ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

HERITAGE STUDIES SYLLABUS

FORM 1 – 4

2024-2030

Curriculum Development and Technical Services

P.O. Box MP 133
MOUNT PLEASANT
Harare

©All rights reserved 2024

ACKNOWLEDGEMENTS

The Ministry of Primary and Secondary Education wishes to acknowledge the following for
their valued contribution in the production of this syllabus:

• The National Heritage Studies Syllabus Panel

• Ministry of Higher and Tertiary Education, Innovation, Science and Technology
Development (MoHTEISTD)
• Representatives from church organisations
• The Zimbabwe School Examinations Council (ZIMSEC)
• UNICEF
• UNESCO
Contents
ACKNOWLEDGEMENTS ...................................................................................................... i
PREAMBLE........................................................................................................................ 3
1.4 METHODOLOGY ...................................................................................................... 4
1.4.1TIME ALLOCATION ............................................................................................................ 5
2.0 PRESENTATION OF THE SYLLABUS ............................................................................... 4
3.0 AIMS .......................................................................................................................... 4
4.0 OBJECTIVES................................................................................................................. 4
5.0 SYLLABUS TOPICS........................................................................................................ 5
6.0 SCOPE AND SEQUENCE ..................................................... Error! Bookmark not defined.
7.0 COMPETENCY MATRIX ...................................................... Error! Bookmark not defined.
8.0 ASSESSMENT ........................................................................................................... 4
8.1 ASSESSMENT OBJECTIVES ................................................. Error! Bookmark not defined.
ABBREVIATIONS AND ACRONYMS .......................................... Error! Bookmark not defined.

ii
PREAMBLE

1.1 Introduction
The Heritage Studies Syllabus covers four years of secondary education (Form 1 – 4). The syllabus
covers the national history of the people of Zimbabwe, liberation struggle, natural resources, cultural
norms and values, beliefs, historical sites, indigenous crafts and food heritage.

The focus of the syllabus is on facilitating the learner to become a responsible citizen of Zimbabwe, who
is patriotic, competent, self-reliant and has a sense of national pride. The syllabus also aims at
upholding the spirit of Ubuntu/Unhu/Vumunhu (societal norms and values). It is envisaged that the
syllabus will produce a creative learner who has the knowledge to explore and exploit the available
resources for survival. The syllabus utilises Information Communication Technologies (ICTs) to enhance
the teaching and learning of Heritage Studies.

1.2 Rationale
The Heritage studies syllabus seeks to develop individuals who have a collective responsibility for
protecting and investing in their cultural, natural and liberation heritage for posterity and wealth creation. It
develops a spirit of national consciousness and moulds the human character which is the foundation of
Ubuntu/Unhu/Vumunhu (norms and values).

The syllabus seeks to uphold our national unity, sovereignty and governance by embracing the
Zimbabwean Constitution, national symbols and events which foster patriotism, national identity and a
sense of pride and ownership of means of production.

1.3 Summary of Content

The Heritage Studies Syllabus’ main thrust is upholding and sustaining national history as well as
preserving the gains of the liberation struggle. It inculcates Ubuntu/Unhu/Vumunhu (cultural
norms, values) among learners. The syllabus deals with cultural beliefs, practices and national
symbols. It also instils innovative, problem solving, critical thinking, leadership, communication,
enterprise and technological skills.

1.4 Assumptions

It is assumed that leaners:

• have a background knowledge of national celebrations such as Independence Day and Heroes Day:
• know the significance of the national flag and symbols
• have visited national shrines and monuments
• are aware of our cultural norms and values
• are aware of indigenous crafts and artefacts
• engage in project work, cooperative work and self-reliant activities

1.5 Cross - cutting themes

• Children’s rights and responsibilities
• Environmental management
• Disaster and Risk Management
• Climate change
 • Health and wellbeing
• Business enterprise

2.0 PRESENTATION OF THE SYLLABUS

The Form 1 – 4 Heritage Syllabus is presented as a single document. All forms have the same topics that
are developmental in nature.

3.0 AIMS
The syllabus aims to:

3.1 inculcate and sustain Ubuntu/Unhu/Ubuntu through interaction with family, community and society
at large
3.2 understand and appreciate Zimbabwe pre-colonial, colonial and post- colonial
3.3 develop an appreciation of the importance of Chimurenga/Umvukela liberation war heroes and
heroines, national heritage, symbols and identity
3.4 foster in learners a spirit of patriotism through involvement in national celebrations and events
3.5 uphold Zimbabwe’s constitutional rights; respect for self, the vulnerable and disadvantaged
groups, others and property
3.6 prepare learners to face rapid changes in their socio-economic environment without losing their
identity and integrity
3.7 develop attitude and skills consistent with sustainable environmental management and global
challenges
3.8 prepare learners for life and work with respect to life skills such as a team work and enterprise
skills

4.0 OBJECTIVES
By the end of the four-year secondary Heritage Studies course learners should be able to:
4.1 explain key events and the significance of wars of resistance such as the first and second
Chimurenga/Umvukela liberation struggle
4.2 describe the significance of national symbols, events and heritage sites
4.3 discuss norms and values appropriate for responsible behaviour
4.4 describe the operations of various government structures and systems
4.5 apply skills and knowledge gained to improve the quality of life of individuals, families and communities
4.6 explain concepts and issues that relate to Heritage Studies, gender, human rights and responsibilities
4.7 examine various ways of managing the national environment for sustainable development
4.8 explain the production and marketing of goods and services
4.9 explain the fundamental rights and freedom contained in the Zimbabwean Constitution
4.10 create productive units for own survival and to service others and their communities
4.11 build voluntary clubs/groups for the conservation of both tangible and intangible heritage

5.0 METHODOLOGY AND TIME ALLOCATION

5.1 Methodology

In teaching of Heritage Studies, learner centred participatory methodologies should be used. These include:
• Case studies
• Discovery
 • Research
• Discussion
• Debate
• Drama
• Educational tours
• Role play
• Project
• Group work
• Demonstration
• Resource person
• Songs and poems
• Folklore
• Quiz

5.2 Time allocation

The learning area should be allocated at least four periods of 40 minutes per week.

6.0 SYLLABUS TOPICS

5.1 Socialisation
5.2 Identity
5.3 Cultural Heritage: Norms and Values
5.4 National History: Sovereignty and Governance
5.5 National Heritage
5.6 Constitution of Zimbabwe
5.7 Rights and Responsibilities
5.8 Production, Distribution of Goods and Services
5.9 Global Issues
7.0 SCOPE AND SEQUENCE

TOPIC 1: SOCIALISATION

FORM 1 FORM 2 FORM 3 FORM 4

• Socialisation in the home • Role of the school in socialisation • Role of the community in socialisa- • Information and Communication
• Role of peers in socialisation tion Technologies in socialisation
• Role of the media in socialisation • Role of religious beliefs in socialisa-
• Responsible use of the media tion
• Role of the media in socialization

TOPIC 2: IDENTITY: FAMILY, LOCAL AND NATIONAL IDENTITY

FORM 1 FORM 2 FORM 3 FORM 4

• Types of families • Forms of personal identity: • Family and the community • Indigenous marriages:
• Language and national identity • Totems, totem praises and genealo-gy • Indigenous community gatherings, • Contemporary marriages
• Indigenous hunting and production • Purpose of totem systems ceremonies and events • Indigenous wise sayings
tools • Indigenous herbs - proverbs
• National identification documents: • Indigenous languages and cultures - idioms
- Birth certificate of the people of Zimbabwe • Indigenous religious practices
- National identity
- Passport

TOPIC 3: CULTURAL HERITAGE: NORMS AND VALUES

FORM 1 FORM 2 FORM 3 FORM 4

• The concept of Unhu/Ubuntu/Vu- • Norms and values in the community • Norms and values at the workplace • Zimbabwean and foreign norms
munhu • Main features of the indigenous • Birth and Death rites and ceremo-nies and values
• Attributes of Unhu/Ubuntu/Vumun- Zimbabwean culture • Inheritance and heirship practices in
hu • Inheritance and heirship practices contemporary families and soci-eties • Threats to indigenous culture in
• Norms and values of indigenous families and societies Zimbabwe
• Concept of inheritance • Contemporary courtship practices
TOPIC 3: CULTURAL HERITAGE: NORMS AND VALUES CONTD..

FORM 1 FORM 2 FORM 3 FORM 4

• Rites of passage • Indigenous marriage counsellors • Indigenous and contemporary • Men and women in marriage
• Indigenous courtship practices • Forms of indigenous entertainment courtship practices
of different ethnic groups • Indigenous marriage practices • Sport, arts and culture
• Indigenous entertainment • Dance and drama

TOPIC 4: NATIONAL HISTORY: SOVEREIGNTY AND GOVERNANCE

FORM 1 FORM 2 FORM 3 FORM 4

• Pre-colonial societies: • Early Iron Age societies • Colonisation • Independent Zimbabwe
- Hunter-gatherer communities • Late Iron Age States • Anglo-Ndebele war (1893-94) • Local government structures
- Social and economic activities • Contribution of Iron Age communi- • First Chimurenga/ Umvukela (1896- • Systems of Governance
• Indigenous Political Structures ties to contemporary societies 97) • Structures and functions of the
• Missionaries, explorers, traders, • Heroes and heroines of the 1st central government
concession seekers, adventurersand Chimurenga/Umvukela • Government as a social service
hunters • Expropriation of resources in colo- provider
nial Zimbabwe • Zimbabwe as a member of region-al
• Liberation Struggle/Second and international organisations
Chimurenga/Umvukela (1966-79)

TOPIC 5: NATIONAL HERITAGE

FORM 1 FORM 2 FORM 3 FORM 4

• National symbols, monuments and • National events and celebrations • National shrines, monuments and • Heritage sites
shrines • Participation in and commemoration world heritage sites • National Schools Pledge
• National Schools Pledge of national events • National Schools Pledge • Natural resources
• Natural resources • National Schools Pledge • Natural resources
• Natural resources
TOPIC 6: CONSTITUTION OF ZIMBABWE

FORM 1 FORM 2 FORM 3 FORM 4

• Constitution of Zimbabwe • Declaration of Rights in Zimbabwe • Constitution of Zimbabwe • Constitution of Zimbabwe
• Zimbabwean citizenship
• Rules and laws of Zimbabwe

TOPIC 7: RIGHTS AND RESPONSIBILITIES

FORM 1 FORM 2 FORM 3 FORM 4

• Indigenous entitlements • Children`s rights and responsibili- • Rights and responsibilities • Entitlements of men and women
• Rights and responsibilities ties at school • Civic responsibilities at community in the indigenous societies
• Participation in voluntary communi-ty and national level • Gender equity and equality in
activities contemporary Zimbabwe
• Roles and responsibilities of Zimba- • Voluntary community activities
bwean citizens

TOPIC 8: PRODUCTION, DISTRIBUTION OF GOODS AND SERVICES

FORM 1 FORM 2 FORM 3 FORM 4

• Factors of production: • Types of industries • Land ownership in Zimbabwe • Factors of production
• Concept of industry • The informal sector • Constraints to the informal sector • Factors inhibiting production
• The informal sector • Indigenous conservation and man- • National strategic reserves • Enterprise skills and employment
• Storage of indigenous and contem- agement of resources creation:
porary foods • Contemporary methods of manu- • Conservation and preservation of
facturing goods resources

TOPIC 9: GLOBAL ISSUES

FORM 1 FORM 2 FORM 3 FORM 4

• Environmental issues • Climate change • Land degradation • Waste management
• Pollution • Disasters • Pollution • Child labour
• Hazards, risks and disasters • Pandemics and chronic illnesses
• Human trafficking • Human trafficking
 FORM 1
7.0 COMPETENCY MATRIX
TOPIC 1: SOCIALISATION

KEY CONCEPT LEARNING OBJECTIVES CONTENT (knowledge, SUGGESTED LEARNING SUGGESTED LEARNING
Learners will be able to:- skills, values and attitudes) ACTIVITIES AND NOTES RESOURCES
SOCIALISATION IN THE • define socialisation • Socialisation • Explaining socialisation • ICT tools
HOME • list socialising agents in - definition • Identifying socialising • Jaws software
the home - agents agents in the home • Pictures
• examine the role of each - role of family • Discussing the role of • Resource person
family member in members each family member in
socialisation socialization
• Role playing

TOPIC 2: IDENTITY: LOCAL AND NATIONAL IDENTITY

KEY CONCEPT LEARNING OBJECTIVES CONTENT (knowledge, skills, SUGGESTED LEARNING SUGGESTED LEARNING
Learners will be able to:- values and attitudes) ACTIVITIES AND NOTES RESOURCES
TYPES OF FAMILIES • identify different family • Types of families • Listing different family • ICT tools
types -one parent types • Jaws software
• distinguish different -child headed • Examining relationships • Pictures
relationships within -monogamous within different types of • Related literature
different types of families -polygamous families • Literature in Braille
• assess the roles of family • Assessing relationships
members in the home, • Roles in the: within different family
community and nation - home types
- community • Explaining the different
- nation roles of family membersin
the home, communityand
nation
• Dramatising different
roles of family membersin
the home, communityand
nation
TOPIC 2: IDENTITY: LOCAL AND NATIONAL IDENTITY CONTD..

KEY CONCEPT LEARNING OBJECTIVES CONTENT (knowledge, skills, SUGGESTED LEARNING SUGGESTED LEARNING
Learners will be able to:- values and attitudes) ACTIVITIES AND NOTES RESOURCES
LANGUAGE AND • identify language aspects • Language and identity • Stating language • ICT tools
NATIONAL IDENTITY that have national identity - proverbs aspects that promote • Jaws software
• explain the link between - idioms national identity • Resource person
language and identity - riddles • Discussing the origins • Related literature
- folklore and significance of wise • Braille literature
sayings
• Discussing the link
between language andidentity

INDIGENOUS HUNTING • identify indigenous • Indigenous hunting tools: • Listing indigenous • ICT tools
AND PRODUCTION TOOLS hunting and productive - traps hunting and production • Jaws software
tools - spears tools • Pictures
• explain the use of - bows and arrows • Demonstrating the useof • Cultural museum
indigenous hunting and • Indigenous productive the indigenous hunting • Indigenous hunting and
productive tools tools: and productiontools production tools
- grinding stones
• describe how the - duri nemutswi/ • Collecting and exhibiting
indigenous hunting and ingiga/umgigo indigenous hunting and
production tools were - winnowing production tools
made basket/tsero/ukhomane • Making some of the
indigenous hunting and
production tools
NATIONAL IDENTIFICATION • list the national • Identification documents • Stating national • ICT tools
DOCUMENTS identification documents -Birth certificate identification documents • Samples of identity
• describe the contents of -National identity • Explaining information on documents
each national -Passport national identification • Resource person
identification documents documents
• explain the importance of • Debating the need for
possessing national national identification
identification documents documents
TOPIC 3: CULTURAL HERITAGE: NORMS AND VALUES

KEY CONCEPT LEARNING OBJECTIVES CONTENT (knowledge, SUGGESTED LEARNING SUGGESTED LEARNING
Learners will be able to:- skills, values and ACTIVITIES AND NOTES RESOURCES
attitudes)
THE CONCEPT OF • define the concept of • Concept and • Researching on the • ICT tools
UNHU/UBUNTU/VUMUNHU Unhu/Ubuntu/Vumunhu attributes: concept of • Jaws software
• state the attributes of - tolerance Unhu/Ubuntu/Vumunhu • Pictures
Unhu/Ubuntu/Vumunhu - integrity • Listing attributes of • Relevant literature/ literaturein
• explain the importance of - oneness Unhu/Ubuntu/Vumunhu Braille
Unhu/Ubuntu/Vumunhu - respect • Discussing the importance • Resource person
- humility of Unhu/Ubuntu/Vumunhu
NORMS AND VALUES • identify norms and values • Norms and values: • Describing norms and • ICT tools
peculiar to the home, - respect values at the home, • Jaws software
school, community and - courtesy school, community and • Pictures
workplace - discipline workplace • Charts
• describe the norms and - honesty • Comparing and • Resource person
values at home, school, contrasting norms and • Related literature
community and values at home, school,
workplace community and workplace
THE CONCEPT OF • explain heirship • Heirship • Discussing the meaning of • ICT tools
INHERITANCE • describe indigenous and - indigenous heirship • Jaws software
contemporary heirship - contemporary • Listing of indigenous and • Resource person
practices contemporary heirship • Related literature
• justify the importance of practices • literature in Braille
indigenous and • Comparing indigenous and • Pictures
contemporary heirship contemporary heirship • Samples of wills
practices • Newspaper stories
• Researching on importance • Talking/large print books
of indigenous • Videos
and contemporary heirship
RITES OF PASSAGE • explain rites of passage in • Rites associated • Identifying rites of passagein • ICT tools
different ethnic groupsin with adolescence: different ethnic groups in • Jaws software
Zimbabwe - significance Zimbabwe • Research person
• examine the importance - implications of • Discussing the importance • Related literature/literature in
of rites of passage in the age of of rites of passage in Braille
different societies consent to sex different societies
• describe the implications • Researching on the
of the age of consent tosex implications of the age of
consent to sex
INDIGENOUS COURTSHIP • identify different • Courtship practices: • Researching on different • ICT tools
PRACTICES OF DIFFERENT indigenous courtship -advantages and indigenous courtship • Jaws software
ETHNIC GROUPS practices disadvantages practices • Resource person
• outline advantages and • Age of consent to • Listing advantages and • Related literature
disadvantages of different marriage disadvantages of • Literature in Braille
TOPIC 3: CULTURAL HERITAGE: NORMS AND VALUES CONTD..

KEY CONCEPT LEARNING OBJECTIVES CONTENT (knowledge, SUGGESTED LEARNING SUGGESTED LEARNING
Learners will be able to:- skills, values and ACTIVITIES AND NOTES RESOURCES
attitudes)
indigenous courtship indigenous courtship • Constitution of Zimbabwe
practices practices
• discuss age of consent to • Debating on the age of
marriage as per constitution consent to marriage
of Zimbabwe

INDIGENOUS • identify different forms of • Indigenous • Listing forms of indigenous • ICT tools
ENTERTAINMENT indigenous entertainment entertainment: entertainment • Jaws software
• outline other uses of these - folklore • Discussing other uses of • Resource person
forms of indigenous - games these forms of • Game boards
entertainment - dance and song entertainment • Related literature
• Role playing • Literature in Braille

TOPIC 4: NATIONAL HISTORY: SOVEREIGNTY AND GOVERNANCE

KEY CONCEPT LEARNING OBJECTIVES CONTENT (knowledge, SUGGESTED LEARNING SUGGESTED LEARNING
Learners will be able to:- skills, values and attitudes) ACTIVITIES AND NOTES RESOURCES
PRE-COLONIAL SOCIETIES • identify the hunter-gatherer • Hunter-gatherer (San • Naming the hunter- • ICT tools
and herder communities and Khoi Khoi) gatherer and herders • Jaws software
• describe the economic, -social, political and economic • Outlining the economic, • Pictures
social and political systems organisation of the San and the political and social • Rock paintings
of the Khoi Khoiand the KhoiKhoi systems • Artefacts
San • Contributions of the San • Discussing the heritage • Excursions
• explain the heritage passed and the Khoi Khoi to shared by the San and the
on by the San andthe Khoi modern soceity: Khoi Khoi
Khoi - hunting skills
- hunting tools
- rock paintings
- tool making
- indigenous
medicines
- tanning
 INDIGENOUS POLITICAL • outline the hierarchy of • Hierarchy of indigenous • Illustrating the hierarchy • ICT tools
STRUCTURES indigenous leaders leadership of indigenous leaders • Resource person
• explain the significance of • Roles of chiefs, • Discussing the • Samples of regalia
chieftainship headmen and village importance of the • Pictures

TOPIC 4: NATIONAL HISTORY: SOVEREIGNTY AND GOVERNANCE CONTD..

KEY CONCEPT LEARNING OBJECTIVES CONTENT (knowledge, SUGGESTED LEARNING SUGGESTED LEARNING
Learners will be able to:- skills, values and attitudes) ACTIVITIES AND NOTES RESOURCES
• describe how indigenous heads indigenous leaders
leaders are enthroned • Explaining how chiefs
are enthroned

TOPIC 5: NATIONAL HERITAGE

KEY CONCEPT LEARNING OBJECTIVES CONTENT (knowledge, SUGGESTED LEARNING SUGGESTED LEARNING
Learners will be able to:- skills, values and ACTIVITIES AND NOTES RESOURCES
attitudes)
NATIONAL SYMBOLS, • identify national symbols, • National symbols: • Stating symbols, shrines and • ICT tools
MONUMENTS AND SHRINES shrines and monuments - National flag monuments • Jaws software
• explain the significance of - Coat-of-arms • Visiting shrines and • Pictures
national symbols, shrines - National anthem monuments • Related literature
and monuments - Zimbabwe bird • Singing the national anthem • National flag
• National monuments:
- Great Zimbabwe
- Victoria Falls
- Chinhoyi Caves
• National shrines:
Heroes acres
Njelele
NATIONAL SCHOOLS • recite the National Schools • National Schools • Reciting the National • ICT tools
PLEDGE Pledge Pledge Schools Pledge • Jaws software
• explain the significance of • Discussing the importance of • National Schools
the National Schools Pledge the National Schools Pledge Pledge
• Charts
• Pictures
NATURAL RESOURCES • define natural resources • Natural resource • Discussing the importance of • ICT tools
• identify natural resources - land natural resources • Jaws software
• explain the importance of - minerals • Listing natural resources • Resource person
natural resources - animals • Debating on the ownership • Related literature
- birds of natural resources • Literature in Braille
- plants and forests • Resource map
- rivers
TOPIC 6: CONSTITUTION OF ZIMBABWE

KEY CONCEPT LEARNING OBJECTIVES CONTENT (knowledge, SUGGESTED LEARNING SUGGESTED LEARNING
Learners will be able to:- skills, values and attitudes) ACTIVITIES AND NOTES RESOURCES
CONSTITUTION OF • explain the process of • Constitution: • Outlining the constitution • ICT tools
ZIMBABWE constitution formulation -making process making process • Jaws software
• describe the role of -rationale of a new • Discussing the role citizens • Constitution of
citizens in formulation of constitution in the constitutionmaking Zimbabwean
the Zimbabwean -role of citizens in process • Resource person
Constitution formulating the • Examining the contents of • Related literature
• summarise the contents ofthe constitution the Zimbabwean
Zimbabwean Constitution -contents of the Constitution
• explain the importance of constitution
the Zimbabwean
constitution

TOPIC 7: RIGHTS AND RESPONSIBILITIES

KEY CONCEPT LEARNING OBJECTIVES CONTENT (knowledge, skills, SUGGESTED LEARNING SUGGESTED LEARNING
Learners will be able to:- values and attitudes) ACTIVITIES AND NOTES RESOURCES
INDIGENOUS • list some indigenous formsof • Indigenous forms of • Stating indigenous formsof • ICT tools
ENTITLEMENTS entitlement entitlements: entitlements • Jaws software
• examine the importance of - women entitlements/ • Discussing the importance • Resource person
entitlement of motherhood motherhood of motherhood and
and fatherhood in indigenous - mombe yeumai/ fatherhood entitlements in • Related literature
families mother’s cow/ inkomo indigenous families
yohlango
- tseu yamai/mother’s
piece of land
- Men
entitlements/fatherhood:
symbol of authority
- protection of family
- family identity
RIGHTS AND state the rights and • Children’s rights and • Listing rights and • ICT tools
RESPONSIBILITIES responsibilities of children responsibilities at home: responsibilities of childrenin • Jaws software
• distinguish between rights - shelter the contemporary society
• Related literature
and responsibilities of - education • Discussing rights and
children in contemporary - security responsibilities of childrenin • Resource person
societies • Duties at home: contemporary societies • Constitution of Zimbabwe
- sweeping
- cooking
TOPIC 8: PRODUCTION, DISTRIBUTION OF GOODS AND SERVICES

KEY CONCEPT LEARNING OBJECTIVES CONTENT (knowledge, SUGGESTED LEARNING SUGGESTED LEARNING
Learners will be able to:- skills, values and attitudes) ACTIVITIES AND NOTES RESOURCES
FACTORS OF • identify the factors that • Factors of production • Listing the factors of • ICT tools
PRODUCTION influence production of - land production • Jaws software
wealth - capital • Related literature
- labour • Literature in Braille
• describe the significance of • Discussing the • Resource person
the factors of production significance of each of the
factors of production
CONCEPT OF INDUSTRY • identify types of industries in • Historical development • Listing the types of early • ICT tools
early Zimbabwean societies - indigenous industry and contemporary • Jaws software
• describe types of - contemporary industries in Zimbabwe • Pictures
contemporary industries in industry • Discussing the types of • Indigenous food
Zimbabwe early and contemporary • Resource person
industries in Zimbabwe • Charts
• Related literature
• Literature in Braille

THE INFORMAL SECTOR • describe the characteristicsof • Characteristics of the • Discussing characteristics • ICT tools
the informal sector informal sector of the informal sector • Related literature
• explain the importance of the • Importance of the • Visiting informal sector • Charts
informal sector informal sector sites
• Assessing the importanceof
the informal sector
STORAGE OF • list different types of • Indigenous foods: • Stating different types of • ICT tools
INDIGENOUS AND indigenous and - madora/ amacimbi indigenous and • Jaws software
CONTEMPORARY FOOD contemporary food - mufushwa/ contemporary food • Pictures
• describe storage and umfushwa • Discussing the storage and • Indigenous food
preservation strategies of - dovi/idobi preservation processes of • Resource person
indigenous and • Contemporary foods: indigenousand • Charts
contemporary food - tinned beans contemporary food • Related literature/
• explain the importance of - pizza • Examining the importance literature of Braille
indigenous and of indigenousand
contemporary food contemporary food
• Demonstrating the
preservation of some
indigenous and
contemporary food
TOPIC 9: GLOBAL ISSUES

KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners will be able to:- (knowledge, skills, values ACTIVITIES AND NOTES RESOURCES
and attitudes)

ENVIRONMENTAL ISSUES • identify the different forms • Preservation of natural • Describing different forms • ICT tools
of natural resources resources: of natural resources • Jaws software
• explain strategies of - land • Discussing strategies of • Resource person
preserving natural - minerals preserving natural • Pictures
resources - forests resources • Related literature
- rivers • Literature in Braille
- dams

POLLUTION • list types of pollution • Types of pollution: • Stating types of pollution • ICT tools
• define different levels of - air • Discussing types of • Jaws software
pollution - land pollution and their effects • Pictures
• suggest ways of reducing - water • Examining ways of • Resource person
pollution reducing pollution • Related literature
• Engaging in campaigns on • Literature in Braille
environmental issues

PANDEMICS AND • identify different world • Types of infectious and • Listing different infectious • ICT tools
CHRONIC ILLNESSES infectious and chronic chronic diseases: and chronic diseases • Jaws software
diseases - diabetes • Discussing the effects or • Pictures
• explain the effects of the - hypertension impact of the different • Slides
diseases in international - HIV/AIDS infectious and chronic • Resource person
communities - Ebola diseases

HAZARDS, RISKS AND • Identify types of hazards, • Hazards, risks and • Discussing types of • ICT tools
DISASTERS risks and disasters disasters hazards, risks and • Jaws software
• describe the causes of - environmental disasters • Pictures
droughts and floods - biological • Explaining the causes of • Resource person
TOPIC 9: GLOBAL ISSUES CONTD..

KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners will be able to:- (knowledge, skills, values ACTIVITIES AND NOTES RESOURCES
and attitudes)

HAZARDS, RISKS AND • Identify types of hazards, • Hazards, risks and • Discussing types of • ICT tools
DISASTERS risks and disasters disasters hazards, risks and • Jaws software
• describe the causes of - environmental disasters • Pictures
droughts and floods - biological • Explaining the causes of • Resource person
• analyse the effects of - mechanical droughts and floods • Related literature
droughts and floods • Droughts and floods • Examining the effects of • Literature in Braille
droughts and floods

HUMAN TRAFFICKING • describe forms of human • Forms of human • Listing forms of human • ICT tools
trafficking trafficking trafficking • Jaws software
• explain the impact of • Discussing the causes • Pictures
trafficking on society and effects of human • Slides
trafficking • Resource person
FORM 2
TOPIC 1: SOCIALISATION

KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners will be able to:- (knowledge, skills, values ACTIVITIES AND NOTES RESOURCES
and attitudes)
ROLE OF THE SCHOOL IN • explain the role of the • Role of the school: • Discussing the role of the • ICT tools
SOCIALISATION school in socialization - school rules school in socialising the • Resource person
• assess the impact of the - punctuality learners • Related literature
school in socialisation - discipline • Demonstrating the
- respect for authority effectiveness of the schoolin
- hygiene socialising the learner
• Applying school rules
ROLE OF PEERS IN • state the role of peers in • Role of peers: • Dramatising the role of • ICT tools
SOCIALISATION socialization - friendship peers in socialising the • Resource person
• analyse the impact of - peer pressure learners • Related literature
peers in socialisation - interaction • Assessing the effects of • Pictures
- cliches peers in socialisation
- role models • Debating the effects of
cliches in socialisation
ROLE OF THE MEDIA IN • identify the various typesof • Types of media • Watching videos on role • ICT tools
SOCIALISATION media • Role of the media: models • Pictures
• describe the role of the - newspapers • Discussing the effects of • Print media and
media in socialisation - magazine media in socialisation electronic media
- electronic media • Related literature
- social media
RESPONSIBLE USE OF THE • illustrate responsible useof • Appropriate media • Discussing responsible • ICT tools
MEDIA the media as a socialisation content use of the media • Jaws software
agent • Demonstrating appropriate • Resource person
• utilise appropriate media use of the media • Print media and
content electronic media
• Pictures
TOPIC 2: IDENTITY: FAMILY, LOCAL AND NATIONAL IDENTITY

KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners will be able to:- (knowledge, skills, values ACTIVITIES AND NOTES RESOURCES
and attitudes)
FORMS OF PERSONAL • identify forms of personal • Forms of personal • Sampling identity • ICT tools
IDENTITY identity identity: documents • Jaws software
• explain the importance of - name • Discussing the • National identity documents
personal identity - urname importance of identity • Resource person
- totems documents • Related literature
- religion
- nationality
- language
- dress
TOTEMS, TOTEM PRAISES • list totems • Family identity • Naming totems • ICT tools
AND GENEALOGY • recite totem praises • Family tree • Researching on their • Jaws software
• trace their genealogy • Totem praises totems • Poems
• Drawing family trees • Related literature
• Presenting on totem • Pictures
praises • Resource person
• Songs
PURPOSE OF TOTEM • explain the significance of • Totem systems • Dramatising the • ICT tools
SYSTEMS totem systems importance of totem • Jaws software
systems • Resource person
• Singing songs based on • Drama
their totems • Pictures
• Related literature
INDIGENOUS HERBS • identify indigenous herbs • Indigenous herbs: • Collecting samples of • ICT tools
• explain the use of various - aloe vera some indigenous herbs • Jaws software
indigenous herbs - ndorani, ginger • Visiting local herbal • Indigenous herbs samples
- black jack gardens • Resource person
- isihaqa • Researching on different • Educational tours
types and usesof • Related literature
indigenous herbs • Pictures
INDIGENOUS LANGUAGES • list indigenous languages • Indigenous languages • Naming the different • ICT tools
AND CULTURES OF THE • explain the importance of - Shona languages spoken in • Jaws software
PEOPLE OF ZIMBABWE upholding indigenous - Ndebele Zimbabwe • Different cultural dresses
languages and cultures - Venda • Comparing cultural • Related literature
- Kalanga practices of people in • Pictures
- Sign language Zimbabwe • Cultural artefacts
• Importance of languages • Modelling of various • Resource person
and cultures cultural attire
TOPIC 3: CULTURAL HERITAGE: NORMS AND VALUES

KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners will be able to: (knowledge, skills, values ACTIVITIES AND NOTES RESOURCES
and attitudes)
NORMS AND VALUES IN • identify the different • Norms and values • Role playing different • ICT tools
THE COMMUNITY norms and values in the -greeting norms and values • Jaws software
community -thanking • Debating norms and • Resource person
• demonstrate different values of different • Videos
norms and values in the cultures in Zimbabwe
community • Discussing the
• analyse the importance of importance of norms and
norms and values values
MAIN FEATURES OF • identify the main featuresof • Features of indigenous • Discussing the main • ICT tools
INDIGENOUS ZIMBABWEAN indigenous Zimbabwean Zimbabwean culture features of indigenous • Jaws software
CULTURE culture - initiation ceremonies Zimbabwean culture • Resource person
• describe Zimbabwean • Birth rites and • Researching on initiation • Related literature
birth and death rites Death rites ceremonies • Pictures
• Discussing birth and • Drama
death rites • Films
INHERITANCE AND • identify the types of • Inheritance and heirship • Discussing inheritance • ICT tools
HEIRSHIP PRACTICES OF inheritance practices and heirship practices • Jaws software
INDIGENOUS FAMILIES AND • describe the various • Types of heirship: • Showing films on • Resource person
SOCIETIES inheritance and heirship - tangible inheritance indigenous ways of • Videos
practices of indigenous (assets) inheritance and heirship • Related literature
families and societies - intangible inheritance • Dramatizing inheritance
• distinguish between (language, norms and and heirship procedures
tangible and intangible values)
inheritance
CONTEMPORARY • list contemporary • Contemporary courtship • Role playing • ICT tools
COURTSHIP PRACTICES courtship practices - religious contemporary courtship • Jaws software
• compare the - social practices • Resource person
contemporary and - western • Debating contemporary • Videos/ with captions
indigenous courtship courtship and indigenous • Related literature
practices courtship practices
• evaluate the • Watching films on
contemporary courtship contemporary courtship
practices practices
TOPIC 3: CULTURAL HERITAGE: NORMS AND VALUES CONTD..

KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners will be able to: (knowledge, skills, values ACTIVITIES AND NOTES RESOURCES
and attitudes)
INDIGENOUS MARRIAGE • identify indigenous • Indigenous marriage • Naming indigenous • ICT tools
COUNSELLORS marriage counsellors counsellors: marriage counsellors • Jaws software
• explain the role of - tete • Researching on the roleof • Resource person
indigenous marriage - sekuru indigenous marriage • Videos
counsellors - mbuya counsellors • Related literature
• describe the indigenous - community • Role playing indigenous
marriage counselling counsellors marriage counselling
process - family counsellors process
• Indigenous marriage
counselling process
FORMS OF INDIGENOUS • identify forms of - Indigenous forms of • Listing indigenous forms • ICT tools
ENTERTAINMENT indigenous entertainment entertainment: of entertainment • Jaws software
• explain the significance of - folklore • Dramatizing forms of • Resource person
indigenous forms of - games indigenous entertainment • Related literature
entertainment - dance and songs • Discussing the
• Significance indigenous significance of indigenous
entertainment entertainment

TOPIC 4: NATIONAL HISTORY: SOVEREIGNTY AND GOVERNANCE

KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners will be able to:- (knowledge, skills, values ACTIVITIES AND NOTES RESOURCES
and attitudes)
EARLY IRON AGE • identify Early Iron Age • Early Iron Age societies: • Naming Early Iron Age • ICT tools
SOCIETIES societies -Mapungubwe societies • Jaws software
• outline the social, economic -Gokomore • Discussing the socio- • Artefacts
and political activities of these • Socio-economic and economic and political • Pictures
societies political activities activities • Related literature
-tools • Visiting early Iron Age • Maps
-iron smelting sites
LATE IRON AGE STATES • Identify Late Iron Age • Late Iron Age states • Listing Late Iron Age • ICT tools
states • Social, political and states • Jaws software
• Outline the social, economic practices • Discussing the socio- • Artefacts
economic and political economic and political • Pictures
activities of Late Iron Age activities of the Late Iron • Resource person
states Age states • Related literature
• Modelling Late Iron Age • Films/ with captions
tools
TOPIC 4: NATIONAL HISTORY: SOVEREIGNTY AND GOVERNANCE CONTD..

KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners will be able to: (knowledge, skills, values ACTIVITIES AND NOTES RESOURCES
and attitudes)
CONTRIBUTION OF IRON • List contributions made by • Contribution of Iron Age • Discussing contributions • ICT tools
AGE COMMUNITIES TO Iron Age communities to societies to contemporary made by Iron Age • Jaws software
CONTEMPORARY contemporary development development societies to • Maps
SOCIETIES • Assess the significance of - craftwork contemporary • Related literature
these contributions to - trade development
contemporary societies - traditional medicine • Explaining the
- political structures significance of their
- religious beliefs contributions
MISSIONARIES • identify various foreign • Agents of colonization • Naming agents of • ICT tools
EXPLORERS, TRADERS, groups involved in the • Role played by agents of colonisation • Jaws software
CONCESSION SEEKERS, colonization of Zimbabwe colonisation • Discussing the role • Related literature
ADVENTURERS AND • examine the role played by played by agents of • Pictures
HUNTERS these groups in colonizationof colonisation • Maps
Zimbabwe

TOPIC 5: NATIONAL HERITAGE

KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners will be able to: (knowledge, skills, values ACTIVITIES AND NOTES RESOURCES
and attitudes)
NATIONAL EVENTS AND • identify national events • National events and • Organising activities to • ICT tools
CELEBRATIONS and celebrations celebrations commemorate national • Jaws software
• explain the significance of • Significance of national events • Resource person
these national events and events and celebrations • Singing songs related to • Videos
celebrations national events • Related literature
• Discussing significance of
national events and
celebrations
• Watching documentariesof
the events
 PARTICIPATION IN AND • describe the • Participation and • Participating in national • ICT tools
COMMEMORATION OF commemoration process commemoration of events • Jaws software
NATIONAL EVENTS • identify roles that they national events: • Watching/playing videos of • Resource person
can play during the - Independence Day national events • Related literature
commemoration - Heroes Day • Singing songs related to the • Films/ with captions
• explain the significance of - Unity Day national events being • Calendars
participating in national - Tree planting celebrated • Pictures
events • Poems of national events • Paintings
TOPIC 5: NATIONAL HERITAGE CONTD..

KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners will be able to: (knowledge, skills, values ACTIVITIES AND NOTES RESOURCES
and attitudes)
NATIONAL SCHOOLS • recite the National • National Schools Pledge: • Reciting the National • ICT tools
PLEDGE Schools Pledge - reciting Schools Pledge • Jaws software
• explain the importance of - importance • Discussing the National • Related literature
the National Schools Schools Pledge
Pledge

NATURAL RESOURCES • identify natural resourcesin • Natural resources • Listing natural resources • ICT tools
Zimbabwe • Natural resources as • Discussing land as a key • Jaws software
• explain the importance of heritage resource • Resource person
natural resources as • Analysing the importanceof • Related literature
heritage natural resources • Natural resources map

TOPIC 6: CONSTITUTION OF ZIMBABWE

KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners will be able to: (knowledge, skills, values ACTIVITIES AND NOTES RESOURCES
and attitudes)
DECLARATION OF RIGHTS • define the concept of • Human rights • Discussing the concept • ICT tools
IN ZIMBABWE human rights • Rights in Zimbabwe of human rights • Jaws software
• outline the provisions of • Debating the declarationof • Copies of Constitution
the declaration of rights human rights • Resource person
• Discussing
constitutional rights
ZIMBABWEAN • define the concept of • Citizenship in Zimbabwe: • Discussing concept of • ICT tools
CITIZENSHIP citizenship - by birth citizenship • Jaws software
• explain different forms of - by descent • Discussing the different • Copies of Constitution
citizenship - by registration forms of citizenship • Resource person
• National identity
documents
 RULES AND LAWS OF • define rules and laws • Rules and laws in • Discussing rules and • ICT tools
ZIMBABWE • identify types of courts in Zimbabwe laws of Zimbabwe • Jaws software
Zimbabwe • Jurisdiction of Courts • Classifying courts • Resource person
• describe the functions of according to hierarchy • Constitution of Zimbabwe
Zimbabwe courts • Conducting educational
tours to observe court
sessions

TOPIC 7: RIGHTS AND RESPONSIBILITIES

KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners will be able to: (knowledge, skills, values ACTIVITIES AND NOTES RESOURCES
and attitudes)
CHILDREN’S RIGHTS AND • define rights and • Rights and • Listing rights and • ICT tools
RESPONSIBILITIES AT responsibilities responsibilities at responsibilities at school • Jaws software
SCHOOL • identify rights and school: • Discussing rights and • Constitution of Zimbabwe
responsibilities at school - right to education responsibilities at school • Related literature
• describe rights and - access to • Role playing rights and • Resource person
responsibilities at school information responsibilities at school
- duties at school
PARTICIPATION IN • explain the importance of • Participation in voluntary • Participating in voluntary • ICT tools
VOLUNTARY COMMUNITY participation in voluntary community activities: community activities • Jaws software
ACTIVITIES community activities - gully reclamation • Pictures
- clean up • Related literature
- tree planting • Resource person
campaigns
RESPONSIBILITIES OF • identify responsibilities of • Citizens’ responsibilities •
Listing citizen`s • ICT tools
ZIMBABWEAN CITIZENS citizens - safe guarding responsibilities • Jaws software
• describe responsibilities of heritage • Discussing the • Pictures
citizens - defend sovereignty responsibilities of citizens • Resource person
- upholding values • Role playing • Related literature

TOPIC 8: PRODUCTION, DISTRIBUTION OF GOODS AND SERVICES

KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners will be able to: (knowledge, skills, values ACTIVITIES AND NOTES RESOURCES
and attitudes)
TYPES OF INDUSTRIES • identify the types of • Types of industries: • Touring industries • ICT tools
industries -primary • Discussing various types • Jaws software
• describe the types of -secondary of industries • Pictures
industries -tertiary • Participating in informal • Industries
sector • Company Register
 THE INFORMAL SECTOR • identify economic activitiesin • Informal sector • Listing informal sector • ICT tools
the informal sector economic activities economic activities • Jaws software
• distinguish between formal • Formal and informal • Differentiating between • Pictures
and informal sector sector formal and informal • Resource person
sectors
• Conducting educational
tours

TOPIC 8: PRODUCTION, DISTRIBUTION OF GOODS AND SERVICES CONTD..

KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners will be able to:- (knowledge, skills, values ACTIVITIES AND NOTES RESOURCES
and attitudes)
INDIGENOUS • explain sustainable • Indigenous conservation • Discussing indigenous • ICT tools
CONSERVATION AND indigenous methods of and management methods of conserving • Jaws software
MANAGEMENT OF conserving and managingnatural - taboos and managing natural • Resource person
RESOURCES resources - totems resources • The immediate
• assess the effectiveness of - indigenous • Debating the environment
indigenous ways of knowledge systems effectiveness of • Related literature
conserving natural resources (IKS) indigenous ways of
- indigenous laws managing resources
• Role playing conservation
methods
CONTEMPORARY • define the concept of • The manufacturing of • Discussing the process of • ICT tools
METHODS OF manufacturing goods: manufacturing of goods • Jaws software
MANUFACTURING GOODS • outline the processes of - processing • Touring manufacturing • The immediate
manufacturing goods - assembling industries environment
- weaving • Demonstrating processes • Pictures
of manufacturing goods • Resource person
TOPIC 9: GLOBAL ISSUES

KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners will be able to: (knowledge, skills, values ACTIVITIES AND NOTES RESOURCES
and attitudes)
CLIMATE CHANGE • define the concept of • Causes of climate • Debating causes and • ICT tools
climate change change effects of climate change • Jaws software
• outline the causes of • Effects of climate • Discussing adaptation and • Resource person
climate change change mitigation measures • Pictures
• explain the effects of - floods and droughts • Touring places affected by • Films/ with captions
climate change • Adaptation and climate change • Related literature
• explain adaptation and mitigation measures • Weather maps and
mitigation measures against climate change charts
against climate change
DISASTERS • define natural and man • Classification of • Discussing classification of • ICT tools
made disasters disasters: disasters • Jaws software
• describe the effects of -natural • Assessing the impact of • Related literature
disasters on the -man made disasters • Resource person
environment • Impact of disasters • Evaluating disaster
• describe disaster • Disaster Management management strategies
mitigation and
management measures
FORM 3

TOPIC 1: SOCIALISATION

KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners will be able to:- (knowledge, skills, values ACTIVITIES AND NOTES RESOURCES
and attitudes)
ROLE OF THE COMMUNITY • state the role of the • Role of the community • Discussing the role of the • ICT tools
IN SOCIALISATION community in • Agents of socialization community in socialisation • Jaws software
socialization - ceremonies • Conducting educational • Resource person
• explain the socialization - rituals tours in the community to • Related literature
process in the community observe some ceremonies • videos
and rituals
ROLE OF RELIGIOUS • list various religious • Role of religious • Outlining various religious • ICT tools
BELIEFS IN SOCIALISATION groups beliefs: beliefs • Jaws software
• describe the role of - Christianity • Discussing the role of • Resource person
religious beliefs in - Indigenous religion religious beliefs • Related literature
socialisation - Islamic religion • Watching videos of • videos
- Rastafarianism religious groups
ROLE OF THE MEDIA IN • identify various forms of • Forms of media • Dramatising the effects of • ICT tools
SOCIALISATION media • Effects of the media in the media in socialisation • Jaws software
• describe the effects of the socialization: • Debating the effects of • Pictures
media in socialization - newspaper media in socialization • Related literature
• explain the advantages ofthe - internet • Discussing the advantagesand
use media as a socialising • Responsible use of the disadvantages of the media
agent media • Role playing advantagesof
• Advantages and the media
disadvantages of the
media

TOPIC 2: IDENTITY: FAMILY, LOCAL AND NATIONAL IDENTITY

KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING
Learners will be able to:- (knowledge, skills, values ACTIVITIES AND NOTES RESOURCES
and attitudes)
FAMILY AND THE • describe the role of the • Family as a form of • Discussing the roles of the • ICT tools
COMMUNITY family and the communityin identity family and communityin • Jaws software
shaping one’s identity • The community as a shaping one’s identity • Resource person
form of identity • Carrying out voluntary • Related literature
projects in the community • Pictures
INDIGENOUS COMMUNITY • list the indigenous • Community gatherings • Identifying indigenous • ICT tools
GATHERINGS CEREMONIES community gatherings and and events: gatherings and events • Jaws software
AND EVENTS events - nhimbe/ilima • Researching on different • Resource person
TOPIC 2: IDENTITY: FAMILY, LOCAL AND NATIONAL IDENTITY CONTD..

KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners will be able to: (knowledge, skills, values ACTIVITIES AND NOTES RESOURCES
and attitudes)
• describe the importance of - zunde ramambo/ indigenous gatherings, • Related literature
indigenous gatherings and isiphala senkosi ceremonies, rituals and • Pictures
events - bira/umbuyiso events • Radios
• Identify indigenous - mukwerera, ukucela • Role playing indigenous
ceremonial tools izulu events
- funerals • Sampling indigenous
- kurova guva ceremonial tools
• Indigenous ceremonial
tools

TOPIC 3: CULTURAL HERITAGE: NORMS AND VALUES

KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners will be able to: (knowledge, skills, values ACTIVITIES AND NOTES RESOURCES
and attitudes)
NORMS AND VALUES AT • identify norms and valuesat • Norms and values at the • Listing norms and values • ICT tools
THE WORKPLACE the workplace workplace: • Discussing the norms and • Jaws software
• explain the norms and - responsibility values at the workplace • Related literature
values at the workplace - accountability • Analysing threats to • Braille literature
• identify threats to norms - respect norms and values at the • Videos with captions
and values in the - integrity workplace • Talking books
workplace - transparency • Role playing
- commitment
• Threats to norms and
values
- corruption
- stigma
BIRTH AND DEATH RITES • define the concept of birth • Significance of: • Discussing the birth and • ICT tools
AND CEREMONIES and death rites - birth rites and death rites and ceremonies • Jaws software
• explain the significance of ceremonies • Resource person
birth and death rites and - death rites and • Related literature
ceremonies ceremonies
INHERITANCE AND • identify forms of • Forms of inheritance • Naming forms of • ICT tools
HEIRSHIP PRACTICES IN inheritance in • Inheritance in inheritance practices • Jaws software
CONTEMPORARY FAMILIES contemporary societies contemporary families • Discussing the inheritance • Constitution of Zimbabwe
AND SOCIETIES • describe the inheritance and societies and heirshippractices • Resource person
and heirship practices in - Concept of will • Debating the inheritance • Related literature
contemporary societies • Videos
KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING
Learners will be able to: (knowledge, skills, values ACTIVITIES AND NOTES RESOURCES
and attitudes)
BIRTH AND DEATH RITES • define the concept of birth • Significance of: • Discussing the birth and • ICT tools
AND CEREMONIES and death rites - birth rites and death rites and ceremonies • Jaws software
• explain the significance of ceremonies • Resource person
birth and death rites and - death rites and • Related literature
ceremonies ceremonies

INHERITANCE AND • identify forms of • Forms of inheritance • Naming forms of • ICT tools
HEIRSHIP PRACTICES IN inheritance in • Inheritance in inheritance practices • Jaws software
CONTEMPORARY FAMILIES contemporary societies contemporary families • Discussing the inheritance • Constitution of Zimbabwe
AND SOCIETIES • describe the inheritance and societies and heirshippractices • Resource person
and heirship practices in - Concept of will • Debating the inheritance • Related literature
contemporary societies and heirship practices • Videos
• Role playing on
contemporary inheritance
and heirship practices

INDIGENOUS AND • define the concept of • Courtship: • Discussing indigenous • ICT tools
CONTEMPORARY courtship - indigenous and contemporary • Jaws software
COURTSHIP PRACTICES • distinguish between - contemporary courtship • Resource person
indigenous and • Role playing courtship • Related literature
contemporary courtship practices • Braille/ talking books/ large
• Researching on print
indigenous courtship • Pictures
INDIGENOUS MARRIAGE • describe the indigenous • Marriage practices: • Debating on the value • ICT tools
PRACTICES marriage practices - nduma/love token indigenous marriages • Jaws software
• demonstrate some - role of aunt • Researching on the valueof • Resource person
indigenous marriage (tete/ubabakazi) indigenous marriages • Videos with captions
practices - kupereka/ umthimba • Talking books
• explain the value of • Value of marriage • Pictures
marriage - dignity
- respect
- cooperation
 KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING
Learners will be able to: (knowledge, skills, values ACTIVITIES AND NOTES RESOURCES
and attitudes)
DANCE AND DRAMA • define the concepts of • Importance of dance and • Dancing • ICT tools
dance and drama drama: • Dramatising • Jaws software
• describe the importance of - entertainment • Discussing the importance • Resource person
dance and drama as formsof - leisure of drama anddance • Dance instrument
entertainment, leisure and - employment • Pictures
employment • Embossed pictures
• Video/with captions
• Talking books

TOPIC 4: NATIONAL HISTORY: SOVEREIGNTY AND GOVERNANCE

KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING
Learners will be able to: (knowledge, skills, values ACTIVITIES AND NOTES RESOURCES
and attitudes)
COLONISATION • define colonization • Colonisation • Outlining the process of • ICT tools
• explain the causes of - causes colonization • Jaws software
colonisation - process • Discussing the causes of • Braille
• outline the terms of the - Berlin Conference colonisation • Map of Africa
Berlin Conference (1884-85) • Role playing the Berlin • Related literature
• identify treaties leadingto Treaties Conference • Related pictures
colonization • Response to colonisation • Discussing the responses
• identify forms of response to colonisation
to colonisation
ANGLO- NDEBELE WAR • describe the events thatled • Anglo- Ndebele war • Discussing the causes of • ICT tools
to Anglo- Ndebele war (1893-94): the Anglo- Ndebele war • Jaws software
• explain the course of - causes • Evaluating the effects of • Maps
Anglo- Ndebele war - course Anglo-Ndebele war • Films/ with captions
• outline the effects of - effects • Conducting educational • Related literature
Anglo Ndebele war tours

FIRST •outline the causes of the • First • Discussing the causes ofthe • ICT tools
CHIMURENGA/UMVUKELA First Chimurenga/Umvukela 1st Chimurenga/Umvukela • Jaws software
Chimurenga/Umvukela (1896-97) • Describing the course • Maps
• explain the role played by - causes and results of the 1st • Films/ with captions
spirit mediums in the - events Chimurenga/Umvukela • Related literature
First Chimurenga/Umvukela - results • Examine the role played • Resource person
• Role of spirit mediums
 KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING
Learners will be able to: (knowledge, skills, values ACTIVITIES AND NOTES RESOURCES
and attitudes)
• describe events of 1st by spirit mediums
Chimurenga/Umvukela • Singing and dancing
• assess the results

HEROES AND HEROINES OF • identify heroes and • Heroes and heroines ofthe • Listing the heroes and • ICT tools
THE FIRST CHIMURENGA/ heroines in the First First Chimurenga/ heroines • Jaws software
UMVUKELA Chimurenga/ Umvukela Umvukela: • Discussing the roles of • Related literature
• explain the role played by -Mukwati, Nehanda, the heroes and heroines • Pictures
heroes and heroines of the Kaguvi,Somabulana, • Touring places of • Resource person
First Chimurenga/ Sibolo, Nyamande historical interests
Umvukela • Role played by heroes • Singing and dancing
and heroines • Watching documentaries
• Reciting poems
LIBERATION • outlining the causes of • Second • Explaining the causes of • ICT tools
STRUGGLE/SECOND •
27

the Second Chimurenga/Umvukela the Second Jaws software

CHIMURENGA/UMVUKELA Chimurenga/Umvukela (1966-79) Chimurenga/Umvukela • Maps
• describe the role playedby - causes • Discussing the role • Films/ with captions
the mass, freedom - course played by the mass, • Related literature
fighters and spirit - results freedom fighters and • Resource person
mediums • Role played by: spirit mediums
• describe the role playedby -masses, freedom • Researching role playedby
national heroes and fighters, mujibhas, national heroes and
heroines zvimbwindos, spirit heroines
• analyse the results of the mediums • Conducting educational
Second • National heroes and tours
Chimurenga/Umvukela heroines • Discussing results of the
liberation struggle
TOPIC 5: NATIONAL HERITAGE

KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners will be able to: (knowledge, skills, values ACTIVITIES AND NOTES RESOURCES
and attitudes)
NATIONAL SHRINES, • identify national shrines, • National shrines and • Listing the national • ICT tools
MONUMENTS AND monuments and world monuments shrines, monuments and • Jaws software
WORLD HERITAGE SITES heritage sites in Zimbabwe - Chinhoyi caves world heritage sites • Maps
• explain the significance of - Njelele • Visiting the shrines, • Pictures
KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING
Learners will be able to: (knowledge, skills, values ACTIVITIES AND NOTES RESOURCES
and attitudes)
NATIONAL SHRINES, • identify national shrines, • National shrines and • Listing the national • ICT tools
MONUMENTS AND monuments and world monuments shrines, monuments and • Jaws software
WORLD HERITAGE SITES heritage sites in Zimbabwe - Chinhoyi caves world heritage sites • Maps
• explain the significance of - Njelele • Visiting the shrines, • Pictures
the national monuments, • World heritage Sites monuments and world • Related literature
shrines and world heritage Great Zimbabwe heritage sites • Videos
sites - Victoria Falls • Discussing the significance • Resource person
• Importance of shrines, of the shrines,monuments
monuments and world and world heritage sites
heritage sites • Organising and
commemorating Heritage
Day

NATIONAL SCHOOLS • recite the National Schools • National Schools • Memorising the National • ICT tools
PLEDGE Pledge Pledge: Schools Pledge • Jaws software
• explain the importance of the - significance of the • Discussing the importanceof • Resource person
National Schools Pledge National Schools the National Schools Pledge • Constitution of Zimbabwe
Pledge • Related literature

NATURAL RESOURCES • identify the key natural • Key natural resources • Identifying key natural • ICT tools
resources in Zimbabwe • Significance of natural resources • Jaws software
• explain the importance of the resources • Discussing the significance • Resource person
key resources in national • Resource ownership of key naturalresources in • Related literature
development during the colonial era national development • Constitution of Zimbabwe
• describe the ownership of • Government efforts to • Debating the ownership of
natural resources during the redistribute resources natural resources in the
colonial era colonial era
• explain how colonialism • Outlining government
disadvantaged efforts to improve
Zimbabweans to access indigenous access to
their natural resources natural resources
• examine how the
government has improved
the indigenous people`s
access to natural resources
 KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING
Learners will be able to:- (knowledge, skills, values ACTIVITIES AND NOTES RESOURCES
and attitudes)
CONSTITUTION OF • identify the key features of • Key features of the • Stating the key features of • ICT tools
ZIMBABWE the constitution constitution the constitution • Jaws software
• explain the significance of - Tiers of • Discussing the significance • Constitution of Zimbabwe
the key features of the Government of the key features of the • Related literature
constitution - Declaration of constitution
• describe the Zimbabwe rights • Explaining the electoral
electoral system - Health and system of Zimbabwe
education
- Languages of
Zimbabwe
• Significance of key
features of the
Constitution
• Electoral system

TOPIC 7: RIGHTS AND RESPONSIBILITIES

KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING
Learners will be able to: (knowledge, skills, values ACTIVITIES AND NOTES RESOURCES
and attitudes)
RIGHTS AND • identify rights and • Rights and • Discussing rights and • ICT tools
RESPONSIBILITIES responsibilities of the responsibilities responsibilities of the • Jaws software
elderly, persons with elderly, persons with • Constitution of
disabilities, women, war disabilities, women, war Zimbabwe
veterans and other veterans and vulnerable • Resource person
vulnerable groups groups • Related literature
• describe the rights and • Debating the importanceof
responsibilities of the rights and responsibilities
elderly, persons with of the elderly, persons
disabilities, women, war with disabilities, women,
veterans and other war
vulnerable groups veterans and other
vulnerable groups
CIVIC RESPONSIBILITIES • identify civic responsibilities • Civic responsibilities: • Participating in civic • ICT tools
AT COMMUNITY AND at community and national - health responsibilities • Jaws software
NATIONAL LEVEL level - security • Role playing civic • Resource person
• explain the civic - education responsibilities • Educational tours
responsibilities - shelter • Discussing civic • Constitution of
responsibilities Zimbabwe
TOPIC 8: PRODUCTION, DISTRIBUTION OF GOODS AND SERVICES

KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners will be able to: (knowledge, skills, values ACTIVITIES AND NOTES RESOURCES
and attitudes)
LAND OWNERSHIP IN • identify laws governing land • Colonial laws governing • Discussing colonial laws • ICT tools
ZIMBABWE ownership in Zimbabwe land ownership governing land ownership • Jaws software
during the colonial era • Effect of colonial laws • Assessing the impact of • Educational tours
• examine how colonial laws on on indigenous people colonial land laws on • Resource person
land affected indigenous • Land reform indigenous people • Related literature
people programmes • Evaluating government`s • Map of Zimbabwe
• outline measures taken by land reform programmes
government to redistribute
land since 1980
CONSTRAINTS TO THE • identify the constraints to • Constraints to the • Discussing the • ICT tools
INFORMAL SECTOR the informal sector informal sector: constraints to informal • Jaws software
• suggest solutions to the - sanctions sector • Resource person
challenges in the informal - credit lines • Debating on possible • Related literature
sector - insurance solutions to the
- capital constraints constraints
- skills
NATIONAL STRATEGIC • identify national strategic • National strategic • Listing national strategic • ICT tools
RESERVES reserves reserves: reserve companies • Jaws software
• describe the functions of - function • Discussing the functionsof • Pictures
national strategic reserves - significance national strategic reserves • Related literature
• explain the significance of • Assessing the
national strategic reserves significance of national
reserves
TOPIC 9: GLOBAL ISSUES

KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners will be able to: (knowledge, skills, values ACTIVITIES AND NOTES RESOURCES
and attitudes)
LAND DEGRADATION • identify the causes of • Land degradation: • Listing the causes of land • ICT tools
land degradation - causes degradation • Jaws software
• describe the effects of - effects • Debating the causes of • Pictures
land degradation - mitigation land degradation • Resource person
• assess the mitigatory • Evaluating mitigatory • Videos
measures to reduce the measures to reduce effects of
effects of land land degradation
degradation • Touring the local
environment
POLLUTION • identify types of pollution • Pollution: • Listing types of pollution • ICT tools
• describe the effects of - types • Discussing the effects of • Jaws software
pollution on the - effects pollution • Pictures
environment - mitigation • Evaluating the mitigatory • Resource person
• assess the mitigatory measures • Environmental
measures employed to • Carrying out waste Management Laws and
reduce pollution management projects regulations
PANDEMICS AND CHRONIC • identify pandemics and • Pandemics and chronic • Listing pandemics and • ICT tools
ILLNESSES chronic illnesses illnesses chronic illnesses • Jaws software
• explain the causes of - cholera • Discussing causes of • Resource person
pandemics and chronic - dysentry pandemics and chronic • Related literature
illnesses - ebola illnesses • pictures
• assess the social, economic - HIV/AIDS • Assess the impact of
and political impact of • Causes pandemics and chronic
pandemics andchronic • Impact illnesses
illnesses • Mitigation • Evaluate mitigation
• evaluate mitigation measures of pandemic
measures of pandemics and chronic illnesses
and chronic illnesses • Watching documentarieson
related concepts
HUMAN TRAFFICKING • define the concept of • Human trafficking • Discussing the concept of • ICT tools
human trafficking • Causes human trafficking • Jaws software
• state the causes of • Effects of human • Explain the concept of • Resource person
human trafficking trafficking: human trafficking • Pictures
• explain the effects of - slavery • Assessing the effects • Videos
human trafficking - normlessness human trafficking
• examine preventive and - gangsterism • Evaluating preventive
mitigatory measures • Prevention and mitigatory measures
against human trafficking mitigation • Watching videos on
human trafficking
FORM 4

TOPIC 1: SOCIALISATION

KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners will be able to: (knowledge, skills, ACTIVITIES AND NOTES RESOURCES
values and attitudes)
INFORMATION AND • identify forms of ICT • Information and • Listing forms of ICT • ICT tools
COMMUNICATION • describe the role of ICT in Communication • Explaining the role of ICT in • Resource person
TECHNOLOGIES (ICTs) IN socialisation Technologies socialisation • Related literature
SOCIALISATION • explain the effects of ICTin - tools • Discussing the effects of ICT • Computer with Jaws
socialisation - role in socialisation software
- effects

TOPIC 2: IDENTITY: FAMILY, LOCAL AND NATIONAL IDENTITY

KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED

Learners will be able to: (knowledge, skills, ACTIVITIES AND NOTES LEARNING
values and attitudes) RESOURCES
INDIGENOUS MARRIAGES • define the concepts of • Indigenous • Discussing the concept of • ICT tools
monogamy and polygamy marriages types: indigenous marriage • Jaws software
• explain the advantages and - monogamous • Discussing the advantagesand • Resource person
disadvantages of monogamy - polygamous disadvantages of monogamy • Related literature
and polygamy • Advantages and and polygamy • Large prints
• describe indigenous ways of disadvantages of • Debating ways of • Talking books
marriage monogamous and indigenous marriages • Braille books
polygamous • Videos
marriages
• Ways of indigenous
marriage
CONTEMPORARY • Identify types of • Contemporary • Listing types of • ICT tools
MARRIAGES contemporary marriages marriages contemporary marriages • Jaws software
• define civil and customary - types • Discussing the advantagesand • Related literature
marriages - advantages and disadvantages of civil and • Resource person
• state the advantages and disadvantages customary marriages • Videos
disadvantages of these
marriages
INDIGENOUS WISE • Identify the types of • Wise sayings • Listing types of indigenous • ICT tools
SAYINGS indigenous wise sayings - types wise sayings • Jaws software
• explain the significance of - significance • Discussing the significance • Resource person
 TOPIC 2: IDENTITY: FAMILY, LOCAL AND NATIONAL IDENTITY

KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED

Learners will be able to: (knowledge, skills, ACTIVITIES AND NOTES LEARNING
values and attitudes) RESOURCES
INDIGENOUS RELIGIOUS • state the different religious • Indigenous religious • Listing religious practices • ICT tools
PRACTICES practices practices: • Listing forms of spirits • Jaws software
• identify different forms of - midzimu/ • Discussing the different • Related literature
spirits amadlozi indigenous religious • Resource person
• describe religious practices - masvikiro practices • Braille and talking
- kuridza mbira/ • Debating types of books
ingungu indigenous religious • Videos
practices

TOPIC 3: CULTURAL HERITAGE: NORMS AND VALUES

KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED

(knowledge, skills,
33

Learners will be able to: ACTIVITIES AND NOTES LEARNING

values and attitudes) RESOURCES
ZIMBABWEAN AND • identify Zimbabwean and • Norms and values: • Listing Zimbabwean and • ICT tools
FOREIGN NORMS AND foreign norms and values - Zimbabwean foreign norms and values • Jaws software
VALUES • compare Zimbabwean and - foreign • Discussing the Zimbabwean • Videos with captions
foreign norms and values - significance and foreign norms and values • Related literature,
• explain the significance of • Assessing the significance of braille books
Zimbabwean norms and values Zimbabwean norms and • Resource person
values
THREATS TO • identify the threats to indige- • Threats to indigenous • Listing the threats to • ICT tools
INDIGENOUS CULTURE nous culture in Zimbabwe culture: indigenous culture in • Jaws software
- foreign influence Zimbabwe • Pictures/ embossed
- media • Debating the various threats to pictures
- urbanisation indigenous culture in • Resource person
Zimbabwe • Related literature
• Talking books
• Videos with captions
TOPIC 3: CULTURAL HERITAGE: NORMS AND VALUES CONTD

KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners will be able to: (knowledge, skills, values ACTIVITIES AND NOTES RESOURCES
and attitudes)
MEN AND WOMEN IN • explain the roles of man • Roles of men and • Discussing the roles of • ICT tools
MARRIAGE and woman in marriage women in marriage men and women in • Jaws software
marriage • Resource person
• Role playing on roles of • Video clips/with captions
men and women in • Related literature in braille/
marriage large print/ talking books
• Watching videos • Videos
SPORT, ARTS AND • explain the importance of • Importance of sport, arts • Discussing the importance • ICT tools
CULTURE sport, arts and culture and culture: of sport, artsand culture • Jaws software
- entertainment • Singing and dancing • Related literature
- socialisation • Resource person
- employment
creation

TOPIC 4: NATIONAL HISTORY: SOVEREIGNTY AND GOVERNANCE

KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners will be able to:- (knowledge, skills, ACTIVITIES AND NOTES RESOURCES
values and attitudes)
INDEPENDENT • outline the political, social • Independent • Explaining the political, • ICT tools
ZIMBABWE and economic gains of Zimbabwe: social and economic gainsof • Jaws software
independence - political, independence • Resource person
• analyse the challenges facedby economic and • Researching on challenges • Related literature
the government after 1980 social gains faced by government after
- land reform independence
- access to health
facilities
- Unity Accord
(1987)
• Challenges faced by
government after
Independence:
- sanctions
- natural disasters
 TOPIC 4: NATIONAL HISTORY: SOVEREIGNTY AND GOVERNANCE

KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners will be able to: (knowledge, skills, ACTIVITIES AND NOTES RESOURCES
values and attitudes)
LOCAL GOVERNMENT • identify local government • Local government • Outlining local government • ICT tools
STRUCTURES structures - structure structure • Jaws software
• describe the functions of rural, - functions • Discussing functions of local • Charts
urban and metropolitan government structures • Maps
authorities • Visiting local councils • Related literature
• assess the role of local
authorities in governance
SYSTEMS OF • identify the different systemsof • System of • Discussing democracy and • ICT tools
GOVERNANCE governance governance: autocracy • Jaws software
• compare democracy and - autocracy • Identifying major • Related literature
autocracy - democracy characteristics of democracy • Resource person
and autocracy • Constitution of Zimbabwe
STRUCTURES AND • identify the pillars of central • Arms of • Demonstrating the pillars of • ICT tools
35

FUNCTIONS OF CENTRAL government government: central government • Jaws software

GOVERNMENT • illustrate the structure of - executive • Explaining the functions of • Related literature
central government - legislature the arms of government • Resource person
• discuss the functions of the • judiciary • Constitution of Zimbabwe
arms of government
GOVERNMENT AS A • identify social services • The role of the • Discussing social services • ICT tools
SOCIAL SERVICE provided by the government government in provided by the government • Jaws software
PROVIDER • explain the importance of providing social • Examining the role playedby • Related literature/Braille
social services provided by services: the government in providing literature
the government - health social services • Resource person
- education • Conducting educational • Constitution of Zimbabwe
- shelter tours
ZIMBABWE AS A • identify regional and • Regional and • Listing regional and • ICT tools
MEMBER OF REGIONAL international organisations to International international organisations to • Jaws software
AND INTERNATIONAL which Zimbabwe is a member organisations: which Zimbabwe is aligned • Maps
ORGANISATIONS • describe the importance of - SADC to • Related literature
Zimbabwe`s membership in - COMESA • Discussing Zimbabwe’s • Charts
regional and international - AU benefits as a member of
organisations - NAM regional and international
- UN organisations
TOPIC 5: NATIONAL HERITAGE

KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners will be able to:- (knowledge, skills, values ACTIVITIES AND NOTES RESOURCES
and attitudes)
HERITAGE SITES • identify liberation war • Liberation war heritage • Listing the liberation war • ICT tools
heritage sites in sites: heritage sites in • Jaws software
neighbouring countries - Chimoio neighbouring countries • Maps
• examine the importance of - Nyadzonya • Naming the world heritage • Pictures
liberation war heritage sitesin - Freedom camp sites • World heritage sites
neighbouring countries • World heritage sites: • Discussing the significance
• assess the importance of - Matopo Hills of the heritage sites
world heritage sites - Victoria Falls • Visiting the heritage sites
- Great Zimbabwe
• Significance of the
heritage sites
NATIONAL SCHOOLS • recite the National Schools • National Schools • Memorising the National • ICT tools
PLEDGE Pledge Pledge: Schools Pledge • Jaws software
• discuss the importance of the - significance • Explaining the importance of • Resource person
National Schools Pledge the National Schools Pledge • Constitution of
• relate the National Schools • Stating the relationship Zimbabwe
Pledge to the National flagand between the National Schools • Pictures
anthem Pledge, the flag and • Related literature
national anthem
NATURAL RESOURCES • Describe government efforts to • Strategies for • Discussing the efforts madeby • ICT tools
improve access to natural increasing access to the government to improve • Jaws software
resources by the indigenous natural resources: access to natural resources to • Resource person
people since 1980 - land reform indigenous people • Related literature
• Assess the effectiveness of - indigenisation • Debating the effectivenessof • Maps
these efforts programme government efforts to • Pictures
- ZIM-ASSET improve access to natural
- Zimbabwean resources
Constitution
 TOPIC 6: CONSTITUTION OF ZIMBABWE

KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners will be able to: (knowledge, skills, values ACTIVITIES AND NOTES RESOURCES
and attitudes)
CONSTITUTION OF • outline the major provisionsof • Lancaster House • Discussing the major • ICT tools
ZIMBABWE the Lancaster House Constitution provisions of the • Jaws software
Constitution • New Constitution of Lancaster house • Constitution of Zimbabwe
• explain the reasons for the Zimbabwe Constitution • Resource person
enactment of a new • Describing the reasons for • Related literature
constitution the enactment of thenew
• assess the importance of a constitution
home-grown constitution • Evaluating the
importance of a home-
grownconstitution

TOPIC 7: RIGHTS AND RESPONSIBILITIES

37

KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners will be able to: (knowledge, skills, values ACTIVITIES AND NOTES RESOURCES
and attitudes)
ENTITLEMENTS OF MEN • outline the entitlements of • Entitlements of men and • Discussing entitlements • ICT tools
AND WOMEN IN THE men and women in the women of men and women • Jaws software
INDIGENOUS SOCIETY indigenous society • Women: • Debating the • Resource person
• explain the significance of - bride price (mombe significance of • Pictures
the entitlements yeumai,inkomo entitlements
yohlango)
- piece of land
- kitchen
• Men:
- piece of land
- bride price
- tools
 GENDER EQUITY AND • define gender equity and • Gender equity and • Debating gender rolesin • ICT tools
EQUALITY IN equality equality: the contemporary • Jaws software
CONTEMPORARY • analyse gender roles and - gender roles society • Resource person
ZIMBABWE gender discrimination - gender • Discussing the effects of • Pictures
• identify international discrimination gender inequality
conventions on gender - international • Discussing international
equity and equality conventions on conventions on gender
• identify types of gender- gender equality equity and equality
based violence - gender based • Role playing gender

TOPIC 7: RIGHTS AND RESPONSIBILITIES

KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners will be able to: (knowledge, skills, values ACTIVITIES AND NOTES RESOURCES
and attitudes)
• examine the strengths and violence inequality
weaknesses of advocates - pressure groups • Researching on gender
Msasa, Padare equity and equality
- constitution and
gender
VOLUNTARY COMMUNITY • identify areas that require • Voluntary community • Participating in • ICT tools
ACTIVITIES voluntary community intervention: voluntary community • Jaws software
intervention - refuse collection activities • Resource person
• describe the needs of the - community • Carrying out community • Related literature
community that require education on projects
intervention diseases, • Conscientising
• distinguish between rural constitution communities on self-
and urban needs - capacity building sustenance

TOPIC 8: PRODUCTION, DISTRIBUTION OF GOODS AND SERVICES

KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING
Learners will be able to: (knowledge, skills, values ACTIVITIES AND NOTES RESOURCES
and attitudes)
FACTORS OF • identify factors of • Factors of production: • Listing factors of • ICT tools
PRODUCTION production - land production • Jaws software
• describe the importance of - labour • Assessing the importance • Map of Zimbabwe
factors of production - capital of factors ofproduction • Related literature
• examine factors hindering • Analysing government
access to factors of efforts to help people
production access factors of
production

FACTORS INHIBITING • state the factors inhibiting • Factors inhibiting • Naming factors inhibiting • ICT tools
PRODUCTION production production: production • Jaws software
• analyse the factors - sanctions • Discussing factors • Resource person
inhibiting production - market inhibiting production • Related literature
• identify solutions to - technology • Evaluating solutions to
enhance production - skills factors that inhibit
- brain drain production
- lack of capital
• Solutions
TOPIC 8: PRODUCTION, DISTRIBUTION OF GOODS AND SERVICES

KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners will be able to:- (knowledge, skills, values ACTIVITIES AND NOTES RESOURCES
and attitudes)
ENTERPRISE SKILLS AND • identify enterprise skills that • Enterprise skills and • Listing enterprise skills • ICT tools
EMPLOYMENT CREATION promote employment creation employment creation: that promote • Jaws software
• examine how enterprise - music employment • Resource person
skills contribute to the - art • Discussing enterprise • Related literature
growth of the economy - sport skills
- dance • Debating how self-reliant
- pottery skills can create
- poetry employment
- theatre • Analysing how enterprise
- filming skills contribute to the
- basketry growth of the economy
- weaving
CONSERVATION AND • identify the legislation and • Conservation and • Naming legislation and • ICT tools
PRESERVATION OF institutions responsible for preservation of institutions meant to • Jaws software
RESOURCES conservation and resources: conserve and preserve • Constitution of Zimbabwe
preservations of resources - legislation resources
• describe indigenous and - institutions • Debating on activities of • Environment Management
contemporary methods of - methods the institutions involved Act
preserving and conserving in conserving and • Resource person
resources preserving resources
• Touring the institutions
involved in preservation
and conservation of
resources
TOPIC 9: GLOBAL ISSUES

KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners will be able to: (knowledge, skills, values ACTIVITIES AND NOTES RESOURCES
and attitudes)

WASTE MANAGEMENT • describe the waste manage- • Waste management: • Discussing waste manage- • ICT tools
ment strategies - strategies ment strategies • Jaws software
• analyse effectiveness of - effectiveness • Debating on effectivenessof • Related literature
waste management ap- waste management • Resource person
proaches approaches • Environment Management
• Touring waste manage- Act
ment projects
TOPIC 9: GLOBAL ISSUES

KEY CONCEPT LEARNING OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED

Learners will be able to: (knowledge, skills, ACTIVITIES AND NOTES LEARNING
values and attitudes) RESOURCES
CHILD LABOUR • identify forms of child labour • Child labour • Listing forms of child labour • ICT tools
• examine laws and - forms • Discussing laws and • Jaws software
conventions on child labour - laws conventions on child labour • Related literature
• assess the difference - conventions • Evaluating the difference • Resource person
between child labour and between child labour and • Pictures
child responsibilities child responsibilities
9.0 ASSESSMENT

The Heritage Studies syllabus learning area for Form 1-4 shall be assessed through School Based Continuous
Assessment (SBCA) and Summative Assessment (SA). These assessments shall be guided by the principles of
inclusivity, practicability, authenticity, transparency, flexibility, validity and reliability. The principles are crucial for
creating a supportive and effective learning environment that fosters growth and development in learners at
secondary school level. Arrangements, accommodations and modifications shall be visible to enable candidates
with special needs to access assessments.

This section covers the assessment objectives, the assessment model, the scheme of assessment, and the specification
grid.

9.1 Assessment objectives

By the end of the Heritage Studies syllabus for Forms 1- 4, learners should be able to:

9.1.1 explain key events and the significance of wars of resistance such as the First and Second
Chimurenga/Umvukela liberation struggle
9.1.2 describe the significance of national symbols, events and heritage sites
9.1.3 discuss norms and values depicting responsible behaviour
9.1.4 describe the operations of various government structures and systems
9.1.5 apply skills and knowledge gained to improve the quality of life of individuals, families and
communities
9.1.6 explain concepts and issues that relate to heritage studies, gender, human rights and responsibilities
9.1.7 describe various ways of managing the national environment for sustainable development
9.1.8 demonstrate an understanding of production, marketing and distribution of goods and services
9.1.9 state the fundamental rights and freedom contained in the Zimbabwean Constitution
9.1.10 apply skills of analysis in carrying out research projects

9.2 Assessment Mode

Assessment of learners shall be both Continuous and Summative as illustrated in Figure 1. School Based
Continuous Assessment shall include recorded activities from the School Based Projects done by the learners.
The mark shall be included on learners’ end of term and year reports. Summative assessment at school level
shall include terminal examinations which are at the end of the term and year.
 Assessment Of Learner
Performance in Heritage
Studies

School Based Continuous

Assessment Summative Assessment
20% 80%

School
Based
Profiling Project
Paper -- Paper --
20%

Exit Continuous
Assessment Mark Summative
Profile (20%) Assessment Mark
Certificate (80%)

Final Mark (Continuous + Summative) =

100%)

Fig. 1 Assessment Model

In addition, learners shall be profiled and learner profile records established. Learner profile certificates shall be
issued for checkpoints assessment in schools as per the dictates of the Teacher’s Guide to Learning and
Assessment. The aspects to be profiled shall include learner’s prior knowledge, values and skills, and
subsequently the new competences acquired at any given point.

9.3 Scheme of Assessment

The Assessment Model shows that learners shall be assessed using both School Based Continuous Assessment
and Summative Assessment for both School and ZIMSEC assessments.

The table shows the Scheme of Assessment where 20% is allocated to School Based Continuous Assessment and
80% to School or ZIMSEC Summative Assessment.

FORM OFASSESSMENT WEIGHTING

School Based Continuous Assessment 20%
Summative Assessment 80%
Total 100%
9.3.1 Description of School Based Continuous Assessment

Learners shall do one school-based project per Form which contributes to 20% of the end of year final mark. The
end of year summative assessment shall then contribute 80%. However, for ZIMSEC public examinations, two (2)
school-based projects shall be considered as School Based Continuous Assessment at Form 3 and 4. The two School
Based Projects shall include those done at Form 5 and Form 6. Each one will contribute 10%.

9.3.1.1 School – Based Project: Continuous Assessment Scheme

The Table given below shows the Learning and Assessment Scheme for the School Based Project.

Project Execution Stages Description Timelines Marks

1 Problem Identification January 5
2 Investigation of related ideas to the February 10
problem/innovation
3 Generation of possible solutions March 10
4 Selecting the most suitable solution April-May 5
5 Refinement of selected solution June 5
6 Presentation of the final solution July 10
7 Evaluation of the solution and August-September 5
Recommendations
TOTAL 50

The learning and assessment scheme shows the stages that shall be executed by pupils and the timeline at which
each stage shall be carried out. Possible marks, totalling 50, are highlighted to indicate how much can be allocated.
9.3.2 Description of the ZIMSEC Summative Assessment

ZIMSEC Summative Assessment shall be a public examination at Form 6. The examination consists of two (2)
papers of different weighting.

Paper Paper type Marks Duration Weighting

1 Multiple choice 40 1hr 15 minutes 50%

2 Structured questions 100 2 hours 30%

TOTAL 80%

Paper Description

Paper 1 (1 hour 15 minutes)

Paper 1 consists of 40 questions and candidates answer all questions. It has a total of 40 marks.

Paper 2 (2 hours)
Paper 2 consists of 2 sections, A and B. Section A consists of 6 short answer questions. Candidates answer all
questions. Each question carries 10 marks
Section B consists of 4 questions. Candidates answer any 2 questions. Each question carries 20 marks.

9.4 Specification Grid

 Skill Paper 1 Paper 2
Knowledge and comprehension 40% 40%
Application and Analysis 40% 40%
Problem solving 20% 20%
TOTAL 100% 100%

9.6 Assessment Instruments/Tools

The following are suggested tools:

FORM OF ASSESSMENT SUGGESTED INSTRUMENTS

Profiling
Check list

Observation schedules

Rating Scale
Continuous Assessment
Practical activities

School based continuous projects

Summative Assessment
Tests

Exercises