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 REFERENCE GENERAL INDIVIDUAL
ENDING learners should be able AND ACTIVITIES SKILLS, S
to KNOWLEDGE
AND ATTITUDE
Religion - Define what is - Whole class - Team work Chalkboard Turn Up
religion. discussing on the - Critical College ‘O’
- Identify different definition of Thinking Level
examples of religion. Family and
religions . - Group work, Religious
learners Studies pg.
identifying 12
different types of
religions.

National - Demonstrate how - Recap of the - Discussing Chalkboard Turn Up

distribution of Zimbabwe came to previous lesson. Critical - Internet College ‘O’
religions in have different - Discussing on Thinking Level
Zimbabwe. types of religions. the history of Family and
- Illustrate how different Religious
religion is religions in Studies pg.
distributed in Zimbabwe. 12
Zimbabwe.

The value of - Explain why is it - Group - Group work - Turn Up

Studying important to study discussions on - Critical Chalkboard College ‘O’
religion. religion. the importance of Thinking Level
religion to the Family and
society. Religious
Studies pg.
12
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCE GENERAL INDIVIDUAL
ENDING learners should be able AND ACTIVITIES SKILLS, S
to KNOWLEDGE
AND ATTITUDE
Indigenous - Define what is - Explaining the - Team work Chalkboard Turn Up
Religion (IR) Indigenous term Indigenous - Critical College ‘O’
Religion (IR) Religion. Thinking Level
- Tracing the Family and
historical Religious
background of IR Studies pg.
12 and 22

Indigenous - Trace the - Discussing the - Discussing Chalkboard Turn Up

Religion. Historical Historical Critical - Internet College ‘O’
Historical background of IR background of Thinking Level
Background IR. Family and
Religious
Studies
pg.22

Rituals in IR - Define the term - Learners - Group work - Turn Up

ritual. discuss in group - Critical Chalkboard College ‘O’
- Describe rituals the importance of Thinking - Wordcard Level
in IR. rituals in IR. Family and
- State the value of Religious
rituals in IR Studies
pg.22 – 24
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCE GENERAL INDIVIDUAL
ENDING learners should be able AND ACTIVITIES SKILLS, S
to KNOWLEDGE
AND ATTITUDE
Rituals - Describe - Discussing in - Team work Chalkboard Turn Up
religious rituals in small groups on - Critical Wordcard College ‘O’
IR rituals in IR. Thinking Level
- Feedback. Family and
- Teacher refines Religious
and corrects the Studies
discussions. pg.22 -24

Religious - Define a religious - Naming - Discussing Chalkboard Turn Up

practitioners in practitioner. religious Critical - Internet College ‘O’
IR. - Identify religious practitioners in Thinking Level
practitioners in IR. IR. Family and
- State the roles of - Explaining Religious
religious roles of religious Studies
practitioners in IR. practitioners in pg.27 -28
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 REFERENCE GENERAL INDIVIDUAL
ENDING learners should be able AND ACTIVITIES SKILLS, S
to KNOWLEDGE
AND ATTITUDE
Sacred places - Define sacred - Discussing - Team work Chalkboard Turn Up
place. sacred places in - Critical College ‘O’
- Identify sacred IR. Thinking Level
places in IR. Family and
Religious
Studies pg.
31

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

and their places in IR. 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.31-33
and corrects the
discussions.

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
notes.
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCE GENERAL INDIVIDUAL
ENDING learners should be able AND ACTIVITIES SKILLS, S
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

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

Historical Historical Historical Critical Projector College ‘O’
Background background of background of Thinking Level
Judaism. IR. Family and
Religious
Studies
pg.70

Rituals in - Define the term - Learners - Group work - Turn Up

Judaism ritual. discuss in group - Critical Chalkboard College ‘O’
- Describe rituals the importance of Thinking Level
in Judaism. rituals in Family and
- State the value of Judaism. Religious
rituals in Judaism. Studies
pg.70
 OBJECTIVES EVALUATION
CYCLE TOPIC/ By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCE GENERAL INDIVIDUAL
ENDING CONTENT learners should be able AND ACTIVITIES SKILLS, S
to KNOWLEDGE
AND ATTITUDE
Rituals - Describe - Discussing in - Team work Chalkboard Turn Up
religious rituals in small groups on - Critical Wordcard College ‘O’
Judaism. rituals in Thinking Level
Judaism. Family and
- Feedback. Religious
- Teacher refines Studies
and corrects the pg.70-71
discussions.

Religious - Define a religious - Naming - Discussing Chalkboard Turn Up

practitioners in practitioner. religious Critical - Internet College ‘O’
Judaism. - Identify religious practitioners in Thinking Level
practitioners in Judaism. Family and
Judaism. - Explaining Religious
- State the roles of roles of religious Studies
religious practitioners in pg.73-74
practitioners in Judaism.
Judaism.

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
supervises as
learners write.
 OBJECTIVES EVALUATION
CYCLE TOPIC/ By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCE GENERAL INDIVIDUAL
ENDING CONTENT learners should be able AND ACTIVITIES SKILLS, S
to KNOWLEDGE
AND ATTITUDE
Sacred places - Define sacred - Discussing - Team work Chalkboard Turn Up
place. sacred places in - Critical College ‘O’
- Identify sacred Judaism. Thinking Level
places in Judaism. Family and
Religious
Studies
pg.75

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.

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
notes.
 OBJECTIVES EVALUATION
CYCLE TOPIC/ By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCE GENERAL INDIVIDUAL
ENDING CONTENT learners should be able AND ACTIVITIES SKILLS, S
to KNOWLEDGE
AND ATTITUDE
Christianity - Define what is - Explaining the - Team work Chalkboard Turn Up
Christianity term Christianity. - Critical College ‘O’
- Tracing the Thinking Level
historical Family and
background of Religious
Christianity Studies
pg.55

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

Rituals in - Define the term - Learners - Group work - Turn Up

Christianity ritual. discuss in group - Critical Chalkboard College ‘O’
- Describe rituals the importance of Thinking -Wordcard Level
in Christianity. rituals in Family and
- State the value of Christianity. Religious
rituals in Studies
Christianity. pg.55-57
 OBJECTIVES EVALUATION
CYCLE TOPIC/ By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCE GENERAL INDIVIDUAL
ENDING CONTENT learners should be able AND ACTIVITIES SKILLS, S
to KNOWLEDGE
AND ATTITUDE
Rituals - Describe - Discussing in - Team work Chalkboard Turn Up
religious rituals in small groups on - Critical College ‘O’
Christianity. rituals in Thinking Level
Christianity. Family and
- Feedback. Religious
- Teacher refines Studies
and corrects the pg.55-57
discussions.

Religious - Define a religious - Naming - Discussing Chalkboard Turn Up

practitioners in practitioner. religious Critical - Internet College ‘O’
Christianity. - Identify religious practitioners in Thinking Level
practitioners in Christianity. Family and
Christianity. - Explaining Religious
- State the roles of roles of religious Studies
religious practitioners in pg.58
practitioners in Christianity.
Christianity.

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
supervises as
learners write.
 OBJECTIVES EVALUATION
CYCLE TOPIC/ By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCE GENERAL INDIVIDUAL
ENDING CONTENT learners should be able AND ACTIVITIES SKILLS, S
to KNOWLEDGE
AND ATTITUDE
Sacred places - Define sacred - Discussing - Team work Chalkboard Turn Up
place. sacred places in - Critical College ‘O’
- Identify sacred Christianity. Thinking Level
places in Family and
Christianity. Religious
Studies
pg.61

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

and their places in learners discuss Critical - Wordcards College ‘O’
importance. Christianity. the sacred places Thinking Level
- Outline their outlining their Family and
importance. importance. Religious
- Feedback. Studies
- Teacher refines pg.61-63
and corrects the
discussions.

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
notes.
Second Term
OBJECTIVES EVALUATION
CYCLE TOPIC/ By the end of the METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDIN CONTENT lesson, learners AND ACTIVITIES SKILLS,
G should be able to KNOWLEDGE AND
ATTITUDE
Islam - Define what - Explaining the - Team work Chalkboard Turn Up
is Islam term Islam. - Critical College ‘O’
- Tracing the Thinking Level
historical Family and
background of Religious
Islam Studies
pg.44

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

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

Rituals in - Define the - Learners - Group work - Turn Up

Islam term ritual. discuss in group - Critical Chalkboard College ‘O’
- Describe the importance Thinking Level
rituals in Islam. of rituals in Family and
- State the Islam. Religious
value of rituals Studies
in Islam. pg.44-45
 OBJECTIVES EVALUATION
CYCLE TOPIC/ By the end of the METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDIN CONTENT lesson, learners AND ACTIVITIES SKILLS,
G should be able to KNOWLEDGE AND
ATTITUDE
Rituals - Describe - Discussing in - Team work Chalkboard Turn Up
religious rituals small groups on - Critical College ‘O’
in Islam rituals in Islam. Thinking Level
- Feedback. Family and
- Teacher Religious
refines and Studies
corrects the pg.44-45
discussions.

Religious - Define a - Naming - Discussing Chalkboard Turn Up

practitioners religious religious Critical Thinking - Internet College ‘O’
in Islam. practitioner. practitioners in Level
- Identify Islam. Family and
religious - Explaining Religious
practitioners in roles of Studies
Islam. religious pg.45
- State the roles practitioners in
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
- Learners Family and
attempt Religious
answering the Studies
questions in pg.48
their books.
- Teacher
supervises as
learners write.
 OBJECTIVES EVALUATION
CYCLE TOPIC/ By the end of the METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDIN CONTENT lesson, learners AND ACTIVITIES SKILLS,
G should be able to KNOWLEDGE AND
ATTITUDE
Sacred places - Define sacred - Discussing - Team work Chalkboard Turn Up
place. sacred places in - Critical College ‘O’
- Identify Islam. Thinking Level
sacred places in Family and
Islam. Religious
Studies
pg.46

Sacred places - Identify - In small - Discussing Chalkboard Turn Up

and their sacred places in groups, learners Critical Thinking Wordcards College ‘O’
importance. Islam. discuss the Level
- Outline their sacred places Family and
importance. outlining their Religious
importance. Studies
- Feedback. pg.46
- Teacher
refines and
corrects the
discussions.
Sacred days - Define what - Recap of the - Group work - Turn Up
is a scared day. previous lesson. - Critical Chalkboard College ‘O’
- Identify - Whole class Thinking Level
sacred days in discussion on Family and
Islam. sacred days in Religious
- Outline their Islam. Studies
importance. Question and pg.52
Answer.
- Learners write
notes.
 OBJECTIVES EVALUATION
CYCLE TOPIC/ By the end of the METHODOLOGY COMPENTENCES MEDIA REFERENCES GENERAL INDIVIDUAL
ENDIN CONTENT lesson, learners AND ACTIVITIES SKILLS,
G should be able to KNOWLEDGE AND
ATTITUDE
- Compare - Recap of the - Team work Chalkboard Turn Up
Comparison Christianity previous lesson. - Critical Charts College ‘O’
of Religions and Judaism. -Small group Thinking Level
in Zimbabwe. - Contrast discussion on Family and
Christianity the similarities Religious
and Judaism. and differences Studies
between pg.89
Christianity and
Judaism.
- Feedback.
Learners write
notes.

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

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

- Attempt - Teacher writes - Answering. - Teacher

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

- Compare - In groups Critical Thinking Chalkboard Turn Up

Comparison Islam and learners - Pictures College ‘O’
of Islam and Judaism. compare and Level
Judaism - Identify contrast Islam Family and
religious and Judaism. Religious
contributions to - Whole class Studies
the discussion on pg.92
development of the contribution
Zimbabwe. of religion to
- Identify the
religious values development of
in the Zimbabwe.
Zimbabwean
environment.
- Illustrate -Learners Critical Thinking -Internet Turn Up
Religion, ways in which dramatize ways -Chalkboard College ‘O’
Family and Religion in which Level
Identity encourages families depend Family and
families to on each other. Religious
depend on each Studies
other. pg.95
 OBJECTIVES EVALUATION
CYCLE TOPIC/ By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCE GENERAL INDIVIDUAL
ENDIN CONTENT learners should be able to AND ACTIVITIES SKILLS, S
G KNOWLEDGE AND
ATTITUDE
Indigenous - Show how - Whole class Critical Thinking Chalkboard Turn Up
Religion and Indigenous Religion discussion on how College
Zimbabwean through Indigenous ‘O’ Level
Identity Unhu/Ubuntu/ Religion through Family and
Vumunhu shapes Unhu/Ubuntu/ Religious
Zimbabwean Vumunhu shapes Studies
identity Zimbabwean pg.97
identity

- Explain agents of - Recap of the Critical Thinking Chalkboard Turn Up

Agents of cultural change. previous lesson. - Charts College
Cultural - Identify the - Discussion on the ‘O’ Level
Change various agents of agents of cultural Family and
cultural change change. Religious
Studies
pg.98

- Attempt answering - Teacher writes Critical Thinking -Internet Teachers

Revision questions on the test on the -Chalkboard resource
Exercise topics covered. chalkboard. file
- Learners write the
test in their
exercise books
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCE GENERAL INDIVIDUAL
ENDIN learners should be able AND ACTIVITIES SKILLS, S
G to KNOWLEDGE
AND ATTITUDE
- Religion and - Explain what is - Explanation on -Critical Chalkboard Turn Up
Education. formal education. formal education. Thinking - Internet College ‘O’
- Formal - Assess the - Learners assess Level
Education. positive and the positive and Family and
negative impact of negative impact Religious
religion to formal of religion to Studies
education formal education. pg103.

Indigenous - Explain what is - Recap of the - Critical Chalkboard Turn Up

Religion and informal previous lesson. Thinking College ‘O’
Informal education. - Small group - Discussion Level
Education. - Demonstrate the discussion on Family and
role of Indigenous informal Religious
Religion in education and the Studies
Informal role of pg.104
education. Indigenous
Religion in
formal education.

Religion and - Define and -Learners define - Critical -Chalkboard Turn Up

Gender roles explain the word gender and Thinking - Pictures College ‘O’
Gender and gender roles. Level
Gender roles. - Citing gender in Family and
- Identify what various religions. Religious
various religions - Comparing and Studies
say about gender Contrasting pg.108
and gender roles gender roles in
various religions.
 - Learners write
notes
OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCE GENERAL INDIVIDUAL
ENDIN learners should be able AND ACTIVITIES SKILLS, S
G to KNOWLEDGE
AND ATTITUDE
Religion and - Demonstrate how - In small groups, - Group work. Chalkboard Turn Up
Women religion enhances demonstrate how - Critical College ‘O’
Empowerment women religion enhances Thinking. Level
empowerment. women Family and
empowerment. Religious
- Feedback. Studies
- Teacher pg.109
corrects and
refines the
discussions.

Religion, - Discussing - Describe morals Critical Chalkboard Turn Up

Ethics, Health morals and values and values in IR Thinking Charts College ‘O’
and Sexuality. from Indigenous and how they Level
- Unhu/Ubuntu Religion {IR} and shape Family and
Values and how they shape Zimbabwean Religious
Sexuality Zimbabwean identity. Studies
identity - Learners write pg.117
notes.

Indigenous - Explain how IR - Discussing how Discussing -Internet Turn Up

Religion and beliefs help shape religious beliefs -Chalkboard College ‘O’
Unhu/Ubuntu societal attitudes help shape Level
on feminity and societal attitude Family and
masculinity. of feminity and Religious
masculinity Studies
pg.119
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCE GENERAL INDIVIDUAL
ENDIN learners should be able AND ACTIVITIES SKILLS, S
G to KNOWLEDGE
AND ATTITUDE
Religious - Assess the Recap of the - Critical Chalkboard Turn Up
beliefs and contributions of IR previous lesson. Thinking. College ‘O’
behaviour to Unhu/Ubuntu. - Learners give Level
change. their Family and
understanding of Religious
the term Studies
Unhu/Ubuntu. pg.119
- Whole class
discussion on the
contribution of
IR to
Unhu/Ubuntu.

Religious - Explain the - Small group Critical Chalkboard Turn Up

beliefs and chronic conditions. discussions on Thinking - Pictures College ‘O’
chronic - Describe how the positive and Level
conditions. religious beliefs negative Family and
influence people influences on Religious
with chronic people with Studies
conditions. chronic pg.120
conditions.

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
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCE GENERAL INDIVIDUAL
ENDIN learners should be able AND ACTIVITIES SKILLS, S
G to KNOWLEDGE
AND ATTITUDE
Religion and - Define disability. - Defining - Group work. Chalkboard Turn Up
disability - Identify religious disability. - Critical - Pictures College ‘O’
perceptions about - In groups, Thinking. Level
disability. learners identify Family and
- Explain religious and explain Religious
perceptions about religious Studies
disability. perceptions about pg.123
disability.
- Feedback.
- Teacher
corrects and
refines the
discussions.
- Learners write
notes.
Religion and - Explain the - Explaining the Critical Chalkboard Turn Up
Disability. severity of severity of Thinking - Internet College ‘O’
- Severity of different types of different types of Level
disability. disability. disability. Family and
- Intervention - Illustrate - Whole class Religious
of religion to religious attitude discussion on Studies
disability. towards disability. religion and pg.125
- Explain religious intervention
measures to measures to
disability. disability.
- Learners write
notes.
Revision Test - Answer Teacher write -Answering. -Chalkboard Teacher
questions on topics test on the - Critical Resource
covered. chalkboard. Thinking. File.
Third Term
OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCE GENERAL INDIVIDUAL
ENDIN learners should be able AND ACTIVITIES SKILLS, S
G 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 -Outlining the Critical Chalkboard Turn Up

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

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

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

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

Social explain the explaining forms Thinking - Projector College ‘O’
Responsibility. concept 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 -Chalkboard College ‘O’
persons with people and persons and social 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 REFERENCE GENERAL INDIVIDUAL
ENDIN learners should be able AND ACTIVITIES SKILLS, S
G to KNOWLEDGE
AND ATTITUDE
Revision test - Answer Teacher write -Answering. Chalkboard Turn Up
questions on topics test on the - Critical College ‘O’
covered. chalkboard. Thinking. Level
Family and
Religious
Studies
pg.136

Religion and - Identifying levels - Discussing Critical Chalkboard Turn Up

Conflict (levels of conflict levels and types Thinking - Pictures College ‘O’
and types of (communal, of conflict. Level
conflict) national and Family and
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 -Chalkboard College ‘O’
conflict. at different levels. from community Level
to global level. Family and
Religious
Studies
pg.138
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCE GENERAL INDIVIDUAL
ENDIN learners should be able AND ACTIVITIES SKILLS, S
G to KNOWLEDGE
AND ATTITUDE
Religion and - Illustrate - Stating the - Group work. Chalkboard Turn Up
conflict methods of efforts by - Critical College ‘O’
management. conflict religious people Thinking. Level
management. to manage Family and
- Identifying conflict. Religious
religious efforts at Studies
managing conflict. 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 Teacher write -Answering. -Internet Turn Up

questions on topics test on the - Critical -Chalkboard College ‘O’
covered. chalkboard. Thinking. Level
Family and
Religious
Studies
pg.141
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCE GENERAL INDIVIDUAL
ENDIN learners should be able AND ACTIVITIES SKILLS, S
G 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 -Chalkboard College ‘O’
religion. religion on religious Level
technology use teachings that Family and
and enterprise. encourage Religious
enterprise. Studies
pg.144
 OBJECTIVES EVALUATION
CYCLE TOPIC/CONTENT By the end of the lesson, METHODOLOGY COMPENTENCES MEDIA REFERENCE GENERAL INDIVIDUAL
ENDIN learners should be able AND ACTIVITIES SKILLS, S
G 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. -Chalkboard College ‘O’
the Liberation practitioners who Listing and 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.