MINISTRY OF PRIMARY AND SECONDARY EDUCATION

REVIEW OF THE PRIMARY AND SECONDARY EDUCATION CURRICULUM FRAMEWORK 2015 - 2023

REPORT ON CURRICULUM REVIEW: November 2023

SUMMARY OF FINDINGS AND RECOMMENDATIONS

In 2023, the Government of Zimbabwe carried out a review of the 2015 – 2022 Framework for Primary and Secondary
Education’s Competence - Based Curriculum. This is after it completed its seven-year cycle, as per implementation policy.
The curriculum review involved realigning the competence-based curriculum (2024-2030) with the emerging national and
global socio-economic imperatives, the learning environment and the country’s national aspirations and vision. It was also
necessitated by factors such as knowledge explosion, benchmarking best practices as societies and cultures interact,
technological and educational changes and the need to address emerging problems and issues such as climate change
and pandemics.

Stakeholder consultations were carried out nationally to get input on the type of education people want for their children.
Each school was a consultation centre and a number of stakeholders were also engaged. A number of conclusions
reached and related recommendations were proffered from the findings. The conclusions and recommendations are
presented below, in tabular form, under the different themes which were used in the description and analysis of the
findings. The summary of findings are availed for stakeholder validation to ensure that stakeholder inputs were accurately
captured before the finalisation of the narrative report. Your comments are therefore valuable.

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 THEME OBSERVATIONS/FINDINGS
1. National 1. The majority of respondents expect CBC graduates to be
Vision & employment creators. They expect graduates to work and
Mission produce for the country. They should have respect for dignity of
1.1 Expectations hard work to make Zimbabwe a middle-class economy by 2030.
of product of CBC Some respondents expect graduates to educate the community
1.2 Roles a school on health and social issues. The need for MoPSE to aspire to
leaver play in develop the spirit of patriotism and genuine love for Zimbabwe,
development of as well as a sense of unity in diversity was underscored. NB:
the country Coming up with a unifying curriculum
2. Stakeholders want an active and empowered school graduate,
imbued with African Humanism (Vumunhu), who is able to
participate in socio-economic transformation in line with NDS 1
2021 - 2025 and Vision 2030. Prefer a mission that provides a
unifying, inclusive equitable quality and relevant Infant, Junior
and Secondary Education
2. Philosophy 1. The characteristics expected of school graduates included self
underpinning respect; respect for life, property, community, labour and laws.
the curriculum These characteristics constitute the core traits of African
 Characteristic Humanism philosophy which underscores the goodness of the
s a school human being.
graduate 2. African Humanism philosophy (Ubuntu philosophy) centres on
should exhibit humanity and deep rooted faith in the spiritual. Kwame Gyekye
(1997) succinctly captures the meaning of African humanism
when he defines the concept of African humanism as follows, “a
philosophy that sees human needs, interests and dignity as of
fundamental importance and concern”.
3. Values And 1. CBC is expected to place more emphasis on respect for life,
Principles property, labour and laws. Graduates should uphold values such
3.1 Values CBC as responsibility, reliability, trustworthiness, confidence and
expected impart assertiveness. They should be well-groomed, helpful and well-
3.2 Principles to mannered. Other values include creativity, innovativeness,
guide the analytical skills, tolerance, inclusivity, empathy and integrity.
curriculum 2. To ensure quality education, the curriculum should be
- implemented in an integrated, balanced, effective, and efficient
RECOMMENDATIONS
1) The framework should advocate for MoPSE’s vision in
which it aims to be a ‘lead provider of a unifying,
inclusive equitable quality education for socio - economic
transformation
2) Mission should then be to provide a unifying, inclusive
equitable, quality and relevant infant Junior and
Secondary Education
3) Put more emphasis on values, skills, attitudes and
aptitudes that satisfy national aspirations and the
fulfilment of SDGs
1) Enhancement of the African Humanism (Ubuntu)
philosophy from Infant to Form 6 - first step in shaping a
more humane graduate in Zimbabwe
2) Inclusion of The African Humanism Philosophy in the
teacher education programmes.
Zimbabwe can unlock its potential and prosper when the
education system harnesses the African Humanism
Philosophy to foster youth who are book smart and humane.
1) The teaching of values should not be the domain of
Guidance and Counselling and Life Skills Education only
but be infused in all the other learning areas
2) CBC should be founded on respecting principles of
transparency, gender equality, freedom, fairness, rule of
law, integrity, the nation’s diverse cultural, religious and
traditional values, honesty and the dignity of hard work.
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- manner.
3. The Constitution of Zimbabwe is founded on respecting
principles of transparency, gender equality, freedom, fairness,
rule of law, , integrity, the nation’s diverse cultural, religious
and traditional values, honesty and the dignity of hard work.
4. Curriculum 1. The curriculum is still based on subjects, where a subject is 1) Review learning area syllabus to cover knowledge, skills,
Content defined as body of knowledge only to be mastered by pupils values and positive attitudes.
2. Under the CBC, the curriculum is made up of learning areas in 2) Need for rigorous teacher capacity development on the
which a learning area is defined as a major area of knowledge, thrust of the CBE where knowledge, skills and values
skills, values, attitudes/dispositions should be acquired in each learning area at all levels and
all the time
4.1 What the 1. The CBC to place more attention on creativity and innovation, The Curriculum Framework should proposed activities and
curriculum should followed by entrepreneurship, technological and critical thinking methodologies that promote creativity and innovation across
promote as compared to leadership and inter-personal skills. learning areas whilst fostering entrepreneurial and
technological skills.
2. There is a fair distribution of respondents` views on various
skills to be promoted by the CBC as they complement each
other. The CBC therefore, should place emphasis on skills
development as they are key in work with production.

4.2 Study Areas 3. Curriculum to place more emphasis on Mathematics, Curriculum Framework to strengthen teaching and learning of
for Infant pupils Science and Technology, Languages and Humanities. STEAM learning areas; Mathematics, Science and Technology,
Languages, Mathematics and Sciences are integral for Languages and Humanities as they form basis for numeracy,
literacy and numeracy promotion. literacy and foundational skills for a wider curriculum at junior
4. Some respondents were also of the view that Agriculture level.
and Sciences should be taught at this level, with Visual
and Performing Arts, Technical and Vocational,
Business/Commercial considered as necessary too.

4.3 Study areas 1. CBC to place more emphasis on Mathematics, Science and 1) The curriculum should revisit the section on compulsory
for Junior pupils Technology, Languages and Humanities as well as Agriculture learning areas and align them with participants’
and Sciences. aspirations.

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 2. Visual and Performing Arts, Technical and Vocational, 2) There is also need for repackaging of cross-cutting
Business/Commercial should be taught. themes as to be encompassing, flexible and responsive to
new and unforeseeable emergencies i.e. Guidance and
3. Other response included Guidance and Counselling and Life
counselling, Health and Life-skills and Emergencies
Skills Education. Guidance and Counselling and Life Skills
Education have to consider the suggestion on Emerging Issues
and Health and Life Skills Education
4.4 Study areas 1. The majority expect that Science, Technology, Engineering and 1) There is need for cyclic learning process in the
for secondary Maths should be among the key learning areas. curriculum framework from form 2 to 3, and form 4 to 6
level in STEM, TVET and Commercials for continuity.
2. Languages and Humanities have the second highest percentage
hence the participants expect these to form part of the key
areas for Secondary level.

3. Agriculture, Sciences, Technical/Vocational, Visual/Performing

Arts as well as Business /Commercials were also viewed as
essential learning areas at Secondary level.

4. Of great concern among teachers, pupils and other external 2) Re-integrate literature in the languages learning areas.
stakeholders is the separation of Indigenous languages and This will also reduce the number of learning areas which
literature since combining the two would mold a pupil with aligns with higher and tertiary education.
critical thinking, problem solving skills, positive desired attitudes
and values which are acquired through the interaction with
literary works from various writers.

4.5 Level for The respondents were of the idea that learning area specialization 1) The curriculum should remain broad to offer a variety of
channeling pupils should be considered. However, they differed on the level it should skills and competences at Form 1 and specialisation to
into areas of start; with the majority placing it at lower Secondary (Form 1-4), start at Form 3.
specialisation 2) The idea of specialisation should in general should start
followed by junior level (Grade 3-7).
at junior level (Include a variety of learning areas for the
distinct pathways).
4.6 Learning areas The respondents felt that all learning areas should be covered at 1) Framework to continue to offer a pathway focused
for upper

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secondary `A` level to accommodate pupils` different pathways. curriculum which should cater for pupils` different
attitudes and interests.

2) There is need for proper career guidance to guide pupils

in picking choices from curriculum menu that suits their
career aspirations

4.7 Physical Respondents felt that pupils after infant school should exhibit such 1) Therefore, the curriculum should emphasise on pupil-
competencies physical competencies as fine motor skills, gross motor skills as well centred methodologies that develop and foster the
exhibited by after as psychomotor skills among others. desired foundational competencies.
infant
2) The assessment modalities to accurately and reliably
report on the necessary competencies (CBA that
commensurate with CBC is a necessity)

4.8 Physical Majority said should exhibit several competences such as; fine motor 1) The junior curriculum should have activities and content
competencies skills, gross motor skills and psychomotor skills. that focus on the further development of the
exhibited after psychomotor skills.
Junior school 2) The assessment modalities to accurately and reliably
report on the necessary competencies (CBA that
commensurate with CBC is a necessity)
4.9 Physical 1. Respect for self/others/property/ the environment has the 1) It is recommended that pupils should be exposed to
competencies highest percentage as mentioned by the participants. activities that promote Unhu/Ubuntu/ Vumunhu.
exhibited by
Secondary 2. The least desired competency exhibited after high school moral 2) Schools should be supported with infrastructure and
values. Good citizenship and patriotism, science technological resources that promote learning of science and
art and entrepreneurial skills have average scores. Other technology as these highly characterize 21st century
skills.
responses included public speaking.
3) The assessment modalities to accurately and reliably
report on the necessary competencies (Continuous Based
Assessment that is commensurate with CBC is a
necessity)
4.10 Social Skills 1. The ability to communicate, listen, and behave accordingly as 1) The Framework should emphasize the need to infuse

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Exhibited After well as controlling one’s emotions are some of the social skills community service learning as part of the curriculum.
Completing Junior that were highly valued by participants. Community service learning entails a balanced emphasis
2. Literature points out that social skills such as positive self- on both students’ learning and addressing real needs in
image, self-control, reliability, conflict resolution, confidence, the community.
resilience, hard work, dedication to task, consistency, team 2) There is need to include learning outcomes with respect
spirit, time management and determination to succeed are to each learning cycle in which learners are expected to
developed and strengthened as the learner solves problems, refine their social skills as a result of participating in
interacts with others and accomplishes set goals. community service-learning programme.
3) The assessment modalities to accurately and reliably
report on the necessary competencies (CBA that
commensurate with CBC is a necessity)
4.11 Social Skills The ability to communicate, listen and behave and be able to control 1) Include acquisition of social skills in each learning area.
Exhibited After emotions and to be friendly are social skills that were highly 2) Pupils to engage in real life activities fostering all social
Completing subscribed. skills.
Secondary 3) The assessment modalities to accurately and reliably
report on the necessary competencies (CBA that
commensurate with CBC is a necessity)
4.12 Learning 1. The curriculum inclusion of STEM learning areas, Languages 1) It is recommended that curriculum should emphasis
areas in and Humanities. multi-disciplinary learning for holistic pupil development
preparation for
life, work and 2. Incorporate these learning areas as they form basis for 2) Enhance learn and play scenarios at ECD related to
entrepreneurship numeracy, literacy and foundational skills for a wider curriculum STEM, TVET and Sports learning areas.
at Infant Level at junior level. 3) Strengthen the learning and application of financial
3. Pupils to be exposed to specialised education at an early age, literacy.
i.e. vocational education, STEM education, sports and arts
4.13 Learning 1. Introduction of art and craft. 1) Enhance specific learn and play activities related to
areas in 2. Pupils to be exposed to specialised education at an early age, STEM, TVET and Sports learning areas to ensure
preparation for i.e. vocational education, STEM education, sports and arts acquisition of knowledge, skills, values and attitudes -
life, work and emphasis on hands - on learning
entrepreneurship 2) Embed a balanced set of knowledge and skills such as
at Junior level creative thinking, innovation, problem-solving, and
leadership across the curriculum with emphasis in the
learning and assessment

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4.14 Learning 1. Maths, Sciences and Technology, Agriculture, 1) Strengthen STEM/STEAM and TVET learning areas, with
areas in Technical/Vocational , Visual/Performing and Business entrepreneurship training component.
preparation for /Commercials rated among the key learning areas level, the 2) Also mainstream Visual & Performing Arts, music and
life, work and curriculum Commercial learning areas for preparation of pupils for
entrepreneurship 2. Too many compulsory learning areas at secondary school life and work.
at lower module 3) Reduce the number of compulsory learning areas at
secondary 3. Of great concern among teachers, pupils and other external lower secondary school module.
stakeholders is the separation of Indigenous languages and 4) Emphasis should be on skills development.
literature. The born of contention was combining the two would
come up with a pupil with critical thinking, problem solving
skills, positive desired attitudes and values which are acquired
through the interaction with literary works from various writers.
4.15 Learning Respondents are aware of the learning areas for each pathway and 1) Specialisation according to pathways, to start at Form 3
areas in strongly support the TVET pathway which gives rise to the 2) MoPSE to establish centres of excellence for each career
preparation for production of goods and services even at school level. pathway
life, work and
entrepreneurship
at upper
secondary
4.16 What It was noted that the report books for the infant classes were 1) Include information on both what pupils were able to
constitutes informative since the respective parents could tell what the child practically do what they were supposed to be able to do
completion of was able to do. However, they complained that the report lacked as we foster Competence - Based Education parameters
learning at infant information on what they were supposed to know and do at that 2) Introduce a Transitional Report, which gives an account
level level of all that the pupil has achieved as he/she moves
through each learning cycle, should be issued at the
school level
4.17 What 1. Participants were of the view that pupils should exhibit 1) Strengthen hands - on activities in all learning areas.
constitutes psychomotor skills (fine and gross motor skills) or hands-on on 2) Commence profiling of pupils from ECD to Form 6 where
completion of practical activities e.g. in Agriculture, Visual Performing Arts, a pupil’s profile will be a summary of the teacher’s
learning at Junior assessment of the pupil’s mastery of skills, values and
Dance, Music and Physical Education, Sports and Mass Displays.
level attitudes acquired in a learning cycle.
2. Ability to relate and communicate well with others.

4.18 What 1. Some participants were of the view that school graduate should 1) Strengthen the inclusion of entrepreneurial skills training

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constitutes contribute to the development of their communities and the in all learning areas.
completion of nation at large and not necessarily an ‘O’/’A’ certificate. 2) Include the learning and assessment of hard skills in
learning at lower 2. They should have technical and entrepreneurial skills, ability to each learning area and advocate for implementation of
secondary level create own employment and ability to make informed decisions pupil profiling for specific pathways.
with confidence. 3) Proper linkage to the studying of National Foundation
Certificate HEXCO courses and accreditation.
4.19 What Participants came up with diverse views; 1) Mainstreaming Unhu/Ubuntu/ Vumunhu across
constitutes curriculum teaching and learning activities
completion of 1. Respect for self/others/property and one’s environment.
learning at Upper 2) Schools should be supported with infrastructure and
2. Good citizenship and patriotism. resources that promote learning of science and
Secondary Level
technology as these highly characterize 21st century
3. Acquisition of science, technological, art and entrepreneurial
skills
hands - on skills.
3) Introduce National Certificate HEXCO courses and
accreditation in STEM and TVET pathways for post “O”
pupils
4.20 Curriculum to 1. Parents were concerned with the quality of education given to 1) Have a specialized curriculum for CWD in the Curriculum
cater for CWD learners with special needs whose needs could not be met from Framework.
just following the regular Curriculum. They suggested that the 2) Enhance the curriculum to cater for pupils of varied
schools should provide assistive devices, appropriate abilities in acquisition of knowledge, skills, values and
infrastructure, accessible learning materials and tools, attitudes.
guidelines on life skills, appropriate qualified teachers
2. The academics from the tertiary institutions were concerned
with what MoPSE was doing for gifted and talented learners
5. Methods 1. Stakeholders are worried that the teaching methods are still 1) Recommending comprehensive staff development
largely teacher centred programme on CBC compliant methodologies
2. Literature considers teacher-centred approaches which focus on 2) Advocate for the adoption of Inquiry and Investigation
5.1 Methods at all memorising and regurgitation of learnt information in the teaching approaches since they encourage critical and
levels examinations as remnants of an education system of a bygone logical thinking, creativity and open-mindedness.
era which was created in response to the workforce needs of the 3) The recommended teaching methods for the CBC, which
industrial revolution are pupil-centred include problem based learning, project
3. Research has shown that teacher-centred approaches kills pupils’ based learning method, discovery learning, problem
interests, curiosity, passion, creativity and hampers their solving and design based learning
intellectual development 4) Parents and communities should actively support
children’s learning

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5.2 How parents Parents, guardians and stakeholders acknowledge the 1) Strengthening advocacy to parents, guardians and
can assist responsibilities for; stakeholders on the curriculum and the support
required of them
i) paying fees timeously and supervising children in doing their 2) Make stakeholders acknowledge that learning spans
homework beyond the four walls of the school and that it is an
ii) protecting rights of children through providing nutritious all-stakeholder business
food, habitable shelter, security and protection from all
forms of abuse
iii) modelling good standards and ensuring regular school
attendance
5.3 How can the 1. Supporting schools through infrastructure development and 1) Advocacy of CBE for community to appreciate itself as a
community assist maintenance space for teaching and learning and for inculcating social
values and supporting educational personnel and
2. No appreciation of the community as aiding schools’ teaching and
property
learning process
2) To successfully implement CBE, community serves as lab
for trialling and validating competencies acquired
5.4 Language of There were mixed views on the language issue; 1) The Curriculum Framework should put more emphasis on
instruction at a language that enables great content mastery and
infant level 1. Some respondents prefer the mother tongue or indigenous creating a home like learning environment for pupils.
language, 2) Also the Curriculum should give teachers room to
effectively and efficiently use a language best understood
2. Some prefer English language and allowing for ‘Trans-languaging’ by the pupils
which allows blending language of instruction where necessary.

5.5 Language of There was an overwhelming interest in the use of English language. The Curriculum Framework should ensure that there are
instruction at Some preferred the use of a local language as cascading the local appropriate teaching and learning methods and resources for
Junior Level culture both English Language and indigenous languages to ensure
their effectiveness as languages of teaching and learning.
6. Assessment 1. The participants still think that all the dimensions of a 1) Need for alignment of Assessment Framework and
competencies (skills, values, attitudes and dispositions) can be Director’s Circular Number 3 of 2006 and decide on how
assessed through summative examination to implement continuous assessment as per the dictates
2. Majority of stakeholders felt the five Continuous Assessment of Competence - Based Education and international
Learning Activities (CALAs) are too much per learning area benchmarks

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 though they agreed that CALA enables pupils to acquire, 2) Develop a comprehensive Teacher’s Assessment Guide
especially practical skills for the Competence - Based Curriculum and retooling
3. A few accepted the five CALAs per learning area and felt pupils staff on its use
should just be limited on the number of learning areas they 3) Implement awareness and advocacy programmes on
study - advocated for the strengthening of the implementation continuous assessment to both primary and secondary
of continuous assessment education personnel (to grass roots levels) and all
4. Pupils doing Technical and Vocational learning areas should be stakeholders to demystify CALA
exempted from doing CALAs in the same learning areas 4) Need for thorough human resource capacitation for
5. Stakeholders and teachers did not understand what CALA is and effective and efficient implementation of Competence-
how it should be implemented Based Curriculum (CBC); Competence-Based Assessment
(CBA), Teacher’s Guides and syllabi
5) Adopt the design project mark as continuous assessment
component for pupils studying practical subjects for “O”
and “A” level examinations
6.1 Assessment of 1. The most preferred assessment method was end of term 1) There is need for advocacy to make the stakeholders
knowledge assessment. Others mentioned practical in-class and oral aware of the centrality of continuous assessment in the
acquired at all assessments. Participants seem to prefer delayed assessment appropriate implementation of CBC
levels compared to immediate.
2. Even though Continuous Assessment (CA) is very important in a 2) Continuous Assessment should remain as an effective
CBC because it gives immediate and regular feedback, it model for assessing pupils’ learning under CBC and
received the least number of participants. should be strengthened from ECD A to Form 6. Need
advocacy and training on assessment

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6.2 Assessment of 1. End of term assessments, end of year, public examinations and 1) The Assessment Framework should encourage the
skills acquired at continuous assessment were the methods mentioned development of a plethora of assessment techniques
all levels consistent with assessing learners for both soft skills and
2. A few stated public examinations and end of year assessments
hard skills including the 21st Century skills. In this regard
3. Some participants preferred blending of assessment methods. both summative and formative assessment are key.

4. Participants felt that there should be a combination of methods 2) Profiling of learners should be a key component of
rather than one method when it comes to assessment of skills assessment of learner’s soft skills during the learning and
acquired. teaching process

5. In other responses reference was made to borrowing models 3) Certification of pupils at the point of readiness should be
from other examination boards such as HEXCO. Some considered for both formal and non-formal learners.
participants were not clear with the scope of non-formal
assessment modalities.
6.3 Assessment of There was a lack of proper understanding of what it entails to Review the assessment framework specify how values can be
values acquired at assess soft skills, values, attitudes and aptitudes. These may not be assessed from ECD to Form 6
all levels fully assessed in public or end of term examinations.

6.4 Assessment of 1. Participants favour summative assessment for measuring the Review of the Assessment Framework highlighting how to
attitudes and soft skills where end of term was the most preferred followed assess attitudes and dispositions
dispositions by continuous assessment, end of year and public examinations
acquired at all
levels
6.5 At what level 1. Respondents preferred public examinations to be administered 1) Review of the Assessment Framework and align it with
should learners at forms 4 and 6. the dictates of the CBE
write public
examinations? 2. Some felt that the Junior certificate should be re-introduced as 2) There is need to reintroduce Junior certificate to allow for
a check point assessment of pupils before they start Form 3 and assessment, reporting and appraising of the stakeholders
choice on career pathway on pupils acquisitions, progress and readiness for
proceeding to the next level
3) The ideal situation would be that from each cycle the
assessment quantify and report on acquisitions in case
the pupil want to exit at that level

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6.5 What 1. The majority of participants supported the idea of having 5C’s Consideration of a competence - based certificate to
constitute a full and better including English and Mathematics accompany the ZIMSEC issued “O” level certificate
ordinary level 2. Other respondents wanted the D grade to be considered as a
certificate? pass
3. Instead of making English compulsory, some stakeholders want
any constitutionally recognised indigenous language to be
accepted.
6.6 What 1. The highest number of participants supported three subjects The current condition of passes in three learning with and E
constitute a full with grade E or better followed by those who prefer two or better should prevail
Advanced level subjects with grade E or better.
certificate? 2. Written submissions argued that it is important to introduce
competence or skills-based assessment certificate
6.7 Attributes of a 1. It was highlighted that the development of professional attitudes 1) Values related to promoting harmony, social skills,
good teacher and values and the demonstration of professional behaviour are community spirit, respect for differences of learners and
key factors in the practice of teaching love for the environment, should be integrated into cross-
2. The CBC demands additional professional responsibilities on the Curriculum learning goals at the Pre-Service Teacher
part of the teacher. These responsibilities include designing Education
authentic learning activities for the learners, establishing 2) In-service training of teachers on designing authentic and
classroom cultures for mathematical thinking, scientific thinking, rich learning activities as we implement continuous
geographic thinking etc.; analyzing student thinking & work; and assessment
managing class discussions 3) Strengthen harmonisation of the primary and secondary
3. Knowledgeable- primary school teachers avoiding teaching upper education curriculum with the teacher education
grades curriculum and be in sync with each ministry’s demands
4. Higher and Tertiary Education Institutions are training general 4) There is an option for dealing with generalised primary
primary school teachers instead of specialist teachers even for school teachers; specialise in main area
ECD
5. Primary school teachers are expected to teach all the learning
areas although they had an in-depth knowledge of one learning
area (main study)
6. Teacher education is dominated by teacher-centred approaches
(lecture method)-teachers tend to teach in manner they were
taught
7. Required 1. Respondents expect material resources to be the pillar for a There is need to see Curriculum in a broader perspective
support systems better curriculum delivery. that is inclusive of the research pillar as in ‘The centre

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 2. Infrastructure become the next pillar and Teacher professional for Education Research, Innovation and Development for
standards followed by Human resources and learning area proper implementation of CBC (MoPSE, Curriculum
platforms. Framework for Primary and Secondary Education 2015-2022,
p.66)
3. The legal framework to be adjusted to suit the current
curriculum demands.
8.1 Attitudes To 1. Respondents expect the CBC to produce graduate who are 1) Include age-appropriate learning outcomes in the
Be Promoted By optimistic (positive thinking), confident, have a strong affective domain in the Curriculum Framework for each
The CBC determination to succeed and sympathetic (empathy). learning area
2. The list above constitutes some of the elements of Krathwohl’s 2) Teacher capacity development on how pupils can learn to
and Anderson’s affective domain of learning which ensures acquire positive attitudes at each level
pupils acquire positive attitudes in each learning area should be 3) The curriculum framework to emphasise the application
integrated into the CBC in the form of learning outcomes. of all the three domains in pupils’ learning i.e.
psychomotor, affective and cognitive domains as per the
CBE thrust
8.2 Psychomotor 1. Although the participants tended to associate psychomotor skills 1) The curriculum framework should ensure that age-
Skills Exhibited At with physical education, the psychomotor domain was appropriate learning outcomes in the psychomotor
Various Learning commonly referred to in areas like laboratory science subjects, domain for each learning area/learning cycle are
Cycles health sciences, art, music, engineering and drama. developed
2. It was felt that the teachers familiarise themselves with the 2) Teachers need to be trained on the development of
taxonomy of the psychomotor domain to implement in the learning outcomes in the psychomotor domain
various learning areas
8.3 Generic skills 1. The participants look forward to a curriculum which fosters the 5) The Curriculum Framework should emphasise the
to be exhibited soft skills to all pupils at all levels. The skills include intellectual learning and acquisition of these soft skills at all levels
after each skills (Problem Solving, Creativity, learning to learn); self- from ECD to Form 6
learning cycle management skills (Planning skills, Time Management skills, 6) Teachers are to create a learning environment that
Change Management skills, Taking the initiative) and fosters the development of these soft skills
communication skills (Networking skills, Negotiation skills, Team 7) Designing of learning and assessment tasks that elicit
working skills) evidence from pupils on the acquisitions of learning
2. It is important to point out that these soft skills do not develop outcomes and skills such as creativity, problem solving,
in a vacuum neither can they be taught explicitly. They are critical thinking and communication
fostered in all learning activities

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