Republic of Zambia

Ministry of Education
Lusaka

2025

RELIGIOUS EDUCATION

TEACHING MODULE
FORM 1 – TERM 1

Published by the Curriculum Development Centre

2025
 Republic of Zambia

Ministry of Education

RELIGIOUS EDUCATION
TEACHING MODULE
FORM 1 -TERM 1
Published by the Curriculum Development Centre

2025
Published by the Curriculum Development Centre

2025

Published by the Curriculum Development Centre

2025
© Curriculum Development Centre 2025
All rights reserved. No parts of this publication may be reproduced, stored in a retrieval system
or transmitted by electronic, mechanical, photocopying, recording or other means, without the
prior permission of the Curriculum Development Centre.
The Curriculum Development Centre would like to sincerely appreciate the following
Authors and coordinators for their exceptional leadership, tireless dedication, sacrifice and
outstanding contribution to ensure the Religious Education form 1 module is developed.

AUTHORS

Dr Melvin Simuchimba University Lecturer University of Zambia

Juliet Phiri Senior Lecturer David Livingstone College of Education
Malala Nettie Muchiimba Practicing Teacher St. Monica’s Secondary School
Bubbile Luhana Practicing Teacher Naboye Secondary School
Mwenya Chimfwembe Practicing Teacher Dambwa Primary/Secondary School
Emmanuel Besa Mumba Headteacher (Rtd) Chibombo

COORDINATORS

Joakim Musonda Senior Curriculum Development Specialist - Social Science

Eneless M Chilolo Curriculum Development Specialist - Religious Education
Contents
© Curriculum Development Centre 2025 .................................................................................................... iii
Preface .......................................................................................................................................................... vi
ACKNOWLEDGEMENT ..................................................................................................................................vii
Icons used in the module ............................................................................................................................viii
INTRODUCTION ............................................................................................................................................. 1
TOPIC: 1.1 LEARNING ABOUT RELIGION ....................................................................................................... 2
Sub-Topic: 1.1.1 The Idea of Religion ........................................................................................................3
Specific Competence(s): ..........................................................................................................3
1.1.1.1 Recognise Other People’s Religions ............................................................................ 3
1.1.1.2 Appreciate Religious Education in Day to Day Living .................................................. 7
Sub-Topic: 1.1.2 Four Main Religions in Zambia ....................................................................................... 9
1.1.2.1 Evaluating the Four Main Religions in Zambia. ......................................................... 10
TOPIC: 1.2 GROWING UP .............................................................................................................................13
Sub-topic: 1.2.1 Types of Growth ............................................................................................................15
1.2.1.1 Analyse types of Growth ........................................................................................... 15
1.2.1.2 Demonstrate Responsible Citizenship in Growing Up ...............................................17
Sub-topic: 1.2.2 Different Ways People Develop ....................................................................................20
1.2.2.1 Demonstrate Different Ways People Develop ...........................................................20
1.2.2.2 Care for the Environment ..........................................................................................21
Sub-topic: 1.2.3 Growing Up in different Religions of Zambia ................................................................23
1.2.3.1 Communicate Teachings of the Four Main Religions on Growing Up .......................23
Preface
The Religious Education Teaching Module for form 1 has been developed in response to the
introduction of the Competence-Based Curriculum (CBC), a transformative initiative aimed at
enhancing quality education and relevance.
This teaching module is designed to support teachers to effectively deliver Religious Education
lessons under the new curriculum. Its primary objectives are to, bridge the gap created by the
absence of approved textbooks and equip teachers with practical skills and assessments tailored
to learners' needs and levels.
The Ministry of Education acknowledges the challenges associated with transitioning to a new
curriculum. Consequently, this module reflects our commitment to providing teachers with
structured guidance, suggested activities, formative and summative assessments aligned with the
CBC's objectives.
While this module serves as a foundational resource, we encourage teachers to supplement it
with their own research and innovations to address potential gaps during implementation. The
suggested activities and assessments are designed to foster practical and critical thinking skills in
learners, ensuring relevance and adaptability across diverse school contexts.
Teachers are encouraged to tailor suggestions to their unique classroom dynamics and explore
alternative approaches when necessary. We hope this module will empower teachers to navigate
the new competence-based curriculum with confidence, inspiring and equipping learners with
applied knowledge, skills, and values.

Joel Kamoko (Mr)

Permanent Secretary- Educational Services

MINISTRY OF EDUCATION
ACKNOWLEDGEMENT
The Religious Education Teaching Module for form 1 is the culmination of a collaborative and
inclusive development process. We extend our profound appreciation to individuals, institutions,
and organisations that contributed to the module's development, their invaluable input and
expertise have enriched the content and quality of this teaching module.
We also acknowledge the dedication and hard work of the staff at the Curriculum Development
Centre, whose tireless efforts ensured the successful completion of the teaching module
development process.
Thank you all for your contributions.

Charles Ndakala (Dr.)

Director - Curriculum Development
MINISTRY OF EDUCATION
ICONS USED IN THE MODULE

Summary Terminology

Assessment Tips

Activity Discussion
INTRODUCTION
The Religious Education Teaching module aims to provide teachers with the tools, knowledge,
and strategies needed to foster a deep understanding and appreciation of religious education
among learners.
As teachers, you play an essential role in guiding young minds towards ethical and moral
development, while nurturing their spiritual growth and cultural awareness. This module is
designed to support you in creating a learning environment that encourages critical thinking,
respectful dialogue, and a holistic exploration of religious beliefs and practices.
By engaging with the content and activities within this module, you will be equipped to, develop
learners' competencies in understanding and analysing religious concepts, encourage empathy
and respect for diverse religious perspectives, facilitate meaningful discussions that promote
ethical reasoning and moral decision-making and create inclusive and supportive classroom
environments that celebrate diversity and foster a sense of belonging.

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TOPIC: 1.1 LEARNING ABOUT RELIGION
Introduction
Religion is a vital part of human culture and society, shaping the lives of people around the world.
It encompasses a variety of beliefs, practices and traditions that help people make sense of the
world, their place within it, and the mysteries of existence. With countless faiths and
interpretations, exploring religion offers a fascinating window into human diversity, history and
the quest for meaning. By learning about religion, we can gain a deeper understanding of
different cultures, promotes empathy, tolerance, and uncover the ways in which faith influences
individual and collective identity. In this topic you will discuss: the Idea of Religion and the four
main Religions in Zambia.
General Competences
Learners should: Acquire the following General Competence(s):
Critical thinking: Learners should have the ability to analyse and evaluate information, make
judgment and draw conclusion based on evidence and should also critically analyse the four
main religions
Emotional intelligence: Learners should have the ability to manage both their emotions and
understand the emotions of people around them.
Hook
What would the world be without religion?

Key Terms
Religion: is about the relationship between the Supreme Being and human beings.

Religious Beliefs: are the ideas and acceptable principles of any religion.
Religious Education: is the study of different religious and spiritual beliefs, and morals values.
Scriptures: are sacred writings or holy books of different religions.
Myths: are traditional stories often based on culture that explains events, history or origins of the
world.
Tolerance: the ability to accept and respect different opinions and beliefs of others even if they
contrast with your own.
Religious Traditions: are broad understandings of the supernatural produced in societies and
practices by groups of adherents and individuals.

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Sub-Topic: 1.1.1 The Idea of Religion
Introduction
Religion is about the relationship between the Supreme Being and human beings. It explains
what people should believe about God, the purpose of their lives, how they should make decision,
behave and act. The idea of religion is one of humanity's oldest and most profound concepts,
shaping cultures, guiding moral frameworks, and inspiring a sense of purpose across the world.
At its core, religion seeks to answer ultimate questions which people ask.
In this sub-topic, you will discuss the meaning of religion, how religion began, and ways of
learning about religion. In addition, you are going to explain the importance of religious
education and justify its purpose in schools and society.

Specific Competence(s):
1.1.1.1 Recognise Other People’s Religions
1.1.1.2 Appreciate Religious Education in Day to Day Living

1.1.1.1 Recognise Other People’s Religions

Learning Activities:

Discussion: Describing Religion

Activity process
In pairs learners to discuss the meaning of religion
In pairs learners to compare each other’s definitions of religion, including similarities and
differences in their answers Learners in groups to analyze religious texts.
Guest speaker (e.g., a religious leader) presenting in an auditorium.
Students watching a film or documentary about religious practices in a classroom.
Class discussion on the definitions and descriptions of religion
Consolidation and summarise the description of religion.
(Classroom environment)

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 Content Tips
Religion is about the relationship between the Supreme Being and human beings. It explains
what people should believe about God, the purpose of their lives, how they should behave and
make decisions.
Beliefs: Explore the religion's central tenets (God(s), universe, afterlife, and purpose) and how
these beliefs affect followers.
Practices/Rituals: Examine how followers express their faith through prayer, worship,
ceremonies, etc., emphasizing the significance of these actions.

Sacred Texts: Discuss the key writings (e.g., Bible, Quran) and their role in shaping beliefs and
practices, avoiding out-of-context interpretations.
Community/Social Structure: Analyze the religion's organization, leadership, and influence on
social interactions and cultural norms.
Ethics/Morality: Explain the religion's teachings on right and wrong and how they guide
behavior.
History and Origins: Trace the religion's development over time and its historical context to
understand its present form.
Symbolism: Interpret the key symbols and their meaning within the religion.
Diversity: Acknowledge the existence of different denominations and interpretations within
religions, avoiding generalizations.
Societal Role: Analyze the religion's interaction with broader society, including its influence on
culture, politics, and social issues, both positive and negative
Learning Activity

Discussion: Evaluating How Religion Began

Activity process
Learners research on proverbs, myths, laws, theories and songs which explain the origin of
religion (Outside environment)

In groups, learners discuss the findings of the research earners to debate different theories about
the origins of religion in a classroom setting.

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Learners in groups can analyze primary source texts
Learners to visit a museum with exhibits on archaeology, anthropology, or early civilizations to
examine artifacts that might shed light on early religious practices.
Learners to exploring online exhibits related to early religions or ancient civilizations.
Learners to create presentations using images, videos, and audio to illustrate different theories
about the origins of religion.
Learners to use computers and tablets to research various theories, access academic databases,
and analyze primary source materials.
Summary of the findings on how religion began.

(Classroom environment)

Content Tips
Religion began through the following ways: laws about what should be done and what should
not be done; proverbs and songs were taught and incorporated; sacred stories and myths were
taught; theories were expounded.
Cognitive Science: Religion arises from innate human cognitive tendencies (e.g., agency
detection, theory of mind, pattern seeking).
Psychological Explanations: Religion fulfills psychological needs (e.g., coping with mortality,
finding meaning, emotional support).
Sociological Explanations: Religion serves social functions (e.g., social cohesion, social
control, cultural transmission).
Learning Activity

Discussion: Recognising Other People’s Religions

Activity process

Ask learners to come with something they know about another religion (symbols, holy books,
attire…) (Outside environment)
Learners present what they have brought followed by question and answer by the class
Consolidation of the identity of the religions presented by the learners

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Pictorial presentation by the teacher followed by question and answer
Guest teacher from Civic education to explain the law on religion and non-discrimination
(Classroom environment)

Content Tips
Recognition of the religions should be by the following: dressing of the followers, food they eat,
place of worship, gestures that they display when worshipping and symbols used.

Learning Activity

Discussion: Analysing Ways of Learning about Religion

Activity process
Site visits at a church, shrine, mosque and Hindu temple (Outside environment)
Reading holy books of religions
Inviting religious guest speaker to speak to the learners about religion
Critique and analyse work done
(Classroom environment)

Content Tips
People learn through seeing and imitating the behaviors of the religious people around them,
hearing and repeating stories, songs and proverbs that explain religious beliefs and traditions,
and reading /being taught.

Teaching and Learning Materials:

New Competence based R.E syllabus
Old Grade 8 R.E books
Holy books of different religions

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Charts, videos and pictures
Any other relevant references

Expected Standard
Other people’s Religions recognised accordingly

Assessment criteria:
Research reports
Practical demonstration,
Revision exercise
Tests
1.1.1.2 Appreciate Religious Education in Day to Day Living
Learning Activity

Discussion: Describing Religious Education

Activity process
In groups discuss the meaning of Religious Education
Present and discuss the findings to the class
Samples of the responses from the learners
Consolidate the descriptions of Religious Education.
(Classroom environment)

Content Tips
Religious Education (RE) is a school curriculum subject in which religious and spiritual beliefs
and moral values are studied. The subject has been changing over the years from traditional RE
with the religious aims of converting learners to a particular church or religion to modern RE
with the educational aims of developing knowledge and understanding of the beliefs, values and
practices of the different religions found in society.

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 Learning Activty

Discussion: Explaining the Purpose of Religious Education in School and Society

Activity process
Debate the purpose of Religious Education in school (e.g. ‘Learning RE is a waste of time’)
Debate the purpose of Religious Education in society (e.g. Learning RE makes one a better
person in society)

Ask questions based on the motion and points that have come up
Consolidate and summaries the positive points using a chart/board/ Power point
(Classroom environment)

Content tip:
Religious Education plays a crucial role in personal development by encouraging critical
thinking, empathy, and respect for cultural and spiritual diversity among learners. Through
Religious Education, learners acquire understanding of the moral and ethical frameworks that
shape human behavior, society, and history. They also gain skills in life skills e.g. decision
making.
Learning Activity

Discussion: Justifying the Importance of Religious Education in Society

Activity process
Role plays a situation where a religious person displays unity, tolerance, helpfulness …
Debate the importance of Religious Education (Without RE there will be lawlessness in
society…)
(Classroom environment)

Content Tips

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R.E contributes to the development of learner’s mind, create order and unity in society, help to
solve social, emotional problems, and help to answer ultimate questions, promote religious
knowledge which is as good as other forms of knowledge.

Teaching and Learning Materials:

New Competence based Religious Education syllabus
Old Grade 8 RE books
Any other relevant references

Expected Standard
Religious Education in day-today living appreciated accordingly

Assessment
End of sub-topic test
Revision exercises
Research report
Monthly tests
Practical demonstration
Quizzes
Class exercises

Sub-Topic: 1.1.2 Four Main Religions in Zambia

Introduction
There are many different religions practiced in Zambia. Zambian people are enjoying religious
freedom as enshrined in the constitution of the country. However, the four main religious
traditions are Christianity, Hinduism, Islam and Zambian Traditional Religion.

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Specific Competence:
1.1.2.1 Evaluating the Four Main Religions in Zambia.

1.1.2.1 Evaluating the Four Main Religions in Zambia.

Learning Activity

Discussion: Identifying the Four Main Religions in Zambia

Activity process
Learners research on religions found in Zambian society (Outside environment)
Question and answer to identify the four main religions in Zambia
Explainations why Christianity, Islam, Hinduism and Zambian Traditional Religion are the four
main religions
Discuss in groups the difference between the four main religions and others
(Classroom environment)

Content Tips
The four main religious traditions (Christianity, Islam, Hinduism and Zambian Traditional
Religion) have more followers than the others.
Learning Activity

Discussion: Describing the Historical Development of the Four Main Religions in

Zambia

Activity process
Learners research on the historical development of the four main religions (outside environment)
Report and discuss the findings
Invite Guest speakers on each of the four main religions

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Synthesise the main points on the development of each of the four main religions. (Classroom
environment)

Content Tips
Time line of the four main religions
Learning Activity

Discussion: Identifying the Scriptures of the Four Main Religions in Zambia

Activity process
Library visit to research on different religious books (Outside environment)
Learners to bring different religious books from their homes/ library
Learners make a short presentations on the books
Teacher summarises the information
(Classroom environment)

Content Tips
Bible, Quran and Hadith, Vedas, Bhagavad-Gita, Mahabharata, Isha Upanishads, Proverbs and
songs
Learning Activity

Discussion: Describing the Composition of Scriptures of the Four Main Religions

Activity
(Outside environment)
Learners research on composition of the different holy books
Read and/or peruse the holy books
Visit the Hindu temple/hall/ resource person to find out the composition of their scriptures.

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(Classroom environment)
Discuss on the composition of each holy book
Learners attempt to find book, chapter and verse in the holy books
Teacher demonstrates how to find book, chapter and verse in the Holy Scriptures

Content Tips
Bible: Old Testament, New Testament, chapter, verse
Quran: surah (chapter), ayah (verse)

Teaching and Learning Materials:

New Competence based Religious Education syllabus
Old Grade 8 Religious Education books
Holy books of religions
Any other relevant references
Guest speaker

Expected Standard
Four Religions evaluated accordingly

Assessment criteria:
Exercise
End of sub-topic test
Quizzes
Research report
Monthly test
End of topic test

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 Summary:
Key Points Recap
Meaning of Religion
The origins of religion
Ways in which people learn about religion
Meaning of Religious Education
The purpose of Religious Education in schools
Importance of Religious Education in society
The four main religions in Zambia
Scriptures of the four main Religions
Composition of the scriptures of the four main religions

TOPIC: 1.2 GROWING UP

Introduction
Growing up looks at how an organism passes through different stages to develop into maturity.
Growth involves a number of developmental stages that happen before an organism reaches full
maturity. For example, for a seed to grow, it needs to germinate, grow into a small plant and then
matures into a big tree. Growing up is a complex process which involves various stages in both
human beings and other living things. For human beings, growing up involves physical,
intellectual, social, emotional, spiritual and aesthetic aspects and are the basis of the human
development. However, for other living things certain aspects of growth found in human beings
do not apply.
In this topic, you will discuss and examine the following: Types of growth, Different ways
people develop, growing up in the four main religions namely; Christianity, Hinduism, Islam and
Zambian Traditional Religion (ZTR).
General Competences
Analytical thinking - Distinguish types of growth
Citizenship - Demonstrate understanding of responsible citizenship in growing up
Communication - Communicate teachings of different religions on growing up

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Critical thinking - Examine teachings of different religions on growing up
Emotional intelligence:
Show different ways people develop
Environmental sustainability: - Apply religious teachings on environmental sustainability

Hook
Long time ago, there lived a certain animal in the forest. While it was there, it moved on four
legs. Then after a short while, it moved to another forest where it started moving on two legs. It
stayed in this second forest for a long time. Then again, it moved into the third forest where it
added on another leg to start moving on three legs. This was the forest in which it later died.
What type of animal is this?
What does this story symbolise?
Key terms/Words/Vocabulary
Growth: refers to a process of increase, expansion or development in size, quantity or degree.
Intellectual growth: is the process to think and reason involving organisation of ideas, mind and
thoughts to make sense of the world we live in.
Emotional growth: process of understanding, managing and expressing one’s emotions in
healthy and constructive ways.
Aesthetic growth: refers to the development and refinement of one’s appreciation,
understanding and expression of beauty, taste and creativity.
Responsibility: a duty or obligation to act in a certain way considering the consequences of
one’s action on oneself, others and society.
Irresponsibility: lack of accountability, care or consideration in one’s actions, decisions or
duties.
Sustainability: meeting the needs of the present without compromising the ability of future
generations to meet their own needs.
Afforestation: the act of planting new trees in an area where there used to be a forest.
Re-afforestation: the process of planting trees in an area where forests have been depleted or
where they never existed.

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Waste management: refers to the collection, transportation, processing, and disposal of waste in
a manner that minimises environmental harm and promotes sustainability.

Sub-topic: 1.2.1 Types of Growth

Introduction
Growth is a fundamental concept that permeates various aspects of life, from personal
development to economic progress and environmental sustainability. It is a dynamic and
multifaceted process that can be measured, analysed and nurtured. However, growth is not a one-
size-fits-all-phenomenon; rather, it manifests in different forms and patterns. Understanding the
various types of growth is important for us to appreciate the complexities of development. This
sub-topic will explore the different types of growth including physical, emotional, intellectual,
spiritual, social and aesthetic, highlighting their characteristics, interconnections and implications
for personal and collective development.

Specific Competences: learners to:

1.2.1.1 Analyse types of Growth
1.2.1.2 Demonstrate Responsible Citizenship in Growing Up

1.2.1.1 Analyse types of Growth

Learning Activities

Discussion: Explaining the Meaning of Growth

Activity process
Brainstorming meaning of growth (allow as many answers as possible and write them on the
board)
Class to select useful points and write them down.
Consolidation and writing the meaning of growth
(Classroom environment)

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 Content Tips
Meaning of growth
Learning Activity

Discussion: Identifying the Types of Growth

Activity process
Question and answer on types of growth
Use pictures depicting growth to identify types of growth
(Classroom environment)

Content Tips
List of types of growth.
Learning Activity

Discussion: Analysing Each Type of Growth

Activity process
(Outside environment)

Learners research on each type of growth and share findings

Research further on aesthetic growth
(Classroom environment)
Group discussion and reports on the six types
Group discussion of further findings
Debate (at least two motions on aesthetic growth e.g. ‘Black is beautiful’)

Content Tips

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Discuss each type of growth in depth: physical, social, intellectual, emotional, spiritual and
aesthetic.
More emphasis should be put on aesthetic growth
Learning Activity

Discussion: Comparing Characteristics of Living and Non-living Things

Activity process

Question and answer (Q and A) to identify the differences of living and non-living things
Question and answer (Q and A) to identify the similarities of living and non-living things
Using physical objects (stones, plants, animals, person, soil …) to demonstrate the similarities
and differences.
(Classroom environment)

Content Tips
Grow breath, reproduce, feel, think, choose, move…
Teaching and Learning Materials:
Physical objects
Pictures
Syllabus
Old Grade 8 text books
Any relevant reference materials
Projectors
Expected Standard
Types of growth analysed appropriately

1.2.1.2 Demonstrate Responsible Citizenship in Growing Up

Learning Activity

Discussion: Explaining Responsible Citizenship

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 Activity process
In pairs discuss the meaning of Responsible citizenship
Invite a guest speaker on responsible citizenship
Q and A on the guest speaker’s presentation
(Classroom environment)

Content Tips
Responsible citizenship is fulfilling one’s duty, obligation, and acting in ways that consider the
consequences on self and others.
Learning Activity

Discussion: Identifying Qualities of a Responsible Citizen

Activity process
Question and Answer on qualities of responsible citizen
Group discussion and reports the answers
Role-playing on responsible and irresponsible citizen
(Classroom environment)

Content Tips
Qualities: obeys the law, respects others, acceptable behaviour, and participates in community
activities …
Learning Activity

Discussion: Applying a Sense of Responsibility as You Grow Up

Activity process

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Interview head of family, teacher, church leader… (Outside environment)
Hand in and discuss the report
Role-playing to demonstrate application of sense of responsibility
Project based learning (such as creating or maintain a garden or charity event …) (Outside
environment)

Content Tips

Being responsible youths, performing one’s duty and obligations without waiting to be told

Teaching and Learning Materials:

Pictures
Syllabus
Old Grade 8 text books
Any relevant reference materials
Projector
Resource persons
Expected Standard
Responsible citizenship in growing up demonstrated accordingly

Assessment
Tests
Class exercises
Quiz on responsible citizenship
Monitoring project
Revision exercise

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Sub-topic: 1.2.2 Different Ways People Develop
Introduction
Human development is a complex and multifaceted process that unfolds uniquely in every
individual. From infancy to adulthood, people grow and evolve through various processes,
including interaction with the immediate environment, social and religious experiences. This
sub-topic will explore the various ways people develop including being with God, being with
other people, and using natural resources wisely.

Specific Competences:
1.2.2.1 Demonstrate Different Ways People Develop
1.2.2.2 Care for the Environment
1.2.2.1 Demonstrate Different Ways People Develop
Learning Activities

Discussion: Describing Different Ways in Which People Develop

Activity process
Group/pair discussion on each way and report
Class discussion on the findings of the groups
Consolidate points on the board, chart or PowerPoint
Prepare interview guide for learners to interview each other’s parents, guardians or elders on how
they have developed since childhood. (Outside environment)
Peer feedback; learners give feedback on their understanding of different ways of developing.

Content Tips
People develop by being with God, being with other people and using other resources wisely.
Learning Activity

Discussion: Explaining Ways of Maintaining Good Relations with God and Other
People

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 Activity process
Question and Answer to identify the ways of maintaining good relations
Discuss each of the ways identified as a class
Role-playing a scenario depicting good relationships with neighbours
(Outside environment)
Learners to interview community leaders on good relations with other people
Learners to interview religious leaders on good relations with God

Content Tips
Reading religious texts, sharing with others, prayer, belonging to groups…

Suggested teaching and learning material

Holy books
Syllabus
Old Grade 8 text books
Any other relevant references
Resource persons
Natural resources
Expected standards
Different ways people develop demonstrated adequately

1.2.2.2 Care for the Environment

Learning Activities

Discussion: Identifying Ways of Using the Environment

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 Activity process
Q and A to identify ways of using the environment
Research and report on ways of using the environment properly (outside environment)
Discussion of findings in groups

Content Tips
Afforestation, re-afforestation, wastes management, recycle, reuse …
Learning Activity

Discussion: Applying Ways of Caring for the Environment

Activity process
Panel discussion on caring for the environment
Debates on environmental issues (at least two motions)
(Outside environment)
Environmental sustainability project (identify an area to carry out the project)
Field trip to a place where they can participate in waste management
Organise outdoor activities like tree planting, market cleanups

Content Tips
Learners’ direct participation in caring for the environment
Suggested teaching and learning material
Syllabus
Any relevant references
Site visits
Expected standard
Environment cared for appropriately

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 Assessment
Tests
Class Exercises
Quiz on how to care for the enviroment
Monitoring Project
Revision Exercise

Sub-topic: 1.2.3 Growing Up in different Religions of Zambia

Introduction
Growing up is a universal human experience, yet it is shaped by the diverse cultural, social and
religious contexts in which we live. For many people around the world, their religious beliefs
and practices play a significant role in shaping their values, identity and world view. From birth
to adulthood, individuals raised in different religious traditions follow unique paths of spiritual
growth, moral development and communal participation. This sub-topic will discuss what it
means to grow up in the four main religious traditions in Zambia including Christianity, Islam,
Hinduism and Zambian Traditional Religion, highlighting the distinctive rituals, practices and
teachings that influence the journey from childhood to adulthood.

Specific competence:
1.2.3.1 Communicate Teachings of the Four Main Religions on Growing Up
Learning Activity

Discussion: Discussing Different Teachings

Activity process
Learners research on teachings of different religions and report (outside environment)
Class discuss the findings in details
Invite resource persons to elaborate on some teachings
Teacher consolidates the teachings on each religion
(Classroom environment)
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 Content Tips
ZTR: children should be raised to respect their elders and follow the customs and beliefs of their
community
Islam: teaches on character development, moral, ethical conduct and strong foundation of faith.
Hinduism: teaches good moral character. Good moral conduct brings into children’s lives the
joys of divine blessings.
Christianity: teaches obedience to God and honouring of parents so that children can live long,
be helpful and a blessing to others …
Learning Activity

Discussion: Analysing Growing Up in the Four Main Religions

Activity process
Group discussion on the teachings (each group to have its own religion to discuss)
Invite resource persons
Role-play growing up in the different religions
(Classroom environment)

Content Tips
ZTR- learn from elders, through stories, myths and folk stories; Hinduism – parents have
responsibility to teach their children; Islam- children expected to grow into good Muslim adults;
Christianity- parents are to train children in the way they should go (Proverbs 22:6)
Learning Activity

Discussion: Applying Values of Religious Teaching on Growing in Real Life

Situation

Activity process

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Learners debate on how they can apply religious values in everyday life (e.g. ‘Any broken item
in the home should be reported by the one who has broken it’)
Group discussion on examples of applying values in everyday life
Role-play real life scenarios where values are applied
Teacher emphasises expected behaviour in Zambian Tradition
(Classroom environment)

Content Tips

Demonstrate expected values and behaviour in real life situations e.g. respect, hard work,
obedience, helpfulness, sharing …

Suggested teaching and learning material

Holy books
Syllabus
Old Grade 8 text books,
Any other relevant references
Resource persons
Expected standard
Teachings of different religions on growing up communicated accordingly

Assessment
End of sub-topic test
Class exercises
Quizzes
Monitoring of learners’ behaviour
Revision exercise
End of topic test

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Summary
Key Point/recap
Types of growth
Comparing characteristics of non-living and living things
Responsible citizenship.
Qualities of a responsible citizen.
Applying sense of responsibility as you grow up
Different ways in which people grow
Ways of maintain good relations with God and other people
Ways of using the environment
Applying ways of caring for the environment
Growing up in the Zambian Traditional Religion
Growing up in Hinduism
Growing up in Islam
Growing up in Christianity

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 BIBLIOGRAPHY
Muzumara P.M. (2011). Teacher Competencies for Improved Teaching. Lusaka: Bhuta Publishers.
Watson, B. & Thompson (2007). The effective teaching of Religious Education Ordinary
Secondary School Syllabus, Form 1-4. Lusaka: CDC
Illubala , J.L. Namanwe, M. & Musonda J. (2009). Religious Education Grade 8 Pupils Book.
Lusaka; Mwajionera Publishers
Ziwa Illubala & Others, (2009) Religious Education. Pupils Book Grade 8. Mwajionera
publisghers. Lusaka.
Longman, Religious Education (2014), Pupils Book 8. Longman Zambia Education Publishers.
Lusaka.
Good News Bible Translation. Bible Society. Lusaka

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