Republic of Zambia

Ministry of Education, Science, Vocational Training and Early Education

CIVIC EDUCATION SYLLABUS

GRADE 10 - 12

Prepared and Published by Curriculum Development Centre

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

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

CIVIC EDUCATION SYLLABUS - GRADE 10 - 12 ii

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

iii CIVIC EDUCATION SYLLABUS - GRADE 10 - 12

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

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

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

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

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

Chishimba Nkosha
Permanent Secretary
MINISTRY OF EDUCATION, SCIENCE, VOCATIONALTRAININGAND EARLY EDUCATION.

v CIVIC EDUCATION SYLLABUS - GRADE 10 - 12

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
MINISTRY OF EDUCATION, SCIENCE,VOCATIONALTRAININGAND EARLY EDUCATION

CIVIC EDUCATION SYLLABUS - GRADE 10 - 12 vi

PREFACE

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

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

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

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

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

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

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

vii CIVIC EDUCATION SYLLABUS - GRADE 10 - 12

INTRODUCTION

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

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

METHODOLOGY

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

Time Allocation.

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

ASSESSMENT

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

CIVIC EDUCATION SYLLABUS - GRADE 10 - 12 viii

RATIONALE

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

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

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

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

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

ix CIVIC EDUCATION SYLLABUS - GRADE 10 - 12

GENERALOUTCOMES

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

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

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

4. Developing an understanding of global issues.

CIVIC EDUCATION SYLLABUS - GRADE 10 - 12 x

GRADE 10

GENERAL OUTCOMES AND KEY COMPETENCES

GENRAL OUTCOMES: KEY COMPETENCIES

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

1 CIVIC EDUCATION SYLLABUS - GRADE 10 - 12

 CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
10.1 CONSTI- 10.1.1 The 10.1.1.1 Describe types of constitution  Types of constitutions: Written  Classification of  Appreciation of a
Zambian and Unwritten different types of good constitution
TUTION
constitution. (Flexible and Rigid Constitutions) constitution  Respect for rule
of Law
10.1.1.2 Explain the main parts of the  Parts of the Zambian
 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

CIVIC EDUCATION SYLLABUS - GRADE 10 - 12 2

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

3 CIVIC EDUCATION SYLLABUS - GRADE 10 - 12

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

CIVIC EDUCATION SYLLABUS - GRADE 10 - 12 4

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

5 CIVIC EDUCATION SYLLABUS - GRADE 10 - 12

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

CIVIC EDUCATION SYLLABUS - GRADE 10 - 12 6

 TOPIC SUB-TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
10.5.1 CORRUP- 10.5.1.1 Describe corruption.  Corruption: Bribery and  Classification of  Accountability
10.5 CORRUPTION TION abuse of authority of 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.

7 CIVIC EDUCATION SYLLABUS - GRADE 10 - 12

 TOPIC SUB-TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
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-corruption (reporting) on
clubs, sensitisation, corrupt activities
adherence to the rule of law.
 Public interest disclosure
(Whistle Blowers protection)
Act No 4 of 2010

CIVIC EDUCATION SYLLABUS - GRADE 10 - 12 8

 CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
10.6 CULTURAL 10.6.1 10.6.1.1 Describe Culture  Culture: People’s complete  Analysis of  Appreciation of
STUDIES Introduction way of life such as values, components, Zambia’s
to Cultural beliefs and traditions. characteristic and culture
Studies. 10.6.1.2 Outline components of  Components: language, types of culture
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: Article
culture. 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.
10.6.1.8 Identify factors that affect  Obstacles to cultural  Identification of
the appreciation of cultural diversity: Stereotyping, various cultural
diversity in Zambia. prejudice, enthnocentricism, practices in
cultural relativism. Zambia.

9 CIVIC EDUCATION SYLLABUS - GRADE 10 - 12

 TOPIC SUB-TOPIC SPECIFIC OUTCOMES
10.6.1.9 Describe global culture
10.6.1.10 Identify institutions that
preserve cultural heritage
in Zambia
CIVIC EDUCATION SYLLABUS - GRADE 10 - 12
CONTENT
KNOWLEDGE SKILLS VALUES
 Global culture: Sharing of
cultures across countries.
 Agents of global culture
(cultural imperialism):
technology, mixing of
cultures, tourism, trade
 .Institutions of cultural
heritage: C. Museums (map
of Zambia), National Heritage
Conservation Commission,
National Arts Council,
Ministry of Tourism and Art.
10
 CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
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.

11 CIVIC EDUCATION SYLLABUS - GRADE 10 - 12

GRADE 11
GENERAL OUTCOMES AND KEY COMPETENCES
GENERAL OUTCOMES KEY COMPETENCIES
 Develop an understanding of Civil Society and Media
participation in Governance System
 Develop an understanding and appreciation of Economic and
Social Development in Zambia
CIVIC EDUCATION SYLLABUS - GRADE 10 - 12
 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.
12
 CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
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 of human rights
the Zambian Constitution(1996)
11.1.1.2 Identify Elements of the  Articles 11-32 of the Zambian
Bill of Rights in the Constitution(1996)  Identification of
Zambian Constitution. the elements of
11.1.1.3 Describe ways of  Enforcement: Courts, Judicial the Bill of Rights
enforcing the Zambian Bill Review Commission, use of in the Zambian
of Rights. Human Rights Commission, Constitution
Office of Investigator General.  Analysis of ways
11.1.1.4 Discuss the role of the  Encourage, respect and promotion of enforcing the
Institutions that promote of Human Rights among other bill of rights
Human Rights in Zambia. people.
11.2 CIVIL 11.2.1 Civil Society 11.2.1.1 Describe Civil Society  Civil Society Organisations: Non-  Classification of Promotion of
SOCIETY AND and governance Organisations. military and non-governmental Civil society accountability
MEDIA IN organisations that promote good organisations and
GOVERNANCE governance. transparency in
11.2.1.2 Classify Civil Society  Classes of Civil Society: Civic governance
Organisations in Zambia Organisations, Faith-Based structures.
organisations, Industrial Labour
Organisations, Professional
Associations
11.2.1.3 Analyse the roles of  Roles of Civil Society: Defending  Lobbying and
Civil Society in governance ideals of democracy, influencing advocating for
public opinion, promoting good
transparency and accountability, governance
advocating for effective laws
11.2.1.4 Discuss forms of Citizen  Citizen participation: Political, civil
participation in governance society and community activities
11.2.1.5 Discuss factors that hinder  Factors that hinder women
women participation in participation in governance such as
governance male dominance, poverty, cultural
issues.

13 CIVIC EDUCATION SYLLABUS - GRADE 10 - 12

 CONTENT
TOPIC SUB-TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
11.2.2 Media and 11.2.2.1 Identify different types of  Types of media: Print and electronic  Classification of  Respect for
Governance media. media (Private and public media) different types media freedom
11.2.2.2 Explain the role of the  Media role: Informing and of media.
media in governance educating, acting as a watchdog,
promoting public debate, promoting
transparency and accountability, etc
 Analysis of the
 Conditions for the existence of an
role of the
independent media.
media in
11.2.2.3 Analyse factors that limit  Media coverage limitation:
media coverage Accessibility, Language, cost of governance
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, censorhip.
information

CIVIC EDUCATION SYLLABUS - GRADE 10 - 12 14


TOPIC SUB-TOPIC SPECIFIC OUTCOMES
11.3 ECONOMIC 11.3.1 Economic 11.3.1.1 Explain economic and
AND SOCIAL and Social social development
DEVELOPMENT Development
11.3.1.2 Discuss basic human
needs
11.3.1.3 Describe factors that
affect production
11.3.1.4 Explain the importance
of standards in
economic and social
development
11.3.1.5 Analyse the
contributions of financial
institutions to economic
and social development.
11.3.1.6 State the role of the
informal sector in
national development
11.3.1.7 Explain the importance
of positive work culture
in economic and social
development
11.3.1.8 Identify factors that
hinder positive work
culture
CONTENT
KNOWLEDGE SKILLS VALUES
Economic and social Promotion of
development: Increase in  Analysis of hard work
productive capacity and factors that
improvement in standards of affect
living production.
Basic human needs: Food, shelter
and clothes
 Factors: Land, labour and capital
Role of Trade Unions.
Enhanced trade leading to
increased economic activities,
incomes and high standard of
living, enhanced public health and
safety
Lending, money transfer services,
insurance
Role of informal sector:
Employment, production of goods
and services
Importance of positive work
culture: High productivity of
goods and services
Obstacles to positive work
culture: Corruption, poor
conditions of service, poor
leadership,
15 CIVIC EDUCATION SYLLABUS - GRADE 10 - 12
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11.4 LEGAL 11.4.1 11.4.1.1 Describe Law  Law: Set of rules that regulate  Classification of  Respect for
EDUCATION Zambia Legal human behaviour in society. Criminal and the Law
System Civil cases

11.4.1.2 Explain Legal system  Legal system: A set standard

11.4.1.3 Discuss elements of a
good legal system,
11.4.1.4 Describe sources of Law in 
Zambia
11.4.1.5 Explain criminal and civil
cases
11.4.2 Processes in 11.4.1.6 Describe the trial stages in 
the Zambian Legal the Zambian Legal System
System 11.4.1.7 Discuss capital punishment 
which a society develops for itself
to control the behaviours of its
members towards one another.
 Elements of a good legal system:
Simple, comprehensive, certain
flexible, accessible etc.  Analysis of
Sources of law: English or sources of Law.
common Law, Legislation such as
Constitution and statutory
instruments, customary law, case
law and international treaties.
 Criminal case: any wrongful act or
omission that affects society as
stipulated in the penal code.
 Elements of a crime and types of a
crime.
 Civil case: any wrongful act that
affects the individual or persons
involved as stipulated in the
customary laws.
Trial stages: Pre-trial, trial and  Identification of
post-trial stages. trial stages.
Capital punishment: Death penalty  Analysis of the
 Arguments for and against death controversy of
penalty 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
CONTENT
KNOWLEDGE SKILLS VALUES
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
17 CIVIC EDUCATION SYLLABUS - GRADE 10 - 12

TOPIC SUB-TOPIC SPECIFIC OUTCOMES
11.5 GENDER 11.5.1 GENDER 11.5.1.1 Explain gender equity and
AND gender equality
DEVELOPMENT EQUITY AND
EQUALITY
11.5.1.2 Outline the Historical
background to gender
equity and equality.
11.5.1.3 Distinguish gender roles
from sex roles.
11.5.1.4 Explain the social
construction of gender.
CIVIC EDUCATION SYLLABUS - GRADE 10 - 12
CONTENT
KNOWLEDGE SKILLS VALUES
 Gender: state of being male or  Conflict  Awareness of
female. resolution gender equity
 Equity: is the process of treating strategies and equality in
males fairly in order to achieve their society.
equal status.  Assertiveness  Promotion of
 Equality: refers to similar justice in
opportunities of development given society
to males and females without any
set limitations.
 Historical background: United
Nations Declaration on Elimination
of all Forms of 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)
 Gender roles: tasks and
responsibilities which are differently
assigned by society for males and
females.
 Sex roles: tasks determined by
biological differences between
males and females.
 Gender social construction:
Socialisation process based on
patriarchal beliefs.
 Agents of socialisation
 Family, school and church.
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11.5.1.5 Discuss Gender issues in  Gender Issues: Land allocation ,
traditional and modern decision making, customary laws
society. and statutory
11.5.1.6 Describe Gender based  GBV: Violence (physical,  Analysis of
violence(GBV) Psychological and structural), causes and
Sexual harassment, Rape e.t.c. effects of
Gender Based
1.5.1.7 Analyse the Intestate  Intestate succession Act: Act of violence
Succession Act of 1989 Parliament No. 14 of 1989.
 Terms guiding distribution of  Analysis of the
deceased person’s estates and intestate
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 Orphans
Society Organisations that Project (JWOP) Young Women
promote gender equity and Christian Association (YWCA)
equality. etc.

19 CIVIC EDUCATION SYLLABUS - GRADE 10 - 12

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

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 CONTENT
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11.7 CHILD 11.7.1 Child Abuse 11.7.1.1 Describe child abuse  Child abuse: Ill-treatment of a  Classification  Respect for
ABUSE 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, child abuse.
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 on various types of
offenders, community 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 help
and rape from police, etc.
11.7.3 Teenage 11.7.3.1 Explain causes of teenage  Causes of teenage pregnancy: Peer
Pregnancies pregnancies 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.

21 CIVIC EDUCATION SYLLABUS - GRADE 10 - 12

GRADE 12
GENERAL OUTCOMES AND KEY COMPETENCES
GENERAL OUTCOMES:
 Develop respect and understanding of the Rights of the
Child.
 Develop on understandings and appreciation of
Development Planning.
 Develop an understanding of globalisation and global issues.
CIVIC EDUCATION SYLLABUS - GRADE 10 - 12
KEY COMPETENCIES:
 Demonstrate ability to resist human rights violations
 Show ability to adhere to fiscal discipline on Financial
expenditure
 Demonstrate ability to work hard for poverty reduction
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12.1. HUMAN 12.1.1 12.1.1.1 Describe the  International Bill of Rights:  Classification of  Respect for
RIGHTS INTERNATIONAL International Bill of Universal Declaration of Human various human human rights
HUMAN RIGHTS Rights(IBR) rights (UDHR), International rights
INSTRUMENTS Covenant on Civil and Political instruments
Rights (ICCPR), International
Covenant on Economic, Social and
Cultural Rights (ICESCR),
Specialised Instruments
12.1.1.2 Explain the  UDHR: Charter Based
Universal International Human Rights
Declaration of Instrument; contains 30 articles
Human Rights 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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 CONTENT
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12.1.1.5 Explain provisions  Individual rights such as rights

of the African to equality and integrity of
Charter on Human 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 in
resources. New Partnership for ACHPR.
Africa’s Development
(NEPAD), African Peer Review
Mechanism (APRM)

CIVIC EDUCATION SYLLABUS - GRADE 10 - 12 24

 CONTENT
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12.2 RIGHTS OF
12.2.1 Rights of a 12.2.1.1 Describe  Children’s Rights: Rights  Analysis of  Respect for
Child Children’s Rights. enjoyed by persons below the children’s children’s
A CHILD
age of 18. rights rights
12.2.1.2 Describe the four  Principles: Non-  Identification
principles of the Discrimination, the Best of principles
United Nations Interests of the Child, Survival of UNCRC
Convention on the and Development and
Rights of the Child Participation.
(UNCRC).
12.2.1.3 Discuss the  Provisions: Child Rights and
provision of the 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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TOPIC SUB-TOPIC SPECIFIC OUTCOMES
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.
CIVIC EDUCATION SYLLABUS - GRADE 10 - 12 26
CONTENT
KNOWLEDGE SKILLS VALUES
 Family: Group of people related  Analysis of types  Promotion of
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,
property settlement, adoption of  Respect for
children succession etc human rights
 Classification of
 .Types of marriages: Statutory
various elements
and customary.
of family law
 Effects Separation divorce and
death effects: Impact on spouse
children and extended family
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KNOWLEDGE SKILLS VALUES
12.4 DEVELOP- 12.4.1 DEVELOP- 12.4.1.1 Explain development  Development planning: Plan of  Prioritisation in  Knowledge of
MENT MENT planning. set suggestions aimed at development fiscal
PLANNING PLANNING achieving set goals in future. planning discipline in
budgeting

12.4.1.2 Discuss types of  Types: short term plan, medium

development planning. term plan and long term plan.

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

12.4.1.5 Explain the functions  Functions: Provision of loans,

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

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 CONTENT
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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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TOPIC SUB-TOPIC SPECIFIC OUTCOMES
12.5 POVERTY 12.5.1 POVERTY 12.5.1.1 Describe poverty
REDUCTION
IN ZAMBIA 12.5.1.2 Explain the causes of
poverty.
12.5.1.3 Assess the effects of
poverty
12.5.1.4 Discuss poverty
alleviation strategies
. Improving education and health
12.5.1.5 Evaluate poverty
alleviation strategies and their
implementation in Zambia
29
CONTENT
KNOWLEDGE SKILLS VALUES
 Poverty: Lack of basic needs  Analysis of  Promotion of
such as food, shelter etc. causes and discipline and
 Causes of poverty: Debt burden, effects of hard work.
external dependence, climatic poverty
variations, conflict, poor work
culture etc.
 Effects of poverty: Hunger, food
insecurity, high unemployment
levels, increase in crime,
conflicts, corruption
 Poverty alleviation strategies:
services, increasing access to
safe water and sanitation,
promoting rural electrification
etc.
 Poverty Reduction Strategy
Paper(PRSP) with focus on
microeconomics, Agriculture,
Tourism, Mining, Health,
Education.e.tc
CIVIC EDUCATION SYLLABUS - GRADE 10 - 12
 CONTENT
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12.6 GLOBALI- 12.6.1 GLOBAL 12.6.1.1 Explain globalisation and  Globalisation: Making wide  Analysis of  Appreciation of
SATION ISSUES global issues. extension or linkages to all parts of causes and effects co-existence
the world, of debt Crisis
 Global issues: Global warming,
corruption, war, terrorism etc
12.6.1.2 Discuss Bilateral and  Bilateral Aid: Assistance from one
multilateral aid. 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) and
Organisation(WTO) sanitary and phyto-sanitary (SPS)
agreements.(Zambia member of
WTO)
12.6.1.5 Explain debt crisis and  Debt crisis: Borrowing beyond one’s
debt relief. capacity to pay back.
 Debt Relief; Ability to pay back
debts
12.6.1.6 Discuss the effects of  Unfair international trade, debt
debt crisis on Zambia. servicing. Spending loans on
consumption etc.
12.6.1.7 Explain Millennium  Eight global development targets
Development Goals agreed by world leaders at UN
(MDGs). millennium summit in 2000 to be
achieved by 2015.E.g primary  Analysis of the
education for all, eradication of millennium
poverty e.tc. development
12.6.1.8 Analyse Zambia’s efforts  Introduction of Poverty Reduction goals
towards the attainment of Strategy paper, provision of
the Millennium subsidised fertilizer to subsistence
Development Goals. farmers, introduction of free basic
education from grade one to seven
etc.

CIVIC EDUCATION SYLLABUS - GRADE 10 - 12 30

APPENDIX
: SCOPE
1 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

31 CIVIC EDUCATION SYLLABUS - GRADE 10 - 12