Republic of Zambia
ZAMBIAN LANGUAGES
HIGH SCHOOL SYLLABUS
GRADES 10 – 12
Published by the
Curriculum Development Centre
P.O. Box 50092
LUSAKA
© Curriculum Development Centre
All rights are reserved. No part of this syllabus may be reproduced, stored in a retrieval system
or transmitted in any form or by any means, electronic, mechanical, photocopying recording or
otherwise, without the prior consent of the copyright owner.
TABLE OF CONTENTS
Preface ...............................................................................................................................
Acknowledgement ............................................................................................................
Introduction ......................................................................................................................
General Aims ....................................................................................................................
Terminal Objectives .........................................................................................................
Page
i
ii
iii
iv
iv
Grade 10 Objectives.......................................................................................................
Aural/Oral Work..............................................................................................................
Reading...........................................................................................................................
Writing............................................................................................................................
Language Structure.........................................................................................................
Orthography...................................................................................................................
Translation......................................................................................................................
1
1
1
2
3
4
5
Grade 11 Objectives....................................................................................................
Aural/Oral Work..............................................................................................................
Reading...........................................................................................................................
Writing............................................................................................................................
Language Structure.........................................................................................................
Orthography...................................................................................................................
Translation......................................................................................................................
6
6
6
7
7
9
10
Grade 12 Objectives.....................................................................................................
Aural/Oral Work..............................................................................................................
Reading...........................................................................................................................
Writing............................................................................................................................
Language Structure.........................................................................................................
Orthography...................................................................................................................
Translation......................................................................................................................
Literature in Zambian Languages for Grades 10, 11 and 12..................................
11
11
12
12
12
13
14
15
PREFACE
The review of this syllabus was necessitated by the need to improve the quality of education at
High School level as stipulated in the national policy document “Educating Our Future 1996”.
Quality education raises the standard of living for all. This leads to sustainable national
development. The syllabus also addresses issues of national concern such as Environmental
Education, Gender and Equity, Health Education and HIV/AIDS, Family Life Education, Human
Rights, Democracy, Reproductive Health, Population Education, Entrepreneurship and Vocation
Skills, Life and Values Education.
Another reason for revising this syllabus was to fully localize the High School Examinations
which were formerly set by University of Cambridge Local Examinations Syndicate, UK.
It is hoped that this syllabus will provide the users with a sound premise on the basis of which
meaningful and effective learning experiences will be developed in order to provide a good
foundation for further study of this subject area.
James Mulungushi (Dr.)
PERMANENT SECRETARY
MINISTRY OF EDUCATION
LUSAKA-ZAMBIA
i
ACKNOWLEDGEMENTS
The syllabus has been revised with the input from Environmental Support Programme under the
Ministry of Environment and Natural Resources.
We are greatly indebted to the people who carried out the actual revisions at a workshop.
Mr. D.C. Nkosha – Senior Lecturer, University of Zambia (Chairman)
Mr. K.C. Muyebaa – Senior Curriculum Specialist (Head of Department, Zambian Languages).
CDC; Mrs. P.M. Silumesii – Senior Curriculum Specialist, CDC; Mrs. M.M. Chisengele –
Curriculum Development Specialist, CDC; Mr. A.M. Mulilo – Curriculum Development
Specialist, CDC; Mr. A.B. Mwansa – Curriculum Development Specialist, CDC;
Mr. T. Kambangaji – Curriclum Development Specialist, CDC; Mr. C.N. Sakapaji – Curriculum
Development Specialist; Mr. B.M. Mwendende – Curriculum Development Specialist, CDC;
Mr. B.M. Mwale – Cinyanja Specialist, CDC and Ms. J.C. Nacidze – Typist, Curriculum
Development Centre.
Curriculum Approval Committee
We are also greatly indebted to the following members of the Zambian Languages Curriculum
Approval Committee who made the necessary corrections to the syllabus and approved it:
Mr. N.W. Mundia – Lecturer, UNZA
Mr. B.M. Banda – Principal Specialist, Examinations Council of Zambia
Mr. P.C. Kangwa – Head, Burma School, Lusaka
Mr. K.C. Muyebaa – SCS, CDC
Mrs. P.M. Silumesii – SCS, CDC
Mrs. M.M. Chisengele – CDS, CDC
Mr. A.M. Mulilo CDS, CDC
Mr. C.N. Sakapaji – CDS, CDC
F.M. Mfula (Mrs.)
Director, Standards and Curriculum
Curriculum Development centre
MINISTRY OF EDUCATION
ii
INTRODUCTION
This is the most comprehensive syllabus that has ever been produced for teaching and learning of
Zambian Languages at High School level in this country. Its preparation dates back to 1975
when the first draft was made and discussed. Many changes have taken place in the educational
policies of the country over the years. Some of the changes arose from the educational reforms of
1977 which made Zambian Languages a core subject at Basic Education level (Grades 1 – 9) and
an optional subject at the High School level (Grades 10 – 12). Other changes include integration
of cross-cutting issues such as Environmental Education, HIV/AIDS, Population Education,
Substance Abuse, Life Skills, Gender, Human Rights and Democratic Governance as embodied
in the policy document, “Educating Our Future” of 1996.
Note that most of the objectives in the syllabus are loaded with more than one learning outcome
to be achieved. For example, PSBAT:- Identify adverbs, adjectives, adverbial phrases,
preposition, prepositional phrases and conjunctions etc. In such a case, these should be separated
as follows: PSBAT:(i) Identify adverbs
(ii) Identify adverbial phrases etc.
In addition, the Grades 10 – 12 Literature section objectives have been included at the end of the
syllabus. These changes have consequently greatly improved the status of the subject in the
school curriculum.
Since a syllabus is a pre-requisite to teaching and learning in schools, great consideration in the
preparation of this syllabus has been given to the linguistic knowledge the learner is expected to
acquire. The learners’ past linguistic knowledge has been carefully assessed, expanded and used
as the basis for developing new skills.
Although great consideration has been made in giving the learner what is linguistically
worthwhile at every stage of educational development, the teacher should not feel inhibited from
getting deeper into more exotic areas of language learning and teaching. The teacher knows
his/her learners better and is therefore expected to give them what will benefit them most and
what will urge them develop the desire to learn more.
GENERAL AIMS
1. At the end of the 3 years of High School education, the learner will have been exposed to
varying levels of linguistic and communicative aspects one is expected to acquire in order to
widen, reinforce and strengthen his/her ability to understand other issues and to express
himself/herself clearly and distinctly.
2. The sequential set up of the new practices and experiences the learner will be introduced to,
will in many respects assist him/her to acquire those necessary linguistic skills he/she needs
to meet new challenges.
iii
3. The exposure of the learner to different levels of linguistic aspects and experiences will
stimulate her/his desire to learn and subsequently enrich his/her knowledge in the spoken and
written languages.
4. More advanced aspects of language learning and teaching will assist learners to acquire
additional linguistic skills which will enhance their knowledge e.g. communicative skills.
5. Language will be seen as a tool for knowledge acquisition and cognitive development which
will expose the learner to cross-cutting issues such as Environmental Education, Population
Education, HIV/AIDS, Gender, Human Rights, etc.
6. The learner should learn literature with a view to appreciating the skills and knowledge
acquired and apply them to real life situations.
TERMINAL OBJECTIVES
Given all the necessary pre-requisites for learning a language and its linguistic aspects, the
learner will be expected to:1. Summarise a story.
2. Formulate a play.
3. Describe the theme of a story, play or poem.
4. Appraise any written works.
5. Write narratively, expositorily, creatively, argumentatively or situationally to describe a
given situation.
6. Write personal and official letters.
7. Write manuscripts for magazines and bulletins.
8. Arrange nouns into main and sub-classes.
iv
9. Compare and contrast the points of view, plot, style, character and social issues such as satire
of two or more writers.
10. Classify verbal extensions such as passive, reciprocal, causative, etc.
11. Interpret paradoxical expressions or sayings.
12. Use figurative expressions or wise sayings such as euphemism and hyperbole in appropriate
situations.
13. Compare meanings of words indicated by tone and doubling consonants or vowels.
14. Interpret terminologies, ideologies, philosophies in their own languages.
15. Translate from one language to another.
v
GRADE 10
10.0.0 AURAL ORAL WORK, READING, WRITING, LANGUAGE STRUCTURE,
ORTHOGRAPHY AND TRANSLATIONS.
Given the opportunity to listen and express themselves, pupils should be able to
(PSBAT):10.1.0 AURAL/ORAL WORK: Plays, Conversations, Speeches, Debates, Meetings, Songs,
Drama, Descriptions, Praises, Poetry, Stories, Discussions, Sayings, Proverbs, etc.
Given the opportunity to listen and express themselves, pupils should be able to
(PSBAT):10.1.1
10.1.2
10.1.3
10.1.4
10.1.5
10.1.6
10.1.7
10.1.8
10.1.9
10.1.10
10.1.11
10.1.12
10.1.13
10.1.14
10.1.15
10.1.16
10.1.17
10.1.18
reproduce what they have been listening to either in writing or orally.
take notes from the proceedings of a meeting, debate or speech.
judge implications and inferences of a conversation.
assess issues, problems, conclusions, resolutions or recommendations
arising from a meeting, debate, conversation or speech.
summarise selected parts of speeches, debates or conversations.
participate in a play or debate after listening to instructions.
discuss the main issues raised at a meeting.
discuss the social functions and some aspects of performances of
traditional songs, tongue-twisters, riddles, etc.
improvise a one-act play and perform it with appropriate intonation.
describe processes, objects, flaura and fauna etc.
recite some praises and poems with adequate rhythm, enunciation and
emphasis.
participate in brains trust competition e.g. puzzles, quizzes, riddles.
dramatise a story.
discuss any given topic such as how certain aspects of modern life have
affected the Zambian culture. e.g. gender issues, HIV/AIDS, Human
Rights.
summarise a story, praise or poem.
tell legends, dilemma stories and anecdotes.
discuss beliefs, myths and ideologies in their societies.
discuss the uses of proverbs and sayings in a speech
10.2.0 READING: Oral, Extensive and Intensive
Given the opportunity to practise reading, pupils should be able to (PSBAT):10.2.1
identify the theme of a story read.
1
10.2.2
10.2.3
10.2.4
10.2.5
10.2.6
10.2.7
answer different types of questions based on a story or passage read.
compile facts on any selected topic such as environmental issues,
substance abuse, gender.
reiterate an interpretation of the meaning of a passage e.g. to classmates.
discuss the characters in selected literary works.
read a passage fluently with appropriate intonation, stress etc.
read a variety of materials: magazines, newspapers, books etc.
10.3.0 WRITING: Essays, Letters, Diaries, Bulletins, Advertisements, Magazines, Telegrams.
Given the opportunity to practise selected aspects of language, pupils should be able to
(PSBAT):10.3.1
10.3.2
10.3.3
10.3.4
10.3.5
10.3.6
10.3.7
10.3.8
10.3.9
10.3.10
10.3.11
10.3.12
10.3.13
10.3.14
10.3.15
10.3.16
10.3.17
write descriptive, narrative, creative, expository or situational essays.
create stories using pictures, sketches or objects.
write both formal and informal letters.
compose captions for use in advertisements.
write articles for magazines and bulletins.
write clear and meaningful diaries.
demonstrate skills in: note taking, note making, tabulation, extracting main
and relevant points.
write telegraphic messages and memorandums.
transform notes into prose summary.
arrange jumbled sentences or paragraphs in correct order.
arrange jumbled sentences of a dialogue in correct order.
fill in blanks with correct words, phrases, etc.
match questions to answers.
write poems, praises and songs.
compose stories where animals are personified.
produce short stories using indirect speech.
change a narrative to dialogue and vice versa.
2
10.4.0 LANGUAGE STRUCTURE: Parts of Speech and Syntax, Similes, Metaphors,
Allegory, Personification, Irony, Ideophones, Euphemism, Satire, Hyperbole etc.
Given the opportunity to learn these aspects of language structure, pupils should be able
to (PSBAT) among other things:10.4.1
10.4.2
10.4.3
10.4.4
10.4.5
10.4.6
10.4.7
10.4.8
10.4.9
10.4.10
10.4.11
10.4.12
10.4.13
10.4.14
10.4.15
10.4.16
10.4.17
10.4.18
10.4.19
10.4.20
10.4.21
10.4.22
list nouns into their main nominal (noun) classes.
identify the form and function of augmentative, pejorative, diminutive,
abstractive and honorific or plural prefixes.
form locatives.
identify affixes e.g. prefixes, infixes and suffixes in given words e.g.
a - dza-meny- ana (Cinyanja).
identify extra-prefixes and suffices in any given words
e.g. a-dza-menya-na-nso.
construct formative, reduplicated and compound words.
identify verbal extensions such as passive, reciprocal, reversive and
causative.
write compound verbs, nouns, adverbs, adjective correctly e.g. Kuca –
kulamba (feasting) in Silozi or Kulya-kulipomba (Feasting) Luvale.
point out object agreement in a selected passage, e.g. Musankwa
ulamuyanda musimbi mubotu (Chitonga) Iwe watenga nsima yanga
(Cinyanja).
form subject and object concords.
identify relationships in a sentence e.g. agreement, position, tense and
intensification.
analyse a sentence into subject and predicate.
formulate infinitive, e.g. ndiyanda kulya (I want to eat) (infinitive) in
Chitonga.
formulate imperatives and subjunctives.
enumerate quantities from 1 – 1000 (cardinals) and define place in series
(ordinals).
identify concordial prefixes of adjectives, demonstrative, possessives and
associatives.
form indicatives.
construct similes, e.g. waha mukanwa neyi kazhila (he is talkative like a
bird) in Lunda.
write metaphors, e.g. uze ndumba (that one is a lion) in Luvale.
interpret similes and metaphors.
identify figures of speech in a story such as personification, allegory.
express themselves ironically e.g. Zuvo yamwaza (a beautiful house) in
Luvale, referring to a badly built house.
3
10.4.23
10.4.24
10.4.25
10.4.26
10.4.27
10.4.28
10.4.29
10.4.30
compose ironically expressions e.g. Ununile luli (You are really fat,
referring to a thin person) in Silozi.
identify ideophones in sentences.
arrange ideophones according to semantic fields e.g. attitudes, colour,
situations, conditions, etc.
use ideophones in sentences e.g. mwazi uli do! do! do! do! (Cinyanja)
use hyperbole, euphemism, allegory appropriately.
change direct to indirect speech and vice versa.
construct affirmative and negative sentences.
identify the different negative parts (morphemes) of words used in some
Zambian Languages e.g. –shi-in the word shibomba (I don’t work) and
uushibomba (He who doesn’t work) ta-in the tabomba (he/she doesn’t
work) -wi- as in the word wibomba (don’t work) in Icibemba.
10.5.0 ORTHOGRAPHY: Alphabet, Spellings, Punctuation, Fusion.
Given the opportunity to practise writing different pieces of work, pupils should be able
to (PSBAT):10.5.1
10.5.2
10.5.3
10.5.4
10.5.5
10.5.6
10.5.7
10.5.8
10.5.9
10.5.10
use correct spellings.
contrast short and long vowels.
punctuate a given passage correctly.
identify fusion of vowels given e.g. “a” + “i” “in “ma + ino” to form
“meeno” (Kiikaonde).
identify soft and hard sounds such as in “bala”, (read) and “bbala”, (strap a
baby on the back), in Tonga.
write relationship prefixes correctly. Sa-musole (Luvale) the father of
muka-Mwape (wife of/husband of).
identify long sounds in copula sentences (Icibemba): Muuntu Icibemba
(it’s a person) niitumezi (Lozi) thank you.
discuss and write vowel fusion rules.
identify and write compound nouns including triple noun compounds.
identify word forms distinguished by tone e.g. bula (without), bula (big
intestine) Chitonga.
4
10.6.0 TRANSLATION
Given the opportunity to practise translation from one language into another, pupils
should be able to (PSBAT):10.6.1
10.6.2
10.6.3
10.6.4
10.6.5
10.6.6
10.6.7
10.6.8
10.6.9
discuss the significance of translating from one language into another.
interpret ideas, phrases or terminologies from English into a Zambian
Language and vice-versa.
represent the source-language words, names of people, places and
institutions in the closest corresponding letters of the target language script
e.g. Moses to Mushe (Silozi) to Mose (Icibemba) Mosi (Lunda).
translate entire concepts, not merely a series of words or isolated
fragments.
identify borrowed words in a target language and source language.
identify the importance of meaning over aesthetic (beauty) form.
demonstrate proficiency in both the source and receptor languages.
demonstrate acquaintance with the subject matter concerned in a given
text.
identify the relationship between reading comprehension and translation.
5
GRADE 11
11.0.0 AURAL AND ORAL WORK, READING, WRITING, LANGUAGE STRUCTURE
ORTHOGRAPHY AND TRANSLATIONS.
11.1.0 AURAL/ORAL WORK: Plays, Speeches, Conversations, Debates, Meetings, Stories,
Songs, Drama, Descriptions, Poetry, Praises, Discussions, Sayings, Proverbs, etc.
Given the opportunity to listen to plays, speeches, conversations, debates and meetings,
pupils should be able to (PSBAT):11.1.1
11.1.2
11.1.3
11.1.4
11.1.5
11.1.6
11.17
11.1.8
11.1.9
11.1.10
11.1.11
11.1.12
11.1.13
11.1.14
11.1.15
11.1.16
identify the most important aspects of a play, speech or debate.
summarise a speech, conversation or debate.
demonstrate aural comprehension by predicting the logical conclusion in a
given part of a speech or play or story.
discuss selected parts of a play or story.
give a vote of thanks after listening to a speech.
formulate generalisations from arguments presented both for and against
an issue e.g. family planning and use of chemical fertilizers.
act in a play after listening to instructions.
discuss themes in both traditional and modern songs.
debate on any topic, e.g. modern and traditional ways of living, the effect
of chitemene system on the environment.
identify the main points of a talk or debate.
demonstrate the manner in which announcements, praises and poems are
delivered.
participate in brains trust competition.
describe places, objects, etc.
compose a report on discussions, conversations, meetings, etc.
infer the conclusions of a talk or debate.
discuss the use of proverbs and sayings in a speech.
11.2.0 READING: Oral, Intensive and Extensive
Given the opportunity to practise reading, pupils should be able to (PSBAT):11.2.1
11.2.2
11.2.3
answer comprehension questions.
give a critique of material read on a given topic e.g. substance abuse,
human rights, etc.
outline important facts from books read.
6
11.2.4
11.2.5
11.2.6
11.2.7
11.2.8
11.2.9
11.2.10
compare the styles of writing on a theme by two or more authors.
summarise any selected reading materials on any topic, e.g. population
education, democratic governance.
compare and contrast styles and approaches of various writers.
demonstrate the ability of understanding lexical structural and figurative
meaning.
demonstrate the ability of understanding sequence signals.
develop reasoning skills.
develop selection skills.
11.3.0 WRITING: Essays, Letters, Advertisements, Bulletins, Magazines, Diaries, Posters etc.
Given the opportunity to practise writing in these aspects, pupils should be able to
(PSBAT):11.3.1
11.3.2
11.3.3
11.3.4
11.3.5
11.3.6
11.3.7
11.3.8
11.3.9
11.3.10
11.3.11
11.3.12
11.3.13
11.3.14
write descriptive, narrative, expository and creative essays.
write stories (real and imaginary) e.g. on deforestation, fishing,
HIV/AIDS.
make a summary of a passage or story.
write articles for magazines and bulletins, e.g. on air pollution, water
pollution.
write letters (business and personal).
write advertisements and posters.
appraise a story or written speech.
edit articles for a school magazine, bulletin and newspaper.
make a critique of a book scrutinising the setting, plot, point of view, use
of language, introduction and conclusion.
take minutes of a meeting.
write telegraphic messages.
write a situational prose summary.
write argumentative essays.
write a report.
11.4.0 LANGUAGE STRUCTURE: Parts of speech, Syntax, Morphology, vowel harmony
and nasal figures of speech (hyperbole, Kenning, Euphemism, Satire, Metonym,
Apostrophe, Allegory, Irony and Paradox etc.) Direct, Indirect Speech.
Given an opportunity to learn these linguistic elements and phenomena, pupils should be
able to (PSBAT), among other things:11.4.1
classify nouns into classes and sub-classes.
7
11.4.2
11.4.3
11.4.4
11.4.5
11.4.6
11.4.7
11.4.8
11.4.9
11.4.10
11.4.11
11.4.12
11.4.13
11.4.14
11.4.15
11.4.16
11.4.17
11.4.18
11.4.19
11.4.20
11.4.21
11.4.22
11.4.23
identify diminutive, argumentative, honorific and pejorative noun forms.
use different types of affixes to build up words.
compose verbal extensions such as passive, reciprocal, causative,
reversive, applicatives, etc.
identify verb roots in given words.
analyse compound words and nouns into their components.
enumerate quantities from 1,000 to 1,000,000 and define places in series
(cardinals and ordinals).
form reduplication of given verbs e.g. ona-ona (Chitonga) meaning sleep
any how or anywhere etc. Agona-gona (Cinyanja) meaning sleep any how
or anywhere etc.
identify adverbs, adverbial phrases, prepositions, prepositional phrases and
Conjunctions.
classify adjectives into their components, e.g. colour, state, etc.
analyse verb forms into their components e.g. infinitive, imperative,
negative and positive forms, etc.
write sentences containing adverbial clauses of time, place and of
condition.
construct apostrophe based on individual deeds e.g. in the form of a poem,
obituary or songs.
express themselves ironically both in writing and orally.
distinguish between ironically used expressions and other figures of
speech such as metaphorical or allegorical expression.
express themselves paradoxically e.g. Litapi zeca malena (Silozi) Fish that
eat kings) very big fish.
identify an allegorical story.
construct sentences containing Kenning e.g. Kukeba kapuki (Kiikaonde)
to look for a small pot. Meaning to ask for a lady’s hand in marriage from
the parents.
compose sentences containing satire, euphemism, metonymy and
hyperbole.
identify metaphors, hyperboles and other figures of speech in both modern
and traditional songs.
change sentences from direct to indirect speech and vice-versa.
construct sentences in direct speech and change them into indirect speech.
change a narrative into a dialogue and vice-versa.
8
11.5.0 ORTHOGRAPHY
Given the opportunity to practise writing different pieces of work, pupils should be able
to (PSBAT):11.5.1
11.5.2
11.5.3
11.5.4
11.5.5
11.5.6.
11.5.7
11.5.8
11.5.9
11.5.10
11.5.11
11.5.12
11.5.13
11.5.14
use correct spellings.
distinguish disjunctive and conjunctive writing in language.
punctuate passage correctly.
identify fusion of vowels correctly.
constrast short and long vowels in words and explain meanings.
identify soft and hard sounds such as ‘k’ and ‘kk’ as in kala and kkala
respectively (Chitonga).
identify word forms distinguished by tone, e.g. “maanyi” relish “maanyi”
oil (Kiikaonde).
distinguish between long vowels which are as a result of coalescence and
those which mark semantic differentiation, e.g. Kaonde, meeno (from
ma-+-ino), teeth. Nyanja: bvika from bvi-ka, thatch and bviika (from
bvi + ika), soak in water.
explain the use of tone to distinguish between words which are identical in
spellings, e.g.:
Tonga: cilundu, lump of tobacco.
cilundu, a hill.
Bemba: akapanga, small skull.
akapanga, small stretch of bush.
akapanga, small sheep or lamb.
akapanga, small sword.
akapanga, he/she will make
identify and write prepositions, locative prefixes, conjunctions as well as
reduplicated words and stems correctly.
distinguish between the way compounds of demonstratives and nouns as
well as compounds of verb and verbs are written,
e.g. Bemba: uyu mushi, this village,
talacita, first do it.
identify enclitics as post word affixes and write them correctly,
e.g. Tonga: Waliko (from wali-+-ko), he has been there.
write verbals (i.e., verb stems, their prefixes, infixes and suffixes) and
nominals (i.e., noun stems and their prefixes) conjunctively.
distinguish between texts written in the old orthography and the ‘new’
standard orthography.
9
11.5.15
identify triple noun compounds.
11.6.0 TRANSLATIONS
Given the opportunity to practise translation, pupils should be able to (PSBAT):11.6.1
11.6.2
11.6.3
11.6.4
11.6.5
11.6.6
11.6.7
11.6.8
11.6.9
11.6.10
translate a passage from a Zambian Language into English and vice-versa.
interpret phrases, ideas or terminologies from English into Zambian
Languages and vice-versa.
translate notices, advertisements and pamphlets into Zambian Languages
from English and vice-versa.
identify levels of translation: word foreword, literal translation and free
translation.
convey the message given in the source language in as natural a way in the
target language as possible.
identify the difficulty of maintaining exact formal equivalence in
translation.
identify that the manner of translation may depend on the purpose for
which it is made and the needs of the people for whom it is made (e.g.
literary work requires a sensitive consideration of form as well as content;
translation of scientific article requires careful attention to meaning, but
little attention to aesthetic form.).
identify the importance of meaning over aesthetic (beauty) form.
demonstrate proficiency in both the source and receptor languages.
demonstrate acquaintance with the subject matter concerned in a given
text.
10
GRADE 12
12.0.0 AURAL/ORAL WORK, READING, WRITING, LANGUAGE STRUCTURE
ORTHOGRAPHY AND TRANSLATION
12.1.0 AURAL/ORAL WORK: Plays, Drama, Speeches, Descriptions, Debates,
Praises, Meetings, Conversations, Poetry, Praises, Discussions, Sayings, Proverbs
and Stories.
Given the opportunity to listen and express themselves in plays, debates, speeches,
conversations and meetings, pupils should be able to (PSBAT) among other things:12.1.1
12.1.2
12.1.3
12.1.4
12.1.5
12.1.6
12.1.7
12.1.8
12.1.9
12.1.10
12.1.11
12.1.12
12.1.13
12.1.14
12.1.15
12.1.16
12.1.17
12.1.18
12.1.19
12.1.20
discuss the major points of a speech, meeting, conversation or play
listened to.
point out the most important arguments for and against a topic in debate
e.g. a topic like: men and women should share house chores.
make a report after listening to speech, debate or conversation.
paraphrase a recorded conversation, speech, play or story.
identify the main theme(s) of a speech, conversation, debate or play.
take minutes of the proceedings of a meeting or debate.
act in a play after listening to instructions.
summarise a speech or story, e.g. on human rights and democratic
governance.
discuss some cultural aspects of the Zambian society.
analyse current social, political and economic issues in Zambia, e.g.
population of the country.
deliver a speech on a selected theme utilising the principles of speech
making, e.g. environmental issues or substance abuse.
interpret the meaning of praises, poems, songs, stories etc.
determine the theme of a story, poem, play and praise based on some Life
Skills.
construct questions for quiz in a brain trust competition.
summarise a story.
demonstrate the manner in which praises and poems are delivered.
dramatise a story using appropriate intonation.
create a play, praise, poem and song.
describe scenes, processes, events etc.
discuss the use of proverbs and sayings in conversation.
11
12.2.0 READING: Oral Intensive and Extensive.
Given the opportunity to practise reading, pupils should be able to (PSBAT):12.2.1
12.2.2
12.2.3
12.2.4
12.2.5
12.2.6
present an appraisal of a book after reading it.
compile facts on any selected topic, e.g. gender stereotypes.
analyse style of writing.
identify ideologies of a writer e.g. background or environment that might
have initiated the author’s theme or his style of writing.
paraphrase a passage.
discuss the behaviour and roles played by characters in a story or a play.
12.3.0 WRITING: Essays, Articles for Magazines, Letters, Stories, Advertisements etc.
Given the opportunity to practise writing in the areas at 12.3.0, pupils should be able to
(PSBAT): among other things.
12.3.1
12.3.2
12.3.3
12.3.4
12.3.5
12.3.6
12.3.7
12.3.8
12.3.9
12.3.10
12.3.11
12.3.12
write narrative, expository, creative, argumentative and situational essays.
write articles for bulletins and magazines.
interpret themes of selected stories.
appraise the contents and design for advertisements and charts.
write informal, semi-formal and formal letters.
write real and imaginary stories, e.g. on HIV/AIDS.
edit articles for a school magazine and bulletin.
take minutes of a meeting or discussion.
summarise a passage or a story.
write speeches and reports.
compare and contrast the points of view, setting, style, character and social
issues such as satire in works of two or more writers.
write memorandums, telegraphic messages and notices.
12.4.0 LANGUAGE STRUCTURE: Noun system, verbal system, syntax, affixes, euphemism,
hyperbole, metaphor, irony, simile, paradox, allegory, onomatopoeia etc.
Given enough time to learn these aspects of language structure, pupils should be able to
(PSBAT), among other things:
12.4.1
12.4.2
arrange nouns into main and sub-classes.
differentiate argumentative from pejorative and honorific from ordinary
uses of classes.
12
12.4.3
12.4.4
12.4.5
12.4.6
12.4.7
12.4.8
12.4.9
12.4.10
12.4.11
12.4.12
12.4.13
12.4.14
12.4.15
12.4.16
12.4.17
12.4.18
12.4.19
12.4.20
12.4.21
12.4.22
12.4.23
classify verbal extensions such as passive, reciprocal, causative etc.
indicate verb roots in extended verbs e.g. – temw-in baleetemwana
(Icibemba).
construct sentences containing relative, adverbial and other clauses e.g.
time, place, condition, cause, concession, purpose, result etc.
identify the various parts of speech e.g. nouns, adjectives, etc.
construct sentences containing selected parts of speech.
expand sentences with selected parts of speech.
demonstrate the composition of verb forms: e.g. imperative, infinitive,
subjunctive, etc.
classify nouns into their various components e.g. proper, common,
countable, noun-countable, mass, collective, concrete and abstract nouns.
use synonyms in sentences.
replace words with antonyms.
make nouns from verbs and use them in sentences and vice-versa e.g. kugwasy-any-a lugwasyanyo (Chitonga).
form verbs from adjectives and vice-versa e.g. fiita (be dark) – mufiishi (a
dark person) – in Kiikaonde.
use euphemism and hyperbole in appropriate situations.
discuss the use of euphemism and hyperbole.
distinguish between a metaphor and a simile.
write an allegorical story.
construct meaningful paradoxical expressions or sayings.
distinguish onomatopoeia from ideophones in statements or passages.
interpret paradoxical expressions or sayings.
differentiate satire from euphemism.
identify antitheses (direct opposite/contrast/rhetorical use of strongly
contrasted words).
12.5.0 ORTHOGRAPHY
Given opportunity to practise writing different pieces of work, pupils should be able to
(PSBAT):12.5.1
change a text written in the old orthography into the ‘new’ standard
orthography.
12.5.2
identify various instances in which long vowels are reflected, e.g. in
copula sentences, imperatives or salutations and warning verbal forms.
12.5.3
establish instances of vowels fusion across word boundaries in spoken
language (i.e. intrusion vowels), which is not allowed in written form. e.g.
Bemba: Leeta isembe, (bring an axe), said as Leete sembe.
13
12.5.4
12.5.5
12.5.6
12.5.7
12.5.8
12.5.9
12.5.10
12.5.11
12.5.12
identify instances of double consonants in the language, whether these are
symbolised in writing or not.
analyse nominal and verbal forms in order to determine their constituent
morphemes.
identify words and verb form distinguished only by tones.
point out words and verb forms distinguished only by syllabic length.
classify the affixes and identify their function, e.g.
Nyanja: adzabweranso (from a-prefix, he/she, -dza- infix, future tense
marker ‘will’ –bwera-come, -nso suffix, again), He/she will come again.
Bemba: aicenesha (from a-prefix, he/she, -I- infix, reflexive pronoun
‘self’, -cena- hurt, -isha suffix ‘intensive extension’ very much.
identify and write dependent and independent personal pronouns correctly.
justify the doubling of the identical consonants or vowels in words.
compare meanings of words indicated by tones and doubling of
consonants and vowels.
punctuate a given passage correctly.
12.6.0 TRANSLATION
Given opportunity to practise, pupils should be able to (PSBAT):12.6.1
interpret terminologies, ideologies, philosophies etc. from English into the
Zambian Languages and vice-versa.
12.6.2
demonstrate ability to understand the field of knowledge covered by the
source text.
12.6.3
demonstrate ability to understand any social, cultural or emotional
connotations that need to be specified in the receptor language.
12.6.4
identify that the manner of translation may depend on the purpose for
which it is made and the needs of the people for whom it is made (e.g.
literary work requires a sensitive consideration of form as well as content;
a translation of a scientific article requires careful attention to meaning,
but little attention to aesthetic form).
12.6.5
identify the importance of meaning over aesthetic (beauty) form.
12.6.6
demonstrate proficiency in both the source and receptor languages.
12.6.7
demonstrate acquaintance with the subject matter concerned in a given
text.
14
LITERATURE IN ZAMBIAN LANGUAGES – GRADES 10, 11 AND 12
Given the opportunity to learn literature, pupils should be able to (PSBAT):1.
distinguish between different forms of literature, e.g. novels, short stories, poems,
historical, sociological and cultural books, riddles, proverbs, biography, autobiography.
2.
discuss similarities and differences between various forms of literature.
3.
compare and contrast oral and written literature.
4.
identify the function of oral forms of literature such as riddles, proverbs, poetry, etc.
5.
demonstrate an awareness of the influence of oral literature on written Zambian
Languages Literature.
6.
demonstrate an awareness of their own and other people’s cultures.
7.
analyse the use of language in different kinds of texts.
8.
analyse literary elements such as setting, characterisation, major incidents, plot, theme,
point of view, stylistic features, etc.
9.
form and express their own opinions.
10.
identify the interrelationship of character, setting, plot and theme.
11.
transform a short story into a play.
12.
give visual interpretation to the texts they have read.
13.
identify feelings, attitudes, qualities of honesty, truthfulness, hardwork, courage,
humility, moral values, tones, etc. in the texts.
14.
write book reviews.
15.
identify different forms of poetry, e.g. panegyric, (court poetry), elegial (for funeral),
lyric (short poem), praise poetry, etc.
16.
demonstrate an awareness of the use of figures of speech such as apostrophe, pun,
alhesions (i.e. indirect reference to something), reference made to something without
mentioning it etc.
17.
interpret symbolism (i.e. use of imagery and symbolic language) in various forms of
literature.
18.
identify the function of specific figure of speech in texts.
19.
recognise various forms of oral literature, e.g. traditional songs, popular songs, hymns,
riddles, proverbs, praises, fables, folk stories etc.
20.
demonstrate an awareness of the use of literary forms in everyday speech, e.g. jokes,
anecdotes, narratives, descriptions.
21.
recognise various forms of written literature, e.g. novels, short stories, poems, biography,
auto-biography, plays, essays, geographical and historical accounts etc.
22.
read and appreciate a variety of shorter texts at an appropriate level such as short stories,
fables, essays, poems, newspaper and magazine articles.
23.
read and appreciate excerpts from a variety of appropriate longer texts such as novels,
biography, auto-biography, travel books, plays and narrative poems.
24.
distinguish between fact and fiction.
15
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
develop effective reading strategies (including an awareness of when a text is too difficult
for them and deciding when to abandon reading a boring or unsuitable text).
demonstrate some awareness of the concepts of setting, character, plot and theme.
recognise recurring themes in literary selections.
read and appreciate at least one full length novel at an appropriate level.
describe the locality described by the author.
visualize and empathise with the characters of a story or play, (drawing).
discuss the plot of a novel or play.
explaining the cultural background of a literary work.
demonstrate an awareness of the writer’s purpose and values.
compare and relate what they read to other books and to their own experience.
explain the use of figures of speech and literary devices such as metaphor, similes,
understatement, hyperbole, euphemism, sarcasm, irony, symbolism, personification.
demonstrate an awareness of the appropriate choice of words and register.
use literary terminology appropriately.
produce a variety of written work emanating from their study of literature, e.g. write
about a given incident in a text form or a different point of view, dramatize a given
incident from a text; simulate the style of a given text.
analyse and evaluate literary works independently both orally and in writing.
_________________
16