
2.7.3 Reading
(i) Read a given passage and do follow up activities such as answering based on
the passage read
(ii) Looking for specific information and saying the main points of the passage
(iii) Extensive reading (fluent reading) develop good reading habits such as
appropriate speed, holding of book, no pointing, no moving lips
(iv) Reading aloud in a lively and expressive manner – develop how to read with
emotions i.e. intonation, stress and punctuation marks
(v) Extensive reading – reading materials from other subjects and give
explanations e.g. library books, newspapers and any other piece of literature
they may come across
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3.0 Mathematics
The purpose of School Based Assessments (SBA) in Mathematics at Grades 5, 6 and 7 is to
assess the learners’ acquisition of logical reasoning, critical thinking and problem solving
skills.
3.1 General Guidelines

3.1.1 School Based Assessments will be conducted throughout the term as part of
the teaching and learning process.
3.1.2 Teachers will give several tasks on each topic but will be expected to submit
marks from one task per topic.
3.1.3 The tasks can be done as projects, assignments and class exercises by
individual learners or as group work.
3.1.4 Each topic will have one task comprising several sub-tasks on each outcome.
Each task will have 20 marks.
3.1.5 In developing the tasks, teachers will allocate marks to the sub-tasks
according to the difficulty or complexity of the sub-tasks.
3.2 Grade 5 Specific Guidelines
3.2.1 The SBA will comprise calculations, practical tasks such as drawing and
making of shapes, drawing of graphs, collection of data, making and using
ready reckoners, problem solving and real life tasks depending on the topic.
3.2.2 Of the SBA tasks that will be given to the learners, teachers will be expected
to submit marks from 4 tasks only per term giving a total of 12 tasks in one
year.
3.2.3 The tasks that will contribute towards the SBA marks will come from the
outcomes reflected on any 12 of the 14 topics in Table 14.
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Table 14: Distribution of Outcomes for School Based Assessment Tasks at Grade 5
Specific Number of Number of Total marks

S/N Topic Outcomes Outcomes tasks per topic per task
1 Numbers and Notation 5.1.2 2 1 20
5.1.3
2 Addition 5.2.2 1 1 20
3 Subtraction 5.3.2 1 1 20
4 Combined Operations 5.4.2 1 1 20
5 Sets 5.5.1 2 1 20
5.5.3
6 Factors and Multiples 5.6.2 2 1 20
5.6.4
7 Fractions 5.7.3 2 1 20
5.7.4
8 Decimals 5.8.3 2 1 20
5.8.5
9 Social and Commercial 5.9.1 3 1 20
Arithmetic 5.9.2
5.9.3
10 Plane Shapes 5.10.1 2 1 20
5.10.3
11 Solid Shapes 5.11.2 2 1 20
5.11.3
12 Measures 5.12.3 4 1 20
5.12.8
5.12.2
5.12.7
13 Statistics 5.13.2 1 1 20
14 Relations and Mapping 5.14.1 2 1 20
5.14.2
3.2.4 Each task will comprise several sub-tasks and the total marks that will be
allocated to the sub-tasks will be 20 giving a total of 80 marks per term for
the 4 SBA tasks. (See Table 15)
Table 15: Distribution of Marks
Term Number of Tasks Marks Per Task Total Marks Per Term
1 4 20 80
2 4 20 80
3 4 20 80
Total 240

making of shapes, drawing of charts, making and using ready reckoners,
problem solving and real life tasks depending on the topic.
to use marks from 4 tasks only per term giving a total of 12 tasks in one year.
outcomes reflected in Table 16.
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S/N Topic Specific Number of Number of Total
Outcomes Outcomes tasks per topic Marks per
task
1 Index Notation 6.1.3 1 1 20
2 Sets 6.2.2 2 1 20
6.2.3
3 Prime factors 6.3.2 1 1 20
4 Fractions 6.4.2 3 1 20
6.4.5
6.4.6
5 Decimals 6.5.2 2 1 20
6.5.4
6 Approximation 6.6.3 1 1 20
7 Ratio and Proportion 6.7.3 2 1 20
6.7.4
8 Social and 6.8.3 2 1 20
Commercial 6.8.4
Arithmetic
9 Statistics 6.9.2 1 1 20
10 Linear Equations in 6.10.2 1 1 20
one variable
11 Plane Shapes 6.11.1 2 1 20
6.11.2
12 Measures 6.12.1 3 1 20
6.12.2
6.12.4
the 4 SBA tasks. (See Table 17)

Term Number of Marks per task Total Marks per Term
Tasks
1 4 20 80
2 4 20 80
3 4 20 80
Total 240

making of shapes, drawing of graphs, collection of data, problem solving and
real life tasks depending on the topic.
to submit marks from 4 tasks for term one and 4 tasks for term 2 only giving a
total of 8 tasks for the two terms.
outcomes that would have been covered in term 1 and term 2 as reflected in
Table 18.
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S/N Topic Specific Number Number of Maximu
Outcomes of tasks per m Marks
Outcomes topic
1 Decimals 7.2.2 2 1 20
7.2.3
2 Percentages 7.3.4 1 1 20
3 Ratio and Proportion 7.4.4 1 1 20
4 Social and Commercial 7.5.1 2 1 20

Arithmetic 7.5.2
5 Integers 7.6.2 2 1 20
7.6.3
6 Number bases 7.7.5 2 1 20
7.7.6
7 Number and Sequences 7.8.4 2 1 20
7.8.5
8 Inequations 7.9.2 1 1 20
9 Plane shapes 7.10.2 2 1 20

7.10.3
10 Measurements 7.11.1 2 1
7.11.2
11 Solid Shapes 7.12.2 2 1 20
7.12.3
12 Statistics 7.13.1 4 1 20
7.13.2
7.13.3
7.13.4
the 4 SBA tasks
Term Number of Marks per task Total Marks per Term

Tasks
1 4 20 80
2 4 20 80
Total 160
3.5 Marking Guide for SBA at Grades 5, 6 and 7

Teachers will allocate marks for sub-tasks based on the following guide:
3.5.1 Tasks involving calculations should be allocated method marks. The number
of method marks will be determined by the appropriate stages involved in the
calculations.
3.5.2 The correct answer in a calculation will be allocated an accuracy mark.
3.5.3 Correct use of formulae will be allocated a mark.
3.5.4 Marks will be allocated for correct diagrams drawn and accuracy in
measurements in the diagrams.
3.5.5 Omissions of essential working should result in loss of marks. Teachers
should encourage learners to show their working where necessary.
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3.6 Calculation of Final SBA Marks

3.6.1 School Based Assessments at each grade level will contribute 10% to the
final mark at Grade 7. To get the final SBA mark at each grade level, use the
following formula:
Learner SBA Mark
Final SBA Mark   10%
Total SBA Marks
3.6.2 For a Grade 5 or 6 learner who scores 120 marks out of 240, the calculation
will be as follows:
120
240
= 5%
The calculated mark of 5% will be the score that will be used for that particular
learner.
3.6.3 For a Grade 7 learner who scores 80 marks out of 160, the calculation will be
as follows:
80
160
= 5%
The calculated mark of 5% will be the score that will be used for that particular
learner.
The total SBA mark to be entered = 5% (G5) + 5% (G6) + 5% (G7)
= 15% out of 30%
3.6.4 If the SBA mark is a fraction (decimal number) it must be rounded off to the
nearest whole number as illustrated in Table 20.
Table 20: Conversion of Calculated Marks from decimals to whole numbers
Calculated Mark Rounded off Mark

1.25 1
3.75 4
5 5
7.5 8
9.3 9
9.6 10
29 | P a g e
Appendix: Exemplars for School Based Assessments
Grade 5
Topic: Fractions Solution
1 1 3 1
Add 1 to . [3]   [1] or equivalent [ Award 1 mark at this stage]
2 4 2 4
6 1
 [1] [ Award 1 mark at this stage]
4
7

4
3
1 [1] [ Award 1 mark for the answer ]
4
Accept alternative method
This is a sub-task on Outcome 5.7.2 from the syllabus.
Grade 6
Topic: Statistics (Group work)
In groups of 10, collect data on ages Data collection [1]
of members of the group. Calculate Calculation of Average age: Correct addition
the average age of the members in the and division [1]
group. [3]
Correct average [1]
Grade 7
Topic: Measurement
Calculate the circumference of a circle C = 2r [1 mark for correctly identified formula]
with radius 7cm. (Take  = 3.14) = 2  3.14  7 [1]
[3] = 43.96cm [1]

P a g e | 30
4.0 Integrated Science (4/1)

4.1 Purpose
The purpose of the Integrated Science School Based Assessment (SBA) at primary
school level is to enhance the acquisition of scientific knowledge, skills, positive
attitudes and values through formal assessments. It is also intended to provide an
opportunity to educators for a holistic assessment that can immediately be followed
with both remedial and reflective learning for both the learner and the teacher.
4.2.1 The Integrated Science School Based Assessment will comprise Assignments,
Experiments, Projects and Tests. Learners shall be required to do one project
in Grade 5 and another in Grade 6. No project shall be done at Grade 7 level.
The number of assignments, experiments and tests to be administered at each
grade level are shown in tables 21, 22 and 23.
4.2.2 In case of a theory test learners should be asked to give written responses in
form of phrases, sentences, words, numbers, and so on, and should not
include multiple choice questions.
4.2.3 Marking of assessment tasks should be done in accordance with the mark
allocation guide provided in these guidelines. For assignments and theory
tests, the class teacher should formulate appropriate marking schemes.
4.2.4 The assessment items for each task should be based on the topics for the
grade level.
4.2.5 To obtain the learner’s total mark per Grade level, all the marks obtained
from Assignments, Experiments, Project and Theory tests must be summed
up. The summed mark should be converted to a mark out of 10 using the
formula;
Total mark obtained
Learner’s Converted Mark =  10%
Maximum mark for the Grade
4.2.7 The raw marks will contribute ten percent (10%) of the marks per each grade
level. The sum of the converted marks for the three grades (Grades 5, 6 and 7)
will contribute to the SBA score of thirty percent (30%) of the final
examination score. Tables 21, 22 and 23 show the distribution of marks at
each Grade level.
31 | P a g e
Table 21: Distribution of Marks at Grade 5 Level

Period Type Of Number Marks Per Total Marks Total Marks Per
Task Of Tasks Task Term
Term 1 Assignment 4 10 40
Experiment 2 10 20 100
Test 2 20 40
Experiment 2 10 20
100
Project 1 10 10
Test 2 20 40
Test 2 20 40
Total Marks Per Grade 300
To calculate the learner’s total mark for Grade 5, the marks obtained from the Assignments,
Experiments, Projects and Theory tests must be summed up. Thereafter, the Learner’s summed mark
out of 300 should be converted to a mark out of 10 as follows;
Total mark obtained
Maximum mark for the Grade
Total mark obtained

300
P a g e | 32
Example
Mark for 4 Mark for 2 Mark for 2 Mark for 3 Mark for Mark for Mark for 1 Mark for 4 Mark for 2 Mark for 2 tests
SN Name Grade Total
assignments experiments tests assignments 2 experiments 2 tests project assignments experiments out of 40 out of 300
out of 40 out of 20 out of 40 out of 30 out of 20 out of 40 out of 10 out of 40 out of 20
Kangwa
Benson
1 5 34 16 30 22 17 28 7 23 18 30 225
225
Kangwa ' s Converted Mark  10  7.5
300
The score should be rounded off to the nearest whole number, in this case 8.
33 | P a g e
Period Type Of Number Marks Per Total Marks Total Marks Per
Task Of Tasks Task Term
Test 2 20 40
Experiment 2 10 20
100
Project 1 10 10
Test 2 20 40
Test 2 20 40
To calculate the learner’s converted mark at Grade 6, use the formula:

Total Mark Obtained
Learner ' s Converted Mark   10
300
P a g e | 34
Example
Mark for 4 Mark for 2 Mark for 2 Mark for 3 Mark for Mark for Mark for 1 Mark for 4 Mark for 2 Mark for 2 tests
SN Name Grade Total
assignments experiments tests assignments 2 experiments 2 tests project assignments experiments out of 40 out of 300
out of 40 out of 20 out of 40 out of 30 out of 20 out of 40 out of 10 out of 40 out of 20
1 Sitali 6 36 17 29 23 18 29 9 22 19 36 244
Mwiya
244
Sitali ' s Converted Mark  10  8.3
300
35 | P a g e

Period Type of Task Number of Marks Per Total Marks Total Marks
Tasks Task Per Term
Test 2 20 40
Test 2 20 40
To calculate the converted mark at Grade 7, use the following formula:
Total Mark Obtained

Learner ' s Converted Mark   10
200
Example
Term 1 Term I2
Total out
SN Name Grade Mark for 4 Mark for 2 Mark for Mark for 4 Mark for 2 Mark for
of 200
assignments experiments 2 tests assignments experiments 2 tests
Out of 40 out of 20 out of 40 out of 40 out of 20 out of 40
Kangwa
1 7 30 16 29 31 14 28 155
Benson
155
Kangwa ' s Converted Mark  10  7.75
200
Total mark (Kangwa’s) = 8 (G5) + 8(G6) + 9 (G7) = 24 (to be entered on ECZ portal)
4.3 Scientific Skills and Competences to be assessed

The set tasks should assess the learner’s understanding of science as outlined under the
General Outcomes and Key Competencies for Grades 5 to 7 in the Integrated Science
Syllabus for Grades 17.
4.4 Scientific Process Skills for Experiments and Projects
The following are the scientific process skills on which learners will be assessed through
experiments and projects:
4.4.1 Following instructions and procedures for investigating scientific concepts.
For example, following instructions on the correct positioning of a plane
mirror when investigating reflection of light;
4.4.2 Using a measuring device correctly. For example, using a measuring cylinder
to accurately determine the volume of a liquid;
4.4.3 Taking readings, making observations and accurately recording them. For
example, writing the readings/observations in a table;
4.4.4 Explaining the scientific meaning of recorded readings and observations
made,
P a g e | 36
4.4.5 Drawing a conclusion from the findings, i.e. stating whether the aim of the
experiment or project done has been achieved or not.
4.5 Mark Allocation
4.5.1 The scoring and awarding of marks for assignments and tests shall be based
on the Marking Schemes to be developed by the teacher.
4.5.2 The scoring and awarding of marks for experiments and projects shall be
based on the Mark Allocation Guide provided in tables 24 and 25
respectively.
Table 24: Mark Allocation Guide for Experiments
S/N Skill Maximum Marks

1 Knowledge of materials to be used in a particular scientific investigation 1
2 Following instructions and procedures for investigating scientific 2
concepts.
3 Taking correct readings or making observations 2
4 Recording correct readings and observations 2
5 Explaining the scientific meaning of recorded readings and observations 2
made
6 Drawing correct conclusion based on the findings 1
Total 10
Table 25: Mark Allocation Guide for Projects
S/N Skill Maximum Marks

1 Knowledge of materials to be used in a particular scientific investigation 2
2 Procedure 2
3 Recording correct readings and/or observations 2
4 Explaining of observations/results 2
5 Drawing correct conclusion based on the findings 2
Total 10
4.6 Content Mapping of the Specific Outcomes

Tables 26, 27 and 28 show all the learning outcomes for the grades 5 to 7 section in
the Integrated Science Syllabus to be assessed by the teacher for SBA. These
outcomes have been plotted across Bloom’s Taxonomy of the cognitive domain,
namely: Knowledge, Comprehension, Application, Analysis, Synthesis and
Evaluation.
For instance, the learning outcome 5.1.1.1, ‘state the function of the heart’ is an
outcome in Grade 5 on the topic ‘The Human Body’ plotted on the skill level,
‘knowledge.’ The tasks to be based on this outcome should therefore be set to assess
knowledge acquisition by the learners.
The teacher can select any of the outcomes from the table to formulate an assessment
task. The selection will depend on the work covered and on the type of task to be
prepared. Since the outcomes are mapped against the cognitive skills, the tasks
prepared should be at the same level.
37 | P a g e
Table 26: Grade 5 Content Mapping according to Bloom’s Taxonomy
Topic Cognitive skills Total

Outcomes
Human body 5.1.1.1 5.1.1.2 5.1.1.3 5

5.1.2.1 5.1.2.2
Health 5.2.2.1 5.2.1.1 5.2.1.2 5.2.2.2 5.2.4.3 16
5.2.3.2 5.2.3.1 5.2.1.3 5.2.3.3
5.2.7.2 5.2.4.1 5.2.2.3 5.2.4.2
5.2.7.3 5.2.7.4 5.2.7.1
Environment 5.3.1.1 5.3.2.2 5.3.2.4 5.3.1.3 7

5.3.1.2 5.3.2.3
5.3.2.1
Plants and 5.4.1.1 5.4.1.2 5.4.1.4 5.4.1.1 5.4.2.2 5.4.2.4 9
Animals 5.4.2.1
5.4.2.3
5.4.1.3
Materials 5.5.1.1 5.5.1.4 5.5.1.5 5.5.3.2 18
and Energy 5.5.1.2 5.5 .2.1 5.5.3.4 5.5.3.3
5.5.1.3 5.5.2.2 5.5.4.2 5.5.4.3
5.5 .4.1 5.5.3.1 5.5.3.2 5.5.3.3
5.5.5.1 5.5.5.2
Total 10 15 11 14 2 3 55
Outcomes

Topic Cognitive Skills Total
Outcomes
Human 6.1.1.2 6.1.1.3 7
Body 6.1.1.2 6.1.2.2
6.1.2.1 6.1.3.1
6.1.3.2
Health 6.2.1.1 6.2.1.2 6.2.1.6 6.2.1.5 6.2.2.1 9
6.2.1.3 6.2.2.2 6.2.3.1
6.2.1.4
Environment 6.3.1.2 6.3.1.3 6.3.1.1 3
Plants and 6.4.1.2 6.4.2.2 6.4.1.1 11
Animals 6.4.2.1 6.4.3.2 6.4.1.3
6.4.2.3 6.4.3.4 6.4.3.1
6.4.2.4
6.4.3.3
Materials 6.5.1.1 6.5.1.2 6.5.1.3 15
And Energy 6.5.2.1 6.5.3.3 6.5.2.2
6.5.4.1 6.5.3.5 6.5.2.3
6.5.4.2 6.5.2.4
6.5.3.1
6.5.3.2
6.5.3.4
6.5.4.3
Total 4 16 14 10 0 1 45
Outcomes
P a g e | 38
Topic Cognitive Skills Total

Outcomes
Human 7.1.1.2 7.1.1.1 4
Body 7.1.1.3
7.1.1.4
Health 7.2.2.1 7.2.2.2 7.2.1.2 7.2.1.1 7
7.2.1.3 7.2.2.3 7.2.1.4
Environment 7.3.2.1 7.3.1.1 7.3.2.3 7

7.3.2.2 7.3.1.2
7.3.2.4 7.3.1.3
Plants and 7.4.1 .1 7.4.1.2 7.4.2.1 7.4.3.1 7.4.3.2 13
Animals 7.4.2.2 7.4.2.3 7.4.4.3 7.4.5.3
7.4.5.2 7.4.4.1
7.4.4.2
7.4.5.1
Materials 7.5.1.2 7.5.1.1 7.5.3.2 7.5.1.3 7.5.6.3 24
and Energy 7.5.3.1 7.5.2.1 7.5.3.3 7.5.2.2
7.5.4.3 7.5.2.3 7.5.6.5 7.5.4.2
7.5.4.7 7.5.2.4 7.5.6.6 7.5.4.5
7.5.6.1 7.5.4.1 7.5.4.6
7.5.6.2 7.5.4.4
7.5.5.1
7.5.6.4
Total 12 20 11 10 2 0 55
Outcomes
Appendix: Examples of tasks in Integrated Science School Based Continuous Assessment
Example 1: Theory Test
Structure of a flower Answer
Study the diagram of the flower below. (a) Filament
(a) Name the part labelled 1. [1 mark]
(b) Which labelled part develops into a fruit after fertilization? (b) Part 5 or 5
[1 mark]
39 | P a g e
(c) Why is the part labelled 4 brightly coloured? [1 Mark] (c) to attract insects and
birds to the flower for
pollination
Cognitive Levels
Part (a) – Knowledge: Only requires learners to recall the name of the part.
Part (b) – Comprehension: Learners need to understand the processes of pollination,
fertilization and fruit formation.
Part (c) – Application: Learners are required to relate their knowledge of bright colours to
attraction of insects and birds. Insects and birds visit flowers to feed and in the process
pollination takes place.
Example 2: Theory Test
The Water (Rain) Cycle Answer
Grade 7 learners recorded rainfall for four districts as shown below. (a) Rain gauge
District Rainfall (ml)

Livingstone 20
Mwinilunga 56
Kitwe 41
Chinsali 29
(a) Name the instrument which was used to measure the amount of rainfall.
(b) Which district in the table could have crops damaged due to floods? (b) Mwinilunga
Cognitive Levels
Part (a) – Knowledge: Learners simply recall the name of the instrument.
Part (b) – Evaluation: Learners are required to use their knowledge of the effect of too much rain, relate it
to flooding which results into damaging crops, hence make a judgment of the district with too much rain.
Example 3: Experiment
Determining the Volume of an irregular object
Materials
 100cm3 measuring cylinder
 250cm3 beaker filled with water
 String
 Stone
Method
 Tie the string around the stone leaving enough length for holding.
 Put water into the measuring cylinder up to the 50cm3 mark and record the volume of the water.
 Immerse the stone into the water in the measuring cylinder and record the volume of the water.
P a g e | 40
Record of Volume
S/N Volume of Water

1 Initial Volume
2 Final Volume
Questions
1 What is the volume of the water displaced by the stone? (show your working)
2 What is the volume of the stone? (explain your answer)
Example 4: Assignment
(a) Explain what organic and inorganic fertilizers are.
(b) Explain the advantages and disadvantages of chemical fertilizers in agriculture.
Example 5: Project
Preparation of Compost Manure
Pupils are expected to prepare compost manure and write a report.
Layout of Report
 Title (As given by the Teacher): Preparation of Compost Manure
 Aim (As given by the Teacher): To prepare compost manure
 Materials
 Method
 Observations/Results
 Explaining of Observations/Results
 Conclusions
41 | P a g e
5.0 Creative and Technology Studies

5.1 Purpose
The purpose of the School Based Assessment (SBA) in Creative and Technology
Studies (CTS) is to measure learners’ achievements on a continuous basis in the
prescribed competencies outlined in the Primary School syllabi for Expressive Arts,
Home Economics and Technology Studies. The School Based Assessment in the upper
primary sector will run from Grade 5 to 7.
5.2 CTS Subject Composition

5.2.1 The assessment of CTS will be based on three broad subject areas. Namely -
Expressive Arts, Home Economics and Technology Studies.
5.2.2 The main subject components will be based on contributory contents from a
number of subjects. Expressive Arts, which breaks down further into Art and
Design, Musical Arts Education and Physical Education. Home Economics has
contributory contents from Food and Nutrition, Home Management, Health
Education, and Needlework and Crafts. Technology Studies encompasses
Woodwork, Metalwork, Drawing and Information Communication Technology
(ICT).
5.2.3 At all grade levels, tasks will be derived from the three broad subject areas. The
assessment tasks should address aspects of writing, practical skill application
and projects appropriate for Grades 5, 6 and 7.
5.2.4 The CTS assessment will comprise two components. Component 1 will be a
final examination consisting of a total of 60 multiple-choice questions set by the
Examinations Council of Zambia. Component 2 will be formative assessment
conducted as SBA and will have a total of 30 assessment tasks drawn from the
three subject components over the period of three years.
5.2.5 The SBA will contribute 30 percent to the CTS overall mark.
5.3 Key Competencies in CTS

5.3.1 The tasks (written work, practical and project) should assess the following key
competences:
(i) Critical thinking
(ii) Logical sequencing
(iii) Creativity
(iv) Interpretation
(v) Problem solving
(vi) Manipulation
(vii) Entrepreneurship
5.3.2 In Expressive Arts, the class teacher may ask the learners to sing in groups of
four. When awarding marks, the class teacher should consider creativity and
interpretation.
5.3.3 In Home Economics, the class teacher may ask learners to look around and
collect different pictures of food and make charts of food groups by sticking
P a g e | 42
pictures in their correct groups. When awarding marks, the class teacher should
consider creativity, critical thinking and problem-solving.
5.3.4 In Technology Studies, the class teacher may ask learners to make simple
electronic circuits and put a working switch within the circuit. When awarding
marks, the class teacher should consider critical thinking, problem-solving and
manipulation.
5.4 Administration of SBA in CTS
5.4.1 SBA will be conducted by the class teacher at school level. The teacher will be
required to teach, prepare, administer the assessment tasks and record the marks.
5.4.2 The assessment tasks administered by the class teacher for the purpose of SBA
should not constitute a separate assessment plan. They should be part and parcel
of the assessment conducted during the teaching and learning process.
5.4.3 The teacher may administer more than one task on one identified outcome
indicated in Tables 29, 30 and 31 depending on whether the learners have
grasped the concept.
5.4.4 The tasks in CTS will be administered over the periods as follows:
(i) At Grade 5 level  out of the SBA tasks that the teacher will have
administered be based on the outcomes in the teaching syllabus as
indicated in Table 29:
Table 29: Identified Outcomes for SBA at Grade 5
Subject Bloom’s Taxonomy

Component
Expressive 5.4.1.1 5.1.1.1 5.4.1.3 5.10.3.1
Arts 5.11.1.1 5.5.1.1 5.10.7.1
5.3.2.2
5.6.1.1
5.6.2.1
Home 5.6.1.2 5.2.1.1 5.3.4.1 5.2.1.3 5.8.3.3
Economics 5.13.1.1 5.15.2.2
5.12.1.1
Technology 5.2.11 5.3.3.1 5.2.1.1 5.3.1.1 5.2.2.1
Studies 5.5.5.1 5.10.1.4
(ii) At Grade 6 level  out of the SBA tasks that the teacher will have
administered should be based on the outcomes in the teaching syllabus as
indicated in Table 30:
Component Knowledge Comprehension Application Analysis Synthesis Evaluation
Expressive 6.1.1.1 6.5.3.1 6.1.2.2 6.5.2.1

Arts 6.10.2.1 6.9.1.1 6.3.4.1
6.8.2.1 6.10.1.1
6.8.3.1
Home 6.2.1.1 6.11.1 6.9.2.1 6.4.2.3 6.2.4.3
Economics 6.16.4.1 6.12.1.4
Technology 6.1.1.1 6.2.4.2 6.2.2.1 6.2.4.3 6.2.4.1

Studies 6.7.1.1 6.3.1.1 6.6.1.1
43 | P a g e
(iii) At Grade 7 level – out of the SBA tasks that the teacher will have
administered should be based on the outcomes in the teaching syllabus as
indicated in Table 31.

Component
Expressive 7.4.4.1 7.3.1.2 7.4.1.1 7.1.3.1
Arts 7.2.1.1
7.6.2.2
7.5.1.1
Home 7.3.1.2 7.10.1.3 7.15.1.1 7.13.1.3
Economics 7.11.1.1
Technology 7.5.1.1 7.6.2.1 7.2.2.1 7.4.1.1
Studies
5.5 Implementation of SBA in CTS

5.5.1 The class teacher will be required to consider ten (10) tasks from the several
assessments administered over the period of three years in each subject
component. This means that the class teacher should record the marks scored on
the identified outcomes for SBA per grade level as indicated in tables at 29, 30
and 31 above.
5.5.2 The total number of tasks considered for SBA in each subject component, over
the period of three years should be as indicated in Table 32:
Table 32: Number of Tasks in Subject Components per Grade Level
Term 1 Term 2 Term 3 Number of

Grade Subject Component
Written Practical Project tasks
Expressive Arts 1 2 1 4
5 Home Economics 1 2 1 4
Technology Studies 1 2 1 4
Expressive Arts 1 2 1 4
6 Home Economics 1 2 1 4
Technology Studies 1 2 1 4
Expressive Arts 1 1 - 2
7 Home Economics 1 1 - 2
Technology Studies 1 1 - 2
Total 30
Note: The reflection of projects in Term Three of Grades 5 and 6 in Table 32 suggests
the completion time of tasks which may have been assigned to learners much
earlier in either term one or term two.
5.5.3 The class teacher should administer SBA as guided in Table 32. The tasks
should focus on practical skills and learners’ ability to express themselves in
writing.
P a g e | 44
5.6 SBA Marks Calculation in CTS

5.6.1 The calculation of the 10% required to be recorded for Grade 5 and Grade 6 in
November and Grade 7 in July will be based on a consolidated mark the learner
obtains from the three subject components. The final for Grades 5, 6 and 7 will
be entered as a single mark for CTS assessment on the ECZ portal.
5.6.2 Whenever the teaching and learning involves the identified outcomes in the
respective subject components, the assessment tasks (written work, practical and
project) should have the scores as indicated in Table 33.
5.6.3 At Grades 5 and 6 levels, the teacher should consider one written work, two
practical tasks and one project.
Table 33: Marks for the types of tasks at Grades 5 and 6
Grades 5 and 6
Subject Component Type of Mark Number Total Marks per
task of tasks Subject Component
Expressive Arts Written 10 1 60
Practical 15 2
Project 20 1
Home Economics Written 10 1 60
Practical 15 2
Project 20 1
Technology Studies Written 10 1 60
Practical 15 2
Project 20 1
Total CTS mark per year 180
5.6.4 At Grade 7 level, the teacher should consider one practical task and one project.
Table 34: Marks for the types of tasks at Grade 7
Grade 7
Subject component Type of task Mark Number of Total Marks per
tasks Subject component
Expressive Arts Practical 15 1 35
Project 20 1
Home Economics Practical 15 1 35
Project 20 1
Technology Studies Practical 15 1 35
Project 20 1
Total CTS mark per year 105
45 | P a g e
5.6.5 To calculate the 10% required per year out of the total mark, the following
formula will apply:
obtained mark
Marks to be recorded =  10
Total mark per year
E.g. for Grades 5 and 6
Grades 5 and 6
Name of learner Mark
F Total mark Formula Converted Mark to be
obtained per year mark recorded
(rounded off)
Violet Ng’andu 180 180 180 10 10
 10
180
Christine Mulenga 100 180 100 5.5 6
 10
180
Edward Njovu 62 180 62 3.4 3
 10
180
Note: Grade 5 and Grade 6 tasks have same mark allocation and therefore
same calculation.
E.g. for Grade 7
Grade 7
Name of learner FMark Total Converted Mark to be

obtain mark per Formul mark recorded
ed year a (rounded off)
George Mumba 105 105 105 10 10
 10
105
John Mwenda 75 105 75 7.1 7
 10
105
Janet Chiwawa 40 105 40 3.8 4
 10
105
5.6.6 The weighted mark which should be entered onto the ECZ on-line portal will be
calculated as follows:
Final SBA mark (each learner) = G5 SBA mark + G6 SBA mark + G7 SBA
mark.
46 | P a g e
Appendices: Exemplar Tasks

Expressive Arts
Example 1: Written task
A question in Expressive Arts (drawn from Musical Arts Expected response (writing skill)
Education) at Grade 5 at application level; based on 5.4.1.3.
(a) Draw a minim note and a crotchet note

(b) Explain the relationship between the two notes. (a) and
(b) Both have four quavers.
Example 2: Project
A task in Expressive Arts (drawn from Art and Design) Expected competences and skills
Grade 6 at Synthesis Level; based on 6.10.1.1
Weave three placemats of varying shapes using construction  Creativity (Precision,
papers Neatness originality)
 Entrepreneurship (Turning ideas
into action)
 Critical thinking (making
judgements)
Example 3: Practical task

A task in Expressive Arts (drawn from Physical Education) Expected competences and skills
Grade 7 at Application Level; based on 7.5.1.1
Create 6 gymnastic skill stations.  strength
Station Skill  flexibility

1 Trampoline – Star jump
 balance
2 Backward Roll - Wedge
3 Front Support - Bars  agility
4 Side Hoop Jumps-Floor mats
5 Beam – Ice Cream Scoops
6 Hoop Pencil Jumps
1 Once you have set up the six stations, explain and go
through each station to the class
2 Divide the class into 6 groups, each group per station
3 Allow 7-10 minutes for the children to practice the
skills
4 Blow the whistle, for each group to move to the next
station
5 Keep going until everyone has been on each station
47 | P a g e
Home Economics
Example 1: Written/Practical tasks
Grade 5 tasks at comprehension and application level. Expected Responses
Interpret the meaning of the following symbols in Laundry.
(a)
(a) Warm/gentle wash
(b) (b) Do not tumble dry

(c) Warm iron
(c)
(d) Dry cleanable
(d) (e) Do not bleach

P
(e)
Practical task  Body building food (e.g.

fish, meat, chicken,
Collect different pictures of food and make charts of food caterpillars)
groups by sticking pictures in their correct groups.
 Energy giving foods (e.g.
Nshima, Potatoes, Rice)
 Protective food (e.g.

Cabbage, Rape, Oranges,
apples, Mangoes)
Example 2: Written /Practical tasks
Grade 6 task at application and at synthesis level.
Plan balanced meals for breakfast, lunch and supper.
Using one method of cooking, prepare and cook one dish of your
choice.
Example 3: Project
Grade 7 task at application level.
Make an article used for storing pins and needles in Needlework. Pin cushion: sewn using
Use at least 3 stitches. tacking stitch, back stitch,
overcasting and any
decorative stitch
48 | P a g e
Technology Studies
Example 1: Written task
Expected response in correct
order
Knowledge Level - 5.2.1.1
Write down the correct procedure of making a chalkboard duster  Measuring
 Marking
 Cutting
 Finishing
 Gluing
Example 2: Practical task

Application level - 6.2.4.3
An assortment of shapes [prepared prior to the task, preferably from Formation of simple
cardboard] is provided having matching edges. Ask learners to form structures such as, but not
simple meaningful structures as earlier taught. limited to:
 Chicken run
 Pit Latrine
 Kennel
 Barn
 Bird cage
Example 3: Project
Synthesis Level - 7.4.1.1
Prepare the following from simple available local resources prior to the Appreciation of
task; principles in making
switches
 Stiff cardboard
 Connecting electrical wires

Principle involved
 Money clips
 Metallic chart pins
 Dry cells
 LED (small bulb)
Task
Create simple circuits and make a working switch within the circuit.
49 | P a g e
6.0 Social Studies

6.1 Purpose
The purpose of School Based Assessment (SBA) in Social Studies at upper primary level
is to assess learners’ ability in information handling, critical thinking, problem solving
and writing.

6.2.1 School Based Assessment (SBA) tasks will be administered during the course of
teaching and learning to assess critical thinking, information handling, problem
solving and writing skills in learners.
6.2.2 The assessment tasks should involve a wide range of methods such as class tests,
field trips/visits/projects, observations, group discussions, report writing,
presentations and role play.
6.2.3 The SBA tasks shall be administered in terms 1, 2 and 3 at Grades 5 and 6 while
at Grade 7 the tasks shall be administered in terms 1 and 2.
6.3 Topics and Cognitive Skills for School Based Assessment

6.3.1 Tables 35, 36 and 37 contain topics to assess learners’ abilities in critical
thinking, information handling, problem solving and writing.
6.3.2 These topics will be used to prepare school based assessment tasks. The topics
are derived from the specific learning outcomes in the teaching syllabus and are
related to the cognitive domain of different levels of Bloom’s Taxonomy
(Knowledge, Comprehension, Application, Analysis, Synthesis and Evaluation
skills).
6.3.3 For example, at Grade 5 level under the topic ‘Living together’, the specific
outcomes in the syllabus that will assess learners to express themselves in
writing, exhibit skills in information handling, critical thinking and problem
solving are 5.1.1.3 and 5.1.1.5. At Grade 6 level under ‘Governance’, the
learning outcome is 6.2.2.1. At Grade 7 level ‘Learning about Money’ the
learning outcomes are 7.5.2.1, 7.5.2.2 and 7.5.1.3.
6.3.4 Teachers will therefore use the teaching syllabus to develop tasks based on what
the specific outcomes demand from the learner.
50 | P a g e
Table 35: Grade 5 Topics and Level of Cognitive Skills for School Based Assessment
Cognitive Skills
Topics Knowledge Comprehension Application Analysis Synthesis Evaluation Number Total

of Tasks Marks
Living together 5.1.1.1 5.1.1.3 2 40

5.1.1.2 5.1.1.5
Governance 5.2.1.4 1 20
5.2.1.1
5.2.1.2
5.2.1.3
Learning about 5.5.1.1 1 20
Money
5.5.1.2
5.5.1.3
Entrepreneurship 5.6.1.2 1 20
5.6.1.1
Total 5 100
Cognitive Skills
Topics Number of Total

Knowledge Comprehension Application Analysis Synthesis Evaluation Tasks Marks
Living together 6.1.1.1 6.1.1.3 2 28
6.1.1.2 6.1.1.5
Governance 6.2.2.1 1 12
Learning about 6.3.1.2 1 12

Money
Religion 6.4.1.2 1 12
6.4.1.3
Weather and 6.5.1.1 1 12
Climate
Environment 6.6.1.3 1 12
Transport and 6.7.1.1 1 12

Communication
Total 8 100
51 | P a g e
Cognitive Skills
Topics
Knowledge Comprehension Applicatio Analysis Synthesi Evaluatio Number Total
n s n of Tasks Marks
Governance 7.1.3.1 7.1.1.1 1 20
7.1.1.3
7.1.1.4
7.1.1.5
7.1.1.6
7.1.2.2
7.1.4.1
The World 7.2.1.1 1 20
7.2.2.1
Religion 7.4.1.1 1 20
7.4.1.2
Learning about 7.5.2.1 7.5.2.2 7.5.1.3 1 20
Money 7.5.1.1
7.5.1.2
7.5.1.4
Transport and 7.7.2.1 7.7.1.1 7.7.2.2 1 20
Communicatio
n
Total 5 100
Note: Teachers are free to develop one task on one specific learning outcome or many outcomes or
vise versa.
6.4 Termly Assessment Tasks at Grades 5, 6 and 7

Table 38: Grade 5 Assessment Tasks
Term No. of Tasks Types of Tasks Marks

1 1 Class Test(s) 20
1 Educational visit(s)/Project(s) 20
2 1 Group Discussion(s)/Role play/Debate 20
1 Written Assignment(s) 20
3 1 Class Test (s) 20
Total 5 100

1 Group Discussions (s) 14
2 1 Group Discussion(s) 12
1 Class Test (s) 12
3 1 Written Assignment(s) 12
1 Class Test (s) 12
Total 8 100
52 | P a g e

1 Group Discussions (s) 20
2 1 Group Discussion(s) 20
Total 5 100
6.5 Weighting of Marks

6.5.1 The maximum marks allocated to each grade will be 100.
6.5.2 To get the final mark for a learner at each grade, the following formula shall be
used.
Mark of the learner
 10% .
100
6.5.3 Fractions (Decimal numbers) must be rounded off to the nearest whole number
as shown in Table 38.
For example if a learners scores 72 out of 100, he/she will have a final mark of 7.2.
Therefore, the mark that will be recorded is 7.
Table 38: Conversion of Candidate Scores with Decimals to Whole Numbers
Final Mark Mark to be

Scored entered
7.1 7
7.2 7
7.3 7
7.4 7
7.5 8
7.6 8
7.7 8
7.8 8
7.9 8
6.5.4 The final SBA mark for each learner to be entered on the ECZ online Mars Entry
System will be calculated as follows;
Final SBA mark = G5 SBA mark + G6 SBA mark + G7 SBA mark.
6.6 Exemplar Tasks and Marking Guides

(a) Project
(i) Draw the map of Zambia with the following physical features; mountains,
valleys and highlands, rivers, lakes, swamps, provinces and their capitals.
(ii) (a) Draw a map with an outline of your district.
(b) Put any physical features that are found in your district on the map.
53 | P a g e
(c) If there are any important historic sites in your district, put them on
the map.
(iii) Find out what life used to be like in your district. This can be done by
interviewing elderly people in your district. Who were the leaders of the
district and what were the rules that people had to obey? Where did people
get food? Write down the information.
(iv) Who is the chief of your district? What is the name of his or her family?
Write down what you know about the family. Find out more if you do not
know anything.
(v) What language(s) do people in your district speak? What traditional
ceremonies are held in your district? Write down what you know about
them.
(vi) (a) Are there commercial farms in your district? If yes, what crops are
grown or animals kept there? Are there other farms in your district?
What is grown there?
(b) What other work do people in your district do?
Marking Guide for the Project
 Learners’ ability to draw the map of physical features
 Assess map reading skills
 Assess learners’ ability to gather facts
 Assess learners’ written presentation skills (e.g. neatness,
creativity, attractiveness, prepare charts, tables, logical flow of
facts and writing.)
(vii) Written Assignment(s)
(a) Identify the common waste generated in your community.
(b) How do people dispose of the waste in your Community?
(c) What are the best methods of disposing the waste?
Marking Guide of the Written Assignment(s)
 Structure
 Facts
 Logical flow of facts
(viii) Group Discussion
In groups of six (6) talk about the following bearing in mind that the size of
the group depends on the size of the class.
(a) What are sex roles? Give examples.
(b) What are gender roles? Give examples
Marking Guide for Group Discussions
The teacher should assess the following:
 Learners’ participation in the discussion
 Learners’ ability to discuss facts.
 Logical flow of facts.
54 | P a g e
7.0 Conclusion
It is hoped that with the general and specific guidelines stipulated in this document, it will be
implemented and administered as School Based Assessments by teachers, schools, districts
and provinces without much difficulty.
Therefore, all the stakeholders are required to adhere to the Guidelines stipulated in this
document as well as Guidelines in other examination documents. This is important to
maintain validity, reliability and comparability of the assessment results.
Haile Selassie Avenue, Longacres,
P.O. Box 50432
Lusaka, Zambia

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Examinations Council of Zambia

Guidelines for the Administration

(Valid from 2020)

© Examinations Council of Zambia 2020

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Guidelines for the Administration

Table of Contents ..................................................................................................................................... iv

5.2 CTS Subject Composition .................................................................................................................41

Table 1: SBA implementation at Primary level ................................................................................................. 3

MOGE Ministry of General Education

Dr. Michael M. Chilala

1.0 General Guidelines

 Learner 2020 G 6 SBA marks 

 ( Learner 2020 G5 SBA marks 

 Learner 2021 G 6 SBA marks 

 Learner 2022 G 7 SBA marks 

1.2.5 The implementation strategy is summarized in Table 1.

Grade Year SBA Coverage SBA Mark

2.0 English Language

2.1 Types of Assessment Tasks

Both Prepared and Unprepared Speech require learners to speak reasonably

2.1.4 Listening Comprehension is a type of aural assessment which assesses

2.5 Specific Guidelines for Grade 5 to Grade 7

Table 2 Distribution of SBA Tasks per Term at Grade 5.

Reading Reading 5.2.2.1 5.2.1.1 3

Reading tasks should include Reading Aloud and Reading Comprehension.

Table 6: Distribution of SBA Tasks per Term at Grade 7

Assessment Tasks per Term

Language Assessment Cognitive Skills Total

Table 8: Summary of Tasks and Mark Distribution

Table 9: Calculation of marks at Grade 5 and 6

Note: This example in Table 9 is also applicable for Grade 6.

Table 10: Calculation of marks at Grade 7

Appendix 1: Exemplar Tasks for English Language

1 Listening and Speaking

2.0 Zambian Languages

2.2 Types of Assessment Tasks

(i) An individual presentation is defined as a single piece of oral text

(ii) Intensive Reading (reading comprehension) is reading in detail with

(iii) Interpretation of information presented in print resources such as charts,

2.4 Specific Guidelines per Grade

Language Cognitive Skills Total

2.5.1 Listening and Speaking

Language Cognitive Skills Total %

2.6.1 Listening and Speaking

2.7.1 Listening / Speaking

3.1 General Guidelines

Specific Number of Number of Total marks

3.3 Grade 6 Specific Guidelines

Table 17: Distribution of Marks

3.4 Grade 7 Specific Guidelines

3 Ratio and Proportion 7.4.4 1 1 20

4 Social and Commercial 7.5.1 2 1 20

9 Plane shapes 7.10.2 2 1 20

Term Number of Marks per task Total Marks per Term

3.5 Marking Guide for SBA at Grades 5, 6 and 7

3.6 Calculation of Final SBA Marks

Table 20: Conversion of Calculated Marks from decimals to whole numbers

Calculated Mark Rounded off Mark

Appendix: Exemplars for School Based Assessments

This is a sub-task on Outcome 6.9.2 from the syllabus.

This is a sub-task on Outcome 7.11.1 from the syllabus.

4.0 Integrated Science (4/1)

Table 21: Distribution of Marks at Grade 5 Level