The document discusses teaching methods used for civic education at Libala Secondary School in Lusaka, Zambia. It finds that the most commonly used methods are discussion, question and answer, and lecture. Discussion allows for knowledge sharing and debate on current events. Question and answer sessions provide opportunities for exploring concepts and developing reasoning skills. Lecture is teacher-directed but includes student participation, and material is organized to keep lessons lively. The school adheres to the Zambian curriculum emphasizing these methods to effectively teach civic education.

1. 1
The nature of Civic Education as a subject in the Zambian Secondary School Curriculum
demands that teachers use appropriate methods that meet the requirements of the course content,
type of knowledge to be taught and level of the class. It is fair to say that students can only learn
better if teachers know the subject content and methodology. This report is of a study that was
conducted at Libala Secondary School of Lusaka to establish the methods that the teachers
employ in their teaching of Civic Education at Grade 10, 11 and 12. Three methods were found
to be most efficient; namely; discussion, question and answer and lecture methods; although
other methods are utilized to a lesser extent. The study presents findings from the interviews with
four teachers of the school.
According to the HOD, in choosing the appropriate method for teaching Civic Education,
consideration is given to the fact that most learners at senior secondary school level desire to
develop a career in which they will be actively involved to earn a living. Thus they need to
understand the importance of Civic Education. Teachers are also urged to make the subject most
interesting by effective methods. The school has adopted the learner centred approach to
teaching Civic Education.
Discussion Method
The discussion method is used to provide a platform for knowledge sharing. The teachers
reasoned that the core of civic education may be learning to talk and listen with other people
about public problems. Most people need to learn this cognitively and ethically demanding
activity that can be acquired from experience. The school provides such an environment. This is
done by bringing up discussions on current events with a moderator – usually the teacher – and
pupils are allowed to participate freely. Some requirement to prepare in advance is necessary.
The teachers said that variations in discussions have brought up debate as another way. This
involves discussing issues from the perspective of fictional or historical characters. And
deliberations usually involve students speaking in their own real voice and trying to find
common ground. An indication was given that the discussion methods sometimes brought up
heated debates and it was by the teacher to control such.
Question and Answer Method
The teaching of Civic Education at Libala Secondary School involves having question and
answer sessions. This creates an opportunity for debate and further exploration of concepts. For
the teacher, they provide a critical opportunity to give further examples and clear up confusion.
For the student, they provide an opportunity to explore their own ideas and develop reasoning
and questioning skills. It was reported that, that when using this method, the teacher should have
explained topic content that inspires questions so that pupils feel comfortable to answer
questions without fear of ridicule. The teachers are required to use techniques in managing pupils
questions and answers so that knowledge remains valid.

2. 2
Lecture Method
It was reported that the lecturer method has been given its long standing respect in the education
sector and Libala Secondary School finds it indispensible in the teaching of Civic Education.
This is a teacher-directed method; but are mostly applied to older grade students who have a
longer span of attention. The school requires that the teacher spends time pre-organise the
subject material so that the lesson can be lively. It is also recommended that such lessons be for
short periods. Where the period is long, teachers are required to combine the teaching with other
tasks such as questions and answers. The teachers are also required to give the pupils an over-
view of the lesson so that they can be more attentive and ask questions. The department strongly
requires teachers to make the teaching outstanding when using this method.
Conclusion
The conclusion drawn from the interactions is that the school’s Civic Education Section is in
good adherence to the provisions of the Zambian curriculum which advocates for such methods.
It is good to note that the lecture method is not strictly teacher-centred but takes recognision of
the need for pupils to participate. Indeed, considering the nature of Civic Education, it is
important that methods are properly applied otherwise, the teacher may lose track. It is notable
that in Schools; teachers need to: increase public participation in civic education; encourage
parental involvement and encourage financial support and cooperation from stakeholders so that
teaching materials can be continuously improved at Libala.