Republic of Zambia

Ministry of Education, Science, Vocational Training and Early Education

PRIMARY SCHOOL ZAMBIAN LANGUAGES SYLLABUS

(GRADES 1 – 7)

Prepared by the: Curriculum Development Centre

P.O. Box 50092
LUSAKA-ZAMBIA.
2013
© Curriculum Development Centre, 2012

All rights reserved. No parts of this publication may be reproduced, stored in a retrieval system or transmitted by electronic, mechanical,
photocopying, recording or other means, without the prior permission of the Curriculum Development Centre.

i
VISION

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

ii
CONTENT
Page

Preface ………………………………………………………………………………………………………………………………………………………………………………….. iv

Acknowledgement ………………………………………………………………………………………………………………………………………………………………… v

Introduction ………………………………………………………………………………………………………………………………………………………………………….. vi

Methodology ………………………………………………………………………………………………………………………………………………………………………… vii

General Outcomes for Grades 1-7 ………………………………………………………………………………………………………………………………………… viii

 Listening and Speaking ……………………………………………………………………………………………………………………………………………… viii

 Reading …………………………………………………………………………………………………………………………………………………………………….. ix
 Writing ……………………………………………………………………………………………………………………………………………………………………… x
Grade 1…………………………………………………………………………………………………………………………………………………………………………………. 1

Grade 2 ………………………………………………………………………………………………………………………………………………………………………………… 8

Grade 3…………………………………………………………………………………………………………………………………………………………………………………. 12

Grade 4 ………………………………………………………………………………………………………………………………………………………………………………… 17

Grade 5…………………………………………………………………………………………………………………………………………………………………………………. 23

Grade 6…………………………………………………………………………………………………………………………………………………………………………………. 31

Grade 7…………………………………………………………………………………………………………………………………………………………………………………. 48

iii
PREFACE

This syllabus was initially produced as a result of the Basic School Curriculum Reforms carried out by the Ministry of Education, under the Basic
Education Sub Sector Investment Programme (BESSIP) from 1999 to 2002.

The reforms were necessitated by the need to solve long-standing problems in the existing curriculum such as being overloaded,
compartmentalized, examination oriented and inflexible. The reforms were also an attempt by the Ministry of Education to capture the latest
technological, economic, political and social developments in a fast changing world. In response to these reforms, the syllabuses have been
revised in five learning areas. The learning areas are; Literacy and Languages, Integrated Science, Creative and Technology Studies,
Mathematics and Social and Developmental Studies. The curriculum focuses on the development of literacy, numeracy, practical skills and
personality.

It is my sincere hope that this 2012 outcomes based syllabus will greatly improve the quality of education provided at Lower and Upper
Primary School level as defined and recommended in the policy document, ‘Educating Our Future’ 1996.

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

iv
ACKNOWLEDGEMENTS

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

Many individuals, institutions and organisations were interviewed throughout the country in order to gather their views on the existing
curriculum and also to accord them an opportunity to make suggestions for the new curriculum. The Ministry of Education, Science, Vocational
Training and Early Education wishes to express heart-felt 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 Standards and Curriculum, the Directorate of Teacher Education and Specialised Services, 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 cooperating partners for rendering support in the production of this syllabus.

Special appreciation also goes to the Curriculum Development Centre support staff and all those who were involved in the development of this
syllabus in one-way or another.

v
INTRODUCTION

This revised version of the syllabus reflects the educational requirements as stated in the policy document, ‘Educating Our Future’ (1996)
which emphasises, among other things, literacy and life skills. Clear outcomes have been stated in such a way that the content is spread out to
show the knowledge, skills, and values to be attained by learners in school.

The syllabus has two parts. These are; Literacy and Language.

1. The Literacy Component: Grades 1-7:

This covers reading and writing at Grades 1-7 and consolidating and further developing the literacy skills in Zambian Languages.

2. The Language Component: Grades 1-7:

The Language Component covers listening, comprehension, vocabulary, oral and written expression, reading, information
gathering, giving and following instructions, awareness of similarities between Zambian Languages, Zambian culture, life skills,
literature and culture, translations and crosscutting themes.

vi
METHODOLOGY

The teaching methodology should be based on a communicative approach whose features include:
1. Integration of the basic literacy and language skills;
2. Using the literacy and language skills in real life situations;
3. Teaching literacy and language in context;
4. Using authentic teaching materials;
5. Using a variety of reading and writing activities, including writing about real experiences and for a real purpose;
6. Pacing learners in ability groups;
7. Using continuous assessment; and
8. Using varied learner-centred communicative, interactive and participatory techniques such as:

 Role play
 Drama
 Problem-,solving
 Information transfer
 Pair or group discussion
 Field trips or project work
 Case studies
 Debate

vii
GENERAL OUTCOMES FOR GRADES 1-7

1. Listening and Speaking

The Listening and Speaking skills are very important. Learning to listen accurately and respond to the spoken word increases the learners’
confidence, builds up their receptive skills and allows them to be exposed to different forms of language.

This is the reason why listening and speaking skills are the basis of all language work.

Therefore, by the end of Grade 7, a learner should:

a) Perform the following outcomes using the appropriate language forms:

 Identify and classify;
 Describe, narrate and report;
 Find out;
 Deny and concede;
 Express and elicit intellectual attitudes;
 Express personal meaning;
 Get things done;
 Communicate for social purposes;
 Express concepts and relationships;
 Talk about quality and quantity;
 Understand the most common and useful grammatical terms and their functions;

b) Manipulate accurately and appropriately the core structures in the context of the functions set in (a) above;
c) Use language effectively in and out of school, and demonstrate by responding in an appropriate way a spoken message;
d) Use the spoken language forms which are appropriate to different social contexts.

viii
2. Reading

In reading, a learner will be required to read for comprehension from the beginning, and then be introduced to the types of functional
reading, which will enable learners to gradually read for specific purposes in crucial areas.

By the end of Grade 7, a learner should:

a) Understand the different types of reading materials which they are likely to meet both in and out of school, i.e. texts and passages
in the Learner’s Books and graded supplementary readers, reading materials in real life, e.g. signs, instructions, etc.; and reading
materials related to other learning areas;
b) Have a reading vocabulary of at least 2500-3000 words, including a basic sight vocabulary of names, signs and labels needed by the
learner to operate in any society and be able to read with understanding a wide variety of narrative, functional and instructional
materials;
c) Read for pleasure and for specific information;
d) Read at a speed appropriate to their purpose (a speed of at least 100 words a minute is recommended for reading for pleasure by
the end of Grade 7);
e) Begin to read critically and make judgements on the materials read.

ix
Writing

Writing in Grades 1-7 comprises learning to form letters and write neatly and legibly (handwriting), learning to spell (spelling) and learning
to do grammatical exercises and controlled, guided and free writing. By the end of Grade 7, the learners should have acquired those
writing skills necessary for work in all learning areas for continued learning, and for the world of work if they do not continue beyond
Grade 7.

Therefore, by the end of Grade 7, learners should be able to:

a) Produce the kind of writing which is likely to be required of them if they leave school after Grade 7, e.g. letters (both formal and
informal); filling in forms; writing telegrams; writing a simple report, etc.;
b) Produce the kind of writing in addition to the above that will be required of them in Grade 8, e.g. continuous free prose writing and
written work as required by other learning areas;
c) Spell and punctuate correctly;
d) Express clearly and correctly in writing their personal experiences, ideas, opinions and knowledge;
e) Take pride in their written work by writing work by writing neatly and keeping their work clean.

x
 ZAMBIAN LANGUAGES PRIMARY SCHOOL SYLLABUS

GRADE 1

GENERAL OUTCOMES:
 Develop listening, speaking, reading and writing skills.
 Use language to communicate in different situations
Key competences
 Show skills of reading initial sounds i.e. letters, syllables and word.
 Demonstrate basic skills in reading and writing common words and simple sentences.
COMPONENT TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
1.1 Listening 1.1.1 1.1.1.1 Demonstrate different  Good morning,  Application  Knowledge
and Greetings forms of greetings. good afternoon,
Speaking good evening
1.1.2 1.1.2.1Talk about themselves and  Nuclear; father,  Application  Knowledge
Relationships their families mother, children
and extended
family e.g. mother,
father, brother,
sister, nephew,
niece, cousin,
grand
father/mother.

1
COMPONENT TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
1.1.3 1.1.3.1 Talk about chores  Domestic unisex  Effective  Knowledge
Responsibilities and responsibilities of chores and communication
members of a family responsibilities, e.g.
washing, sweeping,
cooking

1.1.4 Story- 1.1.4.1 Narrate simple stories Story telling (  Confidence  Knowledge
telling introduction, body  Creative
1.1.4.2 Relate simple stories and conclusion) thinking
 Application
The meaning of
the original story.
Number of characters
(names), source of
story (places)
1.1.5 1.1.5.1 Describe pictures E.g. road signs,  Application  Knowledge
Description market place, bus
station, hospital,
police station.
1.1.6 Counting 1.1.6.1 Count objects. Concord/ agreement  Application  Knowledge
(1- 10) i.e. prefix +
number e.g. ko –
mwe (Tonga) kamo
(Kiikaonde)
1.1.7 Poems, 1.1.7.1 Recite rhymes, poems or Simple rhymes,  Application  Knowledge
rhymes tongue twisters poems and tongue
and twisters on cross –
tongue cutting issues(Health)
twisters

2
COMPONENT TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
1.1.8 Riddles 1.1.8.1 State riddles and puzzles Riddles and puzzles.  Application  Knowledge
and puzzles 1.1.8.2 Explain puzzles.
1.1.8 Simple 1.1.8.1 Retell simple messages. Simple messages.  Application  Knowledge
messages
1.1.9 Colours 1.1.9.1 Identify main colours. Yellow, red, blue  Application  Knowledge
green, white, black,
orange, brown.

1.1.10 Days of 1.1.10.1 Name days of the Days of the week in  Application  Knowledge
the week week. familiar language
1.1.11 1.1.11.1 Respond to simple E.g Stand up, sit  Application  Knowledge
Commands commands down, jump, open the
door.
1.1.12 Houses 1.1.12.1 Identify houses in the Traditional and  Application  Appreciation
locality modern houses
1.1.13 1.1.13.1 Deny, confirm and Denying; No, not like  Application  Knowledge
Denying affirm statements that.
confirming, Confirming; yes,
affirming and 1.1.13.2 Correct wrong Affirmation; it is true,
correcting statements Correcting; te Chanda
ni Bwalya …
(Icibemba), haki
maabani ki maloba
(Silozi)
1.1.14 Plurals 1.1.14.1 Form plurals of nouns. Nzolo/ba nzolo  Application  Knowledge
(kiikaonde),
musimbi/
basimbi(Tonga),
kasumbi/tusumbi

3
COMPONENT TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
(luvale),
nkhuku/nkhuku
(cinyanja)
1.2 Reading 1.2.1 Letters, 1.2.2.1 Carry out a variety of Discriminating the  Application  Knowledge
shapes, visual discrimination letters, objects and
objects. exercises shapes.
1.2.2 Eye 1.2.2.1 Demonstrate left to Eye movement; left to  Application  Awareness
movement. right eye movement. right
1.2.3 Jigsaw 1.2.3.1 Fit pieces of a jigsaw. Jigsaw puzzles (  Application  Knowledge
puzzles sorting, matching and
building the pieces)
1.2.4 Initial 1.2.4.1 Identify common initial  Short vowels: a, e,  Application  Knowledge
sounds sounds. i, o, u.
 Long vowel sounds:
aa ee, ii, oo, uu
 Consonants:
Specific to each
language.
 Other sounds: bb,
kk, ch, ny, ŋ,Ŵ….
1.2.5 Syllables 1.2.5.1 Read and relate  Mono consonants  Application  Knowledge
syllables to their sounds. syllables e.g. ba,
ma, ta
 Di consonant
syllable: mwa, kwa,
 Tri consonants
syllables: Ndwa,
mbwa, ntha,
 Quardral

4
COMPONENT TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
consonants syllable:
Mphwa, Nkhwa.
1.2.6 Letters of 1.2.6.1 Recognise sounds of the  Sounds of alphabet  Application  Knowledge
the letters of the alphabet.(Zambian e.g. /e/, /k/, /g/
alphabet languages)
1.2.6.2 Recognise capital and  Letters e/E, k/K,
small letters of the g/G
alphabet(Zambian languages)
1.2.7 Word 1.2.7.1 Form and read words  Common words:  Application  Knowledge
formation from syllables mata, Zamaya, kaka
1.2.7.2 Demonstrate mama, tate
understanding of simple words.  Word to picture
matching
1.2.8 Sentence 1.2.8.1 Form and read simple  Read simple  Application  Knowledge
formation sentences. sentences of the
1.2.8.2 Demonstrate Subject + Verb (S+V)
understanding of simple and Subject + Verb
sentences + Object (S + V+O)
 Sentence to picture
matching

1.2.7 Paragraph 1.2.7.1 Form and read short  Sentence  Application  Knowledge
formation paragraphs. arrangement (three
1.2.7.2 Identify the theme of a short sentences)
passage. s+v+o
 Main idea
1.2.8 Extensive 1.2.8.1 Retell what they have Retelling a story  Application  Knowledge
reading read.
1.2.9 1.2.9.1 Locate required  Answering questions  Application  Knowledge

5
COMPONENT TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
Comprehension information from a short based on the
text passage
1.2.9.2 React to instructions  Different ways of
read. reacting to
instructions
1.2.10 Locating 1.2.10.1 Locate information from Conventions of print  Application  Knowledge
information print sources. sources e.g. map.
1.3 Writing 1.3.1 1.3.1.1 Demonstrate different  Mould; Shapes and  Application  Knowledge
Manipulation manipulative skills letters
 Drawing and tracing
things
 Finger and hand
manipulation
 Pattern writting
1.3.2 Posture 1.3.2.1 Demonstrate correct Sitting like Leo (up  Application  Knowledge
sitting posture. right)
1.3.3 Hand 1.3.3.1 Write legibly and neatly. Hand writing (cursive  Application  Knowledge
writing writing )
1.3.4 Syllable 1.3.4.1 Form syllables by using Disyllable formation  Application  Knowledge
formation vowels and consonants. (mono di)
1.3.5 Plural 1.3.5.1 Write words in singular Nzolo/ba nzolo  Application  Knowledge
formation and plural forms. (kiikaonde),
musimbi/
basimbi(Tonga),
kasumbi/tusumbi(luv
ale), nkhuku/nkhuku
(cinyanja)
1.3.6 Word and 1.3.6.1 Write words from  Common words: Application Knowledge
sentence syllables mata, Zamaya, kaka

6
COMPONENT TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
formation mama, tate

1.3.6.2 Write simple sentences  Write simple

sentences of the
Subject + Verb (S+V)
and Subject + Verb
+ Object (S + V+O)
 Capital and small
letters
1.3.7 Spellings 1.3.7.1 Write dictated words Common words and  Application  Knowledge
and sentences. simple sentences
1.3.8 1.3.8.1 Punctuate given The full stop (.)  Application  Knowledge
Punctuation sentences
1.3.9 1.3.9.1 Write short paragraphs HIV and AIDS,  Application  Knowledge
Composition on topical issues. Corruption, Child
(maximum of three Abuse and Road
sentences) Safety

7
 GRADE 2

GENERAL OUTCOME:

 Develop listening, speaking, reading and writing skills.

Key competences

 Demonstrate basic skills in reading and writing short paragraphs

 Show understanding of short written text

COMPONENT TOPIC SPECIFIC OUTCOMES CONTENT

KNOWLEDGE SKILLS VALUES
2.1 Listening 2.1.1 Synonyms 2.1.1.1 Use synonyms of nouns  Umulendo/umw  Application  Knowledge
and eni (Icibemba)
Speaking Kamwale /mooye
(Tonga)
2.1.2 Antonyms 2.1.2.1 Use antonyms of nouns  Phwevo/ Lunga
(Luvale)
 Mnyamata /
Mtsikana
(cinyanja)

2.1.3 Puzzles 2.1.3.1 Solve simple puzzles. Solving simple  Application  Knowledge
puzzles
2.1.4 Following 2.1.4.1 Act upon the Instructions e.g.  Application  Knowledge
instructions instructions. Kwala munyako
mi uine fafasi
(Silozi)
2.1.5 Singular 2.1.5.1 Use singular and plural  Singular and  Application  Knowledge
and plural words in sentence (in line with plural words.

8
COMPONENT TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
words noun classes). E.g. Sipula /
Lipula (silozi)
Kichi / bichi
(Kiikaonde)
2.1.6 Riddles 2.1.6.1 State and give answers to  Stating and  Application  Knowledge
and puzzles riddles. answering
riddles
2.1.6.2 Solve simple puzzles.  Solving simple
puzzles
2.1.7 Story 2.1.7.1 Explain the contents of the  Content and  Application  Knowledge
telling stories. meaning of
stories.
 Episodes
2.1.8 Fruits 2.1.8.1 Name common fruits.  Masuku,  Application  Knowledge
makusu
nabungulu,
intungolu,
mapopolo,mabuy
u, nkhuyu,
mumbita
2.1.9 Seasons of 2.1.9.1 Describe seasons of the E.g. Application Knowledge
the year year and the activities.  Mainza –
farming
 Mupeyo –
Harvesting
 Cilimo –
Preparing the
fields. (Citonga)
2.1.10 2.1.10.1 Mention different Occupations e.g.  Application  Knowledge

9
 COMPONENT TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
Occupation occupations in the  Umphunzitsi
community. , ulimi, usodzi
(Cinyanja)
2.1.11 Quality 2.1.13.1 Talk about quality and  Quality – Tiile,  Application  Knowledge
and quantity. nyinyani.
quantity  Quantity – ñata,
(Silozi)

2.1.12 Poems 2.1.14.1 Recite rhymes and poems  Simple rhymes  Application  Knowledge
and rhymes and poems
2.1.13 Buying 2.1.15.1 Use language about  Language on  Application  Knowledge
and selling buying and selling. buying and
selling in familiar
language.
2.2 Reading 2.2.1 Reading 2.2.1.1 Read short paragraphs  Pronunciations,  Application  Knowledge
aloud aloud punctuation,
intonation,
fluency.
2.2.2 Spelling 2.2.2.1 Spell simple words.  Simple words  Application  Knowledge
2.2.3 Extensive 2.2.3.1 Read short stories for  Techniques of  Application  Knowledge
reading pleasure. accurate reading
i.e. good reading
habits,
vocalization,
finger pointing,
no head
movement.
2.2.4 2.2.4 .1 Read short passages and  Teaching  Application Knowledge

10
 COMPONENT TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
Comprehension stories with reference skills
understanding.  Teaching new
vocabulary
2.3 Writing 2.3.1.1 Use question marks in Interrogative  Application Knowledge
2.3.1 interrogative statements statements in
Punctuation familiar languages
2.3.2 Dictation 2.3.2.1 Write dictated sentences Simple sentences  Application Knowledge

2.3.3 Sentence 2.3.3.1 Write simple sentences E.g Mudenda(S)  Application Knowledge
writing (building) using the pattern wakaulila(V)
Subject+ Verb+ Object+ Mutinta(O)
Object(SVOO) bbuku(O)-(citonga)
2.3.4 2.3.4.1 Write short guided Writing stories in Application Knowledge
Composition composition on cross own words. i.e.
cutting issues introduction main
body and
2.3.4.2 Write short unguided conclusion
composition on cross known events,
cutting issues experience(
environment,
HIV/AIDS, child
abuse, road safety)
2.3.5 Hand 2.3.5.1 Write legibly and neatly. Hand writing Application Knowledge
writing (cursive writing)

11
 GRADE 3

GENERAL OUTCOMES:

 Develop listening, speaking, reading and writing skills

 Develop awareness of Zambian Culture and similarities among Zambian languages.

Key competences

Demonstrate basic skills of:

 Writing legibly and neatly in script and cursive forms.

 Communicating in speech in different situations.

COMPONENT TOPIC SPECIFIC OUTCOMES CONTENT

KNOWLEDGE SKILLS VALUES
3.1 Listening 3.1.1 Story telling 3.1.1.1. Retell stories (Traditional Coherence, Application Knowledge
and and modern). cohesion, voice
Speaking projection
3.1.2 3.1.2.1 Listen to a story Content of the Application Knowledge
Aural comprehensively story e.g.
Comprehension character, theme

Objectivity/clarity  Application Knowledge

3.1.3 Information 3.1.3.1 Gather information from in expressing/
gathering different sources, and reporting
report back Social activities
e.g. ceremonies
3.1.4 Description 3.1.4.1 Describe scenery, events, Descriptive
people and other things. language e.g. use

12
COMPONENT TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
of adjectives and Application Knowledge
adverbs
3.1.5 Proverbs 3.1.5.1 Explain proverbs and Proverbs (akanwa Application Knowledge
and Idioms idioms kamwenfu
takabepa) and
idioms(ukufina
amolu)

3.1.6 Poetry 3.1.6.1 Create and recite poems Poems on cross Application Knowledge
cutting issues

3.1.7 Counting 3.1.7.1 Count objects. Counting objects Application Knowledge

(10 – 100)

3.1.8 Directions 3.1.8.1 Ask for and give simple Simple directions Application Knowledge
directions. e.g. turn right,
near, opposite

3.1.9 Time 3.1.9.1 Tell time of the day Actual time and Application Knowledge
period;
morning(07hours),
midday(10 hours),
afternoon(12hours
), evening
(18hours)

13
COMPONENT TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
3.1.13 3.1.13 Use words with the same E.g, bola (rotten), Application Knowledge
Homographs spelling but different sounds. bola (come)-
and homonyms Citonga
3.1.1.2 Use words with the same
spelling, same sounds but different lila (intestine), lila
meaning (cry)- silozi
3.1.14 Dialogue 3.1.14.1 Conduct simple dialogues. Application Knowledge
Simple dialogues
(speech exchange)

3.2 Reading 3.2.1 3.2.1.1 Read silently a given  Theme  Application  Knowledge
Comprehension passage and do follow-up Identification
activities.  New/Familiar
vocabulary
 Question
 Answering

3.2.4 Extensive 3.2.3.1 Read supplementary books Improve language Application Knowledge
reading for pleasure. i.e. vocabulary,
reading habits

3.2.3 Scanning 3.2.4.1 Locate information from Use of contents Application Knowledge
print sources. page and index
page
3.3 Writing 3.3.1 Sentences 3.3.1.1 Construct sentences using E.g Mundia ubena Application Knowledge
the pattern Subject + Verb+ kukyofwa nkinga
Object + Adjective (SVOA) yakataaka-
Kiikaonde
(Mundia is riding

14
COMPONENT TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
a new bicycle)

3.3.1.2 Construct sentences using Use of But and Application

BUT and AND. AND. Eg Jinyama
A abene
Ndalya pesi
tiindakkuta
(citonga)
3.3.2 Dictation 3.3.2.1 Write dictated short Simple paragraphs  Application Knowledge
paragraphs with correct
punctuation
marks; full stop,
capital and small
letters

3.3.3 Plurals 3.3.3.1 Form plurals from singular Plural and Application Knowledge
words singular forms of
words (countable,
nouns)
3.3 Writing
3.3.4 3.3.4.1 Construct short Two paragraphs of Application Knowledge
Paragraphing paragraphs. five
sentences(each
paragraph to carry
different
messages)

15
COMPONENT TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
3.3.5 3.3.5.1 Punctuate sentences and Punctuation Application Knowledge
Punctuation short paragraphs. marks ( the
comma)

3.3.6 Summary 3.3.6.1 Summarise a story. Summary skills Application Knowledge

i.e. note making

3.3.7 3.3.7.1 Write informal letters. Characteristics of

Letter writing informal letters Application Knowledge
e.g. one address,
salutation, body
language, ending
3.3.8 Translation 3.3.10.1 Translate words from Vocabulary e.g. Knowledge
English into Zambian including human Application
Languages. parts of the body
(external parts)
3.3.9 3.3.11.1 Write words and Conjunction and
Orthography sentences using the disjunction, eg Application Knowledge
accepted orthography. mwa ndu(in the
house)- Silozi

Mwandu( soaked
maize residue
porridge )

16
 GRADE 4

GENERAL OUTCOMES:

 Develop listening, speaking, reading and writing skills

 Develop awareness of Zambian Culture and similarities among Zambian languages.

Key Competences:

Demonstrate basic skills and knowledge to:

 Retell a read story

 Punctuate simple sentences and short paragraphs

 Describe various activities, objects, places, actions and simple processes.

CONTENT
COMPONENT TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
4.1 Listening 4.1.1 Story telling 4.1.1.1 Tell different stories.  Orderly manner Application  Knowledge
and  Tense
Speaking  Vocabulary:
voice projection,
introduction,
main part,
conclusion
4.1.2 Synonyms 4.1.2.1 Use antonyms of  Synonyms – Application Knowledge
and verbs. Verbs, Zuza-
antonyms Lunduka
(Tonga) Run
(English)

17
 CONTENT
COMPONENT TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
Boola/ Koza
(Citonga)

4.1.2.2 Use synonyms of  Imana / Ikala Application Knowledge

verbs. (Kiikaonde)
Bwela / Pita
(Cinyanja)

4.1.3 Description 4.1.3.1 Describe various  Descriptive Application Knowledge

activities in rural or language e.g.
urban areas. tense,
sequence
4.1.3.2 Describe objects, indicators,
places and actions adjectives.
imaginatively.
 Instructions
4.1.3.3 Tell someone how to
perform a simple
process.

4.1.4 Hobbies 4.1.4.1 Talk about hobbies  Hobbies e.g.  Application  Knowledge
recreation
sports, reading,
writing

18
 CONTENT
COMPONENT TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
4.1.5 Machine 4.1.5.1 Name the main parts Parts of a  Application  Knowledge
parts of common common machine
machines. e.g.
 Bicycle: cheni,
spoko, kalanko
(Kiikaonde)
 Car: Vwili,
gilazi, bbooti
malisawa
(Tonga)

4.1.6 Events 4.1.6.1 Report and describe Tense: Application Knowledge

present events
 Present simple
tenses.

4.1.6.2 Report and describe Tense:

past events and
experiences.  Past simple
tense.

4.1.7 Social 4.1.7.1 Use socially  Acceptable  Application  Knowledge

language acceptable language vocabulary eg
usage in different at the market,
situations. hospital,
funeral.

19
 CONTENT
COMPONENT TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
4.1.8 Expressive 4.1.8.1 Express personal  Language used  Application  Knowledge
language feelings and rational for expressing
thoughts. personal and
rational
thoughts

4.1.9 Life skills 4.1.9.1 Discuss the life skills  Life skills for  Application  Knowledge
needed for living happy living
together happily. e.g. Tolerance,
patience,
problem
solving
4.10 Reading 4.10.1 4.10.1.1 Read a given  Efficient  Application  Knowledge
Comprehension passage at reading i.e.
appropriate pace, acceptable
with understanding. pronunciation,
content
answering
4.10.1.2 Retell what has  Passage  Application  Knowledge
been read and retelling
answer questions content,
about it. pronunciation

4.10.1.3 Summarise a story  Content  Application  Knowledge

read.  Summary skills
4.10.2 Extensive 4.10.2.1 Read materials on  Expand  Application  Knowledge
reading cross cutting issues. knowledge on
various cross-

20
 CONTENT
COMPONENT TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
cutting issues
e.g. Health,
child abuse,
gender base
violence
4.11 Writing 4.11.1 4.11.1.1 Punctuate  Inverted  Application  Knowledge
Punctuation sentences and short commas,
paragraphs. exclamation
mark
4.11.2 4.11.2.1 Write a short Tense: Application Knowledge
Composition reports on present
events  Present simple
tenses.
4.11.2.2 Write short
descriptive  Past simple
composition on tense.
present events

4.11.2.3 Write short

description on a
process

4.11.2.4 Write short

description of rural
and urban activities.

21
 CONTENT
COMPONENT TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
4.11.3 Translation 4.11.3.1 Translate words,  Simple  Application  Knowledge
sentences and short sentence and
paragraphs from a short
Zambian Language paragraphs
into English.

4.12 Writing 4.12.1 Dictation 4.12.1.1 Write short dictated  Inverted Application  Knowledge
stories. commas,
exclamation
mark
4.12.2 Conjunctive 4.12.2.1 Write sentences  Conjunctives  Application  Knowledge
and using conjunctives and
disjunctive and disjunctives. disjunctives
4.12.3 Semi 4.12.3.1 Write a semi-  Characteristics  Application  Knowledge
Informal letter formal letter. of a semi
formal letter
e.g. address,
salutation,
body language,
ending
4.12.4 Preposition 4.12.4.1 Write sentences  Orthographic  Application  Knowledge
using prepositions. rules:
Preposition e.g.
Ku, Mu, Pa,wa.

22
 GRADE 5

GENERAL OUTCOMES:

 Develop listening, speaking, reading and writing skills

 Develop awareness of Zambian Culture and similarities among Zambian languages.

Key Competences:
 Demonstrate skills and knowledge to express feelings, thoughts, experiences and convictions clearly and effectively in
speech and writing at this level.
 Demonstrate ability to read with steady and clear comprehension.

CONTENT
COMPONENT TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
5.1 Listening 5.1.1 Listening 5.1.1.1 Listen  Six to eight sentence  Application  Knowledge
and Comprehension comprehensively to passage.
Speaking a passage read
aloud.
5.1.2 Story telling. 5.1.2.1 Narrate fiction and Contents:  Application  Knowledge
non-fiction stories  Character and
confidence building,
fluency.
 Logical order of ideas

5.1.3 Asking for 5.1.3.1 Ask for information  Questions, Directions,  Application  Knowledge
information and explanations. Vocabulary: Courtesy
and  Politeness
explanations
5.1.4 Extracting 5.1.4.1 Extract and relate  Content e.g. People’s Application  Knowledge
information information from experiences, moods

23
 CONTENT
COMPONENT TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
conversations. and opinions
5.1.5 Life Skills 5.1.5.1 Express sympathy,  Use correct vocabulary  Communication  Knowledge
interest, concern, to express feelings
hope, apology and
forgiveness.

5.2 Reading 5.2.1 5.2.1.1 Read fiction and  Read and understand  Application  Knowledge
Comprehension non-fiction passages content from passage
with understanding

5.2.2 Summary 5.2.2.1 Explain the meaning
of summary.
5.2.2.2 Identify content and
non content words
5.2.2.3 Compose different
summaries.
 Writing of main ideas  Application  Knowledge
from a passage.
 Content words (words
that give meaning on
their own)
Non-content words
(words that need the
support of other words
to give meaning)
 Word and sentence
summaries

5.2.3 Oral reading 5.2.3.1 Read aloud with  Pronunciation,  Application  Knowledge
acceptable expression,
pronunciation and punctuation marks,
appropriate voice projection
expression.
5.2.4 Paraphrasing 5.2.4.1 Paraphrase what  Content (Vocabulary,  Application  Knowledge

24
 CONTENT
COMPONENT TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
passages has been read from sentence construction
narratives,
passages, tables,
graphs, maps, plans
and mathematical
diagrams.
5.2.5 Idioms 5.2.5.1 Show an  Language usage,  Application  Knowledge
understanding of vocabulary, idioms Interpreting
idiomatic language.
5.2.6 Summary 5.2.6.1 Summarise a story.  Summary types:  Application  Knowledge
compressed, thematic
5.2.7 Extensive 5.2.7.1 Locate information  Skimming, scanning  Application  Knowledge
Reading from print sources note making
2.2.8 Phonology 2.2.8.1 Locate phonic  Locating diagraphs  Application  Knowledge
patterns and blends
5.3 Writing 5.3.1 Composition 5.3.1.1 Write  Structure i.e.  Application  Knowledge
compositions. introduction, body and
Structure i.e. conclusion,
introduction, body Handwriting, logic,
and conclusion clarity, neatness
Handwriting
5.3.2 Reports 5.3.2.1 Write reports on  Tense, Vocabulary,  Application  Knowledge
events and sentence construction
situations in the  Note taking
local community.
5.3.3 Reporting 5.3.3.1 Report personal  Tense content  Application  Knowledge
experiences. (Vocabulary
experience)
5.3.4 Reporting 5.3.4.1 Report briefly on a  Tense, Content (main  Application  Knowledge

25
 CONTENT
COMPONENT TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
conversation, speech points)
or scene by giving
the main points.
5.3.5 Notices and 5.3.5.1 Write notices and  Summary, Vocabulary,  Application  Knowledge
advertisement advertisements. size of letters,
spellings, Heading,
clarity
5.3.6 Translation 5.3.6.1 Translate short,  Content vocabulary  Application  Knowledge
paragraphs from terminologies
English into punctuation, logic
Zambian languages
5.3.7 Free writing 5.3.7.1 Use a variety of  Essay writing, writing,  Application  Knowledge
writing styles e.g. logic, neatness, styles,
personal, synthesis.
imaginative and
functional.
5.3.8 Handwriting 5.3.8.1 Demonstrate how to  Cursive writing  Application  Knowledge
use cursive writing (Richard Marion
respecting lines and (script)
margins
5.3.9 Sequencing 5.3.9.1 Arrange sentences  Logic sentence  Application  Knowledge
in logical order. arrangement
5.3.10 Dictation 5.3.10.1 Write from dictation  Dictation: words,  Application  Application
sentences, spellings

5.4 Language 5.4.1 Use of Tenses 5.4.1.1 Write a paragraph  Present, Past, Future  Application  Knowledge
using a selected  Vocabulary, Sentence
tense arrangement
5.4.2 Grammar 5.4.2.1 Build up words  Word building  Application  Knowledge

26
 CONTENT
COMPONENT TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
using different (Affixation) e.g. Akudya
infixes, stems and (Cinyanja)
suffixes.  A – prefix, - ku- infix
-dy- stem –a suffix
5.4.3 Praises 5.4.3.1 Recite common  Recite praises and  Application  Knowledge
Poems praises and poems Poems about God,
Chiefs, heroes and
natural beauties
5.4.4 Denying 5.4.4.1 Deny, affirm and  Content of  Application  Knowledge
affirming and correct propositions,  Express agreement
correcting and note and disagreement
discrepancies and  Formulate different
anomalies. questions
5.4.5 Noun 5.4.5.1 List nouns  Noun classes 1-6  Application  Knowledge
classes according to noun (singular and plural
prefixes. prefixes)
 Listing in correct order
5.4.6 Figures of 5.4.6.1 Use various figures  Smiles, metaphors,  Application  Knowledge
speech. of speech satire vocabulary
5.4.7 Requests, 5.4.7.1 Influence other  Correct use of  Application  Knowledge
instructions, people through language: wider
warning, making requests vocabulary to express
suggestions and giving respect, responsibility,
instructions, leadership
warnings, advice
and suggestions.
5.4.8 Quantity 5.4.8.1 Talk about quantity  In area, mass,  Application  Knowledge
Impact and and seek factual capacity, weight and
seek factual information height) factual

27
 CONTENT
COMPONENT TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
information information
5.4.9 Dramatising 5.4.9.1 Dramatise various  Emphasis  Application  Knowledge
plays activities in a play.  Irony
 Imitation
5.4.10 Debates 5.4.10.1 Debate cross-  Theme debate (cross  Application  Knowledge
cutting issues. cutting issues such as
health, gender,
HIV/AIDS, and child
abuse
5.4.11 Meanings of 5.4.11.1 Use and give  Proverbs and sayings  Application  Knowledge
proverbs and meanings of
sayings proverbs, and
sayings.
5.4.12 sentence 5.4.12.1 Construct  Given vocabulary and  Application  Knowledge
construction meaningful language
sentences using
5.4.13 Tenses 5.4.13.1 Change word forms  Vocabulary, past,  Application  Knowledge
to suitable tenses. present and future
tenses
5.4.14 Punctuation 5.4.14.1 Punctuate a given  Punctuation: comma,  Application  Knowledge
passage full stop, exclamation
and question marks
etc.
5.4.15 Direct and 5.3.15.1 Change direct into  (Interchanging)  Application  Knowledge
indirect indirect speech and  Tense charge, quotes.
speech vice versa.

28
 CONTENT
COMPONENT TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
5.4.16 Dictation 5.4.16.1 Write dictated  Vocabulary (words and  Application  Knowledge
short paragraphs sentences)

5.5 Writing 5.5.1 Verb forms 5.5.1.1 Identify and positive  Negative form of verb  Application  Knowledge
and indicate the e.g. hani – (will not) in
negative form of a Silozi
verb in a sentence.
5.5.2 Negative form 5.2.2.1 Change sentences  Positive and negative  Application  Knowledge
from positive to forms: correct reversal
negative form and
vice versa.
5.5.3 Reduplicated 5.5.3.1 Write reduplicated  Reduplicated and  Application  Knowledge
and and compound compound/words: to
compound nouns. show new meaning.
nouns
5.5.4 Homographs 5.5.4.1 Write words that are  Intonation/  Application  Knowledge
spelt the same but vocabulary(Similarly
with different spelt words with
meanings. different meanings)
e.g. ca- (eat) ca-
(burn)(Silozi)
5.5.5 Vowel 5.5.5.1 Write words whose  Double vowel words  Application  Knowledge
doubling meanings are e.g. mata (run) maata
differentiated by (strength) in Silozi.
double vowels. Tola (stuntedness)
Toola (pick) in
Kiikaonde.


29
 CONTENT
COMPONENT TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
5.5.6 Affixes 5.5.6.1 Use negative  Negative suffixes &  Application  Knowledge
prefixes or suffixes prefixes e.g. Te – ni
of a verb. Teyo (it is not) etc.

30
 GRADE 6

General Outcomes:

 Develop listening, speaking, reading and writing skills.

 Develop appreciation of literature, culture and life skills.

Key Competences:
 Demonstrate skills and knowledge to express feelings, thoughts, experiences and convictions clearly and effectively in
speech and writing at this level.
 Demonstrate ability to read with steady and clear comprehension.

COMPONENT TOPIC SPECIFIC OUTCOMES CONTENT

KNOWLEDGE SKILLS VALUES
6.1.1 Aural 6.1.1.1 Answer questions  Answering  Application  Knowledge
6.1 Listening Comprehension based on a story or surface,
and play. inference and
Speaking vocabulary
questions
appropriately.

6.1.2 Story/Play 6.1.2.1 Discuss main  Main features  Application  Knowledge

episodes in a story of a story /
or play. play: literacy
analytical
sequence
Scenes, events
 And sub-
themes

31
COMPONENT TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
6.1.3 Miming 6.1.3.1 Mime words or a  Miming  Application  Knowledge
play. (imitate)
correctly
6.1.4 Conversation 6.1.4.1 Identify the main  Main points  Application  Knowledge
points of an of a
conversation and convention
give an logical theme sub-
conclusion. themes
logical
conclusion.
6.1.5 Reporting 6.1.5.1 Report facts on  Facts on  Application  Knowledge
an issue e.g. HIV/AIDS
HIV/AIDS, Human  Human
Rights, Democracy. Rights
6.1.6 Debates/ 6.1.6.1 Reproduce  Agreeing and  Application  Knowledge
Speech information from a disagreeing
speech or debate on the debate
and give an opinion  Speech.
about it.
6.1.7 Processes 6.1.7.1 Describe  Steps or  Application  Knowledge
processes and stages of
activities. processes
 Events.
6.1.8 Descriptions 6.1.8.1 Describe a  Proximity  Application  Knowledge
location. Directions,
position (i.e.
right, front,
behind,
above).

32
6.1.9 Customs 6.1.9.1 Talk about  Customs and  Application  Appreciation
and customs and traditions.  Knowledge
Traditions traditions. (Value,
occasions
and
appropriacy)
6.1.10 Proverbs 6.1.10.1 Give correct  Proverbs;  Application  Knowledge
meaning of correct
proverbs. meaning and
usage (advise,
warning,
praise)
6.1.11 Composing 6.1.11.1 Compose and  Songs  Creativity  Knowledge
use appropriate  Praises  Application
songs, praises and  Poems, e.g.
poems on food,
crosscutting nutrition,
issues. environmenta
l issues
 (Rhyming,
stanza,
theme)
6.1.12 Dramatising 6.1.12.1 Dramatise  Dramatizing  Creativity  Knowledge
stories, legends stories  Application
and famous legends.
folklores.  Folklores
(role.
Playing,
purpose and
value)
6.1.13 Debating 6.1.13.1 Debate issues of  Debating  Critical thinking  Knowledge

33
 the day in a logical skills  Application
manner. (Vocabulary,
voice
projection,
clarity and
protocol)
6.1.14 Social 6.1.14.1 Identify, classify  Identification  Application  Knowledge
information and use  Classification
information. (about
countries,
people,
customs, law
and order,
agriculture,
conservation,
current
affairs,
Historic
subjects and
topical issues
such as HIV
and AIDS,
democracy,
gender and
governance )
6.1.15 Scientific 6.1.15.1 Identify, classify  Identification  Application  Knowledge
information and use  Classification
information about
Maths,
measurement of
time, Science,

34
 communication
sight and light.
6.1.16 Descriptions 6.1.16.1 Describe and  Describing  Application  Knowledge
report experiences, Reporting,
past events, ( nature,
arrangements and time, reason
intentions. etc)

6.1.17 Intensifiers 6.1.17.1 Use intensifiers  Intensifiers  Application  Knowledge

correctly. (very much),
Mbiri –
6.1 Listening Nyanja(Hahul
and u – ( Silozi)
Speaking  (Kapati –
(Chitonga)
6.1.18 Inquiring 6.1.18.1 Find out about  Probing  Application  Knowledge
opinion, feelings people’s
and beliefs of other opinions,
people. feelings and
beliefs.
counseling
6.1.19 Denying 6.1.19.1 Make  Vocabulary  Application  Knowledge
and Affirming statements that for:
deny, or affirm  denying(no,
not true,
never, not at
all),
 affirming
(yes,
welcome, I
accept go

35
 ahead)

6.1.20 Opinions 6.1.20.1 Express  Vocabulary  Application  Knowledge

opinions for
expressing:
 Necessity,
 Criticism,
 Probability,
 Certainty,
 Doubt,
 Inducement,
 deductions
6.1.21 Meaning 6.1.21.1 Express  Vocabulary  Application  Knowledge
6.1 Listening
personal for
and
meaning expressing:
Speaking
 Prediction,
 Satisfaction,
 Surprise,
 Regret,
 Gratitude,
 Speculation
6.1.22 Politeness in 6.1.22.1 Use polite  Vocabulary  Application  Knowledge
expressions for expressing
politeness in:
 Requests,
 Suggestions,
 Instructions,
 Directions,
 Warnings,
 Advice

36
6.1.23 Language 6.1.23.1 Use language  Vocabulary  Application  Knowledge
use socially in appropriate
different for:
situations  Seeking,
agreement,
permission,
 responding to
directions,
 expressing
concern,
 Sympathy,
 planning co-
operative
activities
6.1.24 Interpreting 6.1.24.1 Talk about  Various  Application  Knowledge
information information set out forms of print
in charts, maps, form e.g. :
diagrams, plans,  Maps,
graphs etc.  Graphs,
 Diagrams,
 Charts,
 Tables.
6.1.25 Concepts 6.1.25.1 Express ideas in  Factual  Application  Knowledge
the form of values and
concepts. justifications
6.1.26 Decision 6.1.26.1 Give an  Vocabulary  Application  Knowledge
making appropriate logical for making
conclusion to a conclusion
conversation e.g. e.g. In
on water conclusion.
conservation. To sum up.

37
 6.1.27 Quality and 6.1.27.1 Talk about  Vocabulary  Application  Knowledge
Quantity quality and suitable for
quantity. expression of
quality and
quantity e.g.
good, better,
best more,
most, few,
less.
6.1.28 Speech 6.1.28.1 Discussion  Vocabulary  Application  Knowledge
contents of a suitable for
speech e.g. on making oral
human rights, speech.
citizenship (Salutation
education. and
sequence/ord
er).
6.1.29 6.1.29.1 Classify  Types of  Application  Knowledge
Classification different types of songs
songs and (modern and
occasions at which traditional)
they are sang. and
occasions
(e.g. funeral
ceremony,
religious,
war)
harvesting,
hunting,
pounding
6.2 Reading 6.2.1 Reading 6.2.1.1 Read different  Reading and  Application  Knowledge

38
 types of text and making
comprehension demonstrate correct
understanding. personal
responses
from what
has been
read
(scanning)
6.2.2 Extensive 6.2.2.1 Read materials  Application of  Application  Knowledge
reading from other subject language
areas with patterns and
understanding. skills in other
subject
6.2.3 Book 6.2.3.1 Understand how  Skimming  Application  Knowledge
reference to use a reference and scanning
book.
6.2 Reading 6.2.4 Reading 6.2.4.1 Answer multiple, Answering  Application  Knowledge
comprehension surface and inference
inference on any surface and
topic of the cross- vocabulary
cutting issues. questions
(passage on
cross- cutting
issues)
6.2.5 Oral Reading 6.2.5.1 Read aloud with Reading aloud  Application  Knowledge
appropriate with
expression, correct appropriate
punctuation and expression and
other markers. correct
punctuations.
6.2.6 Extracting 6.2.6.1 Extract Extracting  Interpretation  Knowledge

39
 information information from information
various print from various
resources. print
resources:
Maps,
Graphs,
Tables,
Charts,
Plans,
Diagrams.
6.3 Writing 6.3.1 Composition 6.3.1.1 Write short Writing  Application  Knowledge
compositions on compositions
any given topics e.g.
using appropriate Descriptive,
structures. narrative and
Argumentative
etc
6.3.2 Keeping a 6.3.2.1 Keep a diary. Keeping a  Application  Knowledge
6.3 Writing diary record of daily
occurrences
6.3.3 Letter writing 6.3.3.1 Write formal and Letter writing  Application  Knowledge
informal letters . indicating
address/es,
date,
salutation body
( punctuations,
paragraphing),
confusion
6.3.4 Dictation 6.3.4.1 Take dictation. Writing from  Application  Knowledge
dictation
(punctuations,

40
 orthography).
6.3.5 Paragraphing 6.3.5.1 Demonstrate an Paragraphing  Application  Knowledge
understanding of ( Value of
paragraphing. margin,
indicating,
upper and
lower case
letters etc)
Neatness/
Accuracy.
6.3.6 Composition 6.3.6.1 Use a variety of Writing styles  Application  Knowledge
writing writing styles: for:
personal, Personal,
imaginative, Imaginative,
narrative and Narratives,
descriptive. Descriptive.
6.3.7 Documents 6.3.7.1 Filling in Official  Application  Knowledge
forms documents
correctly such as swift
cash forms,
money order,
application
6.3 Writing forms etc
Accuracy in
completion.
6.3.8 Notices and 6.3.8.1 Write notices, Writing in  Application  Knowledge
Advertisements advertisements and summary form
tables. (Attractiveness,
Clarity/
Vividness,
Accessibility):

41
 brevity

6.3.9 Translation 6.3.9.1 Translate Translation  Application  Knowledge

sentences, rules:
paragraphs and Knowledge of
passages from a both the
Zambian Language source and
into English and receptor
vice versa. language,
culture and
vocabulary
6.3.10 Summarise a 6.3.10.1 Summarizing: Summarizing/  Application  Knowledge
given story. using wider critical
vocabulary to thinking
cover sentence
meaning.
6.3.11 cursive 6.4.11.1 Write legibly with Writing legibly  Application  Knowledge
writing good cursive in cursive
handwriting. form.
6.4 Language 6.4.1 Word forms 6.4.1.1 Analyse, identify Word forms  Application  Knowledge
and use various e.g. plural,
word forms. singular, tense.
6.4.2 Word building 6.4.2.1 Build up words Word building:  Application  Knowledge
using affixes. prefixes e.g.
mu-talima
infixes e.g.
talim (lutalima)
suffixes e.g. –
ile (Mutalimile)

42
6.4.3 Parts of 6.4.3.1 Identify and use Parts of  Application  Knowledge
speech nouns, verbs, speech:
adjectives, nouns
conjunctions, (abstract e.g
adverbs and beauty, love)
pronouns in adjectives
sentences. (dark, small,
tall)
pronouns
(he, I she, the,
there, it)
verbs (eat, run,
sing, dance)
adverbs
(slowly, fast,
quickly inside)
on junctions
(and, but,
therefore,)
6.4.4 Sentence 6.4.4.1 Build up correct Sentence  Application  Knowledge
building sentences using building using
appropriate S + V+ D
vocabulary and sentence
structural items. pattern and
correct parts of
speech syntax.

43
6.4 Language 6.4.5 Homographs 6.4.5.1 Identify and use e.g.  Application  Knowledge
Antonyms, homographs, Homographs
Synonyms antonyms, ( some spelling
and synonyms and but different
Homonyms homonyms in meaning)
sentences. antonyms
(opposite
meaning)
synonyms
(some meaning
sound and
some spelling
but different
meaning)
homonyms

6.4.6 positive and 6.4.6.1 Identify parts of The verb.  Application  Knowledge
Negative forms the verbs that Positive (going)
denote negation and negative
and use of positive (not going)
6.4 Language and negative terms terms in
in sentences. sentences e.g
Ndaona,
tandooni
(chitonga).
6.4.7 Tenses 6.4.7.1 Change verbs and Verbs (is, was,  Application  Knowledge
sentences from one come).
tense to another. Tenses(
present, past)
6.4.8 Regular and 6.4.8.1 Change singular Singular or  Application  Knowledge
irregular nouns to plural for both plural nouns

44
 regular and e.g. .
irregular nouns. Regular
(person,
people) and
irregular
nouns (water).
6.4.9 6.4.9.1 Make nouns from Changing  Application  Knowledge
Nominalisation verbs. verbs into
nouns ca (eat)
sico (food) in
Silozi
6.4.10 Noun classes 6.4.10.1 List nouns Noun prefixes Application Knowledge
according to noun .e.g. mu -, ba -,
prefixes and ka – in
muntu, bantu,
kantu up to
class 8
classifying.
6.4.11 Compound 6.4.11.1 Identify and use Compound Knowledge
and compound words words and Application
6.4 Language reduplicated and reduplicated reduplicated
nouns words. words e.g.
Mfumukazi
(Chieftainess)
Kabotu –
Kabotu
(carefully)
6.4.12 Orthography 6.4.12.1 Write Conjunctive Application Knowledge
conjunctive and e.g. Kulima.
disjunctive words. Disjunctive :
ku lima (to till

45
 the land).
6.4.13 6.4.13.1 Identify and use Interrogatives Application Knowledge
Interrogatives interrogative forms e.g. (Why, how,
of verbs. when, what,
where, how
come) : avoid
literal
6.4.14 Punctuation 6.4.14.1 Punctuate Punctuation Application Knowledge
accurately using marks e.g.
higher forms. inverted
commas,
colon, and
exclamation
marks.
6.4.15 Short and 6.4.15.1 Write two words Words e.g. Application Knowledge
Long vowels whose meanings mata (run)
are differentiated maata
by double vowels. (strength) in
Silozi; mali
(money) maali
(polygamous)
in Chitonga
6.4.16 Positive and 6.4.16.1 Change Positive to Application Knowledge
negative sentences from negative forms
sentences positive to negative of sentences.
forms and vice
versa.

46
6.4.17 Vocabulary 6.4.17.1 Give meanings of Giving Application Knowledge
words from a given meanings of
context. words from
context.
6.4.18 Adjectives 6.4.18.1 Use adjectives to Adjectives: Application Knowledge
qualify nouns. e.g. good, tall
dark, sweet,
cold etc to
describe
nouns.
6.4.19 Borrowed 6.4.19.1 Write words or Examples of Application Knowledge
terms names that have words that
been adapted from have been
other languages. adapted from
other
languages e.g.
spoon
(supuni/sipun
u)
Bemba/Chito
nga).
6.4.20 Concord/ 6.4.20.1 Use prefixes and Prefixes and Application Knowledge
Agreement their concord. their concord
e.g. Basimbi
baleenda (girls
are walking)
Chitonga.
Jiike jaatama
(a bad egg) in
Kiikaonde

47
 GRADE 7

GENERAL OUTCOME(S):
 Develop listening, speaking, reading and writing skills.
 Develop appreciation of literature and culture and life skills.

Key Competences
 Demonstrate high level skills, knowledge and values in a Zambian Language to express feelings, thoughts, experiences
and convictions clearly and effectively in speech and writing.
 Demonstrate high level skills, knowledge and values by integrating life skills in academic and challenges in life while at
this level and the other levels.

COMPONENT TOPIC SPECIFIC CONTENT

OUTCOMES KNOWLEDGE SKILLS VALUES
7.1 7.1.1 7.1.1.1 Identify What theme is? Application Knowledge
Listening and Challenges themes of plays (main lesson taught)
Speaking and stories main theme, sub-
theme
7.1.2 Songs 7.1.2.1 Use and Song with Riddles, Application Knowledge
explain riddles, proverbs, satire and
proverbs, satire idioms. (lyrics)
and idioms in
songs.
7.1.3 Customs 7.1.3.1 Identify and Customs: artifacts Application Knowledge
discuss the and ceremonies
customs of a
particular
group of
people.
7.1.4 Speeches 7.1.4.1 Make a Speeches, apology, Application Knowledge
speech, an an introduction and

48
 apology, an vote of thanks(use of
introduction tense and format of
and vote of written ones)
thanks.
7.1.5 Complex 7.1.5.1 Deliver a Main message Application Knowledge
messages complex (instruction with
transfer message. main and correct
information) e.g.
birth of child, funeral
massage, summon
massage, Reporting
brevity.
7.1.6 7.1.6.1 Demonstrate Planning (costs, Application Knowledge
Budgeting understanding expenditure)
of budgeting
7.1.7 Debate 7.1.7.1 Debate Debate formalities. Application Knowledge
issues of Indication, opposing
national or proposing
importance motions, points, and
opinions, facts on
issues such as
corruption,
governance and child
abuse
7.1.8 Acting 7.1.8.1 Act in a play Voice projection
articulation and Application Knowledge
annunciation.
7.1.9 simple 7.1.9.1 Identify, carry Simple research
research out a simple ethics: Application Knowledge
research requesting
project and information,

49
 report findings Probing on tact on
issues that affect
them in their local
community
7.1.10 7.1.10.1 Describe Beliefs, past evens, Describing/ Knowledge
Description and narrate experiences, Narrating
and own and other arrangements and
narration people’s intentions
experiences
7.1.8 Acting 7.1.8.1 Act in a play Voice projection Application Knowledge
articulation and
annunciation.
7.1.9 Simple 7.1.9.1 Identify, carry Simple research Application Knowledge
research out a simple ethics: requesting
research information. Probing
project and on tact on issues
report that affect them in
findings. their local
community.
7.1.10 7.1.10.1 Describe Beliefs, past events, Application Knowledge
Description and narrate experiences,
and narration own and other arrangements and
people’s intentions.
experiences
7.1.11 7.1.11.1 Express Stating preferences, Application Knowledge
Personal personal approval and
opinion opinions disapproval,
indifference,
enthusiasm,
intentions and future
arrangements.

50
7.1.12 7.1.12.1 Keep record Costing/Spending/ Application Knowledge
Income of income and Accountability/
generation expenditure Profit/Loss/
Record keeping/
Accounting
7.1.13 7.1.13.1 Express Relationships to do Application. Knowledge
Relationships concepts with cause and
about effect, comparisons
relationships. and contrasts
7.1.14 Quality 7.1. 14.1 Talk about Terms used for Application Knowledge
and quality and quantity. quality and quantity
quantity such as good, better,
best, more, most
7.1.15 Parts of 7.1. 15.1 Demonstrate Parts of speech such Application Knowledge
speech understanding as adverbs,
of all parts of adjectives,
speech. interjections.
7.1.16 7.1. 16.1 Persuade Persuade other Application Knowledge
Persuasion other people people through polite
request, persuasions
and giving advice
using volitional
terms like could,
may please
7.1.17 7.1.17.1 Identify main Main points of a Application Knowledge
Conversation points of a conversation e.g.
conversation. theme, main points
and conclusion,
major highlights
7.1.18 7.1.18.1 Discuss Humility/Patience/ Application Knowledge
Leadership leadership Honesty/

51
 qualities Assertiveness
7.1.19 cross 7.1.19.1 Narrate Cross cutting issues Application Knowledge
cutting issues stories tales, such as HIV/AIDS,
legends and Gender, street kids,
myths on empathy etc.
cross cutting
issues.
7.2 Reading 7.2.1 7.2.1.1 Read a given Understanding Application Knowledge
Comprehension passage and do contents i.e. theme,
follow up Vocabulary,
activity Reading,
Scanning,
Skimming
7.2.2 7.2.2.1 Read Good reading habits Application Knowledge
Extensive passages
reading silently
7.2.3 Reading 7.2.3.1 Read aloud in How to read with
aloud a lively and emotions/ Reading Application Knowledge
expressive expressively (i.e.
manner. intonation, stress,
punctuation marks).
7.2.4 7.2.4.1 Use reference Reference and Application. Knowledge
References and textbooks textbooks (use of
effectively. reference materials
e.g. index, table of
content).
Skimming
Scanning
Referencing
7.2.5 7.2.5.1 Read Materials from other Application knowledge
Extensive materials from subject materials.

52
 reading other subject
areas with
understanding.
7.3 Writing 7.3.1 7.3.1.1 Write Layout of a Application. Knowledge
Compositions compositions or composition e.g.
essays on a introduction, main
given topic. body and conclusion
(punction).
7.3.2 Sentence 7.3.2.1 Write Active and passive
construction sentences in forms of the verbs. Application. Knowledge
active and Active forms e.g.
passive forms. Kaonde- mwana
ubena kuja kajo.
Kajo kabana kujiwa
7.3 Language 7.3.3 Letter 7.3.3.1 Write formal Types of letters e.g. Application. Knowledge.
writing and informal informal and formal.
letters. (address, salutation
main body
conclusion) formal:-
two addresses date,
salutation, body,
conclusion and
ending.
7.3.4 7.3.4.1 Summarise Summary skills. Application. Knowledge
Summary any given Note making putting
story. points together.
Content words,
objectivity.
7.3.5 7.3.5.1 Translate Translation Application. Knowledge
Translation paragraphs techniques. (knowing
from English source and receptor

53
 into Zambian languages for
Languages example) whole
and vice versa. sentence meaning
conformity
7.3 Writing 7.3.6 7.3.6.1 Write Features of notices, Application Knowledge.
Summary notices, advertisements,
announcemen obituaries or
ts, announcements e.g.
advertisement clarity, brevity.
s, obituaries.
7.3.7 7.3.7.1 Extract Extract information Application Knowledge
Informati information such as: charts,
on from various tables, maps and
extractio sources graphs.
n
7.3.8 Free 7.3.8.1 Use a variety Reflective use a
writing of writing variety of writing Application. Knowledge.
styles. styles such as
letters, notes;
imaginative,
narrative, descriptive
(stories).
7.3.9 Note- 7.3.9.1 Write notes Note-taking.
taking about a Attentiveness Application Knowledge.
meeting
attended and
brief others
about the
main issues
discussed.
7.3.10 7.3.10.1 Tabulate, Conventions of

54
 Conventio indent, title writing e.g. from Application Knowledge
ns of and table to graph,
writing paraphrase a identify, topics,
passage. themes and content
words
7.3.11 7.3.11.1 Take Dictation/ Application Knowledge
Dictation dictation. Punctuation/
Corrects spelling.
7.3.12 7.3.12.1 Spell words Spelling rules , Application Knowledge
Spellings correctly. correct use of
orthography
7.4 Language 7.4.1 Direct 7.4.1.1 Write Features of both Application Knowledge
and indirect sentences in both direct and indirect
speeches direct and indirect speeches e.g.
speech. punctuation,
transforming
statements, types of
reporting verbs.
7.4.2 7.4.2.1Write Examples and use of
Interrogatives interrogatives interrogatives e.g. Application Knowledge
Lozi: ñi, fi
7.4.3 Nouns 7.4.3.1 Write nouns Forms of both
in both plural and singular and plural Application Knowledge
singular forms. nouns and those
that do not effect for
plural or singular
e.g. Tonga: Nyemu
7.4.4 Types of 7.4.4.1 Identify Types of nouns:
nouns different types of concrete nouns, Application Knowledge
nouns. abstract nouns,
compound nouns.

55
7.4.5 Noun 7.4.5.1List nouns in Noun structure and Application
classes each noun class classes e.g. prefixes, Knowledge
prefixes noun classes 9-18.
7.4.6 7.4.6.1 Identify Identify of compound
Compound compound and reduplicated Application Knowledge
and and words e.g. nouns,
reduplicated reduplicated adverbs, adjectives
words words. and verbs.
7.4.7 Parts of 7.4.7.1 Identify and Parts of speech Application Knowledge
speech use parts of learnt e.g. nouns,
speech verbs, adjectives and
correctly. pronouns.
7.4.8 7.4.8.1 Punctuate Different Application Knowledge.
Punctuation sentences and punctuation marks
paragraphs e.g. inverted
correctly. commas,
exclamation marks,
questions, commas
and full stops.
7.4.9 Figures 7.4.9.1 Use proverbs, Meanings and Application Knowledge
of speech sayings, examples of different
praises, idioms, figures of speech like
satire, simile proverbs, sayings,
and metaphor idioms and any
in writing. others.

56