Family and Religious Studies Syllabus Form 5 6 1

FAMILY AND RELIGIOUS STUDIES SYLLABUS Form 5-6.
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ZIMBABWE
MINISTRY OF PRIMARY AND SECONDARY EDUCATION
FAMILY AND RELIGIOUS

STUDIES SYLLABUS
FORMS 5 - 6
2015-2022
Curriculum Development and Technical Services,

P.O. Box MP 133, Mount Pleasant, Harare
© All Rights Reserved
Revised 2015
FAMILY AND RELIGIOUS STUDIES SYLLABUS Form 5-6.qxp_Layout 1 7/2/2017 11:13 AM Page i
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Family and Religious Studies Syllabus (Forms 5- 6)
ACKNOWLEDGEMENTS
The Ministry of Primary and Secondary Education wishes to acknowledge the following for
their valued contribution in the production of this syllabus:
l The National Family and Religious Studies panel for their professional and technical
input
l Representatives from Universities (Zimbabwe Open University and University of Zim-

babwe)
l Zimbabwe Schools Examinations Council (ZIMSEC)
l Representatives from various Religious Traditions and Institutions
l United Nations Children’s Fund (UNICEF)
l United Nations Educational Scientific and Cultural Organisation (UNESCO)
l Publishers
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TABLE OF CONTENTS
1.0 ACKNOWLEDGEMENTS............................................................................... iii
1.0 PREAMBLE.....................................................................................................iv
1.1 INTRODUCTION............................................................................................. iv
1.2 RATIONALE..................................................................................................... iv
1.3 SUMMARY OF CONTENT...............................................................................iv
2.0 PRESENTATION OF THE SYLLABUS............................................................v
3.0 AIMS................................................................................................................. v
4.0 SYLLABUS OBJECTIVES...............................................................................v
5.0 PRESENTATION OF SYLLABUS.................................................................... v
6.0 TOPICS............................................................................................................ vi
7.0 SCOPE AND SEQUENCE CHART.................................................................. 1
8.0 FORM 5: COMPETENCY MATRIX.................................................................. 6
9.0 FORM 6 COMPETENCY MATRIX..................................................................22
10.0 ASSESSMENT................................................................................................33
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1.0 PREAMBLE l Self-management

l Communication
Enterprise
1.1 Introduction
l
l Learning and innovation
The Family and Religious Studies learning area is
a two year syllabus that provides learners with skills
that enable them to critically reflect on religious 1.3 Summary of Content
concepts and experiences. The learning area helps
This syllabus covers aspects of Indigenous
the learners understand and interpret religious and
moral concepts in their everyday life. It is a multi- Religion, Judaism, Christianity and Islam. The
faith, non-proselytising approach to the study of focus is to draw concepts from these religions that
religion which makes learners to be aware of their enable learners to reflect on their lives within their
respective religious identities in the context of socio- political and economic environment.
Unhu/Ubuntu/Vumunhu and religious plurality. It
inculcates in the learners the invaluable ability to
hold responsible dialogue where they tolerate each 1.4.0 METHODOLOGY AND TIME
other’s religion in a peaceful environment. The ALLOCATION
learning area enables learners to evaluate and
synthesise religious concepts to formulate 1.4.1 METHODOLOGY
theoretical frameworks for sustainable
development. The syllabus employs a thematic This syllabus is based upon a learner-centred,
approach that will graduate learners to a mature hands-on, multi-faith, non-proselytising and non-
relationship with religious and moral thinking and confessional problem posing approach. This
practice. The learning phase will see learners being approach develops critical thinking, evaluation,
assessed through both continuous assessment and synthesis and practical application of concepts to
summative examination.
everyday life. The methodology comprises the
following teaching and learning methods:
1.2 Rationale
The Family and Religious Studies learning area l Lecture and Signing
focuses on selected concepts in four religions in
l Group Work and Discussion
Zimbabwe; Indigenous Religion, Judaism,
l Seminars
Christianity and Islam. The learning area facilitates
the respect for human dignity and diversity. The l Workshop
Family and Religious Studies learning area is l Drama, Role-play and Simulation
significant in that it enables learners to actively l Video and Film Show
conceptualise, analyse, evaluate and apply data
l E-learning
gathered from their observations of religious
l Discovery
phenomena to develop Unhu/Ubuntu/Vumunhu,
social responsibility and ethical principles from the l Projects
religions. The learning area develops learners into l Research and assignment
critical, self-driven and responsible citizens who l Case Studies
participate in sustainable development.
l Educational Tours
The above suggested methods are enhanced by
The Family and Religious Studies syllabus enables the application of methods that employ multi-
learners to develop skills in: sensory approaches to teaching such as
individualization, totality, concreteness, tactility,
l Problem solving stimulation and self-activity.
l Critical thinking
l Decision making 1.4.2 TIME ALLOCATION
l Leadership Eight periods of 40 minutes per week should be
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allocated for adequate coverage of the syllabus. A Religion and Judaism in Form 5 and aspects of Christianity
minimum of two seminars per year and some and Islam in Form 6.
educational tours should be allocated.
1.5 ASSUMPTIONS 3.0 AIMS

It is assumed that learners:
The aims of the syllabus are to:
l are aware of background issues
l are aware of diversity of religions l enable the learner to appraise the four religions in
Zimbabwe
l are aware that religion is dynamic
l integrate the concept of Unhu/Ubuntu/Vumunhu
l are conscious of Unhu/Ubuntu/Vumunhu and moral with various religious beliefs in shaping the
values in the diversity of religions
character and behaviour of the learner
l have the potential to critique different religions in a l develop critical consciousness of how religion
rational manner
shapes identity and national values
l are aware that the religion has the potential to l enable the learner to evaluate the role of religion in
influence change in the society
fostering the dignity of hard work and teamwork for
sustainable development
1.6 CROSS-CUTTING THEMES

4.0 SYLLABUS OBJECTIVES
By the end of form 6 learners should be able to:
Family and Religious Studies as a learning area
encompasses the cross-cutting themes listed here-under:
4.1 identify the key aspects in the four religions in
l Gender Zimbabwe
l Health 4.2 apply concepts from the religions in problem

solving
l Environmental management
4.3 evaluate the elements of Unhu/Ubuntu/Vumunhu in
l Enterprise the Indigenous Religion
l Human Rights 4.4 delineate the traits of Unhu/Ubuntu/Vumunhu in
l Sexuality Judaism, Christianity and Islam
l Heritage 4.5 discuss concepts in the four religions that shape
identity and national values
l Good Citizenship, Social Responsibility and
Governance 4.6 assess the role of religion in fostering the dignity of
hard work and team work
l Conflict Transformation, Tolerance and Peace-
Building 4.7 synthesise religious concepts from the four
religions into the models of hard work and team
work for Sustainable development
2.0 PRESENTATION OF SYLLABUS 5.0 PRESENTATION OF THE SYLLABUS

5.1 RELIGIONS
The Family and Religious Studies syllabus is presented as
a single document which covers aspects of Indigenous
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l Indigenous Religion 5.5 Judaism and Contemporary issues

l Judaism l Marriage institution
l Christianity l Death and related beliefs
l Islam l Health and well being
l The portrayal of women in Judaism
5.2 Indigenous Religion l Judaism and the land question
l Tenets Of Indigenous Religion l Environmental conservation
l Indigenous Religion and Mediumship
l Unhu/Ubuntu/Vumunhu in Indigenous Religion 5.6 Islam
l Tenets of Islam
5.3 Indigenous Religion and l Mohammed, prophecy and revelation
Contemporary issues l Ethics in Islam
l Indigenous Religion and Marriage

5.7 Islam and Contemporary issues
l Indigenous Religion and Gender Relations
l Islam and gender relations
l Indigenous Religion and Land
l Islam and social responsibility
l Indigenous Religion and the Natural Environment
l Islam in Politics (peace building)
l Indigenous Religion and Health
l Islam and marriage
l Indigenous Religion and Politics (peace building)
l Islam and the natural environment
5.8 CHRISTIANITY
5.4 Judaism l Tenets of Christianity
l Jesus – birth, baptism, death and resurrection
Prophecy l Key teachings of Christianity
l Prophecy and its origins – including possible origins
outside ancient Israel
5.9 Christianity and contemporary
l The early manifestations of prophecy and functions
issues:
of prophets
l Christianity and marriage
l Methods used by prophets to receive and
communicate their messages l Christianity and enterprise
l True and false prophets l Christianity and politics (peace building)
l Prophecy, politics and social justice l Christianity and health/wellbeing
l Christianity and gender relations
Note: Examples on the above concepts may be l Christianity, prophecy and miracles in the
drawn from pre-canonical prophets and canonical contemporary Zimbabwean context
prophets – Amos, Hosea, Isaiah of Jerusalem and
Jeremiah
vi
1
6.0. SCOPE AND SEQUENCE
6.1. TOPIC 1: Indigenous Religion
SUB TOPIC FORM 5 FORM 6
Tenets of Indigenous Religion  Concept of God -
 Existence and functions of spirits
 Concept of ancestors
 Totems and indigenous identities
 Communication with the spirits
 Symbolism
 Belief in life after death
 The nature of Mediumship
Indigenous Religion and  Concept of mediumship -

Medium ship
Unhu/Ubuntu/Vumunhu in  Family relations and ethical conduct -
Indigenous Religion  Respect for the elders
 Community and Social responsibility
Indigenous Religion and  Marriage institution -

Marriage  Divorce
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Indigenous Religion and  Status of women in Indigenous Religion -

Gender Relations  Women participation in politics
Indigenous Religion and Land  Concept of land in Indigenous Religion -

 Indigenous Religion and land ownership
Indigenous Religion and the  Reverence for nature and kinship with -
Natural Environment nature
 Sacred phenomena in the natural
environment
 Taboos and the natural environment
Indigenous Religion and -

Enterprise
 Indigenous Religion and wealth
creation
Indigenous Religion and Health  Concept of health -

 Methods of healing
Indigenous Religion and  Governance -

Politics
2
3
6.2. TOPIC 2: Judaism

Tenets of Judaism  Covenant -
 Law
Prophecy  Prophecy and its origins – including -
possible origins outside ancient Israel
 The early manifestations of prophecy
 Functions of prophets
 Ways in which prophets received their
messages
 Methods used by prophets to
communicate their message
 True and false prophets
 Prophecy, politics and social justice
Judaism and Contemporary  Marriage institution -
issues  Death and related beliefs
 Health and well being
 Status of women in Judaism
 Judaism and the land question

 Environmental conservation
6.3. TOPIC 3: Christianity
Tenets of Christianity -  Authority of the Bible

 Sin
 Salvation
 Holy Spirit
 Concept of the church
 Eschatology
Jesus’s life -  Birth
 Baptism
 Passion and Death

 Resurrection
Ministry of Jesus -  Kingdom of God
 Parables
 Miracles
 Ethics of Jesus
4
5
6.4. TOPIC 4: Islam

Tenets of Islam -  Authority of the Koran
 Concept of Allah
 Five pillars of Islam
 Sharia Law
Mohammad, prophecy and -  Role of Mohammad in Islam
revelation  Mohammad as the prophet
Ethics in Islam -  Love
 Rules of behaviour
Islam and gender relations -  Status of women in Islam
 Participation of women in politics
Islam and social responsibility -  Humanitarian service
 Islamic charity organisations/NGOs
Islam and Politics -  Concept of governance in Islam
 Concept of Jihad
 Islam and conflict transformation
Islam and marriage -  Marriage institution
 Divorce
Islam and the natural -  Natural environment preservation
environment
COMPETENCY MATRIX
FORM 5
TOPIC 1: INDIGENOUS RELIGION
SUB TOPIC 1: TENETS OF INDIGENOUS RELIGION
KEY LEARNING OBJECTIVE: CONTENT (Skills, SUGGESTED LEARNING SUGGESTED

CONCEPT Learners should be able knowledge, attitude) ACTIVITIES LEARNING
to:- RESOURCES
Concept of  explain the concept of  God  Discussing the concept of God  ICT tools
God God  Attributes  Explaining the attributes of God  Large print
 identify the attributes books

of God  Talking book
 Braille books
Existence  explore the  Spirit existence  Discussing the challenges  ICT tools
and functions existence of spirits  Types of spirits such involved in establishing the  Large print
of spirits  examine the types as ancestral spirits, existence of spirits books
of spirits shavi spirits and  Researching on types of  Talking book
 explain the avenging spirits spirits.  Braille books
functions of spirits  Functions of spirits  Exploring functions of spirits
Concept of  explain the concept  Ancestors  Discussing the concept of  ICT tools
ancestors of ancestors ancestors  Large print
 Relationship with books
God  Talking book
 Braille books
6
7
to:- RESOURCES
Totems and  identify lineages of  Totems  Exploring the history of  ICT tools
Indigenous totems and founding  Importance totems  Large print
identities ancestors  identity books
 Talking book
 explain the importance -Spiritual Role  Discussing the importance of  Braille books
of totems in -Social role totems  Resource
Indigenous Religion  Migration from Guruuswa Person
to Baradzano  Case study

 Spiritual leaders
 Totems and founding

ancestors
Communicati  identify different ways  Forms of  Comparing and contrasting the  ICT tools
on with the of communicating with communication such as different ways of communicating  Large print
spirits spirits - Kusuma/kudira/ with spirits books
ukubika emadlozini  Talking book
 assess the different  Kupira/ ukuthethela  Evaluating the different ways of  Braille books
ways of communicating communicating with spirits
with spirits
Symbolism  identify the symbols in  Symbols in Indigenous  Examining the symbols in  ICT tools
Indigenous Religion Religion Indigenous Religion  Large print
books
 interpret the  Significance of  Deducing the significance of  Talking book
significance of symbols symbols  Braille books
symbols
to:- RESOURCES
Beliefs in Life  explain the concept of  Concept of life after  Analysing the concept of life after  ICT tools
after Death life after death in death death  Braille
Indigenous Religion books
 Talking
 examine rituals  Rituals associated with  Researching on rituals books
associated with life life after death such as associated with life after death  Resource
after death Kurova guva/ ukubuyisa person

 Large print
 Life after death such as  Exploring evidence of life after books
 discuss evidence of life Ngozi (Avenging Spirits), death in indigenous Religion
after death in Vadzimu (Ancestral
Indigenous Religion Spirits)
The nature of  explain the practice of  Initiation into  Researching on the initiation and  ICT tools
mediumship medium ship mediumship such as practice of mediumship  Braille books
 delineate the call through dreams,  Talking

observances sickness and  Discussing the observances and books
(Miko)and the ethical misfortune ethical principles of mediums  Resource
principles of mediums  Practice of person
 discuss the criteria to mediumship
distinguish true from  Observances of  Debating the criteria to
false medium ship mediums such as diet distinguish true from false
and etiquette mediumship
 Ethics of medium
ship
 Criteria to distinguish
true from false
mediumship
8
9
SUB TOPIC 3: INDIGENOUS RELIGION AND MEDIUMSHIP
KEY CONCEPT LEARNING CONTENT (Skills, SUGGESTED SUGGESTED

OBJECTIVE: knowledge, attitude) LEARNING LEARNING
Learners should be ACTIVITIES RESOURCES
able to:-
Concept of  explain the concept  Medium ship  Examining the  ICT tools
Mediumship of medium ship  Examples of early concept of medium  Large print books
ship giving
 identify early and and contemporary  Talking book

contemporary mediums. examples of  Braille books
mediums Early mediums; mediums  Resource person
 assess the Chaminuka,  Researching on
interaction between Nehanda and early and
the early mediums Thobela contemporary
and the white Contemporary mediums
settlers mediums;  Discussing the
Mushore, Nemamwa suppression of
 critique the roles of and Tangwena indigenous
Mediums in the  Interaction between religious institutions

Liberation Struggle the early mediums citing examples
in Zimbabwe and the white  Assessing the role
settlers such as of mediums in the
suppression of Liberation Struggle
indigenous in Zimbabwe
religious institutions
 The roles of
Mediums in the
Liberation Struggle
in Zimbabwe
SUB TOPIC 4: UNHU/UBUNTU/VUMUNHU IN INDIGENOUS
KEY LEARNING CONTENT (Skills, SUGGESTED LEARNING SUGGESTED LEARNING

CONCEPT OBJECTIVE: knowledge, attitude) ACTIVITIES RESOURCES
Learners should be
able to:-
Family  examine the nature  Nature of family  Discussing the nature of family  ICT tools
relations of family relations in relations relations  Large print books
and ethical Indigenous Religion  Aspects of ethical  Evaluating the importance of  Talking book
conduct  identify ethical conduct ethical conduct in shaping  Braille books
aspects that affect family relations
family relations in
Indigenous Religion
Respect for  explain the concept  Concept of  Discussing the concept of  ICT tools
the elders of respect in respect respect in Indigenous  Large print books
Indigenous Religion  Value of respect Religion  Talking book
 examine the value for elders  Assessing the value of  Braille books
of respecting elders respect for elders
in Indigenous
Religion
Community  identify  Elements of  Discussing elements that  ICT tools
and Social elements that communal life enhance communal life  Large print books
responsibili enhance  Factors  Examining the factors that  Talking book
ty communal life in affecting negatively impact on the  Braille books
Indigenous communal communal system in
Religion system Indigenous Religion
 evaluate the
factors that
negatively affect
the communal
system
10
11
SUB TOPIC 5: INDIGENOUS RELIGION AND MARRIAGE
KEY LEARNING CONTENT (Skills, SUGGESTED LEARNING SUGGESTED LEARNING

CONCEPT OBJECTIVE: Learners knowledge, attitude) ACTIVITIES RESOURCES
should be able to:-
Marriage  identify the types of  Marriage types  Exploring the types of  ICT tools
Institution marriage in marriage in Indigenous  Large print books
Indigenous Religion Religion  Talking book
 explain pre and post  Marital rites  Discussing the stages in  Braille books
marital rites both pre and post marital
rites
Divorce explain the nature Nature of divorce ICT tools
   Discussing the nature 

of divorce in of divorce in  Large print books
Indigenous  Procedures of divorce Indigenous Religion  Talking book
Religion  Examining the  Braille books
 highlight the procedures of
procedures of facilitating divorce
facilitating divorce
SUB TOPIC 6: INDIGENOUS RELIGION AND GENDER RELATIONS

KEY CONCEPT LEARNING OBJECTIVE: CONTENT (Skills, SUGGESTED LEARNING SUGGESTED

Learners should be able knowledge, attitude) ACTIVITIES LEARNING
to:- RESOURCES
Status of  examine the status of  Status of women  Discussing the status of  ICT tools
women in women in Indigenous women in Indigenous Religion  Large print books
Indigenous Religion  Analysing factors which may  Talking book
Religion  evaluate factors which  Women’s progress promote or hinder women’s  Braille books
may promote or hinder progress in Indigenous
to:- RESOURCES
women’s progress in Religion
Indigenous Religion
Women  evaluate the  Women in politics  Analysing women’s  ICT tools
participation in involvement of participation in politics  Large print books
politics women in politics in  Factor promoting  Explaining factors which  Talking book
Indigenous Religion promote or hinder women's  Braille books
 identify factors which participation in politics

may promote or  Factors hindering
hinder women’s
participation in
politics
SUB TOPIC 7: INDIGENOUS RELIGION AND LAND


to:- RESOURCES
Status of  examine the status of  Status of women  Discussing the status of  ICT tools
women in women in Indigenous women in Indigenous Religion  Large print books
Indigenous Religion  Analysing factors which may  Talking book
Religion  evaluate factors which  Women’s progress promote or hinder women’s  Braille books
may promote or hinder progress in Indigenous
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13
SUB-TOPIC 8: INDIGENOUS RELIGION AND NATURAL ENVIRONMENT

to:- RESOURCES
Reverence for  examine reverence for  Reverence  Discussing reverence of  ICT tools
nature and kinship nature in Indigenous  Kinship with nature nature in Indigenous Religion  Text books
with nature Religion  Analysing human kinship with  Braille books
 explain human kinship nature in Indigenous Religion  Resource person
with nature in Indigenous  Talking book
Religion
Sacred phenomena  identify the sacred  Sacred phenomena  Explaining the significance of  ICT tools
in the natural phenomena in the natural sacred natural phenomena in  Text books
environment environment  Significance Indigenous Religion  Braille books
 assess the significance  Researching on the  Resource person
of sacred phenomena in significance of sacred  Talking book
the natural environment phenomena
Taboos and the  analyse taboos that  Taboos  Discussing taboos and their  ICT tools
natural environment protect the natural significance in protecting the  Text books
environment environment  Braille books
 Resource person
 Talking book
SUB-TOPIC 9: INDIGENOUS RELIGION AND ENTERPRISE

to:- RESOURCES
Indigenous Religion  explain the values on  Values on wealth  Discussing the values on  ICT tools
and wealth creation wealth creation in creation wealth creation in Indigenous  Text books
Indigenous Religion  Prohibited ways of Religion  Braille books
wealth creation such  Resource person
 identify the prohibited as:  Examining the prohibited  Talking book
ways of wealth creation -negative manipulation of ways of wealth creation
supernatural powers and
any such unacceptable

means
SUB-TOPIC 10: INDIGENOUS RELIGION AND HEALTH

to:- RESOURCES
Concept of Health  analyse the concept of  Holistic nature of the  Identifying areas of  ICT tools
health in Indigenous concept of health in indigenous life that are  Text books
Religion Indigenous Religion included under health  Braille books
 Resource person
 Talking book
Methods of Healing  delineate the relationship  Relationship  Discussing ways in which the  ICT tools
between the spiritual between the spiritual realm influences the  Text books
world and healing spiritual world and healing practice  Braille books
 examine methods of healing  Researching on different  Resource person
14
15
to:- RESOURCES
healing in Indigenous  Significance of the methods of healing,  Talking book
Religion spiritual realm in the highlighting the religious
healing practice practitioners involved and
 Forms of healing tools used in each method
-spiritual
-physical
SUB TOPIC 11: INDIGENOUS RELIGION AND POLITICS


to:- RESOURCES
Concept of  explain the concept of  Governance  Discussing the concept of  ICT tools
governance governance in -Spirit mediumship governance  Large print
Indigenous Religion -Chieftainship  Exploring the processes of books
 identify the processes  Processes of governance  Talking book
of governance governance  Braille books
Indigenous Religion
TOPIC 2: JUDAISM
SUB TOPIC: TENETS OF JUDAISM
KEY CONCEPT LEARNING CONTENT (Skills, SUGGESTED LEARNING SUGGESTED

OBJECTIVE: knowledge, attitude) ACTIVITIES LEARNING
Learners should be RESOURCES
able to:-
Covenant  identify different  Covenant  Discussing the various  ICT tools
types of covenants  Significance of types of covenants and  Large print books
 explain the covenants their significance  Talking book
significance of the  Braille books
covenants
Law  distinguish  Laws – casuistic and  Analysing different  ICT tools
different types apodictic types of laws in the  Large print books
of laws in the Pentateuch  Talking book
Pentateuch  Decalogue  Assessing the  Braille books
significance of the
 interpret the Decalogue
Decalogue
SUB TOPIC: PROPHECY

able to:-
Prophecy and its  reflect on  Prophecy  Delineating the different  ICT tools
origins definitions of  Theories definitions of prophecy  Large print books
prophecy  Discussing theories on  Talking book
 critique theories on origins of prophecy
16
17
able to:-
origins of prophecy  Braille book
Early manifestations  examine early  Early forms of  Explaining early  ICT tools
of prophecy forms of prophecy forms of prophecy  Large print books
prophecy  Talking book
 Similar forms in  Tracing the  Braille books
 compare the surrounding nations development of the
early forms with forms of prophecy

similar
phenomena in
surrounding
nations
Functions of prophets  explain  Functions of  Evaluating functions  ICT tools
functions of prophets of prophets  Large print books
prophets  Talking book
 Braille books
 assess the
functions of
prophets
able to:-
Ways in which  identify ways in  Methods of reception  Discussing ways in  ICT tools
prophets received which prophets which prophets received  Large print
messages received their their messages  books
message  Significance  Talking book
 Assessing the  Braille books

 examine methods significance of methods
used by prophets
to receive their
message
Methods used by  identify methods  Communication  Discussing the methods  ICT tools
prophets to used by prophets used by prophets to  Large print books

communicate their to communicate  Significance communicate their  Talking book
message their message message  Braille books
 evaluate methods
used by prophets  Assessing the
to communicate effectiveness of the
their message methods used.
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19
able to:-
True and false  explain the  True and false  Examining the  ICT tools
prophecy concept of false prophecy concept of true and  Large print books
prophecy false prophecy  Talking book
 Braille book
 trace the  Criteria used to  Researching on
circumstances differentiate true and circumstances that

that led to the false prophecy led to the
development of development of
criteria to criteria to distinguish
distinguish true true and false
and false prophecy
prophecy
 Analysing the criteria
 assess the criteria used to differentiate
used to between true and
differentiate false prophets
between true and

false prophecy
Prophecy, politics and  examine the  Involvement of  Discussing the  ICT tools
social justice involvement of prophets in politics relationship of  Large print books
prophets in prophecy, politics  Talking book
politics  Prophets and social and social justice  Braille books
 explain how justice
prophets  Evaluating the
addressed relationship of
social injustice prophecy, politics
and social justice
SUB TOPIC: JUDAISM AND CONTEMPORARY ISSUES

OBJECTIVE: Learners knowledge, attitude) ACTIVITIES LEARNING
should be able to:- RESOURCES
Marriage institution  examine the  nature of  Discussing the nature of  ICT tools
nature of marriage marriage  Text books
marriage in  marriage rites  Braille books
Judaism  Evaluating the significance of  Resource person
 explore marriage the marriage rites  Talking book
rites in Judaism
Death and related  explain how death  Perceptions of  Discussing the Jewish  ICT tools
beliefs is perceived in death perceptions of death  Text books
Judaism  Comparison with  Researching on perceptions  Braille books
 compare three religions on death in Judaism  Resource person
perceptions of -Indigenous comparing with other  Talking book
death in Judaism Religion religions
with perceptions -Christianity
of death in other -Islam
religions
Health and well  explore the  Well-being  Discussing the concept of  ICT tools
being concept of well-  Health wellbeing and health in  Text books
being and health Judaism  Braille books
in Judaism  Resource person
 Talking book
Status of women in  identify the roles  Roles of women  Exploring the roles of  ICT tools
Judaism of women in  Status of women women in Judaism  Text books
Judaism  Braille books
 assess the status  Evaluating the status of  Resource person
20
21
OBJECTIVE: Learners knowledge, attitude) ACTIVITIES LEARNING
should be able to:- RESOURCES
of women in women in Judaism  Talking book
Judaism
Judaism and the  assess the land Discussing the challenges  ICT tools
land question tenure system in Land tenure associated with the land tenure  Text books
Judaism system system in Judaism.  Braille books
- Deuteronomic Exploring the significance of  Resource person

 evaluate the Law land in Judaism  Talking book
significance of the
land in Judaism

to:- RESOURCES
Environment  evaluate Jewish  Jewish attitudes  Discussing the Jewish  ICT tools
conservation attitudes to the natural towards nature( attitudes to the natural  Text books
environment reference to environment  Braille books
 assess how the Jewish  Resource
Jewish attitudes scriptures)  Analysing the impact of person
influence Jewish attitudes on  Talking book
environmental  Conservation environmental
conservation conservation
TOPIC 3: CHRISTIANITY FORM 6
SUB-TOPIC 1: TENETS OF CHRISTIANITY

SUB-TOPIC 1: TENETS OF CHRISTIANITY

to:- RESOURCES
Authority of the Bible  ICT tools
 evaluate the relationship  The Old and New  Discussing how  Text books
between the Old Testament covenants different Christians in  Braille books
and the New Testament Zimbabwe value the  Resource

Old and New person
Testaments  Talking book
Sin  examine the biblical  Biblical texts on sin  Analysing the concept of sin  ICT tools
meaning of sin  Various perceptions from the Old Testament and  Text books
 critique the various of sin New Testament  Braille books
perceptions of sin among  Debating perceptions of sin in  Resource
Christians in Zimbabwe society and ways of person
overcoming sin  Talking book
Salvation  examine the concept of  New Testament  Discussing the New  ICT tools
salvation in the New soteriology Testament concepts that form  Text books
Testament -Gospels, Acts, the basis of Christian  Braille Books
 analyse the different Pauline and non- soteriology  Resource
concepts of salvation Pauline epistles  Assessing the problems person
across denominations in  Different concepts of associated with the Christian  Talking book
Zimbabwe salvation in churches soteriology in society
in Zimbabwe (salvation is only through
22
23
to:- RESOURCES
Jesus Christ)
Holy Spirit  explain the concept of the  Concept of the Holy  Interpreting the concept of  ICT tools
Holy Spirit Spirit (pneumatology) Holy Spirit  Text books
 explore the function of the  Functions of the Holy  Discussing the functions of  Braille books
Holy Spirit in Christianity Spirit in Christianity the Holy Spirit as interpreted  Resource
by different churches person

 Talking book
Concept of the  explain the concept of the  Ecclesiology  Comparing the New  ICT tools
Church church  Origins of the early Testament concept of the  Text books
 draw conclusions from church church to contemporary  Braille books
Acts and relevant epistles  Development of the understandings of the church  Resource
about the origins and early church  Discussing the challenges person
development of the early associated with the mission of  Talking book
church the church in society
Eschatology  explain eschatology  Definition of  Researching on  ICT tools

 examine the biblical view eschatology eschatological concepts in the  Text books
of the last things  Examples of Gospels and Pauline letters  Braille books
 develop a logical view of eschatological   Resource
death and life after death concepts in the  Comparing the Christian view person
gospels and Pauline of death and the here-after  Talking book
letters (1 with similar concepts in
Thessalonians and 1 society
Corinthians)
 Death and the here-
after
SUB-TOPIC 2: JESUS’ LIFE

to:- RESOURCES
Birth  examine the birth  The virgin birth  Debating the presence of  ICT tools
narratives in the gospels  Similarities and birth narratives in Matthew  Text books
 investigate challenges differences in the birth and Luke  Braille books
associated with the birth of narratives in the  Comparing birth narratives  Resource person
Jesus. Gospels in Matthew and Luke  Talking book
Baptism  explain the rite of baptism  Rite of baptism  Critiquing various forms of  ICT tools
in the New Testament  Significance of baptism in the different  Text books
 assess the significance of baptism churches in Zimbabwe today  Braille books
baptism to Jesus, the early  Comparing the birth  Resource person
church and Christians narratives in the Gospels  Talking book
today  Evaluating the significance
of baptism
Passion and Death  interpret the passion  Passion narratives in  Researching on the passion  ICT tools
narratives the four gospels narratives
 Text books
 assess the reasons for the  Reasons for the  Debating the significance of  Braille books
crucifixion of Jesus death of Jesus the death of Jesus in  Resource person
Christianity  Talking book
Resurrection  interpret the resurrection  Resurrection  Exploring the resurrection  ICT tools
narratives narratives in the four narratives  Text books
 evaluate the evidence for gospels  Discussing the challenges  Braille books
the resurrection of Jesus  Evidence for the associated with the historicity  Resource person
resurrection of Jesus of the resurrection of Jesus  Talking book
24
25
SUB-TOPIC 3: MINISTRY OF JESUS

to:- RESOURCES
Kingdom of God  explain the meaning of the  Meaning of the  Assessing the extent to  ICT tools
kingdom of God from the Kingdom of God which the Kingdom of God is  Text books
gospels  Nature of the central to Jesus’ teaching  Braille books
 examine the dimensions of Kingdom of God and ministry  Resource person
the Kingdom of God -present  Evaluating the extent to  Talking book

-future which the Kingdom of God is
central to the ministry of the
church today
Parables  examine the nature of a  Nature of parable as  Critiquing views on Jesus’  ICT tools
parable a literary genre parables  Text books
 explain why Jesus taught  Reasons for teaching  Discussing why Jesus  Braille books
in parables in parables taught in parables  Resource person
 Talking book
Miracles  examine the concept of  Concept of miracles  Exploring the various terms  ICT tools
miracles in the New  Significance of used by New Testament  Text books
Testament miracles writers to refer to miracles  Braille books

 assess the significance of  Evaluating the significance  Resource person
miracles in the New of miracles.  Talking book
Testament
Ethics of Jesus  identify the basic elements  Elements of Jesus’  Assessing the extent to  ICT tools
of Jesus’ ethics from the ethics which Jesus’ ethics are  Text books
gospels  Challenges of Jesus’ applicable to Christians  Braille books
 evaluate the challenges ethics  Discussing the elements of  Resource person
associated with the ethics Jesus' ethics.  Talking book
of Jesus
SUB-TOPIC 4: CHRISTIANITY AND CONTEMPORARY ISSUES

to:- RESOURCES
Christianity and the  analyse the marriage  Jesus’ teaching on  Discussing on marriage  ICT tools
marriage institution institution in Christianity marriage. institution in Christianity  Text books

 Assess the challenges of  Challenges of Jesus’  Researching on marriage  Braille books
Jesus’ teaching on teaching on marriage. crises in the church today  Resource person
marriage to Christians and how the church is  Talking book
today. dealing with divorce.
Christianity and  explain the term enterprise  Enterprise  Discussing the term  ICT tools
enterprise  delineate the link between  Relationship enterprise  Text books
the Christian faith and between Christianity  Examining texts in the New  Braille books
enterprise and enterprise Testament that promote  Resource person
enterprise  Talking book
 Exploring the link between
Christian faith and enterprise

Christianity and  interpret texts in the new  Concepts of good  Explaining good  ICT tools
politics testament that refer to good governance and governance and responsible  Text books
governance and responsible citizenship  Braille books
responsible citizenship citizenship  Discussing relationship  Resource person
 reflect on the relations  Church State between Christianity and the  Talking book
between Christianity and relations state
the State.
Christianity, health  explain the New  New Testament  Discussing the concept of  ICT tools
26
27
to:- RESOURCES
and wellbeing Testament concept of conceptions of health health and well-being in the  Text books
health and wellbeing and wellbeing New Testament  Braille books
 evaluate the challenges  Christian  Assessing arguments for  Resource person
associated with Christian conceptions of health and against the prosperity  Talking book
conceptions of health and and wellbeing such as gospel as an example of a
wellbeing the prosperity gospel Christian conception of

health and wellbeing in
Zimbabwe today.
Status of women in  analyse the positive  Positive portrayal of  Researching on the positive  ICT tools
Christianity portrayal of women in the women in the New portrayal of women in the  Text books
New Testament Testament New Testament  Braille books
 examine texts in the New  Negative portrayal of  Assessing negative  Resource person
Testament that portray women in the New portrayal of women in the  Talking book
women negatively Testament New Testament.
Christianity,  analyse contemporary  Contemporary  Researching on  ICT tools
prophecy and Christian conceptions of Christian conceptions contemporary prophetic  Text books
miracles in prophecy and miracles in of prophecy and ministry in Zimbabwe.  Braille Books
Zimbabwe today Zimbabwe miracles in Zimbabwe  Critiquing the challenges of  Resource person
 identify the challenges of  Challenges of contemporary prophetic  Talking book
contemporary Christian contemporary ministry.
conceptions of prophecy prophetic activities
and miracles in Zimbabwe
TOPIC 4: ISLAM
SUB TOPIC: TENETS OF ISLAM

to:- RESOURCES
Authority of the  explain the nature of the  Nature of the Koran  Identifying the nature of the  Textbooks
Koran Koran  Significance of the Koran  Talking book
 evaluate the importance Koran  Analysing the significance of  Braille books

of the Koran in Islam the Koran  ICT tools
Concept of Allah  explain the concept of  The deity of Allah  Discussing the concept of  Textbooks
Allah Allah  Talking book
 identify the attributes of  Attributes of Allah  Analysing the attributes of  Braille books
Allah Allah  ICT tools
Five pillars of Islam  identify the five pillars of  Pillars of Islam  Examining the five pillars of  Textbooks
Islam Islam  Talking book
 Assess the significance  Significance of the  Evaluating the five pillars of  Braille books
of the five pillars of Islam five pillars Islam  ICT tools
Shariah Law  explain Shariah Law  Shariah Law  Discussing Shariah Law  Textbooks
how instances where  Instances where  Illustrating the application of  Talking book
Shariah Law is applied applicable Shariah Law in Islam  Braille books
 ICT tools
28
29
SUB TOPIC: MUHAMMED, PROPHECY AND REVELATION

Learners should be able knowledge, attitude) ACTIVITIES AND NOTES LEARNING
to:- RESOURCES
Role of Muhammad  explain the role of  Muhammad’s role  Identifying key events  Textbooks
Muhammad in the involving Muhammad in the  Talking book
establishment of Islam establishment of Islam  Braille books
 evaluate the legacy of  Muhammad’s legacy  Examining the  ICT tools
Muhammad achievements of
Muhammad in Islam
Muhammad as a  analyse the concept of a  Concept of a prophet  Discussing the  Textbooks
Prophet prophet in Islam in Islam characteristics of a prophet  Talking book
 explore the extent of  Muhammad’s in Islam  Braille books
Muhammad’s prophetic prophetic status  Illustrating Muhammad’s  ICT tools
status prophetic status
SUB TOPIC: ETHICS IN ISLAM


to:- RESOURCES
Love  delineate the categories  Categories of love  Identifying the types of love  Textbooks
of love emphasised in Islam  Talking book
 assess how love is  Discussing how love is  Braille books
demonstrated in Islam expressed in Islam  ICT tools
Rules of behaviour  Identify the sources of  Sources of ethics  Explaining the sources of  Textbooks
ethical principles in Islam behaviour  Talking book
 examine the rules of  Braille books
behaviour in Islam  Rules of behaviour  Discussing the rules of  ICT tools
behaviour in Islam
SUB TOPIC: ISLAM AND GENDER RELATIONS

to:- RESOURCES
Status of women  identify the role of  Role of women in  Discussing the role of  Textbooks
women in Islam Islam women in Islam  Talking book
 evaluate the perception  Perception of women  Distinguishing factors which  Braille books
of women in Islam may hinder or promote  ICT tools

women’s progress in Islam
Participation of  analyse the extent to  Women in politics  Evaluating women’s  Textbooks
women in politics which women are participation in politics  Talking book
involved in politics in  Braille books
Islam  ICT tools
SUB TOPIC: ISLAM AND SOCIAL RESPONSIBILITY

to:- RESOURCES
Humanitarian  explain the concept of  Concept of  Discussing the concept of  Textbooks
service humanitarian service humanitarian service humanitarian service  Talking book
 delineate the relationship  Link between Jihad  Examining types of  Braille books
30
31
to:- RESOURCES
between Jihad and and humanitarian humanitarian services  ICT tools
humanitarian service service offered in Islam
Islamic charity  identify Islamic related  Charity  Discussing the activities of  Textbooks
organisations/NGOs NGOs and their roles organisations/ NGOs Islamic charity  Talking book
 analyse the contribution  Contribution of Islam organisations/ NGOs  Braille books
of Islam to social  Assessing the contribution  ICT tools

development in of Islamic charity
Zimbabwe organisations to social
development in Zimbabwe
SUB TOPIC: ISLAM AND POLITICS

to:- RESOURCES
Islam and  explain the Islamic  Islamic concept of  Discussing the Islamic  Textbooks
governance concept of governance governance concept of governance  Talking book

 assess the challenges of  Perceptions of  Examining the challenges of  Braille books
Islamic perceptions of governance Islamic perceptions of  ICT tools
governance governance
Concept of Jihad  explore the meaning of  Meaning of Jihad  Exploring the meaning of  Textbooks
Jihad Jihad  Talking book
 evaluate the importance  Importance of Jihad  Assessing the importance of  Braille books
of a Jihad Jihad.  ICT tools
Islam and conflict  explain conflict  Conflict  Analysing the nature of  Textbooks
transformation transformation transformation conflict transformation  Talking book
 illustrate the modes of  Modes of conflict  Examining modes of conflict  Braille books
conflict transformation in transformation transformation in Islam  ICT tools
Islam
SUB TOPIC: ISLAM AND MARRIAGE

to:- RESOURCES
Marriage Institution  evaluate the meaning of  Meaning of marriage  Discussing the meaning of  Textbooks
marriage in the Koran  Importance of marriage in Islam  Talking book
 assess the importance marriage  Analysing the significance of  Braille books
of marriage in Islam marriage in Islam  ICT tools
Divorce  explain the causes of  Causes of divorce  Discussing the causes of  Textbooks
divorce in Islam divorce in Islam  Talking book
 Braille books
 ICT tools
SUB TOPIC: ISLAM AND NATURAL ENVIRONMENT


to:- RESOURCES
Natural environment  identify the sources of  Sources of natural  Interpreting the sources of  Textbooks
preservation Islamic environmental environmental Islamic environmental  Talking book
practice practice practice  Braille books
 explain the principles of  Principles of  Examining the principles of  ICT tools
environmental environmental environmental preservation
preservation in Islam preservation in Islam
32
SCHEME OF ASSESSMENT
The syllabus scheme of assessment is grounded on the principle of inclusivity. Arrangements, accommodations and
modifications should be visible in both the continuous and summative assessment to enable all learners to access
assessments.
(a) Assessment Objectives
l identify key aspects in the four religions in Zimbabwe
l apply concepts from the religions in problem solving
l evaluate the elements of Unhu/Ubuntu/Vumunhu in the Indigenous Religion
l delineate the traits of Unhu/Ubuntu/Vumunhu in Judaism, Christianity and Islam
l discuss concepts in the four religions that shape identity and national values
l assess the role of religion in fostering the dignity of hard work and team work
l synthesise religious concepts from the four religions into the models of hard work and team work for
Sustainable development
33
ASSESSMENT MODEL
ASSESSMENT OF LEARNER PERFORMANCE IN FRS

100%
Continuous assessment Summative assessment

Profiling Assignments Tests FRS 1 Essays 35% FRS 2 Essays

Projects
35%
Profile Continuous Assessment

Mark= 30% Examination
Mark= 70%
34
35
Form of assessment Weighting
Continuous 30%
Summative 70%
Total 100%
Continuous Assessment
Level Assessment task Frequency Weighting
Form 5 Assignment 2 per term 15%

Test 1 per term
Form 6 Assignment 2 per term 15%
Test 1 per term
Total 30%
NOTE: All assessment tasks are marked out of 100. Assessment of soft skills will be done as learners respond to continuous
assessment tasks.
The learners shall be assessed through both continuous assessment and summative examina-
tion. The summative examination consists of two component papers which are FRS 1 and FRS
2.
SUMMATIVE ASSESSMENT
PAPER DESCRIPTION
FRS 1 (3 hours)
This component consists of 10 essay questions on two religions in this syllabus. The component
is in two sections of which Section A is covering Indigenous Religion and Section B covering Ju-
daism.
FRS 2 (3 hours)
This component consists of 10 essay questions on two religions in this syllabus. The component
is in two sections of which Section A is covering Christianity and Section B covering Islam.
NOTE: In both papers candidates must answer four questions, choosing at least one question
from each section.
36
37
SPECIFICATION GRID
Skill Paper 1 Paper 2

Knowledge and understanding 5 5
Comprehension 5 5
Application and analysis 10 10
Synthesis and Evaluation 15 15
Practical - -
Total 35 35
38
39

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FAMILY AND RELIGIOUS STUDIES SYLLABUS Form 5-6.

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MINISTRY OF PRIMARY AND SECONDARY EDUCATION

FAMILY AND RELIGIOUS

Curriculum Development and Technical Services,

Family and Religious Studies Syllabus (Forms 5- 6)

l Representatives from Universities (Zimbabwe Open University and University of Zim-

l Zimbabwe Schools Examinations Council (ZIMSEC)

l Representatives from various Religious Traditions and Institutions

l United Nations Children’s Fund (UNICEF)

l United Nations Educational Scientific and Cultural Organisation (UNESCO)

Family and Religious Studies Syllabus (Forms 5- 6)

1.0 ACKNOWLEDGEMENTS............................................................................... iii

2.0 PRESENTATION OF THE SYLLABUS............................................................v

4.0 SYLLABUS OBJECTIVES...............................................................................v

5.0 PRESENTATION OF SYLLABUS.................................................................... v

7.0 SCOPE AND SEQUENCE CHART.................................................................. 1

8.0 FORM 5: COMPETENCY MATRIX.................................................................. 6

9.0 FORM 6 COMPETENCY MATRIX..................................................................22

Family and Religious Studies Syllabus (Forms 5- 6)

1.0 PREAMBLE l Self-management

Family and Religious Studies Syllabus (Forms 5- 6)

1.5 ASSUMPTIONS 3.0 AIMS

1.6 CROSS-CUTTING THEMES

l Health 4.2 apply concepts from the religions in problem

2.0 PRESENTATION OF SYLLABUS 5.0 PRESENTATION OF THE SYLLABUS

Family and Religious Studies Syllabus (Forms 5- 6)

l Indigenous Religion 5.5 Judaism and Contemporary issues

l Indigenous Religion and Marriage

 The nature of Mediumship

Indigenous Religion and  Concept of mediumship -

Indigenous Religion and  Marriage institution -

Indigenous Religion and  Status of women in Indigenous Religion -

Indigenous Religion and Land  Concept of land in Indigenous Religion -

Indigenous Religion and -

Indigenous Religion and Health  Concept of health -

Indigenous Religion and  Governance -

SUB TOPIC FORM 5 FORM 6

 Judaism and the land question

Tenets of Christianity -  Authority of the Bible

 Passion and Death

SUB TOPIC FORM 5 FORM 6

KEY LEARNING OBJECTIVE: CONTENT (Skills, SUGGESTED LEARNING SUGGESTED

 identify the attributes books

to Baradzano  Case study

 Totems and founding

after death Kurova guva/ ukubuyisa person

 delineate the call through dreams,  Talking

KEY CONCEPT LEARNING CONTENT (Skills, SUGGESTED SUGGESTED

 identify early and and contemporary  Talking book

Mediums in the  Interaction between religious institutions

KEY LEARNING CONTENT (Skills, SUGGESTED LEARNING SUGGESTED LEARNING

KEY LEARNING CONTENT (Skills, SUGGESTED LEARNING SUGGESTED LEARNING

   Discussing the nature 

SUB TOPIC 6: INDIGENOUS RELIGION AND GENDER RELATIONS

KEY CONCEPT LEARNING OBJECTIVE: CONTENT (Skills, SUGGESTED LEARNING SUGGESTED

 identify factors which participation in politics

SUB TOPIC 7: INDIGENOUS RELIGION AND LAND

KEY CONCEPT LEARNING OBJECTIVE: CONTENT (Skills, SUGGESTED LEARNING SUGGESTED

Learners should be able knowledge, attitude) ACTIVITIES LEARNING

KEY CONCEPT LEARNING OBJECTIVE: CONTENT (Skills, SUGGESTED LEARNING SUGGESTED

KEY CONCEPT LEARNING OBJECTIVE: CONTENT (Skills, SUGGESTED LEARNING SUGGESTED