Republic of Zambia

CIVIC EDUCATION SYLLABUS

GRADE 10-12

Prepared and published by: The Curriculum Development Centre

P O. BOX 50092
Lusaka – Zambia
2013

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Copyright
© 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 the prior written permission of the copyright owner.

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Vision

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

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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
MINISTRY OF EDUCATION,SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION.

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ACKNOWLEDGEMENTS

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

C.N.M Sakala (Mrs)

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

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TABLE OF CONTENT PAGE

COPYRIGHT ……………………………………………………………………………………………………………………………………………………… II
PREFACE…………………………………………………………………………………………………………………………….……………………………… III
ACKNOWLEDGEMENTS ……………………………………………………………………………………………………………………………………. IV
INTRODUCTION …………………………………………………………………………………………………………… …………………………………. V
RATIONALE………………………………………………………………………………………………………………….. ………………………………….. VII
GENERAL OUTCOMESS…………………………………………………………………………………………………..…………………………………. IX
GRADE 10 .
TOPIC
10.1 CONSTITUTION……………………………………………………………………………………………………. ………………………………….. 1

10.2 GOVERNANCE…………………………………………………………………………………………………….. ………………………………….. 3

10.3 CITIZENSHIP……………………………………………………………………………………………………….. ………………………………….. 5
10.4 INTRODUCTION TO HUMAN RIGHTS……………………………………………………………………. ………………………………….. 6
10.5 CORRUPTION…………………………………………………………………………………………………….. ………………………………….. 7
10.6 CULTURAL STUDIES……………………………………………………………………………………………. ………………………………….. 9
10.7 SUBSTANCE ABUSE………………………………………………………………………………………………. ………………………………….. 11

GRADE 11
TOPIC
11.1 THE ZAMBIAN BILL OF RIGHTS……………………………………………………………………………… ………………………………….. 13
11.2 CIVIL SOCIETY AND MEDIA IN GOVERNANCE………………………………………………………… ………………………………….. 14
11.3 ECONOMIC AND SOCIAL DEVELOPMENT………………………………………………………………..…………………………………. 16
11.4 ZAMBIA’S LEGAL SYSTEM ……………………………………………………………………………………. ………………………………….. 17
11.5 GENDER EQUITY AND EQUALITY………………………………………………………………………….. ………………………………….. 19
11.6 CULTURE OF PEACE …………………………………………………………………………………………… ………………………………….. 21

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11.7 CHILD ABUSE………………………………………………………………………………………………………. 23

GRADE 12
TOPIC
12.1 INTERNATIONAL HUMAN RIGHTS INSTRUMENTS ………………………………………………………………………. 24
12.2 RIGHTS OF A CHILD……………………………………………………………………………………………………………………… 27
12.3 FAMILY LAW………………………………………………………………………………………………………………………………. 28
12.4 DEVELOPMENT PLANNING………………………………………………………………………………………………………….. 29
12.5 POVERTY REDUCTION IN ZAMBIA………………………………………………………………………………………………….. 31
12.6 GLOBAL ISSUES………………………………………………………………………………………………………………………….. 32
APPENDIX ONE………………………………………………………………………………………………………………………………….. 34
SCOPE AND SEQUENCE CHART GRADE 10 – 12………………………………………………………………………………………. 34

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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, national project a 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.

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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 level..

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GENERAL OUTCOMESS

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.

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GRADE 10

GENRAL OUTCOMES:
 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.
KEY COMPETENCIES
 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.

TOPIC SUB- SPECIFIC OUTCOMES CONTENT

TOPIC Knowledge Skills Values
10.1 10.1.1 Describe types of constitution  Types of
CONSTITUTION constitutions:Written  Classification  Appreciation
and Unwritten of different of a good
(Flexible and Rigid types of constitution
Constitutions) constitution
10.1.2 Explain the main parts of the
Zambian constitution.  Parts of the Zambian
constitution:
Citizenship, Executive,
judicature, House of
Chiefs etc
10.1.3 Describe the process of constitution  Constitution making  Participation
making and adoption. process and adoption: in
Review Commissions, constitution
National debate, making
Constituent Assembly, process and
Parliament, adoption
Referendum,
Constitutional
Conference.
 Characteristics of a  Analysis of a
10.1.4 Discuss the characteristics of a good good constitution: good
constitution. Clear, Stand taste of constitution
time, protects rights of
citizens etc.
10.1.5 Explain the importance of a  Importance of a
constitution to a nation.
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 constitution: Enhances
democratic
governance, promotes
protection of rule of
law e.t.c

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TOPIC SUB- SPECIFIC OUTCOMES CONTENT
TOPIC Knowledge Skills Values
10.2 GOVERNANCE 10.2.1 Explain governance  Governance: Ruling with or 
SYSTEM IN without consent.  Differentiation
ZAMBIA 10.2.2 Discuss the  Good governance: Respect for between good and
characteristics of human rights, political tolerance, bad governance
good and bad regular free and fair elections etc
governance.  Bad governance: lack of
separation of powers, violation of
human rights, arbitrary arrests,
corrupt leadership
10.2.3 Analyse different  Electoral systems: Single
Electoral systems. Member Plurality System
(SMPS) or First Past The Post  Analysis of
(FPTP), Single Member different types of
Majoritarian System (SMMS) or lections
Fifty plus One,
 Proportional Representation
System (PRS), and Mixed
Member Proportionality System
(MMPS)
 Election characteristics in good
governance: Periodic,
competitive, inclusive and
decisive
 Zambia’s Electoral System:
10.2.4 Explain Zambia’s  Identification of
Single Member Plurality System
Electoral system (1996 Constitution) Zambia’s
 Electoral process: Legislation, electoral system.
delimitation, registration of
voters, verification of voters roll
etc

 Electoral Code of Conduct(2006)

 Types of elections: - Primary,
Tripartite (General) and By-
elections.

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  Local Governance before and
after 1964

10.2.5 Describe the Local  Decentralisation Acts of1980

Government system and1991
in Zambia  Functions of Local Councils  Participation in
Electoral
activities.
10.2.6 Discuss the role of  The House of Chiefs
traditional leaders in
governance  Resolving civil disputes.
 Allocating plots under
customary law.
 Participating in Development
Projects in their area.

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TOPIC SUB- SPECIFIC OUTCOMES CONTENT
TOPIC Knowledge Skills Values
10.3 CITIZENSHIP 10.3.1 Explain citizenship.  Citizenship: A member of  Identification  Patriotism
the community who enjoys of types of  Responsibility
all rights and privileges citizenship.  Selflessness
provided by a state.  Classification  Empathy
 Legal and moral aspects of of rights and  Appreciation
citizenship, natural and freedoms of a  Awareness
naturalised citizenship citizen.  Integrity
 Honesty
10.3.2 State qualifications of a  Qualifications: Part Two of
Zambian citizen the 1996 Amended
Constitution, Articles 4, 5
and 6
10.3.3 Describe qualities of a good  Qualities: Patriotism,
citizen. respect for law, self-
control, honest
10.3.4 Identify factors that hinder  Obstacles to good
good citizenship citizenship: Poverty,
corruption, theft,
selfishness, etc
10.3.5 Explain the rights and  Rights and freedoms of a
freedoms of a citizen citizen: Natural, moral and
. legal rights
10.3.6 Explain duties and Personal: supporting ones
responsibilities of a citizen. family
 Civic: Paying taxes 

10.3.7 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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TOPIC SUB- SPECIFIC OUTCOMES CONTENT
TOPIC Knowledge Skills Values
10.4 10.4.1 Describe Human Rights.  Human rights: Claims and  Classification of  Promotion of
INTRODUCTION freedoms of every human human rights human rights
TO HUMAN being. categories
RIGHTS  The Charter of Mande
(1222)
 Universal Declaration of
Human Rights (UDHR
1948)

10.4.2 Discuss Characteristics of  Characteristics: Inherent,

Human Rights inalienable, universal,
indivisible and inter-
related
10.4.3 Explain categories of  Categories: Civil and
Human Rights political rights, e.g., right
to life
Economic, social and
cultural rights, e.g., right
to food
Collective rights, e.g.,
right to self-determination
10.4.4 Identify ways in which  Human rights violations:  Analysis of  Respect for
human rights are violated Child abuse, human human human rights
trafficking, corruption, rights
corporal punishment, violations
gender based violence,
forced marriages, arbitrary
arrest
10.4.5 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.

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TOPIC SUB- SPECIFIC OUTCOMES CONTENT
TOPIC Knowledge Skills Values
10.5 CORRUPTION 10.5.1 Describe corruption.  Corruption: Bribery and Classification of  Accountability
abuse of authority of different types of of public
office corruption. resources

10.5.2 Discuss types of  Types of corruption:

corruption Petty, grand and political
(electoral) Classification of  Transparency
different types of of Services in
10.5.3 Explain causes of  Causes of corruption: corruption. public office
corruption. Social, e.g., personal
greedy and dishonesty
weak moral values,
uninspiring leadership,
lack of information
Economic e.g.,
insufficient resources and  Analysis of
services, poor economic the causes and
policies effects of
Political, e.g., vote corruption.
buying

10.5.4 Explain effects of  Effects of corruption:

corruption. Widespread bitterness,  Integrity
increases crime, in
economic discharge
stagnation/distortion of of duties
standards, discourages in public
investment, office

10.5.5 State institutions that fight  . Anti-Corruption

against corruption in Commission (ACC),
Zambia
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 Auditor-General’s office,
Drug Enforcement
Commission (money
laundering unit), Zambia
Police Service, media,
Civil Society
Organisations.

10.5.6 Identify the role of public  Public officers: adherence  Identification

officers, community and to set guidelines and of the role of
the youth in fighting regulations, reporting citizens in
corruption. corruption, adherence to fighting
institutional and public corruption.
service code of ethics,
sensitisation.
 Community: reports
suspected cases of
corruption,
sensitisation, advocacy
for stronger laws.
 Youth: report cases,  Institute
formation of Anti- blowing on
corruption clubs, corrupt
sensitisation, adherence activities
to the rule of law.
 Public interest disclosure
(Whistle Blowers
protection) Act No 4 of
2010

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TOPIC SUB- SPECIFIC OUTCOMES CONTENT
TOPIC Knowledge Skills Values
10.6 CULTURAL 10.6.1 Describe Culture  Culture: People’s  Identification  Appreciation
STUDIES complete way of of of Zambia’s
life such as values, components, culture
beliefs and characteristic
traditions. and types of
culture.
10.6.2 Outline components of culture.  Components:
language, religion,
technology,
material etc
10.6.3 Explain characteristics of  Characteristics:
culture. dynamic, learnt,
shared ,
cumulative etc
10.6.4 Discuss the importance of  Importance of
culture. culture: Article 27
of UDHR, cultural
heritage, identity,
economic
development,
shaping behaviour.
10.6.4 Explain types of culture.  Types of culture:
Folk, popular,
ideal, real etc

 Societal core
10.6.5 Identify Zambia’s societal core values: Respect for
values. elders,
cooperation, hard
work and
obedience to
authority
 Cultural practices:
10.6.6 Discuss Zambia’s cultural Rights of passage,
practices.
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 traditional
ceremonies,
traditional attires
etc
 Obstacles to
10.6.7 Identify factors that affect the cultural diversity:
appreciation of cultural diversity in Stereotyping,
Zambia. prejudice,
enthnocentricism,
cultural relativism.
 Global culture:
10.6.8 Describe global culture Sharing of cultures
across countries.
 Agents of global
culture (cultural
imperialism):
technology,
mixing of cultures,
tourism, trade.
 Institutions of
10.6.9 Identify institutions that cultural heritage:
preserve cultural heritage in Zambia C. Museums (map
of Zambia),
National Heritage
Conservation
Commisison,
National Arts
Council, Ministry
of Tourism and
Art.

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TOPIC SUB-TOPIC SPECIFIC OUTCOMES CONTENT
Knowledge Skills Values
10.7 SUBSTANCE 10.7.1 Describe types of substances  Taking something  Classification  Awareness
ABUSE often abused by people. often the body of different of
does not need and types of dangerous
for the wrong substances types of
reasons. often abused substances
 Over the counter by people  promotion
substances, of integrity
controlled
substances.

 Depressants,
Stimulants,
Hallucinogens,
Narcotics
(opiates),
inhalants.

10.7.2 Discuss substances and their  Effects of different

effects. substances such
as: alcohol,
tobacco, inhalants,
cannabis,heroin
and cocaine.

10.7.2 Explain reasons for substance  Peer pressure,

abuse. curiosity, stress,
ignorance etc.
 Signs and
symptoms of
substance abuse
 How to avoid
substance abuse

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  Dependence on
substances.

10.7.3 Discuss effects of substance  Diseases, crime,

abuse on individuals, community, insanity, loss of
national and international levels. productivity etc

10.7.4 Identify institutions involved  Drug Enforcement

in fighting substances abuse in Commission,
Zambia. Police Service,
Pharmaceutical
Regulatory
Authority, etc.

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 GRADE 11

GENERAL OUTCOMES
 Develop an understanding of Civil Society and Media participation in Governance System
 Develop an understanding and appreciation of Economic and Social Development in Zambia

KEY COMPETENCIES
 Show ability to hobby 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.

TOPIC SUB-TOPIC SPECIFIC OUTCOMES CONTENT

Knowledge Skills Values
11.1 THE The Zambian 12.1.1 Describe the Bill of  Bill of Rights; Fundamental  Respect for human
ZAMBIAN Bill of Rights Rights. rights and freedoms covered  Analysis of works of rights
BILL OF in part III of the Zambian enforcing the birth of
RIGHTS Constitution(1996) rights
12.1.2 Elements of the Bill of  Articles 11-32 of the
Rights in the Zambian Zambian Constitution(1996)
Constitution.  Enforcement: Courts,
12.1.3 Describe ways of Judicial Review
enforcing the Zambian Commission, use of Human
Bill of Rights. Rights Commission, Office
of Investigator General.

12.1.4 Discuss the role of the  Encourage, respect and

Institutions that promotion of Human Rights
promote Human Rights among other people.
in Zambia.
11.2 Civil Civil Society 11.1.1 Describe Civil Society  Civil Society  Classification of Promotion of
Society and and Organisations. Organisations: Non- Civil society accountability and
Media in governance military and non- organisations transparency in
Governance governmental governance
organisations that promote structures.
good governance.
 Classes of Civil Society:
11.1.2 Classify Civil Society Civic organisations, faith-

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 Organisations in based organisations,
Zambia industrial labour
organisations, professional
associations
 Lobbying and
11.1.3 Analyse the roles of  Roles of Civil Society:
Civil Society in governance advocating for
Defending ideals of
democracy, influencing good governance
public opinion, promoting
transparency and
accountability, advocating
for effective laws

11.1.4 Discuss forms of 

Citizen participation:
Citizen participation in Political, civil society and
governance community activities
 (Factors that hinder
women participation in
governance such as male
dominance, poverty,
cultural issues.)
Media and 11.1.5 Identify different types  Types of media: Print and  Classification of
Governance of media. electronic media (Private different types of
and public media) media.
 Respect for
11.1.6 Explain the role of the  Media role: Informing and media
media in governance educating, acting as a  Analysis of the freedom
watchdog, promoting public role of the media
debate, promoting in governance
transparency and
accountability

 (Conditions for the

existence of an independent
media.)

11.1.7 Analyze factors that  Media coverage limitation:

limit media coverage Accessibility, Language,
cost of advertising,
inadequate facilities for the
physically challenged
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 persons.

11.1.7 Identify factors that  Corruption, political

hinder the media from pressure, intimidation, non-
disseminating correct adherence to standards and
information ethics, censorhip.

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TOPIC SUB-TOPIC SPECIFIC OUTCOMES CONTENT
Knowledge Skills Values
11.3 Economic and 11.2.1 Explain economic and social  Economic and social
Social Development development development: Increase in  Promoti
productive capacity and on of
improvement in hard
standards of living work
11.2.2. Discuss basic human needs  Basic human needs:
Food, shelter and clothes

11.2.3 Describe factors that affect  Factors:Land, labour and

production capital
 Role of trade unions.

 Enhanced trade leading

11.2.4 Explain the importance of to increased economic
standards in economic and social activities, incomes and
development high standard of living,
enhanced public health
and safety
11.2.5 Analyse the contributions of  Lending, money transfer
financial institutions to services, insurance
economic and social
development.
 Role of informal sector:
11.2.6 State the role of the informal Employment, production
sector in national development of goods and services

 Importance of positive
11.2.7 Explain the importance of
work culture: High
positive work culture in
productivity of goods and
economic and social
services
development
11.2.8 Identify factors that hinder  Obstacles to positive
work culture: Corruption,
positive work culture
poor conditions of
service, poor leadership,

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TOPIC SUB-TOPIC SPECIFIC OUTCOMES CONTENT
Knowledge Skills Values
11.4 Zambia’s 11.4.1 Describe Law  Law: Set of rules that regulate  Classification of  Respect for
Legal system human behaviour in society. Criminal and Civil the Law
11.4.1 Explain Legal system  Legal system: A set standard cases
which a society develops for
itself to control the behaviours
of its members towards one
another.
11.4.2 Discuss elements of a  Elements of a good legal
good legal system, system: Simple,
comprehensive, certain
flexible, accessible etc.
 Analysis of
11.4.3 Describe sources of  Sources of law: English or sources of Law.
Law in Zambia common Law, Legislation
such as Constitution and
statutory instruments,
customary law, case law and
international treaties.

11.4.3 Explain criminal and  Criminal case: any wrongful

civil cases 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.
11.4.4 Describe the trial
stages in the Zambian Legal
 Trial stages:Pre-trial, trial and  Identification of
System that stages.
post-trial stages.

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11.4.6 Discuss capital  Capital punishment: Death
punishment penalty
 Arguments for and against
death penalty

11.4.7 Explain factors that  Obstacles to justice

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

11.4.5 Identify Legal Justice institutions: Ministry of  Analysis of the

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

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TOPIC SUB- SPECIFIC OUTCOMES CONTENT
TOPIC Knowledge Skills Values
11.5 Gender Equity 11.5.1 Explain gender equity and  Gender: state of being  Conflict  Awareness of
and Equality gender equality. male or female. resolution in general equity
 Equity: is the process of the family and equality in
treating males fairly in society.
order to achieve their equal
status.
 Equality: refers to similar
opportunities of
development given to
males and females without
any set limitations.
11.5.2 Outline the Historical  Historical background:
background to gender equity United Nations
and equality. Declaration on Elimination
of all Forums of
Discrimination against
women (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) etc.
 Ministry of Gender(2005)
11.5.3 Distinguish gender roles from  Gender roles: tasks and
sex roles. responsibilities which are
differently assigned by
society for males and
females.
 Sex roles:tasks determined
by biological differences
between males and
females.

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11.5.4 Explain the social construction of  Gender social
gender. construction: Socialisation
process based on
patriarchal beliefs.
 Agents of socialisation
 : family, school and
church.
11.5.5 Discuss Gender issues in  Gender Issues:Land
traditional and modern society. allocation , decision
making, customary laws
and statutory
11.5.6 Describe Gender based violence  GBV: Violence (physical,
Psychological and
structural), Sexual
harassment, Rape e.t.c.

11.5.7 Analyse the Intestate Succession  Intestate succession Act:

Act of 1989. Act of Parliament No. 14
of 1989.
 Terms guiding distribution
of deceased person’s
estates and personal
chattels.
 Government institutions:
11.5.8 Describe Government
Ministry of Gender,
Institutions and Civil Society
Courts, Zambia Police,
Organisations that promote
gender equity and equality.
 Civil Society
Organisations:
Justice for Widows and
Orphans Project (JWOP)
Young Women Christian
Association (YWCA) etc.

23
TOPIC SUB-TOPIC SPECIFIC OUTCOMES CONTENT
Knowledge Skills Values
11.6 Culture of 11.6.1 Explain culture of peace  Culture of peace: Absence of  Promotion of
Peace conflict and war  Mediation and tolerance and justice
negotiation in society.
11.6.2 Describe methods of  Peace promotion: between
promoting peace Intermarriages, tolerance, conflicting
justice, forgiveness, respect parties
etc.

11.6.3 Identify levels of conflict  Conflict levels: Individual,

community, national,
international

11.6.4 Analyse causes of conflict  Causes of conflict: Religion,

imbalance of natural
resources, poverty, injustice,
etc.

11.6.5 Discuss effects of conflict  Effects of conflict: Death,

on society migrations, destruction of
infrastructure, etc.

 Conflict resolution strategies:  Awareness of

11.6.6 Describe conflict Counselling, negotiation, conflict
resolution strategies mediation, arbitration, management
litigation strategies in
society.
 Role of United Nations:
11.6.7 Discuss the role of United Peacekeeping, conflict
Nations in promoting management and resolution.
peace.

24
TOPIC SUB-TOPIC SPECIFIC OUTCOMES CONTENT
Knowledge Skills Values
11.7 Child Abuse  Child abuse 11.6.1 Describe child abuse  Child A buse: Ill-treatment of a  Classification  Respect for
child physically or mentally of different children’s’
11.6.2 Explain different forms  Forms: Sexual abuse, sexual types of child rights.
of child abuse harassment, child defilement, abuse.
child battering, child neglect,
child trafficking, child
11.6.3 Discuss ways of prostitution and child labour
addressing child abuse  Addressing child Abuse:
Legislation, stiff punishment on
offenders, community
Sexual sensitisation, etc.
harassment 11.6.4 Describe sexual  Sexual harassment: touching or
harassment making sexual remarks against
someone’s wishes  Analysis of
 Sexual harassment protection: causes and
Making home secure, getting effects of
help from police, etc. various types
11.6.5 Discuss ways of of child
protection against sexual abuse.
harassment and rape.

Teenage 11.6.6 Explain causes of  Causes of teenage pregnancy:

pregnancies teenage pregnancies Peer pressure, economic and
cultural issues, lack of sex
education, etc.

 Effects of teenage pregnancy:

11.6.7 Explain the effects of
Stigmatisation, child dumping,
teenage pregnancies. school dropping out, etc.

 Preventing teenage pregnancy:

11.6.8 Identify ways of
Reversing negative cultural
preventing teenage
practices, counselling, peer
pregnancies
25
 education,
11.6.9 Discuss institutions that  Zambia police, Young Women
address social challenges Christian Association, judiciary
(courts), etc.

26
GRADE 12

GENERAL OUTCOMES:
 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.
KEY COMPETENCIES
 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

TOPIC SUB-TOPIC SPECIFIC OUTCOMES CONTENT

Knowledge Skills Values
12.1. International 11.3.1 Describe the International  International Bill  Classification of  Respect for
Human Rights Bill of Rights(IBR) of Rights: various human human
Instruments Universal rights rights
Declaration of instruments
Human rights
(UDHR),
International
Covenant on Civil
and Political
Rights (ICCPR),
International
Covenant on
Economic, Social
and Cultural
Rights (ICESCR),
Specialised
Instruments
11.3.2 Explain the Universal  UDHR: Charter
Declaration of Human Based
Rights (UDHR) International
Human Rights
Instrument;
contains 30
articles such as
right to life.

27
11.3.3 Describe Treaty Based  Treaty Based
Human Rights Instruments Human Rights
Instruments:
International
Covenant on Civil
and Political
Rights (ICCPR),
with two optional
protocols and
International
Covenant on
Economic, Social
and Cultural
Rights (ICESCR)

11.3.4 Discuss the Specialised  Specialised

Human Rights Instruments Human Rights
Instruments:
United Nations
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.
11.3.5 Explain provisions of the  Individual rights
African Charter on Human such as rights to
and People’s Rights.
equality and
integrity of
persons.

28
 Peoples rights
such as right to
self
determination
sovereignty over
the environment
and its resources.
NEPAD, APRM

29
TOPIC SUB-TOPIC SPECIFIC OUTCOMES CONTENT
Knowledge Skills Values
12.2 RIGHTS OF A 12.2.1 Describe Children’s Rights.  Children’s Rights:  Analysis of  Respect for
CHILD Rights enjoyed by children’s children’s
persons below the rights rights
age of 18.
12.2.2 Describe the four principles of  Principles: Non-
the United Nations Convention Discrimination, the
on the Rights of the Child Best Interests of the
(UNCRC). Child, Survival and
Development and
Participation.

 Provisions : Child
12.2.3 Discuss the provision of the Rights and
UNCRC and the two optional Freedoms, Name
protocols. and Nationality,
preservation of
identity freedom of
thought, conscience
and religion,
Freedom of
association etc.

30
TOPIC SUB- SPECIFIC OUTCOMES CONTENT
TOPIC Knowledge Skills Values
12.3 FAMILY 12.3.1 Describe family and marriage.  Family: Group of  Analysis of types of  Promotion of
LAW people related by marriages harmony in a
blood or marriage. family.
 Marriage: Legal
union of man and
woman as husband
and wife  Respect for
human
12.3.2 Explain the elements of Family  Elements of family  Classification of rights
Law. law: Marriage, various elements
divorce, death, of family law
property settlement,
adoption of children
succession etc.
12.3.3 Describe types of marriages in  Types: Statutory and
Zambia. customary.

12.3.4 Assess the effects of separation,  Effects Separation

divorce and death on the divorce and death
family. effects: Impact on
spouse children and
extended family

31
TOPIC SUB- SPECIFIC OUTCOMES CONTENT
TOPIC Knowledge Skills Values
12.4 12.4.1 Explain development planning.  Development planning:  Prioritisation in  Knowledge of
DEVELOPMENT Plan of set suggestions development fiscal
PLANNING aimed at achieving set planning discipline in
goals in future. budgeting
 Types: short term plan,
12.4.2 Discuss types of development medium term plan and
planning. long term plan.

 Analysis of
12.4.3 Describe methods of planning.  Methods of planning: types of
Centralised planning and planning
Decentralised planning.

12.4.4 Discuss the importance of  Budgeting and fiscal

budgeting and fiscal discipline discipline: Ensures strict
in development planning. control of public
resources and compliance
in taxation and public
expenditure
 Functions: Provision of
12.4.5 Explain the functions of micro loans, funding of large
and macro-economic financial scale project
institutions. infrastructures.

 Indicators of
12.4.6 Examine indicators of development: Gross
development. National Product, Gross
Domestic Product.
Human Development
Index and Per Capita
Income.

 Zambia’s Development
12.4.7 Outline Zambia’s National plans: Emergence
Development plans from Independence Development Plan
to present:
(EDP), National

32
 Transitional
Development Plan
(NTDP), First 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)

33
TOPIC SUB- SPECIFIC CONTENT
TOPIC OUTCOMES Knowledge Skills Values
12.5POVERTY 12.5.1 Describe  Poverty: Lack of basic needs.  Analysis  Promotion of
REDUCTION poverty. causes and discipline and
IN ZAMBIA effects of hard work.
poverty
12.5.2 Explain the  Causes of poverty: Debt burden, external dependence,
causes of poverty. climatic variations, conflict, poor work culture etc.

12.5.3 Assess the  Effects of poverty: Hunger, food insecurity, high

effects of poverty unemployment levels, increase in
crime,conflicts,corruption

12.5.3 Discuss poverty  Poverty alleviation strategies: Improving education and

alleviation strategies. health services, increasing access to safe water and
sanitation, promoting rural electrification etc.

12.5.4 Evaluate  Poverty Reduction Strategy Paper(PRSP) with focus on

poverty alleviation microeconomics,Agriculture,Tourism,Mining,Health,Edu
strategies and their cation.e.tc
implementation in
Zambia

34
TOPIC SUB- SPECIFIC OUTCOMES CONTENT
TOPIC Knowledge Skills Values
12.6 GLOBAL 12.7.1 Explain globalisation and global  Globalisation:  Analysis of  Appreciation
ISSUES issues. Making wide causes and of co-
extension or linkages effects of debt existence
to all parts of the Crisis
world,
 Global issues: Global
warming, corruption,
war, terrorism etc
12.7.2 Discuss Bilateral and multilateral  Bilateral Aid:
aid. Assistance from one
country to another
 Multilateral Aid:
assistance from
international agencies
formed by several
countries.
12.7.3 Discuss International trade.  Trade between
different countries
 Reasons for
international trade

12.7.4 State the role of the World Trade  Role of WTO:

Organisation(WTO) Administering
technical barriers to
trade (TBT) and
sanitary and phyto-
sanitary (SPS)
agreements.(Zambia
member of WTO)
 Debt crisis:
12.7.5 Explain debt crisis and debt relief.
Borrowing beyond
one’s capacity to pay
back.
 Debt Relief; Ability
to pay back debts
12.7.6 Discuss the effects of debt crisis on  Unfair international

35
 Zambia. trade, debt servicing.
Spending loans on
consumption etc.
12.7.7 Explain Millennium Development  Eight global
Goals (MDGs). development targets
agreed by world
leaders at UN
millennium summit in
2000 to be achieved
by 2015.E.g primary
education for all,
eradication of poverty
e.tc.
12.7.8 Analyse Zambia’s efforts towards  Introduction of
the attainment of the Millennium Poverty Reduction
Development Goals. Strategy paper,
provision of
subsidised fertilizer to
subsistence farmers,
introduction of free
basic education from
grade one to seven
etc.

36
APPENDIX 0NE:
SCOPE AND SEQUENCE CHART – 10 TO 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 - The Zambian Bill of Rights

Citizenship: duties, rights and - -

responsibilities.
3. HUMAN RIGHTS Introduction to Human Rights Major International Human The Rights of a Child
Rights Instruments
4. LEGAL EDUCATION -  Introduction to Zambia’s Family Law
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

37
38