Republic of Zambia
SPIRITUAL
AND
MORAL EDUCATION
SYLLABI
FOR
RELIGIOUS EDUCATION
FOR
SCHOOL CERTIFICATE
GRADES 10, 11 and 12
Curriculum Development Centre
P.O. Box 50092
RIDGEWAY
LUSAKA
0
Prepared and written at the
Curriculum Development Centre, Lusaka.
© Copyright by the Examinations Council of Zambia
First published: 1984
Printed by Printing Services
Educational Services Centre
Private Bag RW16
LUSAKA.
1
INTRODUCTION
In His address to the Inaugural session of the Non-Governmental Organisations International
Conference on Human Rights, His Excellency, Dr. K.D. Kaunda called the people of whole
world to focus on THE IMPERATIVE OF HUMAN DIGNITY with the firm conviction
that if they did, they would be able to see more clearly, judge more wisely and act
responsibly with regard to major issues at international level. He said:
“Human dignity is a concept which is an old as man himself. It refers
to the intrinsic worth of man; it underlies his importance as the centre
of creation, probably the highest expression of God’s image in the
whole of creation and the pivotal agent in the ceaseless stream of
events in our changing environment. In a large measure I think it is
true to say that this quality, which is inherent in man and not imparted
to him by any human action, makes him different from other animals.
It is the most important element among the qualities which confer
upon man the inalienable rights which have since been defined in more
precise and unequivocal terms, in the Universal Declaration of Human
Rights, the principles of which have been incorporated in the Charter
of the United Nations.” (THE IMPERATIVE OF HUMAN
DIGNITY, Page 4)
In the Educational Reforms, the Imperative of Human Dignity is recognised as the focus and
central point round which all education pivots and is regarded as the major challenge which
education provides to youth in schools. Chapter two of the policy document states the Aim
of National Education:
“A guiding principle in a humanistic society, such as the Zambian
society, is that human life is precious, regardless of race, tribe,
creed, status or ability. The importance and worth of the individual
is, therefore, the central point in the Zambian humanistic approach
to socialisation of society. This belief has its origin in our natural
heritage and is based on moral and spiritual values which embrace
the attributes of the individual that contribute to the dignity of man,
betterment of self and the community, and to the general welfare of
mankind.”
In line with this vision, the Tenth meeting of the Spiritual and Moral Education Panel of the
relevant Executive Committees of the Zambian Examinations Council adopted the following
statement:
“The main aim of Spiritual and Moral Education is to enable pupils
to appreciate spiritual, moral and religious values and behaviour
based on them. This appreciation is drawn from the four main
religious traditions in Zambia, (namely: Christianity, Hinduism,
Indigenous Zambian beliefs and Islam), and from the religious
elements of the Zambian philosophy of Humanism”.
2
At the Grade Ten to Twelve levels many of the challenges contained in the principles
outlined can be realised in syllabuses which are true to the nature of education, respectful of
religion and religions and deeply challenging in human terms. Two such syllabuses are
presented here: Syllabus 2044 and Syllabus ----.
SYLLABUS 2044
Syllabus 2044 consists of five major themes:
Main in a Changing Society
Order and Freedom in Society
Life
Man and Woman
Man’s Response to God through Faith and Love
Each theme is divided into sub-themes all of which are analysed from variety of perspectives
to ensure that the topic is studied exhaustively before pupils are challenged to come to a
conclusion which is relevant to their lives. The four perspectives are:
Present Situation
African Tradition
Experiences of the Churches in Africa
The Bible
Care is taken to allow free response and in searching for a synthesis to avoid imposing a
conclusion on pupils and so the syllabus is true to the principles of genuine education.
SYLLABUS
Syllabus ---- is based on themes from the Bible and themes from Christian Witness and
Behaviour. The approach leads through four learning stages, namely:
Recall of Bible Content
Statement of Spiritual and Moral Biblical Values
Relation of Biblical Values to Contemporary Zambia
Comparison with Values from Non-Christian Religious Traditions
This syllabus is yet to be given an official number.
Both syllabuses were approved by the Examinations Council of Zambia on June 27th 1984.
CONTENT
Syllabus: 2044/1
Page 5
Syllabus: ----
Page 29
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RELIGIOUS EDUCATION I (SYLLABUS)
MAJOR THEME: “MAN IN A CHANGING SOCIETY”
Sub-theme one: “Living in a Changing Society”
Dimension: Present Situation
1. PSBAT:
2. PSBAT:
3. PSBAT:
4. PSBAT:
5. PSBAT:
6. PSBAT:
explain how he/she has undergone over the years, physical, emotional,
Intellectual, social and religious change.
identify some educational, social, technological, political and economic
changes that have occurred in Zambia since Independence.
explain from the philosophy of Zambian Humanism how the “new society”
Zambia is trying to achieve can only occur if there is a change of attitudes.
identify the important changes that have occurred within the Hindu religion
from its inception until now.
identify changes in Africa caused by Islam.
contrast the different attitudes people have towards change.
Dimension: African Tradition
1. PSBAT:
2. PSBAT:
3. PSBAT:
state some changes that have occurred in the part in Zambia due to adaptation,
innovation and external contacts.
describe how traditional rites of passage celebrate a change in an individual’s
social position.
compare the pace of change and the types of change in Zambia’s urban areas
with the pace of change and the types of change in Zambia’s rural areas.
Dimension: Church History
1. PSBAT:
2. PSBAT:
3. PSBAT:
4. PSBAT:
explain how early converts to Christianity changed.
describe how Christianity changed the lives of some Zambians.
explain why Christian missionaries to Zambia tried to change some of the
customs and beliefs of the people.
identify the essential of Christian worship and the changes in structure,
evangelism and worship which have occurred within the Zambian Christian
Church over the past fifty years.
Dimension Bible (Old Testament)
1. PSBAT:
2. PSBAT:
3. PSBAT:
use Exodus 20: 1-17 to explain how the Decalogue helped the Israelites to
face change.
use Joshua 24: 1-28 to explain how the Convent demanded that the Israelites
change their idolatrous ways and turn to serving the One True God.
use Amos 5: 7-15, 21-27, 6: 1-7 to explain how the prophet urged his people
to change their evil ways.
4
Dimension: Bible (New Testament)
1. PSBAT:
2.
3.
4.
5.
6.
use Mathew 11: 2-6 to explain that for Jesus, bringing about the Kingdom or
His Father meant to change the world for the better.
PSBAT: use Mathew 13: 1-9, 13-14 to illustrate that embracing the Kingdom of God is
difficult but the Kingdom will come in spite of obstacles.
PSBAT: use Mathew 13: 44-46 to explain that embracing the Kingdom of God
demands a radical change within us.
PSBAT: use Luke 10: 25-37 to explain that Jesus challenged the Hebrew people to
change their attitudes of hatred towards their enemies.
PSBAT: use Mathew 25: 31-46 to explain that following the Kingdom of God means a
change in us from selfishness to loving service of others.
PSBAT: use 1 Corinthians 12: 12-26 to explain that Jesus called the Jewish people to
change from hating their enemies to showing universal love by serving all
people.
Synthesis
1. PSBAT:
2. PSBAT:
3. PSBAT:
4. PSBAT:
5. PSBAT:
6. PSBAT:
7. PSBAT:
compare the roles of Old Testament prophets, Jesus and particular Zambian
Christians as agents of change.
show how present-day Zambian Christians can be agents of change.
show how present-day Zambian Christians can apply in their lives the Biblical
teaching that people are co-creators of the world with God.
show how present-day Zambian Christians can apply the Biblical idea that
God is revealed through political, social and economic change.
compare and evaluate different attitudes to change.
conclude how Christians should evaluate change.
evaluate the changes causes in Zambia by the work of Christian Churches.
Sub-theme Two: “Working in a Changing Society”
Dimension: Present Situation
1. PSBAT:
2. PSBAT:
3.
4.
5.
6.
7.
PSBAT:
PSBAT:
PSBAT:
PSBAT:
PSBAT:
illustrate the interdependence of all kinds of work in modern Zambia.
discuss the problems which have arisen because of salaried employment and
industrialization.
describe different attitudes to agricultural work and to rural work.
discuss the importance of work in a Humanist society.
describe different attitudes to work among Hindus in Zambia.
outline the teachings of Islam about work.
outline the teachings of Karl Marx on work.
5
Dimension: African Tradition
1. PSBAT:
2. PSBAT:
explain traditional attitudes towards work.
contrast work done in a traditional society with work done in a modern
society.
Dimension: Church History
1. PSBAT:
2. PSBAT:
3. PSBAT:
4. PSBAT:
5. PSBAT:
6. PSBAT:
7. PSBAT:
8. PSBAT:
explain how monasteries in the early centuries of Christianity contributed
much to society through their work.
explain why monasteries in the Middle Age lost the ideal balance between
work and prayer.
explain how craft guilds in the Middle Ages helped the worker.
describe how Lord Shaftesbury during the Industrial Revolution made
conditions better for the worker.
illustrate by example how the Church in Zambia trained and is training people
in different skills.
illustrate by examples, incidents where the Church in Zambia supported the
just demands of the worker.
state the traditional Protestant teachings on why people work.
state modern Roman Catholic teachings about work and workers.
Dimension: Bible (Old Testament)
1. PSBAT:
2. PSBAT:
3. PSBAT:
4. PSBAT:
5. PSBAT:
6. PSBAT:
use Genesis 1: 26-31 to discuss how we are called by God to use our work for
the benefit of mankind.
use Exodus 1: 8-14 and Exodus 5: 7-19 to illustrate an example of how work
can be used to oppress people.
use Exodus 20: 8-11 to explain that the Sabbath Law was instituted in part to
protect the workers.
use Deuteronomy 24: 5-6, 10-15, 19-22 to explain how God meant each
worker to be respected as a person.
use Jeremiah 22: 13-17 to describe the prophet’s concern with just working
conditions.
use Ezra 3: 7-9 to identify the Old Testament ideal of co-operation between
people in work.
Dimension: Bible (New Testament)
1. PSBAT:
use Mathew 25: 14-30 to explain that God wants us to use work as a means of
developing out talents.
2. PSBAT: use Mathew 25: 31-46 to explain how we were meant by God to use work as
a means of serving others.
3. PSBAT: use Mark 6: 30-34 to describe Jesus putting off a well-deserved rest in order
to work for the Kingdom of His Father.
6
Synthesis
1. PSBAT:
2. PSBAT:
3. PSBAT:
4. PSBAT:
5. PSBAT:
compare Old Testament and New Testament teachings about relationships
between employers and employees.
compare different attitudes to work among Christians, Hindus and Muslims.
compare teachings about work in the Bible with teachings about work in
Zambia Hinduism.
explain and illustrate with examples from modern Zambia the Christian idea
that people’s work can build the Kingdom of God.
evaluate different motives for work in modern Zambia.
Sub-theme three: “Leisure in a Changing Society”
Dimension: Present Situation
1.
2.
3.
4.
5.
6.
PSBAT:
PSBAT:
PSBAT:
PSBAT:
PSBAT:
list present-day types of leisure activities.
discuss the problems involved in having an abundance of leisure time.
describe ways in which leisure time can be used constructively.
explain that natural resources are to be conserved and enjoyed by everyone.
describe Hindu festivals celebrated in Zambia, and explain how they give
leisure a religious meaning.
PSBAT: describe Muslim festivals celebrated in Zambia and explain their importance.
Dimension: African Tradition
1. PSBAT:
2. PSBAT:
3. PSBAT:
describe traditional Zambian ways of using leisure.
show how traditional leisure activities were connected with the rest of life.
contrast traditional attitudes towards leisure with present-day attitudes.
Dimension: Church History
1. PSBAT:
2. PSBAT:
3. PSBAT:
4. PSBAT:
explain how either the Biblical view of creation or the pagan view of the
evilness of the body determined the early Christians’ attitude towards leisure.
differentiate between the correct and the incorrect notion of “renunciation” as
a practised in the early Church.
describe different Christian attitudes to traditional Zambian leisure-time
activities.
identify ways in which the Church in Zambia is helping to create constructive
leisure-time activities for the young.
Dimension: Bible (Old Testament)
1. PSBAT:
2. PSBAT:
use Ecclesiastes 3: 1-8 to illustrate the Old Testament belief that leisure-time
activities have a place in man’s life.
use Deuteronomy 5: 12-15 to explain that the Sabbath was meant for prayer
7
3. PSBAT:
4. PSBAT:
and for the leisure-time activities of celebration and rest.
describe some Hebrew celebrations as examples of ways in which the Hebrew
people used their leisure time.
use Psalm 23 to explain that true peace and relaxation during leisure times
come from trust in God in spite of the tensions and difficulties of life.
Dimension: Bible (New Testament)
1. PSBAT:
2. PSBAT:
3. PSBAT:
4. PSBAT:
illustrate from Luke 4:16, 5:29, 10:38, 21:1; Mark 6: 31 and John 2: 1 that
Jesus took time to work, pray, relax, celebrate and reflect.
use Mark 2: 23-28 to explain that one of the true purposes of the Sabbath is to
enjoy rest and to grow together in peace and trust.
use Mathew 6: 25-34 to explain that total trust in God can help us relax and
enjoy our leisure moments.
use Revelations 21: 1-4 to explain that the peace and joy that we seek during
leisure moments will only be complete in heaven (after the Second Coming).
Synthesis
1. PSBAT:
2. PSBAT:
3. PSBAT:
4. PSBAT:
5. PSBAT:
6. PSBAT:
compare Christian, Hindu and Muslim religious festivals in modern Zambia.
explain how leisure can help people reflect on the meaning of their life.
compare and contrast leisure in traditional Zambian Society with leisure in
modern Zambia.
show what leisure can contribute to people’s life.
evaluate different ways of spending leisure-time according to whether they are
constructive or destructive.
defend the need for both work and leisure in person’s life.
MAJOR THEME:
“ORDER AND FREEDOM IN SOCIETY”
Sub-theme Four: “Justice in Society”
Dimension: Present Situation
1.
2.
3.
4.
5.
6.
PSBAT:
PSBAT:
PSBAT:
PSBAT:
PSBAT:
PSBAT:
7. PSBAT:
8. PSBAT:
describe personal experience of injustice.
illustrate examples of injustice within social systems.
identify the difficulties that can exist in deciding how to act justly.
explain how the search for justice demands an informed vision.
describe how some people have become champions of justice.
discuss the role that a Zambian Humanist has in the maintenance of justice
within the country.
illustrate, with special reference to Gandhi, Hindu teachings on non-violence
as the path to justice.
outline the teachings of the Koran on social justice.
8
Dimension: African Tradition
1. PSBAT:
2. PSBAT:
discuss some traditional ideas about justice.
discuss some traditional ideas about injustice.
Dimension: Church History
1. PSBAT:
2. PSBAT:
3. PSBAT:
discuss slavery as a form of injustice in the early days of the Church.
explain how the African Slave Trade was a form of injustice.
describe how some Christians in Zambia have fought against injustices.
Dimension: Bible (Old Testament)
1. PSBAT:
2. PSBAT:
3. PSBAT:
4. PSBAT:
use Exodus 22: 21-27: 23: 1-8 to illustrate how some Hebrew laws tried to
protect especially the poor and the weak against injustices.
use Samuel 12: 1-13 and 1 Kings 21: 1-21 explain how the prophets spoke
out against injustice.
use Amos 5: 21-24, Isaiah 1: 10-17 and Isaiah 58: 1-10 to illustrate the
teaching of the prophets that observing religious practices without being just
to people was unacceptable to God.
use Isaiah 11: 1-5 to identify that the prophet foretold that the Messiah would
bring the world peace and justice.
Dimension: Bible (New Testament)
1. PSBAT:
2. PSBAT:
3. PSBAT:
4. PSBAT:
use Mark 12: 38-40 and Mathew 23: 1-4, 23 to illustrate that Jesus
denounced injustice in his society.
use Luke 18: 9-14 to explain Jesus’ teaching about judging others unjustly.
use Mathew 5: 21-48 to explain Jesus’ teaching that true justice can be
created only by people loving one another and not by following laws.
use James 2: 1-19 to illustrate the early Church’s concern for justice towards
the poor.
Synthesis
1. PSBAT:
2. PSBAT:
3. PSBAT:
4. PSBAT:
5. PSBAT:
compare Biblical ideas about justice with other ideas about justice.
evaluate the roles played by Churches in struggles against injustice.
conclude how a Christian should understand justice and work to create just
relationship.
evaluate different ways used to fight against injustice.
(given appropriate situations) analyse each situation to identify the causes of
injustice, and propose and defend for each situation ways by which people
could remove injustice and build just relationships.
9
Sub-theme Five: “Service in Society”
Dimension: Present Situation
1.
2.
3.
4.
PSBAT:
PSBAT:
PSBAT:
PSBAT:
5. PSBAT:
6. PSBAT:
7. PSBAT:
describe different ways in which authority is used.
describe how the task of authority is to make people free.
list qualities required of a good leader.
give examples of leaders in Zambia who have used their authority to serve
people.
explain the purpose of rules in a school.
describe the role of the clergy within traditional Hindu society.
describe how, according to Mohammed, the Imam, a traditional Muslim
religious leader, should exercise his authority.
DIMENSION: AFRICAN TRADITION
1. PSBAT:
2. PSBAT:
explain how authority was exercised in the past.
contrast traditional forms of authority with modern-day forms of authority.
DIMENSION: CHURCH HISTORY
1. PSBAT:
2. PSBAT:
3. PSBAT:
illustrate how service and authority were expressed in the early Church.
explain how church leaders in Africa used their authority to serve people.
show how Francis of Assisi exercised authority through service and not
through power over people.
Dimension: Bible (Old Testament)
1. PSBAT:
2. PSBAT:
3. PSBAT:
use Psalm 136 to explain how the Hebrew experienced God’s authority
through creation and through his saving action.
use Exodus 2: 11-16 to identify the strengths and weaknesses of Moses as a
leader.
use Ezekiel 34: 1-11 to explain how prophet foretold that the Messiah would
be a good shepherd and use his authority to serve his people.
Dimension: Bible (New Testament)
1. PSBAT: use John 10: 11-16 to describe Jesus as the Good Shepherd prophesied by
Ezekiel.
2. PSBAT: use Mark 10: 32-45 to explain Jesus’ teaching that being in authority can
involve suffering, humility and service.
3. PSBAT: use John 13: 1-15 to explain how Jesus, by example, expressed his authority
in humble service.
4. PSBAT: use Colossians 1: 24-29 to illustrate how Saint Paul used his authority to serve
the early Christians by preaching man’s salvation brought about by Jesus.
5. PSBAT: use Ephesians 4: 11-23 to explain how Christ’s spirit of service should be
10
expressed in the Christian Community.
Synthesis
1. PSBAT:
2. PSBAT:
3. PSBAT:
4. PSBAT:
compare ideas about authority in Zambian tradition and Zambian Humanism.
compare and contrast different ideas about how leaders should behave and
exercise authority.
show that Christians should exercise authority through loving service of
others.
conclude how a Christian in a position of leadership in modern Zambia should
exercise his authority.
Sub-theme Six: “Loyalty to Society”
Dimension: Present Situation
1.
2.
3.
4.
5.
6.
7.
8.
PSBAT:
PSBAT:
PSBAT:
PSBAT:
PSBAT:
PSBAT:
PSBAT:
PSBAT:
list loyalties which they have.
illustrate by examples loyalty found in present-day Zambian society.
discuss the three levels of obedience.
explain why choices reflect where loyalties lie.
identify the loyalties which Zambian Humanism asks of people.
explain the meaning of the word “loyalty”.
describe how Hindus express their loyalty to major Hindu values.
describe how Muslims express their loyalty to God.
Dimension: African Tradition
1.
2.
3.
4.
5.
6.
PSBAT:
PSBAT:
PSBAT:
PSBAT:
PSBAT:
PSBAT:
state the qualities implied in loyalty within traditional Zambian society.
describe occasions when an individual was loyal to a group.
describe when an individual was loyal to a single person.
describe occasions when an individual as loyal to an idea.
discuss the meaning of disloyalty in traditional Zambian society.
identify conflicts of loyalties that exist between traditional behaviour and
customs, and present-day behaviour and customs.
Dimension: Church History
1. PSBAT:
2. PSBAT:
3. PSBAT:
explain the meaning of “dual citizenship” as it was understood in the history
of the Church.
discuss the conflicting loyalties Christians had to face in the early Church.
discuss some conflicting loyalties Christians and Churches had to face in more
recent times.
11
Dimension: Bible (Old Testament)
1. PSBAT:
2.
3.
4.
5.
use Exodus 24: 1-11 to explain that the Covenant was an expression of mutual
loyalty between God and the Hebrew people.
PSBAT: use 1 Kings 21: 1-24 to illustrate that the Hebrew people were at times
disloyal to God and to the Covenant values of respect for life and property.
PSBAT: use Jeremiah 7: 1-11 to explain that rue loyalty to God does not consist in
outward observances but in just treatment of our neighbour brought about a
change of heart.
PSBAT: use Micah 6: 6-8 to explain that loyalty to God consists of acting justly,
loving our neighbour and living in fellowship with God.
PSBAT: use Jeremiah 31: 31-34 to explain that the prophet predicted a new Covenant
that would be based on loyalty to love rather than loyalty to observance to
ritualistic laws.
Dimension: Bible (New Testament)
1. PSBAT:
2. PSBAT:
3. PSBAT:
4. PSBAT:
use John 15: 1-17 to explain how Jesus is the fulfilment of the New Covenant
and its law of love prophesized by Jeremiah.
use John 8: 28-29 to explain how Jesus was always loyal in doing His
Father’s will.
use Mark 1: 16-20 to explain that Christ calls us to be loyal to Him in spite of
difficulties.
explain different interpretations of Jesus’ command to people to give to the
Emperor what belongs to the Emperor and give to God what belongs to God,
found in Mathew 22: 15-22.
Synthesis
1. PSBAT:
2.
3.
4.
5.
show how adherents of each of the four main religious traditions in Zambia
express their loyalty to their religious traditions.
PSBAT: show how people who are loyal to their ideals can bring about changes in their
society.
PSBAT: show how Christians should decide between conflicting loyalties in their lives.
PSBAT: argue that Christians should be loyal to and responsible for each other and to
all people.
PSBAT: (given situations where different loyalties in people’s lives conflict) evaluate
the conflicting loyalties and propose ways of resolving the conflicts.
MAJOR THEME: “LIFE”
Sub-theme Seven: “Happiness”
Dimension: Present Situation
1. PSBAT:
list what makes people happy today.
12
2.
3.
4.
5.
6.
PSBAT:
PSBAT:
PSBAT:
PSBAT:
PSBAT:
explain the levels at which people can be happy.
discuss the notion that happiness include all levels of human development.
should be able to distinguish between pleasure and happiness.
describe the way to find happiness given in chapter 8 of the Bhagavad Gita.
describe the way to happiness given in chapter 43 of the Koran.
Dimension: African Tradition
1. PSBAT:
2. PSBAT:
3. PSBAT:
4. PSBAT:
list what made people happy in traditional Zambian society.
explain how harmony and status brought happiness to traditional society.
contrast traditional ideas about happiness with present-day ideas about
happiness.
show that good qualities of life in African traditional society have similarities
to those in other religions.
Dimension: Church History
1. PSBAT:
2. PSBAT:
3. PSBAT:
4. PSBAT:
explain why the early Christians found happiness in their faith.
illustrate by examples that some early Christians showed happiness even in the
midst of great suffering.
five examples of African Christians expressing happiness when they faced
suffering.
explain why some Christians in the past have condemned traditional African
ways of expressing happiness.
Dimension: Bible (Old Testament)
1. PSBAT:
use Ecclesiastes 3: 1-8 to explain the Old Testament understanding that life is
a mixture of joys and sorrows.
2. PSBAT: use Psalms 37 to explain how God gave the Hebrews ways which would lead
them to happiness.
3. PSBAT: use Jeremiah 2: 1-13 to explain how the prophet urged his people to find
happiness by returning to God.
4. PSBAT: use Jeremiah 30: 10-22 to illustrate the prophet’s teaching that happiness
cannot be found apart from God.
Dimension: Bible (New Testament)
1.
PSBAT: use Mathew 5: 1-10 to describe the attitudes which Jesus said would bring
happiness.
2. PSBAT: use Luke 19: 1-10 to explain how Zacchaeus found happiness by accepting
from Jesus forgiveness and a new way of life.
3. PSBAT: use John 16: 16-22 to explain Jesus’ promise that His Resurrection would
change their sorrow into happiness.
13
4. PSBAT:
5. PSBAT:
use Philippians 4: 4-7 to explain the attitudes Paul describes as needed to
experience happiness.
use 1 Corinthians 13 to explain the Christian belief that love is the basis for
happiness.
Synthesis
1. PSBAT:
2. PSBAT:
3. PSBAT:
4. PSBAT:
5. PSBAT:
6. PSBAT:
construct, from the Bible, a description of a person who is happy, according to
Biblical though.
show what, according to the Christian faith, is required for people to be happy.
compare and contrast various ways to achieve happiness that are available to
present-day Zambians.
evaluate the ways to happiness proclaimed by each of the four main religious
traditions in Zambia.
demonstrate that human happiness requires satisfaction in different areas of
life.
analyse given situations to find which areas of life are satisfied or ignored, and
evaluate the happiness of the people in the situations.
Sub-theme Eight: “Unending Life”
Dimension: Present Situation
1. PSBAT:
2. PSBAT:
3. PSBAT:
4. PSBAT:
5. PSBAT:
describe the various attitudes and reactions to death that people have in
Zambia.
discuss some modern-day beliefs concerning life after death.
show how, as a person grows older, that person’s attitude to the future
changes.
explain the Hindu belief of “reincarnation”.
use the Koran, chapters 56 and 75 to explain the Muslim beliefs concerning
the resurrection of the dead.
Dimension: African Tradition
1. PSBAT:
2. PSBAT:
3. PSBAT:
describe how traditional Zambian mourning and burial customs express a
belief in life after death.
relate some Zambian myths that explain why death came into the world.
describe ways in which the spirits of the ancestors are honoured.
Dimension: Church History
1. PSBAT:
2. PSBAT:
3.
discuss why the early Christians did not fear death.
show why fear of death and fear of life after death entered the Church at
certain times during its history.
PSBAT: explain that today the Church is re-emphasizing the joys of life after death
rather than possible punishment.
14
4. PSBAT:
discuss the Christian understanding of death, judgement, heaven, hell and
immortality.
Dimension: Bible (Old Testament)
1. PSBAT:
2. PSBAT:
3. PSBAT:
4. PSBAT:
explain the meaning of Sheol and its importance in the Old Testament.
use Isaiah 38: 9-20 to explain the early stage of the Hebrew understanding of
unending life: there is no real life after death.
Psalm 16 to explain that some Hebrews started to believe that God would not
abandon them in death.
use Daniel 12: 1-3 to explain the later stage of Hebrew understanding on
unending life: a belief in the resurrection of the dead.
Dimension: Bible (New Testament)
use John 11: 11-44 to illustrate the Christian belief in Jesus’ power over
death.
PSBAT: use 1 Corinthians 15: 1-28 to explain the early Church’s beliefs concerning
the Resurrection of Jesus and the resurrection of all people.
PSBAT: use 1 Corinthians 15: 51-58 to explain the early Church’s beliefs concerning
the nature of the resurrected body.
PSBAT: use LUKE 10: 24-28 to explain the teaching of Jesus that love of God and
neighbour are two ways of achieving the joys of unending life.
PSBAT: use Luke 14: 12-14 to describe what Jesus meant by “love of neighbour”.
PSBAT: use John 5: 24-29 to explain the Christian belief that Jesus is the source of
external life.
PSBAT: use Revelation 22: 1-5 to explain how John expresses in images the joys of
life after death.
1. PSBAT:
2.
3.
4.
5.
6.
7.
Synthesis
1. PSBAT:
2. PSBAT:
3. PSBAT:
4. PSBAT:
compare and contrast different beliefs about people’s life after death found in
the four main religious traditions in Zambian.
show what Christians believe about unending life in the present and in the
future.
evaluate different Christian teachings about resurrection, judgement, heaven
and hell.
show how people’s beliefs about life after death affect their behaviour.
Sub-theme Nine: “Success”
Dimension: Present Situation
1. PSBAT:
2. PSBAT:
3. PSBAT:
describe what success and failure mean to them.
explain that a people’s ideas of success depend on their values.
discuss some of the main values found in Zambian Humanism.
15
4. PSBAT:
5. PSBAT:
6. PSBAT:
contrast some values of Zambian Humanism with opposite values found in
society.
describe the successful life for a Hindu as a being service to the poor and
education to the illiterate.
explain the five duties of a Muslim if he/she is to be considered as success:
witnessing Allah and Mohammed his messenger, prayer, almsgiving,
pilgrimage and fasting.
Dimension: African Tradition
1. PSBAT:
2. PSBAT:
3. PSBAT:
4. PSBAT:
discuss the success in traditional Zambian Society was based on being fully
integrated into society.
illustrate by proverbs that a person’s wisdom and wit made him/her a success
in society and not wealth or strength.
discuss why unexplained success lead to accusations of witchcraft or magic.
contrast traditional ideas concerning success with present-day ideas.
Dimension: Church History
1. PSBAT:
2. PSBAT:
3. PSBAT:
4. PSBAT:
evaluate to what extent, numbers, geographical spread, artistic achievement,
two thousand years of existence and powerful influence in some societies are
true measures of success for the Church.
describe Christians whose lives appeared to have been failures but whose lives
in fact have been successes.
explain how Jesus seemed to have been a complete failure but in fact was a
success.
describe the elements of a truly successful Church.
Dimension: Bible (Old Testament)
1. PSBAT:
2. PSBAT:
3. PSBAT:
use Deuteronomy 6: 1-9 to explain that the Hebrew people believed success
depended on faithfully observing God’s Law.
use Psalm 1 to explain the Hebrew belief that success and happiness came to
those who followed God’s Law and that failure and sadness came to those
who did not follow it.
use Job 1: 1-3; 21: 7-15 to illustrate that good men who follows God’s Law
do not always seem successful and that success is really found in having faith
and trust in God.
Dimension: Bible (New Testament)
1. PSBAT:
2. PSBAT:
3. PSBAT:
use Mathew 4: 1-11 to illustrate how Jesus rejected wealth, power and
prestige as the basis of success in favour of doing God’s will.
use Mathew 19: 16-22 to explain Jesus’ teaching that perfect success is in
going beyond obedience to God’s Law to obedience to the new values Jesus
preached
use Philipians 2: 1-11 to explain what Paul believed a Christian had to do in
order to be a success.
16
4. PSBAT:
5. PSBAT:
use Romans 12: 1-21 to describe the successful Christian life as one of
obedience to God and love for others.
use Mark 8: 34-37 to explain the teaching of Jesus about what is involved in
being a successful follower of Jesus and living a successful life.
Synthesis
1. PSBAT:
2. PSBAT:
3.
4.
5.
6.
contrast and evaluate ideas about success in traditional and modern Zambia.
compare ideas about success found in the four main religious traditions in
Zambia.
PSBAT: contrast religious and non-religious ideas of success and failure.
PSBAT: construct, from Biblical and Christian teachings, a description of a successful
Christian.
PSBAT: (given appropriate situations) show how a person who is powerful or famous
can be a successful Christian.
PSBAT: evaluate the success of churches in being faithful to Jesus Christ.
MAJOR THEME: “MAN AND WOMAN”
Sub-theme Ten: “Family Life”
Dimension: Present Situation
1. PSBAT:
2. PSBAT:
3. PSBAT:
4. PSBAT:
5. PSBAT:
explain the changes in family life that have occurred in Zambia today.
discuss the conflicts that exist today between parents and their children.
explain the teachings of Zambian Humanism concerning the role of family in
society.
describe the roles of parents and children within a typical Zambian Hindu
family.
use the sayings of Mohammed to explain the duties of parents towards
children and children to parents.
Dimension: African Tradition
1. PSBAT:
2. PSBAT:
3. PSBAT:
4. PSBAT:
discuss the role of parents, grandparents and relatives found in the two types
of Zambian extended family.
describe the type of child education that went on within a traditional
community.
explain the importance of having children in traditional family.
list the advantages and disadvantages of polygamy.
Dimension: Church History
1. PSBAT:
2. PSBAT:
discuss the importance of the family among Christians of the early Church.
explain how some reformers of the Reformation and the Counter-Reformation
tried to make the family the centre of Christian life.
17
3. PSBAT:
explain the different ways in which the Zambian Church tries to foster family
living.
Dimension: Bible (Old Testament)
1. PSBAT:
2. PSBAT:
3.
4. PSBAT:
5. PSBAT:
6. PSBAT:
use Genesis 15: 2 and Psalm 127: 3 to illustrate that the Hebrew people
considered children a sign of God’s blessing.
use 1 Samuel 1: 18 to illustrate that the Hebrew people considered inability to
have children a curse from God.
use Deutronomy 5: 16 to explain that respect towards parents was essential
within the Hebrew family.
use Proverbs 22: 15; 23: 13-14; 29: 15-17 to illustrate that disciplining the
children was essential within the Hebrew family.
use Genesis 2: 21-24 to explain the Old Testament teaching that monogamy
was considered the basis for a sound family life.
Dimension: Bible (New Testament)
1. PSBAT:
2. PSBAT:
3. PSBAT:
4. PSBAT:
construct, from the Bible and Christian teachings, a description of the ideal
Christian family.
compare and contrast the ideals of family life presented by the four main
religious traditions in Zambia.
contrast and evaluate different ideas in modern Zambia about the upbringing
and education of children.
(given appropriate situations) show a Christian family in modern Zambia can
remain faithful to the Christian ideal of family life, in spite of forces opposed
to that ideal.
Synthesis
1. PSBAT:
2. PSBAT:
3. PSBAT:
4. PSBAT:
construct, from the Bible and Christian teachings, a description of the ideal
Christian family.
compare and contrast the ideals of family life presented by the four main
religious traditions in Zambia.
contrast and evaluate different ideas in modern Zambia about the upbringing
and education of children.
(given appropriate situations) show how a Christian family in modern Zambia
can remain faithful to the Christian ideal of family life, in spite of forces
opposed to that ideal.
Sub-theme Eleven: “Sex Differences and the Person”
Dimension: Present Situation
1. PSBAT:
discuss the psychological, emotional and physical changes that
teenagers undergo.
18
2. PSBAT:
3. PSBAT:
4. PSBAT:
5. PSBAT:
6. PSBAT:
explain the efforts made in Zambia to bring equality to women.
explain modern patterns of boy-girl relationship.
list the ways in which men and women in African are not treated
equally.
contrast the role of men and of women among Hindus in Zambia.
contrast the role of men and of women among Muslims in Zambia.
Dimension: African Tradition
1. PSBAT:
2. PSBAT:
3. PSBAT:
illustrate by examples, traditional practices and beliefs which show that
women were considered inferior to men, though in some areas they were
considered superior to men and at times they were considered equal to men.
contrast the traditional role of men and women with the present-day role.
show how puberty rituals taught the initiants values and role specific to their
sex.
Dimension: Church History
1. PSBAT:
2. PSBAT:
3. PSBAT:
describe and illustrate different roles and responsibilities of women and of
men in the Christian Churches through their history.
identify changes that have taken place and are taking place in the division of
responsibility between men and women in Christian Churches.
compare the respective roles of women and men in Christian Churches in
Zambia with the respective roles of women and men in other institutions in
Zambia.
Dimension: Bible (Old Testament)
use Genesis 1: 16-31 to explain that men and women are created in God’s
image and are in charge of the earth.
PSBAT: use Proverbs 6: 20-26 to illustrate how Hebrew society sometimes
discriminated unjustly against women.
PSBAT: use Leviticus 27: 1-7 to explain that some Old Testament laws discriminated
against women.
PSBAT: use Judges 17: 1-7 to explain how God used a woman, in spite of women’s
inferior status in Hebrew society, to delivery the Hebrews from their enemies.
PSBAT: use 2 Samuel 14: 1-24 to explain how a woman brought the great David to
forgive his son, Absalom.
1. PSBAT:
2.
3.
4.
5.
Dimension: Bible (New Testament)
1. PSBAT:
2. PSBAT:
3. PSBAT:
4. PSBAT:
use John 13: 34-35 to explain that Jesus proclaimed the dignity of each person
and that love should govern all human relationships.
use John 4: 5-9, 27 to explain how Jesus was open to all people whatever their
race or sex.
use Luke 7: 36-39 to illustrate how Jesus was open to all people whatever
their moral life.
use Galatians 3: 27-28 to illustrate Paul’s teaching that all people are equal in
Christ, whatever their sex, race or social status.
19
5. PSBAT:
respect
6. PSBAT:
use Philippians 2: 3-5 to illustrate Paul’s teaching that mutual love and
should be the basis of all human relationships.
use Acts 18: 24-26 to illustrate that both men and women shared in the work
of spreading the Gospel and leading the early Church.
Synthesis
1. PSBAT:
2. PSBAT:
3. PSBAT:
4. PSBAT:
5. PSBAT:
contrast the respective roles of men and women in the Old Testament with the
respective roles of men and women among Jesus’ disciples and in the earliest
churches.
evaluate, in the light of New Testament teachings about relationships between
men and women, the respective roles played by men and women in the history
of the churches.
contrast the teachings of the four main religious traditions in Zambia about the
respective roles of men and women in society and relationships between the
sexes.
analyse the influence of churches and Christian ideas on these changes.
conclude what principles Christians should follow with regard to relationships
between men and women, and apply these principles to given situations from
modern Zambian life.
Sub-theme Twelve: “Courtship and Marriage”
Dimension: Present Situation
1. PSBAT:
2. PSBAT:
3. PSBAT:
4. PSBAT:
5. PSBAT:
6. PSBAT:
7. PSBAT:
discuss present-day boy-girl relationships.
explain that individuals today have more freedom in choosing their marriage
partner.
list the qualities a man might look for in his future wife.
list the qualities a woman might look for in her future husband.
discuss the problems related to courtship and marriage found in Zambian
society today.
describe Hindu practices of courtship and marriage and explain Hindu ideas
about divorce.
use the sayings of Mohammed to show the Muslim teaching about marriage,
matrimonial relations and divorce.
Dimension: African Tradition
1.
2.
3.
4.
5.
PSBAT:
PSBAT:
PSBAT:
PSBAT:
PSBAT:
explain the two main aspects of a traditional marriage.
describe the traditional practice of “lobola”.
discuss traditional Zambian marriage preparations.
explain traditional Zambian marriage rites.
contrast present-day patterns of courtship and marriage with traditional
patterns.
20
Dimension: Bible (Old Testament)
1. PSBAT:
2. PSBAT:
3. PSBAT:
4. PSBAT:
use Genesis 2: 18-25 to illustrate the Hebrew belief that marriage is willed by
God.
use Deutronomy 24: 1 to explain that divorce was at first permitted in
Hebrew society under certain circumstances.
use Malachi 2: 13-16 to explain that divorce was later frowned upon by
Prophet.
use Hosea 2: 1-3: 1 to describe the elements of a good marriage relationship.
Dimension: Bible (New Testament)
1. PSBAT:
2. PSBAT:
3. PSBAT:
4. PSBAT:
5. PSBAT:
use John 4: 16-19 to explain that Jesus tried to heal a marriage relationship.
use John 8: 1-11 to explain that Jesus stressed the importance of faithfulness
to marriage vows.
use Mark 10: 1-12 to explain that Jesus stressed the ideal of monogamy stated
in Genesis but later ignored.
use Ephesians 5: 21-23 to explain that marriage is a covenant involving both
partners in genuine love and understanding.
use 1 Corinthians 7: 1-7 to explain that marriage involves both partners in
mutual respect and total self-giving.
Dimension: Church History
1. PSBAT:
2. PSBAT:
distinguish between essentials and the non-essentials of a Christian marriage
ceremony.
explain that a Christian marriage is a continuing effort to strengthen love and
respect between the two marriage partners.
Synthesis
1. PSBAT:
2. PSBAT:
3. PSBAT:
4. PSBAT:
5. PSBAT:
6. PSBAT:
7. PSBAT:
show, from the Bible and Christian teachings, what Christians believe about
the nature and purpose of marriage.
compare and contrast the aims of marriage in the four main religious traditions
of Zambia.
compare and contrast courtship patterns in Hindu tradition, Muslim tradition,
Zambian tradition and modern Zambia.
propose principles to guide a person choosing a marriage partner in Zambia.
propose principles to guide an engaged couple in modern Zambia.
evaluate the practice in modern Zambia of the following: polygamy, wedding,
ceremonies, “lobola”, pre-marital sex, and an individual’s freedom to choose
his or her marriage partner.
compare and contrast the ways marriages are supported and divorces avoided
by the main religious traditions in Zambia.
21
8. PSBAT:
(given various situations where there are problems in a marriage), propose
how people involved in each situation should behave.
MAJOR THEME: “MAN’S RESPONSE TO GOD THROUGH FAITH AND LOVE”
Sub-theme Thirteen: Man’s Search for God”
Dimension: Present situation
1. PSBAT:
2. PSBAT:
3. PSBAT:
4. PSBAT:
5. PSBAT:
6. PSBAT:
explain the different ways in which peoples of the world search for God.
use proverbs to show that man constantly searches for God, truth or some
wisdom.
tell some traditional stories about the relationship between God and people.
illustrate how Zambian Humanism is searching for a way to make life in
Zambia more man-centred.
identify the essential features of “pājū” the central point of Hindu religious
activity.
explain submission to God as Islam’s fundamental attitude and the saying of
Mohammed regarding prayer and worshipping at the mosque.
Dimension: African Tradition
1. PSBAT:
2. PSBAT:
3. PSBAT:
explain some traditional beliefs about God.
explain some traditional Zambian beliefs concerning respect toward ancestral
spirits.
describe some traditional Zambian religious rituals.
Dimension: Church History
1. PSBAT:
2. PSBAT:
describe how some people in the history of the Church were searching for
truth and meaning in their lives and found it in the Christian faith.
explain how the Church in Zambia tries to help people who are still searching
for God and truth.
Dimension: Bible (Old Testament)
1. PSBAT:
2. PSBAT:
3. PSBAT:
use Psalm 19 to explain that the Hebrew people came to know that God was
kind and all-powerful through contemplating His creation.
use Psalm 105: 26-43 to explain how Hebrew people came to know God was
protecting and a keeper of His word through the saving events in their history,
particularly the Exodus.
use Isaiah 56: 6-8 to explain the prophet’s prophecy that God’s people would
include all nations.
Dimension: Bible (New Testament)
1. PSBAT:
use Hebrew 1: 1-2to explain that for Christians, Christ is the answer to their
searching questions about God.
22
2. PSBAT:
3. PSBAT:
4. PSBAT:
5. PSBAT:
use LUKE 11: 29-32 to explain that non-Jews would be more open to accept
Jesus’ message of salvation than the Jews would be.
use Romans 1: 18-32 to explain Paul’s teaching that even pagans have a
certain natural ability to know what God wants of them.
use Acts 17: 16-34 to explain that pagans in some ways were also true seekers
after God and truth.
use Ephesians 3: 1-13 to explain that the mystery of salvation is now revealed
through Christ to all mankind.
Synthesis
1. PSBAT:
2. PSBAT:
3. PSBAT:
4. PSBAT:
5. PSBAT:
use the Bible to illustrate the Christian teaching that the God of the Bible is the
answer to all people’s search for God.
compare and contrast ways of searching for God found in Hindu tradition,
Islam, Zambian tradition, the Bible and modern Zambia.
compare ideas about God in Zambian Humanism with the ideas about God in
the four main religious traditions of Zambia.
compare the teachings of the four main religious traditions in Zambia about
how God has responded to people’s search for God by revealing God to
people.
show how a Zambian Christian today can use ways of searching for God
illustrated in the Bible.
Sub-theme Fourteen: “Man’s Turning Away from God”
Dimension: Present Situation
1. PSBAT:
2. PSBAT:
3. PSBAT:
4. PSBAT:
5. PSBAT:
explain the reasons why some people today say there is no God.
explain the things and desires which people substitute for belief in God.
discuss how Zambian Humanism firmly teaches the existence of God and
supports moral and spiritual values.
discuss that being unfaithful to scripture is for the Hindu tantamount turning
away from God.
explain, according to the sayings of Mohammed, the four traits of a hypocrite
as being a turning away from God and what He wants of man.
Dimension: African Tradition
1. PSBAT:
2.
illustrate how some people in Zambia turn away from God and put their trust
in magic, charms and witchcraft instead.
PSBAT: discuss divination and witch-hunting.
Dimension: Church History
1. PSBAT:
2. PSBAT:
illustrate the Church’s experience of division as a way of evading the Gospel
values of love and unity.
explain how the Churches have been sometimes more concerned with
23
individual Church doctrine that with Christ’s command to love and to create
Christian fellowship.
Dimension: Bible (New Testament)
use Mark 7: 1-13 to explain Jesus’ teaching that obeying rituals and laws
without loving and respecting people is an evasion of what God wants.
PSBAT: use Luke 12: 13-21 to explain Jesus’ teaching that trust in material goods
only is turning away from what God expects of us.
PSBAT: use Luke 16: 19-31 to explain Jesus’ teaching that selfishness is a way of
turning away from God.
PSBAT: use Mathew 4: 1-11 to explain that Jesus refused to turn away from God by
putting power or wealth in place of His Heavenly Father.
PSBAT: use Mathew 7: 7-11 to explain Jesus’ teaching that we must not turn away
from God but instead put our entire faith and trust in Him.
1. PSBAT:
2.
3.
4.
5.
Dimension: Bible (Old Testament)
1. PSBAT:
2. PSBAT:
3. PSBAT:
4. PSBAT:
use Isaiah 40: 21-26 to explain how the Hebrew people sometimes had to be
reminded who God was and to return to the worship of the One True God.
use Isaiah 1: 10-17 to illustrate the prophet’s teaching that fulfilling rituals
without trying to avoid sin was an evasion of what God really wanted.
use Ezekiel 28: 1-10 to illustrate the prophet rebuking the King of Tyre for
having no need of God.
use Psalm 53 to explain self-centredness and pride lead some people to deny
God.
Synthesis
1. PSBAT:
show why people in Zambia traditionally believed in God and why some
people in Modern Zambia do not believe in God.
2. PSBAT: show why witchcraft, materialism and sin are understood by religious people
as turning away from God.
3. PSBAT: compare the temptations to turn away from God found in the Bible, in
Christian tradition, in Hindu tradition, in Muslim tradition and in Zambian
tradition.
4. PSBAT: show how Christians in modern Zambia are tempted to turn away from God
and show what resources in the Bible and Christian tradition can help them to
remain faithful to Christ.
24
Sub-theme Fifteen: “Involvement in the World”
Dimension: Present Situation
1. PSBAT:
2. PSBAT:
3. PSBAT:
4. PSBAT:
show how people have been totally involved in their society because of their
religious convictions.
describe how a Zambian can be involved in society by putting into practice the
tenets of Zambian Humanism.
describe how the Hindu is committed to respecting and preserving all forms of
life.
use the teachings of Mohammed to illustrate how a Muslim should be
involved in society.
Dimension: African Tradition
1. PSBAT:
2. PSBAT:
describe ways in which Zambians traditionally involved themselves in both
the spiritual and material aspects of life.
give examples of how religion and life were seen as one in Zambian
traditional society.
Dimension: Church History
1. PSBAT:
2. PSBAT:
3. PSBAT:
describe how Christians in the early Church were committed to Jesus and their
new-found faith.
discuss how the Church in Zambia expresses its commitment to Jesus.
explain how our responses to God in commitment is summed up in sharing the
Eucharist together.
Dimension: Bible (Old Testament)
1. PSBAT:
2. PSBAT:
3. PSBAT:
4. PSBAT:
use Exodus 19: 1-19 to explain that God involved Himself in the lives of the
Hebrew people, who, in turn, responded to Him through the demands of the
Covenant.
use Psalm 139 to illustrate that God is near us, knows us, cares for us, he
involves Himself in our lives.
use Psalm 100 to show that the Hebrew people responded to God’s
involvement in their lives through faith expressed in worship.
use Exodus 3: 7-12 to explain that God called Moses to be involved in freeing
his people.
Dimension: Bible (New Testament)
1. PSBAT:
2. PSBAT:
3. PSBAT:
use Hebrews 11: 1-16 to explain that faith is expressed in involvement and
what this asks of a person.
use Philippians 2: 5-8 to show that Jesus was involved freely and fully in our
salvation, even to the point of death.
use 1 Peter 4: 12-16 to explain that Christian involvement in the world entails
suffering for Christ.
25
4. PSBAT:
5. PSBAT:
use John 6: 53-56 to explain the Eucharist as a source and sign of unity which
sums up a Christian’s total commitment to Christ.
use Luke 11: 1-13 to explain prayer as the source from which a Christian
derives the conviction and strength to be committed to Christ and to be
involved in society’s concerns.
Synthesis
1. PSBAT:
2. PSBAT:
3. PSBAT:
4. PSBAT:
5. PSBAT:
show how Jesus and the early Christians are examples of how Christians today
should respond both to God and to people’s needs.
show how a Hindu, a Muslim and a Christian can be involved in his modern
society we live in.
show how a Christian expressed commitment in prayer and worship.
explain how the teachings of the Bible and of Zambian Humanism are similar
regarding man’s involvement in society and his commitment to God.
Compare Christian commitment and involvement with traditional Zambian
ideas about commitment and involvement.
26
RELIGIOUS EDUCATION II (SYLLABUS)
This Syllabus is for a three-year course and assumes that Spiritual and moral Education
(Religious Education) will be taught for four periods per week in Grade Ten to Twelve.
This Syllabus is stated in 31 Units. Most of the Units include the following four learning
stages:
1. Pupils Should Be Able To (PSBAT) recall the content of the Bible passages and
identify particular verses selected from these passages. PSBAT describe the
historical, religious and cultural situations to which passages refer.
2. PSBAT state spiritual and moral values which Christians have based on these Bible
passages and show how those values have been deduced from the passages.
3. PSBAT show how spiritual and moral values based on these Bible passages can be
expressed in Zambia today.
4. PSBAT compare spiritual and moral values based on these passages with related
values from the three main non-Christian religious traditions in Zambia (i.e. Islam,
indigenous Zambian beliefs, Hinduism.).
The following is a possible Scheme of work for studying this syllabus in Grades Ten, Eleven
and Twelve:
Grade Ten:
Term One:
Term Two:
Term Three:
Part One, Units One to Four.
Part One, Units Five to Eight.
Part One, Units Nine to Twelve.
Grade Eleven:
Term One:
Term Two:
Term Three:
Part One, Units Thirteen to Sixteen.
Part One, Units Seventeen to Twenty.
Part Two, Units One to Three.
Grade Twelve:
Term One:
Term Two:
Part Two, Units Four to Eight.
Part Two Units Nine to Eleven, and Revision of
Part One.
Revision and Preparation for the Zambia School
Certificate Examination.
Term Three:
The Syllabus is in two parts:
Part One:
Themes from the Gospels (based on the Gospel of Luke);
Part Two:
Themes on Christian Witness and Behaviour.
27
PART ONE: THEMES FROM THE GOSPELS (LIFE OF CHRIST)
UNIT ONE: BACKGROUND TO THE LIFE OF JESUS
PSBAT
-
-
-
-
give a brief account of the political situation in Palestine between
37 B.C. and 33 A.D.
describe different attitudes among the Jews at the time of Jesus
towards Roman rule.
state the characteristics of the following Jewish groups at the time of
Jesus: The Sanhedrin, Pharisees, Sadducees.
explain the origin of the Samaritans (2 Kings 17: 1-6 and 24-35) and
describe their religion and their relationship with the Jews at the time
of Jesus.
describe, with reference to Old Testament passages (Deut. 18: 15-19;
Psalms 72 and 110; Zechariah 9: 1-10; Malachi 4: 5-6), different
expectations about the coming of a Messiah and the Kingdom of God
current among the Jews at the time of Jesus.
describe the functions of the Jerusalem Temple at the time of Jesus.
describe the functions of the synagogues in Palestine at the time of
Jesus.
describe the functions of Levites, priests and the High Priest within the
Temple at the time of Jesus.
outline the Jewish calendar of religious festivals at the time of Jesus
and explain the significance of the Passover (Exodus 12: 1-20; 23: 15).
Pentecost (Leviticus 23: 15-21) and the Day of Atonement (Leviticus
16).
outline Jewish beliefs about the Law of Moses and the traditions at the
time of Jesus.
describe the work of Jewish rabbis (scribes, teachers of the Law) in
Palestine at the time of Jesus.
state for each of the four Gospels what is known about the writer, the
people for whom he wrote and the date of composition.
UNIT TWO: BIRTH AND INFANCY OF JOHN THE BAPTIST AND JESUS
(Luke 1: 5 – 2: 52; Mathew 1: 18 – 2:23; 1 Samuel 2: 1-10; Isaiah 7: 14; Isaiah 9: 6-7;
Malachi 3: 1-2 & 4: 5-6)
PSBAT
-
-
describe what happens after a baby has been born in their family.
explain how names are chosen and given to young infants in their
family.
relate, from African and Hindu traditions, stories about the birth and
infancy of people who later became great, which showed they would
do great things in the lives.
relate the stories from Luke’s Gospel about the announcement of the
birth of John the Baptist and the naming of John.
explain what these stories teach us about the purpose of John the
Baptist’s life and ministry.
relate the stories from Luke’s Godpel of the announcement to Mary of
Jesus’ forthcoming birth and Mary’s visit to Elizabeth.
28
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-
-
-
UNIT THREE:
show how these stories are fulfilments of Old Testament prophecy.
relate the stories from Luke’s Gospel of the birth of Jesus in Bethlehem
and the announcement to the shepherds of the birth of Jesus.
show how these stories are the fulfilments of Old Testament
prophecies.
relate the stories from Mathew’s Gospel of the birth and naming of
Jesus, the visit of the wise men to see the child Jesus and the flight of
Joseph, Mary and Jesus to Egypt.
show how these stories are fulfilments of Old Testament prophecy.
explain what the infancy narratives in the Gospels of Mathew and
Luke teach about God’s direction of human lives.
state Muslim teachings about how Muslims can identify and respond to
God’s direction of their lives.
show how Christians today can identify and respond to God’s direction
of their lives.
relate the story of Jesus in the Temple when he was a baby and explain
the religious background of this story.
explain the religious background and relate the story of Jesus in the
Temple when he was Twelve years old.
show what the stories in Luke Chapter 2 teach us about relationships
within the family, and illustrate how these teachings can be applied in
modern Zambia.
discuss whether in Hindu, Muslim or traditional Zambian life there is
ever conflict between religious duty and loyalty to the family and, if
there is, how such conflicts are resolved.
show what the infancy narratives in the Gospels of Mathew and Luke
teach about Jesus, about his divine nature and about his work on earth.
MINISTRY AND DEATH OF JOHN THE BAPTIST
(Luke 3: 1-18; 7: 18-30; Mathew 3: 1-12; Mark 1: 1-8 & 6; 14-29).
PSBAT
-
-
-
-
identify people in Zambia who denounce sin and evil in the life of a
nation and who call for change and repentance by the people and their
leaders.
show how the synoptic Gospels portray John the Baptist as fulfilling
the Old Testament prophecy.
outline the message of John the Baptist.
show how John the Baptist’s instructions about right behaviour could
be applied in Zambia today.
explain how the preaching and work of John the Baptist was connected
with that of Jesus.
compare the various responses to John the Baptist with the various
responses to people in Zambia who publicly proclaim a religious
and/or moral message.
compare John the Baptist’s call to repentance, baptism and obedience
to God with the messages of the four main religious traditions in
Zambia – Zambia Tradition religion, Christianity Hinduism and Islam.
explain why John the Baptist was imprisoned and killed.
29
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UNIT FOUR:
compare John the Baptist as a person who dies for his beliefs with
other people who have suffered for their beliefs.
BAPTISM
(Mathew 3: 13-17; 28: 19; Luke 3: 21-22; Acts 2: 38; Romans 6: 3-11; 1 Corinthians 12: 13).
PSBAT
-
-
-
UNIT FIVE:
explain the significance of traditional Zambian initiation practices and
compare their meaning and function with the meaning and function of
Christian Baptism.
describe various teachings about and practices of baptism found in
Christian churches in Zambia today.
describe Hindu and Islamic admission practices and compare them
with Christian baptism.
relate the story of Jesus’ baptism by the John the Baptist, and explain
what the Gospel stories of Jesus’ baptism teach about the person and
work of Jesus.
show the meaning of baptism for Christians in New Testament times.
compare the meanings of Jewish circumcision and Christian baptism in
New Testament times.
explain why Christians today are baptised, and show the importance of
Christians’ baptism for all of their subsequent lives.
TEMPTATION
(Luke 4: 1-13; Deut. 6; 13, 16 & 8: 2-3; John 6: 15; Luke 9: 52-55; Luke 22: 40-45; 23: 3539; Hebrews 2: 18 & 4: 14-16; 1 Corinthians 10: 10-13).
PSBAT
-
-
explain the religious meaning of temptation and distinguish between
temptation and sin.
give examples of people tempted to be unfaithful to what they believe
is right.
describe the most serious temptations in Hindu and in Muslim
understanding and explain what guidance and help Hinduism and
Islam give to their followers about resisting temptation.
relate the story in Luke chapter 4 of the three temptations faced by
Jesus immediately after his baptism.
explain Jesus use of Old Testament scriptures to resist these
temptations.
show how Jesus met and resisted similar temptations on other
occasions in his life.
explain the relationship of temptations met by Jesus to his special work
to his special relationship with God.
show how the example and help of Jesus enables Christians to resist
temptation.
identify temptations met by Zambian Christians and propose how they
can overcome these temptations.
30
UNIT SIX:
APOSTLES AND DISCIPLES OF JESUS
(Luke 5: 1-11 & 27-30; 6: 12-16; 9: 1-10; 9: 57-62; 10: 1-20; 10: 38-42; 14: 25-33)
PSBAT
-
-
-
-
-
UNIT SEVEN:
describe their experiences of being given a task to do and of being
attracted to a particular career or way of life.
relate the stories in Luke’s Gospel of Jesus’ call of Simon Peter, James,
John and of Levi, and compare these stories with modern Christians’
experience of being called by Jesus.
distinguish between an apostle and a disciple of Jesus.
name the twelve apostles of Jesus.
describe the mission given by Jesus to the twelve apostles.
describe the mission of the seventy-two disciples sent out by Jesus, and
compare it with the mission of the twelve apostles.
show, from the accounts of the missions of the twelve and of the
seventy-two and from the replies of Jesus to would-be disciples and to
Martha, the cost of being a disciple of Jesus.
identify qualities required by Jesus of his apostles and disciples and
show how these qualities can be shown by followers of Jesus in
modern Zambia.
explain and illustrate the cost of following Jesus in modern Zambia.
describe the cost of being faithful to traditional Zambian values in
modern Zambia.
describe the cost of being a faithful Hindu, a good Muslim or a true
Humanist in Zambia today.
describe qualities required of a good Hindu, a good Muslim or a good
Humanist and show how these qualities are expressed in modern
Zambia.
describe the mission of disciples of Jesus today and compare it with the
mission of Muslims and the mission of Hindus.
JESUS’ POWER OVER DISEASE AND NATURE
(Luke 4: 38-40; 5: 12-14 & 17-26; 6: 6-10 & 17-19; 7: 1-10 & 20-23; 8: 22-25 & 43-48;
9: 11-17; 13: 10-17; 14: 1-6; 17: 11-19; 18: 35-43; 22; 47-51).
PSBAT:
-
-
-
explain what a miracle is.
give examples of events in Zambia which some people regard as
miracle.
list and illustrate reasons why Jesus performed miracles.
relate the stories from Luke’s Gospel of Jesus healing sick people
(Simon’s Mother-in-Law; The Paralytic; The man with the Withered
Hand; The Centurion’s Servant; The Man with Dropsy; The Blind Man
at Jericho; Healing Malchus’ Ear).
(for each of the miracle stories) identify what is miraculous in the
story, explain why Jesus performed the miracle, show what the story
teaches about Jesus and show what the story teaches about how people
should respond to Jesus.
describe the attitude of Jews at the time of Jesus towards Gentiles.
31
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-
UNIT EIGHT:
describe the attitude of Jews at the time of Jesus towards people
suffering from leprosy and towards Samaritans.
state explanations for sickness that were current in Palestine at the time
of Jesus.
relate the stories in Luke’s Gospel of Jesus calming a storm and of
Jesus feeding five thousand people.
identify what is miraculous in these stories, explain why Jesus
performed the miracle, show what the story teaches about Jesus and
about how people should respond to Jesus.
compare the attitude of Jesus to sickness and to the handicapped with
attitudes to sickness and to the handicapped found in modern Zambia.
illustrate the place of miracles in the Muslim and Hindu religious
traditions.
explain why some people do not believe that miracles occur.
assess the place of miracles in modern Christian faith.
JESUS’ POWER OVER EVIL SPIRITS
(LUKE 4: 31-37 & 41; 6: 18; 8: 26-39; 9: 37-43; 11: 14-26).
PSBAT:
-
UNIT NINE:
state what they have head about spirit possession in modern Zambia.
describe various attitudes to and treatment of different kinds of spirit
possession in traditional and modern Zambia.
list various kinds of spirits believed in traditionally in Zambia.
relate the three stories of Jesus casting out evil spirits found in Luke’s
Gospel.
explain the attitude of Jews at the time of Jesus towards pigs.
describe the attitude towards spirit possession in Palestine at the time
of Jesus.
show the connection between Jesus casting out evil spirits and the
coming of the Kingdom of God.
compare the Christian attitudes to and treatment of spirit possession
with other attitudes to and treatment of spirit possession.
distinguish between the Holy Spirit and other kinds of spirit in
Christian teaching.
PARABLES
(Mathew 21: 28-32; Luke 7: 41-43; 8: 4-15; 12: 16-21 & 42-48; Luke 13: 6-9; 15: 1-32;
17: 7-10).
PSBAT:
-
-
give examples of stories they have heard used by teachers, preachers
and other adults to teach or illustrate a point.
explain and illustrate what a parable is.
relate the following parables: the Two Sons, the Money lender, the
Sower, the Rich Fool, the Lost Sheep, the Lost Coin, the Lost Son, the
Faithful Servant, the Unfruitful Fig tree, the Servant’s Duty.
(for each of the Gospel parables related) explain the cultural and
religious situation to which it is refers, show what it teaches about God
32
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UNIT TEN:
and about human behaviour and who how it can be applied in modern
Zambia.
explain and illustrate what Jesus used parables for.
compare the parables of Jesus with traditional Zambian proverbs used
to teach or illustrate right behaviour.
THE KINGDOM OF GOD
(Mathew 13: 44-46; Mark 1: 14-15; 9: 1; 13: 24-27; 10: 42-45; Luke 1: 51-53; 4: 5-8; 4: 1621 & 43; 6: 20-26 & 46-49; 9: 11; 10: 21-24; 11: 17-23 & 29-32; 12: 22-34; 13: 18-21;
14: 7-11; 17: 20-21; 19: 11-27; 21; 1-40.
PSBAT:
-
-
-
UNIT ELEVEN:
define the characteristics of a modern nation state and illustrate them
from Zambia, stating who has more power, who has less power, who
decided laws and policies and how citizenship is obtained.
explain the meaning of the phrase “the kingdom of God”.
Illustrate from the Gospels the following teachings about the Kingdom
of God:
 it has been brought into the world by Jesus;
 the signs of it are freedom from sin, physical health and the defeat
of evil powers;
 entry is by repentance, faith in Jesus and obedience to Jesus;
 it must be the most important thing in a person’s life;
 it is for the poor, the hungry, the humble and insulted people;
 it is present in the world and is growing.
contrast the characteristics of God’s Kingdom with the characteristics
of modern nation states.
show how Christians in Zambia today can show that God’s Kingdom is
the most important thing in their lives.
compare the central ideas of Zambian Humanism, traditional Zambian
belief, Hinduism and Islam with the Kingdom of God as the central
idea of Christianity.
JUDGEMENT
(Mathew 13: 24-30; 13: 36-43 & 47-50; 25; 1-13 & 31-46; Mark 13: 32-37; Luke 3: 1-9 &
15-17; 10: 8-16; 12: 1-12; 12: 35-40; 13: 22-30; 16: 19-31; 17: 22-37; 21: 7-19; 21: 25-36;
Acts 1: 6-8; 1 Corinthians 3: 10-15; 2 Peter 3: 3-14).
PSBAT:
-
explain the meaning of judgement in a court of Law.
explain how school examinations are a kind of judgement.
illustrate from the Gospels the following beliefs that in the final
judgement:
 people will be judged by Jesus according to their response to Him
and their behaviour towards other people;
 all nations will be judged and none will be especially favoured;
 everyone should always be prepared for it;
 the final judgement will come suddenly;
33


-
UNIT TWELVE:
no one knows when it will come, but signs will precede its coming;
those who have rejected Jesus and have refused to help suffering
people will be punished.
assess different teachings about the final judgement in the light of the
New Testament.
show how Christian beliefs about God’s judgement affect the lives of
Christians today.
compare Hindu and Muslim ideas of how a person’s life is judged with
Christian ideas of how Christ will judge people.
JESUS AND THE LAW
(Exodus 20: 1-17; Lev. 14: 1-32; 19: 11-18; Det. 23: 25; Mathew 5: 17-48; 7: 12; 13: 52;
Mark 7: 1-23; Luke 4: 31-39; 5: 12-14; 5: 30-39; 6: 1-10; 7: 14; 8: 54; 10: 25-28; 11: 37-42;
13: 10-16; 14: 1-6; 16: 16-17; 17: 12-14; John 13: 34-35; Romans 7: 4-6; Gal. 3: 10-12;
1 John 5: 3).
PSBAT:
-
-
-
illustrate different attitudes in modern Zambia to school rules, to traffic
laws, to other laws and to lawyers.
show what role obedience to rules and laws had in traditional Zambian
society.
state Jesus’ summary of the Old Testament law and the new
commandment given by Jesus.
state, and illustrate from the Sermon on the Mount, Jesus; teaching
about the Old Testament law.
relate and explain the controversy between Jesus and some other Jews
about observance of the Sabbath.
explain Jesus’ teaching about the Old Testament Law in relation to the
new Kingdom of God and show how He expressed this teaching in his
attitude of fasting.
compare Jesus’ attitude to the law with his attitude to the Jewish
traditions.
show how the actions and teachings of Jesus contradicted the
Pharisees’ idea about ritual cleanliness.
(given situations where obedience to rules or laws conflicts with other
Christian values) propose and defend a Christian way of behaviour in
those situations.
illustrate the role of laws in Christian churches in modern Zambia.
show, from the New Testament letters, what the Early Christians
taught about Christian attitudes to law.
identify the importance of obeying religious laws for Hindus in Zambia
and for Muslims in Zambia.
outline the teaching of Zambian Humanism on national laws, on
obedience to national laws, and on discipline.
contrast legalism with self-discipline and compare the values of the
four main religious traditions in Zambia, and of Zambians Humanism,
with these two attitudes.
34
UNIT THIRTEEN: PRAYER
(Mathew 18: 19-20; Luke 3: 21; 4:42; 5: 16; 6: 12; 9: 16; 18 & 20; Luke 11: 1-13; 18: 1-14;
22: 40-45).
PSBAT:
-
-
-
UNIT FOURTEEN:
describe various ideas about and practices of prayer in modern Zambia.
illustrate from Luke’s Gospel, Jesus’ practice of private prayer.
state and explain the prayer Jesus taught to his disciples.
relate the parables of the Friend at Midnight, the Widow and the Judge,
and the Pharisee and the Tax-collector, explain the cultural and
religious situation to which each refers, and explain what it teaches
about prayer.
state the teachings of Jesus about perseverance in prayer and about
faith in prayer.
describe different kinds of prayer in indigenous Zambian, Hindu,
Muslim and Christian religious traditions, and explain the nature and
significance of prayer in each of these four religious traditions.
propose a pattern of prayer for a Christian in modern Zambia.
JESUS’ ATTITUDE TO OTHER PEOPLE
(Mathew 18: 15-35; Luke 4: 25-27; 5: 12-13 & 27-32; 6: 27-38; Luke 7: 1-10 & 36-50; 9: 4955; 10: 29-37; 11: 30-32; 12; 57-59; 13: 28-30; 15: 1-10; 16: 19-31; 17: 1-4; 19: 1-10;
22: 47-51; 23: 33-34).
PSBAT:
-
-
-
-
illustrate different attitudes towards other people, particularly towards
unpopular or despised people, expressed in modern Zambia.
compare Jesus’ behaviour towards unpopular or despised people (e.g.
tax-collectors, Samaritans, sinners Gentiles, lepers) with the behaviour
of his contemporaries among Jewish religious leaders towards such
people.
relate Jesus’ parables of the Unforgiving Servant, the Money lender,
the Lost Sheep, the Lost Coin, the Good Samaritan, the rich man and
Lazarus, and for each of these parables, explain what it teaches about
attitudes towards other people.
relate the teachings of Jesus about forgiveness of other people, loving
one’s neighbour and judging other people.
give an account of occasions when Jesus commended Gentiles for their
faith and response to God’s messengers and explain the significance of
Jesus’ words on these occasions.
distinguish between Christian opposition to evil.
behaviour and judging other people.
relate Jesus’ teaching about love for enemies and tolerance and give
example of Jesus putting these teachings into practice.
show how Jesus’ attitudes towards other people can be followed in
modern Zambia.
compare Jesus’ teaching on love, forgiveness and tolerance for all
other people with the teachings of Zambian Humanism, Zambian
tradition, Hinduism and Islam on these issues.
35
UNIT FIFTEEN:
JESUS AND FAMILY LIFE
(Det. 24: 1-4; Mark 3: 20-21; 6: 1-4; 10: 2-12; Luke 2: 41-52; Luke 7: 15; 8: 19-21; 9: 42 &
59-62; 10: 38-42; 11: 27-28; Luke 12: 51-53; 14: 26; 15: 11-32; 18: 28-30; John 2: 1-5;
John 19: 25-27).
PSBAT:
-
-
-
UNIT SIXTEEN:
state and illustrate different attitudes to family life in traditional
Zambian teaching, Islam, Hinduism and modern Zambia.
show how Jesus by his words and his behaviour, taught that obedience
to the Kingdom of God must be valued above loyalty to one’s family.
show how Jesus by his actions and his teachings sought to strengthen
family life.
illustrate the teaching of the New Testament that the Christian
community is the most important family for Christians.
state the teachings of Jesus about marriage and divorce and compare
them with Old Testament teachings and the teachings of Jesus’
contemporaries.
give examples from modern Zambian life of loyalty to the Kingdom of
God conflicting with family loyalty, and compare Christian behaviour
in such cases with the behaviour of people loyal to one of the three
other main religious traditions in Zambia.
identify factors in modern Zambia which damage family life and show
what the Christian attitude should be to each of these factors.
SUFFERING FOR THE KINGDOM OF GOD
(Isaiah 52: 13; 53: 12; Mark 6: 17-19; 10; 35-45; Luke 4: 9-12; Luke 6: 20-26; 8: 13; 9: 1836; & 43-48 & 57-58; 12: 4-7 & 11-12; Luke 14: 7 – 14 & 25-35; 18: 31-34; 22: 24-34 &
41-44; 24: 25-27; Luke 24: 44-46; John 13: 3-15; Acts 14: 22; 1 Peter 1: 6-7; 2: 20-240.
PSBAT:
-
-
-
-
identify different ways in which people in modern Zambia react when
they are suffering.
show how Jesus’ suffering was the fulfilment of the Old Testament
prophecy and explain the difficulty Jesus followers had in
understanding this.
illustrate the New Testament teachings that suffering for the sake of
the kingdom of God is:
 the cost Christ paid to make salvation possible;
 often a sign of obedience to God’s will.
show how Jesus’ resisted temptation to avoid suffering.
show how Jesus through words and actions, taught that leadership
should be through humility and service.
compare Jesus’ teaching about leadership with traditional Zambian,
Hindu, and Muslim teachings about leadership and with the teachings
of Zambian Humanism about leadership.
illustrate the New Testament teachings that suffering for the sake of
the Kingdom of God is a way of testing people’s faith.
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illustrate the New Testament belief that God helps people who are
faithful to him when they are suffering.
compare the New Testament teachings about suffering with Hindu,
Muslim and traditional Zambian teachings about suffering.
(given situations of personal suffering in modern Zambia) describe
and justify Christian reactions to those sufferings.
(given different styles of leadership in modern Zambia) ass those styles
leadership by Christian standards.
UNIT SEVENTEEN: JERUSALEM AND THE TEMPLE
(Isaiah 56: 6-7; Jeremiah 7: 8-11; Zech. 9: 9-10; Mark 14: 57-58; Luke 1: 8-22; 2: 22-49;
9: 51; 13: 22 & 31-35; 19: 11 & 28-48; Luke 21: 5-6 & 20-24; 23: 27-31; 24: 45-53; John 2:
13-22; Acts 7: 2-50; 17: 22-25).
PSBAT:
-
-
-
-
describe different attitudes that people in modern Zambia have to
special places, national monuments and religious buildings.
describe the attitudes of Jews, at the time of Jesus, towards Jerusalem
and the temple there.
describe Jesus’ entry into Jerusalem on a donkey and explain the
significance of this event.
describe Jesus’ chasing of traders out of the temple in Jerusalem, and
explain the significance of this event.
relate the prophecies about the destruction of Jerusalem and the
Temple, explain why Jesus prophesied their destruction and briefly
explain how Jesus’ prophecies were fulfilled.
show what Stephen and Paul taught about the Temple in Jerusalem and
contrast their teachings with attitudes of other Jews towards the
Jerusalem temple.
illustrate traditional Zambian, Hindu and Muslim attitudes towards
holy places and compare them with Christian attitudes towards holy
places.
explain why each of the four main religious traditions in Zambia has
special places for worship and show how these places are used.
UNIT EIGHTEEN: OPPOSITION TO JESUS
(Luke 4: 16-30; 5: 17-25 & 30-32; 6: 1-11; 7: 36-39; 8: 37 & 49-53; Luke 9: 5 & 53;
10: 10-16 & 21; 11: 14-23 & 37-54; 13: 10-17 & 31-33; Luke 14: 1-6; 15: 1-2; 16: 14-15;
19: 6-7; 20: 1-26 & 45-47; 22: 1-2; Luke 22: 47-53; 22: 63 – 23: 25; John 11: 47-53).
PSBAT:
-
identify different reactions to public criticism and opposition by people
and institutions in modern Zambia.
describe situations when Jesus met public criticism and opposition and
show how he reacted in each case.
explain why the Pharisees opposed Jesus.
state and illustrate what Jesus taught his followers to do when they met
opposition and persecution.
explain why Herod Antipas opposed Jesus.
37
-
UNIT NINETEEN:
explain why the Sadducees opposed Jesus.
give an account of the betrayal of Jesus and of his arrest in the garden
of Gethsemane.
give an account of the trials of Jesus before the Sanhedrin and before
Pilate, and explain why he was condemned to death.
describe and compare how Christians, Hindus and Muslims have
reacted to opposition and persecution of their religious.
show how the Christians should react to public criticism and
opposition in Zambia today.
THE LAST SUPPER AND THE CRUCITIXION
(Exodus 24: 3-8; Jer. 31: 31-34; Luke 22: 7-23 & 23: 26-56; Romans 6: 1-11; 1 Cor. 1: 1725; 11: 23-26; Ephesians 2: 12-16).
PSBAT:
-
-
-
UNIT TWENTY:
describe different ways in which people in modern Zambia react when
a close relative or friend dies or is killed.
relate the story, from Luke’s Gospel, of what happened at Jesus’ last
supper with his disciples.
explain the Christian understanding of Jesus’ last supper as the
fulfilment of the Old Covenant and the beginning of the New
Covenant.
explain and illustrate the teachings of the early church about the
significance of the Last Supper, and of the death of Jesus.
show the importance of the Last Supper for Christians in modern
Zambia.
relate the story, from Luke’s Gospel, of what happened at the
crucifixion of Jesus.
explain the Christian understanding of Jesus’ death as the fulfilment of
the Old Covenant and the beginning of the New Covenant.
relate the story from Luke’s Gospel, of what happened at the burial of
Jesus.
show what the death of Jesus means for Christians in modern Zambia.
compare the funeral and burial practices of Christianity, Islam,
Hinduism and Zambian tradition, and compare what these four
traditions teach about death.
analyse present-day Zambian funerals to identify Christian influences
on them and to identify traditional funeral customs which are no longer
practised, and traditional Zambian funeral customs which have been
adapted to new circumstances.
JESUS’ TRIMPH OVER DEATH
(1 Kings 17: 17-24; Luke 7: 11-16; 8: 40-42 & 49-56; 20: 27-38; Luke 24: 1-53;
John 11: 1-44; Acts 2: 22-36; 1 Corinthians 15)
PSBAT:
-
describe different ideas people in Zambia have about life after death.
relate the Gospel story of Jesus raising the widow of Nain’s son from
38
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death.
explain what the story teaches about Jesus as the Son of God and as
fulfilling Old Testament prophecy.
relate the Gospel story of Jesus raising Jairus’ daughter from death.
explain what the story teaches about Jesus as Messiah, as Son of God
and as fulfilment of Old Testament prophecy.
relate the story of Jesus raising Lazarus from death.
explain what the story teaches about Jesus as Messiah, as the Son of
God and as the Resurrection and the Life.
describe the different ideas people in the New Testament had about life
after death.
relate, from Luke chapter 24, how Jesus’ disciples became convinced
that he had risen from the death.
explain, from Acts 2 and 1 Corinthians 15, the meaning that the
resurrection of Jesus had for the early Christians.
show why Christians believe in the triumph of Jesus over death.
explain what the resurrection of Jesus means for Christians today.
explain why Christians believe in life after death.
show shat Christians believe about death and the resurrection life.
compare beliefs about life after death in traditional Zambian, Hindu,
Muslim and Christian beliefs.
PART TWO:
THEMES ON CHRISTIAN WITNESS AND BEHAVIOUR
UNIT ONE:
BACKGROUND TO THE EARLY CHURCH
(Selected passages from Acts of the Apostles Chapters 1-16)
PSBAT:
-
relate the account in Acts of what happened in Jerusalem on the Day of
Pentecost when the disciples received the Holy Spirit.
give an account of what happened as a result of the healing, through
Peter, of the lame man at the Beautiful Gate of the Temple.
describe the life of the first Christians in Jerusalem and the problems
that the Christians community encountered in Jerusalem.
give an account of Stephen as a Christian Leader.
give an account of the work of Philip as a Christian preacher.
give an account of Peter’s work as a Christian Leader, from the
Ascension of Jesus to the Council of Jerusalem.
give an account of the life of Saul (Paul) from the stoning of Stephen
to Paul’s release from prison in Philippi.
state what is known about Barnabas and his work in the church.
describe the cultural and religious situation in Palestine, Syria, Asia
Minor and northern Greece in the middle of the first century A.D.
39
UNIT TWO:
WITNESSING ACROSS RACIAL AND CULTURA BARRIERS
(Acts 2: 1-13; 6: 1-6; 8: 4-8; 8: 14-17 & 26-40; 9: 13-16; 10: 1; 11: 21; 13: 1-16: 40;
Galatians 2)
PSBAT:
-
UNIT THREE:
identify difficulties in relationships between people of different
languages, cultures and races.
describe how language barriers were overcome among the first
Christians in Jerusalem.
describe the role played by Stephen in helping the Church to witness
across racial and cultural barriers.
show how the church was led to include Samaritans, Gentiles and
former pagans as it spread from Jerusalem.
describe the role played by Philip in helping the Church to witness
across racial and cultural barriers.
explain why some Christians at first opposed the inclusion of any nonJews in the church.
describe the role played by Peter in helping the church to witness
across racial and cultural barriers.
describe the role played by Paul and Barnabas in helping the church to
witness across racial and cultural barriers.
list the characteristics that enabled Paul to witness successfully to
people of various cultures.
identify the differences between sermons of the early Christians to
Jews and God-fearers and the sermon of Paul to pagans in Lystra.
show how the Council of Jerusalem legislated for a multi-racial
church.
compare the witness of the first Christians across racial and cultural
barriers with the inclusion of people of different races and cultures
within Islam in Zambia, within the Christian churches in Zambia and
in Zambian Humanism.
WITNESSING IN THE FACE OF OPPOSITION
(Acts 2: 40-47; 3: 11; 4: 31; 5: 12-42; 6: 8; 8: 3; 8: 9-24; 9: 23-30; Acts 12: 1-19; 13: 6-11;
13: 50; 14: 20; 16: 16-49, 2 Corinthians 4).
PSBAT:
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give examples of people and groups who have been persecuted and
identify different reactions people have to being persecuted.
show from Acts what, in the preaching and way of life of the first
Christians, attracted people to join them.
list occasions from Acts 1-16 when Christians were persecuted and
identify reasons for the persecution on each occasion.
show how the Christians in the Acts of the Apostles reacted to
persecution and opposition.
compare Christian reactions to persecution with Mahatma Gandhi’s
non-violent resistance movement.
state what reactions to persecution are commanded by Islam and
Zambian Humanism, and compare them with the reactions to
persecution commended in the New Testament.
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UNIT FOUR:
identify situations in modern Zambia in which Christians are opposed
or persecuted and propose how Christians should behave in those
situations.
WITNESSING THROUGH LIFE TOGETHER
(Acts 2: 43-47; 4: 23; 5: 14; 6: 1-17; 8: 14-17; 9: 26-31; 11: 1-30; Acts 13: 1-3; 14: 21; 15: 5)
PSBAT:
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UNIT FIVE:
identify common causes of argument in families, among friends and in
communities and describe how such arguments are solved.
list characteristics of the community life of the first Christians.
describe disagreements which arose in the early church and show how
each of these disagreements was resolved.
describe the role of Barnabas as a reconciler in the early church.
identify disagreements which arise in the churches in Zambia and show
how these disagreements are resolved.
compare ways of resolving the disagreements in the nation
commended by Zambian Humanism with the ways used to resolve
disagreements in the Christian community in the Acts of the Apostles.
CHRISTIAN ATTITUDES TO WORK
(Gen. 1: 26-28; 2: 15; Exodus 20: 9; Deut. 24: 14-15; Prov. 22: 29; Mathew 20: 1-16;
25: 14-30; Luke 10: 7; 1 Cor. 12: 14-27; Eph. 4: 28; Eph. 6: 5-9; 2Thess. 3: 6-12; James 5: 4)
PSBAT:
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state different reasons why people in modern Zambia work and
identify different attitudes they have towards their work.
list and explain the reasons given in the Bible for people to work.
state and illustrate from appropriate Bible passages the teaching of the
Bible that each person is given particular gifts and called to do
particular work by God.
explain how a Christian can discover what gifts God has given him/her
and what work God wants him/her to do.
explain from appropriate Bible verses the Biblical teaching that all
workers should be respected.
identify categories of worker in modern Zambia who are not respected
and propose ways of showing respect to them.
state and illustrate attitudes to work commended by Zambian tradition,
Hindu teaching and Islam and compare these attitudes with Christian
attitudes to work.
assess different kinds of work done in modern Zambia and different
attitudes to work in modern Zambia in the light of the teachings about
work of the four main religious traditions in Zambia.
state and illustrate with appropriate Bible passages the Biblical
teaching that exploitation of workers is wrong; that workers should be
paid what they need and that employers and employees should respect
each other.
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UNIT SIX:
identify in modern Zambia examples of exploitation of people’s work
disputes between employers and employees and disputes between
employees who receive different salaries.
identify how salaries and wages are decided in modern Zambia and
propose Christian standards to guide decisions on salaries and wages.
(given situations where different values about work are in conflict)
propose and defend Christian ways of behaving in those situations.
CHRISTIAN ATTITUDES TO LEISURE
(Exodus 20: 8-11; 23: 12; Lev. 23; Mark 2: 27; 3: 4; 6: 31; 1 Cor. 6: 12; 1 Cor. 8: 9-13;
10: 23-33; Gal. 5: 19-24).
PSBAT:
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-
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UNIT SEVEN:
list opportunities for leisure in modern Zambia and ways in which
people spend leisure time in modern Zambia.
state and illustrate with appropriate Bible passages the reasons given in
the Bible for leisure and ways in which time was used in the Bible.
compare leisure opportunities and activities in Biblical times with
leisure opportunities and activities in modern Zambia.
describe opportunities for leisure in traditional Zambian life and
explain how this leisure was used.
describe and explain the leisure time activities and the religious
understanding of leisure among Hindus in Zambia and among Muslims
in Zambia.
compare the ideas about and attitudes to leisure in Christianity,
Hinduism, Islam and Zambian tradition in modern Zambia.
propose standards drawn from the New Testament for Christians to
follow when making decisions about how to use their leisure time.
(given situations in modern Zambia life where different ways of
spending leisure time are available) propose how a Christian should
behave in those situations.
propose and defend a plan for a Christian’s leisure.
CHRISTIAN ATTITUDES TO MONEY AND POSSESSIONS
(Deut. 15: 1-5; Amos 8: 4-6; Mark 10: 17-30; Luke 12: 13-34; 19: 1-9; Acts 2: 43-47; 4: 3235; 1 Tim. 6; 6-10; James 5: 1-6).
PSBAT:
-
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identify different attitudes to money and possessions in modern
Zambia.
explain and illustrate the Biblical judgements on people who are richer
than other people and on people who make possession of wealth their
aim of life.
show what attitudes to wealth and to the sharing of wealth are
proposed in the Bible.
state and illustrate the attitudes to wealth and possessions commended
by Zambian tradition, Hinduism, Islam and Zambian Humanism.
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UNIT EIGHT:
(given situations where different values about money, wealth and
possessions are in conflict) propose and defend Christian ways of
behaving in those situations.
compare the attitudes to wealth and its use commended by Zambian
tradition, Hinduism, Islam and Zambian Humanism with Biblical
attitudes to wealth and its use.
CHRISTIAN ATTITUDES TO PEOPLE
(Genesis 1: 27; Mathew 25: 31-46; Luke 5: 27-32; 6: 27-38; 7: 22 & 36-50; Luke 10: 25-37;
John 3: 16; 15: 12-14; Acts 10: 34-35; Romans 12: 9-12; Gal. 3: 28; James 2: 1-9;
1 John 4: 19-21).
PSBAT:
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-
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UNIT NINE:
identify and illustrate different attitudes towards other people
expressed in modern Zambia.
state and illustrate with appropriate Bible passages the reasons given in
the Bible why all people should be respected.
show from the Gospels that Jesus showed love, particularly to people
most in need of love and help, and that he taught his followers to do
the same,
illustrate attitudes towards other people commended by Zambian
Humanism, Zambian tradition, Hinduism and Islam.
compare these attitudes with the attitudes towards other people
commended by the New Testament.
describe the loving behaviour towards other people commended to
Christians by the New Testament and illustrate how this behaviour can
be practised in modern Zambia.
identify groups of people most in need of love and help in modern
Zambia and propose ways of showing Christian love to them.
CHRISTIAN ATTITUDES TO THE STATE
(Judges 9: 7-15; Sam. 8: 4-22; Psalm 72; 1 Kings 19: 1-18; 21: 1-29; Ezekiel 34;
Mark 6: 17-28; 12: 13-17; Luke 13: 31-32; 22: 66; 23: 25; John 18: 28; 19: 16; Acts 4: 18-20;
Romans 13: 1-7; 1 Tim. 2: 1-4; 1 Peter 2: 13-17).
PSBAT:
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describe different attitudes towards the Government which expressed
in modern Zambia.
list the functions of the government in modern Zambia.
state the teachings of Zambian Humanism about the role and nature of
the Government in a Humanist Society.
explain why obedience to any human ruler was resisted in the early
history of Israel.
identify qualities shown by rulers praised as good rulers in the Old
Testament.
give examples of Old Testament of God commanding resistance to and
the overthrow of bad rulers.
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UNIT TEN:
illustrate from the New Testament the following Christian attitudes
towards rulers:
 all rulers receive their authority and power from God;
 the first loyalty of Christians is to God and not to human rulers;
 Christians should pray for their human rulers;
 Christians should obey rulers who are doing good, but disobey
rulers who order them to disobey God;
 Christians should denounce rulers who misuse their power or do
wrong.
outline different attitudes to the Government taught by religious groups
in modern Zambia and compare them with Biblical attitudes to rulers.
outline the nature and functions of the government in different
contemporary political systems and assess each of these political
systems in the light of Biblical teachings.
CHRISTIAN ATTITUDES TO SEX AND MARRIAGE
(Genesis 1: 27-28; 2: 18-25; Deut. 24: 1-4; Proverbs 12: 4; 24: 24; 31: 10-31; Mal. 2: 13-16;
Mathew 5: 31-32; 6: 12-13; Mark 10: 2-12; John 8: 3-11; 1 Cor. 6: 12; 7: 25-40; 2 Cor. 6: 1418; Ephesians 5: 21-33; 1 Tim. 3: 1-13).
PSBAT:
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state different attitudes to marriage and different ideas about the
purposes of marriage expressed in modern Zambia.
explain the Biblical basis for belief that marriage has been instituted by
God.
show what the Bible states to be the purposes of marriage.
state and illustrate with appropriate Bible passages principles that
should guide a Christian preparing for marriage or choosing a marriage
partner.
explain why some Christians do not marry.
compare various Christian, Hindu, Muslim, traditional Zambian and
modern Zambian attitudes to the unmarried adult.
explain what the purposes of marriage in Hindu, Muslim and
traditional Zambian teachings and compare them with the purpose of
marriage taught in the Bible.
assess by Christian standards the ways of choosing marriage partners
found among Hindus, among Muslims, in traditional Zambian life and
in modern Zambian life.
describe the qualities the Bible demands of a good wife and the
qualities the bible demands of a good husband.
compare different attitudes to the husband-wife relationship found in
modern Zambia and in Christian, Hindu, Muslim and Zambian
traditions.
explain and illustrate from the Bible, Christian teachings about
adultery, fornication, polygamy and divorce.
compare Christian teaching on adultery, fornication, polygamy and
divorce with the teachings of Hinduism, Islam and Zambian tradition
on these things.
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UNIT ELEVEN:
(given situations involving marital disputes) propose Christian ways of
behaving in those situations.
state and explain Christian standards of sexual behaviour and compare
them with other standards of sexual behaviour followed in modern
Zambia.
RELATIONSHIP BETWEEN PARENTS AND CHILDREN
(Exodus 20: 12; Deut. 6: 4-9; 1 Samuel 3: 1-14; Psalm 127: 3; Proverbs 6: 20-24;
Proverbs 13: 24; Mathew 79: 11; Mark 9: 36-37; 10: 13-16; Luke 2: 41-52; Luke 9: 59-62;
12: 51-53; 15: 11-32; John 17: 20-23; Ephesians 6: 1-4; Hebrews 12: 7-11).
PSBAT:
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identify in modern Zambian life different attitudes and behaviour of
children towards parents and of parents towards their children.
show that the Bible teaches are the duties of parents to their children
and the duties of children to their parents.
illustrate how these duties can be fulfilled in modern Zambia.
show that the Bible commands that parents and child should love and
respect each other, and that a person’s supreme loyalty should be to
God, not to parents or children.
compare Christian attitudes between parents and children with attitudes
between parents and children found in Hindu life, Islam, Zambian
tradition and modern Zambia.
(given situations of conflict or misunderstanding between parents and
children in modern Zambia) propose Christian ways of behaving in
those situations.
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religious education syllabus grade 10 -12