Guidance's & Counsel

ZIMBABWE
MINISTRY OF PRIMARY AND SECONDARY EDUCATION
GUIDANCE AND COUNSELLING

Strengthening Life Skills, Sexuality, HIV and AIDS
Education
TEACHER’S MANUAL
INFANT AND JUNIOR EDUCATION

ZIMBABWE
MINISTRY OF PRIMARY AND SECONDARY EDUCATION
GUIDANCE AND COUNSELLING

Strengthening Life Skills, Sexuality, HIV and AIDS
Education
TEACHER’S MANUAL

GUIDANCE AND COUNSELLING: Strengthening Life Skills, Sexuality, HIV and AIDS Education
CONTENTS
ACRONYMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iv
DEFINITION OF TERMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .v
ACKNOWLEDGEMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .vii
FOREWORD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .viii
PREFACE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ix
EXECUTIVE SUMMARY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .x
PREAMBLE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xii
AIMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xiii
OBJECTIVES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xiv
INFANT LEVEL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Individual (Self) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Family . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Community and wider society . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Rights and responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Children’s rights and responsibilities . . . . . . . . . . . . . . . . . . . . . 3
Shared confidentiality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
Child abuse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Child protection at home, school and in the community . . . . . . .3
Gender roles and responsibilities . . . . . . . . . . . . . . . . . . . . . . . . 3
Unhu/Ubuntu/Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Respect and tolerance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Social etiquette and manners . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Religion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Relating to self, family, friends/peers, strangers and
community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Conflict management and resolution . . . . . . . . . . . . . . . . . . . . . 5
TEACHER’S MANUAL
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Contents
Family Life Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Different types of families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Family tree . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Parenting responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Family dynamics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Healthy Living . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Hygiene and cleanliness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Environmental health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Lifestyles, diet, exercise and habits . . . . . . . . . . . . . . . . . . . . . .7
Substance and drug abuse . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Communicable and non-communicable diseases . . . . . . . . . . . .7
Human body parts and diseases that affect them . . . . . . . . . . . .7
Definition of HIV and AIDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
JUNIOR LEVEL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Different types of families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Marriage and parenting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Conflict management and resolution . . . . . . . . . . . . . . . . . . . . . .9
Stigma and Discrimination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Human Growth and Development . . . . . . . . . . . . . . . . . . . . . . . .10

Male and Female Reproductive Anatomy . . . . . . . . . . . . . . . . .10
Sex and Sexuality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Puberty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Abstinence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
HIV and AIDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Myths and misconceptions . . . . . . . . . . . . . . . . . . . . . . . . . . .11
TEACHER’S MANUAL
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Contents
Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Hygiene (Personal and Environmental) . . . . . . . . . . . . . . . . . .12
Nutrition in relation to HIV and AIDS . . . . . . . . . . . . . . . . . . . . .12
Communicable and Non-Communicable Diseases . . . . . . . . . .12
Drug and Substance Abuse . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Mental Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Values, Beliefs and Citizenship . . . . . . . . . . . . . . . . . . . . . . . . . .13

Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Social etiquette and manners . . . . . . . . . . . . . . . . . . . . . . . . . .13
Religion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Citizenship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Care, Management, Mitigation . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Treatment, Care and Support . . . . . . . . . . . . . . . . . . . . . . . . . .14
Available Support Systems . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Child Protection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Child Abuse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Child Protection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Child Protection Committees . . . . . . . . . . . . . . . . . . . . . . . . . . .15
TEACHER’S MANUAL
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ACRONYMS
ACRWC African Charter on the Rights and Welfare of the Child
AIDS Acquired Immune Deficiency Syndrome
BSPZ Better Schools Programme in Zimbabwe
HIV Human Immune Virus
ILEPS Infant, Learner Welfare and Psychological Services
MHCC Ministry of Health and Child Care
MOPSE Ministry of Primary and Secondary Education
NAPH National Association of Primary School Heads
NASH National Association of Secondary School Heads
PTUZ Progressive Teachers Union of Zimbabwe
STI Sexually Transmitted Infections
TUZ Teachers Union in Zimbabwe
UN United Nations
UNCESCO United Nations Education, Scientific and Cultural Organisation
UNCRC United Nations Conventions of the Rights of the Child
UNFPA United Nations Population Fund
UNICEF United Nations Children’s Fund
ZDHS Zimbabwe Demographic Health Survey
ZIMTA Zimbabwe Teachers Association
TEACHER’S MANUAL
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DEFINITION OF TERMS
Adolescence – a time in a person’s life when he or she develops from

a child into an adult.
Anatomy – the scientific study of the structure of a human or

animal bodies.
Bisexual – Sexually attracted to both men and woman or a person

who has both male and female sexual organs.
Career – the series of jobs that a person has a particular area of

work, usually involving more responsibility as time
passes.
Celibacy – not married and not having sex, especially for religious
reasons.
Citizenship – the legal right to belong to a particular country.
Conflict – a situation which people or groups are involved in a

serious disagreement or argument.
Courtship – the time when tow people have a romantic relationship

before they get married.
Culture – the customs and beliefs, arts, way of life and social
organisation of a particular country or group.
Dating – a romantic meeting that is arranged between a

boyfriend and a girlfriend.
Devil’s Advocate – a person who expresses an opinion that they do not

really hold in order to encourage a discussion about a
subject.
Discrimination – refers to any form of arbitrary distinction, exclusion or

restriction affecting a person usually but not only by
virtue of an inherent personal characteristics or
perceived belonging to a particular group in case of
AIDS, a person is confined or suspected HIV positive
status, irrespective of whether or not there is any
justification for these measures.
TEACHER’S MANUAL
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Definition of Terms
Entrepreneurship – making money by starting or running businesses

especially when this involves taking financial risks.
Gender roles – male or female responsibilities.
Grooming – the things that one does in order to keep one’s clothes
and hair clean and neat.
Heterosexual – a person who is sexually attracted to people of the

positive sex.
Hormones – a chemical substance produced in the body that

encourages growth or influences how the cells and
tissues function.
Hygiene – the practice of keeping yourself and your living and

your working areas clean.
Mitigation – a reduction on how unpleasant or serious something is.
Reproductive Health – the wellbeing of a person, usually female, in matters

related to sex, conception and child bearing.
Sexual Abuse – the crime or act of harming a child in a physical, sexual

or emotional way.
Social Etiquette – the formal rule of correct or polite behavior in society.
Values – beliefs about what is right and wrong and what is

important in life.
TEACHER’S MANUAL
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ACKNOWLEDGEMENTS
The Ministry of Primary and Secondary Education is grateful to the

following for their contribution for the development of the Teachers’ Manual
for Life Skills, Sexuality, HIV and AIDS Education.
Infant Education, Learner Welfare, Psychological Services and Special

Needs Education, Junior and Secondary Education officers from Head
Office, Provincial and District offices. Ministry of Health and Child Care,
Ministry of Youth, Indigenization and Economic Empowerment and
Economic Development, Young People’s Network on Sexual Reproductive
Health, HIV and AIDS, Junior Parliamentarians, National Association of
Primary School Heads (NAPH), NationalAssociation of Secondary School
Heads (NASH), Progressive Teachers Union of Zimbabwe, Zimbabwe
Teachers Association, and BSPZ coordinators.
We would like to acknowledge with gratitude the technical and financial

support received from National AIDS Council, United Nations Children’s
Fund, United National Education Scientific and Cultural Organisation and
United Nations Population Fund, for supporting the development of the Life,
Skills, Sexuality, HIV and AIDS Education Teachers Manual.
TEACHER’S MANUAL
vii
FOREWORD
The Ministry of Primary and Secondary Education (MOPSE)

is highly committed to an outcome-based curriculum that
focuses on Life Skills and other essential empowerment skills
for all learners. Zimbabwe has a generalized feminized HIV
epidemic, with an exceptionally high level of HIV prevalence
in the past and significantly lower levels at present. It is
estimated that over the past 12 years from 1997 to 2013,
adult HIV prevalence has almost halved from 26.5% to 14.3%
and new infections declined by 50%. The HIV prevalence
among children aged 0-14 years is 2.9%, whilst 6% of young
people aged 15-24 are HIV positive. The 2012 -2015 Life
Skills, Sexuality, HIV and AIDS Education Strategic Plan is a
clear testimony of the Ministry’s commitment to the multi-sectorial response
to the HIV and AIDS pandemic. Our learners need to be informed and
equipped with the knowledge and skills to make responsible choices about
sexuality, relationships, HIV and AIDS, career path as well as other life
empowerment skills.
The Ministry and, indeed, the Government of Zimbabwe endeavors to

provide and promote a holistic education for its learners at all levels from
E.C.D. ‘’A’’ to Secondary ‘’A’’ level. Holistic education is thus aimed at the
development of the whole individual physically, mentally, spiritually and
socially. The rich diversity of spiritual, cultural and moral values needs to be
inculcated into our learners so that they develop Unhu/Ubuntu in the fullest
and noblest sense. The Unhu/Ubuntu concept denotes an individual whose
characteristics include responsibility, self-discipline, diligence, tolerance,
moral uprightness, patriotism as well as devotion to one’s family and
community as a way of upholding and promoting such virtues.
The ethos of our school system should therefore contribute to positive

human relationships as evidenced by respect, courtesy and desired good
manners amongst learners. Discipline is indeed inseparable from
productivity as espoused in the Zimbabwe Agenda for Sustainable Socio-
Economic Transformation (ZIMASSET) blueprint. The home and the school
are therefore expected to promote the values and dignity of work, self-
reliance and responsibility amongst learners. To this end, the school
curriculum is expected to provide for the education of “the head, the heart
and the hand” thus developing Unhu/Ubuntu values.
In its report, The Commission of Inquiry Into Education and Training

(CIET,1999) recommended that schools should provide appropriate
Guidance and Counselling to all learners as a way of producing youths who
can boldly face the rapid changes in the socio-economic environment
without losing their identity and integrity. Teachers should therefore promote
ethical education, character formation and be good role models of
TEACHER’S MANUAL
viii
Foreword
Unhu/Ubuntu. One of humanity’s greatest challenges is the preparation of

children and young persons for the transition to adulthood. The Ministry is
also geared towards the development of gender-balanced curricula at all
levels of education as a way of overcoming traditional, cultural and other
stereotyping practices that may impede the realization of gender equality
among learners. It is therefore essential that the teachers are well-trained so
that they are equipped with sufficient knowledge and other requisite skills to
impart to learners. Teachers are therefore urged to use the manual profitably
and to take Guidance and Counselling lessons seriously for the benefit of all
learners.
Health education is an essential component of the Guidance and Counselling

programme in the Life Skills, Sexuality and HIV and AIDS Education. Sound
health and nutrition are a prerequisite for learning and development.
Therefore, learners should be exposed to the basic requirements such as
balanced diet, immunization, prevention, treatment and care, as well as
protection of selves, the family and the community from communicable and
non-communicable diseases. Health Education at all levels, should educate
learners to be responsible for their own health particularly so in view of the
HIV and AIDS pandemic.
This Teachers’ Manual focuses on critical issues of Life Skills, Sexuality, HIV
and AIDS Education which is encompassed in the Guidance and Counselling
Programme in schools. If we are to achieve zero new HIV infections, zero
discrimination and zero AIDS-related deaths, our education system must fully
promote a change of attitude and behaviour in matters of sexuality which is
crucial to the whole nation and its economic sustenance. Care and support
for learners who are affected by HIV and AIDS as well as those who are
living with HIV should be one of our top priorities as educators. It is in a
nation free of HIV and AIDS that our learners will freely grow and develop to
realize their full potential.
We hope that users of this Teachers’ Manual will find the information in this
publication most valuable to the Guidance and Counselling Programme. We
welcome any feedback and encourage users to make contributions to the
improvement of the manual through sharing inputs and experiences.
Dr S. J. Utete-Masango
Permanent Secretary: Ministry of Primary and Secondary Education
Zimbabwe
TEACHER’S MANUAL
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EXECUTIVE SUMMARY
This Teachers’ Manual on the implementation of Life Skills, Sexuality, HIV

and AIDS Education in the Guidance and Counselling programme could not
have come at a better time than this. It is in response to a series of policy
circulars on the need to implement Life Skills, Sexuality, HIV and AIDS
Education in the Guidance and Counselling programme. The findings of the
Zimbabwe Demographic Health Survey and other related surveys also
necessitated the production of this manual. In many cases learners exit the
school system after completion of their Secondary Education without the
requisite life and livelihood skills. Consequently, learners are unable to
exhibit these requisite life skills hence the need for Guidance and
Counselling.
The Ministry of Primary and Secondary Education was given a mandate to

introduce Life Skills, HIV and AIDS Education in 1992. Thereafter, the Chief
Education Officer’s Circular Number 16 of 1993 was formulated which
made the teaching of Life Skills, HIV and AIDS Education mandatory.
Policies were formulated and amended emphasizing the Ministry’s mandate
for implementation of Life Skills, HIV and AIDS Education and Guidance
and Counselling as non-examinable study areas. Among the policy
circulars are the Secretary’s Policy Circular Number 3 of 2002 and
subsequent circulars.
This manual is comprehensive, incorporating content for Infant level, Junior

level, Junior Secondary level, ‘O’ level and ‘A’ level as seen in partitioning of
content into sections. At Primary School level, the manual will complement
Social Studies, Environmental Science, Home Economics and Religious
and Moral Education syllabuses. At Secondary school level, the manual will
complement Religious and Moral Education and Civic Education
syllabuses. It must be noted that Guidance and Counselling is a study area
incorporating diverse concepts from various subject disciplines.
The Guidance and Counselling programme is founded on basic tenets that

include human rights and dignity, life skills, learner empowerment and
sustainability, Unhu/Ubuntu, healthy living and lifestyles, human growth,
development and personal responsibilities. The programme also focuses
on Social Services and other referral systems for management and
mitigation, family, relationships and dynamics. Some notions addressed in
the manual are implied in the Zimbabwe Constitution, U.N. Convention on
the Rights of the Child [UNCRC] of 1990 and the African Charter on the
Rights and Welfare of the Child [ACRWC].The activities highlighted in this
manual serve as a benchmark for learner empowerment in acquisition of
fundamental life skills for personal and communal benefit.
TEACHER’S MANUAL
x
Strengthening Life Skills, Sexuality, HIV and AIDS Education in the Guidance and Counselling Programme
Executive Summary
The manual is a result of concerted and unified response to challenges

affecting learners which call for mitigatory measures by teachers, the
education fraternity and the community. The content is presented in the
following thematic areas:
l Identity
l Rights and Responsibilities
l Unhu/Ubuntu/Values
l Relationships
l Family Life Education
l Healthy Living
l Human Growth and Development
l Values, Beliefs and Citizenship
l Care, Management and Mitigation
l Child Protection
l Career Guidance
The last section of the manual has appendices. The appendices reflect
statistics from the Zimbabwe Demographic Health Survey [ZDHS] in
relation to:
l Demographic Characteristics of Youths of the age range

10 to 24 years
l HIV Prevalence among Youths of age range 10 to 24 years
l Factors contributing to Young people’s Risk to HIV and AIDS
l Age at first sex – Percentage
l Pregnancy, Childbearing and Contraception
l Percentage of 10 to 14 year olds not in school and not living with
either parent.
TEACHER’S MANUAL
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PREAMBLE
This manual aims at providing information and methodologies for equipping

teachers with age-appropriate, culturally acceptable and comprehensive
knowledge on Life Skills, Sexuality, HIV and AIDS Education. The
education is intended to instil positive values of Unhu/Ubuntu, attitudes and
responsible behaviour among learners.
TEACHER’S MANUAL
xii
AIMS
l To promote and inculcate positive behaviors, values and attitudes that

prevent the spread of HIV, STIs and other health concerns among
learners;
l To inculcate in teachers a caring and supportive attitude towards

learners affected and living with HIV and AIDS;
l To equip teachers with competencies that will enable learners to

develop life skills for personal adjustment to the environment;
l To equip teachers with skills to help learners to become responsible

citizens.
TEACHER’S MANUAL
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OBJECTIVES
Through this manual teachers should be able to:
l Provide the learner with up-to-date, correct and relevant information

related to Life Skills, Sexuality, HIV and AIDS Education;
l Provide the teacher with suggested methodology and media in the

teaching of Life Skills, Sexuality, HIV and AIDS Education.
TEACHER’S MANUAL
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INFANT LEVEL . . . . . . . . . . . . .2
JUNIOR LEVEL . . . . . . . . . . . . .8
TEACHER’S MANUAL
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INFANT LEVEL
INFANT LEVEL
1. IDENTITY
l Identify and describe themselves in terms of the self, family

OBJECTIVES
and community.
CONTENT METHODOLOGY MAIN ACTIVITIES
Individual (Self) Discussion Singing and dancing

• Name Group activities Drawing and colouring
• Sex Song and dance / simulation Modeling
• Age games
• Identify body parts
• Choices (likes and dislikes)
Family Question and answer Class discussion

• Family name Role play and drama Singing and dancing
• Identify family members Role playing
• Identify self in relation to other
members
• Location
• Totem and implications
Community and wider society Class discussion Discussing

• Location Group activities Singing and dancing
• Identify neighbours Song and dance Drawing and colouring
• Institutions in community e.g. Modeling
school, health centre, church,
police post
• Community leaders e.g.
councilors, kraal heads,
headman, chief
TEACHER’S MANUAL
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Infant Level
2. RIGHTS AND RESPONSIBILITIES
l State their rights and responsibilities.

OBJECTIVES l Identify different types of abuse.
l Describe ways of reporting child abuse.
Children’s rights and Discussion Stating their rights and responsibilities

responsibilities Group projects Singing
• Basic rights Role play and drama Poetry
• Responsibilities Poems Miming
Shared confidentiality Discussion Discussing

• Who to confide in Story telling Dramatising
• Trust versus mistrust Question and answer Story telling
Role play and drama
Child abuse Discussion Discussing

• Types of abuse Story telling Story telling
• How to report abuse Question and answer Working with pictures
• Instances of child abuse Role play and drama Watching videos on child abuse
Demonstration
Puppetry
Animation
Child protection at home, school Resource persons Discussing children’s protection issues
and in the community Discussion Dramatising
• Identify friends Role play
• Protection in case of danger Drama
• Avoid being alone
• Junior call (junior police)
• Child Protection Committees
(CPCs)
Male and female responsibilities

at home, school and in the Discussing the responsibilities of males
community Discussion and females at home, school and in
• Gender roles at home, school Demonstration the community
and community Role play Dramatising practices that promote
• Universal roles Group activities understanding of children’s
responsibilities
TEACHER’S MANUAL
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Infant Level
3. UNHU / UBUNTU / VALUES
l State forms of good behavior at school, home and in the

community.
OBJECTIVES l Identify vulnerable members of society.
l Create inclusive approaches to involve the vulnerable.
l Demonstrate Unhu/Ubuntu/Values.
Respect and tolerance Discussion Discussing forms of good behaviour

• self-respect Role play and drama Dramatising respectful behaviours
• respect for others and adults Demonstration Role playing on good behaviour
• positive attitudes towards Mime Singing and dancing
vulnerable members of society Story telling
• good and bad behaviour Song and dance
Social etiquette and manners Discussion Discussing social etiquette and manners
• language register Role play and drama Dramatising good manners
• values for example, honesty, Demonstration Story telling on values
obedience, trustworthiness, Song and dance Watching animated videos
respect for work, empathy Singing and dancing
• dress code
Religion Discussion Discussing different religions

• my religion Role play and drama Dramatising
• respect for different religious Song and dance Singing and dancing
groups
TEACHER’S MANUAL
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Infant Level
4. RELATIONSHIPS
l Distinguish between good and bad relationships.

OBJECTIVES
l Identify ways of resolving conflict.
Relating to self, family, Discussion Discussing how they relate to family,

friends/peers, strangers and Role play and drama friends/peers, and community
community Demonstration Role playing
• self esteem Song and dance Identifying positive and negative self
• talents esteem
• team work
• effective interpersonal
communication
Conflict management and Discussion Dramatising and role playing on conflict

resolution Role play and drama management
• at home Demonstration Playing games
• at school Problem Solving Watching interactive animated cartoons
• in the community Song and dance Singing and dancing
TEACHER’S MANUAL
5
Infant Level
5. FAMILY LIFE EDUCATION
l Identify the different family members.

l Describe the different types of family structures.
OBJECTIVES
l State the roles of different family members.
l Identify changes that can take place within a family.
Different types of families Discussion Discussing different types of families

• nuclear Drama Role playing and dramatising different
• extended Song and dance family structures
• child headed Story telling
• one parent Singing and dancing
• mixed
Family tree Discussion Discussing family trees

• Paternal Games Drawing family trees
• Maternal Illustration Picture matching
Jig saw puzzles
Parenting responsibilities Discussion Discussing different roles of family

• gender roles Games members
• gender stereotypes Role plays and drama Role playing and dramatising
• family support system
Family dynamics Discussion Discussing about changes that can take

• births Role play and drama place within families
• deaths Song and dance Watching animated cartoon on family
• marriage dynamics
• relocation Role playing and dramatising
TEACHER’S MANUAL
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Infant Level
6. HEALTHY LIVING
l Identify good personal and environmental hygiene practices.

l Identify substances that we eat, drink or inhale that are
harmful to health.
OBJECTIVES l Identify health related conditions.
l Distinguish between the useful and harmful effects of the
internet and social media.
l Identify issues related to HIV and AIDS.
Hygiene and cleanliness Discussion Discussing good personal hygiene practices
• personal hygiene Role play and drama Demonstrating good personal hygiene
• care of belongings Demonstration practices
Song and dance Singing and dancing to hygiene rhymes
Role playing and dramatising
Environmental health Discussion Discussing good environmental hygiene

• home Role play and drama practices
• classroom Demonstration Singing and dancing to hygiene rhymes
• school grounds Song and dance Role playing and dramatising
• toilets Community service Demonstrating good environmental hygiene
• community practices
• disposal of waste
Lifestyles, diet, exercise and Discussion Watching interactive animated cartoons on
habits Role play and drama life styles, diet and exercise
• good food Demonstration Discussing about healthy lifestyles
• junk food Song and dance Psychomotor activities
• importance of exercise Exhibition of foodstuffs
Physical education
Substance and drug abuse Discussion Identifying and discussing issues on drug
• names Role play and drama and substance abuse
• sources Demonstration Discussing the negative effects of internet
• effects Song and dance and social media
Sensitizing learners on the danger of
receiving items from strangers
Communicable and non- Discussion Discussing communicable and

communicable diseases Games non-communicable diseases
• communicable diseases Role play and drama Role playing and dramatising
• non communicable diseases Song and dance Singing and dancing
• prevention Simulation Games
• public health concerns Story telling Preparing a wall freeze
(cholera, bilharzia, measles, Film screening
malaria, rabies, Ebola,
scabies, intestinal worms etc.)
The human body parts and Discussion Role playing and dramatising
diseases that affect them Song and dance Singing and dancing
Games Sensitising through the media
Role play and drama Jig-saw puzzles
Media sensitisation
Definition of HIV and AIDS Discussion Discussing as groups or class on given

• Prevention strategies Role play and drama topics on Myths and Misconceptions
• Stigma and discrimination Demonstration Role playing and dramatising
• Treatment, care and support Song and dance Film screening
• Myths and misconceptions Story telling
Media
Games
TEACHER’S MANUAL
7
JUNIOR LEVEL
JUNIOR LEVEL
1. RELATIONSHIPS
l Show how family members should relate to each other.

l Explain the importance of the family in relation to HIV and
AIDS issues.
l Identify forms of abuse in the family and community.
l Identify different types of relationships
OBJECTIVES l Identify causes of conflicts within family and community,
suggest ways of resolving them.
l Differentiate between exploitation and victimisation.
l Identify ways in which communities deal with sexual abuse
and sexual relationship.
l State the effects of stigma and discrimination on
relationships.
Different types of families Discussion Discussing different types of families

• nuclear Drama Role playing and dramatising
• extended Song and dance different family structures
• child headed Role play and drama Story telling
• one parent Peer teaching Singing and dancing
• mixed Poetry Naming
• effects of HIV and AIDS in the Story telling Debating
family Story writing
Poetry
Drawing
Discussing
Marriage and parenting Role play and drama Discussing

• Modern marriage Wedding Debating
• Traditional marriage Peer teaching Story writing
• Other types of marriages Discussions Poetry
Poetry Singing and dancing
Song and dance Role playing and dramatising a
Film screening wedding
Parenting Role play and drama Peer teaching
• Parental roles Peer teaching Film screening
• Gender based violence Discussions Debating
Poetry
Song and dance
Film screening
Media
Debate
TEACHER’S MANUAL
8
Junior Level
Conflict management and Discussions Drawing

resolution Problem solving Naming
• Causes of conflict at Guest speakers Discussing
- home Simulation Debating
- school Demonstrations Story writing
- in the community Role play and drama Role playing and dramatising
• Resolving conflicts Debate Film screening
Stigma and Discrimination Role play and drama Drawing

• defining stigma and Discussions Naming
discrimination Story telling Discussing
• causes of stigma and Case studies Story writing
discrimination Peer teaching Analysing
• effects of stigma and Demonstrations Debating
discrimination Resource person Role playing and dramatising
• dealing with stigma and Debate Brainstorming
discrimination in the home, Puzzles Question and answer
schools and community Song and dance Singing and dancing
Brainstorm
TEACHER’S MANUAL
9
Junior Level
2. HUMAN GROWTH AND DEVELOPMENT
l Identify the emotional, physical and psychological changes

in adolescents.
l Show how the change influences their behaviour and their
risk to HIV infection.
l Identify the benefits of abstinence, delayed sexual activities
and consequences of early sexual activities.
OBJECTIVES
l Appreciate differences in individual growth and patterns.
l Explain the importance of other HIV prevention strategies
l Describe the economic, social, physical and emotional
challenges of living with HIV and AIDS.
l Explain the effects of myths and misconceptions on child
growth and development.
Male and female reproductive Discussions Drawing

anatomy Story telling Naming / labelling
• Reproductive Organs Question and Answer Listing
(Refer to Social Studies and Lecture Story telling
Environmental Science Demonstrations (models) Questioning and Answering
Syllabuses) Song and dance Lecturing
Demonstrating (models)
Singing and dancing
Sex and sexuality Discussions Discussing

• definition Story telling Problem solving
• sex and gender roles Question and answer Story telling
• sexuality education Lecture Questioning and answering
Demonstrations (model) Lecturing
Case study Demonstrating
Field visits Case Studies
Facilitated films and screening
Puberty Discussions Identifying developmental changes

• development of girls Models during adolescence
• development of boys Question and answer Discussing
• effects of puberty Lecture Questioning and answering
Demonstrations (model) Lecturing
Film screening
Abstinence Discussions Discussing

• Definition Case study Dramatising
• benefits of delayed sexuality Field visits Debating
activities Drama Quiz competitions
• managing sexual pressures Poems Role Modeling
• consequence of early sexual Peer teaching
activity Quiz
Film and documentaries
Testimonial
TEACHER’S MANUAL
10
Junior Level
HIV and AIDS Discussions Discussing

• Definition Facilitations Debating
• modes of transmission Research Quiz competitions
• prevention Resource persons Holding dialogue
• stigma and discrimination Drama Role playing and dramatising
• how to live positively Poems Brainstorming
Peer teaching Talk show
Quiz Facilitating films
Use of films and documentaries
Field/exchange visits
Hold dialogue
Myths and misconceptions Discussions Discussing

• cultural Facilitations Dramatising
• religious Research Debating
Resource persons Brainstorming
Drama Facilitating films
Poems
Peer teaching
Quiz
Devil’s advocacy
Explanations
TEACHER’S MANUAL
11
Junior Level
3. HEALTH (REFER TO SOCIAL STUDIES, HOME ECONOMICS AND ENVIRONMENTAL STUDIES SYLLABUS)
l Establish the link between personal and environmental

hygiene.
l Explain the link between Nutrition, HIV and AIDS.
l Identify substances we eat, drink or inhale that are harmful
OBJECTIVES
to the body.
l Establish the link between substance abuse and risky
behaviour.
l Explain ways of preventing and reducing stress.
Hygiene (Personal and Role play and drama Discussing

Environmental) Discussions Projects
• home Facilitations Debating
• school Resource persons Brain storming
• community Poems Role playing and dramatising
• self-grooming skills Peer teaching Facilitating films
• body cleanliness Group projects Lecturing
• dental hygiene Field visits Community service
Lecture
Nutrition in relation to HIV and Discussions Drawing

AIDS Facilitations Projects
• importance of balanced diet Role play and drama Collecting
• nutritional gardens Problem solving Quiz competition
Case study Wall freeze
Quiz
Resource persons
Group projects
Communicable and non- Discussions Dramatising

communicable diseases Lecture Discussing
• definitions Facilitations Questioning and answering
• communicable diseases Role play and drama Naming
• non-communicable diseases Problem solving Listing
• prevention Case study Talk shows
• public health concerns (cholera, Quiz Quiz competitions
bilharzia, measles, malaria, Question and answer Facilitating films
rabies, Ebola, scabies, intestinal Resource persons Lecturing
worms etc. Videos and films Researching
Field research
Drug and substance abuse Discussions Role playing and dramatising

• names and types of drugs and Story telling Discussing
substance abuse Role play and drama Questioning and answering
• effects of drug and substance Facilitations Singing and dancing
abuse Resource persons Talk shows
Videos and films Quiz competitions
Picture code Picture code
Mental health Discussions Role playing and dramatising

• definition Story telling Discussing
• causes of mental ill health Role play and drama Questioning and answering
• causes of stress Facilitations Singing and dancing
• stress management Resource persons Talk shows
Videos and films Quiz competitions
TEACHER’S MANUAL
12
Junior Level
4. VALUES, BELIEFS AND CITIZENSHIP
l Identify sources of values.

l Describe forms of good behavior at school, home and in
the community.
l Discuss the challenges which vulnerable members of
OBJECTIVES society face.
l Identify inclusive approaches to involve the vulnerable.
l Demonstrate Unhu/Ubuntu/Values.
l Discuss what one should do to demonstrate love for
one’s country.
Sources of values at Discussion Discussing forms of good behavior

• Home Role play and drama Dramatising respectful behaviors
• School Demonstration Role playing on good behavior
• Community Miming Singing and dancing
Story telling
Respect and tolerance Song and dance
• self-respect
• respect for others and adults
• positive attitudes towards
vulnerable members of society
• good and bad behaviour
Social etiquette and manners Discussion Discussing social etiquette and

• language register Role play and drama manners
• values for example, honesty, Demonstration Dramatising good manners
obedience, trustworthiness, Song and dance Story telling on values
respect for work, empathy Facilitated film screening
• dress code Singing and dancing
Religion Discussion Discussing practices of different

• my religion Role play and drama religions
• respect for different religious Song and dance Role playing and dramatising
groups Singing and dancing
Citizenship (refer to Constitution Discussion Discussing elements of patriotism

of Zimbabwe, Chapter 3 Section Role play and drama Role playing and dramatising
35 – 43) Song and dance Singing and dancing
• Define citizenship Lecture by Resource persons Reciting poems
• Patriotism Poems Facilitated films screening
TEACHER’S MANUAL
13
Junior Level
5. CARE, MANAGEMENT AND MITIGATION
l Demonstrate ways of positive interaction with people

OBJECTIVES affected and infected with HIV.
l Identify social services and referral systems available.
• Treatment, Care and Support for Lecture by resource persons Role playing and dramatising
learners affected and infected Role play and drama Discussing
with HIV Discussions Video viewing
• Treatment adherence Videos and facilitated firms Identifying referral centres
Song and dance Singing and dancing
Story telling Story telling
Poems Reciting poems
Available Support Systems Lecture by resource persons Questioning and answering

• role of support groups Question and answer Identifying support organization
• child protection Role play and drama within the community
• BEAM Song and dance
• Referral systems Story telling
Group projects
TEACHER’S MANUAL
14
Junior Level
6. CHILD PROTECTION
l State their rights and responsibilities.

l Explain different types of abuse.
OBJECTIVES l Describe ways of reporting child abuse
l Establish child protection committees.
l Identify effects of child abuse.
Child Abuse Lecture by resource persons Discussing

• Forms of abuse Discussion Story telling
• Child rights and responsibilities Story telling Role playing and dramatising
• How to report child abuse Role play and drama Singing and dancing
Song and dance Puppets and animations
Puppetry and animations Facilitating film screening
Facilitated film Educational tours
Field visits
Child Protection Lecture by resource persons Questioning and Answering

Role play and drama Role Playing
• Potential abusers at Question and answer Discussing
- Home Role playing and dramatizing
- School Discussion Singing and dancing
- Community Brainstorming Undertaking a case study
Song and dance Selecting Child Protection
• Child Protection Committees Devil’s advocate Committee members
- At school Story telling
- In the community Case study
TEACHER’S MANUAL
15
TEACHER’S MANUAL
16

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ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

GUIDANCE AND COUNSELLING

INFANT AND JUNIOR EDUCATION

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

GUIDANCE AND COUNSELLING

INFANT AND JUNIOR EDUCATION

Rights and responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Family Life Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Human Growth and Development . . . . . . . . . . . . . . . . . . . . . . . .10

Values, Beliefs and Citizenship . . . . . . . . . . . . . . . . . . . . . . . . . .13

Care, Management, Mitigation . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Child Protection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

ACRWC African Charter on the Rights and Welfare of the Child

AIDS Acquired Immune Deficiency Syndrome

BSPZ Better Schools Programme in Zimbabwe

HIV Human Immune Virus

ILEPS Infant, Learner Welfare and Psychological Services

MHCC Ministry of Health and Child Care

MOPSE Ministry of Primary and Secondary Education

NAPH National Association of Primary School Heads

NASH National Association of Secondary School Heads

PTUZ Progressive Teachers Union of Zimbabwe

STI Sexually Transmitted Infections

TUZ Teachers Union in Zimbabwe

UNCESCO United Nations Education, Scientific and Cultural Organisation

UNCRC United Nations Conventions of the Rights of the Child

UNFPA United Nations Population Fund

UNICEF United Nations Children’s Fund

ZDHS Zimbabwe Demographic Health Survey

ZIMTA Zimbabwe Teachers Association

Adolescence – a time in a person’s life when he or she develops from

Anatomy – the scientific study of the structure of a human or

Bisexual – Sexually attracted to both men and woman or a person

Career – the series of jobs that a person has a particular area of

Citizenship – the legal right to belong to a particular country.

Conflict – a situation which people or groups are involved in a

Courtship – the time when tow people have a romantic relationship

Dating – a romantic meeting that is arranged between a

Devil’s Advocate – a person who expresses an opinion that they do not

Discrimination – refers to any form of arbitrary distinction, exclusion or

Entrepreneurship – making money by starting or running businesses

Gender roles – male or female responsibilities.

Heterosexual – a person who is sexually attracted to people of the

Hormones – a chemical substance produced in the body that

Hygiene – the practice of keeping yourself and your living and

Mitigation – a reduction on how unpleasant or serious something is.

Reproductive Health – the wellbeing of a person, usually female, in matters

Sexual Abuse – the crime or act of harming a child in a physical, sexual

Social Etiquette – the formal rule of correct or polite behavior in society.

Values – beliefs about what is right and wrong and what is

The Ministry of Primary and Secondary Education is grateful to the

Infant Education, Learner Welfare, Psychological Services and Special

We would like to acknowledge with gratitude the technical and financial

The Ministry of Primary and Secondary Education (MOPSE)

The Ministry and, indeed, the Government of Zimbabwe endeavors to

The ethos of our school system should therefore contribute to positive