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Please click on the subjects below to get a brief overview of how each subject is approached at Trident College.


Please click HERE for an overview of the curriculum offered by Trident.



The Art Department at Trident College is run by Jacqui Stewart, a Zimbabwean who has twelve years’ experience teaching the Cambridge syllabus.  Art is taught to provide all children with the opportunity to express themselves visually in an enjoyable manner, to develop their creative and technical skills so that ideas can be realised and artefacts produced.


It is important to stimulate a capacity for imaginative and original thought and experimentation which has a positive impact on other areas of the curriculum. Pupils are taught using a variety of different techniques through creative projects often linked to artists both historical and contemporary. Cross-curricular links are made wherever possible across most subject areas.


The basic foundations of Art and Design are taught during the Key stage 3 years (Y7-Y9). Students who progress to IGCSE (Y10-Y11) learn how to develop a Coursework portfolio in painting and related media and are prepared for the 8 hour Observation/Interpretative Exam Paper which is now compulsory.

AS level students (Y12) spend their year developing a Coursework portfolio and sit a fifteen hour exam in October.


In their AL year (Y13) a second much larger Coursework project, with an accompanying sketchbook, is required and the last component – a Personal Study – is produced.




There are 7 billion people on the planet and, every one of them, has ‘needs’ and ‘wants’, but there is not, on our planet at least, infinite resources to satisfy all those ‘wants’ and ‘needs’ and so, over time, systems have been devised to try and establish the best way to use the existing ‘scarce resources’ to satisfy as many of the ‘needs’ and ‘wants’, as possible, for each respective country’s population!  That is essentially what you will learn in AS and A-Level Economics: how resources (land, labour, capital, entrepreneurs) are allocated!  There are many topics you will learn: demand, supply, money, taxes, subsidies, international trade, tariffs, quotas, inflation, unemployment, Balance of Payments, exchange rate systems, efficiency, labour markets, perfect competition, monopoly, oligopoly, the circular flow of income, economic growth, economic development, banking, money supply, consumption, investment, macro-economic policies and much more.  Whilst covering the syllabus at Trident College, we aim to teach not only the head, but also the heart, with an emphasis of highlighting the good ethics and moral principles that must underpin an economic system for it to function as it ought and for those principles to be embedded within the hearts of Trident College students, who we hope will one day be responsible for overseeing and managing the economic system of their respective economy.  So, if you sign up for this course, come with a ‘heart to serve others, in the future and not just yourself’ and may that provide the inspiration to study hard for the many tests you will have to write, when studying this course at Trident.  If you have a strong work ethic, a commitment and desire to excel; be encouraged, for no matter what your intellectual level, you will excel and reach your potential in this subject and hopefully, grow in more ways, as a person, than just intellectually!



AS and A-Level Economics (Grade 12 and Grade 13)


In grade 12, when studying AS economics at Trident, you will learn of the ‘economic problem’ and the economic systems that attempt to ‘allocate efficiently the scarce resources’.  Historically, the market system has been the most successful, countries that have adopted the market system at the center of their economies have historically, if measured by GDP/capita and with that in mind, the course sets out to explain how the ‘market’ through the ‘price mechanism’ allocates the scarce resources.  To understand the ‘price mechanism’, one has to look closely at the force of demand and supply and their interaction to form an ‘equilibrium price’.  At AS , we look at factors that influence/change these forces, which in turn, changes the equilibrium prices of goods and services, on a daily/monthly basis e.g. it could be argued that China is not developing its infrastructure as fast as it previously did, which means it is purchasing less quantities of copper, and so the demand curve for copper will shift inwards, causing the supply at the existing price to now be greater than the demand and so the price will fall, with the price falling mines, like Kansanshi, will allocate less labour, less machines and so forth to the production of copper, people then become unemployed and go and find work in another industry (if they can).  Once you have learned how the market functions, you soon realise it’s not perfect and can ‘fail’, so at AS you learn how maybe the government could need to intervene, slightly, to attempt to overcome the ‘market failures’ (taxes, regulation, subsidies and so forth).


At AS you are also introduced to ‘macro-economics’ where you learn to look at the total demand and total supply of an economy and the general average price level of an economy and hence you learn about inflation and the causes of inflation.  You also learn about how an exchange rate is determined and the different types of exchange rate systems that exist in countries throughout the world.  You also learn about how a country records the payment and receipt of goods and services from other nations, along with how the flows of many between countries is recorded – all this occurs on what is called ‘the balance of payments’.  You also learn about international trade and arguments for why it is a good thing and maybe why it ‘temporarily’ would not be a good thing, depending on the objectives of a particular nation.  Finally, you also learn about why countries, in certain regions of the world, get together to from ‘economic regions’ e.g. COMESA, NAFTA, ASEAN and even the EU, this is known as ‘economic integration’ between countries located in the same geographic region.


In Grade 13, you study A-Level Economics and Economics should, ironically, become more easier at A-Level, despite the content maybe being harder, it becomes easier because, after doing a year of AS, you have become more familiar with the terminology and concepts of economics which underpin much of what you learn at A-Level.  At A-Level you learn about the important concept of ‘economic efficiency’.  You then learn about the different ways in which an industry (e.g. the tomoto industry or the energy industry) can be structured (Perfectly Competitively, Monopolistic, Oligopolistic) and what influences its particular structure.  You look intensely at a very important market, the labour market, and how wage rates are determined and how the wage rate is influenced by interventions from the government, trade unions, even by the existence of an industry that happens to be a monopoly.  You also look at how a country can experience ‘economic growth’, what influences economic growth.  You also discover how to classify whether a nation is ‘developed’ or ‘less developed’ or ‘developing’!  There is also two broad school of thought about running/managing an economy – the Monetarists (Classical Economists) and the Keynesian Economists.  One believes the market should be left to itself in times of economic turmoil or boom, the other believes intervention to stimulate demand in recessions (and to reduce demand in booms) is required because the market would take too long to correct itself and at great cost to society.


Modern day thinkers like, Paul Krugman, support the Keynesian View, whilst Economic Historians like Niall Ferguson support the former.  Ferguson would argue ‘how do you solve the developed world debt crisis, by creating more debt’?  In the closing sections of the syllabus, we look at the topic of unemployment in detail.  We also look at policies to promote development in less developed countries and macroeconomic policies that most governments in the world use in attempt to attain the following objectives: economic growth, reduction in unemployment, a low rate of inflation, exchange rate stability and a Balance of Payment Equilibrium.


Should you study AS and A-Level Economics, you will be very well-prepared to excel in the topic at University, many past students of mine, have testified to such.


Mr Oldreive

AS and A-Level Economics Teacher

Trident College, Solwezi, Zambia





1. Head of English Faculty

Haman Gobvu-Hammond (MA, Essex, B.A hons, UZ, Dip.Ed Cambridge)

 Mr Gobvu-Hammond is a well-traveled and experienced English Teacher and Head of Department. He moved to Trident College after many years of teaching in Essex, England, UK. Before then, he had taught briefly in Zimbabwe, where he was born.  With a wealth of experience, he is a committed and dedicated professional whose proven ability to teach, motivate and support students to maximize their progress is unquestionable.


Mr Gobvu-Hammond, has been instrumental in the designing and delivering progressive English courses for students with a wide range of abilities. His classroom presence is infectious to all pupils, effortlessly contributing to the positive ethos of the department and that of the school.

Mr Gobvu-Hammond is currently studying for a PhD in Applied Linguistics (English Language Teaching (ELT) with Essex University, UK.

Outside of School, Haman, is a huge football fan, a sport that he used to play during his high school days.  In the early days of his career in Harare, he became Director of Sports at his first school after leaving University. At Trident College, he is into photography and singing, among his other interests developed for over a decade in the UK.



2. English Teacher and Literacy Leader

Mrs Fiona Bray (BA, Hons – History and English, Lancaster) TEFL, Devon.

Mrs Bray was born and educated in England, attending Farnborough Hill, Catholic Private and Public School for Girls, in Hampshire.  She did a one year nursing course before moving to The University of Lancaster where she gained an Honours degree in History and English, followed by a Post Grad 2 year Course in Hospital Administration and Management with the NHS.  She then worked as a recruitment officer for Medic International, a recruitment company. She took further Courses include Teaching English as  A Foreign Language, Diploma, MARS Advanced First Aid and Computer Driver’s License.

Mrs Bray taught at Milton High School, Bulawayo and St. John’s College, Harare, Zimbabwe before moving to Trident College in 2014.


3. English Teacher and Newsletter chief Editor

Mrs Jenny Dunlop, BA, hons (Oxford Brooks University) HED (UNISA), TEFL (London), Co-author for English Course books.

Mrs Dunlop is married and has 3 sons, aged 25, 23 and 21. She was born in Kenya, where she completed her primary school then moved to the UK for secondary and tertiary. She lived in Japan and taught EFL for a year.

After traveling through India and China, she married and moved to Zimbabwe for 4 years before moving to Botswana for 22 years where she worked in both government and private schools. She left teaching briefly in 2010, and was co-founder of the charitable trust: Mothers for All, which supports the carers of orphaned and vulnerable children in Botswana and South Africa.

She has co-authored 2 English text books, specifically written for the Botswana Government schools and BGCSE. Her passions are: family, education in Africa, conservation, permaculture, recycling, human rights and HIV, art and craft, cycling, travel and interacting with people from all walks of life.

She joined the English Department at Trident College in January 2015 where she is already the Chief Editor of the monthly newsletter.







Course Outline


Although the teaching of English in the Senior School is, in part, conditioned by the requirements of the checkpoint examinations in year 9 and IGCSE examinations in year 11, there is also plenty of scope to respond to the individual enthusiasms of both staff and students. The department encourages confident, critical reading of challenging texts and aims to develop the skills for students to become assured communicators. They are prompted to think beyond themselves and their immediate environment by acquiring the necessary expertise to produce precise, creative writing and engage in debate, while at the same time advancing their own viewpoints and learning a love of words.

Course Content


Over the three years, students will be introduced to a variety of texts, including narrative, non-fiction, and media. These will include novels (fiction), drama, poetry, diaries, memoirs, magazines, newspapers and letters. In addition, and where appropriate, radio drama and film may form a part of the curriculum.

Initially, the more fundamental aspects of understanding and comprehension will be addressed, including the recognition and appreciation of an author’s intentions, the ability to comment on the main features of narrative writing (such as character, theme, setting, and the basic mechanisms of plot), and the identification of implied meaning (such as, for example, the inference of character through context or the significance of a sudden or striking image). During this period, and as the complexity and in some cases the length of the texts increase, so a more demanding set of critical responses will be required. At Trident College, the works of Shakespeare will be introduced to students as early as year 7 with the hilarious Midsummer Night’s dream, the Merchant of Venice in year 8 and the tragic story of Macbeth in Year 9.

At this point – typically in Year 9 – students will be introduced to basic and more sophisticated critical terms. They will also be expected to know about and recognize different literary genres (for example, being able to appreciate the distinctions between irony, satire and sarcasm). This kind of understanding will be progressively reflected in their own writing and in class discussion.

In addition, increased levels of lettered awareness will be disclosed through closer engagement with more challenging works of literature and/or a more comprehensive reading of authors already encountered. (In this case, whole Shakespeare plays might be read instead of linked fragments, for example.)


The Accelerated Reader Program for year 7 and 8.

At Trident College we do have a Plan to raise attainment and that has made literacy a central focus across the curriculum at the school. In response to our literacy needs, we have adopted a range of initiatives to improve standards, particularly by helping students in Year 7 and 8. A key part of this strategy has been the use of Accelerated Reader which was launched in 2015.

AR forms part of a whole package of strategies we use to improve the standards of literacy. The program is run through the English Department and additional time is given during English lessons for students to read silently, exchange books and take quizzes. Our students enjoy the competitive element that comes with the program. All staff and parents are able to track down what students/child have been up to with their reading. The program helps students develop independence; managing when and where they quiz, communicating with staff and parents about their progress and resolving problems they may encounter, organizing visits to the Library outside of timetabled lessons etc. Students take responsibility for their own progress through the choices they make.



Writing, like reading, should become progressively more challenging and sophisticated during the same period. In addition to writing in a wide range of forms (for example, stories, scripts, letters, diaries, poems, feature articles, autobiography, and critical exegesis), students will be expected to produce work designed for a variety of purposes of intent (that is, to describe, inform, entertain, argue, persuade, instruct, review, and comment). Gradually, their writing will come to appreciate, reflect and understand different kinds of public expectation. It will aim to develop a proper sense of audience, practicing the skills necessary to engage a variety of readership types.

Needless to say, the adoption of appropriate written forms will be complemented by progressive technical accuracy. In addition to the basic requirements of writing with technical precision (by the use, for example, of full stops, capital letters, commas, correct spelling, dialogue, grammar, syntax, and increasingly complex sentence structures), students will learn a range of vocabulary that is pertinent to clarify meaning, write with fluency, and engage an audience.


Speaking and Listening


Finally, by the end of Year 9, students will be expected to speak for a variety of purposes. They will have the opportunity, therefore, to explain, analyze, inform, imagine, delight, amuse, argue, persuade, and describe.

The curriculum intends that in addition to developing more sophisticated reading and writing levels, students will significantly evolve their speaking and listening skills. Thus, individual and group contributions will be encouraged so that students feel confident expressing themselves in different circumstances. Furthermore, they will develop the ability to listen attentively to others and respond in an appropriate manner, using a considered range of vocabulary and sentence structures.


In addition to an end-of year examination, there will be topic assessments at the end of every half term.

Extra English

The Extension English program provides additional timetabled English lessons, commonly two per week for those students that require extra support. These will extend a child’s learning in the subject and provide him or her with extra challenges and more scaffolding with their words. In particular, the reading and discussion of literary texts and development of writing skills will provide the focus for this program.


Key stage 4 and IGCSE ENGLISH


At Trident College students follow the Cambridge syllabus 0500 for the IGCSE Examination in English (First Language) and syllabus 0486 for English Literature. Students develop their ability to write in a variety of styles for different purposes and audiences, and hone their ability to make effective analytical and expressive responses to fiction non-fictional stimuli. They develop their aptitude for civilized debate, analytical kills, and explore more advanced drama techniques through the study of English and Literature.

IGCSE First Language English


There are many skills that are tested by IGCSE First Language English. Some, like scanning a text for specific information, are not too challenging for most students, but others, like responding to the use of figurative language or expressing an opinion on a controversial topic, are high-level skills that require a lot of practice and preparation.

There are two types of papers for First Language English -CORE and EXTENDED. Core has grades C to U available for candidates.  Extended has grades A* to E available for candidates.  Students from Trident College will sit the “Extended” paper 2 exam plus an internally assessed coursework folder with Cambridge First Language English.

AS and A level English Language and English Literature

English language Syllabus 9093


At Trident College we follow the Cambridge AS and A level Syllabus 9093 where all our successful English Language Students will gain lifelong skills that include the following;

• The ability to write clearly, accurately, creatively and persuasively

• The ability to use appropriate styles and registers for different contexts

• The ability to analyze a variety of complex texts in a variety of forms and styles

• An understanding of language use to inform and persuade



Why Study English language at Trident College?


The Cambridge International AS or A Level English Language course provides a suitable foundation for the study of English Language or related courses in higher education. Equally, it is suitable for candidates intending to pursue careers or further study, or as part of a course of general education. Depending on local or international university entrance requirements, it may permit or assist progression directly to university courses in English, Humanities, Business studies or some other subjects. It is also suitable for candidates intending to pursue careers or further study, or as part of a course of general education.

In the AS and A level course, students are assessed on their ability to:

• read with understanding and Analise texts in a variety of forms

• demonstrate a knowledge and understanding of English language (including, at A Level, spoken language) and its use in a variety of contexts

• write clearly, accurately, creatively and effectively for different purposes/audiences, using different forms.


English Literature


English literature appeals to those students who have a great passion for reading and critical thinking.  The course introduces pupils to the ‘Greats’ of the canon of literature through its set text Stories of Ourselves.  This anthology includes writers in English from various countries, showing how literature has changed and still changes throughout the world.  The horrors of the First World War battlefields are brought to life through the poetry of Wilfred Owen while pupils also explore how he challenged the rigid tenants of poetry writing and why he is often hailed as the first modern poet.  Pupils also study A Midsummer Night’s Dream, perhaps the most lyrical and humorous play of William Shakespeare.  They will also study a modern playwright, Robert Bolt, and his masterpiece, A Man for all Seasons.  Students going on to A level will have the chance to study such classics as Christina Rossetti’s poetry, and Shakespeare’s Othello.

Studying AS/A level English literature offers students the opportunity to develop their critical and analytical skills, as well as developing their proficiency in writing.  These skills are transferable to other subjects and are invaluable tools in terms of research and the development of their own particular field of academic interest.

At AS level students sit two papers each lasting two hours.  One is based on the poetry and prose texts and the other on drama.  At A Level students sit a further two papers: one based on Shakespeare and pre 20th century texts and the other either a critical appreciation of two passages or further questions on 20th century texts.

Students who study English Literature may pursue careers in teaching, journalism, and psychology, to name just a few.  However, the benefits of studying literature should not be confined to certain career choices.  It is a subject that is often overlooked as ‘feminine’ or not defined enough in where it may take one in terms of further studies.  Yet many have come to regret not pursuing it for it is a subject that has ramifications for all of us and one whose influence may be felt long beyond the confines of academic life.

‘Without books the development of civilization would have been impossible. They are the engines of change, windows on the world, ''Lighthouses'' as the poet said ''erected in the sea of time.'' They are companions, teachers, magicians, bankers of the treasures of the mind. Books are humanity in print.’ Arthur Schopenhauer (1788-1860) German philosopher.












Geography is basically the study of people and places, and how they interact together. It helps us understand our world and makes it a more interesting place in which to live. Geographical study is full of facts and figures and is therefore popular with most students as they can easily grasp the reality and interest of the subject. Making geography alive by the use of case studies and fieldwork is the key to its success. Case studies, both local and from all over the world, are used in lessons, giving students a well-rounded global view of the subject. In the process, students are exposed to ways of life that are different from their own, thus making travel and meeting people more exciting. Incorporation of the Internet makes the learning process even more interesting as students are introduced to research techniques that require them to collate relevant information and photographs on current geographical issues, thus bringing the entire world into the classroom situation.


Geography is also a practical subject and so field trips are an essential part of its study. Field trips include industrial visits, studies of long profiles of rivers, town studies, visits to local farms and cultural or international trips. Along their geographical journey, students will pick up skills such as map work and data presentation. They will also be able to analyse statistical information, tables, charts and diagrams, thus assuming a wide range of skills for the market place. Employers value the wide – ranging computer, research, and analytical skills that geography students bring to work as employees. Their increased knowledge and understanding of how the world operates will be invaluable in many different careers including Urban /City Planning, Community Development, Military Planning, Cartography, Transportation Management, Climatology/Meteorology, Earth Science, Water Resource Management, Natural Resource Management, Information Science, Demography, Writing/Research, Emergency Management, Foreign Service, Diplomatic missions, Marketing, National Park Service Ranging/Conservation, Real Estates Appraising, Coastal Zone Management, Teaching/Faculty, among many other careers.  In a nutshell, learning Geography at Trident College grants students that rare opportunity to go and see the world at firsthand for themselves!


Mr. Johan Meyer currently the head of the Humanities department and a specialist in the subject Geography. He holds a Bachelor’s degree in education and an honours degree in Environmental Education. Mr. Meyer has a passion for Geography and educating students from different nationalities, cultures, religions etc. He believes that in our globalised world Geography is an essential tool to educate students about the world around them. Together with Mr. Jani Zabangwa, who has enjoyed over 27 years of both teaching and senior management experience in various educational institutions, they oversee the development and delivery of Geography at Trident College.



Johan Meyer

HoD Humanities – Trident College






History at Trident College is more than just learning about the past.  It is about understanding the past, exploring concepts like cause and consequence, and developing skills that are crucial to the development of our students such as critical thinking skills, argument and debating skills, analysis and strong literacy and communicative skills.

The History curriculum at Trident College endeavors to take a broad range of historical periods and themes to enable our students to develop a keen awareness of the sweeping developments in history over the past 1000 years, a broad international perspective of key events and periods whilst developing an awareness of Zambia’s own historical context.  It is based primarily on the UK’s National Curriculum, replacing the areas that are exclusively about the UK with international and Zambian elements.

Years 7-9 focus on developing core historical skills, such as those of historical enquiry, questioning and source analysis.  They learn to dissect historical sources and assess reliability by questioning a source’s provenance.  They learn to recognize the causes and impact of events and develop their argumentative skills and written communication.



In Year 7, students explore what it means to study History. They begin with an investigation and explore concepts such as historical sources, bias etc.  They then go on to study the Romans, the Medieval era and Islamic civilizations. All of these topics are intended to provide students with a background in understanding developments from around 200BC to around 1500AD.


In Year 8 students investigate important points in History from between 1500 to 1900.  They begin with the Renaissance.  They discover what it was, why it occurred, and its significance in History, in particular, its impact on the development of scientific thinking and rational thought. The study of the French Revolution is also undertaken because of its impact on ideas such as democracy and equality.  The study of the British Empire is intended to aid students’ awareness of Africa’s recent History and the role empires played in shaping it.  The Industrial Revolution explores how and why Britain became the first country to industrialise.


In Year 9, students learn about the First World War – the single most important event in the last 100 years.  They learn why it happened, what it was like, and what the consequences of the war were.  They move on to studying the rise of Hitler and the Nazis following this and then learn of the causes and nature of the Holocaust during WW2.  All of these events have had a huge impact on the nature of the world today and, as well as providing context for the world today, they offer important opportunities for discussions on morality and prejudice.


All students who choose History at IGCSE will study Cambridge International’s modern History course (CI code 0470). The course focuses on International Relations between World War 1 and World War 2, the development and course of the Cold War and a depth study which is chosen by the students but that is usually a study of Germany between 1919-1945 or Russia 1917-1941.


Students studying AS and A2 History follow the Cambridge International (course 9389) curriculum. In AS, students may choose one of three options to study…  The students choose the course they wish to study from a choice of: ‘19th Century European International Relations’, ‘the History of the USA between 1840 and 1941’, or ‘20th Century International Relations’.  History at AS is a big step up from History at IGCSE and AS History students sit two papers at the end of the year.


Teaching Staff

The History team is part of the Humanities department and consists Mrs R Kaiza.




 Head of Department- Miss Phoebe Nyaywa


Welcome to the ICT Department.


Trident College’s ICT department aims to develop our students into independent users of ICT. We aim to deliver interesting and inclusive lessons which are accessible to all and provide fully differentiated work.


We offer a broad ICT curriculum, covering essential elements of software use, digital safety as well as understanding how computers work and how to program them. We aim to provide students with practical software skills as well as the knowledge and understanding to become the ICT tool designers of the future.


The Department has experienced staff who are always trying to work at the cutting edge of technology and education, the staff have their own unique skills, teaching styles and enthusiasm which they bring to their lessons.


Key Stage 3


At Key Stage 3, Information Technology is taught to all students. Students at this key stage develop, refine and apply key skills useful both for further study and professional use. During this time, Students are introduced to a series of software applications and key ICT concepts such as:

Research and analysis

Developing ideas for specific target audiences

Reviewing, modifying and evaluating work as it progresses


Although the majority of the course is practical there are also theoretical aspects that enable the pupils to understand why we use ICT at school, at home and in the workplace. Our aim is to enable students to participate in a rapidly changing world.


The curriculum is based around the following core skills areas:

• Databases

• Spreadsheets

• Word processing

• Presentations

• Website development


The following units add breadth to the curriculum

• Control systems

• Networks

• Computer components

• Programming Projects Using Python and Scratch

• E-safety and cyber bullying

• Health and safety in ICT


Students are assessed upon completion of each unit of work. The assessment data is shared with the pupils and targets are set for their progress.


Key Stage 4

In Key Stage 4 there is the option to study the Cambridge IGCSE in ICT.

The syllabus encourages pupils to develop lifelong skills, which will be useful to them in their work across the curriculum and prepare them for future employment. They will develop understanding of the implications of technology in society, including social, economic and ethical uses and awareness of the ways ICT can help in the home, learning and work environments.


The syllabus combines theoretical and practical studies, focusing on the ability to use common software applications to solve problems, including word processors, spreadsheets, databases, interactive presentation software, web browsers and website design. Pupils analyse, design, implement, test and evaluate ICT systems, ensuring that they are fit for purpose.

Assessment is through a 2 hour theory paper and 2 2hours 30 minute practical assessments.


More details are available here: http://www.cie.org.uk/programmes-and-qualifications/cambridge-igcse-information-and-communication-technology-0417/


Key Stage 5


In Key Stage 5 students study Cambridge International AS and A Level Computer Science. They complete two units at AS level and then a further two units at A2. The syllabus encourages learners to develop an understanding of the fundamental principles of computer science and how computer programs work in a range of contexts.


Students will study topics including information representation, communication and Internet technologies, hardware, software development, and relational database modeling. As they progress, learners will develop their computational thinking and use problem solving to develop computer-based solutions, using algorithms and programming languages. Studying Cambridge International AS and A Level Computer Science will help learners develop a range of skills such as thinking creatively, analytically, logically and critically.


More details are available here: http://www.cie.org.uk/programmes-and-qualifications/cambridge-international-as-and-a-level-computer-science-9608/


ICT Extra Curricular


Online opportunities


• Year 7 to 13 – Have your first step in programming – try code.org and the Hour of Code!

• Year 7 to 13 – Develop your programming skills and register with codecademy.com

• Year 7 to 10 – Download Scratch for free and try out the tutorials (Google: Scratch download)

• Year 7 to 8 – Download Kodu for free and try out the tutorials (Google: Kodu download)

• Year 9 to 13 – Create and edit music and audio (Google: Audacity download)

• Year 9 to 13 – Download VB.Net for free and try out the tutorials (Google: VB.Net 2010 download)




Name: Mwenda Chumpuka


Nationality: Zambian


Expertise: Mathematics (Head of Mathematics)

Mwenda is a highly qualified and experienced teacher with excellent subject knowledge. Mwenda Joined Trident College from Sedgehill School in Lewisham, London, UK.


Mwenda is a teacher of Mathematics. Mwenda’s teaching experience includes nine years as Head of Mathematics in two different inner-city London Comprehensive Schools in the UK. Whilst in the UK he was involved in organizing a lot of Saturday morning football coaching for children aged between 8 and 14 years.


Mwenda holds a Masters degree in Economics from Saint Petersburg University of Finance and Economics. He also holds a PGCE in secondary Mathematics from the world renowned Institute of Education, University of London in the UK.

Mwenda is a father to two teenage children and his interests include travel, cooking, sports and reading broadly.




Name: Johannes Makurumidze


Nationality: Zimbabwean


Expertise: Mathematics and Biology


Johannes Makurumidze joined the Trident College Maths and Science departments from Falcon College in Zimbabwe. He holds a Bachelor of Science with Education Degree from Bindura University of Science Education in Zimbabwe where he majored in Mathematics and Biology. He has vast experience in teaching Mathematics and Biology at Checkpoint, IGCSE and AS/A levels. Joe has 15 years’ experience of teaching, 13 of them spent teaching at Falcon College where he was a housemaster for 8 years before moving to Trident College. He is an experienced rugby and cricket coach and umpires both games at competitive level. While at Falcon, he was heavily involved with the organisation of rugby.


Johannes is joined by his family in Zambia. He is married to Masline and has 3 children: Michelle, Marshall and Leah. During his spare time, Joe likes outdoors, fishing and is an avid chess player.



Name: Thomas Kumwenda


Nationality: Zambian


Expertise: Mathematics


Thomas Kumwenda holds a Bachelor of Science with Education (Bsc.Ed) degree from the University of Zambia with a major in Mathematics.

He has been teaching Mathematics for fourteen (14) years, nine (9) years at Chengelo School in Mkushi, Zambia and five (5) years at Lechwe School in Kitwe, Zambia. Both schools follow the British Curriculum of IGCSE, AS and A level. Thomas is experienced in teaching all sets at IGCSE i.e. Accelerated, Extended and Core, and at AS/A level, Statistics, Mechanics and Pure Mathematics. At Chengelo Thomas was also the American SATs examinations coordinator and a sixth form boys hostel parent.

On the sporting side Thomas enjoys playing squash, badminton, volleyball and chess. His other interests include reading and outdoor activities.

Thomas is married to Njiba and he has three children, Alinase, Watumbikike and Chileleko



Name: Anél Meyer


Nationality: South African


Expertise:  Mathematics and Business Studies


Anél Meyer earned her BCom Accounting degree from the University of the North West in Potchefstroom, South Africa.  After taking a gap year, working on cruise liners after her studies, she completed her PGCE at UNISA, working as an intern teacher majoring in Mathematics and Accounting.

Anél and Johan (currently HOD of Humanities at Trident) got married in 2011 and soon set off to teach in different countries around the world.  They taught in South Korea and Oman and travelled during holidays as they have a great love for the different cultures and nationalities of the world.  When they returned to South Africa in 2013, Anél taught Mathematics, Business Studies and Accounting at the International School of South Africa.  In 2014 they had their first born, Amélie, who is now 1 year old.


Anél is a netball enthusiast earning provincial colours for 5 years at High School and senior level.  She now coaches netball at Trident College and hopes to contribute fostering a netball culture as part of the main sports at Trident.



Key Stage 3 - Cambridge Secondary 1

The curriculum framework for Mathematics Cambridge Secondary 1 is organised into three stages corresponding to the first three years of secondary education. It reflects the teaching target for each year group and provide comprehensive learning objectives. For Cambridge Secondary 1 Mathematics, the curriculum is presented in six content areas or ‘strands’. These are further divided into ‘sub strands’.

The six content areas are number, algebra, geometry, measure, handling data and problem solving. The first five content areas are all underpinned by problem solving, which provides a structure for the application of mathematical skills. Mental strategies are also an important part of the number content. The curriculum focuses on principles, patterns, systems, functions and relationships, so that learners apply their mathematical knowledge and develop a holistic understanding of the subject.


 Cambridge IGCSE Mathematics

Cambridge IGCSE Mathematics is accepted by universities and employers as proof of mathematical knowledge and understanding. Successful Cambridge IGCSE Mathematics candidates gain lifelong skills, including:

• the development of their mathematical knowledge

 • confidence by developing a feel for numbers, patterns and relationships

• an ability to consider and solve problems and present and interpret results

• communication and reason using mathematical concepts

 • a solid foundation for further study.





Paper 1 (Core) 1 hour Short-answer questions based on the Core curriculum. 56 marks. Externally marked.


 Weighing 35%


Paper 1 (Core) 1 hour Short-answer questions based on the Core curriculum. 56 marks. Externally marked.



Paper 2 (Extended) 1 hour 30 minutes Short-answer questions based on the Extended curriculum. 70 marks. Externally marked.



Paper 3 (Core) 2 hours Structured questions based on the Core curriculum. 104 marks. Externally marked.



Paper 4 (Extended) 2 hours 30 minutes Structured questions based on the Extended curriculum. 130 marks. Externally marked.




Paper 2 (Extended) 1 hour 30 minutes Short-answer questions based on the Extended curriculum. 70 marks. Externally marked.



Paper 3 (Core) 2 hours Structured questions based on the Core curriculum. 104 marks. Externally marked.



Paper 4 (Extended) 2 hours 30 minutes Structured questions based on the Extended curriculum. 130 marks. Externally marked.




AS & A – Level Mathematics

Cambridge International AS and A Levels are recognised around the world by schools, universities and employers. The qualifications are accepted as proof of academic ability for entry to universities worldwide, though some courses do require specific subjects. Cambridge International A-Levels typically take two years to complete and offer a flexible course of study that gives learners the freedom to select subjects that are right for them. Cambridge International AS Levels often represent the first half of an A Level course but may also be taken as a freestanding qualification. The content and difficulty of a Cambridge International AS Level examination is equivalent to the first half of a corresponding Cambridge International A-Level.

The 7 units in the scheme cover the following subject areas:

• Pure Mathematics (units P1, P2 and P3);

 • Mechanics (units M1 and M2);

 • Probability and Statistics (units S1 and S2).


Assessment at a glance

Centres and candidates may:

 • take all four Advanced (A) Level components in the same examination series for the full Cambridge International A-Level;

 • follow a staged assessment route to the Cambridge International A Level by taking two Advanced Subsidiary (AS) papers (P1 & M1 or P1 & S1) in an earlier examination series;

• take the Advanced Subsidiary (AS) qualification only.


Modern Foreign Languages


At Trident College, pupils learn either French or Spanish in Y7-Y9. They discover a variety of topics in both languages, such as Health, Leisure, Holidays to name but a few. In Y10-Y11, pupils choose to study one or more languages for their IGCSE course. They can choose between French, Spanish and Afrikaans. These languages are also offered at AS and A2 level. Extra-curricular clubs are also offered in order to support pupils with their learning, such as revision sessions and help and support clubs.


The MFL Department organizes the International Day where pupils and parents come together for a fun day.


Valentina van Eeden (VVE): PGCE in Education, Open University. BA (Hons) in English Language and Linguistics and French, University of Surrey Roehampton, London. Valentina has taught previously at Prendergast Hilly Fields College, London.  She joined Trident College in September 2014 as a Teacher of French and Spanish. She is currently the Head of Department for MFL.


Katerina Chiponda (KCC): Masters in Educational Leadership (University of Warwick), PGCE in Modern Foreign Languages (MFL), BA (Hons) Contemporary European Studies with Marketing (University of Nottingham). Katerina trained as a teacher through Teach First in the UK, a prestigious teacher training scheme aimed at reducing educational inequality.  She has previously taught at Yardleys School, Birmingham and The West Bridgford School, Nottingham. She joined Trident College in January 2014 as a Teacher of French and Spanish. She is the Housemistress to Las Cruces House since January 2015.  Her responsibilities include coaching Netball, Athletics and developing the Trident Facebook Page.







Despite being in existence for just over two years, the Department of Music at Trident College is among the fastest growing in the nation.

We integrate academic studies with performance as we are small enough to foster a sense of community, yet big enough to offer a broad variety of courses that enables students to craft programmes suited to individual interests. These are complemented by an array of performance opportunities.


The Department caters for practical music, music education and musicology, thus uniting fields of study. Besides offering tuition in all the usual instruments of Western art music, the Department is placing increasing emphasis on the study and performance of African and popular styles. The Department also is home to one of the largest secondary orchestras in the nation. Our main aim is to nurture young musical talent by offering exceptional opportunities in all aspects of musical studies.


 Trident provides opportunities for a variety of instruments to be studied. Music is offered as a class subject and also as an extra-curricular course. Students may sign up for one-to-one tuition sessions that are held during the afternoons and  are encouraged to sit for the Associated Board of the Royal Schools ABRSM external exams held every June. We recorded 100% pass rate for the practical exam held recently. All levels of playing and singing are nurtured with the emphasis being on solo performing opportunities, ensemble and the opportunity to play in the school orchestra.


The highlight on the musical calendar is the termly concerts and annual Musicals, with Oliver Twist being successfully staged recently. Trident College is proud to be able to promote this level of talent and to be able to fill our concert programs with a high and ever-growing standard of performance.


Each subject music student receives music theory lessons and general music knowledge and again we encourage all students to sit for the ABRSM theory exams held every October and March. Trident College is privileged to now be a recognised Centre for ABRSM. ABRSM is the world’s largest music examining body based in the UK.

PE and Sport

One of the components of a quality private school education is sports.


A great many private schools offer sports and extra-curricular programs which add to the value of an overall school experience. Ultimately academics are paramount in a private school environment but added to this at Trident College we strive to provide a holistic sports programme that provides our pupils with the best chance to achieve in the classroom and on the sports field.


All Trident College staff and pupils strive to live by the motto


‘Mens sana in corpore sano’

- A healthy mind in a healthy body-


Donaavan Van Vuuren

Director of Sport


Religious Studies

Religious Studies aims to enable our children to be well informed, articulate and thoughtful about the major world religions represented in Zambia. We educate pupils in religious and philosophical views, so that they can take their place in the world confidently, secure in their knowledge of this living phenomena.


Children acquire and develop knowledge of the six principal faiths Judaism, Christianity, Islam, Hinduism, Buddhism and Sikhism.


There is a particular emphasis on Christianity, as the main religion in Zambia. In lessons pupil are encouraged to develop an understanding and appreciation of the influence of beliefs, values and traditions on individual, communities, societies and cultures.


They also develop the ability to make informed judgment about religious and moral issues with reference to the teaching of the principal religions. In conjunction with this academic approach to religion, children are also given time and encouraged to think about their own spiritual, moral, social and cultural development.




Victor Ndhlovu


I hold a Bachelor’s degree in Science Education from the University of Zambia, an Advanced Diploma in Physics Education and a Diploma in Science Education from Copperbelt Secondary Teacher’s College (Affiliate College of the University of Zambia). I have been teaching for 28 years now. I spent 13 years teaching in the Public schools in Zambia where I taught General Science to the junior grades and Physics to the senior grades. I also served as a District Junior Engineers Technicians and Scientists (JETS) Coordinator. The task for JETS among others was to promote the development of Science among the students in order to foster the development of science, technology and engineering in Zambia.

I spent 14 years at Baobab College in Lusaka, where I was Head of the Science Faculty for 5 years; and taught Key Stage 3 Science, IGCSE Physics, AS and A level Physics. While at Baobab College, I facilitated the hosting of the Independent Schools Association of Zambia (ISAZ) Science fairs on several occasions.

I joined Trident College in September 2014 as Head of the Science Faculty and teacher of key stage 3 Science, IGCSE Physics, AS and A level Physics.

My passion for teaching is drawn from the opportunity that I have to inspire the students to learn science in general and how they view learning and themselves.

My hobbies are watching and playing football, game viewing and reading non-fiction science books. I am currently studying for my Master’s Degree in Science Education with Walden University.


Meg Wilcox

Cert Ed Durham, Dip Ed London, B Ed Hons Leeds. Biology, Mathematics and Sports Science.

Taught in independent sector in England, including 10 years as head of a successful prep school and as a member of the science departments of senior schools, as well as being involved in boarding for 14 years.

Specialised in biology at GCSE and A level as well as maths and sports science at GCSE level.

Visiting lecturer at University college of Ripon and York St John in England for physical education for QTS students.

Before arriving at Trident spent 3 years at an International school in Bangkok as Head of Girls’ boarding and teacher of Biology and Maths to IGCSE.


Nsondo Kaiza

I did my tertiary education from the University of Zambia where I obtained a BSc.Ed degree. Currently, I am teaching KS3 Science, IGCSE Physics and A level Physics and Chemistry at Trident College, and have a Form Tutor role as well. Previously, I taught General Science and Pure Physics at Lake Road PTA School in Lusaka before moving to Lusaka International Community School where I taught KS3 Science, IGCSE Physics and Chemistry and A’ Level Physics and Chemistry for a period of 11 Years. During my previous teaching experiences, I have held positions of Science Coordinator and Head of Sciences.

My other experiences include being a Physics examiner for the Examination Council of Zambia School certificate exams and working with STEM Zambia in facilitating teaching/learning workshops to teachers in some local schools. I have also coordinated Global Issues Service Education activities during which time I organized and led International trips for the GISE summits.

At a personal level I am passionate with Green Energy and contribute articles on Solar Energy.


Mr Francis M. M’hango

Mr Francis M. M’hango worked for ZCCM, before he went on to pioneer and establish the Lechwe school laboratories where he worked for nineteen years. He specialises in setting up science laboratories from scratch, acquiring the necessary apparatus and equipment; setting up practicals for International General Certificate of Secondary Education (IGCSE), Advanced Subsidiary Level and Advanced Level examinations. He has successfully organised annual science fairs both at school and national level.

He holds a Diploma in mining metallurgy and Laboratory management. His passion is football, chess and badminton in which he holds coaching Diplomas. He is an International FIDE chess arbiter.

He is a married to a beautiful wife Estella and they have three boys Taonga, Thabo and Tayana.


Mulambwa Saasa

I got my BSc.Ed. Chemistry majoring in Organic, Inorganic and Analytical Chemistry at the University of Zambia. I first taught at Mpelembe secondary school in Kitwe Zambia, which was owned by one of The World’s largest mining companies Zambia Consolidated Copper Mines, ZCCM, from October 1990 to 1998. In August of 1998, I moved on to teach at Lechwe Education Trust in Kitwe, Zambia until July 2003. I then moved on to Baobab College in Lusaka, Zambia where I taught from August 2003 to December 2014.

I believe each and every child has the potential to bring something unique and special to the world. I will help children to develop their potential by believing in them as capable individuals. I will assist children in discovering who they are, so they can express their own opinions and nurture their own ideas. I have a vision of a world where people learn to respect, accept, and embrace the differences between us, as the core of what makes life so fascinating.

Teaching is a lifelong learning process of learning about new philosophies and new strategies, learning from the parents and community, learning from colleagues, and especially learning from the children. Children have taught me to open my mind and my heart to the joys, the innocence, and the diversity of ideas in the world. Because of this, I will never forget how to smile with the new, cherish the old, and laugh with the children.

The teaching of science at Trident College aims to encourage the students natural curiosity by giving them a basic understanding of the natural phenomena and encouraging an understanding of the application of science in modern life.  Science is taught by specialist teachers using a process of guided discovery in the state of the art modern laboratories.


Carol Wilson

I was born and brought up in Kenya, going to boarding school there from the age of 6.  As a family we relocated in England when I was 13, and I went to school in Oxford and then after a GAP year went to University in York.  After completing my BSc in Chemistry I continued at York to do my PGCE.

I completed my first two years teaching at Wellingborough School in the UK and then felt the need to get back to Africa. I accepted a job at Hillcrest school in Nairobi on a 2-year contract and ended up staying there for close to 18 years!  I never got bored as my role changed a number of times; from Chemistry teacher to Head of Department, then to the various Head of Year roles before becoming Deputy Head.  During that time I got married to Roger and we have three children who are all studying at Trident College.

I am enjoying Zambia. I have rediscovered my passion for cycling and love going out into the Game Reserve on my mountain bike in the evening.  My daughters are also encouraging me to keep fit by swimming regularly and my husband is playing lawn bowls down at the KGE and has offered to help me set up a bowls activity for our students.



The science framework is divided into four main areas which run through every stage: Scientific inquiry, Biology, Chemistry and Physics. The framework provides a balanced coverage of the fundamental skills, knowledge and understanding of science at this level and provides a sound foundation for the International General Certificate of Secondary Education (IGCSE)



The science framework is divided into IGCSE Biology, Chemistry and Physics. The framework at this stage provides a balanced coverage of the fundamental skills of knowledge with understanding, handling information and problem solving; and experimental skills and investigations.



The science framework at this stage is divided into Advanced Subsidiary (AS) and Advanced (A) levels. The framework is divided into AS and A level Biology, Chemistry and Physics.

At this stage, the framework enables the students to develop abilities, skills and attitudes relevant to science whether or not they go to study science beyond this level.  The framework enables the students to become confident, responsible, reflective, innovative and engaged in life long after they have left formal secondary education.



The activities of the Science department among others include the annual science week, science club, Kansanshi mine tours, game reserve guided walks, snake exhibitions and talks.

Design and Technology


Design and Technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation and beyond.


Cambridge International GCSE

The Cambridge IGCSE Design and Technology syllabus enables learners to identify, consider and solve problems through creative thinking, planning and design, and by working with different media, materials and tools. As a result, learners gain greater technical and design awareness, while developing skills such as initiative, resourcefulness, enquiry and ingenuity. They also develop the communication skills central to design making and evaluation. Cambridge IGCSE Design and Technology provides an ideal basis for further study, and prepares learners for their future within a rapidly changing technological society: http://www.cie.org.uk


Cambridge International AS and A Level

This syllabus encourages learners to be innovative and creative and to develop their ability to design high quality products. Through their studies, they will develop an awareness of the significance of design and technology on society, while also learning more about production processes and industrial practices. Learners will be encouraged to use ICT to build their design and technological abilities, and develop critical evaluation skills which they can employ in a variety of technical, aesthetic, economic, environmental, social and cultural contexts. As a result, learners will also become discerning consumers of design and technology, able to make informed choices. http://www.cie.org.uk


Ben Wright

Mr Wright is an experienced Design and Technology Teacher and Head of Department. He moved to Trident College after many years of teaching in Derby, England, UK. Before this he taught students with Behavioural, Emotional and Social Difficulties. His experience in Engineering stems from ten years working in industry as an applications engineer. In this role he worked alongside specialists with companies such as Intel, the European Space Agency, Rolls Royce & Coflexip Stenna Offshore.


Outside of the classroom, Mr Wright runs the Duke of Edinburgh Award, an area in which he has a great deal of experience guiding students through the Gold, Silver and Bronze Awards.

In his previous role Mr Wright managed, developed and delivered the enrichment programme for his school’s charity project in Uganda. The project involved fundraising around £30,000 a year and as assistant trip leader, his main responsibilities were to site manage & train the students to build the dormitories for the schools two orphanages.  Last year the project successfully completed the build of two orphanages, housing 120 children and a small school for the orphans.

Mr Wright feels the most rewarding aspect of teaching is enriching the lives of students and seeing their growth; allowing students to appreciate their capacity to develop and learn, improve their teamwork skills and show an outstanding level of determination and perseverance.



The Trident Group


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