Week Topic Assumed Objectives Methodology Competences S.O.

M Media / General Individual

Knowledge & Activities Resources
ending (skills & attitudes) Evaluation Evaluation

The It is assumed -to analyse what initiates one into . teacher  Problem solving Syllabus p.16 -I.C.T
nature of that pupils medium ship. introduces the  Analytic skills (slides)-
medium know medium concept  Communication Introduction to Resource
ship: ship. -to discuss the importance of •Researching on skills. African Religion person
initiation into medium ship the initiation and  Collaboration (Mbiti) p.110-123
Initiation practice of
medium ship Shona customs
(Killef) p.44-45

Practice It is assumed •Explain the practice of medium •Researching on  Problem solving Syllabus p.16 I.C.T (slides)
of that pupils ship the practice of  Analytic skills Introduction to -Resource
medium know medium •Delineate the observances medium ship  Communication African Religion person
ship ship (Miko)and the ethical principles . Discussion on skills. (Mbiti) p.110-123
of mediums the practice of  Collaboration
medium ship. Shona customs
(Killef) p.44-45

Ethics of It is assumed •Explain the practice of medium • Discussing the  Problem solving Syllabus p.16 I.C.T (slides)
medium that pupils ship observances and  Analytic skills Introduction to -Resource
ship know medium •Delineate the observances ethical  Communication African Religion person
ship (Miko)and the ethical principles principles of skills. (Mbiti) p.116
of mediums mediums.  Collaboration
Shona customs
(Killef) p.44

True and It is assumed -to distinguish between true and •Debating the  Problem solving Syllabus p.16 I.C.T (slides)
false that pupils false medium. criteria to  Analytic skills Introduction to -Resource
medium know medium -to clarify if it is plausible to distinguish true  Communication African Religion person
sip ship distinguish true medium and false from false skills. (Mbiti) p.110
medium. medium ship
Week Topic Assumed Objectives Methodology & Competences S.O.M Media / General Individual
Knowledge Activities Resources
ending (skills & Evaluatio Evaluation
attitudes) n

Concept of It is assumed • explain the concept of -discussing the  Analytic skills Syllabus p.17 •ICT tools
Medium ship that pupils medium ship concept of medium  Communication •Large print
know • identify early and ship giving examples skills. Introduction to books
mediums contemporary mediums of mediums  Collaboration African •Resource
•Researching on early Religion person
and contemporary (Mbiti) p.110
mediums

Roles of It is assumed •Assess the interaction •Discussing the  Analytic skills Syllabus p.17 •ICT tools
mediums that pupils between the early mediums suppression of  Communication Introduction to •Large print
know and the white settlers indigenous religious skills. African books
mediums •Critique the roles of institutions citing  Collaboration Religion -Resource
Mediums in the Liberation examples (Mbiti) p. 121 person
Struggle in Zimbabwe •Assessing the role of
mediums in the
Liberation Struggle
in Zimbabwe
UNHU/ It is •examine the nature of •Discussing the  Analytic skills Syllabus p.18 ICT tools
UBUNTU/ assumed family relations in nature of family  Communication Introduction to •Large print
VUMUNHU that pupils Indigenous Religion relations skills. African books
IN know •identify ethical aspects •Evaluating the  Collaboration Religion -Resource
INDIGENOU importance of ethical (Mbiti)p.175-
family that affect family person
S RELIGION: conduct in shaping 180
Family
relations relations in Indigenous family relations
relations and Religion
ethical conduct
Test It is -interpret and analyse -interpreting the  Analytic skills Trs’ resource Chalkboard
assumed the question. question.  Communication
that pupils -present answers in a -presentation of skills.
how to logically and argue answers in essay
form.
write a test.
Week Topic Assumed Objectives Methodology & Competences S.O.M Media / General Individual
Knowledge Activities Resources
ending (skills & Evaluation Evaluation
attitudes)

Respect for the It assumed •explain the concept of •Discussing the  Problem solving Syllabus p. 18 -I.C.T Tools
elders that pupils respect in Indigenous concept of respect in  Analytic skills Introduction to
know elders. Religion Indigenous Religion  Communication African Religion - local drama
•examine the value of •Assessing the value skills. (Mbiti) p.195 with elderly
respecting elders in of respect for elders  Collaboration people.
Indigenous Religion

Community It is assumed •identify elements that •Discussing elements  Problem solving Syllabus p.18 -I.C.T Tools
and Social that pupils enhance communal life that enhance  Analytic skills African
responsibility know in Indigenous Religion communal life  Communication Traditional
community •evaluate the factors that •giving feedback on skills. Religions
and social negatively affect the the factors that  Collaboration And The
responsibility communal system negatively impact on Promotion Of
the communal system Community-
in Indigenous Living In
Religion Africa.
(C. I. Ejizu)
p.123
Marriage It is assumed •identify the types of •Explore the types of  Problem solving Syllabus p.19 I.C.T Tools
Institution that pupils marriage in Indigenous marriage in  Analytic skills Introduction to Large print
know Religion Indigenous Religion  Communication A.R (Mbiti) books
marriage •explain pre and post •Discussing the stages skills. p.98-108
marital rites in both pre and post  Collaboration
marital rites
Divorce It is assumed •explain the nature of •Discussing the  Problem solving Syllabus p.19 I.C.T Tools
that pupils divorce in Indigenous nature of divorce in  Analytic skills Introduction to Large print
know Religion Indigenous Religion  Communication A.R (Mbiti) books
divorce •highlight the procedures •Examining the skills. p.98
of facilitating divorce procedures of
facilitating divorce

Week Topic Assumed Objectives Methodology & Competences S.O.M Media / General Individual
ending
Knowledge Activities Resour
ces
 (skills & attitudes) Evaluation Evaluation

Indigenous It is assumed •examine the status of women •Discussing the status of  Problem solving Syllabus p.19 •ICT
Religion that pupils in Indigenous Religion women in Indigenous  Analytic skills Gender And Power: tools
And know women •evaluate factors which may Religion  Communication skills. A Feminist Critique •Large
Gender promote or hinder women’s •Analysing factors which  Collaboration Of Hosea’s Sexual print
Relations: progress in Indigenous may promote or hinder Imaging in Hosea 1- books
Status of Religion women’s progress in 3 And Its
women in Indigenous Implications for
Indigenous Contemporary
Religion Shona Women
(Zivave. W) p. 156

Women It is assumed •evaluate the involvement of •Analysing women’s  Problem solving Syllabus. P.20 -ICT
participatio that pupils women in politics in participation in politics  Analytic skills Women in A.T.R tools
n in politics know politics Indigenous Religion •Explaining factors which  Communication skills. (Kilson) p. 138. •Large
and how •identify factors which may promote or hinder women's  Collaboration print
women promote or hinder women’s participation in politics books
participate in participation in politics
politics.
Women and It is assumed •identify factors which may •Explaining factors which  Problem solving Syllabus. P.20
Religion that leaners promote or hinder women’s promote or hinder women's  Analytic skills Women in A.T.R
know religion participation in indegenious participation in indegenious  Communication skills. (Kilson) p. 138.
religion religion  Collaboration

Test It is assumed -to interpret the question Interpreting the question. Syllabus p.20 ICT
that learners -present answers logically and Presenting the answers Tools
know test. coherently. logically.

Week Topic Assumed Objectives Methodology & Competences S.O.M Media / General Individual
Knowledge Activities Resources
ending (skills & attitudes) Evaluation Evaluation
 INDIGENOUS It is •Explain the concept •Discussing the  Problem solving Syllabus p. 20 ICT Tools.
RELIGION AND assumed that of land in concept of land in  Analytic skills
LAND learners Indigenous Religion Indigenous Religion  Communication African Religion
know land. •Assess the land •Analysing the skills. And
ownership system in concept of land  Collaboration Environmental
Indigenous religion ownership in Challenges In
Indigenous Religion Post Colonial
Africa p. 17-38

INDIGENOUS It is •examine reverence •Discussing reverence  Problem solving Syllabus p.21 •ICT tools
RELIGION AND assumed that for nature in of nature in  Analytic skills Totem, Taboos, •Text
NATURAL learners Indigenous Religion Indigenous Religion  Communication environmental books
ENVIRONMENT know land •explain human •Analysing human skills. conservation and •Braille
: Reverence for kinship with nature kinship with nature in  Collaboration management Books
nature and kinship in Indigenous Indigenous Religion practices •Resource
with nature Religion (Makamure and person
Vengesai) p 7-12 •Talking
book
Sacred It is •identify the sacred •Explaining the  Problem solving Syllabus p.21 •ICT tools
phenomena in the assumed that phenomena in the significance of sacred  Analytic skills Totem, Taboos, •Text
natural learners natural environment natural phenomena in  Communication sacred places and books
environment know the •Assess the Indigenous Religion skills. environmental •Braille
sacred significance of •Researching on the  Collaboration conservation and Books
environment sacred phenomena in significance of sacred management •Resource
the natural phenomena practices. person
environment (Makamure and •Talking
Vengesai) p 7-12 book
Taboos and the It is -Define a taboo •Discussing taboos  Problem solving Syllabus p.21 •ICT tools
natural assumed that •Analyse taboos that and their significance  Analytic skills Shona taboos •Text
environment learners protect the natural in protecting the  Communication (Chigidi) p. 68 books
know the environment environment skills. •Resource
does and  Collaboration person.
donts in
ATR

Week Topic Assumed Objectives Methodology & Competences S.O.M Media / General Individual
Knowledge Activities Resources
ending (skills & Evaluation Evaluation
attitudes)

INDIGENOUS It is assumed •explain the values •Discussing the  Problem Syllabus p.22 Money
RELIGION that pupils on wealth creation values on wealth solving A.T.R and the
AND know what in Indigenous creation in  Analytic skills concept of I.C.T Tools
ENTERPRISE: wealth Religion Indigenous  Communication development
Indigenous creation is. Religion skills. (N,A.
Religion and •identify the •Examining the Collaboration Alolo)p.40-43
wealth creation prohibited ways of prohibited ways of
wealth creation wealth creation

Indigenous It is assumed •explain the values Discussing the  Problem Syllabus p.22 ICT Tools
Religion and that pupils on wealth creation values on wealth solving A.T.R and the
wealth creation know what in Indigenous creation in  Analytic skills concept of
wealth Religion Indigenous  Communication development
creation is •identify the Religion skills. (N,A. Alolo)
prohibited ways of •presenting on Collaboration p.40-43
wealth creation prohibited ways of
wealth creation
INDIGENOUS It is assumed -define health from •Identifying areas  Problem Syllabus p.22 ICT Tools
RELIGION that pupils an indegenious of indigenous life solving Religion, Local
AND know what perspective. that are included  Analytic skills Health and drama and
HEALTH: health is. •analyse the under health.  Communication Healing in the novels.
concept of concept of health -discussing areas skills. Shona
health in Indigenous of indigenous life Collaboration traditional
Religion that are included culture (M.
under health Machinga)
p.2-7
Test It is assumed Interpret the Interpreting the  Problem Syllabus p.22 Chalkboard
that learners question. question. solving .
know how to Demonstrate Demonstrating  Analytic skills
interpret and critical thinking critical thinking  Communication
present skills through skills. skills.
answers writing a logical
essay.
Week Topic Assumed Objectives Methodology & Competences S.O.M Media / General Individual
Knowledge Activities Resource
ending (skills & attitudes) s Evaluation Evaluation

Methods of It is assumed •delineate the •Discussing ways in  Problem solving Syllabus p.23 Videos on
Healing that learners relationship between which the spiritual  Analytic skills healing
know what the spiritual world and realm influences the Communication skills. Religion, Health
healing is healing healing practice and Healing in
•examine methods of •Researching on the Shona
healing in Indigenous different methods of traditional
Religion healing culture (M.
Machinga) p.2-7

Methods of It is assumed •delineate the •Discussing ways in  Problem solving Syllabus p.23 Videos on
Healing that learners relationship between which the spiritual  Analytic skills Religion, Health healing
know what the spiritual world and realm influences the Communication skills. and Healing in
healing is healing healing practice the Shona
•examine methods of •Researching on how traditional
healing in Indigenous religious practitioners culture (M.
Religion are involved and tools Machinga) p.2-7
used in each method

INDIGENOUS It is assumed •explain the concept of •Discussing the concept -Problem solving Syllabus p.23 ICT Tools
RELIGION that learners governance in of governance  Analytic skills A.T.R and the
AND know about Indigenous Religion •Exploring the Communication skills. concept of
POLITICS: governance processes of development
Concept of governance (N,A. Alolo)
governance p.40-43

Concept of It is assumed •explain the concept of •Discussing the concept  Problem solving Syllabus p.23 ICT Tools
governance that learners governance in of governance  Analytic skills A.T.R and the
know about Indigenous Religion •Exploring the Communication skills. concept of
governance •identify the processes processes of development
of governance governance (N,A. Alolo)
Indigenous Religion p.36-39

Week Topic Assumed Objectives Methodology & Competences S.O.M Media / General Individual
Knowledge Resources
ending Activities (skills & Evaluation Evaluation
attitudes)

Judaism: It is assumed -trace the origins of Tracing the origins  Problem Syllabus p.24 •ICT tools
that pupils Judaism. of Judaism. solving •Large
Introduction know  Analytic An print books
to Judaism Judaism. -explain how the Explaining the birth skills Introduction
religion came into of Judaism. Communication to Judaism
being. skills. (N.D. Lange)
p. 26

Introduction It is assumed -trace the origins of Tracing the origins  Problem Syllabus p.25 ICT tools
that pupils Judaism. of Judaism. solving An •Large
know  Analytic Introduction print books
Judaism. -explain how the Explaining the birth skills to Judaism
religion came into of Judaism. Communication (N.D. Lange)
being. skills. p. 26

Tenets of It is assumed •identify different •Discussing the  Problem Syllabus p.25 ICT tools
Judaism: that learners types of covenants various types of solving An •Large
covenant know the •explain the covenants and their  Analytic Introduction print books
basic pillars significance of the significance skills to Judaism
of Judaism covenants Communication (N.D. Lange)
skills. p. 26
Test It is assumed Interpret the Interpreting the  Problem Syllabus p.22 Chalkboard
that learners question. question. solving .
know how to Demonstrate critical Demonstrating  Analytic
interpret and thinking skills critical thinking skills
present through writing a skills. Communication
answer logical essay. skills.

Week Topic Assumed Objectives Methodology & Competences S.O.M Media / General Individual
Knowledge Resources
ending Activities (skills & attitudes) Evaluation Evaluation

Laws it is assumed •distinguish •Analysing  Problem Syllabus Chalkboard

that learners different types of different types of solving p.25
know about laws in the laws in the  Analytic skills The RSV
laws. Pentateuch Pentateuch  Communication A Guide to Bible
•interpret the •Assessing the skills. Judaism (L.
Decalogue significance of the  Collaboration C, Sherbok)
Decalogue p.1-4

PROPHECY: it is assumed •reflect on •Delineating the  Problem -Syllabus ICT Tools

Origins of that learners definitions of different solving p.26
prophecy know about prophecy definitions of  Analytic skills -O.T
prophecy •critique theories prophecy  Communication prophecy
on origins of •Discussing skills. (J.H.Hayes)
prophecy theories on origins  Collaboration p.43
of prophecy
PROPHECY: it is assumed •reflect on •Delineating the  Problem -Syllabus p ICT Tools
Origins of that learners definitions of different solving -O.T
prophecy know about prophecy definitions of  Analytic skills prophecy
prophecy •critique theories prophecy  Communication (J.H.Hayes)
on origins of •Discussing skills. p.43.26
prophecy theories on origins  Collaboration -
of prophecy
PROPHECY: it is assumed •reflect on •Delineating the  Problem -Syllabus ICT Tools
Origins of that learners definitions of different solving p.26
prophecy know about prophecy definitions of  Analytic skills -O.T
prophecy •critique theories prophecy  Communication prophecy
on origins of •Discussing skills. (J.H.Hayes)
prophecy theories on origins  Collaboration p.43
of prophecy
Week Topic Assumed Objectives Methodology & Competences S.O.M Media / General Individual
Knowledge Activities Resour
ending (skills & attitudes) ces Evaluation Evaluation

Early It is assumed •examine early -Explaining early  Problem Syllabus p.26 ICT
manifestations that learners forms of prophecy forms of prophecy solving Tools
of prophecy know how •compare the  Analytic skills -O.T prophecy
prophecy early forms with -Tracing the  Communication (J.H.Hayes)
manifest. similar development of p.43
skills.
phenomena in the forms of  Collaboration
surrounding prophecy
nations

Functions of It is assumed •explain functions Introducing the  Problem Syllabus p.26 ICT
prophets that learners of prophets concept. solving -The message Tools
know the •assess the of the prophets
 Analytic skills
functions of
functions of Evaluating  Communication (W.F.
prophets.
prophets functions of skills. Oastrom) p7
prophets Collaboration
Ways in It is assumed •Identify ways in •Discussing ways  Problem Syllabus p.27 ICT
which that learners which prophets in which prophets solving -The message Tools
prophets know methods received their received their of the prophets
 Analytic skills
used by
received message messages  Communication (W.F.
prophets
messages •examine methods •Assessing the skills. Oastrom) p7
used by prophets significance of Collaboration
to receive their methods
message

Test It is assumed Interpret the Interpreting the  Problem Syllabus p.22 Chalkbo
that learners question. question. solving Past exam ard.
know how to Demonstrate Demonstrating  Analytic skills paper
interpret and critical thinking critical thinking  Communication
present skills through skills. skills.
answer writing a logical Collaboration
essay.
Week Topic Assumed Objectives Methodology & Activities Competences S.O.M Media / General Individual
Knowledge Resources
ending (skills & Evaluation Evaluation
attitudes)

Methods used It is assumed •identify methods used by •Discussing the methods used by -Problem solving Syllabus p.27 ICT Tools
by prophets to that learners prophets to communicate prophets to communicate their -Analytic skills
communicate know their message message -Communication -A’Level
their message methods used •evaluate methods used by skills. divinity
by prophets prophets to communicate •Assessing the effectiveness of -Collaboration (Marara).p.35
to their message the methods used
communicate
.
True and false It is assumed -Explain the concept of •Examining the concept of true -Problem solving Syllabus p.28 ICT Tools
prophecy that learners false prophecy and false prophecy -Analytic skills A’Level
know about -evaluate the concept of •Researching on circumstances -Communication divinity
prophecy true and false prophets. that led to the development of skills. (Marara).p.35
criteria to distinguish true and -Collaboration
false prophecy
True and false It is assumed -Explain the concept of •Examining the concept of true -Problem solving Syllabus p.28 ICT Tools
prophecy that learners false prophecy and false prophecy -Analytic skills A’Level
know about -Trace the circumstances •Researching on circumstances -Communication divinity
prophecy that led to the development that led to the development of skills. (Marara).p.35
of criteria to distinguish criteria to distinguish true and -Collaboration
true and false prophecy false prophecy
assess the criteria used to •Analysing the criteria used to
differentiate between true differentiate between true and
and false prophecy false prophets
Prophecy, It is assumed •examine the involvement •Discussing the relationship of -Problem solving Syllabus p.28 ICT Tools
politics and that learners of prophets in politics prophecy, politics and social -Analytic skills - The message
social justice know the role •explain how prophets justice -Communication of the prophets
of Israelite addressed social injustice •Evaluating the relationship of skills. (W.F.
prophets in prophecy, politics and social Collaboration Oastrom) p7
politics and justice
justice

Week Topic Assumed Objectives Methodology & Competences S.O.M Media / General Individual
Knowledge Activities Resources
ending (skills & Evaluation Evaluation
 attitudes)

Exams It is assumed -to recall what they Individual writing -Recalling Past exam Question
that pupils have bee learning of exams -Critical question papers
know an exam -analyse issues Teacher marking the thinking
-apply what has been scripts. -Problem
learnt in Revision by the solving
contemporary class
situation.
Exams in It is assumed -to recall what they Individual writing -Recalling Past exam Question
progress that pupils have bee learning of exams -Critical question papers
know an exam -analyse issues Teacher marking the thinking
-apply what has been scripts. -Problem
learnt in Revision by the solving
contemporary class
situation.
Exams in It is assumed -to recall what they Individual writing -Recalling Past exam Question
progress that pupils have bee learning of exams -Critical question papers
know an exam -analyse issues Teacher marking the thinking
-apply what has been scripts. -Problem
learnt in Revision by the solving
contemporary class
situation.
Exams in It is assumed -to recall what they Individual writing -Recalling Past exam Question
progress that pupils have bee learning of exams -Critical question papers
know an exam -analyse issues Teacher marking the thinking
-apply what has been scripts. -Problem
learnt in Revision by the solving
contemporary class
situation.

Week Topic Assumed Objectives Methodology & Competences S.O.M Media / General Individual
Knowledge Activities Resources
ending (skills & Evaluation Evaluation
attitudes)

Exams It is assumed -to recall what they Individual writing -Recalling Past exam Question
that pupils have bee learning of exams -Critical question papers
know an exam -analyse issues Teacher marking the thinking
-apply what has been scripts. -Problem
learnt in Revision by the solving
contemporary class
situation.
Exams in It is assumed -to recall what they Individual writing -Recalling Past exam Question
progress that pupils have bee learning of exams -Critical question papers
know an exam -analyse issues Teacher marking the thinking
-apply what has been scripts. -Problem
learnt in Revision by the solving
contemporary class
situation.
Exams in It is assumed -to recall what they Individual writing -Recalling Past exam Question
progress that pupils have bee learning of exams -Critical question papers
know an exam -analyse issues Teacher marking the thinking
-apply what has been scripts. -Problem
learnt in Revision by the solving
contemporary class
situation.
Exams in It is assumed -to recall what they Individual writing -Recalling Past exam Question
progress that pupils have bee learning of exams -Critical question papers
know an exam -analyse issues Teacher marking the thinking
-apply what has been scripts. -Problem
learnt in Revision by the solving
contemporary class
situation.
Week Topic Assumed Objectives Methodology & Competences S.O.M Media / General Individual
Knowledge Activities Resources
ending (skills & Evaluation Evaluation
attitudes)

Compiling --------------- --------------------- Tr compiles --------------- ------------- Record

and -- marks from book,
recording written Test
marks. exercises. Exercise
books
-Entering --------------- --------------------- Tr enters marks --------------- ------------ Report
marks in ---- in report books.
report booklets.
booklets.

-Collecting --------------- To keep correct Tr collects and ……………….. ------------ Subject

text book record of records all Tr’s
issued to resources in the returned and lost inventory.
pupils. department. text books.

………………. ----------
Closing ------------ --------------------- -------------------- ------------
School --- -- -