MINISTRY OF PRIMARY AND SECONDARY EDUCATION

CHIWARIDZO SECONDARY SCHOOL

YEAR: 2024
Ms BOMBA P
EC No : 5100797 T
FORM 3 FRS
SCHEMES OF WORK
DOCUMENT: : Family and Religious Studies Schemes of
Work

CLASSES : Form Three

SCHOOL DETAILS : STATION CODE: 4480

: DEPARTMENT CODE: 3634

OFFICERS’ NAME :

OFFICERS’ CODE :
TEACHER :

ADDRESS :

CONTACT NUMBER :

SUBJECT BEING TAUGHT :

EDUCATIONAL QUALIFICATIONS :

PROFESSIONAL QUALIFICATIONS :

TEACHING EXPERIENCE :

NEXT OF KIN :
AIMS
To help pupils develop:

1. An enquiring, critical and empathetic approach to the study of religion especially in its
individual and corporate of religion in the modern world.
2. An insight into the religious and spiritual areas of experience particularly the African and
Christian traditions which have profound affected their culture.
3. The ability to investigate, analyse facts and draw conclusions on religious issues.
4. A respect for people whose beliefs differ from their own and on increasing spirit of tolerance
and cooperation among various religious groups.

OBJECTIVES
By the end of the course leaners should be able:

1. Recall, select and present relevant facts in organized manner.

2. Understanding the language terms and concepts used in Religious Studies.
3. Understand the principles and beliefs of religion being studied.
4. Understand religious and non-religious response to moral issues in the people’s own context
(Zimbabwe).
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING learners should be able AND ACTIVITIES SKILLS,
to KNOWLEDGE
AND ATTITUDE
Rituals - Describe - Discussing in - Team work Chalkboard A Practical
religious rituals in small groups on - Critical Wordcard Approach to
IR rituals in IR. Thinking Family and
- Feedback. Religious
Studies bk 2
- Teacher refines
.page 147
and corrects the
discussions.

Religious - Define a religious - Naming - Discussing Chalkboard A Practical

practitioners in practitioner. religious Critical - Internet Approach to
IR. - Identify religious practitioners in Thinking Family and
practitioners in IR. IR. Religious
Studies bk 3
- State the roles of - Explaining
.page 21-23
religious roles of religious
practitioners in IR. practitioners in
IR.

Revision Test - Answering - Teacher writes - Group work - Teacher

questions on topics questions on the - Critical Chalkboard resource
covered. chalkboard. Thinking file.
- Learners
attempt
answering the
questions in their
books.
- Teacher
supervises as
learners write.
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING learners should be able AND ACTIVITIES SKILLS,
to KNOWLEDGE
AND ATTITUDE
Sacred places - Define sacred - Discussing - Team work Chalkboard A Practical
place. sacred places in - Critical Approach to
- Identify sacred IR. Thinking Family and
places in IR. Religious
Studies bk 3
.page 24-26

National
Syllabus
page

Sacred places - Identify sacred - In small groups, - Discussing Chalkboard A Practical

and their places in IR. learners discuss Critical - Internet Approach to
importance. - Outline their the sacred places Thinking Family and
importance. outlining their Religious
Studies bk 3
importance.
.page 24-26
- Feedback.
- Teacher refines National
and corrects the Syllabus
discussions. page

Sacred days - Define what is a - Recap of the - Group work - Turn Up

scared day. previous lesson. - Critical Chalkboard College ‘O’
- Identify sacred - Whole class Thinking Level
days in IR. discussion on Family and
- Outline their sacred days in Religious
importance. IR. Studies
Question and pg.42
Answer.
- Learners write National
notes. Syllabus
page
 OBJECTIVES REFERENCES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA GENERAL INDIVIDUAL
ENDING learners should be able AND ACTIVITIES SKILLS,
to KNOWLEDGE
AND ATTITUDE
Judaism - Define what is - Explaining the - Team work Chalkboard Turn Up
Judaism term Judaism - Critical College ‘O’
- Tracing the Thinking Level
historical Family and
background of Religious
Judaism. Studies
pg.70

National
Syllabus
page

Judaism. - Trace the - Discussing the - Discussing Chalkboard A Practical

Historical Historical Historical Critical Projector Approach to
Background background of background of Thinking Family and
Judaism. IR. Religious
Studies bk 3
.page 29

National
Syllabus
page

Rituals in - Define the term - Learners - Group work - A Practical

Judaism ritual. discuss in group - Critical Chalkboard Approach to
- Describe rituals the importance of Thinking Family and
in Judaism. rituals in Religious
Studies bk 3
- State the value of Judaism.
.page 30-34
rituals in Judaism.
National
Syllabus
page
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING learners should be able AND ACTIVITIES SKILLS,
to KNOWLEDGE
AND ATTITUDE
Rituals - Describe - Discussing in - Team work Chalkboard A Practical
religious rituals in small groups on - Critical Wordcard Approach to
Judaism. rituals in Thinking Family and
Judaism. Religious
Studies bk 3
- Feedback.
.page 30-34
- Teacher refines
and corrects the National
discussions. Syllabus
page

Religious - Define a religious - Naming - Discussing Chalkboard A Practical

practitioners in practitioner. religious Critical - Internet Approach to
Judaism. - Identify religious practitioners in Thinking Family and
practitioners in Judaism. Religious
Studies bk 3
Judaism. - Explaining
.page 35
- State the roles of roles of religious
religious practitioners in National
practitioners in Judaism. Syllabus
Judaism. page

Revision Test - Answering - Teacher writes - Answering - Turn Up

questions on topics questions on the questions set. Chalkboard College ‘O’
covered. chalkboard. - Critical Level
- Learners Thinking Family and
attempt Religious
answering the Studies
questions in their pg.76
books.
- Teacher National
supervises as Syllabus
learners write. page
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING learners should be able AND ACTIVITIES SKILLS,
to KNOWLEDGE
AND ATTITUDE
Sacred places - Define sacred - Discussing - Team work Chalkboard A Practical
place. sacred places in - Critical Approach to
- Identify sacred Judaism. Thinking Family and
places in Judaism. Religious
Studies bk 3
.page 37

National
Syllabus
page

Sacred places - Identify sacred - In small groups, - Discussing Chalkboard Turn Up

and their places in Judaism. learners discuss Critical - Internet College ‘O’
importance. - Outline their the sacred places Thinking Level
importance. outlining their Family and
importance. Religious
- Feedback. Studies
- Teacher refines pg.75
and corrects the
discussions. National
Syllabus
page

Sacred days - Define what is a - Recap of the - Group work - Turn Up

scared day. previous lesson. - Critical Chalkboard College ‘O’
- Identify sacred - Whole class Thinking Level
days in Judaism. discussion on Family and
- Outline their sacred days in Religious
importance. Judaism. Studies
Question and pg.85
Answer.
- Learners write National
notes. Syllabus
page
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING learners should be able AND ACTIVITIES SKILLS,
to KNOWLEDGE
AND ATTITUDE
Christianity - Define what is - Explaining the - Team work Chalkboard A Practical
Christianity term Christianity. - Critical Approach to
- Tracing the Thinking Family and
historical Religious
Studies bk 3
background of
.page 42
Christianity
National
Syllabus
page

Christianity. - Trace the - Discussing the - Discussing Chalkboard Turn Up

Historical Historical Historical Critical - Internet College ‘O’
Background background of background of Thinking Level
Christianity. Christianity. Family and
Religious
Studies
pg.55

National
Syllabus
page

Rituals in - Define the term - Learners - Group work - A Practical

Christianity ritual. discuss in group - Critical Chalkboard Approach to
- Describe rituals the importance of Thinking -Wordcard Family and
in Christianity. rituals in Religious
Studies bk 3
- State the value of Christianity.
.page 42-48
rituals in
Christianity. National
Syllabus
page
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING learners should be able AND ACTIVITIES SKILLS,
to KNOWLEDGE
AND ATTITUDE
Rituals - Describe - Discussing in - Team work Chalkboard A Practical
religious rituals in small groups on - Critical Approach to
Christianity. rituals in Thinking Family and
Christianity. Religious
Studies bk 3
- Feedback.
.page 42-48
- Teacher refines
and corrects the National
discussions. Syllabus
page

Religious - Define a religious - Naming - Discussing Chalkboard A Practical

practitioners in practitioner. religious Critical - Internet Approach to
Christianity. - Identify religious practitioners in Thinking Family and
practitioners in Christianity. Religious
Studies bk 3
Christianity. - Explaining
.page 49-51
- State the roles of roles of religious
religious practitioners in National
practitioners in Christianity. Syllabus
Christianity. page

Revision Test - Answering - Teacher writes - Group work - Turn Up

questions on topics questions on the - Critical Chalkboard College ‘O’
covered. chalkboard. Thinking Level
- Learners Family and
attempt Religious
answering the Studies
questions in their pg.60
books.
- Teacher National
supervises as Syllabus
learners write. page
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING learners should be able AND ACTIVITIES SKILLS,
to KNOWLEDGE
AND ATTITUDE
Sacred places - Define sacred - Discussing - Team work Chalkboard A Practical
place. sacred places in - Critical Approach to
- Identify sacred Christianity. Thinking Family and
places in Religious
Studies bk 3
Christianity.
.page 51-54

National
Syllabus
page

Sacred places - Identify sacred - In small groups, - Discussing Chalkboard A Practical

and their places in learners discuss Critical - Approach to
importance. Christianity. the sacred places Thinking Wordcards Family and
- Outline their outlining their Religious
Studies bk 3
importance. importance.
.page 51-54
- Feedback.
- Teacher refines National
and corrects the Syllabus
discussions. page

Sacred days - Define what is a - Recap of the - Group work - Turn Up

scared day. previous lesson. - Critical Chalkboard College ‘O’
- Identify sacred - Whole class Thinking Level
days in discussion on Family and
Christianity. sacred days in Religious
- Outline their Christianity. Studies
importance. Question and pg.66
Answer.
- Learners write National
notes. Syllabus
page
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING lesson, learners AND ACTIVITIES SKILLS,
should be able to KNOWLEDGE
AND ATTITUDE
Islam - Define what is - Explaining the - Team work Chalkboard A Practical
Islam term Islam. - Critical Approach to
- Tracing the Thinking Family and
historical Religious
Studies bk 3
background of
.page 51
Islam
National
Syllabus page

Islam. - Trace the - Discussing the - Discussing Chalkboard Turn Up

Historical Historical Historical Critical - Internet College ‘O’
Background background of background of Thinking Level Family
Islam Islam. and Religious
Studies pg.44

National
Syllabus page

Rituals in - Define the - Learners - Group work - A Practical

Islam term ritual. discuss in group - Critical Chalkboard Approach to
- Describe the importance Thinking Family and
rituals in Islam. of rituals in Religious
Studies bk 3
- State the value Islam.
.page 57-62
of rituals in
Islam. National
Syllabus page
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING lesson, learners AND ACTIVITIES SKILLS,
should be able to KNOWLEDGE
AND ATTITUDE
Rituals - Describe - Discussing in - Team work Chalkboard A Practical
religious rituals small groups on - Critical Approach to
in Islam rituals in Islam. Thinking Family and
- Feedback. Religious
Studies bk 3
- Teacher
.page 57-62
refines and
corrects the National
discussions. Syllabus page

Religious - Define a - Naming - Discussing Chalkboard A Practical

practitioners in religious religious Critical - Internet Approach to
Islam. practitioner. practitioners in Thinking Family and
- Identify Islam. Religious
Studies bk 3
religious - Explaining
.page 63-64
practitioners in roles of
Islam. religious National
- State the roles practitioners in Syllabus page
of religious Islam.
practitioners in
Islam.

Revision Test - Answering - Teacher writes - Group work - Turn Up

questions on questions on the - Critical Chalkboard College ‘O’
topics covered. chalkboard. Thinking Level Family
- Learners and Religious
attempt Studies pg.48
answering the
questions in National
their books. Syllabus page
- Teacher
supervises as
learners write.
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING lesson, learners AND ACTIVITIES SKILLS,
should be able to KNOWLEDGE
AND ATTITUDE
Sacred places - Define sacred - Discussing - Team work Chalkboard A Practical
place. sacred places in - Critical Approach to
- Identify sacred Islam. Thinking Family and
places in Islam. Religious
Studies bk 3
.page 63-68

National
Syllabus page

Sacred places - Identify sacred - In small - Discussing Chalkboard A Practical

and their places in Islam. groups, learners Critical Wordcards Approach to
importance. - Outline their discuss the Thinking Family and
importance. sacred places Religious
Studies bk 3
outlining their
.page 65-68
importance.
- Feedback. National
- Teacher Syllabus page
refines and
corrects the
discussions.
Sacred days - Define what is - Recap of the - Group work - Turn Up
a scared day. previous lesson. - Critical Chalkboard College ‘O’
- Identify sacred - Whole class Thinking Level Family
days in Islam. discussion on and Religious
- Outline their sacred days in Studies pg.52
importance. Islam.
Question and National
Answer. Syllabus page
- Learners write
notes.
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING lesson, learners AND ACTIVITIES SKILLS,
should be able to KNOWLEDGE
AND ATTITUDE
- Compare - Recap of the - Team work Chalkboard Turn Up
Comparison of Christianity and previous lesson. - Critical Charts College ‘O’
Religions in Judaism. -Small group Thinking Level Family
Zimbabwe. - Contrast discussion on and Religious
Christianity and the similarities Studies pg.89
Judaism. and differences
between National
Christianity and Syllabus page
Judaism.
- Feedback.
Learners write
notes.

- Compare and - In groups - Group work. Chalkboard Turn Up

Comparison of contrast Islam learners discuss Critical - Internet College ‘O’
Islam and and on the Thinking - Charts Level Family
Indigenous Indigenous similarities and and Religious
Religions Religions. differences Studies pg.90
between Islam
and Indigenous National
Religions. Syllabus page
- Learners write
notes.

- Attempt - Teacher writes - Answering. - Teacher

Revision answering test on the - Critical Chalkboard Resource
exercise questions on the chalkboard. Thinking File.
topics covered. - Learners write
the test in their National
exercise books. Syllabus page
- Teacher
supervises as
learners write.
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING lesson, learners AND ACTIVITIES SKILLS,
should be able to KNOWLEDGE
AND ATTITUDE
- Compare - Recap of the Communication Chalkboard Turn Up
Comparison of Christianity and previous lesson. - Pictures College ‘O’
Religions in Indigenous - Whole class Level Family
Zimbabwe, Religion. discussion on and Religious
Christianity - Contrast the similarities Studies pg.91
versus Christianity and and differences
Indigenous Indigenous between National
Religion Religions Christianity and Syllabus page
Indigenous
Religion.

- Compare - In groups Critical Chalkboard Turn Up

Comparison of Islam and learners Thinking - Pictures College ‘O’
Islam and Judaism. compare and Level Family
Judaism - Identify contrast Islam and Religious
religious and Judaism. Studies pg.92
contributions to - Whole class
the development discussion on National
of Zimbabwe. the contribution Syllabus page
- Identify of religion to the
religious values development of
in the Zimbabwe.
Zimbabwean
environment.
- Illustrate ways -Learners Critical -Internet A Practical
Religion, in which dramatize ways Thinking - Approach to
Family and Religion in which Chalkboard Family and
Identity encourages families depend Religious
Studies bk 3
families to on each other.
.page 74
depend on each
other. National
Syllabus page
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING learners should be able to AND ACTIVITIES SKILLS,
KNOWLEDGE
AND ATTITUDE
Indigenous - Show how - Whole class Critical Chalkboard A Practical
Religion and Indigenous Religion discussion on how Thinking Approach to
Zimbabwean through Indigenous Family and
Identity Unhu/Ubuntu/ Religion through Religious
Studies bk 3
Vumunhu shapes Unhu/Ubuntu/
.page 78
Zimbabwean identity Vumunhu shapes
Zimbabwean National
identity Syllabus
page

- Explain agents of - Recap of the Critical Chalkboard A Practical

Agents of cultural change. previous lesson. Thinking - Charts Approach to
Cultural - Identify the various - Discussion on the Family and
Change agents of cultural agents of cultural Religious
Studies bk 3
change change.
.page 82

National
Syllabus
page

- Attempt answering - Teacher writes Critical -Internet Teachers

Revision questions on the test on the Thinking -Chalkboard resource
Exercise topics covered. chalkboard. file
- Learners write
the test in their National
exercise books Syllabus
page
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING learners should be able AND ACTIVITIES SKILLS,
to KNOWLEDGE
AND ATTITUDE
- Religion and - Explain what is - Explanation on -Critical Chalkboard A Practical
Education. formal education. formal education. Thinking - Internet Approach to
- Formal - Assess the - Learners assess Family and
Education. positive and the positive and Religious
Studies bk 3
negative impact of negative impact
.page 82
religion to formal of religion to
education formal education. National
Syllabus
page

Indigenous - Explain what is - Recap of the - Critical Chalkboard A Practical

Religion and informal previous lesson. Thinking Approach to
Informal education. - Small group - Discussion Family and
Education. - Demonstrate the discussion on Religious
Studies bk 3
role of Indigenous informal
.page 84
Religion in education and the
Informal role of National
education. Indigenous Syllabus
Religion in page
formal education.

Religion and - Define and -Learners define - Critical - A Practical

Gender roles explain the word gender and Thinking Chalkboard Approach to
Gender and gender roles. - Pictures Family and
Gender roles. - Citing gender in Religious
Studies bk 3
- Identify what various religions.
.page 87
various religions - Comparing and
say about gender Contrasting National
and gender roles gender roles in Syllabus
various religions. page
- Learners write
notes
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING learners should be able AND ACTIVITIES SKILLS,
to KNOWLEDGE
AND ATTITUDE
Religion and - Demonstrate how - In small groups, - Group work. Chalkboard A Practical
Women religion enhances demonstrate how - Critical Approach to
Empowerment women religion enhances Thinking. Family and
empowerment. women Religious
Studies bk 3
empowerment.
.page 94-96
- Feedback.
- Teacher National
corrects and Syllabus
refines the page
discussions.

Religion, - Discussing - Describe morals Critical Chalkboard A Practical

Ethics, Health morals and values and values in IR Thinking Charts Approach to
and Sexuality. from Indigenous and how they Family and
- Unhu/Ubuntu Religion {IR} and shape Religious
Studies bk 3
Values and how they shape Zimbabwean
.page 99
Sexuality Zimbabwean identity.
identity - Learners write National
notes. Syllabus
page

Indigenous - Explain how IR - Discussing how Discussing -Internet A Practical

Religion and beliefs help shape religious beliefs - Approach to
Unhu/Ubuntu societal attitudes help shape Chalkboard Family and
on feminity and societal attitude Religious
Studies bk 3
masculinity. of feminity and
.page 99
masculinity
National
Syllabus
page
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING learners should be able AND ACTIVITIES SKILLS,
to KNOWLEDGE
AND ATTITUDE
Religious - Assess the Recap of the - Critical Chalkboard A Practical
beliefs and contributions of IR previous lesson. Thinking. Approach to
behaviour to Unhu/Ubuntu. - Learners give Family and
change. their Religious
Studies bk 3
understanding of
.page 105
the term
Unhu/Ubuntu. National
- Whole class Syllabus
discussion on the page
contribution of
IR to
Unhu/Ubuntu.

Religious - Explain the - Small group Critical Chalkboard A Practical

beliefs and chronic conditions. discussions on Thinking - Pictures Approach to
chronic - Describe how the positive and Family and
conditions. religious beliefs negative Religious
Studies bk 3
influence people influences on
.page 106
with chronic people with
conditions. chronic National
conditions. Syllabus
page

Revision - Attempt - Teacher writes - Critical Chalkboard Turn Up

exercise answering test on the Thinking College ‘O’
questions on topics chalkboard. Level
covered. - Learners write Family and
the test in their Religious
exercise books Studies
pg.122

National
Syllabus
page
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING learners should be able AND ACTIVITIES SKILLS,
to KNOWLEDGE
AND ATTITUDE
Religion and - Define disability. - Defining - Group work. Chalkboard A Practical
disability - Identify religious disability. - Critical - Pictures Approach to
perceptions about - In groups, Thinking. Family and
disability. learners identify Religious
Studies bk 3
- Explain religious and explain
.page 110
perceptions about religious
disability. perceptions about National
disability. Syllabus
- Feedback. page
- Teacher
corrects and
refines the
discussions.
- Learners write
notes.
Religion and - Explain the - Explaining the Critical Chalkboard A Practical
Disability. severity of severity of Thinking - Internet Approach to
- Severity of different types of different types of Family and
disability. disability. disability. Religious
Studies bk 3
- Intervention - Illustrate - Whole class
.page 112-
of religion to religious attitude discussion on 117
disability. towards disability. religion and
- Explain religious intervention National
measures to measures to Syllabus
disability. disability. page
- Learners write
notes.
Revision Test - Answer questions Teacher write -Answering. - Teacher
on topics covered. test on the - Critical Chalkboard Resource
chalkboard. Thinking. File.

National
Syllabus
page
Third Term
OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING learners should be able AND ACTIVITIES SKILLS,
to KNOWLEDGE
AND ATTITUDE
Religion And - Define what is - Distribute - Group work. Chalkboard Turn Up
the Natural Natural pictures to - Critical College ‘O’
Environment Environment. learners so that Thinking. Level
-Show the they describe Family and
relationship what they see. Religious
between religion Studies
and the Natural pg.128
Environment.
- Identify forms of
Natural
Environment.

IR, Judaism - Describe attitudes -Outlining the Critical Chalkboard Turn Up

and the of IR and Judaism attitudes of IR, Thinking - Charts College ‘O’
Natural towards the natural Judaism to Describing Level
Environment environment. the natural Family and
environment Religious
-Describing the Studies
methods of pg.128-129
preserving the
natural
environment
in Islam

Christianity, - Describe attitudes -Outlining the Discussing -Internet Turn Up

Islam and the of Christianity and attitudes and Describing - College ‘O’
Natural Islam towards the methods of Chalkboard Level
Environment natural preserving the Family and
environment. natural Religious
environment Studies
pg.129
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING learners should be able AND ACTIVITIES SKILLS,
to KNOWLEDGE
AND ATTITUDE
Religion and - Define and - Group - Group work. Chalkboard Turn Up
the concept of explain the concept discussion on the - Critical College ‘O’
Human Rights of Human Rights. forms of and Thinking. Level
Describe how development of Family and
religion influence human rights. Religious
Human Rights Studies
development. pg.132

Religion and - Define and - Identifying and Critical Chalkboard Turn Up

Social explain the concept explaining forms Thinking - Projector College ‘O’
Responsibility. of Social of social Level
Responsibility. responsibility. Family and
Religious
Studies
pg.134

Rights of the - Recognize the -Discussing the Discussing -Internet Turn Up

elderly people, rights of elderly benefits of rights - College ‘O’
persons with people and persons and social Chalkboard Level
disability and with disability. responsibility. Family and
freedom of - Identify the - Outlining the Religious
worship. benefits and benefits and Studies
challenges disadvantages of pg.132
associated with freedom of
freedom of worship.
worship.
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING learners should be able AND ACTIVITIES SKILLS,
to KNOWLEDGE
AND ATTITUDE
Revision test - Answer questions Teacher write -Answering. Chalkboard Turn Up
on topics covered. test on the - Critical College ‘O’
chalkboard. Thinking. Level
Family and
Religious
Studies
pg.136

Religion and - Identifying levels - Discussing Critical Chalkboard Turn Up

Conflict of conflict levels and types Thinking - Pictures College ‘O’
(levels and (communal, of conflict. Level
types of national and Family and
conflict) global). Religious
- Stating types of Studies
conflicts ( pg.137
political, racial,
cultural etc.)

Religion and - Identifying the - Discussing the Discussing -Internet Turn Up

influence to causes of conflict causes of conflict - College ‘O’
conflict. at different levels. from community Chalkboard Level
to global level. Family and
Religious
Studies
pg.138
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING learners should be able AND ACTIVITIES SKILLS,
to KNOWLEDGE
AND ATTITUDE
Religion and - Illustrate methods - Stating the - Group work. Chalkboard Turn Up
conflict of conflict efforts by - Critical College ‘O’
management. management. religious people Thinking. Level
- Identifying to manage Family and
religious efforts at conflict. Religious
managing conflict. Studies
pg.140

Impact of - Explaining the - Outlining Critical Chalkboard Turn Up

conflict impact of religious possible results Thinking College ‘O’
based conflict. of conflict. Level
Family and
Religious
Studies
pg.140

Revision test - Answer questions Teacher write -Answering. -Internet Turn Up

on topics covered. test on the - Critical - College ‘O’
chalkboard. Thinking. Chalkboard Level
Family and
Religious
Studies
pg.141
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING learners should be able AND ACTIVITIES SKILLS,
to KNOWLEDGE
AND ATTITUDE
Religion and - Identify various - Group work - Group work. Chalkboard Turn Up
Enterprise forms of discussions on - Critical College ‘O’
enterprise. the different Thinking. Level
- Explain various examples of Family and
forms of enterprise carried Religious
enterprise. by religions in Studies
Zimbabwe. pg.142

Religions in - Identify - Group work Critical Chalkboard Turn Up

Zimbabwe and Religious discussions on Thinking College ‘O’
their enterprise organisations in the different Level
sector. Zimbabwe that are examples of Family and
involved in enterprise carried Religious
enterprise. by religions in Studies
Zimbabwe. pg.143

Impact of - Describe the - Presenting and Discussing -Internet Turn Up

Enterprise in positive impact of discussing - College ‘O’
religion. religion on religious Chalkboard Level
technology use and teachings that Family and
enterprise. encourage Religious
enterprise. Studies
pg.144
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDING learners should be able AND ACTIVITIES SKILLS,
to KNOWLEDGE
AND ATTITUDE
Religion and - Identify the - Discussing on - Group work. Chalkboard Turn Up
Colonial period of Colonial the political, - Critical College ‘O’
Zimbabwe Zimbabwe. social and Thinking. Level
- Assess the social, economic Family and
political and situation in Religious
economic Colonial Studies
environment on Zimbabwe and pg.146
Colonial its impact to the
Zimbabwe. people.

Role IR in - Identify the IR - Group work Critical Chalkboard Turn Up

Chimurenga 2 religious discussions Thinking - Pictures College ‘O’
practitioners who - Listing IR Level
participated in practitioners who Family and
Chimurenga 2. participated in Religious
- Explain their Chimurenga 2 Studies
roles in the pg.146
Chimurenga 2.

Role of - Identifying - Recap of the Discussing -Internet Turn Up

Christianity in Christian religious previous lesson. - College ‘O’
the Liberation practitioners who Listing and Chalkboard Level
Struggle. participated in the discussion on the Family and
liberation struggle. roles played Religious
- Explain their Christian Studies
roles in the practitioners in pg.147-148
liberation struggle. the liberation
struggle.