ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

FAMILY AND RELIGIOUS

STUDIES SYLLABUS
FORM 1-4

Carriculum Developmwent Unit

P. O. Box MP 133
MOUNT PLEASANT
HARARE

© All Rights Reserved

Copyright (2015-2022)

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 FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)
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 Family and Religious Studies panel for their professional and technical input
• Representatives from Universities (Zimbabwe Open University and University of Zimbabwe)
• Zimbabwe Schools Examinations Council (ZIMSEC)
• Representatives from various Religious Institutions
• United Nations International Children’s Educational Fund (UNICEF)
• United Nations Educational Scientific and Cultural Organisation (UNESCO)
• Publishers

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 FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)
CONTENTS........................................................................................................PAGE
Acknowledgement...............................................................................................................................................i

Preamble............................................................................................................................................................1

Aims ................................................................................................................................ 2

Assessment objectives.......................................................................................................................................2

Scheme of Assessment......................................................................................................................................2

Methodology and Time Allocation.......................................................................................................................2

Presentation of the Syllabus...............................................................................................................................2

Scope and Sequence Chart...............................................................................................................................3

ii

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 FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)
3.3 enable the learner to appreciate religious and cul- The above-suggested methods are enhanced by
tural diversity in Zimbabwe the application of methods that employ multi-sen-
3.4 integrate the concept of Unhu/Ubuntu/Vumunhu sory approaches to teaching such as individualiza-
with various religious beliefs in shaping the char- tion, totality, concreteness, tactility, stimulation and
acter and behaviour of the learner self-activity.
3.5 promote national heritage and identity
3.6 develop the spirit of national consciousness and 5.2 TIME ALLOCATION
patriotism
3.7 enable the learner to appreciate the value and dig- Four periods of 40 minutes per week should be
nity of hard work and teamwork for sustainable de- allocated for adequate coverage of the syllabus.
velopment through their respective religions Students will go on educational tours.
3.8 enable the learner to appreciate the impact of tech-
nology on religion and moral values
6.0 Topics
4.0 SYLLABUS OBJECTIVES Note: For each of one of the religions below it is im-
portant to cover the historical background, key be-
By the end of the course learners should be able liefs and practices. When studying these religions,
to: one needs to focus on the contemporary issues in
4.1 outline various religions in Zimbabwe 5.2
4.2 describe the main features of a religion
4.3 identify heritage sites of religious importance in
Zimbabwe 6.1 RELIGIONS
4.4 explain the significance of heritage sites and how
they foster national identity • Concept of religion
4.5 define the concept of Unhu/Ubuntu/Vumunhu • Indigenous Religion
4.6 relate the concept of Unhu/Ubuntu/Vumunhu to • Judaism
the various religious beliefs in Zimbabwe • Christianity
4.7 explain the role of religion in fostering teamwork, • Islam
hard work and good citizenship
4.8 understand the importance of ICT in the study of 6.2 CONTEMPORARY ISSUES
religion
4.9 discuss the effects of ICT on religious and moral • Religion, Family and Identity
values • Religion and Education
4.10 appreciate religious and cultural diversity in Zimba- • Religion and Gender Roles
bwe • Religion, Ethics, Health and Sexuality
4.11 understand the importance of belonging to a family • Religion and Disability
• Religion and the Natural Environment
5.0 METHODOLOGY AND TIME ALLO- • Religion, Technology and Enterprise
CATION • Religion and the Liberation Struggle-Chimurenga/
Umvukela
• Religion, Rights and Social Responsibility
5.1 METHODOLOGY • Religion and Conflict management

This syllabus is based upon a learner-centred,

hands-on, multi-faith, non-proselytising and
non-confessional problem posing approach. This
approach encourages initiative, self-motivation,
reflective thinking and practical application of con-
cepts to everyday life. The methodology comprises
the following teaching and learning methods:

• Lesson delivery and note taking

• Discussion
• Drama, Role-play and Simulation
• Video and Film Show
• E-learning
• Group Work
• Research
• Case Studies
• Educational Tours

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 • Religion and the Liberation Struggle-Chimurenga/Umvukela
• Religion, Rights and Social Responsibility
• Religion and Conflict management

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7.0 SCOPE AND SEQUENCE
7.1TOPIC 1: RELIGION

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SUB-TOPIC FORM 1 FORM 2 FORM 3 FORM 4
Concept of Religion • Definition, types and • Different religions in • National distribution of • Global distribution of the
characteristics of religion Zimbabwe the religions religions
Indigenous Religion • Historical background • Key beliefs • Rites and rituals • Rites of passage
• Names of the Supreme • Symbols • Religious practitioners • Sacred Days
Being • Totems and taboos • Sacred places • Attire
• Beliefs in the Supreme
Being
Judaism • Historical background • Key beliefs • Rites and rituals • Rites of passage
• Beliefs in the Supreme • Scripture • Religious practitioners • Attire
Being • Symbols • Sacred places • Feasts
• Sacred Days
Christianity • Historical background • Key beliefs • Rites and rituals • Rites of passage
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

• Beliefs in the Supreme • Scripture • Religious practitioners • Attire

Being • Symbols • Sacred places • Feasts
• Sacred Days
Islam • Historical background • Key beliefs • Rites and rituals • Rites of passage
• Beliefs in the Supreme • Scripture • Religious practitioners • Attire
Being • Symbols • Sacred places • Feasts
• Sacred Days

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 SUB-TOPIC FORM 1 FORM 2 FORM 3 FORM 4
Religion, Family and Identity • The concept of family • Names and Totems • Inter-dependency of families • Changing culture and different

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• Structure of a family • IR and Community • IR and Zimbabwean Identity types of families
• IR and Family Identity Identity • Family and the national values
• Family values • IR and African Identity
• Community values
Religion and Education • The concept of education • Formal Education • Religion in formal education • Religion and Education
• Types of Education • Informal Education • IR in informal education • Religion and establishment of
• Examples of Formal and educational institutions and
Informal Education capacity building
• Characteristics of Formal • Negative impact of religion on
Education education
• Characteristics of Informal
Education
Religion and Gender • Background • Gender roles • Gender in various religions • Gender in various religions
• Gender • Religion and Gender • Religion and Women • Gender based violence
• Gender roles Development Empowerment
Religion, Ethics, Health and • Ethics • Unhu/Ubuntu and • Unhu/Ubuntu and • Unhu/Ubuntu and African
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

Sexuality. • Values Community Identity Zimbabwean Identity Identity in I.R

• Unhu/Ubuntu and Family • Religion and sexuality • Religious beliefs, sexuality • Religious beliefs, sexuality and
Identity • Causes of selected and behaviour change behaviour change
• Health chronic conditions • Religious beliefs and • Faith-healing and chronic
• Chronic conditions • Religious beliefs and chronic conditions conditions
• Sexuality chronic conditions

Religion and Disability • Disability defined • Possible causes of • Religion and perceptions • Disability and Religious
• Forms of disability disability about disability Intervention measures
• Religious perception on • Religion and
disability marginalisation of persons
with disability

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SUB-TOPIC FORM 1 FORM 2 FORM 3 FORM 4
Religion and the Natural • Environment defined • Christianity and the • Judaism and the natural
Environment • Environmental issues natural environment environment

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• Islam and the natural
environment

Religion, Technology and Definitions of: • Forms of enterprise • Religion and use of • Religion and technology
Enterprise • Technology technology • Role of technology and
Enterprise enterprise
Religion and the Liberation • Background to the Liberation • Religion and the • Role of Christianity in • Role of IR in
Struggle Struggle Liberation struggle Chimurenga/Umvukela 1 Chimurenga/Umvukela 1 and 2
• Causes of the Liberation and 2 • Role of Christianity in the
Struggle liberation struggle

Religion, Rights and Social Religion and: Religion and: Religion and: • Right to freedom of
Responsibility • Right to life • Right to health care • Rights of the elderly Conscience and Worship
• Right to Human Dignity • Right to Personal Liberty • Rights of persons with • Leadership, rights and social
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

• Right to education • Right to language and disabilities responsibility

• Right to Freedom of Worship culture • Right to Freedom of
• Social responsibility Worship
Religion and Conflict • Conflict defined • Levels of conflict • Levels of conflict • Levels of conflict
Management • Causes of conflict family community national and global
• Levels of conflict • Conflict Management • Religious causes of conflict • Impact of conflict
interpersonal • Impact of conflict • Religion and Conflict
• Role of religion in conflict Management
Management

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 8.0 COMPETENCY MATRIX

FORM 1

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TOPIC 1: RELIGIONS

SUB-TOPIC: CONCEPT OF RELIGION

KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES

Learners should be able to: ACTIVITIES
Definition, types and • define religion • Definition • Explaining the meaning of religion • ICT tools
characteristics of • identify the types of religion • Types • Naming the types of religion • Text books
religion • list characteristics of religion • Characteristics • Identifying the characteristics of • Braille books
religion

TOPIC: RELIGION
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

SUB-TOPIC: INDIGENOUS RELIGION (IR)

KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES
Learners should be able to: ACTIVITIES
Historical Background • define IR • Definition • Explaining the term IR • ICT tools
• trace the historical • History • Discussing the history and • Text books
background of IR development of IR • Braille books
• Resource person
Names of the Supreme • list names of the Supreme • Names • Stating the names of the Supreme • ICT tools
Being Being • Attributes Being • Text books
• identify the attributes of the • Describing the attributes of the • Braille books

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Supreme Being Supreme Being • Resource person

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TOPIC: RELIGIONS

SUB-TOPIC: JUDAISM

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KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING RESOURCES
Learners should be able to: ACTIVITIES
Historical background • define Judaism • Definition • Explaining the term Judaism • ICT tools
• narrate the historical • History • Tracing the history and • Text books
background of Judaism development of Judaism • Braille books
• Resource person
Names of the Supreme • list names of the Supreme • Names • Stating the names of the Supreme • ICT tools
Being Being • Attributes Being • Text books
• identify the attributes of the • Describing the attributes of the • Braille books
Supreme Being Supreme Being • Resource person

TOPIC: RELIGION

SUB-TOPIC: CHRISTIANITY

KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES

FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

learners should be able to: ACTIVITIES

Historical Background • define Christianity • Definition • Explaining the term Christianity • ICT tools
• narrate the historical • History • Tracing the history and • Text books
background of Christianity development of Christianity • Braille books
• Resource person
Names of the Supreme • list names of the Supreme • Names • Stating the names of the Supreme • ICT tools
Being Being • Attributes Being • Text books
• identify the attributes of the • Describing the attributes of the • Braille Books
Supreme Being Supreme Being • Resource person

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 TOPIC: RELIGON
SUB-TOPIC: ISLAM
KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES

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learners should be able to: ACTIVITIES
Historical background • define Islam • Definition • Explaining the term Islam • ICT tools
• narrate the historical • History • Tracing the history and • Text books
background of Islam development of Islam • Braille books
• Resource person
Names of the Supreme • list names of the Supreme • Names • Stating the names of the Supreme • ICT tools
Being Being • Attributes Being • Text books
• identify the attributes of the • Describing the attributes of the • Braille books
Supreme Being Supreme Being • Resource person

TOPIC: RELIGION AND CONTEMPORARY ISSUES

SUB-TOPIC: RELIGION, FAMILY AND IDENTITY
KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING SUGGESTED
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

Learners should be able to: ACTIVITIES RESOURCES

• Concept of the Family • define a family, family structure • Family • Describing a family structure and • ICT tools
• Structure of a family and identity • Structure identity • Text books
• IR and Family Identity • describe the structure of a family • Identity • Narrating the origin of their own • Braille books
• explain the role of IR in shaping family • Family pictures
family identity • Discussing the role of IR in
shaping family identity

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TOPIC: RELIGION AND CONTEMPORARY ISSUES
SUB-TOPIC: RELIGION AND EDUCATION

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KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING RESOURCES
Learners should be able to: ACTIVITIES
Education
define Education
Education
Outlining the definition of
Text books
education
ICT tools

Braille books

Talking book
Types of Education
list types of education
Types
Stating types of education
Text books

outline characteristics of formal
Characteristics characteristics
ICT tools
education
Identifying characteristics of
Braille books

state characteristics of informal formal and informal education
Talking book
education

TOPIC: RELIGION AND CONTEMPORARY ISSUES

FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

SUB-TOPIC: RELIGION AND GENDER ROLES

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING RESOURCES

Learners should be able to: ACTIVITIES
Gender
define gender
Gender
Discussing the meaning of gender
Text books

outline the characteristics
Gender characteristics
Identifying the characteristics
ICT tools
associated with a particular associated with femininity and
Braille books
gender masculinity
Talking book

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 TOPIC: RELIGION AND CONTEMPORARY ISSUES
SUB-TOPIC: RELIGION, ETHICS, HEALTH AND SEXUALITY
KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES
Learners should be able to: ACTIVITIES
Ethics and Values • define ethics, values, health, • Ethics • Explaining the meaning of ethics, • ICT tools
chronic conditions and sexuality • Values values, health, chronic conditions • Text books
• give examples of values and sexuality • Braille books
• Identifying ethics and values they • Video clips
uphold in their respective families
and communities

TOPIC: RELIGION AND CONTEMPORARY ISSUES

SUB-TOPIC: RELIGION, HEALTH, ETHICS AND SEXUALITY
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES

Learners should be able to: ACTIVITIES
Health and Sexuality • give the meaning of health and • Health • Discussing the meaning of health • Text books
sexuality • Sexuality and sexuality • ICT tools
• Braille books
• Talking book
• Pictures
Chronic conditions • state examples of chronic • Examples of chronic • Listing chronic conditions • Text books
conditions conditions common in their society • ICT tools
• Braille books
• Talking book
• Resource person

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TOPIC: RELIGION AND CONTEMPORARY ISSUES
SUB-TOPIC: RELIGION AND DISABILITY
KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES
Learners should be able to: ACTIVITIES

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Disability • define disability • Disability • Explaining the meaning of • ICT tools
• identify the causes of disability • Causes disability • Text books
• Outlining causes of disability • Resource person
• Charts
Forms of disability • identify forms of disability • Forms • Listing forms of disability • Braille books
• explain forms of disability • Perceptions • Describing forms of disability • Talking book
• state perceptions to forms of • Discussing perceptions to forms • Charts
disability of disability • Video clips

TOPIC: RELIGION AND CONTEMPORARY ISSUES

SUB-TOPIC: RELIGION AND THE NATURAL ENVIRONMENT
KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING RESOURCES
Learners should be able to: ACTIVITIES
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

Natural Environment • define natural environment • Natural Environment • Explaining the meaning of • ICT tools
• identify some components of • Components environment • Text books
the natural environment -water • Stating components of the • Resource person
-vegetation environment • Picture
-wildlife • Large print books
• Video clips
• Braille books
Environmental issues • show how different religions • Use of the environment • Relating how different religions • ICT tools
use some components of the • Causes use some components of the • Textbooks
natural environment natural environment • Resource person
• list causes of environmental • Stating causes of environmental • Picture
damage damage • Large print books
• Video clips
• Braille books
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 TOPIC: RELIGION AND CONTEMPORARY ISSUES

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SUB-TOPIC: RELIGION, RIGHTS AND SOCIAL RESPONSIBILITY

KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES

Learners should be able to: ACTIVITIES
Rights • define rights • Rights • Explaining the meaning of rights • Textbooks
• identify types of rights • Types of Rights • Listing the types of rights • ICT tools
Social Responsibility • define social responsibility • Explaining social responsibility • Text books
• give different social • Social responsibility • Identifying social responsibilities • ICT tools
responsibilities displayed at • Types of social displayed at different levels
various levels responsibilities.

TOPIC: RELIGION AND CONTEMPORARY ISSUES

SUB-TOPIC: RELIGION, TECHNOLOGY AND ENTERPRISE
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES

Learners should be able to: ACTIVITIES
Enterprise • define enterprise • Enterprise • Stating types of enterprises • Text books
• give types of enterprises • Types common in various religious • ICT tools
institutions
Technology • define technology • Technology

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TOPIC: RELIGION AND CONTEMPORARY ISSUES
SUB-TOPIC: RELIGION AND THE LIBERATION STRUGGLE

FAMILY AND RELIGOIUS STUDIES.indd 13

KEY CONCEPT OBJECTIVES CONTENT ACTIVITIES RESOURCES
Learners should be able to:
Background to the • narrate the background of the • Chimurenga 1 • Relating the background of • Text books
Liberation Struggle Liberation Struggle • Background the Liberation Struggle • ICT tools
• identify forms of Liberation • Forms • Discussing forms of the
liberation struggle
Causes of the Liberation • identify the causes of the • causes • Listing the causes • Text books
Struggle Liberation Struggle • ICT tools
• Discussing the causes • Documentaries
• explain the causes of the • Films
Liberation Struggle
Religious groups involved • identify religious groups • Religious groups • Stating the religious groups • Text books
involved in the Liberation - IR involved • ICT tools
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

Struggle - Christianity • Discussing the role played by • Documentaries

• explain their involvement the religious groups • Resource person/s

TOPIC: RELIGION AND CONTEMPORARY ISSUES

SUB-TOPIC: RELIGION AND CONFLICT MANAGEMENT
KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES
Learners should be able to: ACTIVITIES
Conflict • define conflict • Conflict • Explaining the meaning of • Text books
conflict • ICT tools
Causes of conflict • identify causes of conflict • Causes of conflict • Stating causes of conflict • Text books
• ICT tools

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 FORM 2
TOPIC 1: RELIGION

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SUB-TOPIC: CONCEPT OF RELIGION
KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES
Learners should be able to: ACTIVITIES
Different Religions • identify the different religions • Religions • Discussing the different religions in • ICT tools
in Zimbabwe • Characteristics Zimbabwe • Resource person
• describe the characteristics of • Explaining the key characteristics of • Text books
religions in Zimbabwe religions • Braille books
• Talking book

TOPIC: RELIGION
SUB-TOPIC: INDIGENOUS RELIGION (IR)
KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES
Learners should be able to: ACTIVITIES
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

Key beliefs • identify key beliefs of IR • Beliefs • Stating key beliefs • ICT tools
• describe the characteristics of - Existence of ancestral • Explaining the key characteristics • Resource person
IR spirits of IR • Text books
- Existence of other spirits • Braille books
• Talking book
Symbols • identify various symbols in IR • Symbols • Drawing symbols • Text books
• ICT tools
• Pictures
• Talking book
Totems and taboos • list totems • Totems • Stating totems • Text books
• identify various taboos • Taboos • Discussing the importance of • ICT tools
• outline the purpose of taboos • purpose totems • Resource person

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• Explaining the importance of
taboos
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TOPIC: RELIGION
SUB-TOPIC: JUDAISM

FAMILY AND RELIGOIUS STUDIES.indd 15

KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES
Learners should be able to: ACTIVITIES
Key beliefs • list the key beliefs in • Key beliefs • Stating the key beliefs in Judaism • ICT tools
Judaism • scripters • Explaining scriptures in Judaism • Text books
Scriptures • identify scripters in • Resource Person
Judaism
Symbols • identify symbols of • Symbols • Drawing some symbols of Judaism • ICT tools
Judaism • Describing the meaning the • Text books
meaning of Judaism

TOPIC: RELIGION
SUB-TOPIC: CHRISTIANITY
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES

Learners should be able to: ACTIVITIES
Key beliefs • list key beliefs in • Key beliefs • Stating key beliefs in Christianity• ICT tools
Christianity • Text books
• Resource Person
Symbols • Identify the symbol of • Symbols • Drawing the symbol of Christianity • ICT tools
Christianity • Describing the meaning of • Text books
Christianity

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 TOPIC: RELIGION
SUB-TOPIC: ISLAM
KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES

FAMILY AND RELIGOIUS STUDIES.indd 16

Learners should be able to: ACTIVITIES
Key beliefs in Islam • outline the beliefs of • Key beliefs • Stating key beliefs in Islam • ICT tools
Islam • Text books
• Resource Person
Symbols • identify the symbol of • Symbol • Drawing some symbol of Islam • ICT tools
Islam • Describing the meaning of the • Text books
symbol • Resource person

TOPIC: RELIGION AND CONTEPMORARY ISSUES

SUB-TOPIC: RELIGION, FAMILY AND IDENTITY
KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING SUGGESTED
Learners should be able to: ACTIVITIES RESOURCES
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

Names and Totems • describe the role of names and • Names and Totems • Explaining the role of names and • Text books
totems in family relationships totems in family relationships • ICT tools
• outline the meanings of names • Discussing meanings of names and • Pictures of some
and totems totems totems

• Tracing the origins of certain

surnames and totems
IR and Community • explain the role of IR in • Role of IR • Discussing the role of IR in • Text books
Identity shaping community identity shaping community identity • ICT tools
• Braille books
Family and • state family and community • Values • Explaining the importance of • Textbooks
Community values values associated with various family and community values • ICT tools
religious • Braille books

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TOPIC: RELIGION AND CONTEMPORARY ISSUES
SUB-TOPIC: RELIGION AND EDUCATION
KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING RESOURCES

FAMILY AND RELIGOIUS STUDIES.indd 17

Learners should be able to: ACTIVITIES
Formal Education • define formal education • Formal Education • Explaining formal education • Text books
• outline the role of various • Role • Giving examples of formal • ICT tools
religions in formal education educational institutions • Braille books
• Identifying the role of various • Talking book
religions in formal education
Informal Education • define informal education • Informal Education • Explaining informal education • Text books
• identify the role of various • Identifying forms of informal • ICT tools
religions in informal • Role education • Braille books
education • Discussing the role of various • Talking book
religions in informal informal
education
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

TOPIC: RELIGlON AND CONTEMPORARY ISSUES

SUB-TOPIC: RELIGION AND GENDER ROLES
KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES
Learners should be able to: ACTIVITIES
Gender roles • explain gender roles • Roles • Identifying roles as assigned in • Text books
their respective homes • ICT tools
• Braille books
• Talking book
Religion and Gender Roles • describe the impact of • Impact of religion • Discussing the impact of religion • Textbooks
religion on gender roles on gender roles • ICT tools
• Braille books
• Talking book

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g
TOPIC: RELIGION AND CONTEMPORARY ISSUES
SUB-TOPIC: RELIGION, ETHICS, HEALTH AND SEXUALITY

KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES

Learners should be able to: ACTIVITIES
Unhu/Ubuntu, Right and • define ethics • Unhu/Ubuntu • Explaining the meaning of ethics • Textbooks
Wrong Conduct • identify right and wrong • Right and wrong conduct • Stating examples of right and • ICT tools
conduct wrong conduct. • Braille books
• Talking book
Religion and Sexuality • (Wve2(y)]TJETQq234.75 199 70.799 164.911 reW nBj/TT0 1 Tf-0.014 Tc 0.004 Tw 0 11.2031 -12 0 246.509 2261 -125 68.596 70.0352 cm3441103
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

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TOPIC: RELIGION AND CONTEMPORARY ISSUES
SUB-TOPIC: RELIGION AND DISABILITY
KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES

FAMILY AND RELIGOIUS STUDIES.indd 19

Learners should be able to: ACTIVITIES
Possible causes of • identify causes of disability • Causes • Stating causes of disability • ICT tools
disability • explain causes of disability • Discussing causes of disability • Resource person
• Textbooks
• Pictures
• Talking book
• Braille books
Religious perceptions • discuss religious perceptions • Religious perceptions • Explaining religious perceptions • ICT tools
about disability about disability about disability • Resource person
• Textbooks
• Pictures
• Talking book
• Braille books
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

TOPIC: RELIGION AND CONTEMPORARY ISSUES

SUB-TOPIC: RELIGION AND THE NATURAL ENVIRONMENT
KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING RESOURCES
Learners should be able to: ACTIVITIES
IR and the natural • explain IR beliefs about the • Preservation of the • Outlining IR beliefs about the • ICT tools
environment natural environment natural environment natural environment • Text books
• explain ways IR preserves the through • Stating totems associated with • Resource person
natural environment - totems animal species • Large print books
- sacred places • Identifying sacred places and trees • Talking books
- Sacred trees in Zimbabwe • Braille books
Christianity and the • identify environmental • Environmental problems • Listing environmental problems in • ICT tools
natural environment problems in society • Preservation of the society • Text books

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 • explain how Christianity takes natural environment • Searching scriptures that take care • Resource person
care of the natural environment of the natural environment • Large print books
• Outlining ways in which Christians
preserve the natural environment

FAMILY AND RELIGOIUS STUDIES.indd 20

TOPIC: RELIGION AND CONTEMPORARY ISSUES
SUB-TOPIC: RELIGION, RIGHTS AND SOCIAL RESPONSIBILITY
KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES
Learners should be able to: ACTIVITIES
• Basic human • identify basic human rights • Rights • Listing basic human rights • Text books
rights • explain basic human rights • Discussing basic human rights • ICT tools
• The Zimbabwean
Constitution
• Resource person

TOPIC: RELIGION AND CONTEMPORARY ISSUES

FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

SUB-TOPIC: RELIGION AND THE LIBERATION STRUGGLE

KEY CONCEPT OBJECTIVES CONTENT ACTIVITIES RESOURCES
Leaners should be able to:
Religion and Chimurenga 2 identify religious groups involved • Religious groups • Listing the Religious groups • Text books
in Chimurenga 2 • History of Chimurenga involved in Chimurenga 2 • ICT tools
2 • Discussing roles of the above • Resource person/s
Religious groups

20
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 21
TOPIC: RELIGION AND CONTEMPORARY ISSUES
SUB-TOPIC: RELIGION AND ENTERPRISE
KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES

FAMILY AND RELIGOIUS STUDIES.indd 21

Learners should be able to: ACTIVITIES
Nature of Enterprise • explain the nature of enterprise • Enterprise • Defining enterprise • ICT tools
• identify various forms of • Forms • Outlining forms of enterprise • Text books
enterprise • Large print books
• Talking books
• Braille books

TOPIC: RELIGION AND CONTEMPORARY ISSUES

SUB-TOPIC: RELIGION AND CONFLICT MANAGEMENT
KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES
Learners should be able to: ACTIVITIES
Family Conflicts • identify various conflicts at • Family Conflicts • Discussing various conflicts at • ICT tools
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

family level family level • Text books

• Large print books
• Talking book
• Braille books
Causes of conflict • explain causes of conflicts at • Causes • Listing religious causes of conflicts • ICT tools
family level at family level • Text books
• Large print books
• Talking book
• Braille books
Family and conflict • discuss religious ways of • Religious ways of • Explaining religious ways any one • ICT tools
management managing conflict at family conflict management of the conflicts above may be • Textbooks
level managed • Large print books
• Talking book
• Braille books

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 FORM 3

TOPIC 1: RELIGION
SUB-TOPIC: CONCEPT OF RELIGION

FAMILY AND RELIGOIUS STUDIES.indd 22

KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES
Learners should be able to: ACTIVITIES
National distribution of • show geographical distribution • Geographical distribution • Discussing geographical distribution • ICT tools
religions of religions in Zimbabwe of religions of religions • Text books
• discuss membership of religions • Membership • Analysing membership • Resource Person
in Zimbabwe • Braille books
TOPIC: RELIGION
SUB-TOPIC: INDIGENOUS RELIGION (IR)
KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES
Learners should be able to: ACTIVITIES
Rituals • describe rituals in IR • Rituals Discussing rituals in IR • Text books
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

• explain various myths in IR • Myths • Stating the importance of rituals • Resource person
and myths in IR • Braille books
• Resource person
• Talking book
Religious practitioners • identify religious practitioners in • Religious practitioners • Naming religious practitioners in IR • Text books
IR • Roles • Explaining roles of religious • Resource person
• state the roles of religious practitioners in IR • Braille books
practitioners • Talking book
Sacred places • identify sacred places IR • Places of religious • Listing sacred places in their • Text books
• describe the importance of importance locality • Resource person
sacred places in IR • Discussing the importance of sacred • Braille books
places in IR • Talking book

22
• Visiting sacred places in IR

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 23
TOPIC: RELIGION
SUB-TOPIC: JUDAISM

FAMILY AND RELIGOIUS STUDIES.indd 23

KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES
Learners should be able to: ACTIVITIES
Rituals • describe rituals in Judaism • Rituals • Text books
• Discussing rituals in Judaism • Resource person
• Stating the importance of rituals in • Braille books
Judaism • Talking book
Religious practitioners • identify religious practitioners in • Religious practitioners• Naming religious practitioners • Text books
Judaism • Roles • Explaining roles of religious • Resource person
• state the roles of religious practitioners in Judaism • Braille books
practitioners • Talking book
Sacred places • identify sacred places • Places of religious • Listing sacred places in Judaism • Text books
• describe the importance of sacred importance • Discussing the importance of sacred • Resource person
places in Judaism places in Judaism • Braille books
• Visiting sacred places in Judaism • Talking book
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

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 TOPIC: RELIGION

SUB-TOPIC: CHRISTIANITY

FAMILY AND RELIGOIUS STUDIES.indd 24

KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES
Learners should be able to: ACTIVITIES
Rituals • describe religious rituals in • Rituals • Discussing rituals in Christianity • Text books
Christianity • Resource person
• Stating the importance of rituals in • Braille books
Christianity • Talking book

Religious practitioners • identify religious practitioners in • Religious practitioners • Naming religious practitioners in • Text books
Christianity • Roles Christianity • Resource person
• state the roles of religious • Describing roles of religious • Braille books
practitioners in Christianity practitioners in Christianity • Talking book
Sacred places • identify sacred places • Places of religious • Listing sacred places in Christianity • Text books
• describe the importance of sacred importance • Discussing the importance of • Resource person
places in Christianity sacred places in Christianity • Braille books
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

• Talking book

TOPIC: RELIGION
SUB-TOPIC: ISLAM
KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES
Learners should be able to: ACTIVITIES
Rituals • describe religious rituals in Islam • Rituals • Discussing rituals in Islam • Text books
• Stating the importance of rituals in • Resource person
Islam • Braille books
• Talking book

24
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25
Religious practitioners identify religious practitioners in Religious practitioners Naming religious practitioners in Text books
Islam in Islam Islam Resource person
describe the roles of religious Roles Explaining roles of religious Braille books
practitioners in Islam practitioners in Islam Talking book
Sacred places identify sacred places Places of religious Visiting sacred places in their Text books
describe the importance of sacred importance locality Resource person
places in Islam Discussing the importance of sacred Braille books
places in Islam Talking book
Visiting sacred places in Islam

TOPIC: RELIGION AND CONTEPMORARY ISSUES

SUB-TOPIC: RELIGION, FAMILY AND IDENTITY
KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING SUGGESTED
Learners should be able to: ACTIVITIES RESOURCES
Inter-dependency of illustrate ways in which religion Family Inter- Dramatizing ways in which Text books
families encourages families to depend dependency families depend on each other
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

Resource person
on each other Braille books
Talking book
IR and Zimbabwean show how IR through Zimbabwean Identity Identifying aspects of IR which Resource person
Identity Unhu/Ubuntu/Vumunhu shapes bring out Zimbabwean Identity Braille books
Zimbabwean Identity Talking book
Text books

31
 TOPIC: RELIGION AND CONTEMPORARY ISSUES
SUB-TOPIC: RELIGION AND EDUCATION
KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES
Learners should be able to: ACTIVITIES
Religion in formal • assess the positive and • Impact of religion in • Discussing various religious-based • Text books
education negative impact of religion in formal education educational institutions nationwide • Resource person
formal education • Explaining the negative impact of • Braille books
religion on education • Talking book
IR in informal education • demonstrate the role of IR in • Role of IR in informal • Illustrating the contributions of IR • Text books
informal education education in informal education • Resource person
• Braille books
• Talking book

TOPIC: RELIGION AND CONTEMPORARY ISSUES

SUB-TOPIC: RELIGION AND GENDER ROLES
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES

Learners should be able to: ACTIVITIES
Gender in various • identify what various religions • Gender roles • Citing gender roles in various • Text books
religions say on gender roles religions •
• explain gender roles in the • Comparing and contrasting gender
above religions roles in different religions

26
32
 27
TOPIC: RELIGION AND CONTEMPORARY ISSUES
SUB-TOPIC: RELIGION, ETHICS, HEALTH AND SEXUALITY

FAMILY AND RELIGOIUS STUDIES.indd 27

KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES
Learners should be able to: ACTIVITIES
IR and • discussing morals and values • IR as a source of morals • Describing morals and values in IR • Text books
Unhu/Ubuntu/Vumunhu, from IR and how they shape and values in shaping and how they shape Zimbabwean • Resource person
values and sexuality Zimbabwean identity Zimbabwean identity identity • Braille books
• explain how IR beliefs help • IR and Unhu/Ubuntu • Discussing how religious beliefs • Talking book
shape societal attitudes on • Religion, femininity and help shape societal attitude of
femininity and masculinity masculinity femininity and masculinity
Religious beliefs, sexuality • assess the contributions of IR • Religious beliefs and • Describe the contributions of IR to • Text books
and behaviour change to Unhu/Ubuntu behaviour change Unhu/Ubuntu • Resource person
• Discussing ways in which various • Braille books
religions instil self-control • Talking book
Religious beliefs and • describe how religious beliefs • Religious beliefs, rituals • Discussing some positive and • Text books
chronic conditions influence people with chronic and chronic conditions negative religious influences on • Resource person
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

conditions people with chronic conditions • Braille books

• Talking book

TOPIC: RELGION AND CONTEMPORARY ISSUES

SUB-TOPIC: RELIGION AND DISABILITY
KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES
Learners should be able to: ACTIVITIES
• Religion and • identify religious perceptions • Religious perceptions • Discussing religious perceptions • ICT tools
perceptions about about disability about disability • Text books
disability • explain religious perceptions • Describing religious perceptions • Resource person
about disability about disability • Pictures

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 • Religion and • explain the severity of different • Different types of • Stating different types of disabilities • Charts
marginalisation of types of disabilities disabilities • ICT tools
Persons living with • Braille books
Disability

FAMILY AND RELIGOIUS STUDIES.indd 28

TOPIC: RELIGION AND CONTEMPORARY ISSUES
SUBTOPIC: RELIGION AND THE NATURAL ENVIRONMENT
KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING RESOURCES
Learners should be able to: ACTIVITIES
Judaism and the natural • describe the attitudes of Judaism • Attitudes • Outlining the attitudes of Judaism • ICT tools
environment to the natural environment • Methods towards the natural environment • Text books
• outline methods of preserving the • Describing methods of preserving • Resource person
environment in Judaism the natural environment in Judaism • Computers with Jaws
software
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

• Talking book
Islam and the natural • describe the attitudes of Islam to • Attitudes • Outlining the attitudes of Islam to • ICT tools
environment the natural environment • Methods the natural environment • Text books
• outline methods of preserving the • Describing the methods of • Resource person
natural environment in Islam preserving the natural environment • Computers with Jaws
in Islam software
• Talking book

28
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 29
TOPIC: RELIGION AND CONTEPMORARY ISSUES
SUB-TOPIC: RELIGION, RIGHTS AND SOCIAL RESPONSIBILITY
KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING SUGGESTED

FAMILY AND RELIGOIUS STUDIES.indd 29

Learners should be able to: ACTIVITIES RESOURCES
Rights of the elderly • recognise the rights of • Rights • Explaining the rights of the • ICT tools
the elderly elderly • Brail material
Rights of persons • identify the rights of • Outlining the rights of • Resource person
with disabilities persons with disabilities persons with disabilities • Zimbabwean
• identify the benefits • Benefits • Discussing the benefits constitution
Rights of freedom associated with freedom associated with freedom of
of worship of worship worship
• state the disadvantages • Disadvantages • Outlining the disadvantages
associated with freedom associated with freedom of
of worship worship

TOPIC: RELIGION AND CONTEPMORARY ISSUES

FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

SUB-TOPIC: RELIGION AND CONFLICT MANAGEMENT

KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES
Learners should be able to: ACTIVITIES
Levels of conflict • identify causes of conflict at • Communal conflict • Discussing causes of conflict at • ICT tools
community level community level. • Resource person
• Computers with Jaws
software
• Talking book
Religious causes of • explain religious causes of • Religious conflict • Discussing religious based conflict • ICT tools
conflict conflicts at community level • Resource person
• Computers with Jaws
software
• Talking book

35

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 Role of religion in conflict • identify religious efforts at • Religious conflict • Stating efforts by religious • ICT tools
management managing conflict at management people to manage conflict at • Textbooks
community level community level • Resource person
• Computers with Jaws

FAMILY AND RELIGOIUS STUDIES.indd 30

software
• Talking book
Impact of conflict • identify the impact of conflict • Consequences of conflict • Outlining possible results of • ICT tools
conflict • Text books
• Resource person
• Computers with Jaws
software
• Talking book

TOPIC: RELIGION AND CONTEMPORARY ISSUES

SUB-TOPIC: RELIGION AND ENTERPRISE
KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES
Learners should be able to: ACTIVITIES
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

Religion and enterprise • explain the various forms of • Forms of enterprise • Discussing forms enterprise that are • Text books
enterprise based on religion • ICT tools
• Braille books
• describe the positive impact of • Impact of religion • Identifying religious teachings that • Resource person
religion on technology use and encourage enterprise
enterprise

30
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 31
TOPIC: RELIGION AND CONTEMPORARY ISSUES
SUB-TOPIC: RELIGION AND THE LIBERATION STRUGGLE

FAMILY AND RELIGOIUS STUDIES.indd 31

KEY CONCEPT OBJECTIVES: CONTENT ACTIVITIES RESOURCES
Learners should be able to:
Role of IR in Chimurenga • identify the IR religious • IR religious practitioners • Listing IR practitioners • Text books
2 practitioners who participated • Roles who participated in • ICT tools
in Chimurenga 2 Chimurenga 2 • Braille books
• explain the roles IR • Discussing roles of IR • Resource person
practitioners who participated practitioners who
in Chimurenga 2 participated in Chimurenga
2
Role of Christianity in the • identify the Christian religious • Christian practitioners • Listing Christian • Text books
Liberation Struggle practitioners who participated • Roles practitioners who • ICT tools
in Chimurenga 2 participated in Chimurenga • Resource person
• explain the roles of Christian 2 • Braille books
practitioners who participated • Discussing roles of
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

in Chimurenga 2 Christian practitioners who

participated in Chimurenga
2

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 FORM 4

TOPIC1: RELIGIONS

FAMILY AND RELIGOIUS STUDIES.indd 32

SUB-TOPIC: CONCEPT OF RELIGION
KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES
Learners should be able to: ACTIVITIES
Global distribution of • explain how religions are • Distribution of religion • Describing the global • ICT tools
religions globally distributed distribution of religions • Resource Person
• Text books

TOPIC: RELIGIONS
SUB-TOPIC: INDIGENOUS RELIGION (IR)
KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES
Learners should be able to: ACTIVITIES
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

Rites of passage in IR • identify the rites of passage in • Rites of passage • Explaining the rites of • ICT tools
IR passage in IR • Resource Person
• Dramatizing various rites • Text books
in IR
Attire in IR • describe the regalia in IR • Regalia • Describing sacred attire in• ICT tools
IR • Resource Person
• Text books
• IR regalia
Sacred Days • identify sacred days in IR • Sacred days • Stating the sacred days in • ICT tools
• describe the significance of • Significance of sacred IR • Resource Person
sacred days in IR days • Explaining the • Text books
significance of sacred
days

32
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 33
TOPIC: RELIGIONS
SUB-TOPIC: JUDAISM
KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED RESOURCES

FAMILY AND RELIGOIUS STUDIES.indd 33

Learners should be able to: LEARNING ACTIVITIES
Rites of passage in • identify the rites of passage in • Rites of passage • Explaining the rites of • ICT tools
Judaism Judaism passage in Judaism • Resource Person
• Dramatizing various • Text books
rites in Judaism
Attire in Judaism • identify sacred attire in • Attire or Regalia • Describing sacred attire• ICT tools
Judaism in Judaism • Resource Person
• describe the significance of • Text books
sacred attire in Judaism • Jewish regalia
Sacred Days • state sacred days in Judaism • sacred days • Stating sacred days in • ICT tools
• describe the significance of • significance of sacred Judaism • Resource Person
sacred days in Judaism days • Explaining the • Text books
significance of sacred
days in Judaism
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

TOPIC: RELIGIONSUB-TOPIC: CHRISTIANITY

KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED RESOURCES
Learners should be able to: LEARNING ACTIVITIES
Rites of passage in • identify the rites of passage in • Rites of passage • Explaining the rites of • ICT tools
Christianity Christianity passage in Christianity • Resource Person
• Text books
Sacred Days • identify sacred days in • Sacred days • Stating sacred days • ICT tools
Christianity in Christianity • Resource Person
• describe the significance of • Text books
sacred days in Christianity

39

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 TOPIC: RELIGIONS
SUB-TOPIC: ISLAM
KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED RESOURCES
Learners should be able to: LEARNING ACTIVITIES
Rites of passage in • identify the rites of passage in • Rites of passage • Explaining the rites of • ICT tools
Islam Islam passage in Islam
• Dramatizing various
rites in Islam
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

34
40
 35
Family, national • describe the role of the family • National values • Explaining how the • Textbooks
values and good in promoting national values • Good citizenship family promotes national • ICT tools
citizenship • illustrate the significance of values • Resource person
religion in promoting national • Describing the • Braille books

FAMILY AND RELIGOIUS STUDIES.indd 35

values and good citizenship significance of religion in
promoting national values
and good citizenship
IR and African • explain the role of IR in • African identity • Discussing how IR fosters • Text books
Identity fostering African identity African identity • Picture
• ICT tools.

TOPIC: CONTEMPORARY ISSUES

SUB-TOPIC: RELIGION AND EDUCATION
KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES
Learners should be able to: ACTIVITIES
Religion and Education • assess the role of religion in • Religion and nation • Discussing the role of • Text books
nation building building religious organisations in • ICT tools
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

• Educational institutions educational infrastructure • Braille materials

development
Religion and establishment • explain the role played by • Religion and human • Illustrating the role of • Textbooks
of educational institutions various religions in the resource capacity religious institutions in • ICT tools
and capacity building development of educational building human resource capacity • Braille books
and human resource capacity building
building
Negative impact of religion • examine the negative impact • Negative religious impact • Identifying religious beliefs • Text books
on education of religion on education which discourage children • ICT tools
from accessing formal • Braille books
education

41

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 TOPIC: RELIGION AND CONTEMPORARY ISSUES
SUB-TOPIC: RELIGION AND GENDER ROLES
KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES

FAMILY AND RELIGOIUS STUDIES.indd 36

Learners should be able to: ACTIVITIES
Gender in various • identify what various religions • Gender • Citing gender roles in various • Textbooks
religions say on gender • Religious gender views religions • Resource person
• explain gender roles in the • Comparing and contrasting • Braille books
various religions gender roles in different • Talking book
religions
Gender based violence • identify forms of gender based • Forms of gender based • Role-playing forms of gender • ICT tools
violence violence based violence • Text books
• identify causes of gender based • Causes • Listing causes of gender based • Resource person
violence • Solutions violence • Pictures
• state possible religious ways of • Suggesting possible solutions • Films
solving gender based violence to gender based violence
• Charts
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

TOPIC: RELIGION AND CONTEMPORARY ISSUES

SUB-TOPIC: RELIGION, ETHICS, HEALTH AND SEXUALITY

KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES

Learners should be able to: ACTIVITIES
IR and Unhu/Ubuntu • summarize morals and values • IR as a source of morals • Identifying morals and • Textbooks
from IR and values values from IR • Resource person
• examine morals and values • IR and Unhu/Ubuntu • Identifying principles of • Braille books
from the various religions Unhu/Ubuntu derived from • Talking book
• examine principles of IR
Unhu/Ubuntu derived from IR

36
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 37
Religious beliefs and • assess the contributions of IR • Religious beliefs in IR • Relating the contribution of • Text books
sexuality to Unhu/Ubuntu • Religion, femininity and IR to Unhu/Ubuntu • Resource person
• explain how religious beliefs masculinity • Discussing ways in which • Braille books
help shape societal attitudes on various religions shape • Talking book

FAMILY AND RELIGOIUS STUDIES.indd 37

femininity and masculinity societal attitudes on
femininity and masculinity
Religion and health • describe how religious beliefs • Religious beliefs • Illustrating some positive • Text books
influence people with health • Health conditions and negative religious • Resource person
conditions influences on people with • Braille books
health conditions • Talking book

TOPIC: RELIGION AND CONTEMPORARY ISSUES

SUB-TOPIC: RELIGION AND DISABILITY
KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING RESOURCES
Learners should be able to: ACTIVITIES
Disability and religious • illustrate religious attitudes • Religious attitudes • Dramatizing relevant stories • ICT tools
intervention measures towards disability • Religious intervention that illustrate religious • Computer with Jaws
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

• explain religious intervention attitude towards disability software

measures to disability • Relating the role of religion • Text books
in assisting people living • Talking book for learners
with disability who are blind
• Resource person

43

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 TOPIC: RELIGION AND CONTEPMORARY ISSUES
SUB-TOPIC: RELIGION, RIGHTS AND SOCIAL RESPONSIBILITY
KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING SUGGESTED

FAMILY AND RELIGOIUS STUDIES.indd 38

Learners should be able to: ACTIVITIES RESOURCES
Right to freedom of worship • identify advantages and • Advantages and • Discussing advantages and • ICT tools
disadvantages of freedom of disadvantages disadvantages of freedom of • Text books
worship worship • Talking book
• Resource person
• Constitution of
Zimbabwe
Leadership, rights and • demonstrate the relationship • Rights • Illustrating the relationship • ICT tools
social responsibility between rights and social • social responsibility between rights and social • Text books
responsibilities responsibility • Talking book
• Resource person

Religion and levels of • explain the role of religion in • Leadership styles • Discussing the role of • ICT tools
leadership shaping leadership styles religion in shaping • Text books
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

leadership styles • Talking book

• Resource person

38
44

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 39
TOPIC: RELIGION AND CONTEMPORARY ISSUES
SUB-TOPIC: RELIGION AND THE LIBERATION STRUGGLE

FAMILY AND RELIGOIUS STUDIES.indd 39

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING RESOURCES
Leaners should be able to: ACTIVITIES
Role of IR in the • state the IR religious • IR religious practitioners • Naming the IR religious • Text books
Liberation Struggle practitioners who participated • Roles practitioners who participated • ICT tools
in the liberation struggle in the liberation struggle. • Braille books
• describe the roles of IR • Discussing the roles of IR • Resource person
religious practitioners who religious practitioners who
participated in the liberation participated in the liberation
struggle struggle
Role of Christianity in the • state the Christian practitioners • Christian practitioners • Listing Christian practitioners • Text books
Liberation Struggle who participated in the • Roles who participated in the • ICT tools
liberation struggle liberation struggle • Resource person
• describe the roles of the • Explaining the roles of
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

religious practitioners who Christian practitioners who

participated in the liberation participated in the liberation
struggle struggle

TOPIC: RELIGION AND CONTEMPORARY ISSUES

SUB-TOPIC: RELIGION, TECHNOLOGY AND ENTERPRISE
KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES
Learners should be able to: ACTIVITIES
Religion and Technology • identify forms of technology • Forms of technology • Stating forms of technology • Text books
• Examine the forms of • Forms of interaction • Discussing forms of interaction • ICT tools
interaction between religion • Resource person
and technology • Braille books

45

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 Role of religion in • describe the positive impact of • Role of religion • Demonstrating the role of • Text books
enterprising religion on enterprise - Provision of religion in promoting enterprise • ICT tools
• assess the negative impact of work ethic • Discussing the negative impact • Resource person
religion on enterprise - Influencing of religion on enterprise • Braille books

FAMILY AND RELIGOIUS STUDIES.indd 40

fiscal
discipline
• Religious tourism

TOPIC: RELIGION AND CONTEMPORARY ISSUES

SUB-TOPIC: RELIGION AND CONFLICT MANAGEMENT
KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES
Learners should be able to: ACTIVITIES
Levels of conflict • identify causes of religious • Causes • Discussing causes of • Text books
conflict at national level • Impact religious conflicts at national • ICT tools
Impact of conflict • discuss the impact of conflict at • Role of religion and global level. • Braille books
national level • Listing the consequences of
Religion and conflict • discuss the role religion in religious conflict nationally
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

management conflict management • Researching the role of

religion in conflict
management

SCHEME OF ASSESSMENT
The syllabus scheme of assessment is grounded on the principle of inclusivity. Arrangements, accommodations and modifications should be visible in
both the continuous and summative assessment to enable all learners to access assessments.

40
46

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 FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)
SCHEME OF ASSESSMENT
The syllabus scheme of assessment is grounded on the
principle of inclusivity. Arrangements, accommodations
and modifications should be visible in both the continu-
ous and summative assessment to enable all learners to
access assessments.

ASSESSMENT OBJECTIVES
By the end of the course learners should be able to:
• identify various religions in Zimbabwe
• identify the main features of a religion
• identify places of religious importance in Zimba-
bwe
• explain the significance of the heritage sites and
how they foster national identity
• define the concept of unhu/Ubuntu
• relate the concept of unhu/Ubuntu to the various
religious beliefs in Zimbabwe
• explain the role of religion in fostering team work,
hard work and good citizenship

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 ASSESSMENT MODEL

Assessment of Learner Performance in FRS

100%

FAMILY AND RELIGOIUS STUDIES.indd 42

Summative
Continuous assessment Assessment

FRS 1 Structured Structured Questions

Profiling Assignments Tests Projects Questions 35% 35%

Profile
Continuous Assessment
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

Mark= 30% Examination

Mark= 70%
EXIT
PROFILE

FINAL MARK
100%

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43
Form of assessment Weighting
Continuous 30%
Summative 70%
Total 100%

Continuous Assessment

Level Assessment task Frequency Weighting

Form 1 Assignment 1 per term 5

Test 1 per term
Form 2 Assignment 1 per term 5
Test 1 per term
Form 3 Assignment 1 per term 10
Test 1 per term
Form 4 Assignment 1 per term 10
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

Test 1 per term

Total 30

NOTE: All assessment tasks are marked out of 100. Assessment of soft skills will be done as learners respond to continuous assessment tasks.

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 45
SPECIFICATION GRID

FAMILY AND RELIGOIUS STUDIES.indd 45

Skill Paper 1 Paper 2
Knowledge and understanding 15 10
Comprehension 10 10
Application and analysis 5 20
Synthesis and Evaluation - -
Practical - -
Total 30 40
FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

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 FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

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 FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

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 FAMILY AND RELIGIOUS STUDIES SYLLABUS (FORMS 1 – 4)

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