REPORT ON THE CURRICULUM ORIENTATIONFOR PRIVATE SCHOOL IN NORTH WESTERN
PROVINCE HELD AT KYAWAMA SECONDARY SCHOOL ON 23th JANUARY, 2025 AT 0800HRS
THE PEOPLE WHO CHAIRED THE MEETING WERE PROVINCIAL EDUCATION MINISTER, DISTRICT
EDUCATION BOARD SECRETARY AND THE SENIOR GUIDANCE AND COUNSELLING FOR NORTH
WESTERN
Zambia has moved from an outcome based curriculum to a competence based curriculum (CBC). The
Competence Based Curriculum emphasizes on what learners are expected to do as opposed to what
they are expected to know. The competences include knowledge, skill, values and attitudes that are
applicable to real life situations.
The goal of the Competences Based Curriculum for Zambia is to respond to the aspiration of the
vision 2030 and sustainable development goals to achieve the national education for sustainability.
EARLY CHILDHOOD EDUCATION
The media of instruction from Grade 1 to 3 in all learning areas shall be English
Primary school level will be restructured to run from Grade 1 to 6 divided into lower and
upper primary school levels
Lower primary will be from Grade 1 to 3 and offer three learning areas, reduced from five
Literacy and language(English and Zambian language)
Mathematics
Creative and technology studies
Science and mathematics for ECE has been merged into one subject.
The ECE will also be doing practicals
Upper primary will be from Grade 4 to 6. They will be taking eight learning areas but each
learner will only take seven subjects.
(a) English language or sign language
(b) Zambian language
(c) Mathematics
(d) Science
(e) Social studies
(f) Technology studies
(g) Expressive arts
(h) Home economics
Learners will be required to choose between expressive arts and Home economics while the
rest are compulsory.
LEARNERS WITH SPECIALEDUCATION NEEDS AND DISABILITY
To them brail and sign language will be compulsory
SECONDARY EDUCATION
There shall be eight pathways offered at this level namely;
(a) Agriculture
(b) Business and finance
(c) Home economics and hospitality
(d) Natural sciences
(e) Performing and creative arts
(f) Physical education and sports
(g) Social sciences
(h) Technology
Learners will continue with the same subjects from upper level to a period of four years
without being changed.
Social studies has been split into its constituent subjects civic education, history, geography
so that learners can specialize at an early stage and also Religious education (2044 and 2046)
has been merged into one syllabus.
Integrated science has also been split into Physics, Chemistry and Biology. This will offer
learners a better preparation of higher education and careers in the specific science field.
Learners can take either physics or chemistry or if they want they can go for both depending
on their desire and field of specialization.
The books for literature in English, three of the five should be authored by Zambians or
written in Zambian language.
ICT is now compulsory while computer science is optional.
Learners should have three (3) credits or better in the intended area of study.
For assessments at A level a variety of methods will be used to evaluate learners
competencies. Practicals, assessments shall be incorporated for subjects that involve hands
on skills such as sciences and arts (projects, research experiments, assignments and report
writing.
Examination council of Zambia will be conducting assessments.
The ordinary curriculum will phase out in 2028.
All schools should have laboratories before 2026.( learners will start A levels in 2026)
Secondary periods 4 hours (6periods
O LEVEL SECONDARY EDUCATION
Technology pathway has two routes
(a) Computer science pathway or design and technology pathway learners have to make a
choice this is at form four(4) either they go with practical subjects or they proceed to
advanced level which is five(5) and six(6)
(b) Computer science has been introduced as a practical subject to equip learners.
(c) Home economics and hospitality pathway has introduced a new career path of travel
and tourism
(d) Financial literacy and entrepreneurship shall be integrated in all carrier subjects and
offered to all learners.
TERTIAY EDUCATION
Colleges of education shall not offer distance education programmes to pre service (only
those in service will go for distance). Pre service is allowed to go for full time. Colleges shall
continue to offer diploma programmes for two years.
Universities shall have preserve of offering degree programmes for 3 years.
Primary teachers shall teach 1 to Grade 6
Degree graduate teachers will be qualified to teach form 1 to form 6 while form 1 to 2 will
be taught by diploma holders.
STRUCTURE OF THE SYLLABI
TOPIC SUB TOPIC SPECIFIC LEARNING EXPECTED
COMPETENCES ACTIVITIES STANDARD
Topic is the matter to be dealt with in a text
Subtopic is one of the parts or divisions of the main topic every topic has one or more
subtopic.
Specific competences are commonly defined as applied knowledge, skills and attitudes that
enable someone to professional pursuit or other life contexts or the ability to do a particular
activity. The specific competences are designed following the three domains and skill levels
of Blooms Taxonomy.
Learning activities are tasks designed or deployed to bring about or create the conditions for
learning or acquisition of the expected specific competences. They are more about what the
learners should do as contrary to what the teacher should do.
Expected standard, a competence is what you do while expected standard is how well you
do it.
SCHEMES OF WORK
TEACHERS NAME: YEAR...........
GRADE/LEVEL: FORM TERM...........
SUBJECT:
Week Topic subtopic Specific Learning activities Resources/
beginnin competenc teaching material
g e
3.3 3.3.1 Outline Explain the
corruptio Forms forms of forms of
n and types corruption corruption
of Describe
corruptio types of
n corruption
LESSON PLAN
TEACHERS NAME: TIME: 08:00 TO 08:40
GRADE/LEVEL: FORM 1A DURATION 40 MINS
SUBJECT: TOTAL PRESENT: 96 BOYS: 52 GIRLS: 44 TOTAL ABSENT: 06
TOPIC
SUBTOPIC
RATIONALE................................................................................................................................................
................
1.4.1.1 SPECIFIC COMPETENCES: 1.4.1.1 learners will explain the forms of corruption
1.4.1.2 Expected standard: forms of corruption explained correctly
Pre requisite knowledge...................................
Resources and materials
Teacher activities Learner activity Method Time allotted
Introduction 5minutes
Lesson 20minutes
development
Conclusion 5minutes
Lesson evaluation....................................................................................................................
The teacher should provide frequent feedback, continuous observation also record learners
participation and engage learners in informal discussions to gauge understanding. Use basic
activities such as songs and games. Therefore, the teacher should supervise learners and tell them to
do what they are required to do.
