Heritage Brainstorming Forms 1 - 4 PDF

ZIMBABWE
MINISTRY OF PRIMARY AND SECONDARY EDUCATION
HERITAGE STUDIES
SYLLABUS
FORMS 1 - 4
2015 - 2022
Curriculum Development and Technical Services

P. O. Box MP 133
Mount Pleasant
Harare
© All Rights Reserved

2015
Heritage Studies Syllabus Forms 1 - 4
ACKNOWLEDGEMENTS
The Ministry of Primary and Secondary Education would like to acknowledge the following for their valued
contribution in the production of this syllabus:
• The National Heritage Studies Syllabus Panel for their professional and technical input
• Representatives from universities, technical colleges, teachers’ colleges, church organisations, book
publishers and former educationists
• The Zimbabwe School Examinations Council for their contribution on assessment (ZIMSEC)
• United Nations International Children’s Fund (UNICEF)
• United Nations Education Scientific and Cultural Organisation (UNESCO)
i
CONTENTS
ACKNOWLEDGEMENTS..........................................................................................................i
CONTENTS............................................................................................................................... ii
PREAMBLE............................................................................................................................... 1
2.0 PRESENTATION OF THE SYLLABUS............................................................................... 2
3.0 AIMS.................................................................................................................................... 2
4.0 OBJECTIVES...................................................................................................................... 2
5.0 SYLLABUS TOPICS.......................................................................................................... 2
6.0 SCOPE AND SEQUENCE.................................................................................................. 3
7.0 COMPETENCY MATRIX.................................................................................................... 6
FORM 1..................................................................................................................................... 6
FORM 2................................................................................................................................... 15
FORM 3................................................................................................................................... 23
FORM 4................................................................................................................................... 32
8.0 ASSESSMENT.................................................................................................................. 41
ii
PREAMBLE • the National Schools Pledge and national anthem

• It also instils innovative, problem solving, critical
1.1 Introduction thinking, leadership, communication, enterprise
and technological skills.
The Heritage Studies syllabus covers four years of 1.4 Methodology
secondary education (Forms 1 – 4). The syllabus covers
the national history of the people of Zimbabwe, liberation I In teaching Heritage Studies learner- centred participa-
struggle, natural resources, cultural norms and values, tory methodologies should be used. These include:
beliefs, historical sites, indigenous crafts and food
heritage. • Case studies
• Discovery
The focus of the syllabus is on facilitating the learner to • Research
become a responsible citizen of Zimbabwe, who is patri- • Discussion
otic, competent, self-reliant and has a sense of national • Debate
pride. The syllabus also aims at upholding the spirit of • Drama
Unhu/Ubuntu/Vumunhu/Vumunhu (societal norms and • Educational tours
values). It is envisaged that the syllabus will produce a • Role play
creative learner who has the knowledge to explore and • Project
exploit the available resources for survival. The syllabus • Group work
utilises Information and Communication Technologies • Demonstration
(ICTs) to enhance the teaching and learning of Heritage • Resource person
Studies. • Songs and poems
• Folklore
1.2 Rationale • Quiz
The Heritage Studies syllabus seeks to develop individu- 1.4.1 Time Allocation
als who have a collective responsibility for protecting and
investing in their cultural, natural and liberation heritage The subject should be allocated at least four periods of
and wealth creation for posterity. It develops a spirit of 35- 40 minutes duration per week.
national consciousness and moulds the human character
which is the foundation of Unhu/Ubuntu/Vumunhu 1.5 Assumptions
(societal norms and values).
It is assumed that leaners:
The syllabus seeks to uphold our national unity, sover- • have a background knowledge of national celebra-
eignty and governance by embracing the Zimbabwean tions such as Independence Day and Heroes Day:
Constitution, national symbols and events which foster • know the significance of the national flag and sym-
patriotism, national identity and a sense of pride and bols
ownership of factors of production such as natural • have visited national shrines and monuments
resources such as land. • are aware of our cultural norms and values
• are aware of indigenous crafts and artefacts
1.3 Summary of Content • engage in project work, cooperative work and
self-reliant activities
The thrust of the Heritage Studies syllabus is preserving
and sustaining main: 1.6 Cross - cutting themes
• national history and the gains of the liberation • heritage studies
struggle • Unhu/Ubuntu/Vumunhu (societal norms and val-
• the natural environment ues)
• Unhu/Ubuntu/Vumunhu (cultural norms, values • gender roles
and beliefs) • children’s rights and responsibilities
• historical sites • human rights
• indigenous crafts • child protection
• indigenous food heritage • environmental issues
• national symbols such as the Zimbabwe flag • disaster and risk management
1
• rites of passage for boys and girls (sexuality) Chimurenga/Umvukela/liberation struggle

• enterprise skills 4.2 describe the significance of national symbols,
• financial literacy events and heritage sites
• chronic and infectious diseases such as diabetes, 4.3 identify norms and values appropriate for
Ebola, hypertension and HIV/AIDS responsible behaviour
4.4 describe the operations of various government
structures and systems
2.0 PRESENTATION OF THE 4.5 demonstrate skills and knowledge gained to
SYLLABUS improve the quality of life of individuals,
families and communities
4.6 explain concepts and issues relating to
The Form 1 – 4 Heritage Syllabus is presented as a heritage studies, gender, human rights and
single document. All forms have the same topics that are responsibilities
developmental in nature. 4.7 examine various ways of managing the
national environment for sustainable develop-
ment
3.0 AIMS 4.8 explain the production and marketing of goods
and services
The syllabus aims to: 4.9 state the fundamental rights and freedoms
enshrined in the Zimbabwean Constitution
3.1 inculcate and sustain Unhu/Ubuntu/Vumunhu
(societal norms and values) through interaction
with the family, community and society at large
3.2 understand and appreciate Zimbabwe’s pre-co- 5.0 SYLLABUS TOPICS
lonial, colonial and post- colonial history
3.3 develop an appreciation of the importance of 5.1 Socialisation
Chimurenga/Umvukela/liberation war heroes 5.2 Identity
and heroines, national heritage, symbols, iden- 5.3 Cultural Heritage: Norms and Values
tity and events 5.4 National History: Sovereignty and Governance
3.4 foster in learners a spirit of patriotism through 5.5 National Heritage
involvement in national celebrations and 5.6 Constitution of Zimbabwe
events 5.7 Rights and Responsibilities
3.5 uphold Zimbabwe’s constitutional rights such 5.8 Production, Distribution of Goods and Services
as respect for self, others, the vulnerable and 5.9 Global Issues
disadvantaged and property
3.6 prepare learners to face rapid changes in their
socio-economic environment without losing
their identity and integrity
3.7 develop attitudes and skills consistent with
sustainable environmental management and
global challenges
3.8 prepare learners for life and work with respect
to life skills such as team work and enterprise
skills
4.0 OBJECTIVES
By the end of the four year secondary Heritage Studies
course, learners should be able to:
4.1 explain key events and the significance

of the Anglo-Ndebele war, first and second
2
6.0 SCOPE AND SEQUENCE
TOPIC 1: SOCIALISATION
FORM 1 FORM 2 FORM 3 FORM 4

• Socialisation in the home • Role of the school in socialisation • Role of the community in socialisa- • Information and Communication
• Role of peers in socialisation tion Technologies in socialisation
• Role of the media in socialisation • Role of religious beliefs in socialisa-
• Responsible use of the media tion
• Role of the media in socialization
TOPIC 2: IDENTITY: FAMILY, LOCAL AND NATIONAL IDENTITY


• Types of families • Forms of personal identity: • Family and the community • Indigenous marriages:
• Language and national identity • Totems, totem praises and genealo- • Indigenous community gatherings, • Contemporary marriages
3
• Indigenous hunting and production gy ceremonies and events • Indigenous wise sayings
tools • Purpose of totem systems - proverbs
• National identification documents: • Indigenous herbs - idioms
- Birth certificate • Indigenous languages and cultures • Indigenous religious practices
- National identity of the people of Zimbabwe
- Passport
TOPIC 3: CULTURAL HERITAGE: NORMS AND VALUES

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

• Rites of passage • Indigenous marriage counsellors • Indigenous and contemporary • Men and women in marriage
• Indigenous courtship practices • Forms of indigenous entertainment courtship practices
of different ethnic groups • Indigenous marriage practices • Sport, arts and culture
• Indigenous entertainment • Dance and drama
TOPIC 4: NATIONAL HISTORY: SOVEREIGNTY AND GOVERNANCE

• Pre-colonial societies: • Early Iron Age societies • Colonisation • Independent Zimbabwe

- Hunter-gatherer communities • Late Iron Age States • Anglo-Ndebele war(1893-94) • Local government structures
- Social and economic activities • Contribution of Iron Age communi- • First Chimurenga/ Umvukela (1896- • Systems of Governance
• Indigenous Political Structures ties to contemporary societies 97) • Structures and functions of the
• Missionaries explorers, traders, • Heroes and heroines of the 1st central government
concession seekers, adventurers Chimurenga/Umvukela • Government as a social service
4
and hunters • Expropriation of resources in colo- provider
nial Zimbabwe • Zimbabwe as a member of region-
• Liberation Struggle/Second al and international organisations
Chimurenga/Umvukela (1966-79)
TOPIC 5: NATIONAL HERITAGE

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

• Constitution of Zimbabwe • Declaration of Rights in Zimbabwe • Constitution of Zimbabwe • Constitution of Zimbabwe
• Zimbabwean citizenship
• Rules and laws of Zimbabwe
TOPIC 7: RIGHTS AND RESPONSIBILITIES

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

• Roles and responsibilities of Zimba- • Voluntary community activities
bwean citizens
TOPIC 8: PRODUCTION, DISTRIBUTION OF GOODS AND SERVICES
5
• Factors of production: • Types of industries • Land ownership in Zimbabwe • Factors of production
• Concept of industry • The informal sector • Constraints to the informal sector • Factors inhibiting production
• The informal sector • Indigenous conservation and man- • National strategic reserves • Enterprise skills and employment
• Storage of indigenous and contem- agement of resources creation:
porary foods • Contemporary methods of manu- • Conservation and preservation of
facturing goods resources
TOPIC 9: GLOBAL ISSUES

• Environmental issues • Climate change • Land degradation • Waste management
• Pollution • Disasters • Pollution • Child labour
• Hazards, risks and disasters • Pandemics and chronic illnesses
• Human trafficking • Human trafficking
FORM 1
7.0 COMPETENCY MATRIX
7.0 COMPETENCY MATRIX
FORM ONE 1
KEY CONCEPT LEARNING OBJECTIVES UNIT CONTENT SUGGESTED LEARNING SUGGESTED LEARNING
Learners will be able to:- ACTIVITIES AND NOTES RESOURCES
SOCIALISATION IN THE  define socialisation  Socialisation  Explaining socialisation  ICT tools
HOME  list socialising agents in - definition  Identifying socialising  Jaws software
the home - agents agents in the home  Pictures
 examine the role of each - role of family  Discussing the role of  Resource person
family member in members each family member in
socialisation socialization
 Role playing
TOPIC 2: IDENTITY: LOCAL AND NATIONAL IDENTITY

TOPIC 2: IDENTITY: LOCAL AND NATIONAL IDENTITY
6
TYPES OF FAMILIES  identify different family  Types of families  Listing different family  ICT tools
types -one parent types  Jaws software
 distinguish different -child headed  Examining relationships  Pictures
relationships within -monogamous within different types of  Related literature
different types of families -polygamous families  Literature in Braille
 assess the roles of family  Assessing relationships
members in the home,  Roles in the: within different family
community and nation - home types
- community  Explaining the different
- nation roles of family members
in the home, community 11
and nation
 Dramatising different
roles of family members
in the home, community
and nation
LANGUAGE AND  identify language aspects  Language and identity  Stating language  ICT tools
NATIONAL IDENTITY that have national - proverbs aspects that promote  Jaws software
identity - idioms national identity  Resource person
 explain the link between - riddles  Discussing the origins  Related literature
language and identity - folklore and significance of wise  Braille literature
sayings
 Discussing the link
between language and
identity
INDIGENOUS HUNTING  identify indigenous  Indigenous hunting tools:  Listing indigenous  ICT tools
members in the home,  Roles in the: within different family
- community  Explaining the different
- nation roles of family members
and nation
TOPIC 2: IDENTITY: LOCAL AND NATIONAL IDENTITY CONTD..  Dramatising different
TOPIC 2: IDENTITY: LOCAL AND NATIONAL IDENTITY roles of family members
KEY CONCEPT LEARNING OBJECTIVES UNIT CONTENT SUGGESTED
and nation LEARNING SUGGESTED LEARNING
TYPES OF FAMILIES
LANGUAGE AND  identify different
languagefamily
aspects  Types of families
Language and identity  Listing different family
Stating language  ICT tools
NATIONAL IDENTITY types
that have national -one parent
- proverbs types
aspects that promote  Jaws software
 distinguish
identity different -child headed
- idioms  Examining relationships
national identity  Pictures
Resource person
 relationships within
explain the link between -monogamous
- riddles  within different
Discussing the types
originsof  Related literature
different
languagetypes of families
and identity -polygamous
- folklore families
and significance of wise  Literature in Braille
Braille literature
 assess the roles of family  Assessing
sayings relationships
members in the home,  Roles in the:  within different family
Discussing the link
between language and
- community  Explaining
identity the different
INDIGENOUS HUNTING  identify indigenous  -Indigenous
nation hunting tools:  roles of family members
Listing indigenous  ICT tools
AND PRODUCTION TOOLS hunting and productive - traps in the home,
hunting community
and production  Jaws software
tools - spears and
toolsnation  Pictures
 explain the use of - bows and arrows  Dramatising different

Demonstrating the use  Cultural museum
indigenous hunting and  Indigenous productive roles family members
of theofindigenous  Indigenous hunting and
KEY CONCEPT productive
LEARNING tools
OBJECTIVES UNITtools:
CONTENT in the
SUGGESTED home,
hunting andLEARNINGcommunity
production SUGGESTED
production LEARNING
tools
Learners will be able to:- - grinding stones and
toolsnation
ACTIVITIES AND NOTES RESOURCES
 describe how the - duri nemutswi/  Collecting and exhibiting
7
LANGUAGE AND  identify language
indigenous aspects
hunting and  Language and identity
ingiga/umgigo  Stating
indigenouslanguage
hunting and  ICT tools
12
NATIONAL IDENTITY that have national
production tools were -- proverbs
winnowing aspects
production promote
thattools  Jaws software
identity
made - idioms
basket/tsero/ukhomane national identity
 Making some of the  Resource person
 explain the link between - riddles  Discussing
indigenous the origins
hunting and  Related literature
language and identity - folklore and significance
production tools of wise  Braille literature
NATIONAL IDENTIFICATION  list the national  Identification documents  sayings
Stating national  ICT tools
DOCUMENTS identification documents -Birth certificate  Discussing the link
identification documents  Samples of identity
 describe the contents of -National identity  between
Explaining language and
information documents
-Passport identity
each national on national identification  Resource person
INDIGENOUS HUNTING  identify indigenous
identification documents  Indigenous hunting tools:  Listing indigenous
documents  ICT tools
AND PRODUCTION TOOLS  hunting
explain the
andimportance
productiveof - traps  hunting and production
Debating the need for  Jaws software
tools
possessing national - spears tools
national identification  Pictures
 explain the use
identification of
documents - bows and arrows  Demonstrating the use
documents  Cultural museum
indigenous hunting and  Indigenous productive of the indigenous  Indigenous hunting and
productive tools tools: hunting and production production tools
- grinding stones tools
12
THE CONCEPT OF  define the concept of  Concept and  Researching on the  ICT tools
UNHU/UBUNTU/VUMUNHU Unhu/Ubuntu/Vumunhu attributes: concept of  Jaws software
 state the attributes of - tolerance Unhu/Ubuntu/Vumunhu  Pictures
Unhu/Ubuntu/Vumunhu - integrity  Listing attributes of  Relevant literature/ literature
 explain the importance of - oneness Unhu/Ubuntu/Vumunhu in Braille
Unhu/Ubuntu/Vumunhu - respect  Discussing the importance  Resource person
- humility of Unhu/Ubuntu/Vumunhu
NORMS AND VALUES  identify norms and values  Norms and values:  Describing norms and  ICT tools
peculiar to the home, - respect values at the home,  Jaws software
school, community and - courtesy school, community and  Pictures
workplace - discipline workplace  Charts
 describe the norms and - honesty  Comparing and  Resource person
values at home, school, contrasting norms and  Related literature

community and values at home, school,
workplace community and workplace
THE CONCEPT OF  explain heirship  Heirship  Discussing the meaning of  ICT tools
INHERITANCE  describe indigenous and - indigenous heirship  Jaws software
contemporary heirship - contemporary  Listing of indigenous and  Resource person
8
practices contemporary heirship  Related literature
 justify the importance of practices  literature in Braille
indigenous and  Comparing indigenous and  Pictures
contemporary heirship contemporary heirship  Samples of wills
practices  Newspaper stories
 Researching on  Talking/large print books
importance of indigenous  Videos
and contemporary heirship
RITES OF PASSAGE  explain rites of passage  Rites associated  Identifying rites of passage  ICT tools
in different ethnic groups with adolescence: in different ethnic groups  Jaws software
in Zimbabwe - significance in Zimbabwe  Research person
 examine the importance - implications of  Discussing the importance  Related literature/literature in
KEY CONCEPT LEARNING
of rites ofOBJECTIVES
passage in UNIT CONTENT
the age of SUGGESTED LEARNING
of rites of passage in SUGGESTED
Braille LEARNING
Learners
different be able to:-
willsocieties consent to sex ACTIVITIES AND NOTES
different societies RESOURCES
 describe the implications  Researching on the
of the age of consent to implications of the age of
sex consent to sex
INDIGENOUS COURTSHIP  identify different  Courtship practices:  Researching on different  ICT tools 14
PRACTICES OF DIFFERENT indigenous courtship -advantages and indigenous courtship  Jaws software
ETHNIC GROUPS practices disadvantages practices  Resource person
 outline advantages and  Age of consent to  Listing advantages and  Related literature
disadvantages of different marriage disadvantages of  Literature in Braille
indigenous courtship indigenous courtship  Constitution of Zimbabwe
practices practices
 discuss age of consent to  Debating on the age of
marriage as per consent to marriage
constitution of Zimbabwe
 describe the implications  Researching on the
of the age of consent to implications of the age of
sex consent to sex
INDIGENOUS COURTSHIP 
TOPIC 3: CULTURAL HERITAGE:identifyNORMS
different AND VALUES  Courtship practices:
CONTD..  Researching on different  ICT tools
PRACTICES OF DIFFERENT indigenous courtship -advantages and indigenous courtship  Jaws software
KEY CONCEPT  outline advantages
LEARNING OBJECTIVES and  Age
UNIT of consent to
CONTENT  Listing advantages and
SUGGESTED LEARNING SUGGESTED LEARNING
 Related literature
disadvantages
Learners of different
will be able to:- marriage disadvantages
ACTIVITIES of
AND NOTES RESOURCES
 Literature in Braille
indigenous
 describe thecourtship
implications indigenous courtship
 Researching on the  Constitution of Zimbabwe
practices
of the age of consent to implications
practices of the age of
discuss age of consent to
 sex Debating on the age of
 consent to sex
INDIGENOUS COURTSHIP marriage as per
 identify different  Courtship practices: consent
 Researchingto marriage
on different  ICT tools
PRACTICES OF DIFFERENT constitution of Zimbabwe
indigenous courtship -advantages and indigenous courtship  Jaws software
INDIGENOUS  outline different forms
identifyadvantages andof Indigenous
 Age of consent to Listing forms of indigenous
 Listing advantages and  Related
ICT toolsliterature
ENTERTAINMENT indigenous entertainment
disadvantages of different entertainment:
marriage disadvantages
entertainment of  Jaws software
Literature in Braille
 indigenous uses of
outline othercourtship - folklore  indigenous other uses of
Discussing courtship  Resource
Constitutionperson
of Zimbabwe
these forms of indigenous - games
practices these forms of
practices  Game boards
entertainment
 discuss age of consent to - dance and song entertainment
 Debating on the age of  Related literature
marriage as per Role playing
 consent to marriage  Literature in Braille
constitution of Zimbabwe
INDIGENOUS
TOPIC  identify
4: NATIONAL HISTORY: SOVEREIGNTY
different forms of AND Indigenous
 GOVERNANCE  Listing forms of indigenous  ICT tools
ENTERTAINMENT
TOPIC 4: NATIONAL HISTORY: SOVEREIGNTY entertainment
indigenous AND GOVERNANCEentertainment: entertainment  Jaws software
 outline other uses of - folklore  Discussing other uses of  Resource person
these forms games these
9
KEY CONCEPT LEARNING OBJECTIVES
of indigenous -UNIT CONTENT SUGGESTED
forms of LEARNING Game boards
 SUGGESTED LEARNING
entertainment
Learners will be able to:- - dance and song entertainment
ACTIVITIES AND NOTES  RESOURCES
Related literature
PRE-COLONIAL SOCIETIES  identify the hunter-gatherer  Hunter-gatherer (San  Role
 Naming
playing the hunter-   Literature
ICT toolsin Braille
and herder communities and Khoi Khoi) gatherer and herders  Jaws software
 describe the economic, -social, political and  Outlining the economic,  Pictures
social and political economic organisation political and social  Rock paintings
systems of the Khoi Khoi of the San and the Khoi systems  Artefacts
and the San Khoi  Discussing the heritage  Excursions
 explain the heritage  Contributions of the San shared by the San and
passed on by the San and and the Khoi Khoi to the Khoi Khoi
the Khoi Khoi modern soceity:
- hunting skills
- hunting tools 15
- rock paintings
- tool making
- indigenous
medicines
- tanning
INDIGENOUS POLITICAL  outline the hierarchy of  Hierarchy of indigenous  Illustrating the hierarchy  ICT tools
STRUCTURES indigenous leaders leadership of indigenous leaders  Resource person
 explain the significance of  Roles of chiefs,  Discussing the  Samples of regalia 15
chieftainship headmen and village importance of the  Pictures
 describe how indigenous heads indigenous leaders
leaders are enthroned  Explaining how chiefs
are enthroned
- hunting skills
- hunting tools
- rock paintings
- tool making
- indigenous
medicines
TOPIC 4: NATIONAL HISTORY: SOVEREIGNTY AND GOVERNANCE - tanning CONTD..
INDIGENOUS
TOPIC POLITICAL
4: NATIONAL  outline the hierarchy
HISTORY: SOVEREIGNTY of
AND GOVERNANCE  Hierarchy of indigenous  Illustrating the hierarchy  ICT tools
STRUCTURES indigenous leaders leadership of indigenous leaders  Resource person
 explain the significance of UNIT
 RolesCONTENT
of chiefs, SUGGESTED LEARNING
 Discussing the SUGGESTED
 Samples ofLEARNING
regalia
chieftainship
Learners will be able to:- headmen and village importance
ACTIVITIES AND of the
NOTES RESOURCES
 Pictures
PRE-COLONIAL SOCIETIES  identify how
describethe indigenous
hunter-gatherer heads
 Hunter-gatherer (San indigenous
 Naming theleaders
hunter-  ICT tools
leaders
and herder enthroned
are communities and Khoi Khoi)  Explaining
gatherer and how chiefs
herders  Jaws software
 describe the economic, -social, political and are enthroned
 Outlining the economic,  Pictures
social and political economic organisation political and social  Rock paintings
TOPIC 5: NATIONAL HERITAGEsystems of the Khoi Khoi of the San and the Khoi systems  Artefacts
TOPIC 5: NATIONAL HERITAGE Khoi
and the San  Discussing the heritage  Excursions
 explain the heritage  Contributions of the San shared by the San and
KEY CONCEPT LEARNING OBJECTIVES UNIT
andCONTENT
the Khoi Khoi to SUGGESTED LEARNING SUGGESTED LEARNING
passed on by the San and the Khoi Khoi
Learners will be able to:- modern soceity: ACTIVITIES AND NOTES RESOURCES
the Khoi Khoi
NATIONAL SYMBOLS,  identify national symbols,  - National symbols:
hunting skills  Stating symbols, shrines and  ICT tools
MONUMENTS AND SHRINES shrines and monuments - National
- hunting tools flag monuments  Jaws software
 explain the significance of - Coat-of-arms
- rock paintings  Visiting shrines and  Pictures
national symbols, shrines - National

- tool making anthem monuments  Related literature
and monuments Zimbabwe bird
- - indigenous  Singing the national anthem  National flag
 National monuments:
medicines
Great Zimbabwe
- - tanning
INDIGENOUS POLITICAL  outline the hierarchy of - Victoria
 Hierarchy Falls
of indigenous  Illustrating the hierarchy  ICT tools 16
STRUCTURES indigenous leaders - Chinhoyi
leadership Caves of indigenous leaders  Resource person
 explain the significance of National
 Roles shrines:
of chiefs,  Discussing the  Samples of regalia
10
chieftainship Heroes acres
headmen and village importance of the  Pictures
 describe how indigenous Njelele
heads indigenous leaders
NATIONAL SCHOOLS recite the
 leaders areNational
enthronedSchools  National Schools  Reciting
Explaining National
thehow chiefs  ICT tools
PLEDGE Pledge Pledge Schools Pledge
are enthroned  Jaws software
 explain the significance of  Discussing the importance of  National Schools
the National Schools the National Schools Pledge Pledge
Pledge  Charts
 Pictures
NATURAL RESOURCES  define natural resources  Natural resource  Discussing the importance of  ICT tools
 identify natural resources - land natural resources  Jaws software
 explain the importance of - minerals  Listing natural resources  Resource person
natural resources - animals  Debating on the ownership  Related literature
- birds of natural resources  Literature in Braille
- plants and forests  Resource map
- rivers
16
17
TOPIC CONSTITUTION
TOPIC 6:6: OF ZIMBABWE
CONSTITUTION OF ZIMBABWE
CONSTITUTION OF  explain the process of  Constitution:  Outlining the constitution  ICT tools
ZIMBABWE constitution formulation -making process making process  Jaws software
 describe the role of -rationale of a new  Discussing the role  Constitution of
citizens in formulation of constitution citizens in the constitution Zimbabwean
the Zimbabwean -role of citizens in making process  Resource person
Constitution formulating the  Examining the contents of  Related literature
 summarise the contents of constitution the Zimbabwean
the Zimbabwean -contents of the Constitution
Constitution constitution
 explain the importance of
the Zimbabwean
constitution

KEY CONCEPT LEARNING OBJECTIVES UNIT CONTENT SUGGESTED LEARNING SUGGESTED

SUGGESTED LEARNING
Learners will be able to:- ACTIVITIES AND NOTES LEARNING
RESOURCES
RESOURCES
11
INDIGENOUS  list some indigenous forms  Indigenous forms of  Stating indigenous forms •
 ICT tools
ICTtools
ENTITLEMENTS of entitlement entitlements: of entitlements  Jaws software
• Jaws software
 examine the importance of - women entitlements/  Discussing the  Resource person
• Resource person
entitlement of motherhood motherhood importance of  Related literature
and fatherhood in - mombe yeumai/ motherhood and • Related literature
indigenous families mother’s cow/ inkomo fatherhood entitlements in
yohlango indigenous families
- tseu yamai/mother’s
piece of land
- Men
entitlements/fatherhood:
symbol of authority
- protection of family
- family identity
RIGHTS AND state the rights and  Children’s rights and  Listing rights and 
• ICT tools
ICTtools
RESPONSIBILITIES responsibilities of children responsibilities at home: responsibilities of children 
• Jaws software
Jaws software
 distinguish between rights - shelter in the contemporary  literature 18
• Related
Relatedliterature
and responsibilities of - education society  Resource person
children in contemporary - security  Discussing rights and • Resource person
 Constitution of
societies  Duties at home: responsibilities of children • Constitution
Zimbabwe of Zimbabwe
- sweeping in contemporary societies
- cooking
 Resource person
children in contemporary - security  Discussing rights and  Constitution of
societies  Duties at home: responsibilities of children Zimbabwe
- sweeping in contemporary societies
- cooking

FACTORS OF  identify the factors that  Factors of production  Listing the factors of  ICT tools
PRODUCTION influence production of - land production  Jaws software
wealth OBJECTIVES UNIT capital
- CONTENT SUGGESTED LEARNING Related literature
SUGGESTED LEARNING
Learners will be able to:- - labour ACTIVITIES AND NOTES  Literature in Braille
RESOURCES
 describe the significance of  Discussing the  Resource person
the factors of production significance of each of 19
the factors of production
CONCEPT OF INDUSTRY  identify types of industries in  Historical development  Listing the types of early  ICT tools
early Zimbabwean societies - indigenous industry and contemporary  Jaws software
 describe types of - contemporary industries in Zimbabwe  Pictures
contemporary industries in industry  Discussing the types of  Indigenous food
Zimbabwe early and contemporary  Resource person

industries in Zimbabwe  Charts
 Literature in Braille
THE INFORMAL SECTOR  describe the characteristics  Characteristics of the  Discussing characteristics  ICT tools
of the informal sector informal sector of the informal sector  Related literature
12
 explain the importance of the  Importance of the  Visiting informal sector  Charts
informal sector informal sector sites
 Assessing the importance
of the informal sector
STORAGE OF  list different types of  Indigenous foods:  Stating different types of  ICT tools
INDIGENOUS AND indigenous and - madora/ amacimbi indigenous and  Jaws software
CONTEMPORARY FOOD contemporary food - mufushwa/ contemporary food  Pictures
 describe storage and umfushwa  Discussing the storage  Indigenous food
preservation strategies of - dovi/idobi and preservation  Resource person
indigenous and  Contemporary foods: processes of indigenous  Charts
contemporary food - tinned beans and contemporary food  Related literature/
 explain the importance of - pizza  Examining the literature of Braille
indigenous and importance of indigenous
contemporary food and contemporary food
 Demonstrating the
preservation of some
indigenous and
contemporary food
20
ENVIRONMENTAL ISSUES  identify the different forms  Preservation of natural  Describing different forms  ICT tools
of natural resources resources: of natural resources  Jaws software
 explain strategies of - land  Discussing strategies of  Resource person
preserving natural - minerals preserving natural  Pictures
resources - forests resources  Related literature
- rivers  Literature in Braille
- dams
POLLUTION  list types of pollution  Types of pollution:  Stating types of pollution  ICT tools
 define different levels of - air  Discussing types of  Jaws software
pollution - land pollution and their effects  Pictures
 suggest ways of reducing - water  Examining ways of  Resource person
pollution reducing pollution  Related literature
13
 Engaging in campaigns  Literature in Braille
on environmental issues
PANDEMICS AND  identify different world  Types of infectious and  Listing different infectious  ICT tools
CHRONIC ILLNESSES infectious and chronic chronic diseases: and chronic diseases  Jaws software
diseases - diabetes  Discussing the effects or  Pictures
 explain the effects of the - hypertension impact of the different  Slides
diseases in international - HIV/AIDS infectious and chronic  Resource person
communities - Ebola diseases
21
HAZARDS, RISKS AND  Identify types of hazards,  Hazards, risks and  Discussing types of  ICT tools
DISASTERS risks and disasters disasters hazards, risks and  Jaws software
 describe the causes of - environmental disasters  Pictures
droughts and floods - biological  Explaining the causes of  Resource person
 analyse the effects of - mechanical droughts and floods  Related literature
droughts and floods  Droughts and floods  Examining the effects of  Literature in Braille
droughts and floods
HUMAN TRAFFICKING  describe forms of human  Forms of human  Listing forms of human  ICT tools
PANDEMICS AND  identify different world  Types of infectious and  Listing different infectious  ICT tools
CHRONIC ILLNESSES infectious and chronic chronic diseases: and chronic diseases  Jaws software
diseases - diabetes  Discussing the effects or  Pictures

TOPIC 9: GLOBAL ISSUES explain the effects of the
CONTD.. - hypertension impact of the different  Slides
diseases in international - HIV/AIDS infectious and chronic  Resource person
communities - Ebola diseases
HAZARDS, RISKS
PANDEMICS AND AND  types of hazards,
Identify different
identify world  Hazards,
Types of infectious
risks and and  Discussing types of
Listing different infectious  ICT tools
DISASTERS
CHRONIC ILLNESSES risks and disasters
infectious and chronic disastersdiseases:
chronic hazards,
and risks
chronic and
diseases  Jaws software
 diseases
describe the causes of - environmental
- diabetes  disasters
Discussing the effects or  Pictures
 droughtsthe
explain andeffects
floodsof the - biological
- hypertension  Explaining
impact of the causes of
thedifferent  Resource
Slides person
 diseases
analyse thein international
effects of - mechanical
- HIV/AIDS droughts and
infectious andfloods
chronic  Related
Resource literature
person
communities
droughts and floods  - Ebola
Droughts and floods  diseases
Examining the effects of  Literature in Braille
droughts and floods
HAZARDS, RISKS AND  Identify types of hazards,

trafficking  Hazards,
traffickingrisks and  Discussing types of
trafficking  ICT tools
Jaws software
DISASTERS  risks
explainand
thedisasters
impact of disasters  hazards, risks and
Discussing the causes  Jaws software
Pictures
 describe
traffickingthe
on causes
society of - environmental disasters
and effects of human  Pictures
Slides
droughts and floods - biological  Explaining
trafficking the causes of  Resource person
 analyse the effects of - mechanical droughts and floods  Related literature
droughts and floods  Droughts and floods  Examining the effects of  Literature in Braille
14
droughts and floods
trafficking trafficking trafficking  Jaws software
 explain the impact of  Discussing the causes  Pictures
trafficking on society and effects of human  Slides
trafficking  Resource person
22
22
FORM 2
FORM 2
ROLE OF THE SCHOOL IN  explain the role of the  Role of the school:  Discussing the role of the  ICT tools
SOCIALISATION school in socialization - school rules school in socialising the  Resource person
 assess the impact of the - punctuality learners  Related literature
school in socialisation - discipline  Demonstrating the
- respect for authority effectiveness of the school
- hygiene in socialising the learner
 Applying school rules
ROLE OF PEERS IN  state the role of peers in  Role of peers:  Dramatising the role of  ICT tools
SOCIALISATION socialization - friendship peers in socialising the  Resource person
 analyse the impact of - peer pressure learners  Related literature

peers in socialisation - interaction  Assessing the effects of  Pictures
- cliches peers in socialisation
- role models  Debating the effects of
cliches in socialisation
ROLE OF THE MEDIA IN  identify the various types  Types of media  Watching videos on role  ICT tools
15
SOCIALISATION of media  Role of the media: models  Pictures
 describe the role of the - newspapers  Discussing the effects of  Print media and
media in socialisation - magazine media in socialisation electronic media
- electronic media  Related literature
- social media
RESPONSIBLE USE OF THE  illustrate responsible use  Appropriate media  Discussing responsible  ICT tools
MEDIA of the media as a content use of the media  Jaws software
socialisation agent  Demonstrating appropriate  Resource person
 utilise appropriate media use of the media  Print media and
content electronic media
 Pictures
23
FORMS OF PERSONAL  identify forms of personal  Forms of personal  Sampling identity  ICT tools
IDENTITY identity identity: documents  Jaws software
 explain the importance of - name  Discussing the  National identity documents
personal identity - urname importance of identity  Resource person
- totems documents  Related literature
- religion
- nationality
- language
- dress
TOTEMS, TOTEM PRAISES  list totems  Family identity  Naming totems  ICT tools
AND GENEALOGY  recite totem praises  Family tree  Researching on their  Jaws software
 trace their genealogy  Totem praises totems  Poems
 Drawing family trees  Related literature

 Presenting on totem  Pictures
KEY CONCEPT LEARNING OBJECTIVES UNIT CONTENT praises
SUGGESTED LEARNING  Resource person
SUGGESTED LEARNING
Learners will be able to:- ACTIVITIES AND NOTES  Songs
RESOURCES
PURPOSE OF TOTEM  explain the significance of  Totem systems  Dramatising the  ICT tools
SYSTEMS totem systems importance of totem  Jaws software 24
16
systems  Resource person
 Singing songs based on  Drama
their totems  Pictures
INDIGENOUS HERBS  identify indigenous herbs  Indigenous herbs:  Collecting samples of  ICT tools
 explain the use of various - aloe vera some indigenous herbs  Jaws software
indigenous herbs - ndorani, ginger  Visiting local herbal  Indigenous herbs samples
- black jack gardens  Resource person
- isihaqa  Researching on  Educational tours
different types and uses  Related literature
of indigenous herbs  Pictures
INDIGENOUS LANGUAGES  list indigenous languages  Indigenous languages  Naming the different  ICT tools
AND CULTURES OF THE  explain the importance of - Shona languages spoken in  Jaws software
PEOPLE OF ZIMBABWE upholding indigenous - Ndebele Zimbabwe  Different cultural dresses
languages and cultures - Venda  Comparing cultural  Related literature
- Kalanga practices of people in  Pictures
- Sign language Zimbabwe  Cultural artefacts
 Importance of  Modelling of various  Resource person
languages and cultures cultural attire
NORMS AND VALUES IN  identify the different  Norms and values  Role playing different  ICT tools
THE COMMUNITY norms and values in the -greeting norms and values  Jaws software
community -thanking  Debating norms and  Resource person
 demonstrate different values of different  Videos
norms and values in the cultures in Zimbabwe
community  Discussing the
 analyse the importance of importance of norms and
norms and values values
MAIN FEATURES OF  identify the main features  Features of indigenous  Discussing the main  ICT tools
INDIGENOUS ZIMBABWEAN of indigenous Zimbabwean culture features of indigenous  Jaws software
CULTURE Zimbabwean culture - initiation ceremonies Zimbabwean culture  Resource person
 describe Zimbabwean  Birth rites and  Researching on initiation  Related literature
birth and death rites Death rites ceremonies  Pictures

 Discussing birth and  Drama
death rites  Films
INHERITANCE AND  identify the types of  Inheritance and heirship  Discussing inheritance  ICT tools
HEIRSHIP PRACTICES OF inheritance practices and heirship practices  Jaws software
17
INDIGENOUS FAMILIES AND  describe the various  Types of heirship:  Showing films on  Resource person
SOCIETIES inheritance and heirship - tangible inheritance indigenous ways of  Videos
practices of indigenous (assets) inheritance and heirship  Related literature
families and societies - intangible inheritance  Dramatizing inheritance
 distinguish between (language, norms and heirship procedures
tangible and intangible and values)
inheritance
CONTEMPORARY  list contemporary  Contemporary courtship  Role playing  ICT tools
COURTSHIP PRACTICES courtship practices - religious contemporary courtship  Jaws software
 compare the - social practices  Resource person
contemporary and - western  Debating contemporary  Videos/ with captions
indigenous courtship courtship and indigenous  Related literature
practices courtship practices
 evaluate the  Watching films on
contemporary courtship contemporary courtship
practices practices
26
INDIGENOUS MARRIAGE  identify indigenous  Indigenous marriage  Naming indigenous  ICT tools
COUNSELLORS marriage counsellors counsellors: marriage counsellors  Jaws software
 explain the role of - tete  Researching on the role  Resource person
indigenous marriage - sekuru of indigenous marriage  Videos
counsellors - mbuya counsellors  Related literature
 describe the indigenous - community  Role playing indigenous
marriage counselling counsellors marriage counselling
process - family counsellors process
 Indigenous marriage
counselling process
FORMS OF INDIGENOUS  identify forms of - Indigenous forms of  Listing indigenous forms  ICT tools
ENTERTAINMENT indigenous entertainment entertainment: of entertainment  Jaws software
 explain the significance of - folklore  Dramatizing forms of  Resource person

indigenous forms of - games indigenous entertainment  Related literature
entertainment - dance and songs  Discussing the
 Significance indigenous significance of indigenous
entertainment entertainment
18
EARLY IRON AGE  identify Early Iron Age  Early Iron Age societies:  Naming Early Iron Age  ICT tools
SOCIETIES societies -Mapungubwe societies  Jaws software
 outline the social, economic -Gokomore  Discussing the socio-  Artefacts
and political activities of  Socio-economic and economic and political  Pictures
these societies political activities activities  Related literature
-tools  Visiting early Iron Age  Maps
-iron smelting sites
LATE IRON AGE STATES  Identify Late Iron Age  Late Iron Age states  Listing Late Iron Age  ICT tools
states  Social, political and states  Jaws software
 Outline the social, economic practices  Discussing the socio-  Artefacts
economic and political economic and political  Pictures
activities of Late Iron Age activities of the Late Iron  Resource person
states Age states  Related literature
 Modelling Late Iron Age  Films/ with captions
tools 27
CONTRIBUTION OF IRON  List contributions made by  Contribution of Iron Age  Discussing contributions  ICT tools
AGE COMMUNITIES TO Iron Age communities to societies to contemporary made by Iron Age  Jaws software
CONTEMPORARY contemporary development development societies to  Maps
SOCIETIES  Assess the significance of - craftwork contemporary  Related literature
these contributions to - trade development
contemporary societies - traditional medicine  Explaining the
- political structures significance of their
- religious beliefs contributions
these societies political activities activities  Related literature
-tools Visiting early Iron Age  Maps
-iron smelting sites
LATE IRON AGE STATES  Identify Late Iron Age  Late Iron Age states  Listing Late Iron Age  ICT tools
states  Social, political and states  Jaws software
 Outline the social, economic practices  Discussing the socio-  Artefacts
TOPIC 4: NATIONAL HISTORY: economic and political
SOVEREIGNTY AND GOVERNANCE CONTD.. economic and political  Pictures
activities of Late Iron Age
TOPIC 4: NATIONAL HISTORY: SOVEREIGNTY AND GOVERNANCE activities of the Late Iron  Resource person
states Age states  Related literature
KEY CONCEPT LEARNING OBJECTIVES UNIT CONTENT  Modelling Late Iron Age
SUGGESTED LEARNING SUGGESTED
Films/ with LEARNING
captions
Learners will be able to:- tools
CONTRIBUTION
EARLY IRON AGE OF IRON  List contributions made by
identify Early Iron Age  Contribution
Early Iron Age Iron Age
of societies:  Discussing contributions
Naming Early Iron Age  ICT tools
AGE COMMUNITIES TO
SOCIETIES Iron Age
societies communities to societies
-Mapungubwe to contemporary made by
societies Iron Age  Jaws software
CONTEMPORARY contemporary development
 outline the social, economic development
-Gokomore societies to
 Discussing the socio-  Maps
Artefacts
SOCIETIES  Assess the significance
and political activities of of - craftwork
 Socio-economic and contemporary
economic and political  Related
Pictures literature
these contributions
societies to -political
tradeactivities development
activities  Related literature
contemporary societies traditional medicine
--tools  Explaining
Visiting earlytheIron Age  Maps
--ironpolitical
smeltingstructures significance
sites of their
LATE IRON AGE STATES  Identify Late Iron Age religious beliefs
 -Late Iron Age states  contributions
Listing Late Iron Age  ICT tools
MISSIONARIES  identify
states various foreign  Agents of colonization
Social, political and  Naming
states agents of  ICT
Jawstools
software
EXPLORERS, TRADERS,  groups involved in the
Outline the social,  Role played
economic by agents of
practices  colonisation
Discussing the socio-  Jaws software
Artefacts
CONCESSION SEEKERS, colonization
economic and Zimbabwe
of political colonisation  Discussing
economic and role
the political  Related
Pictures literature
ADVENTURERS AND  examine the role played by
activities of Late Iron Age played
activities of the Late
by agents of Iron  Pictures

Resource person
HUNTERS these
statesgroups in colonization colonisation
Age states  Maps
Related literature
of Zimbabwe  Modelling Late Iron Age  Films/ with captions
tools
CONTRIBUTION
TOPIC 5: NATIONAL  List contributions made by
OF IRONHERITAGE  Contribution of Iron Age  Discussing contributions  ICT tools
AGE COMMUNITIES
TOPIC TO
5: NATIONAL HERITAGE Iron Age communities to societies to contemporary made by Iron Age  Jaws software
19
CONTEMPORARY contemporary development development societies to  Maps
SOCIETIES
KEY CONCEPT Assess the
 LEARNING significance of
OBJECTIVES craftwork
UNIT- CONTENT contemporary
SUGGESTED LEARNING Related literature
 SUGGESTED LEARNING
these contributions
Learners will be ableto to:- - trade development
NATIONAL EVENTS AND  contemporary societies
identify national events - traditional
 National eventsmedicine
and Explaining the
 Organising activities to  ICT tools 28
CELEBRATIONS and celebrations - political
celebrations structures commemorate their
significance of national  Jaws software
 explain the significance of  Significance
- religiousofbeliefs
national contributions
events  Resource person
MISSIONARIES  identify various foreign
these national events and  events Agentsand of colonization
celebrations  Singing
Namingsongs of
agentsrelated to   ICT tools
Videos
EXPLORERS, TRADERS, groups involved in the
celebrations  Role played by agents of colonisation
national events   Jaws software
Related literature
CONCESSION SEEKERS, colonization of Zimbabwe colonisation Discussing the role
 Discussing significance of  Related literature
ADVENTURERS AND  examine the role played by played by
national agents
events and of  Pictures
HUNTERS these groups in colonization colonisation
celebrations  Maps
of Zimbabwe  Watching documentaries
of the events
PARTICIPATION IN AND  describe the  Participation and  Participating in national  ICT tools
COMMEMORATION OF commemoration process commemoration of events  Jaws software
NATIONAL EVENTS  identify roles that they national events:  Watching/playing videos of  Resource person
can play during the - Independence Day national events  Related literature
commemoration - Heroes Day  Singing songs related to  Films/ with captions
 explain the significance - Unity Day the national events being  Calendars 28
of participating in national - Tree planting celebrated  Pictures
events  Poems of national events  Paintings
NATIONAL SCHOOLS  recite the National  National Schools Pledge:  Reciting the National  ICT tools
PLEDGE Schools Pledge - reciting Schools Pledge  Jaws software
 explain the importance of - importance  Discussing the National  Related literature
the National Schools Schools Pledge
Pledge
 Watching documentaries
of the events
PARTICIPATION IN AND 
describe the  Participation and  Participating in national  ICT tools
COMMEMORATION OF commemoration process commemoration of events  Jaws software
NATIONAL EVENTS  identify roles that they national events:  Watching/playing videos of  Resource person
TOPIC 5: NATIONAL HERITAGE CONTD..
 explain the significance - Unity Day the national events being  Calendars
of participating in national - Tree planting
KEY CONCEPT LEARNING OBJECTIVES UNIT CONTENT SUGGESTED
celebrated LEARNING  Pictures LEARNING
SUGGESTED
events
Learners will be able to:- ACTIVITIES national
Poems ofAND events
NOTES  Paintings
RESOURCES
NATIONAL
NATIONALSCHOOLS
EVENTS AND  recite the
identify National
national events  National events Pledge:
Schoolsand  Reciting theactivities
Organising Nationalto  ICT tools
PLEDGE
CELEBRATIONS Schools
and Pledge
celebrations - reciting
celebrations Schools Pledgenational
commemorate  Jaws software
 importance of
explain the significance of  - importance
Significance of national Discussing the National
 events  Related literature
Resource person
the National
these Schools
national events and events and celebrations  Singing
Schools songs
Pledgerelated to  Videos
Pledge
celebrations national events  Related literature
 Discussing significance of
national events and
celebrations
NATURAL RESOURCES 
identify natural resources  Natural resources  Listing natural resources
Watching documentaries  ICT tools
in Zimbabwe  Natural resources as  Discussing land as a key
of the events  Jaws software
PARTICIPATION IN AND 
 explain
describethetheimportance of  heritage
Participation and resource
 Participating in national 
 Resource
ICT tools person
COMMEMORATION OF natural resources
commemoration processas commemoration of  Analysing
events the importance  Related literature
 Jaws software
NATIONAL EVENTS heritage

 identify roles that they national events: of natural resources  Natural resources
 Watching/playing videos of  Resource person map
TOPIC 6: CONSTITUTION OFexplain the significance
ZIMBABWE - Unity Day the national events being  Calendars
of participating in national - Tree planting celebrated  Pictures
events  Poems of national events 29
 Paintings
20
NATIONAL SCHOOLS  recite the National  National Schools Pledge:  Reciting the National  ICT tools
PLEDGE Schools Pledge - reciting Schools Pledge  Jaws software
DECLARATION OF RIGHTS  define the concept of  -Human rights  Discussing the concept  ICT tools
 explain the importance of importance  Discussing the National  Related literature
IN ZIMBABWE human rights  Rights in Zimbabwe of human rights  Jaws software
the National Schools Schools Pledge
 outline
Pledgethe provisions of  Debating the declaration  Copies of Constitution
the declaration of rights of human rights  Resource person
 Discussing
constitutional rights
ZIMBABWEAN
NATURAL RESOURCES  define
identifythe concept
natural of
resources  Citizenship
Natural in Zimbabwe:
resources  Discussing concept of
 Listing natural resources   ICT tools
ICT tools
CITIZENSHIP citizenship
in Zimbabwe  by birth
-Natural resources as citizenship
 Discussing land as a key  Jaws
 Jaws software
software
 explain
explaindifferent
the importance
forms ofof - by descent
heritage Discussing the different
 resource   Copies of Constitution
Resource person
citizenship
natural resources as - by registration forms of citizenship
 Analysing the importance   Resource
Related person
literature
heritage of natural resources   National
Naturalidentity
resources map
documents
RULES AND LAWS OF  define rules and laws  Rules and laws in  Discussing rules and  ICT tools
ZIMBABWE  identify types of courts in Zimbabwe laws of Zimbabwe  Jaws software
Zimbabwe  Jurisdiction of Courts  Classifying courts  Resource person
 describe the functions of according to hierarchy  Constitution of Zimbabwe 29
Zimbabwe courts  Conducting educational
tours to observe court
sessions
CHILDREN’S RIGHTS AND  define rights and  Rights and  Listing rights and  ICT tools
RESPONSIBILITIES AT responsibilities responsibilities at responsibilities at school  Jaws software
SCHOOL  identify rights and school:  Discussing rights and  Constitution of Zimbabwe
responsibilities at school - right to education responsibilities at school  Related literature
 describe rights and - access to  Role playing rights and  Resource person
responsibilities at school information responsibilities at school
- duties at school
PARTICIPATION IN  explain the importance of  Participation in voluntary  Participating in voluntary  ICT tools
VOLUNTARY COMMUNITY participation in voluntary community activities: community activities  Jaws software
ACTIVITIES community activities - gully reclamation  Pictures
- clean up  Related literature
- tree planting  Resource person
campaigns
RESPONSIBILITIES OF  identify responsibilities of  Citizens’ responsibilities  Listing citizen`s  ICT tools
ZIMBABWEAN CITIZENS citizens - safe guarding responsibilities  Jaws software
 describe responsibilities of heritage  Discussing the  Pictures
citizens - defend sovereignty responsibilities of citizens  Resource person
- upholding values  Role playing  Related literature
21
TYPES OF INDUSTRIES  identify the types of  Types of industries:  Touring industries  ICT tools
industries -primary  Discussing various types  Jaws software
 describe the types of -secondary of industries  Pictures
industries -tertiary  Participating in informal  Industries
sector  Company Register
THE INFORMAL SECTOR  identify economic activities  Informal sector  Listing informal sector  ICT tools
in the informal sector economic activities economic activities  Jaws software
 distinguish between formal  Formal and informal  Differentiating between  Pictures
and informal sector sector formal and informal  Resource person
sectors
 Conducting educational
tours 31
INDIGENOUS  explain sustainable  Indigenous conservation  Discussing indigenous  ICT tools

CONSERVATION AND indigenous methods of and management methods of conserving  Jaws software
MANAGEMENT OF conserving and managing - taboos and managing natural  Resource person
RESOURCES natural resources - totems resources  The immediate
 assess the effectiveness of - indigenous  Debating the environment
indigenous ways of knowledge systems effectiveness of  Related literature
conserving natural (IKS) indigenous ways of
resources - indigenous laws managing resources
 describe the types of -secondary of industries  Pictures
industries -tertiary Participating in informal  Industries
sector  Company Register
THE INFORMAL SECTOR  identify economic activities  Informal sector  Listing informal sector  ICT tools
and informal sector formal and informal  Resource person
TOPIC 8: PRODUCTION, DISTRIBUTION OF GOODS sectorAND SERVICES CONTD.. sectors
KEY CONCEPT LEARNING OBJECTIVES UNIT CONTENT tours
INDIGENOUS
TYPES OF INDUSTRIES  explain
identify sustainable
the types of  Indigenous conservation  Discussing indigenous
Types of industries: Touring industries  ICT
ICT tools
tools
CONSERVATION AND indigenous
industries methods of and management
-primary  methods of conserving
Discussing various types  Jaws
Jaws software
software
MANAGEMENT OF conserving and
 describe the types ofmanaging - taboos
-secondary and managing
of industries natural  Resource
Pictures person
RESOURCES natural resources
industries - totems
-tertiary resources
 Participating in informal  The immediate
Industries
 assess the effectiveness of - indigenous  Debating the
sector environment
 Company Register
indigenous ways of knowledge systems effectiveness of
THE INFORMAL SECTOR  identify economic activities  Informal
(IKS)sector  Listing informal sector  Related
ICT toolsliterature
conserving natural indigenous ways of
resources - indigenous laws managing resources
 Role playing conservation
and informal sector sector formal and informal  Resource person
methods
sectors
CONTEMPORARY  define the concept of  The manufacturing of  Discussing the process of  ICT tools
METHODS OF manufacturing goods: manufacturing of goods
tours  Jaws software
MANUFACTURING GOODS  outline the processes of - processing  Touring manufacturing  The immediate
manufacturing goods - assembling industries environment
INDIGENOUS  explain sustainable  -Indigenous Discussing indigenous  ICT tools
CONSERVATION AND
weavingconservation  Demonstrating processes  Pictures
indigenous methods of and management methods of conserving  Jaws software
MANAGEMENT OF of manufacturing goods  Resource person
conserving and managing - taboos and managing natural  Resource person
RESOURCES natural resources - totems resources  The immediate
TOPIC 9: GLOBAL ISSUES  assess the effectiveness of - indigenous  Debating the environment
22
TOPIC 9: GLOBAL ISSUES indigenous ways of knowledge systems effectiveness of  Related literature
conserving natural (IKS) indigenous ways of
KEY CONCEPT resources
LEARNING OBJECTIVES - indigenous
UNIT CONTENT laws SUGGESTED resources
managing LEARNING SUGGESTED LEARNING
Learners will be able to:-  Role playing
ACTIVITIES ANDconservation
NOTES RESOURCES
methods
32
CLIMATE CHANGE  define the concept of  Causes of climate  Debating causes and  ICT tools
CONTEMPORARY  define
climatethe concept of
change The manufacturing of
 change Discussing
 effects the process
of climate changeof  ICT
Jawstools
software
METHODS OF manufacturing
 outline the causes of goods:
 Effects of climate manufacturing of goods
 Discussing adaptation and  Jaws software
Resource person
MANUFACTURING GOODS  outline the processes
climate change of -
changeprocessing  Touring manufacturing
mitigation measures  The immediate
Pictures
 manufacturing goods
explain the effects of assembling
-- floods and droughts industries
 Touring places affected by  environment
Films/ with captions
climate change - weaving
 Adaptation and  Demonstrating processes
climate change  Pictures
Related literature
 explain adaptation and mitigation measures of manufacturing goods  Resource person
Weather maps and
mitigation measures against climate change charts
against climate change
DISASTERS  define natural and man  Classification of  Discussing classification of  ICT tools
made disasters disasters: disasters  Jaws software
 describe the effects of -natural  Assessing the impact of  Related literature
disasters on the -man made disasters  Resource person
environment  Impact of disasters  Evaluating disaster 32
 describe disaster  Disaster Management management strategies
mitigation and
management measures
FORM 3
FORM 3
ROLE OF THE COMMUNITY  state the role of the  Role of the community  Discussing the role of the  ICT tools
IN SOCIALISATION community in  Agents of socialization community in socialisation  Jaws software
socialization - ceremonies  Conducting educational  Resource person
 explain the socialization - rituals tours in the community to  Related literature
process in the community observe some ceremonies  videos
and rituals
ROLE OF RELIGIOUS  list various religious  Role of religious  Outlining various religious  ICT tools
BELIEFS IN SOCIALISATION groups beliefs: beliefs  Jaws software
 describe the role of - Christianity  Discussing the role of  Resource person
religious beliefs in - Indigenous religion religious beliefs  Related literature

socialisation - Islamic religion  Watching videos of  videos
- Rastafarianism religious groups
ROLE OF THE MEDIA IN  identify various forms of  Forms of media  Dramatising the effects of  ICT tools
SOCIALISATION media  Effects of the media in the media in socialisation  Jaws software
 describe the effects of the socialization:  Debating the effects of  Pictures
23
media in socialization - newspaper media in socialization  Related literature
 explain the advantages of - internet  Discussing the advantages
the use media as a  Responsible use of the and disadvantages of the
socialising agent media media
 Advantages and  Role playing advantages
disadvantages of the of the media
media

FAMILY AND THE  describe the role of the  Family as a form of  Discussing the roles of  ICT tools
COMMUNITY family and the community identity the family and community  Jaws software
in shaping one’s identity  The community as a in shaping one’s identity  Resource person 34
form of identity  Carrying out voluntary  Related literature
projects in the community  Pictures
INDIGENOUS COMMUNITY  list the indigenous  Community gatherings  Identifying indigenous  ICT tools
GATHERINGS CEREMONIES community gatherings and and events: gatherings and events  Jaws software
AND EVENTS events - nhimbe/ilima  Researching on different  Resource person
 describe the importance of - zunde ramambo/ indigenous gatherings,  Related literature
indigenous gatherings and isiphala senkosi ceremonies, rituals and  Pictures
events - bira/umbuyiso events  Radios
 Identify indigenous - mukwerera, ukucela  Role playing indigenous
ceremonial tools izulu events
- funerals  Sampling indigenous
- kurova guva ceremonial tools
FAMILY AND THE
KEY CONCEPT LEARNING the role of the
describeOBJECTIVES UNIT Family
CONTENT as a form of Discussing the roles of
SUGGESTED LEARNING SUGGESTED ICT tools LEARNING
COMMUNITY Learners
family will
and be community
theable to:- identity ACTIVITIES
the familyAND
and NOTEScommunity RESOURCES Jaws software
FAMILY AND THE  in shaping
describe one’s
the role identity
of the The community
 Family as a formasofa  in shaping one’s identity
Discussing the roles of  ICT Resource
tools person
COMMUNITY family and the community form
identityof identity  Carrying
the familyout
and voluntary
community  Related literature
Jaws software
in shaping one’s identity  The community as a projects in the community
in shaping one’s identity  Pictures
Resource person
INDIGENOUS COMMUNITY  list the indigenous  Community
form of identity gatherings  Identifying
Carrying out indigenous
voluntary  ICT Related
toolsliterature
TOPIC 2: IDENTITY:
GATHERINGS CEREMONIES LOCAL AND
FAMILY, community NATIONAL
gatherings and IDENTITY
and events: CONTD.. gatherings and events
projects in the community  Jaws software
TOPIC 2: IDENTITY: FAMILY, LOCAL AND NATIONAL IDENTITY Pictures
AND EVENTS
INDIGENOUS COMMUNITY  events
list the indigenous nhimbe/ilima
 -Community gatherings  Researching on different
Identifying indigenous  Resource
ICT tools person
GATHERINGS CEREMONIES  describe
community the importance of -
and zunde
events: ramambo/ indigenous gatherings,
and events  Related literature
Jaws software
gatherings and UNIT CONTENT senkosi SUGGESTED
gatherings LEARNING SUGGESTED LEARNING
AND EVENTS indigenous gatherings and - isiphala
nhimbe/ilima  ceremonies,
Researching rituals
on and
different Pictures
 Resource person
Learners
eventswill be able to:- - bira/umbuyiso ACTIVITIES AND NOTES RESOURCES
events importance - zunde ramambo/ events
indigenous gatherings, Radios
 Related
FAMILY AND THE describe the
 describe the role of the of  Family- mukwerera, of
as a formukucela  Discussing the roles of ICT toolsliterature
Identify
indigenous indigenous
gatherings and isiphala senkosi Role playing indigenous
ceremonies, and
COMMUNITY family and the community identity
izulu the family andritualscommunity  Pictures
Jaws software
ceremonial
events tools - bira/umbuyiso events
events
in shaping one’s identity  The community as a
funerals in shaping one’s identity  Radios
Resource person
 Identify indigenous --formmukwerera, Role
ukucela  Sampling indigenous
playing indigenous
of identity
kurova guva
- izulu Carrying
ceremonialouttoolsvoluntary  Related literature
ceremonial tools events
projects in the community
 -Indigenous
funeralsceremonial  Pictures
INDIGENOUS COMMUNITY  Sampling indigenous
 list the indigenous Community
 -tools kurova guva gatherings  Identifying indigenous  ICT tools
GATHERINGS CEREMONIES ceremonial tools
community gatherings and  Indigenous and events:ceremonial gatherings and events  Jaws software
AND EVENTS events -toolsnhimbe/ilima  Researching on different  Resource person
 describe the importance of - zunde ramambo/ indigenous gatherings,  Related literature
indigenous gatherings and isiphala senkosi ceremonies, rituals and  Pictures
TOPIC 3: CULTURAL HERITAGE: events NORMS AND VALUES - bira/umbuyiso events  Radios
TOPIC 3: CULTURAL HERITAGE: NORMS IdentifyAND VALUES

indigenous - mukwerera, ukucela  Role playing indigenous
ceremonial tools izulu events
TOPIC 3: CULTURAL HERITAGE: NORMS AND VALUES OBJECTIVES UNIT - funerals
CONTENT 
SUGGESTED LEARNING
Sampling indigenous SUGGESTED LEARNING
Learners will be able to:- - kurova guva ACTIVITIES
ceremonialAND NOTES
tools RESOURCES
NORMS AND
KEY CONCEPT VALUES AT  identify norms
LEARNING OBJECTIVES and values  Indigenous
Norms
UNIT CONTENT and ceremonial
values at the  Listing norms and values
SUGGESTED LEARNING SUGGESTED
ICT tools LEARNING
THE WORKPLACE Learners workplace
at the will be able to:- tools
workplace: Discussing the norms and
ACTIVITIES AND NOTES Jaws software
RESOURCES
NORMS AND VALUES AT  explain the norms
 identify norms and values and - responsibility
 Norms and values at the  values at the workplace
Listing norms and values  Related
ICT toolsliterature
24
THE WORKPLACE values at the workplace
at the workplace - accountability
workplace:  Analysing threats to
Discussing the norms and  Braille literature
Jaws software
 identify threats
explain the norms andto norms - respect
- responsibility norms and
values at the values at the
workplace  Videos captions
Relatedwithliterature
and values in the
the workplace -
- integrity
accountability workplace  Talking books
values atOBJECTIVES UNIT- CONTENT  Analysing threats
SUGGESTED LEARNING to Braille literature
SUGGESTED LEARNING
 workplace
identify threats to norms - transparency
respect  Role
norms playing
and values at the
TOPIC 3: CULTURAL HERITAGE:LearnersNORMS willANDbeVALUESable to:- -- commitment ACTIVITIES AND NOTES  Videos with captions
RESOURCES
and values in the integrity workplace  Talking books
 Threats
- transparencyto norms and
workplace Role playing
KEY CONCEPT LEARNING OBJECTIVES UNITvaluesCONTENT
- commitment
SUGGESTED LEARNING SUGGESTED LEARNING
Learners will be able to:- - corruption ACTIVITIES AND NOTES RESOURCES
35
NORMS AND VALUES AT  identify norms and values  -Norms stigmaand values at the  Listing norms and values  ICT tools
BIRTH AND DEATH RITES
THE WORKPLACE  define the concept of birth
at the workplace  Significance
workplace: of:  Discussing the birth and
Discussing the norms and  ICT Jawstools
software 35
AND CEREMONIES  and death
explain therites
norms and - birth responsibility
rites and death
valuesrites
at theand workplace  Jaws software
Related literature
 explain
values at thethesignificance
workplace of - ceremonies
accountability  ceremonies
Analysing threats to  Resource person
Braille literature
 birth
identify
andthreats
death torites and
norms - death respect rites and norms and values at the  Related literature
Videos with captions
ceremonies
and values in the - ceremonies
integrity workplace  Talking books
workplace - transparency  Role playing
INHERITANCE AND  identify forms of - commitment
 Forms of inheritance  Naming forms of  ICT tools
HEIRSHIP PRACTICES IN inheritance in  Inheritance in inheritance practices  Jaws software
CONTEMPORARY FAMILIES contemporary societies contemporary families  Discussing the  Constitution of Zimbabwe
35
AND SOCIETIES  describe the inheritance and societies inheritance and heirship  Resource person
and heirship practices in - Concept of will practices  Related literature
contemporary societies  Debating the inheritance  Videos
and heirship practices
 Role playing on
contemporary inheritance
INDIGENOUS AND  define the concept of  Courtship:  Discussing indigenous  ICT tools
CONTEMPORARY courtship - indigenous and contemporary  Jaws software
 Threats to norms and
values
- corruption
- stigma
BIRTH AND DEATH RITES  define the concept of birth  Significance of:  Discussing the birth and  ICT tools
AND CEREMONIES and death rites - birth rites and death rites and  Jaws software
 explain the significance of ceremonies ceremonies  Resource person
birth and death rites and - death rites and  Related literature
ceremonies ceremonies
INHERITANCE AND  identify forms of  Forms of inheritance  Naming forms of  ICT tools
HEIRSHIP PRACTICES IN inheritance in  Inheritance in inheritance practices  Jaws software
CONTEMPORARY FAMILIES contemporary societies contemporary families  Discussing the  Constitution of Zimbabwe
AND SOCIETIES  describe the inheritance and societies inheritance and heirship  Resource person
and heirship practices in - Concept of will practices  Related literature
contemporary societies  Debating the inheritance  Videos
 Role playing on
25
contemporary inheritance
INDIGENOUS AND  define the concept of  Courtship:  Discussing indigenous  ICT tools
CONTEMPORARY courtship - indigenous and contemporary  Jaws software
COURTSHIP PRACTICES  distinguish between - contemporary courtship  Resource person
indigenous and  Role playing courtship  Related literature
contemporary courtship practices  Braille/ talking books/ large
 Researching on print
indigenous courtship  Pictures
INDIGENOUS MARRIAGE  describe the indigenous  Marriage practices:  Debating on the value  ICT tools
PRACTICES marriage practices - nduma/love token indigenous marriages  Jaws software
 demonstrate some - role of aunt  Researching on the value  Resource person
indigenous marriage (tete/ubabakazi) of indigenous marriages  Videos with captions
practices - kupereka/ umthimba  Talking books
 explain the value of  Value of marriage  Pictures
marriage - dignity
- respect
- cooperation
36
DANCE AND DRAMA  define the concepts of  Importance of dance and  Dancing  ICT tools
dance and drama drama:  Dramatising  Jaws software
 describe the importance of - entertainment  Discussing the  Resource person
dance and drama as forms - leisure importance of drama and  Dance instrument
of entertainment, leisure - employment dance  Pictures
and employment  Embossed pictures
 Video/with captions
 Talking books

COLONISATION  define colonization  Colonisation  Outlining the process of  ICT tools
 explain the causes of - causes colonization  Jaws software
26
colonisation - process  Discussing the causes of  Braille
 outline the terms of the - Berlin Conference colonisation  Map of Africa
Berlin Conference (1884-85)  Role playing the Berlin  Related literature
 identify treaties leading Treaties Conference  Related pictures
to colonization  Response to colonisation  Discussing the responses
 identify forms of to colonisation
response to colonisation
ANGLO- NDEBELE WAR  describe the events that  Anglo- Ndebele war  Discussing the causes of  ICT tools
led to Anglo- Ndebele (1893-94): the Anglo- Ndebele war  Jaws software
war - causes  Evaluating the effects of  Maps
 explain the course of - course Anglo-Ndebele war  Films/ with captions
Anglo- Ndebele war - effects  Conducting educational  Related literature
 outline the effects of tours
Anglo Ndebele war
FIRST  outline the causes of the  First  Discussing the causes of  ICT tools
CHIMURENGA/UMVUKELA First Chimurenga/Umvukela the 1st  Jaws software
Chimurenga/Umvukela (1896-97) Chimurenga/Umvukela  Maps
 explain the role played - causes  Describing the course  Films/ with captions
by spirit mediums in the - events and results of the 1st  Related literature
First - results Chimurenga/Umvukela  Resource person 37
Chimurenga/Umvukela  Role of spirit mediums  Examine the role played
 describe events of 1st by spirit mediums
Chimurenga/Umvukela  Singing and dancing
 assess the results

explain the course of - course Anglo-Ndebele war  Films/ with captions
Anglo- Ndebele war - effects  Conducting educational  Related literature
 outline the effects of tours
Anglo Ndebele war
FIRST  outline the causes of the  First  Discussing the causes of  ICT tools
CHIMURENGA/UMVUKELA First Chimurenga/Umvukela the 1st  Jaws software
TOPIC 4: NATIONAL HISTORY: Chimurenga/Umvukela
SOVEREIGNTY AND (1896-97) GOVERNANCE CONTD.. Chimurenga/Umvukela  Maps
TOPIC 4: NATIONAL HISTORY: SOVEREIGNTY
 explain the AND role played
GOVERNANCE - causes  Describing the course  Films/ with captions
by spirit mediums in the - events and results of the 1st  Related literature
KEY CONCEPT First
LEARNING OBJECTIVES UNIT results
- CONTENT Chimurenga/Umvukela
 Resource person
Chimurenga/Umvukela
Learners will be able to:-  Role of spirit mediums  Examine AND
ACTIVITIES the role played
NOTES RESOURCES
COLONISATION describe
 define events of 1st
colonization  Colonisation by spirit mediums
 Outlining the process of  ICT tools
Chimurenga/Umvukela
 explain the causes of - causes  Singing and dancing
colonization  Jaws software
assess the results
 colonisation - process  Discussing the causes of  Braille
 outline the terms of the - Berlin Conference colonisation  Map of Africa
Berlin Conference
HEROES AND HEROINES OF  identify heroes and  (1884-85)
Heroes and heroines of Role playing
 Listing the Berlin
the heroes and  ICT
Related
toolsliterature
THE FIRST CHIMURENGA/  heroines in the First
identify treaties leading Treaties
the First Chimurenga/ Conference
heroines  Jaws software
Related pictures
UMVUKELA Chimurenga/
to colonizationUmvukela  Umvukela: Discussing the responses
Response to colonisation  Discussing the roles of  Related literature
 explain the role
identify forms ofplayed -Mukwati, Nehanda, to colonisation
the heroes and heroines  Pictures
by
response
heroesto and heroines
colonisation Kaguvi,Somabulana,  Touring places of  Resource person
ANGLO- NDEBELE WAR  of the First
describe theChimurenga/
events that  Sibolo, Nyamande
Anglo- Ndebele war  historical interests
Discussing the causes of  ICT tools
Umvukela
led to Anglo- Ndebele  Role played by heroes
(1893-94):  Singing
the Anglo-andNdebele
dancingwar  Jaws software
war and heroines
- causes  Watching
Evaluatingdocumentaries
the effects of  Maps 38
 explain the course of - course Anglo-Ndebele

 Reciting poemswar  Films/ with captions
LIBERATION Anglo- Ndebele
 outlining the causes
war of  -Secondeffects  Explaining
Conductingthe educational
causes of  ICT
Related
toolsliterature
STRUGGLE/SECOND outline
 the the effects of
Second Chimurenga/Umvukela tours
the Second  Jaws software
CHIMURENGA/UMVUKELA Anglo Ndebele war
Chimurenga/Umvukela (1966-79) Chimurenga/Umvukela  Maps
FIRST outline the
 describe causes
the of the  -Firstcauses
role played Discussing the causes of
 Discussing the role ICT tools
 Films/ with captions
27
CHIMURENGA/UMVUKELA First
by the mass, freedom course
-Chimurenga/Umvukela the 1st by the mass,
played Jaws software
Chimurenga/Umvukela
fighters and spirit - results
(1896-97) Chimurenga/Umvukela
freedom fighters and Maps
 Resource person
explain the role played
 mediums - causes
 Role played by: Describing the course
 spirit mediums  Films/ with captions
by spirit mediums
 describe in the
the role played - eventsfreedom
-masses,  and
Researching
results ofrole 1st
the played  Related literature
First
by national heroes and - results
fighters, mujibhas, Chimurenga/Umvukela
by national heroes and  Resource person
Chimurenga/Umvukela
heroines  zvimbwindos, spirit
Role of spirit mediums  heroines
Examine the role played
 analyse
describethe events
results
of 1ofst mediums by spirit mediums
Chimurenga/Umvukela
the Second  National heroes and  tours
Singing and dancing
 Chimurenga/Umvukela
assess the results heroines  Discussing results of the
liberation struggle

Learners will be able to:- ACTIVITIES AND NOTES RESOURCES 38
NATIONAL SHRINES,  identify national shrines,  National shrines and  Listing the national  ICT tools
MONUMENTS AND monuments and world monuments shrines, monuments and  Jaws software
WORLD HERITAGE SITES heritage sites in Zimbabwe - Chinhoyi caves world heritage sites  Maps
 explain the significance of - Njelele  Visiting the shrines,  Pictures
the national monuments,  World heritage Sites monuments and world  Related literature
shrines and world heritage Great Zimbabwe heritage sites  Videos
sites - Victoria Falls  Discussing the  Resource person
 Importance of shrines, significance of the shrines,
monuments and world monuments and world 39
heritage sites heritage sites
NATIONAL SHRINES,  identify national shrines,  National shrines and  Listing the national  ICT tools
MONUMENTS AND monuments and world monuments shrines, monuments and  Jaws software
WORLD HERITAGE SITES heritage sites in Zimbabwe - Chinhoyi caves world heritage sites  Maps
 explain the significance of - Njelele  Visiting the shrines,  Pictures
the national monuments,  World heritage Sites monuments and world  Related literature
shrines and world heritage Great Zimbabwe heritage sites  Videos
sites - Victoria Falls  Discussing the  Resource person
 Importance of shrines, significance of the shrines,
monuments and world monuments and world
heritage sites heritage sites
 Organising and
commemorating Heritage
day
NATIONAL SCHOOLS  recite the National Schools  National Schools  Memorising the National  ICT tools
PLEDGE Pledge Pledge: Schools Pledge  Jaws software
 explain the importance of the - significance of the  Discussing the importance  Resource person
National Schools Pledge National Schools of the National Schools  Constitution of Zimbabwe
Pledge Pledge  Related literature
28
NATURAL RESOURCES  identify the key natural  Key natural resources  Identifying key natural  ICT tools
resources in Zimbabwe  Significance of natural resources  Jaws software
 explain the importance of the resources  Discussing the  Resource person
key resources in national  Resource ownership significance of key natural  Related literature
development during the colonial era resources in national  Constitution of Zimbabwe
 describe the ownership of  Government efforts to development
natural resources during the redistribute resources  Debating the ownership of
colonial era natural resources in the
 explain how colonialism colonial era
disadvantaged  Outlining government
Zimbabweans to access efforts to improve
their natural resources indigenous access to
KEY CONCEPT LEARNING
examineOBJECTIVES
how the UNIT CONTENT SUGGESTED LEARNING
natural resources SUGGESTED LEARNING
Learners
government able
will behas to:-
improved ACTIVITIES AND NOTES RESOURCES
the indigenous people`s
access to natural resources
40
CONSTITUTION OF  identify the key features of  Key features of the  Stating the key features of  ICT tools
ZIMBABWE the constitution constitution the constitution  Jaws software
 explain the significance of - Tiers of  Discussing the  Constitution of Zimbabwe
the key features of the Government significance of the key  Related literature
constitution - Declaration of features of the constitution
 describe the Zimbabwe rights  Explaining the electoral
electoral system - Health and system of Zimbabwe
education
- Languages of
Zimbabwe
 Significance of key
features of the
Constitution
 Electoral system

29
RIGHTS AND  identify rights and  Rights and  Discussing rights and  ICT tools
RESPONSIBILITIES responsibilities of the responsibilities responsibilities of the  Jaws software
elderly, persons with elderly, persons with  Constitution of
disabilities, women, war disabilities, women, war Zimbabwe
veterans and other veterans and vulnerable  Resource person
vulnerable groups groups  Related literature
 describe the rights and  Debating the importance
responsibilities of the of rights and
elderly, persons with responsibilities of the
disabilities, women, war elderly, persons with
veterans and other disabilities, women, war
vulnerable groups veterans and other
vulnerable groups
CIVIC RESPONSIBILITIES  identify civic responsibilities  Civic responsibilities:  Participating in civic  ICT tools
AT COMMUNITY AND at community and national - health responsibilities  Jaws software
NATIONAL LEVEL level - security  Role playing civic  Resource person 42
 explain the civic - education responsibilities  Educational tours
responsibilities - shelter  Discussing civic  Constitution of
responsibilities Zimbabwe
elderly, persons with responsibilities of the
disabilities, women, war elderly, persons with
veterans and other disabilities, women, war
vulnerable groups veterans and other
vulnerable groups
CIVIC RESPONSIBILITIES  identify civic responsibilities  Civic responsibilities:  Participating in civic  ICT tools
AT COMMUNITY at community and national
CONTD.. - health responsibilities
TOPIC 7: RIGHTS AND RESPONSIBILITIES  Jaws software
NATIONAL LEVEL level - security  Role playing civic  Resource person
KEY CONCEPT  explain the
LEARNING civic
OBJECTIVES UNIT education
- CONTENT responsibilities
SUGGESTED LEARNING SUGGESTED
 EducationalLEARNING
tours
responsibilities
Learners will be able to:- - shelter  Discussing civic
 Constitution of
RIGHTS AND  identify rights and  Rights and  Discussing rights
responsibilities and Zimbabwe
 ICT tools
RESPONSIBILITIES responsibilities of the responsibilities responsibilities of the  Related literature
Jaws software
elderly, persons with elderly, persons with  Constitution of
disabilities, women, war disabilities, women, war Zimbabwe
veterans and other veterans and vulnerable  Resource person
TOPIC 8: PRODUCTION, DISTRIBUTION
vulnerable groups
OF GOODS AND SERVICES groups
TOPIC 8: PRODUCTION, DISTRIBUTION OF GOODS AND SERVICES  Related literature
 describe the rights and  Debating the importance
elderly, persons with UNIT CONTENT SUGGESTED LEARNING
responsibilities of the SUGGESTED LEARNING
Learners will be able
disabilities, women, warto:- ACTIVITIES AND
elderly, personsNOTES
with RESOURCES
LAND OWNERSHIP IN identify laws
 veterans and other
governing land  Colonial laws governing  disabilities,
Discussingwomen, laws
colonialwar  ICT tools
ZIMBABWE vulnerable in Zimbabwe
ownershipgroups land ownership governing
veterans andland ownership
other  Jaws software
during the colonial era  Effect of colonial laws  vulnerable the impact of
Assessinggroups  Educational tours
CIVIC RESPONSIBILITIES  examine how colonial laws on indigenous people
 identify civic responsibilities  Civic responsibilities: colonial land
 Participating inlawscivicon Resource
 ICT tools person
AT COMMUNITY AND on land affected indigenous
at community and national  Land
- health reform indigenous
responsibilitiespeople Related
 Jaws literature
software
NATIONAL LEVEL people
level - programmes
security Evaluating
 Role playinggovernment`s
civic Map of Zimbabwe
 Resource person
 outline measures
 explain the civic taken by - education land reform programmes
responsibilities  Educational tours
government to redistribute
responsibilities - shelter  Discussing civic  Constitution of 43
land since 1980 responsibilities Zimbabwe
30
CONSTRAINTS TO THE  identify the constraints to  Constraints to the  Discussing the  ICT tools
INFORMAL SECTOR the informal sector informal sector: constraints to informal  Jaws software
 suggest solutions to the - sanctions sector  Resource person
challenges in the informal - credit lines  Debating on possible  Related literature
sector - insurance solutions to the
- capital constraints constraints
- skills
NATIONAL STRATEGIC  identify national strategic  National strategic  Listing national strategic  ICT tools
RESERVES reserves reserves: reserve companies  Jaws software
 describe the functions of - function  Discussing the functions  Pictures
national strategic reserves - significance of national strategic  Related literature
 explain the significance of reserves
national strategic reserves  Assessing the
significance of national
reserves
43
44
LAND DEGRADATION  identify the causes of  Land degradation:  Listing the causes of land  ICT tools
land degradation - causes degradation  Jaws software
 describe the effects of - effects  Debating the causes of  Pictures
land degradation - mitigation land degradation  Resource person
 assess the mitigatory  Evaluating mitigatory  Videos
measures to reduce the measures to reduce
effects of land effects of land degradation
degradation  Touring the local
environment
POLLUTION  identify types of pollution  Pollution:  Listing types of pollution  ICT tools
 describe the effects of - types  Discussing the effects of  Jaws software
pollution on the - effects pollution 
Pictures
environment - mitigation  Evaluating the mitigatory  Resource person
 assess the mitigatory measures  Environmental
measures employed to  Carrying out waste Management Laws and
reduce pollution management projects regulations
PANDEMICS AND CHRONIC  identify pandemics and  Pandemics and chronic  Listing pandemics and  ICT tools
31
ILLNESSES chronic illnesses illnesses chronic illnesses  Jaws software
 explain the causes of - cholera  Discussing causes of  Resource person
pandemics and chronic - dysentry pandemics and chronic  Related literature
illnesses - ebola illnesses  pictures
 assess the social, - HIV/AIDS  Assess the impact of
economic and political  Causes pandemics and chronic
impact of pandemics and  Impact illnesses
chronic illnesses  Mitigation  Evaluate mitigation
 evaluate mitigation measures of pandemic
measures of pandemics and chronic illnesses
and chronic illnesses  Watching documentaries
on related concepts
HUMAN TRAFFICKING  define the concept of  Human trafficking  Discussing the concept of  ICT tools
human trafficking  Causes human trafficking  Jaws software
 state theOBJECTIVES
causes of UNIT CONTENT
 Effects of human SUGGESTED
 Explain theLEARNING
concept of SUGGESTED LEARNING
 Resource person
Learners will be able to:-
human trafficking trafficking: ACTIVITIES AND NOTES
human trafficking RESOURCES
 Pictures
 explain the effects of - slavery  Assessing the effects  Videos
human trafficking - normlessness human trafficking
 examine preventive and - gangsterism  Evaluating preventive 45
mitigatory measures  Prevention and mitigatory measures
against human trafficking mitigation  Watching videos on
human trafficking
FORM 4
FORM 4
INFORMATION AND  identify forms of ICT  Information and  Listing forms of ICT  ICT tools
COMMUNICATION  describe the role of ICT in Communication  Explaining the role of ICT in  Resource person
TECHNOLOGIES (ICTs) IN socialisation Technologies socialisation  Related literature
SOCIALISATION  explain the effects of ICT - tools  Discussing the effects of ICT  Computer with Jaws
in socialisation - role in socialisation software
- effects


RESOURCES
32
INDIGENOUS MARRIAGES  define the concepts of  Indigenous  Discussing the concept of  ICT tools
monogamy and polygamy marriages types: indigenous marriage  Jaws software
 explain the advantages and - monogamous  Discussing the advantages  Resource person
disadvantages of monogamy - polygamous and disadvantages of  Related literature
and polygamy  Advantages and monogamy and polygamy  Large prints
 describe indigenous ways of disadvantages of  Debating ways of  Talking books
marriage monogamous and indigenous marriages  Braille books
polygamous  Videos
marriages
 Ways of indigenous
marriage
CONTEMPORARY  Identify types of  Contemporary  Listing types of  ICT tools
MARRIAGES contemporary marriages marriages contemporary marriages  Jaws software
 define civil and customary - types  Discussing the advantages  Related literature
marriages - advantages and and disadvantages of civil  Resource person
 state the advantages and disadvantages and customary marriages  Videos
disadvantages of these
marriages 47
INDIGENOUS WISE  Identify the types of  Wise sayings  Listing types of indigenous  ICT tools
SAYINGS indigenous wise sayings - types wise sayings  Jaws software
 explain the significance of - significance  Discussing the significance  Resource person
folklore, idioms, riddles and of wise sayings  Related literature
other wise sayings  Braille and talking
books
INDIGENOUS RELIGIOUS  state the different religious  Indigenous religious  Listing religious practices  ICT tools
PRACTICES practices practices:  Listing forms of spirits  Jaws software
 identify different forms of - midzimu/  Discussing the different  Related literature
define civil and customary - types  Discussing the advantages  Related literature
marriages - advantages and and disadvantages of civil  Resource person
disadvantages of these
marriages
INDIGENOUS WISE
TOPIC 2: IDENTITY: FAMILY,  Identify
LOCALthe types
AND  Wise
of NATIONAL IDENTITY  Listing types of indigenous
sayings CONTD..  ICT tools
 explain the significance of - significance  Discussing the significance  Resource person
KEY CONCEPT LEARNING idioms, riddles and
folklore, OBJECTIVES UNIT CONTENT of wise sayings
SUGGESTED LEARNING Related literature
SUGGESTED
other wise sayings
Learners will be able to:- ACTIVITIES AND NOTES Braille and talking
LEARNING
books
RESOURCES
INDIGENOUS
INDIGENOUS RELIGIOUS
MARRIAGES  state
definethe
thedifferent
conceptsreligious
of Indigenous

Indigenous religious  Listing religious practices
Discussing the concept of  ICT
ICT tools
tools
PRACTICES practices
monogamy and polygamy practices:
marriages types:  Listing forms of spirits
indigenous marriage  Jaws
Jaws software
software
 identify different
explain the advantages
forms ofand -- midzimu/
monogamous  Discussing the different
Discussing the advantages  Related
Resource literature
person
spirits
disadvantages of monogamy - amadlozi
polygamous indigenous
and disadvantages
religiousof  Resource person
Related literature
 describe religious practices
and polygamy  -Advantages
masvikiroand practices
monogamy and polygamy  Braille and talking
Large prints
 describe indigenous ways of kuridza mbira/
-disadvantages of  Debating types of
Debating ways of  books
Talking books
marriage monogamous
ingungu and indigenous religious
marriages  Videos
Braille books
polygamous practices
 Videos
marriages
 Ways of indigenous
marriage 48
CONTEMPORARY 
Identify types of  Contemporary  Listing types of  ICT tools
 define civil and customary - types  Discussing the advantages  Related literature
TOPIC 3: CULTURAL HERITAGE: marriagesNORMS AND VALUES - advantages and and disadvantages of civil  Resource person
33
disadvantages of these UNIT CONTENT SUGGESTED LEARNING SUGGESTED
marriages
INDIGENOUS WISE  Identify the types of  Wise sayings  Listing types of indigenous  ICT tools
RESOURCES
ZIMBABWEAN AND • identify Zimbabwean and • Norms and values:
- significance • Listing Zimbabwean and • ICT tools
 explain the significance of  Discussing the significance  Resource person
FOREIGN NORMS AND foreign norms
folklore, idioms,
andriddles
valuesand - Zimbabwean foreign
of wisenorms
sayingsand values •  Jaws software
Related literature
VALUES • compare
other wiseZimbabwean
sayings and - foreign • Discussing the Zimbabwean •  Videos
Braillewith
and captions
talking
foreign norms and values - significance and foreign norms and values • Related
books literature,
INDIGENOUS RELIGIOUS state the
•  explain thedifferent religious
significance of  Indigenous religious  Listing religious
• Assessing practices
the significance ICT tools
 braille books
PRACTICES practices
Zimbabwean norms and val- practices:  ofListing forms of spirits
Zimbabwean norms and  Jaws software
• Resource person
 identify different forms of - midzimu/  Discussing the different  Related literature
ues values
spirits amadlozi indigenous religious  Resource person
THREATS TO describe
•  identify thereligious
threats topractices
indige- - masvikiro
• Threats to indigenous practices
• Listing the threats to indige- •  ICT
Braille
toolsand talking
INDIGENOUS CULTURE nous culture in Zimbabwe - kuridza
culture: mbira/ Debating types of
 nous culture in Zimbabwe books
• Jaws software
ingungu indigenous
- foreign influence • Debating the religious
various threats •  Pictures/
Videos embossed
practices
- media to indigenous culture in Zim- pictures
- urbanisation babwe • Resource person
• Related literature 48
• Talking books
• Videos with captions
MEN AND WOMEN IN  explain the roles of man  Roles of men and  Discussing the roles of  ICT tools
MARRIAGE and woman in marriage women in marriage men and women in  Jaws software
marriage  Resource person
 Role playing on roles of  Video clips/with captions
men and women in  Related literature in braille/
marriage large print/ talking books
 Watching videos  Videos
SPORT, ARTS AND  explain the importance of  Importance of sport, arts  Discussing the  ICT tools
CULTURE sport, arts and culture and culture: importance of sport, arts  Jaws software
- entertainment and culture  Related literature
- socialisation  Singing and dancing  Resource person

- employment
creation

34
INDEPENDENT  outline the political, social  Independent  Explaining the political,  ICT tools
ZIMBABWE and economic gains of Zimbabwe: social and economic gains  Jaws software
independence - political, of independence  Resource person
 analyse the challenges faced economic and  Researching on challenges  Related literature
by the government after social gains faced by government after
1980 - land reform independence
- access to health
facilities
- Unity Accord
(1987)
 Challenges faced by
government after
Independence:
- sanctions
- natural disasters
50
TOPIC 4: NATIONAL HISTORY: SOVEREIGNTY AND GOVERNANCECONTD..
INDEPENDENT
LOCAL GOVERNMENT  outline
identifythe political,
local social
government  Independent
Local government  Explaining the political,
Outlining local government  ICT tools
ZIMBABWE
STRUCTURES and economic gains of
structures Zimbabwe:
- structure social and economic gains
structure  Jaws software
 independence
describe the functions of - political,
functions  of independence
Discussing functions of local  Resource
Charts person
 analyse the challenges
rural, urban faced
and metropolitan economic and  Researching on challenges
government structures  Related
Maps literature
by the government after
authorities social gains  faced
Visiting government
bylocal councils after  Related literature
KEY CONCEPT  1980
assess the
LEARNING role of local
OBJECTIVES UNIT land reform
- CONTENT independence
authorities
Learners in governance
will be able to:- - access to health ACTIVITIES AND NOTES RESOURCES
SYSTEMS OF  identify the different systems facilities
 System of  Discussing democracy and  ICT tools
GOVERNANCE of governance Unity Accord
-governance: autocracy  Jaws software
 compare democracy and - (1987)
autocracy  Identifying major  Related literature
51
autocracy  Challenges
- democracy faced by characteristics of  Resource person
government after democracy and autocracy  Constitution of Zimbabwe

Independence:
STRUCTURES AND  identify the pillars of central  -Arms of
sanctions  Demonstrating the pillars of  ICT tools
FUNCTIONS OF CENTRAL government -government:
natural disasters central government  Jaws software
GOVERNMENT  illustrate the structure of - executive  Explaining the functions of  Related literature
central government - legislature the arms of government  Resource person
 discuss the functions of the  judiciary
35
 Constitution of Zimbabwe
arms of government
GOVERNMENT AS A  identify social services  The role of the  Discussing social services  ICT tools
SOCIAL SERVICE provided by the government government in provided by the government  Jaws software
PROVIDER  explain the importance of providing social  Examining the role played  Related literature/Braille
social services provided by services: by the government in literature
the government - health providing social services  Resource person
- education  Conducting educational  Constitution of Zimbabwe
- shelter tours
ZIMBABWE AS A  identify regional and  Regional and  Listing regional and  ICT tools
LOCAL
MEMBERGOVERNMENT
OF REGIONAL  identify
international
local organisations
government to  Local government
International  Outlining local government
international organisations  ICT
Jawstools
software
STRUCTURES
AND INTERNATIONAL structures
which Zimbabwe is a structure
-organisations: structure
to which Zimbabwe is  Jaws
Maps software
ORGANISATIONS  describe
member the functions of - functions
SADC  Discussing functions of local
aligned to  Charts
Related literature
 rural, urban
describe theand metropolitan
importance of - COMESA  government structures
Discussing Zimbabwe’s  Maps
Charts
authorities
Zimbabwe`s membership in - AU  Visiting
benefitslocal
as a councils
member of  Related literature
 assess
regionalthe
androle of local
international - NAM regional and international
authorities
organisationsin governance - UN organisations
51
HERITAGE SITES  identify liberation war  Liberation war heritage  Listing the liberation war  ICT tools
heritage sites in sites: heritage sites in  Jaws software
neighbouring countries - Chimoio neighbouring countries  Maps
 examine the importance of - Nyadzonya  Naming the world heritage  Pictures
liberation war heritage sites - Freedom camp sites  World heritage sites
in neighbouring countries  World heritage sites:  Discussing the significance
 assess the importance of - Matopo Hills of the heritage sites
world heritage sites - Victoria Falls  Visiting the heritage sites
- Great Zimbabwe
 Significance of the
heritage sites
NATIONAL SCHOOLS  recite the National Schools  National Schools  Memorising the National  ICT tools
PLEDGE Pledge Pledge: Schools Pledge  Jaws software
 discuss the importance of - significance  Explaining the importance of  Resource person
the National Schools Pledge the National Schools Pledge  Constitution of
 relate the National Schools  Stating the relationship Zimbabwe
Pledge to the National flag between the National  Pictures
and anthem Schools Pledge, the flag and  Related literature
36
national anthem
NATURAL RESOURCES  Describe government efforts  Strategies for  Discussing the efforts made  ICT tools
to improve access to natural increasing access to by the government to  Jaws software
resources by the indigenous natural resources: improve access to natural  Resource person
people since 1980 - land reform resources to indigenous  Related literature
 Assess the effectiveness of - indigenisation people  Maps
these efforts UNIT CONTENT
programme SUGGESTED LEARNING
 Debating the effectiveness SUGGESTED
 Pictures LEARNING
Learners will be able to:- - ZIM-ASSET ACTIVITIES AND NOTES
of government efforts to RESOURCES
- Zimbabwean improve access to natural
Constitution resources
53
CONSTITUTION OF  outline the major provisions  Lancaster House  Discussing the major  ICT tools
ZIMBABWE of the Lancaster House Constitution provisions of the  Jaws software
Constitution  New Constitution of Lancaster house  Constitution of Zimbabwe
 explain the reasons for the Zimbabwe Constitution  Resource person
enactment of a new  Describing the reasons  Related literature
constitution for the enactment of the
 assess the importance of a new constitution
home grown constitution  Evaluating the
importance of a home
grown constitution

37
ENTITLEMENTS OF MEN  outline the entitlements of  Entitlements of men and  Discussing entitlements  ICT tools
AND WOMEN IN THE men and women in the women of men and women  Jaws software
INDIGENOUS SOCIETY indigenous society  Women:  Debating the  Resource person
 explain the significance of - bride price (mombe significance of  Pictures
the entitlements yeumai,inkomo entitlements
yohlango)
- piece of land
- kitchen
 Men:
- piece of land
- bride price
- tools
GENDER EQUITY AND  define gender equity and  Gender equity and  Debating gender roles  ICT tools
EQUALITY IN equality equality: in the contemporary  Jaws software
CONTEMPORARY  analyse gender roles and - gender roles society  Resource person
ZIMBABWE gender discrimination - gender  Discussing the effects of  Pictures
 identify international discrimination gender inequality
conventions on gender - international  Discussing international
equity and equality conventions on conventions on gender 55
 identify types of gender gender equality equity and equality
based violence - gender based  Role playing gender
 examine the strengths and violence inequality
weaknesses of advocates - pressure groups  Researching on gender
Msasa, Padare equity and equality
- constitution and
gender
VOLUNTARY COMMUNITY  identify areas that require  Voluntary community  Participating in  ICT tools
ACTIVITIES voluntary community intervention: voluntary community  Jaws software
- piece of land
- bride price
- tools
GENDER EQUITY AND  define gender equity and  Gender equity and  Debating gender roles  ICT tools
CONTEMPORARY  analyse gender roles and - gender roles society  Resource person
ZIMBABWE gender discrimination - gender  Discussing the effects of  Pictures
 identify international
CONTD.. discrimination gender inequality
TOPIC 7: RIGHTS AND RESPONSIBILITIES - international
conventions on gender  Discussing international
equity and equality conventions on conventions on gender
KEY CONCEPT LEARNING OBJECTIVES UNIT CONTENT
gender equality SUGGESTED
equity and LEARNING
equality SUGGESTED LEARNING
 identify types of gender
Learners will be able to:- - gender based ACTIVITIES AND NOTES RESOURCES
based violence  Role playing gender
ENTITLEMENTS OF MEN outline the
 examine entitlements
the strengths and of  Entitlements
violence of men and  Discussing entitlements
inequality  ICT tools
AND WOMEN IN THE men and women in the women
- pressure groups men and women  Jaws software
weaknesses of advocates  of
Researching on gender
INDIGENOUS SOCIETY indigenous society  Women: Msasa, Padare  Debating  Resource person
equity andtheequality
 explain the significance of bride price (mombe
- constitution and significance of  Pictures
the entitlements yeumai,inkomo
gender entitlements
VOLUNTARY COMMUNITY  identify areas that require yohlango)
 Voluntary community  Participating in  ICT tools
ACTIVITIES voluntary community - piece of land
intervention: voluntary community  Jaws software
intervention -- refuse
kitchencollection activities  Resource person
 describe the needs of the  Men:
- community  Carrying out community  Related literature
community that require piece of land
- education on projects
intervention bride price
- diseases,  Conscientising
tools
 distinguish between rural - constitution communities on self-

GENDER EQUITY AND define
 and gender
urban equity and
needs  -Gender equity and
capacity building Debating gender roles
 sustenance  ICT tools
CONTEMPORARY analyse gender roles gender roles society  Resource person
TOPIC 8: PRODUCTION, DISTRIBUTION
ZIMBABWE
OFand GOODS --AND SERVICES
gender 56
gender discrimination  Discussing the effects of  Pictures
TOPIC 8: PRODUCTION, DISTRIBUTION OF GOODS AND SERVICES discrimination
 identify international gender inequality
conventions on gender - international  Discussing international
KEY CONCEPT LEARNING OBJECTIVES UNIT CONTENT
conventions on SUGGESTED LEARNING SUGGESTED LEARNING
38
equity and equality conventions on gender
Learners will be able to:- gender equality ACTIVITIES AND NOTES RESOURCES
 identify types of gender equity and equality
FACTORS OF  identify factors of  -Factorsgenderof production:
based  Listing factors of  ICT tools
based violence Role playing gender
PRODUCTION production - landviolence production  Jaws software
 examine the strengths and inequality
 describe
weaknesses the importance
of advocates of -- labour
pressure groups  Assessing
Researching the on gender  Map of Zimbabwe
factors of production - capital
Msasa, Padare importance of factors of  Related literature
equity and equality
 examine factors hindering - constitution and production
access to factors of gender  Analysing government
VOLUNTARY COMMUNITY  production
identify areas that require  Voluntary community  efforts
Participating people
to help in  ICT tools
ACTIVITIES voluntary community intervention: access factors
voluntary of
community  Jaws software
intervention - refuse collection production
activities  Resource person
FACTORS INHIBITING  state
describe factors
the the needsinhibiting
of the  Factors inhibiting
- community  Naming
Carryingfactors inhibiting
out community  ICT
Related
toolsliterature
PRODUCTION production
community that require production:
education on production
projects  Jaws software
 analyse the factors
intervention - sanctions
diseases,  Discussing factors
Conscientising  Resource person
inhibiting production
 distinguish between rural - market
constitution inhibiting production
communities on self-  Related literature
 identify
and urban solutions
needs to - technology
capacity building  Evaluating
sustenance solutions to
enhance production - skills factors that inhibit
- brain drain production
- lack of capital 56
 Solutions
ENTERPRISE SKILLS AND  identify enterprise skills that  Enterprise skills and  Listing enterprise skills  ICT tools
EMPLOYMENT CREATION promote employment employment creation: that promote  Jaws software
creation - music employment  Resource person
 examine how enterprise - art  Discussing enterprise  Related literature
skills contribute to the - sport skills
growth of the economy - dance  Debating how self-reliant
- pottery skills can create
- poetry employment
production efforts to help people
access factors of
production
FACTORS INHIBITING  state the factors inhibiting  Factors inhibiting  Naming factors inhibiting  ICT tools
PRODUCTION production production: production  Jaws software
 analyse the factors - sanctions  Discussing factors  Resource person
inhibiting production - market inhibiting production  Related literature
TOPIC 8: PRODUCTION, DISTRIBUTION
identify solutions to OF GOODS -AND SERVICES CONTD..
technology  Evaluating solutions to
TOPIC 8: PRODUCTION, DISTRIBUTION
enhanceOF GOODS
production AND SERVICES- skills factors that inhibit
- brain drain production
KEY CONCEPT LEARNING OBJECTIVES UNIT
- CONTENTlack of capital SUGGESTED LEARNING SUGGESTED LEARNING
Learners will be able to:-  Solutions ACTIVITIES AND NOTES RESOURCES
ENTERPRISE
FACTORS OF SKILLS AND enterprise
 identify factors of skills that  Enterprise
Factors of skills and
production: Listing enterprise skills
 Listing factors of  ICT tools
EMPLOYMENT CREATION
PRODUCTION promote employment
production -employment
land creation: that promote
production  Jaws software
 describe
creation the importance of - music labour employment
 Assessing the  Resource person
Map of Zimbabwe
 factors
examineofhow enterprise
production - art capital Discussing enterprise
 importance of factors of  Related literature
skills contribute
 examine factors to the
hindering - sport skills
production
growth of
access to the economy
factors of - dance Debating how
 Analysing self-reliant
government
production - pottery skills can
efforts create
to help people
- poetry employment
access factors of
- theatre Analysing how enterprise
 production
FACTORS INHIBITING  state the factors inhibiting  -Factors filming
inhibiting skills contribute
 Naming to the
factors inhibiting  ICT tools
PRODUCTION production - basketry
production: growth
productionof the economy  Jaws software
 analyse the factors -- weaving

sanctions  Discussing factors  Resource person
CONSERVATION AND  identify the legislation
inhibiting production and  -Conservation
market and  Naming
inhibitinglegislation
productionand  ICT
Related
toolsliterature
PRESERVATION OF institutions responsible
 identify solutions to for preservation
- technology of institutions
 Evaluating solutions
meant to to  Jaws software
KEY CONCEPT
RESOURCES LEARNING OBJECTIVES
conservation and
enhance production UNIT CONTENT
resources:
- skills SUGGESTED
conserve LEARNING
and preserve
factors that inhibit SUGGESTED
ConstitutionLEARNING
of Zimbabwe
Learners will be able
preservations to:-
of resources legislation
-- brain drain ACTIVITIES
resourcesAND NOTES
production RESOURCES
 describe indigenous and institutions
-- lack of capital  Debating on activities of  Environment Management
contemporary methods of - methods the institutions involved Act
39
 Solutions 58
ENTERPRISE SKILLS AND preserving and conserving
 identify enterprise skills that  Enterprise skills and in conserving and
 Listing enterprise skills Resource
 ICT tools person
EMPLOYMENT CREATION resources
promote employment employment creation: preserving
that promote resources  Jaws software
creation - music  Touring the
employmentinstitutions  Resource person
 examine how enterprise - art involved in preservation
 Discussing enterprise  Related literature
skills contribute to the - sport and conservation of
skills
growth of the economy - dance  Debating
resourceshow self-reliant
- pottery skills can create
TOPIC 9: GLOBAL ISSUES - poetry employment
- theatre  Analysing how enterprise
KEY CONCEPT LEARNING OBJECTIVES UNIT filming
- CONTENT skills contribute
SUGGESTED to the
LEARNING SUGGESTED LEARNING
- basketry the economy
Learners will be able to:- ACTIVITIES
growth ofAND NOTES RESOURCES
- weaving
CONSERVATION AND  identify the legislation and  Conservation and  Naming legislation and  ICT tools
WASTE MANAGEMENT
PRESERVATION OF • describe
institutions waste manage-
theresponsible for • Waste management:
preservation of • Discussing
institutionswaste
meantmanage-
to •
 ICT tools
Jaws software
RESOURCES conservation
ment strategiesand resources:
- strategies conserve
ment and preserve
strategies 
• Jaws
Constitution
softwareof Zimbabwe
preservations
• analyse of resources
effectiveness of - legislation
- effectiveness resources
• Debating on effectiveness • Related literature
waste management ap- of waste management • Resource person
proaches approaches • 58
Environment Management
• Touring waste manage- Act
ment projects

RESOURCES
WASTE MANAGEMENT  describe the waste  Waste  Discussing waste  ICT tools
TOPIC 9: GLOBAL ISSUESmanagement strategies management: management strategies  Jaws software
TOPIC 9: GLOBAL ISSUES  analyse effectiveness of - strategies  Debating on effectiveness of  Related literature
waste management - effectiveness waste management  Resource person
KEY CONCEPT approaches
LEARNING OBJECTIVES UNIT CONTENT SUGGESTED
approachesLEARNING SUGGESTED
 Environment
Learners will be able to:- ACTIVITIES AND NOTES
 Touring waste management LEARNING
Management Act
projects RESOURCES
WASTE MANAGEMENT
CHILD LABOUR  describe the waste
identify forms of child labour  Waste
Child labour  Discussing waste
Listing forms of child labour  ICT tools
 management
examine laws strategies
and management:
- forms management
 Discussing strategies
laws and  Jaws software
 analyse effectiveness
conventions of
on child labour strategies
- laws Debating on effectiveness of
 conventions on child labour  Related literature
 waste management
assess the difference effectiveness
- conventions waste management
 Evaluating the difference  Resource person
approaches
between child labour and approaches
between child labour and Environment
 Pictures
child responsibilities Touring
 child waste management
responsibilities Management Act
projects
CHILD LABOUR  identify forms of child labour  Child labour  Listing forms of child labour  ICT tools
 examine laws and - forms  Discussing laws and  Jaws software
conventions on child labour - laws conventions on child labour  Related literature
 assess the difference - conventions  Evaluating the difference  Resource person

between child labour and between child labour and  Pictures
child responsibilities child responsibilities
40
60
60
8.0 ASSESSMENT
8.0 ASSESSMENT
Heritage Studies will be assessed using continuous and summative assessment.
Heritage Studies will be assessed using continuous and summative assessment.
8.1 ASSESSMENT OBJECTIVES
8.1 ASSESSMENT
By the OBJECTIVES
end of the four year secondary Heritage Studies course, learners should be able to:
By the end of the four year secondary Heritage Studies course, learners should be able to:
 explain key events and the significance of wars of resistance such as the First and Second Chimurenga/Umvukela/liberation stru
 describe the significance of national symbols, events and heritage sites
• explain key events and the significance of wars of resistance such as the First and Second Chimurenga/Um-
 discuss norms and values appropriate for responsible behaviour
 vukela/liberation struggleof various government structures and systems
describe the operations
 • describe theand
apply skills significance
knowledge of national
gained tosymbols,
improveevents and of
the quality heritage sites
life of individuals, families and communities
 • discuss
explain norms
conceptsandandvalues appropriate
issues that relatefortoresponsible behaviour
heritage studies, gender, human rights
examinethe
 • describe various ways of
operations ofmanaging the national
various government environment
structures and for sustainable development
systems
explain
 • apply the production and marketing of goods and services
skills and knowledge gained to improve the quality of life of individuals, families and communities
state the
 • explain fundamental
concepts rights that
and issues and relate
freedoms contained
to heritage in thegender,
studies, ZimbabweanhumanConstitution
rights
• examine various
8.2 SCHEME OF ASSESSMENT ways of managing the national environment for sustainable development
• explain the production and marketing of goods and services
The• syllabus
state thescheme of assessment
fundamental rights and is grounded
freedoms on the principle
contained of inclusivity.
in the Zimbabwean Arrangements, accommodations and modifications
Constitution
continuous and summative assessment to enable candidates with special needs to also access assessments.
8.2 SCHEME OF ASSESSMENT
The syllabus scheme of assessment is grounded on the principle of inclusivity. Arrangements, accommodations and
modifications must be visible in both continuous and summative assessment to enable candidates with special needs
to also access assessments.
8.3
8.3 SPECIFICATION GRID
SPECIFICATION GRID
Form of assessment Weighting

Continuous 30%
Summative 70%
Total 100%
Continuous assessment
Level Assessment task Frequency Weighting
Form 1 Theory test 1 per term 5
Research Assignment/Project 1 per year


Form 4 Research Assignment/Project Continued from Form 3 10
Theory Test 1 per term

Total 30
NOTE:
NOTE:AllAllassessment
assessmenttasks
tasksare
aremarked
markedout
outof
of100.
100.Assessment
Assessmentofofsoft
softskills
skillswill
willbe
bedone
doneas
aslearners
learnersrespond
respondtoto continuous assessm
continuous assessment tasks.
Summative Assessment
Paper Paper Type Duration Marks Weighting

1 Multiple choice 1hour41
15 mins 40 20%
2 Structured 2hours 100 80%
Total 100%
Paper description
Summative Assessment
Paper Paper Type Duration Marks Weighting

1 Multiple choice 1hour 15 mins 40 20%
2 Structured 2hours 100 80%
Total 100%
Paper description
Paper 1 consists of 40 questions and candidates answer all questions. It has a total of 40 marks.
Paper 2 consists of 2 sections, section A and B. Section A consists of 6 short answer questions. Candidates answer all questions. Se
essay questions and candidates answer any 2 questions.
Content distribution
Paper 1 Paper 2
Socialisation Socialisation
Identity Identity
Cultural Heritage: Norms and Values Cultural Heritage: Norms and Values
National History: Sovereignty and Governance National History: Sovereignty and Governance
National Heritage National Heritage
Constitution of Zimbabwe Constitution of Zimbabwe
Rights and Responsibilities Rights and Responsibilities
Production, Distribution of Goods and Services Production, Distribution of Goods and Services
Global Issues Global Issues
Skills distribution
Skill Paper 1 Paper 2

Knowledge and understanding 60% 40%
Application 20% 30%
Problem solving 20% 30%
Total 100% 100%
ABBREVIATIONS AND ACRONYMS
Abbreviations and Meaning

Acronyms
AU African Union
COMESA Common Market for Eastern and Southern Africa
GMB Grain Marketing Board
ICT Information and Communication Technology
NAM Non Aligned Movement
NOCZIM National Oil Company of Zimbabwe
UNESCO United Nations Education Scientific and Cultural Organisation
UNICEF United Nations International Children’s Educational Fund
UN United Nations
SADC Southern African Development Community
SME Small to Medium Enterprise
HIV Human Immuno-deficiency Virus
AIDS Acquired Immune Deficiency Syndrome
ZETDC Zimbabwe Electricity Transmission Distribution Company
ZIM-ASSET Zimbabwe Agenda For Sustainable Socio-Economic Transformation
42

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ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

Curriculum Development and Technical Services

© All Rights Reserved

2.0 PRESENTATION OF THE SYLLABUS............................................................................... 2

5.0 SYLLABUS TOPICS.......................................................................................................... 2

6.0 SCOPE AND SEQUENCE.................................................................................................. 3

7.0 COMPETENCY MATRIX.................................................................................................... 6

PREAMBLE • the National Schools Pledge and national anthem

• rites of passage for boys and girls (sexuality) Chimurenga/Umvukela/liberation struggle

4.1 explain key events and the significance

FORM 1 FORM 2 FORM 3 FORM 4

TOPIC 2: IDENTITY: FAMILY, LOCAL AND NATIONAL IDENTITY

FORM 1 FORM 2 FORM 3 FORM 4

TOPIC 3: CULTURAL HERITAGE: NORMS AND VALUES

FORM 1 FORM 2 FORM 3 FORM 4

FORM 1 FORM 2 FORM 3 FORM 4

TOPIC 4: NATIONAL HISTORY: SOVEREIGNTY AND GOVERNANCE

FORM 1 FORM 2 FORM 3 FORM 4

• Pre-colonial societies: • Early Iron Age societies • Colonisation • Independent Zimbabwe

TOPIC 5: NATIONAL HERITAGE

FORM 1 FORM 2 FORM 3 FORM 4

FORM 1 FORM 2 FORM 3 FORM 4

TOPIC 7: RIGHTS AND RESPONSIBILITIES

FORM 1 FORM 2 FORM 3 FORM 4

ty activities contemporary Zimbabwe

TOPIC 8: PRODUCTION, DISTRIBUTION OF GOODS AND SERVICES

TOPIC 9: GLOBAL ISSUES

FORM 1 FORM 2 FORM 3 FORM 4

TOPIC 2: IDENTITY: LOCAL AND NATIONAL IDENTITY

 explain the use of - bows and arrows  Dramatising different

values at home, school, contrasting norms and  Related literature

national symbols, shrines - National

TOPIC 7: RIGHTS AND RESPONSIBILITIES

KEY CONCEPT LEARNING OBJECTIVES UNIT CONTENT SUGGESTED LEARNING SUGGESTED

TOPIC 8: PRODUCTION, DISTRIBUTION OF GOODS AND SERVICES

TOPIC 8: PRODUCTION, DISTRIBUTION OF GOODS AND SERVICES

Zimbabwe early and contemporary  Resource person

HAZARDS, RISKS AND  Identify types of hazards,

 analyse the impact of - peer pressure learners  Related literature

 Drawing family trees  Related literature

birth and death rites Death rites ceremonies  Pictures

 explain the significance of - folklore  Dramatizing forms of  Resource person

by agents of Iron  Pictures

NATIONAL EVENTS heritage

INDIGENOUS  explain sustainable  Indigenous conservation  Discussing indigenous  ICT tools

religious beliefs in - Indigenous religion religious beliefs  Related literature

TOPIC 2: IDENTITY: FAMILY, LOCAL AND NATIONAL IDENTITY

TOPIC 3: CULTURAL HERITAGE: NORMS IdentifyAND VALUES

TOPIC 4: NATIONAL HISTORY: SOVEREIGNTY AND GOVERNANCE

 explain the course of - course Anglo-Ndebele

TOPIC 5: NATIONAL HERITAGE

TOPIC 7: RIGHTS AND RESPONSIBILITIES

TOPIC 9: GLOBAL ISSUES

TOPIC 2: IDENTITY: FAMILY, LOCAL AND NATIONAL IDENTITY

KEY CONCEPT LEARNING OBJECTIVES UNIT CONTENT SUGGESTED LEARNING SUGGESTED

- socialisation  Singing and dancing  Resource person

TOPIC 4: NATIONAL HISTORY: SOVEREIGNTY AND GOVERNANCE

government after democracy and autocracy  Constitution of Zimbabwe

TOPIC 7: RIGHTS AND RESPONSIBILITIES

 distinguish between rural - constitution communities on self-

 analyse the factors -- weaving

KEY CONCEPT LEARNING OBJECTIVES UNIT CONTENT SUGGESTED LEARNING SUGGESTED