Examinations Council of Zambia

Grade 9
Examination Syllabus

Effective 2020

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 © Examinations Council of Zambia 2019
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Tel: 260-0211-252544/82
Fax: 260-0211-253690

©ECZ 2020,

This document remains the property of the Examinations Council of Zambia

and should never be reproduced, stored in any retrieval form or by any means,
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trade.

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 Grade 9
Examination Syllabus

Effective 2020

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Table of Contents
Foreword vii
Glossary ix
Chapter 1: Background to the Grade 9 Junior Secondary School Leaving Examination 1
1 PURPOSES OF GRADE 9 JSSLE EXAMINATIONS ........................................................................................................................1
2 GRADE 9 JSSLE ASSESSMENT SCHEMES .................................................................................................................................2
3 ASSESSMENT OBJECTIVES ....................................................................................................................................................2
4 TEST DESIGN .....................................................................................................................................................................2
5 MARKING CRITERIA ............................................................................................................................................................2
6 NOTES AND GUIDANCE .......................................................................................................................................................2
Chapter 2: English Language (101) 3
1 PURPOSE ..........................................................................................................................................................................3
2 ASSESSMENT OBJECTIVES ....................................................................................................................................................3
3 TEST DESIGN .....................................................................................................................................................................4
4 TEST CONTENT ..................................................................................................................................................................4
5 MARKING CRITERIA ............................................................................................................................................................7
6 NOTES AND GUIDANCE .......................................................................................................................................................9
APPENDIX: EXAMPLES OF QUESTIONS FOR ENGLISH LANGUAGE FINAL EXAMINATION (101/1 & 101/2) ..................................................10
Chapter 3: Social Studies (207) 13
1 PURPOSE ........................................................................................................................................................................13
2 ASSESSMENT OBJECTIVES ..................................................................................................................................................13
3 TEST DESIGN ...................................................................................................................................................................14
4 MARKING CRITERIA ..........................................................................................................................................................15
5 NOTES AND GUIDELINES ....................................................................................................................................................15
SAMPLE QUESTIONS ..................................................................................................................................................................16
Chapter 4: Religious Education (204) 19
1 PURPOSE ........................................................................................................................................................................19
2 ASSESSMENT OBJECTIVES ...................................................................................................................................................19
3 TEST DESIGN ...................................................................................................................................................................19
4 MARKING CRITERIA ..........................................................................................................................................................20
5 NOTES AND GUIDELINES ....................................................................................................................................................21
APPENDICES: EXAMPLE QUESTIONS ..............................................................................................................................................22
Chapter 5: Art and Design (205) 25
1 PURPOSE ........................................................................................................................................................................25
2 ASSESSMENT OBJECTIVES ..................................................................................................................................................25
3 TEST DESIGN ...................................................................................................................................................................26
SAMPLE QUESTIONS ..................................................................................................................................................................28
4 MARKING CRITERIA ..........................................................................................................................................................28
5 NOTES AND GUIDANCE .....................................................................................................................................................30
Chapter 6: Musical Arts Education (208) 31
1 PURPOSE ........................................................................................................................................................................31
2 ASSESSMENT OBJECTIVES ..................................................................................................................................................31
3 TEST DESIGN ...................................................................................................................................................................31
4 MARKING CRITERIA ..........................................................................................................................................................33
EXEMPLAR QUESTIONS ..............................................................................................................................................................34
5 NOTES AND GUIDANCE ......................................................................................................................................................34

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Chapter 7: Mathematics (401) 36
1 PURPOSE ........................................................................................................................................................................36
2 ASSESSMENT OBJECTIVES ...................................................................................................................................................36
3 TEST DESIGN ...................................................................................................................................................................36
5 NOTES AND GUIDANCE .....................................................................................................................................................38
4 MARKING CRITERIA ..........................................................................................................................................................38
APPENDIX 1 EXAMPLES OF QUESTIONS IN MATHEMATICS (401) .......................................................................................................39
Chapter 8: Computer Studies (402) 41
1 PURPOSE ........................................................................................................................................................................41
2 ASSESSMENT OBJECTIVES ..................................................................................................................................................41
3 TEST DESIGN ...................................................................................................................................................................41
4 MARKING CRITERIA ..........................................................................................................................................................43
5 NOTES AND GUIDANCE .....................................................................................................................................................44
APPENDIX: EXAMPLES OF QUESTIONS IN COMPUTER STUDIES ............................................................................................................44
Chapter 9: Agricultural Science (501) 51
1 PURPOSE ........................................................................................................................................................................51
2 ASSESSMENT OBJECTIVES (AOS) .........................................................................................................................................51
3 TEST DESIGN ...................................................................................................................................................................52
4 MARKING CRITERIA ..........................................................................................................................................................54
5 NOTES AND GUIDANCE .....................................................................................................................................................55
APPENDIX: EXAMPLES OF QUESTIONS IN AGRICULTURAL SCIENCE (501) ..............................................................................................56
Chapter 10: Integrated Science (502) 58
1 PURPOSE ........................................................................................................................................................................58
2 ASSESSMENT OBJECTIVES (AO) ..........................................................................................................................................58
3 TEST DESIGN ...................................................................................................................................................................59
4 MARKING CRITERIA ..........................................................................................................................................................63
5 NOTES AND GUIDANCE .....................................................................................................................................................63
APPENDIX: EXAMPLES OF QUESTIONS/ITEMS IN INTEGRATED SCIENCE (502) ........................................................................................64
Chapter 11: Design and Technology (608) 69
1 PURPOSE ........................................................................................................................................................................69
2 ASSESSMENT OBJECTIVES (AO) ..........................................................................................................................................69
3 TEST DESIGN ...................................................................................................................................................................70
4 MARKING CRITERIA ..........................................................................................................................................................71
APPENDIX 1: 73
5 NOTES AND GUIDANCE .....................................................................................................................................................75
APPENDIX 2: SAMPLE SUMMARY COURSEWORK ASSESSMENT FORM..................................................................................................76
Chapter 12: Business Studies (609) 77
1 PURPOSE ........................................................................................................................................................................77
2 ASSESSMENT OBJECTIVES (AO) ..........................................................................................................................................77
3 TEST DESIGN ...................................................................................................................................................................77
4 MARKING CRITERIA ..........................................................................................................................................................79
APPENDIX: SAMPLE QUESTIONS ..................................................................................................................................................80
Chapter 13: Physical Education (701) 82
1 PURPOSE ........................................................................................................................................................................82
2 ASSESSMENT OBJECTIVES ..................................................................................................................................................82
3 TEST DESIGN ...................................................................................................................................................................83
4 MARKING CRITERIA ..........................................................................................................................................................87
5 NOTES AND GUIDANCE .....................................................................................................................................................89
Chapter 14: Home Economics (601) 91
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 1 PURPOSE ........................................................................................................................................................................91
2 ASSESSMENT OBJECTIVES (AO) ..........................................................................................................................................91
3 TEST DESIGN ...................................................................................................................................................................92
4 MARKING CRITERIA ..........................................................................................................................................................93
APPENDIX: EXEMPLAR QUESTIONS ...............................................................................................................................................94
5 NOTES AND GUIDELINES ....................................................................................................................................................95
Chapter 15 Zambian Languages (301), (302), (303), (304), (306), (307), (308) 96
1 PURPOSE ........................................................................................................................................................................96
2 ASSESSMENT OBJECTIVES ..................................................................................................................................................96
3 TEST DESIGN ...................................................................................................................................................................97
4 MARKING CRITERIA ....................................................................................................................................................... 101
4 NOTES AND GUIDANCE .................................................................................................................................................. 105
Chapter 16: French Language (305) 106
1 PURPOSE ..................................................................................................................................................................... 106
2 ASSESSMENT OBJECTIVES ............................................................................................................................................... 106
3 TEST DESIGN ................................................................................................................................................................ 107
4 MARKING CRITERIA ....................................................................................................................................................... 112
4 NOTES AND GUIDANCE .................................................................................................................................................. 113
Chapter 17: Chinese Language (309) 114
1 PURPOSE ..................................................................................................................................................................... 114
2 ASSESSMENT OBJECTIVES ............................................................................................................................................... 114
3 TEST DESIGN ................................................................................................................................................................ 114
4 MARKING CRITERIA ....................................................................................................................................................... 117
5 NOTES AND GUIDANCE .................................................................................................................................................. 118
APPENDIX: EXAMPLES OF QUESTIONS IN CHINESE LANGUAGE ......................................................................................................... 119
Chapter 18: Grading Certificate and Administration 124
1 AGGREGATION METHODS ............................................................................................................................................... 124
2 ACCESSIBILITY ............................................................................................................................................................... 125
3 CURRICULUM BACKWASH ............................................................................................................................................... 125
4 ADMINISTRATION .......................................................................................................................................................... 125

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Foreword

This publication represents a significant step taken by Examinations Council of Zambia (ECZ) to support
teachers in their classrooms and in preparing learners for their Grade 9 Junior Secondary School Leaving
Examination. By publishing this comprehensive set of Assessment Schemes, ECZ aims to provide teachers and
learners with essential information about the design of the Grade 9 examinations, including guidance on
examination requirements, curriculum coverage, the design of questions papers and the procedures followed by
our trained markers and psychometric experts to ensure high quality, reliable and rigorous assessment at this
crucial stage in a learners‟ development.
General Guidelines
The overarching principles for all educational endeavours, including national examinations, are derived from the
policy document of the Ministry of Education, Science, Vocational Training and Early Education - Educating
our Future (2006). Zambia‟s national schools‟ teaching curriculum is derived from that policy pronouncement
and the assessment syllabi are derived from the teaching syllabi. The aims and objectives of the assessment
schemes are aligned with those of the educational policy. Specifically, the assessment schemes now being
published reflect the national aims of:
1 building the capacity of teachers to provide a high quality education.
2 developing analytical learners who uphold scientific discovery, safeguard human rights, appreciate
Zambian culture and nation pride, preserve the environment, maintain discipline and hard work as well as
being tolerant of divergent views.
The Junior Secondary School Leaving Examination
The Junior Secondary School Leaving Examination (JSSLE) Syllabi are designed as a two-year course, covering
Grades 8 and 9. For the purposes of the examinations at the end of Grade 9, learners should have been given the
opportunities to learn as described in the curriculum for each subject, and it is the aim of the Grade 9
examinations to provide a national, standardised assessment of the extent to which learners have acquired the
competencies, knowledge, understanding and skills described in the curriculum documents.
National Curriculum for Grades 8 and 9.
The Grade 9 examinations are based on an expectation that all learners should have acquired the competencies
that underpin the curriculum for Grades 8 and 9. According to the Zambia Education Curriculum Framework
2013 the focus at this level is to produce a learner with basic competencies in:
1 Communication skills (oral and written)
2 Mathematics skills
3 Information and communications technology skills
4 Scientific skills
5 Pre- vocational and life skills
The Junior secondary school education curriculum will provide two career pathways namely academic and
vocational.

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1 Academic Career Pathways
Learning Areas under the Academic pathways and will be included in the JSSLE are:
Compulsory Learning Area/Subject Optional Learning Area/Subject
(i) Business Studies (i) French
(ii) English Language (ii) Chinese
(iii) Computer Studies (iii) Portuguese
(iv) Social Studies
(v) Integrated Science
(vi) Religious education
(vii) Mathematics
(viii) Zambian Languages

2 Vocational Career Pathway

Then the five learning areas in the vocational pathways which will be officers as options:
(i) Agriculture
(ii) Technology
(iii) Performing and Creative Arts (PCA)
(iv) Physical Education and Sports (PES)
(v) Home Economics (HEH)

There is a detailed Assessment Scheme in this document for each of these subjects, reflecting the
knowledge and skills examinable at this level and helping to guide teachers in understanding what to expect
from the examinations and how best they can teach and prepare their learners for the examinations. The
development of the Assessment Schemes has been supported by our curriculum specialists and practicing
teachers and examiners to ensure that the curriculum and assessment documents reflect the same priorities
for teaching.
This is the first set of Assessment Schemes published by ECZ, describing the Grade 9 JSSLE examinations
for 2015 to 2018 We will publish updates to explain any future changes to examination arrangements as
well as to reflect changes in Zambia‟s national curriculum content.
I am sure that you will find these Assessment Schemes an invaluable resource in supporting your teaching.

Dr. Michael M. Chilala

Director
Examinations Council of Zambia

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Glossary

Access Arrangement Access Arrangements are the procedures agreed by ECZ in order to enable all learners
to attempt examinations, regardless of physical or other disability. For example, this
includes the provision of Braille and large-print versions of examinations. (See also
Modification.)
Aggregation The methods used to combine marks achieved by students in exams or tests. This can
cover combining marks from different components (or papers) to arrive at a total score.
It can be a straight-forward addition, or it can involve weightings of the contributory
components. It does not include scaling (see Scaling).
Assessment The process of collecting and judging information to establish the extent to which a
learner has acquired the knowledge, skills, understanding and values being taught.
This can include classroom assessment, classroom tests, examinations, observation,
interviews or other means of collecting the information.
Assessment Scheme A document (or set of documents) describing the aims and design of examinations,
tests and any other modes of assessment used. This is sometimes called a “test
specification”, a “syllabus” or a “framework”.
Candidate A candidate is a learner who has registered with ECZ for examinations.
Comparability The technical process of establishing the equivalence between different examinations.
For example, this can include the equivalence of examinations in the same subject,
measured over several years.
Curriculum A curriculum describes the learning aims of teaching, including opportunities that
learners will have to acquire new knowledge, skills, understanding and values. This
can include the topics that learners will study.
Draft Setter A person who writes questions and complies question papers at different levels of
examinations.
Examination Centre A school or institution registered with the authorized by the ECZ to conduct
examinations.
Examiner A person trained and authorized to mark and award marks to the school certificate and
GCE examination scripts.
Grading Grading is the process of transforming the number of marks achieved by a student into
an overall classification, such as Pass, Merit or Distinction, or into a letter-grade, such
as A, B, C.
Item An examination question.
Item writer A person who coins examination questions.
Learners „Learners‟ refers to students in their active classroom roles of acquiring knowledge,
skills, understanding and values. This contrasts with candidates which refers to
students in their role of being examined.

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Modification Changes made to standard versions of examinations in order to help students with
specific needs complete the examinations. This could include removing or changing
illustrations for visually-impaired learners, for example.
Pretesting An administration of an examination in advance of the official examination timetable,
normally conducted in order to select effective questions and to collect information
about learners‟ responses to questions.
Psychometric Psychometric measurement refers to the task of designing and applying models
Measurement for measuring student performance; this includes the measurement of knowledge,
abilities, attitudes, personality and educational attainment.
Reliability The extent to which an examination provides a result for candidates which is accurate,
removing error in the candidates‟ results.
Scaling The process of converting a Raw Score into either:
(i) A standardised scale, often distributed around a mean of 100
(ii) A grade, number or letter classification
Scribe A person tasked with writing examination responses on behalf of the candidate, from
responses spoken by the candidate.
Standard Setting The technical and psychometric processes of establishing the criteria (or the number of
marks) required to pass an examination and for the award of grades. (See also
Grading.)
Syllabus The prescribed requirements of a course of studying, normally leading to an
examination and/or qualification. The requirements usually includes curriculum and
other learning content, assessment procedures and examination requirements.
Validity The extent to which an examination or assessment can be shown to measure what it
claims to measure. Examination questions which involve knowledge or skills beyond
the subject matter of the examination will reduce confidence that the examination
outcomes provide a „true‟ measure of the examined subject.

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Chapter 1: Background to the Grade 9 Junior Secondary School
Leaving Examination

Introduction
The Examinations Council of Zambia (ECZ) was established by an Act of Parliament in 1983 to set and conduct
examinations as well as award certificates to successful candidates. ECZ is a semi-autonomous body that
became operational in 1987 with a mandate to develop, administer, manage and process examinations at the
following levels:
1 Grade 7 Composite Examination
2 Junior Secondary School Leaving Examinations(Grade 9)
3 Joint School Certificate and General Certificate of Education (Ordinary Level Examinations)
4 Teacher Education Examinations
5 Technical Education and Vocational Training Examinations (even though these will be transferred to
TEVETA by 2015).
The main functions of the Examinations Council of Zambia are to:
1 conduct examinations;
2 award certificates or diplomas to candidates who pass examinations;
3 carry out education research;
4 provide advisory services to public institutions on the development and use of assessment;
5 formulate syllabi for examinations;
6 promote international recognition of ECZ qualifications;
7 appoint examiners;
8 conduct capacity building of item writers, setters, examiners and any other persons associated with
assessment; and
9 benchmark assessment activities with sister examination boards and other institutions outside Zambia.
ECZ is charged with the responsibility of formulating examination syllabi for teachers. It is under this
component that development of Assessment Schemes falls. An Assessment Scheme is defined as "a document
describing the aims and design of examinations, tests and any other modes of assessment used." It is sometimes
called a “test specification”, a “syllabus” or a “framework”.
An assessment scheme is a document meant to provide information on areas that future assessment will cover in
line with the contents and provisions of the teaching curriculum framework. It describes the objectives, the type
and the structure of assessment and includes scoring specifications and describes the curriculum content of a
particular learning area.
1 Purposes of Grade 9 JSSLE Examinations
Assessments at Grade 9 level have two purposes
1 certification of learners‟ achievements in Grades 8 and 9;
2 selection and placement to senior secondary school.
In the Zambian School system, Grade 9 level is one of the points at which learners are assessed after
spending nine years in school. Learners are assessed to measure the knowledge, skills, understanding and
values attained in line with the provisions of Zambia‟s school curriculum.

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 In addition to these two primary purposes, the Grade 9 examinations provide an opportunity to collect
information on learning outcomes for educational diagnostic research. This empirical evidence support
analyses and reports designed to improve teaching and learning.
2 Grade 9 JSSLE Assessment Schemes
The Assessment Schemes published in this booklet are designed to provide confidence and integrity in the
assessment of learners at Grade 9 level. They help teachers to understand the focus of the assessment and
prepare learners adequately. Adherence to these Assessment Schemes will promote fairness and
consistency by giving an equal opportunity for all learners to demonstrate their levels of knowledge and
understanding in different learning areas. In essence, Assessment Schemes are well-thought through
blueprints which help to ensure validity and reliability of the assessment processes.
Assessment Schemes also help by giving advance notice of any changes in examinations. This in turn
promotes openness, democracy and avoidance of surprises in assessment. Needless to say, assessment
schemes not only promote accountability but they also provide guidance in dealing with examination
related malpractices. Further, Assessment Schemes make transparent those customs and practices that
affect the assessments at different levels.
Each Assessment Scheme adopts the same overall structure, as described below.
3 Assessment Objectives
This section sets out the categories of learning and skills that be covered by the examination. There are
generally 3 or so Assessment Objectives, each of which covers knowledge, application of knowledge and
other higher order thinking skills. These Assessment Objectives use terminology from Bloom‟s taxonomy
to characterise the progression of thinking skills with the examinations.
4 Test Design
This section describes the overall structure of the examinations, summarising how many papers a
candidate must complete, the time permitted and the marks available for each paper. Importantly, it also
explains how each Assessment Objective is assessed in the papers. The Assessment Scheme also provides
examples of questions taken from previous ECZ examinations to explain the question types, what is being
assessed by the examination and other important features of the different question types. Within the Test
Design section, the following sub-sections appear:
4.1 Question Types
This summarises the types of questions used in the examinations, such as multiple-choice, essay and
open response.
4.2 Curriculum Coverage
This describes the coverage of the curriculum within the examination, making clear any aspects of
the curriculum not covered by the examinations, such as Speaking within English Language.
4.3 Difficulty of Questions
This includes a description of the difficulty of questions included in the examinations – this
important section is designed to support teachers in understanding what is expected of students‟
responses.
5 Marking Criteria
This describes marking criteria, setting out the key principles that are applied by markers.
6 Notes and Guidance
Each Assessment Scheme includes a section which summarises all additional important information for
teachers and candidates, such as specific equipment permitted in examinations.
The final chapter in this booklet is called Administration and Grading, it provides information about
marking, aggregation and certification, accessibility, comparability over time and curriculum backwash.
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Chapter 2: English Language (101)

1 Purpose
The purpose of the English Language Examination is to measure candidate‟s linguistic competencies and
proficiency from Grade 8 to 9 as outlined in the syllabus (CDC, 2013). It will also serve the purpose of
certification and selection.
2 Assessment Objectives
Candidates will be assessed based on the following five objectives:
AO1 Knowledge and Application of Communication Skills
 Communicating effectively using British Standard English appropriate to different situations
 Applying the rules of grammar correctly in speech in different situations
AO2 Reading and Comprehension of Texts
 Explaining unfamiliar words/phrases according to the context in which they are used
 Reading and understanding different types of reading material
 Responding correctly to questions based on a given passage
 Summarising the main idea of a given passage
 Interpreting specific information from passages, tables, charts or diagrams
 Extracting specific information from tables, charts, diagrams or maps
 Interpreting specific information from passages to tables, charts and diagrams
 Making comparisons and cross-references appropriately
 Developing and sustaining interpretations of the writers‟ ideas and perspectives
AO3 Knowledge and Application of Language Structure
 Applying the various rules of grammar to the various language structures
 Demonstrating knowledge and comprehension of the rules of grammar in both speech and
writing
 Applying lexical and grammatical rules correctly
AO4 Analysis and Synthesis of Information (Composition)
 Producing different types of writings creatively and imaginatively with lexical and
grammatical accuracy
 Writing in appropriate style suitable for a particular audience or purpose
 Producing different kinds of writings which will be expected of them in other subjects
 Writing personal ideas, thoughts, opinions, and feelings with clarity and fluency
 Selecting relevant material from given information and organising this effectively into a piece
of writing for a particular purpose.
AO5 Evaluation and Synthesis of Information (Summary)
 Summarising simple written texts according to instructions
 Composing or identifying an appropriate title
 Identifying and writing the topic sentence
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  Writing a single sentence summary
 Tabulating information from passages into tables, charts and diagrams
 Extracting specific information from various print sources
 Writing note summaries
 Writing prose summaries

3 Test Design
3.1 Paper Structure

The examination will consists of two papers as follows:

Paper & Paper Code Duration Marks Allocated Percentage

Paper 1: 101/1 1 hour 20 minutes 40 40%

Paper 2: 101/2 1 hour 30 minutes 60 60%

Total 100% 100%

The examination will comprise Papers 1 and 2. Paper 1 will have two questions which will consist
of Section A – Composition and Section B – Summary. Paper 2 will also have two sections; Section
A will have four parts which will be based on Contextual Communication, Grammar and
Vocabulary. Section B will be Reading Comprehension. All the questions in both papers will be
compulsory.

3.2 Focus of the Examination

The focus of Paper 1 will be to assess candidate‟s ability to summarise information either in note or
prose summary and compose a continuous piece of writing (creatively and imaginative) with the
correct use of grammar, spelling, punctuation, sentence construction and paragraphing. Paper 2 will
focus on the use of language in social settings, application of rules of grammar, knowledge of
vocabulary and reading comprehension.
4 Test Content
4.1 Question Types
Paper 1 Composition and Summary
This paper will have two compulsory questions; Section A – Composition and Section B –
Summary. The following question types will be employed to assess candidates:
Section A: Composition
This paper will have one compulsory composition question. Candidates will be expected to
compose a continuous piece of writing ranging from 200 to 250 words. Each year, the genre of
writing will be alternated using one of the following forms of essay writing:
 A narrative or descriptive composition using the given notes
 A story completion (narrative or descriptive) using a given introduction or conclusion
 Simple report writing
 Letter writing – informal, semi-formal and formal
 Description of a process, place, object or person
Teachers will need to cover all of the styles of writing as outlined in the syllabus. In this paper,
candidates will be expected to co-ordinate a number of language and writing skills to produce a
continuous piece of writing which is original, creative and imaginative. They need to show high
levels of proficiency in their use of grammar, spelling, paragraphing, sentence construction and
organisational skills.
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 Section B: Summary
This section will consist of one question based on a given passage. Candidates will be expected to
read the passage and respond either in note or prose summary. The note or prose summary should
be written within the given word limit. Another way that candidates will be assessed will be
summarising the main idea in a given passage as well as tabulating information from a given
passage into table, chart or graphs. The different types of summaries are outlined in the syllabus.
Paper 2: Contextual Communication, Language Structures, Vocabulary and Reading
Comprehension
This paper will have two (2) sections and will contain a variety of question types.
Section A: Contextual Communication and Language Structure
Part 1 will consist of 10 multiple-choice questions based on language use in various social settings.
In the stem, candidates will be presented with a real-life situation and asked to select, from the four
options, the most suitable thing to say. This will test candidates‟ ability to communicate with others
confidently, effectively, precisely and appropriately using Standard English.
Part 2 will have structured and semi-structured questions. Each year, the examination will cover
one of the following two areas: Tense Recognition or Parts of Speech.
 Under Tense Recognition, a verb in the infinitive will be given and candidates will be
expected to fill-in each blank space by changing the given verb to the correct tense.
 Parts of Speech will be assessed in form of Multiple Choice Questions where candidates will
be expected to select the correct preposition, phrasal verb, order of adjectives or correct
punctuation.
Part 3 will comprise semi-structure questions. Candidates will be required to transform or rewrite
sentences in accordance with a given instruction, without changing the meaning of the original
sentence. This part will test candidates‟ knowledge and application of rules of grammar in various
language structures.
Part 4 will consist of structured questions in form of a Cloze Passage where candidates will be
expected to gap-fill each space with one correct word to complete a sentence.
Section B: Reading Comprehension
In this section, candidates will be expected to read a given passage and answer follow-up questions
to show understanding. There will be a variety of question types that candidates will be expected to
answer which will include multiple choice, rudimentary summaries, true or false, vocabulary and
sequencing (chronological arrangement of events and alphabetical word order).
4.2 Comprehension and Summary Passages - Type and Length
The comprehension passages used will be adapted and/or extracted from any subject area including
cross-cutting issues as long as they have materials that contain the relevant linguistic testing aspects
and meet the required standards needed in the examination. The range of words in a comprehension
passage should be from 450 to 650 while the summary passages should be from 350 to 500.
4.3 Syllabus Coverage
The English Language Examination will be based on the English Language Syllabus for Grade 8
and 9 (CDC, 2013). A Table of Test Specification will be used to ensure that there is consistency
from year to year in the skills tested. The table below outlines the syllabus coverage and cognitive
domains as they will be assessed in Papers 1 and 2 of the English Language Examination.

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 Syllabus Coverage of Grade 9 English Language 101 Papers
Paper 1 Paper 2 Syllabus Cognitive
Summary and Contextual Coverage Domain
Composition Communication,
Structure, and Reading
Comprehension
AO 1: Knowledge and  10 Marks Correct use of Knowledge,
Application of grammatical Comprehension
Communication rules in social and Application
Skills settings
AO 2: Reading and  30 Marks Efficient and Knowledge,
Comprehension intensive Comprehension
of Texts reading and Analysis
AO 3: Knowledge and  20 Marks Tenses, The Knowledge,
Application of Verb, Parts of Comprehension
Language Speech, and Application
Structure Concepts, Direct
Speech,
Reported
Speech and
Punctuation
AO 4: Analysis and 20 Marks  Narratives, Knowledge,
Synthesis of Descriptive, Comprehension,
Information Letter Writing, Application,
(Composition) Report Writing Analysis,
description of Evaluation and
processes, Synthesis
Article Writing,
Unguided and
guided
compositions
and Curriculum
Vitae writing.
AO 5: Evaluation and 20 Marks  Identification of
Synthesis of specific
Information information, Comprehension,
(Summary) Evaluation and
Note and prose Synthesis
summaries and
tabulation skills
Total 40 Marks 60 Marks

Key: AO = Assessment Objective

4.4 Level of Difficulty

The level of difficulty of the test items will be determined by the following factors:
(i) The subject knowledge required to respond to questions correctly.
(ii) The complexity and/or the number of cognitive processes required to generate responses to
items.
(iii) The level of abstract and critical thinking involved to generate responses.

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5 Marking Criteria
Paper 1 – 40 Marks

Section A: Composition (20 Marks)

The Marking Scheme for Composition requires that markers apply a holistic general impression of the
writing, as well as an error analysis of candidates‟ writing. Error analysis refers to the process of
identifying the errors made by a candidate in their composition. This allows the marker to justify the
mark/score given to a composition using the number of errors highlighted.
The table below is an extract of the marking criteria for Composition using intermediate grade boundaries.
These grade boundaries specify the criteria for the skills, knowledge and understanding that a candidate is
required to demonstrate for the award of a mark out of 20. Markers will select the grade descriptors that
best describe the quality of the work being marked.

Table 1: Marking Criteria for Composition (Paper 1 Section B)

Mark Descriptors

Zero (0) A candidate whose script is graded zero (0) displays the following:
 No knowledge nor understanding of the context of a given question
 Composition is impossible to understand
 Very poor narration of a simple story
 Very poor presentation of a letter or simple report which has no or very poor
introduction, main body and conclusion.
 Illogical arrangement of ideas, including poor construction and organisation of
paragraphs
 Incorrect tense use
 No use of vocabulary and expressions e.g. idioms, proverbs, phrasal verbs
 Incorrect spellings
 Few or no punctuation marks.
 Very poor construction of sentences, including no transition of sentences
Note: Candidates who present irrelevant model essays learnt by heart should be
awarded a zero (0) score.

04 A candidate whose script is awarded 04 marks displays the following:

 Very little understanding of the context
 Very little knowledge of spelling, punctuation and paragraphing.
 A number of errors of wrong use of words and incorrect use of tenses
 Frequent repetition throughout the essay.
 Some run-on sentences are also present
 Some elements of mother tongue interference.
 Serious problems with sentence construction and vocabulary
By and large, the essay is poorly written with gross mistakes.

10 A candidate whose script is awarded 10 marks displays the following:

 Good understanding of the context
 Some knowledge and in some instances accurate use of punctuation vocabulary and
paragraphing
 Language is flat due to use of clichés and limited use of adjectives, adverbs, etc
 Use of colloquial words
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 Mark Descriptors

 Incorrect spellings
 Inadequate use of a variety of sentence structures
 Inadequate use of vocabulary
 Some run-on sentences
 Some mother tongue interference
Generally, it is a fair piece of writing but has a number of mistakes.
16 A candidate whose script is awarded 16 marks displays the following:
 Very good knowledge and understanding of the context of a given question
 Very good narration of a simple story, presentation of a letter or simple report
which has a captivating introduction, main body and conclusion
 Logical arrangement of ideas
 Correct use of tenses
 A good range and appropriate use of vocabulary and expressions e.g. idioms,
proverbs, phrasal verbs, etc.
 Correct spelling and punctuation with minimal mistakes
 Good use of adjectives and adverbs that make a piece of writing
interesting/captivating
 Fairly good use of a variety of sentence structures with some transition sentences.
 Very good construction and organisation of paragraphs
 Correct use of Direct and Reported Speech
 Transference and application of already learnt material from other subjects where
necessary
Generally, it is a very good piece of writing with a few mistakes.

20 A candidate whose script is awarded 20 marks displays the following:

 Exceptional knowledge and understanding of the context of a given question
 Excellent narration of a simple story, presentation of a letter or simple report which
has a captivating introduction, main body and conclusion
 Logical arrangement of ideas
 Correct tense use
 Wide range and appropriate use of vocabulary and expressions e.g. idioms,
proverbs, phrasal verbs, etc.
 Correct spelling and punctuation with minimal mistakes, if any
 Outstanding use of adjectives and adverbs that make a piece of writing vivid and
interesting or captivating
 Usage of variety of sentence structures – simple, compound and complex sentences.
Very good transition of sentences.
 Exceptional construction and organisation of paragraphs
 Excellent use of Direct and Reported Speech
 Appropriate transference and application of already learnt material from other
subjects where necessary.
Generally, it is an excellent piece of writing with negligible mistakes, if any.

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 Section B: Summary (20 Marks)
Marking of summary will be based on the following:
 the clarity of the main ideas identified from the text
 how well the ideas are connected to make the writing coherent
 the accuracy of understanding the original text
 the level of grammatical accuracy
The award of marks for Summary will be out of 20. Markers will allocate marks according to the rubric as
stipulated in the Marking Scheme.
Paper 2

Section A: Contextual Communication, Language Structure and Vocabulary (30 marks)

Part 1: What Would You Say? (10 marks)

All questions will be allocated one mark for each correct response.

Part 2: Grammar (5 marks)

 If the question is based on Tense Recognition, there will be 10 blank spaces weighted half a mark
each. Candidates will be awarded a mark when a correct tense and spelling is provided.
 If the question is based on re-arrangement of words into sentences or based on Parts of Speech, one
mark will be awarded for the correct response. Five marks will be awarded.
Part 3: Rewrites (5 marks)
This part will assess candidates‟ ability to transform given sentences without changing the original
meaning. The sentence must be grammatically correct and complete. All words should be correctly spelt.
Each correct response will be awarded one mark. No half marks will be awarded.
Part 4: Cloze Passage - 10 marks (20  ½)
The Cloze Passage will have 20 blank spaces weighted half a mark each. Candidates will be expected to
fill in the blank spaces with the most suitable word. The word must be spelt correctly. A candidate who
provides more than one word for each blank space will not be awarded a mark regardless whether the two
words are correct or one of the two words is correct.
Section B: Reading Comprehension (30 marks)
All multiple choice questions will be allocated 2 marks each while the true or false and semi-structured
questions will be allocated one mark each. Gap-fill questions will be awarded half a mark. For vocabulary
questions, the word should be spelt correctly in order to be awarded a full mark. This section will be
marked out of 30 marks.

6 Notes and Guidance

(i) The two papers will be administered to candidates on the same day.
(ii) In order to achieve an overall mark for English Language, a candidate must sit both Papers 1 and 2.
If a candidate absconds from one of the papers, no partial marks will be graded.
(iii) British Standard English should be used in answering questions in the English Language Papers.
However, if a candidate uses American English, he/she should use it consistently, throughout the
piece of writing. There should be no use of both dialects in answering questions.
(iv) Dictionaries, text books and other reference books will not be allowed in the examination room.
(v) Electronic devices such as mobile phones, tablets, iPods and laptops will not be allowed in the
examination room.
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Appendix: Examples of Questions for English Language Final Examination (101/1 & 101/2)
Example 1: AO4: Summary Answer
Read the following passage and then answer the question that follows
Note Summary
Black jack vegetable is known botanically as bidens pilosa and in Zambia • Prevention and treatment of diabetes
local names include kanunka and kasokopyo. Like many indigenous African • regulating blood sugar
vegetables, black jack has an impressive nutritional profile that comes with a • beneficial to cardiovascular system
very wide variety of benefits. Black jack is a great choice for the prevention which relates to the heart and blood
and treatment of diabetes due to the presence of various nutrients. Firstly, vessels
black jack has plenty of antioxidants which are involved in regulating blood • fiber present in black jack boosts
sugar. The higher the amount of antioxidants in the body, the greater the heart health
body‟s capacity to keep blood sugar under control. Studies show that people • minimises belly fat
whose diets are rich in antioxidants have a dramatically lower incidence of • antioxidants in black jack helps keep
diabetes. the cardiovascular system in good
Black jack is greatly beneficial to the cardiovascular system which relates to health.
the heart and blood vessels. The fiber abundantly present in black jack • promotes healthy digestion
tremendously boosts heart health. What‟s more, fiber provided by black jack • stimulates digestive muscle
minimises belly fat, the most dangerous form of fat to carry. Belly fat, also movements
referred to as visceral fat, surrounds vital organs like the heart and liver. • improves muscles work
This situation dramatically increases the risk of heart disease, heart attack, • prevents acid reflux,
stroke, diabetes, cancer, and other chronic diseases. By keeping belly fat • bloating, and other digest disorders
away, black jack tremendously promotes general cardiovascular health. The • wards off piles or hemorrhoids
antioxidants in black jack also help keep the cardiovascular system in good • acts as a prebiotic
health. Studies continue to show a strong relationship between diets rich in • has powerful anti-cancer features
antioxidants and very low rates of cardiovascular diseases such as heart • stops cancer growth
disease, high blood pressure, cholesterol abnormalities, and stroke. • kills cancer cells
• prevents and treats any type of
Black jack, due to its abundance of fiber, promotes healthy digestion, cancer
stimulates digestive muscle movements and generally improves the way • The anti-inflammatory of black jack
these muscles work thus preventing acid reflux, bloating, and many other offers protection against cognitive
digest disorders. Other ways include warding off piles or hemorrhoids and decline
acting as a prebiotic by creating a suitable environment for proper • prevents memory loss related to age
multiplication and function of healthy gut bacteria. These bacteria are and chronic diseases
essential for healthy digestion and overall wellbeing. • fights off bacterial and fungal
Black jack has powerful anti-cancer features too. Again, fiber takes on a infections
leading role in countering cancer by preventing insulin resistance, a
condition found to increase the risk of cancer especially hormone-related
cancer like breast and prostate cancer. Besides preventing cancer,
antioxidants in black jack are powerful enough to stop cancer growth and
kill cancer cells. With such a potent anti-cancer profile black jack is an
excellent food choice for the prevention and treatment of breast, prostate,
colon, and any type of cancer. There are so many more benefits associated
with black jack. The anti-inflammatory powers of this vegetable also offer
protection against cognitive decline. This means that eating black jack can
prevent memory loss related to age and chronic diseases such as diabetes.
Black jack is also believed to fight off bacterial and fungal infections. It is a
highly nutritious vegetable with benefits that are too many to list.
Slightly adapted from Health Benefits of Black jack (July, 2016) :Asunta
Simoloka and Prof Rashid Bhikha
Question:
From this passage, write the health benefits of black jack in not more than
100 words. Write your answer in note summary.
This is a summary question at comprehension and synthesis levels where a candidate is expected to summarise in note
form prose. Summary questions will vary from year to year.
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Example 2: AO4 Summary Answer
Read the following passage carefully and then answer the
Prose Summary
question that follows:
1 Artificial carbonation was first introduced in 1767 by Joseph Priestley Carbonated drinks have a number of
and was commercialized in 1807 by Benjamin Silliman, a Yale negative effects. They high acidity level
University Chemistry Professor, who bottled and sold carbonated which creates an imbalance in the body
water. After 1830, sweetened and flavoured carbonated drinks became as it leads to acidosis. This creates a
popular and the trend evolved. Today, heavily sweetened carbonated digestion problem in the system. They
drinks and sodas are among the most popular beverages in the world. have carbonic acid that inhibits the use of
In the last two decades, the introduction of diet drinks containing calcium in the body and affects bone
artificial sweeteners has increased sales of carbonated beverages. formation. This causes osteoporosis.
2 Although carbonated drinks have flooded the market, they have high Consuming carbonated drinks
acidity level. Too much acid creates an imbalance in the body in that it excessively forces the body to harbour
leads to acidosis. It also creates a problem of digestion in the system. carbon dioxide resulting in distention of
Some carbonated drinks contain caffeine, which causes addiction. In the stomach and acid reflux. They also
his regard, when carbonated drinks are not taken by people used to cause loss of appetite. If taken before
them, unexplained tiredness and headache result
meals.
3 Carbonated drinks have carbonic acid that inhabits the use of calcium
Some carbonated drinks contain caffeine
in the body, thereby adversely affecting bone formation. This gives
which cause addiction and may cause
rise to osteoporosis or softening of the teeth and bones. Such drinks,
tiredness and headaches in some people.
therefore, are not ideal for children and women after menopause.
Consuming carbonated drinks in excess forces the body to harbour They may also lead to jitters, Insomnia,
carbon dioxide which can cause more distension (swell out by irregular heartbeat, vitamin and mineral
pressure from within) of the stomach and more acid reflux. Experts depletion and breast lumps. Sugar added
say one can or bottle of a carbonated drink has about 10 teaspoons of to them increases insulin levels causing
sugar, 150 calories, 30 to 55 milligrams of caffeine and is loaded with diabetes and excessive weight gain.
artificial food colours and sulphites. Carbonated drinks that are
caffeinated lead to jitters, insomnia, irregular heartbeat, vitamin and
mineral depletion and breast lumps. The sugar added to carbonated
drinks increases insulin levels, which can lead to diabetes and
excessive weight gain.
4 Some carbonated drinks contain sugar and this helps to supplement
the body with glucose, which is responsible for energy. In the grand
scheme of all the complexities regarding carbonated drinks, it is very
clear that people are stuck with them, as they will always be readily
available on the market at affordable prices.
5 The biggest challenge that we have is that people are not being given
the correct information concerning the content of carbonated drinks.
Carbonated drinks, just like others, result in loss of appetite if taken
shortly before meals. It is therefore stressed that people should opt for
pure fruit juices that one can get from oranges, guavas or mangoes as
opposed to buying carbonated drinks.

Question
According to the passage, what are the negative effects of the consumption
of carbonated drinks by human beings? Use not more than 120 words.
Excess words will be cancelled. Start your summary as follows:
Carbonated drinks have a number of negative effects.

This is a summary question at comprehension and synthesis levels where a candidate is expected to summarise in note
form. Summary questions will vary from year to year.

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 Example Two: AO5: Composition Answer
Describe an educational tour you recently had as a Social Studies
 This descriptive composition
Club. Here are points to help you write the description of the tour: has an element of narration. A
 who organised the educational tour? candidate is expected to give
 what was the purpose of the tour? an account of the educational
tour in a descriptive manner.
 which place did your club choose to tour?
The descriptive composition
 how much did each member contribute?
should have the following:-
 how many members went for the tour?  Use of adjectives and
 how long was the tour? adverbs
 what activities did you do?  Good paragraphing
 Good sentence construction
 what interesting things did you see?
 Use of a variety of sentences
 what was the most memorable part of the tour?  Use of correct tenses e.g.
 what lessons did you learn from the tour? past/past participle
 Correct spelling
Example Three: AO1: Contextual Communication Answer

You and your cousin have gone to a carpentry shop. What would
you say to your cousin?  beautiful.
A These furnitures are
B This furniture are C
This furniture is beautiful
C This furniture is
D These furniture is

Example Four: AO2 – Reading Comprehension (Gap- Answer

Fill/question)
(i) after
Vice President Lyndon Johnson succeeded Kennedy soon
(ii) and
(i)  his assassination (ii)  later established the Warren
(iii) investigation
Commission to investigate the assassination. The (iii)  revealed
(iv) was
that there (iv)  no (v)  person than Oswald
(v) other
(iv)  killed Kennedy.
(vi) who
Example Five: AO3 – Language Structure (Rewrites) Answer
Both Alex and John have not done their punishment. Neither Alex nor John has done
Begin: Neither Alex ………………………………………… his punishment.

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Chapter 3: Social Studies (207)

1 Purpose
The purpose of examining Social Studies at Grade 9 level is to assess the learners' understanding of the
economic, political, civic, cultural, geographical and historical factors that influence social development.
It is also important for selection and certification purposes.
2 Assessment Objectives
The Grade 9 Social Studies examinations assesses candidates' performance against the following learning
expectations:
AO1 Knowledge with Understanding
Candidates' knowledge and understanding of the following outcomes will be assessed:
 Civic, historical, geographical, political, cultural and economic factors, theories, and concepts
and their related challenges
 Social principles, values and belief systems
 Relationships between humans and the environment
(Here the focus will be on assessing candidates' ability to define, explain, describe, review,
differentiate, discuss, state, identify, measure, analyse, locate, suggest, outline, assess and interpret
the content.)
AO2 Information Handling and Problem Solving
 Reading and interpreting of maps, charts, diagrams, and statistical data.
 Relating, demonstrating and applying knowledge of historic, civic, cultural, geographical and
political nature
 To use the Social Studies knowledge and identify challenges/implications and offer solutions
AO3 Evaluating social phenomena and value systems
Candidates will be assessed on their ability to:
 Analyse and evaluate the following cross cutting issues such as slave trade, slavery, mining
industry, weather and climate, population and colonialism
 Analyse, interpret and evaluate the past and present evidence, points of view, opinions and
related judgements (e.g. consequences of Western European colonialism, human rights and
technological advances).
(Candidates will be expected to write essays which bring out their ability to critically
analyse, interpret, and evaluate issues, that is, to judge, check, weigh and critique opinions,
practices, values and generally accepted ideas as facts.)

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3 Test Design
There will be only one paper for Grade 9 (Junior Secondary School Leaving Examination) Social Studies
Examination. The duration of the paper will be 2 hours 30 minutes.
The Social Studies examination will test skills of knowledge, comprehension, application, analysis,
synthesis and evaluation although the proportional distribution of the cognitive levels will differ according
to the section. The examination questions will lean towards testing the lower levels of Bloom‟s Taxonomy
Cognitive domains. The questions will be drawn from the whole syllabus.
3.1 Structure
Social Studies (207) Paper will comprise three sections, namely A, B and C.
Section A (Structure)
This section will consist of 40 multiple choice questions. Each question will have four (4) possible
answer options (A, B, C, D). Each question will carry 1 mark. The multiple choice questions shall be
distributed as shown in Table 2 below.
Section B
Section B will have three compulsory structured/ semi structured questions. The questions will be
based on maps, passages, pictures, statistical data (tables, charts, graphs etc), sketches, symbols, etc.
These questions should capture as many topics as possible. Candidates will be expected to attempt
all the questions.
Section C
Section C will have three parts namely 1, 2 and 3. There will be a total of nine (9) questions. Each
part will have three (3) questions. Candidates will be required to answer one question from each
part. The questions will be based on maps, passages, pictures, statistical data (tables, charts, graphs
etc.), sketches, symbols, etc. These questions should capture as many topics as possible. All answers
shall be written in the Answer Booklet provided.
Table 1: Subject Marks Allocations
Cognitive Domain Section A Section B Section C
Mark Allocation Mark Allocation Mark Allocation
Knowledge 10 6 3
Comprehension 20 9 3
Application 3 6 3
Analysis 3 3 6
Synthesis 1 3 9
Evaluation 3 3 6
Total 40 30 30

Table 2: Section Allocation of Marks

Cognitive Domain Section A Section B Section C
Mark Allocation Mark Allocation Mark Allocation
Geog History Civics Geog History Civics Geog History Civics
Knowledge 3 3 4 2 2 2 1 1 1
Comprehension 7 7 6 3 3 3 1 1 1
Application 1 1 1 2 2 2 1 1 1
Analysis 1 1 1 1 1 1 2 2 2
Synthesis 1 1 1 1 3 3 3
Evaluation 1 1 1 1 1 1 2 2 2
Total 14 13 13 10 10 10 10 10 10
NB: Table 2 above is a section (A, B and C) and components (Civics, History and Geography)
representation of mark allocation according to the Cognitive domain Levels.

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 3.2 Question Types
Section A Multiple Choice Questions.
Sections B – Structured Semi  Structured.
Section C – Essay questions
3.3 Curriculum Coverage
The Grade 9 Social Studies examination will be based on the Social Studies Syllabus Grade 8 – 9
developed and published by the Curriculum Development Centre of the Ministry of General
Education.
3.5 Difficulty
The level of difficulty of examination items in Grade 9 Social Studies is determined by the following
factors:
 The amount and type of subject knowledge and skills required to respond correctly.
 The complexity and/or number of cognitive processes required to generate responses to items;
 The level of abstract thinking involved.
4 Marking Criteria
Section A will have 40 multiple choice questions and each will carry 1 mark.
Section B will have three compulsory questions, each carrying 10 marks.
 The marks for the Semi structured questions will be indicated at the end of the item.
 Each well-developed point will attract one mark (1).
 The number of marks allocated to the question will depend on the amount of relevant writing
required.
Section C will carry 30 marks and each question will carry 10 marks. Each candidate will be required to
answer one (1) question from each part.
The number of marks awarded will depend on how the question is asked and the skill demanded for in it.
5 Notes and Guidelines
 Teachers should ensure adequate coverage of topics in the syllabus for effective teaching and
assessment.
 There is need for teachers to give guidance to learners on how to answer questions correctly
(multiple, Structured, semi structured, essays, etc.)
 Teachers should expose learners to past examination papers so that they are familiar with the
demands of the examination.
 Teachers should advise candidates to adhere to the Examinations Council of Zambia Code of
Conduct (Guidelines).
 Candidates will be required to use Answer Booklets provided by the Examinations Council of
Zambia.
 Teachers should give homework, tests and other appropriate assignments regularly.

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Sample Questions
Section A - Multiple Choice Questions
Examples of lower cognitive level (knowledge) - In these questions, candidates are just expected to recall,
remember and mention the facts.
1 The first stage in the electoral process is . . .
A campaign.
B delimitation.
C nomination.
D polling. Key: B
2 Which two of the following Central African States gained their independence in the same year:
A Malawi and Zambia
B Malawi and Zimbabwe
C Tanzania and Zambia
D Zimbabwe and Zambia Key: A
Example of a higher cognitive level (Application). - Candidate needs to understand the location of Central
Africa and relate it to the event
3 Study the map of Zambia and answer the question that follows.

Kabompo River
Zambezi River

KEY
River
Lake
Lake Kariba Shaded area
Livingstone

Which is the dominant human activity practiced by the people who live in the shaded area?
A Commercial farming
B Fishing
C Lumbering
D Mineral extraction Key: C

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Section B
(Assessment Level- All cognitive domains)
Study the table below and answer the questions that follow.
Raw Material Industry Location
Maize Beer brewing Lusaka
A Bread making Kitwe
Sugar Cane Sugar cane crushing B
Maize Grain milling Choma
Gypsum C Chilanga

A Name raw material A [1]

B Name location B [1]
C Name industry C [1]
D Name the type of industry shown in the table. [2]
E State two environmental challenges caused by industry C. [2]
F State three solutions to the problems mentioned in E. [3]
Answers
A Wheat [1]
B Mazabuka, Kafue, Kasama [1]
C Cement making [1]
D Secondary industry [2]
E  Air pollution
 Destruction of the landscape
 Destruction of farm land. [2]
F  Relocation of people
 Use of modern technologies to control pollution
 Regulations through Zambia Environmental Management Agency
 Afforestation
 Reafforestation [3]
[Total 10]
SECTION C
PART I
This question is more of high cognitive levels and less of lower level
This question measures high level skills (application, analysis, evaluation) though lower levels are used
in developing the arguments
1 Account for the rise and decline of the Undi Kingdom
 Origin
 Factors for growth
 Reasons for the decline [10]

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 Answers
Origin
Originated from Kalonga Kingdom due to succession dispute around 1700.
 established at Mano South of Tete.
Factors of Growth
 Well-organised political structure
(centralised political structure)
 Religious power i.e. role of Makewane the rainmaker.
 Raids i.e. conquered neighbouring groups.
 Concentration of power in the Phiri Clan
 Natural Resources i.e. the Kingdom was rich in natural resources.
 Tribute system i.e. tribute was collected from defeated chiefs.
 Monopoly of long distance trade from defeated chiefs.
 Slave trade was highly profitable, so was gold mining.
Reasons for Decline
 Lack of communication in the Kingdom. Kingdom too big.
 Centralised system i.e. conquered people not fully incorporated.
 Lack of strong army to control revolts.
 Undi lost control of religious shrine and spiritual centres.
 Portuguese illegal activities i.e. started illegal gold mining.
 Portuguese grabbed land from local chiefs.
 The Chikunda obtained slaves illegally.

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Chapter 4: Religious Education (204)

1 Purpose
To assess the learning outcomes of the Spiritual, moral, religious and cultural behaviour as drawn from the
four main religions in Zambia. These are Christianity, Hinduism, Islam and Zambian Tradition. The
examination will also be used for certification, selection and placement.

2 Assessment objectives
The Grade 9 Religious Education examination will assess candidates‟ performance against the following
four assessment objectives:
AO1 Knowledge and understanding
 recall the previous learnt content
 explain the meaning of life
 demonstrate understanding of the universal teaching about human rights.
AO2 Application and analysis of learnt material
 demonstrate understanding of the components of human development,
 analyse the behaviour of human beings as the basis for decision making,
 analyse different teachings of the four religions,
 analyse past experiences ,faith and beliefs as basis for hope.
AO3 Evaluation of facts and information
 compare the beliefs, customs and practices of the four religions and Zambian Modern
society,
 evaluate human organizations, socialisation and group/individual expectations,
 demonstrate understanding of the content, structure, and the meaning of the teachings of the
Bible,
 compare and predict events in the holy scriptures of religions.
AO4 Acquisition of values
 ability to apply positive attitudes to human beings,
 ability to apply positive attitudes towards the environment.

3 Test Design
There will be only one paper for Junior Secondary School Leaving Examinations (Grade 9) Religious
Education.
3.1 Structure
Religious Education 204 paper will comprise four sections, namely A, B, C and D.
Section A will comprise 20 multiple choice questions. Each question will have four options (A, B,
C, D). Candidates will be expected to choose the correct answer key. Each question will carry 1
mark.

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 Section B will comprise one word answer, short phrases, filing in the gaps and writing of sentences.
The total marks for this section is 30. This section has a mixture of cognitive skills ranging from
recalling to evaluation.
Section C will comprise two questions based on the Bible passages. The expected answers shall be
one word, short phrases or application. Each question will carry 10 marks. The total marks for this
section is 20.
Section D will comprise two situational passages drawn from different topics. Each will carry
20 marks. Candidates are expected to display to the values they have acquired from the topics and
subtopics. The questions range from one word answer, short phrases and complete sentences. The
total marks for this section is 40.
3.2 Weighting
Section A carries 20 marks, Section B carries 30 marks, Section C carries 20 marks and Section D
carries 40 marks, giving a total of 110 marks.
Table 1.1. Distribution of questions by Sections in Religious Education
Section A Section B Section C Section D Total
Knowledge 4 3 4 2 13
Comprehension 11 7 10 9 37
Application 2 1 2 2 7
Analysis 2 2 2 3 9
Synthesis 1 1 1 1 4
Evaluate 0 1 1 3 5
Total 20 15 20 20 75
26.66% 20% 26.66% 26.66% 100%

Note: There are 15 questions in Section B, each question carries 2 marks giving a total of 30
marks. Section D has two passages each carrying 20 marks, giving a total of 40 marks.

3.3 Curriculum Coverage

This paper will cover the entire revised syllabus of Grade 8 and Grade 9, developed and published
by the Curriculum Development Centre of the Ministry of General Education. The topics as
provided for in the syllabus will be covered.
3.4 Difficulty
The expected level of difficulty of the questions in the Junior Secondary School Leaving
Examinations (Grade 9) will progress from the lower to the higher skill level.
At the lower level of the cognitive domain, candidates will be expected recall, to express
understanding and masterly of the subject matter while at higher level, candidates will be expected
to analyse, evaluate and apply learnt materials in their day to day life. This implies that the
questions will range from recalling, decision making and application of the learnt materials in real
life situations.

4 Marking Criteria
Before marking begins, co-ordination meetings will be held to harmonise the marking schemes. Constant
checking will be done by Chief Markers to ensure conformity of marking standard are maintained by
markers for that particular year.
Section A has twenty multiple choice questions where candidates are required to choose the best answer
from the alternatives given. Each question carries one mark. If a candidate chooses two answers on the
same question no mark should be awarded for that question.

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 Section B has fifteen questions in which each has two parts. Each part carries one mark. The total marks
are indicated before the instructions.
The marks available are shown in the examination paper against each question so that the candidates can
have a clear understanding of what is expected of them. This will apply in both sections C and D.
5 Notes and Guidelines
(i) All answers should be written in the Answer Booklet provided.
(ii) No paper would be provided for rough work. All rough work should be written in the question
paper.
(iii) Teachers should cover all the topics in the revised syllabus.
(iv) Teachers should follow the test design of the Assessment Scheme when developing tests for
learners.

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Appendices: Example questions
Example One

(a) Multiple Choice

1 Which one of the following guides the Muslims in all issues of morality?
A The Hadith
B The Five Pillars of Islam
C Sharia law
D The Quran
The correct answer is D (1 mark). This question tests low cognitive skill and the candidates
are simply required to recall a fact in the subject.
2 “Wakalowa tanaa kasya muchelo” (The one who bewitched did not need to dig roots) (Tonga
proverb. The above proverb teaches about ...
A authority and leadership.
B cooperation in community.
C freedom in community.
D suffering and death.
The correct answer is D (1mark).This is a high cognitive level multiple choice question as
it requires the candidates to apply proverbs to the real life situation.
(b) Example two – short answer
1 (a) To answer the question, “What does God do for people?”
Which religious book would a Hindu turn to?
The correct answer is Bhagavad Gita [1]
(b) What does the word Vedas mean?
The correct answer is Knowledge [1]
(c) Example three – Bible Passages question
1 “Make sure that the man you choose to be king is the one whom the lord has chosen.
(Deuteronomy 17:15)
(a) Who said these words? [1]
Answer:
(i) Moses
(ii) God
(Any one)
(b) Apart from what is stated above, mention two other qualifications for a king. [2]
Answer:
(i) Should be a citizen and not a foreigner.
(ii) Not to have a large number of horses.
(iii) Should not marry many wives.
(Any one)
(c) Why should a king not marry many wives? [1]
Answer:
This would make him turn away from the lord.

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 (d) Why was it important for the king to have a copy of the books of God‟s laws?
Give two points. [2]
Answer:
(i) To read from it
(ii) He will learn to obey the lord faithfully.
(iii) He will honour the Lord
(Any one)
(e) What would be the influence of the answer in (d) on the life of the king? [1]
Answer:
He will be kept away from thinking that he was better than others and would not disobey
the Lord.
(Credit any positive answer)
(f) Mention one factor that would hinder leadership learnt from the above passage. [1]
Answer:
(i) Selfishness.
(g) State two characteristics of a good leader you can learn from the above passage. [2]
Answer:
(i) One can lead by example
(ii) One who is honest and trustworthy
(iii) Should have integrity.
(Any two answers)
This is a mixture of low and high cognitive level question which requires candidates
to recall, evaluate scriptural content and relevant subject matter.
(d) Example four- Situational story

Authority and Leadership

Two girls were walking home discussing the leadership of the new school prefects.
“I am happy with the prefecture, especially the Head Girl,” one of the girls said. “Do you
remember when last week we had rotten kapenta as our meal for lunch? She called a meeting of all
the Grade Twelves in the hall. She first listened to our complaints and wrote them down point by
point. She then explained and gave us reasons why we had rotten kapenta. She also asked us to
select three other girls to accompany her to the head teacher. She requested us to be disciplined
while waiting for the head teacher‟s explanation.
“I remember that!” said the other girl. “Without her intervention and selection of hardworking and
well behaved girls to represent to meet the head teacher, most of the girls would have demonstrated
by breaking windows and throwing stones at moving cars thereby causing injury to human life and
destruction of property. In addition some of the girls might have been suspended and expelled.
“Our prefects have always taught us how to respect oneself, cooperate with one another and
treasure the things that we use in school like books, furniture and other school materials. Most
importantly, there is respect for one another, the teachers and our parents,” the first girl chipped in.
“Moreover, I will always remember that these are the first prefects in our school who have
protected and encouraged the Grade Eights to participate in all school activities such as Scripture
Union, Anti AIDS and debate, including academics,” said the second girl.
“This year‟s end of term results and mock examination results were exceptionally good in all
classes. I remember the committee of prefects asked the school administration to give awards to
deserving learners,” echoed the first girl.
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 1 From the passage, state two things that could have happened if the girls had demonstrated.
Answer:
(i) Destruction to property
(ii) Injury to people
(Any two answers award 2 marks each) [4]
2 Why are prefects needed? State two reasons.
Answers:
(i) To coordinate the activities of the school
(ii) To protect learners in lower Grades from being exploited /abused by those in higher
Grades
(iii) To do a particular work
(iv) To make sure that all the learners to obey school rules.
(v) To encourage fellow learners to work hard
(Any two answers award 2 marks each) [4]
3 Mention two qualities needed for the prefects to be respected
Answers:
(i) Must lead by examples
(ii) Must be approachable
(iii) Must be firm but fair
(Any two answers award 2 marks each) [4]
4 Give one proverb that we have learnt on authority and leadership.
Answer:
Accept proverbs written in local languages e.g “Wanya wanya tateka chalo” Threats and
insults never rule. [2]
5 In your opinion, how could you have reacted positively if you were fed on rotten Kapenta.
State one point.
Answers:
(i) Seek audience with school authorities for an explanation
(ii) Refusing to eat rotten Kapenta
(1 point, 2 marks each) [2]
Accept any positive and sensible answers. Ensure that key words appear in the
candidate’s responses.
6 What type of attitude is exhibited by the girls at this school? Give two points.
Answers
(i) Following the procedure of solving problems,
(ii) Respect for authority,
(iii) Tolerance,
(iv) Respect of property,
(v) Respect for environment,
(vi) Hard work.
Credit positive values
(Any 2 points, 2 marks each) [4]

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Chapter 5: Art and Design (205)

1 Purpose
The purpose of the Grade 9 Art and Design examination is to test candidate‟s artistic ability to observe,
represent, analyse, appreciate objects either natural or man- made as a total composition.
Art candidates should think creatively and make connections to other learning subjects within the
curriculum.
It is also used for selection and certification purposes at this level.
2 Assessment Objectives
The Grade 9 examinations test the candidate‟s performance against the following four (4) Assessment
Objectives.
AO1: Knowledge and Critical Understanding
Candidates will be assessed against the following learning expectations:
 Identify and use knowledge of objects man-made and natural in order to draw, paint and make
artistic items using suitable materials.
 Identify various art materials and develop art pieces using the knowledge of visual arts around
them.
 Communicate ideas and feelings inspired by the chosen theme in a personal way using a
variety of media.
 Show a developing appreciation and cultural awareness through personal ideas and images.
 Describe the surface qualities of the objects.
AO2: Manipulative, Artistic and Analytical Skills
Candidates will be assessed against the following learning expectations:
 Select and control materials, processes and techniques in applying the knowledge of the
principles and elements of design to come up with an artistic item in a disciplined and
informed way appropriate to intention.
 Develop and create visually stimulating composition of art pieces using a variety of media.
 Use expressively the basic visual elements such as line, tone, colour and texture that together
create the visual image and add colours correctly to come up with a desired hue.
 Model a variety of items using different media.
 Bind their work books and other art works using different techniques.
 Design different patterns and pictures .using a variety of motifs and specimen.
AO3: Aesthetic Qualities
Candidates will be assessed against the following learning expectations:
 Use and compose formal elements as is appropriate such as contour, shape, colour, tone,
texture, structure, and the relationships between form and space.
 Select and communicate information relevant to an idea, subject or a theme and evaluate it in
a systematic way.
 Depict the mass or volume of an object in relation to space within and around it.
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 AO4: Personal Qualities
Candidates will be assessed against the following learning expectations:
 The learners must be exposed to a variety of materials and their characteristics in carving,
such as wood, stone, plaster of Paris, clay and wax.
 The learner must use a variety of media in making art pieces and understand their individual
components and characteristics.
 Demonstrate independence in concept and execution in the various ways in which to come up
with a picture, drawing, painting or any artistic item.
 Exhibit an individual sensitive and creative response to stimulus; to develop an idea, theme or
subject.
3 Test Design
The grade nine (9) examinations consists of two papers, Art and Design paper 1 Theory (205/1) and paper
2 (205/2) Craft Coursework.
3.1 Structure

Art and Design paper one (205/1) comprises two (2) sections A and B. There are ten (10) multiple
choice questions and ten (10) short word answer questions in section A. Section B will have a
drawing. Candidates will be required to make a detailed study of that drawing and then answer a
series of questions that will follow. The duration of this paper is 1Hour 30 minutes.
Art and Design paper two (205/2) is School Based Assessment. This will be developed within a
period of one year from Grade 8 term 2 to Grade 9 term 2.
3.2 Focus

(a) Paper 1 (205/1)

Questions in paper one, focus on knowledge and critical understanding of the theoretical
aspects of Art and Design. Candidates will also be required to answer a question based on
theoretical aspects and analytical skills based on a drawing provided.
(c) Paper 2 (205/2)

The aim of paper two, is to test the candidate‟s ability to carry out a prolonged study of craft
resulting in submission of one finished work. In preparing the candidate for this paper, the
teacher should ensure that there is adequate understanding of the following aspects;
 the possibilities and limitation of the chosen technique and media
 a reasonable skill in handling the relevant media in relation to the craft;
 use of basic elements such as form, shape, line, volume, pattern, texture, tone,
decorations or colour as it applies to the chosen craft.
 the importance of personal quality such as demonstration of inventiveness and creative
thinking.
 Candidates are expected to exhibit knowledge in economic activities marketing and
entrepreneurship skills.

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Allocation of Marks and Time
Number
Paper Name / Code Number of Questions / Tasks Percentage Duration Weight
of Tasks

Art and Design P1 Section A – Multiple Choice _30 30 30 1hr 30min 30%
(205/1) Section B – Picture / Drawing study 10 10 10%

STILL LIFE: Drawing & Painting 3 4

NATURE: Drawing & Painting 3 4

PATTERNS: Design 3 4 20%

Art and Design P2
(205/2) - [SBCA] IMAGINATIVE COMPOSITION 3 4

POSTERWORK 3 4
Craft coursework (Artefact
1 40 1 year 40%
Making)
Total 100% 100%
3.3 Test Content

Question Types

Sample Questions

Section A: Objective and Short word

Example 1

Multiple Choice
What colour do you get when you mix yellow and blue?
A Black
B Green
C Orange
D Purple
The correct answer is option B
Example 2

Short answers
What is Texture?
..............................................................................................
..............................................................................................
The answer is: This is the roughness and smoothness of an object.

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Sample Questions
Section B: Picture / Drawing Study

Example 2
Study the drawing below and answer the questions that follow,

Sample Questions Possible Answers Possible Marks

Which aspect of balance is used in the Informal
2
above drawing? balance/Asymmetrical
What do you call the imaginative line Horizon
1
where the sky and land appear to meet?
Name the areas A, B and C in the A  Background,
drawing. B  Middle Ground 3
C  Foreground
What do you understand by the term A plane is a flat
2
picture plane? surface

Examination Council of Zambia will ensure that all officers involved in the marking process have
knowledge of Art, Crafts and Design and trained examiners.
3.3 Curriculum Coverage

The questions in the two papers will cover the entire syllabus for Grade eight (8) and nine (9)
developed and published by the Curriculum Development Centre of the Ministry of General
Education.
4 Marking Criteria
Paper 1 – Section A

The following criteria will be followed when marking paper one. There will be 20 multiple choice
questions and 10 short word answer questions in Section A, each carrying 1 mark.
Paper 1 - Section B

Section B will have a drawing from which a series of 10 questions will be drawn from. candidates are
expected to attempt all questions. Composition;
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Paper 2 – SBCA

Part A - Assessment tasks

Assessment tasks will provided in Still Life, Nature, Patterns, Imaginative Composition and Poster Work.
The following marking will consider when conducting school based continuous assessment by the Art and
Design teacher;
Table 1
Drawing & Painting Max. Marks
Still Life, Nature and Imaginative Composition

Balance 2
Composition 2
Form 2
Line 2
Personal quality 2
Perspective 2
Proportion 2
Shape 2
Texture 2
Tone 2
Total 20
Table 2
Designs Max. Marks
Patterns and Poster Work
Balance 2
Personal quality 2
Shape 2
Tone 2
Texture 2
Colour-tonal values 2
Composition- layout and use of work sheet 2
Line- formation of letters, shapes 2
Understanding of design concepts and
2
possibilities
The use of tools, techniques and medium 2
Total 20

Part 2 – Crafts Coursework

Each candidate will undertake craft coursework based on the themes or area of study provided in the
Guidelines and Administration of School Based assessments in Zambia document. It will supervised and
marked continuously by the Art and Design Teacher up to the end of the course.
Candidates will be expected to demonstrate, manipulative, analytic and artistic, aesthetic and personal
qualities in the execution of the craft work. The following will be considered when marking Paper 2
(205/2)

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 Focus Area Max. Marks Marks Awarded
Knowledge and Understanding 10
Technical Control 10
Design Qualities 10
Personal Qualities 10
Total 40

5 Notes and Guidance

5.1 The teacher of Art and Design should be aware that the following rules will apply to the conduct of
the Art and Design Examination:

 Candidates will NOT be allowed to enter the examination room with pre- drawn scripts.
 In paper 2, all art pieces should be original and should be made under the supervision of the
teacher of Art and Design.
 Candidates will only be graded if they sit for the two examination papers.
5.2 Art and Design grade 9 assessment structure has been revised following the introduction of new
concepts in the revised curriculum. The new assessment scheme has been adjusted as outlined under
structure and focus. It is hoped that the Art and Design teachers will guide the candidates
throughout the craft course work.

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Chapter 6: Musical Arts Education (208)

1 Purpose
The purpose of the Grade 9 Musical Arts Education assessment is to measure learners' achievement
against the set competencies as outlined in the syllabus. The assessment will also serve the purpose of
certification and selection.
2 Assessment Objectives
Candidates will be assessed against the following expectations:

Assessment Objective Elaboration of Skill

AO1 Music Literacy  Ability to express knowledge and understanding of musical concepts
and terms: Tonic Sol-fa, Staff and other graphic notations.
 Ability to translate musical notation from Tonic Sol-fa to Staff
notation and vice versa.
AO2 Listening  Ability to aurally discriminate elements of music

AO3 Performing  Ability to play a musical instrument, sing and/ or dance at the level of
refinement
AO4 Composing  Ability to create a musical idea or a piece of music through the
synthesis of musical elements.

3 Test Design
3.1 Structure

The assessment will be made up of Paper 208/1 – Music Literacy & Listening and Paper 208/2 –
Performing & Composing which will be School Based Assessment.
Paper Skills Source
1  Music Literacy  Summative Assessment -
 Listening Centrally set by ECZ
2  Performing  School Based Assessment
 Composing
3.2 Focus

Paper 208/1 [Music Literacy & Listening] will consists of four sections, A, B, C and D. Section
A will cover listening skills. Section B will cover music literacy, Section C will cover music
analysis and Section D will cover music related knowledge. The duration of this paper will be 2
hours 30 minutes.
Paper 208/2 [Performing & Composing]. Performing will focus on vocal and psychomotor skills:
[singing or dancing or playing a musical instrument]. It will also focus on Sight – reading.
Composing will be a project in which the candidate will be guided by the teacher over time until the
composition is concluded. The candidates will choose to present their composition as an audio or in
form of written score.

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 3.4 Weighting of assessment objectives

Paper Assessment Objective Skill Weight

1 AO 1 Music Literacy 40%
AO 2 Listening 20%
2 AO 3 Performing 20%
AO 4 Composing 20%

3.5 Question Types

Paper 1
This will be a centrally-set paper. Section A will comprise the tests involving aural identification of:
 Full description of simple intervals played on the CD for candidates
 Melodies of four measures played on the CD by matching with the notated options in the
paper.
 A progression of four chords by writing down their order on the answer script.
Section B will comprise questions on the application of theoretical knowledge and understanding of
musical terms and elements;
Section C will consist of analytical questions on a short piece of music;
Section D will have questions on music related aspects e.g. traditional ceremonies, dances, and
classification of musical instruments. Other questions will relate to entrepreneurship (bringing an
idea into reality) and cross-cutting issues.
Paper 2
This is a School Based Assessment paper involving tests requiring candidates to apply dancing
styles and instrumental playing skills at the refinement level in the psychomotor domain; and
fluently sight - reading a melody in simple time, the length of which will not exceed four bars. The
candidates will present their compositions for assessment and marking.
3.6 Curriculum Coverage
The Musical Arts Education assessment will be based on the subject content in the syllabus
produced by the Curriculum Development Centre. The two papers will have questions drawn from
all the four areas of musical skills: Music Literacy, Listening, Performing and Composing.
Table 1: Distribution of questions and marks in Papers 1 and 2

Junior Secondary Paper 1 Paper 2

School Music
Listening Music Literacy & related Performing, Sight- Composing
Curriculum
musical knowledge reading project
Assessment
Objectives

No. of questions or 3 13 2 1
skills [two types of skills] [one type of skill]

Marks 20 40 20 20

3.7 Question difficulty

The levels of difficulty of the test items will be based on the cognitive, psychomotor and affective
areas of the Bloom‟s Taxonomy:
 In Listening, the candidates will be expected to analyse musical elements, describe their
relationships and underlying principles

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  In Music Literacy and related musical knowledge, the candidates will be required to apply
theoretical knowledge
 In Performing, the candidates will be required to put up musical performances to the level of
refinement in the Psychomotor domain.
 To reflect the required level of difficulty in Sight-Reading, the melodies will be based on C, F
and G major keys. The time signature will be either simple triple or simple quadruple. The
length of the melodies will be four measures and the rhythmic frame will be based on the
minim, crotchet, quaver and crotchet rest. The range of these Sight-Reading melodies will be
within a fifth and should have a balanced combination of skips and steps. This will assess the
candidate‟ ability to comprehend and interpret the melodies.
 In composing the candidates will be required to compose a musical idea through the synthesis
of musical elements to come up with a simple monophonic, heterophonic or homophonic
textured piece of music in any structure i.e. cyclical, binary, ternary et cetera.
3.8 Musical instruments and equipment
The examination centres should have an audio Compact Disc [CD] player in order to satisfy the
requirements of the Listening aspect of the Musical Arts Education examination.
With regard to the School Based Assessment, schools should have the following musical
instruments: keyboard, guitar, Western brass, woodwind and percussion instruments, and African
chordophones, membranophones, aerophones and idiophones. Should candidates‟ require to learn
skills on any other musical instruments besides the stated, they are at liberty to do so.
4 Marking Criteria
Paper 1 – To be marked centrally
There will be three [3] questions in Section A. Marks for questions in this section will range from 4 to 8,
the section total will be 20 marks. Section B will consist of ten [10] questions with marks ranging from 1
to 4, the section total will be 20 marks. Section C will have one [1] question broken down into five sub-
questions and will have a total of 10 marks. Section D will have three questions. Question 15 will be
compulsory and worth 7 marks. For the last two questions, candidates will choose either question 16 or 17
worth 3 marks.
In this paper, marks will be awarded for fully and partially correct answers accordingly. The marking
scheme will specify any exceptions to this arrangement.
Paper 2 – School Based Assessment.
Performing
The marking of Sight-Reading will focus on rhythmic and melodic accuracy and the steadiness of pulse.
It will be marked out of 10.
The marking of Dancing will focus on the appropriateness of style, expressiveness, and general
impression. It will be marked out of 10.
The marking of Instrument Playing will focus on tone quality where applicable, rhythmic correctness,
chord synchronization where necessary, and general impression. It will have 10 marks.
The marking of the Singing skill will focus on voice production, interpretation and general impression. It
will be marked out of 10.
N.B: Sight-Reading is compulsory. In addition to the compulsory task, candidates will be required to
choose one from the following musical arts: Singing, Dancing or Instrument Playing.
Composing

The marking of composition will focus on originality of musical idea, clarity of style and form, and
general musicianship. This will be worth 20 marks.
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 Exemplar Questions
Paper 1 Listening & Music Literacy 60 marks

Questions in this paper will test candidates in aural, music literacy, score analytical skills and related
musical knowledge.

Section A: Aural Skills [20 Marks]. This paper will be recorded on a CD:
1 Describing intervals fully - stating both the numerical and qualitative value. There will be four
intervals which will be played three times both melodically and harmonically after which the
candidates will write down the full description.
2 Matching the melody (considering both the rhythmic and melodic patterns) played on the CD with
one of the options provided in the question paper. Each of the four melodies will be played three
times after which the candidate will select the matching option.
3 Identifying progression of four primary chords played on the CD by writing on the answer script
Section B: Music Literacy Skills [20 Marks]. This section will have ten questions running from 4 to
13. They will be based on knowledge and understanding of musical elements and concepts. For
example: how rhythm relates to time signature, the calculation of the intervallic value in melodic
movements and triadic inversions, et cetera
Section C: Score Analytical Skills [10 Marks]. This section will have one question (Question 14). It
will be based on a music score and will have sub-questions below it.
Section D: Musical related knowledge [10 Marks]. In this section, Question 15 is compulsory. For
example: Discuss the economic benefits of music in society.
Choice will be made between Questions 16 and 17.
For example:
16 Classify the following named instruments
(a) Violin .................................................................
(b) Snare .................................................................
(c) Xylophone .................................................................
(d) Guitar .................................................................
(e) Trumpet .................................................................
(f) Shaker .................................................................
17 Indicate the provinces in which the following ceremonies take place.
(a) N‟cwala .................................................................
(b) Kuomboka .................................................................
(c) Umutomboko ...............................................................
(d) Likumbi lya mize ........................................................
(e) Lwiindi .................................................................
(f) Kulamba .................................................................
5 Notes and guidance
 Candidates will be required to register for examinations at approved examination centres.
Unregistered candidates will not be allowed to participate in the examinations.
 Candidates will not be allowed to enter the examination room with mobile phones, calculators or
any other materials as given in general rules of examinations.

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 Paper 1 will have the Listening and the Music Literacy components. The first component will
require the invigilator to play the Compact Disc [CD] which will bear the aural questions. The
candidates will write down the answers in the spaces provided in the question paper according to
stipulated instructions.
 The invigilator should ensure that candidates proceed to Section B of the examination only after an
announcement will have been made on the CD that the Listening section has come to an end.
 Paper 2 will be School Based Assessment. Candidates will be required to either sing, play a musical
instrument or dance. The Sight-Reading question and the Composition Project are compulsory.
 The assessment in this area will span from the second term of Grade 8 to the second term of Grade 9
 The appointed teacher will be required to enter raw marks on the Examinations Council of Zambia
web portal, after which a print out of the candidates Mark Sheets will be made.
 The Mark Sheets will then be sent to the office of the District Education Board Secretary who will
send them to the office of the Provincial Education Officer.
 The Senior Education Standards Officer in charge of examinations at the office of the Provincial
Education Officer will deliver the Mark Sheets to the Examinations Council of Zambia by 31st July.

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Chapter 7: Mathematics (401)

1 Purpose
The purpose of the Grade 9 Mathematics assessments is to measure learner achievement against the set
competencies as well as acquisition of reasoning and problem solving skills as outlined in the syllabus.
The examination will also serve the purpose of certification and selection.
2 Assessment objectives
Candidates will be tested against three assessment objectives as follows:
AO1 Knowledge and Comprehension
 Understanding of mathematical terminologies such as solve, simplify, evaluate, calculate,
factorise, expand, express, illustrate, convert, compute and apply them in a variety of
mathematical situations.
 Understanding and interpreting operational signs and symbols and use them correctly.
 Understanding concepts and skills in algebra, geometry and arithmetic and applying them in a
variety of contexts including real life situations.
AO2 Application
 Recalling mathematical formulae and applying them to solve mathematical and everyday
contextual problems.
 Constructing geometrical figures using mathematical instruments.
 Using simple programmes in a variety of situations.
 Using mathematical concepts and skills to solve problems in real life situations.
AO3 Analysis
 Interpreting, analysing and solving of word problems using related mathematical knowledge
and skills.
 Thinking logically and making connections between topics in mathematics and other subjects
such as science, technology and business studies.
3 Test Design
The Grade 9 examination will consist of two papers, Mathematics Paper 1 (401/1) and Mathematics Paper
2 (401/2). Candidates will not be allowed to have any additional papers for their working. In Mathematics
Paper 1, candidates will use any available spaces in the question paper for all essential working while in
Paper 2 the space provided below each question will be used for answering the questions.
3.1 Structure

Mathematics Paper 1 (401/1) will comprise two sections; Section A and Section B. There will be 10
multiple choice questions in Section A and 20 short answer questions in Section B. Candidates will
be required to answer all questions in both sections. They will be expected to write answers only on
the answer sheet provided.

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 Mathematics Paper 2 (401/2) will comprise two sections; Section A and Section B. There will be 2
compulsory questions in Section A. Section B will have 6 questions from which candidates will
choose any three (3). This paper will be structured in such a way that each of the 8 questions will
have various parts from different topics. Candidates will be required to show their working clearly
on the spaces provided for each question. Candidates will be penalized for omitting essential
working.
The duration for each paper will be 2 hours.

3.2 Focus

Questions in Paper 1 will mainly focus on knowledge, comprehension and application skills while
Paper 2 will focus on comprehension, application and analysis skills.
3.3 Weighting

In Paper 1, Section A will carry 10 marks and Section B will carry 40 marks giving a total of 50
marks. In Paper 2, each question will carry 10 marks. Section A will carry 20 marks and Section B
will carry 30 marks giving a total of 50 marks.
3.4 Test Content

The assessment at this level will cover questions from the whole syllabus.

(a) Question Types

Paper 1
This paper will comprise multiple choice questions, computational questions and word
problems.
Paper 2
This paper will comprise computational questions, graphical questions, construction, word
problems simple mathematical algorithms.
Each question will have various parts with varying levels of difficulty. See examples of
question types for both papers in Appendix 1.
(b) Curriculum Coverage
The questions in the two papers will cover the entire syllabus for Grades 8 and 9. Questions
in paper 1 and 2 will cover levels of the cognitive domain of Bloom‟s taxonomy as shown in
Table 1 and 2 respectively.

Table 1: Distribution of marks according to Bloom’s Taxonomy  Paper 1

Cognitive Domain Knowledge Comprehension Application Analysis Total marks

Mark Distribution 3 25 19 3 50

Table 2: Distribution of marks according to Bloom’s Taxonomy  Paper 2

Cognitive Domain Knowledge Comprehension Application Analysis Total marks

Mark Distribution - 14 22 14 50

Note: There can be variations in mark allocation per cognitive level. However, the variations will not
alter the total marks per paper.

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 (c) Question difficulty
The level of difficulty of the questions in Grade 9 mathematics assessments will range from
recall to analysis of mathematical concepts.
The difficulty of the items will be determined by the following factors:
 The subject knowledge required to respond correctly.
 The complexity and/or number of cognitive processes required to generate responses to
items.
 The level of abstract thinking involved.
 The extent to which a candidate has to devise a strategy for responding to the item (as
contrasted with questions where the strategy is more explicitly provided to the
candidates).
The level of difficulty of a question determines the marks to be awarded. The higher the level
of difficulty the more marks will be available for the correct solution and vice versa.

5 Notes and Guidance

Teachers should be aware that the following rules will apply to the conduct of the Grade 9 Mathematics
examinations:
 Candidates will not be allowed to enter the examination room with mobile phones and calculators.
 Only mathematical instruments will be allowed to be used in the examinations.
 Candidates will be expected to remember any formulae they will use in the examination.
 The value of π to be used in both papers will be specified in the question paper.
 No additional paper will be allowed in the examinations for answering the questions.
 Candidates will only be graded when they sit for both Paper 1 and Paper 2.
 In paper 1, candidates will be expected to hand in the answer sheet after detaching it from the
question paper.
4 Marking Criteria
To ensure consistency in marking, a coordination meeting will be held prior to marking in order to make
necessary adjustments to the marking key and familiarise the markers with it. During marking, adherence
to the marking key will be constantly checked. Only qualified practicing teachers of Mathematics will
participate in marking.
Paper 1
Marks will be awarded for „Correct Answers Only‟ (CAO). No marks will be awarded for partially
correct answers and there will be no method marks. The marking key will specify any exceptions to this
arrangement.
Paper 2
Candidates will be awarded method (M) marks for correct working and accuracy (A) marks for the final
answer(s). In a case where a question will have two parts and the second part depends on the answer to
the first, method marks only will be awarded for correct application of the incorrect answer (from the
first part) into the second part. In other words, a student who answers part one of a question incorrectly
will not be penalised for correctly substituting a wrong answer into the second part. Candidates will be
awarded B marks for questions that do not require showing of essential working.

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Appendix 1 Examples of questions in Mathematics (401)

Question Types

Example One

Multiple Choice question (Knowledge level)

State the number of significant figures in 70.001. [1]

A 2
B 3 The correct answer is option D.
C 4
D 5
This multiple choice question is at knowledge level because candidates are simply required to recall a
mathematical concept of significant figures.
Example Two

Short answer question (comprehension level)

Simplify 5x + 2y – x – 2y [2] The correct answer is 4x

This is a computational question at comprehension level that requires a short answer because candidates
are required to group like terms and simplify, using familiar procedures.

Example Three

Short answer question (comprehension level)

  3 5  2
Given that matrix A =   and matrix B =   , The answer is  .
 4  1  
5
find the matrix A + B. [2]

This is a computational short answer question at comprehension level where candidates are required to
use knowledge of adding corresponding entries in matrices to come up with a matrix A + B.

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Example Four
Pie Chart (Application level)
The pie chart below shows how Ben spent K1 200.00.

Groceries
School

x
60
Transport

The correct answers are:

(i) Find the value of x. [2]
(i) 210
(ii) How much did Ben spend on transport? [2] (ii) K 200.00
This question is on a Pie chart at application level where candidates are required to apply knowledge of
properties of angles at a point and how the angle of the sector representing transport relates to the circle
(total amount spent) in order to calculate the required amount.
Example Five
Word problem (Application level)
Zelesi and Pezo invested money in their business in the ratio 4:3 The correct answer is K 1 200.00
respectively. If they shared their profits according to the ratio of
their investment, how much did Zelesi get from a profit of
K2 100.00? [2]
This is a word problem at application level because it is a real life question that requires a candidate to
apply concepts of sharing or dividing a quantity in a given ratio to solve the problem.
Example Six

Total Surface Area ( Analysis level)

The diagram below shows a wooden triangular prism PQRSTU.
T

S U

12cm
Q The correct answer is
8cm 336cm2
6cm

P 10cm R

Given that PQR = STU = 90, PR = 10cm, PQ = 6cm, QR =

8cm and RU = 12cm, calculate the total surface area of the
prism PQRSTU. [3]
This is a question at analysis level. Candidates are expected to identify the types and number of faces
which make up the prism in order to find the sum of the areas of each face.

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Chapter 8: Computer Studies (402)

1 Purpose
The purpose of the Grade 9 Computer Studies Examinations will be to measure learners‟ achievement in
Computer Studies at both grade 8 and 9. It will also be used for selection to senior secondary school and
for certification of learners‟ achievement at grade 9 level.
2 Assessment Objectives
The Grade 9 Computer Studies examinations will test candidates‟ performance against the following
assessment objectives:
AO1 Knowledge and Comprehension
 Recall of facts on the general theory behind the computer systems and associated hardware
devices and their use in everyday life.
 State facts and Knowledge of computer terminologies, acronyms and concepts.
 State facts for acquiring information from electronic resources and manipulation of data (e.g.
from encyclopaedias, internet and productivity tools)
 Recall of facts on the impact of technology on society and computers as a lifelong tool.
AO2 Application (Hands on Skills)
 Using a computer to demonstrate basic practical skills in typing documents, performing
calculations, communication and presentations
 Assessing of a presented situation and determining the appropriate productivity tools to use.
 Performing basic application functions of a computer (e.g. switching on a computer, opening
an application program, modifying, saving and printing documents) and how to access,
manage and manipulate information from secondary storage devices.
AO3 Analysis (Analytical Skills)
 Interpretation of data from various productivity tools such as spreadsheets, word processors
presentation programs and publication programs.
AO4 Synthesis and Evaluation
 Using a computer to design or revise any given situation e.g. to modify, plan or re-design a
worksheet, a document, a slide and presentation.
 Assessing of any situation presented using productivity tools and how it can be improved or
appraised from the summary at hand. E.g. give advantages and disadvantages of the choice
made as a solution.
3 Test Design
The Grade 9 Computer Studies Assessment will be in two parts; the School based continuous assessment
(hands-on tasks) and the Final Examination paper (Theory).

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 3.1 Structure

School based assessment

The school based continuous assessment will be prepared and assessed at school in Grade 8 term 1
to Grade 9 term 2 and the final score submitted to ECZ by 31st July of the year of the examination.
The assessment should cover practical aspects outlined in the syllabus. This assessment will have an
overall score of 30.

Final Examination
The final examination paper in Computer Studies will comprise three sections; Section A, Section
B and Section C. There will be 20 multiple choice questions in Section A, 15 short answer
questions in section B and 5 questions with about four parts in Section C.

The duration for the final Examination in Computer Studies paper will be 1 hour 45 minutes.

3.2 Focus

Questions in Paper 1 will focus on Knowledge, Comprehension, Analysis, Synthesis and Evaluation
skills.

3.3 Weighting

In the final examinations paper, Section A will carry 20 marks, Section B will carry 20 marks and
Section C will carry 30 marks giving a total of 70 marks.

3.4 Test Content

(a) Question Types

Final Examination (Paper 1)
Paper 1 will consist of the following types of questions:
 Multiple Choice
 Short Answer (e.g. filling in the blanks, labelling, naming etc)
 Semi structured (Candidates will be expected to give a computer based solution to a
problem)
(b) Curriculum Coverage
The questions in the examination paper will cover the entire syllabus for Grade 8 and
Grade 9.

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Table 1: Distribution of marks in paper 1 according to Bloom’s Taxonomy

Total Marks
Topic Knowledge Comprehension Application Analysis Synthesis Evaluation
Current Proposed Total

Introduction to
(5) (4) (1) (2) (2) 14
Computers

Basic operations
(2) (1) (2) 5

Computers in
(3) (2) (7) 12
Everyday Life
Productivity
(1) (3) (5) 9
Tools – Word
Productivity
(2) (1) (1) 4
Tools –
Spreadsheet
Productivity
(3) (2) (1) 6
Tools – Desktop
Publisher
Networking
(5) (3) (3) (3) (2) 16
Internet
Multimedia
(2)) (1) (1) 4
Files
(Productivity
Tools –
PowerPoint)
Total 70
Note: There can be variation in marks allocation per cognitive level. However, the variations will not alter the
total marks per paper.
(c) Difficulty
The level of difficulty of items will be determined by the following factors which are based on the
curriculum content.
 The subject knowledge required to respond correctly.
 The complexity and or number of cognitive processes required to generate responses to
items.
 The level of abstract thinking involved.
 The extent to which a candidate has to devise a strategy for responding to the item as
contrasted with questions where strategy is more explicitly provided to the candidates.
4 Marking Criteria
Paper 1
There will be 20 multiple choice questions in Section A and each question will carry
1 mark giving a total of 20 marks. Section B will contain 15 short answer questions giving a total of 20
marks and Section C will comprise 5 questions each with parts giving a total of 30 marks.
In Section A, marks will be awarded for Correct Answers Only (CAO).
In Section B and Section C, 1 mark will be awarded for partially correct answers which have 2
marks,otherwise no marks will be awarded for completely and wrong answers. The marking key will
specify any exceptions to this arrangement.
The total number of marks for this paper will be 70 Marks. Duration of Paper 1 is 1 hour 45 minutes.

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5 Notes and Guidance
The following notes and guidance will apply to the conduct of the Computer Studies examinations:
Computer Studies Paper 1
 Candidates will not be allowed to enter the examination room with laptops, phones, tablets and other
electronic gadgets.
 All answers will be written in the spaces provided in the question paper.
 To pass Computer Studies examination a candidate must pass both parts of the assessment, i.e.
School Based Assessment and final examination.

Appendix: Examples of questions in Computer Studies

Section A Questions
Example one

Multiple Choice question Comment

1 State the input device that can be used to enter data into the computer
system? [1]
A USB Flash disk The correct answer is option C.
B Cable
C Keyboard
D CD ROM drive

2 Which of the following output devices or medium would be most

suitable for viewing designs before printing? [1]
A Scanner The correct answer is option B.
B Monitor
C Keyboard
D Page setup

3 The acronym GUI stands for [1]

A Game Using Interface.
B Google User Interface. The correct Option is C.
C Graphical User Interface.
D Graphical Unique Interface.

4 Which of the following is an image? 1]

A Rain.jpeg
B Image.doc The correct option is A.
C Picture.exe
D Project1.xls

5 A manager wants to project profit for the following year. Which of the
following application packages should the manager use? [1]
A Spreadsheet The correct option is A.
B Word processor
C Graphics package
D Presentation software
These are multiple choice questions at lower level because candidates are simply required to recall computer system
concepts.

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Section B : Short Answer Questions
Example one

Short answer question

1 (a) (i) A  consists of a large grid of rows and columns. [1] (spreadsheet) (data)

(ii) Spreadsheets are used to organise and present  (motherboard or

into columns and rows. [1] mainboard or system
board)
(b) The  is the main circuit board in the computer that contains
a CPU, BIOS, memory, ports and interfaces for other devices. [2] (hardware and software)

(c) The two basic parts of a computer system are  and  [2] (boot up)

2  is the initial loading process of the operating system. [2]

These are moderate cognitive level multiple choice questions because candidates are
simply required to recall computer system concepts.

Section C: Questions
Example One:

Identifying the devices below and state their functions.

Component Name Function

A Mouse.
Function: Input device
used to open programs
A………………… ………………………… by clicking and enter
data into the computer
………………………… system

…………………………
B Flash disk.

……………………… Function: used to store

B………..………… data
………………………
………..………….
………………………
C LCD Monitor.

C……..…………… ……….………………… Function: Output device

used to display data
…………….…….. …………………………

…………………………

This is a high cognitive level question that requires candidates to understand the functions of devices and peripherals of
a computer system.

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Example two

Recognising the package at hand and be able to identify its interface screen.

Label the parts of the word-processing screen shown below [2] Comment

The correct answer for A is Title

A
Bar

The correct answer for B is

B Typing area

This is a high cognitive level question that requires candidates to recognise the package at hand and be able to identify its
interface screen.

Example three: for Section C Comments

1 List the order in which the computer system can be powered up. The Answer is: 3,2,1
1 switch on the system unit
2 Switch on the monitor
3 Switch on the socket

This is a higher order question that requires candidates to respond at Application level the switching procedure of the
Computer System

2 When there is power outage the  can be used as backup power to save your The answer is Uninterruptible
work and shut down the computer properly. Power Supply Unit (UPS)
This is an Application level question requiring candidates to apply concept of backup power for a computer system.

3 Describe how a user can obtain a picture or music file from the cell phone to the Possible answers
computer. You can use blue tooth, memory
card, data cable, tiff card, xender,
share it, etc

This is an application level question requiring candidates to apply the skill of

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 4 Peter saved a file called exam.docx to the hard drive on his computer. Later, he The correct answer for
forgot where he saved the file.
(i) Search or Find
(i) What feature can Peter use to locate this file?

............................................................................................. [2]
(ii) Name the program Peter used to create the document. (ii) MS Word 2007

............................................................................................. [2]
(iii) Why is it important to preview a document before printing it? To ensure that it has no errors, in
order to correct the mistakes
.............................................................................................
before printing.
............................................................................................
............................................................................................. [2]
(iv) Peter wants to print the document but nothing happens when the Possible answers
document is sent for printing. State ONE possible reason for this.  The printer is off
 No paper
.............................................................................................
 No drivers
............................................................................................  Connection offline
............................................................................................. [2]  The cable is not connected
properly
(v) State one way Peter can know that a computer is
infected with a virus.
Possible answers
.............................................................................................
 The computer will be slow
............................................................................................
............................................................................................. [2]  A message will be seen on
the screen etc.

This is a high cognitive level question that requires candidates to provide answers
that require Synthesis and Evaluation

Sample Questions for School Based – Practical

There are four productivity tools which may be assessed in the School based practical.

1 Word Processing
Example One
In this paper important instructions will be clearly outlined as follows:
(a) This practical examination paper consists of two questions each of which will be marked out of 20.
(b) You must attempt both questions in this practical exam.

You are required to prepare a word processing file using Microsoft Office Word 2007 or 2010.

Type the two documents shown below.

Wallamba Circle Your Soccer Teams Wallamba Circle
Township 2010 Town Your Soccer Teams
Chimbi 3 7 Cash Allocation by team
St.Clements 2 9 Chimbi 310
Kango 2 6 St.Clements 430
Kango 370

(i) Create the above documents using word document. [2]

(ii) Name the type of orientation in A and B. [2]
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 (iii) Centre the titles in both documents [2]
(iv) Boldface the titles in both documents. [2]
(v) Format the titles using the following [3]
Font: Arial Black
Font colour: Blue
(vi) Font size: 24
(vii) Increase the amount of space by 2 points between the lines of text in both documents. [2]
(viii) Change the font style of the word “Township” to Impact and then italics in document A. [2]
(ix) Change the document orientation of A to that of B. [2]
(x) Create a folder called exam and save the word documents in that folder with your full name and
exam number. [3]
Example Two
2 Spreadsheets

You are required to create a Worksheet file/spreadsheet using MS Excel 2007 or MS Excel 2010, by
following the instructions given below.

Fig 1.1
(i) Create a blank workbook in MS Excel 2007 or MS Excel 2010 and save it as "<Your Exam
no>_E01". [2]
(ii) Create a table with 7 rows and 9 columns in the cell range A3:I9, as shown in Figure 1.1.
You have to bold and centre the heading of each column. [2]
(iii) Insert a title "MABULA SECONDARY SCHOOL" and a sub title "MARKSHEET FOR GRADE
9 CS – CLASS 2014", by centring it with the table, making the text bold, and changing the font
size to 16 for main title and 14 for subtitle. [2]
(iv) Enter the data given under the columns, "Index No", "Name", "Computer Studies", "English",
"Biology", "Mathematics" and “Civic Education. [2]
(v) Use the relevant formula to calculate the total marks of 'Lameki' (Exam No.- 1001) and copy the
formula to the relevant cells. [4]
(vi) Use the relevant formula to calculate the average marks of 'Lameki' (Exam No.- 1001) and copy the
formula to the relevant cells. [4]
(vii) Format the "Average" column with two decimal places. [4]

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Example Three
3 Microsoft PowerPoint
You are required to prepare a presentation file using Microsoft Office PowerPoint 2007 or 2010.
Assume that you want to teach introduction to computers using Microsoft PowerPoint slides shown
below:

(i) Create slide 1 [1]

(ii) Insert a picture of a computer on the position marked A in slide 1. [1]
(iii) Insert time and date on the position marked B in slide 1. [2]
(iv) Create the other four slides using normal view. [1]
(v) Format subtitle place holder with the following features: [2]
(vi) Font Style: impact; Font colour: Red; Font size: 40.
(vii) Run the show by pressing function key F5. [2]
(viii) Do the following when the slide is running.
(ix) Press B on the keyboard and then B again. [2]
(x) Press W on the keyboard and then W again. [2]
(xi) Change to slide sorter view and hide slide 4. [2]
(xii) Animate all the slides using the animation effect FLY IN. [3]
(xiii) Apply the WIPE transition effect so that the presentation will run automatically after 3
seconds. [2]
(ivx) Create a folder called exam and save the PowerPoint presentation with your full name and
exam number in that folder. [2]

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Example Four
4 Desktop Publishing
You are required to prepare a presentation file using Microsoft Office Publisher 2007 or 2010.
Study the diagram shown below and answer the questions that follow.

B
C
A D

(i) Create a calendar labelled C. [5]

(ii) Insert a text frame with the message “24TH OCT HOLIDAY” in text frame label B. [5]
(iii) Design the word art with the message “YEAR 2014” on the part labelled D [5]
(iv) On Part A insert a picture of a rabbit. [2]
(v) Save your file in the folder called exam with file name as your full name and attach your
examination number. [3]
(vi) What is the use of a formular bar
(vii) A page in a spreadsheet is called 
(viii) What is the function of the F1 key?

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Chapter 9: Agricultural Science (501)

1 Purpose
Assessment of Grade nine (9) candidates in Agricultural Science will contribute to the certification,
measurement of academic attainment, promotion to Grade 10 and feedback to educators on effectiveness
of instruction.

2 Assessment Objectives (AOs)

Three Assessment Objectives (AO1, AO2 and AO3) will be used to conduct assessment in Agriculture
Science as follows.
AO1 Knowledge with Understanding
Candidates will be assessed on their knowledge and understanding of the following aspects;
 Agricultural Science symbols, quantities and units of measurement;
 Agricultural Science terms, facts, concepts and principles.
AO2 Handling Information and Solving Problems
Candidates will be assessed against their ability to:
(a) Handle Information in the following ways:
● organise and present information from a variety of sources (words, symbols, graphs,
numbers and so on.);
● translate information given in one form to another form (e.g. numerical data to graphical
data);
● use information to observe trends and draw conclusions.
(b) Solve problems in the following ways:
● use knowledge to present explanations for observed facts and relate them to each other;
● make predictions based on observations;
● use knowledge to solve problems.
AO3 Practical Activities
Candidates will demonstrate the following:
(a) Practical Competences and Techniques
● Following instructions;
● Choosing suitable techniques, equipment and materials;
● Using and storing equipment and materials safely and correctly;
● Making and recording observations, measurements and estimates.
(b) Investigations
● Identifying problems and planning investigations;
● Organising and carrying out investigations in a systematic way;
● Interpreting and evaluating observations and experimental data;
● Evaluating methods and suggesting improvements.

51 | P a g e
 (c) Skills and Techniques in Livestock Production
● Handling a single or group of farm animals in a safe and correct manner;
● Maintaining the health of a farm animal;
● Calculating maintenance and production rations of farm animals;
● Planning, managing and implementing a feeding programme for different stages of the
life cycle of a farm animal;
● Identifying types and breeds of animals;
● Marketing farm animals and their products;
● Maintaining accurate physical and financial records of a livestock enterprise.
(d) Skills and Techniques in Crop Production and Entrepreneurship
● Identifying cultivars and varieties of crops;
● Calculating fertiliser/manure requirements of a crop and estimating crop yield;
● Planning, implementing and managing a cropping programme;
● Harvesting, storage and marketing a crop ;
● Maintaining accurate physical and financial records of a crop enterprise.
Learners will carry out a school based project in both crop and livestock production which will
contribute to the final examination mark. In the theory examination, they are required to use
principles and concepts taught during practical lessons to attempt questions under this objective.

3 Test Design
3.1 Structure

The subject will comprise two components. The first component is a Grade nine (9) Agricultural
Science Examination [Paper 1 (501/1)], that will be written at the end of the Junior Secondary
School Course.
Agricultural Science Paper 1 will be made up of two (2) sections; A and B. Section A will
comprise twenty (20) multiple choice items/questions drawn from all the topics of the syllabus.
Section B will comprise eight (8) semi-structured and structured questions, each carrying 10 marks.
The eight (8) questions will be drawn from all the topics of the syllabus.
The second component is a School-Based Continuous Assessment [Paper 2 (501/2) project] done in
the period beginning from Grade 8 term 2 and ending by Grade 9 term 2. Each learner is expected
to maintain records of project work in an exercise book or file which should be available for
inspection and assessment. The subject teacher will guide the learners at different stages of project
implementation. The Head of Department, Head teacher and Standards Officers will monitor
projects for learners at different stages of implementation.
3.2 Focus
The contribution of each assessment objective towards the three papers will be as follows:
Paper and
Duration Assessment Number of Weighting of Overall
Section Marks Objective Questions AO Weighting of Paper
Paper 1 AO1 12 60%
2 hours 30 Section A 20 AO2 6 30%
minutes
AO3 2 10%
80%
AO1 4 50%
Section B 80 AO2 2 25%
AO3 2 25%
Paper 2 AO1  5%
(four terms) 20 AO2  30% 20%
AO3  65%
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 The learners will choose their projects and select topics for investigation from the list of possible
projects laid down in the Grade 8-9 Agricultural Science (2013) syllabus. The projects may involve
the investigation of growth, management and marketing of a particular animal(s), bird(s), crop(s) or
a particular aspect of the local agricultural practice.
Crops suggested by the syllabus for projects include cereal crops (maize, millet, rice, sorghum and
wheat), leaf crops (cabbage, chomoulier and rape), legumes (beans, groundnuts and peas), root
crops (cassava, sweet potatoes and carrots), solanaceous (Irish potatoes and tomatoes), fruits
(bananas, guava, mangoes, pawpaw and pineapples) and oil crops (cotton and sunflower).
Animals suggested by the syllabus for projects include ruminants (beef or dairy cattle, goats and
sheep), non-ruminants (pigs and rabbits) and poultry (broiler or layer chickens, ducks and geese).
The School Based projects in Agricultural Science should focus on assessing the scientific skills
highlighted in AO3 (c) and (d).
3.3 Test Content

(a) Question Types

(i) Multiple Choice

Each item will consist of two basic parts: a stem and a list of four responses
(alternatives/options). The stem will be in the form of a question, an incomplete
statement, a graph or a diagram. The options will include one correct (answer/key) and
three incorrect alternatives (distracters).
About sixty percent (60%) of the questions will be at knowledge, comprehension and
application while the remaining forty percent (40%) will cover analysis, synthesis and
evaluation .
(ii) Semi-structured and structured questions
These types of questions will be contained in Section B of Paper 1. They will require
candidates to supply a one word response or a short statement logically constructed.
About fifty percent (50%) of the questions will be at lower order thinking skills (i.e.
knowledge, comprehension and application) while the rest of the questions will be at
higher order thinking skills (i.e. analysis, synthesis and evaluation).
(b) Curriculum Coverage
Agricultural Science assessments will be based on the 2013 Grade 8  9 syllabus produced by
the Curriculum Development Centre (CDC) and first implemented in 2014.
As much as possible, the items/questions will cover content expected to have been taught to
candidates during their course work .However, some higher order items/questions may
present local or international contextual information on which the candidates will apply
Agricultural Science principles to generate responses.
(c) Level of Difficulty

The difficulty of items will be determined based on the following factors:

● the amount and type of subject knowledge required to respond correctly;
● the complexity and/or number of cognitive processes required to generate responses to
items;
● the level of abstract thinking involved;
● the extent to which the candidates must devise a strategy for responding to the items.

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4 Marking Criteria
For the examination (Agricultural Science paper 1), marking schemes will be prepared by ECZ, while for
the project (Paper 2) the marking will be done in accordance with the marking guide provided in this
chapter (Table of Assessment criteria for the project).

These schemes will be used as an aid to teachers and examiners, to indicate the requirements of the
assessment. This will be a basis on which examiners and teachers will be instructed to award marks.
The marking schemes will be used during the examiners‟ coordination meetings before marking begins to
consider acceptable alternative answers to those in the marking schemes. The following criteria govern
the principles that are applied to marking the Grade nine (9) Integrated Science assessments.

Agricultural Science Paper 1

Section A
Each multiple choice item will carry one mark.
Section B
For semi structured and structured questions, the marks available per item will be shown in brackets at the
end of the question i.e. [ ]
The number of marks available per question will depend on the difficulty of the item i.e. the number of
cognitive processes and the amount of writing required to generate a correct response. Where a series of
questions are based on the same stem, a wrong response in one part-if substituted in another part of the
same question-will not be penalised again.
Where the response needs units, candidates are expected to supply the correct notation, failure to which
the answer will be deemed wrong even if the numerical value is correct.
Where a candidate supplies a correct numerical response with wrong working or no working shown, no
marks will be awarded.
ECZ will ensure that all officers involved in the marking process have knowledge of Agricultural Science
and are trained examiners so that there is reliability in the marking process. Examiners will be required to
declare interest, where applicable, so that different centres can be assigned to them.
Agricultural Science Paper 2 (SBCA)
For marking the School Based Continuous Assessment (project), teachers will follow the criteria shown in
the table below. The table shows the mark allocation for the Project.
Table of Assessment Criteria for the Project
Category of Assessment Maximum Marks Project
Topic and title 1 2
Aim(s)
Hypothesis 5
Method/Procedure 25
Observation and recording 20
Analysis 25
Problems and limitations 5
Conclusion 10
Recommendations 5
Interest and Commitment 5
Total Score 100 X X
Actual Score out of 10
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5 Notes and Guidance
● Candidates must carry out an Agricultural Science Project to completion in order for them to be
graded. A candidate who has not done the project will not be graded even if that candidate writes the
theory paper.
● The School–Based Continuous Assessment (Agricultural Science project) will be supervised and
assessed by subject teachers at every stage.
● Headteachers must ensure that learners going on transfer carry their Agricultural Science Project note
books or files.
● Candidates are required to register for examinations at approved examination centres.
● Calculators and cell phones are not allowed in the examination room. However, calculators will be
allowed in School Based Continuous Assessment practical tasks.
● An internal or external candidate who fails the assessment can only re-sit as an external candidate at
any approved examination centre.

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Appendix: Examples of questions in Agricultural Science (501)
Example 1

Multiple Choice (Knowledge) Solution

Which is the suitable farming implement to use on a piece of land A is the key
with roots and underground stems?
A Disc plough
B Harrow
C Mould board plough
D Ridger

The question is at knowledge level because it requires candidates to merely recall what they were taught.

Example 2:

Open ended Question Solution

(Knowledge, Application and Analysis)

A farmer buys 100 chicks at K2 per chick, 2 × 50kg bags of Income Expenditure
starter feed at K120 per bag, 3 × 50kg of finisher at K115 each Sales –K35 × 98 Chicks – K2 × 100 = K200
and drugs at K50. The farmer then sells 98 birds at K35 per bird.
Calculate the profit /loss. Total Income = K3 430 Starter – K120 × 2 = K240
Finisher – K115 × 3 = K345
Drugs – K50 × 1 = 50
Total Expenses = K835
Profit = Income – Expenditure
= K3 430 – K835
Profit = K2 595
Candidates need to have knowledge and understanding of income and expenditure. They also need analytical skills to
sort out and separate the information on income and expenditure. Finally, they need application skills to calculate the
profit or loss.
Example 3:

Structured (Knowledge and Comprehension) Solution

Study the diagram of part of the digestive system of an animal and Storage;
answer the question that follows:
Bacterial digestion

What happens to food in the part labelled P?

...........................................................................................................
............................................................................................................ [2]

The question requires the candidate to recognise the labelled and then state what happens in the labelled part.

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Example 4:

Project Format

● Suggested topic chosen

Is the name of the project on which investigation is to be done.

● Aim(s)
Statement of that which is to be investigated.

● Hypothesis(es)
Is the statement of the result that the learner expects to get at the end of the investigation.

● Procedure
Description of the technique(s) used to carry out the project (techniques, methods or steps).

● Observation/Recording
Written presentation of results in an integrated variety of graphs, tables and statements.

● Analysis of Results
This will consist:
 Description of findings with reference to aim(s) and hypothesis(es).
 Provision of balanced and well-reasoned arguments of findings.
 Explanation(s) of any anomalies in the findings

● Problems and limitations

These are challenges encountered by candidates during the whole duration of the project.

● Conclusion
This is the section of the project in which the learner states if the results are as expected. Do the
results of the project agree with the hypothsis(es)?

● Recommendation
This section discusses limitations of investigations and suggestions for alternative approaches.

● Interest and Commitment

The desire and dedication shown by the candidates during the implementation of the project

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Chapter 10: Integrated Science (502)

1 Purpose
The purpose of the Grade 9 Integrated Science examination will be:
(a) To measure learners‟ competences and achievements in Integrated Science at grades eight (8) and
nine (9).
(b) For certification of learners‟ achievements in Grades eight (8) and nine (9);
(c) For selection to senior secondary school.
2 Assessment Objectives (AO)
Three Assessment Objectives (AO1, AO2 and AO3) will be used to conduct assessment in Integrated
Science as follows.
AO1 Knowledge with Understanding
Candidates‟ knowledge and understanding of the following learning expectations will be tested:
scientific
● phenomena, facts, laws, definitions, concepts and theories;
● vocabulary, terminology, conventions (including symbols, quantities and units);
● instruments and apparatus, including techniques of operation and aspects of safety;
● quantities and their determination and;
● technological applications with their social, economic and environmental implications.
The subject content defines the factual knowledge that candidates may be required to recall and
explain. Questions testing these objectives will often begin with words such as: define, state,
describe, explain, outline, etc. (See examples of these questions in Section 10 of this Science
Assessment Scheme.)
AO2 Handling Information and Solving Problems
Candidates are assessed against the following learning expectations using words (oral or written),
symbols, graphs, numbers in;
● locating, selecting, organising and presenting information from a variety of sources;
● translating information from one form to another;
● manipulating numerical and other data;
● identifying patterns, report trends and make conclusions;
● explaining phenomena, patterns and scientific relationships;
● making predictions and proposing hypotheses;
● solving problems in real life.
Tasks/items assessing such skills may be based on information which is not familiar to the
candidate. In answering such tasks/items, candidates are required to use principles and concepts that
are within the syllabus and apply them in a logical, reasoned or deductive manner to a new
situation. Tasks/items assessing these objectives will often begin with words such as: predict,
suggest, calculate, determine, etc. (See Appendix on this chapter Section10 of the Science
Assessment Scheme for examples of these questions.)

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 AO3 Experimental Skills and Investigation
Candidates are assessed against the following learning expectations:
● following a sequence of instructions;
● using techniques, apparatus, measuring devices and materials effectively and safely;
● making and recording observations, measurements, calculations and estimates with due
regard to precision, accuracy and units;
● interpreting, evaluating and reporting upon observations and experimental data;
● identifying problems, designing/planning and carrying out investigations, including the
selection of techniques, apparatus, measuring devices and materials;
● evaluating methods and suggest possible improvements.
3 Test Design
3.1 Structure
The assessment will be made up of two components. The first component is the Grade nine (9)
Integrated Science Examination [Paper one (1), (502/1)], to be written at the end of Grade nine (9).
This component will consist of twenty (20) multiple choice items (Section A) and ten (10) semi-
structured and structured questions (Section B), contributing 80% of the final score.
The second component is Integrated Science School Based Assessment (SBA) practical tasks that
will contribute 20% of the final score. This component will consist of 10 practical tasks. Each task
will carry 10 marks giving a total of 100 marks. The ten (10) practical tasks will be spread as
follows; 6 tasks in Grade eight (8), i.e two tasks in each of the three terms and 4 in Grade nine (9),
i.e. 2 tasks in term one and also two in term two.

No. of items/ Total

Paper Code Paper type Questions/Tasks marks Duration/Period Weighting
Section A: Multiple Choice 20 items 20
1 502/1 2 hours 30minutes 80%
Section B: Structured and Semi-
10 question 60
Structured
2 502/2 SBCA - Practical 10 tasks 20 5 Terms 20%
Total 100 100%
* The 100 marks for the 10 tasks will be converted to a total mark of 20.

3.2 Focus
Paper 1: Theory Duration: 2 hours 30 minutes: 80 marks)
This paper will consist of 20 compulsory multiple choice items and 10 compulsory semi-structured
and structured questions. The multiple choice items (questions) will involve four response options
and will carry 20 marks while the semi-structured and structured questions will carry 60 marks. The
30 items/questions (section A and B) will cover the whole syllabus. Candidates will be required to
indicate/write their responses in the answer grid or spaces provided in the question paper (there will
be no answer booklet insert).
Paper 2: School Based Practical Assessment (Period 5 terms: 20 marks)
This will consist of 10 compulsory practical tasks carrying 100 marks but contributing a maximum
of 20 marks to the final grade. The 10 practical tasks will be sampled from all the 33 sub-topics of
the syllabus. The practical assessments should be designed to test appropriate skills in all
assessment objectives with emphasis on AO3.

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 The school based tasks in Integrated Science should focus on assessing the following scientific
skills;
1 Observation
2 Measurement
3 Analytical
4 Investigation
5 Organization of data
6 Data collection
7 Interpretation of graphical and tabular data, diagrams and scenarios
8 Identification
9 Problem solving
Weighting of Assessment Objectives
The two Integrated Science papers contain the distribution of marks across the three Assessment
Objectives (AO) as shown in the following table.
The weighting relates the mark for each paper to the actual percentage as a whole paper.

Section A AO1 Knowledge with understanding 60% of the marks

Paper 1 AO2 Handling information 20% of the marks
AO3 Experimental Skills and Investigations 20% of the marks
Section B AO1 Knowledge with understanding 50% of the marks
AO2 Handling information 25% of the marks
AO3 Experimental Skills and Investigations 25% of the marks
AO1 Knowledge with understanding 25% of the marks
Paper 2 AO2 Handling information 25% of the marks
AO3 Experimental Skills and Investigations 50% of the marks

3.3 Test Content

Grade nine (9) Integrated Science assessments will have three question types. These are multiple
choice items, semi-structured, structured questions, and SBA practical tasks.
(a) Question Types
Multiple Choice
Each multiple choice item will consist of two basic parts: a stem and a list of suggested
solutions (alternatives/options). The stem will be in the form of either a question or an
incomplete statement; a graph or a diagram, and the list of alternatives will contain one
correct or best alternative (answer/key) and a number of incorrect or inferior alternatives
(distracters). Candidates will be required to choose the answer and indicate it in the grid
provided in the question paper.
About sixty percent (60%) of the multiple choice questions will be at lower cognitive levels
(knowledge and comprehension) while the remaining forty percent (40%) will cover higher
cognitive levels (application, analysis, synthesis and evaluation).
Semi-Structured and structured questions
Semi Structured and structured items will require candidates to supply responses in the form
of words, numbers, symbols, phrases, definitions, comparisons, calculations, and so on, in
predefined answer spaces. The items will be in the form of questions, instructions, graphs,
diagrams or incomplete statements.

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 About fifty percent (50%) of the questions will be at lower cognitive levels (knowledge and
comprehension) while the remaining fifty percent (50%) will cover higher cognitive levels
(application, analysis, synthesis and evaluation).
School Based Assessment Practical
The practical assessment tasks should consist of tasks covering both biological and physical
sciences. Further, each task should consist of sub components requiring candidates to read
instructions carefully, carry out experiments, make observations, draw diagrams, measure,
record and analyse data and make conclusions.
Twenty five percent (25%) of the structured items will be on knowledge and understanding,
while the other twenty five percent (25%) of the structured items will be on handling
information, and fifty percent (50%) of the structured items will be experimental skills and
investigations.
(b) Curriculum Coverage
Integrated Science assessments are based on the subject content in the revised syllabus of
2013 produced by the Curriculum Development Centre (CDC). The two assessments will
endeavour to cover the syllabus by ensuring cross representation of the topics and sub topics
in the syllabus.
Topics and Sub-Topics in the Syllabus
 The composition of the topics is in such a way that there are five main topics repeated at
different levels in the two years.
 Thus a topic like the human body will appear both in Grade eight (8) and in Grade nine
(9) though the sub-topics will be completely different.
 The topics and sub-topics are summarized in the table below (refer to CDC Integrated
Science syllabus 2013 for other details)
S/N Topic Sub-Topic
8.1.1 Human reproductive system and
1 8.1 The Human Body puberty
8.1.2 Fertilization and embryo development
2 8.2 Health 8.2.1 Nutrition
3 8.3 The Environment 8.3.1 Water, air and land pollution
8.4.1 Plant cells
4 8.4 Plants and Animals 8.4.2 Plant growth and nutrients
8.4.3 Animal cell
8.5.1 Composition of matter
8.5.2 Physical change of state
8.5.3 Mixtures
8.5.4 Mass and weight
5 8.5 Materials and Energy 8.5.5 Density
8.5.6 Heat transfer
8.5.7 Heat and expansion of substances
8.5.8 Reflection and refraction of light
8.5.9 Composition of air
9.1.1 Circulatory system
6 9.1 The Human Body
9.1.2 Respiratory system
7 9.2 Health 9.2.1 Sexually Transmitted Infections (STIs)
9.3.1 Cycles in the Biosphere
8 9.3 The Environment
9.3.2 Water management
9.4.1 Conservation of animals and plants
9 9.4 Plants and Animals 9.4.2 Photosynthesis
9.4.3 Transpiration
10 9.5 Materials and Energy 9.5.1 Chemical reaction

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 S/N Topic Sub-Topic
9.5.2 Light and its nature
9.5.3 Colour filters
9.5.4 Electric current and voltage in a circuit
9.5.5 Pressure
9.5.6 Energy and its conservation
9.5.7 Communication
9.5.8 Digital and analogue transmission
9.5.9 Satellite communication

(c) Level of Difficulty

The level of difficulty of items in the Grade nine (9) Integrated Science assessment is
governed by the following factors:
● The amount and type of subject knowledge required to be responded to correctly;
● The complexity and/or number of cognitive processes required to generate responses to
items;
● The level of abstract thinking involved;
● The extent to which the candidate must devise a strategy for responding to the items.
Many test items cover content which is required to be taught through Zambia‟s school
curriculum. The curriculum also requires that learners, in this phase of their education, should
relate their „school science‟ to issues and contexts in the wider world, including the world of
the scientific community. It is for this reason that some questions/items included in the Grade
nine (9) assessments may present contexts and information which will be unfamiliar to
candidates.
The expectation is that students should be able to apply scientific principles to generate
responses to this type of questions/items. To be successful at these tasks, candidates will need
to draw on higher order thinking skills, including abstract thinking and reasoning, analysis,
synthesis and evaluation.
Each of the two Integrated Science assessments (Examination and School Based Continuous
Assessment practical assessment) will include tasks that together cover knowledge,
understanding and higher order thinking skills. The grid below shows the allocation of marks
within each of the tasks to the main levels of thinking as described in Bloom‟s taxonomy.
Marks Coverage
Cognitive Level

Knowledge Comprehension Application Analysis Synthesis Evaluation Total

Paper 1 Section A: Number of Marks 5 7 3 2 2 1 20

Paper 1 Section B: Number of Marks 15 15 16 6 4 4 60
Paper 2: Number of Marks 2 3 5 4 3 3 20
Paper 1 Section A: Approximations 60% 15% 25% 100%
Paper 1 Section B: Approximations 50% 25% 25% 100%
Paper 2: Approximations 25% 25% 50% 100%

Note: There can be variations in marks allocation per cognitive level, however; these variations should not alter
the percentages shown in each group level.

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4 Marking Criteria
For the examination, marking schemes will be prepared by ECZ while for the practical assessments, the
marking schemes will be prepare by teachers in schools. These schemes will be used as an aid to teachers
and examiners, to indicate the requirements of the assessment. This will be a basis on which examiners
and teachers will be instructed to award marks.
The marking schemes will be used during the examiners‟ coordination meetings before marking begins to
consider acceptable alternative answers to those in the marking schemes. The following criteria govern
the principles that are applied to marking the Grade nine (9) Integrated Science assessments.
● Each multiple choice item will carry one mark.
● For semi structured and structured questions in paper 1 theory and paper 2 practical, the marks
available per item will be shown in brackets [ ] at the end of the item.
● The number of marks available per question/task will depend on the difficulty of the item i.e. the
number of cognitive processes and the amount of writing required to generate a correct response.
● Where a series of questions/tasks are based on the same stem, a wrong response in one part-if
substituted in another part of the same question-will not be penalised again. This is the principle of
„follow-through marking‟.
● No mark(s) will be deducted for a wrong response.
● Where the response needs units, candidates are expected to supply the correct unit. Failure to do so
will result in no mark being awarded even if the numerical value is correct.
● Where working is required to be shown, and a candidate supplies a correct numerical response with
wrong working or no working shown, no marks will be awarded.
ECZ will ensure that all officers involved in the marking process are trained science teachers and are
trained examiners so as to ensure there is reliability in the marking process. Examiners with interests in
particular centres (e.g. those having children or relations in the centres concerned) will be required to
declare interest so that different centres are assigned to them.
5 Notes and Guidance
The following are requirements and guidance to examination centres and candidates set by ECZ:
● Candidates are required to register for examinations at approved examination centres.
● Calculators and cell phones are not allowed in the examination room. However, calculators will be
allowed in School Based Continuous Assessment practical tasks. Candidates will indicate their
answers appropriately within the question paper.
● For paper 2, each school will provide appropriate answer papers.
● The examination shall be printed and written in English language.
● Candidates are only graded if they sit for paper 1 and all the School Based Continuous Assessment
practical assessments.
● An internal or external candidate who fails the assessment can only re-sit as an external candidate at
any approved examination centre.

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Appendix: Examples of questions/items in Integrated Science (502)
Example One:

Knowledge level (Paper 1 – Section A)

Apart from nitrogen, which other element, when lacking in the soil, will
result in poor growth of a plant?
A Calcium The correct answer is C.
B Chlorine
C Phosphorus
D Sulphur

This is a low level multiple choice item because candidates are simply required to recall a scientific fact they were
taught, hence, level is Knowledge

Example Two:

Application level ( Paper 1 – Section A)

The diagrams below show steps used to determine the density of a toy
car.
The correct answer is A.

Find the density of the toy car.

A 7 g/cm3
B 5 g/cm3
C 3 g/cm3
D 2 g/cm3
This is a moderate level multiple choice question because the candidate has to perform a number of cognitive
processes to arrive at the answer. The candidate needs to determine mass of the toy car from step 1; then
determine the volume of the car from steps 2 and 3; and finally use the determined values in calculating the
density hence level is application.

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Example Three:

Multiple cognitive levels (Paper 1 – Section B)

Study the electric circuit diagram below. Answer

Battery (a) In series
(b) Total R = R1 + R2
= 3 ohms

4 Amps (c) (i) V = I R

A =4x3

1.5 ohms 1.5 ohms = 12 V

R1 R2 (ii) = 12V÷4
= 3V
(d) P = VI
= 12V x 4A

V = 48 Watts

(a) How are the resistors R1 and R2 arranged in the circuit? [1]
(b) Calculate the total resistance offered by the two resistors. [1]
(c) Calculate the
(i) total voltage across the two resistors, [1]
(ii) voltage for a single cell used in the experiment. [1] [2]
(d) Calculate the total power of R2 in the circuit.
(Show your working). [2] [2]
[Total = 6 marks]

This is a multiple skill level question with each part question at a different skill level. The skill levels for each part
question are:
(a) Comprehension
(b) Application
(c) (i) application
(ii) application
(d) Application

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Example Four:

Multiple cognitive levels (Paper 1 – Section B)

Air is made up of different gases that have different properties and uses.
Answers
One of the gases in air promotes a type of chemical reaction with a fuel
called combustion. Another gas in air does not promote combustion and
is used in fire extinguishers.

(a) What is the gas in air that is necessary for combustion? [1] Oxygen

(b) In Zambia, markets often experience large fires which are put out The water lowers the temperature, below that,
by water fire extinguishers. How does the water coming from a at which combustion takes place, thereby
fire extinguisher put a fire out? [2] stopping the fire.

(c) In a market stall, a small fire on the floor mat was caused by Electricity can be conducted through water but
sparks between the wires of the damaged cord of an electric kettle not through carbon dioxide. Using a water fire
which exposed uninsulated wires to the floor mat. Give a reason extinguisher may result into water spreading
to the uninsulated wires of the cord causing a
why it is better to use a carbon dioxide fire extinguisher than a
short circuit or electric shock.
water fire extinguisher. [2]

(d) A pan of oil catches fire in a kitchen where there is no fire Both smother the fire by keeping oxygen (air)
extinguisher. The cook places a lid on the pan and the fire goes from the fire or
out quickly. How is the cook‟s action similar to using a carbon  They both deprive the fire of oxygen
dioxide fire extinguisher? [1]
 Both stop the air getting to the fire

 The cook suffocates the fire

[Total = 6 marks] (Any one, Accept alternative words)

This is a multiple skill level question with each part question at a different skill level. The skill levels for each part
question are:
(a) Comprehension
(b) Application
(c) Evaluation
(d) Analysis

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Samples of Integrated Science School Based Practical Tasks

Example One

Multiple cognitive levels (paper 2)

Task 1
In this experiment you are to determine the density of an irregularly shaped object labelled P.
You are provided with an irregularly shaped object P. Carry out the following instructions.
(a) (i) Measure and record in grams the mass M of the irregularly shaped object P.
Mass of object P ............................................................................................................ [1]
(ii) Read and record the volume of water provided in the measuring cylinder.
Record this volume of water as volume 1
(V1) ................................................................................................................................. [1]

(b) Carefully immerse the irregular object P into the water. Read and record the new volume of water
as volume 2
(V2). ............................................................................................................................................ [1]

(c) Calculate the volume of the stone, V using the formula: V = V2 – V1

....................................................................................................................................................... [2]

(d) Calculate the density D of the irregularly shaped object P using the equation D = Where D is the
density of the irregular object P, M is the mass of object P and V is the volume of the irregular
object P. [2]

(e) State and explain any two precautions you took when carrying out this experiment. [2]

1 .............................................................................................................................................

2 .............................................................................................................................................

Total [10 marks]

This is a multiple cognitive level practical task involving several part tasks at the following skill levels:
(a) (i) Application
(ii) Comprehension
(b) Application
(c) Application
(d) Evaluation
(e) Analysis

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Example Two

Multiple cognitive levels (paper 2)

Task 2
In this experiment you are required to examine specimen D 32 and D 33.
Examine the cross section of specimen D 32 that has been cut for you.
1 (i) Draw a large drawing of specimen D32 to show the cut surface of the specimen.
Show your drawing here

[2]
(ii) Label at least one part of specimen D32 as drawn in 2 (i) above. [1]

2 Draw a line across to show the longest part on your drawing.

.............................................................................................................................................. [1]
3 Measure the longest part on:
(i) length of actual specimen .............................................................................................. [1]

(ii) length of drawing you have made ................................................................................ [1]

4 What feature are you able to observe that are present in both specimen D31 and D33.
.............................................................................................................................................. [1]
5 Using the length of your specimen and that of the drawing, calculate the magnification of your drawing using the
formula
Magnification = .

Show your working here.

[2]
Total marks [10]
This is a multiple cognitive and psychomotor skill level task involving multiple part tasks at the following skill levels;
1 Analysis
2 Comprehension
3 (i) Application
(ii) Application
4 Analysis
5 Application

NB: The ten (10) SBCA practical tasks should not only be based on the examples given in this chapter, but
expose learners to a variety of scientific skills, apparatus and techniques and should cover as many topics as
possible on a non-repetitive basis.

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Chapter 11: Design and Technology (608)

1 Purpose
The purpose of the Design and Technology assessment at Junior Secondary School Level is to measure
learners‟ achievement against the set competencies as outlined in the Grades 8 – 9 school Syllabus.
2 Assessment Objectives (AO)
Design and Technology encourages learners to identify needs, design and produce solutions. The
assessment will cover the following areas as stipulated in the Zambian Junior Secondary School Design
and Technology syllabus of 2013; Knowledge with understanding, Design and problem solving, Design
Communication and Realisation.
Therefore the following are the assessment objectives:
AO1 Knowledge with understanding

Learners will be assessed against the following learning expectations;

 state facts, name items and describe processes;
 apply knowledge to basic design and manufacturing;
 reason and anticipate consequences of the design and realisation process;
 show the interrelationship between design and societal needs
AO2 Design and Problem Solving

Learners will be assessed against the following learning expectations;

 identify from a situation, a need for which a solution is required
 analyse a problem, consider the functions, beauty, human and economic issues and come up
with specifications;
 generate solutions to a problem, bearing in mind the constraints of time, skills and available
resources;
 test the effectiveness of the solution and suggest modifications or improvements
AO3 Design Communication

Learners will be assessed against the following learning expectations;

 communicate ideas in drawing, sketch or graphic form
 represent details of information, shape, construction, movement, size and through drawing
 interpret information from one form to another
 design solutions from given information.
AO4 Realisation

Learners will be assessed against the following learning expectations;

 plan and organise the work procedure involved in the realisation of a solution;
 select appropriate materials and equipment for the realisation of the product;
 demonstrate understanding of materials in relation to their use;
 demonstrate appropriate skills by the correct and efficient use of tools in the realisation of the
product.
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3 Test Design
3.1 Structure and Focus

Design and Technology examination will be made up of two papers as follows;

Examination Structure Table
Paper No of Total
Question Types Duration Weighting
type questions marks
Section A
Paper Objective Multiple choice questions 2½ 53%
30 30
1 Question Attempt all hours
Section B Essay Type
Structured Short word answers
Attempt all 1 30
Section C Essay Type
 Part A compulsory 1 30
 Part B choose any one 1 30
 Part C Two question, choose
1 35
any one
155
Paper Formative
2  Portfolio production  94
Project marks 01 135 47%
 Artefact development  41
marks
Total 35 290

3.2 Test Content

Question Types

Paper 1

This paper will be theoretical in nature, assessing candidates in naming items, stating facts and
describing processes. There will be three sections as follows;
Section A - Multiple choice
Candidates are expected to answer all multiple choice questions in this section
Section B – Short word and essay type
This section will have three parts.
Part A
This part will have one word or short word answers and candidates are expected to answer all the
questions.
Part B
This part will consist of three (3) open ended questions.
Candidates shall be expected to choose any two (2) questions.
Candidates shall be to exhibit good knowledge of basic design, free hand sketching, problem
solving skills, systems technology, manufacturing materials, tools, equipment, processes, safety and
entrepreneurship.

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 Part C
This part will have two (2) Graphic Communication questions.
The questions are intended to assess candidates‟ ability to analyse and synthesize. Use of drawing
instruments and A4 drawing paper is encouraged in this section. Candidates will be expected to
exhibit basic design, problem solving skills, abilities regarding graphic products, understanding
manufacturing materials and technology.
Paper 2. Coursework (Project work)

Each candidate will undertake a project based on the Situation to be provided by the Examinations
Council of Zambia, sent to schools every two years. The project is School Based Continuous
Assessment (SBCA) i.e. it will be supervised and marked by the subject teacher continuously up to
the end. Candidates will be expected to demonstrate design skills in the portfolio production and
artefact realisation.
Portfolio Production.

Candidates will be expected to produce a portfolio based on the Situation. The subject teacher will
assess continuously from the beginning of grade 9. Details on the portfolio are provided in these
guidelines.
Artefact realisation.
Candidates will be expected to develop artefacts based on their portfolios. These will be equally
scored / marked continuously by the subject teacher.
The total scores from the portfolio and artefact are added and raw marks submitted to the
Examinations Council of Zambia by July 31.
3.3 Curriculum Coverage (Map)

The paper covers the entire teaching syllabus as provided by Curriculum Development Centre.
However, there are certain competencies to be assessed by TEVETA.
3.4 Difficulty

The expected level of difficulty of the questions in the Grade 9 Design and Technology
examinations will progress from the lower to the higher skill levels of the Blooms taxonomy.
At the lower level of the cognitive domain, candidates should express understanding, while at the
higher level of the cognitive domain; candidates should show masterly of the subject matter. This
implies that the questions will range from need identification, formulation of ideas (designing),
artefact making and Evaluation.
3.5 Equipment and tools

Candidates are expected to use any appropriate tools available in the school workshop. A list of
common basic tools is found in the teaching syllabus as an appendix.
4 Marking Criteria
4.1 Design and Technology paper 1

Design and Technology paper 1 will be marked at a designated marking centred as determined by
the Examinations Council of Zambia. Marking Schemes will be provided to a team of trained
examiners. These will be used after thorough coordination for uniformity in the award of marks.
The number of marks in each paper will be indicated at the end of each question or sub question.
The paper will have unique instructions that Candidates are expected to read carefully as these will
have a bearing on the marks obtained.

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 4.2 Design and Technology paper 2 Coursework (Project)
Portfolio and Artefact

This paper will be marked in accordance with the General marking scheme provided below;

Total Marks Marker’s

Obj. No Topic
Comment
Marks Scored
1.1 Problem 2

1.2 Brief 3
1.3 Research 4

1.4 Specification 6

1.5 Possible Solutions 10

Portfolio 1.6 Development 9
1.7 Presentation 6

1.8 Working Drawing 30

1.9 Production Planning 10

1.10 Evaluation 8
1.11 Portfolio Presentation 6
2.1 Suitability 7

Product 2.2 Workmanship 30

2.3 Use of Materials 4

Maximum Marks obtainable 135

4.3 Notes and Guidance

Candidates are only graded if they sit for both papers.

The situation to be used for a particular examination year will be provided before the examination
year.
Both Internal and External Candidates will use the same situation of a particular year.

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Appendix 1:
Example of Theme and Situation in Design and Technology Paper 2 Coursework [Project] (608/2)

JUNIOR SECONDARY SCHOOL LEAVING EXAMINATIONS

(GRADE 9) - 2020

Advance Information

Design and Technology Major Project (2020)

Paper 2

Project Theme: Storage

Instructions to Candidates

This Situation should be notified to candidates in Grade 8.

The project should start in Grade 8 and should completed in July of Grade 9.
All materials are to be provided by the school.
Candidates must write the following on the cover page of the Portfolio:
(a) Candidate Name
(b) Candidate Examinations Number
(c) Centre Name
(d) Centre Number
(e) Project Title
(f) Year of examination
The Theme for the 2020 Major Project is Storage
You are required to Design and Make a product which will solve a real life problem within your home.
The following Situation is obtaining at your home:
During evenings, people at home always step on your Compact Discs (CD) magazines and pencils as they are
left scattered on the floor. Pick on one specific item found in this situation and identify a problem which you will
need to solve.

Here are two parts to the project:

(i) Part A- Portfolio Production
(ii) Part B- Product Realisation
Part A-Portfolio Design
The portfolio is to be A4 size format and should consist mainly of illustrations and drawings, supplemented
where necessary with written notes. Paste ups should be included where necessary. The portfolio should include
the following sections in the given order:

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1 Table of contents
This must include titles and page numbers of the portfolio.
2 Situation
Statement of the given situation.
3 Problem
A clear statement of the problem to be solved without including possible solution. It must be derived from
the situation.
4 Brief
An intended design task described in general but accurate terms of what is intended to be made. Candidates
must not state the name of the product to be made.
5 Specifications
The itemised requirements to be met by the solution.
6 Research
Candidates are required to make a research on relevant existing ideas, collection of data (e.g. sizes, space,
material, joints etc.). This can be in form of paste ups or free hand sketches. They must also show the use of
correct information throughout the portfolio.
7 Possible Solutions
Exploration of a range of ideas/solutions to meeting the design brief and specification.
8 Development of a chosen Solution
Detailed development of the selected idea, including shape and form, materials and constructions to be
used. This should also include a presentation drawing of the final design in any pictorial form.
9 Working Drawing(s)
Orthographic drawings of the intended solutions. Part drawings and developments can be used for more
complicated solutions.
10 Production Plan
This is the sequence of stages and processes to be followed in the construction of the intended solution. The
material list and time chart should be included.
11 Presentation
The portfolio should exhibit a range of graphic communication skills including the use of colour as well as
written communication skills.
12 Evaluation
This will be a report based on how the artefect matches the specifications and the brief. There will be
evidence of testing to check if the project solves the problem. Other sections of the portfolio should reveal
the on-going evaluation of the candidate as the artefact was being developed by showing the basis of
decisions made. Candidates are also expected to show the strength and weakness of the artefact. They
should indicate any possible modifications to be done in improving their product.
Portfolio presentation
The complete portfolio must be bound using one of the following methods:
 Spiral binding
 Tape and Staple binding
 Thermal binding
 Slide binders
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 Candidates are advised to use more of graphics than text.
Part B- Artefact Realisation
The artefact should be made from a single material or a range of appropriate materials and involve a range
of skills.
Candidates are advised to avoid making large projects as they may affect the quality and/or cost of the
product.
(a) Suitability of purpose
Candidates must make a product which satisfies the brief and specification.
(b) Workmanship
Candidates must display mastery of a range of making skills.
(c) Use of Materials
Candidates must make sound judgement in choosing materials regarding properties and economy.
5 Notes and Guidance
This is a continuous assessment project and teachers are expected to continue teaching and support the
candidates through advice and guidance throughout the project.
Main decisions and judgements are to be made by candidates.
Practical work should be done by candidates with guidance from the teacher where necessary.
Complicated processes can disadvantage candidates if they are not well executed.
NB: Marking of the portfolio should be done continuously and not at the end of the project.

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Appendix 2: Sample Summary Coursework Assessment Form
Grade 9 Design and Technology Summary Coursework Assessment Form

Centre Code: ..................................................................... Centre Name: .................................................................

Possible Solutions

Working Drawing

Total Project. (P)

Chosen Solution

Use of Materials
Development of

Production Plan

Workman Ship
Total Folio (F)
Specification

Total F + P*
Candidate

Presentation
Candidate Name

Evaluation
Suitability
Number

Research
Problem
Brief

* ‘F’ means Portfolio

* ’P’ Product
Name of Home Teacher: ..................................................................Date: ...........................................................

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Chapter 12: Business Studies (609)

1 Purpose
The purpose of Business Studies assessment scheme is to assess learners against basic knowledge and
understanding of office procedures, financial aspects and entrepreneurial ideas as well as for certification
and selection.
2 Assessment Objectives (AO)
The Zambian Junior Secondary School Business Studies syllabus of 2013 covers knowledge with
understanding in the following main topics: Office, financial and entrepreneurship aspects.
Learner‟s knowledge and understanding will be assessed against the following learning expectations;
AO1 Office
 Identifying and/or stating functions and types of an office, functions of each department, job
opportunities, equipment, stationery and Methods of filing,
 Describing acceptable office etiquette and interpreting organisational charts and, post and
telecommunication services
AO2 Finance
 Identifying and describing business transactions, business and source documents, various
methods of investments, financial institutions and services offered.
Explaining documents used in banking, recording and preparing the Trial Balance, Trading,
Profit and Loss Account and Balance Sheet.
 Explaining capitals, time cards, wage sheets, payslips, net pays, the ledger and books of
original entry.
AO3 Entrepreneurship
 Explaining and describing entrepreneurship and qualities of a good entrepreneur.
 Explaining entrepreneurial activities, documents needed for formation of different types of
business, contents and functions of a business plan and financing businesses.
 Describing desirable business ethics.
3 Test Design
The Grade 9 Business Studies examination is a one subject pape. The paper code is (609).
3.1 Structure
The Business Studies paper will consist of three sections A, B and C
Section A will comprise 20 multiple choice questions carrying one mark each. This will give a total
of 20 marks for Section A.
Section B comprises three (3) questions. Question 1 and question 2 carry 10 marks each and
question 3 carries 15 marks, giving a total of 35 marks. In this section there are objective and
structured questions, e.g. matching short term phrases, filling-in the gaps. Candidates will be
expected to answer all questions in this section.
Question 1 will assess the following topics:
 Office at Comprehension
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  Filing at Application
 Postal and Telecommunication services at Comprehension
 Wages and salaries at Comprehension
Question 2 will assess the following topics:
 Business documents at Application
 Source Documents at Application
Question 3 will assess the following topics:
 Entrepreneurship
 Personal and Financial Management
 Banking
Section C will comprise three questions only.
 Question 1 will assess Books of Original Entry with 10 marks
 Question 2 will assess the Trial Balance with 10 marks
 Question 3 will assess Final Accounts with 25 marks
All questions in Section C will be assessed at Application level.
The total marks for this paper will be 100%.
All questions in this paper will be answered in the Answer Booklet Provided.
The duration for this paper will be 2hours 30 Minutes
3.2 Focus
The focus of the Business studies is on Knowledge, Comprehension and Application Skills.
3.3 Weighting
Question Section A Section B Section C Mark
1  20 20 20
1 10 10 20
2 10 10 20
3 15 25 40
Total 20 35 45 100

3.3 Test Content

(a) Question Types
This paper will comprise two question types:
Section A- Multiple choice questions only
Section B and C – Semi structured and structured questions
Multiple Choice
Each multiple choice item will consist of two basic parts; a problem (stem) and a list of
suggested solutions (alternatives/options). The stem will be in the form of either a question or
an incomplete statement and the list of alternatives will contain one correct or best alternative
(answer) and a number of incorrect or inferior alternatives (distractors). From the twenty (20)
multiple choice questions; two (2) will be at Application, three (3) at Comprehension and
fifteen (15) at Knowledge level.
Structured and Semi Structured
Semi structured questions will require candidates to give responses in the form of words,
numbers, symbols, phrases, definitions, comparisons, calculations, etc., in predefined answer
spaces. The items will be in the form of questions, instructions or incomplete statements.
These are tested at comprehension and application levels.
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 3.4 Curriculum Coverage

The Business Studies examination will be based on the syllabus produced by the Curriculum
Development Centre. The questions in this paper will cover the entire syllabus from Grade 8 to
Grade 9. The cognitive levels are represented from Knowledge to Application. The Distributions
of learning outcomes as stipulated in the syllabus are illustrated below.

3.5 Difficulty level

The difficulty of items in the Grade 9 Business Studies examinations will be governed by the
following factors:
 the amount and type of subject knowledge required to respond correctly;
 the complexity and/or number of cognitive processes required to generate responses to items;
 the level of abstract thinking involved;
 the extent to which the student must devise a strategy for responding to the items.

Cognitive level
Knowledge Comprehension Application Total
No. of questions 15 3 2
Section A
No. of marks 15 3 2 20
No. of questions 8 6
Section B
No. of marks 18 17 35
No. of questions 3
Section C
No. of marks 45 45

4 Marking Criteria
The following criteria govern the principles that will be applied to marking the Grade 9 Business Studies
examination.
 Each multiple choice item will carry one mark.
 For semi structured questions, the marks available per item will be shown in brackets at the end of the
item i.e. [ ]
 The number of marks available per question will depend on the difficulty of the item i.e. the number
of cognitive processes and the amount of writing required to generate a correct response.
 Where a series of questions are based on the same stem, a wrong response in one part if substituted in
another part of the same question will not be penalised again. This is the principle of own figure.
 No mark(s) will be deducted for a wrong response.
ECZ will ensure that all officers involved in the marking process have knowledge of Business Studies and
are trained examiners so as to ensure there is reliability in the marking process. Examiners with interests in
particular centres (e.g. those having children or relations in the centres concerned) will be required to
declare interest so that different centres are assigned to them.
Before marking commences, a co-ordination meeting will be held to harmonise the marking scheme for
that particular year. Furthermore, during marking, continuous checking of marking will be done to ensure
that markers maintain the standard of marking by conforming to the marking scheme.
Candidates are required to register for examinations at approved examination centres.

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Appendix: Sample questions
Section A
Knowledge
1 Which one of the following is true about an open office?
A They are large rooms with many officers in them, performing related tasks.
B They have a higher degree of privacy.
C Only one person is found in an open office.
D They mainly accommodate senior management officers.
The correct answer is A
This is a low cognitive level multiple choice question because the candidate is expected to simply recall the
characteristic of an open office.
Comprehension
2 From the following transactions, write the document used when recording in the subsidiary book.
Indicate account to be debited or credited in the ledger. Do not enter the amounts.
Example
Cash Sales K100.
Document Subsidiary Book Account Debited Account Credited
Duplicate Receipt Cash Book Cash Account Sales Account

Transactions
(a) Sold goods to Bwalo K130 by cash.
(b) Paid rent by cheque K200.
(c) Seke returned goods valued K200 as damaged.
(d) Paid cash into bank K400.
(e) Bought furniture from Nswana K500 cash. [20]
Answer

Document Subsidiary Book Account Debited Account Credited

(a) Duplicate Receipt Cash Cash Account Sales Account [2]
(b) Receipt Cash Rent Bank [2]
(c) Credit note Sales returns Sales account Seke [2]
(d) Deposit slip Cash Bank Cash [2]
(e) Original Receipt Cash Furniture Cash [2]
This is a moderate cognitive level question because candidates are expected to first and foremost
understand the concepts that govern accounts to be either Debited or Credited before answering. In
addition they need to understand the features of the source documents required for each subsidiary
book.
3 (a) As a learner of Business Studies, identify two fraudulent situation.
Answers
 During shopping/ transacting
 While using the ATM or mobile money services
 While using the internet
 Borrowing money from unreliable place. [2]
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 (b) Fraud can happen to a person at any time. Explain three ways of avoiding being a victim of fraud.
Answers
 Checking if change is correct
 Keeping personal details safe
 Being aware of the risk
 Knowing your rights
 Reading the terms and conditions on business agreements. [3]
Application
4 From the particulars below, prepare a Petty Cash Book with analysis columns for postage, stationery,
cleaning and sundry expenses.
The petty cash voucher (PVC) numbers should range from 1 to 9.
2011
June 1 Monthly imprest received from the cashier K1 000.00
2 Paid for stamps K90.00
7 Bought envelopes amounting to K65.00
9 Paid for Manager‟s beverage K75.00
10 Paid for stamps K45.00
14 Bought pens and notebooks K33.00
19 Paid for milk and K53.50
21 Paid for disinfectants K31.50
27 Bought reams of paper K62.50
30 Paid for window cleaning materials K34.50
Answer
The Petty Cash Book
Analysis Column
Date Details PVC Amount Amount spent Postage Stationery Cleaning Sundry
received expenses
June
1 Imprest 1 000.00
2 Stamps 1 90.00 90.00
7 Envelopes 2 65.00 65.00
9 Beverage 3 75.00 75.00
10 Stamps 4 45.00 45.00
14 Pens 5 33.00 33.00
19 Milk 6 53.50 53.50
21 Disinfectants 7 31.50 31.50
27 Paper 8 62.50 62.50
30 Cleaning 34.50 34.50
material
30 Balance c/d 510.00
July 1 000.00 1 000.00 135.00 160.50 66.00 128.00
1 Balance b/d 510.00

[10]
This question is a higher order cognitive question, because it requires a candidate to analyse the various
transactions, sort them out according to the appropriate columns and balance off the petty cash book.

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Chapter 13: Physical Education (701)

1 Purpose
The purpose of the Grade 9 Physical Education assessment will be to assess candidates‟:
 Ability to plan, perform, analyse, improve, and evaluate physical activities.
 Knowledge, skills and understanding of a range of relevant physical activities.
The assessment will also serve the purpose of certification and selection.
2 Assessment Objectives
Candidates will be assessed in the five main areas:

Assessment Objective Candidates should:

AO1 Perceptual Motor  Demonstrate knowledge, understanding and skills in planning and
Skills physical performance.
 Coordinate, analyse, evaluate and improve their own and others‟
performance.

AO 2 Movement  Demonstrate knowledge and understanding of the movement and

safety aspects of physical activity and techniques;
 Participate in a variety of physical activities to improve
neuromuscular coordination.

AO 3 Gymnastics  Analyse specified gymnastic activities.

 Execute given gymnastic activities.

AO 4 Physical  Express knowledge and understanding of health.

Education and  Demonstrate ability to care for the environment.
Health
 Demonstrate basic First Aid skills.

AO 5 Recreational  Express knowledge and understanding of various games and sports

Games and activities.
Sports Skills  Execute various skills in specified games and sports activities

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3 Test Design
3.1 Structure

The examination is made up of Paper 1 (701/1) Theory and Paper 2 (701/2) will be a practical and
will be School Based Assessment
Paper Assessment Candidates should: Administration
Objective

1 AO1 Perceptual Motor  Exhibit ability to plan, perform,

Skills analyse, evaluate and improve
TheoryThe physical activities.
ory
AO2 Movement  Express knowledge and Summative
understanding of the factors Assessment –
affecting performance Centrally
Set by ECZ
AO3 Gymnastics  Describe specified gymnastic
activities.

AO4 Physical Education  Demonstrate knowledge and

and Health understanding of health and
environmental protection.

AO5 Recreational  Analyse various games and

Games and Sports sports activities.
Skills

2 AO1 Perceptual Motor  Demonstrate ability to analyse

Skills and improve their own and
Practical others‟ performance.
AO2 Movement  Participate in physical activity. School Based
Assessment
AO3 Gymnastics  Execute given gymnastic
activities
Practical
AO4 Physical Education  Demonstrate basic First Aid
and Health skills.
AO5 Recreational  Execute various skills in
Games and Sports specified games and sports
Skills activities.

3.2 Focus

Paper 1 will consist of Theory which will cover all the Assessment Objectives - and will
require the candidates to apply knowledge, skills and understanding of the concepts from all the
areas of study. It will consist of 3 sections: A, B and C and is worth 70 marks
Paper 2 is a Practical paper which will focus on the components that constitutes the practical
aspects of the curriculum: recreational games, gymnastics, perceptual motor skills, fitness,
and sports activities. This paper will be School Based Assessment and will be designed to assess
appropriate skills from all the practical aspects specified in the assessment objectives.

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 The assessment will comprise of three tasks/activities. One of these tasks/activities will be
compulsory and will assess relatively more skills than the other two tasks/activities. The compulsory
task should be drawn from a variety of skill areas, for example a circuit activity or any ball game.
The School Based Assessment will carry 30 marks.
3.3 Weighting of Assessment Objectives

The two physical education question papers will contain the following distribution of marks across
the five Assessment Objectives.

Paper Assessment Skills Weight

Objective

1 AO1  Perceptual Motor Skills 70 %

Theory
AO2  Movement

AO3  Gymnastics

AO4  Physical Education and Health

AO5  Recreational Games and Sports Skills

 Entrepreneurship in sports

2 AO1  Perceptual Motor Skills 30%

Practical AO2  Movement

AO3  Gymnastics

AO4  Physical Education and Health

AO5  Recreational Games and Sports Skills

 Entrepreneurship in sports

3.4 Test Content

Question Type
Paper 1 (Theory): Section A will consist of twenty (20) multiple choice items. These questions
will involve four response options. The candidates will have to answer all questions.

Section B will have ten (10) questions, four (4) will be „fill in the blanks‟ questions and six (6) will
be short answer questions.
Section C will comprise five (5) essay questions. In this section, question 1 will be compulsory.
Candidates will then be required to choose any two (2) from the remaining four (4).
Paper 2 (Practical) will consist of 5 practical questions. Question 1 will be compulsory. Candidates
shall be required to choose any two (2) from the remaining four (4).
3.5 Curriculum Coverage

The Physical Education assessment will be based on the subject content in the syllabus produced by
the Curriculum Development Centre. The two papers will have questions drawn from all the five
Assessment Objectives.

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 Distribution of questions and marks in Papers 1 and 2

Paper Paper name № of Questions Marks Duration

1 Theory 33 70 2 hours 30 minutes
2 Practical 3 30 SBA (from 3rd term of Grade 8 to
2nd term of Grade 9)
3.6 Question difficulty

The level of difficulty will be based on the three domains of the Bloom‟s Taxonomy as outlined
below.
Psychomotor: Tasks/activities in this domain will include the development of all physical skills.
They will target the development of skills through the application of physiological and
biomechanical principles. The tasks will focus on skills that at the mechanism or basic proficiency
level. This is the intermediate stage in the learning of complex skills where learners get acquainted
with movements which they perform with confidence and proficiency.
Cognitive: Questions in this domain will include the testing of knowledge, understanding, and
application of information necessary for choosing activities that promote individual and group
skills. It will help learners acquire skills in problem solving, decision making, and creativity. The
questions will probe basic physiological, biomechanical, and social principles that provide a
foundation for movement.
Affective: From the platform of this domain, the learners‟ involvement in the tasks will be
estimated in terms of the qualities of receiving, responding, valuing and appreciation of the
social aspects of learning.
These qualities are essential for positive group interaction and communication and are an integral
part of the learning process. The tasks/activities will focus on the development of self-respect and
respect for others. Learning from the experiences of success and failure, good sportsmanship, fair
play, and competitive and cooperative actions are high priorities in these tasks.

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 Facilities and Equipment

Activity Required Equipment Required Facility Others

Gymnastics gym mats Hall/play field

Pommel horse
Spring board
Vaulting box
Balance beam
Hoops
Starting gun/whistle/clapper
Athletics (field & track Javelin spears Running track
events) Measuring tape Marked Javelin field
Discus Marked short put field
Relay batons Landing pit
Staring gun
Whistle
Clapper
High jump stand
Horizontal bar
Stepping board
Landing mattress
Hurdles
Starting blocks
Sports watch
Flags (white, red, green)
rack
Ball games Football Football field
Basketball Volleyball court
Volleyball Basketball court
Netball Netball court
Rugby ball Rugby field
Whistle
Cards
Swimming Floaters Showers Life saver
Pullies Swimming pool
Flappers
Board games Chess board Hall/Room
Chess pieces Tables
Draft board Chess clock
Draft pieces
Racket games Badminton racket Badminton court
Table tennis racket Lawn tennis court
Lawn tennis racket Tennis table
Shuttle cocks
Tennis balls
Table tennis balls
Nets
Traditional games Board for Insolo/nsolo/ Hall/ playing field
mulabalaba Marked field
Pieces for Open space
Insolo/nsolo/mulabalaba
Iciyenga board

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 Activity Required Equipment Required Facility Others

Iciyenga/ Chiyato pieces

Icimpombwa
Tindi ball
Sharp tindi sticks
OriOrienteering Navigation equipment Playing field Guides
(Compasses) Open space
Sport Watch
Measuring Tapes

4 Marking Criteria
Paper 1 will be marked centrally. The marking key will be discussed at the marking centre before the
marking exercise begins. Paper 2 is School Based Assessment and will be marked during the school terms
by the subject teacher.
Paper 1 (Theory)

Paper 1: Section A – Each question is worth 1 mark. The candidates will have to answer all questions.
Section B – The first 4 questions in this section are worth 1 mark each. The remaining 6 tasks will be
worth 16 marks. The distribution of the 16 marks will depend on the weight of the tasks/questions.
Section C - The compulsory question in this section is worth 14 marks. The optional questions are worth
eight (8) marks each.
Paper 2 (SBA Practical)

The compulsory tasks/activities will be marked out of 14. The two optional tasks/activities are worth 5
marks each.
The marking of the compulsory task/activity is guided in the table below:
Task/Activity:
Identified Skills Marks Score
1 2
2 3
3 3
4 3
5 3
Total 14

The marking of the two optional tasks/activities is guided in the table below:

Task/Activity:

Identified Skills Marks Score

1. 4
2. 4
Total 8

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 4.1 Sample Questions

Paper 1(Theory)
Section A: Multiple choice questions
Choose the correct answer
1 Which one of the following is not a field event?
A Triple jump
B Javelin
C Relay
D Shot put
2 In football when a goalkeeper has been shown a red card in the first half by the referee. The
best method the coach can use is to 
A substitute the goalkeeper with the reserve goalkeeper.
B substitute a striker with a reserve goalkeeper.
C put a reserve goalkeeper in the second half.
D substitute a striker with a defender.
3 Which type of Zone defence in basketball is most appropriate to use when playing against a
team that has very good shooters?
A 2.1.2
B 3.2
C 1.2.2
D 2.3

4 Which of the following is considered as a high percentage shot in basketball?

A Jump shot
B Layup shot
C Hook shot
D Set shot
Section B: ‘Fill in the blanks’ and ‘short answer questions’.
1  is the process where energy in the body is produced in the absence of oxygen.
2 In volleyball, a team rotates when they gain a  and a 
3 A physical education activity starts with a warm up and ends with a .
4 Four athletes cover 1 (one) lap (round) of a standard running track. They have covered 
meters in total.
5 How does a netball game start?
6 During the game, Nkana versus Zanaco at Sunset Stadium. One Nkana striker kicked the ball
out of the playing field after realising that a Zanaco defender was lying in agony as a result of
an infringement. Name the action taken by the Nkana player and give reasons for your answer.
7 Give two examples how the discus throw is similar to the shot-put throw.
(i) ...................................................................................................................
(ii) ...................................................................................................................
8 Name any 3 basic contents of a First Aid Kit and explain the usage of each of them.
9 The diagram below shows the final interprovincial high jump competition results. Study the
table and answer the question below.
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 Participants’ Name Province 1.70 1.75 1.80 1.85
Kalusa Tom Copperbelt X OOX OX OOO
Daka Soil Eastern OX X X OOO

Hatuleke Luke Southern - OX OX OOO

Mwaliteta Lovemore Lusaka X OOO
Kwete Nyambe Western X OX OOX OOX

Who received a silver medal?

Section C- 30 Marks
Question 1 is compulsory and worth 14 Marks. Choose any other 2 questions from the
remaining 4.
1 Discuss the social benefits of taking part in a physical competition.
2 Give reasons why some sports men and women become destitute after their active playing
career is over.
3 Discuss how Physical Education can improve one‟s health.
4 Briefly explain how javelin throwing is performed and how scoring is done.
5 Pick any 4 of the following terms and give a brief explain on each them.
 Aerobic respiration
 Fartlek
 Speed
 Agility
 Flexibility
Paper 2 (Practical) SBA
The School Based Assessment will be based on practical skills drawn from the areas of recreational
games, gymnastics, perceptual motor skills, fitness, orienteering and sports activities.
5 Notes and Guidance
 In order to achieve an overall mark in Physical Education, a candidate must have marks for both the
SBA and the Summative Paper.
 If a candidate absents himself or herself from one of the assessments, no overall grade will be
awarded.
 The examiner should ensure that all the necessary equipment for the practical examination and
facilities are readily available for the candidate.
 The equipment for candidates‟ practice and preparation should be available to the learners all the
time.
 The examiner should assist the candidate on the choice of questions to choose in respect of the
availability of the equipment and facilities.

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 Administration of the School Based Assessment

 Paper 2 will be School Based Assessment. The assessment tasks/activities should be conducted
during the time allocated on the class timetable
 The SBA will begin in the second term of Grade 8 and end in the second term of Grade 9
 The SBA tasks/activities should be supported by the availability of all the necessary equipment and
facilities in the school. Where such facilities are lacking, the school may organise for a community
facility where the practical tasks/activities can be assessed.
 The appointed teacher will be required to enter raw marks on the Examinations Council of Zambia
web portal, after which a print out of the candidate Mark Sheets will be made.
 The Mark Sheets will then be sent to the office of the District Education Board Secretary who will
send them to the office of the Provincial Education Officer.
 The Senior Education Standards Officer in charge of examinations at the office of the Provincial
Education Officer will deliver the Mark Sheets to the Examinations Council of Zambia by 31st July.

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Chapter 14: Home Economics (601)

1 Purpose
The purpose of the Grade 9 Home Economics is to measure learners‟ knowledge and skills as prescribed in
the Grade 8 and 9 Home Economics syllabus.
Furthermore, the Home Economics School Based Assessment (SBA) will help to assess learners‟
performance during the teaching and learning process. That will allow for immediate and constructive
feedback from their teachers and subsequently improve on their weaknesses.
2 Assessment Objectives (AO)
Candidates will be assessed against the following learning outcomes in the four Home Economics
components below:
AO1 Food and Nutrition
 Show an understanding on food groups and nutrients.
 Demonstrate knowledge, and skills on preparation and presentation of food.
 Exhibit basic knowledge and skills in planning meals to suit various individual needs.
 Show an understanding and knowledge of improvisation of ingredients, materials, utensils
and equipment.
 Demonstrate knowledge and skills in food storage and preservation.
 Exhibit the ability to plan and manage time during food preparation.
AO2 Home Management
 Demonstrate the ability to apply Home Management principles in financial, human and other
resources.
 Exhibit knowledge and skills to appropriately plan and manage time in performing household
chores.
 Show skills in cleaning household ware and ornaments.
 Demonstrate basic skills in laundering various articles.
 Show an understanding in the use of various household materials and equipment.
AO3 Health Education
 Demonstrate an understanding of human body, personal hygiene and grooming.
 Exhibit knowledge on safe life styles, reproductive health and delivery
 Show the ability to treat simple accidents (first aid).

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 AO4 Needlework and Crafts
 Demonstrate the ability to apply principles in Needlework and Crafts.
 Demonstrate basic skills in the production of fibres.
 Show an understanding in working out various processes in needlework.
 Demonstrate knowledge and skills in designing and making artifacts.
NB: Learners should be able to identify entrepreneurship skills and opportunities in Food Nutrition, Home
Management and Needlework and Crafts.
3 Test Design
3.1 Structure

Home Economics at Grade 9 level will be assessed in two papers;

 Paper 1 will be theory centrally set by Examination Council of Zambia. It will comprise four
sections; A, B, C and D. All Sections will have equal marks and weight.
 Paper 2 will be School Based Assessment (SBA) set by teachers in respective schools. It will
comprise three tasks administered from Grade 8 term 2 to Grade 9 term 2.

Table shows a summary of paper structure by weight

Paper name/ Code Section/Tasks Number of Total Weight

Questions/Tasks Marks
Home Economics P. Section A  Food and Nutrition 12 25 50%
1 (601/1)
Section B  Home Management 12 25
Section C  Health Education 12 25
Section D  Needle and Crafts 12 25
Total 48 questions 100 Marks
Home Economics P. Task 1Laundry 1 10 50%
2 (601/2)
Task 2 Needle Work and Crafts 1 40

Task 3Cookery and House Craft 1 50

Total 3 Tasks 100 Marks

Total 200 Marks 100%

3.2 Focus
Paper 1 will focus on assessing theoretical aspects in Home Economic such as technical definitions,
symbols, factual concepts and procedures. The questions will largely assess learners‟ cognitive
knowledge using low order questions based on knowledge, comprehension and application.
Paper 2 (SBA) will focus on assessing the psychomotor skills in relation to interpretation of
different situations and requirements. The questions will assess learners‟ critical thinking and their
ability to interpret, plan and apply the knowledge according to a given situation. The focus in paper
2 will be on higher order questions based on application, analysis, synthesis and evaluation.
3.3 Test Content
Question Types for Paper 1
The four sections in Paper 1 will have structured and semi structured questions. Questions will
require short answers, one word/sentence responses, matching, true/false, labelling, drawing and
filling in blank spaces. (See appendix; example 1)
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 Question Types for Paper 2
Paper 2 (SBA) will require candidates to undertake three tasks in Food and Nutrition, Home
Management and Needle work and Crafts. In addition, Candidates will be required to compile a
portfolio explaining their choice and all the processes used in the tasks. The three tasks will be based
on the following:
Task 1:
Home Management Laundry; The candidate will be required to launder an article and explain in
the portfolio the type of fabric, colour, and the laundry processes used. (see appendix; example 2,
Task 1)
Task 2:
Needlework and Crafts; Candidates will be required to design and make an article in Needlework
and Crafts. The article could be made by sewing, crocheting, knitting, weaving or using beadwork.
Candidates will be required to explain in the portfolio the choice of the article and processes
involved. (see appendix; example 2, Task 2)
Task 3
Food and Nutrition and Home Management (Combined practical); The task will require
candidates to exhibit their multi-tasking skills within a given duration. The task will comprise
cooking and house craft activities to be accomplished within 2hours. Candidates will be required to
plan (Time Plan) a week before the actual practical day. The tasks will differ from one candidate to
the other depending on different scenarios given in each task. (See appendix; example 2, Task 3)
NB: The teacher should prepare at least ten (10) different questions under each task. The questions
should be assigned to the candidates at random or according to the register.
3.4 Curriculum Coverage

The Grade 9 Home Economics Paper 1 questions and Paper 2 School Based Assessment (SBA)
tasks will be based on the Home Economics syllabus from G8 to G9.

3.5 Level of Difficulty

Paper 1 questions will range from knowledge to application of the cognitive domain of Bloom‟s
taxonomy. Therefore, most of the questions will assess the lower-order thinking skills.

Paper 2 tasks will assess the higher-order thinking skills ranging from application to evaluation.

4 Marking Criteria
Paper 1 will be marked centrally by ECZ while paper 2 (SBA) will be scored by teachers in respective
schools. Candidates‟ marks obtained from SBAs will be submitted to ECZ for compilation with marks
obtained in paper 1. The two examination components, paper 1 and 2 should therefore, be attempted by all
candidates in order to obtain an overall mark in Home Economics.
NB: No grade will be awarded to candidates who absent themselves from one of the papers or whose SBA
results will not be submitted to ECZ.

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Appendix: Exemplar questions
Example 1
Questions for Home Economic Paper 1
AO1 Food and Nutrition: Question at knowledge level.
Define the term, „Nutrition.‟ (1 Mark)
AO2 Home Management: Question at comprehension level.
Differentiate bulimia nervosa from anorexia nervosa. (1 Mark)
AO3 Health Education: Question at knowledge level
Match the vaccines in list A with child‟s physical stages in list B.

List A List B
DPT (Diphtheria, whooping cough Birth (0 months)
and tetanus second dose)
Measles 3 months
BCG 9 months (3 Marks)

AO4 Needle work and Crafts: Question at application level.

Interpret the meaning of the symbols below:
(i) (ii) (2 Marks)

Example 2
Tasks for Home Economic Paper 2 (SBA)
Task 1: Home Management.
 You have been selected to move a vote of thanks at school awards giving day, Launder the uniform you
will wear and polish a pair of shoes.
 Explain in the portfolio the type of fabric, colour and the laundry processes you will use. Cost the service.
Task 2: Needlework and Crafts
(i) Design and make a party dress for a 3 year old girl.
(ii) Crotchet or knit a bonnet and booties for new born baby.
(iii) Design and make a food cover using a combination of beads and suitable fabric.
In the portfolio name the article and its use, explain with reasons your choice of style, colour, texture,
fasteners and fullness disposal. Further explain the processes you will use. Cost the item. (40 Marks)
Task: Combined practical, food and Nutrition and Home Management
Your friend is a lacto-vegetarian and is coming to spend a night at your place.
(a) Prepare, cook and serve a balance meal for the two of you to enjoy. Include suitable accompaniments.
(b) Clean the dining area, table and cutlery you will use. (50 Marks)

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5 Notes and Guidelines
Teachers should be aware that the following rules apply on the conduct of the Home Economics
examination.
 Candidates are not allowed to enter the examination room with mobile phones and calculator.
 Paper 2 (SBA) comprise three tasks. All candidates should be assessed in all the three tasks between
Grade 8 term 2 to Grade 9 term 2 and scored out of 100 Marks.
 A copy of a Time Plan should be given to the candidate on the actual day of practical for reference.
 During Time Planning in Task 3, candidates should be allowed to use recipe books but not text books.
 All candidates should sit both papers 1 and 2. Candidates who absent themselves from one paper (e.g.
P.2), will be deemed to have failed the Home Economics subject even if they scored high marks in
Paper 1.
 All tasks should be worked within the confinement of learning hours. Needlework and Crafts articles
should be kept in school throughout the assessment period.
For any clarifications, please contact the Examinations Council of Zambia.

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Chapter 15 Zambian Languages
(301), (302), (303), (304), (306), (307), (308)

1 Purpose
The Zambian Languages two (2) paper components will be maintained because the skills tested in both
paper 1 and 2 adequately cover the syllabus and are considered important to learners. In addition, there is
no redundancy in the papers. The two papers have a duration of two hours each, testing different skills and
covering different learning outcomes. Combining them into a single paper would make it bulky for the
grade level.
The purpose of the Grade 9 assessment in the seven Zambian Languages will focus on measuring
candidates‟ competency and proficiency in the five components of language assessment namely reading,
writing, language structure, translation and literature. It will also serve the purpose of certification and
selection.
The seven Zambian Languages that will be covered are; Icibemba (301), Cinyanja (302), Chitonga (303),
Silozi (304), Kiikaonde (306), Lunda (307), and Luvale (308)

2 Assessment Objectives
Candidates will be assessed against the following learning expectations:
AO1 Reading
 reading a given passage from a selected subject area with understanding
 responding correctly to questions based on a given passage
 reference skills – locating required information using appropriate reference skills
 explaining unfamiliar words/phrases according to the text in which there are used
AO2 Writing
 writing various types of compositions and essays e.g. autobiographies, narratives,
explanatory, reports, descriptions etc
 writing guided and unguided compositions
 writing informal, semi-formal and formal letters
 interpreting in writing information presented in tables, charts, diagrams
 writing procedures on how to send mails on internet
 summarising given texts
 writing adverts, notices or posters using good features
 using appropriate language for entrepreneurship
 making notes from a given passage
AO3 Language Structure
 demonstrating knowledge of noun classes
 using affixes as tools of word building
 identifying and stating different types of nouns
 identifying and using different types of pronouns
 identifying and associating idiophones and onomatopoeia with appropriate semantic fields
 using the positive and negative forms of simple and continuous tenses
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  identifying and using adverbs of time, manner, place and frequency
 writing compound words in sentences
 identifying and using appropriate features of direct speech
 identifying and using appropriate features of indirect speech
 deriving nouns from verbs and verbs from nouns (word formation)
 identifying and using words which function both as adjectives and adverbs
 using reduplication to intensify adverbs
 identifying and using adverbial phrases
AO4 Translation
 using appropriate translation techniques to translate given texts from English into a Zambian
Language
 using techniques for translating borrowed words from the source language into the target
language
 translating complex ideas, phrases and terminologies from English into a Zambian Language
 using techniques for translating borrowed words from the source into the target language
AO5 Literature
 classifying proverbs according to situations
 identifying and giving contextual meanings of figures of speech
 analysing books they have read using devices like plot, setting, theme and characterisation
 expressing their personal opinions having read a work of literature
 explaining the meaning of common literary terms
 stating a writer‟s purpose after reading a work of literature
3 Test Design
All the seven languages will follow the standardized test design as outlined below.
3.1 Structure and Focus
The examination will consist of two papers as follows:-

Paper and Paper Code Duration Marks Allocated Percentage

Paper 1 : 2 hours 40 40%
Paper 2 : 2 hours 60 60%
Total 100%

Paper 1
Section A Composition (20 marks)
The focus of this section is on composition writing where there are four (4) options. The candidates
are expected to choose only one question. There are a variety of writing styles e.g. letter writing,
narratives, expository essays, descriptive, argumentative etc.
Section B. Literature (20 marks)
The focus of this section is on literature, where candidates are expected to choose any two (2) books
out of the four (4) that they have studied during the course.

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 Paper 2
This paper will have five (5) sections and will contain a variety of question types
Section A. Structure (15 marks)
The focus of the structure section will vary from year to year testing on a range of structural items.
There will be five in this section and each part comprise three parts. Each part will carry one mark
giving a total of 15 marks.
Section B Translation (10 marks)
Translation items will be based on the use of appropriate translation techniques. Candidates will be
expected to translate five sentences from English into a Zambian Language. Each translated
sentence will carry 2 marks giving a total of 10 marks.
Section C Comprehension (15 marks)
In this section candidates are expected to read the given passage with understanding and answer
given questions. The section may have multiple choice, word matching, vocabulary analysis,
opinions and facts.
Section D Proverbs (10 marks)
Candidates will be expected to state meanings of proverbs, complete given proverbs or classify
proverbs according to situations.
Section E Summary (10 Marks)
The summary questions in this section will be based on various summary skills such as
summarising given texts (precis), writing adverts, notices or posters and note-making.
3.2 Curriculum Coverage and Content

To ensure adequate coverage of the syllabus, a table of test specifications will be drawn every year
to assess the skills, values and knowledge as outlined in the Junior Secondary School Zambian
Languages syllabus.
The examination will consist of two papers
Paper 1: Composition and Literature
Paper 2: Section A Language structure
Section B Translation
Section C: Comprehension
Section D: Proverbs and sayings
Section E: Summary
Candidates will be tested based on the cognitive domains ranging from knowledge to evaluation.
The candidates should be able to show that they are able to apply in real-life situations what they
have learnt other than just recalling facts and knowledge. They should also be able to analyse facts
and situations.
Attention should be paid to Paper 1, Section A - Composition. This paper requires candidates to
use skills such as paragraphing, spellings, punctuation, comprehension and logical order. These do
not appear as separate components in the examination but are directly examined in this paper.
In Paper 2, when answering comprehension questions, candidates need to show that they are able
to answer inference questions. Answers to this type of questions are not directly given in the
passage and candidates need to read the text carefully and make inferences based on what has been
written in the passage. Candidates will be tested on their knowledge of vocabulary. They will need
to show understanding of synonyms and idiomatic expressions. Teachers should, therefore, expose
candidates to a wide variety of texts.
Summary will test the candidates‟ summary skills as outlined in 3.1, Section E.
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The table below outlines the syllabus coverage and cognitive domains as they are assessed in
Paper 1 and Paper 2.
Syllabus Coverage for Grade 8 And 9 Zambian Languages

Paper 1 Paper 2 Syllabus Coverage Cognitive

Structure
Composition 20 marks  Writing various types of composition and Knowledge
essays e.g. narrative essays, reports, descriptive. Comprehension
 Writing guided and unguided compositions. Synthesis
 Writing formal, semi-formal and informal Application
letters.
Comprehension 15 marks  Reading a given passage from a selected subject Knowledge
area with understanding. Comprehension
 Responding correctly to questions based on a Analysis
passage.
 Referencing skills – locating information
required using appropriate reference skills.
Summary 10 marks  Summarise given texts Comprehension
 Write adverts, notices or posters using Application
appropriate features.
 Making notes from given passage.
Language 15 marks  Demonstrating knowledge of noun classes Knowledge
Structure  Using affixes as tools of word building Comprehension
 Identifying and stating different types of nouns Application
 Identifying and using different types of
pronouns
 Identifying and associating idiophones and
onomatopoeia with appropriate semantic fields
 Using the positive and negative forms of simple
and continuous tenses
 Identifying and using adverbs of time, manner,
place and frequency
 Writing compound words in sentences
 Identifying and using appropriate features of
direct speech
 Identifying and using appropriate features of
indirect speech
 Deriving nouns from verbs and verbs from
nouns (word formation)
 Identifying and using words which function
both as adjectives and adverbs
 Using reduplication to intensify adverbs
 Identifying and using adverbial phrases
Translation 10 marks  Using appropriate translation techniques to Knowledge
translate given forms. Application
 Identify borrowed words and state the source
language.
 Translate complex ideas, phrases and
terminologies using appropriate tools.
Literature 20 marks  Identifying and giving contextual meaning of Application
figures of speech. Analysis
 Analysing books they have read using devices Evaluation
like plot, setting, theme and characterisation.
 Expressing their personal opinion having read a
work of literature.
 Explaining the meaning of common literary
terms.
Proverbs 10 marks  Classification of proverbs according to types Knowledge
and functions Application
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 3.3 Question Types

Paper 1
(a) Section A Composition
There are four composition questions in this section. Candidates are expected to pick one
question and write a continuous prose of about 200 to 250 words in length. The four questions
may have any of the following forms of writing:
 Narrative
 Descriptive essay
 Formal, semi-formal and informal letters
 Explanatory essays
 Autobiographies
 Minutes
 Posters
 Reports
 Advertisements
Teachers will need to cover all the types of compositions listed. They should explain the
salient features of these types of compositions to the candidates. Candidates should be
prepared to answer any one of the listed compositions as the formats are taken into
consideration when marking.
This section carries 20 marks.
(b) Section B: Literature
This section has four selected literature books. Questions are asked of their choice.
Teachers are expected to analyze all the four books with their learners.
The section is weighted 20 marks
Paper 2
(a) Section A Structure
This section covers a variety of grammatical items. The structural items may include, among
others, noun classes, aspects of word building, idiophones, tenses, parts of speech, direct and
indirect speeches, reduplicate words, adverbial phrases.
Teachers are expected to cover all the content in the syllabus.
The section carries 15 marks.
(b) Section B Translation
This section involves the translation from a source language to a target language. The
candidates are expected to note the cultural aspects in both the source language and the target
language (English to a Zambian Language) to ensure proper translation of challenging issues
dealing with culture such as idioms, proverbs etc.
Translations will cover the following:
 Using appropriate translation techniques to translate given texts
 Translating complex ideas, phrases and terminologies from English to a Zambian
Language
 Using techniques for translating borrowed/loan words from the source into the target
language

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 Teachers should be mindful of the various techniques used in translation, which they should
impart into the candidates e.g. nativisation, borrowing, thematic translation, transliteration
etc.
The section carries 10 marks.
(c) Section C Comprehension
In this section, candidates are expected to read a given passage with understanding and
answer a variety of questions.
Questions may include multiple choice, true or false, vocabulary, facts, basic summaries,
putting things in chronological order as well as contextual or inferential. Measurement of
candidates‟ understanding of vocabulary in the context of the passage is an integral part of the
comprehension assessment. This section is weighted 15 marks.
The comprehension passages used in this section are adapted and/or extracted from any
subject area and source as long as they suit the level of education i.e. Grade 9. The
comprehension passages contain the necessary linguistic testing aspects that meet the required
standards needed in the examination.
The passage for comprehension should be between 250 to 350 words.
(d) Section D Proverbs
In this section, the candidates are expected to analyse 10 proverbs according to given
instructions. Candidates may be asked to:
 complete a proverb
 explain given proverbs
 match given proverbs in terms of meaning
 group proverbs according to type or function
This section carries 10 marks.
Teachers are reminded to teach their candidates a variety of proverbs.
(e) Section E Summary
This section contains an adapted passage of about 200 words which the candidates are
supposed to summarize taking into consideration the focus of the summary question.
The summary can take any of the following formats:
 Summarising given texts
 Writing adverts, notices or posters using good features
 Using language appropriate for entrepreneurship
 Making notes from a given passage.
The section carries 10 marks.
Teachers are expected to teach the candidates the skills involved in summary writing.
4 Marking Criteria
The Grade 9 Zambian Languages final examination comprises two papers namely; Paper 1 and Paper 2.
To achieve an overall mark for Zambian Languages, a candidate must complete both papers. The two
papers should be administered on separate days, so it is important that candidates are present on both
days. If a candidate absents himself/herself from one of the two papers, no overall grade will be awarded.
The total marks for Paper 2 is 60 marks.

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 4.1 Paper 1
Composition – 20 marks
Literature – 20 marks
Paper 1 will comprise Composition and Literature. In Composition, the candidates will be given
four questions from which they will attempt only one (1).
For Literature four (4) books will be given from which candidates will choose two (2).
Paper 1 – Composition (20 marks)
The marking scheme for composition requires that markers apply a holistic general impression
of writing, as well as an error analysis of candidates writing. Error analysis refers to the process
of identifying the errors made by a candidate in their composition. The table below outlines the
marking criteria using intermediate grade boundaries. These intermediate grade boundaries
specify the criteria for the skills, knowledge and understanding that a candidate is required to
demonstrate for the award of that intermediate mark. Markers select the grade descriptions that
best describes the quality of the work being marked. Teachers can use this mark scheme to
assess learners writing in the classroom, knowing that these criteria will be applied by the
Examinations Council of Zambia in marking Grade 9 examinations.
Annex One contains examples of candidates‟ writing and shows how the marking scheme is
applied by the ECZ trained markers.
A candidate‟s composition is scored using a mark scale of 0 – 20. The candidate‟s raw score is
then converted on a scale of 0 – 20 to give the overall weighting of the paper.
Composition Marking Grid

Mark Descriptors
Zero A candidate whose script is graded zero (0) displays the following:
(0)  No knowledge and understanding of the context of a given question and
the essay is impossible to understand.
 Very poor narration of a simple story, presentation of a letter or simple
report which has no or very poor introduction, main body and
conclusion.
 Illogical arrangement of ideas, including poor construction and
organisation of paragraphs.
 Incorrect use of tense.
 No use of vocabulary and expressions e.g. idioms, proverbs, phrasal
verbs.
 Incorrect spellings.
 Few and incorrectly placed or no punctuation marks.
 Very poor construction of sentences, including no transition of
sentences.
Important note:
Candidates who present irrelevant model essays learnt by heart are awarded
a zero (0) score.
04 A candidate whose script is awarded 04 marks displays the following:
 Very little understanding of the context.
 Very little knowledge of spellings, punctuation and paragraphing.
 A number of errors of wrong use of words and incorrect use of tenses.
 Frequent repetition throughout the essay.

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 Mark Descriptors
 Some run-on sentences are also present.
 Some elements of mother tongue interference.
 Serious problems with sentence construction and vocabulary.
By and large, the essay is poorly written with many mistakes.
12 A candidate whose script is awarded 10 marks displays the following:
 Good understanding of the context.
 Some knowledge and some instances of accurate use of punctuation,
vocabulary and paragraphing.
 Language is flat due to use of clichés and lacks use of adjectives,
adverbs, etc.
 Occasionally there are run-on sentences.
 Presence of colloquial words.
 Incorrect spellings.
 Inadequate use of a variety of sentence structures.
 Inadequate use of vocabulary.
 Some run-on sentences.
 Limited mother tongue interference.
Generally, it is a fair piece of writing with a number of mistakes.
16 A candidate whose script is awarded 16 marks displays the following:
 Very good knowledge and understanding of the context of a given
question.
 Very good narration of a simple story, presentation of a letter or simple
report which has a captivating introduction, main body and conclusion.
 Logical arrangement of ideas.
 Correct us of tenses.
 A good range and appropriate use of vocabulary and expressions e.g.
idioms, proverbs, phrasal verbs, etc
 Correct spelling and punctuation with minimal mistakes
 Good use of adjectives and adverbs that make a piece of writing
interesting
 Fairly good use of a variety of sentence structures with some transition
sentences
 Very good construction and organisation of paragraphs
 Use of Direct and Reported Speech
 Transference and application of already learnt material from other
subjects where necessary.
Generally, it is a very good piece of writing with a few mistakes.
20 A learner whose script is graded 20 is expected to demonstrate expertise in:
 Exceptional knowledge and understanding of the context of a given
question.
 Excellent narration of a simple story, presentation of a letter or simple
report which has a captivating introduction, main body and conclusion.
 Logical arrangement of ideas.
 Correct tense use.
 Wide range and appropriate use of vocabulary and expressions e.g.
idioms, proverbs, phrasal verbs, etc

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 Mark Descriptors
 Correct spelling and punctuation with very minimal mistakes, if any
 Outstanding use of adjectives and adverbs that make a piece of writing
vivid and interesting.
 Use of a variety of sentence structures – simple, compound and complex
sentences. Very good transition of sentences
 Exceptional construction and organisation of paragraphs.
 Excellent use of Direct and Reported Speeches.
 Appropriate transference and application of already learnt material from
other subjects where necessary.
Generally, it is an excellent piece of writing with negligible mistakes, if any.

4.2 Paper 2

Comprehension
(i) All multiple choice questions will be allocated one mark each
(ii) True and false questions will be allocated one mark each
(iii) Semi structured questions will be allocated one mark each
(iv) Questions that require open ended responses will be allocated 2 marks

Summary
A correct answer is awarded 10 marks in total. If it is note summary, each point will carry 2
marks.
Structure
(i) Tenses 5 marks. One mark each for each question
(ii) Transformation 5 marks. One mark for each question.
(iii) Cloze 5 marks. One mark each for question.
(iv) Translation – 10 marks. 2 marks for each question.
(v) Proverbs – 10 marks. 1 mark for each question.
4.3 Difficulty Level
In composition, literature, comprehension, summary, translation and structure difficulty will range
from one cognitive domain to the other. They require learners‟ cognitive processes and the
application of various skills.
Composition
(i) Learners need to be engaged in appropriate learning tasks.
(ii) Avoid automatic progression from one grade to another (learners are unable to
breakthrough)
(iii) Learners should take part in numerous role plays, dramas.
(iv) Learners should be exposed to different types of writing styles e.g speeches, dialogues,
letters, and reports (materials should be authentic i.e. real samples).
(v) Correct use of oral/aural and vocabulary of the language
(vi) Organization of paragraphs in logical sequence in a written text.
(vii) Creativity and development of imaginative ideas in writing
(viii) Teachers should expose learners to appropriate teaching tasks.
(ix) Strengthening the teaching of other language components e.g. structure.
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 (x) Create texts that will encourage learners to understand the language in context.

Comprehension and Summary

(i) Interpretation of tables and supply of information.
(ii) Read and understand the texts in use.
(iii) Interpret the inferred information.
(iv) Locating required information using appropriate references.
(v) Ability to use back reference skills in order to answer moderately difficult questions.
(vi) Discriminate between true and false statement.
(vii) Expose learners to skimming and scanning skills.
(viii) Expose pupils to text for note making.
Translation
(i) Use appropriate translation techniques.
(ii) Differentiate the target language from source language.
(iii) Use correct techniques of translating loan words.
Structure
(i) Apply comprehensive grammar rules to structures.
(ii) Use various kinds of language structures.
(iii) Identify lexical and grammatical concepts
(iv) Apply lexical ideas to grammar.

4 Notes and Guidance

 There are two papers to be administered to candidates. Paper 1 and Paper 2 are administered on
different days. If a candidate absents himself or herself from one of the papers, the partial marks are
not graded.
 Paper 1 is a composition and literature paper. For composition, four (4) questions are set on different
topics as outlined in the Assessment Objectives. The candidates choose and attempt only one
question. For literature, questions are set on four books. Candidates choose and attempt any two. Both
composition and literature carry 20 marks each. The time allocation for Paper 1 is 2 Hours.
 Paper 2 comprises five sections, namely, structure, summary comprehension, proverbs and
translation. Comprehension and structure each carry 15 marks, while the remaining sections carry
10 marks each. Candidates are expected to write their answers in the spaces provided for in the
question paper. The time allocation for Paper 2 is 2 Hours.

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Chapter 16: French Language (305)

1 Purpose
The Junior Secondary School Examinations French will be assessed both at school level as School Based
Assessment (SBA) and by the Examinations Council of Zambia as French summative Examination. SBA
will comprise French Oral which is speaking and French Aural which is listening. The purpose of
assessing French Oral and Aural as School Based Assessment from Grade 8 to 9 is to measure speaking
and listening comprehension competences achieved by learners.
French Junior Secondary School Examination will focus on learners‟ ability in the areas of language
assessment namely: oral, aural, reading comprehension, summary and translation, language structure and
basic writing (composition). It will also serve the purpose of certification and selection.
2 Assessment Objectives
2.1 French Junior Secondary School Examination
Candidates will be assessed based on the following four objectives:
AO1 Reading Comprehension
 Reading and understanding different types of reading material.
 Responding correctly to questions based on a given passage or spoken material.
 Selecting material appropriate to purpose.
 Organising information from a given text.
 Making comparisons and cross-references as appropriate.
AO2 Summary and Translation
 Summarising simple written texts according to instructions.
 Composing or identifying an appropriate title from a given text or table / schedules /
diary / calendar.
 Identifying the topic sentence.
 Locating specific information.
 Extracting specific information from tables, charts and diagrams.
 Given a passage followed by sentences containing blanks, learners add relevant
information so as to make an adequate summary.
 Filling in missing details in a table using information obtained from the passage.
AO3 Structure
 Knowledge of the various language structures, lexical items and rules of grammar.
 Understanding the rules of grammar.
 Applying correctly the lexical and rules of grammatical concepts.
AO4 Composition
 Producing short different types of writings e.g guided, situational
 Rearranging of sentences or paragraphs, free style compositions.
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  Writing in appropriate style on a particular topic.
 Producing short different kinds of writings on different topics from other subjects.
 Expressing in writing their hobbies, their likes and dislikes.
 Writing short friendly formal or semi-formal letters.
 Selecting relevant material from given information and organising this effectively into a
piece of writing for a particular purpose.

2.2 School Based Continuous Assessment (SBCA)

AO1 Contextual Communication (Oral)
Candidates will be assessed based on the following learning expectations:
 Communicating effectively using basic French appropriate to different situations that
they are likely to meet.
 Listening to and understanding different types of spoken material and responding to
questions based on the given material.
 Listening to and interpreting simple sentences from French to English and vice versa.
AO2 Aural (Listening Comprehension)
 Listening to and understanding read material and responding to questions based on the
reading.
3 Test Design
3.1 Structure and Focus
The Grade 9 French examination will consist of School Based Continuous Assessment and the
Junior Secondary School French Examination.
The examination consists of two papers as follows:
Paper & Paper Code Paper Name Duration Marks Allocated Percentage
Paper 1: 305/1 Section A Oral Grade 8 to 9 20 20%
School Based
Section B Aural Grade 8 to 9 20 20%
School Based
Paper 2: 305/2 Written 1 hour 30 minutes 60 60%
Junior Secondary School
French examination
Total 100 100%

There are no optional questions in the examination. learners will be expected to answer all the
questions the in two papers.

School Based Continuous Assessment (Paper 1)

Section A: Contextual Communication (Oral)

The focus of Paper 1 is to assess learners‟ correct use of spoken French in different situations. It
consists of two components:
 Component 1 is reading which tests candidates‟ ability to pronounce and stress words
correctly.
 Component 2 is based on conversation/interpretation from English to French and vice versa.

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 Section B: Listening Comprehension (Aural)

This paper consists of five short texts on different topics (Faits divers) comprising two multiple
choice questions of two marks each catering for the first two short stories (4 marks). The remaining
three short stories will have “Vrai/Faux” (True/False), “Oui/Non” (Yes/No), “D‟accord/pas
d‟accord” (Agree/Disagree). (6 marks)

Junior Secondary School French Examination (Paper 2 written)

Part 1: Written
This part consists of three main parts namely:
 Comprehension, Summary and Translation
Part 2: Structure and Grammar
This part comprises 5 sections
Section A consists of jumbled words to be rearranged into correct sentences starting with the word
that begins with a capital letter. Two (2) marks are allocated to this section.
Section B comprises two questions on gender and/or number. This section has two marks.
In Section C, candidates are expected to select appropriate words from a given list to fill in the
blanks. This section accounts for 2 marks.
Section D Assesses the learners‟ ability to write correct sentences/questions by selecting
appropriate word(s). It is worth two (2) marks.
Section E Assesses the learners‟ ability to apply the language structures e.g. subject and verb
agreement notion. It is worth two (2) marks.

Part 3: Composition
This part is has one question where candidates are expected to produce a short text of between five
and ten sentences (guided composition between 30 – 60 words).
3.2 Test Content

(a) Question Types

Paper 1 Oral/aural (School Based Examination)
Section A
This paper has two parts namely reading and conversation followed by oral questions based
on the content of the text read. Candidates are expected to respond appropriately to the
questions asked by the teacher. Both parts are weighted
10 marks.
Section B
This paper consists of five (5) short texts on different topics (Faits divers). Texts 1 and 2 have
multiple choice questions each. The other three texts have:
 Question 3, “Vrai/Faux”
 Question 4, “Oui/Non”
 Question 5, “D‟accord/Pas d‟accord”
Each question is weighted 2 marks, the total being 10 marks.

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Paper 2 Written (Final examination)
This paper consists of Reading Comprehension, Summary and Translation,
Structure/Grammar and Composition.
Part 1 Reading Comprehension
This section has two short reading comprehension texts. In the first text, learners are required
to read the text carefully and answer the five (5) multiple questions and five other questions
on vrai/faux, oui/non etc. The second text consists of a short passage for summary. Learners
read the short text carefully and answer the five (5) questions by providing short and precise
answers. The two texts are weighted 20 marks.
Part 1 A is Reading Comprehension comprising a text of ten questions: 1 – 5 multiple choice
questions, 6 – 7 “Vrai/Faux”, 8 – 9 “Oui/Non” and 10 “D‟accord/pas d‟accord”. Ten marks
are allocated to this part.
Part 1 B is Reading Comprehension comprising a text with five short answers of two marks
each.
Part 1 C is Summary and Translation worth 10 marks.
Summary may contain tabulation skills/titles/time schedules/calendars/diaries (5 marks).
Translation may consist of short sentences from French to English and vice versa (5 marks).
Part 2 Structure and Grammar
In this part, there are five (5) sections: Section A to E.
Section A
In this section, candidates are expected to rearrange jumbled words to make two correct
sentences starting with a word beginning with a capital letter. Two marks are allocated to this
section.
Section B
Candidates, in this section, are expected to state gender/number appropriately. There are two
statements of one mark each.
Section C
In this section, candidates are expected to apply required parts of speech. The candidates are
required to fill in the blanks in the given two sentences of one mark each.
Section D
Here, learners are required to conjugate verbs or supply general structures appropriately in
two sentences of one mark each.
Section E
In this section, learners are supposed to rewrite two sentences weighted one mark each by
selecting an appropriate part of speech.
Part 3 Composition
This part has one question which tests learner‟s ability to express themselves in writing on a
given topic. The composition will be a short text of between five and ten sentences (30 – 60
words).
The beginning of this composition will be provided. This part is weighted 10 marks.

109
 (b) Syllabus Coverage
The Junior Secondary School Leaving French Examination is based on the Junior Secondary
School French Language Syllabus for Grade 8 and 9. A Table of Test Specification is used to
ensure that there is consistency from year to year in the skills tested. This helps to ensure
consistency in the examinations.
Particular attention needs to be paid to paper 2, (comprehension, composition, translation and
structure/grammar). This paper carries a requirement for candidates to be able to use a
number of writing skills such as spellings, paragraphing, punctuation, etc. which do not
appear as a component in the examination but which are directly examined in comprehension,
composition, structure and grammar.
Further guidance on this issue can be found in the marking section below which includes an
outline of the criteria used to mark candidates‟ writing. Teachers are therefore encouraged to
cover all aspects of the syllabus in order to adequately prepare learners for the examination.
The table below outlines the syllabus coverage and cognitive domains as they are assessed in
Papers 1 and 2 of the French Examination.
Syllabus Coverage of Grade 9 French Language 305 Examinations
Skills Paper Code Mark Syllabus Coverage Cognitive Domain
allocation
AO 1 20 Knowledge,
Vocabulary and correct use Comprehension and
Contextual Paper 1 (305/1) of grammatical rules in
Communicati Application.
various situations
on (Oral)
Paper 1 (305/1) 20 Knowledge,
Efficient and intensive
AO 2 Aural Comprehension and
listening
Application.
AO 3 Paper 2 (305/2) 30 Knowledge,
Reading Efficient and intensive Comprehension
Comprehensi reading Application and
on Analysis

AO 4 Paper 2 (305/2) 10 Knowledge,

Simple summary tabulation,
Comprehension
Summary / identification of important
Application and
Translation words
Analysis
Paper 2 (305/2) 10 Tenses, parts of speech, Knowledge,
AO 5 concepts, punctuation, Comprehension,
Structure subject verb agreement Application, Analysis
and Synthesis.
Paper 2 (305/2) 10 Knowledge,
Narrative writing,
Comprehension,
AO 6 Descriptive writing,
Application, Analysis,
Composition Letter writing, guided Synthesis and
composition/picture strips Evaluation.
Total 20 Marks 60
Key: AO = Assessment Objective

(c) Difficulty

(i) Contextual Communication (Oral)

The main challenges for the learner in regard to contextual communication, is at the level
of pronunciation and stress. In order to score highly, a learner is expected to display the
following spoken forms.

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  Knowledge of single vowel sounds e.g. (a, e, i, o, y).
 Knowledge of two vowel combinations (diphthongs).
E.g au = [o], ou = [u], eu [ø].
 Knowledge of three vowel combination (triphtongs).
E.g eau [o], oui = [wi], oie = [wa].
 Knowledge of nasal sounds (vowel/consonant combination).
E.g en/an/am/em = [ã]
un/um = [ǣ]
ain/aim/in = [Ẽ]
on/om = [2]
 Knowledge at liason i.e sounding of final consonant before initial vowel e.g. vous
avez
(ii) Listening Comprehension (Aural)
This component of the examination tests the learners‟ ability to distinguish different
sounds. This part also tests the learners‟ ability to discriminate information as presented in
the Aural text. The following cognitive skills are examined:
 Answering simple questions by recalling spoken material.
 Discriminating relatively similar sounds in context.
 Ability to correlate what they have listened to, to the written questions in front of
them.
(iii) Written
Reading Comprehension
This section contains three parts assessing the following cognitive skills:
 Knowledge of vocabulary used in content of the text.
 Comprehension of materials, facts and figures which have just been read.
 Ability to analyse and discriminate between facts, materials read and respond
objectively to questions.
(iv) Summary and Interpretation
This component of the examination is moderate in complexity. Some questions test a
learner‟s lower level cognitive skills whereas others test moderate and high order of
thinking skills. It examines the following skills:
 Answering simple questions from time schedules, calendars, diaries
 Providing suitable titles from given assessment material.
 Ability to summarise ideas in words or phrases.
 Ability to translate simple words, phrases, clauses and eventually short sentences.
 Ability to apply appropriate grammatical rules in translation.
(v) Structure and Grammar
This part contains a combination of simple and moderately complex questions. The
questions target the following cognitive skills:
 Knowledge of various structures.
 Comprehension of rules of grammar.
 Application of lexical and grammatical concepts.

111
 (vi) Composition
This part assesses a considerable high level of skills. The following are tested:
 Knowledge of various skills, rules of grammar, vocabulary, spellings, punctuation,
tenses, etc.
 Applying and analysing lexical and grammatical concepts.
 Ability to combine different types of skills, rules of grammar, vocabulary, spelling,
punctuation to produce a coherent piece of writing in simple register.
4 Marking Criteria
Important note: In order to achieve an overall mark for French, candidates must ensure that they take all
the two components oral/aural in the School Based Continuous Assessment during the period from grade 8
to 9. If a learner absents himself or herself from one or more of the papers in French Language, no overall
grade will be awarded.
Before marking of the final examination commences, a co-ordination meeting is held to harmonise the
marking scheme for that particular year. Moreover, during marking, continuous checking of marking is
done to ensure that markers maintain the standard of marking by conforming to the marking scheme.
Paper 1 Contextual Communication (20 Marks)
Oral
NB: The examiner must not be the candidate‟s usual teacher.
The examiner awards marks based on the following grid:
Mark Descriptors

Zero (0) A candidate will be awarded zero (0) mark if he/she:

 Fails to utter any word.
 Speaks in any other language apart from French.
 Utters memorised material unrelated or irrelevant to the questions asked on the text.
14 A candidate will be awarded 1 – 4 marks if he/she:
 Only manages to show very little understanding of the context.
 Expresses himself/herself in broken French.
 Expresses himself/herself in a mixture of languages that includes French.
57 A candidate will be awarded 5 – 7 marks if he/she:
 Displays an average understanding of the material at hand.
 Expresses himself/herself in relatively correct language.
 Displays a sustainable level of understanding..
8  10 A candidate will be awarded 8 – 10 marks if he/she:
 Expresses himself/herself in good basic French with minimal errors.
 Applies appropriately vocabulary, expressions, pronunciation, idioms, stress,
intonation.

Paper 2 Aural (20 marks)

These are all multiple choice questions allocated two marks for each correct response.
Paper 3 Written (60 marks)
This paper comprises three parts which will be marked as follows:
(a) Reading Comprehension
Part 1A: This part has ten (10) multiple choice questions of two (2) marks each totalling 20 marks.
Part 1B: This part has five (5) questions of two (2) marks each totalling 10 marks.
Part 1C: This part has two sub-sections:

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  Summary (5 marks)
 Translation: English – French (3 marks)
French – English (2 marks)
(b) Structure and Grammar
This part has five (5) sections A – E of two marks per section totaling ten (10) marks.
(c) Composition
The Marking Scheme for Composition requires that markers apply a holistic general impression of
the writing, as well as an error analysis of candidates‟ writing. Error analysis refers to the process of
identifying the errors made by a candidate in their composition writing.
The table below outlines the marking criteria of the candidates‟ script.
Mark Descriptors
Zero (0) A candidate whose script is graded zero (0) displays the following:
 No knowledge and no understanding of the context of a given question, and
the essay is impossible to understand.
 Copying and pasting of a given portion of an examination paper.
 Illogical arrangement of ideas, including poor construction and
organisation of paragraphs.
 Incorrect tense use.
 No use of vocabulary and expressions.
 Completely incorrect spellings.
14 A candidate whose script is awarded 1 – 4 marks displays the following:
 Very little understanding of the question.
 Very little knowledge of spellings, punctuation and paragraphing.
 A number of errors or wrong use of words and incorrect use of tenses.
 Many words written in English Language.
57 A candidate whose script is awarded 5 – 7 marks displays the following:
 Average understanding of the context.
 Punctuation, vocabulary and paragraphing relatively applied well.
 Limited use of English Language words.
89 A candidate whose script is awarded 8 – 9 marks displays the following:
 Very good knowledge and understanding of the context of a given
question.
 Very good narration of a simple story and presentation of a letter.
 Logical arrangement of ideas.
 Correct use of tenses.
 Correct use of parts of speech and all agreements (subject-verb, adjective-
noun, etc)
10 A candidate whose script is awarded 10 marks displays the following:
 Exceptional knowledge and understanding of the context of a given
question.
 Excellent narration of a simple story and presentation of a letter(s).
 Logical arrangement of ideas.
 Excellent tense use and application of a wide range of vocabulary.
 Wide range and appropriate use of vocabulary and expressions e.g. idioms,
proverbs, phrasal verbs, etc.
 Correct spellings and punctuation with minimal mistakes, if any.
NB: No half marks shall be awarded in any paper.

4 Notes and Guidance

In total, there are two (2) papers administered to learners. If a candidate absents himself or herself from
one of the papers in French Language, the partial marks are not graded.
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Chapter 17: Chinese Language (309)

1 Purpose
The purpose of the Junior Secondary School Chinese Language Assessment is to measure learners‟
acquisition of knowledge, skills, values and competencies in the four skills of listening, speaking, reading
and writing. The examination will also serve the purpose of certification and selection.
2 Assessment Objectives
Candidates will be assessed based on the following four objectives:
AO1 Listening and Speaking
 Identify initials, finals and tones.
 Pronounce Chinese words correctly and clearly, using the right tones
 Comprehend four (4) distinctive tonal patterns of Chinese language.
 Convey personal information.
 Converse in simple Chinese Language
 Correlate what they have listened to and answer the questions.
 Read simple dialogue fluently with the help of Pinyin.
AO2 Reading
 Read simple Chinese texts with the help of Pinyin with understanding.
 Recognise Chinese characters as prescribed at Junior Secondary School level.
 Respond correctly to questions based on a given text.
AO3 Writing
 Demonstrate knowledge of basic strokes, radicals and characters of the Chinese language
writing system.
 Write Chinese characters as prescribed in the Junior Secondary School Chinese Language
syllabus.
AO4 Structure
 Demonstrate knowledge and understanding of Chinese language structure.
3 Test Design
3.1 Structure
The Grade 9 Chinese assessment will consist of two papers: Paper 1 School Based Assessment and
Paper 2 Theory.
Table 1: Structure of Chinese Language Assessment
Paper Name/ Code Task/Paper Name Duration Marks Allocated Percentage
Paper 1 (309/1) Tasks Grade 8 to 9
Oral/Aural (SBA) Reading Aloud - 10%
Guided Conversation - 10%
Listening Comprehension - 20%
Paper 2 (309/2) Sections 1 hour 30 minutes
Theory Reading comprehension 60 60%
Writing and
Structure
Total 100 100%
Learners will be expected to answer all the questions in Paper 2.

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3.2 Focus
3.2.1 Paper 1 – Oral/Aural (SBA)
Paper 1 will assess learners‟ ability to listen to and speak Chinese Language. Therefore,
this paper will comprise Oral and Aural assessments. The following assessment tasks
should be assessed:
(a) Task 1: Reading Aloud
This part will assess learners‟ ability to pronounce and stress words and sentences
correctly and clearly.
Sub-Task A: Read words with Pinyin
Sub-Task B: Read expressions with Pinyin
Sub-Task C: Read sentences with Pinyin
Sub-Task D: Read characters without Pinyin
(b) Task 2: Guided Conversation
This part will assess learners‟ ability to speak fluently by giving responses to
questions asked by the teacher.
(c) Task 3: Listening Comprehension
Candidates will be expected to answer a variety of questions which will include
True or False, Matching spoken words with pictures and Multiple Choice
Questions.
3.2.2 Paper 2 - Theory
This paper consists of two sections: Reading Comprehension, and Writing and Structure.
(a) Section A: Reading Comprehension
This section will assess learners‟ ability to read Pinyin and basic Chinese
characters and use them appropriately. Learners are expected to show
understanding of basic structure of Chinese Language.
(b) Section B: Writing and Structure
This section will test learners‟ ability to write basic Chinese characters correctly
and arrange Chinese words into meaningful sentences.
3.3 Test Content
3.3.1 Question Types
(a) Paper 1 – Oral and Aural (School Based Assessment)
This paper will consist of three tasks namely Reading Aloud, Guided Conversation
and Listening Comprehension. Candidates will be expected to respond appropriately
to the questions asked by the teacher.
Tasks 1, 2 and 3 will consist of objective type of questions that will require
candidate to give one word, short response or brief explanation.
(b) Paper 2  Theory
This paper will consist of Reading Comprehension and, Writing and Structure.
(i) Section A – Reading Comprehension
In this section, candidates will be expected to read basic sentences and
dialogues, and then answer questions related to each sentence and dialogue.
There will be a variety of question types which will include multiple choice
questions, matching sentence structures and filling in the blanks.

115
 (ii) Section B – Writing and Structure
In this section, candidates will be assessed on the following tasks:.
● Writing Characters: Candidates will be expected to fill a correct
Chinese character in a blank space with the help of Pinyin
● Writing Strokes: Chinese characters will be given and candidates will
be expected to identify and write individual strokes in correct order.
● Sentence structure: Chinese words will be given in jumbled order and
candidates will be expected to arrange and write them in correct order.
3.3.2 Syllabus Coverage
The Junior Secondary School Chinese Language Examination is based on the Junior
Secondary School Chinese Language Syllabus for Grade 8 and 9. The assessment comprises a
centrally set paper and the School Based Assessment (SBA).
A Table of Test Specification is used to ensure that there is consistency from year to year in
the skills tested. This helps to ensure consistency in the examination.
The table below outlines the syllabus coverage and cognitive domains as they are assessed in
Papers 1 and 2 of the Chinese Language Examination.
Table 2: Syllabus Coverage of Grade 9 Chinese Language 309 Examinations
Paper Assessment Syllabus Coverage Cognitive Domain Weighting
Code Objectives
Vocabulary and correct use of 20%
Paper 1 Knowledge,
AO1 grammatical and tonal rules
comprehension and
Speaking (Oral) as well as conversing using
application
basic Chinese Language
Listening (Aural) Efficient and intensive Knowledge,
listening comprehension and 20%
application
AO2 Efficient and intensive Knowledge,
Reading reading of Pinyin and basic comprehension and
Comprehension Chinese Language characters application,
AO3 Writing Effective writing of basic Knowledge,
Paper 2 Chinese Language characters comprehension and 60%
application
AO4 Structure Chinese Language Structure Knowledge,
comprehension and
application,
Key: AO = Assessment Objective

3.3.3 Level of Difficulty

The level of difficulty of the test items will be determined by the following factors:
 The subject knowledge required to respond to questions correctly.
 The complexity and/or the number of cognitive processes required to generate responses
to items.
 The level of abstract and critical thinking involved to generate responses.
(a) Speaking (Oral)
The main challenges for the learner in regard to contextual communication, is at the level
of pronunciation and stress. In order to score highly, a learner is expected to display the
following cognitive skills:
 Discrimination of initials  j q x z c s zh ch sh r
 Discrimination of finals  o e ü iu ie üe ün
 Knowledge of Chinese characters.
 Discrimination of tones; 1st tone, 2nd tone, 3rd tone, 4th tone
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  Knowledge of Chinese Language tone system; 1st tone, 2nd tone, 3rd tone, 4th tone
 Knowledge of tone variation (Sandhi) in Chinese.
(b) Listening Comprehension (Aural)
This section of the paper will test the learners‟ ability to distinguish sounds and understand
information as presented in the Aural text. The following cognitive skills are examined:
 Discriminating different pictures according to what is heard.
 Correlating what they have listened to and choosing the correct answer.
(c) Reading Comprehension
This section contains three types of questions which will assess the following cognitive
skills:
 Knowledge of Pinyin and characters used in the text.
 Comprehension of factual information and structures of sentences presented in the
reading material.
 Ability to discriminate characters in reading materials.
(d) Writing and Structure
This section focuses on assessing candidates‟ mastery of Chinese Language characters and
basic sentence structures. The questions target the following cognitive skills:
 Knowledge of basic Chinese Language character writing.
 Knowledge of Chinese Language structures.
 Application of lexical and grammatical rules.
4 Marking Criteria
Paper 1 (Oral/Aural) will be scored by teachers in respective schools. Candidates‟ marks obtained from
SBAs will be submitted to ECZ for compilation with marks obtained in Paper 2 (Theory). In order to
achieve an overall mark for Chinese, candidates must ensure that they take both Paper 1 and Paper 2.
4.1 Paper 1 – Oral/Aural (SBA)
(a) Oral (20%)
Marks will be awarded based on the following grid for both Reading Aloud and Guided
Conversation:
Table 3(a): Mark Scheme for Guided Conversation
Mark Descriptors
Zero (0) A candidate will be awarded zero (0) mark if he/she:
 Fails to utter any word.
 Speaks in any other language apart from Chinese.
 Utters memorised material unrelated or irrelevant to the questions asked on the text.
½ A candidate will be awarded 1 – 4 marks if he/she:
 Only manages to show very little understanding of the context.
 Expresses himself/herself in a mixture of languages that includes Chinese.
 Displays an average understanding of the material at hand.
 Expresses himself/herself in relatively correct language.

full A candidate will be awarded 8 – 10 marks if he/she:

 Displays a sustainable level of understanding..
 Expresses himself/herself in good basic Chinese with minimal errors.
 Applies appropriately vocabulary, expressions, pronunciation, stress, intonation.

117
 Table 3(b): Mark Scheme for Reading Aloud
Mark Descriptors
Zero (0) A candidate will be awarded zero (0) mark if he/she:
 Fails to read correctly initial, final and tone
½ A candidate will be awarded ½ mark if he/she:
 Fails to read correctly one of the combination of initial, final and tone is wrong
full A candidate will be awarded 1 mark if he/she:
 Reads text with correct initial, final and tone

(b) Aural (20%)

The listening part in Paper 1 will be marked by teachers in respective schools. Scores will
be awarded based on the marking key/scheme prepared in line with the tasks.
4.2 Paper 2 – Theory (60%)
This paper will be marked centrally by ECZ using a standardised marking scheme.
Before marking of the final examination commences, a co-ordination meeting is held to harmonise
the marking scheme for that particular year. Moreover, during marking, continuous checking of
marking is done to ensure that markers maintain the standard of marking by conforming to the
marking scheme.
(a) Section A: Reading (40 marks)
This section will have 20 questions. Each question will carry two marks.
(b) Section B: Writing (20 marks)
This section will have 15 questions. Part 1 and 2 will carry 1 mark each whereas Part 3 will
carry 2 marks each.
Table 4: Distribution of Marks – Paper 2
Section A – Reading No. of Questions Marks
Part 1: Multiple choice questions 5 10
Part 2: Recognising and Copying 5 10
Part 3: Matching 5 10
Part 4: Filling in the blanks 5 10
Section Total 40

Section B - Writing
Part 1: Writing Characters 5 5
Part 2: Writing Strokes 5 5
Part 3: Sentence Structure 5 10
Section Total 20

Grand Total 60

5 Notes and Guidance

 Standard Mandarin Chinese should be used in responding to questions in Paper 1 (Listening and
Speaking)
 Electronic devices such as mobile phones, tablets, iPods and laptops will not be allowed in the
examination room.
 Dictionaries, text books and other reference materials will not be allowed in the examination room.
 Note that no overall grade will be awarded if a learner is absent from one of the papers in Chinese
Language

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Appendix: Examples of questions in Chinese Language
School Based Assessment  ORAL
Task 1
Reading Aloud – Knowledge and Application
Read the following words or phrases, sentences, character loudly and clearly.
zǎo sh{ng míng tiān ji{n
1.早 上 2. 明 天 见 3. 下雨
.wǒ xiǎng dāng yī míng jǐng ch|
4. 我 想 当 一 名 警 察。
This part will assess learners’ ability to pronounce and stress words and sentences correctly and
clearly. The teacher will prepare the question based on the level of proficiency of the learners.

Task 2:
Guided Conversion – Knowledge, Comprehension and Application
nǐ zhù z{i nǎ lǐ
1. 你住 在 哪里？
nǐ de shēng rì shì jī h{o
2. 你的 生 日 是几号？
xiàn zài jǐ diǎn
3. 现 在 几 点 ？
This part will assess learners’ ability to speak fluently by giving responses to questions asked by the
teacher.

School Based Assessment  AURAL

Task 3:

Picture – True or False – Knowledge, Comprehension and Application

1 2

 
Listening material
shuǐ
1. 水
chī fàn
2. 吃 饭
Learners will be required to listen to the sentence and decide whether the picture is true or false

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Task 4

Picture-Sentence Matching: Knowledge, Comprehension and Application

A B C

D E F
Listening material ANSWER: F
wǒ ài chī xiānɡ jiāo
我爱吃 香 蕉
Learners will be required to listen to the sentence and match the sentence to the given picture

Task 5

Short Response  Mutiple Choice: Knowledge, Comprehension and Application

zài shuì jiào zài xuéxiào zuótiān wǎnshang z{i dǎ l|n qiú

1．A. 在睡觉 B. 在 学校 C. 昨天 晚上 D. 在打篮球

diǎn xīngqīliù nián yuè hào

2．A. 4点 B. 星期六 C. 2019年 D. 7月 8 号

Listening material ANSWER: B

1 .nǐ ɡē ɡe zài nǎ ér

你哥哥在 哪儿

jīntiānjǐyuèjǐhào ANSWER: D
2.今 天 几月 几号
Learners will be required to listen to a short dialogue and then choose the correct answer.

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Paper 2 - Theory

Section A: Reading Comprehension

Example 1

Multiple choice: Knowledge and Application

wǎn ān

1.晚 安!

wǎn ān nǐ hǎo zài jiàn wǎn shɑnɡ hǎo

A. 晚 安 ! B. 你 好 ! C. 再 见 ! D. 晚 上 好！ ANSWER: A

nǐjiā nónɡ chǎnɡ yǒu duō shǎo zhī jī

2. 你家 农 场 有 多 少 只鸡 ？

èr shí jī sì shí ɡè jī shí ti|o jī sān shí zhī jī

A. 二十鸡 B.四十个鸡 C. 十 条 鸡 D. 三 十 只 鸡 ANSWER: D

Candidates will be required to choose the correct answer from the given options.

Example 2

Filling in the blanks (recognizing and copying): Knowledge, Comprehension and Application

wǒ jīn shí wǔ suì

1. 我 今（ ） 十 五 岁。（月、年）

ANSWER: 年

tā zhānɡ

2. 他 （ ） 张 。 （姓、好）

ANSWER: 姓

This is a structured question type where candidates will be required to choose and write the correct
word to fill in the blank space.

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Example 3
Matching: Knowledge, Comprehension and Application
Nǐhǎo，xi{nz{i jǐ diǎn le? Sān ku{i．

1. 你好， 现在 几 点了？ E A. 三 块。
Nǐmāma shìzuò shénme de Yīshēng．

2.你妈妈 是做 什么的？ B B. 医生。

xī ɡuā duō shǎo qi|n yì jīn ？ hóng sè

3. 西瓜 多少 钱一斤？ A C. 红色
nǐ zuì xǐ huɑn shén me yán sè xiè xie
4.你 最 喜 欢 什 么 颜 色 C D. 谢 谢。
zhù nǐ shēnɡ rì ku{i lè bā diǎn b{n
5.祝 你 生 日 快 乐 D E. 八 点 半。
Candidates will be given two groups of sentences. Each group should consist of five sentences.
Candidates will be required to match sentences in the first set to responses in the second set.

Example 4
Filling in the blanks: Knowledge, Comprehension and Application
méi yǒu lěnɡ zěn me bǐ zài
A. 没 有 B. 冷 C. 怎 么 D. 比 E. 在
Nǐ mā z{i jiā ma？
1. A: 你妈 在家吗？
Búzài， xuéxiào．
B：不在，（E）学校
Jīntiān tiānqì zěnmey{ng？
2．A：今天 天气 怎么样？
Hěn
B：很（B ）。
nǐ yǒu jǐ ɡè ɡē ɡe ？
3. A: 你有 几个哥哥 ？
Wǒ ɡē ɡe ？
B: 我 （ A ） 哥 哥 ？
nǐ měi tiān qù xué xi{o ？
4. A:你 每 天 （ C ） 去 学 校 ？
wǒ měi tiān qí zì xínɡ chē qù xué xi{o 。
B: 我 每 天 骑 自 行 车 去 学 校 。
nǐ hé jiě jie shuí d{
5．A：你 和 姐姐 谁大 ？
Tā wǒd{
B：她 （D ）我大。
This is a short dialogue question. Candidates will be expected to fill in the blanks with the
correct word from the given answers.

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Section B: Writing

Example 5
Writing Character: Knowledge and Application
wǒ jiā yǒu qī kǒu rén
ANSWER: 口
1. 我 家 有 七（ ） 人 。

nǐ huì kāi chē mɑ

ANSWER: 车
2.你 会 开 （ ） 吗 ？

Candidates will be given a sentence and expected to write the character according to the Pinyin
given in the sentence.

Example 6

Writing Strokes: Knowledge and Application

山：_______________________________

ANSWER:
Candidates will be given a character and expected to write the individual strokes in
the correct order.
Example 7
Sentence structure: Knowledge, Comprehension and Application
mánɡ ɡuǒ y{o wǒ mǎi

1. 芒果 要 我 买

wǒ y{o mǎi m|nɡ ɡuǒ

ANSWER: 我 要 买 芒果

bǐ jiě jie d{ mèimei

2.. 比 姐姐 大 妹 妹

jiě jie bǐ mèimei dà

ANSWER: 姐姐 比 妹 妹 大

Candidates will be given words that are jumbled and expected to arrange in the correct sentence order.

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Chapter 18: Grading Certificate and Administration

1 Aggregation Methods
Raw scores for different paper components of the subjects examined at this level are added to create a
composite raw score for each of the subject area examined at this level. A candidate is considered to have
failed a subject if he/she has a score less than 40 percent. For a candidate to be awarded the Junior
Secondary School Leaving Examination (JSSLE) Certificate, they must score a minimum of 40 percent in
6 subjects. These subjects must belong to at least 3 different subject groupings (Appendix 1). All
candidates that are awarded full grade 9 certificates are eligible for selection to grade 10.
The selection total is computed by adding the subject totals for the best 6 subjects. Note that the other
subjects where a candidate scored 40 percent and above are equally important.
For example a candidate has the following scores:
English 60 (Merit),
Mathematics 55 (Credit),
Geography 80 (Distinction),
Environmental Science 75 (Distinction),
Civics 56 (Credit),
Religious Education 40 (Pass),
History 58 (Credit),
Office Practice 45 (Pass)
The best six in the above example are: Geography-80, Environmental Science-75, English-60, History-58,
Civics-56 and Mathematics-55. The selection total for the candidate will be computed as follows; 80 +75 +
60 + 58 + 56 + 55 = 384. The selection total for the candidate in the example is 384. The raw scores are
later processed and graded using the set cut scores of a pass, credit, merit and distinction following set
benchmarking standards and procedurals.
ECZ has sound and well established international benchmarking standard procedures in the processing and
certification undertakings. It should be mentioned that the ECZ religiously follows all the procedures to
ensure fairness in the conduct of assessment.
For selection and certification purposes, a candidate's best six subject composite scores are aggregated.
The final aggregated score is what is used to determine cut off points during selection meetings. The cut
off points depend on the availability of school places hence the reason why there are different cut - off
points for different provinces. The grade boundaries used by the ECZ are:
40% to 49% Grade 4 Pass
50% to 59% Grade 3 Credit
60% to 74% Grade 2 Merit
75% to 100% Grade 1 Distinction

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2 Accessibility
Test design features include the use of illustrations highlighting such as bold, underlining and italics to
draw the candidate's attention to key information. Access arrangements are provided only for learners with
special educational needs as follows;
(a) The hearing impaired are provided with sign language experts used as invigilators to explain
instructions and interpret it into sing language. These experts are not supposed to explain to the
candidates what the question demands of them as this would amount examination malpractice.
(b) The visually impaired candidates' have modified papers with no visual information. Additionally,
examinations are transcribed into braille for the blind and large for those with low vision. At times
readers and scribes are allowed to help candidates in this category of impairment.
(b) Physically impaired candidates need access to special examination rooms to accommodate their
needs. Depending on the severity of the impairment, scribes are allowed to help these candidates
write the examination.
(c) Candidates with learning difficulties are provided with scribes (cerebral palsy), readers (dyslexia)
and additional time.
For all candidates with special educational needs, ECZ requires that a mandatory medical certificate is
provided. All categories are eligible for 25 percent extra time during the examination. For exceptional
cases were examination centres feel that the stated provisions are not sufficient, such centres could write to
ECZ requesting for further access arrangement but a medical report needs to support this. Marking of
examinations is done by experts in different categories of impairment. Other special arrangements could
be done at the discretion of ECZ e.g. candidate is in hospital at the time of the examination.
3 Curriculum Backwash
Examinations results are used by teachers to improve the quality of teaching and learning processes.
Performance review meetings are held where feedback reports and summary statistics are given. Areas and
topics of difficulty are identified with a view of improving learning and teaching for attainment of quality
education. In addition to feedback reports, ECZ also compiles Chief Examiners Reports which are sent to
schools and other stakeholders.
4 Administration
To sit the Grade 9 examination, candidates are required to register with an approved Examinations Centre
for and on behalf of Examinations Council of Zambia within the stipulated time. Candidates are only
graded if they sit both papers. Candidates who fail the examinations may re-sit the examinations in the
following year.

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