Sociology Syllabus: Forms 1 - 4

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

P. O. Box MP 133
Mount Pleasant
Harare
© All Rights Reserved
2015
Sociology Syllabus Forms 1 - 4
ACKNOWLEDGEMENTS
The Ministry of Primary and Secondary Education wishes to acknowledge the following for their valued
contribution in the production of this syllabus:
• The National Sociology Syllabus Panel

• Book Publishers
• The Zimbabwe School Examinations Council
• United Nations Children’s Fund (UNICEF)
• United Nations Educational Scientific and Cultural Oorganisation (UNESCO)
i
CONTENTS
ACKNOWLEDGEMENTS........................................................................................... 3
CONTENTS................................................................................................................. 4
1.0 PREAMBLE.......................................................................................................... 1
2.0 PRESENTATION OF THE SYLLABUS................................................................ 1
3.0 AIMS...................................................................................................................... 2
4.0 OBJECTIVES........................................................................................................ 2
5.0 SYLLABUS TOPICS............................................................................................. 2
6.0 SCOPE AND SEQUENCE CHART...................................................................... 3
FORM 1....................................................................................................................... 6
FORM 2......................................................................................................................21
FORM 3......................................................................................................................37
FORM 4......................................................................................................................50
8.0: SCHEME OF ASSESSMENT..............................................................................64
ii
1.0 PREAMBLE (b) drama, role-play and simulation

(c) song and dance
1.1 Introduction (d) educational tours
(e) case studies
The Sociology syllabus covers Form 1 - 4 cycles (f) puppetry
in Secondary Education. The syllabus covers the (g) gallery walk
social, economic, political, technological and cultural (h) research
environment as aspects of life. It seeks to equip learners (i) group work
with an appreciation of their cultural heritage and utilise (j) question and answer
it for self-sustenance within the society. This syllabus (k) Individualised Educational Programme (IEP)
embraces inclusivity. (l) Resource persons
(m) Poetry
The syllabus follows a developmental and integral
approach that helps learners sustain themselves in life. 1.4.1 Time Allocation
1.2 Rationale For adequate coverage of the syllabus, the following

allocation is advised.
The study of Sociology helps learners understand Forms 1 - 4 : 4 periods of 35 mins per week
their relationships within their societal environment.
Sociology should help learners to appreciate, clarify and 1.5 Assumptions
develop norms and values of the Zimbabwean society.
Sociology sensitises learners on socio-political and It is assumed that learners:
economic challenges as well as ways to address them.
It enlightens learners on identity, different social roles • interact with their peers and other members of
and cultural diversity. It also develops skills of critical society
thinking, problem solving, leadership, communication, • appreciate their culture and how it is changing with
technological, tolerance and self esteem. time
• appreciate the relevance of their learning
1.3 Summary of Content • can communicate and think logically on social
issues
The Sociology Forms 1 - 4 syllabus focuses on the
following concepts: 1.6 Cross-cutting themes
• Respect The following cross cutting or emerging issues help the

• Gender sensitivity learner to acquire competencies for lifelong learning.
• Inclusivity
• Equity • Gender
• Cultural diversity • Child Protection
• Patriotism • Children’s Rights and Responsibilities
• Sexuality, HIV and AIDS
1.4 Methodology • Life skills
• Enterprise skills
A spiral approach should be adopted, beginning with • Disaster Risk Management
the learner’s immediate societal environment, exploring • Heritage
his or her family, community and extending to the wider
world. Learners need to develop appropriate value
systems through participating in planned activities. 2.0 PRESENTATION OF THE
Participatory methods should be employed for effective SYLLABUS
teaching and learning of sociology.
2.1 The Sociology Syllabus is presented in a single
These include the following: document for Forms 1 – 4.
(a) discussion 2.2 Topics covered in the syllabus are developmental
1
in nature.
3.0 AIMS
The aims of the syllabus are to enable the learner to:
3.1 develop an appreciation of Unhu/Ubuntu and

cultural diversity
3.2 develop entrepreneurship skills
3.3 understand changes in social life
3.4 appreciate social structure, development and
functions of different institutions
3.5 have an understanding of cross-cultural issues
3.6 incorporate the use of ICT tools in Sociology
4.0 OBJECTIVES
By the end of the Form 1 - 4 Sociology Course, learners
should be able to:
4.1 identify cultural roles

4.2 demonstrate cultural practices
4.3 explore measures to curb deviance or anti-social
behaviour
4.4 apply personal and social skills in finding
solutions to social problems
4.5 act responsibly in the society
4.6 apply entrepreneurship skills
4.7 demonstrate an understanding of the
relationships within society and their functions
4.8 develop an understanding of social, economic,
political and cultural diversity
4.9 use ICT tools
4.10 apply research skills in solving social problems
5.0 SYLLABUS TOPICS

5.1 The individual and society
5.2 Family and kinship
5.3 Culture
5.4 Education
5.5 Social stratification, Politics and Power
5.6 Communication and the mass media
5.7 Entrepreneurship and Occupations
5.8 Population and migration
5.9 Crime and delinquency
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6.0 SCOPE
6.0 SCOPE SEQUENCE
AND AND CHART
SEQUENCE CHART
TOPIC 1: THE INDIVIDUAL AND SOCIETY
FORM 1 FORM 2 FORM 3 FORM 4
 The importance of Sociology  Relationship between individual  Agents of socialisation  Agents of socialisation
 Types of society and society  Roles of socialisation agents  Effects of socialisation
 Roles performed by individuals  Secondary socialisation  Nature and nurture
and society
 Socialisation
TOPIC 2: FAMILY AND KINSHIP

3
 Types of family  Types of family  Marriage and marriage practices  Changing family patterns
 Kinship  Roles of family in society  Family breakdown  Kinship ties in indigenous and
 Roles of family members in  Family norms and values industrial societies
indigenous and modern society
TOPIC 3: CULTURE
TOPIC 3: CULTURE
 Types of culture  Language and culture  Sub-cultures  Effects of culture

 Characteristics of culture  Cultural differences  Culture and gender  Preservation of culture
 Norms and values  Cultural dynamism  Race and ethnicity
Page 5 of 78
TOPIC 4: EDUCATION
TOPIC 4: EDUCATION
 Forms of education  Importance of education  Functions of education  The curriculum and “Hidden
 Education and gender  Education and gender  Education and gender Curriculum”
 The State`s contribution towards  Educational achievements  Education and gender
education  Education and social mobility
 Other stakeholders` contribution
towards education
TOPIC 5: SOCIAL STRATIFICATION, POLITICS AND POWER

4
 Types of social stratification  Determinants of social  Social stratification in Zimbabwe  Effects of social stratification
stratification  Social mobility  Politics and power in Zimbabwe
 Social mobility  Politics and power  Gender and politics in Zimbabwe
 Industrialisation  Gender and politics in Zimbabwe
 Division of labour
TOPIC 6: COMMUNICATION AND MASS MEDIA

TOPIC 6: COMMUNICATION AND THE MASS MEDIA
 Communication channels  Communication and technology  Communication and Disaster Risk  Ownership and control of mass
 Types of mass media  Roles of mass media Management media
 Role of advertising  Mass media control and  Effects of mass media
 State and private media Page 8 of 78
organisation
TOPIC 7: ENTREPRENEURSHIP AND OCCUPATIONS
 Forms of entrepreneurship  Enterprising skills  Gender and empowerment  Factors influencing entrepreneurship
 Occupation  Formal and informal sector  Conflict management at the  Government economic policies
 Start up strategies workplace  Workers associations and trade
 Gender and occupational structure unions
TOPIC 8: POPULATION AND MIGRATION

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 Factors affecting population  Patterns of mortality in different  Population growth and  Demographic trends
 Migration societies development  Effects of Migration
 Patterns of fertility in different  National Census  Global effects of HIV and AIDS
societies
 Types of Migration
TOPIC
TOPIC 9: CRIME
9:CRIME ANDAND DELIQUENCY
DELINQUENCY
 Types of crime  Factors influencing crime and  Crime statistics  Crime and gender
 Acts of Delinquency delinquency in society  Measures to reduce crime and  Crime statistics
 Acts of Deviance  Youth culture delinquency  Law enforcement agents
 Law enforcement agents in Law enforcement agents
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Zimbabwe
FORM 1
FORM 1
7.0 COMPETENCY MATRIX

7.0 COMPETENCY
TOPIC MATRIX
1: THE INDIVIDUAL AND SOCIETY
KEY CONCEPTS LEARNING OBJECTIVES: Learners CONTENT (Knowledge, SUGGESTED LEARNING SUGGESTED LEARNING
will be able to:- Skills and Attitudes) ACTIVITIES AND NOTES RESOURCES
THE IMPORTANCE OF  identify the characteristics of  significance of Sociology  Discussing the characteristics  Textbooks
SOCIOLOGY sociology  Attributes of Sociology of sociology  Talking books
 Describe the importance of  Explaining the significance of  Large print books

sociology sociology  Braille books
 Braille machines
 Braille paper
 Video clips with
captions
 Computers with jaws
software

6
ICT tools
 Newspaper cuttings
TYPES OF SOCIETY  list various types of societies  Types of Society  Stating various types of  Textbooks
 describe institutions of society  Institutions of society societies  Talking books
 Discussing institutions of  Large print books
society  Braille books
 Braille paper
captions
software
 ICT tools
 Pictures
 Magazines
ROLES PERFORMED  Identify roles performed by  Societal roles  Discussing roles performed  Textbooks
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BY INDIVIDUALS AND individuals in society  Individual roles by individuals and society  Talking books
SOCIETY  outline the roles performed by  Collecting images of  Large print books
individuals in society individuals performing  Braille books
 explain roles performed by the different roles in society  Braille machines
society  Miming roles in society  Braille paper
 Dramatizing roles in society  Video clips with
captions

software
 ICT tools
 Resource person
SOCIALISATION  identify types of socialisation  Socialization  Stating types of socialisation  Textbooks
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 describe primary socialisation  Primary socialisation  Discussing primary  Talking books
socialization  Large print books
 Braille books
 Braille paper
captions
software
 ICT tools
 Pictures
 Resource person
Page 15 of 78
TYPES OF FAMILY  identify types of family  Types of family  Listing types of family  Textbooks
 describe types of family - Nuclear  Explaining types of family  Talking books
 outline effects of HIV and AIDS on - Extended  Discussing effects of HIV and  Large print books
the family - Child headed AIDS on the family  Braille books
- One parent  Dramatizing  Braille machines
 Braille paper
captions
software
 ICT tools
 Charts
 Drawings
KINSHIP  identify kinship ties  Kinship ties  Discussing kinship ties within  Textbooks
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 describe kinship the family  Talking books
 Role playing on kinship ties  Large print books
 Drawing a family tree  Braille books
 Braille paper
captions
software
 ICT tools
 Charts
 Drawings
ROLES OF FAMILY  state the roles of family members  Socialization  Listing roles of the family  Textbooks
MEMBERS IN in an indigenous society  Guiding and counseling members  Talking books
INDIGENOUS AND  describe the role of family in  Child bearing  Discussing family roles in  Large print books
MODERN SOCIETY indigenous society in fostering  Support fostering  Braille books
Page 16 of 78
Unhu/Ubuntu/Vumunhu  Security/protection Unhu/Ubuntu/Vumunhu  Braille machines
 outline the roles of family in  sharing  Debating roles of family  Braille paper
modern society members in indigenous and  Video clips with
 describe the role of family in modern societies captions
modern society  Dramatizing the roles  Computers with jaws
software
 ICT tools
 Charts
 Magazines
 Pictures
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TOPIC 3: CULTURE
TOPIC 3: CULTURE
KEY CONCEPTS LEARNING OBJECTIVES: CONTENT (Knowledge, Skills SUGGESTED LEARNING SUGGESTED
Learners will be able to:- and Attitudes) ACTIVITIES AND NOTES LEARNING
RESOURCES
TYPES OF CULTURE  list types of culture  Types of culture  Describing types of culture  Textbooks
 describe different types of  Discussing different types  Talking books
culture of culture  Large print books
 Braille books
 Braille paper

captions
 Computers with
jaws software
 Charts
 Resource persons
CHARACTERISTICS OF  describe characteristics of  Characteristics of culture  Describing the  Textbooks
CULTURE culture  Components of culture characteristics of culture  Talking books
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 explain the components of  National symbols  Classifying the  Large print books
culture characteristics of culture  Braille books
 identify national symbols  Discussing components of  Braille machines
culture  Braille paper
 Explaining the significance  Video clips with
of national symbols captions
 Computers with
jaws software
 Charts
 Artefacts
 Resource person
NORMS AND VALUES  identify norms and values  Norms and values such as:  Listing norms and values  Textbooks
 give differences between the - Dress code  Describing norms and  Talking books
norms and values - Respect/Unhu/Ubuntu values  Large print books
 demonstrate norms and values - Hard work  Discussing the importance  Braille books
- Hospitality of norms and values  Braille machines
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TOPIC 3: CULTURE
RESOURCES
 Identifying role models  Braille paper
 Role playing practices of  Video clips with
norms and values captions
 Watching video clips  Computers with
jaws software
 Charts
 ICT tools
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TOPIC 4: EDUCATION
TOPIC 4: EDUCATION
FORMS OF  identify various forms of education  Forms of Education  Discussing on forms of  Textbooks
EDUCATION  describe various forms of education  Talking books
education  Researching on forms of  Large print books
education  Braille books
 Braille paper
captions
software
 ICT tools
EDUCATION AND  identify areas of gender equity in  Gender equity and  Discussing areas of gender  Textbooks
GENDER education disparities in education equity and disparities in  Talking books
 describe factors influencing education  Large print books
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gender equity in education  Explaining factors influencing  Braille books
 outline areas of gender disparities gender equity in education  Braille machines
 Case studying on gender  Braille paper
disparities in education  Video clips with
 Researching on gender captions
mainstreaming  Computers with jaws
software
 ICT tools
 Resource person
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TOPIC 5: SOCIAL STRATIFICATION
TOPIC 5: SOCIAL STRATIFICATION

TYPES OF SOCIAL  identify types of social  Types of social  Naming types of social  Textbooks
STRATIFICATION stratification stratification stratification  Talking books
 describe types of social  Discussing types of social  Large print books
stratification in an indigenous stratification in an indigenous  Braille books
society society  Braille machines
 discuss types of social  Describing types of social  Braille paper
stratification in an industrialised stratification in a  Video clips with
society industrialised society captions

 Role playing  Computers with jaws
 Researching on social software
stratification in indigenous  ICT tools
and industrialised societies  Newspaper cuttings
13
TYPES OF STATUS  identify types of status  Types of status  Outlining types of status  Textbooks
 describe types of status  Describing types of status  Talking books
 classify types of status  Classifying types of status  Large print books
 Naming important role  Braille books
models  Braille machines
 Dramatizing on achieving  Braille paper
high status  Video clips with
captions
software
 ICT tools
 Charts
 Resource person
Page 21 of 78
KEY CONCEPTS LEARNING OBJECTIVES: CONTENT (Knowledge, SUGGESTED LEARNING SUGGESTED

Learners will be able to:- Skills and Attitudes) ACTIVITIES AND NOTES LEARNING
RESOURCES
COMMUNICATION  explain communication model  Communication model  Drawing the communication  Textbooks
CHANNELS  identify communication channels  Communication channels model  Talking books
 Describing communication  Large print books
channels  Braille books
 discussing communication  Braille machines
channels  Braille paper
captions
software
 ICT tools
 Journals
 Charts
TYPES OF MASS MEDIA  outline types of mass media  Mass media  Naming types of mass media  Textbooks
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 explain the significance of mass  Discussing the importance of  Talking books
media mass media  Large print books
 Demonstrating the use of  Braille books
mass media  Braille machines
 Braille paper
captions
software
 ICT tools
 Journals
ROLE OF ADVERTISING  state advertising agents  Advertising  Listing advertising agents  Textbooks
 discuss the importance of  Advertising agents  Explaining the importance of  Talking books
advertising advertising  Large print books
 explain the role of advertising in  Describing the role of  Braille books
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RESOURCES
mass media advertising  Braille machines
 Educational touring of media  Braille paper
houses  Video clips with
captions
software
 ICT tools
 Journals
STATE AND PRIVATE  identify state and private media  State and private media  Distinguishing state from  Textbooks
MEDIA  compare state and private media private media  Talking books
 explain the roles of state owned  Discussing the roles of state  Large print books
and private media and private media  Braille books
 Educational touring of media  Braille machines
15
houses  Braille paper
captions
software
 ICT tools
 Journals
 Resource person
Page 23 of 78

RESOURCES
FORMS OF  list forms of entrepreneurship  Forms of  Naming forms of  ZIM ASSET
ENTREPRENEURSHIP  classify forms of entrepreneurship entrepreneurship  Textbooks
entrepreneurship - Formal and informal  Describing forms of  Talking books
 describe forms of entrepreneurship  Large print books
entrepreneurship  Comparing different forms  Braille books
of entrepreneurship  Braille machines
 Classifying forms of  Braille paper

entrepreneurship  Video clips with
 Educational touring of captions
formal and informal sectors  Computers with jaws
software
 ICT tools
 Journals
 Resource person
16
OCCUPATION  outline different types of  Forms of occupation  Outlining different forms of  Textbooks
occupation occupations  Talking books
 describe different forms of  Discussing different forms  Large print books
occupation of occupation  Braille books
 explain different occupations  Classifying occupations  Braille machines
 Demonstrating different  Braille paper
occupations  Video clips with
captions
software
 ICT tools
 Journals
 Resource person
 Career guidance
shows
Page 24 of 78
TOPIC 8 : POPULATION AND MIGRATION
FACTORS  identify factors that influence  Population  Explaining factors that  Textbooks
AFFECTING population  Census statistics influence population  Talking books
POPULATION  discuss factors influencing  Researching on factors that  Large print books
population influence population  Braille books
 Case studying on factors  Braille machines
affecting population in their  Braille paper
immediate environment  Video clips with
captions

software
 Talking books
 Large print books
 Braille books
 Braille paper
17
captions
software
 ICT tools
 Pictures
 Charts
 Census documents
MIGRATION  list types of migration  Population  Discussing causes of  Textbooks
 outline causes of migration  Society migration  Talking books
 identify causes of HIV and AIDS in  Role playing on patterns of  Large print books
relation to migration migration  Braille books
 Dramatizing  Braille machines
 Braille paper
captions
Page 25 of 78
TOPIC 9: CRIME AND DELINQUENCY
TYPES OF CRIME  list types of crime  Types of crime such as:  Discussing types of crime  Textbooks
 classify types of crime - Cyber  Explaining factors influencing  Talking books
- White collar crime  Large print books
- Organized  Role playing  Braille books
- Corporate  Braille machines
 Braille paper
captions
software
 ICT tools
 Pictures
 Charts
 Resource person
ACTS OF  state acts of delinquency  Acts of delinquency  Naming acts of delinquency  Textbooks
18
DELINQUENCY  explain causes of delinquency  Discussing causes of  Talking books
delinquency  Large print books
 Discussing ways of mitigating  Braille books
acts of delinquency  Braille machines
 Braille paper
captions
software
 ICT tools
 Pictures
 Charts
 Resources person
ACTS OF DEVIANCE  identify acts of deviance  Deviance  Discussing acts of deviance  Textbooks
 describe acts of deviance  Control measures  Explaining causes of deviant  Talking books
 list control measures of deviancy acts  Large print books
Page 27 of 78
TOPIC 9: CRIME AND DELINQUENCY CONTD..
 explain control measures  Stating control measures  Braille books
 Discussing control measures  Braille machines
 Braille paper
captions
software
 ICT tools
 Pictures
 Charts
 Resource person
19
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FORM 2
FORM 2
RELATIONSHIP  explain how society shapes the  Society  Discussing the impact of  Textbooks
BETWEEN individual society on the individual  Talking books
INDIVIDUAL AND  discuss the relationship between  Collecting pictures of  Large print books
SOCIETY individual and society individuals performing  Braille books
 analyse the relationship between different roles  Braille machines
individual and society  Dramatizing roles of  Braille paper

individuals in society  Video clips with
captions
software
 ICT tools
 Resource person
SECONDARY  identify agents of secondary  Socialization  Discussing agents of  Textbooks
20
SOCIALISATION socialization secondary socialization  Talking books
 describe agents of secondary  Describing agents of  Large print books
socialization secondary socialization  Braille books
 analyse the agents of secondary  Role playing  Braille machines
socialisation  Braille paper
captions
software
 ICT tools
 Pictures
 Resource person
Page 29 of 78
TYPES OF FAMILY  identify types of family  Family  Discussing types of families  Textbooks
 describe characteristics of various  Distinguishing between  Talking books
types of family structures of families  Large print books
 compare the structures of various  Role playing characteristics of  Braille books
families various types of family  Braille machines
 Braille paper
captions
software
 ICT tools
 Pictures
 Journals
ROLES OF FAMILY  outline roles of the family in  Family  Discussing roles of the family  Textbooks
IN SOCIETY society  Society in society  Talking books
21
 explain roles of the family in  Dramatizing different roles of  Large print books
society the family in society  Braille books
 Braille paper
captions
software
 ICT tools
 Pictures
 Journals
Page 30 of 78
FAMILY NORMS AND  identify family norms and values in  Norms and values  Discussing the importance of  Textbooks
VALUES society norms and values  Talking books
 compare norms and values of  Researching on family norms  Large print books
different societies and values  Braille books
 explain the importance of norms  Debating on the importance of  Braille machines
and values norms and values  Braille paper
captions
software
 ICT tools
 Pictures
 Resource person
22
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TOPIC 3: CULTURE
TOPIC 3: CULTURE
LANGUAGE AND  identify the relationship between  Language  Explaining the importance of  Textbooks
CULTURE language and culture  Culture language in the transmission  Talking books
 discuss the importance of of culture  Large print books
language in the transmission of  Discussing how language  Braille books
culture transmits culture  Braille machines
 Viewing videos of different  Braille paper
cultural activities  Video clips with
captions
software
 ICT tools
 Pictures
 Charts
 Artefacts
CULTURAL  identify different cultures  Cultural differences  Discussing different cultural  Textbooks
23
DIFFERENCES  describe different cultural practices  Talking books
practices  Describing different cultural  Large print books
 compare different cultural practices  Braille books
practices  Dramatizing other people`s  Braille machines
cultures  Braille paper
 Touring heritage sites  Video clips with
 Researching on different captions
cultures  Computers with jaws
software
 ICT tools
 Pictures
CULTURAL  identify current changes in culture  Cultural change  Discussing current changes  Textbooks
DYNAMISM  discuss factors influencing cultural in culture  Talking books
change  Explaining factors influencing  Large print books
 describe the effects of cultural cultural change  Braille books
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TOPIC 3: CULTURE
change  Role playing cultural changes  Braille machines
 Researching on cultural  Braille paper
changes  Video clips with
captions
software
 ICT tools
 Pictures
 Charts
24
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TOPIC 4: EDUCATION
TOPIC 4: EDUCATION
KEY CONCEPTS LEARNING OBJECTIVES: CONTENT (Knowledge, SUGGESTED LEARNING SUGGESTED LEARNING
Learners will be able to:- Skills and Attitudes) ACTIVITIES AND NOTES RESOURCES
IMPORTANCE OF  state the importance of education  Education  Discussing the importance of  Textbooks
EDUCATION  explain the role of education in education  Talking books
society  Researching on the  Large print books
importance of education  Braille books
 Braille paper
captions
software
 ICT tools
 Journals
EDUCATION AND  state areas of gender imbalance  Gender  Discussing issues of gender  Textbooks
GENDER in education  Education imbalance in education  Talking books
 explain measures taken to  Discussing measures to  Large print books
25
address gender imbalance in address gender imbalance in  Braille books
education education  Braille machines
 Researching on the  Braille paper
importance of gender equity  Video clips with
in education captions
 Case studying gender equity  Computers with jaws
in education software
 ICT tools
 Journals
STATE`S  identify roles played by the State  Education  Discussing roles played by  Textbooks
CONTRIBUTION in promoting education the Government in  Talking books
TOWARDS EDUCATION  discuss roles played by the State promoting education  Large print books
in promoting education  Discussing Government  Braille books
 discuss the role Government efforts in taking education to  Braille machines
plays towards promoting the people  Braille paper
education for learners with  Explaining Government  Video clips with
Page 34 of 78
TOPIC 4: EDUCATION
KEY CONCEPTS LEARNING OBJECTIVES: CONTENT (Knowledge, SUGGESTED LEARNING SUGGESTED LEARNING
Learners will be able to:- Skills and Attitudes) ACTIVITIES AND NOTES RESOURCES
special needs efforts in providing education captions
to learners with special  Computers with jaws
needs software
 Case studying the State`s  ICT tools
contribution towards  Journals
education
 Researching on the roles
played by Government in
promoting education
OTHER  name various stakeholders  Education  Discussing various  Textbooks
STAKEHOLDERS` contributing towards education  Stakeholders stakeholders` contribution  Talking books
CONTRIBUTION development in Zimbabwe towards education  Large print books
TOWARDS EDUCATION  discuss how various stakeholders development in Zimbabwe  Braille books
contribute towards education  Researching on various  Braille machines
development in Zimbabwe contributions made by other  Braille paper
stakeholders in promoting  Video clips with
26
education in Zimbabwe captions
software
 ICT tools
 Journals
Page 35 of 78

RESOURCES
DETERMINANTS OF  List determinants of social  Determinants of social  Discussing determinants of  Textbooks
SOCIAL STRATIFICATION stratification during the pre- stratification in: social stratification during  Talking books
colonial, colonial and post- - Pre-colonial the pre-colonial, colonial  Large print books
colonial era - Colonial and post-colonial era  Braille books
 Describe the determinants of - Post-colonial  Describing determinants of  Braille machines
social stratification during the stratification during the pre-  Braille paper
pre-colonial, colonial and post- colonial, colonial and post-

colonial era colonial era captions
software
 Case studies
SOCIAL MOBILITY  identify types of social mobility  Types of social mobility  Naming types of social  Textbooks
 describe types of social mobility mobility  Talking books
 Describing types of social  Large print books
27
mobility  Braille books
 Braille paper
captions
software
 Resource person
INDUSTRIALISATION  Discuss factors influencing  Mechanization  Describing factors  Textbooks
industrialization in Zimbabwe  Technological innovation influencing industrialization  Talking books
 Identify the processes of  Urbanization in Zimbabwe  Large print books
industrialization in Zimbabwe  Naming the processes of  Braille books
 Discuss the effects of industrialization  Braille machines
technology on industrialization  Discussing industrialization  Braille paper
in Zimbabwe policies  Video clips with
 Discussing the effects of captions
Page 36 of 78

RESOURCES
technology on  Computers with jaws
industrialization in software
Zimbabwe  Resource person
28
Page 37 of 78

RESOURCES
COMMUNICATION AND  identify indigenous and modern  Communication  Describing different  Textbooks
TECHNOLOGY communication media  Technology communication media  Talking books
 explain the link between  Discussing the link between  Large print books
communication and technology communication and  Braille books
technology  Braille machines
 Discussing the importance of  Braille paper
technology on  Video clips with

communication captions
 Researching on different  Computers with jaws
communication media software
 ICT tools
 Journals
 Resource person
ROLES OF MASS  outline the roles of mass media  Mass media  Listing the roles of mass  Textbooks
29
MEDIA  describe the roles of mass media media  Talking books
 discuss the advantages and  Discussing the uses of mass  Large print books
disadvantages of mass media media  Braille books
 Discussing the advantages  Braille machines
and disadvantages of mass  Braille paper
media  Video clips with
 Dramatizing captions
software
 ICT tools
 Journals
Page 38 of 78
TOPIC 7: ENTREPRENEURSHIP AND OCCUPTION
ENTERPRISING  state enterprising skills  Enterprising skills  Listing enterprising skills  Textbooks
SKILLS  explain enterprising skills  ZIM ASSET  Discussing the use of  Talking books
 discuss Government efforts in enterprising skills in society  Large print books
promoting entrepreneurship  Demonstrating the spirit of  Braille books
team building  Braille machines
 Touring entrepreneurial  Braille paper
projects within the community  Video clips with
captions
software
 ICT tools
 Charts
 Resource person
 ZIM ASSET
30
FORMAL AND  classify formal and informal  Informal sector  Describing formal and  Textbooks
INFORMAL SECTOR sectors  Formal sector informal sectors  Talking books
 establish small enterprising  ZIM ASSET  Analyzing viability of formal  Large print books
projects and informal enterprises  Braille books
 Evaluating the challenges in  Braille machines
establishing enterprises  Braille paper
 Establishing model  Video clips with
enterprising projects captions
software
 ICT tools
 Charts
 ZIM ASSET
START UP  identify sources of finance  Start up strategies  Identifying start up strategies  Textbooks
STRATEGIES  describe the different sources of  ZIM ASSET  Discussing ways of planning  Talking books
Page 39 of 78
TOPIC 7: ENTREPRENEURSHIP AND OCCUPTION
finance and organizing start up  Large print books
 classify sources of finance strategies  Braille books
 Describing different start up  Braille machines
strategies  Braille paper
 Drafting business plans  Video clips with
captions
software
 ICT tools
 Bank fliers
 Finance houses` fliers
GENDER AND  list gender inequalities in  Gender and occupational  Discussing gender  Textbooks
OCCUPATIONAL occupation structures inequalities in the work place  Talking books
STRUCTURE  explain gender distribution in  Discussing gender  Large print books
occupational structures distribution in occupational  Braille books
31
structure  Braille machines
 Braille paper
captions
software
 ICT tools
 Pictures
Page 40 of 78
PATTERNS OF  identify factors affecting mortality  Population  Discussing patterns of  Textbooks
MOTALITY IN in different societies  Society mortality in different societies  Talking books
DIFFERENT  explain the effects of mortality in  Population service centres  Researching on different  Large print books
SOCIETIES different societies patterns of mortality  Braille books
 Braille paper
captions
software
 ICT tools
 Pictures
 Resource person
 Population pyramids
PATTERNS OF  identify factors affecting fertility in  Population  Discussing patterns of fertility  Textbooks
32
FERTILITY IN different societies  Population services centres rates in different societies  Talking books
DIFFERENT  describe factors affecting fertility  Society  Researching on different  Large print books
SOCIETIES rate and ratio in different societies patterns of fertility in different  Braille books
societies  Braille machines
 Braille paper
captions
software
 ICT tools
 Population pyramids
TYPES OF  identify major types of migration in  Population  Identifying and discussing  Textbooks
MIGRATION Zimbabwe  Society major types of migration in  Talking books
 explain different types of migration Zimbabwe  Large print books
 discuss effects of migration on the  Researching on migration  Braille books
Zimbabwean economy trends in Zimbabwe  Braille machines
Page 41 of 78
 state Government efforts to  Discussing effects of  Braille paper
mitigate the spread of HIV and migration in relation to HIV  Video clips with
AIDS in relation to migration and AIDS captions
 Discussing community efforts  Computers with jaws
to mitigate the spread of HIV software
and AIDS in relation to  ICT tools
migration  Charts
33
Page 42 of 78
FACTORS  state the factors influencing crime  Crime  Outlining the factors  Textbooks
INFLUENCING CRIME and delinquency in society  Delinquency influencing crime and  Talking books
AND DELINQUENCY  explain factors influencing crime delinquency  Large print books
and delinquency in society  Discussing factors influencing  Braille books
crime and delinquency in  Braille machines
society  Braille paper
 Dramatizing  Video clips with
captions

software
 ICT tools
 Pictures
 Resource person
YOUTH SUB  outline characteristics of youth  Youth culture  Listing the characteristics of  Textbooks
CULTURE culture youth culture  Talking books
 discuss characteristics of youth  Explaining the effects of 
34
Large print books
culture youth culture  Braille books
 Braille paper
captions
software
 ICT tools
 Pictures
 Newspapers
LAW ENFORCEMENT  identify law enforcement agents  Law enforcement agents  Naming law enforcement  Textbooks
AGENTS IN  explain the roles of law enforcers agents  Talking books
ZIMBABWE in curbing crime and delinquency  Discussing the roles of law  Large print books
enforcers in curbing crime  Braille books
and delinquency  Braille machines
Page 43 of 78
 Touring prisons  Braille paper
captions
software
 ICT tools
 Pictures
 Resource person
35
Page 44 of 78
FORM 3
7.0COMPETENCY MATRIX FORM 3
7.0COMPETENCY
TOPIC 1: THE MATRIX
INDIVIDUAL AND SOCIETY
AGENTS OF  discuss agents of socialisation  Agents of socialization  Describing agents of  Textbooks

SOCIALISATION  explain agents of socialization - Family socialization  Talking books
- Mass media  Researching on agents of  Large print books
- Religion socialization  Braille books
- Peer groups  Braille machines
- School  Braille paper
- Workplace  Video clips with
- State captions
36
software
 ICT tools
 Magazines
 Resource person
ROLES OF  outline roles of socialization  Roles of socialization  Listing roles of socialization  Textbooks
SOCIALISATION agents agents  Discussing roles of  Talking books
AGENTS  analyse roles of socialization socialization  Large print books
agents  Researching on the roles of  Braille books
socialization agents  Braille machines
 Braille paper
captions
software
 ICT tools
 Magazines
 Resource person
Page 45 of 78
MARRIAGE AND  identify indigenous and modern  Marriages  Discussing indigenous and  Textbooks
MARRIAGE marriage practices - monogamy modern marriage practices  Talking books
PRACTICES  describe marriage practices in - polygamy  Discussing advantages and  Large print books
different societies in Zimbabwe - polyandry disadvantages of different  Braille books
marriage practices  Braille machines
 Dramatizing  Braille paper
captions

software
 ICT tools
 Magazines
 Resource person
 Attire
 Artefacts
 Marriage certificate
37
FAMILY  identify causes of family  Family breakdown  Discussing the causes of  Textbooks
BREAKDOWN breakdown in society family breakdown  Talking books
 explain how family breaks down  Dramatizing situations which  Large print books
 discuss indigenous and modern lead to family breakdown  Braille books
measures to reduce family  Braille machines
breakdown  Braille paper
captions
software
 ICT tools
 Magazines
 Resource person
 “Gupuro”
Page 46 of 78
TOPIC 3: CULTURE
TOPIC 3: CULTURE
SUB CULTURES  describe sub-cultures  Sub-cultures  Listing the sub-cultures  Textbooks
 state sub-cultural groups  Counter cultures  Describing the sub cultural  Talking books
 distinguish between sub-cultures groups  Large print books
and counter cultures  Discussing the effects of sub-  Braille books
cultures and counter-cultures  Braille machines
on society  Braille paper
captions
software
 ICT tools
 Magazines
 Resource person
CULTURE AND  identify the culturally constructed  Culture  Explaining the culturally  Textbooks
GENDER gender roles  Gender constructed gender roles  Talking books
38
 discuss merits and demerits of  Discussing merits and  Large print books
gender mainstreaming on culture demerits of gender  Braille books
mainstreaming on culture  Braille machines
 Role playing  Braille paper
captions
software
 ICT tools
 Magazines
 Resource person
Page 47 of 78
TOPIC 3: CULTURE
RACE AND  compare and contrast race and  Race  Comparing and contrasting  Textbooks
ETHINICITY ethnicity  Ethnicity race and ethnicity  Talking books
 describe prejudice and  Discrimination  Discussing measures to curb  Large print books
discrimination against ethnic  Conflict management racial discrimination  Braille books
groups  Braille machines
 discuss measures to curb  Braille paper
discrimination  Video clips with
captions
software
 ICT tools
 Magazines
 Resource person
39
Page 48 of 78
TOPIC 4: EDUCATION
TOPIC 4: EDUCATION
FUNCTIONS OF  outline the functions of education  Education  Discussing functions of  Textbooks
EDUCATION  explain the functions of education education in society  Talking books
in society  Debating on the functions of  Large print books
education in society  Braille books
 Braille paper
captions
software
 ICT tools
 Journals
EDUCATION AND  describe how education  Education  Discussing on gender equity  Textbooks
GENDER perpetuates gender imbalances in  Gender in education  Talking books
40
Zimbabwe  Carrying out surveys on  Large print books
 discuss gender imbalances in gender disparities within the  Braille books
education school  Braille machines
 discuss Government efforts to  Explaining Government  Braille paper
promote gender parities in efforts to promote gender  Video clips with
education parities in education (TPS) captions
software
 ICT tools
 Journals
EDUCATIONAL  identify factors influencing  Education  Case studying educational  Textbooks
ACHIEVEMENTS educational achievements achievements  Talking books
 discuss on differential  evaluate differential  Large print books
achievements educational achievements  Braille books
  Braille machines
 Braille paper
Page 49 of 78
TOPIC 4: EDUCATION
captions
software
 ICT tools
 Journals
 Role models
EDUCATION AND  state the relationship between  Education  Explaining the relationship  Textbooks
SOCIAL MOBILITY education and social mobility  Social mobility between education and  Talking books
 outline how education places social mobility  Large print books
people in social classes  Discussing how education  Braille books
places people in social  Braille machines
classes  Braille paper
 Evaluating differential  Video clips with
educational achievements captions
41
 Researching on the  Computers with jaws
contribution of education on software
society  ICT tools
 Journals
Page 50 of 78
SOCIAL  Identify classes of social  Pre-colonial  Discussing classes of social  Textbooks
STRATIFICATION IN stratification within the pre-  Colonial stratification within the pre-  Talking books
ZIMBABWE colonial, colonial and post  Post-colonial colonial, colonial and post  Large print books
colonial era colonial era  Braille books
 discuss factors influencing social  Describing factors  Braille machines
stratification in pre-colonial, influencing social  Braille paper
colonial and post colonial era stratification in pre-colonial,  Video clips with
colonial and post colonial era captions

software
 ICT tools
 Charts
 Constitution of
Zimbabwe
POLITICS AND POWER  Discuss the distribution of power  1st, 2nd and 3rd  Explaining the distribution of  Textbooks
42
IN ZIMBABWE in the pre-colonial, colonial and Chimurenga/Umvukela power in the pre-colonial,  Talking books
post-colonial era colonial and post-colonial era  Large print books
 Discuss ways of addressing  Role playing  Braille books
political power imbalances  Dramatizing  Braille machines
 Researching on ways of  Braille paper
addressing political power  Video clips with
imbalances captions
 Touring heroes acres  Computers with jaws
software
 ICT tools
 Resource person
 Newspapers
 Constitution of
Zimbabwe
GENDER AND  explain the influence of politics on  Constitution of Zimbabwe  Discussing Government  Textbooks
POLITICS IN gender  Government policies on policies on gender  Talking books
Page 51 of 78
ZIMBABWE  discuss Government efforts in gender such as:  Describing Government  Large print books
addressing gender imbalances in - Affirmative action policies on gender  Braille books
politics - Quota system in  Role playing the different  Braille machines
politics gender roles  Braille paper
- Gender stereotyping  Video clips with
captions
software
 ICT tools
 Resource person
 Newspapers
 Constitution of
Zimbabwe
43
Page 52 of 78
KEY CONCEPTS LEARNING OBJECTIVES: Learners CONTENT (Knowledge, SUGGESTED LEARNING SUGGESTED
will be able to:- Skills and Attitudes) ACTIVITIES AND NOTES LEARNING
RESOURCES
COMMUNICATION AND  explain the role of communication  Communication  Discussing the role of  Textbooks
DISASTER RISK in Disaster Risk Management  Disaster Risk communication in Disaster  Talking books
MANAGEMENT  discuss the importance of Disaster Management Risk Management  Large print books
Risk Management  Describing the importance  Braille books
of Disaster Risk  Braille machines
Management  Braille paper

captions
 Computers with
jaws software
 ICT tools
MASS MEDIA CONTROL  identify organisations that control  Mass media control  Listing organizations that  Textbooks
AND mass media  Mass media organisation control mass media  Talking books
ORGANISATION/LAYOUT  describe the importance of mass  Discussing the importance  Large print books
44
media control and organisation of mass media  Braille books
organisation  Braille machines
 Braille paper
captions
 Computers with
jaws software
 ICT tools
Page 53 of 78
GENDER AND  discuss entrepreneurship skills  Gender  Discussing initiative methods  Textbooks
EMPOWERMENT  plan enterprise projects  Empowerment projects  Drafting plans for enterprises  Talking books
 describe methods of gender  Analyzing measures of  Large print books
empowerment gender empowerment  Braille books
 Braille paper
captions

software
 ICT tools
 Zimbabwean
Constitution
 Plan drafts
CONFLICT  identify sources of conflict at work  Conflict management  Describing sources of conflict  Textbooks
45
MANAGEMENT AT place  Discussing measures to  Talking books
THE WORK PLACE  state examples of conflict at the resolve conflict  Large print books
work place  Role playing  Braille books
 discuss conflict management  Debating  Braille machines
 Researching on measures to  Braille paper
resolve conflict  Video clips with
 Touring different work places captions
within the community  Computers with jaws
software
 ICT tools
 Charts
Page 54 of 78
POPULATION  explain the relationship between  Population  Discussing effects of  Textbooks
GROWTH AND population and development  Society population on development  Talking books
DEVELOPMENT  discuss effects of population on  Evaluating effects of  Large print books
development population on development  Braille books
 Braille paper
captions
software
 ICT tools
NATIONAL CENSUS  state the importance of census  Population  Discussing the importance of  Textbooks
 evaluate the importance of  Society census  Talking books
census  Interpreting census statistics  Large print books
46
 Dramatizing  Braille books
 Braille paper
captions
software
 ICT tools
CAUSES OF  outline the causes of migration  Population  Discussing the causes of  Textbooks
MIGRATION  explain the causes of migration  Society migration  Talking books
 Migration  Debating on causes of  Large print books
migration  Braille books
 Researching on causes of  Braille machines
KEY CONCEPTS LEARNING OBJECTIVES: Learners CONTENT (Knowledge, SUGGESTED
migration LEARNING SUGGESTED LEARNING
 Braille paper
captions
Page 55 of 78 software
 ICT tools
 Charts
CRIME STATISTICS  Identify sources of official crime  Crime statistics  Discussing the relevance of  Textbooks
statistics official crime statistics  Talking books
 explain the reliability of crime  Describing the reliability of  Large print books
statistics official crime statistics  Braille books
 analyse crime statistics  Analyzing official crime  Braille machines
statistics  Braille paper
 Dramatizing

captions
software
 ICT tools
 Resource person
 Newspapers
MEASURES TO  list measures to reduce crime and  Measures to reduce crime  Stating measures to reduce  Textbooks
47
REDUCE CRIME AND delinquency and delinquency crime and delinquency  Talking books
DELINQUENCY  discuss measures to reduce  Explaining measures of  Large print books
crime and delinquency reducing crime and  Braille books
delinquency  Braille machines
 Braille paper
captions
software
 ICT tools
 Resource person
 Newspapers
LAW ENFORCEMENT  explain the importance of law  Law enforcement agents  Discussing the importance of  Textbooks
AGENTS enforcement agents Law Enforcement Agents  Talking books
 discuss the reliability of law  Describing the reliability of  Large print books
enforcement agents Law Enforcement Agents  Braille books
 Analyzing the reliability of law  Braille machines
Page 57 of 78
enforcement agents  Braille paper
 Touring law enforcement  Video clips with
agents captions
software
 ICT tools
 Resource person
 Newspapers
 Magazines
48
Page 58 of 78
FORM 4
FORM 4
7.0COMPETENCY MATRIX
7.0COMPETENCY MATRIX
AGENTS OF  discuss the role of socialization  Agents of socialisation  Debating on agents of  Textbooks
SOCIALISATION agents on moulding national socialization  Talking books
identity  Researching on agents of  Large print books

socialization  Braille books
 Role playing  Braille machines
 Braille paper
captions
software

49
ICT tools
EFFECTS OF  describe the effects of  Effects of socialisation  Discussing effects of  Textbooks
SOCIALISATION socialization socialization  Talking books
 analyse the effects of  Evaluating the effects of  Large print books
socialization socialization  Braille books
 Researching on the impacts  Braille machines
of socialisation  Braille paper
captions
software
 ICT tools
NATURE AND  differentiate nature and nurture  Nature  Explaining the relationship  Textbooks
NURTURE  discuss the relationship between  Nurture between nature and nurture  Talking books
nature and nurture  Comparing the differences  Large print books
Page 59 of 78
between nature and nurture  Braille books
 Analyzing the relationship  Braille machines
between nature and nurture  Braille paper
captions
software
 ICT tools
50
Page 60 of 78
RESOURCES
CHANGING FAMILY  describe factors that influence  Factors influencing change  Discussing factors  Textbooks
PATTERNS change of family patterns such as: influencing change in family  Talking books
 analyse factors that led to - Industrialization patterns  Large print books
changes in family patterns - Urbanization  Explaining factors leading to  Braille books
- Globalization family change  Braille machines
- Circulation  Researching on factors  Braille paper
- HIV and AIDS influencing change in family 
Video clips with

patterns captions
 Debating on changing family  Computers with jaws
patterns software
 ICT tools
 Resource person
KINSHIP TIES IN  describe kinship ties within  Indigenous kinship ties  Discussing kinship ties in  Textbooks
INDIGENOUS AND indigenous and industrial  Industrial kinship ties indigenous and industrial  Talking books
INDUSTRIAL societies society
51
 Large print books
SOCIETIES  explain change in kinship ties  Explaining changes in  Braille books
within indigenous and industrial kinship ties within industrial  Braille machines
societies society  Braille paper
 Researching on change in  Video clips with
kinship ties within captions
indigenous and industrial  Computers with jaws
societies software
 Drawing kinship ties web  ICT tools
 Resource person
Page 61 of 78
TOPIC 3: CULTURE
TOPIC 3: CULTURE
KEY CONCEPTS LEARNING OBJECTIVES: Learners CONTENT (Knowledge, Skills SUGGESTED LEARNING SUGGESTED LEARNING
will be able to:- and Attitudes) ACTIVITIES AND NOTES RESOURCES
EFFECTS OF  describe how culture influences  Culture  Listing the effects of culture  Textbooks
CULTURE human behaviour in inculcating the values of  Talking books
 explain the effects of culture in Unhu/Ubuntu  Large print books
inculcating the values of  Describing how culture  Braille books
Unhu/Ubuntu and national influences human behavior  Braille machines
identity  Discussing how culture  Braille paper
promotes national identity  Video clips with
captions
software
 ICT tools
 Magazines
 Resource person
 Case studied
PRESEVATION OF  outline causes of cultural erosion  Culture  Discussing causes of cultural  Textbooks
52
CULTURE  identify ways of preserving  Music erosion  Talking books
culture  Dramatizing preservation of  Large print books
 describe ways of preserving culture  Braille books
culture  Identifying ways of  Braille machines
 discuss how music and literature preserving culture  Braille paper
contribute in the preservation of  Composing songs that  Video clips with
culture portray cultural significance captions
 Singing cultural songs  Computers with jaws
 Touring museums and art software
galleries  ICT tools
 Reciting totems and praise  Magazines
names  Resource person
 Mbira, hosho,
magavhu
Page 62 of 78
TOPIC 4: EDUCATION
TOPIC 4: EDUCATION
THE CURRICULUM  discuss curriculum and hidden  Curriculum  Discussing curriculum and  Textbooks
AND HIDDEN curriculum  Society hidden curriculum  Talking books
CURRICULUM  differentiate between main  Evaluating the effects of  Large print books
curriculum and hidden curriculum hidden curriculum  Braille books
 describe effects of hidden  Demonstrating effects of  Braille machines
curriculum hidden curriculum  Braille paper
captions

software
 ICT tools
 Journals
EDUCATION AND  describe gender imbalances in  Education  Discussing measures of  Textbooks
GENDER education in Zimbabwe  Society promoting gender equity  Talking books
 identify measures taken by the  Gender  measures taken by the  Large print books
53
Government in promoting gender Government in promoting  Braille books
equity and inclusivity in education gender equity and inclusivity  Braille machines
in education  Braille paper
captions
software
 ICT tools
 Magazines
 Resource person
Page 63 of 78
EFFECTS OF SOCIAL  describe the effects of social  Effects of social  Discussing the effects of  Textbooks
STRATIFICATION stratification stratification social stratification  Talking books
 discuss ways of improving  Analysing ways of inspiring  Large print books
statuses the less privileged to improve  Braille books
 discuss ways of inspiring the less their statuses  Braille machines
privileged to improve their  Researching on the effects of  Braille paper
statuses social stratification  Video clips with

captions
software
 ICT tools
 Magazines
 Resource person
POLITICS AND POWER  discuss the distribution of  3rd Chimurenga/Umvukela  Explaining the distribution of  Textbooks
54
IN ZIMBABWE resources in the pre-colonial,  Government policies such resources in the pre-colonial,  Talking books
colonial and post-colonial era as: colonial and post-colonial era  Large print books
 outline Government policies to - ZIM ASSET  Role playing  Braille books
address economic imbalances - Indigenisation  Dramatizing  Braille machines
- Land reform  Researching on ways of  Braille paper
programme addressing economic  Video clips with
imbalances captions
software
 ICT tools
 Resource person
 Newspapers
 Constitution of
Zimbabwe
GENDER AND  identify gender disparities in  Constitution of Zimbabwe  Discussing gender disparities  Textbooks
POLITICS IN Zimbabwean politics  Government policies on in Zimbabwean politics  Talking books
ZIMBABWE  discuss Government efforts in gender such as:  Describing Government  Large print books
Page 64 of 78
addressing gender imbalances in - Affirmative action policies on gender  Braille books
politics - Quota system in  Role playing  Braille machines
politics  Braille paper
captions
software
 ICT tools
 Resource person
 Newspapers
 Constitution of
Zimbabwe
55
Page 65 of 78
OWNERSHIP AND  identify media owners and  Mass media  Discussing ownership and  Textbooks
CONTROL OF MASS controllers control of media  Talking books
MEDIA  explain the impact of media  Justifying the need for state  Large print books
ownership and control on society control of the media  Braille books
 Braille paper
captions
software
 ICT tools
 Magazines
 Newspapers
EFFECTS OF MASS  outline the effects of mass media  Mass media  Listing the effects of mass  Textbooks
MEDIA on society media on society  Talking books
56
 explain the importance of mass  Describing the importance of  Large print books
media in promoting national unity mass media in promoting  Braille books
national unity  Braille machines
 Braille paper
captions
software
 ICT tools
 Magazines
 Resource person
Page 66 of 78

RESOURCES
FACTORS INFLUENCING  identify factors that influence  Entrepreneurship Discussing advantages and  Textbooks
ENTREPRENEURSHIP the growth of entrepreneurship  disadvantages of  Talking books
 explain factors influencing entrepreneurship  Large print books
entrepreneurship  Assessing factors that  Braille books
influence growth of  Braille machines
entrepreneurship  Braille paper
 Evaluating factors that

influence growth of captions
entrepreneurship  Computers with jaws
software
 ICT tools
GOVERNMENT ECONOMIC  discuss Government policies to  Economic policies  Describing Government  Textbooks
POLICIES promote growth of policies to promote growth  Talking books
57
entrepreneurship of entrepreneurship  Large print books
 discuss challenges faced by the  Listing factors that influence  Braille books
Government in implementing Government economic  Braille machines
the polices policies  Braille paper
 Explaining challenges faced  Video clips with
by the Government in captions
implementing the polices  Computers with jaws
software
 ICT tools
 Resource person
WORKERS ASSOCIATIONS  listing workers associations and  Workers associations  Discussing workers  Textbooks
AND TRADE UNIONS trade unions and Trade unions associations and Trade  Talking books
 describe roles played by Unions  Large print books
workers associations and trade  Explaining the roles played  Braille books
unions in improving workers` by workers associations  Braille machines
welfare and trade unions in  Braille paper
Page 67 of 78

RESOURCES
improving workers` welfare  Video clips with
 Evaluating the importance captions
of workers associations and  Computers with jaws
Trade unions software
 Touring organizations and  ICT tools
associations that represent  Newspaper cuttings
workers  Resource person
58
Page 68 of 78
TOPIC 8: POPULATION
TOPIC 8: POPULATION

RESOURCES
DEMOGRAPHIC TRENDS  describe the effects of  Population  Discussing the effects of  Textbooks
demographic trends on society  Society demographic trends on  Talking books
 outline factors affecting society  Large print books
demographic trends  Evaluating demographic  Braille books
trends  Braille machines
 Researching on  Braille paper
demographic trends  Video clips with

captions
 Computers with
jaws software
 ICT tools
 Magazines
EFFECTS OF MIGRATION  describe effects of migration on  Population  Outlining effects of  Textbooks
59
population  Society migration on population  Talking books
 assess effects of migration on  Discussing effects of  Large print books
the population structure migration on population  Braille books
 Researching on the effects  Braille machines
of migration  Braille paper
captions
 Computers with
jaws software
 ICT tools
 Pamphlets
GLOBAL EFFECTS OF HIV  explain global effects of HIV and  Population  Discussing global effects of  Talking books
AND AIDS AIDS on population  Society HIV and AIDS on population  Large print books
 assess the global impacts of HIV  Analysing the impacts of  Braille books
and AIDS on development HIV and AIDS on  Braille machines
Page 69 of 78
TOPIC 8: POPULATION

RESOURCES
development  Braille paper
 Researching on global  Video clips with
effects of HIV and AIDS captions
 Analysing global HIV and  Computers with
AIDS statistics jaws software
60
Page 70 of 78
KEY CONCEPTS LEARNING OBJECTIVES: Learners UNIT CONTENT SUGGESTED LEARNING SUGGESTED LEARNING
will be able to:- ACTIVITIES AND NOTES RESOURCES
CRIME AND  identify the relationship between  Crime  Discussing the relationship  Textbooks
GENDER crime and gender  Gender between crime and gender  Talking books
 discuss the relationship between  Dramatizing the relationship  Large print books
crime and gender between crime and gender  Braille books
 Researching on crime and  Braille machines
gender  Braille paper
 Touring courts and prisons  Video clips with
captions
software
 ICT tools
 Resource person
 Newspapers
CRIME STATISTICS  explain the significance of crime  Crime statistics  Evaluating the significance of  Textbooks
statistics on policy formulation crime statistics in policy  Talking books
61
 compare crime rates in different formulation  Large print books
societies  Comparing and contrasting  Braille books
crime rates in different  Braille machines
societies  Braille paper
 Analyzing crime rates in  Video clips with
different societies captions
 Touring law enforcement  Computers with jaws
organisations software
 ICT tools
 Resource person
 Newspapers
LAW  state the prisons and correctional  Law Enforcement Agents  Discussing the roles of  Textbooks
ENFORCEMENT centres in Zimbabwe prisons and correctional  Talking books
AGENTS  discuss the importance of Law centres in Zimbabwe  Large print books
Enforcement Agents  Evaluating the effectiveness  Braille books
Page 71 of 78
KEY CONCEPTS LEARNING OBJECTIVES: Learners UNIT CONTENT SUGGESTED LEARNING SUGGESTED LEARNING
will be able to:- ACTIVITIES AND NOTES RESOURCES
 discuss the effects of technology of Law Enforcement Agents  Braille machines
on the roles of law enforcement in curbing crime  Braille paper
agents  Justifying the existence of  Video clips with
Law Enforcement Agents captions
 Researching on the effects of  Computers with jaws
technology on the roles of law software
enforcement agents  ICT tools
 Touring prisons and  Resource person

correctional centres in  Newspapers
Zimbabwe
62
8.0: SCHEME OF ASSESSMENT
The syllabus scheme of assessment is grounded on the principle of inclusivity. Arrangements, accommodations and modifications must be visible in both continuous
and summative assessment to enable candidates with special needs to also access assessments.
8.1 ASSESSMENT OBJECTIVES
By the end of the Form 1 – 4 Sociology Course, candidates are expected to:
 identify cultural roles

 demonstrate cultural practices
 explore measures to curb deviance or anti-social behaviour
 apply personal and social skills in finding solutions to social problems
 act responsibly in the society
 apply entrepreneurship skills
 demonstrate an understanding of the relationships within society and their functions
 develop an understanding of social, economic, political and cultural diversity
Page 72 of 78
8.0 SCHEME OF ASSESSMENT

The syllabus scheme of assessment is grounded on the principle of inclusivity. Arrangements, accommodations and
modifications must be visible in both continuous and summative assessment to enable candidates with special needs
to also access assessments.
8.1 ASSESSMENT OBJECTIVES
By the end of the Form 1 – 4 Sociology Course, candidates are expected to:
• identify cultural roles

• demonstrate cultural practices
• explore measures to curb deviance or anti-social behaviour
• apply personal and social skills in finding solutions to social problems
• act responsibly in the society
• apply entrepreneurship skills
• demonstrate an understanding of the relationships within society and their functions
• develop an understanding of social, economic, political and cultural diversity
• use ICT tools
• apply research skills in solving social problems
Sociology will be assessed through continuous and summative assessments.
8.2: Continuous Assessment (40%)
Continuous assessment shall involve projects, tests and assignments.

A learner is expected to produce a project portfolio at each of the following levels:
• Form 1
• Form 2
• Form 3
• Form 4
NOTE: A profile system has to be developed for every learner to capture those attributes that cannot be measured
such as the soft skills. A folio comprises test results throughout the secondary 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.
8.3 Summative Assessment (60%)
Description of the Summative assessment structure

The Summative assessment comprises two components as follows:
Paper 1 (1hr 45 minutes - 100 marks) 40%
There are 10 structured questions and candidates are required to answer all.
Paper 2 (2hrs – 100 marks) 60%

Paper 2 consists of essay questions. Candidates answer 4 questions out of 6. Each question carries 25 marks.
63
8.4 ASSESSMENT MODEL
Assessment of learner performance Sociology (100%)
Continuous Assessment Summative Assessment
Profiling Projects Tests Assignments Structured10% Essay40%

10% 10% 20%
Profile
Moderated Continuous Examination Mark = 40%

Assessment Mark = 40%
Exit Profile
FINAL MARK 100%
64
8.5 SKILLS WEIGHTING CHART
Skill Paper 1 Paper 2

Knowledge and understanding 60% All skills
Application 20% All skills
Problem solving 20% All skills
Total 100%
8.6 SPECIFICATION GRID FOR SUMMATIVE ASSESSMENT
TOPIC Knowledge COMPREHENSION APPLICATION PROBLEM TOTAL

40% 30% 20% SOLVING 10%
1 The individual 2 1 1 1 5
and society
2.Family and kinship 2 2 1 1 5
3. Culture 3 2 3 2 7
4. Education 2 1 1 1 5
5. Social stratifica- 2 2 2 1 5
tion, Politics and
Power
6. Communication 2 1 1 1 3
and the mass
media
7. Entrepreneurship 3 2 2 1 7
and Occupations
8. Population and 2 2 1 1 6
Migration
9. Crime and delin- 3 1 2 2 4
quency
TOTAL 21 14 14 11 60
65

Sociology Syllabus: Forms 1 - 4

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ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

Curriculum Development and Technical Services

• The National Sociology Syllabus Panel

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

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

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

8.0: SCHEME OF ASSESSMENT..............................................................................64

1.0 PREAMBLE (b) drama, role-play and simulation

1.2 Rationale For adequate coverage of the syllabus, the following

• Respect The following cross cutting or emerging issues help the

(a) discussion 2.2 Topics covered in the syllabus are developmental

3.1 develop an appreciation of Unhu/Ubuntu and

4.1 identify cultural roles

5.0 SYLLABUS TOPICS

FORM 1 FORM 2 FORM 3 FORM 4

TOPIC 2: FAMILY AND KINSHIP

FORM 1 FORM 2 FORM 3 FORM 4

FORM 1 FORM 2 FORM 3 FORM 4

 Types of culture  Language and culture  Sub-cultures  Effects of culture

FORM 1 FORM 2 FORM 3 FORM 4

TOPIC 5: SOCIAL STRATIFICATION, POLITICS AND POWER

FORM 1 FORM 2 FORM 3 FORM 4

TOPIC 6: COMMUNICATION AND MASS MEDIA

FORM 1 FORM 2 FORM 3 FORM 4

FORM 1 FORM 2 FORM 3 FORM 4

TOPIC 8: POPULATION AND MIGRATION

FORM 1 FORM 2 FORM 3 FORM 4

FORM 1 FORM 2 FORM 3 FORM 4

7.0 COMPETENCY MATRIX

 Describe the importance of  Explaining the significance of  Large print books

 Computers with jaws

SOCIALISATION  identify types of socialisation  Socialization  Stating types of socialisation  Textbooks

 Video clips with

TOPIC 5: SOCIAL STRATIFICATION

society industrialised society captions

KEY CONCEPTS LEARNING OBJECTIVES: CONTENT (Knowledge, SUGGESTED LEARNING SUGGESTED

KEY CONCEPTS LEARNING OBJECTIVES: CONTENT (Knowledge, SUGGESTED LEARNING SUGGESTED

TOPIC 7: ENTREPRENEURSHIP AND OCCUPATIONS

KEY CONCEPTS LEARNING OBJECTIVES: CONTENT (Knowledge, SUGGESTED LEARNING SUGGESTED

 Classifying forms of  Braille paper

 Computers with jaws

individual and society  Dramatizing roles of  Braille paper

KEY CONCEPTS LEARNING OBJECTIVES: CONTENT (Knowledge, SUGGESTED LEARNING SUGGESTED

 Video clips with

KEY CONCEPTS LEARNING OBJECTIVES: CONTENT (Knowledge, SUGGESTED LEARNING SUGGESTED

KEY CONCEPTS LEARNING OBJECTIVES: CONTENT (Knowledge, SUGGESTED LEARNING SUGGESTED

technology on  Video clips with

 Computers with jaws

7.0COMPETENCY MATRIX FORM 3

AGENTS OF  discuss agents of socialisation  Agents of socialization  Describing agents of  Textbooks

 Computers with jaws

 Computers with jaws

TOPIC 6: COMMUNICATION AND THE MASS MEDIA

 Video clips with

 Computers with jaws

TOPIC 9: CRIME AND DELINQUENCY

 Video clips with