Diploma Syllabuses 2014 - UNESCO

Primary Teachers’ Diploma Curriculum for Colleges of Education - 2015 Page i

REPUBLIC OF ZAMBIA

MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION

TEACHER EDUCATION AND SPECIALISED SERVICES

The Zambia Primary Teachers’

Diploma Syllabuses

2014

Primary Teachers’ Diploma Curriculum for Colleges of Education - 2015 Page ii

Copyright © 2014 by the Ministry of Education, Science, Vocational Training and Early Education

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means,

electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the copyright owner.

Published by:

Directorate of Teacher Education and Specialised Services

P.O. Box 50093

LUSAKA

Approved by:

Directorate of Standards and Curriculum

P.O. Box 50093

LUSAKA

Primary Teachers’ Diploma Curriculum for Colleges of Education - 2015 Page iii

FACILITATORS

Mr Malambo Luckson, Principal Education Officer – Pre-service, MESVTEE HQ

Mr Kalirani Lazarus, Principal Curriculum Specialist MESVTEE HQ

Mr Kasungami Power Principal Curriculum Specialist – Teacher Education, MESVTEE HQ

Mr Banda Benson Principal Education Officer – National Science Centre, MESVTEE HQ

AUTHORS

Education Studies

Mr Kayungwa Foster, Principal Education Officer, Guidance and Counselling, MESVTEE HQ

Mr Zulu Size Principal Education Officer, Special Education, MESVTEE HQ

Mr Moono Harrison M Head of Section, Education Studies, Charles Lwanga College of Education

Mr Chabinga Christopher Head of section, Education Studies, Kasama college of Education.

Mr Mwila Francis C. Head of Section, Education Studies, Northern College of Education.

Mr Mwilu L. Mumbi Programme Officer, UNESCO Ms Chilumba Nalwamba Education Officer, UNICEF Mr Edward Tindi JICA, Local Technical Advisor, MESVTEE HQ

Mr Walawala Bwalya William Senior Examinations Specialist, Teacher Education, Examinations Council of Zambia

Home Economics Education

Mrs. Mary Chintu-Chilele Principal Curriculum Specialist-Natural Science, Curriculum Development Centre

Mrs. Rossetta Mhlanga Siantale HOS Technology Studies, Kitwe College of Education.

Mrs. B Mwitwa T. Sichembe Senior Lecturer, Immaculata College of Education.

Mrs. Sarah Tembo Zulu Senior Lecturer, Chipata College of Education.

Mr Lubusha Obed Senior Lecturer Home Economics, Kasama College of Education

Ms Mwandawande Sibeso A Senior Lecturer Home Economics, Mongu College of Education

Ms Mulenga, Byoko B. Phiri HOS – Technology Studies, Malcolm Moffatt College of Education

Ms Sitali Kaleyi Ngula Senior Lecturer Home Economics Charles Lwanga College of Education

Ms Walubita Joy B.M. Senior Lecturer, Home Economics Monze College of Education

Primary Teachers’ Diploma Curriculum for Colleges of Education - 2015 Page iv

Technology Education

Mr Daka Lazarus Joseph Head of Section, Design and Technology Studies, Chipata College of Education

Mr Mulenga Reuben Holland Senior Lecturer, Design and Technology, Kitwe College of Education

Mr Chumfwa Frank Lecturer, Social Studies, DAPP College of Education

Mr Kapaya Mulenga Clarence Senior Lecturer, Design and Technology, Mansa College of Education

Mr Nachibanga Clarence Senior Lecturer, Design and Technology, Solwezi College of Education

Mr Edgar Zulu Head of Section, Education Media and Technology (ICT), Chalimbana University

Ms Sylvia Kalenga Administrator, Educore – Solwezi

Mr Jack Chishala Senior Curriculum Specialist – Practical, MESVTEE HQ

Mr Maunga Barron Senior Lecturer, Design and Tehnology, Northern College of Education

Social Studies Education

Ms Chinkubala, Lontia: Early Education Advisor, VVOB, Zambia

Mr Hakwendenda, Phanuel C. Senior Lecturer, Social Spiritual and Moral Education, Solwezi College of Education

Mr Kalyalya, Joy Host Head of Department/Lecturer, Primary and Early Childhood, ZAOU

Mr Makungu, Geoffrey Senior Lecturer, Social, Spiritual and Moral Education, Immaculata College of Education

Mr Mumba, Maxwell Head of Section, Social Spiritual and Moral Education, Mansa College of Education

Mr Ngoma, Christopher Senior Lecturer, Social Spiritual and Moral Education, Chipata College of Education

Mr Nyambe, Bruno Senior Lecturer, Education Department, ZAOU

Mr Silwimba Saston D Senior Lecturer, Nkana College of Education, Kitwe

Sr Chikwanda Trinity Head of Section, Social,Spiritual and Moral Education, Kasama College of Education Mr David S. Mwiinga Senior Curriculum Specialist, Social Studies, MESVTEE HQ

Mr Simfukwe Frank Senior Lecturer, Social, Spiritual and Moral Education Malcolm Moffat College of Education

Expressive Arts Education

Mr Moono Aubrey: Expressive Arts (Art & Design), Charles Lwanga College of Education

Mr Mizinga Caphers: Expressive Arts (Physical education), Malcom Moffat College of Education

Mr Kakanwa Kashala: Expressive Arts (Art & Design), Mongu College of Education

Mr Silwamba Christopher: Expressive Arts (Music), Kasama College of Education

Mr Mambo Bernard: Expressive Arts (Music) Monze College of Education

Primary Teachers’ Diploma Curriculum for Colleges of Education - 2015 Page v

Ms Banda Njovu Priscilla: Expressive Arts (Art and Design), Paglory College of Education

Mrs Bibian Kalinde Mtonga: Lecturer, Expressive Arts (Music), University of Zambia (UNZA)

Mrs Abigail Tuchili Senior Curriculum Specialist, Expressive Arts, MESVTEE HQ

Mr Boscow Mubita Senior Examinations Specialist, Examinations Council of Zambia

Literacy and Languages Education

Mr Samuel Imange Head of Section/Lecturer, Mansa College of Education

Ms Exildah Gondwe Senior Curriculum Specialist, English/Literature, MESVTEE HQ

Mr Banda Charles Chipata College of Education.

Mr Banda Trasizio Paglory College of Education

Ms Chama K. Christine Kitwe College of Education

Mr Moono Aubrey Charles Lwanga College of Education.

Mr Naipelekela Chinyama Mongu College of Education.

Mr Phiri Nkhani Freddie Solwezi College of Education.

Mr Sampa K Francis DCOP, Read to Succeed (USAID)

Mr Kapambwe M. William PMA, Read to Succeed (USAID)

Mathematics Education

Ms Pascalina Chiliboyi Senior Education Officer, MESVTEE HQ Mr Kenneth Likando M. Senior Education Officer, MESVTEE HQ Mrs Ruth M. Mvula Senior Education Officer, MESVTEE HQ Ms Shelly Sikwale Senior Curriculum Specialist, Mathematics, MESVTEE HQ Mr Kangwa Lemmy Head of Department, Mathematics, Chalimbana University Ms Hellen Nyirenda Head of Section, Mathematics, Chalimbana University Mr. Kabaso Johnies Senior Lecturer, Malcolm Moffat College of Education

Mrs. Kapena Joyce Chisulo Senior Lecturer, Kitwe College of Education

Mr Silwimba S.L.P. Senior Lecturer, Northern College

Mr Sikapwila Victor Senior Lecturer, Immaculata College of Education

Ms Shiori Abe JICA Technical Adviser Mathematics, MESVTEE HQ

Primary Teachers’ Diploma Curriculum for Colleges of Education - 2015 Page vi

Science Education

Mr Chilyabufu Douglas Senior Lecturer, Malcom Moffat College of Education.

Mr Moomba Flint Pisani Senior Lecturer, Charles Lwanga College of Education.

Ms Mwiya Mercy Principal Education Officer, MESVTEE - HQ

Mr Nakai Kazuyoshi JICA Chief Advisor, MESVTEE - HQ

Mr Ngandu Kennedy Senior Lecturer, DAPP Mkushi College

Mr Silungwe Dennis Senior Lecturer, Mansa College of Education

Mr Simulonde Simon Senior Lecturer, Chipata College of Education

Mr Chikwanda Richard Head of Section, Natural Science, Chalimbana Mrs Kazeze Esther G. Provincial Teachers’ Resource Centre Coordinator - Kabwe Mr Njapau K. Samson Senior Curriculum Specialist, Natural Sciences, MESVTEE HQ

Primary Teachers’ Diploma Curriculum for Colleges of Education - 2015 Page vii

TABLE OF CONTENTS

PREFACE .................................................................................................................................................. ERROR! BOOKMARK NOT DEFINED.

ACKNOWLEDGEMENT ........................................................................................................................ ERROR! BOOKMARK NOT DEFINED.

INTRODUCTION..................................................................................................................................... ERROR! BOOKMARK NOT DEFINED.

GENERAL OUTCOMES ...................................................................................................................................................................................... ERROR! BOOKMARK NOT DEFINED.

COMPETENCES ................................................................................................................................................................................................... ERROR! BOOKMARK NOT DEFINED.

INSTRUCTIONAL PEDAGOGY ......................................................................................................................................................................... ERROR! BOOKMARK NOT DEFINED.

COURSE REQUIREMENTS ................................................................................................................................................................................ ERROR! BOOKMARK NOT DEFINED.

ASSESSMENT ...................................................................................................................................................................................................... ERROR! BOOKMARK NOT DEFINED.

EDUCATION FOUNDATION COURSES ............................................................................................................................................................. 8

COURSE: ENTREPRENEURSHIP AND INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT) ................................................................................................................ 9

COURSE: HISTORY AND PHILOSOPHY OF EDUCATION ................................................................................................................................................................................... 25

COURSE: PSYCHOLOGY AND SOCIOLOGY OF EDUCATION ............................................................................................................................................................................. 33

COUIRSE: SPECIAL EDUCATION, GUIDANCE AND COUNSELLING ................................................................................................................................................................... 54

COURSE: THEORY AND PRACTICE OF EDUCATION ......................................................................................................................................................................................... 71

TEACHING COURSES .......................................................................................................................................................................................... 85

COURSE: EXPRESSIVE ARTS EDUCATION ........................................................................................................................................................................................................ 86

COURSE: TECHNOLOGY STUDIES EDUCATION ............................................................................................................................................................................................. 118

COURSE: INTEGRATED SCIENCE EDUCATION ............................................................................................................................................................................................... 148

COURSE: HOME ECONOMICS EDUCATION ................................................................................................................................................................................................... 201

COURSE: LITERACY AND LANGUAGES EDUCATION ...................................................................................................................................................................................... 298

COURSE: MATHEMATICS EDUCATION ......................................................................................................................................................................................................... 344

COURSE: SOCIAL STUDIES EDUCATION ........................................................................................................................................................................................................ 398

Primary Teachers’ Diploma Curriculum for Colleges of Education - 2015 Page viii

PREFACE The need to and subsequent development of the Primary Teachers’ Diploma (PTD) Syllabus was necessitated by the comprehensive review

and implementation of the curriculum at school level. It was also as a result of the need to produce teachers who possess minimum

understanding of the primary school curriculum for its effective implementation.

Over the years, it has been noted with sadness that there has been persistent poor performance of leaners at grade five level as shown in the

National Assessment Surveys as well as in the grade seven results from Examinations Council of Zambia (ECZ). To this effect, the change in

curriculum at school level and the continued poor performance of learners at grade five levels in regional and national assessments was the

main driver in the comprehensive review of the Primary Teacher Education Curriculum. The review of the Primary Teacher Education

Curriculum will enable the colleges to train teachers that are relevant to the teaching and learning process in schools. In this new curriculum, a

deliberate effort has been made to give prominence to content and pedagogy have been given significant attention. This is meant to bridge the

gap that exits between the college curriculum and the school curriculum. Therefore, the reviewed Primary Teachers’ Diploma (PTD) curriculum

has taken into account the divergent aspects in the newly introduced school curriculum such as the need to develop skills and values to

learners at primary school level. To this effect, the course of study has been designed to equip trainee teachers with the necessary knowledge,

skills, competences, positive attitudes, values and pedagogical know-how in order to facilitate acquisition of knowledge, skills and values by

their prospective learners.

The course of study is tailored towards providing trainee teachers with opportunities and experiences necessary in the development of

children’s mental, physical, emotional, social, spiritual and moral ability and potential. Further, it provides for appropriate and practical teaching

pedagogies which are strengthened by hands-on experiences through interactive, practical and observational strategies. Emerging needs of

society (i.e. cross cutting issues) have also been incorporated in order to ensure trainee teachers are abreast with the immediate needs of

society and are able to offer direction and equip the children with basic skills to enable them adapt to their environment.

In the PTD curriculum, strong linkage has been created with the new curriculum at primary school level. This linkage will provide student

teachers with an opportunity to understand the primary school curriculum while in college and also assist in learning a variety of methodologies

required to implement the curriculum adequately.

Mr. Chishimba Nkosha

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

Primary Teachers’ Diploma Curriculum for Colleges of Education - 2015 Page ix

ACKNOWLEDGEMENT Curriculum development is a consultative and participatory process. Therefore, the development of the Primary Teachers’ Diploma

Syllabuses could not have been achieved without the cooperation of various stakeholders within and outside the education system.

Special thanks go to the Curriculum Development Centre that worked to develop the 2013 Zambia Teacher Education Curriculum

Framework on which the Primary Teachers’ Diploma Curriculum is anchored. Other thanks go to senior lecturers from the

University of Zambia (UNZA) and the Zambian Open University (ZAOU), Development Aid from People to People (DAPP) Mkushi,

Charles Lwanga, Chipata, Kasama, Kitwe, Nkana, Immaculata, Malcolm Moffat, Mansa, Monze, Mongu, Northern, Paglory and

Solwezi Colleges of Education. I would also like to extend my thanks to the cooperating partners (i.e. Flemish Association for

Development Cooperation and Technical Assistance (VVOB), Read to Succeed (RTS), Japanese International Technical

Cooperation Agency (JICA), United Nations Children’s Fund (UNICEF) and UNESCO) that sent officers to participate in the

curriculum review process for their tireless contributions and commitment during the Primary Teachers’ Diploma (PTD) Syllabus

formulation process.

I also wish to extend my gratitude to all the Provincial Education Officers (PEOs), Representatives of Deans of DEBS, Zambia

National Union of Teachers (ZNUT), Primary Education Teachers’ Union of Zambia (PETUZ), Secondary School Teachers’ Union

of Zambia (SESTUZ), officers from VVOB, RTS, Time to Learn (TTL), JICA, and indeed UNICEF for their contributions during the

validation process of the PTD syllabuses.

I also recognise the effort of the officers from the Directorates of Standards and Curriculum, Open and Distance Learning (ODL),

Planning and Information and Teacher Education and Specialised Services (TESS) who were part of the team that spearheaded

the process of formulating the PTD Syllabuses.

Muyangwa Kamutumwa

Director – Teacher Education and Specialised Services (TESS)

MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION

Primary Teachers’ Diploma Curriculum for Colleges of Education - 2015 Page 1

INTRODUCTIONAmong the key factors in attaining quality education in the learners is the quality of teacher preparation. The way teachers are

prepared has a big bearing on the type of pupils they will produce throughout their teaching career. One major challenge Zambia

is facing is the poor performance of leaners as evidenced in the grade 5 National Assessment Surveys, the Southern African

Consortium for Monitoring Educational Quality (SACMEQ) and grade 7 examinations. Such poor performance cannot be

distanced from the quality of the teachers teaching the leaners. In order to address these concerns, the government introduced a

new curriculum at school level which shows a shift from positivist to constructivist view of teaching and learning. This change has

necessitated the need to review the teacher education curriculum. The revised curriculum for Primary Teachers’ Diploma

provides trainee teachers with an opportunity to acquire the necessary key competences, skills, values and positive attitudes that

are useful in facilitating the learning of the young learners. It has been specially designed in such a way that its content and

pedagogy is in harmony with the school curriculum at primary school level. This approach allows trainee teachers to be

adequately exposed not only to the school content but also how to deliver it to their prospective learners as well while still in

college. There is every hope that this approach will strengthen the teacher training process and enable trainee teachers

effectively implement the newly introduced school curriculum in primary schools.

In order to implement the PTD course of study effectively, lecturers in colleges of education should understand the new primary

school curriculum adequately so that they can facilitate the transfer of necessary pedagogical knowledge and skills required for

its effective implementation to their student teachers effectively. This therefore means that for the PTD curriculum to be

implemented effectively, it must be used side by side with the grades 1-7 curriculum. This means that all colleges of education

training primary school teachers must ensure that every student has a copy of the primary school curriculum throughout their

training period.

The PTD Curriculum comprises syllabuses in the following courses of study: Mathematics Education, Science Education,

Expressive Arts Education, Literacy and Languages Education, Education and Professional Studies, Social Studies Education

and Technology Studies Education. It is hoped that with adjusted approach to teacher training implanted in the curriculum

coupled with effective teacher training, the nation is most likely headed for production of quality teachers that will enhance

learner performance at primary school level. The teacher we to hope to develop should have a balanced content one for the

teacher and for the leaners.


Each syllabus is broken into topics, subtopics, specific outcomes and suggested instructional pedagogies. The column for the

suggested instructional pedagogies contains teaching strategies aimed at equipping student teachers with pedagogical know-

how that is tailored towards empowering them with skills to develop in learners the knowledge, skills and values reflected in the

grades 1-7 syllabuses per topic. Therefore, it is imperative that colleges of education ensure that students acquire the required

pedagogical skills through micro, macro and peer teaching sessions in respective study areas while in college. Student teachers

should spend more time acquiring teaching skills than receiving additional content in their teaching subjects during training.

It is important that assessment also focuses on placing demand on students to show how much they have acquired in terms of

pedagogical knowledge and skills. It is expected that colleges will have to be satisfied with the skills students would have

acquired before going for their first School Experience (or Teaching Practice). This entails that lecturers should intensify on their

own capacity development to ably handle this new approach of teacher preparation.

GENERAL OUTCOMES

a) To equip trainee teachers with abilities, knowledge, skills, attitudes and values responsive to the needs of society.

b) Acquire pedagogical knowledge, skills, values and positive attitudes required for effective teaching

c) Develop trainee teachers’ intellectual and cognitive skills in all the seven study areas

d) Develop trainee teachers’ language and communicative skills for effective delivery of knowledge, skills and values to

learners

e) Develop trainee teachers’ emotional intelligence and self –regulation

f) Develop trainee teachers’ expressive arts and creative skills

g) Provide early intervention to children with special education needs

h) Develop trainee teachers’ mathematical and scientific thinking

i) Develop teachers’ knowledge and skills in education research, entrepreneurship and ICT.

COMPETENCES

The Primary Teachers’ Diploma Syllabuses are designed to provide the trainee teacher with a variety of pedagogical knowledge,

skills, attitudes and values that will enable them implement the school curriculum effectively. It is therefore designed to enable

trainee teachers acquire the following competences in the course of training:


a) Demonstrate understanding of the primary school curriculum.

b) Demonstrate modern pedagogical knowledge, skills, attitudes and values necessary for the effective implementation of the

primary school curriculum.

c) Translate training in college into effective classroom practices.

d) Demonstrate effective administrative, leadership and organisational skills in their practice.

e) Demonstrate philosophical and theoretical understanding of primary education and classroom practices.

f) Demonstrate use of ICT in enhancing their classroom practices.

g) Demonstrate understanding of principles of education research and curriculum implementation.

h) Demonstrate knowledge and skills in creativity necessary to enhance classroom practices.

INSTRUCTIONAL PEDAGOGY

In order for the effective implementation of these syllabi, it is recommended that lecturers and tutors employ a variety of interactive teaching methods, which are learner centred in nature. This would enable the teacher trainees experience such methods while in college which they are expected to use when teaching young children in primary schools. These teaching strategies should be applied selectively to ensure the development of knowledge, skills and values in topics through subjective learning. The methods may include: Group work Imitation Role plays Games and play Exploration Demonstration Experimentation Discussion Inquiry problem solving Drama Songs, rhymes Field trips Problem solving

COURSE REQUIREMENTS

TARGET GROUP

The programme targets grade 12 school leavers and in-service teachers.

ADMISSION CRITERIA


To be admitted to the Primary Teachers’ Diploma programme, a candidate should have fulfilled the following conditions. He/She must have obtained at least 5 ‘O’ Levels including English, Mathematics and a Science (Group 5 of the ECZ Subject Classification)

COURSE DURATION

3 years

MODE OF DELIVERY

The programme will be delivered through full time study. (Pre-service) Part time (in-service and distance studies) TIME ALLOCATION

The unit of instruction duration shall be 1 hour in all courses:

S/N Course of Study Content (Hrs) Pedagogy (Hrs) Total (Hrs)

1 Education and Professional Studies 2 2 4

2 Literacy and Languages Education 2 2 4

3 Mathematics Education 2 3 5

4 Science Education 2 3 5

5 Expressive Arts Education 3 3 6

6 Social Studies Education 3 3 6

7 Technology Studies Education 2 3 5

Total Number of hours 16 16 35


ASSESSMENT

In the implementation of this curriculum, assessment should focus on finding out the level of acquisition teaching skills by trainee

teachers. For a candidate to be awarded the Primary Teachers ‘Diploma, he/she will be required to pass the following

components of the programme

YEAR ONE

Continuous Assessment - 50%

2 Assignments of equal weight ( Practical subjects should give:1 practical and 1 theory) - 20%

Seminar presentation /Project - 5%

2 Tests of equal weight - 20%

Peer Teaching - 5%

Promotion Examination - 50%

(NOTE – Practical subjects: practical exam 20% and theory 30%)

TOTAL - 100%

YEAR TWO


1st Year Mark - 10%

2 Assignments of equal weight.( Practical subjects should give 1 practical and 1 theory) - 20%)

1 Test - 10%

Peer Teaching - 5%

1 Seminar Presentation/ project - 5%

Promotion Examination - 50%

(NOTE – Practical subjects: practical exam 20% and theory 30%)


TOTAL - 100%

YEAR THREE


2nd Year Mark - 10%

2 Assignments of equal weight.(Practical Subjects should give 1 practical and 1 theory) - 20%

1 Test - 10%

Project - 10%

Final Examination - 50%

TOTAL - 100%

a) School Experience - (70%)

i) First School experience will be in second year, Term 2

ii) Second School Experience will be in third Year, Term 1

b) Research Paper

- 30%

c) The overall grading shall be that:

i) Course work will carry two thirds (2/3)

ii) Examination shall carry one third (1/3)

d) Promotion examination full paper 100%

i) Section A – 20 marks, 20 multiple questions

ii) Section B – 40 marks short answer questions

iii) Section C - 40 marks essay questions: one compulsory question 20 marks and any two questions 10 marks each.

e) Final Examination full paper 100%

i) Section A – 20 marks, 20 multiple questions

ii) Section B – 40 marks short answer questions


iii) Section C - 40 marks essay questions: one compulsory question 15 marks and any two questions 10 marks each.

f) Pass, Fail and Referred

i) An acquisition of 40% grade or above shall constitute a pass or better

ii) If a candidate fails in 3 subjects then such a candidate shall be deemed to have failed the course

iii) A candidate who fails in 2 subjects/courses shall be deemed a referred candidate and shall be required to write

supplementary examinations in the subjects failed the following year.

iv) A candidate who fails to write an examination due to proven genuine reasons shall be allowed to write deferred

examinations upon production of such genuine reasons for having been absent from examinations prior to examination

date.

v) A deferred candidate will write deferred examination before examination moderation of that particular year.


EDUCATION FOUNDATION COURSES

RATIONALE

Education foundation courses play a very cardinal role of transforming the pre-service teacher trainees into teachers by providing them with a wide range of

useful knowledge, skills and experiences that are aimed not only at changing their mind set to that of a teacher but provides them with pedagogical

knowledge, skills, attitudes and values that are key attributes of members of the teaching profession. The courses provide an opportunity for the trainee

teachers to explore some of the historical, philosophical and theoretical underpinnings of the field and helps them understand the critical role of education in

society. The Education Foundation Courses also helps teacher trainees examine various aspects of education practice, policy, research, curriculum and

policy, including a number of cross-cutting issues that affect our community, especially the learners. In Zambia, Education Foundation Courses are a

prerequisite to becoming a teacher , otherwise one is deemed to be an untrained teacher.

In this revised primary teacher education curriculum the number of components in the Education Foundations has been increased in order to provide trainee

teachers with a more effective training experience that will enable them deal with a number of emerging issues in the modern world. The Education

foundations components for the primary Teachers’ Diploma are: Educational Administration and Management, Education Research, Entrepreneurship and

ICT, History and Philosophy of Education, Psychology and Sociology of Education, Special Education, Guidance and Counselling and Theory and Practice.

Theory and Practice exposes trainee teachers to Education Administration and Management, Education Research, Curriculum Studies and Teaching

Methods. Most of these components are new and to help tutors implement this curriculum effectively, the last column entitled ‘Instructional Pedagogy for

College level’ which contains suggested pedagogies has been introduced to boost the tutors’ efforts to implement the curriculum. It must however, be borne

in mind that the suggested pedagogies are not exhaustive and tutors can use additional pedagogies as they find necessary.

AIM

To provide trainee teachers with initial professional knowledge, skills and experiences in education practices in order to produce well-formed primary school

teachers in the country.

COMPETENCES

Demonstrate understanding of pedagogical knowledge and skills necessary for teaching learners at primary school level.

Interpret the primary school curriculum effectively and use it to teach learners at primary school level.

Demonstrate use of a variety of teaching/learning materials in order to bring about effective learning in learners at primary school level

Develop strategies for mitigating the effect of cross-cutting issues to facilitate effective learning in learners at primary school level.


COURSE: ENTREPRENEURSHIP AND INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT)

RATIONALE This course is designed to enable trainee teachers acquire and develop knowledge, skills and values in entrepreneurship and ICT which will increase their productivity prospects in society. It is hoped also that through their creativity, the trainee teachers would begin to initiate development of entrepreneurial attitudes and skills in their learners through plays, game and songs.

AIM

To produce a teacher with adequate knowledge and skills in entrepreneurship and Information and communication Technology who will transmit it to young learners using a variety of approaches and strategies.

GENERAL OUTCOME(S):

1. Demonstrate understanding of various ICTs and their role in enhancing teaching and learning. 2. Use ICT to increase entrepreneurial productivity. 3. Acquire entrepreneurial knowledge, skills and values required to explore business opportunities in the local communities. 4. Understand labour and legal requirements of business in Zambia. 5. Appreciate ICT.

KEY COMPETENCIES

1. Demonstrate understanding of the processes involved in entrepreneurship. 2. Demonstrate the ability to inculcate basic entrepreneurship skills in young children. 3. Demonstrate the ability to apply entrepreneurial skills.

TEACHING APPROACHES AND STRATEGIES

Lecturers and tutors are required to facilitate the delivery of the content in this course using teaching approaches strategies that focus on learner centeredness in order to ensure effective transfer of knowledge, skills and values to teacher trainees. Such methodologies should include the following teaching approaches and strategies:

Group and pair work.

Research.

Field trips.

Presentation.

Observation.


Inquiry.

Problem solving.

Role play.

Drama.

Modelling.

INFORMATION AND COMMUNICATION TECHNOLOGY EDUCATION

YEAR 1

TERM TOPIC SUB-TOPICS SPECIFIC OUTCOMES

I

1.1 INTRODUCTION TO

INFORMATION

AND

COMMUNICATIONS

TECHNOLOGY

(ICT)

1.1.1 Information and

Communications

Technology (ICT)

1.1.1.1 Describe different types of gadgets used in information and

technology.

1.1.1.2 Describe how data is processed into information in various ICT

gadgets.

1.1.1.3 Discuss the role of Information and Communications Technology

in development.

1.1.2 ICT Education 1.1.2.1 Discuss the role of ICT in Education.

1.1.2.2 Explain the role of ICT education in society.

1.1.2.3 Identify undesirable practices in ICTs.

1.2 ICTS IN SCHOOLS 1.2.2 ICT and The

School

1.2.2.1 Explain role of ICT in schools

1.2.2.2 Identify forms ICTs used in schools

1.2.2.3 Demonstrate how to use ICT tools (e.g. radios, projectors, TV,

computers etc.) in teaching and learning.

1.2.2.4 Describe the benefits and challenges of using ICT in the teaching

and learning process

1.2.2.5 Compare School of Industrial age and Digital Age



1.2 COMPUTER

APPLICATIONS IN

EDUCATION

1.2.1 Word Processing

Application

1.2.1.1 Demonstrate basic skills in word processing (editing, formatting

and designing different types of documents)

1.2.1.2 Prepare lessons and tests using word processing apps

1.2.2 Spreadsheet

Application

1.2.2.1 Demonstrate basic skills in spreadsheet (editing, formatting, basic

calculations, statistics, etc.)

1.2.2.2 Prepare a variety of documents (e.g. mark-sheets, tables, etc.)

using spreadsheet apps.

1.2.3 Presentation

Application

1.2.3.1 Demonstrate basic skills in presentation apps (editing, formatting,

inserting objects, animations, etc.)

1.2.3.2 Prepare various kinds of presentations for lessons

1.2.4 Database

Application

1.2.4.1 Demonstrate basic skills in database app (create tables, queries,

forms and reports)

1.2.4.2 Create database for a school

1.2.5 Working With

Graphics

1.2.5.1 Use computer accessories such as scanners and cameras to

upload images

1.2.5.2 Insert graphics such as auto-shapes (circles, rectangles, etc) and

clipart in documents

1.2.5.3 Manipulate images using graphic applications like Paint and photo

editors

1.2.5.4 Create various image and document backgrounds

1.2.5.5 Use Word Art to make posters and labels

II 1.3 TEACHING AND

LEARNING

MATERIALS

1.3.1 Production and

Application of

1.3.1.1 Make computer designed teaching and learning materials

1.3.1.2 Use a variety of ICT equipment in lesson delivery (LCD Projectors,

Overhead Projectors, Televisions, Video players, computers)



Teaching and

Learning Aids

1.4 INTEGRATION OF

ICTS IN

TEACHING

SPECIFIC

SUBJECTS

1.4.1 Integration Of ICT

In Teaching and

Learning Process

1.4.1.1 Explain importance of integrating ICT in the teaching and learning

process

1.4.1.2 Prepare and implement lesson in which ICT is integrated.

1.4.1.3 Evaluate the use of ICT in lesson preparation and implementation

1.5 WEBSITES 1.5.1 A Website as an

Education Tool

1.5.1.1 Demonstrate basic skills in web-browsing (use web-browsers,

search engines, web referencing, etc.)

1.5.1.2 Surf the web for information

1.5.1.3 Discuss internet netiquette (rules of online etiquette)

1.5.2 E-Commerce 1.5.2.1 Identify major online stores

1.5.2.2 Perform online purchases using Automated Teller Machines

(ATM)

1.5.2.3 Interpret online stores conditions and regulations

1.6 E-LEARNING 1.6.1 ICT

Infrastructure

1.6.1.1 Describe ICT Infrastructure in a school (modem, rooters, servers,

clients, transmission, network etc.)

1.6.1.2 Demonstrate basic skills in the use of various E-learning

platforms (e.g. MOODLE, E-conferencing)

1.6.2 E-Learning

Strategies/Policie

s

1.6.2.1 Discuss E-learning strategies/polices



1.6.3 E-Library 1.6.3.1 Demonstrate basic skills in using E-library sites/apps (e.g.

registration, login, sign-out, searching for books, etc.)

1.6.3.2 Purchase e-books from online book stores

1.6.4 Mobile Access 1.6.4.1 Demonstrate basic skills in the use of mobile phones in education

1.6.4.2 Perform basic calculations with mobile phones

1.6.4.3 Install educational application in Mobile phones

(Mathematics, Science, English, etc.)

III

1.7 LEARNING

MANAGEMENT

SYSTEMS

1.7.1 Meaning,

Functions and

Using Learning

Management

Systems (e.g.

MOODLE)

1.7.1.1 Define learning management system

1.7.1.2 Discuss functions of learning management system

1.7.1.3 Use Learning Management system such as Moodle to implement

lessons.

1.8 MULTIMEDIA AND

EDUCATION

1.8.1 Multimedia

1.8.1.1 Define Multimedia

1.8.1.2 Discuss educational benefits of using educational multimedia

1.8.1.3 Explain interactive contents

1.9 ASSISTIVE

TECHNOLOGIES

FOR EDUCATION

1.9.1 Assistive

Educational

Technology for

Different Abilities

1.9.1.1 Identify instructional aids for visually impaired, deaf and other

disabilities

1.9.1.2 Explain functions of instructional aids for visually impaired, deaf

and other disabilities

1.9.1.3 Use of instructional aids for visually impaired, deaf and other

disabilities



ENTREPRENEURSHIP EDUCATION

YEAR 2

TERM TOPIC SUBTOPIC SPECIFIC OUTCOMES

I

2.1 ENTREPRENEURSHIP

2.1.1 Introduction to Entrepreneurship

2.1.1.1 Explain the concept of entrepreneurship and entrepreneur 2.1.1.2 State the characteristics of an entrepreneur 2.1.1.3 Describe entrepreneurial skills

2.2 FACTORS IN ENTREPRENEURSHIP

2.1.2 Personal Attributes in Entrepreneurship

2.1.2.1 State personal attributes important in entrepreneurship (Age, Gender, Family environment and profile of Parents, Education, Experience, Role models)

2.1.3 Environmental Factors in Entrepreneurship

2.1.3.1 State environmental factors which affect entrepreneurship 2.1.3.2 Describe strategies for mitigating the environmental factors

affecting entrepreneurship

2.3 BUSINESS OPPORTUNITIES

2.3.1 Developing Business Ideas

2.3.1.1 Identify sources of business ideas 2.3.1.2 Recognise business opportunities 2.3.1.3 Develop business ideas 2.3.1.4 Identify features of good business ideas

2.4 BUSINESS ORGANISATIONS

2.4.1 Forms of Business Organisation

2.4.1.1 Discuss forms of business organisations (Sole trader Partnership, Limited companies)

2.5 BUSINESS PLAN

2.5.1 Business Plan Overview

2.5.1.1 Develop a business plan 2.5.1.2 Discuss the functions of a business plan 2.5.1.3 Formulate a financial plan 2.5.1.4 Create an operational plan 2.5.1.5 Construct a marketing plan


2.5.2 Demand Forecasting and Estimation

2.5.2.1 Discuss types of demand forecasting and estimation 2.5.2.2 Discuss methods of demand forecasting and estimation

2.6 THE PRODUCT, SALES AND MARKETING

2.6.1 Characteristics of a Good Product And Service

2.6.1.1 Explain different types of products and services 2.6.1.2 Describe characteristics of a good product

2.6.2 Salesmanship 2.6.2.1 Explain sales 2.6.2.2 Describe the sales process 2.6.2.3 Discuss salesmanship

2.6.3 Marketing Plan 2.6.3.1 Describe market research 2.6.3.2 Discuss a marketing plan 2.6.3.3 Describe marketing strategies

2.7 FINANCIAL PLANNING AND MANAGEMENT

2.7.1 Budgeting 2.7.1.1 Explain components of Financial Planning and

Management (costing a product, cash flow, banking)

II Teaching Practice

III 2.8 BUSINESS FINANCING

2.8.1 Sources of Business Financing

2.8.1.1 Describe sources of Business financing (Share capital, Loan/debt)

2.8.1.2 Describe types of resources required to start an enterprise 2.8.1.3 Mobilize resources for an a business

2.9 BUSINESS ADMINISTRATION AND LEADERSHIP

2.9.1 Administration and Leadership

2.9.1.1 Discuss the functions of administration in business 2.9.1.2 Describe leadership in business 2.9.1.3 Describe attributes of a good leader in business

2.9.2 Business

Ethics 2.9.2.1 Describe ethics in business


2.10 BUSINESS

RECORDS 2.10.1 Types of

Records

2.10.1.1 Describe business records (Minute book ,Term and annual reports, cash book)

2.10.1.2 Describe ways of keeping business records 2.10.1.3 Identify source documents 2.10.1.4 Explain the importance of keeping records in business

2.11 ACCOUNTING AND BUDGETING

2.11.1 Basic Accounting

2.11.1.1 Define Accounting 2.11.1.2 Explain the accounting Terms 2.11.1.3 Prepare Balance Sheet 2.11.1.4 Prepare Income and 2.11.1.5 Expenditure Account and Cash flow statements

Demonstration 2.11.1.6 Student-teacher to explain and demonstrate to prepare

the financial statements

2.11.2 Budgeting 2.11.2.1 Define Budgeting 2.11.2.2 Explain the importance of budgeting 2.11.2.3 Identify types of budgeting


YEAR 3

TOPIC SUBTOPIC SPECIFIC OUTCOMES

I School Experience

II

3.1 RISK MANAGEMENT 3.1.1 Processes in Risk

Management

3.1.1.1 Identify risks in business management 3.1.1.2 Evaluate risks in business management 3.1.1.3 Select methods to manage risks in a business 3.1.1.4 Implement decisions in business management 3.1.1.5 Communicate decisions in business

management 3.1.1.6 Monitor decisions in business management 3.1.1.7 Evaluate decisions in business management

III 3.2 LEGAL RESPONSIBILITIES AND INSURANCE

3.2.1 Types of Legal Business Requirements

3.2.1.1 Explain the legal requirements of setting up a business (Legal responsibilities, Licences, permits, Insurance, tax)

3.3 ENTREPRENEURSHIP EDUCATION IN PRIMARY SCHOOLS

3.3.1 Promotion of Entrepreneurship Education

3.3.1.1 Design activities that promote business ideas in learners

3.3.1.2 Utilise games, songs, rhymes, play that develop entrepreneurial activities, values and attitudes in learners.


SCOPE AND SEQUENCE CHART OF THE PRIMARY TEACHERS’ DIPLOMA SYLLABUS

ENTREPRENEURSHIP EDUCATION AND ICT

TOPIC YEAR 1 YEAR 2 YEAR 3 INTRODUCTION TO INFORMATION COMMUNICATIONS TECHNOLOGY (ICT)

Information and

Communications Technology

(ICT)

ICT Education

ICTS IN SCHOOLS ICT and The School

COMPUTER APPLICATIONS IN EDUCATION

Word Processing Application

Spreadsheet Application

Presentation Application

Database Application

Working With Graphics

TEACHING AND LEARNING MATERIALS

Production and Application of Teaching and Learning Aids

INTEGRATION OF ICTS IN TEACHING SPECIFIC SUBJECTS

Integration Of ICT In Teaching and Learning Process

WEBSITES A Website as an Education Tool

E-Commerce

E-LEARNING ICT Infrastructure

E-Learning Strategies/Policies

E-Library

Mobile Access


TOPIC YEAR 1 YEAR 2 YEAR 3 LEARNING MANAGEMENT SYSTEMS

Meaning, Functions and Using Learning Management Systems (e.g.

MOODLE)

MULTIMEDIA AND EDUCATION Multimedia

ASSISTIVE TECHNOLOGIES FOR EDUCATION

Assistive Educational

Technology for

Different Abilities

ENTREPRENEURSHIP Introduction to

Entrepreneurship

FACTORS IN ENTREPRENEURSHIP

Personal Attributes in Entrepreneurship

Environmental Factors

in Entrepreneurship

BUSINESS OPPORTUNITIES Developing Business

Ideas

BUSINESS ORGANISATIONS Forms of Business

Organisation

BUSINESS PLAN

Business Plan Overview

Demand Forecasting

and Estimation


TOPIC YEAR 1 YEAR 2 YEAR 3

THE PRODUCT, SALES AND MARKETING

Characteristics of a

Good Product And

Service

Salesmanship

Marketing Plan

FINANCIAL PLANNING AND MANAGEMENT Budgeting

Teaching Practice

BUSINESS FINANCING Sources of Business

Financing

BUSINESS ADMINISTRATION AND LEADERSHIP

Administration and

Leadership

Business Ethics

BUSINESS RECORDS Types of Records

ACCOUNTING AND BUDGETING Basic Accounting

Budgeting

Teaching Experience

RISK MANAGEMENT Processes in Risk

Management



LEGAL RESPONSIBILITIES AND INSURANCE

Types of Legal Business

Requirements

ENTREPRENEURSHIP EDUCATION IN PRIMARY SCHOOLS

Promotion of

Entrepreneurship Education

PRESCRIBED READING:

De Klerk, A., Old, S. And Breebaart, H (2001) Introduction to Entrepreneurship and Small Business Management. Pretoria: University of South Africa, UNISA

Frank, M. and Cyganski.D (2002) Information Technology, Pearson Education Asia, Delhi.

Hargreaves, R (1987) Starting Business, a Practical Handbook. London: Heinemann

Holt, H. David (2004) Entrepreneurship, New ventures Creation. New Delhi: Prentice Hall

Laudon, K.c and Traver, C.G. (2012). E-Commerce: Business 8th ed. Boston: Pearson Education.

Rajaraman .V (2003) Introduction to Information Technology, Prentice Hall of India Private Limited, New Delhi, INDIA

Reynolds, J. (2004) - The Complete E-Commerce Book: Design, Build & Maintain a Successful Web-based Business, 2nd ed. San Francisco: CMP Books.

Robert D. H, Michael P.P et al (2008) Entrepreneurship Sixth Edition, Tata McGraw-Hill Publishing Company Limited, New Delhi,

INDIA

Rohan, G. (2008). Principals of information system, 1st ed, Australia: Cengage learning Australia.

Ronan, N. (1998) Entrepreneurship. Kitwe: Copperbelt University, Business Studies


Rudinger, E. (1989) Entrepreneurship. London: consumer association Ltd.

Schneider, G.P, (2012) - E-Business. 10th ed. Mason: Andover: Cengage Learning

Sexton, D.L., &Lanstrom, H. (Eds.).(2000). Handbook of entrepreneurship. Oxford: Blackwell Business.

Stephen C Harper (2003) - Starting your own Business Mc Grow, United State of America Strokes, D., Wilson, N. (2006) Small Business Management Entrepreneurship (5th Ed). London: Thomason Learning.

RECOMMENDED READING:

Chris Abbott. ICT: Changing Education; Routledge Falmer,2001

Educational Technology & Society, Vol. 13, No. 2, April 2010

Hatherly, Ann.ICT and the Greatest Technology: A Teacher's Mind. Early Childhood Folio, Vol. 13, Annual 2009

Lani Florian; John Hegarty. ICT and Special Educational Needs: A Tool for Inclusion. Open University Press, 2004

Mary Hayes; David Whitebread. ICT in the Early Years. Open University Press, 2006

MESVTEE. (2013). Zambia Education Curriculum Framework, CDC, Lusaka.

MESVTEE. (2013). Zambia Primary School Syllabus. CDC, Lusaka Drake, J. (2001). Planning Children’s Play and Learning in the Foundation Stage. London: David Filton

Richard Andrews. The Impact of ICT on Literacy Education. Routledge Falmer, 2004

Rodriguez, Patricio; Nussbaum, Miguel; Lopez, Ximena; Sepulveda, Marcos. A Monitoring and Evaluation Scheme for an ICT-Supported Education Program in Schools

Rupert Wegerif; Lyn Dawes.Developing Thinking and Learning with ICT: Raising Achievement in Primary Classrooms. RoutledgeFalmer, 2004


Steve Kennewell.Meeting the Standards in Using ICT for Secondary Teaching. Routledge Falmer, 2004

Steve Kennewell; John Parkinson; Howard Tanner. Learning to Teach ICT in the Secondary School: A Companion to School Experience.Routledge Falmer, 2003

Terry Haydn; Christine Counsell (2002). History, ICT, and Learning in the Secondary School. Routledge Falmer,

Wong, Emily M. L.; Li, Sandy S. C.; Choi, Tat-heung; Lee, Tsz-ngong. Insights into Innovative Classroom Practices with ICT: Identifying the Impetus for Change. Educational Technology & Society, Vol. 11, No. 1, January 2008


COURSE: HISTORY AND PHILOSOPHY OF EDUCATION

RATIONALE This course is designed to enable trainee teachers to acquire and develop relevant knowledge, skills and values arising from the historical and philosophical backgrounds of education that will enable them be competent teachers in primary school education. AIM

To produce teachers who understand the evolution and aims of education in human society so that they can use that knowledge to promote processes of learning in children.

GENERAL OUTCOMES

1. Demonstrate an understanding and appreciation of the History and Philosophy of Education 2. Demonstrate an understanding and appreciation of equity, gender, HIV & AIDS, democracy, human rights, sexuality and

SEN as cross-cutting issues in education

KEY COMPETENCES

1. Ability to apply and develop relevant knowledge and skills in classroom practice. 2. Ability to inculcate cultural norms and values


Lecturers and tutors are required to facilitate the delivery of the content in this course using teaching approaches strategies that

focus on learner centeredness in order to ensure effective transfer of knowledge, skills and values to teacher trainees. Such

methodologies should include the following teaching approaches and strategies:



Research.

Field trips.

Presentation.

Observation.

Inquiry.

Problem solving.

Role play.

Drama.

Modelling


TOPIC SUB TOPICS SPECIFIC OUTCOMES

YEAR 1

1.1. INTRODUCTION TO EDUCATION.

1.1.1. Education and Culture 1.1.1.1. Explain what education is 1.1.1.2. Discuss the aims of education 1.1.1.3. Discuss the meaning of culture 1.1.1.4. Explain the role of Education in Culture 1.1.1.5. Explain the relationship between culture and education

1.2. TYPES OF EDUCATION

1.2.1 Formal, non-formal, and informal Education

1.2.1.1. Discuss the concepts of Traditional/indigenous education 1.2.1.2. Describe Informal Education, formal, and non-formal

education 1.2.1.3. Compare the different types of education

1.2.1 Traditional/ Indigenous Education

1.2.1.1 Describe traditional/indigenous African philosophy 1.2.1.2 Relate African Philosophy to traditional/indigenous education 1.2.1.3 Discuss the – aims, structure and organisation

traditional/indigenous education 1.2.1.4 Evaluate traditional/indigenous education

1.3. HISTORY OF WESTERN EDUCATION

1.3.1 Greek - Roman Education

1.3.1.1 Describe Greek – Roman Education 1.3.1.2 Trace the development of western education

1.3.2 Development of Western Education Modern Western Education

1.3.1.3 Discuss modern western education 1.3.1.4 Contrast between traditional African education and western

education

1.4. WESTERN EDUCATION IN NORTHERN RHODESIA

1.4.1 Missionary Education to Colonial

1.4.1.1 Describe Missionary Education 1.4.1.2 Explain the BSA Company on education in Northern

Rhodesia

1.4.2 Colonial Education, 1925-1963

1.4.1.3 Analyse the Phelps- Stokes Commission Report on Education in Africa/Northern Rhodesia

1.4.1.4 Discuss colonial education in Zambia 1.4.1.5 Examine Missionary and Colonial Education



1.5 POST-INDEPENDENCE EDUCATION

1.5.1 Education in Zambia at Independence

1.5.1.1 Describe Education in Zambia at Independence in 1964

1.5.2 Education Reforms after Independence ( Education Act 1966,

1.5.2.1 Compare the Education Acts of 1966 and 2011

1.5.3 Educational reform 1977, Educational Policies 1992, 1996,and curriculum reforms of 2000, 2013

1.5.3.1 Discuss the Education Reforms of the 1970s and 1990s 1.5.3.2 Appraise the Education Reforms of the 1970s and 1990s 1.5.3.3 Analyse the Curriculum Reforms of 2000 and2013

YEAR 2

2.1 INTRODUCTION TO PHILOSOPHY

2.1.1 Philosophy as a discipline its nature and its significance

2.1.1.1 Discuss Philosophy as discipline 2.1.1.2 Explain the Nature and uses of philosophy

2.1.2 Component of philosophy (Metaphysics, Epistemology, Logic, Ethics,

2.1.2.1 Discuss metaphysic, epistemology, logic and Ethics as components of philosophy

2.1.3 Branches of philosophy (Idealism and Education, Realism, Pragmatism, Constructivism,

2.1.3.1 Describe the various branches of philosophy relevant to education

2.1.3.2 discuss Concepts, types and implications of the branches 2.1.3.3 Examine how applicable the various philosophical schools

of thought are to the current Zambian education system – including constructivism



Existentialism, Naturalism

2.2 CROSS-CUTTING ISSUES

2.2.1 Gender and Equity 2.2.1.1 Demonstrate the relationship between gender and equity

2.2.2 Sexuality and HIV and AIDs

2.2.2.1 Discuss effects of HIV and AIDS on education, democracy.

2.2.3 Democracy and Governance

2.2.3.1 Discuss the importance of good democracy and governance

2.2.4 SEN (Special Education Needs)

2.2.4.1 Discuss the effects of SEN on education

YEAR 3

3.8 EDUCATION AND DEVELOPMENT

3.8.1 The Concept of development and Theories of development

3.8.1.1 Discuss the concept of development 3.8.1.2 Analyse the various theories of development

3.8.2 The Role of education in development

3.8.2.1 Examine the implication of education on development 3.8.2.2 Explain the Role of education in development

SCOPE AND SEQUENCE CHART – HISTORY AND PHILOSOPHY OF EDUCATION



INTRODUCTION TO EDUCATION Education and Culture

TYPES OF EDUCATION Formal, non-formal, and

informal Education

Traditional/ Indigenous

Education

HISTORY OF WESTERN

EDUCATION

Greek - Roman

Education

Development of Western

Education Modern

Western Education

WESTERN EDUCATION IN

NORTHERN RHODESIA

Missionary Education to

colonial

Colonial Education,

1925-1963

POST-INDEPENDENCE

EDUCATION

Education in Zambia at

Independence

Education Reforms after

Independence (

Education Act 1966)

Educational reform 1977,

Educational Policies

1992, 1996,and

curriculum reforms of

2000, 2013


INTRODUCTION TO PHILOSOPHY

Philosophy as a discipline its

nature and its significance

Component of philosophy

(Metaphysics,

Epistemology,

Logic,

Ethics)

Branches of philosophy

(Idealism and Education,

Realism, Pragmatism,

Constructivism,

Existentialism,

Naturalism)

CROSS-CUTTING ISSUES Gender and Equity

Sexuality and HIV and AIDs

Democracy and Governance

SEN (Special Education

Needs)

EDUCATION AND DEVELOPMENT

The Concept of development

and Theories of

development

The Role of education in

development


PRESCRIBED READING

Akinpelu, J. A. (1988). An Introduction to Philosophy of Education. London: Macmillan.

Kelly, M. J. (1999). The Origins and Development of Education. Lusaka: Image Publisher.

Mwanakatwe, J. M. (1974). The Growth of Education in Zambia since Independence. Lusaka: Oxford University Press.

Snelson, P. D. (1974). Education Development in Northern Rhodesia 1883 – 1945. Lusaka: NECZAM

Tenaja, V. R. (2005). Educational Thought and Practice. New Delhi: Sterling Publishers PVT Ltd.

RECOMMENDED READING

Adeyinka, A. A. (1994) (ed). Popular Topics in Comparative Education. Tlorin: Mercy Printers.

Barker, R. E. (1986). Philosophy of Education. New York: College Press.

Barrow, R. and Woods, R. (1992). An Introduction to Philosophy. London: Routledge.

Carmody, B. (2004). The Evolution of Education in Zambia. Ndola: Mission Press.

Datta, A. (1984). Education and Society: Sociology of African Education. London: Macmillan.


MESVTEE. (2013). Zambia Primary School Syllabus. CDC, Lusaka Drake, J. (2001). Planning Children’s Play and Learning in the

Foundation Stage. London: David Filton

Ministry of Education. (1977). Educational Reforms. Lusaka: Ministry of Education.

Ministry of Education. (1992). Focus on Learning. Lusaka: Ministry of Education.

Ministry of Education. (1996). Educating Our Future: National Policy on Education. Lusaka: ZEPH.


Sutherland, M. (1988). Theory of Education. London: Longman.

COURSE: PSYCHOLOGY AND SOCIOLOGY OF EDUCATION

RATIONALE The psychology and sociology of education course is designed to equip trainee teachers with relevant knowledge, skills and values that will enable them be competent teachers in primary schools.

AIM The course aims at producing teachers who have good understanding of the child development processes and the significance of these processes in the learning of a child in society. GENERAL OUTCOMES

1. Demonstrate understanding of related aspects of educational psychology as it relates to the growth and learning needs of the child.

2. Demonstrate understanding of related aspects sociology of education with respect to the culture and learning environment of the child.

KEY COMPETENCES 1. Able to apply knowledge, skills and values acquired in educational psychology and sociology.

APPROACHES AND STRATEGIES

Lecturers and tutors are required to facilitate the delivery of the content in this course using teaching approaches strategies that

focus on learner centeredness in order to ensure effective transfer of knowledge, skills and values to teacher trainees. Such

methodologies should include the following teaching approaches and strategies:


Research.

Field trips.


Presentation.

Observation.

Inquiry.

Problem solving.

Role play.

Drama.

Modelling.

Experimentation

PSYCHOLOGY OF EDUCATION

TOPIC SUB TOPIC SPECIFIC OUTCOMES

YEAR 1

1.1. INTRODUCTION TO EDUCATIONAL PSYCHOLOGY

1.1.1. Psychology as a Discipline

1.1.1.1 Describe psychology as discipline 1.1.1.2 Distinguish educational psychology from general

psychology

1.1.2. Branches of Psychology

1.1.2.1 Differentiate the branches of psychology

1.1.3. Different Approaches

to Psychology

1.1.3.1 Discuss the different approaches to psychology 1.1.3.2 Analyse the different approaches to the study of

psychology

1.1.4. Approaches to the Study Of Educational Psychology

1.1.4.1 Justify the inclusion of Psychology to teacher education

1.1.4.2 Importance of Educational Psychology


1.2. HUMAN DEVELOPMENT

1.2.1. Conception and Principles of Genetic Transmission

1.2.2.1 Discuss conception as a concept 1.2.2.2 Discuss the principles of genetic transmission

1.2.2. Prenatal Influence on

Foetal Development

1.2.3.1 Explain prenatal influence on foetal development

1.2.3. Hereditary and Environmental Influences on Child Development

1.2.3.2 Explain the hereditary and environmental influence on child development

1.2.4. Physical Development of a Child

1.2.4.1. Discuss the physical development of a child

1.3. COGNITIVE AND LANGUAGE DEVELOPMENT

1.3.1. Piaget’s View of Cognitive Development, Vygotsky’s View of Cognitive Development

1.3.1.1 Analyse Piaget and Vygotsky views of cognitive development

1.3.2. Language Development and Thought

1.3.2.1 Discuss language development and thought

1.3.3. Theories of Language Acquisition

1.3.2.1 Analyse theories of language acquisition 1.3.2.2 Discuss the Language Acquisition Device (LAD) in

humans

1.3.4. Language Policy in Zambia

1.3.4.1 Debate language policy in Zambia 1.3.4.2 Explain how the language policy promote language

development in early grade learners

1.4. PERSONALITY DEVELOPMENT

1.4.1 The View of Sigmund Freud and Erik

1.4.1.1 Discuss the concept of personality development


Erikson. Other Emerging Views on Personality

1.4.1.2 Discuss views of Sigmund Freud and Erik Erikson and emerging views

YEAR 2

2.5 SOCIAL DEVELOPMENT 2.5.1 Theories of Gender Development

2.5.1.1 Analyse theories of gender development

2.5.2 Piaget’s and Kohl Berg’s Theories of Moral Development

2.5.2.1 Discuss Piaget’s and Kohlberg’s theories of moral development

2.5.3 Self-concept and an Academic Achievement.

2.5.3.1 Explain self-concept and an academic achievement.

2.5.4 Bronfenbrenner’s

Ecological System Theory of Development

2.5.4.1 Evaluate Bronfenbrenner’s ecological system theory of

development

2.6 ADOLESCENCE 2.6.1.1 Concept of Adolescence and Issues Affecting Adolescents,

2.6.1.1 Discuss the concept of adolescence issues affecting adolescents

2.6.1.2 Describe challenges affecting adolescents 2.6.1.3 Suggest Possible solutions to challenges faced

adolescents

2.7 MEMORY 2.7.1 Types of Memory, Aids to Memory

2.7.1.1 Explain differences of memory 2.7.1.2 Discuss aids to memory 2.7.1.3 Explain the role of memory in learning

2.7.2 Causes of

Forgetfulness

2.7.2.1 Discuss the causes of forgetfulness.


2.8 THEORIES OF LEARNING 2.8.1 Various Theories of Learning (Behaviourist Theories, Cognitive Theories, Social-Cognitive, Constructivist Views of Learning, Humanist Theories and Eclectic Theories)

2.8.1.1 Analyse the various theories of learning 2.8.1.2 Justify the application of these theories to the Zambian

primary education system

2.9 MOTIVATION 2.9.1 Maslow’s Hierarchy of Needs.

2.9.1.1 Discuss the Concept of motivation 2.9.1.2 Analyse Maslow’s hierarchy on needs

2.9.2 Intrinsic and Extrinsic Motivation of Learning

2.9.2.1 Explain the Intrinsic and Extrinsic motivation of learning

2.9.3 Attribution Theory of Learning

2.9.3.1 Discussion the Attribution theory of learning

2.9.4 Locus of Control

2.9.4.1 Explain the concept of locus of control

2.9.5 Self Fulfilment Prophecy

2.9.5.1 Discuss self fulfilment prophecy

2.9.6 Goal Setting Theory 2.9.6.1 Analyse the goal setting theory 2.9.6.2 Use the goal setting theory to help learners set realistic

goals


2.9.7 Control Beliefs and Learned And Helplessness

2.9.7.1 Discuss concepts of control beliefs and learned helplessness in motivation

2.10 STATISTICAL EDUCATION MEASUREMENT

2.10.1 Introduction to Educational Statistical Measurement

2.10.1.1 Demonstrate an understanding on distribution of various data sources

2.10.2 Various Data Sources on Education Statistical Measurements

2.10.1.2 Demonstrate the ability to Calculate of Central tendency and Variability

2.10.3 Measurement of

Central Tendency and Variability Measurement of Relationship

2.10.3.1 Explain the Relationship between Central tendency

and Variability 2.10.3.2 Interpret Statistics in relation to teaching and learning 2.10.3.3 Appreciate the value of statistic in education

YEAR 3

3.11 INTELLIGENCE 3.11.1 The Concept Of Intelligence

3.11.1.1 Discuss the concept of intelligence

3.11.2 Types of Human Intelligence and Structure of Human Intelligence

3.11.2.1 Discuss the types of Human Intelligence 3.11.2.2 Explain the structure of human intelligence


3.11.3 Importance of Intelligence Testing

3.11.3.1 Discuss the importance of intelligence testing

3.11.4 The Use and Misuse of Intelligence Tests

3.11.4.1 Demonstrate the use and misuse of intelligence tests

3.11.5 The Concepts of

Overachievement And Under Achievement

3.11.5.1 Demonstrate ability to use intelligence tests 3.11.5.2 Discuss the concepts of Over achievements and

Under achievement in learners

3.11.6 Hereditary and Environmental Influences on Intelligence.

3.11.6.1 Explain hereditary and environmental influence of intelligence.

3.11.7 IQ in Relation to

Race, Gender and Ethnicity.

3.11.7.1 Discuss the concept of IQ. 3.11.7.2 Discuss the IQ in relation to race, gender and

Ethnicity and Calculate IQ.

SCOPE AND SEQUENCE – PSYCHOLOGY OF EDUCATION


INTRODUCTION TO

EDUCATIONAL

PSYCHOLOGY

Psychology as a

discipline

Branches of psychology

Different approaches to

psychology

Educational psychology


Approaches to the

study of educational

psychology

Importance of

Educational Psychology

HUMAN DEVELOPMENT Conception

Principles of genetic

transmission

Prenatal influence on

foetal development

Hereditary and

environmental

influences on child

development

2.5 Physical

development of a child

COGNITIVE AND

LANGUAGE DEVELOPMENT

Piaget’s view of

cognitive development

Vygotsky’s view of

cognitive development

Language development

and thought

Theories of language

acquisition

Language policy in

Zambia


PERSONALITY

DEVELOPMENT

The view of Sigmund

Freud

The view of Erik

Erikson

Other emerging views

on personality

SOCIAL DEVELOPMENT

Theories of gender

development

Piaget’s and Kohl

Berg’s theories of moral

development

Self-concept and an

academic achievement

Bronfenbrenner’s

ecological system

theory of development

ADOLESCENCE

concept of adolescence

Issues affecting

adolescents

Challenges of

adolescence


Possible Solutions to

challenges of

adolescence

MEMORY Types of memory

Aids to memory

Causes of forgetfulness

THEORIES OF LEARNING

Behaviourist theories

Cognitive theories

Social-cognitive and

Constructivist views of

learning

Humanist theories

Eclectic theories

MOTIVATION

Maslow’s hierarchy of

need

Intrinsic and Extrinsic

motivation of learning

Attribution theory of

learning

Locus of control

Self fulfilment prophecy

Goal setting theory

Control beliefs


Learned and

helplessness

STATISTICAL EDUCATION

MEASUREMENT

Introduction to

educational statistical

measures

Various data sources

on education statistical

measurements

Measurement of central

tendency

Measurement of

Variability

Measurement of

relationship

INTELLIGENCE

The concept of

intelligence

Types of Human

intelligence

Structure of human

intelligence

Importance Intelligence

testing

The use and misuse of

intelligence tests


The concepts of

overachievement and

under achievement

Hereditary and

environmental

influences on

intelligence

IQ in relation to race,

gender and ethnicity

PRESCRIBED READING

Burke, J. F. (1989). Contemporary Approaches to Psychotherapy and Counselling: the self-Regulation and Maturity Model.

California: Brooks/Cole Publishing Company.

Kulbir, S. S. (2006). Statistics in Educational Psychology. New Delhi: Sterling.

Munsaka, E. & Matafwali, B. (2013). Human Development from Conception to Adolescence: Typical and Atypical Trends. Lusaka:

University of Zambia Press.

Santrock, J. W. (2008). Child Development. Boston: McGraw Hill.

Woolfolk, A. E. (2010). Educational Psychology. Boston: Houston Mifflin.

Woolfolk, A.; Hughes; M & Walkup, V. (2008). Psychology in Education. Harlow: Pearson Education Limited.

RECOMMENDED READING


Brown, J. A. & Pate, (Jr), R. H. (1983). Being a Counsellor: Directions and Challenges. Califonia: Brookes/Cole Company.

Child, D. (2007). Psychology and the Teacher. New York: Continuum.

Gagne, N. L. & Berliner, D. C. (1992). Educational Psychology (5th Ed.). Boston: Houston Mifflin.

Eysenck, M. W. (2004). Psychology: An International Perspective. Hove: Psychology Press Ltd.

Kasonde-Ng’andu, S. (2013). Proposal Writing in Educational Research. Lusaka: University Press.

Kasonde-Ng’andu, S. & Moberg, S. (2001). Moving Towards Inclusive Education: A Baseline Study on Special Educational Needs

in the North-Western and Western provinces of Zambia. Lusaka: Ministry of Education/Foreign Affairs.

Mwamwenda, T. S. (1995). Educational Psychology: An African Perspective. (2nd Edition). Durban: Butterworth.

Rice, F.P. & Dolgin, K. G. (2002). The Adolescent; Development, Relations, and Culture. (10th Edition). Boston: Allyn & Bacon.

Santrock, J. W. (2004). Child Development. New York: McGraw.

Taylor, S. J. & Bogdan, R. (1998). Introduction to Qualitative Research methods: A Guide and Resource (3rd Edition). New York:

John Wiley & Sons, Inc.


SOCIOLOGY OF EDUCATION


YEAR 1

1.1 INTRODUCTION TO

SOCIOLOGY OF EDUCATION

1.1.1 Sociology as a Discipline and

Its Branches of Sociology.

1.1.1.1 Discuss sociology as a discipline 1.1.2.1 Explain the branches of sociology

1.1.2 Origins and Development of Sociology of Education

1.1.3.1 Trace the origins and development of sociology of education

1.1.3 Importance of Sociology of

Education

1.1.3.1 Justify the inclusion of Sociology to

teacher education

1.2 THEORETICAL PERSPECTIVE IN SOCIOLOGY OF EDUCATION

1.2.1 Theories of Sociology (Structural Functionalist Theory, Labelling Theory, New Sociology of Education Theory, Human Capital Theory.

1.2.1.1 Analyse different sociological theories applicable to education.

1.2.2 Application of Theories to Classroom Situation

1.2.2.1 Explain how each of the theories can be applied in the Zambian classroom situation

1.3 SOCIAL INSTITUTIONS 1.3.1 Concepts of Social Institutions. 1.3.1.1 Discuss the Concept of Social Institution

1.3.2 Various of Social Institution(

Family, Economy, Education, Religion, Politics, Government, Health)

1.3.2.1 Discuss The Various Social Institution 1.3.2.2 Explain the significance of the different

social institutions in education ( They apply to all)

1.4 SOCIALISATION

1.4.1 The Concept of Socialisation 1.4.1.1 Discuss the concept of socialization

1.4.2 Aspects of Socialisation 1.4.2.1 Explain different aspects of socialization


1.4.3 Agents of Socialisation 1.4.3.1 Describe different agents of socialization

1.4.4 Difference Between Education and Socialisation

1.4.4.1 Explain the difference between education and socialization

1.5 CULTURE 1.5.3 The Concept of Culture and Types of Culture

1.5.1.1 Discuss the concept of culture 1.5.2.1 Discuss different types of culture

1.5.4 Culture and Human Nature 1.5.4.1 Explain the relationship between culture and human nature

1.5.5 Emerging World Culture and Education

1.5.5.1 Discuss emerging world culture 1.5.5.2 Explain the significance of culture in

education

2.11 SOCIAL STRATIFICATION

2.6.1 Concept of Social Stratification And Types of Social Stratification

2.6.1.1 Discuss the concept of social stratification

2.6.2.1 Discuss types of social stratification 2.6.2.2 Explain dimension of social stratification

2.6.2 Social Class and Academic Achievement

2.6.2.1 Explain the relation between social class and academic achievement

2.6.3 Education and Social Mobility

2.6.3.1 Explain how education influence social

mobility

2.6.4 Education and Social Stratification

2.6.4.1 Explain the relationship between education and social stratification

2.6.5 Impact/Effect of Social Stratification

2.6.5.1 Discuss the impact of social stratification on education


2.7 SOCIAL FUNCTIONS OF EDUCATION

2.7.1 Manifest and Latent Functions of Education and Dysfunctions of Education

2.7.1.1 Discuss Manifest and Latent functions of education

2.7.1.2 Explain Dysfunctions of education

2.7.2 Consequences of Schooling –

Norms of Independence, Achievement, Universalism

2.7.2.1 Analyse the consequences of schooling

in view of norms independence, achievement and universalism.

2.8 EDUCATION AND SOCIAL CHANGE

2.8.1 Concept And Theories of Social Change

2.8.1.1 Discuss the concept of social change 2.8.1.2 Analyse theories of social change

2.8.2 Factors of Social Change 2.8.2.1 Explain factors of social change

2.8.3 Education And Modernity Syndrome

2.8.3.1 Criticize education and the modernity syndrome

2.9 SCHOOL AS A SOCIAL ORGANISATION

2.9.1 Concept and Characteristics of Organisation

2.9.1.1 Discuss concept of organization 2.9.1.2 Explain the characteristics of

organization. 2.9.1.3 Explain the concepts of bureaucracy and

rationalisation as they relate to education

2.9.2 School as an Organisation 2.9.4.1 Discuss school as an organization

2.9.3 Classroom Dynamicsand School Sub-Culture

2.9.3.1 Interpret classroom dynamics 2.9.3.2 Discuss school as a sub culture

2.10 SCHOOL AND THE COMMUNITY

2.10.1 Relationship Between School and Community

2.10.1.1 Discuss the relationship between school and community

2.10.2.1 Analyse perspectives on school- community relationship

2.10.3.1 Discuss linking mechanisms between schools and communities


2.10.2 The Concept of Child

Friendly School

2.10.2.1 Discuss the concept of a child friendly

school and how it promotes learning

2.11 TEACHER’S ROLE FROM SOCIOLOGICAL PERSPECTIVE

2.11.1 Concept of Teacher’s Roles/ Roles Set

2.11.1.1 Discuss the concept of roles 2.11.1.2 Explain the different roles of a teacher 2.11.1.3 Explain Inter and Intra-role conflict of a

teacher 2.11.1.4 Describe roles of the teacher in the

school and community

3.12 THE TEACHER’S STATUS

3.12.2 Concept of Teacher’s Status

3.12.1.1 Discuss the concept of teacher’s status 3.12.1.2 Discuss types of status 3.12.1.3 Explain the relationship between status,

supply and retention of teachers 3.12.1.4 Discuss the historical perspective of the

teacher’s status in Zambia 3.12.1.5 Explain factors which affect teacher’s

status

3.13 THE TEACHING PROFESSION

3.13.2 Characteristics of a Profession 3.13.1.1 Discuss the concept of profession.

3.13.3 Teaching as a Profession In Zambia

3.13.2.1 Describe characteristics of profession 3.13.2.2 Analyse teaching as a profession in

Zambia 3.13.2.3 Examine factors affecting

professionalism in Zambia


3.14 CURRENT ISSUES IN SOCIOLOGY OF EDUCATION

3.14.2 School Sociology (Public Schools, Private Schools, Community Schools, Education Boards.

3.14.1.1 Discuss the difference between public schools and private schools

3.14.2.1 Discuss the difference between community schools and regular schools

3.14.3.1 Explain of education boards in schools 3.14.5.1 Discuss the concept of school uniform 3.14.3.2 Examine the culture of crime and

violence in schools

3.14.3 Teacher Unions and Teacher Militancy

3.14.4.1 Analyse the problem of teacher militancy in schools

SCOPE AND SEQUENCE – SOCIOLOGY OF EDUCATION


INTRODUCTION TO

SOCIOLOGY OF

EDUCATION

Sociology as a discipline

Branches of sociology

Origins and development

of sociology of education

Importance of Sociology of

Education

THEORETICAL

PERSPECTIVE IN

SOCIOLOGY OF

EDUCATION

Structural functionalist

theory

Labelling theory

New sociology of

education theory


Human capital theory

Application of theories to

classroom situation

SOCIAL INSTITUTIONS

Family

Economy

Education

Religion

Politics

Government

Health

SOCIALISATION

The Concept Of

Socialisation.

Aspects of socialisation

Agents of socialisation

Difference between

education and socialisation

CULTURE

The concept of Culture

Types of culture

Culture and Human nature

Emerging world culture

Culture and education

SOCIAL STRATIFICATION

Concept of Social

Stratification

Types of social

stratification


Dimensions of social

stratification

Social class and academic

achievement

Education and social

mobility

Education and social

stratification

Impact /effect of social

stratification

SOCIAL FUNCTIONS OF

EDUCATION

Manifest and Latent

functions of education

Dysfunctions of education

Consequences of

schooling – norms of

independence,

achievement, universalism

EDUCATION AND SOCIAL

CHANGE

Concept of social change

Theories of social change

Factors of social change

Education and modernity

syndrome

SCHOOL AS A SOCIAL

ORGANISATION

Concept of organisation

Characteristics of

organisation


Bureaucracy and

rationalisation

School as an organisation

Classroom dynamics

School sub-culture

SCHOOL AND THE

COMMUNITY

Relationship between


Perspectives on school-

community relationships

Linking mechanisms

between the community

and schools

The concept of child

friendly schools

TEACHER’S ROLE

FROMSOCIOLOGICAL

PERSPECTIVE

Concept of roles

Types of teacher’s roles/

roles set

Inter and Intra-role conflicts

of a teacher

Roles of the teacher in the


THE TEACHER’S STATUS

Concept of teacher’s

status

Types of status

Status, supply and

retention of teachers


Historical perspective of

teacher’s status in Zambia

Factors which affect

teacher’s status

THE TEACHING

PROFESSION

Characteristics of a

profession

Teaching as a profession

in Zambia

Factors affecting

professionalization of

teaching

CURRENT ISSUES IN

SOCIOLOGY OF

EDUCATION

Public schools versus

private schools

Community schools

Education Boards

Teacher unions and

teacher militancy

School uniforms

Crime/violence in schools

PRESCRIBED READING

Ballntine, J. H. and Hammack, F. M. (2009). The Sociology of Education: A systematic Analysis. New Jersey: Pearson & Prentice

Hall.

Coser, L. A. et al (1983). Introduction to Sociology. New York: Harcourt Brace.


Datta, A. (1988). Education and Society: with Special Reference to Africa. London: Macmillan.

Ezweu, E. (1983). Sociology of Education. Lagos: Longman.

Giddens, A. (2012) Sociology. London: Polity Press

GRZ/MoE (1996). Educating Our Future: National Policy on Education. Lusaka: ZEPH

Haralambos, M. (2002). Sociology: Themes and Perspectives. London: Unwin Hyman

RECOMMENDED READING

Karabel, J and Halsey, A. H. (eds) (1977). Power and Ideology in Education. New York: Oxford University Press.

Kibera, L. C. (2007). Fundamentals of Sociology of Education: with reference to Africa. Nairobi: University Press.

Launder, H., et al (2006). Education, Globalisation and Social Change. New York: Oxford.

Laverne, W. T. (1995). Sociology. (5th ed.) Austin: Holt and Rheinehart.

Macionis, J. J. (1987). Sociology: An Introduction. New Jersey: Prentice Hall.

Marshal, G. (1998). Dictionary of Sociology. Oxford: University Press



Foundation Stage. London: David FiltonZander, V.W.J. (1998). The Social Experience: An Introduction to Sociology. New York:

Random House.


COURSE: SPECIAL EDUCATION, GUIDANCE AND COUNSELLING

RATIONALE As the world is becoming a global village, so is Special Education being treated as part of General Education by international and national policies that would like to see all people with various disabilities educated, trained and developed together with their non-disabled counterparts for equalization of opportunities. Persons with disabilities have restrictions in coping with the environment on equal basis with the able bodied persons due to the fact that most of the programmes that are developed do not consider to their limitations. Persons with disabilities face a lot of hurdles in society which include: stigma, mockery, and isolation coupled with the provision of poor education and training. , The Special Education syllabus is designed to equip the teacher with relevant knowledge and skills necessary to address the challenges learners face from time to time. Teachers often come face to face with a society that is complex because of continuous socio-economic changes. The learner equally faces a lot of challenges that have a bearing on his learning and making career choices. A teacher, therefore, does not only need to understand these challenges but should also be in a position to provide guidance to his pupils and counsel them appropriately in a bid to eradicate or at least to minimise the said challenges. The course in Special Education, Guidance and Counselling is designed to equip the teacher with relevant knowledge and skills necessary to address the challenges learners face. COURSE AIMS

The aim of the Special Education Syllabus is to provide the student teacher with the theoretical foundation, practice and skills necessary to address the challenges learners face.

The aim of the Guidance and Counselling Syllabus is to provide the student teacher with the theoretical foundation, practice and skills necessary for the guidance and counselling of learners in a school environment.


KEY COMPETENCIES

1. Demonstrate understanding of learners with special education needs

2. Mitigate effects of impairments and behaviour disorders in learners with SEN.

3. Understand categorisation of learners with SEN

4. Conduct educational assessment for learners with SEN

5. Evaluate the indicators of quality primary special education programs for learners with SEN.

6. Design an individualised SEN curriculum for learners with SEN in Zambia

7. Discuss the role partnerships in in the provision SEN in Zambia

8. Demonstrate understanding of guidance and counselling requirements of primary school learners

9. Discuss guidance and counselling as an interdisciplinary system

10. Develop core skills in guidance and counselling.

11. Develop self-awareness, self-esteem, positive attitudes and values in relation to personal and social guidance.

12. Demonstrate key skills in educational and vocational guidance.

13. Describe legal issues impinging on the school and society

14. Discuss and explain the theories influencing guidance and counselling

15. Design strategies for minimising the impact of cross-cutting issues


SPECIAL EDUCATION


TERM YEAR 1

1

1.1 INTRODUCTION TO SPECIAL EDUCATION IN ZAMBIA

1.1.1 Development of Special Education in Zambia

1.1.1.1 Explain the historical development of Special Education in Zambia

1.1.1.2 Discuss Special Education services for learners in Zambia

1.1.1.3 Explain the major education policies on special education

1.1.1.4 Examine the historical and current attitudes towards disabilities

1.1.1.5 Describe the challenges of Special Education in Zambia

1.1.2 Models of special

education provision in Zambia.

1.1.2.1 Discuss the models of special education provision in Zambia

1.1.2.2 Describe the roles of each model in special education

1.1.2.3 Analyse the merits and demerits of each model in special education provision

2

1.1.3 Inclusive Education

1.1.3.1 Explain the concept of inclusive education 1.1.3.2 Analyse factors for effective inclusive education

in Zambia 1.1.3.3 Examine the challenges for inclusive education

in Zambia



1.2 IMPAIRMENTS

1.2.1 Types of impairments and disorders (Visual impairment, Hearing, Impairment, Intellectually, Challenged)

1.2.1.1 Describe terms used in Special Education ( Impairment, disability, disorder and handicap)

1.2.1.2 Classify different types of impairments, disabilities and disorders (e.g. Sensory and health impairment, Physical and intellectual disability, Emotional and Behavioural disorders, Speech and language disorders)

1.2.1.3 Describe the causes of impairments, disabilities and disorders

1.2.1.4 Discuss the signs of different disabilities 1.2.1.5 Explain the degrees of impairments 1.2.1.6 Examine the interventions for each disability 1.2.1.7 Demonstrate skills in mobility and training

3

1.2.2 Intellectually gifted Attention Deficit Hyperactivity Disorder (ADHD)/ADD

1.2.2.1 Differentiate the concepts of ADHD and ADD 1.2.2.2 Discuss signs of giftedness, 1.2.2.3 Discuss signs of Attention Deficit, Hyperactive

Disorder (ADHD).

1.2.3 Autism and Communication disorders,

1.2.3.1 Explain management strategies for hyperactive learners



1.3 SCREENING AND ASSESSMENT

1.3.1 Screening 1.3.1.1 Explain the concept of screening 1.3.1.2 Describe the process of screening

1.3.2 Assessment

1.3.2.1 Explain the concept of assessment 1.3.2.2 Differentiate between screening and assessment 1.3.2.3 Explain assessment, the purpose, nature and the

process 1.3.2.4 Discuss the types of assessment 1.3.2.5 Describe the stages in assessment

Year 2

2.1 IMPAIRMENTS

2.1.1 Other Impairments

And Disorders

Learning disabilities

Behavioral disorders

Giftedness

Physical and Heath

impairments

2.1.1.1 Classify different types of learning disabilities,

behavioral disorders and giftedness

2.1.1.2 Explain the causes of learning disabilities,

behavioral disorders and giftedness

2.1.1.3 Discuss the signs of different disabilities

2.1.1.4 Explain the degrees of impairments

2.2 IDENTIFICATION

2.1.1 Identification 2.2.1.1 Acquire skills for early identification

2.1.2 Assessment 2.2.2.1 Identify types of assessment

2.2.2.2 Utilize tools of assessment

2.2.2.3 Discuss cross-cultural issues in child assessment



2.2.2.4 Discuss the process of education assessment

2.3 INTERVENTION 2.3.1 Types of

intervention

2.3.1.1 Explain the aims of early intervention

2.3.1.2 Explain the principles underlying early intervention

2.3.1.3 Discuss forms of intervention (educational,

medical, social and referrals)

2.3.1.4 Discuss the importance of working with parents on

early identification and interventions

2.4 SIGN LANGUAGE 2.4.1 Introduction to

Sign Language

2.4.1.1 Describe the concept of sign language

2.4.1.2 Explain the development of sign language

2.4.1.3 Explain the characteristics of sign language

2.4.1.4 Distinguish between sign language and oral

language

YEAR 3

3.1 BRAILLE 3.1.1 Introduction to

Braille

3.1.1.1 Explain the historical background of Braille

3.1.1.2 Describe braille writing equipment and materials

including ICT

3.1.1.3 Use braille writing equipment and material

including ICT

3.1.1.4 Write English letters of the alphabet in braille



3.1.1.5 Write Arabic and Roman numerals, mathematical

signs, operations and expressions in Braille

3.1.1.6 write chemical symbols and expressions in braille

3.1.2 Mobility and

orientation

3.1.2.1 Demonstrate skills for mobility and training

3.1.3 Designing an IEP

(Individualized

education plan)

3.1.3.1 Design an IEP

3.1.3.2 Describe an IEP composition

3.1.3.3 Discuss the significance of an IEP

3.1.3.4 Examine the role of members of the IEP in special

education

3.2 PARENTAL INVOLVEMENT

3.2.1 Parent

participation and

school parent

partnerships

3.2.1.1 Explain the concept of parental involvement in

ECE centers

3.2.1.2 Describe the role of parents in the education of the

learner with disabilities

3.2.1.3 Describe the nature of collaboration with

professionals and other stakeholders


PRESCRIBED READING:

Batshaw L and Parrent M (2010). Children with Handicaps, Baltimore. Brooks Publishing Co.

Carr Janet (2002), Helping Your Handicapped Child [A Step By Step Guide to Everyday Problems], Penguin Books Ltd,

Harmondsworth, Middlesex and New York.

Chintamani K (2004) Exceptional Children: Their Psychology and Education. New Delhi: Sterling Publishers.

United Nations Education, Science and Cultural Organisation [UNESCO] (1977), Integration Of Technical and Vocational

Education into Special Education Geneva, Paris.


Heward W, L, and Orlansky M.D. (2008) Exceptional Children, Columbia

http://www.google.co.za.#Q=autism&undefined=undefined

https://www.ggogle.co.za/#q=epilepsy&undefined=undefined

https://www.google.co.za/#q=muscular+dystrophy&undefined=undefined

http://www.google.co.za./#Q=autism&undefined=undefined

https://www.ggogle.co.za/#q=epilepsy&undefined=undefined

https://www.google.co.za/#q=muscular+dystrophy&undefined=undefined


GUIDANCE AND COUNSELLING

TERM TOPIC SUB TOPIC SPECIFIC OUTCOMES

YEAR 1

I

2.1 GUIDANCE AND COUNSELLING

2.1.1 Basic Assumptions in Guidance and counselling

2.1.1.1 Define Guidance and Counselling 2.1.1.2 Identify the basic assumptions in guidance

and counselling 2.1.1.3 Outline the myths in guidance and

counselling 2.1.1.4 State the need for guidance and counselling

in schools 2.1.1.5 Differentiate between Guidance and

Counselling

2.2 ORIGIN AND DEVELOPMENT OF GUIDANCE AND COUNSELLING

2.2.1 Origins and Development of Guidance

2.2.1.1 explain the origins of guidance and counselling

2.2.1.2 Discuss the development 2.2.1.3 Of Guidance and 2.2.1.4 Counselling in Zambia

II

2.3 PRINCIPLES OF COUNSELLING

2.3.1 Features and Principles

2.3.1.1 Describe the Basic 2.3.1.2 Features of Counselling 2.3.1.3 Explain the principles of Counselling 2.3.1.4 Discuss counselling Relationships

2.4 ROLES OF THE COUNSELLOR

2.4.1 Attributes and Roles of a Counsellor

2.4.1.1 Discuss the functions of the counsellor 2.4.1.2 Outline the attributes of a Counsellor 2.4.1.3 Explain the relationship between the

counsellor and the counselee

III 2.5 CLIENTS

2.5.1 Types of Clients 2.5.1.1 List the defensive 2.5.1.2 Mechanisms exhibited by clients during

counselling and guidance sessions


2.5.1.3 Discuss the implications of defensive mechanisms

2.5.1.4 Devise ways of handling different types of clients in counselling

2.5.1.5

2.6 COUNSELLING PROCESS

2.6.1 Basic Skills in Counselling

2.6.1.1 Demonstrate a variety of counselling skills (Attending, Listening Probing, Emphasizing, Reflecting, Goal Setting and Summarising skills)

YEAR 2

I

2.1 LIFE SKILLS AND PRESSURES

2.1.1 Psychosocial Life Skills

2.1.1.1 Develop self-awareness and self esteem 2.1.1.2 Develop positive attitudes, values and

assertiveness 2.1.1.3 Describe inter-personal Relationships 2.1.1.4 Manage family and life Style 2.1.1.5 State the role of mass media in social and

personal guidance 2.1.1.6 Explain the leadership and fellowship

qualities at School. 2.1.1.7 Manage the social, family and financial

pressures of modern world. 2.1.1.8 Reduce the impact of loss, grief and

bereavement

TEACHING PRACTICE

III

2.2 TYPES OF COUNSELLING

2.2.1 Personal, Social, Educational and Vocational Guidance

2.2.1.1 Employ study skills and techniques for making choices

2.2.1.2 Use library skills in private study and research

2.2.1.3 Select appropriate subject combinations 2.2.1.4 Appraise Performance


2.2.1.5 Manage Examination Anxiety 2.2.1.6 Identify employment Opportunities. 2.2.1.7 Make appropriate career choices 2.2.1.8 Acquire appropriate job Skills 2.2.1.9 Use job search skills 2.2.1.10 Adapt correct attitudes towards customers 2.2.1.11 Create a business providing guidance and

Counselling services.

YEAR 3

I SCHOOL EXPERIENCE

II

3.1 LEGAL ISSUES

3.1.1 Society and Crime 3.1.1.1 Describe the different types of crimes in the society

3.1.1.2 Identify the strategies for Minimizing crime in society

3.1.1.3 Discuss the substance/drug abuse in the society

3.1.1.4 State the human rights 3.1.1.5 Explain child abuse and Children rights.

3.2 COUNSELLING THEORIES

3.2.1 RET Theory (Person Centered Theory Gestalt Theory)

3.2.1.1 Explain the Rational Emotive Theory (RET)by Albert Ellis

3.2.1.2 Discuss the significance of the RET theory to guidance and counselling

3.2.1.3 Explain the person centred theory by Carl Rodgers


SCOPE AND SEQUENCE – SPECIAL EDUCATION, GUIDANCE AND COUNSELLING


INTRODUCTION TO

SPECIAL EDUCATION IN

ZAMBIA

Development of Special

Education in Zambia

Models of special

education provision in

Zambia.

Inclusive Education

3.2.1.4 Discuss the significance of the Person Centered Theory to Guidance and Guidance

3.2.1.5 Explain the Gestalt Theory by Fredrick Perls Discuss the significance of the Gestalt Theory to Guidance and Counselling

III

3.3 CROSS- CUTTING ISSUES

3.3.1 Life Skills Based Sexuality Education

3.3.1.1 Explain the reasons for early marriages in Zambia

3.3.1.2 Design strategies for minimizing early pregnancies and marriage

3.3.1.3 Identify the causes and symptoms of HIV/AIDS

3.3.1.4 Discuss the impact of HIV/AIDS in the society

3.3.1.5 Explain voluntary counselling and testing(VCT ) and counselling and testing care(CTC)

3.3.1.6 Apply life skills to daily challenges.


IMPAIRMENTS

Types of impairments and disorders (Visual impairment, Hearing, Impairment, Intellectually, Challenged)

Intellectually gifted Attention Deficit Hyperactivity Disorder (ADHD)/ADD

and Communication disorders

Other Impairments And

Disorders (Learning

disabilities, Behavioral

disorders and Giftedness)

Physical and Heath

impairments

SCREENING AND

ASSESSMENT

Screening

Assessment

GUIDANCE AND

COUNSELLING

Basic Assumptions in

Guidance and counselling

ORIGIN AND

DEVELOPMENT OF

GUIDANCE AND

COUNSELLING

Origins and Development of Guidance

PRINCIPLES OF

COUNSELLING

Features and Principles

ROLES OF THE COUNSELLOR

Attributes and Roles of a

Counsellor

CLIENTS Types of Clients

COUNSELLING PROCESS Basic Skills in Counselling

IDENTIFICATION Identification

Assessment

INTERVENTION Types of intervention


SIGN LANGUAGE AND

BRAILLE

Introduction to Sign

Language

Introduction to Braille

Mobility and orientation

Designing an IEP

(Individualized education

plan)

LIFE SKILLS AND PRESSURES

Psychosocial Life Skills

TEACHING PRACTICE

TYPES OF COUNSELLING

Personal, Social, Educational and Vocational Guidance

PARENTAL INVOLVEMENT Parent participation and

school parent partnerships

LEGAL ISSUES Society and Crime

COUNSELLING THEORIES

RET Theory (Person

Centered Theory Gestalt

Theory)

CROSS- CUTTING ISSUES Life Skills Based Sexuality

Education

PRESCRIBED READING:

Angi, S.A (2010) Psychosocial Counselling, London: Macmillan

Barlett, J.G (2002) Microsoft Encarta Encyclopedia, Los Angele: Microsoft Corporation

Downing, L.N (1995) Counselling Theories and Techniques. New York: Nelson-Hall


Hansen, C.J (2001) Counselling: Theory and Process. Boston Allyn and Backon

Makinde O. (2000) The Fundamentals of Guidance and Counselling. London: MacMillan Education Limited



Foundation Stage. London: David Filton

Mweemba, P (2010) The Prevalence of HIV/AIDS and Stigmatisation – A Study Undertaken in Luanshya Urban. Luanshya

(Unpublished).


Richard Nelson-Jones (1992) The Theory and Practice of Counselling Psychology. London. Cassell Education Ltd.

http://www.aidsaction.info/ht/section1.html

http://www.ovcsupport.net/s/index.php?i=59


COURSE: THEORY AND PRACTICE OF EDUCATION

RATIONALE

The theory and practice of education syllabus aims at equipping trainee teachers with knowledge of teaching methods, educational administration, curriculum studies and research which will enable them to become competent teachers at primary school level.

AIM

This course aims at producing a primary school teacher who is well grounded not only in pedagogical knowledge and skills but also one that displays adequate knowledge and skills in class management and administration.

GENERAL OUTCOMES

1. Demonstrate ability to apply modern concepts, theories, approaches and strategies in teaching and learning. 2. Exhibit leadership and managerial knowledge, skills and values in education 3. Demonstrate understanding of curriculum concepts. 4. Develop knowledge and skills in assessment and evaluation of teaching and learning 5. Develop skills in education research. 6. Demonstrate an understanding of the organisational structures of the Ministry.

KEY COMPETENCES

1. Application of modern concepts, theories, approaches and strategies in teaching and learning 2. Application of effective leadership and managerial skills in education. 3. Demonstration of knowledge and skills in action research and reflective teaching. 4. Interpretation of the primary school curriculum. 5. Interpretation of the organisational structures of the Ministry.



TEACHING METHODS AND CURRICULUM STUDIES

YEAR 1

1.1 INTRODUCTION TO

THEORY AND

PRACTICE OF

EDUCATION

1.1.1 Concepts of Theory and

Practice

1.1.1.1 Discuss the concepts of theory and practice in

education

1.1.1.2 Describe the contributory subjects to theory and

practice of education

1.1.1.3 Justify theory and practice as a subject area in teacher

education

1.2 PLANNING FOR

TEACHING

1.2.1 Modern Concepts of

Teaching and Learning

1.2.1.1 Explain cognitive scaffolding, collaborative learning

and experiential learning in terms of teaching and

learning.

1.2.1.2 Describe the experiential learning cycle (ELC) model

1.2.1.3 Apply the 5-Es of lesson planning (i.e. engage,

explore, explain, extend and evaluate)

1.2.2 Planning Tools in Teaching 1.2.2.1 Describe the Zambia Education Curriculum Framework

1.2.2.2 Explain the importance of planning in teaching and

learning.

1.2.2.3 Explain the importance of the curriculum, Syllabus,

Schemes of work, Lesson Plan, Teaching and

Learning materials

1.2.2.4 Explain the significance of records of work in teaching

and learning.



1.2.3 Teaching and Learning

Materials

1.2.3.1 Identify teaching and learning materials

1.2.3.2 explain the importance of teaching and learning

materials

1.2.3.3 Explain the meaning and process of intensive study of

teaching and learning materials.

1.3 TEACHING

APPROACHES AND

STRATEGIES

1.3.1 Teaching Approaches,

Strategies and Techniques

and Strategies.

1.3.1.1 Distinguish between method, technique and strategy of

teaching

1.3.1.2 Discuss the Teacher-centred approach to teaching

1.3.1.3 Discuss the Learner centred approach to teaching

1.3.1.4 Describe inspirational methods

1.3.1.5 Explain exposition methods

1.3.1.6 Analyse Natural learning methods

1.3.1.7 Analyse Individualised methods

1.3.1.8 Describe encounter methods

1.3.1.9 Describe discovery methods

1.3.1.10 Explain group methods

1.3.1.11 Apply appropriate theories of learning to approaches

and strategies used e.g Mont ssouri, Frowbel e.tc.

1.3.2 Monograde and Multigrade

Teaching

1.3.2.1 Analyse the characteristics features of both

monograde and multigrade teaching

1.3.2.2 Identify strategies of handling multigrade classes

YEAR 2



3.3 TEACHING

APPROACHES AND

STRATEGIES

3.3.1 Peer Teaching and Team

Teaching

3.3.1.1 Explain differences between peer and team teaching

3.3.1.2 Identify effective strategies for use in team teaching

3.4 STUDENT SCHOOL

EXPERIENCE (SSE)

3.4.1 Purpose and Organisation

of SSE

3.4.1.1 Discuss the purpose and organisation of SSE

3.4.1.2 Participate in micro and peer teaching

3.4.1.3 Organise and discuss various documents needed

during SSE

3.4.1.4 Create a well sequenced Teaching File which contain

all the teaching documents

3.4.1.5 Discuss Student behaviour and conduct during SSE

3.5 THE SCHOOL AND THE

CLASSROOM

3.5.1 School as an Organisation

3.5.1.1 Discuss the School as an organisation

3.5.1.2 Describe the School as a model of community

3.5.1.3 Organize the classroom as a physical learning

environment

3.5.1.4 Explain Classroom organisation and management

3.5.1.5 Justify class streaming

3.6 LEARNING 3.6.1 Concept, Principles and

Process of Learning

3.6.1.1 Discuss the Concept of learning

3.6.1.2 Explain the Principles of learning

3.6.1.3 Explain the process of learning

3.6.1.4 Discuss Stages of learning

3.6.2 Factors Affecting Learning 3.6.2.1 Describe the Factors affecting learning

3.7.1 Concepts of Assessment

and Evaluation in Education

3.7.1.1 Discuss the Concepts of Assessment and Evaluation

in Education



3.7 ASSESSING AND

EVALUATING

LEARNING

3.7.2 Types of Tests: Placement,

Formative, Diagnostic and

Summative

3.7.2.1 Construct objective and subjective assessment

instruments

3.7.3 Criteria of a Good

Test/Examination

3.7.3.1 Use different types of tests: placement, formative,

diagnostic and summative in teaching and learning

3.7.3.2 Discuss Criteria of a good test/examination

3.7.4 Public Examinations 3.7.4.1 Discuss Public Examinations

3.8 THE TEACHING

PROFESSION OR

CAREER

3.8.1 Concepts of Profession and

Career

3.8.1.1 Discuss the concepts of profession and career

3.8.1.2

3.8.2 The Role and Qualities of a

Teacher.

3.8.2.1 Explain the role of a teacher

3.8.2.2 Discuss the qualities of a good teacher

3.8.2.3

3.8.3 Ethics and Code of Conduct 3.8.3.1 Appreciate the need for discipline and good conduct in

the teaching profession

3.8.3.2 Discuss the conduct of a teacher such as the dress

and public behaviour.

3.9 TEACHERS’

PROFESSIONAL

GROWTH

3.9.1 Continuing Professional

Development (CPD)

3.9.1.1 Demonstrate knowledge of CPD Policy

3.9.1.2 Analyse the characteristic features of school based

CPD

3.9.1.3 Analyse supportive structures of the school Based

CPD



3.9.1.4 Describe strategies of managing and implementing of

CPD activities in schools.

3.9.1.5 Analyse CPD Framework

3.9.1.6 Analyse the School programme of In-service for the

Term (SPRINT) components.

3.9.2 Lesson Study 3.9.2.1 Explain the importance and purpose of the lesson

study in relation to teacher growth

3.9.2.2 Analyse the significance of the eight (8) stages of the

lesson study cycle.

3.9.2.3 Discuss various initiatives aimed at improving the

quality of lesson study.

YEAR 3

3.1 EDUCATION

PLANNING AND

IMPLEMENTATION

3.1.1 Concept of Educational

Planning

3.1.1.1 Discuss the concept of educational planning

3.1.1.2 Explain priorities and strategies in educational

planning and implementation in developing countries

like Zambia

3.1.1.3 Discuss the impact/effect of educational expansion on

planning

3.1.1.4 Discuss the impact/effect of educational expansion on

the quality of education

3.1.1.5 Discuss the process involved in the school

development plan

3.1.1.6 Relate educational planning to Zambian Key

documents (NIF, SNDP and Strategic plan for

Ministry.



3.2 CURRICULUM

PLANNING AND

DEVELOPMENT

3.2.1 Concepts of Curriculum

3.2.1.1 Discuss the Concept of Curriculum as a process

3.2.1.2 Describe Types of Curriculum

3.2.1.3 Explain Curriculum Planning

3.2.1.4 Discuss Curriculum Development

3.2.1.5 Describe Curriculum Review

3.2.1.6 Discuss the role of the Curriculum Development

Centre

3.3 STRUCTURE OF THE

ZAMBIAN EDUCATION

SYSTEM

3.3.1 Early Child Education to

Tertially Education.

3.3.1.1 Discuss the current structure of the Zambian

education system

3.3.1.2 Compare the current structure of education system

with the previous education system.

3.3.1.3 Discuss the significance of early child education

3.3.1.4 Explain the aims of early child education, primary,

junior secondary and senior secondary school levels

3.3.1.5 Describe tertiary education in Zambia

3.3.1.6 Evaluate the role of tertiary education in Zambia

EDUCATION ADMINISTRATION, MANAGEMENT AND RESEARCH

YEAR 1

1.1 EDUCATION

ADMINISTRATION AND

MANAGEMENT

1.1.1 Concepts of School

ADMINISTRATION and

Management

1.1.1.1 Discuss the concepts of school administration and

management

1.1.1.2 Relate leadership to positive and negative school

performance


1.1.1.3 Discuss the concept of educational administration.

1.1.2 School administration and

management

1.1.2.1 Analyse education administration in Zambia primary

schools

1.1.2.2 Discuss importance of School based continuing

Professional Development.

1.1.2.3 Evaluate education administration and management in

Zambian Primary schools

1.1.2.4 Discuss Leadership in the administration and

management of school programmes

1.2 SCHOOL

ORGANISATION AND

STRUCTURE

1.2.1 Organisational Structure of

Schools in Zambia

1.2.1.1 Discuss the organisational structure of schools in

Zambia

1.2.2 Roles and Responsibilities

of School Administration

and other Members of the

School Community.

1.2.2.1 Explain the roles and Responsibilities of a

Headteacher

1.2.2.2 Explain the roles and Responsibilities of a Deputy

Headteacher

1.2.2.3 Discuss the roles and responsibilities of a seniors

15.5 Analyse the roles and Responsibilities of a

teacher

1.2.2.4 Explain the roles and responsibilities of prefects,

monitors and others learners

1.2.2.5 Describe the roles and responsibilities of non-teaching

staff

1.2.2.6 Discuss school committees.

YEAR 2

3.10 ADMINISTRATIVE

STRUCTURE OF THE

3.10.1 Administrative Structure of

MESVTEE

2.3.1.1 Describe the administrative structure of the MESVTEE


MINISTRY OF

EDUCATION, SCIENCE,

VOCATIONAL

TRAINING AND EARLY

EDUCATION

(MESVTEE)

2.3.1.2 Explain the functions of PTAs, Education Boards,

DEBs and PEOs

2.3.1.3 Discuss the relationship between Ministry

Headquarters and the school administration

3.10.2 Statutory Bodies / Regulatory

Institutions. /Tools For

Teachers

3.10.2.1 Explain the role of the

Teaching Council

3.10.2.2 Explain the role the Teaching Service

Commission

3.10.2.3 Discuss the trade unions in the teaching service

3.10.2.4 Explain the role of subject associations

3.10.2.5 Analyse the general orders/ public service

regulations

3.10.2.6 Examine the Education Acts of 1966 and 2011

3.11 INTRODUCTION TO

RESEARCH

3.11.1 Concept and Types of

Research

3.11.1.1 Discuss the concept and types of research

3.11.1.2 Describe quantitative research

3.11.1.3 Describe qualitative research

3.11.1.4 Differences between qualitative and quantitative

research.

YEAR 3

3.1.1 Educational Research

3.1.1.1 Discuss the concept of educational research

3.1.1.2 Discuss the importance of educational research.

3.1.1.3 Explain the research methods

3.1.1.4 Discuss research ethics

3.1.1.5 Demonstrate research proposal writing

3.1.1.6 Practice data collection


3.1.1.7 Practice Data Analysis

3.1.1.8 Write a research proposal

3.1.2 Action Research 3.1.2.1 Discuss action research as branch of general research

3.1.2.2 Discuss the purpose of action research

3.1.2.3 Discuss practice and reflection in action research

3.1.2.4 Explain topic identification and problem statement

writing

3.1.2.5 Discuss data collection in action research

3.1.2.6 Explain data analysis in action research

3.1.2.7 Write an action research plan

3.1.2.8 Implement findings/Intervention measures

3.1.2.9 Explain action research cycle


SCOPE AND SEQUENCE - THEORY AND PRACTICE


INTRODUCTION TO

THEORY AND PRACTICE

OF EDUCATION

Concepts of Theory and

Practice

PLANNING FOR TEACHING

Modern Concepts of


Planning Tools in Teaching


Materials

TEACHING APPROACHES

AND STRATEGIES

Teaching Approaches,

Strategies and Techniques

and Strategies.

Monograde and Multigrade

Teaching

EDUCATION

ADMINISTRATION AND

MANAGEMENT

Concepts of School

ADMINISTRATION and

Management

School administration and

management

SCHOOL ORGANISATION

AND STRUCTURE

Organisational Structure of

Schools in Zambia

Roles and Responsibilities

of School Administration

and other Members of the

School Community.


TEACHING APPROACHES

AND STRATEGIES

Peer Teaching and Team

Teaching

STUDENT SCHOOL

EXPERIENCE (SSE) Purpose and Organisation

of SSE

THE SCHOOL AND THE

CLASSROOM School as an Organisation

LEARNING

Concept, Principles and

Process of Learning

Factors Affecting Learning

ASSESSING AND

EVALUATING LEARNING

Concepts of Assessment

and Evaluation in

Education

Types of Tests:

Placement, Formative,

Diagnostic and

Summative

Criteria of a Good

Test/Examination

Public Examinations

THE TEACHING

PROFESSION OR CAREER

Concepts of Profession

and Career

The Role and Qualities of

a Teacher.

Ethics and Code of

Conduct


TEACHERS’

PROFESSIONAL GROWTH

Continuing Professional

Development (CPD)

Lesson Study

ADMINISTRATIVE

STRUCTURE OF THE

MINISTRY OF EDUCATION,

SCIENCE, VOCATIONAL

TRAINING AND EARLY

EDUCATION (MESVTEE)

Administrative Structure of

MESVTEE

Regulatory Institutions.

/Tools For Teachers

INTRODUCTION TO

RESEARCH

Concept and Types of

Research

Education Research

Action Research

EDUCATION PLANNING

AND IMPLEMENTATION Concept of Educational

Planning

CURRICULUM PLANNING

AND DEVELOPMENT Concepts of Curriculum

STRUCTURE OF THE

ZAMBIAN EDUCATION

SYSTEM Early Child Education (3-6

years) Tertially Education.

PRESCRIBED READING

Aggarwal, J. C. (2013). Principles, Methods and Techniques of Teaching. Noida/New Delhi: Vikas Publishing House Pvt. Ltd.

Farrant, J. S. (2008). Principles and Practice of Education. London: Longman.

Kasambira, K. P. (1995). Teaching Methods. Harare: College Publishers



MESVTEE. (2013). Zambia Primary School Syllabus. CDC, Lusaka.

Quist, D. (2000). Primary Teaching Methods. London: Macmillan Education Ltd.

SBCPD Teaching Skills book – Vol.1 & 2 (STEPS project)

The Reflective Practitioner: How Professionals Think in Action (Donald A. Schon), Basic Books Inc., 1983

The Teaching Gap : Best Ideas from the World’s Teachers for Improving in the Classroom (Stiglar & Hiebert), Free Press, 1999

RECOMMENDED READING

Aisiku, J. U. (1982). Education in Africa, A Comparative Study. London: Allen and Unwin

Castle, E. B. (1971). Principles of Education for Teachers in Africa. Nairobi: Oxford University Press.

Let us Do Kyozai-Kenkyu : Introductory booklet for intensive study of teaching & learning materials (STEPS project)

Ministry of Education (1977). Education Reform: Proposal and Recommendations. Lusaka: Government Printer.

Ministry of Education (1996). Educating Our Future, National Policy on Education. Lusaka: ZEPH.

Ministry of Education (2001). Teacher’s Curriculum Manual. Lusaka: CDC.

Ministry of Education, Science, Vocational Training and Early Education (2013). Zambia Education Curriculum Framework 2013.

MOE (2010). SBCPD Implementation Guideline booklet (4th edition). STEPS project, Lusaka

Lusaka. Lusaka: CDC.

Obanya, P. (1980). General Teaching Methods. London: MacMillan.

Sidhu, K. S. (2004). School Organisation and Administration. New Delhi: Sterling Publishers Pvt. Ltd.

Urevbu, A. (1994). Curriculum Studies. Lagos: Longman.


TEACHING COURSES

RATIONALE

The effectiveness of a teacher on one hand depends on how well grounded he/she is in subject content. It is a fact that a teacher who is half baked in

subject content fails to deliver effectively to their learners. The teaching courses serve to provide a trainee teacher with the subject content he/she is

required to understand adequately in order to teach learners competently. In Zambia, it is required that all trainee teachers for the primary school level do

all the seven teaching courses (Integrated Science, Expressive Arts, Literacy and Languages, Design and Technology, Home Economics, Mathematics

and Social Studies) which they will teach in school since there is no specialisation this level. The courses are organised such that they give the trainee

teachers additional content and experiences that will enable them teach their subjects more competently and in a confident manner.

Due to the introduction of a skills based curriculum at all levels in schools, which demand that learners acquire specific skills from various learning areas, it

was found necessary that trainee teachers are exposed to school content and appropriate pedagogy while in college, that will enable them develop the

required skills in their learners. In order to link school content and necessary pedagogy while trainee teachers are in college, teaching courses syllabuses

have been strengthened with a column for ‘Instructional Pedagogy for School level’ which contains suggested pedagogies for implementing the primary

school curriculum. The Suggested instructional Pedagogy for School Level requires that lecturers take trainee teachers to school level content and help

empowering them with pedagogical knowhow of implementing the school curriculum through the suggested activities. Lecturers will therefore play a major

role in helping the learners master the school content and necessary pedagogical skills while in college by allowing them to practice teaching the school

content through peer-teaching sessions in their respective teaching courses.

AIM

To provide trainee teachers with knowledge and pedagogical skills in subject content in the seven learning areas to enable them graduate into effective and

confident and reflective education practitioners at primary school level.

COMPETENCES

Demonstrate understanding of content in the seven learning areas (Integrated Science, Expressive Arts, Technology. Social Studies, Home

Economics, Mathematics and Literacy and Languages)

Demonstrate knowledge and skills in teaching content to learners at primary school level

Demonstrate use of a variety of teaching/learning materials in order to bring about effective learning in learners at primary school level.

Use appropriate pedagogies to teach a variety of content to learners in primary schools


COURSE: EXPRESSIVE ARTS EDUCATION

RATIONALE

The Expressive Arts (Art and Design, Music and Physical Education) play an important role in development of teaching and learning

competences of the trainee teacher. This learning area introduces trainee teacher to the nature of teaching and learning and the role

of the teacher in enhancing learning. It prepares the trainee teacher to be competent in a range of skills related to effective teaching.

It further encourages the exploration of values, fosters imagination and creativity, develops practical and perceptual skills and

promotes intellectual and aesthetic development. Learning through the Expressive Arts helps develop and reinforce skills and

concepts acquired in other subject areas. Indeed, teachers have an indispensable role to play in our education system. If we are to

have quality education we need sufficient teachers who are well trained and motivated professionals.

This course is designed to present the Expressive Arts as forms of knowing which involve a higher level of knowledge and skills such

as creation, construction and design. Therefore, in as much as the course presents the Expressive Arts as a unified whole with

powerful manifestation of the aesthetic realm of meaning and understanding, caution is taken to recognize each area as a distinct

discipline with unique processes despite the use of a common language. By and large, the Expressive Arts provides inspiration and

power of the arts that play a vital role in enabling children and young people to enhance their creative talent and develop their artistic

skills.

AIM

The course is aimed at introducing student teachers to knowledge, skills and values in Expressive Arts. Student teachers will gain

familiarity and understanding in Art and Design, Musical Arts Education and Physical Education. Since one of the key goals of

integrating the Expressive Arts with other subjects is to reinforce specific skills and content across the curriculum through hands-on,

every student teacher should be given an opportunity to study the three contributory subjects in Expressive Arts.

GENERAL OUTCOMES

1. Develop knowledge, skills and values in Art and Design, Musical Arts Education and Physical Education.


2. Equip students with knowledge and skills to plan and prepare to teach Expressive Arts

3. Acquire knowledge, skills and values to perform various sports activities, games, music and dances

4. Acquire knowledge to design and develop crafts skills using materials found in the environment

5. Acquire knowledge, skills and values in Entrepreneurship

6. Develop skills that improve neuromuscular coordination in a variety of activities for fitness, manipulation, co-ordination,

correlation, observation and self-expression.

7. Acquire knowledge and skills in drawing, painting and pattern designing

KEY COMPETENCIES

1. Develop the ability to: create artefacts and products in Expressive Arts

2. Develop teaching and learning materials for Expressive Arts

3. Demonstration of social character traits such as teamwork

4. Demonstration of skills such as: problem-solving, decision making, creative thinking, interpersonal relationships, analytical

thinking and effective communication.

5. Demonstration of team work, fair play, discipline, respect for human rights, moral and spiritual.


Lecturers and tutors who should facilitate the delivery of the content in this course will use strategies that focus on learner

centeredness in order to ensure effective transfer of knowledge, skills and positive attitudes to student teachers. The suggested

pedagogies would include the following:

Presentation

Performance

Practical

Demonstration


Inquiry/Research

Application

Drama

Singing

Listening

Creation

Designing

Field trip

TOPIC SUB – TOPIC SPECIFIC OUTCOMES

SUGGESTED INSTRUCTIONAL

PEDAGODY FOR SCHOOL LEVEL

CONTENT

1.1 PHILOSOPHY OF

EXPRESSIVE ARTS

1.1.1. The Philosophy

of Art and

Design, Musical

Arts Education &

Physical

Education

1.1.1.1 Discuss the philosophical

development of Art and

Design, Musical Arts

Education, and Physical

Education

1.1.1.2 Compare the

philosophical

backgrounds of Art and

Design, Music, and

Physical Education

Research/Inquiry

Learners to discuss the

philosophy, goals and values of

Expressive Arts in groups

Learners to demonstrate

understanding of the philosophy

, goals and values of Expressive

Arts through class presentations

Debate

Organize a debate for or against

Arts integration

1.1.2. Goals of

Expressive Arts

1.1.2.1 Discuss the goals of

Expressive Arts





CONTENT

1.1.3. The Value of

Expressive Arts

1.1.4.1 Evaluate the roles of

Expressive Arts in

society

1.1.4. Arts Integration 1.1.4.2 Discuss Art integration

1.1.4.3 Distinguish forms of Arts

integration

1.2 INDIGENOUS

EXPRESSIVE ARTS

1.2.1 The Historical

Trends in

Expressive Arts

1.2.1.1 Examine the historical

trends of Expressive

Arts in Zambia and world

over

1.2.2 Expressive Arts

in Traditional

Societies

1.2.2.1 Evaluate Expressive Arts

in traditional societies

1.3 MUSICAL ARTS

EDUCATION

1.3.1 Musical Arts

1.3.1.1 Describe various types of

musical arts.

1.3.1.2 Discuss the importance

of musical arts.

Inquiry

Learners to discuss meanings of

musical arts and musical arts

education

1.4. CATEGORIES OF

ART AND DESIGN

1.4.1 Fine Arts,

Functional Arts,

Performing Arts &

Commercial Arts

1.4.1.1 Describe the types of Art

and Design

1.4.1.2 Examine the

characteristics of types

of Art

Projects


knowledge of types of Art and

Design





CONTENT

1.4.1.3 Distinguish the various

types of Art and Design

1.4.1.4 Create artefacts under

the types of Art and

Design

Learners to create artefacts in

different types of Art and Design

and in other Expressive Arts

subjects

Research

Learners to examine different

types of Art and Design

Application

Learners to use different types of

Art and Design

1.5 ELEMENTS AND

PRINCIPLES OF

ART AND DESIGN

1.5.1 Elements of Art

and Design

- Line

- Space

- Shape

- Colour

- Texture

- Tone/Value

- Form

1.5.1.1 Compare the elements of

Art and Design

1.5.1.2 Differentiate the various

elements of Art and

Design

1.5.1.3 Apply the elements of

design in pictorial art.

Direct Instruction

Learners to describe Elements

and Principles of Art and Design

Demonstration


understanding of elements and

principles of Art and Design

through presentations

Drawing /Practice





CONTENT

1.5.2 Principles of Art

and Design

- Composition

- Balance

- Rhythm

- Proportion

- Harmony

- Variety

1.5.2.1 Discuss the principles of

Art and Design

1.5.2.2 Examine the various

principles of design

1.5.2.3 Apply the principles of

design in pictorial art

Learners to use the elements

and principles of Art and Design

in pictorial art

Learners to identify the elements

and principles of Art and Design

in a given artefact

Independent Study

Learners to evaluate the

relationship between elements

and principles of art and design

1.6 CHARACTERISTICS

OF SOUND AND

ELEMENTS OF MUSIC

1.6.1 Tone,

Colour/Timbre,

Pitch, Volume,

Duration

1.6.1.1 Analyse sources of

sound from the

environment

1.6.1.2 Demonstrate the concept

of sound and silence

Exploration

Listening to sounds from the

environment

Imitate sounds from the

environment





CONTENT

1.6.2 Rhythm, Melody,

Form, Harmony

& Style

1.6.2.1 Describe the elements of

music

1.6.2.2 Demonstrate elements of

music

Use different media to produce

sounds

Listening to various elements of

music in recorded or live music

Practice

Creating music by combining

different elements

Identify the elements of music in

recorded or live music

1.7 HUMAN ANATOMY

AND PHYSIOLOGY

1.7.1 The Body

systems

- Skeletal

- Digestive

- Circulatory

- Respiratory

- Muscular

1.7.1.1 Describe the body

systems

1.7.1.2 Describe the functions of

the body systems

1.7.1.3 Evaluate the body

systems

Direct Instruction

Learners to discuss the general

aspects of human anatomy and

physiology

Practical

Learners to construct models on

major body systems

Learners to describe functions of

body systems

Inquiry





CONTENT

Learners to evaluate body systems

1.8 MOVEMENT 1.8.1 Types of

Movement

- Abduction

- Adduction

- Angular

motion

- Circumduction

- Dorsiflexion/

Planter

flection

- Elevation/Depr

ession

- Extension

- Gliding

- Protraction

- Rotation

1.8.1.1 Describe the types of

movement.

1.8.1.2 Examine the

characteristics of types

of movements.

1.8.1.3 Perform various types of

movement.

Application

Learners to use different types of

movements in specific games

and dance

Demonstration

Learners to demonstrate specific

movement patterns

Create movement patterns

1.8.2 Perceptual

Motor Learning

1.8.2.1 Apply the various types

of movements

to perceptual motor

learning

1.9 APPLIED MUSIC I 1.9.1 Classroom

Instruments

1.9.1.1 Describe the categories

of classroom instruments

Practical





CONTENT

(Voice, Recorder,

Xylophone/silimba,

Kalumbu/

kankobela, Drums,

Banjo, Guitar,

Keyboard/ Piano,

Shakers)

1.9.1.2 Demonstrate basics of

playing classroom

instruments

Learners to play different

instruments

Demonstration

Learners to play at least two

classroom instruments

individually

1.10 DRAWING,

COLOURING AND

PAINTING

1.10.1 Pictorial Art and

Drawing

- Imaginative

Drawing

- Free Drawing

1.10.1.1 Describe pictorial art

1.10.1.2 Analyse pictorial art

1.10.1.3 Distinguish various

pictorial techniques

1.10.1.4 Explain what drawing is.

1.10.1.5 Discuss types of drawing

1.10.1.6 Explain drawing tools

and materials

1.10.1.7 Distinguish between

pictorial art and drawing.

Exploration

Learners to identify Primary,

Secondary and Tertiary colours

in pairs and/or groups

Learners to develop a colour –

wheel

Practice/Demonstration

Learners to use colours in the

correct form

Learners to compose different

pictures (draw pictures and

colour or paint)

1.10.2 Colour (Colour

Wheel)

1.10.2.1 Create a colour wheel

1.10.2.2 Formulate colour

psychology and

harmonies





CONTENT

1.10.3 Painting

1.10.3.1 Describe painting

1.10.3.2 Explain tools and

materials for painting

1.10.3.3 Criticize the painting

techniques

Inquiry

Learners to identify the correct

tools and materials for drawing,

colouring and painting

1.11 FITNESS AND

HEALTH

1.11.1 Skill Related

Components of

Physical Fitness

and Health

- Speed

- Agility

- Balance

- Coordination

- Reaction time

- Power

1.11.1.1 Describe the

components of physical

fitness and health

1.11.1.2 Compare skill and health

related components of

physical fitness

Application

Learners to identify different

components of physical fitness

Learners to use hanging and

lying skills

Demonstration





CONTENT

1.11.2 Health Related

Components of

Physical Fitness

- Cardio

Vascular

- Body

composition

- Flexibility

- Muscular

strengths

- Muscular

endurance

1.11.2.1 Evaluate the

components of physical

fitness and health

Learners to practice a

combination of health and fitness

activities

Practical

Learners to use developmental

and simple isometric activities as

individuals, pairs or groups.

Excursion

Learners to visit a healthy and

fitness centre to understand

physical fitness and health

1.12 PATTERNS IN ART

AND DESIGN

1.12.1 Types of

Patterns

- Simple patterns

- Complex

patterns

1.12.1.1 Describe patterns

1.12.1.2 Design simple patterns

1.12.1.3 Analyse the various

types of patterns

1.12.1.4 Design complex patterns

Inquiry

Learners to identify different

patterns

Practical/Designing

Learners to design and print

different patterns

1.13 MUSIC NOTION 1.13.1 Staff Notation

- Staff

- Clefs

1.13.1.1 Describe different ways

of notating music

1.13.1.2 Illustrate pitch using staff

notation

Practice

Learners to sing the tonic sofa in

sequence





CONTENT

- Lettering the

staff

- Bars and bar

lines

- Ledger lines

1.13.1.3 Illustrate pitch using

Tonic Sol-fa notation

1.13.1.4 Use the ledger lines in

extending the staff

1.13.1.5 Employ different clefs to

name the lines and

spaces

learners to sing short motifs of

different notation combinations

Listening

Learners to notate from live or

recorded music

Analysis

Learners to identify components

of notation and rhythmic

structures from a music score

Demonstration

Learners in groups to

demonstrate aspects of tonic sol-

fa notations.

1.13.2 Rhythmic

Notation

- Note and rest

symbols and

their values

- Pulse or beat

- Time

signatures

1.13.2.1 Apply notes and rests to

show duration of sound

and silence in staff

notation

1.13.2.2 Use time signature to

indicate bar lines

1.13.2.3 Illustrate stress marks in

showing strong and

weak beats

1.13.2.4 Describe types of time

signature

1.13.3 Tonic Sol-fa

notation

- Pitch notation

- Rhythmic

notation

1.13.3.1 Demonstrate aspects of

rhythmic and tonic sol-fa

notations.





CONTENT

1.14 SAFETY AND

HEALTH

1.14.1 Risk

Assessment

1.14.1.1 Identify the various forms

of risk assessment

Practice

Learners to create and play

games on health and safety

Exploration


understanding of first aid issues

Debate

Learners to discuss risks in

physical activities


appropriate attire for sporting

activities

1.14.2 Forms of

Accidents in

Physical

Activities

1.14.2.1 Illustrate the various

forms of accidents in

physical activities

1.14.2.2 Demonstrate general

safety rules

1.14.3 Attire in

Practical

Activities

1.14.3.1 Explain the importance

of appropriate dress in

practical activities

1.15 EDUCATIONAL

GYMNASTICS

1.15.1 Tumbling

1.15.1.1 Describe tumbling

1.15.1.2 Demonstrate a series of

tumbling activities

Demonstration

Learners to show the balancing

skills

Application

Learners to use tumbling skills in

games

Learners to use stunts in

movement patterns

1.15.2 Stunts 1.15.2.1 Describe stunts

1.15.2.2 Demonstrate a series of

stunts activities

1.15.2.3 Differentiate tumbling

from stunts





CONTENT

1.16 CRAFTS 1.16.1 Crafts

- Paper crafts

- Weaving

- Plaiting

- Carving

- Knotting

- Picture making

- General Crafts

1.16.1.1 Describe various types of

crafts

1.16.1.2 Experiment with paper

crafts, weaving, carving,

modelling, and knotting

techniques

1.16.1.3 Construct various types

of crafts

1.16.1.4 Evaluate various forms

of crafts.

Practical

Learners to use different

materials in crafts and

construction

Learners to create different

general crafts using available

local materials

Construction

Learners to model different

functional items

Demonstration

Learners to use different

constructed and crafted works

1.16.2 Construction

- Papier maché

- Modelling

1.16.2.1 Construct models and

papier maché artefacts

1.16.2.2 Examine picture making

techniques

1.17 SPORTS SKILLS

DEVELOPMENT

1.17.1Types of Sports

- Conventional

games (Major

and Minor

games)

- Zambian

traditional

games

1.17.1.1 Explain conventional

games

1.17.1.2 Classify conventional

games as major or minor

1.17.1.3 Differentiate Zambian

traditional games from

conventional games

Practice

Learners to identify conventional

and traditional games

Demonstrate


knowledge of sporting skills





CONTENT

- Athletics (Track

and Field

events)

1.17.1.4 Examine sporting skills

involved in conventional

and traditional games

1.17.1.5 Demonstrate refined

sporting skills

1.17.1.6 Perform track and field

events

Application

Learners to use different sporting

skills in conventional games

1.18 SWIMMING 1.18.1 Water

orientation

1.18.1.1 Discuss water orientation

Field Trip

Learners to visit the water body

Practice

Learners to participate in simple

swimming activities

Application

Learners use different

techniques in executing

swimming skills

Learners employ survival skills in

rescuing the drowning person

1.18.2 Water games

1.18.2.1 Identify water games

1.18.3 Strokes

1.18.2.2 Demonstrate simple

strokes with correct

timing

1.18.4 Survival skills

1.18.4.1 Illustrate how to rescue a

drowning person

1.18.4.2 Apply first aid techniques

1.18.5 Water & Pool

Hygiene

1.18.5.1 Discuss effects of water

and pool hygiene

1.18.6 Pool Treatment 1.18.6.1 Illustrate how to treat the

pool





CONTENT

YEAR 2

2.1 MELODIC

STRUCTURES

2.1.1 Scales

2.1.1.1 Describe major and

minor scales

2.1.1.2 Distinguish major from

minor scales

2.1.1.3 Construct the major and

minor scales

Practice

Learners to write major and

minor scales

Learners to apply accidentals to

major and minor scales

Learners to sing major and minor

scales

Learners to sing the intervals

through songs

2.1.2 Key Signatures

2.1.2.1 Construct scales with or

without key signatures

2.1.2.2 Identify key signatures

2.1.2.3 Construct key signatures

for various scales

2.1.3 Intervals

2.1.3.1 Describe intervals

2.1.3.2 Identify different intervals

2.1.3.3 Construct intervals

2.2. ZAMBIAN MUSIC 2.2.1 Traditional and

Contemporary

forms of

Zambian Music

2.2.1.1 Describe forms of

Zambian music

(contemporary and

traditional)

Practice

Learners to play Zambian

musical instruments (Individual or

as an Ensemble)

Learners to make different

Zambian musical instruments

2.2.2 Characteristics

of Zambian

Traditional and

2.2.2.1 Describe characteristics

of Zambian music





CONTENT

Contemporary

Music

Performance

Learners to present Zambian

dances

Research

Learners to collect information on

Zambian traditional dances and

ceremonies

2.2.3 Classification of

Zambian Musical

Instruments

2.2.3.1 Classify Zambian

musical instruments

(chordophones,

membranophones,

aerophones, idiophones)

2.2.3.2 Demonstrate how to play

Zambian traditional

instruments

2.2.4 Zambian Dances

2.2.4.1 Describe traditional

dances of different

Zambian tribes

2.2.4.2 Demonstrate different

Zambian traditional

dances

2.2.5 Zambian

Traditional

Ceremonies

2.2.5.1 Discuss the calendar of

traditional ceremonies

2.2.5.2 Describe traditional

ceremonies of different

Zambian tribes





CONTENT

2.3 PLANNING TO

TEACH EXPRESSIVE

ARTS

2.3.1 Preparation

and Planning to

Teach

Expressive Arts

2.3.1.1 Describe the Zambia

Education Curriculum

Framework (ZECF)

2.3.1.2 Distinguish planning and

preparation in teaching

Expressive Arts

2.3.1.3 Discuss the use of

school syllabus,

schemes of work, weekly

forecasts, and lesson

plans

2.3.1.4 Prepare the schemes of

work, weekly forecasts,

records of work and

lesson plans

2.3.1.5 Participate in peer

teaching

Practice

Learners to write the schemes,

forecasts and lesson plans

Demonstration/Application

Learners to use the schemes,

forecasts and lesson plans in

peer teaching

Learners to employ the

appropriate practical starting

point to teach

2.4 IMPROVISATION 2.4.1 Material

Production for

Teaching

and Learning

2.4.1.1 Describe teaching and

learning materials

2.4.1.2 Select correct tools for

making material

production

Exploration/brainstorming

Learners to identify the

importance of making materials

for teaching

Application





CONTENT

2.4.1.3 Compare various types

of tools for materials

production

2.4.1.4 Examine the

appropriateness of the

materials

2.4.1.5 Employ correct use of

materials

Learners to use Art and Design

skills to make materials for

teaching Expressive Arts

Research

Learners to identify the correct

tools for making teaching

materials

Learners to examine effective

techniques for producing

teaching materials

Field Trip

Learners to visit schools to

examine teaching and learning

materials to be produced

TEACHING PRACTICE – TERM II

2.5 APPLIED MUSIC II 2.5.1 Choir

2.5.1.1 Organise choral

performances for school

events

Performance

Learners to sing choral music





CONTENT

2.5.2 Ensemble

- Band

2.5.2.1 Perform ensembles at

school events

2.5.2.2 Participate in playing at

least two musical

instruments

Learners to play musical

instruments individually and in an

ensemble

Learners to participate in music

festivals and other events

2.6 CROSS – CUTTING

THEMES IN

EXPRESSIVE ARTS

2.6.1 HIV/AIDS, Life

Skills, Gender,

Environmental

Education,

Health

Education &

Human Rights

2.6.1.1 Describe cross – cutting

themes in Expressive

Arts

2.6.1.2 Design posters on cross

– cutting themes

2.6.1.3 Produce artefacts about

cross – cutting themes

2.6.1.4 Compose songs on


2.6.1.5 Use games to address


Brainstorming

Learners to discuss different


Demonstration

Learners to act sketches and

play games on the cross –

cutting themes

Dramatization

Learners to act plays on cross –

cutting themes

Project

Learners to use materials from

the environment to make

different artefacts

Learners to compose

sensitization songs and posters





CONTENT

on different cross – cutting

themes

2.7 DESIGNING AND

MAKING

2.7.1 Textile

designing

2.7.1.1 Describe design

2.7.1.2 State different types of

textile designs

2.7.1.3 Create different types of

textile designs

Research/Field Trips

Learners to visit various textile

industries

Demonstration/Designing

Learners to create different

design on fabrics in groups

Learners to create book cover

design individually

Learners to create illustrations on

the given themes individually

2.7.2 Book and Book

Cover Designing

2.7.2.1 Create book cover

designs

2.7.2.2 Design various types of

book illustrations

2.8 COMPOSING AND

ANALYSING

MUSIC

2.8.1 Compose

Melodies

2.8.1.1 Compose simple

melodies of not less than

4 bars and not more

than12 bars

Practice

Learners to create music with

style and variations





CONTENT

2.8.2 Analyse Form in

Melodic

Structures

2.8.2.1 Analyse simple songs

based on binary or

ternary form

2.8.2.2 Analyse musical scores

Learners to write music in

different forms

Analysis

Learners to examine form in

musical scores

2.9 RECREATION IN

PHYSICAL

EDUCATION

2.9.1 Aerobics 2.9.1.1 Describe aerobics

2.9.1.2 Examine the movement

patterns in aerobics

2.9.1.3 Demonstrate structured

movement in aerobics

activities

Exploration

Learners to perform aerobics

Learners to examine movement

patterns in games and dances

Demonstration

Learners to perform dances and

games

Learners to show movement

patterns in games and dances

YEAR 3

SCHOOL EXPERIENCE – TERM I





CONTENT

3.1 ZAMBIAN AND

FOREIGN MUSIC

3.1.1 Zambian Music

3.1.1.1 Describe Zambian music

3.1.1.2 Identify characteristics of

Zambian music

3.1.1.3 Perform Zambian music

Debate

Learners to compare African to

western music

Learners to criticize the influence

of western music on African

music

Listening

Learners to listen and compare

characteristics of African and

western music

3.1.2 Styles of African

Music

3.1.3.1 Compare music from

different parts of

African

3.1.3 Western Music

3.1.3.2 Discuss the history of

western music

3.1.4 Styles of

Western Music

3.1.4.1 Analyse styles of

western music (e.g.

Gregorian chant,

Madrigal, Concerto

Grosso, Symphony)

3.1.4.2 Compare African with

western music

3.2 BIO-MECHANICS IN

SPORTS

3.2.1 Projectile

motions and

Inertia

3.2.1.1 Apply projectile motion

and inertia

3.2.1.2 Employ the principle of

projectiles in throwing

activities

Note: this is additional knowledge

for the students

Learners to define projectile,

motion, and inertia





CONTENT

3.2.2 Drag, Lift, Thrust

& Flights

3.2.2.1 Demonstrate the

principles of drag, lift,

thrust and flights in

sporting activities

Application

Learners to use principle of

projectile in throwing activities

Demonstration

Learners to use knowledge on

drag, lift and thrust in sporting

activities

3.3 HARMONIC

STRUCTURES

3.3.1 Triads

3.3.1.1 Describe triads

3.3.1.2 Distinguish types of

triads

3.3.1.3 Demonstrate triadic

inversions

Application

Learners to harmonise

prescribed melodies

Demonstration

Learners to transcribe triads in

different inversions aurally

perceived

Learners to distinguish chords on

the basis of quality

Learners to identify types of

cadences

3.3.2 Chords

3.3.2.1 Describe chords

3.3.2.2 Distinguish types of

chords

3.3.2.3 Apply chords





CONTENT

3.3.3 Cadences

3.3.3.1 Distinguish cadences

3.3.3.2 Describe types of

cadences

3.3.3.3 Apply cadences

3.4 ADMINISTRATIVE

TRENDS IN PHYSICAL

EDUCATION

3.4.1 Psychology of

Sports

3.4.1.1 Describe psychology of

sport

3.4.1.2 Design visualization

activities for athletes

Direct Instruction/Lecture

Learners to define psychology

and sociology of sports

Designing

Learners to make visualization

activities

Inquiry

Learners to discuss the benefits

of society from sports.

Learners to Explain benefits of

society from sports

3.4.2 Sociology of

Sports

3.4.2.1 Describe sociology of

sports

3.4.2.2 Discuss ways in which

sport benefits society

3.4.2.3 Discuss ways in which

society would benefit

from sports

3.5 PRINTING 3.5.1 Printing

3.5.1.1 Describe printing

3.5.1.2 Discuss lettering, poster

work, and Logo designs

Brainstorming

Learners to discuss printing





CONTENT

3.5.2 Lettering

3.5.2.1 Demonstrate basic

principles of lettering

Printing

Learners to design letters,

posters, and logos

Demonstration

Learners to use different prints to

communicate ideas, i.e. letters,

posters, logos

3.5.3 Poster Work

3.5.3.1 Construct forms of

lettering

3.5.4 Logo Designing 3.5.4.1 Design posters and

logos

3.6 FESTIVALS AND

EXHIBITIONS

3.6.1 Organisation of

Sports Festivals

3.6.1.1 Create fixtures for games

3.6.1.2 Construct league tables

3.6.1.3 Create a comprehensive

athletics event guide

plan

Inquiry

Learners to evaluate how

Expressive Arts exhibitions and

festivals are organized

Exploration

Learners to identify the

requirements for conducting

Expressive Arts exhibitions and

festivals

Application





CONTENT

Learners to create an Art and

Design exhibition centres and

sports fixtures

Demonstration

Learners to display different

artefacts at the Art and Design

exhibition centre


Music Festivals

or Fairs

3.6.2.1 Formulate a plan for

organizing music

festivals


Art and Design

Fairs or

Exhibitions

3.6.3.1 Apply an understanding

in organising Expressive

Arts exhibitions and

festivals

3.6.3.2 Examine different ways

of organising Expressive

Arts exhibitions and

festivals

3.6.3.3 Analyse the value of

Expressive Arts

exhibitions and festivals

to learners and society.


NOTE: ‘Learners’ in Suggested Instructional Pedagogy for School Level Content column refers to the ‘Trainee Teachers’ in colleges whereas ‘Learners’ refers to the

‘pupils’ in primary school.

SCOPE AND SEQUENCE CHART - EXPRESSIVE ARTS

CONTRIBUTORY

SUBJECT

THEME/TOPIC

YEAR

1 2 3

ARTS AND

DESIGN,

MUSICAL ARTS

EDUCATION &

PHYSICAL

EDUCATION

Philosophy of

Expressive Arts

The Philosophy of Expressive Arts; Goals of Expressive Arts; The value of Expressive Arts

Arts Integration

ARTS AND

DESIGN,

MUSICAL ARTS

EDUCATION &

PHYSICAL

EDUCATION

Indigenous

Expressive Arts

The Historical trends in Expressive Arts

Expressive Arts in Traditional Societies

ART AND

DESIGN

Categories of Art

and Design

Fine Arts, Functional Arts, Performing Arts & Commercial Arts


ART AND

DESIGN

Elements and

Principles of Art

and Design

Elements of Art and Design

Principles of Art and Design

ART AND

DESIGN

Drawing, Colouring

and Painting

Drawing; Colour (Colour Wheel) and Painting

ART AND

DESIGN

Patterns in Art and

Design

Types of patterns

ART AND

DESIGN

Crafts Crafts and Construction

PHYSICAL

EDUCATION

Human Anatomy

and Physiology

The Body systems

PHYSICAL

EDUCATION

Movement Types of movements

Perceptual Motor Learning

PHYSICAL

EDUCATION

Fitness and Health Skill and Health related components of physical fitness

PHYSICAL

EDUCATION

Safety and Health Safety and Health

PHYSICAL

EDUCATION

Educational

Gymnastics

Tumbling and Stunts


PHYSICAL

EDUCATION

Sports Skills

Development

Types of Sports

PHYSICAL

EDUCATION

Swimming Water orientation;Water games; Strokes; Survival skills; Water

& Pool hygiene & treatment

MUSICAL ARTS

EDUCATION

Musical Arts

Education

Musical arts and education

MUSICAL ARTS

EDUCATION

Characteristics of

Sound and

Elements of Music

Characteristics of sound

Elements of music

MUSICAL ARTS

EDUCATION

Applied Music I Classroom instruments

MUSICAL ARTS

EDUCATION

Music Notion Staff Notation

Tonic Sol-fa notation

ARTS AND

DESIGN,

MUSICAL ARTS

EDUCATION &

PHYSICAL

EDUCATION

Planning to teach

Expressive Arts

The schemes of work, weekly forecasts and Lesson Plans


ART AND

DESIGN

Improvisation Material production for teaching and learning

TEACHING PRACTICE SCHOOL EXPERIENCE

ARTS AND

DESIGN,

MUSICAL ARTS

EDUCATION &

PHYSICAL

EDUCATION

Cross – cutting

themes in

Expressive Arts

HIV/AIDS, Life Skills, Gender, Environmental Education, Health Education & Human Rights

ART AND

DESIGN

Designing and

Making

Textile designing; Book and book cover

designing

Illustrations

PHYSICAL

EDUCATION

Recreation in

Physical Education

Aerobics

MUSICAL ARTS

EDUCATION

Melodic Structures Scales, Key signatures and Intervals

MUSICAL ARTS

EDUCATION

Zambian Music Traditional and contemporary Zambian music, dances and traditional ceremonies


MUSICAL ARTS

EDUCATION

Applied Music II Choir and instrumental Ensembles

MUSICAL ARTS

EDUCATION

Composing and

Analysing Music

Compose melodies

Analyse Form in melodies

ARTS AND

DESIGN,

MUSICAL ARTS

EDUCATION &

PHYSICAL

Festivals and

Exhibitions

Organisation of Sports and Music Festivals; Art and Design Exhibitions

ART AND

DESIGN

Printing Lettering; Poster work and Logo designing

PHYSICAL

EDUCATION

Bio-mechanics in

Sports

Projectile motions and Inertia; Drag, lift and thrust; Flights

PHYSICAL

EDUCATION

Administrative

trends in Physical

Education

Psychology and Sociology of Sports

MUSICAL ARTS

EDUCATION

World Music - African and Western Music

MUSICAL ARTS

EDUCATION

Harmonic

Structures

Triads, Chords and Cadences


PRESCRIBED READING

Annie ‘O’ Warburton. Graded Music Course for Schools Book 1 and 2

Annie ‘O’ Warburton. Score Reading and history: Longman – Association board of Royal schools of Music.

Annie ‘O’ Warburton. Melody Writing and Analysis.

Clement, R (1993). The Art Teachers’ Hand Book. Stanley

Hannah Wamathaga. (1995). Gold Medal Music Macmillan Publishers Zambia Ltd.

Geoffrey Winter (1983) Music Theory in Practice Bk.4 Longman Group Limited.

MOE. (2013). Zambia Education Curriculum Framework, CDC, Lusaka.

MOE. (2013). Zambia Primary School Syllabus. CDC, Lusaka.

Mwansa, Z.M (2010). Art, Craft and Design, 1st Edition. Gaborone: Pentagon Publishers

Njoroge, G.G (2003). Foundation of Creative Work, New Delhi: Sterling Publishers

Smith, S (1994). The Complete Drawing Course, London: Collins and Brown Ltd.

Taylor, R (1990). Approaching Art and Design. Longman

RECOMMENDED READING

Abwao Benson and Nyachieo David (2009), Music: For Primary Teacher Education Nairobi, Icons printers Ltd.

Art and Design: Development Material Support Book. Guidelines for Primary Schools - Northern Ireland Council for Educational

Development

Bennett Roy (2009), General Musicianship United Kingdom, Cambridge University press.

Clement, R (1993). The Art Teachers’ Hand Book. Stanley

Havens, V (1999). Art, Craft and Design. Longman

Improvising Basic Materials for English Teaching. The Curriculum Development Center (1984)


Mwansa, Z.M (2010). Art, Craft and Design, 1st Edition. Gaborone: Pentagon Publishers

Mwansa, Z.M (2010). Art, Craft and Design, 2nd Edition. Gaborone: Pentagon Publishers

Marjorie Clarkson (1961), Teaching our Children to sing. Britain, Longman Press.

Mills Janet (2005), Music in the classroom New York. Oxford University press.


MESVTEE. (2013). Zambia Primary School Syllabus. CDC, Lusaka Drake, J. (2001). Planning Children’s Play and Learning in

the Foundation Stage. London: David FiltonMOE (2008), Expressive Arts Studies Module 1-3. Lusaka, Government printers

Mumpuka Longino and Emily Akuno (1999), A Music Course for Zambia Primary School. Nairobi, East African Publishers Ltd.

Njoroge, G.G (2003). Foundation of Creative Work, New Delhi: Sterling Publishers

Pen Ronald (1992), Introduction to music United States of America. Mc Grow - Hill, inc.

Pocket Encyclopedia: Painting and Drawing, (1998) Abbeydale Press, England

Smith, S (1994). The Complete Drawing Course, London: Collins and Brown Ltd.

Taylor, R (1990). Approaching Art and Design. Longman

The Best of Children’s Art and Crafts: The Australian Womens’ Weekly.

Visual Arts: Arts Education Teacher Guidelines, Dublin (1999)

Walker Darwin. E (1998), Teaching Music; Managing the School Program United States of America. Wadsworth Group.

Spruce Gary (ed.) (2002), Teaching Music in Secondary Schools London, Routledge Falmer.

www.chordwizard.com: How music works.


COURSE: TECHNOLOGY STUDIES EDUCATION

RATIONALE

Technology Studies is one of the few subjects in the curriculum where learners confront and solve problems where there is no right

answer. Through Technology Studies learners learn to deal with tasks without all the information necessary to complete them from

the outset.

Technology Studies plays an important role in providing young people with a hands-on, creative experience and develops a practical

identity and a capability for innovation. The subject provides opportunity for collaboration, team working and communication – skills

that are essential for future employment.

Technology Studies is not a vocational subject. It is a general academic subject, and has its own fundamental body of knowledge,

principles and concepts which are not provided elsewhere in the curriculum. Technology Studies enables higher level of cognitive

skills to be developed in the learner –developing hypotheses, synthesis of ideas and reflection. It also provides an opportunity for

examination and critical evaluation of the made world. Thus it offers the opportunity for learners to investigate and evaluate the use

of materials in products and designs and the consequent depletion of the earth’s natural resources.

As such Technology Studies provides an essential and unique component for the education of all young people whatever their

eventual employment

In addition to its own body of knowledge, Technology Studies should also include practical application of underpinning concepts from

science and mathematics. It is an excellent opportunity to embed and apply the concepts in these subjects in practical applications.

Technology Studies has the ability to deepen understanding of physical principles through modelling and testing.

Technology Studies supports the economy by helping to prime young people and develop skills in creativity, innovation and

engineering. It is one of the few subjects in school from where young people can have a truly authentic experience of a practical work

environment and it is therefore a subject through which the country can grow its future designers and engineers. It is an important

subject for learners who are considering pursuing careers in the design and engineering sectors and who could contribute to a

rebalanced economy at the heart of the Government’s growth strategy.


AIMS:

The aims of the Technology Studies Curriculum are to enable student teachers to develop:

1. Ability to teach Technology Studies from Grades 1 to 7

2. Creative thinking in areas relevant to Technology Studies

3. The ability to solve practical and technological problems using processes of analysis, synthesis and realization

4. The desire to relate their work to personal interests and abilities by learning and experimenting with materials in practical

areas

5. Curiosity, enquiry, initiative, ingenuity, resourcefulness and discrimination abilities

6. Improved technological awareness, attitudes of co-operation and social responsibility and abilities to enhance the quality of

the environment

7. The ability to make value judgments of an aesthetic, technical, economic and moral nature

GENERAL OUTCOMES

1. Develop skills in the use and apply computer skills.

2. Demonstrate sound knowledge and skills in technology for effective teaching.

3. Interpret concepts that will provide learners with solid foundation in subject area

4. Promote gender and equality in Technology Studies

5. Demonstrate appropriate and effective methods of teaching Technology Studies.

6. Assess learner performance through various assessment procedures

7. Acquire knowledge, and values on safety and health

8. Develop patterns and manipulate geometric forms through translation, reflection, rotation and tessellation

KEY COMPETENCES

1. Application of knowledge and technological skills of caring for the environment.


2. Application of entrepreneurial and vocational skills

3. Ability to be creative, resourceful, eclectic and innovative in the teaching of technology studies

4. Application of safety rules in the workroom

5. Ability to design and produce artefacts

SUGGESTED INSTRUCTIONAL PEDAGOGY

The approach to teaching and learning technology studies advocates the constructivist theory with emphasis on learner –centred

pedagogies. In order to develop learners with subject knowledge, skills and values that will make them contribute to the development

of society, it is important to recognise that learners come to school with some knowledge and experience gained from the family,

community and through interaction with the environment. Thus, learning in school should build on the learner’s prior knowledge and

experience. This is best achieved when learners are actively involved in the learning process through hands on activities. Therefore,

teaching methods must be varied but flexible within well-structured sequences of lessons and should include among others:

Individual Work

Working in Pairs

Group work

Field trip Method

Project Method

Discussion Method

Resource person

Demonstration Method

Team Teaching

The teacher should have reasons for choosing a particular teaching approach and must employ strategies and techniques to make

each lesson interesting.

At Primary School level, the Technology Studies syllabus has two (2) main contributing subjects: Information and Communications

Technology and Design and Technology. The general description of the two strands is outlined below:


COMPONENT DESCRIPTION

MATERIALS This area of study is concerned with developing the skills used by designers within the context of materials and their processing. It is intended that practical experience be used to create a broad understanding of woods, metals and plastics and their processing.

GRAPHIC COMMUNICATION

The word graphics in Technology Studies is used to describe drawings made during the design process. Drawings are at times accompanied by symbols. Symbols are features that tell somebody what to do without using words. For example drawings of a rabbit and a tortoise on a machine could be used to indicate different speeds that can be used.

SYSTEMS TECHNOLOGY

Focuses on developing skills and knowledge used by designers in Structures, Mechanisms and

Electronics. The knowledge will be used in designing and making control systems such as:

Structures - supporting systems for minimal movement Mechanisms - movement systems designed to transfer and control physical movement and

forces from one point or direction to another Electronics - control systems designed to sense, process and control via electrical signals

INFORMATION AND COMMUNICATIONS TECHNOLOGY

One of the features of the rapidly changing world is the accumulation of vast amounts of information that has an impact on all aspects of modern life. Therefore, learners need to be equipped with skills and knowledge to be competent in accessing and working with various forms of information and data.

ENTREPRENEUSRSHIP EDUCATION

Technology Studies offers learners an opportunity to provide services, buy materials, make items, cost them and sell. Therefore, Entrepreneurship education is meant to help learners apply their practical skills and prepare them for an entrepreneurial career in life.


YEAR 1 TERM 1

THEME/TOPIC SUB TOPIC SPECIFIC OUTCOMES SUGGESTED PEDAGOGY

1.1 INTRODUCTION

TO

TECHNOLOGY

STUDIES

EDUCATION

1.1.1 History of

Technology Studies

1.1.1.1 Describe the History of

Practical subjects (Industrial

Arts) in Zambia

Note: This topic is meant to deepen the

student-teacher’s knowledge and skills in

Technology Studies

Brainstorming

In groups, learners to discuss and

then make presentation on why they

should be learn Technology Studies

school

1.1.2 Inventions in

Technology

1.1.2.1 Describe factors that lead to

inventions

1.1.3 Importance of

Technology

Studies

1.1.3.1 Explain the importance of

studying Technology Studies

1.1.4 Technology and

Society

1.1.4.1 Evaluate the effect of

Technology Studies on the

environment and economy

1.1.4.2 Discuss the role of designers,

craftsmen and technologists in

industry and society

1.2 SAFETY AND

HEALTH

1.2.1 Safety 1.2.1.1 Apply safety rules in the

workshop

1.2.1.2 Explain causes of injuries in

the workshop

Group work

Application of safety rules by the

learners when working with tools,

equipment, materials in in all their

workrooms 1.2.2 First Aid 1.2.2.1 Apply First Aid in the workshop


1.2.2.2 Practice safe ways of avoiding

HIV in the workroom

Field work

Learners to find and draw safety

symbols and paste them in the

workshop or within their learning

environment

1.2.3 Workshop

Organisation

1.2.3.1 Demonstrate knowledge in

workshop organisation

1.2.4 Waste Management 1.2.4.1 Explain correct ways of

disposing wastes in an

environmentally friendly

manner

1.2.5 Safety in the

Computer Room

1.2.5.1 Apply safety rules in the

computer room

1.2.5.2 Demonstrate postural

ergonomics in the computer

room

Group work

Application of safety rules by the

learners when working in the

computer room

THEME/TOPIC SUB TOPIC SPECIFIC OUTCOMES

1.3 TOOLS AND

MATERIALS

1.3.1 The Work Bench 1.3.1.1 Identify the parts of the bench

1.3.1.2 Explain the uses of the parts

of the bench

Research

Learners to research on various

types of tools and materials

Project work

1.3.2 Hand Tools

1.3.2.1 Classify hand tools

1.3.2.2 Identify measuring tools

1.3.2.3 Identify marking tools



1.3.2.4 Demonstrate ability to use

measuring and marking tools Learners to apply various methods of

joining materials

Demonstration

Learners should demonstrate how to

measure, mark , cut and test material

before use

1.3.3 Materials

1.3.3.1 Classification of materials

1.3.3.2 Outline the properties and

characteristics of materials

1.3.3.3 Describe sources and

properties of materials

1.3.3.4 Prepare material before use

1.4 GRAPHIC

COMMUNICATION

1.4.1 Introduction to

Graphic

Communication


Graphic Communication

Design Approach

Learners construct plane figures to

express ideas graphically using

instruments or free hand.

Demonstration

Using appropriate instruments and

paper learners to demonstrate the

skill of drawing plane geometrical

figures.

Learners to communicate ideas

using symbols.

1.4.2 Drawing

Instruments

1.4.2.1 Demonstrate correct use of

drawing instruments

Lettering

Lines

Angles

Triangles

1.4.2.2 Print words

1.4.2.3 Construct different types of

lines

1.4.2.4 Construct angles

1.4.2.5 Construct triangles when

given sides

1.4.2.6 Construct triangles given

sides and angles

1.5 INFORMATION

AND

1.5.1 Basic

Components

1.5.1.1 Identify basic computer

components

Group work



COMMUNICATIONS

TECHNOLOGY

1.5.1.2 Discus components of ICT

and their use In Groups learners discuss basic

computer devices and state their

use.

Demonstration

Individually learners demonstrate

how to switch on/off ICT devices,

load the computer software and

types of icons.

1.5.2 Switch On/Off and

Load Computer

Software

1.5.2.1 Switch on/off ICT Devices.

1.5.2.2 Load Computer Software

1.5.3 Cursor and Icons 1.5.3.1 Identify different shapes of

cursor shapes Identify

different types of icons

YEAR 1 TERM 2


1.6 INFORMATION AND

COMMUNICATIONS

TECHNOLOGY

1.6.1 Using Word

Processing.

1.6.1.1 Write words, phrases and

short sentences using

appropriate keys

1.6.1.2 Insert Word Art in Word

1.6.1.3 Insert Words in Word Art

Demonstration

Using appropriate keys learners

write words, phrases and short

sentences

Learners identify CD ROM

Drive and thereafter

demonstrate how to load and

eject CD ROM

1.6.2 The CD ROM

and CD Tray

1.6.2.1 Identify CD ROM Drive

and CD tray


YEAR 1 TERM 2


1.6.2.2 Load and eject a CD

ROM

1.7 TOOLS AND MATERIALS 1.7.1 Hand Tools

1.7.1.1 Identify testing tools

1.7.1.2 Identify types of saws

1.7.1.3 Demonstrate ability to cut

material using saws

1.7.1.4 Identify types of chisels

1.7.1.5 Chop out material using

chisels

Discussion

Learners to identify the various

types of hand tools and their

uses

Demonstration

Using appropriate saws and

chisels learners demonstrate

how to use saws and chisels

1.7.2 Join Materials

1.7.2.1 Prepare material before

use

1.7.2.2 Make housing joints

Project work

Let the learners prepare

material to size to make a

project involving housing joints.

1.8 GRAPHIC COMMUNICATION 1.8.1 Quadrilaterals

Polygons

Isometric

Projection

1.8.1.1 Construct quadrilaterals

from given data

1.8.1.2 Construct regular

polygons from given data

Demonstration

Using appropriate instruments

and paper learners to


YEAR 1 TERM 2


1.8.1.3 Construct irregular

polygons from given data

1.8.1.4 Construct drawings in

Isometric Projection

demonstrate the skill of

constructing polygons,

quadrilaterals and isometric

projection drawings

1.9 CALCULATOR 1.9.1 System

Calculator

1.9.1.1 Change to different views

of calculators

1.9.1.2 Perform elementary

operations on a system

calculator

Discussion

Learners to identify the different

views of the system calculator

(standard, scientific,

programmer and statistical)

Learners discuss to come up

with views appropriate for the

tasks.

Project work

Let the learners use the

calculator in binary mode to

perform calculations in binary.



1.10 ARTISTIC

PROGRAMME

1.10.1 Drawing Using

Paint

1.10.1.1 Identify program components


artistic program

Discussion

Individually, learners identify different

tools used in paint

learners demonstrate to others how to

use the discover tools

Project work

Learners design a poster on safety

using a computer

1.11 INTERNET 1.11.1 Internet Surfing the

Web

1.11.1.1 Search and retrieve data

using different search engines

1.11.1.2 Protect oneself from internet

fraud

1.11.1.3 Explain how internet services

work

1.11.1.4 Employ netiquette in the use

of the internet

Demonstration

Learners to demonstrate how to create

an e-mail and simple www-web

Discussion/working in pairs/group work

While working in pairs let the learners

discuss how internet can be used in

various fields such as E-mail, E-

commerce, news group, chat rooms

and instant messaging

then make presentations

Let the learners investigate through

short research on how to employ



Netiquette in the use of internet, other

social media and safe guard against

internet fraud.

YEAR 1 TERM 3


1.12 TOOLS AND

MATERIALS

1.12.1 Tools 1.12.1.1 Identify main parts of a plane

1.12.1.2 Plane wood to the required

size

1.12.1.3 Explain safety precautions

when using planes

Discovery

Learners to classify domestic and

workshop tools on their own.


YEAR 1 TERM 3


1.12.2 Joining Materials 1.12.2.1 Identify types of mortice and

Tenon joints

1.12.2.2 Join wood using the mortice

and tenon joint

1.12.2.3 Identify types of nails

1.12.2.4 Explain methods of nailing

wood

1.12.2.5 Join wood using nails

1.12.2.6 Join wood using butt and lap

joints

1.12.2.7 Join metal using a seam

1.12.2.8 Join metal using rivets

1.12.2.9 Join plastic using glue

Project work

Learners to do practical work in the

workshop on selected projects to

attain a skill as a way of appreciating

the theoretical knowledge acquired

earlier in the year

Learners to use a combination of

processes to realise a designed

product or artefact.

Project work

Learners to design and make an item

(such as tooth brush holder, shoe

rack, door latch, key holders) from

any locally available material; wood,

metal, plastic, clay, cement, reeds,

rubber, leather


YEAR 1 TERM 3


1.13 GRAPHIC

COMMUNICATION 1.13.1 Surface

Development

Freehand

Drawing

Orthographic

Projection

1.13.1.1 Construct surface

development of cylinders

1.13.1.2 Construct surface

development of prisms

1.13.1.3 Produce freehand drawings

in isometric

1.13.1.4 Convert drawings from

Isometric to Orthographic

Projection

Individual work

Learners to select the right drawing

instruments and paper size commonly

used for elementary technical drawing

Demonstration

using appropriate instruments and

paper learners to demonstrate the

skill of drawing plane geometrical

figures



1.14 ENERGY 1.14.1 Electricity

1.14.1.1 Describe the different

sources of energy

1.14.1.2 Draw basic electric

symbols

1.14.1.3 Identify the electrical

installations in a home

1.14.1.4 Make a simple electric

circuit

Discovery

Learners in groups discuss the

main sources of energy (H.E.P.

Generation, Thermal Energy, Solar

Energy, Generators)and make

presentations

Or

Learners to prepare cut outs from

different sources of literature to

show various sources of energy

Project work

Learners to make a circuit by using

a bulb, batteries and switch. Then

draw a circuit by using electrical

symbols

Learners to make a model of a

small house and show how the

wiring is done.



1.15 SYSTEMS

TECHNOLOGY

1.15.1 Structures 1.15.1.1 Identify types of structures

1.15.1.2 Describe methods of

stabilizing structures

1.15.1.3 Explain the forces in the

structures

1.15.1.4 Construct and apply

concepts of forces in

structures

Group Work

Leaners to produce models of

different roof structures in groups.

Then make simple structures from

developed model.

Field Trip

Illustrate different roof structures

using sketches and picture

Demonstration

Identify forces on a simple

structure such as bridge, roof and

beams.

Apprenticeship

Construction of houses from carton

boxes or manila paper

PROMOTION EXAMINATION


YEAR 2 TERM 1


2.1 GRAPHIC

COMMUNICATION

2.1.1 Surface

Development

Freehand

Drawing

2.1.1.1 Construct surface development of

cylinders

2.1.1.2 Construct surface development of

prisms

2.1.1.3 Produce freehand drawings in

isometric

Individual work

Learners to apply surface

developments of cylinders and

prisms to make artefacts and

packages.

2.1.2 Orthographic

Projection

2.1.2.1 Add missing elevations when two

others are given

2.1.3 Creativity and

Innovation

2.1.3.1 Explain the differences between

Creativity and Innovation

NOTE: This topic is meant to deepen

the knowledge of the teacher on

Creativity

2.1.4 Design Process 2.1.4.1 Identify and describe needs and

opportunities for design and

technological improvement

2.1.4.2 Compose a design brief

2.1.4.3 Conduct a research on problem

area

2.1.4.4 Draw up a design specification for

proposed solution

Individual work

Learners to produce a portfolio by

identifying a need based on the

theme.


YEAR 2 TERM 1


2.1.4.5 Generate possible ideas to realise

the final product

2.1.4.6 Develop a detailed design

proposal for the final product.

2.2 TOOLS AND

MATERIALS

2.2.1 Driving Tools 2.2.1.1 Identify driving tools


driving tools


screws to join wood

2.2.1.4 Identify building tools


building tools

Discussion

Learners to discuss the different

driving and building tools and how

they are used in their daily lives.

2.3 CONSTRUCTION 2.3.1 Building

Materials

2.3.1.1 Describe materials used to

construct houses

2.3.1.2 Mould bricks

2.3.1.3 Cure clay bricks/concrete blocks

2.3.1.4 Explain basic stages in

preparing land to construct a

structure

2.3.1.5 Construct simple structures

Discussion


materials used in different

communities.

Project work


YEAR 2 TERM 1


Learners to mould bricks, design

and make an item from a any

locally available


2.4 PLANNING

FOR

TEACHING

2.4.1 Teaching Tools

2.4.1.1 Explain the importance of planning

when teaching Technology Studies

2.4.1.2 Describe the policy on Technology

Studies as outlined in the Zambia

Education Curriculum Framework

(ZECF)

2.4.1.3 Explain the importance of the

curriculum, Syllabus, Schemes of

work, records of work, Lesson

Plan, Teaching and Learning

materials

Discussion

Learners to analyse the various

teaching methods used in

technology, such as project,

demonstration, corporative,

practical.

Group/pairs/individual

Learners in pairs/

groups/individually to identify topics



2.4.2 Teaching

Approaches

2.4.2.1 Discuss various teaching

approaches and strategies. ( e.g.

project work, Field Trip, Problem,

Solving, Demonstration)

2.4.2.2 Discuss how Technology Studies

can be taught using the

individualised, group work and

whole class teaching approaches.

from the Technology Studies

Primary school syllabus and

prepare lesson plans, weekly

forecasts and schemes of work,

record of work, test and marking

keys.

Demonstration:


appropriate teaching ethics required

when teaching practical lessons

(education studies will have

explained more on this)

2.4.3 Assessment and

Evaluation

2.4.3.1 Explain various ways of assessing

learners

2.4.3.2 Explain the importance of keeping

the records of assessment

2.4.4 Peer Teaching 2.4.4.1 Plan and execute a Technology

Studies lesson

2.4.5 Classroom

Management

2.4.5.1 Describe the importance of

workshop management


YEAR 2 TERM 2


TEACHING PRACTICE

YEAR 2 TERM 3

2.5 GRAPHIC

COMMUNICATION

2.5.1 Building

Drawing

Colours

2.5.1.1 Draw elevations of simple

conventional houses in

orthographic projection

2.5.1.2 Demonstrate the use of colour to

communicate ideas

Design approach

Learners to sketch their own houses

Produce a design of a house plan and

dimension it

Learners to make models of a house

2.5.2 Design

Process

2.5.2.1 Make final product

2.5.2.2 Evaluate the product

2.5.2.3 Explain the concept of ergonomics

and the use of anthropometric data

in design work

Individual work

Learners to produce a portfolio by

identifying a need based on the

theme.

2.6 TOOLS AND

MATERIALS

2.6.1 Boring

Tools

2.6.1.1 Identify boring tools

2.6.1.2 Demonstrate ability to use boring

tools

Discussion


materials used in their daily life

Illustration 2.6.2 Adhesives 2.6.2.1 Identify various types of adhesives

2.6.2.2 Discuss the importance of applying

adhesives on artefacts


YEAR 2 TERM 2


2.6.2.3 Explain the safety precautions to

follow when using adhesives

Learners to produce a material flow

chart to illustrate the common

materials which are used in their daily

life.

Learners to identify the safety and

environmental hazard which may

arise from different materials.

Project work

Learners to design and make an item

from any locally available

2.6.3 Abrasives

2.6.3.1 Identify various types of abrasives

2.6.3.2 Discuss the importance of using

abrasives on artefacts


apply when using abrasives

2.7 TOOLS AND

MATERIALS

2.7.1 Finishes 2.7.1.1 Identify various types of finishes


applying finishes on artefacts


apply when applying finishes

Discussion

Learners to identify the various types

of finishes and how they are applied

Project method

Leaners to apply locally available

finishes on the projects


YEAR 2 TERM 2


2.8 MECHANISMS 2.8.1 Hydraulics

and

Pneumatics

2.8.1.1 Describe hydraulic and pneumatic

systems

2.8.1.2 Design and make simple machines

Project method

Leaners to illustrate simple

mechanisms using simple diagrams

Make devices using simple

mechanisms such as toys

YEAR 3 TERM 1


SCHOOL EXPERIENCE

YEAR 3 TERM 2

3.1 ELECTRONICS 3.1.1 Types of Electronic

Devices

3.1.1.1 Identify electronic

components

3.1.1.2 Describe different types of

electronics

Discussion

learners to identify and discuss

various electronic devices


YEAR 3 TERM 1


3.1.1.3 Use electronic components

to design electronic

devices

Learners to identify the electronic

components on a given

electronic device.

Project work

Work on an electronic circuit

system individually.

Design an electronic device e.g.

alarm

Learners to come up with various

applications of electrical devices

e.g. electric bell, alarm, solar

powered devices..

3.2 SOFTWARE

MANIPULATION

3.2.1 Application Software

Manipulation

3.2.1.1 Explain bars, cursors

shapes and selection of

colours on the window

3.2.1.2 Employ graphic software to

draw simple objects (paint,

Auto Shapes, word Art)

Demonstration

Learners to apply correct colours

to document and shape.

Corporative method

Student to produce a rendered

pictorial shape in groups or pairs


YEAR 3 TERM 1


3.2.1.3 Sketch using Computer

Aided Drawing (CAD)

Google sketch-up

Student to produce an

orthographic projection using the

relevant soft ware

Produce plane geometrical

shape using appropriate

software.

YEAR 3 TERM 3


3.3 DESIGN AND

MAKING

3.3.1 Design and Making

Artefacts

3.3.1.1 Identify a community need

requiring a solution.

3.3.1.2 Make a portfolio based on

the identified need.

3.3.1.3 Make artefacts based on the

portfolio.

3.3.1.4 Integrate traditional

technology in Technology

Studies.

Project Presentation

Learners to realise and evaluate the

designs

Learners to present the artefacts made over

the year


YEAR 3 TERM 3


3.4 CONSTRUCTION 3.4.1 Construction

3.4.1.1 Draw different types brick

moulds.

3.4.1.2 Make a brick mould.

Project method

Learners to use appropriate tools and

equipment to design and make the

brick moulds following the details on

the drawing.

SCOPE AND SEQUENCE CHART – TECHNOLOGY STUDIES


INTRODUCTION TO

TECHNOLOGY STUDIES

EDUCATION

History of Technology

Studies

Inventions in Technology

Importance of

Technology Studies

Technology and Society

SAFETY AND HEALTH Safety


First Aid

Workshop Organisation

Waste Management

Safety in the Computer

Room

TOOLS AND MATERIALS The Work Bench

Hand Tools

Materials

Join Materials

Driving Tools

Boring Tools

Adhesives

Abrasives

Finishes

GRAPHIC COMMUNICATION Introduction to Graphic

Communication

Drawing Instruments

(Lettering, Lines and

Angles)

Triangles

Surface Development

(Freehand Drawing and

Orthographic Projection)

Surface Development

Freehand Drawing

Orthographic Projection

Creativity and Innovation

Design Process

Building Drawing Colours

Design Process

INFORMATION AND

COMMUNICATIONS

TECHNOLOGY

Basic Components

Switch On/Off and Load

Computer Software

Cursor and Icons

Using Word Processing

The CD ROM and CD Tray


GRAPHIC COMMUNICATION Quadrilaterals (Polygons)

Isometric Projection

CALCULATOR System Calculator

ARTISTIC PROGRAMME Drawing Using Paint

INTERNET Internet Surfing the Web

ENERGY Electricity

SYSTEMS TECHNOLOGY Structures

CONSTRUCTION Building Materials Construction

PLANNING FOR TEACHING Teaching Tools

Teaching Approaches

Assessment and

Evaluation

Peer Teaching

Classroom Management

MECHANISMS Hydraulics and Pneumatics

ELECTRONICS Types of Electronic

Devices

SOFTWARE

MANIPULATION

Application Software

Manipulation

DESIGN AND MAKING Design and Making Artefacts


PRESCRIBED READING

James Garrat(1995) Design & Technology Cambridge, Cambridge University Press ISBN 978-051-64831-8

J.H Aucamp and C. Moyo Design & Technology:Knowledge and skills orientation student's book ISBN: 978-99912-542-0-3 First

Published 2008.

J.H Aucamp and C. Moyo Design & Technology today BOOKS 1,2 AND 3


MESVTEE. (2013). Zambia Early Childhood Education School Syllabus. CDC, Lusaka Drake, J. (2001). Planning Children’s Play

and Learning in the Foundation Stage. London: David FiltonPeter Brett (2011) Building Crafts Foundation leve 1 &2 (4th ed)

chaltenham Nelson Thornes ISBN 978-1-4085-0888-6

RECOMMENDED READING

Mike Tooley (2002) Engineering GCSE. Oxford Newness Elsevier ISBN 0750656441

Shelly Cashman Series (2006) Teachers Discovering Computers: Integrating Technology and digital media in the Classroom (4th Ed)

ISBN-13: 978-1-4188-5987-9; ISBN-10: 1-4188-5987-7


COURSE: INTEGRATED SCIENCE EDUCATION

RATIONALE:

The objective of the Science Education syllabus is to give teacher training colleges an opportunity to link their training to primary

school curriculum. The content in Science Education at college level should be in tandem to what is taught in primary schools. The

training emphasizes on instructional pedagogy in lesson delivery. This will help the trainee teacher understand the knowledge, skills

and values that allow learners to live and grow into resourceful and useful members of their communities.

AIM:

The aim of this syllabus is to equip the student teachers with the pedagogy, knowledge, skills and values to teach science in grade

1-7.

GENERAL OUTCOMES:

Science Education is an area in which student teachers are required to develop pedagogy, knowledge, skills and attitudes which will

help them to encourage their learners to explore and understand their immediate environment and the world at large. By the end of

the third year student teachers are expected to develop:

1. Scientific knowledge, analytical skills and values.

2. pedagogical skills in their teaching

3. an appreciation of science Education in their daily lives.

4. clear knowledge of relationships between technology and environment

5. teaching methodologies to enhance effective learning and teaching

6. environment friendly methods of crop and livestock production

7. teaching and learning aids from locally available materials

8. a scientific approach to problem solving in real-life situations

9. skills in environmental education as a response to environmental problems


10. gender awareness in science learning.

11. the ability to integrate cross-cutting issues in teaching science

12. skills and knowledge in assessment and evaluation of teaching and learning

KEY COMPETENCES:

1. Recognizing issues that are possible to investigate scientifically

2. Identifying key words to search for scientific information

3. Recognizing the key features of a scientific investigation

4. Applying knowledge of science in a given situation

5. Describing or interpreting phenomena scientifically and predicting changes

6. Identifying appropriate descriptions, explanations, and predictions

7. Interpreting scientific evidence and making and communicating conclusions

8. Identifying the assumptions, evidence and reasoning behind conclusions

9. Reflecting on the societal implications of science and technological developments

TEACHING APPROACHES /STRATEGIES

Field trip

Demonstration

Inquiry/ Discovery

Discussion

Question and answer

Role play

Lecture method


Experimentation

Problem solving

Simulation

Games

Project method

Investigation

Problem based learning

TERM TOPIC SUBTOPIC OUTCOMES SUGGESTED INSTRUCTIONAL

PEDAGOGY FOR SCHOOL CONTENT

I

1.1 INTRODUCTIO

N TO SCIENCE

EDUCATION

1.1.1 Science

Education

1.1.1.1 Describe science education

1.1.1.2 Explain why you learn

science education?

1.1.2 Nature of

Science

1.1.2.1 Illustrate the nature of

scientific knowledge

1.1.2.2 Describe the scientific

attitudes

1.1.2.3 Demonstrate the basic and

integrated scientific process

skills

1.1.2.4 Describe the preconceived

ideas about Science

Education


1.1.3 Science

Laboratory and

Safety

1.1.3.1 Describe types of

laboratories

1.1.3.2 Formulate laboratory rules

1.1.3.3 Describe safety in a science

laboratory

1.1.3.4 Describe common accidents

in a science laboratory

1.1.3.5 Describe first Aid and first

Aid Kit in the science

laboratory

1.2 THE HUMAN

BODY

1.2.1 External Parts

of the Human

Body

1.2.1.1 Illustrate the external parts

of the human body (e.g.

head, neck, arm, and leg)

1.2.1.2 Draw and label the major

external parts of the human

body

1.2.1.3 Describe the functions of the

major external parts of the

human body

NB: for the learner

Practical activity

o Learners draw a labelled diagram

of a real human being ( this can be

done in groups or pairs)

Practical activity

o Learners to mould human body

with clay or plasticine or any other

materials from local environment

o Learners to design a chart

showing names and functions of

major external body parts


o Let learners compose songs and

rhymes on external parts of the

human body

1.2.2 Internal Parts

of the Human

Body

1.2.2.1 Describe the structure of the

major internal parts of the

human body ( e.g., brain,

heart, lungs, liver, stomach,

intestines, kidneys)


the major internal parts of the

human body

Project

o Learners mould a human torso

using local materials. The model

should have the following parts

(brain, heart, lungs, liver, stomach,

intestines, kidneys)

Groups Work

o Learners discuss the internal

organs (brain, heart, lungs, liver,

stomach, intestines, and kidneys)

and their functions.

1.3 THE

ENVIRONMENT

1.3.1 Types of

Rocks and

Minerals.

1.3.1.1 Identify different types of

rocks (Sedimentary, igneous

and metamorphic rocks)

Field trip

o Learners observe and compare

different types of rocks.

1.3.2 Weathering

and Soil

Formation

1.3.2.1 Describe soil formation from

parent rocks (Chemical,

physical and biological

weathering)

1.3.2.2 Describe soil texture and

structure

1.3.2.3 Describe types of soils

Research

o Learners find out how soil is

formed.

Experimentation

o Learners touch and feel different

types of soils (clay, loam, sand)


1.3.3 Composition

and Properties

of Soil

1.3.3.1 Determine the constituents

of soil (Air, water, organic

matter, mineral matter and

living organism).

1.3.3.2 Determine soil pH

1.3.3.3 Demonstrate soil capillarity

1.3.3.4 Demonstrate soil water

retention

Experimentation

o Learners collect different soil

samples and determine texture,

drainage, capillarity, presence of

air, water, pH of different soils and

living organisms in the soil.

o Learners to determine the soil

water retention

1.3.4 Soil Fertility


compost to a crop

1.3.4.2 Construct a compost heap


using animal manure

1.3.4.4 Identify the crop nutrients

provided by various types of

animal manure

Investigation

o Learners find out the importance of

manure to a plant

Project ( groups)

o Learners make compost.

Research Project

o Varying samples of animal manure

on different lots e.g. chicken, cow

dung, pig manure and a control

without manure.

1.3.5 Organic and

Artificial

Fertilizer

1.3.5.1 Compare the advantages

and disadvantages of using

organic matter and artificial

fertilizer to supply nutrients to

crops

Project

( individual/pair/group)

o Learners grow a crop using

artificial and organic fertilizers and

observe the growth rate.

Inquiry


o Learners identify the advantages

and disadvantages of using

organic and artificial fertilizer

1.3.6 Soil

Degradation

and

Conservation

1.3.6.1 Investigate the causes of

soil degradation

1.3.6.2 Describe the types of soil

degradation

1.3.6.3 Describe the methods of soil

conservation

Discovery

o Learners read books and come up

with the causes of soil

degradation.

Field Trip excursion

o Learners observe types of soil

degradation in the school

environment and discuss in groups

o Learners observe different fields

and identify types of soil

conservation being practiced.

II

1.4 THE HUMAN

BODY

1.4.1 Sense Organs:

1.4.1.1 Identify the sense organs

(i.e. tongue, nose, eyes,

ears, skin)

1.4.1.2 Describe the structure and

functions of each of the

sense organs.

Think pair share

o Learners think about what Sense

organs are, share it with their

immediate neighbour and finally

with the entire class.

Inquiry/ discovery

o Learners to investigate the

functions and importance of the

sense organs. Appropriate pivotal

questions to guide the inquiry

activity.


1.5 THE

ENVIRONMENT

1.5.1 Pollution 1.5.1.1 Describe types of pollution

(water, land, air pollution)

1.5.1.2 Describe the effects of

pollution (global warming,

ozone layer depletion,

diseases)

1.5.1.3 Demonstrate some

interventions to mitigate

pollution

Field trip

o Learners identify things that pollute

water, land and air in the school

environment.

Field trip

o Learners visit the nearby market

and identify the effects of pollution

Demonstration

o Learners clean the school

surrounding

(sweeping, segregate rubbish into

suitable pit (e.g. pit for paper, pit

for plastics and pit for paper,

empting bin)

1.5.2 Keeping

Homes and

Schools Clean

1.5.2.1 Demonstrate what people in

the community do to care for

their surroundings (cleaning,

planting flowers, trees and

grass, slashing, decorating

etc).

Demonstration

o Learners make a Rota on how to

clean and beautify their classroom

surrounding.

o Learners to follow the Rota on

caring for the surroundings

o Moulding objects from paper


1.5.3 Forests

1.5.3.1 Investigate the importance

of forests to people and other

forms of life such as wood,

shelter, food, medicine,

rainfall, reducing soil erosion,

provide oxygen to living

organisms.

1.5.3.2 Examine the causes of

deforestation

1.5.3.3 Investigate the effects of

deforestation

Discovery(groups/pair)

o Learners identify pieces of finished

products made from wood in the

school environment

o Learners draw the rain cycle to

depict the role of plants in the

rainfall pattern.

Investigation(In pairs/groups)

o Learners to research on the

different causes of deforestation (

like mining activities, construction,

charcoal and farming )

Field Trip/excursion

o Learners observe galleys on paths,

roads, and hills

1.5.4 Measures to

Control

Deforestation

1.5.4.1 Demonstrate intervention

methods of deforestation

such as Tree planting,

making fire guards, early

burning, alternative heating

system and strengthening

the laws

Project

o Learners plant trees and close

unauthorized paths in the school.

o Learners role play conservation of

forests by using characters such

as police officers, charcoal

burners, forestry officers, members

of the community planting trees

and a family using electric stove or

cow dung for cooking.


1.5.5 The Water

Cycle

1.5.5.1 Describe the role of

evaporation and

condensation in the water

cycle

1.5.5.2 Explain the effect of the

water cycle

Experimentation

o Learners heat some water in a

beaker/tin to demonstrate

evaporation.

o Learners to put a cold surface in

contact with the steam to observe

condensation

o Learners draw a chart showing

stages of a rain cycle

Group work

o Learners to discuss the effects

of the water cycle

1.6 PLANTS AND

ANIMALS

1.6.1 Plants 1.6.1.1 Identify plants in the local

environment

1.6.1.2 Identify the main parts of a

plant

1.6.1.3 Classify the plants in the

local environment (vascular

and non-vascular, flowering

and non-flowering; seed

bearing and non-seed

bearing plants; monocot and

dicot)

Field Trip excursion

o Learners observe different types of

plants in the school environment

o Learners identify main parts a

plant (Roots, stem, leaves,

branches, fruits, flower and its

parts )

o Learners to compare and classify

different plants in the environment

Inquiry/Discovery

o Learners collect different

propagative parts of plants and


1.6.1.4 Illustrate reproduction in

flowering plants


improving seed varieties.

1.6.1.6 Study the factors that are

necessary for germination

and plant growth.

1.6.1.7 Demonstrate how some

plants are propagated

vegetatively.

1.6.1.8 Demonstrate the processes

in a plant (osmosis, diffusion,

active transport,

photosynthesis, transpiration

, respiration, seed dispersal)

1.6.1.9 Demonstrate tropisms in

plants

1.6.1.10 Describe the uses of plants

explain how different plants are

propagated. (seeds, flowers,

tubers, stems etc.)

Project

o Learners to plant a hybrid seed

and non-hybrid seed and

compare the yields

o Learners grow a plant to

observe stages of its growth

(seed, root, and shoot)

o Learners identify factors

necessary for the plant growth

during the project

o Learners propagate cassava,

sweet potatoes and bananas

Experimentation

o Learners use a potted plant to

demonstrate osmosis, diffusion,

transpiration)

o Learners use a leaf of a plant to

test for starch.

o Learners plant seeds in

different pots with different

conditions to observe the


factors that are necessary for

germination

Inquiry

o Learners collect different types

of seeds and identify their

methods of dispersal

o Learners use a potted plant to

demonstrate different tropisms.

(E.g. geo, photo, chemo, hydro

tropisms).

o Learners name the uses of

plants in their communities

(e.g. source of food, timber,

poles, shelter, protect soil

against erosion etc.).

1.6.2 Crop

Production

1.6.2.1 Identify the crops commonly

grown in Zambia


crop production in Zambia

1.6.2.3 Demonstrate the growth of

maize from land preparation

to harvest

Inquiry

o Learners brainstorm on

common crops and their uses in

their local communities

o Learners collect seeds of

different varieties of maize and

identify them.

Project


1.6.2.4 Identify common pests and

diseases affecting crops

1.6.2.5 Explain the uses of maize

o Learners grow maize and

record the growth of maize at

every stage.

o Learners take note of all

management practices on

maize production

Discovery

o Learners identify common

pests and diseases on local

crops.

o Learners identify common

pests and diseases of crops on

a chart/video

o Learners identify the

importance of different crops in

Zambia e.g. maize for food,

cotton for raw material for

clothing and tobacco foreign

exchange.

Group/pair work

o Learners explain the uses of

maize in Zambia.

III

1.6.3 Game

Management

Areas (Gma)

1.6.3.1 Explain the need to establish

Game Management Areas in

Zambia

1.6.3.2 Identify game management

areas in Zambia

Inquiry

o Learners discuss the importance of

GMAs

o Learners draw the map of Zambia

showing all the GMAs


PLANTS AND

ANIMALS

1.6.3.3 Explain the need to control

wild life population in the

GMA

1.6.3.4 Describe threats to wild life

(e.g. poaching ,

encroachment, increased

human activities in restricted

areas)

1.6.3.5 Describe how animals

protect themselves from their

enemies.

1.6.3.6 Defend the importance of

wild life conservation

(tourism, source of income)

o Learners discuss the effects of

poaching and encroachment on

wild life.

o Learners describe how animals

protect themselves from enemies.

o Learners to justify the importance

of wildlife( economic and social

gains)

o Learners discuss the

importance of game cropping.

1.6.4 Animal

Production

1.6.4.1 Identify types of animals

and birds kept by farmers in

Zambia

1.6.4.2 Study the life cycle of

ruminant and non-ruminant

animal(e.g. cattle, pigs,

goats, sheep, rabbits, cats,

dogs)

1.6.4.3 Describe the life cycle of

domesticated birds(e.g.

chicken, ducks, guinea fowls)

Field trip

o Learners visit local community

and identify animals that are

kept.

Investigation

o Learners read books on life

cycle of ruminant and non-

ruminant animals.


1.6.4.4 Describe the types of

livestock feeds

1.6.4.5 Demonstrate how to make

feed for animals

1.6.4.6 Identify the common

diseases that affect animals

(causes, effects and

prevention)

o Learners draw life cycles of

ruminant and non-ruminant

animals.

o Learners observe a video on

life cycle of ruminant and non-

ruminant animals.

Field trip

o Learners to visit the livestock

farm and identify the feeds for

chickens, pigs, sheep, goats and

cattle.

Demonstration

o Learners to make different

types of feed for animals

Field trip

o Learners find out from the

farmer the common diseases

that affect livestock on the farm

and how they are prevented.

1.7 MATERIALS

AND ENERGY

1.7.1 Types and

Properties of

Materials

1.7.1.1 Identify various types of

materials in the local

environment

Discovery

o Learners to identify different types

of materials(group work)


1.7.1.2 Describe properties of

materials

1.7.1.3 Explain uses of materials

Inquiry

o Learners to classify materials

according to properties(in groups)

Discussion

o Learners mention uses of

materials (e.g. paper plastics,

clothing etc)

1.7.2 States of

Matter

1.7.2.1 Describe the three states of

matter

1.7.2.2 Describe kinetic theory of

matter

1.7.2.3 Describe effect of heat on

matter (heating and cooling)

1.7.2.4 Demonstrate the process of

change of state (Solid

⇋liquid, liquid ⇋gas, solid

⇋gas,)

Discovery

o Learners to investigate in groups

with ice, liquid water, and vapour


arrangement of particles in liquids,

gas and solids using models and

simulations

Discovery

o Learners to investigate change of

state when heating ice blocks or

candle (work in pairs or in

groups) e.g. separation of sand

and gravel, sand and water.

Experimentation


o Learners to perform experiments

on change of state(in groups)

1.7.3 Mixtures 1.7.3.1 Demonstrate various

separation techniques

(filtration, decantation, simple

distillation, paper

chromatography, magnetic

separation)

1.7.3.2 Demonstrate separation of

iron fillings from sand or

chalk powder

Discovery

o Pupils perform simple

experiments in groups on

separation techniques.

Inquiry

o Learners to separate iron fillings

from a mixture of sand and iron

fillings (Work in pairs)

MATERIALS AND

ENERGY

1.7.4 Air 1.7.4.1 Describe the composition of

air: oxygen, carbon dioxide,

nitrogen, water vapour

1.7.4.2 State physical properties of

air (odourless, invisible,

colourless)


characteristics of air (weight,

mass, volume)

1.7.4.4 State the uses of air

Discovery

o Learners to investigate

composition of air ,e.g. using

burning candle, trough, water and

beaker

Problem Solving

o Learners to brainstorm physical

properties of air

Experimentation


characteristics of air, e.g. ,use of


inflated and deflated

balloons(work in groups)

Group/pair Discussion

o Learners to discuss the use of air

in respiration, photosynthesis,

burning, etc.

1.7.5 Solutions 1.7.5.1 Demonstrate dissolving

(soluble) and non-dissolving

(insoluble) substances

1.7.5.2 Explain the different rate of

dissolution of materials

1.7.5.3 Differentiate saturated and

unsaturated solutions

Discovery

o Perform simple experiments to

dissolve salt, sugar, sand, and

small pieces of dry leaves

( in pairs or groups)

Experimentation

o Learners to investigate dissolving

sugar or salt in cold and hot water

Demonstration

o Learners to demonstrate

saturated and unsaturated using

salt or sugar in cold water (group

work)

1.7.6 Measurements 1.7.6.1 Explain volume and mass

1.7.6.2 State units for measuring

volume (litres, millilitres, cm3,

Discussion

o Learners to write on pieces of

paper what they think volume and

mass is


m3), and units for measuring

mass (grams and kilograms)

1.7.6.3 Demonstrate measurement

of volume of liquids and

solids (regular and irregular

solids)

1.7.6.4 Demonstrate how to

measure mass of different

types of objects ( use of

beam balance, spring

balance, electronic balance)

Experimentation

o Perform simple measurements to

determine volume of liquids and

solids (in pairs)

Experimentation

o Learners to use different objects

(weights) to find mass (in pairs or

groups)

1.7.7 Density 1.7.7.1 Describe density

1.7.7.2 State units of density (g/cm3

or kg/m3)

1.7.7.3 Explain the formula;

v

md

1.7.7.4 Calculate density of regular

and irregular objects

Experimentation


with regular and irregular objects,

e.g. stones (work in groups)

Experimentation


to determine density of floating

objects


1.7.7.5 Calculate the density of

floating objects

1.7.7.6 Describe the law of

floatation

1.7.7.7 Perform simple calculations

on density and law of

floatation

Discovery

o Learners to investigate law of

floatation ( in groups)

YEAR 2

TERM TOPIC SUBTOPIC SPECIFIC OUTCOMES SUGGESTED INSTRUCTIONAL


I 2.1 PLANNING TO

TEACH

2.1.1 Methods of

Teaching and

Approaches.

2.1.1.1 Describe the following

teaching methods

o Project work

o Experimenting

o Discovery

o Discussion

o Problem solving

o Field trip

o Think pair share

o Demonstration

o Inquiry/ investigation’




o Lecture

2.1.1.2 Describe the following

teaching approaches in the

teaching of science:

o Whole class

o Small group

o Individualized.

2.1.2 Planning to

Teach

2.1.2.1 Use the school syllabus to

prepare:

o Schemes of work

o Weekly forecast/records

of work

o Lesson Plan

o Teaching/ learning aids

(improvisation)

o Assessment tools in

science

o Peer teaching




II TEACHING

PRACTICE

III

2.2 HEALTH

2.2.1 Diseases

2.2.1.1 Identify diseases caused by

bacteria, virus, worms and

parasites; e.g T.B, Syphilis,

HIV/AIDS, Ebola, Malaria,

Bilharzias

2.2.1.2 Describe the common

communicable (e.g T.B) and

non-communicable diseases

(e.g. Asthma)

2.2.1.3 Illustrate prevention

measures for communicable

and non-communicable

diseases

2.2.1.4 Describe the treatment

procedures for the

communicable and non-

communicable diseases

diseases

Field trip/Guest speaker

o Learners to visit a health Centre or

invite a medical expert as a guest

speaker to discuss the diseases

caused by bacterial, virus, parasites

and worms.

Inquiry


communicable and non-

communicable diseases in the local

community

Role play

o Learners to illustrate prevention

interventions for diseases including

vaccination from childhood

Inquiry


treatment procedures for the

diseases

o Leaners watch a video on effects

of diseases (where there is no




2.2.1.5 Describe the challenges of

living with HIV and AIDS

video alternative teaching must be

used)


challenges of living with HIV and

AIDS

2.2.2 Nutrition 2.2.2.1 Classify foods according to

their nutrients

2.2.2.2 Discuss the importance of

food nutrients

2.2.2.3 Illustrate the common

deficiency diseases in the

communities

2.2.2.4 Interpret the children’s clinic

card

Field trip

o Learners to collect various types of

locally grown food crops and put

them into classes ( vitamins ,

carbohydrates etc.)

Inquiry

o An invited Nutritionist(guest

speaker) to talk about the role of

food nutrients in human bodies

o Learners to investigate the role of

food nutrients in the growth of

human beings




2.2.2.5 Demonstrate the composition

of a balanced diet (mixed diet)

2.2.2.6 Observe the expiry dates on

packaged food stuffs

2.2.2.7 Perform food tests

o Learners to identify the common

deficiency diseases in the

community

o Learners to analyse children’s

clinic cards for dietary intake

needs and immunisation

Problem Solving

o Learners to develop balanced diet

charts using correct proportions of

various locally available foodstuffs

o Learners to observe expiry dates

on packaged foodstuffs

Inquiry

o Learners to conduct a survey of

common deficiency diseases in the

local hospitals and community

using prescribed symptoms and

syndromes

2.2.3 Drug and

Substance

Abuse

2.2.3.1 Describe drug and substance

abuse

Inquiry

o Learners to discuss drug and

substance abuse.




2.2.3.2 Identify commonly abused

drugs and substances

2.2.3.3 Describe the effects of drugs

and substance abuse

2.2.3.4 Illustrate the prevention

interventions of drug and

substance abuse

o Learners to identify commonly

abused drugs and substances

Role Play

o Learners to illustrate the dangers

of drug and/or substance abuse in

form of sketches

o Learners to demonstrate how to

educate a community about the

harmful effects of drug and

substance abuse in form of

sketches.

o Learners to perform sketches on

how to give counsel to a drug

and/or substance addicts and

explain the effects of deterrent

legal penalties

2.3 MATERIALS

AND ENERGY

2.3.1 Forces

2.3.1.1 Explain what force is (push or

pull).

2.3.1.2 Demonstrate the effect of

forces on bodies (change in

shape, change in size, change

direction, change of motion).

Role play

o Learners to be in small teams to

do tug-of-war

Inquiry

o Learners demonstrate effect of

forces by using for example small

cans or quality PET bottles, push

small cans or quality PET bottles




2.3.1.3 Describe the inertia law

(Resistance to change in state

of motion (Newton’s 1st law)

2.3.1.4 Demonstrate the relationship

between mass and

acceleration (Increase in mass

results in reduction in

acceleration: maF ).

2.3.1.5 Calculate force, mass and

acceleration for simple

situations by use of maF

2.3.1.6 Demonstrate the effects of

friction on the motion of a body

.e.g. heat, tear and wear

Demonstration

o Learners to investigate what

happens to passengers when a car

suddenly stops

Inquiry

o Learners investigate effects of

friction (in pairs)

2.3.2 Pressure 2.3.2.1 Explain what pressure is.

2.3.2.2 Explain units of pressure

2.3.2.3 Describe how pressure relate

to force and area using

Problem solving

o Learners to demonstrate what

pressure is e.g. blowing a balloon.

Discovery




appropriate examples and

formula (why a sharp axe

works better)

2.3.2.4 Calculate pressure, force and

area using A

FP

2.3.2.5 Identify factors affecting

pressure in liquids

(Depth/height and density of

the liquid-why tanks are

placed on greater heights).

2.3.2.6 Calculate pressure in liquids

(using dghP )

2.3.2.7 Demonstrate that air exerts

pressure

2.3.2.8 Explain why pumping a

bicycle tube becomes more

o Learners to investigate how force

and area affects pressure(in pairs)

Inquiry

o Learners design an activity to

demonstrate effect of height in

pressure( in pairs)

Discovery

o Learners to experiment with

balloons and tubes

Inquiry

o Learners to investigate using

build up of pressure in tubes (in

groups)




difficult as the tube gets

inflated

MATERIALS AND

ENERGY

2.3.3 Simple

Machines

2.3.3.1 Describe what a simple

machine is

2.3.3.2 Describe the different types of

simple machines (inclined

plane, pulley, wheel and axle,

levers, wedge, and screw).

2.3.3.3 Use the terms of Mechanical

advantage (MA), Velocity

Ratio (VR) and Efficiency (no

calculations).

Demonstration

o Learners demonstrate what a

simple machine is by use of a lever

such as a bottle opener or claw bar

Demonstration

o Learners to identify types of

simple machines from samples

given, from a video, from charts,

2.3.4 Work, Energy

and Power

2.3.4.1 Explain what work, energy

and power is

2.3.4.2 Identify the units of

measurement for work, energy

and power

Demonstration

o Perform activities like lifting object

over a flight of stairs and measure

time taken




2.3.4.3 Calculate work for simple

cases using : fxdW

2.3.4.4 Describe types of energy :

mechanical (potential and

kinetic energy), chemical.,

electrical, thermal, light, solar

energy

2.3.4.5 Calculate PE and KE :

mghPE and 2

2

1mvKE

2.3.4.6 State principle of conservation

of energy

2.3.4.7 Describe the transformation of

energy from one form to

another

2.3.4.8 Make simple calculations

using principle of conservation

of energy for mechanical

energy

Discovery

o Learners to investigate different

types of energy, e.g. using light

bulbs, heating elements, candles

etc. (in groups)




MATERIALS AND

ENERGY

2.3.5 Renewable and

Non-renewable

Sources of

Energy

2.3.5.1 Describe sources of

renewable and non-

renewable energy: Renewable

sources of energy: (solar,

wind, hydroelectric ,

geothermal, bio-gas) Non-

renewable energy

(chemical/fuel, nuclear energy)

2.3.5.2 Explain the effects of the use

of energy sources on the

environment .e.g. air pollution,

water pollution, deforestation,

land degradation etc.

Project

o Learners write a report on

renewable and non-renewable

sources of energy

Project

o Learners to write a report on

effects of energy use on the

environment (in groups)

2.3.6 Heat Transfer 2.3.6.1 Describe what heat is

2.3.6.2 Demonstrate methods of heat

transfer (conduction,

convection and radiation).

2.3.6.3 Demonstrate heat conduction

in different substances.

Demonstration

o Learners to touch hot and cold

substances

Discovery

o Learners to design activities to

investigate methods of heat

transfer (Group work: one group

to look at two methods)




2.3.6.4 Demonstrate the uses of bad

(plastic handles, wooden

handles, etc.) and good

conductors of heat ( pans,

kettle, pots, etc.)

2.3.6.5 Explain how the thermos flask

maintains constant

temperature

Discovery

o Learners to heat different types of

rods like copper wires, wood,

ceramic etc., at one end while

touching the other end

Discovery

o Learners( in groups) to boil

water in pots with handles of metal

and pots with plastic or wooden

handles

MATERIALS AND

ENERGY

2.3.7 Temperature

Measurement

2.3.7.1 Describe a liquid-in-glass

thermometer (e.g. clinical and

laboratory thermometer)


measurement of temperature

of human body and other

substances e.g. cold/hot water

and air

2.3.7.3 Explain suitability of alcohol

and mercury for use in liquid-

in-glass thermometers

Discussion

o Learners to draw a diagram of a

clinical thermometer

Demonstrate

o Learners to use a thermometer to

determine own body temperature

and cold water or solution




2.3.8 Metals and

Non-metals

2.3.8.1 Compare metals and non-

metals

2.3.8.2 Describe properties of metals

and non-metals

2.3.8.3 State uses of different metals

and non-metals (e.g.

Conduction of electricity and

heat for metals and insulators

for non-metals)

Discovery

o Learners work with different

materials and classify them into

metals (e.g. Aluminium, copper,

iron, zinc) and non-metals (e.g.

carbon, wood, ceramics,

hydrogen, oxygen, carbon

dioxide)in groups

Discovery

o Learners investigate properties of

metals and non-metals

Discovery

o Learners to investigate uses of

metals and non-metals

MATERIALS AND

ENERGY

2.3.9 Mining 2.3.9.1 Identify minerals mined in

Zambia (copper, gold,

cobalt, lead, iron, zinc, silver,

tin, coal, aluminium)

Discovery

o Learners to identify minerals mined

in Zambia using a map/actual

minerals or a video on mining

Discussion




2.3.9.2 Explain extraction and refining

of copper

2.3.9.3 Describe properties of copper

(electrical conductivity,

resistance to rust)

2.3.9.4 State uses of copper


making items from copper

within Zambia

2.3.9.6 Describe impact of mining on

the environment

(deforestation, pollution of air

and water, land degradation)

2.3.9.7 Describe the measures being

undertaken to mitigate the

impact of mining on the

environment in Zambia

o Learners to draw well-labelled

charts showing each stage of

extraction and refining of copper

(after the discussion)

Discussion

o Learners to list down some

properties of copper

Group discussion

o Learners to discuss uses of

copper and importance of adding

value to copper within Zambia

Discovery

o Learners to read reports on

impact of mining on the

environment

o Learners to find out what

measures government is taking to

mitigate the adverse impact of

mining




2.3.9.8 State the importance of value

addition to the minerals mined

in Zambia

MATERIALS AND

ENERGY

2.3.10 Solar System

2.3.10.1 Describe the solar system

(The sun and 8 planets)

2.3.10.2 Distinguish between the sun

and its planets (size,

luminous/non-luminous)

2.3.10.3 State the source of light in

the solar system

2.3.10.4 Explain existence of day and

night and seasons

2.3.10.5 Compare the movement of

the earth and the moon (Earth

orbits the sun, moon orbits

the Earth)

2.3.10.6 Demonstrate the formation

of the solar and lunar eclipses

Project

o Learners to construct model of

the solar system (in groups)

Research

o Learners to illustrate differences

between the sun and its planets (in

groups)

Project

o Learners to construct models to

illustrate positioning of the sun in

June and October

Project

o Learners to design models to

illustrate differences in the

movement of the Earth and the

moon (in groups)

Discovery

o Learners to write down some

uses of solar energy, e.g.




generation of heat and electricity,

in photosynthesis (in groups)

Project

o Learners to demonstrate the

formation of lunar and solar eclipse


YEAR 3

TERM TOPIC SUBTOPIC SPECIFIC OUTCOMES INSTRTUCTIONAL PEDAGOGY FOR

SCHOOL LEVEL

I SCHOOL EXPERIENCE

II 3.1 THE HUMAN

BODY

3.1.1 Reproductive

system

3.1.1.1 Describe the structure of male

and female reproductive

organs.


reproductive organs

3.1.1.3 Describe changes that occur

at puberty in human beings

3.1.1.4 Illustrate fertilization and

pregnancy in human beings.

3.1.1.5 Describe health risks

associated with teenage

pregnancy

3.1.1.6 Describe the health risks

associated with early sexual

debut

Group Discussion

o Learners to identify the male and

female reproduction organs of

human beings

Group discussion

o Learners to illustrate the changes

that occur at puberty in human

beings

Group discussion

o Learners to illustrate features of

pregnancy using well labelled

diagrams

o Learners to identify signs and

symptoms of pregnancy

o Learners to identify the risks

associated with teenage

pregnancy



SCHOOL LEVEL

3.1.1.7 Explain the importance of pre-

natal and post –natal activities.

3.1.1.8 Describe the life stages of

human beings (baby, toddler,

infant, child, teenager, adult,

aged person).

3.1.1.9 Discuss Sexuality and

reproductive health.


reproduction to living

organisms

o Learners to identify health risks

associated with early sexual debut

Think pair share

o Learners to think on the stages

human beings, share with the

neighbour and later with the class.

Group discussion

o Learners discuss “SRH” what it is

and why it should be learnt in

schools.(Sensitive topic hence

Teacher to help dispel myths

during the discussion).

Group activity

o Learners discuss the need for

reproduction.

3.1.2 Nervous

System

3.1.2.1 Describe the structure of

nervous system



SCHOOL LEVEL

3.1.2.2 Discuss the central and

peripheral nervous systems

3.1.2.3 Describe the structure and

functions of neurons (sensory,

relay and motor)

3.1.2.4 Illustrate the reflex path way

involving skeletal muscles.


nervous system

3.1.3 Skeletal system

3.1.3.1 Identify the body systems

(skeletal, digestion, circulatory,

respiratory, nervous,

reproduction)


human skeleton

3.1.3.3 Discuss the types of bones

and joints in the human

Project

o Learners illustrate different body

system on Manila paper.

Group work

o Learners to identify the parts of the

human skeleton (neck, skull. Arms,

ribs, hip, legs, feet, spin).

Demonstration



SCHOOL LEVEL

skeletal system i.e. bow and

socket, hinge, suture

3.1.3.4 Compare the bow and socket

and hinge joint

3.1.3.5 Identify the types of muscles (

biceps, triceps, intercostal,

diaphragm )

3.1.3.6 Discuss the effect of

antagonistic muscles

3.1.3.7 Demonstrate the movement

of the arm ( shoulder, elbow,

wrist)


of legs (hip, knee and ankle)


of the chest cavity (ribs and

diaphragm)

o Learners are taken through the

model of the Human skeleton

o Learners to discuss the

importance of joints, bones and

muscles.

o Learners to show the movable

joints in the body

Group work

o Learners discuss the comparison

of bow and socket and hinge joints

based on the charts provided.

o Learners to explore on the type of

movements that each joint allows.

Pair work

o Learners practice the movements

of the arms and legs.

Group work

o Learners identify situations that

may lead to broken bones and



SCHOOL LEVEL

3.1.3.10 Explain what happens when

a bone is broken (broken arm

or leg)

what happens when a person’s

bone is broken.

3.1.4 Digestive

System


digestive system

3.1.4.2 Describe the digestion of

food in the mouth

3.1.4.3 Describe the digestion of food

in the stomach

3.1.4.4 Explain the role of the liver

and the pancreas during

digestion.

3.1.4.5 Examine the functions of the

enzymes in the small

intestines

Discussion (Group)

o Learners identify the structures of

the digestive system.

Problem solving approach

o Learners given relevant Problem

solving scenarios on digestion

system. This is to bring critical

thinking in the learner and

discourage Rote learning.

Think pair share

o Learners write down what

happens at each stage of

digestion, share their thoughts with

their immediate neighbor

o And eventually the entire class

shares together.



SCHOOL LEVEL

3.1.4.6 Describe the absorption and

assimilation of food nutrients

and water in the intestines.

3.1.5 Circulatory

System

3.1.5.1 Describe the parts of

circulatory system.

3.1.5.2 Describe the composition of

blood.


blood circulation in the human

body.

3.1.5.4 Illustrate how the heart

pumps blood to all parts of the

body

3.1.5.5 Compare the two circulatory

systems ( systole and

diastole)

Project

o Learners construct a model

depicting the circulatory system

and how it works, using materials

taken from the environment.

Group work

o Learners to state the function of

heart

o Learners to illustrate the structure

of the heart

Demonstration

o Learners to show how to take the

pulse

Group discussion

o Identify the composition of blood

o Describe the functions of blood in

the body

o Describe how blood circulates in

the body



SCHOOL LEVEL

3.1.5.6 Describe common ailments of

the circulatory system

3.1.5.7 Describe common ailments of

the digestive system

3.1.6 Respiratory

System


respiratory system

3.1.6.2 Demonstrate breathing

(inhaling and exhaling).

3.1.6.3 Illustrate gaseous exchange

in the lungs

3.1.6.4 Compare the breathing rates

during different physical

activities


respiratory system

3.1.6.6 Describe Common ailments of

the respiratory system

.



SCHOOL LEVEL

3.2 MATERIALS

AND

ENERGY

3.2.1 Sources of

Sound

3.2.1.1 Identify sources of sound

(metals, drums, speakers,

headphones, cell phones, bell,

siren)

3.2.1.2 Explain how sound is

produced (stretching and

compressing- vibrating

objects)

3.2.1.3 Demonstrate how sound is

transmitted (in air, water and

solids)


characteristics of sound wave

(pitch and loudness)

Discovery

o Learners to investigate some

sources of sound

( work in groups)

Demonstration

o Learners to use any object with a

vibrating part (plucking strings on

a guitar)

Demonstration

o Learners to make simple ‘ phones’

with wire and metal cap at both

ends (in pairs)

Demonstration

o Learners to beat drums or tins or

any musical instruments soft and

later harder and compare the

sounds produced

3.2.2 Communicatio

n


communication

Discussion

o Learners to investigate methods

of communication: phones, TVs,



SCHOOL LEVEL

3.2.2.2 State the importance of

communication

3.2.2.3 Describe transmission of

sound in communication

(vibration of particles in a

medium)

3.2.2.4 Describe the transmission of

radio and television signals

drums, radios, emails (work in

groups)

Discussion

o Learners to write down

importance of communication (in

groups)

Demonstration

o Learners to investigate how

sound waves are produced

(groups work)

III

MATERIALS AND

ENERGY

3.2.3 Light

3.2.3.1 Identify sources of light ( sun,

candle, torch, bulbs, lamp)

3.2.3.2 Describe the rectilinear

propagation of light (nature of

light)

3.2.3.3 Demonstrate the passage of

light through different

materials (transparent,

translucent, opaque materials)

Discovery

o Learners to investigate sources

of light (in groups)

Demonstration

o Use a torch to demonstrate that

light travels in a straight line

Group work

o Learners to pass light from a

candle, lamp or bulb through

different materials



SCHOOL LEVEL

3.2.3.4 Demonstrate the formation of

shadows and eclipse.

3.2.3.5 Demonstrate the reflection

and refraction of light.

3.2.3.6 Describe the dispersion of

white light into its colours

3.2.3.7 Describe the effect of lenses

on a beam of light

3.2.3.8 Demonstrate the formation of

images by using a convex lens

Inquiry

o Learners to investigate formation

of shadows using different

sources of light and different

objects

Inquiry

o Learners to work in pairs to

investigate reflection of light using

shiny objects and refraction using

water in beaker or glass of water

and a pencil or pen

MATERIALS AND

ENERGY

3.2.4 Magnets 3.2.4.1 Describe properties of

magnets

3.2.4.2 Demonstrate magnetic and

non-materials

Discovery

o Learners to use magnets with

different materials ( in groups)

Discovery method



SCHOOL LEVEL

3.2.4.3 Explain the domain theory of

magnetism


magnets (bar , horse-shoe and

circle magnets)

3.2.4.5 Identify polarity of a magnet

(N-pole and S-pole)

3.2.4.6 Demonstrate the laws of a

magnet (repulsion and

attraction) i.e like poles repel,

unlike poles repel.

3.2.4.7 Distinguish the magnetic

properties of iron and steel.

3.2.4.8 Describe the uses of magnets

(speakers, circuit breakers,

electromagnets)

o Learners to investigate shapes

of magnets (in groups)

Demonstration

o Learners to investigate polarity of

magnets

Experimentation

o Learners to investigate laws of

magnetism

Experimentation

o Learners to work with iron and

steel to investigate properties of

iron and steel

Group Discussion

o Learners to write down some

uses of magnets



SCHOOL LEVEL

MATERIALS AND

ENERGY

3.2.5 Electricity 3.2.5.1 Describe static electricity

3.2.5.2 Describe effect of electricity

(lighting, heating, chemical

effect, magnetic effect)

3.2.5.3 Identify sources of electricity

(electric generator, thermal

power, hydroelectric power-

Kariba dam, battery, solar

power)

3.2.5.4 Identify bad and good

conductors of electricity (e.g.

insulators and electrical wires,

appliances respectively)

Group discussion

o Learners to explain how charges

cause lightening

o Learners explain the effect of

lightening on animals, buildings and

plants

o Learners to explain the importance

of lightening to plants

Demonstration

o Learners to illustrate how to

prevent damage from lightening

Discovery

o Learners to use bulbs, electric

pressing iron, to investigate what

electricity does

Discussion

o Learners to write down sources of

electricity (discuss in groups)

Investigation



SCHOOL LEVEL

o Learners to investigate good and

bad conductors of electricity

3.2.6 Electric

Current

3.2.6.1 Describe an electric current (

as flow of charge- )

3.2.6.2 Explain units of electric

current (amperes ,A)

3.2.6.3 Demonstrate how to measure

an electric current (ammeter)

3.2.6.4 Demonstrate how to construct

a simple electric circuit ( series

and parallel circuit)

3.2.6.5 Describe the role of a switch

in a circuit

Experimentation

o Learners to experiment with bulbs

o Learners to connect simple

electric circuits (series and parallel)


function of a switch in a circuit by

connecting simple circuits

(demonstration and work in

groups)

MATERIALS AND

ENERGY

3.2.7 Potential

Difference

3.2.7.1 Describe what potential

difference is (as energy

required to move a unit charge

between two points in a circuit)

3.2.7.2 Describe what the volt is.

3.2.7.3 Demonstrate measurement of

p.d. in simple circuits (series:



SCHOOL LEVEL

21 VVVT and parallel:

21 VV )

3.2.8 Electrical

Resistance

3.2.8.1 Explain the meaning of

resistance (opposition to flow

of charge)

3.2.8.2 Demonstrate the relationship

between current and potential

difference ( Ohm’s law: I

VR )

3.2.8.3 Calculate resistance for

simple circuits (series:

21 RRR and parallel:

2

1

1

11

RRRT

)

3.2.9 Electrical

Power

3.2.9.1 Explain the relationship

between voltage and current (

VIP )

3.2.9.2 Demonstrate paying for

electricity by use of ptE in

Kwh

Experimentation

o Learners to construct simple

circuit with switches to investigate

function of a switch

Group discussion



SCHOOL LEVEL

3.2.9.3 Investigate the use of

switches, fuses, earthling and

the three pin-plugs.


conserving electricity in homes

and at school ( use of energy

savers)

o Learners to discuss some

methods for use at home and

school to conserve electricity

SCOPE AND SEQUENCE CHART – INTEGRATED SCIENCE EDUCATION


INTRODUCTION TO

SCIENCE EDUCATION

Science Education

Nature of Science

Science Laboratory and

Safety


THE HUMAN BODY

External Parts of the

Human Body

Internal Parts of the

Human Body

Sense Organs:

Reproductive system

Nervous System

Skeletal system

Digestive System

Circulatory System

Respiratory System

THE ENVIRONMENT Types of Rocks and

Minerals.

Weathering and Soil

Formation

Composition and

Properties of Soil

Soil Fertility

Organic and Artificial

Fertilizer

Soil Degradation and

Conservation

Keeping Homes and

Schools Clean

Forests

Measures to Control

Deforestation

The Water Cycle

Pollution


PLANTS AND

ANIMALS

Plants

Crop Production

Game Management Areas

(GMA)

Animal Production

MATERIALS AND ENERGY

Types and Properties of

Materials

States of Matter

Mixtures

Air

Solutions

Measurements

Density

Forces

Pressure

Simple Machines

Work, Energy and Power

Renewable and Non-

renewable Sources of

Energy

Heat Transfer

Temperature Measurement

Metals and Non-metals

Mining

Solar System

Sources of Sound

Communication

Light

Magnets

Electricity

Electric Current

Potential Difference

Electrical Resistance

Electrical Power

PLANNING TO TEACH Methods of Teaching and

Approaches.

Planning to Teach

HEALTH

Diseases

Nutrition

Drug and Substance

Abuse


PRESCRIBED READING

Amy Edmonds Alvarado, Patricia R. Herr (2013) Inquiry-based Learning: Using Everyday Objects – Hands-on Instructional Strategies That Promote Active Learning in Grades 3-8. Corwin Press Inc.,

Dr Michael Taylor. (1999). Macmillan Secondary Physics. Macmillan Education

John Barell. (2007). Problem-Based Learning: An Inquiry Approach, Second Edition, Corwin Press Inc.,

James Cooper. (2006). Classroom Teaching Skills, Eighth edition (Edited). Houghton Mifflin Company,

L S Ntalasha & etal. (2004). A High School Geography: 10-12 Pupils Book). CDC, Lusaka


MESVTEE. (2013). Zambia Primary School Syllabus. CDC, Lusaka Drake, J. (2001). Planning Children’s Play and Learning in the Foundation Stage. London: David Filton

MOE. (2010). SBCPD Teaching Skills book – Vol.1 & 2. STEPS project, Lusaka.

Muzumara, P.M. (2008). Becoming an Effective Science Teacher. Lusaka: Bhuta Publishers.

Parsons, B.J. (1988). Agriculture Science for senior Secondary. Ndola: Print Park Zambia

Stephen Pople. (1987). Explaining Physics: GCSE Edition. Oxford University Press, London

RECOMMENDED READING

Applin, N. (2000). Key Science Biology. London: Stanley Thomas Ltd

Atkinson, A. (1997). Certificate chemistry, 4th Edition. London: UK Group Ltd.

Clegy, C & Mackean, D.G. (2000) Advanced Biology: Principles and Applications. London: Hodder Education.


Earl, B. & Wilford, L.D.R. (1995). GCSE Chemistry. London: Holder Headline Group.

Duncan, J. (1995). GCSE Physics. London: John Murray Publishers Ltd.

Duncan, T. (1997). Physics for Today and Tomorrow. London: Hodder Headline Group.

Holderness, A. & Lambert, J. (1987). A new Certificate Chemistry, 6th Edition. Nairobi: Heinemann Educational Books.

Kheong, C.K.et al. (1969). Modern Agriculture for Tropical Schools. London: Oxford University Press.

King, A.N. (1985). Agriculture. An Introduction for Southern Africa. London: Cambridge University Press.

Komolafe, M.F. et al. (1979). Agricultural Science for West African Schools and Colleges. Oxford. Oxford University Press.

L S Ntalasha & etal (). A High School Geography: 10-12 Pupils Book. CDC, Lusaka

GCSE Physics by Tom Duncan

Mackean, D.G.(1996). GCSE Biology, 2nd edition. London: John Murray Publishers Ltd.

Macmillan Secondary Physics by Dr Michael Taylor published by Macmillan Education

MOE, (1999). Science and Mathematics Educational module 3. Lusaka: Longman Zambia Ltd

Olaitan, S.O. (1984). Agricultural Science in the Tropics. London: Macmillan Publishers

Stephen Pople. (). Explaining Physics: GCSE Edition. Oxford University Press, London

Sakira, W.A. (1981). ‘O’ level Agriculture. Nairobi: Oxford University Press.

Peacock, G.A. (2002). Teaching Science in Primary Schools, 2nd edition. London: Letts Educational.

Wilkinson, J. (1993). Essentials of Physics. Melbourne: Macmillan Education Australian Pty.

Young, B.L. (1979). Teaching Primary Science. Hong Kong: Longmans Publishers.


COURSE: HOME ECONOMICS EDUCATION

RATIONALE

The subject of Home Economics at college level and primary school levels is a blend of four thematic areas which later become

individual subjects at senior secondary level. Therefore, the primary school curriculum should form a firm foundation for the higher

studies at both the Junior and senior secondary levels. As such, it demands for adequate preparation of the Home Economics

primary trainee teacher’s in all subjects especially Home Economics where even trade tests are administered at both junior and

senior secondary school levels to test level of competences in knowledge and skills. The components of Home Economics in which

high levels of competences are required are: Food and Nutrition, Home management, Health Education, Needlework and Crafts. It

must be underscored that this adequate preparation of learners at primary school can only turn into reality if the teachers of Home

Economics are equally adequately trained to teach effectively in all the components of Home Economics both theoretically and

practically.

Consequently, the Home Economics Education Syllabus has been designed to equip student teachers with adequate and relevant

knowledge; skills and values essential for them to teach effectively. In affirmation with this view of adequate student teacher

preparation, the desire for teacher Education programmes as reflected in the Zambia Education Curriculum Framework, has been

to produce teachers of high levels of competences in materials that are taught; skills in different teaching methodologies; creativity,

constructiveness and innovations and in providing competent leadership and this syllabus has been revised accordingly.

The Home Economics Education Syllabus took into account the current trends in the school curriculum. Specifically, the inclusion of

vocational skills, positive value acquisition, exposure to hospitality and entrepreneurship knowledge and skills to be taught for

purposes of ensuring that the graduates from this course are able to teach the learners effectively. This will enable learners use

the knowledge gained in future progression in education, and be able to find sustainable formal and non-formal employment based

on skills learnt.


Additionally, the syllabus provides adequate knowledge, skills and values in Vocational Skills, Hospitality, Entrepreneurship, and all

cross-cutting issues such as Life Skills, Governance, Human Rights, Environmental Education And Climate change, HIV and AIDS

and comprehensive and Sexuality Education Skills, Population and Family Life Education.

Aims of teaching Home Economics Education

Home Economics is an applied science that employs concepts of science in every activity in the home in all aspects related to Food

and Nutrition, Home Management, Health Education, Clothing and Textiles and Needlework and Crafts.

The Home Economics Education syllabus is aimed at:

1. Developing students with positive attitudes and skills to enable them apply scientific, social methods and techniques in their

lives

2. Developing in the students’ knowledge , skills, positive attitudes and values towards the teaching of all content in

components of Food and Nutrition, Home Management Health Education, and Needlework and Crafts

3. Helping the students to acquire knowledge, skills and experience in the proper use and management of tools and equipment

4. Exposing students to various approaches, strategies and techniques of teaching and assessing Home Economics in

schools.

5. Promoting a sense of responsible adulthood and parenthood in each student learner

6. Developing an awareness of the problems and sufferings brought about by HIV/AIDS, Drug abuse, Gender Based Violence

and discrimination, Environmental degradation and pollution, abuse of human rights, broken homes and parental

irresponsibility and their mitigation.

7. Developing in students teachers an appreciation of a clean and healthy environment

8. Exposing students to knowledge and skills to enable them make rational decisions on all aspects of their lives.

9. Developing in students, knowledge and skills of entrepreneurship, accountability and resource management both for self and

institution.


General outcomes

1. Demonstrate the ability to apply principles of nutrition.

2. Demonstrate the ability to apply principles of Home management.

3. Acquire knowledge, attitudes, and values on health and personal and food hygiene.

4. Demonstrate an understanding of good hygiene and sanitation in the environment.

5. Demonstrate the ability to apply principles of needle work and Crafts.

6. Acquire knowledge, positive attitudes, and values in designing and making artefacts.

7. Demonstrate the ability to design entrepreneurship projects and account for resources

8. Demonstrate an ability to teach content from all components of home economics both theoretically and practically

9. Develop ability to serve as a role model and an agent of change

10. Develop good levels of excellence in content and pedagogical skills

11. Apply critical thinking and problem solving skills in all aspects of life

12. Develop the ability to possess positive values and attitudes

13. Develop the ability to analyse approaches to Home Economics teaching and learning

14. Employ entrepreneurship, accounting , vocational and resource management skills

15. Practice appropriate life skills such as innovativeness, imaginativeness, creativity, artistic, cleanliness to real life

situations.

16. Develop student teachers with the ability to apply the principles of Home Economics in all the components of home

economics

17. Equip student teachers with knowledge, skills, positive values and attitudes in Home Economics teaching

18. Develop skills of manipulation, coordination, imagination, observation and self-expression

19. Equip student teachers with entrepreneurial and accountability skills

20. Select learning outcomes, content and teaching methods appropriate to the content, the age, ability and attainment of

prior learning of the learners

21. Equip student teachers knowledge on the safe life styles in relation to HIV/AIDS

22. Equip student teachers with the ability to integrate cross-cutting issues in the teaching and learning process.


KEY COMPETENCES

1. Demonstrate comprehensive skills in measuring and weighing ingredients, food preparation, presentation and preservation.

2. Show enhanced skills in all methods of cooking various types of food

3. Demonstrate adequate skills in cleaning different housewares.

4. Show thorough skills in laundering different household clothing and linen

5. Demonstrate basic skills of cleaning and caring for the body, the house and environment

6. Show adequate skills in disposing off refuse

7. Demonstrate refined knowledge and skills of all needlework and crafts stitches and processes

8. Demonstrate enhanced skills in beadwork.

9. Demonstrate adequate knowledge and skills on hospitality


Learner-centeredness will be the guiding principle in all approaches proposed for use in the teaching of Home Economics.

Furthermore, a lot of consideration will be given to the background information and experiences brought by learners from family,

school, community and through interaction with the environment especially in the teaching of tradition cookery and crafts. Therefore

teaching and learning process in college will systematically build on the students’ prior knowledge and experiences. In order to

accommodate student teachers from different backgrounds learn effectively, the following are among the suggested pedagogies:

Pair and group work

Individual work

Field trips

Project methods

Discussions (group, class)

Guest speaker

Demonstration

Experimentation


Inquiry/discovery

Research

Problem solving

YEAR ONE

TERM 1

THEME TOPIC SUB;TOPIC SPECIFIC OUTCOMES INSTRUCTIONAL

PEDAGOGY

HOME

ECONOMICS

1.1 INTRODUCTION

TO HOME

ECONOMICS

1.1.1 History and

Philosophy of

Home

Economics

.

1.1.1.1 Demonstrate

understanding of

the history and

philosophy of

Home Economics


scope of Home

Economics

1.1.1.3 Explain the

importance of

Home economics

Note: This topic is meant

to deepen the student-

teacher’s knowledge and

skills in HE

Focus group discussion

Learners to discuss

the: -opportunities

that the subject offers


1.1.2 Components

of Home

Economics

1.1.2.1 Identify the

components of

Home Economics

1.1.2.2 Identify

contributory

content areas to

Home Economics

(e.g. physical

sciences, social

sciences, natural

sciences,

administrative

sciences, family

studies and many

others)

in society -

importance/ benefit of

Home Economics

Class discussion

Learners to identify

and discuss the

components of Home

Economics

Research


other fields that relate

to the subject of

Home Economics

Students to find out

how the knowledge

and skills of home

economics help to

improve peoples’

lives


FOOD AND

NUTRITION

1.2 SAFETY AND

MANAGEMENT IN

THE WORKROOM

1.2.1 Safety rules in

the Food and

Nutrition

Workroom

1.2.1.1 Illustrate the

safety rules in the

Food and Nutrition

Workroom

1.2.1.2 Practice safety

rules in Food and

Nutrition

Workrooms

1.2.1.3 Explain the

importance of

orderliness in the

food and nutrition

workroom

Discussion (in pairs, in

groups)

Learners to discuss

given tasks on how

Home Economics

laboratories can be

managed.

Practical

Learners to prepare

charts on safety rules

which are observed in

the laboratory.

Demonstration

Learners to practice

safety rules.

Role play

Learners to play out

roles that depict a

real life situation


1.3 MEASURING AND

WEIGHING

1.3.1 Measuring and

Weighing food

and

Ingredients

1.3.1.1 Distinguish

between

measuring and

weighing


measuring and

weighing

equipment

1.3.1.3 identify the handy

measures

1.3.1.4 convert metric

measurements to

handy measures


correct measuring

and weighing of

food and

ingredients

Discussion

Learners to discuss

differences between

weighing and

measuring.

Drawing

Learners to draw

weighing and

measuring tools

Practical/demonstration

Learners to weigh

and measure

ingredients using

various measuring

and weighing tools

learners to identify

standard

measurements of

handy measures (full.

Level, rounded,

heaped, spoon/cup)


learners to convert

metric measurements

to handy measures

1.4 FOOD

1.4.1 Food Groups

and Nutrients

1.4.1.1 Identify different

sources of food

1.4.1.2 Classify food

groups

1.4.1.3 State the different

types of nutrients

and their functions

1.4.1.4 Carry out food

tests for different

nutrients

Group presentation

Learners to find out

various nutrients and

present in groups

Experimentation

Learners to carry out

experiments on food

tests and also on

effects of heat on

different nutrients

1.4.2 Diet 1.4.2.1 Explain the

concept of

balanced diet and

mixed diet.

1.4.2.2 Explain the

importance of a

mixed diet.

1.5 NUTRITION 1.5.1 Principles of

Nutrition

1.5.1.1 Outline the

principles of

nutrition.

Brainstorming


and interpret

principles and terms

used in nutrition


1.5.2 Digestion,

Absorption

and

Metabolism


structure of the

digestive system

1.5.2.2 Explain physical

and chemical

digestion

processes in the

mouth, stomach

and small

intestines


digestion of

proteins, fats and

carbohydrates

Group discussion

Learners to describe

the various parts of

the digestive system

Learners to discuss

what happens at each

stage of digestion

1.5.3 Absorption


process of

absorption of

nutrients

Group assignment

Learners to

investigate the

absorption of various

nutrients in the body


1.5.4 Metabolism 1.5.4.1 Describe the

process of

metabolism

Group assignment


the process of

metabolism

HOME

MANAGEMENT

1.6 INTRODUCTION

TO TOOLS,

UTENSILS AND

EQUIPMENT

1.6.1 Household

Ware


types of household

ware (wood,

plastic, metal,

glass, leather,

grass, ceramic)

Brainstorming


various materials that

household ware are

made of

Brainstorming


various tools, utensils

and equipment found

in the kitchen and

pantry.

Practical

Learners to clean and

store various tools

and equipment in the

kitchen and pantry.

1.6.2 Tools,

Utensils

1.6.2.1 Describe the tools,

utensils and


and

Equipment

in the

Kitchen

and Pantry

equipment in the

kitchen and pantry


components of

stoves, freezers

and refrigerators

1.6.2.3 Describe different

labour saving

devices found in

the kitchen

1.6.2.4 Explain the

importance of

storing tools,

utensils and

equipment in

appropriate places

1.6.2.5 Use tools to clean

the kitchen and

pantry

1.7 CLEANING

TOOLS,

EQUIPMENT AND

MATERIALS

1.7.1 Indoor Tools,

Equipment and

Materials

1.7.1.1 Identify various

indoor cleaning

tools, equipment

and materials

(household cleaning

tools)

1.7.1.2 Describe indoor

cleaning tools and

Class discussion


various indoor tools,

equipment and

materials

Field trip


equipment

according to

function

learners to visit

nearby shops to view

different indoor tools

Group work


various tools,

equipment and

materials used for

indoor cleaning

Practical

Learners to conduct

indoor cleaning of

various rooms using

various tools,

equipment and

materials.

Learners to draw and

label parts of some

tools and equipment

used for indoor

cleaning

1.8 HOME AND

HOUSING

1.8.1 The Concept

of a Home and

a House

1.8.1.1 Explain the

concepts of house

and home

Brainstorming as a

class/groups


1.8.1.2 Explain the factors

to consider when

positioning various

rooms of a house


rooms in a the

house

1.8.1.4 Explain how to

acquire a house-

buying, renting,

inheriting and

constructing.

1.8.1.5 Sketch a house

Demonstration

Learners to sketch a

floor plan for simple

house

Group discussion

learners to discuss

the difference

between a home and

a house

Learners to discuss

the positioning of

rooms during

construction

Field trip

Learners to visit

building sites

Inquiry/discovery


from resource

persons, local

authority and lending

institutions on how to


buy, construct,

rent/lease a house.

Assignment

Learners to write an

assignment on house

construction

HEALTH

EDUCATION

1.9 HEALTH

EDUCATION

WORKROOM

1.9.1 Household

Linen, Small

Items and

Equipment

Found in the

Health

Education

Room


Household linen,

small items and

equipment found in

the health

education room

1.9.1.2 Use the Household

linen and

equipment found in

the health

education room

appropriately

1.9.1.3 Describe the first

Aid box and its

contents


use of each of the

First Aid Box

contents

Practical (Group work)

Learners to clean

various items found in

the health education

workroom

Demonstrations

Learners to

demonstrate on use

of linen, household

equipment and first

aid box contents

Learners to pack the

contents of the first

aid box and store it

properly.


Field Trip:

Visit to First Aid

implementing

organizations like

Red Cross and clinic

learners to practice

on application of first

aid for various

accidents using

contents of the first

aid box

NEEDLEWORK

AND CRAFTS

1.10 FIBRES AND

FABRICS

1.10.1 Sources of

Fibres and

Fabrics

1.10.1.1 Outline the

classes of fibres

1.10.1.2 Explain the

process of

developing fibres

to fabrics

1.10.1.3 Distinguish

fibres from fabrics

1.10.1.4 Identify

different methods

of fabric production


stages of fabric

manufacturing

Group work

Research on fibres

available in local

environment

Learners to collect

different samples of

fabrics to view or

identify their mode of

production (weaving,

knitting, bonding)


1.10.2 Fabrics

Properties and

Finishes

1.10.2.1 Describe

types of fabric

finishes

1.10.2.2 Carry out

different tests to

determine the

types of fibres and

their properties

Experimentation

Learners to conduct a

burning test in order

identify fabric sources

e.g. cotton, silk, linen,

wool, etc.)

Learners to conduct

different tests other

than burning to

identify different

fabrics and their

properties, e.g.

greaseproof,

flameproof,

waterproof)

learners to make a

file of sample fabrics

identified according to

type

1.11 NEEDLEWORK

TOOLS AND

EQUIPMENT

1.11.1 Types of

Tools and

Equipment

1.11.1.1 Describe

types of

needlework tools

and equipment

Group work


according to

function


use of each

needlework

equipment found in

the needlework

room

Draw and label

needlework tools and

equipment

Assignment

Learners to make a

measuring card, pin

cushion and a tool

box

Demonstration of use

of each needlework

tool and equipment in

needlework room

1.12 STITCHES 1.12.1 Types of

Stitches

1.12.1.1 Classify

stitches

1.12.1.2 Identify

classes of

permanent stitches

(joining, neatening,

decorative)


factors that affect

the choice of

stitches

Individual assignment

Learners to sew

stitches on samples

and keep on file


1.12.1.4 Sew stitches

on samples and

keep on file

TERM TWO

THEME TOPIC SUBTOPIC SPECIFIC OUTCOMES INSTRUCTIONAL PEDAGOGY

FOR THE SCHOOL LEVEL

FOOD AND

NUTRITION

1.13 FOOD

1.13.1 Deficiency

Diseases

and

Remedies

1.13.1.1 Identify deficiency

diseases

1.13.1.2 Describe signs and

symptoms of deficiency

diseases

1.13.1.3 State the causes of

deficiency diseases and

their remedy

Field trip

Learners to visit maternal

and child health clinic to

learn more about

deficiency diseases.

Group work

Learners to research on

what causes deficiency

diseases and

demonstrate how to

redress such conditions

1.13.2 Food

Safety,

Storage

Hygiene


importance of food

safety, storage,

hygiene, handling and

Discussion

learners to discuss the

dangers of poor food


And

Handling

reasons for cooking

food.

1.13.2.2 Explain the dangers of

poor food safety,

storage, hygiene and

food handling

safety, storage, hygiene

and food handling

Practical/demonstration on

food storage

Learners to practice best

ways of food handling,

hygiene and storage

1.14 COOKING 1.14.1 Moist

Methods of

Cooking

Food

1.14.1.1 Identify the moist

methods of cooking

1.14.1.2 Identify suitable foods

for moist methods of

cooking

1.14.1.3 Prepare different dishes

using moist methods of

cooking

Practical

learners to prepare

different food stuffs using

the moist methods of

cooking

Experiment

Learners to investigate

the different effects of

moist methods of

cooking on different types

of foods


1.15 MILK AND

MILK

PRODUCTS

1.15.1 Milk and

Milk

Products

1.15.1.1 Identify different types

of milk and milk

products


processing of milk

1.15.1.3 Explain the nutritive

value of milk

1.15.1.4 Explain the various

uses of milk and its

products in the diet.

1.15.1.5 Make dishes using milk

Field trip

learners to visit a milk

processing farm or plant

Practical

Learners to make a

variety of dishes using

milk to qualify it as a

complete food, especially

for the sick and children.

HOME

MANAGEMENT

1.16 MEAL

PLANNING

1.16.1 Packed

Meals

1.16.1.1 Identify the types and

uses of packed meals

1.16.1.2 Describe suitable items

and materials for

packing meals

1.16.1.3 Identify factors to

consider in the

preparation of packed

meals

1.16.1.4 Prepare assorted

packed meals

Practical

Learners to prepare and

cook appropriate packed

meals and state how they

are to be served without

forgetting the nutritive

value.

HEALTH

EDUCATION

1.17 HOME

HYGIENE

1.17.1 Hygiene,

Cleanliness

and Disease

Control

1.17.1.1 Explain the concept of

home hygiene

1.17.1.2 Explain the relationship

between hygiene and

disease control

Practical

Learners to clean and

disinfect rooms in the

home.


1.17.1.3 Identify factors to

consider when

disinfecting the home

1.17.1.4 Disinfect rooms in the

home.

1.18 ENVIRON

MENTAL

HYGIENE

1.18.1 Water,

Sanitation

and

Environmen

tal Hygiene

1.18.1.1 Describe sanitation and

environmental hygiene


of toilets

1.18.1.3 Explain simple

management of faults

in sinks and water

closets

1.18.1.4 Describe water, land

and air pollution

1.18.1.5 Describe preventive

measures of handling

hazardous wastes

1.18.1.6 Identify organisations

and institutions that

deal with handling of

hazardous wastes

Field trip

learners to investigate

environmental issues by

a taking to a leaking

sewer lines that can be

hazardous to life

Practical

Learners to practice

unblocking the U bend in

the kitchen sink

NEEDLEWORK

AND CRAFTS

1.19 SEAMS 1.19.1 Classes of

Seams

1.19.1.1 Identify classes of

seams (open and

closed seams)

Discussion

learners to discuss

classes of seams

Demonstration


1.19.1.2 Describe the factors

affecting choice of

seams

1.19.1.3 Identify parts of

garments where

suitable seams are

sewn

1.19.1.4 Observe rules for

working out seams

1.19.1.5 Sew samples of

different seams

learners to demonstrate

how to work out seams

Individual practical

assignment

learners to make samples

of different types of

seams

TERM 3

THEME TOPIC SUBTOPIC SPECIFIC OUTCOMES

INSTRUCTIONAL

PEDAGOGY FOR

SCHOOL LEVEL

FOOD AND

NUTRITION

1.20 RAISING

AGENTS

1.20.1 Types of Raising

Agents

1.20.1.1 Classify raising

agents


composition of

baking powder and

the action of

bicarbonate of

soda in baked

foods

Discussion (in pairs, in

groups)

Learners to

discuss a given

task on raising

agents in groups

Experiment/Practical


1.20.1.3 Prepare dishes

using raising

agents

Learners to carry

out experiments

on the use of

raising agents

learners to prepare

and cook foods

using raising

agents

1.21 MEAL AND

FLOUR

MIXTURES

1.21.1 Meal and Flour 1.21.1.1 Distinguish

between meal and

flour


types of meal and

flour

1.21.1.3 Explain the uses of

meal and flour in

the diet

Discussion

Learners to

identify different

types of meal and

flour

Experiment

Learners to test for

different textures

of various meals

and flours

1.22 CEREALS,

TUBERS, AND

ROOTS

1.22.1 Cereals 1.22.1.1 Identify various

sources of cereals

1.22.1.2 Describe the cereal

structure

1.22.1.3 State the nutritive

value of cereals.


breakfast cereals

Practical

Learners to prepare and

cook dishes using

cereals, tubers and roots.


(pasta, jungle oats,

cornflakes)

1.22.1.5 Use cereals to

prepare different

dishes

1.22.2 Tubers and

Roots


types of roots and

tubers

1.22.2.2 Explain the nutritive

value of roots and

tubers


importance of the

use of roots and

tubers in the diet


from tubers and

roots

Research

Learners to

research on local

tubers and roots

available for food

in the community

Demonstration

learners to

demonstrate the

preparation of

different dishes

using tubers and

roots

1.23 TYPES OF

COOKERY

1.23.1 Egg Cookery 1.23.1.1 Identify different

types of eggs

1.23.1.2 Test eggs for

freshness

Discussion

Learners to

identify various

types of eggs

Experimentation


1.23.1.3 Explain different

uses of eggs in

cookery

1.23.1.4 4. Prepare different

egg dishes

Learners to test for

freshness of eggs

using

recommended

methods

Practical

Learners to

prepare different

egg dishes (boiled,

fried, scrambled

poached, egg

relish)

HOME

MANAGEMENT

1.24 INTRODUCTION

TO TOOLS AND

EQUIPMENT IN

THE HOME

1.24.1 Tools and

Equipment

in Different Rooms

in a Home


tools and

equipment found in

different rooms

1.24.1.2 Store tools and

equipment found in

the various rooms

appropriately

Discussion

Learners to

discuss various

tools, their storage

and uses

Practical

Learners to clean

various rooms

including

storerooms.

1.25 CLEANING

TOOLS,

EQUIPMENT AND

MATERIALS

1.25.1 Indoor and

Outdoor Cleaning

Tools, Equipment

and Materials

1.25.1.1 Identify cleaning

tool, equipment

and materials for

indoor and outdoor

cleaning.

Group work

classification of

various tools,

equipment and

materials used


1.25.1.2 Compare

effectiveness and

safety of house

hold cleaning

equipment and

materials

1.25.1.3 Use household

cleaning equipment

and materials

appropriately.

both for indoor and

outdoor cleaning

Practical

Learners to

conduct indoor

and outdoor

cleaning


cleaning and

packing/storing the

tools, equipment

and materials in

their respective

places

learners to draw

and label parts of

some tools and

equipment used

for cleaning

1.26 CARE OF THE

HOME

1.26.1 Dust and Dirt 1.26.1.1 Compare and

contrast dust and

dirt

1.26.1.2 Classify dirt

1.26.1.3 Compare different

methods of

removing dirt.

Brainstorming

Learners to

identify different

types of dust and

dirt

Practical


1.26.1.4 Identify tools,

equipment and

materials used in

the removal of dust

and dirt

1.26.1.5 Demonstrate how

to remove dirt and

dust from each

room found in a

home

appropriately.

1.26.1.6 Describe the order

of washing up

utensils to

thoroughly remove

diet

Learners to clean

surfaces using the

appropriate

methods and

rightful tools

Learners to

demonstrate the

order of washing

up

1.27 MEAL

PLANNING

1.27.1 Meal Patterns 1.27.1.1 Describe meal

planning

1.27.1.2 Explain points to

consider when

planning meals

1.27.1.3 Describe meal

patterns

1.27.1.4 Plan meals for

individuals with

different dietary

needs.

Brain storming

Learners to brain

storm on meal

patterns

Research method

Learners to

investigate on


1.27.1.5 Explain factors that

influence food

choices among

individual members

of the family

1.27.1.6 Prepare different

meals

factors affecting

meal planning

Practical

Learners to cook

food for different

individual needs

1.28 THE KITCHEN 1.28.1 Types of

Kitchens And

Designs


types of kitchens


kitchen designs

1.28.1.3 Describe features

of a good kitchen

1.28.1.4 Sketch different

kitchen designs

Discussion

on different types

of kitchens

Learners to draw

different layout of

kitchen designs

1.29 LAUNDRY

1.29.1 The Laundry

Process

1.29.1.1 Explain what

laundry is

1.29.1.2 Identify methods of

laundry


process of laundry

1.29.1.4 Interpret Laundry

symbols

1.29.1.5 Explain the uses of

different laundry

materials,

Discussion

Learners to

discuss different

laundry processes

Practical

Learners to group

laundry agents,

materials and

equipment

according to use.


detergents and

equipment


types of detergents

used in laundry

1.29.1.7 Distinguish soapy

and Soapless

detergents.


importance of using

environmentally

friendly detergents.

HEALTH

EDUCATION

1.30 PERSONAL

HYGIENE

1.30.1 Parts of the Body

(E.G. Skin, Eyes,

Teeth, Ears, Nose,

Nails, Skin, Hair)

1.30.1.1 Explain care and

cleaning of body

parts

Demonstration

Learners to

demonstrate care

and cleaning of

external body

parts (hands, hair,

eyes, ears, teeth,

etc.)

1.30.2 Grooming and

Self-Respect


grooming and self-

respect are

1.30.2.2 Distinguish

between good

Discussion

Learners to

discuss grooming,

good grooming

and self-respect


posture and bad

posture


cosmetics

1.30.2.4 Explain the correct

application of

cosmetics


appropriate

application of

cosmetics

1.30.2.6 Analyse the use of

cosmetics


characteristics of

harmful cosmetics

1.30.2.8 Examine the

influence of media

and western culture

on cosmetic

application

Learners to

identify harmful

cosmetics and

cosmetic

applications

Learners to

discuss the

influence of media

and western

culture on

cosmetic

application

Practical/Demonstration

Learners to apply

different safe

cosmetics and

model

Learners to role

play on self

respect

1.31 WATER 1.31.1 Water in a Home 1.31.1.1 State the difference

between soft and

hard water

1.31.1.2 Explain ways of

purifying water in a

home

Discussion

Learners to

discuss different

sources of water.

Experiment


1.31.1.3 Explain the water

supply system in a

home

1.31.1.4 Identify ways of

conserving water in

a home

Learners to purify

water using

filtration and other

methods given.

Learners to draw

the water system

pathways in a

home

1.32 DISEASES 1.32.1 Communicable

and Non-

Communicable

Diseases

1.32.1.1 Describe disease-

causing organisms


types of infectious

(including Ebola)

and non-infectious

diseases

1.32.1.3 State the difference

between epidemic

and pandemic

1.32.1.4 Identify epidemic,

endemic and

pandemic

diseases.


prevention and

management of

infectious and non-

communicable

Group discussion

Learners to

discuss different

epidemic, endemic

and pandemic

diseases that

affect populations

in the world.


diseases and

disease conditions

1.33 DRUG AND

SUBSTANCE

ABUSE

1.33.1 Type of Drugs

and Substances

1.33.1.1 Explain drugs and

substances.


types of drugs and

substances of

abuse.

1.33.1.3 Distinguish drug

and substance

abuse from drug

dependence

1.33.1.4 Explain effects of

drugs and

substance abuse

on the health and

lives of people.

Group discussion

Learners to

discuss different

effects of drugs to

health


1.34 THE FAMILY 1.34.1 The Concept of

Family

1.34.1.1 Describe a family.


types of families


functions of family

1.34.1.4 Describe roles and

responsibilities of

family members


difference between

rights, duties and

roles among family

members

1.34.1.6 Describe the family

life cycle

Discussion

Learners to

discuss particular

tasks given on

family

Role-play

Learners to role

play roles that

depict good family

relationships

:(protection,

support, and

belonging).

NEEDLEWORK

AND CRAFTS

1.35 PROCESSES 1.35.1 Edge Finishes 1.35.1.1 Describe edge

finishes

1.35.1.2 Explain reasons for

finishing edges

1.35.1.3 Identify suitable

edge finishes for

different raw edges

1.35.1.4 Sew samples of

different edge

finishes

Practical

Learners to

practice on how to

work out edge

finishes and

fastenings Project

Learners to work

out samples on

edge finishes and

fastenings


1.35.2 Fastenings 1.35.2.1 Explain what

fastenings are


types of fastenings


fastenings for

different parts of

garments and

articles

1.35.2.4 Analyse different

types of fasteners

1.35.2.5 Sew or attach

different fasteners

on sample cloths

Learners to

practice on how to

work out

fastenings Project

Learners to

practice cutting out

the cross way strip

Learners to bind

raw edges of fabric

using crossway

strip

1.35.3 Crossway Strips 1.35.3.1 Explain what

crossway strips are


procedure of

cutting and joining

crossway strips

1.35.3.3 Cut and sew

crossway strip to a

raw edge

1.35.3.4 Identify the suitable

parts, and

garments for


attaching crossway

strips

1.36 CRAFTS 1.36.1 Materials Used in

Crafts

1.36.2

1.36.2.1 Discuss various

materials used in

craftwork

.

1.36.3 Toy Making 1.36.3.1 Explain what toys

are


process of toy

making

1.36.3.3 Describe points to

consider when

making toys

1.36.3.4 Make different toys

Individual Assignment

Learners to make

different toys using

recommended

materials

1.36.4 Bead Work 1.36.4.1 Explain what bead

work is


different types of

beads


process of

beadwork

1.36.4.4 Make various

articles using bead

work

Individual assignment

learners to make

different articles

using beads


YEAR TWO

TERM 1

THEME TOPIC SUB-TOPIC SPECIFIC OUTCOMES INSTRUCTIONAL

PEDAGOGY

PLANNING TO

TEACH

2.1 CLASSROOM

MANAGEMENT

2.1.1 Classroom

Management

2.1.1.1 Explain strategies used

in classroom

management for

effective delivery of

knowledge, skills and

values to learners

learners to discuss

various classroom

management

strategies

2.2 DOCUMENTS

RELEVANT IN

TEACHING

2.2.1 Preparatory

Documents

(Policy On

Education,

Curriculum

Framework,

Syllabus

-Scheme Of

Work, Weekly

Forecast,

Lesson Plan)

2.2.1.1 Identify the documents

relevant in teaching

2.2.1.2 Interpret the current

policy on education


syllabus and schemes

of work

2.2.1.4 Prepare schemes,

weekly forecasts and

lesson plans

Group work

Learners to

prepare schemes,

weekly forecasts

and lesson plans

to prepare for

teaching

Exposition

Lecturers to

explain on certain

topics to enhance

the students’


understanding of

concept

2.3 TEACHING

METHODS

2.3.1 Teaching

Approaches and

Strategies in

Home

Economics


approaches and

strategies of teaching

Home Economics

2.3.1.2 Use a variety of

teaching approaches

and strategies.

Brainstorming


methods of

teaching they are

to employ during

peer/micro

teaching

Practical in

classroom

Students to

conduct peer/micro

teaching on a

given topic

Let teacher

trainees discuss

how to apply the

teaching

approaches and

strategies below.


(Field trip, discovery,

discussion method

techniques, projects,

experimenting, ,

inquiry/investigation,

lecture, problem solving,

guest speaker

research)

2.4 ASSESSMENT

AND EVALUATION

IN HOME

ECONOMICS

2.4.1 Types of

Assessment and

Evaluation in

Home

Economics


assessments and

evaluation methods

used in Home

Economics


importance of

assessment and

evaluation

2.4.1.3 Explain various

methods of record

keeping in Home

Economics

Practical work

Learners to assess

and evaluate

various assigned

classroom

activities including

schemes, weekly

forecasts and

lesson plans


2.5 TEST ITEM

SETTING

2.5.1 Techniques

Used in Test

Item Setting


techniques in item

setting

2.5.1.2 Set questions in

different techniques

according to levels of

difficulty

2.5.1.3 Apply Bloom’s

Taxonomy in setting

questions

Discussion

learners to discuss

different

techniques of item

setting

Individual/group

assignment

learners to set

questions using

different

techniques at

different levels of

difficulty

2.6 TEACHING AND

LEARNING AIDS

2.6.1 Production of

Teaching and

Learning Aids in

Home

Economics

2.6.1.1 Identify key teaching

and learning aids in

food and nutrition,

home management,

health education and

needlework and crafts

Class Discussion

learners to discuss

key teaching and

learning aids in

each topic of each

component of

home economics

(e.g. food group

charts,


utensil/tool/equipm

ent charts)

2.7 THE HOME

ECONOMICS

PRIMARY

SCHOOL

CURRICULUM

2.7.1 Components of

the Syllabus


of correct interpretation

of Home Economics

Syllabus


components of the

syllabus

2.7.1.3 Identify the skills and

values to be acquired

by learners in each

topic

2.7.1.4 Distinguish general

outcomes from specific

outcomes

2.7.1.5 Identify the key

competences at each

grade level at upper

primary

Discussion

learners to discuss

in groups the

features of the

Home Economics

syllabus

Individual/Group

Assignment


knowledge , skills

and values for

each topic offered

in the Home

Economics at

primary


competences at

each grade level of

upper primary

school


CROSS-

CUTTING

ISSUES

2.8 CROSS-CUTTING

ISSUES

2.8.1 Cross-Cutting

Issues

2.8.1.1 Explain what cross-

cutting issues are

2.8.1.2 Explain the role of

cross-cutting issues in

education

2.8.1.3 Identify programmes

promoting cross-cutting

issues are

2.8.1.4 Explain how all the

cross-cutting issues

listed have been

integrated in the school

curriculum

Discussion

Learners to

discuss all the

cross-cutting

issues that have

been listed by the

Ministry of

education

Learners to

discuss the role of

each cross-cutting

issues in the

teaching and

learning process

and in the

community

Practical work

learners research

on programmes

implementing the

cross cutting

issues


2.8.2 Population and

Family Life

Education

2.8.2.1 Explain what population

and family life

education is


having sustainable

family sizes in relation

to quality family life

2.8.2.3 Analyse the effects of

Gender Based Violence

on children and family

life.

Discussion

Learners to

discuss the

concept of

Population and

Family life

education

Learners to discuss

the role of population

and family life

education in

promoting quality of

life among the people

Practical work

learners research on

different family sizes

among fellow

students


2.8.3 Reproductive

Health and

Sexuality

2.8.3.1 Describe reproductive

health and sexuality


of making rational

decision

Discussion


concept of reproductive

health and sexuality

Learners to discuss

the role of lessons on

reproductive health

and sexuality in

building personal

sexual responsibility

among learners

Practical work


the views of peers on

reproductive and

sexuality issues

2.8.3 HIV/AIDS

2.8.3.1 State what HIV/AIDS is

2.8.3.2 Explain how HIV/AIDS

is contracted and

prevented

Discussion

Learners to discuss

the concept of

HIV/AIDS


2.8.3.3 Explain the

management of

HIV/AIDS conditions

Learners to discuss

the role of HIV/AIDS

interventions on the

prevention and

management of HIV

Practical work


HIV/AIDS

programmes created

to reduce and

manage the

pandemic

2.8.4 Health and

Nutrition

2.8.4.1 Describe health and

nutrition


of good health and

nutrition to the growth

of children and the

whole family

2.8.4.3 Explain the role of

school health and

nutrition programmes in

Discussion

Learners to discuss

the concept of

School Health and

Nutrition

Learners to discuss

the role of School

Health And Nutrition

programmes in

improving on the


the ministry of

education institutions

Health and nutrition

of learners in schools

Practical work


school health

programmes being

implemented in

schools

2.8.5 Entrepreneursh

ip Education

and Training


entrepreneurship is


entrepreneurship to all

learners

2.8.5.3 Describe the key

elements and principles

of entrepreneurship

Discussion

Learners to discuss

the concept of

entrepreneurship

Learners to discuss

the role of

entrepreneurship in

improving the

economic base of

individuals

Practical work


possible money


spinning

entrepreneurship

projects within the

local community

TIME

MANAGEMENT

2.9 TIME PLANNING Time Planning 2.9.3.1 Explain the concept of

time planning in all the

themes of Home

Economics

2.9.3.2 Describe the principles

of time management in

conduction of practical

work

2.9.3.3 Explain the principle of

multi-tasking and its

role in amicable

completion of given

tasks

Discussion

Learners to discuss time

planning

Learners to discuss

the role of good time

planning in amicable

completion of tasks

Practical work


techniques of saving

on time in given tasks

PROJECT

WORK

2.10 MANAGEMENT

OF PROJECT

WORK IN HOME

ECONOMICS

2.10.1 Projects in

Food and

Nutrition, Home

Management

and Health

Education

2.10.1.1 Identify projects in

Food and Nutrition,

Home management

and health education

2.10.1.2 Carry out projects

according to

Discussion

Learners to discuss

projects that can be

done in Food and

nutrition, home


specifications within

the time frame

management and

health education

Learners to discuss

the role of projects in

skills and values

acquisition among

the learners

2.11 Projects in

Needlework And

Crafts

2.11.1.1 Apply specific skills

and procedures to

prescribed projects

according to

needlework chart

Discussion

Learners to discuss

projects in

needlework

Learners to discuss

the role of projects in

needlework and

crafts in achievement

of key competences

Practical work

learners to apply

skills and procedures

on articles given to

work on and


complete in time for

marking

2.11.1.2 Carry out projects

according to specific

instructions and time

frame

Practical work

learners work on

projects as instructed

to

2.11.1.3 Account for each item

and finances

pertaining to projects

accordingly

Discussion

Learners to discuss

the importance of

accountability in

projects and in

general


role of accounting for

each project

Practical work


Learners to calculate

capital, labour, profit ,

selling price of article,

packaging

FOOD AND

NUTRITON

2.12 SAFETY AND

MANAGEMENT OF

THE FOOD AND

NUTRITION ROOM

2.12.1 First Aid for

Common

Accidents in the

Workroom

2.12.1.1 identify common

accidents in the home

and food and nutrition

workroom


treatment of common

accidents in the home

and food and nutrition

workroom

2.12.1.3 Demonstrate the First

Aid for common

accidents in the

workroom

Brainstorming

Group work

Demonstration of

treatment of common

accidents in the

workroom

PRACTICAL

INDIVIDUAL

ASSIGNMENT

Learners to make a

first aid box with the

basic contents

2.13 MEAL AND

FLOUR MIXTURES

2.13.1 Types of Flour

Mixtures

2.13.1.1 Identify types of flour

mixtures (batters,

pastries, doughs)

2.13.1.2 Explain general rules

for making batters,

pastries and dough

mixtures

Practical

Learners to prepare

dishes from various


2.13.1.3 Use different types of

flour mixtures to make

assorted dishes.

types of flour

mixtures

2.13.2 Scone Mixtures 2.13.2.1 Identify ingredients

used in scone making


of scone mixtures

2.13.2.3 outline general rules

to follow when making

scones

prepare different types of

scones

Practical

Learners to prepare

different types of scones

2.13.3 Cake Mixtures 2.13.3.1 Identify various cake

mixtures

2.13.3.2 Explain general rules

for making cakes

2.13.3.3 Outline main

ingredients in cake

making


types of cakes

Practical

Learners to prepare

different types of

cake mixtures

2.14 BEVERAGES 2.14.1 Types of

Beverages

2.14.1.1 Outline the types of

beverages

(nourishing,

Research

Learners to research

on local beverages


stimulating and

refreshing)

2.14.1.2 Identify sources of

beverages

2.14.1.3 Describe the nutritive

value of beverages

Explain the Importance of

beverages in the diet

available in

community

Practical

learners to prepare

different types of the

beverages

(nourishing ,

stimulating,

refreshing)

2.15 STOCKS AND

GRAVY

2.15.1 Types of

Stocks and

Gravy

2.15.1.1 State the types of

stocks and gravy

2.15.1.2 identify sources of

stocks and gravy

2.15.1.3 Describe the nutritive

value of stocks and

gravy


importance of stocks

and gravy in the diet

Discussion on stock

and gravy

Demonstration

preparation of stock

and gravy using

various ingredients

Practical

learners to prepare

stock and gravy

using given

ingredients

2.16 COOKING 2.16.1 Moist Methods

of Cooking


boiling and stewing

Discussion

using a chart,


(Steaming.

Stewing And

Boiling)

2.16.1.2 Identify foods suitable

for stewing, boiling

and steaming


advantages and

disadvantages of

stewing, boiling and

steaming foods.

learners to discuss

suitable food for

boiling and steaming

Demonstration

Learners to

demonstrate on

stewing, boiling and

steaming methods of

cooking

2.17 MEAT AND

MEAT PRODUCTS

2.17.1 Types of Meat

and Meat

Products

2.17.1.1 Identify types of meat

2.17.1.2 State the source of

meat.

2.17.1.3 Identify different cuts

of meat from different

sources (beef, pork

and mutton)

2.17.1.4 Explain use and

nutritive value of meat

in the diet

2.17.1.5 Identify the meat

products

Prepare dishes using different

types of meat

Research on meat and

meat products

Class discussion

Learners to discuss

draw and label

different cuts of

different types of

meat (beef, pork and

mutton)

Practical


Learners to make

various dishes using

meat

HOME

MANAGEMENT

2.18 CARE OF THE

HOME

2.18.1 Floors and

Floor Coverings


of floors


of floor coverings

Demonstrate the thorough

cleaning of floors and

floor coverings

Demonstration

Learners to

demonstrate the

correct procedure of

cleaning floors and

floor coverings

2.18.2 Household

Pests

2.18.2.1 Identify household

pests

Demonstrate on ways of

preventing and

controlling pests.

Practical

Learners to clean

and disinfect rooms

and different storage

places

Learners to clean

various wood

surfaces using

correct methods

2.18.3 Wood and

Wood Finishes


of wood


of wood finishes

Care and Clean various wood

and wood finishes

appropriately


2.18.4 Lighting,

Heating and

Ventilation

2.18.4.1 Identify various forms

of lighting, heating

and ventilation

2.18.4.2 Choose the

appropriate lighting,

heating and ventilation

for location and type

of weather

Brainstorming


and discuss different

types of lighting

2.18.5 Time

Management

2.18.5.1 explain the concept of

Time management

2.18.5.2 Describe ways of

managing time

appropriately

2.18.5.3 Provide advice on

time management

2.18.5.4 Manage time

appropriately

2.19 MEAL

PLANNING

2.19.1 Left Over

Foods

2.19.1.1 Explain what left over

foods are


importance of re

heating left over foods

2.19.1.3 Identify dishes that

can be made from left

over foods.

Research on local

popular foods that can be

re-heated


2.19.1.4 Explain the rules to

follow when preparing

leftover foods

Demonstrate on

preparation of left over

meals


and discuss different

issues of

reproductive health

affecting the lives of

many people

HEALTH

EDUCATION

2.20 REPRODUCTIVE

HEALTH AND

SEXUALITY

2.20.1 Reproductive

Health and

Sexuality

2.20.1.1 Describe the concept

of reproductive health


Adolescent

reproductive health is

2.20.1.3 Relate Reproductive

health with

achievement of

millennium

development goals


importance of

reproductive health to

youths and family

2.21 THE FAMILY 2.21.1 Relationship

Between Family

and Personal

Development


relationship between

family and personal

development


importance of family

support in individual

personal development

Discussion

Learners to discuss

the relationship

between family and

personal

development


NEEDLEWORK

AND CRAFTS

2.22 CRAFTS 2.22.1 Weaving 2.22.1.1 Describe weaving


of weaves

2.22.1.3 Make articles by

weaving, using

different types of

weaves

Practical/Discovery

Learners to make

assorted items by

weaving

2.22.2 Plaiting 2.22.2.1 Explain what plaiting

is


patterns of plaiting

2.22.2.3 Make different

articles using plaiting

techniques

Practical

Learners to make

assorted plaited

items

TERM TWO

THEME TOPIC SUBTOPIC SPECIFIC OBJECTIVES INSTRUCTIONAL PEDAGOGY

TEACHING PRACTICE

TERM THREE

THEME TOPIC SUB-TOPIC SPECIFIC OUTCOMES

INSTRUCTIONAL

PEDAGOGY FOR

SCHOOL LEVEL


HOME

MANAGEMENT

2.23 GARNISHING

AND

DECORATING

2.23.1 Principles of

Garnishing and

Decorating Foods

2.23.1.1 Differentiate

between

garnishing and

decorating

2.23.1.2 Identify foods and

dishes suitable for

garnishing and

decorating.

2.23.1.3 Explain different

techniques for

cutting and

shaping foods for

garnishing and

decorating food

Practical

Cook or prepare

food and

garnish/decorate it.

Learners to cut

different shapes of

food for garnishing

and decorating

such as cube, dice,

chop, ring and

slice.

2.24 CATERING 2.24.1 Food Presentation 2.24.1.1 Describe Food

Presentation


consider when

presenting food

2.24.1.3 Plan for different

methods of

serving food and

dishes for

different

occasions

Discussion

Learners to

discuss

presentation of

foods and dishes

on different

occasions

Practical

/Demonstration

Learners to

practise the

presentation of


different dishes

and meals

FOOD AND

NUTRITION

2.25 FRUITS AND

VEGETABLES

2.25.1 Fruits and

Vegetables

2.25.1.1 Classify

vegetables and

fruits

2.25.1.2 State the sources

and uses of fruit

and vegetables


methods of

conserving

nutrients in fruits

and vegetables

2.25.1.4 Identify methods

that leach out

nutrients in fruits

and vegetables.

2.25.1.5 Explain what fruit

and vegetable

salads are

2.25.1.6 Outline general

rules to follow

when preparing

fruits and

vegetable salads

Practical

Prepare fruits and

vegetables using

methods that will

conserve nutrients.

Learners to

prepare fruit and

vegetable salads

accordingly



fruit and

vegetable salads


importance of

salads in the diet

2.26 PULSES AND

NUTS

2.26.1 Classification and

Nutritive Value


types of pulses

and nuts

2.26.1.2 Explain uses and

nutritive value of

pulses and nuts


nutritive value of

pulses and nuts

2.26.1.4 Use pulses and

nuts in food

preparation

Demonstration

Learners to

demonstrate on the

various uses of

pulses and nuts

2.27 TYPES OF

COOKERY

2.27.1 Poultry Cookery

2.27.1.1 Identify types of

poultry.

2.27.1.2 Discuss the

various ways of

cooking poultry


using poultry

Practical

Do a lot of cooking on a

variety of poultry and

find out how good it is.

2.27.2 Fish Cookery 2.27.2.1 Identify types of

fish

Practical



various ways of

cooking fish


using fish

2.27.2.4 Propose

appropriate

accompaniment

for different

dishes of fish

Prepare a variety

of fish dishes.

2.27.3 Vegetarian

Cookery


types of

vegetarians

2.27.3.2 Identify types of

meals suitable for

vegetarians

2.27.3.3 Explain factors

that lead to

vegetarianism

2.27.3.4 Outline various

ways of cooking

vegetables


consider when

preparing

vegetarian dishes

Learners to

prepare dishes

suitable for

vegetarians using

various using

various foods



using vegetables

2.27.4 Sweets and

Puddings


types of sweet

dishes and

puddings


types of sweet

dishes and

puddings

2.27.4.3 State the role of

sweets and

puddings in the

diet

Practical

Learners to

prepare different

sweet dishes and

puddings

HOME

MANAGEMENT

2.28 CLEANING

TOOLS,

EQUIPMENT AND

MATERIALS

2.28.1 Indoor and

Outdoor Tools &

Equipment

2.28.1.1 Describe cleaning

materials, tools

and equipment to

be used for indoor

and outdoor

cleaning

2.28.1.2 Describe labour-

saving devices for

indoor and

outdoor cleaning

Group work

Learners to list or

classify cleaning

materials, tools

and equipment

according to use

2.29 HOME AND

HOUSING

2.29.1 Home Decoration 2.29.1.1 Describe the

Principles of art

and design

Practical

Learners to do

flower


2.29.1.2 Explain the colour

scheme

2.29.1.3 Describe home

decoration,


arrangement of

flowers is


types of flowers

and flower

arrangement

2.29.1.6 Apply the

principles of art

and design in

flower

arrangement

2.29.1.7 Arrange flowers

for different

occasions.

arrangements and

make a vegetable

garden

2.30 KITCHEN

GARDEN AND

LANDSCAPING

2.30.1 Kitchen Garden 2.30.1.1 Describe a

kitchen garden


tools and

equipment

suitable for a

kitchen garden

Discussion

Learners to

discuss the kitchen

garden

Practical

Learners to

prepare the garden


2.30.1.3 Explain the use of

Kitchen gardens


crops for a

kitchen garden

2.30.1.5 Prepare and

manage a kitchen

garden.

and plant and

manage

appropriate crops

2.31 2.31.1 Landscaping 2.31.1.1 Describe

landscaping


importance of

growing flowers

2.31.1.3 Identify names

and suitable

flowers for

outdoor and pot

growing

Discussion

Learners to

discuss

landscaping

Practical

Learners to

landscape and

plant flowers and

care for a lawn.

2.32 FOOD

PRESENTATION

2.32.1 Food Habits and

Table

Etiquettes/Manners


importance of

good food habits

and table

manners

2.32.1.2 Explain how good

table habits and

manners are to be

developed

Group discussion

Learners to list

good food habits

and table manners


2.32.2 Table Setting and

Serving Food


importance of

table setting in

food presentation


purposes of

serving food

2.32.2.3 Outline aesthetic

considerations in

table setting

(cutlery, flowers,

cloth, serving

dishes)

2.32.2.4 Practice table and

tray setting

Discussion

Learners to

discuss aesthetic

considerations in

food presentation

practical

Learners to

practice table

setting for

breakfast and

dinner (breakfast,

lunch, dinner, and

snacks)

2.33 LAUNDRY 2.33.1 Labour Saving

Devices in Laundry

2.33.1.1 Identify labour

saving devices in

laundry


procedures of

operating different

labour saving

devices used in

laundry

2.33.1.3 Describe laundry

care labels and

symbols

Field trip

Learners to shops

with laundry labour

saving devices

Discussion

Learners to

discuss various

methods of

washing


2.33.2 Stain Removal 2.33.2.1 Explain what

stains are

2.33.2.2 Describe classes

of stains

2.33.2.3 Explain the rules

of stain removal

2.33.2.4 Remove stains

accordingly

Practical

Learners to

practice the

removal of different

types of stains on

articles

Discussion

Learners to

discuss types of

stains and their

removal

Practical

Learners to

remove stains

accordingly

HEALTH

EDUCATION

2.34 HUMAN

DEVELOPMENT

2.34.1 Human Body and

Physical

Appearance

2.34.1.1 Compare body

uniqueness in

different

individuals

2.34.1.2 Examine factors

that influence

physical

appearance in

Brainstorm

Learners to

brainstorm on

uniqueness of the

body

Enquiry/discovery

Learner to find out


individuals (body

image)

2.34.1.3 Describe effects

of physical

appearance.

2.34.1.4 Compare

changes that take

place in both boys

and girls

2.34.1.5 Analyse ways of

promoting privacy

and bodily

integrity for both

male and female

how people differ

in body stature

Project

Learner to make a

homemade

sanitary towel

2.35 PREGNANCY 2.35.1 Pregnancy and

Important Clinics

2.35.1.1 Describe

pregnancy


growth of a baby

from fertilisation

to birth


importance of

attending the

antenatal clinics

2.35.1.4 State the

importance of

taking a Voluntary

Group discussion

Learners to

discuss: causes

and consequences

of teenage

pregnancies

Learners to

discuss best ways

of preventing

teenage

pregnancies.


Counselling

Testing (VCT).

2.35.1.5 Examine the

causes and

consequences of

teenage

pregnancies


importance of

positive values for

education and

personal

development

2.35.1.7 Describe

necessary

preparation for

home and

hospital delivery

NEEDLEWORK

AND CRAFTS

2.36 SOURCES OF

FIBRES &

FABRICS AND

THEIR

PROPERTIES

2.36.1 Suitable Fabrics

for Different

Household Linen

and Clothing


various ways in

which fabrics are

finished

2.36.1.2 Discuss suitable

fabrics for

different

household linen

and clothing

Practical/discovery

Learners to make a

collection of fabric

finishes


2.36.2 Knitting 2.36.2.1 Explain what

knitting is

2.36.2.2 Identify knitting

tools

2.36.2.3 Identify basic

stitches symbols

and abbreviations

in knitting

2.36.2.4 Read and

interpret knitting

stitches to make

articles

2.36.2.5 Knit different

articles

Group work

In groups learners

discuss different

types of knitting for

different purposes

Practical

Learners to knit

samples of

different stitches

articles following

given instructions

2.36.3 Crocheting

2.36.3.1 Describe

crocheting

2.36.3.2 Identify crocheting

tools

2.36.3.3 Identify basic

stitches, symbols

and abbreviations

in crocheting

2.36.3.4 Read and

interpret

crocheting

symbols, stiches

and abbreviations

Practical

Learners to

practice crocheting

according to

instruction.


2.36.3.5 Crochet different

articles

YEAR THREE

TERM 1

THEME TOPIC SUB;TOPIC SPECIFIC OUTCOMES INSTRUCTIONAL PEDAGOGY

SCHOOL EXPERIENCE

TERM TWO

THEME TOPIC SUBTOPIC SPECIFIC OBJECTIVES INSTRUCTIONAL

PEDAGOGYU FOR SCHOOL

LEVEL

FOOD AND

NUTRITION

3.1 COOKING 3.1.1 Dry Methods of

Cooking Food

3.1.1.1 Describe dry

methods of

cooking


foods for dry

methods of

cooking

Experiment

Learners to carry out

experiments and state the

differences between dry

and moist methods of

cooking


3.2 SAUCES AND

GRAVY

3.2.1 Sauces, Gravy

3.2.1.1 Explain the

importance of

sauces and gravy

in the diet.

3.2.1.2 Differentiate

between sauces

and gravy

Practical

Learners to prepare sauces

and gravy and show difference

7.0 HOME

MANAGEM

ENT

&

LAUNDRY

3.3 THE FAMILY

WASH

3.3.1 Laundering

Different

Types of

Garments For The

Family


articles for

laundering

(woollens, coloured

cotton articles,

white cottons,

sued, etc)

3.3.1.2 Launder various

articles for the

family following

correct methods of

washing

Discussion

learners to discuss various

methods of washing

Practical

Learners to do laundry for

the family and practice

the removal of different

types of stains on articles

NEEDLEWO

RK &

CRAFTS

3.4 PROCESSES 3.4.1 Disposal of

Fullness

(Increasing or

Reducing on

Garments)


types of disposing

fullness to fabrics

3.4.1.2 Outline the two

main methods of

fullness disposal

Practical

Learners to make samples

using pleats and gathers


3.4.1.3 Explain the

importance of

disposal of fullness

3.4.1.4 Sew an article to

show the skill of

disposal of fullness

3.4.2 Attachments:

Collars/

Sleeves/Pockets

&Cuffs

3.4.2.1 Discuss various

types of

attachments

3.4.2.2 Identify methods of

making attachment

s to fabrics


importance of

attachments in

garment

construction

Practical


attaching cuffs to sleeves

and parts of garments

Learners to make various

facings

3.4.3 Openings &

Facings

on Shirts, Blouses

3.4.3.1 Identify parts of the

garments where

facings and

openings should be

applied

3.4.4 Commercial

Patterns

3.4.5 Pattern Markings


pattern markings

are

3.4.5.2 Give reasons for

pattern alterations

PRACTICAL WORK

Making paper patterns

Sewing a child’s dress or

shirt that should show


3.4.5.3 Make preparations

for paper patterns

3.4.5.4 Prepare to make

simple child’s dress

or shirt

disposal of fullness,

facings, openings applied

Compare commercial

paper pattern with those

made by individual

learners

YEAR 3 TERM 3

THEME TOPIC SUB-TOPIC SPECIFIC OUTCOMES INSTRUCTIONAL

PEDAGOGY FOR

SCHOOL LEVEL

FOOD AND

NUTRITION

3.5 FOOD 3.5.1 Preservation of Food

3.5.1.1 Identify ways of

preserving foods

3.5.1.2 Describe methods

and purposes of

preserving foods

Group assignment

Learners to

preserve different

food stuffs as

assigned by the

teacher.

Learners to write a

preservation profile

of the foods they

will preserve.

3.5.2 Convenience Foods 3.5.2.1 Describe the

nutritive value of

convenience

foods

Practical

Learners to prepare

different dishes using

convenience foods



advantages and

disadvantages of

using convenience

foods

3.6 CONSUMER

EDUCATION

3.6.1 Consumer

Education and

Financial

Management


consumer is and

media influence

on food choices

3.6.1.2 Identify laws and

regulations on

food and food

packaging

3.6.1.3 Describe methods

of advertising food


ways managing

finances

3.6.1.5 Discuss different

types of bank

accounts used by

different financial

institutions

3.6.1.6 Explain the

importance of

managing

finances

Field trip

Learners to visit

local shops for

reading food labels

Discussion

Learners to discuss

various ways of

managing finances


3.6.2 Food Budgeting and

Purchasing

3.6.2.1 identify ways of

budgeting in a

home

3.6.2.2 Discuss the

purposes food

budgeting and

purchasing

3.6.2.3 Prepare budget

for food items

Practical

Learners to visit a

local supermarket

and find out on

budgeting and

purchases

3.7 TYPES OF

COOKERY

3.7.1 Traditional Dishes 3.7.1.1 Cook assorted

traditional dishes

3.7.1.2 Compare exotic

foods to traditional

or indigenous

foods

3.7.1.3 Prepare various

traditional dishes

Assignment/research

Learner to research

on various

traditional foods and

compare their

nutrition with the

exotic foods.

3.8 ENTREPRENE

URSHIP

3.8.1 Entrepreneurship in

Food Nutrition

3.8.1.1 Discuss the

purposes of doing

entrepreneurship

in food and

nutrition

3.8.1.2 Identify projects or

activities for

entrepreneurship

in food and

nutrition

Practical

The lecturer to

invite an

entrepreneur in the

locality of the

college for the

students to learn

from


3.8.1.3 Make a business

plan.

3.8.1.4 Calculate direct

and indirect costs

for products

HOME

MANAGEMENT

3.9 HOSPITALITY 3.9.1 Hospitality

3.9.1.1 Explain the

purpose of

hospitality

3.9.1.2 Identify the types

of hospitality

businesses/faciliti

es


facilities and

services in the

hospitality industry

Excursion/field trip

Learners to go on a

field trip to the

nearby lodges,

motels, hotels or

inns to have hands

on experience

3.10 MEAL

PLANNING

3.10.1 Meals for Special

Occasions


special

occasions when

meals are

prepared

3.10.1.2 Identify the kind

of accessories to

use for special

occasions

Group work

Learners to list

assorted items to be

used when

preparing meals for

special occasions


3.10.1.3 Plan a meal for a

special

occassion

HEALTH

EDUCATION

3.11 HOME

NURSING

3.11.1 The Concept Of

Home Nursing

3.11.1.1 Discuss home

nursing and its

characteristics

3.11.1.2


generals rules

for cleaning and

feeding a patient

3.11.1.4 Identify criteria

for choosing a

sick room


meals for

terminally ill

patient

Brainstorm

Learners to brain

storm on home

nursing

Research

Learners to

research on

diseases and report

their findings

Field trip

Learners to visit

home based

centres and art

clinics to observe

patients with

different diseases

Practical


Learners to clean

and disinfect the

sick room

Learners to prepare

suitable different

dishes for patients

3.12 ENVIRONM

ENTAL

HYGIENE

3.12.1 Household Wastes 3.12.1.1 Discuss different

types of

household

wastes


of disposal of

refuse


importance of

recycling wastes.

3.12.1.4 Relate

environmental

hygiene to a

health home

Practical

Learners to prepare

a compost that can

be used for a

kitchen garden

3.13 WATER,

SANITATION

&

ENVIRONMEN

TAL ISSUES

3.13.1 Laws on Water,

Sanitation,

Environmental

Management.

3.13.1.1 Identify

environmental

issues that may

pose threats to

human life.

Group presentations

Learners to prepare

presentations on

various aspects of

environmental


3.13.1.2 Discuss laws on

environmental

health and

management in

Zambia

issues as guided by

the lecturer

3.14 ADULTHOO

D & PLANNED

PARENTHOO

D

3.14.1 Responsible

Adulthood and

Planned Parenthood

3.14.1.1 1. Discuss the

concept of

planned

parenthood

3.14.1.2 Identify parenting

choices families

may opt to follow

3.14.1.3 Describe legal

obligations of

parenting

Discussion

Learners to discuss

the importance of

planned parenthood

Guest speaker from

the planned

parenthood

organizations to

give a talk on

planned parenthood

and reproductive

health issues

3.15 HUMAN

DEVELOPME

NT

3.15.1 Child Growth and

Development


cycle of child

growth and

development

3.15.1.2 Identify main

feeding options

for babies born

to HIV positive

mothers.

Group discussions


the stages of

development

Learners to discuss

important feeding

options for babies

born to HIV positive

mothers (exclusive



importance of

toilet training and

play of a growing

child

breastfeeding,

exclusive

replacement

feeding, use of a

wet nurse, use of

heat treated

expressed breast

milk)

3.15.2 Care of a Baby and

Infant


care and

procedure of

bathing and

changing

nappies for

babies and

infants

3.15.2.2 Explain tips of

how to handle

temper tantrums

in infants and

toddlers

3.15.2.3 Explain the effect

of neglect of

baby on the

personality of

baby in future

Discussion

Learner to discuss

the care of babies

and infants as

regards feeding,

bathing, changing,

affection and play

Practical/demonstratio

n on:

Preparation of

porridge; feeding of

baby; bathing;

changing baby;

dressing; affection;

play; management

of temper tantrums;


3.15.3 Breast Feeding and

Weaning of Babies


concepts of

Breast feeding

weaning.

3.15.3.2 State the

importance of

exclusive

breastfeeding

3.15.3.3 procedures


appropriate

foods and

feeding

schedules for

weaning babies

effectively

3.15.3.5 Outline the role

of all family

members in

weaning of

babies

3.15.3.6 State the

importance of

mothering time

to the physical

and emotional

Discussion

Learner to discuss

the appropriate

procedures for

weaning babies

Learners to discuss

the consequences

of poor

breastfeeding and

weaning

Field trip

Learners to visit the

maternal and child

clinic to learn more

on exclusive breast

feeding and

weaning procedures


development of a

baby

NEEDLEWORK

AND CRAFTS

3.16 PROCESSE

S

3.16.1 Repairing and

Mending Garments


of mending and

repairing clothes

3.16.1.2 Discuss general

points for

darning and

patching


difference

between

patching and

appliqué

Practical

Learners to mend

various articles

using appropriate

methods

3.17 RECONSTR

UCTION AND

RECYCLING

OF CLOTHES

3.17.1 Recycling Clothes 3.17.1.1 Identify ways of

reconstructing

clothes

3.17.1.2 Reconstruct old

cloths to make

them new

Practical

learners to

reconstruct an

article of their

choice

3.18 DYEING 3.18.1 Dyeing Fabrics 3.18.1.1 Define dyeing

3.18.1.2 State different

types of dyes

3.18.1.3 Identify materials

suitable for

dyeing

Practical

Learners to prepare

dyes for dyeing

articles

Learners to dye

different articles


3.18.1.4 Outline the

processes of

dyeing clothes


SCOPE AND SEQUENCE

THEME TOPIC YEAR 1 YEAR 2 YEAR 3

HOME

ECONOMICS

INTRODUCTION TO HOME

ECONOMICS

History and Philosophy

of Home Economics

Components of Home

Economics

FOOD AND

NUTRITION

SAFETY AND

MANAGEMENT IN THE

WORKROOM

Safety rules in the Food

and Nutrition Workroom

MEASURING AND

WEIGHING

Measuring and

Weighing food and

Ingredients

FOOD

Food Groups and

Nutrients

Diet

Deficiency Diseases

and Remedies

Food Safety, Storage

Hygiene And Handling

Preservation of

Food

Convenience

Foods

NUTRITION Principles of Nutrition

Digestion, Absorption

and Metabolism


Absorption

Metabolism

COOKING Moist Methods of

Cooking Food

Moist Methods of

Cooking

(Steaming.

Stewing And

Boiling)

Dry Methods of

Cooking Food

RAISING AGENTS Types of Raising

Agents

MEAL AND FLOUR

MIXTURES

Meal and Flour

CEREALS, TUBERS, AND

ROOTS

Cereals

Tubers and Roots

TYPES OF COOKERY Egg Cookery Poultry Cookery

Fish Cookery

Vegetarian

Cookery

Sweets and

Puddings

Traditional Dishes

SAFETY AND

MANAGEMENT OF THE

FOOD AND NUTRITION

ROOM

First Aid for

Common

Accidents in the

Workroom

MEAL AND FLOUR

MIXTURES

Types of Flour

Mixtures

Scone Mixtures


Cake Mixtures

BEVERAGES Types of

Beverages

STOCKS AND GRAVY Types of Stocks

and Gravy

SAUCES AND GRAVY Sauces, Gravy

MEAT AND MEAT

PRODUCTS

Types of Meat and

Meat Products

FRUITS AND

VEGETABLES

Fruits and

Vegetables

PULSES AND NUTS Classification and

Nutritive Value

CONSUMER EDUCATION Consumer

Education and

Financial

Management

Food Budgeting

and Purchasing

ENTREPRENEURSHIP Entrepreneurship

in Food Nutrition

HOME

MANAGEMENT

MILK AND MILK

PRODUCTS

Milk and Milk Products

CLEANING TOOLS,

EQUIPMENT AND

MATERIALS

Indoor Tools,

Equipment and

Materials

HOME AND HOUSING The Concept of a Home

and a House


INTRODUCTION TO

TOOLS AND EQUIPMENT

IN THE HOME

Tools and Equipment

in Different Rooms in a

Home

CLEANING TOOLS,

EQUIPMENT AND

MATERIALS

Indoor and Outdoor

Cleaning Tools,

Equipment and

Materials

Indoor and

Outdoor Tools &

Equipment

CARE OF THE HOME Dust and Dirt

MEAL PLANNING Meal Patterns

Packed Meals

Left Over Foods Meals for Special

Occasions

THE KITCHEN Types of Kitchens And

Designs

LAUNDRY

The Laundry Process Labour Saving

Devices in Laundry

Stain Removal

Laundering

Different Types of

Garments For The

Family

CARE OF THE HOME Floors and Floor

Coverings

Household Pests

Wood and Wood

Finishes

Lighting, Heating

and Ventilation

Time Management


GARNISHING AND

DECORATING

Principles of

Garnishing and

Decorating Foods

CATERING Food Presentation

HOME AND HOUSING Home Decoration

KITCHEN GARDEN AND

LANDSCAPING

Kitchen Garden

Landscaping

FOOD PRESENTATION Food Habits and

Table

Etiquettes/Manners

Table Setting and

Serving Food

HOSPITALITY Hospitality

HEALTH

EDUCATION

HEALTH EDUCATION

WORKROOM

Household Linen, Small

Items and Equipment

Found in the Health

Education Room

HOME HYGIENE Hygiene, Cleanliness

and Disease Control

ENVIRONMENTAL

HYGIENE

Water, Sanitation and

Environmental Hygiene

Household Wastes

PERSONAL HYGIENE Parts of the Body (E.G.

Skin, Eyes, Teeth,

Ears, Nose, Nails, Skin,

Hair)


Grooming and Self-

Respect

WATER Water in a Home

DISEASES Communicable and

Non-Communicable

Diseases

DRUG AND

SUBSTANCE ABUSE

Type of Drugs and

Substances

THE FAMILY The Concept of Family Relationship Between

Family and Personal

Development

REPRODUCTIVE HEALTH

AND SEXUALITY

Reproductive

Health and

Sexuality

HUMAN DEVELOPMENT Human Body and

Physical

Appearance

Child Growth and

Development

Care of a Baby

and Infant

Breast Feeding

and Weaning of

Babies

PREGNANCY Pregnancy and

Important Clinics

HOME NURSING The Concept Of

Home Nursing


WATER, SANITATION &

ENVIRONMENTAL ISSUES

Laws on Water,

Sanitation,

Environmental

Management.

ADULTHOOD & PLANNED

PARENTHOOD

Responsible

Adulthood and

Planned

Parenthood

NEEDLEWORK

AND CRAFTS

FIBRES AND FABRICS Sources of Fibres and

Fabrics

Fabrics Properties and

Finishes

SEAMS Classes of Seams

NEEDLEWORK TOOLS

AND EQUIPMENT

Types of Tools and

Equipment

STITCHES Types of Stitches

PROCESSES Edge Finishes

Fastenings

Crossway Strips

CRAFTS Materials Used in Crafts

Toy Making

Bead Work

Weaving

Plaiting


SOURCES OF FIBRES &

FABRICS AND THEIR

PROPERTIES

Suitable Fabrics for

Different

Household Linen

and Clothing

Knitting

Crocheting

PROCESSES Disposal of Fullness

(Increasing or

Reducing on

Garments)

Attachments: Collars/

Sleeves/Pockets

&Cuffs

Openings &

Facings

on Shirts, Blouses

Commercial

Patterns

Pattern Markings

Repairing and

Mending Garments

RECONSTRUCTION AND

RECYCLING OF CLOTHES

Recycling Clothes

DYEING Dyeing Fabrics


PLANNING TO

TEACH

CLASSROOM

MANAGEMENT

Classroom

Management

DOCUMENTS RELEVANT

IN TEACHING

Preparatory

Documents (Policy

On Education,

Curriculum

Framework,

Syllabus

-Scheme Of Work,

Weekly Forecast,

Lesson Plan)

TEACHING METHODS

Teaching

Approaches and

Strategies in

Home Economics

ASSESSMENT AND

EVALUATION IN HOME

ECONOMICS

Types of

Assessment and

Evaluation in

Home Economics

TEST ITEM SETTING Techniques Used

in Test Item Setting

TEACHING AND

LEARNING AIDS

Production of

Teaching and

Learning Aids in

Home Economics


THE HOME ECONOMICS

PRIMARY SCHOOL

CURRICULUM

Components of the

Syllabus

CROSS-CUTTING

ISSUES

CROSS-CUTTING ISSUES Cross-Cutting

Issues

Population and

Family Life

Education

Reproductive

Health and

Sexuality

HIV/AIDS

Health and

Nutrition

Entrepreneurship

Education and

Training

TIME

MANAGEMENT

TIME PLANNING Time Planning

PROJECT WORK

MANAGEMENT

OF PROJECT

WORK IN HOME

ECONOMICS

Projects in Food

and Nutrition,

Home

Management and

Health Education


Projects in

Needlework And

Crafts

PRESCRIBED READING

Bull M.W., (2008). Introduction to Needlework; New Metric Edition. London; England.

Burgess, A and Glasauer, P. (2005), Family Nutrition Guide, ISBN: 92-5-1052 33-6

Chilele, M. C; Malambo, I; Mudenda, M. P; Phiri, K. J and Songolo, L. M. (1996). Home Economics 5, Curriculum Development Centre,

Lusaka. ISBN: 9982-18-135-1

Cock, V. (1976) Dressmaking Simplified; Blackwell; Australia.

Foskett, D et.al (2004) Practical Cookery. Holder Headline group. London

Hone, P. (1976) Knitting and Crochet. Lund and Bowden Stephen Humphries, Brand Ford, London

Holland, K.S., (1985). All About Fabrics: An Introduction to Needlecraft. Oxford: New York.

Home, C. (1973) Crotchet Pretty and Practical. Mills and Boon Ltd., London



Neal, M. (1976). Needlework for Schools. Robert Maclehose and Company Ltd., Glasgow

Newton, J (1984) School Health Handbook. Prentice Hill Inc. New Jersey

Rhiannon, D. (1972) Needlework Notebook. Heinemann Education Books Ltd.

Tull, A. (1994). Food and Nutrition. Oxford University Press. United Kingdom

Winefride, M.B (1979) Basic Needle work. Longman Group Ltd. England


RECOMMENDED READING

Kostelnik, J.M et al (2002) Guiding Children's Social Development;

Theory to Practice. Delmar Thomson Learning inc. USA

Davies, J. (1997) Hammonds Cooking Explained, 4th Edition ISBN: 0 582 30573 X

Email, E.C.(1976) Home Management and House care. Heineman Education Books,London.

Erlongen,V.W. (1975). Morden Home Economics 9 and 10.GTP Books Printers Capetown.

Geissler, C. And Powers, H. (2011) Human Nutrition, 12th Edition, ISBN: 9780 7020 31182

Kings,A. (1961).Better Home Management. Mills and Boon LTD, London

Molewa, J. (2000) Modern and Traditional Recipes

Molewa.(1998).Junior Secondary Home Management 9. Longman Zambia LTD, Lusaka

Neal, M and James, J. (1983) Good Homemaking, ISBN: 0 216 91377 2

NFNC (2011) Nutrition guidelines for care and support for people living with HIV and AIDS

NFNC (2011) Nutrition guidelines for care and support for people living with HIV and AIDS

Nield, A and Hesmondhalgh, Z (1985), Revise Home Economics: A complete revision course for O level and CSE; ISBN: 0 850 97603 0

Trswell, S. A (2003) ABC of Nutrition, 4th Edition, ISBN: 0 7279 1664 5

Hutchings, M. (1980) Dolls and How to Make Them. Mills and Boon

Key, F. H. (1976) Toys and Gifts. Mills and Boon, Great Britain Ltd.

Picton, M. (1980) Understanding Dress. Blackie and Great Britain


COURSE: LITERACY AND LANGUAGES EDUCATION

RATIONALE

Literacy and Language skills are the basis for acquiring knowledge in all study areas. It is therefore a key driver for transmission of

knowledge, skills and values to student teachers. Through Literacy and Language, student teachers will acquire communication

skills, develop an understanding of the role literacy and language plays in communication and enhancing capability to reflect on

language use and language learning. By lecturers and tutors using the Literacy and Language Curriculum, student teachers will

have an opportunity to engage in linguistic diversity and acquire skills for teaching Zambian Language and English and broaden

their understanding of content and teaching methodologies that learners in schools will require for communication in various

aspects of social life. This curriculum has also considered the link between the revised Zambia National Curriculum Framework

(2013) and the National Literacy Framework (2013).

AIM

The aim of the Literacy and Language curriculum is to equip student teachers with skills for building a strong foundation for

teaching learners in primary schools to read in familiar Zambian languages before transitioning to learning to read the official

language, English. In addition to strengthening the teaching of Early Grade Reading, the curriculum is designed to equip student

teachers with teaching skills that will enable them to effectively inculcate the knowledge, skills and values into the learners. The key

skills of learning to read and reading to learn which are listening and speaking, reading and writing are the basis for this curriculum.

The development of the curriculum has been done with consideration that student teachers come to school with different language

background, culture and experiences. This curriculum will therefore equip student teachers with skills for teaching literacy and

language that will help learners in schools to read fluently and write clearly in order to communicate, gain knowledge, interpret the

world and make sense of their experiences through their own social and cultural traditions.

GENERAL OUTCOMES FOR PRIMARY DIPLOMA STUDENT TEACHERS


The following are the key outcomes to be achieved for Literacy and Language under the four key skills: Listening and speaking,

reading and writing.

KEY COMPETENCES

Listening and speaking

The student teachers will be introduced to Listening and Speaking skills which are important and enable learners in schools to

listen accurately and respond to the spoken word. The acquisition of these skills increases the learners’ confidence, builds up their

receptive skills and allows them to be exposed to different forms of language. Therefore, by the end of the Primary Diploma student

teachers should:

1. Define literacy

2. Understand purpose of teaching literacy

3. Learn genres of literacy

4. Identify skills for teaching literacy for different grades

5. Manipulate accurately and appropriately the core structures

6. Appreciate methodologies for teaching reading and writing

7. Assess and track learners’ performance in reading

Reading

The trainee teachers will be introduced to meaning of reading, why reading is important and the types of reading. This will enable

the trainee teachers to teach learners how to read for comprehension, types of functional reading which will enable learners for

specific purpose. Therefore, by the end of the Primary Diploma student teachers should:

1. Define reading

2. Understand purpose of teaching reading, reading for pleasure and for specific information


3. Identify skills for teaching reading at different grades

4. Manipulate accurately and appropriately the key skills for teaching reading

5. Appreciate methodologies for teaching reading that will enable learners to read at appropriate speed with accuracy

6. Appreciate different materials used for teaching reading that are likely to meet the learners aspirations and make judgments

on the materials to be used for teaching reading


Writing

Writing will expose student teachers to importance of developing learners’ skills to form letters and write neatly and legibly

(handwriting), learning to spell and learning to do grammatical exercises and controlled, guided and free writing. By the end of the

Diploma course student teachers will acquire skills for teaching learners and providing them with basic writing skills that they will

need in their social life by the end of their primary education.

Therefore, by the end of the primary Diploma course student teachers will:

1. Define writing

2. Identify different purposes of writing

3. Identify skills for teaching writing at different grades required by learners when they leave school after their primary

education such as filling in forms, writing notices, writing letters and writing reports

4. Manipulate accurately and appropriately the key skills for teaching reading that will enable them to teach learners continuous

free prose writing and written work required in their daily life to express themselves clearly with correct punctuation

5. Acquire skills that will enable learners in schools to write personal experiences, ideas, opinions and knowledge

6. Appreciate methodologies for teaching reading that will enable learners to read at appropriate speed with accuracy

7. Appreciate different materials used for teaching reading that are likely to meet the learners aspirations and make judgments

on the materials to be used for teaching reading



TEACHING APPROACHES/STRATEGIES

Lecturers and tutors are required to facilitate the delivery of the content in the course using communicative language teaching

approach that centers on learner centeredness, interactive teaching and participatory techniques such as:

Role play

Songs, rhymes, games

Drama and debate

Problem-solving

Information transfer

Pair or group discussion

Field trips or project work

Case studies

Inquiry or discovery

In order for to promote use of methodologies that will promote communicative language teaching approach, lecturers and tutors

will be required to be eclectic by practicing the following in their lectures:

Integration of the basic literacy and language skills

Using the literacy and language skills in real life situations

Teaching literacy and language in context

Using authentic teaching materials

Using a variety of reading and writing activities , including writing about real experiences and for a real purpose

Conducting formal, informal, end of term and end of year assessments to track student teacher performance and take

measures for the low performing


COURSE: LITERACY AND LANGUAGE EDUCATION PROPOSED CURRICULUM

YEAR 1

TERM 1 TOPIC SUB - TOPIC OUT - COMES PEDAGOGY

1.1 STUDY AND

COMMUNICATIONS

SKILLS

1.1.1 Meaning of

Communication

and Study Skills

1.1.1.1 Define study and

communication skills




skills in teaching

languages

1.1.2 Types of Study

Skills

1.1.2.1 Differentiate types of

study skills (note –

taking, note – making,

skimming, scanning,

intensive and extensive

reading and summary

skills)

Inquiry /discovery method


from the resource

centres, libraries,

internet using

research skills such as

interviews



1.1.3 Academic Writing

1.1.3.1 Employ the skills of

academic writing (Lay

outs, Citations,

Coherence, cohesion,

Punctuations,

References, Use of

library)

Expository method;

students to use or show

the academic writing

skills in given tasks

1.2 LANGUAGE AND

LINGUISTICS

1.2.1 Meaning of

Language

1.2.1.1 Define language Discussion method ( class,

group, pair)

Students to discuss

various definitions of

language to enhance the

students understanding

of language.

1.2.2 Origins Of

Language

1.2.2.1 Demonstrate

understanding of the

various origins of

language


method


about the theories about

the origins of language

Research and reporting

Students to report their

findings on the origins of

language to the class



1.2.3 Design Features of

Human Language.


of the characteristics of

language (Dynamism,

duality, creativity,

arbitrariness,

articulatory)

Expository method

students to use or show

the importance of the

characteristics of

language

Discussion method (class,

pair, group)

Students to discuss

various design features

of language to enhance

the students


concepts



1.2.4 Functions of

Language

1.2.4.1 Explain the functions of

language according to

M.A.K. Halliday

1.2.4.2 Relate the functions of

language to the

classroom situation


method

Students to gather

information on

functions of language

from different sources


pair, group)

Students to discuss

various functions of

language

Discovery

Students to identify

and relate the

functions of language

to the classroom

situation



1.2.5 Theories of

Language

1.2.5.1 Analyse the theories of

language acquisition and

language learning

Expository

Students to find out the

theories about language

acquisition and language

learning

Students to debate the

merits and demerits of

the theories of language

acquisition and language

learning.

1.2.6 Linguistics and its

Branches

1.2.6.1 Describe linguistics


pair, group)

Students to define

linguistics



1.2.6.2 Describe the different

branches of linguistics

(general, descriptive ,

historical, applied and

sociolinguistics)

Inquiry or discovery method

Students to investigate

and report on the

branches of linguistics

Summary

Students with the

guidance of the lecturer

to summarise the

information they

gathered

1.2.7 Levels of

Linguistics

1.2.7.1 Identify the levels of

linguistics.

Expository

Lecturer to explain and

lead students in

discussing the levels of

linguistics (phonetics,

phonology, morphology,

syntax, semantics and

pragmatics)



1.3 LANGUAGE

SITUATION IN

ZAMBIA

1.3.1 Language Policy in

Zambia

1.3.1.1 Explain the language

policy changes in

Zambia before and after

independence.

Project work

Students to find out the

changes of language

policy before and after

independence

Reporting

Students to share their

findings on the language

situation in Zambia

before and after

independence

1.3.2 Language and

Dialect

1.3.2.1 Distinguish differences

between (language and

dialects, language and

ethnicity, language and

culture, language and

gender, language and

identity

1.3.2.2 Explain the following

terms: Mono –

Lingualism, Bi –



information relating to

the language concepts

Debate

Students to debate the

differences in relation to

language concepts

Discussion (groups, class)

Students to discuss

various concepts in

relation to language

Demonstration



lingualism, Polyglot, Multi

– lingualism, Foreign

language, Official

language, Local

language, Familiar

language, Lingual franca,

Register, Diglossia,

Endoglossia, Exoglossia

and national official

language

1.3.2.3 State the roles of first,

second, and foreign

languages.

Students to use the

concepts appropriately in

their day to day lives.

Discussion

Students to discuss the

situations in which these

various concepts can be

used.

Role play

Students to demonstrate

through drama how

these concepts are used

in various situations

Discussion

Students to talk about

the roles foreign and

second language play in

Zambia

TERM 2

1.4 LITERACY

1.4.1 Meaning of

Literacy

1.4.1.1 Explain the terms

literacy, initial literacy

and functional literacy

Discovery

Students in groups to

gather information on the

meaning and roles of

literacy



1.4.2 Importance of

Literacy

1.4.2.1 Explain the roles of

literacy in social, cultural,

political and economic

learning

1.4.3 Literacy Situation

in Zambia

1.4.3.1 Describe the literacy

situation in Zambia

before and after

independence

1.4.3.2 Discuss factors affecting

literacy instruction in

Zambia.

1.4.3.3 Identify challenges

affecting the teaching of

literacy

Expository

Lecturer introduces the

letter sounds in the

seven local languages

Discussion

Lecturer and students to

discuss facts which

influence literacy

instruction in Zambia and

describe the literacy

situation in Zambia.


Early Grade

Reading

1.4.4.1 Identify reasons for early

grade reading

Expository

Lecturer to lead students

in identifying the

differences between

teaching early grade

literacy and language



Inquiry

Lecturer through

question and answer to

find out from students

the challenges affecting

the teaching of literacy

1.5 PRIMARY

LITERACY

PROGRAMME (PLP)

1.5.1 Overview to

Primary Literacy

Programme (PLP)

1.5.1.1 Describe the background

to teaching reading using

Primary Literacy

Programme (PLP)

(overview)

1.5.1.2 Examine research

findings in literacy levels

in Zambia (SACMEQ

and National

Assessment)

1.5.1.3 State reasons for the

shift from PRP to PLP

1.5.1.4 Identify the goals of PLP

(local language policy)

Expository

Lecturer to explain PLP to

enhance the students’


approach

Research, discussion and

expository

Brainstorm and expository



1.5.2 The Difference

Between Teaching

Early Grade

Literacy and

Language

1.5.2.1 Distinguish the teaching

of early grade literacy

and language.

Research in groups and

share their findings

Exposition

Lecturer to lead students

in identifying the

differences between

teaching early grade

literacy and language

1.5.3 Approach (Key

Skills) To Teaching

(PLP) Early Grade

Reading

1.5.3.1 Demonstrate knowledge

of appropriate key skills

to teaching early grade

reading

Exposition

Lecture introduces the

key skills to teaching

early grade reading

Students illustrate the key

skills

1.5.4 Weekly Schedule

of Letter Sounds

1.5.4.1 Identify letter sounds for

different languages

Expository

Lecturer introduces the

letter sounds in the seven

local languages

1.5.5 Lesson Procedure

and Lesson

Format

1.5.5.1 Demonstrate steps for

teaching a PLP lesson

Expository

Lecturer illustrates correct

procedure for PLP lesson



1.5.6 Decodable Stories

and Texts

1.5.6.1 Develop decodable

stories and texts to

support teaching of

reading

Expository

Pair and group work

Display and

discussion

1.6 ASSESSMENT

1.6.1 Meaning of

Assessment


assessment

Expository and discussion

Lecturer to lead

students in discussing

what assessment is

and its importance

Expository

Students are

introduced to different

aspects of

assessment and

practice how to

conduct assessment

in reading literacy.

Discuss the different

types of assessment

Create appropriate

language records of

1.6.2 Importance of

Assessment

1.6.2.1 Discuss reasons for

assessment

1.6.3 Types of

Assessment

1.6.3.1 Discuss different types of

assessment

1.6.4 Conducting

Assessment

1.6.4.1 Explain the procedure for

conducting assessment



1.6.5 Assessment and

Record Keeping


of record keeping

1.6.5.2 Interpret assessment

results to improve

learner performance

work and use them

accordingly.

Manage, assess and

evaluate a lesson

Expository

Lecturer gives

information to students

on assessment and

recording keeping.

Students practice what

they have learned on

assessment

TERM 3

1.7 LISTENING AND

SPEAKING

1.7.1 Meaning of

Listening and

Speaking


listening and speaking

Research and report on

meanings of listening and

speaking skills

Lecturer introduces

students to aspects of


and consolidates by

giving them a task


of listening and speaking

Discussion

Students discuss the

importance of listening

and speaking



1.7.2 Importance of

Listening and

Speaking

1.7.2.2 Discuss the processes of

speaking and listening

Brainstorm on the

processes of listening

and speaking

1.7.3 Barriers To

Effective Listening

and Speaking

1.7.3.1 State the barriers to

effective listening and

speaking

Inquiry or Discovery


and report on the

barriers of listening

and speaking

1.8 HOME

1.8.1 My Family

1.8.1.1 Identify members of

their immediate family

Expository

In pairs, groups learners

practice using any of the

following methods: role

play, games, songs,

drama, rhymes,

dialogues, debates, to

talk about the home

1.8.2 Greetings 1.8.2.1 Demonstrate different

types of greetings

1.8.3 My House 1.8.3.1 Identify parts of the

house

1.8.4 Objects Found In A

Home

1.8.4.1 Identify objects found in

a home

1.8.5 Activities That

Happen At Home

1.8.5.1 . Describe activities that

are done at home.



1.8.6 Our Surrounding 1.8.6.1 Describe objects, people,

places and events.

1.9 SCHOOL

1.9.1 Things Found In

The Classroom

1.9.1.1 Identify and classify

simple objects found in

the classroom.

Expository

Describe ways in which

the school can be kept

clean

1.9.2 Things Found In

The School


simple objects found in

the school.

1.9.3 Keeping Our

School Clean

1.9.3.1 Describe events that

happen in school.

1.9.4 What Do You Like

Doing?

1.9.4.1 Talk about personal

experience.

1.9.5 Let Us Play 1.9.5.1 Talk about games.

1.10 HEALTHY AND

SAFETY

1.10.1 Personal Hygiene 1.10.1.1 Identify simple objects

for keeping clean.

Group activity




play, games, songs,

1.10.2 Personal Hygiene 1.10.2.1 Describe good practices

in the home in keeping

health.



1.10.3 Safety In The

Home

1.10.3.1 Describe dangerous

objects in the home.

drama, rhymes,

dialogues, debates, etc.

1.10.4 Keeping Our Home

Clean

1.10.4.1 Describe good practices

in the home.

1.10.5 Keeping Our

School Clean


in the school.

1.10.6 Keeping Our

Community Clean

1.10.6.1 Describe good cleaning

practices in the

community

1.11 GENDER

1.11.1 The Family 1.11.1.1 Describe objects, people,

place, and things.

Group activity




play, games, songs,

drama, rhymes,


1.11.2 Male And Female 1.11.2.1 Describe feminine and

masculine.

1.11.3 Working Together

1.11.3.1 Talk about roles.

1.11.4 Working Together 1.11.4.1 Describe what they can

do at home and at

school.



1.11.5 Clothes We Wear 1.11.5.1 Describe objects, people,

places, and events.

1.11.6 Different Jobs That

People Do

1.11.6.1 Mention different workers

in the community.

1.12 CHILDREN’S

RIGHTS

1.12.1 I am a Child 1.12.1.1 Describe objects, people,

places and events. Group activity




play, games, songs,

drama, rhymes,


1.12.2 My Rights 1.12.2.1 Talk about personal

experience.

1.12.3 What Children

Must Do (It is Safe)


in the community.

1.12.4 What Children

Should Not Do (It

Is Not Safe)

1.12.4.1 Describe bad practices in

the community.

1.12.5 Bad Things That

Happen to

Children In The

Community

1.12.5.1 Describe bad practices in

the community.

1.12.6 Where to Get Help 1.12.6.1 Talk about personal

experiences. Group work



1.13 DRUG AND

SUBSTANCE

ABUSE

1.13.1 Drugs. 1.13.1.1 Identify different types of

drugs.




play, games, songs,

drama, rhymes, dialogues,

debates, etc.

1.13.2 Good and Bad

Uses of Drugs.


drugs.

1.13.3 Source of Drugs 1.13.3.1 State sources of drugs.

1.13.4 Abuse Of Drugs 1.13.4.1 Explain the effects of

drug abuse.

1.14 FORMS OF

ORAL LANGUAGE

1.14.1 Riddles, Proverbs,

Puzzles, Poems,

Tongue Twisters

and Songs

1.14.1.1 Interpret oral forms of

literature


Learners discuss

forms of oral language

1.15 FIGURES OF

SPEECH

1.15.1 Synonyms,

Antonyms, Idioms

And Sayings

1.15.1.1 Use figures of speech in

stories or conversations

Expository

Learners apply figures

of speech in their

conversations and

stories



1.16 CONVERSATION 1.16.1 Dialogue, Debate,

Drama

1.16.1.1 Demonstrate correct use

of oral language in

dialogue, debate and

drama

Role play and practice

Learners use

appropriate language

in conversation

1.17 READING

1.17.1 Meaning of

Reading


reading


Lecturer to guide

students in realizing

what reading is

1.17.2 Importance of

Reading

1.17.2.1 State the values of

reading in everyday life

Demonstration

Discussion

Students give practical

examples from

everyday life of the

value of reading

1.17.3 Reading

Readiness

1.17.3.1 Explain features of

reading readiness

Lecturer and students to

explore the indicators

which suggest reading

readiness

1.17.4 Pre – Reading 1.17.4.1 Identify pre – reading

skills (left to right eye

movement, reading from

top to bottom)

Expository

Students demonstrate pre-

reading activities



1.17.5 The Alphabet 1.17.5.1 Sound out letters of the

alphabet

1.17.5.2 Recognise and name

letters of the alphabet

Practice sounding out

letters of the alphabet and

name the letters

Research/Exploration

Demonstrate appropriate

use of the different types

of reading

Information transfer or

Information exchange


1.17.6 Types Of Reading

1.17.7 Intensive Reading

(Comprehension)

1.17.6.1 Recognise and use

different types of reading

(skimming, scanning,

intensive, extensive,

silent reading, reading

aloud)

1.17.6.2 Read a given passage at

appropriate pace with

understanding

1.17.6.3 Re – tell what has been

read and answer

questions about it

1.17.6.4 Read silently passages

on cross cutting issues

with understanding

1.17.7.1 Identify themes of

simple stories



1.17.7.2 Read a passage and

answer multiple choice,

surface and inference

questions

Students work in pairs or

groups to solve the

problems or questions

1.17.8 Extensive Reading

(Short Stories,

Novels, News

Papers,

Magazines,

Articles)

1.17.8.1 Read a variety of

materials for

understanding and

enjoyment

YEAR 2

TERM 1

2.1 WR

2.1.1 Meaning and

Importance Of

Writing


writing


of writing in everyday life

Expository and

Demonstration

Lecturer leads students

in developing writing



2.1.2 Writing Readiness 2.1.2.1 Discuss features of

writing readiness

skills based on the

following skills; pre -

writing, controlled and

guide writing, free

writing, sentence to

paragraph writing,

organization, syntax and

sentence writing,

communicative writing

2.1.3 Pre – Writing

2.1.3.1 Demonstrate different

prewriting skills such as

sitting posture, finger

manipulation, handling of

writing tools and left to

right, up and down hand

movement.

2.1.4 Alphabet (Letter

Formation)

2.1.4.1 Write all the letters of the

alphabet

2.1.4.2 Sequence letters of the

alphabet in the correct

order

Expository

Lecturer to explain to

students the aspects of

writing as outlined so as

to enhance the students

understanding of writing

2.1.5 Syllable Formation 2.1.5.1 Form syllables of words



2.1.6 Word Formation 2.1.6.1 Write meaningful words

using the syllables

Pair and group work

2.1.7 Handwriting

2.1.7.1 Write legibly on paper

(Marion Richardson

Manuscript grades 1-3,

Cursive Writing grades

4-7)

2.1.8 Sentence

Formation and

Punctuations.

2.1.8.1 Form simple sentences

(S+V+O), (S+V+O+P)

2.1.8.2 Punctuate simple

sentences and short

paragraphs

2.1.8.3 Use punctuation marks

in interrogative

sentences

Expository / Discovery

Pair and group work

Demonstration

Learners to form simple

sentences (S+V+O) and

punctuate them.

2.1.9 Paraphrasing 3.10.1.1 Paraphrase short and

long sentences



2.1.10 Paragraphing

2.1.10.1 Re – arrange sentences

in order to form

paragraphs

2.1.10.2 Construct short

paragraphs

Expository

Pair and group work

Pair and group work

Information exchange


3.10.2 Translation 3.10.2.1 Translate words,

sentences and short

paragraphs from a

Zambian Language into

English and vice versa

3.10.3 Summary

3.10.3.1 Summarise simple

stories

3.10.3.2 Use abbreviations to

take notes



2.1.11 Meaning of

Approaches,

Methods and

Techniques

2.1.11.1 Define the following

terms (Approaches,

Methods and

Techniques)

Note: This sutopic is meant



skills in teaching

languages

Case study

Students to search for

information pertaining

to the various

methods and

approaches


Students to fetch the

differences among the

three terms

Students to relate the

concepts on how they

are used to language

teaching

Case study

Students to search for

information pertaining

to the various



methods and

approaches

Expository (question and

answer)

2.1.12 Historical

Background Of

Methods

2.1.12.1 Explain the listed

Approaches and,

Methods of teaching

language: (Grammar

Translation Method,

Direct Method, Audio

lingual, Cognitive code

Approach, Situational

Approach,

Communicative

Language Teaching

Approach)

2.1.12.2 Demonstrate and

appreciate the use of

various methods to

language teaching.


answer)

Inquiry and information

exchange

Students to inquire the

meaning of

eclecticism

2.1.13 Eclecticism

2.1.13.1 Demonstrate

understanding the use of


answer)



Integrated methods to

language teaching

Students to inquire the

meaning of

eclecticism

2.2 PLANNING FOR

TEACHING

2.2.1 Preparation And

Planning To Teach

Literacy And

Languages



Framework (ZECF)

2.2.1.2 Distinguish planning and

preparation in teaching

Literacy and Languages


school syllabus,

schemes of work, weekly

forecasts, and lesson

plans



records of work and

lesson plans


teaching

2.2.1.6 Manage, assess and

evaluate a lesson




skills in teaching

languages

Practice

Learners to write the

schemes, forecasts

and lesson plans

Demonstration/Application

Learners to use the

schemes, forecasts

and lesson plans in

peer teaching

Learners to employ

the appropriate

practical starting point

to teach



2.2.1.7 demonstrate ability to

handle a micro class in

language lessons

2.2.2 Peer Teaching

2.2.2.1 Demonstrate skills in

language teaching

through peer teaching

lessons

Demonstration

Students to

demonstrate the skill

of teaching of

language to fellow

students

Demonstration

Students to exhibit

ability to peer teach in

language lessons.

Demonstration

Students to

demonstrate ability to

handle a micro class

in language lessons

Plan to execute language

teaching



II Teaching Practice

III

2.3 STRUCTURE

2.3.1 Parts Of Speech

2.3.1.1 Demonstrate

understanding of all parts

of speech in both

Zambian Languages and

English (nouns,

pronouns, verbs,

adverbs, adjectives,

prepositions,

conjunctions and

interjections)

Expository

Lecturer presents the

parts of speech

Pair and group Discussion

discussions on various

parts of speech

Demonstration

Leaners show how

parts of speech are

used in different

situations

Role play

Students to depict the

various situations in

everyday life

Discussion

Pair and group

discussions on various

parts of speech

2.3.2 Nouns

2.3.2.1 Identify and use different

types of nouns (proper,

common, collective,

countable and

uncountable, regular and

irregular nouns,

compound and

reduplicated nouns e.g.

in Zambian languages)



2.3.1.2 Change irregular nouns

from singular to plural

2.3.1.3 Write singular and plural

forms of regular and

irregular nouns

2.3.1.4 List nouns according to

noun prefixes

2.3.1.5 Make nouns from verbs

Demonstration

Students show how

parts of speech are

used in different

situations

2.3.2 Pronouns

2.3.2.1 Identify and use

pronouns

2.3.2.2 Identify antecedents of

pronouns in a sentence

2.3.3 Verbs


different types of verbs

(regular, irregular,

gerunds and modals)


interrogative forms of

verbs



2.3.4 Adverbs 2.3.4.1 Recognise and use

adverbs

2.3.4.2 Use adverbs to qualify

verbs in sentences


adverbs of manner, time,

quality, frequency and

place

2.3.4.4 Use other adverbs to

modify other adverbs

2.3.5 Adjectives 2.3.5.1 Recognise and use

adjectives

2.3.5.2 Use adjectives to

compare objects


adjectives to compare

more than two objects

2.3.5.4 Use adjectives to qualify

nouns



2.3.6 Prepositions

2.3.6.1 Explain the purpose of

prepositions in

sentences

2.3.7 Conjunctions

2.3.7.1 Use conjunctions to

connect sentences

2.3.8 Interjections 2.3.8.1 Explain the use of

interjections in

communication

2.3.9 Direct or Indirect

Speech

2.3.9.1 Direct or indirect speech

2.3.10 Homographs

2.3.10.1 Identify Homographs in

sentences given

(similarly spelt words

with different meanings)

2.3.11 Concord

Agreement

2.3.11.1 Demonstrate Concord

agreement appropriately

in sentences

2.3.12 Borrowed Terms 2.3.12.1 Identify borrowed terms

in language



2.3.13 Active and Passive

Voice

2.3.13.1 Use active and passive

voice in sentences

correctly.

2.3.14 Articles and

Determiners

2.3.14.1 Identify and use articles

and determiners

correctly

YEAR 3


INSTRUCTIONAL

PEDAGOPGY FOR

SCHOOL LEVEL

I SCHOOL EXPERIENCE

III

3.1 READING 3.1.1 Summary 3.1.1.1 Summarise various types

of stories or texts read

Expository/Discussion

Students demonstrate

understanding of

summary, 3.1.2 Paraphrasing 3.1.2.1 Paraphrase sentences,

stories or texts



INSTRUCTIONAL

PEDAGOPGY FOR

SCHOOL LEVEL

3.1.3 Book reference 3.1.3.1 Demonstrate use of

reference skills

paraphrasing and

referencing skills

Pair or group work 3.2 WRITING

3.2.1 Types of writing

(Guided, controlled,

functional, Free

composition, letter

writing)

3.2.1.1 Recognise and classify

different types of writing

3.2.1.2 Explain the characteristic

features of the different

types of writing

3.2.2 Compositions

Narratives (Stories)

Expository

Argumentative

Descriptive

3.2.2.1 Write compositions using

words and sentences

using the accepted

orthography

Demonstration

Lecturer to show

students different

types of

compositions

Pair and group

Discussions on various

types and forms of

writing

3.2.3 Letter writing

3.2.3.1 Write informal letters

3.2.3.2 Write formal letters

3.2.4 Report

3.2.4.1 Write simple reports

3.2.5 Notices, and adverts

3.2.5.1 Write simple notices and

adverts

3.2.6 Documents 3.2.6.1 Extract information from

print resources like maps,



INSTRUCTIONAL

PEDAGOPGY FOR

SCHOOL LEVEL

(charts, maps,

graphs, time tables)

charts, graphs and time

tables

Demonstration

Students show how

parts of speech are

used in different

situations

3.2.7 Diaries 3.2.7.1 Practice writing short

notes and reports

3.2.8 Conventions of

writing

3.2.8.1 Convert a form of writing

from one form into another

TERM 3

3.3 LITERATURE

3.3.1 Meaning and

Importance of

literature.

3.3.1.1 Define literature

3.3.1.2 Explain the value of

literature

Expository

Students to carry out

tasks on the aspects

of literature as given

by the lecturer

Inquiry and discovery

Students gather

information on aspects

of literature.

Discussion

Students to discuss

various methods of

delivering components

3.3.2 Types of literature

(oral and written)

3.3.2.1 Recognize different types

of literature

3.3.3 Forms of literature

(poetry, proverbs,

idioms,

stories,[fables,

myths, legends],

songs,[ceremonial,

religious,

occupational,

3.3.3.1 Distinguish oral forms of

Literature from written

forms of literature



INSTRUCTIONAL

PEDAGOPGY FOR

SCHOOL LEVEL

lullabies, dirges,

recreational,

political], traditional

dances, traditional

games, and riddles)

of literature as follows:

Story - telling,

Dramatization,

Role play

characterisation

Research

Expository

Discussion

Exposition

Lecturer to discuss with

students the figures of

speech

3.3.4 Genres of literature

(novels, poetry,

drama, articles,

comedy, satire,

tragedy, play)


Literature genres

3.3.5 Literary

terminologies

(setting, plot, theme,

characterization,

point of view)

3.3.5.1 Explain different literary

terminologies

3.3.6 Figures of speech 3.3.6.1 Recognize and use

figures of speech in

speech and in writing

3.3.7 Poetry

3.3.7.1 Recognize and

demonstrate

understanding of different

types of poems



INSTRUCTIONAL

PEDAGOPGY FOR

SCHOOL LEVEL

3.3.7.2 Compose poems and

songs on cross cutting

issues

COURSE: LITERACY AND LANGUAGE EDUCATION

SCOPE AND SEQUENCE CHART

YEAR 1 TOPICS

YEAR 2 TOPICS

YEAR 3 TOPICS

TERM 1

Study and communication skills:

Meaning of communication

and study skills

Types of study skills

Academic writing

Language and Linguistics:

Meaning of language

Origins of language

Design features of human

language

Approaches, Methods and

Techniques:

Meaning of approaches,

methods and techniques

Historical background of

methods

Eclecticism

Writing:

Importance of writing

Writing readiness

TEACHING PRACTICE


Functions of language

Theories of language

Language Situation in Zambia

Language policy in Zambia

Language and dialect

Pre-writing

Orthography

Letter formation

Handwriting

Syllable formation

Word formation

Meaning of writing

Sentence formation

Punctuations

Paragraphing

Translation

Summary

TERM 2 Literacy:

Meaning and importance of

literacy Introduction to

Early Grade Reading

Literacy situation in Zambia

Challenges to literacy

instruction

Over view

Differences between early

grade literacy and

language

Approach to teaching early

grade reading

TEACHING PRACTICE

Reading:

Summary

Paraphrasing

Book reference

Writing:

Types of writing – Guided,

controlled, free and

functional, Composition,

letter writing,

Reports

Notices

Documents

Diaries

Conventions in writing


Weekly schedule of letter

sounds

Lesson procedure and

lesson format

Decodable stories

Assessment:

Meaning of assessment

Types of assessment

Conducting assessment

Assessment and record

keeping

TERM 3 Listening and Speaking:

Meaning of listening and

speaking

Importance of listening and

speaking

Processes of listening and

speaking

Barriers to effective


Examples of Themes for

teaching listening and

speaking:

Home

School

Market

Parts of Speech:

Parts of speech

Nouns

Pronouns

Verbs

Tenses

Adverbs

Adjectives

Articles and determiners

Prepositions

Conjunctions

Borrowed Terms

Active and passive voice

Grammar

Articles and determiners

Literature:

Meaning of literature

Importance of literature

Types of literature (oral

and written)

(poetry, proverbs, idioms,

stories,[fables, myths,

legends],

songs,[ceremonial,

religious, occupational,

lullabies, dirges,

recreational, political],

traditional dances,

traditional games, and

riddles)


Farm

Environment

Animals

Heathy and safety

Religion

Transport

Communication

Gender

Children’s rights

Decision making

Governance Drug and

substance abuse

Reading: (Year 1 Term 3 work)

Meaning of reading

Importance of reading

Types of reading

Reading readiness

Pre-reading

The alphabet

Genres of literature

(novels, poetry, drama,

articles, comedy, satire,

tragedy, play)

Literary terminologies

(setting, plot, theme,

characterization, point of

view)

Figures of speech

poetry

PRESCRIBED READING

Christianses M. H. and Simon K. (2010). Language Evaluation. Oxford: Oxford University Press.

Conie, A.P. (2009). Semantics. Oxford: Oxford University Press.

Jackendoff, R. (200). Foundation of English. Oxford: oxford University press.


Ker, W.P. (1966). Form and Style in Poetry. London: Macmillan

Kichanu Akivaga and Odaga, Bole, A. (1980) Oral Literature. A School Certificate Course. London; Heinman Educationak Books.



Mutua, R.W. et al (1992). Study and communication Skills. London: Macmillan.

Owiniyi, T.A. (1982) The Teaching of African Languages. London: hodder and Dtougtit.

Rivers, W.M. (1981). Teaching Foreign Language Skills. Chicago: The University of Chicago Press.

Trudgill, P. (200). Sociolinguistics: An Introduction to Language. Oxford: Blackwell.

Wardhaugh, S. (2010). An Introduction to Socio-linguistics. Oxford: Oxford University Press.

Wren and Martin, (2007). High School English Grammar and Composition. New Delhi: S. Chand and Company Ltd.

PRESCRIBED READING

Aitchison, T. (1978). The Articulate Mammal. London.

Byme, D (1994). Teaching Oral Skills, Teaching Writing Skills. Harlow: Longman.

Crystal, T, (187). The Cambridge Encyclopaedia of Language. Cambridge: Cambridge University Press

Carter, H. and Mann, M. (1975). General Linquistics and Zambian Languages. Oxford: Oxford University Press.

Fowler, R (1978). Understanding Language. London: Routledge and Kegan Paul.

Finnegan, R. (1969). Oral Literature in Africa. Preliterate Tradition.

Kashoki, <. E. (1990). The Factor of Language in Zambia. Oxford: Oxford University Press

McNeil, D, (1990) Acquisition of Language. London: MacMillan.

MOE (1990). The Zambian Basic Education Course, Teacher’s Guides Parts A and B for grades 1-7. Lusaka: CDC

MOE (2013) National Literacy Framework. Lusaka: CDC


MOE (2001). The Primary Reading Programme, Teacher’s Guides for ZNBTL, SITE, ROC and Pathway to English. Lusaka: CDC

Richards, J.C. and Rodgers, (1995). Approaches and Methods in Language Teaching. New York: Cambridge

Wilkins, D.A. (1972) Linguistics in Language Teaching. London: Edward Anold.

Yule, G. (1996) The Study of Language(2nd Ed). London: Cambridge.


COURSE: MATHEMATICS EDUCATION

RATIONALE

The purpose of the Mathematics Education syllabus is to give teacher training colleges an opportunity to link their training to primary

school curriculum. The content of Mathematics Education at college level should be in tandem to what is taught in primary schools.

The training emphasizes on balancing mathematics subject content and instructional pedagogy in lesson delivery. This will guide the

trainee teacher to be able to impart to the learner the knowledge, skills and values that allow learners to live and grow into resourceful

and useful members of their communities.

The mathematics syllabus fully reflects and addresses many of the challenges that affect the teaching and learning of mathematics

in primary schools. This syllabus will therefore not only promote the acquisition of knowledge by a student but also emphasise on

how to acquire this knowledge. The School and College syllabi have been aligned to enable both trainee teachers and learners

develop problem- solving skills and application of mathematics to everyday life. Learners are expected to acquire mathematics

concepts that enhance positive attitude towards mathematics.

AIM:

This syllabus aims at aligning the two syllabi (Primary school and College syllabi). The syllabus will also promote the acquisition of

knowledge and skills with greater emphasis on pedagogy.

GENERAL OUTCOMES:

1. To develop an understanding of mathematical knowledge and skills.

2. To develop a positive attitude towards mathematics and an appreciation of its practices.

3. To develop problem-solving abilities and a facility for the application of mathematics to everyday life.

KEY COMPETENCES


The following are the Key competences for the Mathematics Primary Teachers’ Diploma course:

1. Demonstrate the ability to use concrete and semi-concrete materials to teach mathematics.

2. Demonstrate the ability to exploit environment to make mathematical relevance

3. Demonstrate the ability to use the four operations in a variety of calculations in real life.

4. Application of mathematical knowledge and skills in everyday life and understand information that is presented in

mathematics formats.

5. Demonstrate the ability to solve problems and make sense of time, number pattern, shapes and measurement to describe

both real and abstract entities in everyday life.

6. Demonstrate the ability to analyse real-world problems that are rare.

7. Demonstrate logical and critical reasoning strategies in everyday life.

8. Demonstrate creativeness, self-confidence, inquiry and decision making skills both at school and in the community.

TEACHING APPROACHES AND STRATEGIES:

Lecturers are required to use teaching approaches and strategies that focus on learner-centeredness such as:

Demonstration,

Field Trip,

Discussion,

Inquiry,

Assimilation,

Research,

Problem Solving

Question and Answer

Role Play

Investigation

Exploration


Discovery

Project


YEAR 1

TOPIC SUB-TOPIC SPECIFIC OUTCOME PEDAGOGY FOR SCHOOL

SYLLABUS

1.1 INTRODUCTION TO

MATHEMATICS

EDUCATION

1.1.1 Mathematics and

Mathematics

Education.

1.1.1.1 Philosophy of

Mathematics Education

1.1.1.2 Explain why Mathematics

is taught.

1.1.1.3 Outline the myths behind

mathematics.

1.1.1.4 Discuss modern trends in

mathematics education.

Note: This topic is meant to

deepen the student-teacher’s

knowledge

Research:

Students are given a task to

research on different

definitions of Mathematics

and Mathematics Education.

Discussion:

In groups discuss:

What mathematics is.

Why mathematics is taught.

The myths behind

mathematics.



SYLLABUS

1.2 NUMBER

AND NOTATION

1.2.1 History Of Numbers


numeration systems

(Roman, Egyptian,

Babylonian, and Hindu-

Arabic).

1.2.1.2 Discuss the advantages

of one numeration system

over the other



knowledge

Trainee teachers research and

show by presenting the findings

how early people used the real

objects to keep records without

using numbers.


1.2.2 Number and

Numeration

1.2.2.1 Order roman numerals.

1.2.2.2 Conversion from one

numeration system to

another especially from

hindu-arabic to roman

numerals and vice- versa.

1.2.2.3 Distinguish a number

from a numeral

Demonstration:

Demonstrate to learners how

to convert Hindu Arabic

numerals to Roman

numerals with the help of

charts, and vice versa.

Discussion:

In groups, give learners

jumbled Roman numerals to

order in either ascending or

descending order

Note: This activity is meant to


knowledge

Discussion:

In pairs, Trainee teachers discuss

the meaning of number and

numeral.



SYLLABUS


1.2.2.4 Recognize, symbols that

represent different

numbers

1.2.2.5 Read numbers in word

and figures

1.2.2.6 Write numbers from 1 to

1 000 000.

1.2.2.7 Explain the concept of

zero

Song:

Give learners numeral cards

with a different number on

each card. As the song

reads; number one,

number one, where are

you, here I am, here I am,

how do you do? The

learner, whose number is

mentioned, lifts the number.

The song goes on and on for

all the numbers.

Demonstration:

Give learners abacus/objects

in groups to demonstrate

counting.

Discussion:

In groups, learners discuss

the reading of numbers both

in words and in figures with

the help of a chart.


Demonstration:

Demonstrate the writing of

Hindu Arabic numerals

starting with first set :

2,3,1,4,5 followed by the

second set: 0,6,7,8,9

o In the air.

o On the ground.

o Tracing on the dotted

numeral.

o Writing in the exercise

books

Guided discovery:

Design activities that will

help learners to develop the

concept of zero.

Guided Discovery:


help learners develop the

concept of zero

(nothingness)



SYLLABUS

1.2.3 Types of Numbers 1.2.3.1 Discuss different types of

numbers such as odd,

even, natural, prime,

composite, whole, and

integers.

Note: This subtopictopic is

meant to deepen the student-

teacher’s knowledge

Discussion: In groups, Trainee

teachers discuss types of numbers.

1.2.4 Place Values

1.2.4.1 Write The Place Values

Of Digits In Numbers Up

To 1000

Demonstration:

Demonstrate how to identify

place values using the place

value chart (show pocket or

abacus) to the learners.

1.2.5 Expanded Notation

1.2.5.1 Write Numbers In

Expanded Notation In

Figures And Words Up To

1 000 000..

.

Role play:

Call some learners to

represent the digits of the

number written on the board.

Each learner to write the

value of the digit they

represent in the order of their



SYLLABUS

position (e.g.256, to be

written as 200+50+6).

1.3 SETS 1.3.1 Sorting, Matching

and Ordering of

Objects.

1.3.1.1 Sort objects according to

size, colour and shape.

1.3.1.2 Match sets into one-to-

one correspondence.

1.3.1.3 Place sets in order

according to their cardinal

numbers.

Group work:

In groups, give learners

various objects to sort out

according to size, colour and

shape.

Discussion:

In pairs, learners match

objects provided on a chart

in a one-to-one

correspondence.



SYLLABUS

1.3.2 Number of

Elements.

1.3.2.1 Assign numerals 0 to 10

to elements in a set.

1.3.2.2 Use cardinal and ordinal

numbers in everyday life.

Inquiry:

In groups, learners find out

the number of objects in a

set by counting and writing.

1.3.3 Set Notation

1.3.4 Membership of A

Set.

1.3.3.1 Illustrate Set Notation

1.3.3.2 Describe Sets In Relation

To Real Life Situation.

1.3.4.1 State Membership Of A

Set Using The Symbol

And

1.3.4.2 Describe A Set By Listing

Its Members.

Question and Answer: Question

learners on the uses of ordinal and

cardinal numbers in real life

situations.

Group Work:

Teacher divides class into

groups and gives them

numbers, small and capital

letters of the English

alphabet. Ask them to

illustrate set notation.

Demonstration: 1.3.5 Equal Sets 1.3.3.3 Use The Symbol (Equal

To) And ≠ (Not Equal To)



SYLLABUS

To Relate One Set To

Another.

Teacher divides the class

into two groups, A and B.

Teacher mentions one name

in class and asks the class

where that learner belongs

out of the two groups.

Discussion:

In groups, give learners sets

of different objects, some

with equal number of objects

which are the same and

others with equal number of

objects which are different.

Then ask the learners to

identify the sets that have

same and equal number of

objects.



SYLLABUS

1.3.6 Equivalent Sets

1.3.6.1 Use The Equivalent Set

Symbol, , To Relate

Sets

Discussion:

In groups, give learners sets

of different objects, some

with equal number of objects

which are the same and

others with equal number of

objects which are different.

Then ask the learners to

identify the sets that have

same and equal number of

objects.

1.3.7 Subsets

1.3.7.1 Describe Subsets.

1.3.7.2 Identify Subsets .

1.3.7.3 Use The Subset Symbol,

.

1.3.7.4 List All Subsets Of A

Given Set.

Story telling:

Teacher explains how to find

the sub-sets of a given set

by listing, through a story.

Question and answer:

At Sao primary school, there

are 21 classes. Each class



SYLLABUS

1.3.7.5 Find The Number Of

Subsets Of The Given Set

Using The Formula 2n.

is a member of the school.

Ask the pupils what is

common about each of the

classes?



knowledge

Discussion:

In groups Trainee teachers

discuss how to derive the

formula for finding the

number of subsets which is

2n.

1.3.8 Set Representation

1.3.8.1 Represent A Set By

Listing, Describing, Set-

Builder Notation And

Venn Diagram

Demonstration:

Demonstrate how to

represent a set in set-builder

notation and also how to

represent the latter in Venn

diagrams using charts.



SYLLABUS

1.3.9 Intersection and

Union Sets.

1.3.9.1 Describe The Intersection

And Union Of Sets In The

Venn Diagram.

1.3.9.2 Use Symbols Of

Intersection, Union, .

1.3.9.3 Apply Sets In Real Life

Situation Problems

Including Cross-Cutting

Issues Such As

Environment, Health,

Gender, HIV And AIDS.

Discussion:

In pairs, learners discuss the

intersection and union of

sets using available sorted

objects and charts.

Think-Pair-Share:

In pairs learners are given a

task to depict real life

situations, e.g. a family,

class of pupils.

1.4 ADDITION 1.4.1 Addition of

Numbers

1.4.1.1 Add Whole Numbers With

Sums Up To 1,000,000.

1.4.1.2 Complete Addition Of

Number Sentences.

Group discussion:


discuss addition of numbers

using real objects.



SYLLABUS

1.4.1.3 Add Whole Numbers

Using The Abacus And

The Number Line.

1.4.1.4 Carry Out Addition Of

Numbers In Real Life

Situations E.G. Money,

Mass, Capacity

1.4.1.5 Apply Addition Using The

Number Line To Solve

Problems In Real Life

Situations.

Discussion:

In groups, learners add

numbers using the abacus.

Demonstration:

Demonstrates how to add

numbers using the number

line.

1.5 SUBTRACTION 1.5.1 Subtraction of

Numbers

1.5.1.1 Subtract Whole Numbers

Up To 1,000,000.

1.5.1.2 Complete Subtraction Of

Number Sentences.

1.5.1.3 Subtract Whole Numbers

Using A Number Line.

Group discussion:


discuss subtraction of

numbers using real objects.

Discussion:

In groups, learners subtract

numbers using the abacus.



SYLLABUS

1.5.1.4 Carry Out Subtraction Of

Numbers In Real Life

Situations E.G. Money,

Mass, Capacity.

1.5.1.5 Apply Subtraction Using

The Number Line To

Solve Problems In Real

Life Situations.

Demonstration:

Teacher demonstrates how

to subtract numbers using

the number line.

Term Two

1.6 Multiplication 1.6.1 Multiplication of

Numbers

1.6.1.1 Express multiplication

as

repeated addition.

1.6.1.2 Multiply single digit

numbers.

1.6.1.3 Use multiplication

vocabulary.

1.6.1.4 Multiply two and three

digit numbers by single

digit number vertically.

1.6.1.5 Multiply numbers by 10,

by 100 and by 1000

Discussion:

Learners discuss

multiplication as repeated

addition. Trainee teachers will

multiply a given problem by

adding the value of the

multiplier repeatedly.

Exploration:

In pairs, learners solve

questions on multiplication



SYLLABUS

using short

multiplication.

1.6.1.6 Multiply two and three

digit numbers by two

digit numbers using

vertical multiplication.

1.6.1.7 Apply the properties of

zero and one in

multiplication.

1.6.1.8 Apply multiplication to

solve problems in real

life situation.

using various methods such

as Split method by diagrams,

Lattice method, discovery

method, square method and

doubling method.

Discussion:

In pairs, learners consider

situations where we can use

distributive law of

multiplication in our daily life

situation. Learners will use

expanded notation to multiply

a given multiplication

algorithm

(E.g. 14 x 2 = (10 + 4) × 2

= (10 × 2) + (4 × 2)).



SYLLABUS

1.7 Division 1.7.1 Division of

Numbers

1.7.1.1 Express division as

repeated subtraction.

1.7.1.2 Use division vocabulary.

Divide numbers whose

divisor and quotient is a

single digit.

1.7.1.3 Divide two and three

digit numbers by single

digit number using long

division (with

remainders).

1.7.1.4 Divide numbers by 10,

by100 and by 1000

using short division.

1.7.1.5 Divide two and three

digit numbers by two

digit numbers using long

division (with

remainders).

1.7.1.6 Demonstrate

multiplication and

division skills in real life

situations.

Exploration:

Learners will be given a

problem to divide where they

will subtract the divisor from

the dividend repeatedly.

Discussion:

Learners in pairs discuss

division as repeated

subtraction.

Inquiry:

In groups, learners explore

short and long division with

the guidance of a teacher.



SYLLABUS

1.7.1.7 Apply division to solve

problems in real life

situations.

1.8 Combined Operations

1.8.1 Combined

Operations

1.8.1.1 Perform combined

operations.

1.8.1.2 Apply commutative,

associative and

distributive laws to the

four basic mathematical

operations.

Guided discovery:

Learners in groups with the

teacher’s guidance, apply

commutative, associative,

and distributive laws to the

four basic mathematics

operations.

1.9 Angles 1.9.1 Angles 1.9.1.1 Describe an angle.

1.9.1.2 Identify types of angles

1.9.1.3 Use a protractor to

measure and draw

angles up to 3600.

Exploration:

In pairs, learners explore the

idea of angles by making

movements of the arm.

Demonstration:

Use the model of a clock

face, demonstrates how to

identify the types of angles.



SYLLABUS

Demonstration:

Using a board protractor,

demonstrate how to measure

and draw angles up to 1800.

Term Three

1.10 NUMBER

PATTERNS

1.10.1 Number Patterns

1.10.1.1 Identify number

patterns involving the

four mathematical

operations.

1.10.1.2 Determine the rule in

the number pattern to

complete the number

sequences.

Group discussion:

In groups, learners relate real

objects, which are in different

groups to come up with

patterns of numbers in a given

order.

Demonstration:

Consolidate the learning by

using the number charts to

come up with the number

patterns.



SYLLABUS

1.10.2 Ordering of

Numbers

1.10.2.1 Order numbers using

mathematical symbols

<, >, = and ≠

Discussion:

Learners in pairs discuss how

to order numbers using a

number line and also the use

of symbols >, <, =, and ≠ to

compare numbers.

1.11 Number And

Sequences

1.11.1 Number and

Sequences

1.11.1.1 Describe perfect

squares and cubes.

1.11.1.2 Find squares and

cubes of whole

numbers.

1.11.1.3 Generate a sequence

in a decreasing and

increasing order.

1.11.1.4 Generate a series.

Think-Pair-Share.

Learners work in pairs to

generate squares and cubes

of whole numbers.

Guided discovery:

Learners are given the first six

terms of the Fibonacci series

to explore and find the

subsequent terms.



SYLLABUS

1.12 Index Notation 1.12.1 Index Notation

1.12.1.1 Describe index

notation

1.12.1.2 Change a number in

index form to

expanded notation and

vice versa.

1.12.1.3 Evaluate numbers in

index notation with

positive bases and

indices.

For Trainee teachers.

Research:

Learners to research on the

laws of indices.

Guided discovery:

Guide learners through

activities that involve repeated

multiplication to develop the

concept of indices and their

expanded forms.

1.13 Number Bases 1.13.1 Conversion of

Numbers From

One Base to

Another.

1.13.1.1 Illustrate base ten

numerical systems.

1.13.1.2 Describe other number

bases.

1.13.1.3 Convert numbers from

one base to another

e.g. from 10 to 2, 5

and 8 and vice-versa.

1.13.1.4 Add and subtract in

bases 2, 5 and 8.

Demonstration:

Demonstrate how to convert

numbers from one base to

another and vice versa e.g.

using an abacus

Discussion:



SYLLABUS

1.13.2 Addition and

Subtraction in

Bases 2, 5 And 8

With the help of the teacher,

learners add and subtract

numbers in bases 2, 5 and 8.

Note: This subtopic is meant to


knowledge

Exploration:

Learners will explore

multiplication and division of

numbers in other bases.

Research:

Trainee teachers to research

on use of number bases in

real life situation.

1.14 FACTORS AND

MULTIPLES

1.14.1 Factors

1.14.1.1 Describe factors of

given numbers

Exploration:



SYLLABUS

1.14.2 Multiples 1.14.2.1 Identify the HCF and

LCM by using various

methods (listing, prime

factorization, tree

diagram, grid method

and Euclidian method)

Provide some numbers and

ask learners to work in groups

to explore how to find factors,

prime factors and multiples.

Discussion:

Let each group present their

findings. Guide the

discussions into L.C.M. and

H.C.F. of two numbers.

Demonstration:

Demonstrate how to find HCF

and LCM using various

methods.


YEAR TWO

TOPIC SUBTOPIC SPECIFIC OUTCOMES INSTRUCTIONAL PEDAGOGY

FOR SCHOOL LEVEL

2.1 FRACTIONS

2.1.1 Types of Fractions

2.1.1.1 Describe a fraction

2.1.1.2 Draw and illustrate

parts that represent

proper fractions

2.1.1.3 Represent proper,

improper and mixed

numbers

2.1.1.4 Describe equivalent

fractions.

Demonstrate

using models to describe a

fraction (e.g. an orange,

sheets of paper, paper

strips)

Demonstration:

Leaners show the

understanding of proper,

improper, and mixed

numbers e.g. through use

of concrete objects, e.g.

semi-concrete (charts,

drawings)


2.1.2 Ordering of

Fractions

2.1.3 Addition and

Subtraction

2.1.2.1 Arrange the common

fractions either in

ascending or

descending order.

2.1.3.1 Add and subtract

fractions using ordinary

methods, blocks and

number line.

Guided discovery:

Learners are guided to

order fractions in

ascending and descending

order using common

fraction approach.

Exploration:

Give activities to learners

using concrete and semi-

concrete objects to

illustrate addition and

subtraction of fractions,

e.g. an A4 paper, oranges,

loaf of bread, charts,

money.

2.1.4 Multiplication and

Division

2.1.4.1 Multiply and divide using

ordinary methods,

blocks and number line.

Guided Learning:

Give learners activities that

will lead them to discover

that multiplication is the


2.1.4.2 Apply knowledge of

fractions to solve

problems in real life

situation (including


such as gender, HIV and

AIDS, sexuality

education, drug and

substance abuse).

inverse of division and

vice-versa.

Exploration:

Give activities that will

allow learners to multiply

and divide using

mathematical

models/diagrams.

Brainstorm:

Learners, in groups

brainstorm the uses of

fractions in their home and

school environments, and

in everyday life.

2.2 DECIMALS

2.2.1 Relating Common

Fractions to

Decimals

2.2.1.1 Relate common fractions

to decimals

Exploration:


discuss how to convert

common fractions to


2.2.1.2 Determine place values

of decimal numbers

decimals and vice versa,

using the hundred chart

and the number line. E.g.

use visual models to

illustrate 1.010

1 ,

Investigation:

Give learners activities that

will make them discover

decimals up to three

decimal places, e.g.

1.010

1 01.0

100

1 ,

001.01000

1

2.2.2 Determining of Place

Values of Decimal

Numbers

2.2.3 Ordering of

Decimals

2.2.2.1 Determine place values

of decimal numbers

2.2.2.2 Arrange decimals in

order

Discussion:

Give learners activities in

groups to discuss and

develop the concept of

place values of decimals

using mathematical

models.

.


2.2.4 Addition and

Subtraction of

Decimal Numbers

2.2.2.3 Add and subtract

decimal numbers

Demonstration:

Demonstrate the ordering

of decimals in ascending

and descending orders.

Guided Discovery:

Give activities that involve

addition and subtraction of

decimals using

mathematical models and

the concept of place value.


2.2 PERCENTAGES

2.3.1 Percentage of a

Quantity.

2.3.2 Conversion of

Common Fractions

and Decimals to

Percentages.

2.3.3 Solving Problems

Involving

Percentages

2.3.1.1 Convert common

fractions to percentages

and vice versa.

2.3.2.1 Convert decimals to

percentages and vice

versa.

2.3.3.1 Solve problems

involving percentages

2.3.3.2 Relate fractions,

decimals, and

percentages to real life

situations including


such as Gender,

environment, health,

HIV and AIDS, etc.

Discussion:

With the help of a hundred

chart, learners in groups

discuss how to convert

fractions to percentages and

vice versa.

Guided discovery:

Guide the learners to convert

common fractions to

percentages using a hundred

chart and vice versa

Demonstration:

Demonstrate how to convert

decimals to percentages and

vice-versa e.g. using place

value.

Assimilation:

Learners individually, solve

problems involving

percentages, fractions and

decimals.


2.4 TEACHING AND

LEARNING AIDS

2.4.1 Types of Teaching

and Learning Aids

2.4.1.1 Prepare various types

of teaching and learning

aids using local

materials.



knowledge

Project:

Learners With guidance from

the lecturer, trainee teachers

individually, make teaching

aids from available local

materials.

2.5 PLANNING TO

TEACH

2.5.1 Curriculum

Framework,

Syllabus, Schemes

of Work, Weekly

Forecast and Lesson

Plans.



Framework (ZECF)

2.5.1.2 Distinguish planning

and preparation in

teaching Mathematics


school syllabus,

schemes of work,

weekly forecasts, and

lesson plans



records of work and

lesson plans


teaching

For Trainee Teachers:

Discussion:

Trainee teachers in groups

to plan for teaching.

Demonstration:

Trainee Teachers in groups

to present lessons to their

peers.


TERM THREE

2.6 RATIO AND

PROPORTION

2.6.1 Ratio

2.6.1.1 Describe the concepts

of ratio.

2.6.1.2 Express ratio in its

lowest terms.



knowledge

Discussion:

In groups: Trainee teachers

discuss the concept of ratio.

Explore ways of how to

teach ratio and proportion.

Exploration:

Give learners a variety os

situations to explore and

develop understanding of

the concept of ratio.

Think-Pair-Share:

Give learners mathematical

problems on proportions to

solve individually and

discuss their solutions in

pairs.


2.6.2 Proportions (Direct

and Inverse)

2.6.1.1 Describe the concept of

Direct and Inverse

proportions.

2.6.1.2 Solve real life problems

involving ratio and

proportion. Including

cross-

2.6.1.3 cutting issues such as

HIV/AIDS, gender,

environment, etc.

Guided inquiry:

Give learners a scenario and

ask them questions that will

lead to understanding of

direct and inverse proportion.

E.g. A sweet costs 50n, 2

sweets cost K1, 3 sweets

cost K1.50; when sweets

increase, cost increases;

less sweets cost less (Direct

proportion), A shopkeeper

gives 1 child 10 sweets on

Day One after doing a piece

of work. On Day 2, he gives

2 pupils 10 sweets which

they share equally; on Day 3,

he gives 10 sweets again to

5 pupils which they share.

How many sweets does

each child get on day 1, Day

2 and Day 3? (Inverse

proportion).

2.6.1.4 Draw graphs to

illustrate quantities in

direct and inverse

proportion.

Assimilation:

Learners individually to solve

problems involving ratio and


proportion using different

methods.

Demonstration:

Show learners how to draw

graphs illustrating quantities

in direct and inverse

proportion.

2.7 APPROXIMATIONS

2.7.1 Rounding Off

2.7.1.1 Determine the number

of decimal places in a

given number.

2.7.1.2 Round off to the

nearest decimal places.

2.7.1.3 Solve simple problems

involving rounding off

quantities to required

number of decimal

places

Practical:

in groups learners measure

length of A-4 plain paper and

share finding to with class.

Length will differ a bit.

Discuss why. (all measures

are approximate)

Demonstration:

In groups demonstrate how

to round off to the nearest

decimal places. (use

numbers found in the

Practical above)


deepen the trainee-teacher’s

knowledge

Discussion:



to discuss how to teach

rounding off of decimal

numbers.

2.8 SOCIAL AND

COMMERCIAL

ARITHMETIC

2.8.1 Shopping Bills

2.8.1.1 Prepare shopping

bills(budgeting)

Practical:

In groups to prepare:

simple shopping bills. (role

play preparation/buying and

selling)

Sample study:

Let learners study samples

of different water and

electricity bills.

Project:

Groups prepare ready

reckoners and explain how

they would use them.

Demonstration: Lecturer

demonstrates:

how to calculate simple

interest, discount and profit

and loss percentages.

2.8.2 Electricity and

Water Bills

2.8.2.1 Read and interpret

water and electricity

bills.

2.8.3 Ready Reckoner

2.8.3.1 Apply simple ready

reckoners

2.8.4 Discount and Profit

and Loss

2.8.4.1 Describe cost price,

selling price, profit and

loss.

2.8.4.2 Calculate cost price,

selling price, profit and

loss.

2.8.4.3 Calculate discount,

profit and loss

percentage.


How to carry out conversions

of currencies.

2.8.5 Simple Interest

2.8.5.1 Calculate simple

interest

2.8.5.2 Carry out calculations

involving transportation.

2.8.5.3 Conversion of

currencies.

2.8.5.4 Calculate the cost of

goods priced in foreign

currency.

Guided Discovery:

Give activities to learners

that will help them discover

profit and loss. E.g. Two

pupils buy a dress and a

shirt at K 10 and K15

respectively. They both sold

the items at K12. Ask the

learners to interpret the

situation.

Role Play:

Banking of money and

earning of interest. E.g. one

takes K20 to a bank (they

imagine it stays in the bank

for 1 year and at the end

increases to K25). Engage

the learners into discussion

that will lead into issues of

interest.

Demonstration:

Show learners how to

calculate simple interest,


discount and profit and loss

percentages.

Exploration:

Learners explore newspaper

cut out, charts showing

tables of exchange rates of

foreign currencies.

2.9 RELATIONS AND

MAPPINGS

2.9.1 Relations and

Mappings

2.9.1.1 Describe different types

of relations.

2.9.1.2 Draw arrow diagrams to

illustrate matching.

2.9.1.3 Illustrate one-to-many

and many-to-one

relations using arrows.

2.9.1.4 Draw arrow diagrams to

illustrate one-to-one

mappings.

2.9.1.5 Apply relations and

mappings in real life

situations including


such as gender,

HIV/AIDS and GBV

Research:

Trainee teachers individually

distinguish between relations

and mappings.

Demonstration:

Give activities for learners to

draw arrow diagrams to

illustrate different types

of relations, such as one-to-

one.

Discussion:


to discuss different types of

relations as applied in real

life situation.




knowledge

Trainee teachers explore properties

of different types of mappings e.g.

Composite, Inverse, Into, Onto.


YEAR 3

TERM 1 - SCHOOL EXPERIENCE

TERM 2


FOR SCHOOL LEVEL

3.1 MEASURES 3.1.1 Time 3.1.1.1 Identify times of the day, time in full

hours, time at specified intervals

and determine duration of the time

elapsed between events.

3.1.1.2 Read and use the calendar.

3.1.1.3 Relate units of time.

Discussion:

Learners to discuss in

groups units of measure for

teaching

3.1.2 Length

3.1.2.1 Compare length of different objects.

3.1.2.2 Measure different objects using

standard units of measure (m, cm

and mm).

3.1.2.3 Describe the meaning of speed and

calculate speed using distance and

time.

3.1.2.4 Describe the unit for measuring

long distances (km).

3.1.2.5 Find the total lengths of edges of

cubes and cuboids.

Field trip:


measure lengths of plain

figures using standard units.

Problem solving:

Provide different interesting

and challenging problems

and ask the learners to work

in pairs to find speed, time

and distance.

Exploration:


Provide learners with

different types of straight-

edged solid objects to

measure and record their

findings.


TOPIC SUBTOPIC SPECIFIC OUTCOMES INSTRUCTIONAL PEDAGOGY FOR

SCHOOL LEVEL

3.1.3 Volume.

3.1.3.1 Describe volume and use

the standard units to

measure volume (m3, cm2).

3.1.3.2 Derive the formulae for

finding volume of cubes and

cuboids and use the formula

to calculate their volumes.

Assimilation:

Learners in pairs use the formula

to calculate the area of the circle.

Demonstration:

Show

the measure of volume using

various types of objects and

compares capacity with volume.

Inquiry:

Learners in groups do various

tasks leading to the discovery of

the formulae for finding the

volumes of a cube and cuboids.

3.1.4 Mass and

Capacity

3.1.4.1 Describe mass and the

standard units for its

measure.

3.1.4.2 Describe capacity and the

standard units for its

measure.

Guided discovery:

Learners in groups measure

mass of different objects using

standard units.

Guided discovery:


TOPIC SUBTOPIC SPECIFIC OUTCOMES INSTRUCTIONAL PEDAGOGY FOR

SCHOOL LEVEL

3.2 SOLID SHAPES

3.2.1 Cubes,

Cuboids and

Sphere.

3.2.1.1 Recognize cubes, cuboids,

cylinder and sphere and

moulding them using local

material.

3.2.1.2 Identify face, vertex and

edges of cuboids and cubes

and draw their nets.

3.2.1.3 Draw/sketch cuboids and

cube.

Project:

Learners individually, mould

cubes, cuboids, cylinders, and

spheres using locally available

materials such as clay soil.

Discussion:

In groups, learners draw nets of

cubes, cuboids, cylinders and

triangular prisms.

3.2.2 Cylinder and

Triangular

Prisms

3.2.2.1 Identify a cylinder and

triangular prism and draw

their nets.

3.2.2.2 Draw/sketch cylinder and

triangular prism.

3.3 INTEGERS

3.3.1 Integers

3.3.1.1 Describe integers

Discussion:

3.1.4.3 Relate volume to capacity. Learners in groups measure

capacity of different objects using

standard units.


3.3.2 Number LINE 3.3.2.1 Illustrate integers on the

number line.

In groups Trainee teachers

describe and illustrate integers

on the number line.

Demonstration:

Illustrate addition and subtraction

of integers on the number line

using forward and backward

movements.

TERM THREE


FOR SCHOOL LEVEL

3.4 LINEAR EQUATIONS

3.4.1 Open Sentences 3.4.1.1 Describe an open

sentence.

Demonstration:

Introduce the concept of

linear equations in one

variable through the use of

a balancing scale.

Discussion:


3.4.2 Equations in One

Variables

3.4.2.1 Solve linear equation in

one and two variables

3.4.2.2 Graphs of linear

equations in one and two

variables

In pairs pupils complete

open sentences by making

them true using the

inspection method.



knowledge

Group Work:

Students discuss how to find

solutions to equations in two

variables.

Students in groups discuss

graphs of linear equations in

two variables.

3.5 LINEAR

INEQUATIONS

3.5.1 Inequations in One

Variables

3.5.1.1 Describe a linear

inequation.

3.5.1.2 Solve linear inequations in

one and two variable.

3.5.1.3 Graphs of linear

inequations in one and

two variables.

3.5.1.4 Apply inequations in

solving of real life

problems including cross-

Problem solving:

Formulate two challenging

but interesting problems for

learners to work out

individually and later to

present their solutions on

board in a class discussion.

Guided Discovery:


cutting issues such as

environment, HIV and

AIDS, gender and health.

Provide a simple inequation

and guide the learners to

generate a table of values

and plot the graphs of some

linear inequations.

3.6 STATISTICS

3.6.1 Collection and

Presentation of

Data.

3.5.1.1 Collect and present data

using pictures

(pictograph), pie chart,

bar chart, histogram, line

graph.

3.5.1.2 Read and interpret line

graphs, pie charts, bar

line graphs.

3.5.1.3 Collect, present and

interpret data on a

frequency table.

Discussion/Field trip:

Learners collect and

organize data for the given

topics.

Demonstration:

Teacher illustrates the

presentation of data in a

frequency table, various

graphs such as pictograph,

pie chart, line graph and

stem-leaf plot.

3.6.2 Stem-Leaf Plot and

a Bar Graph.

3.6.2.1 Understand stem- leaf plot

and a bar graph.

3.6.2.2 Collect and present data

on a stem-leaf plot and on

a bar graph.

Guided Discovery:


guide learners on how to


3.6.3 Statistical

Averages

3.6.3.1 Describe averages or

measures of central

tendency.

3.6.3.2 Solve problems involving

averages.

3.6.3.3 Calculate mean, mode

and median.

3.6.3.4 Calculate averages as

applied to mass, money,

time, temperature and

speed.

calculate various statistical

averages.

Problem solving:

Devise challenging

problems involving

averages including mass,

money and time for the

learners to solve problems

SCOPE AND SEQUENCE CHART – MATHEMATICS


1 INTRODUCTION TO

MATHEMATICS

EDUCATION

Mathematics and

mathematics

education

1.2 NUMBER AND

NOTATION

History of numbers

Number and

Notation

Types of Numbers

Place Values

Expanded notations


1 SETS Sorting, matching

and ordering of

objects

Number of elements

Membership of a set

Types of sets (equal,

equivalent sets etc)

Subsets

Set representation

Intersection and

union of sets

Venn diagrams

Sets in real life

situations

2 ADDITION Addition of numbers

3 SUBTRACTION Subtraction of

numbers

4 MULTIPLICATION Multiplication of

Numbers

5 DIVISION Division of Numbers

6 COMBINED FOUR

OPERATIONS

Combined operation

of addition,

subtraction,

multiplication and

Division


7 ANGLES Angles

8 PLANE SHAPES Plane shapes

Lines of symmetry

9 NUMBER PATTERNS Number patterns

Ordering of numbers

Determining the rule

in the number

patterns

10 NUMBER AND

SEQUENCES

Number and

sequences

11 INDEX NOTATIONS Index notations

12 NUMBER BASES Number bases

Conversion of

numbers from one

base to another

Addition and

Subtraction in bases

2, 5 and 10

13 FACTORS AND

MULTIPLES

Factors

Multiples

2 FRACTIONS Types of Fractions

Ordering of Fractions

Addition and subtraction.


Multiplication and

division

Apply fractions in real life

situations

2.2 DECIMALS Relating common

fractions to decimals

Determining place values

of decimal numbers

Addition and subtraction

of decimals

Multiplication and

division of decimals

Ordering of decimals

2 PERCENTAGES Percentage of a quantity

Conversion of decimals

and fractions to

percentages.

Solve problems involving

percentages

3 TEACHING AND

LEARNING AIDS

Types of teaching and

Learning Aids

4 PLANNING TO TEACH Schemes of Work

Weekly forecast

Lesson Plans

Peer teaching

Syllabus


Assessment

5 RATIO AND

PROPORTION

Ratio

Proportions (direct and

indirect)

6 APPROXIMATIONS Rounding off

7 SOCIAL AND

COMMERCIAL

ARITHMETIC

Social Arithmetic

Commercial Arithmetic

8 RELATIONS AND

MAPPINGS

Relations

Mappings

3.1 MEASURES Time

Length

Perimeter

Area

Volume

Mass and Capacity

3.2 SOLID SHAPES Cubes

Cuboids

Spheres

Cylinder

Triangular prisms

3.2 INTEGERS Integers

Number Line

Ordering


Addition

Subtractions

3.3 LINEAR

EQUATIONS AND

INEQUATIONS

Open sentences

Equation in one and two

variables

Inequations in one and two

variables

3.4 STATISTICS Collection and presentation of

Data

Stem- Leaf plot and bar graph.

Statistical averages.

PRESCRIBED READING

Elementary Mathematics Pedagogical Content Knowledge (PCK): Powerful Ideas for Teachers (James E. Schwartz), Pearson

Education Inc., 2008

Key Concepts in Teaching Primary Mathematics (Derek Haylock, Fiona Thangata) SAGE Publications, 2007



Shamapango, J., Nkhalamo, J., Solomon, R. & Buckwell, G. (n.d). Macmillan Secondary Mathematics for Zambia. London:

Macmillan

RECOMMENDED READING


Awuor, B. & Kahoro, P. (2011). Q & A KCPE Revision Mathematics. Nairobi: Oxford University Press

Japanese Lesson Study in Mathematics; Its Impact, Diversity and Potential for Education Improvement (Masami Isoda et al.), World

Scientific Publishing Co. Ltd., 2007

MOE. (1990). Zambia Basic Education Course. Mathematics 8. Lusaka: Kenneth Kaunda Foundation

MOE. (1992). Zambia Basic Education Course. Mathematics 9 Lusaka: Kenneth Kaunda Foundation

Owondo, A., Kang'ethe, S.. & Mbiruru, W. (2009). Everyday Mathematics. Oxford: Oxford University Press


COURSE: SOCIAL STUDIES EDUCATION

RATIONALE

The Social Studies syllabus is a reflection of the National Education Policy aspirations as it focuses on addressing various

challenges that teachers are faced with in teaching the subject at primary school level. This syllabus therefore seeks to embrace

the constructivism perspective where the student teacher is required to understand the subject knowledge, acquire skills and

demonstrate values necessary for effective teaching and learning process in all primary teachers’ colleges.

AIM

The syllabus aims at producing primary school teachers who are able to function according to the values and guidelines provided in

the National Education Policy. The essential and core purpose of the syllabus is to enable student teachers develop a

comprehensive understanding of the learner-centred approach in the teaching and learning environment. This approach advocates

for activity- based learning, critical thinking and enquiry as well as objective continuous assessment. Ultimately, the syllabus aims

at promoting democratic principles with a perspective that recognises the potential and importance of the individual learner.

GENERAL OUTCOMES

1. Develop an understanding of political, social, economic, cultural, environmental and civic issues

2. Develop an understanding of spiritual and moral values

KEY COMPETENCIES

1. Demonstrate an understanding of the philosophy of Social Studies and the various subject components that comprises Social

Studies

2. Account for the origin of the Universe and life

3. Show understanding of different characteristics of Zambia’s major religions


4. Demonstrate understanding of the causes, movements and settlements of various ethnic groups in Zambia

5. Demonstrate ability in protecting and keeping the environment clean

6. Demonstrate understanding of children’s rights

7. Exhibit ability to resist human rights violations

8. Demonstrate understanding of road safety education

9. Show relationship between conventional signs and physical features on a map

10. Exhibit knowledge of Transport and communication services among SADC and COMESA countries

TEACHING APPROACHES

Lecturers and tutors are required to facilitate the delivery of the content in this course using teaching strategies that focus on

learner centeredness in order to ensure effective transfer of knowledge, values, skills and positive attitudes to teacher trainees.

Such methodologies should include the following teaching strategies:

TOPICS SUGGESTED METHODS AND STRATEGIES

YEAR 1

Introduction to Social Studies

Origin of the Universe and Life

Living Together

Religion

Christian Living

Planning to Teach

Field trip (exploring the surroundings)

Map study

Discussion (class, pair, group discussion)

Debate

Role play

Singing/Dancing

Story telling

Dramatization

Demonstration

Document study

Case study



Research

Panel interview

YEAR 2

Living Together

Christian Living

Governance

Voyages of Discovery

Teaching Practice

Introduction to Migration

Location and Direction

Transport and Communication

Singing


Talks (resource persons)

Picture study

Field trip/excursion (exploring the surroundings)

Debate

Role play

Demonstration

Map study

Research

Panel interview

YEAR 3



School Experience

Governance

The world

The Environment

Colonisation and Decolonisation of Central Africa with special

reference to Zambia

World Challenges

Map study

Picture discussion


Story telling

Role play

Debate

Field trip/excursion (exploring the surroundings)


Case study

Dramatization

Research

Panel interview


THE PRIMARY TEACHER’S DIPLOMA CURRICULUM

SOCIAL STUDIES EDUCATION SYLLABUS

TERM TOPIC SUB-TOPICS SPECIFIC OUTCOMES SUGGESTED PEDAGOGY

FOR SCHOOL LEVEL

YEAR ONE

1 1.1 INTRODUCTION

TO SOCIAL

STUDIES

1.1.1 The Philosophy

of Social

Studies

1.1.1.1. Explain the importance

of studying Social

Studies


deepen the student-


Discussion


importance of the

course

Brainstorming

Learners to brainstorm

on the contributory

subjects


The Study of

Contributory

Subjects to

Social Studies

1.1.2.1. Examine the subjects

that contribute to Social

Studies as a learning

area (Religious

Education, Geography,

Civic Education and

History)

1.1.2.2. Explain the importance

of contributory subjects

to Social Studies

1.1.3 Social Studies

Syllabus (School

Vs College)

1.1.3.1. Explain the nature of

the integrated primary

school curriculum

1.1.3.2. Relate the Primary

School Social Studies

to that of the college



FOR SCHOOL LEVEL

1.2 ORIGIN OF THE

UNIVERSE AND

LIFE

1.2.1 Traditional (ATR),

Religious

(Christian,

Islamic, Jewish

and Hindu) and

Scientific (Big-

Bang and

Evolution)

Viewpoints on

The Origin of the

Universe and Life

1.2.1.1 Examine the origin of

the Universe and life

from the religious,

traditional and scientific

viewpoints


deepen the student-


Enquiry/Discovery


from the local

community additional

stories about the origin

of the universe and life

Document study

Learners to examine

different documents on

the origin of the

universe and life

2 1.3 LIVING

TOGETHER

1.3.1 Settlement


settlements (rural and

urban)

1.3.1.2 Distinguish between a

rural and an urban

setting

1.3.1.3 Explore important

places found in a

settlement

1.3.1.4 Explain how settlements

come about

Field trip/excursion

Learners to be taken

out of the classroom

situation to observe

features in the

surroundings

Discussion (class, pair,

group discussion)

Learners to discuss a

particular task given



FOR SCHOOL LEVEL

1.3.2 Social Values

1.3.2.1 Identify social values

found in a family and

community


of social values in

relation to the family and

community

Map study

Learners to study a

given phenomenon

using a map

1.3.3 Physical

Features

1.3.3.1 Describe the major

physical features of

Zambia

1.3.4 Cultural and

Human Features

In Zambia


cultural and human

features in Zambia

1.4 RELIGION 1.4.1 Introduction to

Religions in

Zambia


of religions found in

Zambia

1.4.1.2 Discuss the six

dimensions of religion


group discussion)



Debate

Learners to debate for

or against a given topic

Role play


roles that depict a real

life situation as

1.4.2 Major Religions

in Zambia

(Christianity,

African

Traditional

Religion, Islam,

1.4.2.1 Demonstrate an


five major religions in

Zambia under the

following headings:

names of God,



FOR SCHOOL LEVEL

Judaism and

Hinduism)

importance of God,

prayer, praise and

worship, places of

worship, religious

scriptures/symbols,

beliefs and practices

instructed by the

teacher





features in the

surroundings

Singing

Learners to learn a

given song and sing it

Story telling

Learners to tell a story

and share its meaning

Dramatization

Learners to use

different types of drama

to learn given aspects

Demonstration

Learners to

display/show a skill as

an example to others

Document study



FOR SCHOOL LEVEL

Learners to study a

given material and find

meaning

3 1.5 CHRISTIAN

LIVING

1.5.1 Christian Values 1.5.1.1 Demonstrate an

understanding of

Christian values such as

friendship, love,

happiness, forgiveness,

thanksgiving and

courage.

Story telling



Demonstration

Learners to




group discussion)



Dramatization

Learners to use



Role play



life situation as

instructed by the

teacher



FOR SCHOOL LEVEL





features in the

surroundings

Debate



Case study

Learners to undertake

an investigation on a


1.6 PLANNING TO

TEACH

1.6.1 Primary School

Curriculum


components of Social

Studies in the Zambia


framework.


deepen the trainee teachers’

knowledge

Discussion

Learners to discuss

various instruments

used in planning to

teach



FOR SCHOOL LEVEL

1.6.2 Teaching Tools

(Syllabus,

Schemes of

Work, Weekly

Forecasts And

Lesson Plans)


planning in teaching

1.6.2.2 Describe a syllabus and

its contents

1.6.2.3 Distinguish between a

curriculum and a

syllabus

1.6.2.4 Explain the features of

each one of the

following teaching tools:

(schemes of work,

weekly forecasts, and

lesson plans)

1.6.2.5 Use the tools to teach

Demonstration

Learners to

demonstrate how to

prepare various

teaching tools

Learners to do

peer/micro teaching on

a given topic

Exposition

Lecturer to explain on

certain topics to

enhance the learners’


concept

1.6.3 Approaches

And Methods

1.6.3.1 Explain various

approaches, methods

and strategies used in

teaching Social Studies

1.6.4 Assessment

And Record

Keeping

1.6.4.1 Explain various ways of

assessing learners and

keeping records of

assessment

year Two



FOR SCHOOL LEVEL

2.1 LIVING

TOGETHER

2.1.1 Socio-Economic

Activities

2.1.1.1 Explain the important

socio-economic

activities in Zambia

(Mining, Tourism,

Agriculture, Fishing,

Forestry, Commerce

And Trade)





features in the

surroundings


group discussion)



Map study

Learners to study a

given phenomenon

using a map

2.1.2 Historical and

Cultural Sites

2.1.2.1 Outline the major

historical and cultural

sites in Zambia

2.2 CHRISTIAN

LIVING

2.2.1 Suffering and

Death

2.2.1.1 Examine various

Christian teachings

about suffering and

death

Story telling



Demonstration

Learners to




group discussion)

2.2.2 Discipline and

Punishment


punishment and

discipline

2.2.2.2 Describe the importance

of discipline



FOR SCHOOL LEVEL



Dramatization

Learners to use



Role play



life situation as

instructed by the

teacher





features in the

surroundings

Debate



Case study



FOR SCHOOL LEVEL




2.3 GOVERNANCE 2.3.1 Types of

Governments

2.3.1.1 Examine different forms

of government

(democracy, dictatorship

and theocracy)

Singing

o Learners to learn a



group discussion)




Teacher to invite a

resource person to give

a talk on a given

topic/subject

Picture study

Learners to study and

interpret given topic

using still pictures





2.3.2 National Symbols 2.3.2.1 Interpret national

symbols (National

Anthem, Coat of Arms

and the National Flag)



FOR SCHOOL LEVEL

features in the

surroundings

Debate



Role play



life situation as

instructed by the

teacher

2.4 VOYAGES OF

DISCOVERY

2.4.1 Early European

Explorers (Prince

Henry, Bartolomeu

Dias, Vasco Da

Gama,

Christopher

Columbus,

Amerigo

Vespucci,

Ferdinand

Magellan, Etc.)

2.4.1.1 Describe early

European explorers

2.4.1.2 Analyse reasons for

early exploration


of the voyages of

discovery


deepen the student-


Discussion

Learners to discuss

reasons and importance

for early European

exploration

Exposition


certain topics to

enhance the learners’ 2.4.2 Slave Trade 2.4.2.1 Explain how slave trade

was carried out



FOR SCHOOL LEVEL

2.4.2.2 Examine the effects of

Slave Trade on Africa


concept

Teaching Practice

2.5 INTRODUCTION

TO MIGRATION

2.5.1 Types of Migration

Contemporary

Migration

Bantu

Migration

Religious

Migration

2.5.1.1 Explain different types

of migration

(contemporary, Bantu

and religious migrations)

2.5.1.2 Explain causes of

migration (pull and push

factors)

2.5.1.3 Examine effects of

migration


deepen the student-






features in the

surroundings


group discussion)



Map study

Learners to study a

given phenomenon

using a map

2.6 LOCATION AND

DIRECTION

2.6.1 Map Reading 2.6.1.1 Give direction as shown

on the map

2.6.1.2 Locate places found on

the map

Demonstration

Learners to





FOR SCHOOL LEVEL

Identify features on a map using

various symbols.

2.6.1.3 Draw a map


group discussion)







features in the

surroundings

Map study

Learners to study a

given situation using a

map

2.7 TRANSPORT AND

COMMUNICATION

2.7.1 Types of

Transport and

Communication


transport and

communication

2.7.1.2 Explain types of

transport and

communication

Discussion (class, pair, group

discussion)



Picture study





2.7.2 Importance and

Challenges of

Transport And

Communication


of transport and

communication



FOR SCHOOL LEVEL

2.7.2.2 Analyse the challenges

in transport and

communication systems

2.7.2.3 Suggest strategies to

mitigate the challenges




features in the

surroundings

Demonstration

Learners to



Role play



life situation as

instructed by the

teacher

2.7.3 Road Safety and

The Highway Code


understanding of road

safety and the Highway

Code.

2.7.3.2 Explain factors that

promote road safety

(visibility, state of the

road and availability of

road signs)

YEAR THREE

7 SCHOOL EXPERIENCE

8 3.1 GOVERNANCE 3.1.1 Human Rights 3.1.1.1 Identify basic human

rights (including rights

for the children)

3.1.1.2 Explain the significance

of Human rights

(including Children and

Women’s Rights)

Singing

Learners to learn a



group discussion)



FOR SCHOOL LEVEL

3.1.1.3 Examine the obligations

and duties of citizens

3.1.1.4 Discuss the threats and

violations of human

Rights

3.1.1.5 Identify institutions that

promote Human rights

3.1.1.6




Teacher to invite a


a talk on a given

topic/subject

Picture study








features in the

surroundings

Debate



Role play



life situation as

3.1.2 The Zambian

Constitution



Zambian Constitution



FOR SCHOOL LEVEL

instructed by the

teacher

3.1.3 Sex and Gender

Roles

3.1.3.1 Explain sex, gender,

and gender roles

3.1.3.2 Discuss gender

discrimination and its

implications.

3.1.3.3 Identify institutions that

promote gender equality

Discussions

Learners to discuss sex

and gender roles in

groups

Role Play

Learners to play out roles

that depict a real life

situation as instructed by

the teacher

Debate

Learners to debate effects

of gender discrimination

Learners to debate

gender based violence

(GBV)

3.2 THE WORLD 3.2.1 Weather and

Climate


weather and climate

3.2.1.2 Identify the elements of

weather and climate

3.2.1.3 Examine the

instruments used to

Map study

Learners to study a

given phenomenon

using a map

Picture study



FOR SCHOOL LEVEL

measure weather and

climate

3.2.1.4 Explain factors affecting

weather and climate

3.2.1.5 Analyse the causes and

effects of climate

change




Discussion (class, pair, group

discussion)



3.2.2 Physical Features 3.2.2.1 Identify the continents of

the world


physical features of the

world

3.2.2.3 State how climatic

factors affect the

distribution of physical

features

3.2.2.4 State how physical

features affect the

distribution of climate

3.2.2.5 Examine the formation

of different landforms

(mountains, valleys,

plateaus and plains)


of landforms



FOR SCHOOL LEVEL

3.2.3 World Farming

Regions

3.2.3.1 Identify the major

farming regions of the

world

3.2.3.2 Explore factors

influencing farming in

the major world farming

regions

3.3 THE

ENVIRONMENT

3.3.1 Types of

Environments

3.3.1.1 Identify elements of the

environment

3.3.1.2 Describe different types

of the environment

Story telling



Role play



life situation as

instructed by the

teacher

Debate




3.3.2 Economic

Activities and their

Effects on the

Environment


economic activities on

the environment

3.3.2.2 Describe how the

environment influences

economic activities

3.3.3 Environmental

Management and

Sustainability


understanding of

environmental

management and

sustainability



FOR SCHOOL LEVEL

3.3.3.2 Describe ways of

disposing waste (waste

management)

3.3.3.3 Discuss the role of the

community in

environmental

protection




features in the

surroundings


Teacher to invite a


a talk on a given

topic/subject

3.3.4 Ecosystem 3.3.4.1 Demonstrate an


ecosystem


of the ecosystem to

humanity

9 3.4 COLONISATION

AND

DECOLONIZATIO

N OF CENTRAL

AFRICA WITH

SPECIAL

REFERENCE TO

ZAMBIA

3.4.1 Exploration of

Central Africa

3.4.1.1 Examine the activities of

the missionaries in

Central Africa (David

Livingstone, Francisco

Coillard, Henry Stanley,

etc.)


deepen the student-


Discussion


process of Colonisation,

Decolonisation and their

effects

Exposition

3.4.2 Scramble and

Partitioning of

Africa

3.4.2.1 Describe the Scramble

and Partitioning of Africa



FOR SCHOOL LEVEL

3.4.3 Zambia Under

Colonialism

3.4.3.1 Describe the process of

colonization and

decolonization of

Zambia


certain topics to

enhance the learners’


concept 3.4.4 Decolonisation of

Zambia

3.4.4.1 Describe Zambia’s

political and economic

development before and

after independence

3.5 WORLD

CHALLENGES

3.5.1 Corruption 3.5.1.1 Identify different types of

corruption


corruption


Teacher to invite a


a talk on a given

topic/subject


group discussion)



Picture study




Case study

3.5.2 Food Shortages

and Poverty

3.5.2.1 Outline the causes of

food shortage

3.5.2.2 Explain the levels of

poverty in the world

3.5.2.3 Highlight the effects of

poverty


of food security

3.5.3 Diseases 3.5.3.1 Identify the major world

diseases which affect

humanity (HIV and



FOR SCHOOL LEVEL

AIDS, malaria, Ebola,

etc.)

3.5.3.2 Explain the

consequences of major

world diseases on food

security




Dramatization

Learners to use


to learn given aspects 3.5.4 Drug and

Substance Abuse

3.5.4.1 Classify types of drugs

and substances

3.5.4.2 State the causes of drug

and substance abuse


drug and substance

abuse

3.5.5 Population Growth 3.5.5.1 Examine the causes

of rapid world

population growth

3.5.5.2 Assess the effects of

rapid world population

growth

3.5.5.3 Suggest possible

solutions to rapid world

population growth

3.5.6 Global Warming 3.5.6.1 Explain the meaning of

global warming

Practical



FOR SCHOOL LEVEL

3.5.6.2 Examine the causes of

global warming

3.5.6.3 Analyse the impact of

global warming

3.5.6.4 Suggest possible

measures to mitigate

the impact of global

warming

Let learners watch a

video on global

warming (e.g. The

Inconveniencing Truth –

online)

Demonstration

Show learners

newspapers,

magazines on global

warming.

Field Trip

Learners visit

institutions like Zambia

Environmental

Management Agency

(ZEMA) and Ministry of

Agriculture agencies.

SCOPE AND SEQUENCE CHART - SOCIAL STUDIES EDUCATION



INTRODUCTION TO

SOCIAL STUDIES

The Philosophy of Social Studies

Introduction to the study of

contributory subjects

Social Studies syllabus (School

Vs College)

ORIGIN OF THE

UNIVERSE AND LIFE

The origin of the Universe and

Life

LIVING TOGETHER

Settlement

Social values

Physical features

Cultural/human features

Socio-economic activities

Historical and cultural sites

RELIGION

Introduction to religions in

Zambia

Major religions in Zambia

CHRISTIAN LIVING Christian ethics Suffering and death

Discipline and punishment

PLANNING TO TEACH

Primary school curriculum

Teaching tools

Approaches and methods

Assessment and record keeping

GOVERNANCE Types of governments

National symbols

Human Rights

The Zambian Constitution

Sex and Gender

VOYAGES OF

DISCOVERY

Early European explorers

Slave trade

TEACHING PRACTICE Teaching Practice (2nd Term)


INTRODUCTION TO

MIGRATION

Types of migration (causes

and effects)

LOCATION AND

DIRECTION Map reading

TRANSPORT AND

COMMUNICATION

Types of transport and

communication

Road safety and the high way

code

SCHOOL EXPERIENCE School Experience (1st

Term)

THE WORLD

Weather and climate

Physical features

World farming regions

THE ENVIRONMENT

Types of environments

Economic activities and their

effects on the environment

Environmental management

and sustainability

Ecosystem

COLONISATION AND

DECOLONISATION OF

CENTRAL AFRICA

WITH SPECIAL

REFERENCE TO

ZAMBIA

Exploration of Central Africa

Scramble and partitioning of

Africa

Zambia under colonialism

Decolonisation of Zambia

WORLD CHALLENGES Corruption


Food shortages and poverty

Diseases

Drug and substance abuse

Population growth

Global warming

PRESCRIBED READING

Bwembya .G. N, Nsubuga .N .E. G, and Mulimira. J (2012) Social and Development Studies Learner’s Book Grade 1 (Zambia Primary Education Course) Lusaka: MK Publishers Ltd

Bwembya .G. N, Nsubuga .N .E. G, and Mulimira. J (2012) Social and Development Studies Learner’s Book Grade 2 (Zambia Primary Education Course) Lusaka :MK Publishers Ltd




Pamela M(1989) Child Care & Development, Second Edition: London. John Murray (Publishers) Ltd

Ministry of Education (1993) Religious Education Grade Eight Pupil’s Book, Cape Town: Clyson Printers

RECOMMENDED READING

Bennaars .G. A, Otiende .J. E and Boisvert. R (1993) Theory and Practice of Education, East African Education Publishers Ltd



Ezewu E (1983) Sociology of Education. Lagos. Longman Group Limited

Hornby A. S (2010) Oxford Advanced Learner’s Dictionary. Intentional Student’s Edition Oxford University Press

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