Questions and comments

What is the biggest change CBC expects from teachers in the classroom, and how does Oxford’s Learner’s Books and Teacher’s Guides support that change?

Oxford’s Learner’s Books and Teacher’s Guides are designed to make that shift easier and practical. One of its key strengths is that every topic or unit is built around structured, collaborative learning activities such as group work, problem-solving tasks, practical tasks and reflection questions, that prompt participation and critical thinking.

In addition, each topic has syllabus-aligned learning activities that build specific competences and exercises that give learners opportunities to demonstrate the expected standards, so teachers can see not just what to teach, but what competences learners are developing. This makes it easier to stay aligned with the CBC while teachers feel supported and build confidence in their everyday classroom practice.

Many teachers are new to the CBC. What advice would you give them to feel more confident using this new curriculum?

Secondly, trust the structure of Oxford’s Learner’s Books and Teacher’s Guides. It has been carefully designed to support this approach, so by following the lesson flow and using the activities provided, you are already implementing CBC in a meaningful way.

Another important point is to shift your mindset from covering content to developing learners. It’s okay if you don’t complete every activity or exercise, as long as learners are understanding, engaging, and building skills, you are on the right track.

Also, remember that learning is a process for teachers too. Reflect on what works in your classroom, adjust where needed, and don’t be afraid to try new approaches. Confidence will grow with experience.

Finally, remind yourself that you are not alone. Many teachers are on the same journey, and Oxford’s Learner’s Books and Teacher’s Guides are there to support you every step of the way. Even small changes in your teaching can make a big difference in how learners think, participate, and succeed.

Which feature of the textbook supports teachers in guiding learners from understanding new concepts to applying them independently, and how can it be used in the classroom?

Oxford’s Learner’s Books and Teacher’s Guides are designed and written in such a way that learners are at the centre of the learning process. Local, (Zambian) examples such as the names of people, places, and real-life situations are used to help learners relate the textbook content to their own experiences and contexts.

The lessons are intentionally designed to follow the Gradual Release of Responsibility (GRR) model. You’ll notice a clear progression from teacher-led explanation and modelling (I do/Present), which often includes practical activities that draw on what learners already know to reveal and build the new concept, to supported or shared activities where learners practise together (We do/Practise), and finally to tasks that learners can complete independently (You do/Produce). This step-by-step structure ensures that responsibility for learning shifts from the teacher to the learner in a purposeful and supportive way.

In practical terms, teachers can use this flow to pace their lessons more effectively: start by demonstrating and thinking aloud, and getting learners practically involved in the lesson where possible, then allowing learners to work in pairs or groups, and finally give them opportunities to apply the skill independently. This not only builds understanding, but also develops learners’ confidence, autonomy, and ability to take ownership of their learning, which is at the heart of CBC.

What are some simple ways teachers can use this book to support competency-based learning, not just content coverage?

First, focus on the learner activities rather than only the explanations. The activities are designed to help learners think, discuss, and solve problems, so giving learners time to engage with these tasks is key to developing competencies.

Second, make use of the questions in the book, especially those that ask learners to explain, give reasons, or apply their knowledge. Instead of looking for one correct answer, encourage discussion and different ideas, as this builds communication and critical thinking skills.

Third, use pair and group work regularly. Many of the tasks in the book are ideal for collaboration, and this helps learners develop teamwork and social skills, which are 21st-century skills that are central to CBC.
Connect lessons to real-life situations. Wherever possible, encourage learners to relate what they are learning to their own experiences. Oxford’s Learner’s Books and Teacher’s Guides include practical examples and contexts that teachers can build on to make learning more meaningful.

Pay attention to the reflection (revision) and assessment opportunities in the Learner’s Books. These help learners think about what they have learned and what they can do, not just what they know.

Lastly, consider planning with the seasons of the year in mind, when certain specimens are easily available to support teaching and learning. For example, a topic on the life cycle of a frog can be taught in the rainy season when it is their breeding time.

When teachers use the Oxford’s Learner’s Books and Teacher’s Guides in these ways, it becomes a tool for developing competences, helping learners to apply their knowledge, think independently, and grow in confidence.