Quiz Topics
1.0 Learning About Religion
Specific Competence: Students will recognise different religions, describe what religion is, and understand how people learn about it. They will explain the purpose of Religious Education in school and society, promoting respect, tolerance, unity, and problem-solving. Students will also identify and describe the history, important dates, and scriptures of Christianity, Islam, Hinduism, and Zambian Traditional Religion. Learning Activities: Students will describe, understand, and analyse religion's origins and ways of learning about it. They will explain the purpose of Religious Education and discuss how to promote positive values. Students will identify and describe the four main religions in Zambia. Expected Standard: Students will recognise other people's religions, appreciate Religious Education in daily life, and evaluate the four main religions in Zambia.
2.0 Growing Up and Development
Specific Competence: Students will explain different types of growth (physical, intellectual, social, emotional, spiritual, aesthetic) and compare living and non-living things. They will understand and apply qualities of responsible citizenship, including maintaining good relations with God and others, using resources wisely, and caring for the environment (afforestation, re-afforestation, waste management). Students will also learn about religious teachings on growing up from Hinduism, Islam, Christianity, and Zambian Traditional Religion. Learning Activities: Students will explain growth types, compare living/non-living things, discuss responsible citizenship, practice good relations, learn about environmental care, and compare religious teachings on growing up. Expected Standard: Students will analyse types of growth, demonstrate responsible citizenship, show different ways of development, care for the environment, and communicate religious teachings on growing up.
3.0 Morality and Values
Specific Competence: Students will apply moral principles in daily life, analyse the consequences of moral and immoral actions, and define and analyse moral dilemmas (situations with conflicting moral choices). They will also differentiate between religious sources of moral codes (like the Bible, Qur’an, Hadith, Bhagavad Gita, Proverbs, Songs) and secular sources (like family, school, friends, constitution, community). Learning Activities: Students will apply moral principles, analyse consequences, define and analyse moral dilemmas, and differentiate between religious and secular sources of moral codes. Expected Standard: Students will apply moral principles, analyse moral dilemmas, and differentiate sources of moral codes.
4.0 Choices and Talents
Specific Competence: Students will explain how people make choices, distinguishing between chosen aspects (like friends, hobbies, marriage) and unchosen aspects (like race, gender, parentage). They will identify and evaluate decision-making steps (see, judge, act) in real life. Students will also analyse the central teachings on choices from Christianity, Islam, Hinduism, and Zambian Traditional Religion. Additionally, they will explore talents as a source of livelihood and learn to develop talents into entrepreneurship. Learning Activities: Students will explain and distinguish types of choices, identify and evaluate decision-making steps, analyse religious teachings on choices, and explore and develop talents for livelihood. Expected Standard: Students will demonstrate acceptance of responsibility for choices, evaluate decision-making, analyse religious teachings on choices, and use and develop talents responsibly.
5.0 Competition, Cooperation, and Trust
Specific Competence: Students will analyse the importance, benefits, and positive/negative effects of competition and cooperation, exploring different levels of cooperation (family, national, international). They will identify ways people collaborate in society. Students will also describe trust, explain how it is built (through promises, keeping secrets, and honesty), and analyse the consequences when trust is absent. Finally, they will learn and apply religious teachings on competition, cooperation, and trust from Christianity, Islam, Hinduism, and Zambian Traditional Religion. Learning Activities: Students will analyse competition and cooperation, discuss collaboration, describe and analyse trust, and apply religious teachings on these concepts. Expected Standard: Students will understand the importance of competition and cooperation, promote collaboration, justify the importance of trust, and apply religious teachings accordingly.
6.0 Learning and Truth
Specific Competence: Students will analyse different types of learning (guided, unguided) and discuss their advantages and disadvantages in home and school settings. They will understand the meaning of truth, distinguish between fact, opinion, and belief, and discuss the advantages and disadvantages of social media in relation to truth. Students will also compare religious teachings on truth across different religions. Learning Activities: Students will analyse learning types, define truth, distinguish concepts, discuss social media's impact, and compare religious teachings on truth. Expected Standard: Students will analyse learning types, justify and apply truth, and analyse religious teachings on truth.