Republic of Zambia

Ministry of Education, Science, Vocational Training and Early Education

CIVIC EDUCATION
SYLLABUS
GRADE 10 - 12

Prepared and Published by Curriculum Development Centre

P.O. Box 50092
Lusaka
© Curriculum Development Centre, 2013

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

CIVIC EDUCATION SYLLABUS - GRADE 10 - 12 ii

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

ii CIVIC EDUCATION SYLLABUS - GRADE 10 -

CONTENTS
PREFACE.................................................................................................................................................................................................................VI
ACKNOWLEDGEMENTS....................................................................................................................................................................................VII
INTRODUCTION......................................................................................................................................................................................................1
TIME ALLOCATION................................................................................................................................................................................................1
RATIONALE..............................................................................................................................................................................................................2
GRADE 10...................................................................................................................................................................................................................4
10.1 CONSTITUTION.............................................................................................................................................................................................5
10.2 GOVERNANCE SYSTEM IN ZAMBIA..........................................................................................................................................................6
10.3 CITIZENSHIP..................................................................................................................................................................................................8
10.4 INTRODUCTION TO HUMAN RIGHTS........................................................................................................................................................9
10.5 CORRUPTION...............................................................................................................................................................................................10
10.6 CULTURAL STUDIES.................................................................................................................................................................................12
10.7 SUBSTANCE ABUSE..................................................................................................................................................................................14
GRADE 11.................................................................................................................................................................................................................15
11.1 THE ZAMBIAN BILL OF RIGHTS................................................................................................................................................................16
11.2 CIVIL SOCIETY AND MEDIA IN GOVERNANCE.....................................................................................................................................16
11.3 ECONOMIC AND SOCIAL DEVELOPMENT.............................................................................................................................................18
11.4 ZAMBIA’S LEGAL SYSTEM.....................................................................................................................................................................19
11.5 GENDER EQUITY AND EQUALITY............................................................................................................................................................21
11.6 CULTURE OF PEACE..................................................................................................................................................................................23
11.7 CHILD ABUSE..............................................................................................................................................................................................24
GRADE 12................................................................................................................................................................................................................ 25
12.1. INTERNATIONAL HUMAN RIGHTS INSTRUMENTS.............................................................................................................................26
12.2 RIGHTS OF A CHILD...................................................................................................................................................................................28
12.3 FAMILY LAW..............................................................................................................................................................................................29
12.4 DEVELOPMENT PLANNING......................................................................................................................................................................30
12.5 POVERTY REDUCTION IN ZAMBIA..........................................................................................................................................................32
12.6 GLOBAL ISSUES.........................................................................................................................................................................................33
APPENDIX 1: SCOPE AND SEQUENCE CHART (10
– 12).............................................................................................................................34
CIVIC EDUCATION SYLLABUS - GRADE 10 - 12 iv
PREFACE
The syllabus was produced as a result of the Curriculum review process carried out by the Ministry of Education, Science, Vocational Training and Early Education under
the auspices of the Curriculum Development Centre (CDC). The curriculum reform process started way back in 1999 when the Ministry of Education commissioned
five
(5) curriculum studies which were conducted by the University of Zambia. These studies were followed by a review of the lower and middle basic and primary
teacher education curriculum. In 2005 the upper basic education National survey was conducted and information from learners parents, teachers, school managers,
educational administrators, tertiary institutions traditional leaders civic leaders and various stakeholders in education was collected to help design a relevant
curriculum ,.

The recommendations provided by various stakeholders during the Upper Basic Education National survey of 2005 and National symposium on curriculum held in
June 2009 guided the review process.

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

The syllabus has been reviewed in line with the Outcome Based Education principles which seek to link education to real life experiences that give learners skills to access,
criticize analyze and practically apply knowledge that help them gain life skills. Its competences and general outcomes are the expected outcomes to be attained by
the leaners through the acquisition of knowledge, skills, techniques and values which are very important for the total development of the individual and the nation as
a whole.
Effective implementation of Outcome Based Education requires that the following principles be observed: clarity of focus, Reflective designing, setting high expectations
for all learners and appropriate opportunities.

It is my sincere hope that this Outcome Based syllabus will greatly improve the quality of education provided at Junior Secondary School as defined and recommended in
various policy documents including Educating Our Future`1996 and the `Zambia Education Curriculum Framework `2013.

Chishimba Nkosha
Permanent
Secretary
MINISTRYOF EDUCATION, SCIENCE, VOCATIONALTRAININGAND EARLY EDUCATION.

v CIVIC EDUCATION SYLLABUS - GRADE 10 -

ACKNOWLEDGEMENTS

The syllabus presented here is a result of broad-based consultation involving several stakeholders within and outside the education system.

Many individuals, institutions and organizations were consulted to gather their views on the existing syllabus and to accord them an opportunity to
make suggestions for the new syllabus. The Ministry of Education wishes to express heartfelt gratitude to all those who participated for their valuable
contributions, which resulted in the development of this syllabus.

The Curriculum Development Centre worked closely with other sister departments and institutions to create this document. We sincerely thank the
Directorate of Teacher Education and Specialized Services, the Directorate of Planning and Information, the Directorate of Human Resource and
Administration, the Directorate of Open and Distance Education ,the Examinations Council of Zambia, the University of Zambia, schools and other
institutions too numerous to mention, for their steadfast support.

We pay special tribute to co-operating partners for rendering financial and technical support in the production of the syllabus.

C.N.M Sakala (Mrs)

Director-Standard and Curriculum
MINISTRYOFEDUCATION, SCIENCE,VOCATIONALTRAININGAND EARLY EDUCATION

CIVIC EDUCATION SYLLABUS - GRADE 10 - 12 vi

PREFACE

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

The recommendations provided by various stakeholders during the Upper Basic Education National survey of 2005 and National symposium on curriculum
held in June 2009 guided the review process.

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

The syllabus has been reviewed in line with the Outcome Based Education principles which seek to link education to real life experiences that give
learners skills to access, criticize, analyse and practically apply knowledge that help them gain life skills. Its competences and general outcomes are the
expected outcomes to be attained by the leaners through the acquisition of knowledge, skills, techniques and values which are very important for the total
development of the individual and the nation as a whole.

Effective implementation of Outcome Based Education requires that the following principles be observed: clarity of focus, Reflective designing, setting high
expectations for all learners and appropriate opportunities.

It is my sincere hope that this Outcome Based syllabus will greatly improve the quality of education provided at Grade 8 and 9 as defined and recommended
in various policy documents including Educating Our Future`1996 and the `Zambia Education Curriculum Framework `2013.

ChishimbaNkosha
Permanent Secretary
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION

v CIVIC EDUCATION SYLLABUS - GRADE 10 -

INTRODUCTION

The Senior Secondary school civic Education curriculum addresses a cross – section of political, economic, social and cultural issues that are key to
Zambia's democratic system of governance. The topics include among others constitution, Governance, citizenship; Human rights, corruption Legal
Education, Family law and Global issues. These topics are based on the set of the National Policy on Education “Educating Our Future (1996), Page 5
– 6.

The ultimate aim of this syllabus is to enable school leavers gain civic knowledge and acquire stills that are necessary for them to understand and
practice their Civic rights and obligators with responsibility within and outside Zambia.

METHODOLOGY

A variety of learner-centered methodologies are covered in this syllabus. These are; Group discussions, note pray, debate, case studies, circle time and
development campus rose. In addition, Action Projects or field work component is included to provide learners with an opportunity to acquire
research, analysis evaluation and report skills.

Time Allocation.

Learners shall have five (05) periods of forty (40) minutes duration each per week.

ASSESSMENT

It is expected that learners will be assessed periodically to determine whether the intended outcomes have been internalised and competences mastered. For
the sake of this, teachers are advised to conduct Continuous Assessments, whether weekly or fortnightly or monthly. A mid-term assessment would also be
ideal so that where deficiencies are observed some remedial measures are put in place. However, it is strongly recommended that an end-of-term assessment
be conducted at each grade level.

CIVIC EDUCATION SYLLABUS - GRADE 10 - 12 viii

RATIONALE

The Civic Education Component is currently integrated in the Social and Development Curriculum covered at Grades 1-7and the Junior –Secondary School
Social Studies syllabus (Grade 8-9).

The introduction of Civic Education at High School level was to fill the gap that existed between Junior Secondary School and College or University level of
education. This gap has had an impact on Senior Secondary school leavers who in most cases graduated with little or no experience of Civic Education with
regards to their roles, rights and obligation. Hence, this major development in the curriculum was identified as an important contribution to Zambia's
education system that is based on democratic principles and values.

The Senior Secondary School covers content on a cross section of political, economic, social and cultural things that are key to Zambia's democratic system
of Governance.

Undoubtedly, the teaching and learning of Civic Education will help society recognize the role that this subject plays in our constantly changing world.

The Ministry of Education, therefore, hopes that through civic education learners will be equipped with knowledge; skills and values to enable them practice
their civic rights and perform duties as responsible Zambian citizens at local, national and international levels.

i CIVIC EDUCATION SYLLABUS - GRADE 10 -

GENERALOUTCOMES

1. Creating an understanding of the political process and appreciation of good governance.

2. Promoting positive attitudes, responsibilities, duties, obligations, freedoms and rights of a citizen in the learner.

3. Creating awareness on the need for respect, promotion of democracy, human rights and freedoms.

4. Developing an understanding of global issues.

CIVIC EDUCATION SYLLABUS - GRADE 10 - 12 x

GRADE 10

GENERAL OUTCOMES AND KEY COMPETENCES

GENRAL OUTCOMES: KEY COMPETENCIES

 Creating an understanding of Zambia’s political process and
appreciation of good governance.
 Develop an understanding of the duties, responsibilities, freedoms
and rights of a citizen.
 Develop understanding, respect and promotion of Human Rights.
 Demonstrate ability to participate in constitution making process
and adoption.
 Show ability to carry out Civic duties with responsibility
 Demonstrate ability to report corruption cases to relevant
authorities.

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 CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
10.1 CONSTI- 10.1.1 The 10.1.1.1 Describe types of constitution  Types of constitutions:  Classification of  Appreciation of a
TUTION Zambian Written and Unwritten different types of good constitution
constitution. (Flexible and Rigid Constitutions) constitution  Respect for rule
 Parts of the Zambian of Law
10.1.1.2 Explain the main parts of the
 Participation in
Zambian constitution. constitution: Citizenship,
constitution making
Executive, judicature, House of
process and
Chiefs etc
adoption
10.1.1.3 Describe the process of  Constitution making process
constitution making and and adoption: Review  Analysis of a good
adoption. Commissions, National debate,
constitution
Constituent Assembly,
Parliament, Referendum,
Constitutional Conference.
10.1.1.4 Discuss the characteristics of  Characteristics of a good
a good constitution. constitution: Clear, Stand taste
of time, protects rights of
citizens etc.
10.1.1.5 Explain the importance of a  Importance of a constitution:
constitution to a nation. Enhances democratic
governance, promotes
protection of rule of law e.t.c

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10.2 GOVERNANCE 10.2.1 GOVERN- 10.2.1.1 Explain governance  Governance: Ruling with  Differentiation  Appreciation
ANCE or without consent. between good of good
SYSTEM IN 10.2.1.2 Discuss the characteristics  Good governance: Respect and bad governance
ZAMBIA of good and bad for human rights, political governance  Respect for
governance. tolerance, regular free and rule of Law
fair elections etc.
 Bad governance: lack of
separation of powers, violation
of human rights, arbitrary
arrests, corrupt leadership  Analysis of
10.2.1.3 Analyse different Electoral  Electoral systems: Single different types of
systems. Member Plurality System electoral
(SMPS) or First Past The systems
Post (FPTP), Single Member  Identification of
Majoritarian System Zambia’s electoral
(SMMS) or Fifty plus One, system.
 Proportional Representation  Participation in
System (PRS), and Mixed the electoral
Member Proportionality process
System (MMPS)
 Election characteristics in
good governance: Periodic,
competitive, inclusive and
decisive

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 CONTENT
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10.2.1.4 Explain Zambia’s  Zambia’s Electoral System:  
Electoral system Single Member Plurality
System (1996 Constitution)
 Electoral process: Legislation,
delimitation, registration of
voters, verification of voters
roll etc.
 Electoral Code
of
Conduct(2006)
 Types of elections: - Primary,
Tripartite (General) and By-
10.2.2 Local elections.
Government. 10.2.2.1 Describe the Local  Local Governance before  
Government system in and after 1964
Zambia  Decentralisation Acts of1980
and1991
 Functions of Local Councils:
Collecting levy’s, street
lighting, garbage collection etc.
 The House of Chiefs
10.2.2.2 Discuss the role of  Resolving civil disputes.
traditional leaders in  Allocating plots under
governance customary law.
 Participating in Development
Projects in their area.

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 CONTENT
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KNOWLEDGE SKILLS VALUES
10.3 CITIZENSHIP 10.3.1 Zambian 10.3.1.1 Explain citizenship.  Citizenship: A member of the  Identification of  Respect for
Citizenship community who enjoys all types of human rights
rights and privileges provided citizenship.  Promotion of hard
by a state. work
 Legal and moral aspects of
citizenship, natural and
naturalised citizenship
10.3.1.2 State qualifications of a  Qualifications: Part Two of the
Zambian citizen 1996 Amended Constitution,
Articles 4, 5 and 6
10.3.1.3 Describe qualities of a good  Qualities: Patriotism, respect
citizen. for law, self-control, honest
10.3.1.4 Identify factors that hinder  Obstacles to good citizenship:
good citizenship Poverty, corruption, theft,
selfishness, etc.
10.3.1.5 Explain the rights and  Rights and freedoms of a  Classification of
freedoms of a citizen citizen: Natural, moral and rights and freedoms
legal rights of a citizen
10.3.1.7 Explain duties and  Personal: supporting ones
responsibilities of a citizen. family
 Civic: Paying taxes
10.3.1.8 Identify groups of people and  People with special needs:
citizens with special needs Refugees, aged, persons with
disabilities, children and
youth.

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 CONTENT
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10.4 HUMAN 10.4.1 INTRO- 10.4.1.1 Describe Human Rights.  Human rights: Claims  Promotion of
RIGHTS DUCTION and freedoms of every human rights
TO HUMAN human being.  Awareness
RIGHTS.  The Charter of Mande (1222) of human
 Universal Declaration of rights
Human Rights (UDHR
1948)
10.4.1.2 Discuss characteristics of  Characteristics: Inherent,  Identification of
Human Right inalienable, universal, human rights
indivisible and inter-related categories  Respect for
10.4.1.3 Explain categories of human rights
 Categories: Civil and political
Human Rights rights, e.g., right to life  Classification of
Economic, social and human rights
cultural rights, e.g., right to categories
food
Collective rights, e.g., right
to self-determination
10.4.1.4 Identify ways in which  Human rights violations:  Analysis of
human rights are violated Child abuse, human human rights
trafficking, corruption, violations
corporal punishment,
gender based violence,
forced marriages, arbitrary
arrest
10.4.1.5 Discuss the significance of  Significance of human
human rights rights: Focus on human
dignity, peace and freedom
respect for everyone’s life
and taking up one’s
responsibility.

CIVIC EDUCATION SYLLABUS - GRADE 10 - 6

 CONTENT
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KNOWLEDGE SKILLS VALUES
10.5.1 CORRUP- 10.5.1.1 Describe corruption.  Corruption: Bribery and  Classification of  Accountability
10.5 CORRUPTION TION abuse of authority of different types of public
office of corruption. resources
10.5.1.2 Discuss types of  Types of corruption:  Classification of
corruption Petty, grand and political different types
(electoral) corruption. of corruption.
10.5.1.3 Explain causes of  Causes of corruption: Social,  Transparency of
corruption. e.g., personal greedy and  Analysis of the Services in
dishonesty weak moral causes and public office
values, uninspiring effects of
leadership, lack of corruption. Integrity in
information discharge of
Economic e.g., insufficient duties in public
resources and services, poor office
economic policies
Political, e.g., vote buying
10.5.1.4 Explain effects of  Effects of corruption:
corruption. Widespread bitterness,
increases crime,
economic
stagnation/distortion of
standards, discourages
investment etc.

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10.5.1.5 State institutions that  . Anti-Corruption
fight against corruption Commission (ACC),
in Zambia Auditor-General’s office,
Drug Enforcement
Commission (money
laundering unit), Zambia
Police Service, media, Civil
Society Organisations.
10.5.1.6 Identify the role of  Public officers: adherence
public officers, to set guidelines and  Identification of
community and the youth regulations, reporting the role of
in fighting corruption. corruption, adherence to citizens in
institutional and public fighting
service code of ethics, corruption.
sensitisation.
 Community: reports
suspected cases of
corruption, sensitisation,
advocacy for stronger laws.
 Youth: report cases,  Whistle blowing
formation of Anti- (reporting) on
corruption clubs, corrupt activities
sensitisation, adherence to
the rule of law.
 Public interest disclosure
(Whistle Blowers protection)
Act No 4 of 2010

CIVIC EDUCATION SYLLABUS - GRADE 10 - 8

 CONTENT
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10.6 CULTURAL 10.6.1 10.6.1.1 Describe Culture  Culture: People’s  Analysis of  Appreciation of
STUDIES Introduction complete way of life such components, Zambia’s
to Cultural as values, characteristic and culture
Studies. beliefs and traditions. types of culture
10.6.1.2 Outline components of  Components: language,
culture. religion, technology,
material
etc.
10.6.1.3 Explain characteristics of  Characteristics: dynamic,
culture. learnt, shared , cumulative
etc.
10.6.1.4 Discuss the importance of  Importance of culture:
culture. Article 27 of UDHR, cultural
heritage, identity, economic
development, shaping
behaviour.
10.6.1.5 Explain types of culture.  Types of culture: Folk,
popular, ideal, real etc.
10.6.1.6 Identify Zambia’s societal  Societal core values: Respect
core values. for elders, cooperation, hard
work and obedience to
authority
10.6.1.7 Discuss Zambia’s cultural  Cultural practices: Rights of
practices. passage, traditional
ceremonies, traditional attires
 Identification of
etc.
various cultural
10.6.1.8 Identify factors that affect  Obstacles to cultural practices in
the appreciation of cultural diversity: Stereotyping, Zambia.
diversity in Zambia. prejudice, enthnocentricism,
cultural relativism.

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TOPIC SUB-TOPIC SPECIFIC OUTCOMES
10.6.1.9 Describe global culture
10.6.1.10 Identify institutions that
preserve cultural heritage
in Zambia
CIVIC EDUCATION SYLLABUS - GRADE 10 -
CONTENT
KNOWLEDGE SKILLS VALUES
 Global culture: Sharing of
cultures across countries.
 Agents of global culture
(cultural imperialism):
technology, mixing of
cultures, tourism, trade
 .Institutions of cultural
heritage: C. Museums (map
of Zambia), National Heritage
Conservation Commission,
National Arts Council,
Ministry of Tourism and Art.
1
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10.7 DRUG AND 10.7.1 Drug 10.7.1.1 Describe types of  Taking something often  Classification of  Awareness of
SUBSTANCE and substances often abused by the body does not need and different types of dangerous types
ABUSE Substance people. for the wrong reasons. substances often of substances
Abuse.  Over the counter substances, abused by people  Promotion of
controlled substances. integrity
10.7.1.2 Discuss substances and  Depressants, Stimulants,
their effects. Hallucinogens, Narcotics
(opiates), inhalants.

 Effects of different
substances such as: alcohol,
tobacco, inhalants, cannabis,
heroin and cocaine.
10.7.1.3 Explain reasons for  Peer pressure,  Analysis of
substance abuse. curiosity, stress, causes and
ignorance etc. effects of
 Signs and symptoms of substance abuse.
substance abuse
 How to avoid substance
abuse
 Dependence on substances.
10.7.1.4 Discuss effects of  Diseases, crime,
substance abuse on insanity, loss of
individuals, community, productivity etc
national and international
levels.
10.7.1.5 Identify institutions  Drug Enforcement
involved in fighting Commission, Police Service,
substances abuse in Pharmaceutical Regulatory
Zambia. Authority, etc.

1 CIVIC EDUCATION SYLLABUS - GRADE 10 -

GRADE 11
GENERAL OUTCOMES AND KEY COMPETENCES
GENERAL OUTCOMES KEY COMPETENCIES
 Develop an understanding of Civil Society and Media
participation in Governance System
 Develop an understanding and appreciation of Economic and
Social Development in Zambia
CIVIC EDUCATION SYLLABUS - GRADE 10 -
 Show ability to lobby and advocate for good governance
 Demonstrate ability to participate in public debates on
topical issues
 Demonstrate ability to resolve conflicts
 Show ability to report cases of harassment to relevant
authorities.
1
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11.1 HUMAN 11.1.1 The Zambian 11.1.1.1 Describe the Bill of Rights.  Bill of Rights; Fundamental rights  Respect for
RIGHTS. Bill of Rights and freedoms covered in part III human rights
of the Zambian
11.1.1.2 Identify Elements of the Constitution(1996)
 Articles 11-32 of the
Bill of Rights in the Zambian Constitution(1996)  Identification of
Zambian Constitution. the elements of
11.1.1.3 Describe ways of  Enforcement: Courts, Judicial the Bill of
enforcing the Zambian Bill Review Commission, use of Rights in the
of Rights. Human Rights Commission, Zambian
Office of Investigator Constitution
11.1.1.4 Discuss the role of the General.
 Encourage, respect and  Analysis of
Institutions that promote promotion of Human Rights ways of
Human Rights in Zambia. among other people. enforcing the
bill of rights
11.2 CIVIL 11.2.1 Civil 11.2.1.1 Describe Civil  Civil Society Organisations:  Classification of Promotion of
SOCIETY AND Society and Society Organisations. Non- military and non- Civil society accountability
MEDIA IN governance governmental organisations that organisations and
GOVERNANCE promote good transparency in
11.2.1.2 Classify Civil Society  governance.
Classes of Civil Society: Civic governance
Organisations in Zambia Organisations, Faith-Based structures.
organisations, Industrial Labour
Organisations, Professional
Associations
11.2.1.3 Analyse the roles of  Roles of Civil Society:  Lobbying and
Civil Society in governance Defending ideals of democracy, advocating for
influencing public opinion, good
promoting transparency and governance
accountability,
11.2.1.4 Discuss forms of Citizen advocating
 Citizen for effective
participation: laws
Political,
participation in governance civil society and community
11.2.1.5 Discuss factors that hinder  activities
Factors that hinder women
women participation in participation in governance such
governance as male dominance, poverty,
cultural issues.

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11.2.2 Media 11.2.2.1 Identify different types of  Types of media: Print and  Classification of  Respect for
and Governance media. electronic media (Private and different types media freedom
public media) of media.
11.2.2.2 Explain the role of the  Media role: Informing and
media in governance educating, acting as a watchdog,
promoting public debate,
 Analysis of
promoting transparency and
accountability, etc the role of the
 Conditions for the existence of media in
an independent media. governance
11.2.2.3 Analyse factors that limit  Media coverage limitation:
media coverage Accessibility, Language, cost of
advertising, inadequate facilities
for
the physically challenged persons.
11.2.2.4 Identify factors that hinder  Corruption, political pressure,
the media from intimidation, non-adherence to
disseminating correct standards and ethics,
information censorhip.

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11.3 ECONOMIC 11.3.1 Economic 11.3.1.1 Explain economic and  Economic and social  Promotion of
AND SOCIAL and Social social development development: Increase in  Analysis hard work
DEVELOPMENT Development productive capacity and of factors
improvement in standards that affect
of production.
living
11.3.1.2 Discuss basic human  Basic human needs: Food,
needs shelter and clothes
11.3.1.3 Describe factors that  Factors: Land, labour and capital
affect production Role of Trade Unions.
11.3.1.4 Explain the importance  Enhanced trade leading to
of standards in increased economic activities,
economic and social incomes and high standard of
development living, enhanced public health
and
safety
11.3.1.5 Analyse the  Lending, money transfer services,
contributions of financial insurance
institutions to economic
and social development.
11.3.1.6 State the role of the  Role of informal sector:
informal sector in Employment, production of
national development goods
and services
11.3.1.7 Explain the importance  Importance of positive
of positive work culture work culture: High
in economic and social productivity of goods and
development services
11.3.1.8 Identify factors that  Obstacles to positive
hinder positive work work culture: Corruption,
culture poor conditions of
service, poor
leadership,
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11.4 LEGAL 11.4.1 11.4.1.1 Describe Law  Law: Set of rules that  Classification of  Respect for
EDUCATION Zambia Legal regulate human behaviour in Criminal and the Law
System society. Civil cases

11.4.1.2 Explain Legal system  Legal system: A set standard

11.4.1.3 Discuss elements of a
good legal system,
11.4.1.4 Describe sources of Law in 
Zambia
11.4.1.5 Explain criminal and civil
cases
11.4.2 Processes in 11.4.1.6 Describe the trial stages in
the Zambian Legal the Zambian Legal System
System
11.4.1.7 Discuss capital punishment
which a society develops for
itself to control the behaviours of
its
members towards one another.
 Elements of a good legal
system: Simple, comprehensive,  Analysis of
certain flexible, accessible etc. sources of
Sources of law: English or Law.
common Law, Legislation such
as Constitution and statutory
instruments, customary law, case
law and international treaties.
 Criminal case: any wrongful act
or omission that affects society as
stipulated in the penal code.
 Elements of a crime and types of
a crime.
 Civil case: any wrongful act
that affects the individual or
persons involved as stipulated
in the customary laws.
 Trial stages: Pre-trial, trial
and post-trial stages.  Identification of
trial stages.
 Capital punishment: Death penalty
 Analysis of
 Arguments for and against
the
death penalty
controversy of
the death
penalty

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11.4.1.8 Explain factors that hinder  Obstacles to justice  
the administration of administration: Corruption,
justice political influence, non adherence
to ethics, incompetence, weak
laws, lack of confidence in the
judicial system, undue delays,

11.4.1.9 Identify Legal  Justice institutions: Ministry of

institutions and Justice, Courts of Law, Legal
organisations that Resource Foundation, Law
promote justice Association of Zambia,
Women in Law in Southern
Africa, Police etc

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11.5 GENDER 11.5.1 GENDER 11.5.1.1 Explain gender equity and  Gender: state of being male  Conflict  Awareness of
AND gender equality or female. resolution gender equity
DEVELOPMENT EQUITY AND  Equity: is the process of treating strategies and equality
EQUALITY males fairly in order to achieve in society.
their equal status.  Assertiveness  Promotion of
 Equality: refers to similar justice in
opportunities of development given society
to males and females without any
set limitations.
11.5.1.2 Outline the  Historical background: United
Historical Nations Declaration on Elimination
background to gender of all Forms of Discrimination
equity and equality. Against Women-Cedaw (1967).
 Convention on Elimination of
all Forms of Discrimination
Against Women (CEDAW).
 Beijing Conference on gender
(1995).
 Gender in Development Division
(1996).
 National Gender Policy (2000).
 Ministry of Gender(2005)
11.5.1.3 Distinguish gender roles  Gender roles: tasks and
from sex roles. responsibilities which are differently
assigned by society for males and
females.
 Sex roles: tasks determined
by biological differences
between males and females.
11.5.1.4 Explain the social  Gender social construction:
construction of gender. Socialisation process based on
patriarchal beliefs.
 Agents of socialisation
 Family, school and church.

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11.5.1.5 Discuss Gender issues in  Gender Issues: Land allocation ,
traditional and modern decision making, customary laws
society. and statutory
11.5.1.6 Describe Gender based  GBV: Violence (physical,  Analysis of
violence(GBV) Psychological and structural), causes and
Sexual harassment, Rape e.t.c. effects of
Gender Based
1.5.1.7 Analyse the Intestate  Intestate succession Act: Act violence
Succession Act of 1989 of Parliament No. 14 of 1989.
 Terms guiding distribution of  Analysis of
deceased person’s estates the intestate
and personal chattels. succession Act
 Government institutions: of 1989
Ministry of Gender, Courts, Zambia
Police,
11.5.1.8 Describe Government  Civil Society Organisations:
Institutions and Civil  Justice for Widows and
Society Organisations that Orphans Project (JWOP) Young
promote gender equity Women
and equality. Christian Association (YWCA)
etc.

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11.6 PEACE 11.6.1 CULTURE OF 11.6.1.1 Explain culture of peace  Culture of peace: Absence  Mediation and  Promotion of
AND of conflict and war negotiation tolerance and
PEACE
CONFLICT 11.6.1.2 Describe methods  Peace promotion: Intermarriages, between justice in
of promoting peace tolerance, justice, forgiveness, conflicting society.
STUDIES parties
respect etc.
11.6.1.3 Identify levels of conflict  Conflict levels: Individual,
community, national, international  Awareness of
11.6.1.4 Analyse causes of conflict  Causes of conflict: Religion conflict
imbalance of natural resources, management
poverty, injustice, quest for strategies in
money through drugs and human society.
trafficking and mineral exploration
11.6.1.5 Discuss effects of  Effects of conflict: Death,
conflict on society migrations, destruction of
infrastructure, etc.
11.6.6 Describe conflict resolution  Conflict resolution strategies:
strategies Counselling, negotiation,
mediation, arbitration, litigation
11.6.1.7 Discuss the role of United  Role of United Nations:  Classification of
Nations in promoting Peacekeeping, conflict management various conflict
peace. and resolution. resolution
strategies

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11.7 CHILD 11.7.1 Child Abuse 11.7.1.1 Describe child abuse  Child abuse: Ill-treatment of  Classification  Respect
ABUSE a child physically or mentally of different for
11.7.1.2 Explain different forms of  Forms: Sexual abuse, sexual types of child children’s’
child abuse harassment, child defilement, abuse. rights.
child battering, child neglect, child
trafficking, child prostitution and  Analysis of
child labour causes and
11.7.1.3 Discuss ways of  Addressing child Abuse: effects of
addressing child abuse Legislation, stiff punishment various types
on offenders, community of child abuse.
sensitisation, etc.
11.7.2 Child Sexual 11.7.2.1 Describe sexual  . Sexual harassment: touching or
Harassment harassment making sexual remarks against
someone’s wishes
11.7.2.2 Discuss ways of protection  Sexual harassment protection:
against sexual Making home secure, getting
harassment and rape help from police, etc.
11.7.3 Teenage 11.7.3.1 Explain causes of teenage  Causes of teenage pregnancy:
Pregnancies pregnancies Peer pressure, economic and
cultural issues, lack of sex
education, etc.
11.7.3.2 Explain the effects of  Effects of teenage pregnancy:
teenage pregnancies. Stigmatisation, child
dumping, school dropping
out, etc.
11.7.3 3 Identify ways of  Preventing teenage
preventing teenage pregnancy: Reversing
pregnancies negative cultural practices,
counselling, peer education,
11.7.3.4 Discuss institutions that  Zambia police, Young Women
address social challenges Christian Association, judiciary
(courts), etc.

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GRADE 12

GENERAL OUTCOMES AND KEY COMPETENCES

GENERAL OUTCOMES: KEY COMPETENCIES:

 Develop respect and understanding of the Rights of the
Child.
 Develop on understandings and appreciation of
Development Planning.
 Develop an understanding of globalisation and global issues.
 Demonstrate ability to resist human rights violations
 Show ability to adhere to fiscal discipline on
Financial expenditure
 Demonstrate ability to work hard for poverty reduction

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12.1. HUMAN 12.1.1 12.1.1.1 Describe the  International Bill of Rights:  Classification of  Respect for
RIGHTS INTERNATIONAL International Bill of Universal Declaration of Human various human human rights
HUMAN RIGHTS Rights(IBR) rights (UDHR), International rights
INSTRUMENTS Covenant on Civil and Political instruments
Rights (ICCPR), International
Covenant on Economic, Social
and
Cultural Rights (ICESCR),
Specialised Instruments
12.1.1.2 Explain the  UDHR: Charter Based
Universal International Human Rights
Declaration of Instrument; contains 30
Human Rights articles such as right to life.
(UDHR)
12.1.1.3 Describe Treaty  Treaty Based Human Rights
Based Human Rights Instruments: International
Instruments Covenant on Civil and Political
Rights (ICCPR), with two
optional protocols and
International Covenant on
Economic, Social and Cultural
Rights (ICESCR)
12.1.1.4 Discuss the  Specialised Human Rights
Specialised Human Instruments: United Nations
Rights Instruments Convention on the Rights of
the Child (UNCRC),
United Nations Convention Against
Corruption (UNCAC),
Convention on the Elimination of
All Forms of Discrimination
Against Women (CEDAW), etc.

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12.1.1.5 Explain provisions  Individual rights such as

of the African rights to equality and integrity
Charter on Human of persons.
and People’s Rights
(ACHPR).  Peoples rights such as right to  Identification of
self determination sovereignty individual and
over the environment and its peoples rights
resources. New Partnership for in ACHPR.
Africa’s Development
(NEPAD), African Peer Review
Mechanism (APRM)

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12.2 RIGHTS OF
12.2.1 Rights of a 12.2.1.1 Describe  Children’s Rights: Rights  Analysis of  Respect for
Child Children’s Rights. enjoyed by persons below children’s children’s
A CHILD
the age of 18. rights rights
12.2.1.2 Describe the four  Principles: Non-  Identification
principles of the Discrimination, the Best of principles
United Nations Interests of the Child, of UNCRC
Convention on the Survival and Development
Rights of the Child and Participation.
(UNCRC).
12.2.1.3 Discuss the  Provisions: Child Rights
provision of the and Freedoms, Name and
UNCRC and the two Nationality, preservation of
optional protocols. identity freedom of thought,
conscience and religion,
Freedom of association etc.

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12.3 FAMILY 12.3.1 Family law 12.3.1.1 Describe family  Family: Group of people  Analysis of  Promotion of
LAW and marriage. related by blood or marriage. types of harmony in
 Marriage: Legal union of man marriages a family.
and woman as husband and
wife
12.3.1.2 Explain the elements  Elements of family law:
of Family Law. Marriage, divorce, death,  Respect for
property settlement, adoption human rights
of children succession etc
 Classification of
12.3.1.3 Describe types of  .Types of marriages:
marriages in Zambia. various elements
Statutory and customary.
of family law
12.3.1.4 Assess the effects of  Effects Separation divorce and
separation divorce death effects: Impact on
and death on the spouse children and extended
family. family

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12.4 DEVELOP- 12.4.1 DEVELOP- 12.4.1.1 Explain development  Development planning: Plan  Prioritisation in  Knowledge of
MENT MENT planning. of set suggestions aimed at development fiscal
PLANNING PLANNING achieving set goals in future. planning discipline in
budgeting

12.4.1.2 Discuss types of  Types: short term plan,

development planning. medium term plan and long
term plan.
 Analysis of
12.4.1.3 Describe methods  Methods of planning: types of
of planning. Centralised planning and planning
Decentralised planning.
12.4.1.4 Discuss the  Budgeting and fiscal
importance of discipline: Ensures strict
budgeting and fiscal control of public resources and
discipline in compliance in taxation and
development planning. public expenditure

12.4.1.5 Explain the  Functions: Provision of

functions of micro loans, funding of large scale
and macro- economic project infrastructures.
financial
institutions.
12.4.1.6 Examine indicators  Indicators of development:
of development. Gross National Product, Gross
Domestic Product. Human
Development Index and Per
Capita Income.

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12.4.2 ZAMBIA’S 12.4.2.1 Outline Zambia’s  Zambia’s Development plans:

NATIONAL National Emergence Development Plan
DEVELOPMENT Development plans (EDP), National Transitional
PLAN from Independence Development Plan (NTDP), First
to present: National Development Plan
(FNDP), Second National
Development Plan (SNDP)1972-
1976, (TNDP) 1980-1983,
Fourth National Third National
Development Plan Development
Plan (FNDP) 1983-1989,
Transitional National
Development Plan (TNDP)
2000, Vision 2030, Fifth
National Development Plan
(FNDP) and Sixth National
Development Plan (SNDP)

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12.5 POVERTY 12.5.1 POVERTY 12.5.1.1 Describe poverty  Poverty: Lack of basic  Analysis of  Promotion of
REDUCTION needs such as food, shelter causes and discipline and
IN ZAMBIA etc. effects of hard work.
12.5.1.2 Explain the causes of  Causes of poverty: Debt poverty
poverty. burden, external dependence,
climatic
variations, conflict, poor
work culture etc.
12.5.1.3 Assess the effects  Effects of poverty: Hunger,
of poverty food insecurity, high
unemployment levels, increase
in crime,
conflicts, corruption
12.5.1.4 Discuss poverty  Poverty alleviation strategies:
alleviation st.rategies Improving education and health
services, increasing access to
safe water and sanitation,
promoting rural electrification
etc.
12.5.1.5 Evaluate poverty  Poverty Reduction Strategy
alleviation strategies and Paper(PRSP) with focus on
their implementation in microeconomics, Agriculture,
Zambia Tourism, Mining, Health,
Education.e.tc

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12.6 GLOBALI- 12.6.1 GLOBAL 12.6.1.1 Explain globalisation and
SATION ISSUES global issues.
12.6.1.2 Discuss Bilateral and
multilateral aid.
12.6.1.3 Discuss International
trade.
12.6.1 4 State the role of the
World Trade
Organisation(WTO)
12.6.1.5 Explain debt crisis
and debt relief.
12.6.1.6 Discuss the effects of
debt crisis on Zambia.
12.6.1.7 Explain Millennium
Development Goals
(MDGs).
12.6.1.8 Analyse Zambia’s
efforts towards the
attainment of the
Millennium
Development Goals.
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 Globalisation: Making wide  Analysis of  Appreciation of
extension or linkages to all parts causes and effects co-existence
of the world, of debt Crisis
 Global issues: Global warming,
corruption, war, terrorism etc
 Bilateral Aid: Assistance from
one country to another
 Multilateral Aid: assistance from
international agencies formed by
several countries.
 Trade between different countries
 Reasons for international trade
 Role of WTO: Administering
technical barriers to trade (TBT)
and sanitary and phyto-sanitary
(SPS) agreements.(Zambia member
of
WTO)
 Debt crisis: Borrowing beyond
one’s capacity to pay back.
 Debt Relief; Ability to pay
back debts
 Unfair international trade, debt
servicing. Spending loans on
consumption etc.
 Eight global development
targets agreed by world leaders
at UN millennium summit in
 Analysis of
2000 to be achieved by 2015.E.g
the millennium
primary education for all,
development
eradication of
goals
poverty e.tc.
 Introduction of Poverty
Reduction Strategy paper,
provision of subsidised fertilizer
to subsistence farmers,
introduction of free basic
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seven
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APPENDIX: S1COPE AND SEQUENCE CHART (10 - 12)

S/N THEME GRADE 10 GRADE 11 GRADE 12

1. GOVERNANCE System of Governance in Role of Civil Society and Media -
Zambia in Governance
Culture of Peace
2. CONSTITUTION The Zambian Constitution -
Citizenship: duties, rights and - -
responsibilities.
3. HUMAN RIGHTS Introduction to Human Rights The Zambian Bill of Rights Major International Human
Rights Instruments
The Rights of a Child
4. LEGAL -  Introduction to Zambia’s Family Law
EDUCATION Legal System
 Processes in the Zambian
Legal System
5. CULTURE Introduction to Cultural Studies -
6. DEVELOPMENT -  Economic and Social Development Planning
Development
 Gender and Development
7. CHILD ABUSE -  Child Abuse -
 Child Trafficking
 Child Labour
 Teenage Pregnancies
8. GLOBAL ISSUES  Corruption  Poverty
 Substance Abuse  Global Interdependence
Debt crisis and debt relief

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