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 - ii

12
Vision
Quality, lifelong education for all which is accessible, inclusive and relevant to individual, national and global needs and value systems
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
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.
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
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

vii CIVIC EDUCATION SYLLABUS - GRADE 10 -

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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, 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.
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.
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.

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
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KNOWLEDGE SKILLS VALUES
10.1 CONSTI- 10.1.1 The 10.1.1.1 Describe types of constitution  Types of constitutions: Written  Classification of  Appreciation of a
TUTION Zambian and Unwritten different types of good constitution
constitution. (Flexible and Rigid Constitutions) constitution  Respect for rule
10.1.1.2 Explain the main parts of the  Parts of the Zambian of Law
 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  Analysis of
arrests, corrupt leadership different types
10.2.1.3 Analyse different Electoral  Electoral systems: Single of electoral
systems. Member Plurality System systems
(SMPS) or First Past The
Post (FPTP), Single Member  Identification of
Majoritarian System Zambia’s
(SMMS) or Fifty plus One, electoral 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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10.2.1.4 Explain Zambia’s  Zambia’s Electoral  
Electoral system 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,
10.2.2 Local Tripartite (General) and By-
Government. elections.
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
governance under customary law.
 Participating in
Development Projects in
their area.
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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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10.4 HUMAN 10.4.1 INTRO- 10.4.1.1 Describe Human Rights.  Human rights: Claims  Promotion
RIGHTS DUCTION and freedoms of every of human
TO HUMAN human being. rights
RIGHTS.  The Charter of Mande (1222)  Awareness of
 Universal Declaration of human rights
Human Rights (UDHR
1948)
10.4.1.2 Discuss characteristics of  Characteristics: Inherent,  Identification
Human Right inalienable, universal, of human rights
indivisible and inter- categories  Respect for
related human rights
10.4.1.3 Explain categories of  Categories: Civil and
Human Rights political rights, e.g., right to  Classification
life Economic, social and of 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.
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10.5.1 CORRUP- 10.5.1.1 Describe corruption.  Corruption: Bribery and  Classification of  Accountability
10.5 CORRUPTION TION abuse of authority of office different types of of public
corruption. resources
10.5.1.2 Discuss types of  Types of corruption: Petty,  Classification of
corruption grand and political different types of
(electoral) corruption. 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 effects public office
values, uninspiring of corruption.
leadership, lack of 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 to
public officers, 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
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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
etc.  Identification of
10.6.1.8 Identify factors that affect  Obstacles to cultural various cultural
the appreciation of cultural diversity: Stereotyping, practices in
diversity in Zambia. prejudice, enthnocentricism, Zambia.
cultural relativism.
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10.6.1.9 Describe global culture  Global culture: Sharing of
cultures across countries.
 Agents of global culture
(cultural imperialism):
technology, mixing of
cultures, tourism, trade

10.6.1.10 Identify institutions that  .Institutions of cultural

preserve cultural heritage
in Zambia
heritage: C. Museums (map
of Zambia), National Heritage
Conservation Commission,
National Arts Council,
Ministry of Tourism and Art.
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10.7 DRUG AND 10.7.1 Drug 10.7.1.1 Describe types of  Taking something often the  Classification of  Awareness of
SUBSTANCE and substances often abused by body does not need and for different types of dangerous types
ABUSE Substance people. 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, curiosity,  Analysis of
substance abuse. stress, ignorance etc. causes and
 Signs and symptoms of effects of
substance abuse substance abuse.
 How to avoid substance
abuse
 Dependence on substances.
10.7.1.4 Discuss effects of  Diseases, crime, insanity,
substance abuse on loss of productivity etc
individuals, community,
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.

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GRADE 11
GENERAL OUTCOMES AND KEY COMPETENCES
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 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.
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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
Constitution(1996)
11.1.1.2 Identify Elements of the  Articles 11-32 of the  Identification of
Bill of Rights in the Zambian Constitution(1996) the elements of
Zambian Constitution. the Bill of Rights
11.1.1.3 Describe ways of  Enforcement: Courts, Judicial in the Zambian
enforcing the Zambian Bill Review Commission, use of Constitution
of Rights. Human Rights Commission,  Analysis of ways
Office of Investigator of enforcing the
General. bill of rights
11.1.1.4 Discuss the role of the  Encourage, respect and
Institutions that promote promotion of Human Rights
Human Rights in Zambia. among other people.
11.2 CIVIL 11.2.1 Civil Society 11.2.1.1 Describe Civil Society  Civil Society Organisations:  Classification Promotion of
SOCIETY AND and governance Organisations. Non- military and non- of Civil society accountability
MEDIA IN governmental organisations that organisations and
GOVERNANCE promote good transparency in
governance. governance
11.2.1.2 Classify Civil Society  Classes of Civil Society: Civic structures.
Organisations in Zambia Organisations, Faith-Based
organisations, Industrial
Labour Organisations,
Professional  Lobbying and
Associations advocating
11.2.1.3 Analyse the roles of  Roles of Civil Society: for good
Civil Society in governance Defending ideals of democracy, governance
influencing public opinion,
promoting transparency and
accountability,
advocating for effective laws
11.2.1.4 Discuss forms of Citizen  Citizen participation: Political,
participation in governance civil society and community
activities

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 11.2.1.5 Discuss factors that hinder  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 and 11.2.2.1 Identify different types of  Types of media: Print and  Classification  Respect for
Governance media. electronic media (Private and of different media freedom
public media) types 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  Promot
AND SOCIAL and Social social development development: Increase in  Analysis ion of hard
DEVELOPMENT Development productive capacity and of factors work
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
contributions of financial services, 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  Respect for
EDUCATION Zambia Legal regulate human behaviour in of Criminal and the Law
System society. Civil cases

11.4.1.2 Explain Legal system  Legal system: A set standard

which a society develops for
itself to control the behaviours of
its
members towards one another.
11.4.1.3 Discuss elements of a  Elements of a good legal
good legal system, system: Simple, comprehensive,  Analysis of
certain flexible, accessible etc. sources of
11.4.1.4 Describe sources of Law in  Sources of law: English or Law.
Zambia common Law, Legislation such
as Constitution and statutory
instruments, customary law, case
law and international treaties.
11.4.1.5 Explain criminal and civil  Criminal case: any wrongful act
cases 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.
11.4.2 Processes 11.4.1.6 Describe the trial stages in  Trial stages: Pre-trial, trial
in the Zambian the Zambian Legal System and post-trial stages.  Identification
Legal System of trial stages.
11.4.1.7 Discuss capital punishment  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 
the administration of justice
11.4.1.9 Identify Legal institutions
and organisations that
promote justice
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Obstacles to justice  
administration: Corruption,
political influence, non adherence
to ethics, incompetence, weak
laws, lack of confidence in the
judicial system, undue delays,
 Justice institutions: Ministry
of Justice, Courts of Law,
Legal Resource Foundation,
Law 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
 Equality: refers to similar of justice in
opportunities of development society
given
to males and females without any
set limitations.
11.5.1.2 Outline the  Historical background: United
Historical Nations Declaration on
background to gender Elimination of all Forms of
equity and equality. Discrimination 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 effects of
e.t.c. 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  Analysis of
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 and Women
equality. Christian Association (YWCA)
etc.
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11.6 PEACE 11.6.1 CULTURE 11.6.1.1 Explain culture of peace  Culture of peace: Absence  Mediation  Promotion of
AND OF of conflict and war and tolerance and
CONFLICT 11.6.1.2 Describe methods of  Peace promotion: Intermarriages, negotiation justice in
PEACE
promoting peace tolerance, justice, forgiveness, between society.
STUDIES conflicting
respect etc.
11.6.1.3 Identify levels of conflict  Conflict levels: Individual, parties
community, national,  Awareness of
international conflict
11.6.1.4 Analyse causes of conflict  Causes of conflict: Religion management
imbalance of natural resources, strategies in
poverty, injustice, quest for money society.
through drugs and human
trafficking and mineral
exploration
11.6.1.5 Discuss effects of conflict  Effects of conflict: Death,
on society migrations, destruction of
infrastructure, etc.
11.6.6 Describe conflict resolution  Conflict resolution strategies:
strategies Counselling, negotiation,
mediation, arbitration, litigation
 Classification
11.6.1.7 Discuss the role of United  Role of United Nations:
Nations in promoting of various
Peacekeeping, conflict
conflict
peace. management 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 for
ABUSE a child physically or mentally of different children’s’
11.7.1.2 Explain different forms of  Forms: Sexual abuse, sexual types of child rights.
child abuse harassment, child defilement, abuse.
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 harassment Making home secure, getting
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 pregnancy:
preventing teenage Reversing negative cultural
pregnancies practices, counselling, peer
education,
11.7.3.4 Discuss institutions that  Zambia police, Young Women
address social challenges Christian Association, judiciary
(courts), etc.
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  Respect for
RIGHTS INTERNATIONAL International Bill of Universal Declaration of Human of various human rights
HUMAN RIGHTS Rights(IBR) rights (UDHR), International human 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  Respect for
Child Children’s Rights. enjoyed by persons below of children’s
A CHILD
the age of 18. children’s rights
12.2.1.2 Describe the four  Principles: Non- rights
principles of the Discrimination, the Best  Identification
United Nations Interests of the Child, of principles
Convention on the Survival and Development of UNCRC
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 and
LAW marriage.
12.3.1.2 Explain the elements
of Family Law.
12.3.1.3 Describe types of
marriages in Zambia.
12.3.1.4 Assess the effects of
separation divorce and
death on the family.
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 Family: Group of people  Analysis of types  Promotion of
related by blood or marriage. of marriages harmony in a
 Marriage: Legal union of man family.
and woman as husband and
wife
 Elements of family law:
Marriage, divorce, death,  Respect for
property settlement, adoption human rights
of children succession etc  Classification of
various elements
 .Types of marriages: Statutory
of family law
and customary.
 Effects Separation divorce and
death effects: Impact on
spouse children and extended
family
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12.4 DEVELOP- 12.4.1 DEVELOP- 12.4.1.1 Explain development  Development planning: Plan  Prioritisation  Knowledge of
MENT MENT planning. of set suggestions aimed at in 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 types
12.4.1.3 Describe methods of  Methods of planning: of planning
planning. Centralised planning and
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  Functions: Provision of

of micro and macro- loans, funding of large scale
economic financial project infrastructures.
institutions.
12.4.1.6 Examine indicators of  Indicators of development:
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  Promotion of
REDUCTION needs such as food, shelter of causes discipline and
IN ZAMBIA etc. and effects hard work.
12.5.1.2 Explain the causes of  Causes of poverty: Debt of poverty
poverty. burden, external dependence,
climatic
variations, conflict, poor work
culture etc.
12.5.1.3 Assess the effects of  Effects of poverty: Hunger,
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 their Paper(PRSP) with focus on
implementation in Zambia microeconomics,
Agriculture, Tourism,
Mining, Health,
Education.e.tc
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12.6 GLOBALI- 12.6.1 GLOBAL 12.6.1.1 Explain globalisation and  Globalisation: Making wide  Analysis of  Appreciation
SATION ISSUES global issues. extension or linkages to all parts causes and of co-existence
of the world, effects of debt
 Global issues: Global Crisis
warming, corruption, war,
terrorism etc
12.6.1.2 Discuss Bilateral and  Bilateral Aid: Assistance from
multilateral aid. one country to another
 Multilateral Aid: assistance
from international agencies
formed by several countries.
12.6.1.3 Discuss International  Trade between different countries
trade.  Reasons for international trade
12.6.1 4 State the role of the  Role of WTO: Administering
World Trade technical barriers to trade (TBT)
Organisation(WTO) and sanitary and phyto-sanitary
(SPS) agreements.(Zambia member
of
WTO)
12.6.1.5 Explain debt crisis and  Debt crisis: Borrowing beyond
debt relief. one’s capacity to pay back.
 Debt Relief; Ability to pay
back debts
12.6.1.6 Discuss the effects of  Unfair international trade,
debt crisis on Zambia. debt servicing. Spending loans
on consumption etc.
12.6.1.7 Explain  Eight global development
Millennium targets agreed by world leaders
Development Goals at UN millennium summit in
 Analysis of
(MDGs). 2000 to be achieved by 2015.E.g
the millennium
primary education for all,
development
eradication of
goals
poverty e.tc.
12.6.1.8 Analyse Zambia’s efforts  Introduction of Poverty
towards the attainment of Reduction Strategy paper,
the Millennium provision of subsidised fertilizer
Development Goals. to subsistence farmers,
introduction of free basic
education from grade one to
seven
etc.
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