Heritage and Social Junior PDF

Heritage and Social Junior 01-10-16.
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ZIMBABWE
MInISTRY Of PRIMARY AnD SECOnDARY EDUCATIOn
HERITAGE - SOCIAL STUDIES
jUnIOR (GRADE 3-7) SYLLABUS
(2015 - 2022)
Curriculum Development and Technical Services,

P.O. Box MP 133, Mount Pleasant, Harare
All Rights Reserved
Revised 2015
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Heritage – Social Studies Junior (Grade 3 - 7) Syllabus
ACKNOWLEDGEMENTS
The Ministry of Primary and Secondary Education wishes to acknowledge the following
for their valued contribution in the production of this syllabus:
l The National Primary Heritage-Social Studies Syllabus Panel for their professional
and technical input
l Representatives from universities, technical colleges, teachers’ colleges, church or-
ganisations, book publishers and former educationists
l The Zimbabwe Schools Examinations Council for their contribution on assessment
l UNICEF
l UNESCO
i
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TABLE OF CONTENTS
Acknowledgements .....................................................................................................i
1.0 PREAMBLE......................................................................................................1
1.1 Introduction ...........................................................................................1
1.2 Rationale...............................................................................................1
1.3 Summary of Content.............................................................................1
1.4 Assumptions .........................................................................................1
1.5 Cross-Cutting Themes..........................................................................1
2.0 PRESENTATION OF THE SYLLABUS...........................................................1
3.0 AIMS .................................................................................................................2
4.0 SYLLABUS OBJECTIVES...............................................................................2
5.0 METHODOLOGY AND TIME ALLOCATION ...................................................2

Methodology and Time Allocation .....................................................................2
6.0 TOPICS.............................................................................................................3
7.0 SCOPE AND SEQUENCE................................................................................4
9.0 Assessment...................................................................................................68
ABBREVIATIONS AND ACRONYMS ........................................................................74
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1.0 PREAMBLE l Collaboration with others to improve the

learners’ society
l Patriotism
1.1 Introduction
The Heritage-Social Studies syllabus covers Infant It instils problem solving, critical thinking skills,
and Junior school cycles in primary education. The leadership, communication, enterprise and
syllabus covers the social history of the people of technological skills.
Zimbabwe, cultural interdependence, local cultures,
heritage values and religious practices.
The focus of the syllabus is on facilitating the 1.4 Assumptions

learner to become a responsible member of his /
It is assumed that the learners;
her family and of Zimbabwe. It has a thrust on
Zimbabwean identity, norms and values through the l belong to a social family
inclusion of aspects of heritage studies, thus l interact with their peers
upholding the spirit of Unhu/Ubuntu/Vumunhu l know some national symbols and heritage
(societal norms and values). It is envisaged that the sites
syllabus will produce learners who are patriotic,
diligent and prepared for diverse vocation and l understand and accept their cultural diversity
creative businesses. l can communicate and think logically
l appreciate the relevance of their learning
l engage in project work, co-operative work and
1.2 Rationale self-assessment activities
Heritage-Social Studies embraces the Zimbabwean

constitution, patriotism, national identity, national 1.5 Cross-Cutting Themes
symbols and factors of production such as land,
capital, labour and enterprise. It also encompasses The following cross cutting or emerging issues help
the history, traditions and social qualities which are the learner to acquire competencies for lifelong
considered an important part of Zimbabwe’s image. learning.
Social Studies is the study of people and their
relationship with the environment. Heritage-Social
l Gender equity
Studies moulds the human character and is the l Family unity
foundation of Unhu/Ubuntu/Vumunhu. It develops
l Child Protection from abuse and diseases
a spirit of national consciousness and patriotism
such as AIDS
through interest and involvement in national affairs,
conservation and ownership of natural heritage. It l Heritage Studies
develops in the learner, skills of critical thinking, l Environmental Issues
problem solving, leadership and self-esteem,
Information and Communication Technology (ICT) l Financial literacy
and resources management leading to social and l Disaster Risk Management
economic development.
l Children’s Rights and Responsibilities
1.3 Summary of Content

The Heritage-Social Studies syllabus’ main thrust
is upholding and sustaining:
2.0 PRESENTATION OF THE
SYLLABUS
l Unhu/Ubuntu/Vumunhu (societal norms and
values)
l Family, relationships and preservation of our The Heritage-Social Studies Syllabus is presented
national heritage in two documents as follows:
1
l Infant (ECD - Grade 2) 4.0 SYLLABUS OBJECTIVES

l Junior (Grade 3 –7)
The two documents carry the same information By the end of the Heritage-Social Studies Primary
from the preamble up to the Scope and Sequence School Syllabus, learners should be able to:
Chart
l identify with national symbols such as the
All grades have the same topics that are National Flag, National School Pledge,
developmental in nature. Anthem, Monuments and Heritage sites
l explain the significance of public holidays and
other national events
l demonstrate ways of showing respect for self
and others
3.0 AIMS
l exhibit norms, values and appropriate
responsible behaviour
The aims of the syllabus are to enable the child to: l differentiate between new and old means of
l appreciate and love Zimbabwe and its transport, Information and Communication
Chimurenga/Umvukela Liberation war heroes Technology (ICT)
and heroines l explain how modes of transport and ICT
l develop an appreciation of national heritage, facilitate communication among people and
sovereignty, governance, national symbols and countries
events l justify the importance of work and leisure
l understand and appreciate Zimbabwe’s l explain key events and importance of the First
pre-colonial, colonial and post-colonial history and Second Chimurenga/Umvukela liberation
l develop an understanding of Zimbabwean struggle
cultural institutions and practices such as l compare the practices of their own community
marriages, inheritance systems, culture and that of others
spiritual values and usage of artefacts l identify appropriate shelter for humans and
l develop a spirit of national consciousness, animals
identity and patriotism through involvement in l explain the need of equal opportunities for all
national functions citizens of Zimbabwe
l appreciate and sustain Unhu/Ubuntu/Vumunhu l identify the global environmental issues that
through interaction with family, community and affect livelihoods
society at large l describe the production and marketing of
l appreciate the value and dignity of work, goods and services
recreation and the need for participation in
national development
l appreciate the need for equal opportunities for
5.0 METHODOLOGY AND TIME

all and sensitivity to the needs of the
ALLOCATION
disadvantaged and vulnerable groups
5.1 Methodology
A spiral approach should be adopted,
beginning with the learner’s immediate
environment, broadening to an exploration of
his/her wider community and finally extending
to the wider world. Learners need to develop
2
appropriate For the successful implementation of the Heritage-

value systems through participating in planned Social Studies Syllabus the following activities are
activities. Effective teaching and learning in recommended:
Heritage-Social Studies depends upon the use
of participatory methods. These include the
l Educational tours – at least once per year
following:
l School festivals Day – once a year
(a) discussion
l Heritage Culture Day – once a year
(b) drama, role-play and simulation
(c) song and dance
(d) case studies NOTE: These events can be organised at school, district,
provincial and national levels.
(e) puppetry
(f) gallery walk
6.0 TOPICS
(g) research
(h) futures wheel
(i) miming
l Identity: Family History and Local Heritage
(j) e-learning
l Cultural Heritage
(k) group work
l National History, Sovereignty and Governance
(l) question and answer
l Entitlements/Rights and Responsibilities
(m) Individual Early Learning Programme
(IELP) l Shelter
(n) games l Social Services and Volunteerism

l Natural Heritage: Production, Distribution and
Consumption of Goods and Services
For adequate coverage of the syllabus, the following l Transport and Communication
allocation is advised.
l Work and Leisure
ECD : 2 periods of 20 minutes per week l Global Issues
Grade 1 and 2 : 3 periods of 30 minutes per week
Grade 3 to 7 : 4 periods of 30 minutes per week
3
4
7.0 SCOPE AND SEQUENCE
$ $ $ $$
$
TOPIC 1: IDENTITY: FAMILY HISTORY AND LOCAL HERITAGE
$ $ $$ $ $ $ $ $
$
GRADE 3 GRADE 4 GRADE 5 GRADE6 GRADE 7
genealogies members - nuclear

- monogamous in the pre-colonial era
• Family • Roles and status of family •Types of family: • Clans of Zimbabwe • Marital relationships
names and - polygamous cultures of Zimbabwe

• Cultural values of motherhood • Conflict management
totems - child headed in the pre-colonial era

• Family • Family aspirations • Different languages and
such as duri/umgigo, - one parent

• Family gatherings • Cultural values of fatherhood
the totem guyo/imbokodo beliefs, folklore, games, songs

• Indigenous processing tools • Custodians of culture
system community and dances

• Purpose of • Significance of customs, • Preservation of heritage sites
• Family and surrounding
and heroines gatherings and events cultures in Zimbabwe

• Local shrines and monuments
• Local heroes • Indigenous community • Indigenous languages and
hunting tools
school and community levels
• Human migration
• Indigenous • Indigenous governance
religious
• Conflict management at family , • Indigenous heritage resources
practices Zimbabwe
• Indigenous
• Languages and cultures in
• National monuments
TOPIC 2:
TOPIC 2:CULTURAL
CULTURALHERITAGE
HERITAGE
rituals: boys and girls different cultural groups

-birth population growth
• Friendship • Family ceremonies and • Rites of passage for • Courtship practices of • Healthy boy-girl relationships
-adolescence
• Relationships • Effects of age on marriage and
-marriage getting married and marriage

• Family ceremonies and rituals • Courtship • Heirship within the family
-death ceremonies
• Children’s games • Indigenous ways of • Age of consent to sex and • Child bearing
- after burial
customary
cultural groups
• Marriage: civil and
• Customs of different
related cultural practices

• Children’s games
• Indigenous medicines and
• Children’s games
TOPIC 3: NATIONAL HISTORY, SOVEREIGNTY AND GOVERNANCE
celebrations Zimbabwe: The Rozvi, Mutapa and Ndebele -egalitarian governance

Khoisan and Bantu -autocracy
• National events/ • The early people of • The pre-colonial kingdoms: • Systems of Governance: • Independence and self-
Symbols of unity Europeans: -democracy

early people to the -missionaries
• Effects of first contact with • The Land Reform Programme
Zimbabwean heritage -hunters and mineral Central Government regional and international
• • Contribution of the • National School pledge
prospectors organisations
• Structures and functions of • Zimbabwe as a member of other
laws
- rural
• The need for rules and • Colonisation of Zimbabwe
role of individuals, - urban Umvukela and sovereignty

• Local Government: • First Chimurenga/ Umvukela
community, police and -metropolitan provinces

• Observing the laws: the • Second Chimurenga/
the courts celebrations

headman, chief and councillor
• National symbols and
indigenous laws:
• Roles of village head,
- village court
• Development of • National School pledge
- headman’s court
- chief’s court
• National School pledge
5
6
TOPIC 4: ENTITLEMENTS/RIGHTS AND RESPONSIBILITIES
responsibilities of children rights and Zimbabwe

responsibilities
• Entitlements/ Rights and • Children’s entitlements/ • The Rights of the child • Law making process in • Elections
community of a citizen
• Citizenship • Ownership of property
place domestic legislation on gender

• Gender equity in the • Rights and responsibilities • Gender stereotypes • Inheritance
and school men and the equity

• Child protection • Gender equity in the work • Indigenous institutions and
protect children from disadvantaged

• Division of labour at home • Substance abuse • Abuse of children, women,
and taboos abuse

• Rules and laws that
• Indigenous cultural beliefs • Consumer rights
judiciary
• Gender based protection
• Reporting abuse • The role of the police and
TOPIC
TOPIC 5: 5: SHELTER
SHELTER
GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7
types of shelter shelter settlements in Zimbabwe shortages of shelter

Shelter and heritage sites shelter designs
• Functions of buildings and other • Indigenous forms of • Shelter and heritage sites • Development of • Problems and solutions to
Special buildings and and rural areas shelter siting and design
• Health and safety in
shelter designs for disaster prone

• Shelter in other countries • Siting of shelter in urban • Factors that influence
areas management accommodation

• Materials used to make
to geographical areas
• Disaster and risk • Ways of acquiring
• Types of shelter according
TOPIC 6: SOCIAL SERVICES AND VOLUNTEERISM
service provider providers organisations involved in in Zimbabwe work in the past and present
voluntary work, in the past
• Government as a social • Local social service • Prominent people and • Provision of social services • Prominent people involved in voluntary
access to information social service and present at local and and institutions
providers national level organisations in the country
• The needy in the society and • Functions of local • Government departments • Participation in voluntary work
work
• Voluntary and humanitarian
organisations that
• Participation in voluntary
empower the vulnerable

• Local voluntary
and disadvantaged
TOPIC 7: NATURAL HERITAGE: PRODUCTION,

TOPIC 7: NATURAL
DISTRIBUTION AND HERITAGE: PRODUCTION,
CONSUMPTION OFDISTRIBUTION
GOODS AND AND CONSUMPTION
SERVICESOF GOODS AND SERVICES
natural resources - agriculture production

- mining and exports)
• Natural resources • Conservation of • Productive sectors: • Land as a basic means of • National strategic reserves
of manufacturing - fishing
• Food and cash crops • Storage and marketing of goods (imports
goods goods preserving food

• Forms of wealth • Indigenous methods • Redistribution of land
budgeting
• Manufacturing and distribution of • Indigenous and contemporary ways of
employment creation
• Income, expenditure and
• Types of industries • Enterprise skills/ Self-reliance and
• Barter trade • Banking
7
8
TOPIC 8: TRANSPORT AND COMMUNICATION
population and transport transport and communication communication and ICTs mode of transport and
systems systems communication
• Relationship between • The increasing need for • Development of transport • Importance of transport, • Factors that influence choice of
Zimbabwe transport and

rail, road, air and sea communication and charts for travelling
• Major roads and rails in • Modes and forms of
communication transport and purposes

• The need for communication • Transportation of goods by • Importance of up-to-date maps
communication airports linked to communication links with

• Modern forms of • Public and private forms of
Zimbabwe other countries transport and communication

• Road ports, Seaports and • Transport and
Responsible use of industry

• Hazards and disasters in the
communication systems Management of disasters in the

• Road safety
transport industry
TOPIC 9: WORK AND LEISURE

(Take note note
(Takeof of safety
safety work and
atatwork andduring leisure
during time)
leisure time)
community creation in Zimbabwe

forms of work Zimbabwe
• Different occupations in the • Reasons for work • Employment • Enterprise skills • Human capital development in
community creation
• Sport and arts as • Tourism in Zimbabwe
performing arts the past and present leisure time

• Leisure facilities in the • Sport, Arts and Cultural activities • Self-reliance and employment
as forms of
• Visual and • Work and leisure in • Responsibility at work and during
leisure leisure time leisure time

• Protection of workers’ rights
• Responsible use of • Occupational safety • Responsibility at work and during
of leisure time countries

• Responsible use • Tourism in SADC and other
TOPIC 10: GLOBAL ISSUES
conservation management - Desertification:

- causes and mitigatory - Causes, effects and solutions
• Afforestation • Environmental • Poverty • Disasters and disaster • Environmental issues:
measures Communication
• Drought • HIV and AIDS:
Technology (ICT) -Causes, effects and solutions

• Information and
- causes and effects of development

• Pollution:
pollution on the
• Pollution:
environment
9
10
8.0 COMPETENCY MATRIX
GRADE 3
KEY CONCEPTS LEARNING OBJECTIVES UNIT CONTENT SUGGESTED LEARNING ACTIVITIES SUGGESTED LEARNING
Learners should be able to: AND NOTES RESOURCES
FAMILY GENEALOGIES
family genealogies descendants grand fathers

• trace the origins of the family • Family tree • Discussing origins of their families • ICT Tools
- Father’s ancestors
• explain the importance of • Genealogies and • Drawing family tree up to their great • Resource person
- Mother’s ancestors family genealogies trees

• Stories
• Researching on the importance of • Illustrations of family
FAMILY NAMES AND identify family names and Matching family names and their
• Pictures
TOTEMS totems totems totems

• Related literature
state common totems in their Grouping members of the class

• • Family names and • • ICT tools
communities according to their totems

• Resource person
recite praise poems of their Dramatising praise poems of their

• • • Related literature
totems totems
• •
PURPOSE OF THE explain the importance of the Discussing the importance of totems ICT tools
TOTEM SYSTEM totem system -identity in marriages Pictures and drawings
-marriage Tabulating totems and their sacred Resource person
• • Importance of totems: • •
-preservation of animals/objects Related literature

•
natural resources Drawing and labelling their own

• •
-social interaction totem symbols

•
•
LOCAL HEROES AND outline what makes one a Explaining the terms heroes and ICT tools
HEROINES hero or heroine hero/heroine heroines Resource person
identify local heroes and Naming family and community Pictures
• • Attributes of a • •
heroines heroes and heroines heroes/heroines Related literature

Discussing their contributions
• • Family and community • •
INDIGENOUS HUNTING identify indigenous hunting Listing hunting tools ICT tools
•
TOOLS tools tools Making models of hunting tools Pictures

•
describe how the indigenous Miming using hunting tools Resource person
• • Indigenous hunting • •
hunting tools are made indigenous hunting Related literature

• •
explain the use of indigenous tools Indigenous hunting tools

• • Uses and storage of the • •
hunting tools
•
• •
INDIGENOUS RELIGIOUS
PRACTICES indigenous religious practices processes: religious processes
- at funerals
• identify the various • Religious practices and • Dramatising various indigenous • ICT tools
indigenous religious practices - after funerals religious practices

• Resource person
in their communities - during marriages

• describe the common • Telling story on various indigenous • Pictures
practices
• Researching on indigenous religious
• Rites of passage
ceremonies
• Inheritance • Singing songs
• Discussing various religious

11
12
TOPIC 2: CULTURAL HERITAGE
KEY CONCEPTS LEARNINGOBJECTIVES UNIT CONTENT SUGGESTED LEARNING SUGGESTED LEARNING

Learners should be able to: ACTIVITIES AND NOTES RESOURCES
FRIENDSHIP Need for friends
Friends for different
friendship occasions/situations/ making friends
• justify the need for friends • • Explaining the need for friends • ICT tools
purposes
• state examples of peer • • Suggesting different ways of • Stories
Qualities of a good friend

• Music
friend
• Listing qualities of a good friend • Folktales
FAMILY RELATIONS
•
name different members of Relationships within the

• Singing songs about making • Resource person
the family family

explain how members of the Family members roles members

• • • Listing members of the family • ICT tools
family relate to each other

• Drawing family trees of family • Drama
FAMILY CEREMONIES identify family ceremonies Family ceremonies and ICT tools
AND RITUALS and rituals rituals: Artefacts

• Role playing family relationships
describe processes of some - birth Resource person

• • • Discussing some family rituals •
family rituals - funerals Related literature

• Listing some family rituals •
- marriages
• • Performing some family rituals •
CHILDREN’S GAMES state children’s games that Children’s games: Listing games ICT tools
•
instil norms and values - indigenous Discussing the listed games in Games cards
play some games that teach - modern relation to norms and values Related literature
• • • •
norms and values Playing some games Resource person

• •
• •
• •
NATIONAL EVENTS/ National events
CELEBRATIONS - Independence
some national events celebrations Day events and celebrations national events
• list some national events • • Identifying some national events • ICT tools
- Heroes Day
• discuss the significance of • • Participating in some national • Calendars showing
celebrations
- Defence Forces Day
• Pictures
SYMBOLS OF UNITY identify symbols of national National symbols: Listing symbols of national unity ICT tools
unity -Flag Drawing and colouring some of the The National flag
explain the national school -National anthem symbols of national unity Pictures
• • • •
pledge -Coat – of - arms Singing the national anthem National symbols

• •
-National emblem Reciting of the national school Related literature

• •
-National school pledge

• •
pledge Discussing the national school

• •
pledge
•
13
14
KEY CONCEPTS LEARNING OBJECTIVES UNIT CONTENT SUGGESTED LEARNING SUGGESTED LEARNING
ENTITLEMENTS/ Children’s
RIGHTS AND entitlements/rights and entitlements/rights and responsibilities of children
RESPONSIBILITIES OF responsibilities responsibilities
• state children’s • • Listing entitlements/ rights and • ICT tools
CHILDREN entitlements/rights and

• Constitution of Zimbabwe
responsibilities
• Explaining children’s • African Charter
GENDER EQUITY IN THE describe gender equity in Gender equity in the

• UN Rights Charter
COMMUNITY the community community boys and girls

• • • Demonstrating equity in treating • ICT tools
girls and boys

• Resource person
• Role playing equitable duties of • Pictures
DIVISION OF LABOUR state the duties of different Division of labour at Describing division of labour at ICT tools
AT HOME AND SCHOOL people at home and school home and at school home and at school Pictures
explain the importance of the Advantages and Discussing advantages and Articles from newspapers
• • • •
division of labour disadvantages of disadvantages of division of Related literature

•
outline advantages and division of labour labour

• • • •
disadvantages of division of
•
labour
•
INDIGENOUS identify cultural beliefs and Cultural beliefs and Discussing some cultural beliefs ICT tools
CULTURAL BELIEFS taboos which uphold taboos and taboos Resource person
AND TABOOS entitlements/rights and Classifying some cultural beliefs Related literature
• • • •
responsibilities of children and taboos

•
identify cultural beliefs and

• •
taboos which violate

entitlements/rights and
•
responsibilities of children
REPORTING ABUSE identify various forms of Reporting procedures Discussing various forms of ICT tools
abuse such as childline and abuse Resource person
describe various ways of child protection Explaining various ways of Pictures
• • • •
reporting abuse committee reporting abuse Pamphlets

•
Related literature
• • •
•
•
TOPIC 5: SHELTER
FUNCTIONS OF Functions of buildings
BUILDINGS AND OTHER buildings and other types of and other types of
TYPES OF SHELTER shelter shelter shelter
• list functions of different • • Naming different types of shelter • ICT tools
structures
• Describing functions of various • Pictures
• Buildings and other
SHELTER AND identify heritage sites in Shelter and heritage Discussing heritage sites in
• Matching shelter and its functions
HERITAGE SITES Zimbabwe sites: Zimbabwe

describe heritage sites in -Great Zimbabwe Listing heritage sites

• • • • ICT tools
Zimbabwe -Matopo Hills Conducting educational tours

• Pictures
-Gonakudzingwa
• • • Artefacts
• • Related literature

GOVERNMENT AS A Government social
SOCIAL SERVICE provided by the government services: the government
PROVIDER -Education
• describe social services • • Stating social services provided by • ICT tools
institutions from which social -Health where social services are obtained
• Resource person
services can be obtained -Recreation

• state the government • Identifying government institutions • Related literature
-Transport various forms of services

NOTE: Teacher to note role of
• Discussing how government extends
government in both policy formulation and

service provision
THE NEEDY IN THE identify the needy in the The needy in society: ICT tools
SOCIETY AND ACCESS society - orphans Pamphlets
TO INFORMATION explain how the needy can - economically Newspapers
• • • Listing the vulnerable in society •
access information to get disadvantaged Related literature

• Classifying the needy in society •
help - elderly for the needy

• • Visiting and helping the needy •
Access to information
• Discussing information dissemination •
15
16
TOPIC 7: NATURAL HERITAGE: PRODUCTION, DISTRIBUTION AND CONSUMPTION
OF GOODS AND SERVICES
NATURAL RESOURCES Natural resources:
in Zimbabwe -land/soil
-trees/vegetation resources community
• identify the natural resources • • Listing natural resources • ICT tools
resources in the locality -minerals

• Discussing uses of natural • Natural resources in the
-animals natural resources

• state the benefits of natural
-water
• Conducting field trips to observe • Related literature
-air
-sunlight
FOOD AND CASH list food and cash crops Food crops Naming food crops ICT tools
CROPS distinguish between food and Cash crops Naming cash crops Food crops
cash crops Comparing food and cash crops Cash crops
• • • •
Pictures
• • • •
Related literature
• •
FORMS OF WEALTH identify various forms of Forms of wealth: Listing forms of wealth ICT tools
•
wealth -land Discussing forms of wealth Natural resources

•
-minerals Related literature

• • • •
-livestock
• •
-property
•
-money
21
RELATIONSHIP Demand for transport
BETWEEN POPULATION affects the transport system people in an area affects the type
AND TRANSPORT in an area and need for transport available locality
• explain how population • • Discussing how the number of • ICT tools
SYSTEM
• Transport systems in the
THE NEED FOR discuss the need for Need for Describing the need for
COMMUNICATION communication communication communication
suggest appropriate means Means of Listing means of communication

of communication communication Discussing advantages and

• Print media
disadvantages of different means of

• • • • Related literature
communication
•
MODERN FORMS OF describe forms of modern Modern forms of Listing modern types of ICT tools
COMMUNICATION communication communication such communication Print media
as telegram, Describing modern types of Related literature
• • • •
telephone, fax, e-mail, communication

•
letter, social media Discussing the correct uses of

• •
like whatsapp, modern forms of communication

facebook, twitter
•
17
18
TOPIC 9 WORK AND LEISURE
Note: Safety at work and during leisure time
DIFFERENT Different occupations
OCCUPATIONS IN THE their community in the community their community
COMMUNITY
• name different occupations in • • Discussing different occupations in • ICT tools
community
• Pictures
• Role playing occupations in their • Related literature
different occupations
LEISURE FACILITIES IN identify different leisure Leisure facilities in the ICT tools
• Collecting and pasting pictures of
THE COMMUNITY facilities in the community community their community Leisure facilities
Pictures
• • • Naming different leisure facilities in •
community Print media

•
Related literature
• Visiting leisure facilities in their •
•
•

TOPIC 10: GLOBAL ISSUE
AFFORESTATION Uses of trees
planting and caring for trees Tree planting made from trees
Tree conservation
• explain the importance of • • Naming and drawing items • ICT tools
trees
• • Trees
DROUGHT outline the effects of drought Effects of drought:

• • Planting and caring for • Resource person
on people and their -Poverty drought in their area

• Relate literature
environment -Diseases
• • • Discussing effects of • ICT tools
-Hunger situations
• Pictures
-Migration
• Role playing drought • Poems
• Reciting poems
GRADE 4
KEY CONCEPTS LEARNING OBJECTIVES UNIT CONTENT SUGGESTED LEARNING ACTIVITIES AND SUGGESTED
Learners should be able to: NOTES LEARNING
RESOURCES
ROLE AND STATUS explain roles and status of Roles of family Discussing roles and status of family members
OF FAMILY family members members Role playing the status and roles of family
MEMBERS Status of family members
members
• • Pictures
FAMILY outline their individual and Individual and family Explaining their aspirations Pictures
ASPIRATIONS family aspirations aspirations Discussing individual and family aspirations ICT tools
Suggesting how aspirations can be achieved Related literature
• • • •
Identifying sources of inspirations

• •
FAMILY identify family gatherings Types of family Discussing family gatherings ICT tools
• •
GATHERINGS describe family gatherings gatherings such as Role playing/ dramatising family gatherings Pictures
•
weddings, funerals, Related literature

• • • •
marriages, birthdays,
• • •
illness, memorial
•
services, parties and

bira/umbuyiso
INDIGENOUS identify indigenous processing Indigenous processing Conducting educational tours ICT tools
PROCESSING tools tools: Drawing indigenous processing tools Objects tools
TOOLS display indigenous processing - guyo/imbokodo Demonstrating processes Resource person
• • • •
tools - duri/ingiga Gathering and displaying indigenous processing Pictures

• •
- mvuto/imvutho tools Related literature

• • •
LOCAL SHRINES identify local shrines and Local shrines and Conducting educational tours ICT tools
• •
AND MONUMENTS monuments monuments such as Discussing the local shrines and monuments Pictures
•
describe local shrines and caves, rock paintings, Collecting and pasting pictures of local shrines Resource person
• • • •
monuments sacred hills and monuments Shrines/

• •
Engaging in gallery walk monuments

• • •
Related literature
•
•
•
19
20
FAMILY CEREMONIES Family ceremonies and
AND RITUALS and rituals rituals: and rituals
- birth
• list the family ceremonies • • Identifying family ceremonies • ICT tools
ceremonies and rituals - marriage in different ceremonies

• Resource person
- adolescence
• explain some of the family • Describing rituals performed • Pictures
- after burials ceremonies

- kurova guva/umbuyiso
• Performing different
- bira/ukuthethela
- kusuma vadzimu/
ukuthethela
CUSTOMS OF identify some customs of Customs of different cultural Listing some customs of ICT tools
DIFFERENT CULTURAL different cultural groups groups: different cultural groups Resource person
GROUPS describe some customs of - Crouching Discussing some customs of Pictures
• • • •
different cultural groups - Kneeling different cultural groups

Related literature
•
- Kusumana Dramatising some customs

• • •
- Kupfunda tsiva of different ethnic groups

•
- Kutyora muzura/ Role-playing some customs

•
ukuviyoca of different cultural groups

Cultural groups:
•
- Shona, Chewa, Nyanja,

Shangani, Ndebele,
•
Venda, Sotho, Kalanga,

Nambya, Tonga
INDIGENOUS Indigenous medicines and Stating some indigenous ICT tools

MEDICINES AND medicines cultural practices: medicines Resource person
RELATED CULTURAL - herbs and medicinal trees Explaining how some Samples of herbs
• list some indigenous • • •
PRACTICES indigenous medicines are such as aloe, indigenous medicines are

•
used murumanyama/ isihaqa used

• describe how some • •
Discussing some cultural

practices Conservation of medicinal practices
herbs and trees Dramatising/role playing
• identify some cultural •
practices some cultural practices

•
Conducting a project on
• demonstrate some cultural •
conserving medicinal herbs conserving medicinal herbs

and trees and trees
• explain the importance of •
CHILDREN’S GAMES Children’s games
that cultivate norms and - nhodo/igwini cultivate norms and values
values - tsoro/intsoro
• state some children’s games • • Listing children’s games that • ICT tools
- pada norms and values

• Resource person
norms and values

• Playing games that instill • Related literature
• play some games that instill • Game tools
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22
THE EARLY PEOPLE OF The Khoisan people
ZIMBABWE: early people of Zimbabwe Life of the Bantu Zimbabwe
-THE KHOISAN -THE
• narrate the history of the • • Identifying the early people of • Map
BANTU Khoisan and the Bantu the Bantu lived

• • Pictures
people
• describe the way of life of the • Explaining how the Khoisan and • ICT tools
CONTRIBUTION OF THE explain the contribution of the Contribution of the Discussing the contribution of the Heritage sites
• Tracing the Bantu migration
EARLY PEOPLE TO THE Bantu to the national heritage Bantu to the National Bantu to the national heritage ICT tools
ZIMBABWE HERITAGE Heritage:
Visiting local monuments and Pictures

• • • •
- Language heritage sites Resource person

•
- Heritage sites Related literature

• •
- Totems
•
- Medicinal value
•
- Edible fruits
THE NEED FOR RULES explain the need for rules The need for rules and Outlining rules and laws at home, ICT tools
AND LAWS and laws at home, school laws at home, school school and community Resource person
and in the community and the community Discussing the importance of Related literature
• • • •
compare by-laws and Local government by- laws Pictures

•
national laws laws Discussing urban and rural

• •
Parliament and council by-laws

• • •
country laws Describing how laws are made in

•
parliament
•
•
OBSERVING THE outline the need to observe The need to observe Analysing the need to observe ICT tools
LAWS: THE ROLE OF laws laws: laws Resource person
INDIVIDUALS, identify some of the laws of - Role of individuals Listing by-laws and Related literature
• • • •
COMMUNITY, POLICE Zimbabwe - Community parliamentary laws Pictures

•
AND THE COURTS - Police Researching on the role of

• • •
- Courts individuals, community, police

•
and courts in maintaining law

•
and order in society

Dramatising a court session
Conducting an educational tour
to observe a court session
•
•
DEVELOPMENT OF Development of
INDIGENOUS LAWS indigenous courts:
over different indigenous - Village court preside over different indigenous
• identify indigenous laws • • Stating indigenous laws • ICT tools
courts - Headman’s court courts

• state the people who preside • Identifying the people who • Resource person
- Chief’s court
NATIONAL SCHOOL recite the national school The national school Discussing the national school Related literature
• Conducting educational tours
PLEDGE pledge pledge pledge Handouts

explain the importance of Interpreting the national school
• • • •
national school pledge pledge

•
• •
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24
TOPIC 4: ENTITLEMENTS/RIGHTS AND
RESPONSIBILITIES
CHILDREN’S Children’s
ENTITLEMENTS/ entitlements and entitlements/rights: rights and responsibilities
RIGHTS AND responsibilities - Right to education
• identify children’s • • Stating children’s entitlements/ • Constitution of Zimbabwe
RESPONSIBILITIES - Right to food right/entitlements

responsibilities - Right to shelter

• Discussing children’s • ICT tools
- Right to life
• describe children’s • Resource person
Responsibility to:
-behave well
- be obedient
•
- be peaceful
CHILD PROTECTION recognise the need for child Child protection Explaining the various forms of ICT tools
protection against various Child trafficking child protection Resource person
forms of abuse Discussing ways of reporting Related literature
• • • •
report any forms of abuse abuse UN Rights Charter

• •
Constitution of Zimbabwe
• •
SUBSTANCE ABUSE
•
recognise forms of substance Substance abuse: Discussing forms of substance ICT tools
•
abuse - glue sniffing abuse Resource person

•
analyse effects of substance - abuse of alcoholic Explaining the effects of substance Pictures
• • • •
abuse substances abuse Related literature

•
Suggesting ways of controlling

• • •
substance abuse
•
RULES AND LAWS identify rules and practices Rules and practices Discussing rules and practices that Constitution of Zimbabwe
•
THAT PROTECT that govern human conduct that govern human govern human conduct from the Resource person
CHILDREN FROM from the past conduct from the past: past ICT tools
• • • •
ABUSE identify social rules and laws - early marriage Distinguishing between rules and
•
that protect children from - discipline laws

•
abuse - child labour Interpreting the laws that protect

• •
discuss the rules and laws Rules and laws that children from abuse
that protect children from protect children from
•
abuse abuse
• •
TOPIC 5: SHELTER
INDIGENOUS FORMS x identify indigenous forms of x Indigenous forms of x Discussing indigenous forms of x ICT tools
OF SHELTER shelter in the past and shelter shelter in the past and present x Pictures
present x Drawing indigenous forms of x Related literature
shelter in the past and present
x Conducting educational tours
SHELTER IN OTHER x identify shelter in other x Shelter in other x Listing shelter in other countries x ICT tools
COUNTRIES countries countries such as x Drawing of shelter in other x Pictures

-igloos countries x Related literature
-pyramids
MATERIALS USED TO x classify materials used to x Materials used to x Discussing various materials used x ICT tools
MAKE SHELTER make shelter make: to make different shelters x Pictures
- classic shelter x Moulding various forms of shelter x Materials

- contemporary shelter x Engaging in project work x Related literature
x Researching on types of shelter
TYPES OF SHELTER x identify factors that influence x Shelter and x Observing types of shelter in their x ICT tools
ACCORDING TO location of shelter geographical factors: areas and elsewhere x Pictures
GEOGRAPHICAL - weather x Comparing and contrasting the x Models
AREAS - soil type types of shelter x Related literature
- materials available x Drawing different types of shelter
found in different areas
x Moulding different types of shelter
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26
LOCAL SOCIAL Local social service
SERVICE PROVIDERS providers providers: providers
- Council
• identify local social service • • Listing local social service • ICT tools
- Zunde ramambo/ provided by the local social service

• Resource person
isiphala senkosi providers

• Stating the type of services • Pictures
- Orphanages
- Churches being provided in the communities

• Researching on social services
FUNCTIONS OF LOCAL state functions of local social Functions of local Discussing services provided by ICT tools
SOCIAL SERVICE service providers social service local social institutions Resource person
PROVIDERS describe the services offered providers Matching services with their Pictures
• • • •
by various social service service providers Related literature

•
providers Conducting educational tours

• • •
•
•
TOPIC 7: NATURAL HERITAGE: PRODUCTION,
DISTRIBUTION AND CONSUMPTION OF GOODS AND SERVICES
KEY CONCEPTS LEARNING OBJECTIVES UNIT CONTENT SUGGESTED LEARNING ACTIVITIES SUGGESTED
Learners should be able to: AND NOTES LEARNING
RESOURCES
CONSERVATION OF explain sustainable methods Methods of conserving Discussing methods of conserving
NATURAL RESOURCES of conserving the natural natural resources: natural resources environment
resources - tree planting Reclaiming gullies
• • • • The immediate
- water harvesting Planting grass and trees in the school

- land reclamation
• • Garden tools
INDIGENOUS METHODS list indigenous methods of Identifying indigenous methods of

• • ICT tools
OF MANUFACTURING manufacturing goods manufacturing goods: manufacturing goods

GOODS describe indigenous methods - welding Observing processes of manufacturing

• • Methods of • • ICT tools
of manufacturing goods - pounding/ukugiga goods

• Objects
- grinding Demonstrating processes of

• • • Resource person
- carving manufacturing goods

• The environment
- sculpturing Analysing processes of manufacturing

• • Pictures
- moulding goods
- weaving
•
TYPES OF INDUSTRIES describe types of industries Classifying industries ICT tools

in the country - primary Explaining the various activities of Pictures
trace the development of - secondary industries Industries
• • Types of industries: • •
industries in Zimbabwe - tertiary Describing the development of Related literature

• •
industries in Zimbabwe
• •
Conducting educational tours

• •
BARTER TRADE explain barter trade Barter trade Describing barter trade ICT tools
•
give examples of barter trade Discussing what may influence barter Pictures
trade Related literature
• • • •
Dramatising barter trade

• • •
Discussing the advantages and

•
disadvantages of barter trade

•
•
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28
RESOURCES
THE INCREASING NEED list problems for the Increasing need for Discussing advantages and
FOR TRANSPORT increasing need for transport transport: disadvantages arising from the
suggest some possible - advantages increasing need for transport
solutions to transport - disadvantages Suggesting solutions to ease transport

• Road signs
problems Solutions to transport problems

problems Discussing transport safety rules

• • Resource person
•
MAJOR ROADS AND identify major roads in Road and rail Explaining how road and rail networks ICT tools
RAILS IN ZIMBABWE Zimbabwe networks connect places Map of Zimbabwe

interpret road and rail maps Drawing a map of Zimbabwe showing Resource person
• • • •
major roads and rail networks Related literature

•
• • •
PUBLIC AND PRIVATE distinguish between public Public and private Explaining different forms of transport ICT tools
•
FORMS OF TRANSPORT and private forms of forms of transport and communication Pictures
AND COMMUNICATION transport Public and private Discussing public and private forms of Means of transport
• • • •
compare public and private forms of transport and communication Related literature
•
forms of communication communication

• • •
ROAD SAFETY identify road signs and Road safety: Drawing road signs and signals Highway code
• •
signals - road signs and Discussing right and wrong behaviour Pictures
interpret road signs and signals on the road ICT tools
• • • •
signals Resource person

• • •
• •
•

RESOURCES
REASONS FOR WORK outline the importance of Reasons for work Discussing the value and importance of
work work
Engaging in some household chores
• Resource person
SPORT AND ARTS AS A identify careers in sport and Sport and arts as a Discussing different careers in sport and
• • Household tools
FORM OF WORK arts form of work arts

Visual and Collecting pictures of sport and arts

performing arts celebrities in Zimbabwe and other

• Pictures
countries
• • • Art gallery
Participating in visual and performing arts

• Resource person
VISUAL AND state leisure activities Recreation and Naming visual performing arts facilities ICT tools
• Recreational facilities
PERFORMING ARTS AS involving visual and leisure Playing classic and contemporary games Resource person
•
A FORM OF LEISURE performing arts in the Displaying visual and performing arts Related literature
• • • •
community activities
• •
RESPONSIBLE USE OF differentiate between Responsible use of Discussing appropriate and inappropriate ICT tools
• •
LEISURE TIME appropriate and leisure time leisure activities Resource person
inappropriate leisure Distinguishing between appropriate and Related literature
• • • •
activities inappropriate leisure activities

•
• •
10: GLOBAL ISSUES

Note: TOPIC
Safety at work and during leisure time
ENVIRONMENTAL Environmental
CONSERVATION conservation of
conserve natural resources natural resources: conserving natural
• identify natural resources • • Listing natural resources • ICT tools
- land resources
• discuss the need to • Explaining ways of • Environment
- animals
• Pictures
- water conserving natural

- vegetation resources
• Conducting projects on
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GRADE 5
KEY CONCEPT LEARNING OBJECTIVES UNIT CONTENT SUGGESTED LEARNING ACTIVITIES SUGGESTED
RESOURCES
TYPES OF FAMILY Identify responsibilities of Types of family: Talking about their own families
- parents -nuclear Describing types of families
- children -monogamous Dramatising experiences in each type
• • • • Pictures
-polygamous of family
-child headed
-single parent
• ICT tools
FAMILY AND Relations between /among Maps

SURROUNDING community families in rural, urban, farms the community ICT tools
COMMUNITY and mines Resource person

• identify roles of the family in the • • Discussing roles of family members in •
community Roles of family members in community set up Pictures

•
the community Related literature

• state the institutions in their • Role playing functions of institutions in a •
Roles of institutions in the

• •
community
•
HUMAN MIGRATION explain migration Migration

•
list reasons for migration Types of migration

describe effects of migration Causes of migration migration
• • • Describing migration • Maps
identify solutions to migration Effects of migration

• • • Discussing causes and effects of • Pictures
Solutions to migration
• • • ICT tools
• • • Suggesting solutions to migration
CONFLICT Case studies

•
MANAGEMENT AT school and community level Videos

FAMILY, SCHOOL of conflict at home, school and at family, school and community level Resource person
• define conflict • Effects of conflicts at home, • Explaining conflict •
AND COMMUNITY community Related literature

• identify the causes and effects • Discussing causes and effects of conflict •
LEVEL - communication at home, school and community level ICT tools

•
solving conflicts at home, in - reporting procedures to be through drama, music and poetry
• Ways of resolving conflicts: • Role playing ways of resolving conflicts •
school and at community level taken at school

• describe various ways of •
LANGUAGES AND
CULTURES IN Zimbabwe Indigenous and foreign and cultural groups in Zimbabwe
ZIMBABWE
• identify languages spoken in • Languages in Zimbabwe: • Locating on a map various languages • Map
found in Zimbabwe Zimbabwe magazines

• Resource person
• list various cultural practices • Various cultural practices • Dramatizing various cultural practices in • Newspapers and
practices in Zimbabwe
• Carrying out projects on various cultural • ICT tools
KEY CONCEPT LEARNING OBJECTIVES UNIT CONTENT SUGGESTED LEARNING ACTIVITIES SUGGESTED
RESOURCES
RITES OF PASSAGE
FOR BOYS AND development from birth to and rites associated with development
GIRLS adolescence - birth
• identify stages of human • Stages of human development • Explaining the stages of human • Pictures
- infancy human development

• Resource person
- adolescence
• Discussing the rites for each stage of • Charts
• explain rites for each stage • Related literature
COURTSHIP
• ICT tools
courtship in marriage marriage marriage

• explain the role of • Role of courtship in relation to • Discussing the role of courtship in • Resource person
ways of courtship
• ICT tools
• Establishing relationships • Discussing indigenous and modern • Related literature
relationships
• Counselling and guidance
• Discussing healthy boy–girl
INDIGENOUS ICT tools

MARRIAGE CUSTOMS modern marriage practices different cultural groups ceremonies in Zimbabwe Pictures
Culture centres
• describe indigenous and • Related ceremonies in our • Analysing types of marriage •
Resource person
•
MARRIAGE: CIVIL Related literature

• Dramatising marriage ceremonies •
AND CUSTOMARY types of marriages Pictures

•
marriage certificates ICT tools

• identify types of marriages • Customary marriages • Simulating and dramatising different •
marriages
• explain the significance of • Civil marriages •
• Role playing different types of •
disadvantages of each type of

marriage
• Discussing advantages and
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32
KEY CONCEPTS LEARNING OBJECTIVES UNIT CONTENT SUGGESTED LEARNING ACTIVITIES AND SUGGESTED LEARNING
Learners should be able to: NOTES RESOURCES
THE PRE-COLONIAL Caves

KINGDOMS states -Great Zimbabwe Hunting tools
- Mutapa state economic life of the people in pre-colonial Maps
• identify the pre-colonial • Pre-colonial states: • Listing pre-colonial states •
and economic life in pre- - Rozvi state era Pictures

• Discussing the social, political and •
colonial era - Ndebele state ICT tools

• describe the social, political •
the social, political and economic life of the Related literature

•
with their subjects early people Resource person

• Collecting and profiling pictures depicting •
• How the rulers interacted •
pre-colonial historical sites

•
EFFECTS OF FIRST Museums

• Conducting educational tours to observe
CONTACT WITH between Europeans and -missionaries prospectors Hunting tools

EUROPEANS the indigenous people -hunters pictures
• describe the first contact • Europeans: • Listing early missionaries. Hunters, mineral •
-mineral prospectors about by early contacts with the Europeans ICT tools
•
first contact between Related literature

• Discussing the lifestyle changes brought •
Europeans and indigenous mineral prospectors and

• explain the effects of the •
people imperialists
• Early missionaries, hunters, •
DEVELOPMENT OF Pictures
INDIGENOUS LAWS indigenous laws laws: laws Pamphlets
- indigenous laws Resource person
• outline the development of • Historical development of • Researching the historical development of •
- community court court and activities at the chief’s court Constitution of Zimbabwe
•
- chief’s court/dare/idale Related literature

• Discussing indigenous laws, community •
ICT tools
•
ROLES OF VILLAGE
• Educational tours to courts
Pictures
•
HEAD, HEADMAN, community leaders at local headman, chief and headman, chiefs and councillors giving ICT tools
•
CHIEF AND level councillor examples Pamphlets

• Identify the roles of • Roles of: village head, • Discussing the roles of village head, •
COUNCILLOR -presiding over civil cases Resources person

•
-project initiators court Constitution of Zimbabwe

•
-implementers Related literature

• Role-playing proceedings at the chief’s •
-managers
•
LOCAL Pictures
•
GOVERMENT units Pamphlets

local government - Urban councils government authorities Resource person
• Identify local governments • Types of local government • Discussing local authorities •
- Rural councils Constitution of Zimbabwe

• Explain the functions of • Describing the functions of local •
- Metropolitan provinces Related literature

•
ICT tools
• Illustrating local government structures •
government
•
• Functions of local •
KEY CONCEPT LEARNING OBJECTIVES UNIT CONTENT SUGGESTED LEARNING ACTIVITIES AND SUGGESTED
Learners should be able NOTES LEARNING
to: RESOURCES
ENTITLEMENTS/RIGH
TS AND entitlements/rights and and responsibilities of the responsibilities of the child
RESPONSIBILITIES OF responsibilities of the child
• outline basic • Basic entitlements/rights • Identifying the entitlements/rights and • UN Convention
THE CHILD child entitlements/rights and responsibilities of

• African Charter
the child Zimbabwe

• Discussing the importance of • ICT tools
• Constitution of
CITIZENSHIP
citizenship - birth citizenship

• define citizenship • Citizenship • Explaining types of citizenship • ICT tools
- descent Zimbabwe
• outline different types of • Types of citizenship: • Describing documents which show one’s • Related literature
good citizen - origin

• Constitution of
- marriage
• identify qualities of a • Participating in community activities
patriotism - registration activities

• Discussing the qualities of a good citizen
• demonstrate attributes of • Participating in national events and
RIGHTS AND
RESPONSIBILITIES OF responsibilities of citizens of citizens citizens
• Patriotism
A CITIZEN IN
• state rights and • Rights and responsibilities • Listing rights and responsibilities of • ICT tools
ZIMBABWE rights and responsibilities and responsibilities and responsibilities Zimbabwe

• distinguish between • Differences between rights • Explaining the difference between rights • Constitution of
rights and responsibilities and physical responsibilities citizens

ABUSE OF CHILDREN, Pictures
• identify limitations to • Limitations to citizen’s rights • Dramatising rights and responsibilities of
WOMEN AND MEN protection protection protection Related literature

ICT tools
• describe gender based • Forms of gender based • Explaining the meaning of gender based •
physical, sexual, verbal and Constitution of

•
physical assault Zimbabwe

• explain forms of abuse • Forms of abuse such as • Listing forms of abuse •
• Classifying forms of abuse •
• Reporting abuse
38
33
34
KEY CONCEPT LEARNING OBJECTIVES UNIT CONTENT SUGGESTED LEARNING ACTIVITIES AND SUGGESTED
Learners should be able NOTES LEARNING
to: RESOURCES
GENDER BASED
PROTECTION protection laws laws: protection and gender based violence
-peace order
• describe gender based • Forms of gender based • Explaining the meaning of gender based • Pictures
based protection -CEDAW against gender based violence

Zimbabwe
• explain forms of gender • Discussing ways of protecting oneself • ICT tools
violence:
• Constitution of
- sexual abuse
• Forms of gender based • Reporting gender based violence
- sexual assault
-domestic violence
- rape
- human trafficking
ROLE OF THE POLICE describe the roles of the Resource person

police -manning roadblocks Pictures

-arresting offenders ICT tools
• • Role of the police • Discussing the roles of the police •
-maintaining order Related literature

• Analysing the need to observe laws •
-protecting citizens
• Dramatising a police and criminal scenario •
-educating citizens
•
TOPIC 5: SHELTER
KEY CONCEPT LEARNING OBJECTIVES UNIT CONTENT SUGGESTED LEARNING ACTIVITIES SUGGESTED LEARNING
Learners should be able AND NOTES RESOURCES
to:
SHELTER AND Naming heritage sites in Zimbabwe Maps
HERITAGE SITES sites in Zimbabwe such as: Drawing a map of Zimbabwe and Pictures
-Great Zimbabwe locating the heritage sites Related literature
• locate the major heritage • Shelter and heritage sites • •
are important to our -Khami Visiting heritage sites near their ICT tools
• •
history and culture -Dhlodhlo schools Resource person

• discuss why heritage sites •
- Mana Pools Collecting pictures of heritage sites

• •
- Matonjeni
•
- Matopos
•
- Nyanga mountains
- Chirinda forest
HEALTH AND Identifying health considerations Safety clothes such as

SAFETY IN health and safety in designs when constructing shelters helmets

SHELTER DESIGNS shelter designs Discussing the importance of Pictures
• discuss conditions of • Health and safety in shelter • •
health and safety in shelter designs ICT tools

Related literature
• •
•
SPECIAL BUILDING Discussing features of special Safety clothes such as

•
DESIGNS IN suitable for disaster prone prone areas such as Tonga buildings suitable for disaster prone gumboots
DISASTER PRONE areas huts areas Pictures
• suggest types of buildings • Special buildings for disaster • •
AREAS Illustrating special building designs ICT tools

for disaster prone areas Related literature
•
• •
•
35
36
PROMINENT PEOPLE
AND and organisations involved organisations involved in organisations involved in voluntary work
ORGANISATIONS in voluntary work in the past voluntary work at local and
• identify prominent people • Prominent people and • Collecting pictures of people and • Pictures
INVOLVED IN and present national level in the past people in the past and present
VOLUNTARY WORK and present such as

• Discussing the role played by prominent • I CT tools
IN THE PAST AND prominent people and - Jairos Jiri voluntary organisations in the past and
• Resource person
PRESENT AT LOCAL organisations to - Sally Mugabe present

• describe the contribution of • Explaining the role played by local
AND NATIONAL beneficiaries in the - Matthew Rusike

LEVEL community - St Giles
- NGOs
- Church organisations
people and organisations

LOCAL VOLUNTARY Pictures
• Contribution of prominent
ORGANISATIONS organisations empower community such as ICT tools

THAT EMPOWER THE communities - orphans assistance rendered to beneficiaries Resource person
• explain how local voluntary • Beneficiaries in the • Identifying beneficiaries in the community •
VULNERABLE AND - disabled Cleaning materials

• Collecting news articles and pictures of •
DISADVANTAGED participate in voluntary work - the elderly Related literature

•
- the needy
• describe how they can • Participating in voluntary activities •
• Discussing empowerment strategies •
sweeping hospitals, helping

the elderly and public
• Voluntary activities such as
places
TOPIC 7: NATURAL HERITAGE: PRODUCTION, DISTRIBUTION AND
CONSUMPTION OF GOODS AND SERVICES
KEY CONCEPT LEARNING OBJECTIVES UNIT CONTENT SUGGESTED LEARNING ACTIVITIES AND SUGGESTED LEARNING
Learners should be able to: NOTES RESOURCES
PRODUCTIVE x identify productive sectors x Productive sectors: x Identifying productive sectors in the x Maps
SECTORS IN x describe activities in the - agriculture community and country x Pictures
ZIMBABWE productive sectors - mining x Drawing the map of Zimbabwe and x Dioramas
- fishing locating mining areas x Models
- tourism x Discussing farming activities in the local x ICT tools
- forestry community and country x Games
- manufacturing x Drawing the map of Zimbabwe and x Farms
x Activities in the locating main farming regions x Gardens
productive sectors x Touring any local productive sector x Greenhouses
- growing
x Mines
- harvesting
x Dams
- processing
- marketing
BUDGET x state sources of family x Family incomes x Discussing family incomes x Receipts
INCOME income x Family expenditures x Listing personal and home needs x Notes and coins
EXPENDITURE x list family expenditures x Budgeting expenditures x ICT tools

x compile a family monthly x Drawing up a simple family budget x Shop corners
budget x Related literature
BANKING x state the importance of x Importance of banking x Explaining the importance of banking x Bank cards
banking x Methods of banking x Giving examples of banking methods x Withdrawal slips
x identify different methods of - over the counter x Touring local banks x Mobile phones
banking - e-banking x Role playing x Cheques
x Notes and coins
x Resource person
x ICT tools
x Related literature
x Pictures
42
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38
KEY CONCEPTSS LEARNING OBJECTIVES UNIT CONTENT SUGGESTED LEARNING SUGGESTED LEARNING
DEVELOPMENT OF
TRANSPORT AND means of transport and wheel to space travel transport and communication
COMMUNICATION communication
• outline the development of • Development of transport from • Discussing the development of • Pictures
from smoke signal to satellite modern means of transport

• Models
modern means of transport

• Development of communication • Comparing indigenous and • Toys
and communication communication modern means of

• examine indigenous and • Dioramas
communication
• Significance of modernising • Comparing indigenous and • Automobiles
modern transport and communication

• ICT tools
communication communication issues

• explain the importance of
• Importance of transport and • Related literature
TRANSPORTATION OF Pictures
• Debating on transport and
GOODS by road, rail, air and sea - air by rail, road, air and sea Models
- road Toys
• identify goods transported • Modes of transport: • Discussing goods transported •
transport - water are transported by various Dioramas

•
- rail means of transport Automobiles

• evaluate current modes of • Explaining why different goods •
Related literature
•
particular mode of transport ICT tools

•
• Giving reasons for choosing a
ROAD PORTS, Maps

•
SEAPORTS AND seaports and airports airports linked to Zimbabwe and airports on a map Pictures
•
AIRPORTS LINKED TO linked to Zimbabwe ICT tools

• list major road ports, • Major road ports, seaports and • Tracing road ports, seaports •
ZIMBABWE and airports linked to Related literature

•
airports on a map Zimbabwe

• Transport network maps • Naming road ports, seaports •
• locate major seaports and •
railway stations
RESPONSIBLE USE OF Maps
• Touring road ports, airports and
COMMUNICATION communication systems effective communication ICT tools

SYSTEMS communication systems systems Mass media
• Identify various • Communication systems • Discussing advantages of •
use of communication Related literature

• Responsible use of •
systems vandalism to communication

• describe the appropriate •
systems
• Outlining methods of reducing •
communication systems
responsibly
• Discussing how to use
Note: Teachers should raise

awareness on the possible
dangers of modern
communication systems
KEY CONCEPT LEARNING OBJECTIVES UNIT CONTENT SUGGESTED LEARNING ACTIVITIES SUGGESTED LEARNING
EMPLOYMENT
CREATION IN employment in Zimbabwe Zimbabwe employment in Zimbabwe centres/places
ZIMBABWE
• identify ways of creating • Employment creation in • Discussing ways of creating • Recreational
• Charts
WORK AND LEISURE Researching on work and leisure

IN THE PAST AND activities in the past and and present activities in the past and present
• ICT tools
PRESENT present Comparing work and leisure

• identify work and leisure • Work and leisure in the past • • Pictures
activities in the past and present

• Models
RESPONSIBLE USE Discussing appropriate leisure

OF LEISURE TIME leisure activities time activities games

• ICT tools
Distinguishing between appropriate

• describe appropriate • Responsible use of leisure • • Traditional and modern
and inappropriate leisure activities

Touring recreational places
• • Pictures
• Recreational places
•
44
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40
KEY CONCEPT LEARNING OBJECTIVES UNIT CONTENT SUGGESTED LEARNING SUGGESTED LEARNING
POVERTY Pictures
the community ICT tools
of poverty Posters
• list causes and effects of poverty in • Causes of poverty • Discussing poverty •
the community Pamphlets

• Effects of poverty • Explaining causes and effects •
mitigatory measures against Related literature

• suggest ways of reducing poverty in • Ways of reducing poverty •
poverty
• Discussing support and •
•
HIV &AIDS ICT tools

people at home, at school and in the communities and AIDS on the community Pictures
community Posters
• discuss effects of HIV and AIDS on • Effects of HIV&AIDS in the • Dramatising the effects of HIV •
mitigation measures for HIV Pamphlets

•
and AIDS Resource person

• Discussing support and •
Related literature
•
POLLUTION identify types of pollution ICT tools

•
state effects of pollution on the Related literature

•
environment around local area Cleaning materials

• • Types of pollution • Discussing types of pollution •
• • Effects of pollution • Undertaking educational tours •
environment.
•
• Investigating pollution in the
pollution
• Suggesting ways of reducing
campaigns
• Cleaning their environment
• Conducting awareness
GRADE 6

CLANS IN Clans in Zimbabwe
ZIMBABWE Origin
respective clans Unifying factors:
• identify clans in Zimbabwe • • Naming clans • Resource person
- geographical originated
• trace the origins of their • • Discussing the origins of their clans • Maps
people of the same clan - totem

• • Locating places where the clans • ICT tools
- spirituality
• explain factors that unify • Related literature
SIGNIFICANCE OF identify indigenous customs Listing some customs and beliefs ICT tools
• Researching on unifying factors
CUSTOMS, and beliefs - customs Narrating some folklores Pictures

BELIEFS, - beliefs
analyse the significance of Role-playing some customs Related literature

• • Significance of: • •
FOLKLORE, indigenous customs and - folklore Demonstrating some dances from Resource person
• •
GAMES, SONGS beliefs - games different parts of Zimbabwe

• • •
AND DANCES - songs and dances Discussing the significance of some

• •
customs, beliefs, folklore, games,

songs and dances of Zimbabwe
CULTURAL explain the cultural values of Listing taboos associated with ICT tools
VALUES OF motherhood in pre-colonial protecting motherhood such motherhood Related literature
MOTHERHOOD IN era as: Discussing cultural norms and values Resource person
• • Cultural norms and values • •
PRE-COLONIAL - taboos protecting motherhood

•
ERA - motherhood cow

• •
CULTURAL explain the cultural values of Listing cultural roles and ICT tools
VALUES OF fatherhood in pre-colonial era protecting fatherhood such responsibilities associated with Related literature
FATHERHOOD IN as: fatherhood Resource person
• • Cultural norms and values • •
PRE-COLONIAL - identity Discussing cultural norms and values

•
ERA - marriage rights such as protecting fatherhood

•
danga and rusambo/

•
amalobolo
INDIGENOUS list indigenous languages Stating indigenous languages ICT tools
LANGUAGES AND discuss some indigenous -languages Identifying places where they are Maps
CULTURES IN cultures -cultures spoken Resource person
• • Indigenous • •
ZIMBABWE Discussing the importance of different Related literature

• • •
cultures
•
Dramatising some cultural practices

• •
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42
INDIGENOUS
GOVERNANCE governance structures structures: structures
- village head
• describe indigenous • Indigenous governance • Illustrating indigenous governance • ICT tools
- headman leaders
• Resource person
- chief
• Discussing roles of indigenous • Related literature
indigenous court
• Touring indigenous courts
• Dramatising proceedings at an
INDIGENOUS distinguish between natural Differentiating between cultural and ICT tools
HERITAGE and cultural heritage resources such as sites, natural heritage resources Resource person
RESOURCES resources music and dance Classifying cultural and natural Charts
• • Indigenous cultural heritage • •
identify cultural and natural heritage resources Pictures

•
heritage resources resources such as Discussing the benefits of the Heritage sites
• •
identify cultural ways of landscapes, animals, heritage resources Related literature

• • Indigenous natural heritage •
preserving heritage resources minerals, falls, hot springs Touring heritage sites
• •
Discussing taboos and spiritual

• •
contemporary methods of beliefs related to preservation of

•
preserving heritage heritage resources

• Indigenous and •
resources:
- taboos
- spiritual beliefs
- gazetted Acts
- fencing
COURTSHIP
PRACTICES OF relationship practices - healthy boy-girl relationship
DIFFERENT relationship
• describe good boy – girl • Courtship: • Discussing good boy-girl • Resource person
CULTURAL GROUPS practices - indigenous courtship practices

• Pictures
practices
• list indigenous courtship • Explaining indigenous courtship • ICT tools
family members in courtship - role of other family practices

members in courtship
• explain the role of other • Dramatising indigenous courtship
members in courtship
HEIRSHIP WITHIN THE explain heirship within the Heirship in the family ICT tools
• Discussing the role of other family
FAMILY family Indigenous and Resource person

analyse heirship processes modern heirship heirship practices Related literature
• • • Defining heirship •
in the family practices

• • Comparing indigenous and modern •
justify the equity between

• •
males and females

• Evaluating the heirship process
AGE OF CONSENT TO explain the concept of Legal age of majority Discussing cultural conception of Resource person
• • Dramatising the heirship process
SEX AND MARRIAGE consent and legal age of ages of consent to sex and ICT tools
state the ages of consent to consent marriage Related literature
• • • •
sex and marriage Cultural views on legal Distinguishing between legal age of Constitution of
•
age of majority and majority and legal age of consent Zimbabwe

• •
legal age of consent

• • •
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44
SYSTEMS OF Systems of
GOVERNANCE governance: autocracy
autocracy - egalitarian
• identify systems of governance • • Discussing democracy and • ICT tools
- democracy egalitarian system of governance,

• compare democracy and • Pamphlets
- autocracy democracy and autocracy Zimbabwe

• Identifying major characteristics of • Related literature
• Constitution of
and autocracy
STRUCTURES AND illustrate the structure of Central The arms of ICT tools
• Distinguishing between democracy • Resource person
FUNCTIONS OF CENTRAL
Government government: central government Pamphlets

GOVERNMENT explain the functions of each of - Executive Resource person
• • • Drawing an organisational chart of •
the arms of government - Legislature government Constitution of

•
- Judiciary Zimbabwe
• • Naming ministries of the •
Related literature
•
COLONISATION OF Explain reasons for the Why Zimbabwe Defining colonisation Maps
ZIMBABWE colonisation of Zimbabwe was colonised Discussing the reasons for Charts
•
describe how Zimbabwe was How Zimbabwe colonisation Resource person

• • • •
colonised was colonised Explaining how Zimbabwe was ICT tools

• •
colonised Pictures
• • •
Related literature
• •
FIRST CHIMURENGA/ outline the causes of first First Chimurenga/ Explaining the causes and the ICT tools
•
UMVUKELA (1896-1897) Chimurenga/ Umvukela Umvukela : course of the First Chimurenga/ Pictures
•
describe the course of - causes Umvukela Charts

• • • •
Chimurenga/ Umvukela - course Explaining the role of spirit mediums

•
describe the role played by - results in the First Chimurenga/ Umvukela

• •
spirit mediums in the First Role of spirit Naming the heroes and heroines of
•
Chimurenga/ Umvukela mediums the First Chimurenga/ Umvukela

•
evaluate the results of First Heroes/ Heroines Explaining the roles of heroes and
• •
Chimurenga/ Umvukela of the First heroines of the First Chimurenga/

Chimurenga/ Umvukela
• • •
Umvukela such as Assessing the results of First

-Mbuya Nehanda Chimurenga/ Umvukela
-Sekuru Kaguvi
•
-Mkwati
SECOND CHIMURENGA/ outline the causes of the Second Explaining the causes and the ICT tools
UMVUKELA AND Second Chimurenga/ Umvukela Chimurenga/ course of the Second Chimurenga/ Pictures
SOVEREIGNTY (1966-1979) describe the course of the Umvukela: Umvukela Charts
• • • •
•
• •
Second Chimurenga/ Umvukela - causes
- course the Second Chimurenga/ Umvukela
spirit mediums in the Second - results
• Naming the heroes and heroines of • Resource person
Chimurenga/ Umvukela Role of spirit in the Second Chimurenga/

• describe the role played by
mediums Umvukela
• Explaining the role of spirit mediums
Chimurenga/ Umvukela Heroes/heroines

•
of the Second heroines of the Second

• evaluate the results of Second
Chimurenga/ Chimurenga/ Umvukela

• • Outlining the roles of the heroes and
Umvukela such as
- Joshua Mqabuko Chimurenga/ Umvukela

Nkomo
• Stating the results of Second
- Hebert Chitepo
NATIONAL SYMBOLS AND identify national symbols and National symbols Naming national symbols and Pictures
CELEBRATIONS national celebrations National celebrations Models

explain the significance of celebrations Discussing the significance of ICT tools
• • • •
national symbols and national national symbols and celebrations Dioramas

• •
celebrations Illustrating national symbols National flag

• • •
National coat of arms

•
Zimbabwe Bird
• •
•
NATIONAL SCHOOL explain the importance of the Significance of the Discussing the importance of the ICT tools
•
PLEDGE National School Pledge National School National School Pledge Charts
recite the National School Pledge Reciting the National School Pledge Related literature
• • • •
Pledge
•
• • •
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46
LAW MAKING PROCESS Law making process:
IN ZIMBABWE making -Motion making
-Bill (House of
• describe stages in law • • Discussing stages in law • Constitution of Zimbabwe
Assembly and Senate) Legislature in law making

• Resource person
-Act/law
• Explaining the role of The • Charts
• Pictures
GENDER identify common stereotypes Gender stereotypes Identifying gender

STEREOTYPES in their society - socio-cultural stereotypes

• ICT tools
evaluate the effects of -economic Explaining common

stereotypes Effects of gender gender stereotypes

• Charts
stereotypes Discussing the effects of

• • • Resource person
gender stereotypes
• • ICT tools
GENDER EQUITY IN define gender equity Gender equity Explaining gender equity Resource person
THE WORK PLACE evaluate gender equity Importance of gender Discussing the ICT tools
equity importance of gender Related literature
• • • •
equity
• • • •
•
TOPIC 5: SHELTER
RESOURCES
DEVELOPMENT OF identify factors that led to the Historical development of Listing factors that led to designs of
SETTLEMENTS IN development of settlements settlements in Zimbabwe early settlements
ZIMBABWE in Zimbabwe Settlements Discussing major developments of
- Villages settlements in rural and urban areas

• ICT tools
-Rural service centres including growth points and rural

- Growth points service centres

-Towns and cities
SITING OF SHELTER IN identify sites suitable for Rural and urban land Discussing different uses of land in Culture centre
RURAL AND URBAN shelter in rural and urban use: relation to shelter Maps
AREAS areas - industrial Conducting educational tours to ICT tools
• • • •
outline factors influencing the - residential observe different land uses

•
siting of shelter - farming Stating factors which influence the

• •
- mining siting of shelter

•
Factors influencing the Studying and interpreting settlement

•
siting of shelter maps

DISASTER AND RISK identify disasters that affect Disasters that affect Explaining disasters that affect shelter ICT tools
• •
MANAGEMENT shelter shelter: Discussing the strategies that can be Pictures

explain how disasters that -natural used in disaster management Mass media
• • • •
affect shelter can be -man-made

• •
managed Disaster management

• •
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48
KEY CONCEPTS LEARNING OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING SUGGESTED LEARNING
PROVISION OF SOCIAL Social service
SERVICES IN ZIMBABWE provide social services in institutions in that provide social
Zimbabwe Zimbabwe: services in Zimbabwe
• identify institutions that • • Listing some institutions • ICT tools
- Local non-
• Fliers and pamphlets
institutions in social services governmental functions of social service

• Resource person
provision organisations providers

• describe the role of • Discussing roles and
activities
GOVERNMENT identify government Government ICT tools
• participate in voluntary work • Taking part in voluntary
DEPARTMENTS AND departments and institutions departments such as: government departments Fliers and pamphlets
INSTITUTIONS that assist the vulnerable -Social welfare and institutions that Pictures
• • • Explaining the role of •
groups -National Social assist the vulnerable Resource person

•
distinguish help given by Security Authority groups

•
specific departments and (NSSA)

•
institutions -Schools and institutions according

•
Psychological Services to services

• Classifying departments
(SPS)
Institutions such as:
- Danhiko
- Hospitals
•
TOPIC 7: NATURAL HERITAGE: PRODUCTION, DISTRIBUTION AND
CONSUMPTION OF GOODS AND SERVICES
LAND AS A BASIC
MEANS OF PRODUCTION use - residential uses of land
- agricultural
• identify different types of land • Uses of land: • Discussing the value and • ICT tools
means of production - mining land

• Resource person
- industrial
• explain land as a basic • Evaluating current uses of • Pictures
tours to observe land use

• Land
practices
• Organising educational
conservation strategies
REDISTRIBUTION OF Justify the redistribution of Reasons for land Farms
• Debating land
LAND land redistribution redistribution ICT tools

suggest ways of effective Effective use of land Pictures
• • • Appraising land •
utilisation of land effective utilisation of land

•
• • • Discussing ways of •
farms
MANUFACTURING AND describe how raw materials Processing of raw Resource person
• Touring different types of
DISTRIBUTION OF are processed into finished materials such as and their products ICT tools
GOODS products maize, cotton, milk Pictures
• • • Tabulating raw materials •
describe buying and selling and timber products in and outside the Flow charts
•
of goods and services Buying and selling of classroom

• Observing finished •
explain the factors that goods and services

• •
determine the price of goods Marketing activities: and selling of goods and
•
identify factors that determine -packaging services

• • Demonstrating the buying
marketing activities -labelling

•
discuss health and safety -pricing activities

•
precautions at work -advertising

• Discussing marketing
-distribution safety procedures at work

•
-transportation
• Dramatising health and
Profit and loss

Health and safety make home made
• Carrying out safety drills
precautions at work products such as fruit

• • Using raw materials to
juices, baskets, mats

•
49
50
RESOURCES
IMPORTANCE OF explain the importance of Importance of Discussing the importance of transport
TRANSPORT, transport and transport and and communication
COMMUNICATION AND communication communication Using ICTs in communication
ICTs assess the role of ICTs in Role of ICTs Examining the roles of ICTs in
• Pictures
communication communication
• • Mass media
MODES AND FORMS OF distinguish between modes Transport: Listing modes and forms of transport and ICT tools
TRANSPORT AND and forms of transport and -modes communication Pictures

COMMUNICATION communication -forms Discussing advantages and Real objects

• • • •
identify the different modes Communication: disadvantages of different modes of Related literature
•
and forms of transport and -modes transport

• •
communication -forms Outlining modes and forms of

• • •
communication
Discussing the advantages and

•
disadvantages of different modes of

communication
•
TRANSPORT AND outline Zimbabwe’s different Zimbabwe’s transport Illustrating transport and communication ICT tools
COMMUNICATION transport and and communication links Maps/Atlases
LINKS WITH OTHER communication links with links Visiting ports of entry in Zimbabwe Related literature
• • • •
COUNTRIES other countries Ports of entry in Identifying ports of entry on the map of
•
Zimbabwe Zimbabwe
• •
• •
ENTERPRISE SKILLS Enterprising skills:
-farming skills
enterprising -building
• list enterprise skills • • Explaining enterprising • Resource person
-textile technology significance of

• explain the importance of • Pictures
-visual and performing enterprising skills in job

• Discussing the • ICT tools
arts creation
-sport
observing entrepreneurs
at work
• Touring industries and
TOURISM IN identify major tourist Major tourist destinations Maps

ZIMBABWE destinations in Zimbabwe in Zimbabwe destinations in Zimbabwe ICT tools
explain the importance of Pictures
• • • Listing major tourist •
tourism in Zimbabwe destinations on the map Related literature

•
identify cultural ways of preserving tourist of Zimbabwe

• • Importance of tourism • Locating major tourist •
preserving tourist destinations:

• Indigenous methods of •
destinations -taboos destinations in their

•
-spiritual beliefs communities

• Touring tourist
importance of tourism in
Zimbabwe
• Discussing the
spiritual beliefs related to

preservation of tourist
• Discussing taboos and
destinations
SPORT, ARTS AND identify sport, arts and Sport, arts and cultural Naming sport, arts and ICT tools
CULTURAL cultural associations in associations/ cultural associations in Resource person
ASSOCIATIONS Zimbabwe organisations: Zimbabwe Pictures
• • • •
describe the functions of -Chipawo Explaining the functions Related literature

•
sport, arts and cultural -National Arts Council of sport, arts and cultural
•
• • •
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52
associations - Zimbabwe Football associations in
Association (ZIFA) Zimbabwe
- Zimbabwe Netball
Association (ZINA) x Discussing the
importance of being a
member of sport, arts
and cultural associations
in Zimbabwe
x Participating in sport, arts
and cultural activities
RESPONSIBILITY AT x discuss responsible x Responsible behaviour: x Listing responsible x ICT tools

WORK AND DURING behaviour at work and during -hard work behaviour at work and x Resource person
LEISURE TIME leisure time -honesty during leisure time x Pictures
-self-motivation x Discussing the x Related literature

-punctuality importance of
responsible behaviour at
work and during leisure
time
x Participating in work and
leisure activities
OCCUPATIONAL x discuss safety rules at work x Safety rules at work x Stating safety rules at x ICT tools
SAFETY x explain the importance of x Protective clothing work x Pictures
protective clothing x Discussing the x Related literature
importance of protective x Mass media
clothing x Protective clothing
x Practising safety
measures at work
DISASTERS AND Natural disasters
DISASTER and human induced Human induced between natural and
MANAGEMENT disasters disasters human-induced disasters
• distinguish between natural • • Explaining the differences • ICT tools
Effects of disasters on
• • Pictures
natural and human induced the socio-economic natural and human-

• Mass media
disasters on the socio- environment induced disasters

• describe the effects of • • Classifying disasters into • Resource person
economic environment Disaster

• Equipment
management: disasters on the socio-

economic environment
- drills
• • Discussing the effects of
- plans
preparedness plans
through drills
• Practising disaster
preparedness plan for the

class
• Designing a disaster
INFORMATION AND trace the development of ICT Information and Listing forms of ICT ICT tools
COMMUNICATION explain the positive and Communication Comparing past and Resource person
TECHNOLOGY (ICT) negative impact of ICT on Technology in the present technological Models
• • • •
DEVELOPMENT the people’s way of life past and present: developments Related literature
• • •
- typewriters Discussing the positive Mass media

•
- black and white and negative effects of

•
television technology
• •
- satellite dishes Suggesting ways of

- landline telephone mitigating the negative
- cell phone effects of technology
•
disadvantages of ICT
• Effects of ICT
• Advantages and
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GRADE 7

MARITAL Characteristics of
RELATIONSHIPS ideal marital relationships ideal marital
relationships such as marital disputes
• identify characteristics of • • Role-playing marital relationships • ICT tools
of marital disputes fidelity, love, honesty,

• Discussing possible causes of • Resource person
respect marital disputes

• suggest possible causes • Related literature
Causes of marital
• Identifying possible solutions to • Wedding pictures
disputes
• Wedding rings
CONFLICT identify conflicts at home, Causes of conflicts at Discussing conflicts and their ICT tools
•
MANAGEMENT school and community home, school and causes

Resource person
examine causes of community Suggesting solutions to identified Household equipment
• • • •
conflicts at home, school Possible ways of conflicts Props

•
and in the community resolving conflicts Identifying conflict arbiters at Related literature
• • •
home, school and the community

• •
Role-playing conflict management

•
DIFFERENT list languages spoken in Languages spoken in Naming the sixteen official ICT tools
LANGUAGES AND Zimbabwe different parts of languages spoken in Zimbabwe Constitution of Zimbabwe
•
CULTURES OF identify known cultural Zimbabwe Comparing cultural practices of Resource person
• • • •
ZIMBABWE practices in different parts Cultural practices people in Zimbabwe Map of Zimbabwe
•
of Zimbabwe associated with Modelling in various cultural attire Related literature

• • •
specific language Artefacts

• •
groups in Zimbabwe Pictures

• •
Different (dresses) costumes

•
CUSTODIANS OF outline the hierarchy of Illustrating the indigenous ICT tools

•
CULTURE indigenous leadership in hierarchy in Zimbabwe: leadership hierarchy in Zimbabwe Resource person
•
Zimbabwe - village head Dramatising the duties of Related literature

• • Indigenous leadership • •
explain the role of -headman chieftainship hierarchy Pictures

•
indigenous leaders - chief Discussing the installation and

• •
describe how chiefs are burial of chiefs

• •
installed and buried of different levels of the

•
indigenous leadership
• • Duties and jurisdiction
59
• Installation and burial
of chiefs
PRESERVATION OF identify major heritage Major heritage sites of Stating major heritage sites of ICT tools
HERITAGE SITES sites of Zimbabwe Zimbabwe: Zimbabwe Maps
describe ways of -Freedom camp Describing major heritage sites of Resource person
• • • •
preserving heritage sites (Zambia) Zimbabwe Related literature

•
of Zimbabwe -Chimoio Suggesting ways of preserving

• • •
(Mozambique) heritage sites of Zimbabwe

•
-Njelele Touring of Heritage sites

•
-Heroes Acre
-Great Zimbabwe
•
-Victoria Falls
Heritage sites:
-indigenous ways
• Preservation of
such as taboos and

spiritual beliefs
-contemporary ways
such as gazetted Acts
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56
HEALTHY BOY-GIRL Healthy boy-girl
RELATIONSHIPS relationships relationships relationships
• identify healthy boy-girl • • Discussing healthy boy-girl • ICT tools
relationships girl relationships

• Resource person
• describe healthy boy-girl • Role-playing healthy boy- • Related literature
boy-girl relationships
• Pictures
EFFECTS OF AGE ON relate the age of marriage to ICT tools

• Story-telling about healthy
MARRIAGE AND population growth and their effects on age in marriage on Related literature
POPULATION GROWTH analyse the effects of population growth population growth Pictures
• • Age, marriage types • Discussing the effects of •
marriage types on population Resource person

•
growth family size on a country’s

• •
population and economic

• Debating the effects of •
activity
marriage types on
population growth
• Discussing the effects of
CHILD-BEARING analyse the effects of child Effects of child- ICT tools

birth on the mother bearing on: child-bearing on the mother Resource person
relate mother’s rate of child- - health of the mother and family life Related literature
• • • Examining the effects of •
bearing to her health and the - health and welfare Pictures

•
welfare of the child of the child rate of child bearing on the Charts
• •
health and welfare of the

• Discussing the effects of the •
child
•
INDEPENDENCE AND x relate independence to self- x Independence and x Discussing the importance x ICT tools
SELF-GOVERNANCE governance self-governance of independence and self- x Related literature
x describe the importance of governance x Resource person
self-governance x Comparing self-governance x Pictures
and colonial rule x Heritage sites and artefacts
THE LAND REFORM x identify the causes of the x The land reform x Discussing causes of the x ICT tools
PROGRAMME land reform programme programme land reform programme x Related literature
x discuss the benefits of the x The benefits of the x Describing benefits of the x Pictures
land reform programme land reform land reform programme x Resource persons
programme x Touring neighbouring farms x Neighbouring farms

to see benefits of the land
reform programme
THE NATIONAL SCHOOL x recite the national school x The national school x Swearing allegiance to the x ICT tools
PLEDGE pledge pledge national school pledge x Constitution of Zimbabwe
x discuss the importance of the x The national flag x Singing the national anthem x Resource person
national school pledge x The national x Explaining the importance of x Related literature
x relate the national school anthem the national school pledge
pledge to the national flag and the national anthem
and national anthem
ZIMBABWE AS A x relate Zimbabwe to other x Regional and x Identifying regional and x ICT tools
MEMBER OF OTHER international organisations international international organisations x Related literature
REGIONAL AND x explain the importance of organisations: to which Zimbabwe is a x Resource person
INTERNATIONAL belonging to regional and -Southern African member x Pamphlets
ORGANISATIONS international organisations Development x Discussing the importance x Maps:
Community of being a member of -Africa
(SADC) regional and international -World
-Common Market for organisations
Eastern and x Explaining the functions of
Southern Africa some regional and
(COMESA) international organisations
- African Union (AU)
- United Nations
(UN)
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58
ELECTIONS Elections:
elections -Parliamentary elections
-Presidential
• analyse different forms of • • Listing different kinds of • ICT tools
-Senatorial kinds of elections

-Local government
• explain the electoral process • Discussing the different • Constitution of Zimbabwe
elections government elections

• Pamphlets
-By-elections and national elections

• Comparing local • Resource person
Electoral process
OWNERSHIP OF name types of property Family property Discussing property ICT tools
PROPERTY ownership documents Movable and ownership Related literature

•
evaluate types of property immovable property Listing types of property Resource person
• • • •
ownership Types of ownership ownership documents Pamphlets

• •
explain the importance of documents Discussing the

• • •
patent rights Patent rights: importance of patent

• •
-intellectual property rights

• •
-copy rights
•
-animal branding
INHERITANCE explain inheritance Inheritance: Discussing inheritance ICT tools
identify channels, institutions -Wills procedures Related literature
and organisations which -Heirship Discussing institutions Pictures
• • • •
facilitate inheritance -Property and organisations that Resource person

• •
facilitate inheritance Samples of wills

• •
Dramatising inheritance Affidavit forms

•
facilitation processes
•
Identifying properties that

• •
are inheritable
•
INDIGENOUS name indigenous institutions Indigenous institutions Identifying indigenous Constitution of Zimbabwe
INSTITUTIONS AND that promote gender equity and Domestic institutions that promote Resource person
DOMESTIC explain the importance of Legislation on Gender gender equity Related literature
• • • •
LEGISLATION ON gender equity equity Discussing the ICT tools

•
GENDER EQUITY Importance of gender importance of gender

• •
equity: equity
• •
- indigenous
•
- contemporary
CONSUMER RIGHTS • identify consumer rights • Consumer rights: • Discussing consumer • ICT tools
-the right to choose rights
goods and services
consumer rights -the right to know the rights
• interpret consumer rights • Related literature
composition and expiry

• explain the importance of • Explaining consumer • Pictures
dates of packaged of consumer rights

• Resource person
goods
• Justifying the importance • Empty packaging materials
-the right to know the packaging materials

side effects of products
• Collecting empty
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60
TOPIC 5: SHELTER
PROBLEMS AND Shelter
SOLUTIONS TO shelter -Problems shortages of shelter
SHORTAGES OF -Solutions
• identify problems related to • • Listing problems caused by • ICT tools
SHELTER shortage of shelter problems caused by shortages of

shelter
• suggest possible solutions to • Suggesting possible solutions to • Pictures
FACTORS THAT List factors that influence the ICT tools

• Local environment
INFLUENCE SITING AND siting and design of shelter siting and design of influence siting and design of Models
DESIGN OF SHELTER explain factors that influence shelter shelter Dioramas
• •Factors that influence • Describing different factors that •
the siting and design of Pictures

•
shelter designs Related literature

• •
Resource person
• Drawing shelters with different •
shelter designs Buildings

•
• Touring places with various
WAYS OF ACQUIRING identify different ways of Discussing different ways of ICT tools
•
ACCOMMODATION acquiring accommodation acquiring accommodation Title deeds

•
Resource person
• • Renting • •
accommodation Pictures
• Buying – Title Deeds •
Models
• Constructing own •
Buildings
•
• Inheritance •
•
PROMINENT PEOPLE
INVOLVED IN involved in voluntary work involved in voluntary involved in voluntary work
VOLUNTARY WORK IN work such as
• identify prominent people • Prominent people • Stating prominent people • Pictures
THE PAST AND - Jairos Jiri prominent people to beneficiaries

• ICT tools
PRESENT - Matthew Rusike in the community

• Describing contributions of • Related literature
- Mother Theresa
• Resource person
- Florence Nightingale disadvantaged and vulnerable

people in the community
• Touring centers that assist the
VOLUNTARY AND explain the role of voluntary Voluntary and ICT tools
HUMANITARIAN organisations in the country Humanitarian organisations in the country Resource person
ORGANISATIONS IN THE highlight the challenges organisations Pictures
• • • Discussing the role of voluntary •
COUNTRY caused by some voluntary by some voluntary organisations Related literature

•
organisations
• • Outlining the challenges caused •
suggest ways of mitigating challenges

•
the challenges
• Suggesting ways of mitigating the
PARTICIPATION IN perform voluntary work in Participation in Demonstrating volunteerism ICT tools

•
VOLUNTARY WORK their locality voluntary work Engaging in community projects Resource person
to assist the vulnerable Related literature
• • • •
• •
•
61
62
TOPIC 7: NATURAL HERITAGE: PRODUCTION, DISTRIBUTION
AND CONSUMPTION OF GOODS AND SERVICES
NATIONAL STRATEGIC x identify national strategic x National strategic x Discussing national x ICT tools
RESERVES reserves reserves such as: strategic reserves x Resource person
- water x Evaluating the role of x Related literature
x explain the role of national - fuel national strategic reserve x Pictures
strategic reserves institutions - grain institutions in Zimbabwe x National Strategic reserves
in Zimbabwe - electricity x Touring National Strategic
- wildlife institutions
- money
x National strategic
reserve institutions
such as:
- Zimbabwe Electricity
and Transmission
and Distribution
Company (ZETDC)
- Reserve Bank of
Zimbabwe (RBZ)
- Zimbabwe National
Water Authority
(ZINWA)
- Grain Marketing
Board (GMB)
- National Parks and
Wildlife
Management
Authority (NPWMA)
STORAGE AND x examine various methods of x Storage facilities such x Matching storage facilities x ICT tools
MARKETING OF GOODS storage and marketing as: with goods x Resource person
(IMPORTS AND x distinguish between imports - silos x Discussing storage and x Pamphlets
EXPORTS) and exports - warehouses marketing strategies x Storage facilities
- tanks x Touring to observe
- dams storage facilities
x Marketing institutions x Identifying major imports
such as: and exports
- supermarkets
- departmental stores
INDIGENOUS AND Indigenous and
CONTEMPORARY contemporary ways of contemporary ways of and contemporary ways of
WAYS OF PRESERVING preserving food preserving food preserving food
• discuss the indigenous and • • Comparing the indigenous • ICT tools
FOOD
• Resource person
preserving food of preserving food

• explain the importance of • Justifying the importance • Pictures
preserving food
• Pamphlets
• Demonstrating ways of • Food items
63
64
RESOURCES
FACTORS THAT INFLUENCE explain factors that Factors that affect choice Tabulating factors that influence
CHOICE OF MODE OF influence the choice of of modes of transport and choice of mode of transport and
TRANSPORT AND mode of transport and communication communication
• • • • Models
COMMUNICATION communication
• Dioramas
choice of mode of transport and

• ICT tools
communication
• Evaluating factors that influence • Related literature
IMPORTANCE OF UP-TO- interpret maps and charts Importance of maps and ICT tools
DATE MAPS AND CHARTS for travelling purposes charts for travelling domestic, regional and international
Maps
FOR TRAVELLING purposes traffic routes Resource person
• • • Reading maps and charts on •
PURPOSES Related literature

•
date maps for travelling purposes Compass

•
NOTE: Travel maps can be accessed

• Explaining the importance of up-to- •
from information centres, surveyor

general’s office and some service

stations
HAZARDS AND DISASTERS identify hazards and Hazards and disasters in ICT tools
IN THE TRANSPORT AND disasters in the transport the transport and prevention of disasters and hazards Related literature
COMMUNICATION and communication communication industry Resource person
• • • Discussing causes, effects and •
INDUSTRY industry Prevention of hazards and Local

•
analyse causes and effects disasters in the transport environment environment

• Debating causes of accidents •
of hazards and disasters in and communication

• • Touring roads in the local •
the transport and industry

•
communication industry Causes and effects of

hazards in the transport
and communication
•
industry
MANAGEMENT OF suggest ways of managing Solutions to hazards and Conducting mock disasters and ICT tools
DISASTERS IN THE hazards and disasters in disasters hazard preparedness drills Related literature
TRANSPORT INDUSTRIES the transport and Resource person
• • • •
communication industry
•
•
RESOURCES
HUMAN CAPITAL identify different career Career opportunities Examining different careers
DEVELOPMENT IN opportunities in Zimbabwe in Zimbabwe Role-playing different career opportunities
ZIMBABWE examine different Human capital Touring different work places
organisations involved in development in

human capital development Zimbabwe

in Zimbabwe
• Pamphlets
ENTERPRISE explain the concept of self- Self-reliance and Role-playing the importance of being self- ICT tools
• Work places
SKILLS/SELF- reliance and employment employment creation reliant Pictures

RELIANCE AND creation Effects of Explaining effects of unemployment Resource person

• • • •
EMPLOYMENT discuss the effects of unemployment Discussing ways of creating employment Pamphlets
•
CREATION unemployment Ways of being self- Engaging in income generating projects Project centres
• • •
suggest ways of being self- reliant

• • •
reliant and creating

• • •
employment
•
PROTECTION OF identify workers’ rights Workers’ rights Discussing workers’ rights ICT tools
WORKERS’ RIGHTS explain the need for Occupational hazards Explaining the functions of workers unions Constitution of
protecting workers’ rights Occupational safety in Zimbabwe Zimbabwe
• • • •
state occupational hazards Discussing the dangers of occupational Pictures

• • • •
and safety measures hazards Pamphlets

•
Suggesting measures of preventing work Resource person

• • •
related accidents Related literature

•
• •
•
RESPONSIBILITY AT justify individual Responsibilities at Discussing safety precautions at work and ICT tools
WORK AND DURING responsibilities at work and work and during during leisure time Resource person
LEISURE TIME during leisure time leisure time Distinguishing between responsible and Charts
• • • •
describe the benefits of being Sports irresponsible behaviour at work and during Pictures
•
involved in sports leisure time Related literature

• •
• • •
•
65
66
RESOURCES
design time-tables for work Justifying the benefits of sports
and leisure
TOURISM IN SADC AND identify tourist destinations in Tourist destinations in Discussing tourist destinations in ICT tools
• •
OTHER COUNTRIES Zimbabwe, the SADC and Zimbabwe, the SADC Zimbabwe, the SADC and other countries Maps
other countries and other countries Suggesting ways of promoting tourism Related literature
• • • •
explain the importance of Benefits of tourism Models

•
tourism to Zimbabwe and Pictures

• •
other countries Pamphlets

• • •
•
•
RESOURCES
ENVIRONMENTAL examine causes and effects Desertification: Identifying major deserts in Africa
ISSUES: of desertification -causes, effects and Discussing causes and effects of
DESERTIFICATION suggest mitigatory factors to solutions desertification
CAUSES, EFFECTS AND the problem of Planting trees as a mitigatory factor to

SOLUTIONS desertification desertification

• • Maps
and seeds
POLLUTION: define pollution Pollution: Discussing the problems and effects of

• Tree seedlings
CAUSES, EFFECTS AND explain the causes and -water pollution

SOLUTIONS effects of pollution -land Identifying mitigatory measures to control
suggest mitigatory measures -air pollution

to control pollution Causes, effects and

• • Maps
solutions
•
!
!
!
!
! $
67
9.0 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.
9.1 Assessment Objectives

By the end of the Heritage-Social Studies Primary School Course, learners should be able to:
l identify with national symbols such as National Flag, Anthem, National School Pledge, Monuments and
Heritage sites
l explain the significance of public holidays and other national events
l demonstrate ways of showing respect for self and others
l discuss norms, values and appropriate responsible behaviour
l differentiate between new and old means of transport, Information and Communication Technology (ICT)
l illustrate how transport and ICT facilitate communication among people and countries
l justify the importance of work and leisure
l explain key events and importance of the First and Second Chimurenga/Umvukela liberation struggle
l compare the practices of their own culture and that of others
l identify appropriate shelter for humans and animals
l explain the need for equal opportunities for all citizens of Zimbabwe
l identify the global environmental issues that affect livelihoods
l describe the production and marketing of goods and services
9.2: Scheme of Assessment

Heritage-Social Studies will be assessed through a separate section in the General Paper and shall constitute 25%.
The syllabus embraces both continuous and summative assessments.
9.2.1 Continuous Assessment (35%)
Continuous assessment shall involve projects, tests and assignments.
A learner is expected to produce a project portfolio at each of the following levels:

l Grade 3
l Grade 4
l Grade 5
l Grade 6
l Grade 7
NOTE: A profile system has to be developed for every child to capture those attributes that cannot be measured such
as the soft skills. A folio comprises test results throughout the primary school on an annual basis and marks collated
from the four prescribed projects. Observation schedules, checklists, tests and project tasks are to be set at district
level and standardised nationally.
68
Continuous Assessment Model
LEVEL FORM OF ASSESSMENT ASSESSMENT TASKS NATURE FREQUENCY
GRADE 3 Continuous • Singing • Practical • Daily basis

• Drawing • Can be done
• Dancing individually or in
• Colouring/Painting Groups
• Reading and writing
• Story telling
• Speaking
• Listening
• Counting
• Playing games
• Reciting poems
• Constructing models
• Dramatising
• Role playing
• Picture reading
• Researching
• Discussing
• Debating
• Weekly
• Written Exercises
• Once per Month
• Theory tests • Once a year
• Project
GRADE 4 Continuous • Singing • Practical • Daily basis

• Story telling
• Speaking
• Listening
• Counting
• Playing games
• Reciting poems
• Dramatising
• Role playing
• Picture reading
• Researching
• Discussing
• Debating
• Weekly
• Once per Month
• Project
69
GRADE 5 • Singing • Practical • Daily basis

• Story telling
• Speaking
• Listening
• Counting
• Playing games
• Reciting poems
• Dramatising
• Role playing
• Picture reading
• Researching
• Discussing
• Debating
• Weekly
• Once per Month
• Project

• Story telling
• Speaking
• Listening
• Counting
• Playing games
• Reciting poems
• Dramatising
• Role playing
• Picture reading
• Researching
• Discussing
• Debating
• Weekly
• Once per Month
• Project
70

• Story telling
• Speaking
• Listening
• Counting
• Playing games
• Reciting poems
• Dramatising
• Role playing
• Picture reading
• Researching
• Discussing
• Debating
• Weekly
• Once per Month
• Project
ASSESSMENT CRITERIA
Assessment Instruments:
l Checklists
l Rating Scale
l Observation Guide
l Exercises
l Theory Tests
l Practical
l Project
9.2.2 Summative Assessment (65%)

Description of the Summative assessment structure
The Summative assessment comprises two components as follows:
Paper 1 (1hr 30 minutes - 50 marks) 30%

There are 50 multiple-choice questions and candidates are required to answer all.
Paper 2 (1hr 30minutes – 50 marks) 35%

Paper 2 comprises Section A and B. Section A with approximately 30 questions is compulsory and carries 30 Marks.
Section B is a choice section which carries 20 marks. A candidate is expected to choose 4 out of 6 questions. Each
question carries 5 marks.
71
9.2.3 Assessment Model
Assessment of learner performace

in Heritage & Social Studies
25%
Continuous Assessment Summative Assessment
Structured test
Projects Tests
Assignment MCQ 35%
Profiling 15% 10% 10% 30%
Moderated Continuous
Examination
Assessment
Mark =
Profile Continuous
assessment 35%
65%
35%
EXIT FINAL MARK HERITAGE & FINAL MARKS FROM

PROFILE SOCIAL STUDIES OTHER GENERAL PAPER
COMPONENTS
100% (25%) 75%
72
The setting and designing of questions in Heritage-Social Studies are guided and informed by the skills weighting chart and the specification
grid below:
9.2.4 Skills Weighting Chart

Heritage-Social Studies is a skill based study area which shall be assessed as follows:
Knowledge 40%
Comprehension 30%
Application 20%
Problem Solving 10%
9.2.5 Specification Grid for Summative Assessment
KNOWLEDGE COMPREHENSION APPLICATION PROBLEM

TOPIC TOTAL
40% 30% 20% SOLVING 10%
Identity: Family History and

1. 2 1 1 1 5
Local Heritage
2. Cultural Heritage 2 2 1 0 5
National History, Sovereignty

3. 3 2 1 1 7
and Governance
Entitlements/Rights and
4. 2 1 1 1 5
Responsibilities
5. Shelter 2 2 1 0 5
Social Services and

6. 1 1 1 0 3
Volunteerism
Natural Heritage: Production,

7. Distribution and Consumption 3 2 1 1 7
of Goods and Services
8. Transport and Communication 2 2 1 1 6
9. Work and Leisure 2 1 1 0 4
10. Global Issues 1 1 1 0 3
TOTAL 20 15 10 5 50
73
ABBREVIATIONS AND ACRONYMS

CEDAW Convention on the Elimination of all forms of Discrimination Against Women
GMB Grain Marketing Board
NACZ National Arts Council of Zimbabwe
NSSA National Social Security Authority
NPWMA National Parks and Wildlife Management Authority
UNESCO United Nations Education Scientific and Cultural Organisation
UNICEF United Nations International Children’s Emergency Fund
UN United Nations
NGOs Non – Governmental Organisations
NMMZ National Museums and Monuments of Zimbabwe
SADC Southern Africa Development Community
SEDCO Small Enterprise Development Company
SPS School Psychological Services
WHO World Health Organisation
ZINWA Zimbabwe National Water Authority
HIV Human Immuno-deficiency Virus
AIDS Acquired Immune Deficiency Syndrome
RBZ Reserve Bank of Zimbabwe
ZETDC Zimbabwe Electricity Transmission Distribution Company
ZIFA Zimbabwe Football Association
ZINA Zimbabwe Netball Association
74

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Heritage and Social Junior 01-10-16.

qxp_Layout 1 13/10/2016 1:00 PM Page 1

MInISTRY Of PRIMARY AnD SECOnDARY EDUCATIOn

HERITAGE - SOCIAL STUDIES

jUnIOR (GRADE 3-7) SYLLABUS

Curriculum Development and Technical Services,

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

2.0 PRESENTATION OF THE SYLLABUS...........................................................1

3.0 AIMS .................................................................................................................2

4.0 SYLLABUS OBJECTIVES...............................................................................2

5.0 METHODOLOGY AND TIME ALLOCATION ...................................................2

7.0 SCOPE AND SEQUENCE................................................................................4

ABBREVIATIONS AND ACRONYMS ........................................................................74

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

1.0 PREAMBLE l Collaboration with others to improve the

The focus of the syllabus is on facilitating the 1.4 Assumptions

1.2 Rationale self-assessment activities

Heritage-Social Studies embraces the Zimbabwean

1.3 Summary of Content

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

l Infant (ECD - Grade 2) 4.0 SYLLABUS OBJECTIVES

5.0 METHODOLOGY AND TIME

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

appropriate For the successful implementation of the Heritage-

(n) games l Social Services and Volunteerism

Grade 3 to 7 : 4 periods of 30 minutes per week

genealogies members - nuclear

names and - polygamous cultures of Zimbabwe

totems - child headed in the pre-colonial era

such as duri/umgigo, - one parent

the totem guyo/imbokodo beliefs, folklore, games, songs

system community and dances

• Family and surrounding

and heroines gatherings and events cultures in Zimbabwe

• Indigenous • Indigenous governance

rituals: boys and girls different cultural groups

-marriage getting married and marriage

related cultural practices

GRADE 3 GRADE 4 GRADE 5 GRADE6 GRADE 7

celebrations Zimbabwe: The Rozvi, Mutapa and Ndebele -egalitarian governance

Symbols of unity Europeans: -democracy

role of individuals, - urban Umvukela and sovereignty

community, police and -metropolitan provinces

the courts celebrations

GRADE 3 GRADE 4 GRADE 5 GRADE6 GRADE 7

responsibilities of children rights and Zimbabwe

place domestic legislation on gender

and school men and the equity

protect children from disadvantaged

and taboos abuse

types of shelter shelter settlements in Zimbabwe shortages of shelter

shelter designs for disaster prone

areas management accommodation

GRADE 3 GRADE 4 GRADE 5 GRADE6 GRADE 7

empower the vulnerable

TOPIC 7: NATURAL HERITAGE: PRODUCTION,