1 Updated Consolidated Heritage Based Curriculum 2024 To 2030 31 May 2024

DRAFT HERITAGE BASED CURRICULUM FRAMEWORK FOR PRIMARY AND
SECONDARY EDUCATION 2024 - 2030
Table of Contents
PREAMBLE vi
FOREWORD viii
PREFACE x
CHAPTER 1: BACKGROUND 1
1.1 Introduction 1
1.2 Definition of key terms 2
1.3 Determinants of the curriculum 5
1.3.6 Developments in Science, Technology, Engineering, Arts and Mathematics 7
1.3.7 Technological developments 7
1.4 Chapter Summary 8
CHAPTER 2: PHILOSOPHY OF THE CURRICULUM 9
2.1 Introduction 9
2.2 Philosophy underpinning the Heritage Based Curriculum 9
2.3 Vision 10
2.4 Mission 11
2.5 Aims of the HBC 11
2.5.1Promote and cherish the Zimbabwean Identity 11
2.6 Supporting Policy documents and guidelines 15
2.7 Principles guiding the HBC 17
2.8 Learner exit profiles 20
2.9 Chapter summary 22
CHAPTER 3: THE PROGRAMMING OF THE HERITAGE BASED CURRICULUM 23
3.1 STRUCTURE OF THE EDUCATION SECTOR 23
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3.2 PILLARS OF THE HBC 24
3.2.1 The Curriculum Infrastructure 25
3.2.1.1 Infant School Module 27
3.2.1.2 Learning areas at Infant School Module 27
3.1 Time Allocation 28
3.6 Learning Outcomes 29
3.7 Junior School Module 30
3.7 Learning areas 30
3.5 Cross-cutting themes at Infant and Junior School Module 31
3.8 Time allocation for the learning areas 32
3.6 learning outcomes 32
3.9 Secondary School Level 33
3.9.1 Lower Secondary School Module 34
3.9.2 Learning Areas at Lower Secondary School Module (Form 1 to 4) 34
3.10 Learning Outcomes 37
3.11 Learning areas at lower secondary 39
3.12 Upper Secondary School Module 39
3.13 Cross cutting themes for Lower and Upper Secondary Modules 1
3.14 Education for pupils with special educational needs 2
3.15 Non-Formal Education 2
3.2.2 Staffing Infrastructure 2
3.2.3 Physical and Digital Infrastructure 3
3.2.4 Legal and Regulatory Framework 3
3.2.5 Financing Infrastructure 4
3.2.6 Research Infrastructure 4
Chapter summary 4
CHAPTER 4: TEACHING AND LEARNING APPROACHES AND METHODS 5

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4.1 Introduction 5
4.2 Principles of learning 6
4.3 Teaching and learning approaches 11
4.4 Teaching and Learning Methods 11
4.4 The learning environment 11
CHAPTER 5: LEARNING AND ASSESSMENT 12
5.1 Introduction 12
5.2 The relationship between assessment and learning 12
5.4 Principles of assessment 13
5.4.1 Validity 13
5.4.1 Reliability 13
5.4.2 Fairness 13
5.4.3 Objectivity 14
5.4.4 Flexibility 14
5.4.5 Practicability 14
5.4.6 Authenticity 14
5.4.7 Sufficiency 14
5.4.8 Timely Feedback 15
5.4.9 Manageability 15
5.5 Types of assessments 15
5.5.1 Formative Assessment 15
5.5.2 Summative Assessment 16
5.5.3 Learner Profiling 17
5.5.4 National Assessments Check-points 17
5.6 Chapter Summary 17
CHAPTER 6: CURRICULUM IMPLEMENTATION MATRIX 18

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6.1 THE IMPLEMENTATION MATRIX 18
6.2 Key players in the implementation of the curriculum 26
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List of Tables
Table 1: Principles guiding the HBC 20

Table 2: Infant level learning areas and time allocation per week 28
Table 3: learning outcomes to be attained at the end of the Infant school 30
Table 4: Junior level Learning areas and Time allocation 32
Table 5: learning outcomes at the Junior School Module 33
Table 6: Electives for Sciences 35
Table 7: Electives for Languages 35
Table 8: Electives for Humanities 35
Table 9: Electives for Commercials 36
Table 10: Electives for Technical and Vocational Education 36
Table 11: Electives for Physical Education and Arts 37
Table 12: Learning Outcomes 38
Table 13: Upper Secondary Pathways 2
Table 14: Upper secondary school level learning outcomes 1
Table 15: Learning Principles and associated teacher responsibilities 8
Table 16: Implementation Matrix 26
Table 17: Roles and Responsibilities of key players 30
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Table of Figures
Figure 1: Five economic sectors for socio-economic transformation 6

Figure 2: Pupil exit profiles 21
Figure 3: STRUCTURE OF THE EDUCATION SECTOR 24
Figure 4: The Curriculum Infrastructure 25
Figure 5: Structure of the Primary and Secondary Education 26
Figure 6: Pupil centred learning 9
Figure 7: Teacher`s roles in pupil - centred learning environment 10
Figure 8: The relationship between assessment and learning 12
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PREAMBLE
His Excellency, The President of the Republic of Zimbabwe Cde. Dr. E.D. Mnangagwa
Since independence in 1980, Zimbabwe has implemented a raft of reforms aimed at transforming its
education system from primary school through to higher and tertiary education.
The reforms emphasise on the thrust of ownership of means of production as we develop our
human capital in all the five key sectors of the economy namely primary, secondary, tertiary,
quaternary and quinary as illustrated in this policy document. It is my wish that the Ministry
introduces learning areas relevant for each sector taking on board value addition, beneficiation and
refinement with an inclination towards our heritage-based thrust. The reform aligns the curriculum
with the changing needs of the society and job market, implementation of educational policies and
strengthening the acquisition of vocational and technical skills.
In 2017, the Second Republic ushered in a new dispensation which reflects the collective aspirations
and determination of the people of Zimbabwe to achieve an empowered and prosperous upper
middle - income society by 2030. This Vision 2030 calls for an emancipatory and transformative
education system hinged on fostering competences required for school pupils and graduates to
participate meaningfully towards the sustainable development of their country.
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My Government therefore, outlines the philosophical policy basis of education in Zimbabwe as
Education for Innovation, Resource based and Knowledge Driven Economy. The policy is being
advanced as a result of the realisation that the economic success of any country is directly
determined by the quality of the education system of that country and that the most effective factor
of production is human capital expressed in knowledge, skills, creative abilities and moral qualities
of individuals in a society.
To this end, our education will ensure that local communities benefit from their own resources
through the goods and services provided by our pupils. Our pupils will solve their own and
community problems using the locally available resources. The goods and services will be made
available to the communities. My government underscores the urgent need for a comprehensive
and transformative approach to improve education quality, relevance, and inclusiveness through
this Heritage Based Curriculum for Primary and Secondary Education 2024 - 2030. We should also
realise that our future is science and technology driven. It should be borne in mind that
entrepreneurship is a catalyst for industrialisation. The Heritage Based Curriculum should emphasise
the need for value addition and beneficiation as pivotal to industrialisation thereby leading to
economic growth.
I am glad that this Heritage Based Curriculum is as a result of nationwide consultations involving
internal and external stakeholders. To this effect the Curriculum Framework 2024 - 2030 is a
reflection of the output from the general populace of Zimbabwe.
I therefore highly recommend this Heritage Based Curriculum for Primary and Secondary Education
in Zimbabwe.
Cde. Dr. E.D. Mnangagwa
THE PRESIDENT OF THE REPUBLIC OF ZIMBABWE
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FOREWORD
Minister of Primary and Secondary Education Hon. Dr. T. Moyo, MP
Education plays a crucial role in the national development of a country. It is the foundation of a
nation and has a significant impact on various aspects of development. Firstly, education is essential
for human resource development, as it improves human capacity and helps achieve desired goals.
Secondly, education enhances individuals' understanding of their surroundings, their rights, and
their ability to improve their own and other people’s lives.
We cannot, therefore, miss the potential contribution of education to the achievement of the goals
of the Second Republic of Zimbabwe. The second dispensation focuses on an education that
develops highly skilled and innovative workforce that will drive the national vision. The Heritage
Based Curriculum for Primary and Secondary Education 2024 - 2030 complements policy directives
provided for, in the Curriculum Framework 2015 - 2022. The curriculum recognises the significance
of collaboration of the Ministry with parents, pupils, teachers, school administrators, government
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ministries and agencies, private sector and development partners towards its successful
implementation. In sync with His Excellency, Dr. E.D. Mnangagwa’s mantra of ‘leaving no one and no
place behind’, the curriculum framework provides inclusive, equitable and relevant quality
education to the citizenry of Zimbabwe.
The Ministry of Primary and Secondary Education is informed by the philosophy of

Ubuntu/Unhu/Vumunhu and thus further provides a comprehensive plan for sustainable education.
It, therefore, packages and operationalises a curriculum hinged on heritage. The underlying
principle is an education system that produces goods and services useful to the economy. Our
Heritage Based Curriculum is, therefore, delivered conscious of the environment.
As the Minister of Primary and Secondary Education, I am happy to welcome the implementation of
innovative initiatives in our education system and creating a more sustainable and inclusive learning
environment. Our commitment to the inclusion of cross-cutting issues on gender, health, disaster
risk management, climate change and education for sustainable development will enable Primary
and Secondary Education to provide a holistic and transformative education for the future.
Finally, I remain highly indebted to His Excellency, the President of the Republic of Zimbabwe, Cde.
Dr. E. D. Mnangagwa, who provided the greater vision for the nation out of which this document
was generated. I acknowledge input from colleagues in sister ministries and the house of assembly.
These include former ministers and current ones, and Ministry officials who gave insightful
contributions.
Hon. Dr. T. Moyo, MP
MINISTER OF PRIMARY AND SECONDARY EDUCATION
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PREFACE
The Permanent Secretary for Primary and Secondary Education Mr. Moses Mhike
The Ministry of Primary and Secondary Education aims to advance human capital development
through improved access to inclusive, equitable and quality education. This Heritage Based
Curriculum Framework for Primary and Secondary Education 2024 - 2030 strengthens the
achievements and provides interventions on the challenges encountered in the implementation of
the Curriculum Framework 2015 - 2022. The Curriculum Framework is designed for production of a
Zimbabwean primary and secondary pupil who is ‘fit for purpose’.
The framework has been designed to provide a solid foundation for our pupils, ensuring that they
receive a comprehensive and culturally rich education. In Zimbabwe, we take immense pride in our
rich heritage and diverse cultural traditions. Our goal is to foster a deep understanding, appreciation
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and link our heritage based and knowledge driven economy among the younger generation, while
equipping them with the necessary competences. This framework recognises the importance of a
holistic approach to education. It acknowledges that our cultural heritage is not limited to history
lessons or occasional celebrations but permeates every learning area and aspect of learning. By
infusing our heritage into the curriculum, we aim to create a cohesive and meaningful educational
journey for our pupils.
The framework encourages collaborative learning and promotes the use of innovative teaching
methodologies. It embraces the integration of technology and encourages educators to employ a
variety of teaching strategies that cater for diverse learning styles. We aim to create an engaging
and inclusive learning environment that nurtures the individual talents and interests of each pupil.
The successful implementation of the seven-year cycle of the Curriculum Framework is anchored on
timeous, adequate funding and collective efforts of all stakeholders.
The Ministry appreciates the contributions by participants towards the curriculum review and
validation process. As we embark on this transformative journey, the ministry encourages all
stakeholders to embrace the principles of the Heritage Based Curriculum Framework 2024 - 2030.
Zimbabweans must work together to create a generation of Zimbabwean pupils who are proud of
their heritage and equipped with appropriate competences to shape a prosperous future for
themselves and our nation.
Moses Mhike
SECRETARY FOR PRIMARY AND SECONDARY EDUCATION
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CHAPTER 1: BACKGROUND
1.1 Introduction
The Heritage Based Curriculum (HBC) Framework is the main reference document informing the
development and revision of the syllabi, designing and use of learning resources and the assessment of
learning from year 2024 to 2030. It is building on the strengths of the preceding Curriculum Framework
for Primary and Secondary Education 2015 to 2022 and adopting a Heritage Based Education thrust.
Heritage refers to tangible and intangible natural endowments such as social and historical legacy,
beliefs, languages, land, flora, fauna, water, minerals and cultural values that are passed down from
one generation to the next. The underlying principle is an education system that produces goods and
services useful to the economy, based on heritage and conscious of the environment.
The Heritage Based Curriculum for Primary and Secondary Education 2024 - 2030 emphasises the
teaching of both theory and practice, balancing the acquisition of knowledge and skills. It aims to
produce pupils with relevant competencies such as skills, knowledge, values, attitudes and dispositions
that are key to national development. Pupils will therefore be channeled through different pathways
as per their strengths and abilities from Early Childhood Development (ECD) to Advanced Level, to
initiate and enhance creativity and innovation for socio-economic transformation. HBC emphasises on
strengthening measures to mould these pupils to cherish and practise the Zimbabwean philosophical
orientation of Ubuntu/Unhu/Vumunhu.
The HBC integrates and reinforces a strong scientific and technological bias as part of the
Government's skills development strategy, focusing on the five key sectors of the economy. It creates a
base for human capital development through acquisition of skills and values for employment creation
and furthering education in higher and tertiary institutions. The HBC accommodates a two route
progression system for all pupils. Route one is for pupils who choose to progress to “A” level, then
tertiary. Route two is for pupils who choose to follow the Zimbabwe National Qualifications
Framework’s (ZNQF) skills pathway. They enroll in polytechnics, Industrial Training Colleges, Vocational
Training Colleges, Agricultural Colleges and other training institutions for the skills development
programmes and skills worker certification. The curriculum is aligned to Higher and Tertiary Heritage
Based Education 5.0.
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This Heritage Based Curriculum Framework for Primary and Secondary Education 2024-2030,
emphasises what pupils are expected to know, understand, value, demonstrate and preservation of
indigenous knowledge as a result of their learning experiences in schools and non-formal education
settings. Its fundamental purpose is to provide a structure around which schools can build educational
programmes that ensure pupils achieve desired learning outcomes. This framework identifies learning
areas and assessment processes for all pupils. It is intended to guide schools and stakeholders on the
curriculum process in a rapidly changing environment.
The development of this framework is driven by the growing urgency among policymakers and
educators to adequately prepare Zimbabwean pupils for the 21st century skills, increased public and
parental concerns regarding the relevance of the curriculum, and the necessity to respond to the
needs of industry and commerce, as well as trends in global education standards.
1.2 Definition of key terms

1.2.1 Curriculum
Curriculum is the sum total of all learning experiences and opportunities that are provided to pupils in
the context of formal and non-formal education (Mola & Mengistie, 2022). According to Pinar, W. F.
(2014), Curriculum is a set of planned interactions thyurough which teachers and pupils engage in
content, instruction, and assessment in order to achieve personally and socially valued aims.
Therefore, a curriculum is a planned and systematic approach to education that outlines what pupils
will learn, how they will learn it and how their learning will be assessed.
1.2.2 Curriculum Framework
A Curriculum Framework is a systematic and structured policy guide which schools use to plan and
develop their educational programmes. It comprises a set of interlocking components, including
learning experiences, skills, values and principles underpinning the curriculum, learning outcomes,
learning areas, nature of the learning context and assessment procedures in different learning areas
across the curriculum (MoPSE Curriculum Framework, 2015).
1.2.3 Competences
These are individual abilities, proficiencies and aptitudes to execute real life tasks to expected
standards by applying an integrated set of knowledge, skills and attitudes underpinned by values.
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Therefore, competences, in this framework, entail a holistic development of pupils which enables them
to meaningfully contribute towards realisation of a resource and knowledge driven economy through
the production of goods and services.
1.2.4 Heritage Based Curriculum (HBC)
HBC is an educational approach that centres on the heritage, history, cultures and experiences of a
country. Its goal is to provide pupils with a curriculum that is reflective of and relevant to their own
backgrounds, identities and the country’s resources thereby creating an educational experience that is
more inclusive, representative, and meaningful for pupils from that heritage background. It can lead to
increased engagement, better academic outcomes and stronger connections between school and
community.
1.2.4 Competence Based Education (CBE)
It is an educational system that focuses around competences. It emphasises on what pupils can do
rather than just what they know.
1.2.5 Competence Based Curriculum (CBC)
It is an educational approach that focuses on developing specific competences or skills in learners,

rather than solely emphasising the acquisition of knowledge. It implies that pupils can acquire and
apply the knowledge, skills, values and attitudes to solve situations they encounter in everyday life.
1.2.6 Pupil
A pupil is someone who is learning a new skill, language or subject. The term ‘learner’ is preferred in
an outcome-based curriculum since it is not bound by age unlike student or pupil. These two terms will
be used interchangeably in this framework
1.2.7 Learning Area
A learning area refers to a broad discipline that is learnt in an educational context, such as a school or
class. It is a broad term that encompasses various subject matter, topics and skills, values, attitudes and
aptitudes that are learnt by learners to help them acquire knowledge, understanding and proficiency.
1.2.8 Learning outcome
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Learning outcome is what pupils are expected to achieve in a course, in a learning level or in a lesson.
In the HBC Framework for Primary and Secondary Education 2024-2030, the learning outcomes are
expressed in terms of competences to be acquired in order to satisfy the educational needs for which
the learning programme, grade level or lesson has been developed.
1.2.9 Curriculum outcome
Curriculum outcome refers to what pupils are expected to achieve, as well as the knowledge, skills,
values and attitudes that they should have acquired by the end of a learning programme.
1.2.10 Learning area outcome
Learning area outcome describes the measurable skills, knowledge, attitudes, aptitudes and values
that pupils should be able to demonstrate during and after completing a learning area syllabus.
1.2.11 Lesson outcome
Lesson outcome refers to measurable, observable and specific objectives that clearly indicate what a
pupil should know and be able to do during and at the end of a lesson.
1.2.12 Principle
Principle refers to fundamental truths and rules that guide behaviour and decision making in the
education system. It provides a framework for ethical and responsible behaviour.
1.2.13 Skill
Skill refers to abilities and capacities to carry out processes and be able to use one’s knowledge in a
responsible way to achieve a desired goal. It is part of a holistic concept of competence.
1.2.14 Special needs education
Special needs education refers to specifically designed instructional arrangements meant to meet the
diverse needs of pupils with disabilities, the gifted and talented.
1.2.15 School Functional Assessment
School Functional Assessment is a type of sensory, developmental, physical, cognitive or academic

evaluation that helps identify the ability, level of support, supervision and resources required by pupils.
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1.2.16 Value
A value is a norm, cultural practice, religious practice, belief and attitude that guides behaviour and
decision making in a community. It includes traits such as honesty, respect, integrity, tolerance and
humility.
1.2.17 Syllabus
The syllabus is an official policy document that articulates the expected learning outcomes, that is the
knowledge, skills, attitudes, aptitudes and values, the learning content and the recommended teaching
and learning approaches. It also includes learning and assessment strategies used in assessing learners’
capacity to apply knowledge, skills and attitudes in an independent, practical and responsible way.
1.2.18 Curriculum review
Curriculum review is a regular process of adjusting and improving the existing education practices in
the light of emerging national and global socio-economic trends.
1.3 Determinants of the curriculum

The determinants of the Zimbabwean HBC include: the philosophy underlying the curriculum, the
national policy for education, the ever-changing societal needs and expectations, technological
developments, curricula and pedagogical shifts, the five sectors of the economy and global trends in
education. The HBC should therefore embrace:
● what society would like to pass on to learners as knowledge, skills and values
● considerations of the aptitudes and interests of pupils
● possibilities for adjustments to changes brought about by emergencies, natural disasters,
pandemics, climate change and policy issues
● the emerging socio-economic needs
● technological integration and advancements
1.3.1 The Philosophy of Education

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A coherent philosophical value system is the hallmark of a sound education system. Such a system
orients pupils towards national development and the improvement of their own surroundings and
communities. The Curriculum Framework for Primary and Secondary Education should therefore be
influenced by the philosophy and ideology of the nation.
1.3.2 - The National Development Strategy 1 (NDS1)
According to NDS 1 (2021-2025), MoPSE’s national key result area is Innovation and knowledge driven
economy. The national outcomes for MoPSE include increased uptake and application of STEAM
subjects, improved research, development and innovation throughput, and improved innovation
ecosystems. The education for innovation and knowledge driven economy is being advanced as a result
of the realisation that the economic success of any country in a knowledge driven economy is directly
determined by the quality of the education system and that the most effective factor of production is
human capital expressed in knowledge, skill, creative abilities, and moral qualities of individuals in that
society.
1.3.3 Transforming societal needs
In view of the national aspirations, the curriculum should respond to dynamic social, political,
economic, cultural, religious, legal and technological advancement.
1.3.4 Utilisation of resources in a knowledge driven economy
Knowledge based economy is dependent on an abundant resource base. Resources can therefore be
sustainably utilised for the production of goods and services through education. In a knowledge-based
economy, the utilisation of resources can be optimized by leveraging technology and innovation to
maximise efficiency and productivity leading to sustainability.
The Heritage Based Curriculum Framework recognises the five sectors of the economy and is in
tandem with the national aspirations as suggested in the Figure 1.
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Fig. 1 Five economic sectors for socio-economic transformation
1.3.5 Pedagogical shifts in education
A pedagogical shift is inevitable in an outcome-based education system that seeks to make pupils
embrace an innovation and knowledge driven economy. The Curriculum Framework for Primary and
Secondary Education is continuously influenced by the following pedagogical shifts:
● the teacher being a facilitator, collaborator, co-learner, co-explorer than a knowledge
transmitter
● focus on learning outcomes, processes and inputs rather than learning objectives
● emphasising the analysis, synthesis, evaluation, application of knowledge in pupil’s learning
● significant broadening of the range of domains leading to the achievement of targeted
competences
● use of both formative and summative assessments to check on achievements in respect to
cognitive, psychomotor and affective domains
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● broadening learning areas through integration of knowledge
● upholding curriculum as both a process and a product
1.3.6 Developments in Science, Technology, Engineering, Arts and Mathematics

Zimbabwe’s participation in a new global economy is premised on an education system with a Science,
Technology, Engineering, Arts and Mathematics (STEAM) bias. In order to empower Zimbabweans for
effective citizenry and employment in the 21 st century, a great responsibility falls on the education
system. The Curriculum therefore is influenced by the need to cater for the 21 st century skills which
include:
● critical thinking and problem-solving
● collaboration and leading with influence
● agility and adaptability
● research and data analysis
● taking initiative and being enterprising
● effective oral and written communication skills
● capability to access and analyse information
1.3.7 Technological developments

Technological developments have improved learner engagement in education by providing fun and
enjoyable learning opportunities, such as simulations and blended learning. ICTs have reshaped the
learning landscape utilising tools like Artificial Intelligence (AI) and Machine Learning (ML), to
transform virtual learning spaces. This shift has fostered personalised learning, improved accessibility,
and encouraged collaboration. Technology has also provided accessible modes of instruction for
learners with mobility challenges, assistive devices, corrective hearing devices, and speech therapy.
Therefore, the Curriculum Framework should emphasise on investment in digital infrastructural
development and retooling to leverage technological opportunities.
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1.4 Chapter Summary
The chapter provided an in-depth analysis of the HBC Framework, outlining the definition of key terms
and determinants.
CHAPTER 2: PHILOSOPHY OF THE CURRICULUM
2.1 Introduction
The chapter outlines the vision, mission, aims, values and principles which guide the design and
development of the Heritage Based Curriculum.
2.2 Philosophy underpinning the Heritage Based Curriculum
The Heritage Based Curriculum expresses societal ideals and practices that guide the preparation of
pupils for suitable roles in society. Zimbabwean beliefs and values underpinning the HBC include self-
reliance, entrepreneurship, responsible citizenship, global awareness, environmental stewardship,
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inclusivity, multiculturalism, tolerance, Ubuntu/Unhu/Vumunhu, a sense of interdependence and
mutual support. The philosophy emphasises on ownership of our natural resources, respect for life,
self, others, environment and property.
2.3 Vision
The vision of the Ministry of Primary and Secondary Education is as follows:
The mandate of the Ministry of Primary and Secondary Education as espoused in the Functions
Handbook of 2019 is to promote and facilitate the equitable provision of quality, inclusive and relevant
Infant, Junior and Secondary Education. The National Development Strategy 1 emphasises the
importance of education in fostering an innovative and knowledge-driven economy. It asserts that the
ministries of education should play a pivotal role in ensuring that the nation is adequately educated to
meet the demands of the economy. Education should be accessible, affordable and enable citizens to
participate in a knowledge driven economy. Sustainable financial support and ensuring learner safety
and health are key to the realisation of this vision. It is against this backdrop that the Ministry adopted
a strategy to engage all sections of Zimbabwean society to develop a shared educational vision.
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2.4 Mission
In order to accomplish the vision, the Ministry’s mission is as follows:
Access to quality, inclusive, and equitable education is of paramount importance in achieving moral,
intellectual, cultural, scientific and technological advancement of Zimbabwe (Education Sector
Strategic Plan 2021-2025, and the Constitution of Zimbabwe Amended No. 20, 2013). A competence
driven primary and secondary education is in sync with the national vision of aspiring to get to an
empowered and prosperous upper middle-income society by 2030. It is informed by the NDS 1 (2021-
2025) and other provisions such as Vision 2030, Continental Education Strategy for Africa (CESA), Africa
Agenda 2063 and SDGs that call for the development of an HBC which equips pupils with skills to fully
participate in innovation and competence driven economy using locally available resources.
2.5 Aims of the Heritage Based Currilculum

In order to produce a highly competent pupil who has a Zimbabwean outlook, the following aims will
be pursued:
● promote and cherish the Zimbabwean identity

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● prepare pupils for life and work in an innovative and knowledge driven economy
● foster life-long learning
● prepare pupils for participatory citizenship, peace and sustainable development
2.5.1Promote and cherish the Zimbabwean Identity

The Heritage Based Curriculum Framework should ensure pupils cherish the Zimbabwean identity
through:
● nationalism, national unity and patriotism
● indigenous Knowledge Systems and Practices (IKS&P)
● inter-cultural understanding and tolerance
● respect for self, others, the environment and property
● being open, receptive, assertive and optimistic
2.5.1.1 Nationalism, national unity and patriotism
Zimbabwe is made of multicultural, ethnic, religious and racial groups who should be able to live and
interact as one nation. The Heritage Based Curriculum should enable the pupil to acquire a sense of
nationhood, patriotism and promote peace, tolerance and harmonious coexistence. The qualities of a
patriotic person include ability to demonstrate love for one's own country, being proud of it and being
prepared to defend its heritage, being loyal, being dutiful, being nationalistic and being prepared to
sacrifice for one's own country.
2.5.1.2 Indigenous Knowledge Systems and Practices (IKS and P)
IKS&P are key in defining a Zimbabwean who cherishes his or her values and norms. The individual’s
day to day activities are informed by indigenous perspectives, systems and practices like totemism and
can embrace an African world view.
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2.5.1.3 Inter-cultural understanding and tolerance
Inter-cultural understanding and tolerance entails embracing diversity, ability to view the world as it is
perceived by a culture different from yours and being able to tolerate the differences in opinions and
ways of doing things. This entails the ability to empathise and sympathise with others.
2.5.1.4 Being open, receptive, assertive and optimistic
An ability to communicate with others in a direct and honest manner without intentionally hurting
anyone's feelings while being hopeful and open to new ideas or change.
2.5.1.5 Respect for self, others, the environment and property
Self-respect is having a feeling of confidence and pride in own abilities and worth. Respect for others is
showing regard for other people’s worth, value their feelings and views even if you do not necessarily
agree with them, accepting them on an equal basis and giving them the same consideration you would
expect for yourself. Respect for the environment means living in harmony with the environment.
2.5.2 Prepare pupils for life and work in an innovative and knowledge driven economy
Pupils will be prepared for life and work through acquisition of skills for:
● innovation - New ways of doing things better, effectively and efficiently
● creativity - New ideas and ways of doing things with the potential to enrich aspects of life
● critical thinking - Ability to effectively analyse and apply information
● communication – Sharing ideas and information effectively
● digital literacy- Using technology to access and apply information
● leadership – Guiding others to achieve goals
● learning to learn – Acquiring skills for lifelong growth
● problem solving- Finding solutions to challenging issues
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● team work, collaboration and negotiation – Working efficiently and effectively with other
people to achieve set targets
● entrepreneurship – Turning ideas into business ventures
● personal development – Improving oneself through self-awareness
● health and safety - Empowered to take precautionary measures to mitigate risk and or chance
of injury in an environment
● Value addition and beneficiation - Enhancing product value and increasing worthiness
The Heritage Based Curriculum helps pupils prepare for life and work by ensuring that they are
equipped with requisite knowledge, skills, values, aptitudes and attitudes. These competences are
required in the spheres of family, professional and public life. The emphasis will be on the personal
development of pupils, especially their self-awareness, self-respect, self-confidence, self-control and
their ability to assume duties and responsibilities as they pursue their constitutional rights. The
Heritage Based Curriculum provides for the development of diverse life and work skills. Emphasis will
be placed on promoting gender equity and equality of treatment in schools as levers of personal
development and community prosperity.
2.5.3 Foster life-long learning
It is an approach to learning that is continuous and self-motivated. It can be formal or informal and
takes place throughout an individual’s life from cradle to grave and is based on:
● learning to learn
● embracing ICTs
● open distance and e-learning
● flexibility and adaptability
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● critical thinking and creativity
● problem-solving
● value addition and beneficiation
● positive character development
2.5.4 Prepare pupils for participatory citizenship, peace and sustainable development
Prepare pupils for participatory citizenship, peace and sustainable development with respect to:
● rights and responsibilities
● tolerance and mutual respect
● management of diversity and conflicts
● preserving and protecting the environment and resources
2.5.4.1 Rights, duties and responsibilities
These are interrelated in shaping the social and political order. Rights are legal, social or ethical
principles of freedoms that people are entitled to by a governing body. Duties are a moral obligation
that individuals owe to others. Responsibilities are obligations of an individual to respect and uphold
those rights and those of others.
2.5.4.2 Tolerance and mutual respect
Tolerance and mutual respect are principles that promote peaceful co-existence and understanding
between people.
2.5.4.3 Management of diversity and conflicts
These are processes and strategies used to effectively handle the challenges and opportunities that
arise from having a diverse setting. Therefore, the Heritage Based Curriculum should instill in pupils the
ability to manage diversity and conflict constructively and peacefully.
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2.5.4.4 Preserving and protecting the environment and resources
Sustainable resource and environmental management is based on application of sustainable practices

in managing resources in a way that benefits present and future generations. Therefore, the HBC
should ensure that pupils embrace sustainable environmental and resource management practices.
2.5.5 Prepare and orient pupils for participatory leadership and voluntary service
Prepare and orient pupils for participatory leadership and voluntary service through:
● serving others and the country
● encouraging self-discipline and fairness
● fostering sense of achievement
● developing a sense of accountability
● fostering a sense of transparency and integrity
● developing pupils for a vocation
2.6 Supporting Policy documents and guidelines

The Heritage Based Curriculum is supported and guided by the provisions of the following policies and
guidelines:
● The Constitution of Zimbabwe as amended 2013, emphasises inclusivity, fairness, equity,
relevance, equality of the 16 officially recognised languages including sign language (Article
6), upholding our cultural heritage (Article 16), provision for youths programmes (Article 20),
provision of sporting and recreational facilities to all (Article 32), preservation of traditional
knowledge (Article 33) Right to education (Article 75) and freedom from torture or cruel,
inhuman or degrading treatment or punishment (Article 53)
● Education Act 2020 as amended, states in Section 62, under languages to be taught in schools,
that:
(1) Every school shall endeavour to:
(a) teach every officially recognised language;
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(b) ensure that the language of instruction shall be the language of examination;
(c) ensure that the mother tongue is to be used as a medium of instruction at early
childhood education
(2) School curricula shall as far as possible, reflect the culture of the people of every language
used or taught in terms of this section.
● NDS 1 (2021-2025) mandates the Ministry of Primary and Secondary Education to educate the
nation for innovation and a knowledge driven economy. MoPSE creates the base for human
capital development as enshrined in Vision 2030 – aspires to transform Zimbabwe into an
empowered and prosperous upper middle-income economy by the year 2030 which is
characterised by the use of our natural resources to enhance a knowledge driven economy
● SDG 4 implores the education sector to provide inclusive, and equitable quality education,
promoting lifelong learning opportunities for all
● Education Sector Strategic Plan (ESSP) 2021-2025’s outcome is to achieve improved access to
quality, equitable and inclusive education
● National Cultural Policy (2016-2026) advocates for the main-streaming of culture in the
education sector of Zimbabwe
● National Gender Policy (2017) advocates for the main-streaming of gender in all sectors of
Zimbabwe
● National Disability Policy (2021) advocates for the inclusion of people with disabilities in all
sectors of Zimbabwe
● Zimbabwe School Health Policy (2018) provides a broad framework of reference to guide the
implementation of a number of health-related interventions. These include the provision of

school feeding and WASH facilities. Consideration is also taken on board on mental health,
sexual and reproductive health, care and support, guidance and counselling services for all
pupils.
● Zimbabwe National Industrial Policy (2019) seeks to transform the economy through value
addition and beneficiation. This will result in increasing employment levels and promoting a
culture of saving
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● Statutory Instrument 106 of 2005 provides for the regulations on the operation of ECD classes,
registration, curriculum, age of attendance, teacher-pupil ratio, health and safety, ECD staff and
duties of the head
The Heritage Based Curriculum Framework is also informed by international conventions and
agreements to which Zimbabwe is a signatory. Among them are the following:
● Sustainable Development Goals (SDGs) especially Goal number 4 implores nations to ensure
inclusive, equitable, quality education and promoting lifelong learning opportunities for all. All
other SDGs are relevant to learning areas as a way of enhancing Education for Sustainable
Development (ESD)
● The SADC Protocol on Education and Training emphasises the importance of ensuring that
children and youths in the SADC region realise their rights to education, safety, protection,
care and support.
2.7 Principles guiding the HBC

The following have been identified as principles guiding curriculum development and implementation
in Zimbabwe: inclusivity, balance, Heritage Preservation and Promotion, continuity, coherence, Active
Learning, integration, transparency, gender sensitivity, life-long learning, respect, relevance, equity and
fairness. These principles are defined in Table 1.
Table 1: Principles guiding the Heritage Based Curriculum
Guiding Principle Definition
Balance Balance refers to the comprehensive development of all aspects of personality,

intellectual, emotional, social and psychomotor. It allows for diversified
teaching, learning and assessment
Continuity Continuity refers to the developmental sequencing of learning experiences in

ways that allow pupils to build on previous experiences taking into account their
mental development
Coherence Coherence refers to the clustering and sequencing of learning experiences to

provide for holistic and comprehensive learning, as well as for sustainable
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learning progression. For example, effective links are provided between general
and vocational education
Integration Integration fosters meaningful linkages among learning areas that the
curriculum offers
Transparency Transparency refers to the process of monitoring and evaluating the curriculum
in line with agreed quality criteria taking into account the feedback and
contributions of beneficiaries and stakeholders
Gender Gender sensitivity refers to the provision of equal access to quality education for
sensitivity all pupils regardless of their gender. It means equal and fair treatment of boys,
girls and adults alike taking into account their gender needs
Lifelong learning Life-long learning offers opportunities for the continuous acquisition of
competences throughout the lives of pupils. Schools should foster learning
habits like problem solving such that pupils can always solve problems they
encounter in life. Pupils should have tasks and opportunities that show that
knowledge is transient.
Relevance Relevance refers to the curriculum that addresses the developmental needs of
the pupil, the community and the nation.
The curriculum should address real needs and issues and is a tool for promoting
lifelong learning skills and work in a global context. It attempts to make the
curriculum culturally relevant and meaningful to the lives of the pupils by
including acceptable national and regional cultures, dialects, customs, and
historical events
Heritage The curriculum offers opportunity for pupils to investigate, value, and
preservation and comprehend their roots in an effort to protect and enhance Zimbabwe's cultural
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promotion legacy. It seeks to inculcate a sense of pride and possession in Zimbabwe's

cultural customs and values
Active learning Active learning strategies like inquiry-based learning, practical exercises, and
project-based assignments are promoted by the curriculum. With the help of
these strategies, pupils are able to have a greater comprehension, recall and
application of the knowledge
Design thinking By integrating design thinking into a curriculum that is centred around cultural
heritage, learners can cultivate their creative problem-solving abilities, cultural
awareness, and sense of agency in the preservation and evolution of their
cultural legacies. This method honours tradition with a great deal of creativity
Respect Respect refers to the valuing of self, others, environment (Including natural
resources), deference to the laws of the land including human and property
rights, embracing diversity. Pupils should be made to know that they should treat
others in the manner they would want to be treated
Assessment and In line with the goals and tenets of the Heritage Based Curriculum, the
evaluation curriculum integrates suitable technologies for assessment and evaluation. The
significance of genuine and diverse evaluation techniques that capture pupils' all-
round development and comprehension of their cultural heritage and
competences is acknowledged.
Equity and Equity and fairness refer to the provision of equal and fair access to information,
fairness learning and other resources to all pupils regardless of religion, ethnicity, gender,
ability and residence
Research and Research and innovation is an ongoing assessment which informs the process of
innovation developing and implementing curricula. In order to evaluate the curriculum's
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efficacy, pinpoint areas for development, and guarantee that it is in line with
changing educational requirements, systems for ongoing observation and
feedback are in place
Inclusivity Inclusivity is an approach or process that seeks to ensure universal access to and
participation in education for all pupils through mainstreaming of responsive
learner-centred support to overcome identified barriers to individual pupils’ full
participation in formal, non – formal and lifelong educational settings and
activities.
Diversity Diversity is appreciating differences in the pupils’ backgrounds, needs and

expectations and embracing them in the planned learning experiences
Responsiveness Curriculum should address the changing needs of the pupils, economic trends,
bridge the gap between universal knowledge and theories and be contextual on
the continuously changing realities of everyday life and the world of work
Accountability Accountability refers to curriculum compliance with regulations, adherence to

professional norms and acceptable values which are results driven. As a principle,
pupils, teachers, administrators and stakeholders must be accountable for their
decisions and activities
2.8 Learner exit profiles

The HBCF clearly spells out learner exit profiles at various levels in the primary and secondary
education system. Learner exit profiles describe the acquired knowledge, skills, values, attitudes and
attributes that a pupil should possess as a result of their learning experiences.
The exit profile is an essential tool for developing, revising and evaluating the learning programmes.
More specifically, the exit profile will be used to:
● Express succinctly an integrated vision of the essential knowledge, skills, values, attitudes and
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aptitudes attained by pupils;
● Provide guiding principles for curriculum development that strengthens curriculum relevance
and coherence;
● Provide a set of integrated standards for comprehensive assessment; and
● Ensuring learner - centred learning by providing pupils with a set of learning outcomes that
outline what pupils are able to do to demonstrate their learning.
The learner exit profile characterises what the pupils possess when they exit a grade, form or module.
Competences will then become the driving force for a pupil to become active in creating innovative
solutions to the socio-economic and natural environments.
Figure 2 shows some traits that pupils should posses as they acquire competences as illustrated.
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Figure 2: Pupil exit profiles
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2.9 Chapter summary
The chapter discussed the philosophy, vision, mission, aims, principles, and policies underpin the
curriculum. It articulated pupil exit profiles at various levels.
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CHAPTER 3: THE PROGRAMMING OF THE HERITAGE BASED CURRICULUM
This Chapter outlines the organisation of the education sector, and the programming of the Curriculum
Framework for primary and secondary education. It narrates each of the programmes and discusses
the activities and outcomes of each programme.
3.1 STRUCTURE OF THE EDUCATION SECTOR

Figure 3 illustrates the organisation of the education sector form the Basic Education to Tertiary
Education.
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Fig. 3 Structure of the Education Sector
The structure shows a vertical and horizontal progression among institutions from Basic Education
through polytechnic to university level. This is through the provision of formal and lifelong education in
the development of competent and skilled human capital. This increases accessibility, efficiency and
relevance in the Education Sector as there is Recognition of Prior Learning (RPL). Issues of
comparability of bodies of knowledge will no longer be a limitation to learners as graduates of the
Primary and Secondary Education can easily fit within the framework.
3.2 PROGRAMMES OF THE HERITAGE BASED CURRICULUM

The Heritage Based Curriculum Framework 2024 – 2030 is anchored by six programmes as in Figure 4,
namely Curriculum Infrastructure; Staffing Infrastructure; Physical and Digital Infrastructure; Legal and
Regulatory Infrastructure; Financing Infrastructure and Research, Innovation and Development
Infrastructure.
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Fig. 4 The Curriculum Infrastructure
3.2.1 The Curriculum Infrastructure
The Curriculum Infrastructure is programmed into levels of learning that constitutes primary and
secondary education as illustrated in Figure 5. The Heritage Based Curriculum Framework adopts the
educational levels as in the previous framework. These are the Infant and Junior School modules for
Primary Education and Lower and Upper Secondary School modules for Secondary Education.
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Fig. 5 Structure of the Primary and Secondary Education
The organisation of the Zimbabwe school system spans the years from Infant to Upper Secondary
School level. The HBC is organised in modules, namely, Infant School, Junior School, Lower Secondary
School and Upper Secondary School. The Infant school module is a 4-year module from ECD A to Grade
2, while Junior school module runs for 5 years from Grade 3 to Grade 7. The Infant and Junior school
modules constitute primary education and its duration is 9 years. During the Primary School cycle
pupils can be channeled to academies specified pathway while they continue with their primary school
education. Transition to secondary education follows completion of primary school education.
Identification of pupils’ achievements on targeted skills is to start from ECD through implementation of
school based continuous learning activities, such as the project. The project will be a critical
component to identify and nature skills development that will help place pupils on suitable pathways.
Learner profiling is also to be strengthened which should assist in certification. Certification, at the
point of readiness by relevant bodies is carried out at all levels.
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3.2.1.1 Infant School Module
The Infant School Module (ECD A to Grade 2) is a fundamental phase in laying down the foundation for
learning. Therefore, it is the joint responsibility of the family and the school to establish a firm
foundation at this formative stage of the pupil’s development. The Infant School Module is the first
component of primary education. It comprises Early Childhood Development A and B, and Grades 1
and 2.
3.2.1.2 Learning areas at Infant School Module
The HBCF rationalised the infant school curriculum from the previous eight (8) learning areas into six
(6) learning areas. The previous 8 learning areas were English Language, Indigenous Language, Visual
and Performing Arts, Physical Education and Mass Displays, Mathematics and Science, Family and
Heritage Studies, and ICT.
The rationalisation was achieved through elimination of duplication and overlaps in the different
learning areas. The rationalisation identifies the following six learning areas which constitute the
curriculum at Infant School Module:
i) Indigenous Language
ii) English Language
iii) Mathematics
iv) Science and Technology
v) Physical Education and Arts
vi) Social Sciences
i) Indigenous Language
Indigenous Language is both a learning area and a medium of instruction in learning. The depth of
coverage is influenced by the appropriateness of the age, content and experience of pupils.
ii) Physical Education and Arts
The learning area at Infant School Module develops fundamental movement skills, creativity and self-
expression.
iii) Mathematics
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Mathematics at Infant School Module, focuses on developing fundamental mathematical concepts and
skills through hands on interactive activities.
iv) Science and Technology
Science and Technology at the Infant School Module, is all about exploration, discovery and developing
a curiosity about the world around them.
v) Social Sciences
The learning area at Infant School Module lays the foundation for understanding, appreciation and
application of social skills, cultural awareness and community values.
vi) English Language
Learning Area ECD A & B (time Grade 1(time in hours) Grade 2 (time in
in hours) hours)
Indigenous Language 4½ 4½ 4½
English Language 4 4 4
Mathematics 2½ 2½ 2½
Science and Technology 3 3 3
Social Sciences 3 3 3
Physical Education and Arts 3 3 3
Total 20 20 20
The learning area at Infant School Module focuses on developing fundamental language skills as a
second language and building a strong foundation for literacy. It also builds blocks of English Language
and literacy that will serve pupils as they progress through their education.
Time Allocation
Table 2: Infant level learning areas and time allocation per week
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3.6 Learning Outcomes
The following are some of the learning outcomes to be attained at the end of the Infant school:
OUTCOME DESCRIPTION
1. Learners ready for literacy, numeracy

● Able to listen, to recognise numbers, letters of alphabet,
and technological learning in the
handle and manipulate shapes, sorting and grouping
cognitive, psychomotor and affective
artefacts, and use of digital gadgets at elementary level
domains
● Able to communicate in mother tongue and local
language
2. Learners have developed some

● Have acquired personal and social skills
awareness and interest with reference
to personal and national identity ● Identify and relate with national symbols such as the
national flag, anthem, monuments and heritage sites
3. Learners develop proficiency in

● Capable of reading, writing, counting, handling shapes
performing basic operations in literacy,
and measurement,
numeracy, technology and technical
skills areas ● Have cognitive skills, and can label, identify, sort,
group, arrange and compare things in sequence
4. Learners acquire skills for self-learning

● Able to work alone and collaboratively
and problem-solving
● Apply basic literacy and numeracy skills to solve
problems
● Show elementary skills in designing, explaining
processes and reporting
5. Learners develop social skills

● Able to establish relationships with others
● Able to communicate in mother tongue and local
language
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6. Learners show sense of right and wrong
● Able to show respect for others and to know right and
conduct
wrong behaviour
● Have sense of civic responsibility
Table 3: learning outcomes to be attained at the end of the Infant school
3.6 Junior School Module

The Junior School Module runs from Grades 3 to 7. The objective is to ensure pupils demonstrate
foundational knowledge and skills in language, literacy, numeracy and technical areas, displaying
competencies for life and for work. Pupils demonstrate manifestation of growing abilities and
disposition for self-learning and skills for problem solving. An appreciation of national heritage,
expressive and cultural arts, physical education and mass displays and cross-cutting issues such as
health issues, sustainable resource utilisation, climate change, disaster risk management is
strengthened.
3.7 Learning areas

The HBCF rationalised the Junior school curriculum from the previous eleven (11) to six (6) learning
areas. The previous 11 learning areas were English Language and Foreign Languages, Indigenous
Language, Visual and Performing Arts, Physical Education, Sport and Mass Displays, Mathematics,
Science and Technology, Family, Religion and Moral Education, Guidance and Counselling and Life-Skills
Education, Heritage Studies, Agriculture, and ICT.
Visual and Performing Arts, Physical Education, Sport and Mass Displays were rationalised into one
learning area Physical Education and Arts. Science and, Agriculture, Design and Technology and ICT
were combined into Science and Technology. Family, Religion and Moral Education, Guidance and
Counselling and Life-Skills Education, Heritage Studies were merged into Social Sciences. Consider how
all learning areas were merged.
The rationalised six (6) learning areas are:
i) Indigenous language
ii) English Language
iii) Science and Technology
iv) Mathematics
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v) Social Sciences
vi) Physical Education and Arts
3.7.1 Indigenous Languages

This HBCF emphasises use of indigenous languages in line with provisions of the Zimbabwe
Constitution. The learning of Indigenous language plays a vital role in the development and fostering of
literacy. Indigenous Languages at the Junior School Module build upon the foundational skills
developed at Infant with a focus on deeper language acquisition and cultural understanding.
3.7.2. English Language

English language builds upon the foundational skills developed at the Infant Module, with a focus on
refining language skills, expanding vocabulary and developing literacy and communication skills. It is to
be used as the language of instruction and to cater for the language barriers. Teaching of other foreign
languages is optional.
3.7.3 Science and Technology

The learning area focuses on strengthening competences developed from the Infant School Module
regarding the world of work. The competences continue to be acquired through science, technology,
engineering, and technical and vocational education. Science and Technology provides a broad
foundation in scientific concepts and fosters curiosity, critical thinking, innovation, and hands-on
exploration.
3.7.4 Mathematics
Pupils engage in thinking through calculation and numerical values and communicate the learning
outcomes logically. Pupils apply this knowledge flexibly and confidently to solve real life problems.
Skills developed in this learning area are useful across the curriculum.
3.7.5 Social Sciences

Social Sciences develop in pupils a broader understanding of the world around them, as well as critical
thinking and analytical skills that can be applied to a variety of contexts. Pupils continue the
exploration of social institutions such as family, community, nation and the wider world including
governance. Furthermore, this learning area includes heritage, patriotism and national identity.
3.7.6 Physical Education and Arts

At the Junior School Module, Physical Education and Arts play a crucial role in supporting pupils’
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physical fitness, cognitive, social-emotional, and creative development. The learning area helps foster
well-rounded pupils and prepare them for success in their future academic and personal endeavours.
3.5 Cross-cutting themes at Infant and Junior School Module

Cross-cutting themes are overarching concepts that intersect with different learning areas without
losing focus on the main goal of the curriculum. They include contemporary and global issues, such as,
Health, Nutrition and Well-being, Climate Change, Disaster risk management, Business Enterprise
skills, Career Guidance and many others and will be taught and learnt in context. It also includes
Heritage, Gender, Child Rights and Responsibilities.
3.8 Time allocation for the learning areas

The six learning areas are allocated a total of thirty-seven (37) hours, per week and per grade. This is as
given in Table 4.
Table 4: Junior level Learning areas and Time allocation
LEARNING AREAS TIME ALLOCATION PER WEEK (HOURS)
Indigenous Language 6
English Language 6
Mathematics 6
Science and Technology 7
Physical Education and Arts 6
Social Sciences 6
TOTAL 37
3.6 learning outcomes

The Junior School module runs from Grades 3 to 7. Some of the learning outcomes at the Junior School
Module are:
Table 5: learning outcomes at the Junior School Module
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OUTCOME DESCRIPTION
1. Learners develop proficiency in performing

● Ability to read, write, manipulate,
basic primary school operations related to
demonstrate, do simple calculations, and
foundation level skills in literacy, numeracy, use
measurements
of electronic gadgets and sports
● use technologies
2. Learners creatively apply competences in

● Able to take decisions to make
meeting ethical and environmental challenges in
environment safe and friendly for work
life and work
● Able to undertake activities to conserve
and protect the environment
3. Learners deploy basic innovation, knowledge

● Able to communicate
and skills to creatively find solutions to issues
and problems ● Capable of working alone and
collaboratively
● Respect others
● Creatively apply numeracy and literacy
and technology
4. Learners appreciate their heritage, cultural

● Participate creatively in visual and
artefacts and visual and performing arts
performing arts
● Appreciate significance of national
symbols and visits to heritage sites
● Demonstrate an understanding of the
colours of the national flag
● Participate in mass displays at national
events
● Demonstrate the relationship between

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theory and practice for example in
Agriculture
● Sustainably preserve and add value to
natural resources
5. Learners communicate competently and are

● Capable of using a language and ICT
able to work as an individual and in groups
tools in communication
3.9 Secondary School Level

The Secondary School Level continues to be programmed as Lower and Upper Secondary School
Modules. Lower Secondary School Module being Forms 1 to 4 and Upper Secondary School Module
Forms 5 and 6. It builds on the foundational knowledge and skills acquired in primary school. The level
offers various educational pathways namely Sciences, Languages and Humanities, Commercials, Visual
and Performing Arts, and Technical and Vocational Education. Pupils are encouraged to follow a
defined pathway where possible as defined by their profiles as a result of their primary school
education, passion and career choices.
3.9.1 Lower Secondary School Module
Pupils explore a broad-based curriculum in which they acquire the necessary competences (skills,
knowledge, values and attitudes) from different learning areas with a focus on their competences and
career pathways. A broad-based approach is adopted in order to achieve the general education
learning outcomes in this first wave of a four-year programme.
Pupils will, however, be categorised according to preferred areas of proficiency when they enrol for
secondary education. This will enable them to sit for National Foundation Certificate and be trade
tested in various fields when in form 4 as per the Zimbabwe National Qualification Framework (ZNQF).
3.9.2 Learning Areas at Lower Secondary School Module (Forms 1 to 4)
Pupils in the Lower Secondary School Level explore a broad-based curriculum in which they acquire
the necessary competencies from different learning areas. A broad-based approach is adopted in order
to achieve the general education learning outcomes in this first wave of a four-year programme.
In Forms 1 to 4, all pupils study the following three 3 compulsory learning areas:
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1. Mathematics
2. Combined Science
3. Heritage Studies
In addition, pupils also study (6) necessary electives from the following categories:
Sciences
Table 6: Electives for Sciences
LEARNING AREA FORM
Computer Science 1 to 4
Geography 1 to 4
Physics 1 to 4
Chemistry 1 to 4
Biology 1 to 4
Additional Mathematics 1 to 4
Pure Mathematics 1 to 4
Statistics 3 to 4
Agriculture 1 to 4
Languages
Table 7: Electives for Languages
LEARNING AREA FORM

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Literature in English 3 to 4
English Language 1 to 4
Indigenous Language 1 to 4
Foreign Languages 1 to 4
Humanities
Table 8: Electives for Humanities
LEARNING AREA FORM
History 1 to 4
Sociology 1 to 4
Economic History 1 to 4
Family and Religious Studies 1 to 4
Guidance and Counselling and Life Skills Education 1 to 4
Commercials
Table 9: Electives for Commercials
LEARNING AREA FORM
Business and Enterprise Skills 1 to 4
Commerce 1 to 4
Commercial Studies 1 to 4
Economics 1 to 4
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Principles of Accounts 1 to 4
Technical and Vocational Education
Table 10: Electives for Technical and Vocational Education
LEARNING AREA FORM
Wood Technology and Design 1 to 4
Metal Technology and Design 1 to 4
Technical Graphics and Design 1 to 4
Building Technology and Design 1 to 4
Textiles Technology and Design 1 to 4
Food Technology and Design 1 to 4
Home Management and Design 1 to 4
Design and Technology 1 to 4
Physical Education and Arts
Table 11: Electives for Physical Education and Arts
LEARNING AREA FORM
Art 1 to 4
Dance 1 to 4
Musical Arts 1 to 4
Theatre Arts 1 to 4
Physical Education 1 to 4
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Sport and Mass Displays 1 to 4
The recommended number of learning areas for study per pupil is nine (9).
3.10 Learning Outcomes
Table 12: Learning Outcomes
OUTCOMES DESCRIPTION
1. Learners proficient in performing

● Apply mathematical, scientific and technological
theoretical and practical operations in
concepts
languages, sciences, humanities,
technical and vocational education and ● Understand and use technical skills and knowledge
commercial fields in across learning areas
● Utilise language skills effectively
2. Learners demonstrate greater facility in

● Capability to creatively use literacy, numeracy and
communication and problem-solving
digital skills in communication and in handling
interactions
● Apply personal and social skills in finding solutions
to problems
● Think critically
3. Learners show mastery of knowledge,

● Apply mathematical, scientific, technological and
skills and attitudes needed for
concepts
Advanced Level courses, tertiary
education, professional or ● Understand and use technical skills and knowledge
occupational training in work-places

● Utilise language skills effectively
4. Increased application of knowledge in

● Apply personal and social skills in finding solutions
finding solutions to cross-cutting
to problems
issues
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● Think critically and take risks
● Conserve and protect the environment
5. Learners demonstrate proficiency in

● Capable of appreciating and conversing about
national heritage and culture
national identity and culture
6. Enjoying and appreciating visual and

● Think creatively in relation to performing arts
performing arts
● Willingness to partake in performing arts
7. Learners show skills and interest in

● Seek information and knowledge beyond the
self-learning and teaching
confines of the classroom
8. Learners possess competences for

● Act responsibly to find creative solutions to
citizenship actions, creativity,
problems
innovation and risk management
● Be responsible and accountable to one’s decisions
3.11 Learning areas at lower secondary

The choice of the learning area at Lower Secondary school level is informed by the learning area-
related pathways that are followed by respective pupils at Form 1 and 2. The Learning areas in Forms 3
and 4 prepare pupils for such options as tertiary and university education as well as self-employment.
Pupils at this level are encouraged to study three learning areas from a specified pathway. Pupils can
choose learning area combinations cross path ways in line with their career aspirations. The lower
secondary learning areas are illustrated under each pathway.
3.12 Upper Secondary School Module

Upper Secondary School Module refers to Forms 5 and 6 whose curriculum is pathway based. The
choice of the learning area at Upper Secondary school level is informed by the learning area-related
pathways that are followed by respective pupils at Forms 3 and 4. The Learning areas in Forms 5 and 6
prepare pupils for such options as tertiary and university education as well as self-employment. Pupils
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at this level are encouraged to study three learning area from a specified pathway. Pupils can choose
learning area combinations cross path ways in line with their career aspirations. The Upper Secondary
Learning Areas are illustrated under each pathway in Table 13
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SCIENCES VISUAL AND HUMANITIES TVET COMMERCIALS
PERFORMING ARTS
● Mathematics ● Film ● Heritage Studies ● Wood ● Economics
Technology and
● Pure Mathematics ● Theatre Arts ● Family and Religious ● Accounting
Design
Studies
● Additional ● Art ● Metal ● Business Enterprise
● Indigenous Languages
Mathematics Technology and
● Sport ● Business Studies
Design
● Statistics ● Foreign Languages
management
● Food
● Physics ● Musical Arts ● Literature in
Technology and
English Design
● Chemistry ● Physical
● History ● Building
● Biology ● Education and
Technology and
● Sociology
Mass Design
● Software
Displays
● Economic History ● Technical
Engineering
● Computer Science ● Guidance and ● Graphics and

Counselling and Life
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Skills Education Design
● Agriculture
● Communication Skills ● Textile
● Geography
Technology and
Design
● Agriculture
Engineering ● Home
Management
● Crop Science
and Design
● Animal Science ● Design and
Technology
● Horticulture
● Sports Science
Table 13: Upper Secondary Pathways
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3.13 Cross cutting themes for Lower and Upper Secondary Modules
These are overarching concepts that intersect with different learning areas without losing focus on the
main goal of the curriculum. They include contemporary and global issues, such as, Health, Disaster
risk Management, Climate Change, ICT, Business Enterprise Skills, Career Guidance and Heritage will be
taught and learnt in context.
Upper secondary school level learning outcomes
Table 14: Upper secondary school level learning outcomes
1. Learners proficient and skilled in • Apply mathematical, scientific and technological concepts
selected learning areas of specialization
• Use enterprise skills in all pathways
2. Learners demonstrate readiness for • Apply design, financial, mathematical, scientific,

transitioning to professional, occupational technological, creative and innovative concepts in real life
institutions and universities situations
3. Learners demonstrate effective • Apply communication skills in all situations

communication and problem-solving
competences
4. Learners show readiness to self-learning • Apply multiple literacies to get information and to acquire
and teaching strategies new skills for life and work
5. Learners demonstrate a consciousness of • Capacity and willingness to participate meaningfully in

national identity and heritage national events and programmes
• Demonstrate sustainable and profitable use of natural

resource as our heritage
• Recognise, appreciate and interact with the national
heritage
6. Learners possess leadership skills • Demonstrate appropriate leadership skills in an

undertaking
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3.14 Education for pupils with special educational needs
Pupils with special educational needs, have competences that need to be identified and nurtured. The
provision of education services for pupils with special educational needs is guided by the principle of
inclusivity. Where possible these pupils should receive their instruction alongside their peers.
Functional assessment determines the placement of the pupil and the kind of intervention measures
that would best meet the pupil’s needs and abilities. The pupil may be placed in a special school,
special unit or regular school with support. There are pupils with special needs who may follow the
regular curriculum with adaptations and or with enrichment and intervention programmes. There are
other pupils with special educational needs who may not follow the regular curriculum. The curriculum
should be customised for these pupils and shall be stage based rather than age based.
3.15 Non-Formal Education

Non-formal education includes instruction provided by alternative learning school programmes which
can be accessed at any school in Zimbabwe. It refers to planned educational programmes for adults,
pupils, youths and out-of-school-children that aim at improving skills and competences, outside the
alternative educational schools but supplementary to the formal education curriculum. It is designed
to contribute to human capital development by facilitating access to quality and inclusive education to
all citizens and permanent residents who have never attended school, those who dropped out of
school and those who did not make the most of the educational opportunities availed to them.
3.2.2 Staffing Infrastructure
The Heritage-Based-Curriculum needs a teacher who is fit for purpose. This necessitates training
current educators to serve as facilitators in accordance with the curriculum. The continuation of
teacher capacity development programmes is necessary to ensure that the curriculum framework is
implemented in an efficient manner. Candidates for teaching positions should be chosen from among
qualified candidates in particular technological fields. They ought to have the ability to become
certified educators.
The education sector should work together to provide pre-service teachers with awareness of the
learning areas, inclusive education strategies, and the principles of the Heritage Based Curriculum.
A Teaching Professional Council should be established to oversee the professionalised sector and act as
a gatekeeper of standards. This will play a significant role in developing a learning environment that is
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compliant with outcome-based learning.
3.2.3 Physical and Digital Infrastructure
Appropriate and adequate physical and digital infrastructure is required for the successful
implementation of the HBC. To increase inclusivity and disaster resilience, new school construction, as
well as renovation and expansion of current school infrastructure, including classrooms, specialist
rooms, and internet access, are required.
As we transform education, digital infrastructure broadcasting services, digital tools and equipment,
and internet connectivity should be made available to support digital learning. Power from the
electrical grid or from alternative sources should be available in every school.
In order to strengthen a conducive learning environment, the following actions should be considered:
promote use of Internet of Things (IoT), robotics, artificial intelligence (AI), block chain, and the
avoidance of explicit content and upsetting visuals are all important aspects of digital safety. Ensuring
universal design elements are incorporated into every new school building to improve accessibility and
everyone's safety. Encouragement of the construction of safe infrastructure, such as playgrounds,
Water Sanitation and Hygiene (WASH) facilities, furniture, sanitary restrooms that are age- and
disability-appropriate, and provisions for teaching and learning.
3.2.4 Legal and Regulatory Framework
In its quest to provide human capital for national development, the Heritage Based Curriculum will
conform to Section 13 of the Constitution of Zimbabwe. It states that “The State and all Institutions
and agencies of Government at every level must endeavour to facilitate rapid and equitable
development.” Our education will ensure that local communities will benefit from their own resources
through the goods and services provided by our pupils. Pupils will solve their own and community
problems using the locally available resources. The goods and services will be made available to the
communities.
The implementation will be guided by the Education Act 2020 as amended and education sector
policies including the TVET Policy, Science and Technology Policy, Climate Change Policy, Civil
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Protection Policy and the Zimbabwe National Qualifications Framework through Statutory Instruments;
SI 132, SI 133 and SI 137. Ministry policies already in place will be analysed and reviewed to respond
to the pedagogical paradigm shifts necessary for delivery of a Heritage Based Curriculum. These
Include Early Learning Policy, National Disability Policy, National Gender Policy, Zimbabwe School
Health Policy, and the Non-Formal Education Policy and anticipated policies like the Inclusive Education
Policy, School Financing Policy, ICT Policy, and the Teaching Professions Council Act.
Regulations and statutory instruments shall govern all Ministry operations such as collection of levies,
disciplinary issues, professionalism and infrastructure development. Additionally, some circulars will be
drafted and reviewed accordingly.
3.2.5 Financing Infrastructure
The Financing Infrastructure's primary goal is ensuring equitable allocation of resources to enable
effective curriculum implementation. This will create opportunities for all learners and bridge the gap
between rural and urban divide. In order to increase effect and spark interest in teaching and learning,
resources will be employed to stimulate learning. Moreover, initiatives to enhance teacher proficiency,
school solarisation, STEAM and TVET equipment, instructional materials, infrastructure development,
and ICT acquisition are covered.
Funding would be needed for the Heritage Based Curriculum's dissemination, review and analysis of
the syllabus, and monitoring and evaluation of the curriculum's implementation.
3.2.6 Research, Innovation and Development Infrastructure
The key function of the Research, Innovation and Development infrastructure is to carry out
educational research. These researches inform decision making, policy formulation and development,
education access and quality, and analyse current educational trends and policies.
The research, Innovation and Development infrastructure also coordinates and link research activities
in the ministry and relevant research institutions. These researches include a variety of educational
challenges, opportunities and gaps, such as curriculum development and innovation, learner
performance, school dynamics, instructional strategies, pupil learning, and the interface between
academics and practitioners in education administration.
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Chapter summary
This chapter provided an overview of how the school system is organised. It gives a detailed
understanding of expected learning outcomes and learning areas including cross cutting themes for
the different learning levels starting from Infant to Upper Secondary School Module. It covered how
the HBC caters for pupils with special education needs and non-formal education modalities available.
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CHAPTER 4: TEACHING AND LEARNING APPROACHES AND METHODS
4.1 Introduction
This chapter outlines the recommended teaching and learning approaches and methods to be used in
order for the pupils to achieve the intended learning outcomes. The principles of teaching and
learning, which underpin what is valued and considered good practice in the education system are also
outlined. The aim is to provide school and class environments that foster acquisition of knowledge,
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values, skills, attitudes and dispositions over and above the mastery of content. The teacher as a
facilitator is urged to be proactive during the teaching and learning process.
4.2 Principles of learning

This section outlines the principles that inform the approaches and methodologies for the Heritage
Based Curriculum (HBC) implementation. The implementation of the HBC is based on principles of
learning that teachers should use as the basis of the experiences they propose for their pupils. These
principles and the associated responsibilities of the teachers are shown in Table 15.
Table 15: Learning Principles and associated teacher responsibilities
LEARNING PRINCIPLE ASSOCIATED RESPONSIBILITIES OF THE TEACHER
1. Learning is a process
● Create environments and plan experiences that foster
of actively
inquiry, questioning, predicting, exploring, collecting,
constructing
communicating and educational play
knowledge
● Engage pupils in experiences that encourage their
personal construction of knowledge, for example, hands-

on, drama, creative movement, artistic representation,
writing and talking to learn
● Provide pupils with experiences that are involving and
meaningful
2. Pupils construct
● Find out what pupils already know and can do
knowledge and make
it meaningful in ● Assess and make use of pupil readiness (timing)
terms of their prior
knowledge and ● Create learning environments and plan experiences that
experiences build on pupils’ prior knowledge
● Ensure that pupils are able to see themselves reflected in
the learning materials used in the school
● Recognise, value, and use the great diversity of
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experiences and information pupils bring to school
● Provide learning opportunities that respect and support
learners’ racial, cultural, and social identity
● Ensure that pupils are invited or challenged to build on
prior knowledge, integrating new understandings with

existing understandings
3. Learning is enhanced
● Ensure that group work, and collaborative ventures are
when it takes place in
central to class activities
a social and
collaborative ● See that pupils have frequent opportunities to learn from
environment. and with others
● Structure opportunities for pupils to engage in diverse
social interactions with peers, school teachers, adults,

parents and guardians
● Help pupils to see themselves as members of a
community
4. Pupils need to
● Plan opportunities to help pupils make connections
continue to view
across the curriculum and with the world outside as well
learning as an
as structure activities that require pupils to reflect on
integrated whole
those connections
● Invite pupils to apply strategies from across the
curriculum to solve problems in real life situations
5. Pupils must see

● Provide activities, resources, and challenges that are
themselves as capable
developmentally appropriate to the pupils
of being successful
● Communicate high expectations for achievement to all
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pupils
● Always encourage creativity and innovation in learning
● Ensure that all pupils experience genuine success on a
regular basis
● Value appropriate learning experimentation and treat
approximation as signs of growth
● Provide frequent opportunities for pupils to reflect on
and describe what they know and can do
● Provide learning experiences and resources that reflect
the diversity of the local and global community
● Provide learning opportunities that develop self-esteem
6. Pupils have
● Recognise each pupil’s preferred ways of constructing
different ways of
meaning and provide opportunities for exploring
knowing and
alternative ways
representing
knowledge ● Plan a wide variety of open-ended experiences and
assessment strategies
● Recognise, acknowledge, and build on pupils’ diverse
ways of knowing and representing their knowledge
● Structure frequent opportunities for pupils to use various
forms— music, drama, visual arts, dance, movement,

crafts— as a means of exploring, formulating, and
expressing ideas
7. Reflection is an
● Help pupils reflect on their beliefs, practices and their
integral part of
own learning processes and experiences
learning
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● Encourage pupils to acknowledge and articulate their
learning
● Create a conducive learning environment where pupils
understand themselves and make connections with others
The curriculum framework stresses pupil-centred approaches. The focus on learning revolves around
pupils as they engage in the search and discovery of new knowledge. Figure 7 shows Pupil centred
learning.
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Fig. 6 Pupil-centred learning
The focus of teaching and learning is targeted on engaging pupils in addressing life problems. Within
the context of networked learning, schools will be transformed from mere buildings to nerve centre
spaces that connect teachers and pupils in a learning community. The focus will thus be on knowledge
generation on the part of the pupil as they participate in rich learning activities which would have been
designed by the teachers. Schools will create pupils with a desire for information and the zeal to
engage in inquiry and investigations.
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The characteristics of the evolving learning environment include:
● learning designed to focus from lower to higher level
● research driven
● participatory and collaboration
● teacher as facilitator and coach
● integrated and interdisciplinary
● self and peer assessment as part of learning
● performances, projects and multiple forms of media are used for learning
● multiple literacies relevant to life are used to inform learning and teaching
The role of the teacher changes from a transmitter of knowledge to a facilitator. Figure 7 shows the
teacher`s roles in a pupil-centred learning environment.
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Fig. 7 Teacher`s roles in pupil - centred learning environment
4.3 Teaching and learning approaches

The teaching and learning approaches should be competence based. The following are some of the
teaching and learning approaches that teachers can utilise:
● inquiry-based approaches
● flipped learning
● blended learning
● constructivist approach
● integrative approach
4.4 Teaching and Learning Methods

Some of the teaching and learning methods that can be used in relation to the teaching approaches in
section 4.3 are:
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● discovery method
● project-based learning
● problem solving
● design-based learning
● problem-based learning
● experiential learning
● arts-based learning
4.4 The learning environment

Besides selecting appropriate teaching and learning approaches, the environment in which the lessons
are conducted is key in the realisation of the desired learning outcomes. Such an environment should
be inclusive, safe from harm, democratic, gamified and ethical. In this regard, a safe learning
environment involves every aspect of creating a positive experience for pupils. The teacher should
therefore be creative and innovative to come up with appropriate teaching and learning methods
under each approach to ensure acquisition of the targeted knowledge, skills, values and aptitudes.
4.5 Chapter summary

This chapter identified some of the teaching and learning approaches and methods which are
informed by principles of learning in a framework. The approaches and methods should focus on the
pupil at the centre of learning and be competence-based.
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CHAPTER 5: LEARNING AND ASSESSMENT
5.1 Introduction
The chapter outlines the purpose of assessment in primary and secondary education. It articulates the
principles of assessment that guide the development of assessment tasks. In addition, it deals with the
types of assessment and how they are operationalised in partial fulfilment of the final grading of pupils
at a given learning level.
5.2 The relationship between assessment and learning

Assessment and learning are interrelated processes. The role of the teacher is that of a facilitator in
both learning and continuous assessment. The teacher recognises the role of the pupils as core agents
of learning and assessment. The learning outcomes become the assessment standards upon which the
assessment is based on. This means that pupils should be comfortable in the use of assessment
standards by making sure that they are understood as part of the learning process.
The purpose of assessment is to establish the extent to which pupils have acquired the expected
competences namely knowledge, skills, values, attitudes and dispositions. The process is a three-way
cycle where the teacher facilitates and assesses pupils’ learning and provide feedback. The three
processes are interrelated as shown in Figure 8.
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Fig. 8: The relationship between assessment and learning
Assessment helps to analyse and monitor learners’ progress and provide feedback.
The specific purposes of assessment at all levels are to:
● identify gaps in relation to the HBC learning outcomes as a basis for providing appropriate
interventions
● encourage pupils to identify skills of self-assessments
● encourages peer-assessment and to be responsible for their learning
● identify pupils’ potentials, talents and interests with a view of developing and nurturing
them
● highlight gaps in provision of resources that support the implementation of their curriculum
● help teachers to improve their instructional strategies
● inform policy makers and curriculum developers on areas to target for appropriate
interventions
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● inform decisions on transition and exit profiles
● provide feedback on acquisition of competencies to the pupil, teacher, parents/guardians and
other interested stakeholders for quality provision of educational services
5.4 Principles of assessment

The following guiding principles provide a foundation for the development of class assessments,
national assessment, and reporting of pupils’ achievements and growth.
5.4.1 Validity
Validity is the extent to which an assessment accurately measures what it is supposed to measure. It
provides evidence about the appropriateness of the inferences. Validity ensures that assessment tasks
and associated criteria effectively measure pupil attainment of the intended learning outcome at the
appropriate level.
5.4.1 Reliability
Reliability refers to the consistency or dependability of the assessment. It indicates the extent to which
an assessment produces stable and consistent results.
5.4.2 Fairness
Fairness refers to the absence of bias and discrimination in the assessment process, ensuring that all
test-takers have an equal opportunity to demonstrate their knowledge, skills and abilities. To ensure
fairness, assessment tools are adapted to cater for pupils with disabilities and in different geographical
locations in terms of assessment methods and content, administration, scoring and interpretation
procedures.
5.4.3 Objectivity
An objective assessment is one in which the grade given to a pupil shows minimal or no variation even
when mechanical tools are used.
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5.4.4 Flexibility
Flexibility denotes the ability to adopt and adjust assessments methods and practices to accommodate
the diverse needs and learning styles of pupils. It involves providing multiple pathways and options for
pupils to demonstrate their knowledge, skills and understanding.
5.4.5 Practicability
Practicability refers to the economy of time, efforts and cost in assessment. An assessment task should
be easy to design, administer, mark and interpret the results. The assessment tools should be specific
to the intended learning outcomes at appropriate level and administered within the limits of time and
resources available.
5.4.6 Authenticity
Authenticity is the extent to which assessment tasks relate to real life experiences. Authenticity is seen
when pupils demonstrate their deep understanding by solving real life challenges. The assessment
should adapt the realistic approach in class situation and context. This presents an opportunity for the
pupils to be assessed on real life experiences in the process of accomplishing most of the tasks
prescribed. The focus should be on the assessment of direct performance in a real life or a simulation
of a real-life task whose evidence is captured and maintained to track progress and attainment.
5.4.7 Sufficiency
Assessment should gather enough evidence of competence from the pupils so as to reach an
assessment decision. The quality of the evidence must be appropriate so that the assessor has
sufficient information on which to reliably make a judgement. Assessment should provide multiple
tools and opportunities for pupils to demonstrate knowledge, skills, values and attitudes acquired.
5.4.8 Timely Feedback
It is critical that pupils are given timely feedback. Timely feedback promotes learning and facilitates
improvement. It should be an integral part of the assessment process. In this regard feedback develops
the pupils’ capability to monitor, evaluate and regulate their own learning. Pupils are therefore entitled
to immediate feedback on submitted tasks, where appropriate.
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5.4.9 Manageability
The amount and quality of assessment should be within the realm of the pupils’ experiences and
capacities. This entails good planning on the part of the facilitator.
5.5 Types of assessments

In this Curriculum Framework assessment is both formative and summative. Assessment is used to
check on pupils’ progress in learning and determine learner profiling.
5.5.1 Formative Assessment
Formative assessment involves tracking learner behaviour and performance on an ongoing basis. This
mode of assessment informs the teaching and learning process and contributes to learner profile.
Formative assessment such as school-based assessment is used to assess knowledge skills and values.
Furthermore, formative assessment allows effective measurement of skills and values such as
leadership, innovation, problem solving, collaboration and teamwork. Strategies that are used to
promote formative assessment are Assessment for learning and Assessment as learning.
5.5.1.1 Assessment for Learning
Assessment for Learning is the process of seeking and interpreting evidence for use by pupils and their
teachers, to ascertain where the pupil is in their learning, where they need to be (the desired goal),
and how best to get there. It is one of the methods for improving learning and raising standards and is
used by both the pupil and the teacher giving feedback to modify learning experiences.
5.5.1.2 Assessment as Learning
Assessment as Learning involves continuous self and peer assessment by the pupils aimed at
monitoring their own learning. Assessment as learning allows pupils to develop and support pupils’
sense of ownership and efficacy about their learning through reflective practices. This form of self-
assessment and peer-assessment helps in building the competences of pupil to achieve a deeper
understanding of what is taught and what they learn on their own. In assessment as learning, the
teacher encourages the pupil to reflect on peer feedback, accommodate peer coaching as well as
monitoring attainment of the set goals. In the same way the teacher also learns.
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5.5.1.3 School Based Continuous Assessments (SBCA)
SBCA is a system of measurement of using different assessment modes to establish what pupils have
achieved during a teaching and learning process. Broadly, the SBCA is simply all forms or modes of
assessment that can be undertaken by any pupil or teacher. The SBCA will focus more on school-based
projects to ensure acquisition of knowledge, skills, values, attitudes and dispositions through creative,
innovative and hands-on activities.
5.5.2 Summative Assessment
Summative assessment measures learner performance at the end of a learning programme.

Summative assessment focuses on assessing knowledge and regurgitation of facts. The purpose of this
type of assessment has largely been grading, placement, selection and informing system performance.
Strategies that are used to promote Summative assessment include diagnostic and assessment of
learning.
5.5.2.1 Diagnostic Assessment
Diagnostic assessment is conducted before any learning episode (interaction). It is used to identify
pupils’ learning needs, their current knowledge, skills and strengths, in order to inform appropriate
interventions and/or remediation. It enables the teacher to identify areas that are difficult for pupils
and informs development of teaching and learning strategies. It is used to get the baseline information
for pupils as they enter a grade or form.
5.5.2.2 Assessment of Learning
It is the assessment undertaken at the end of a grade, form or level according to HBC, to determine
what a pupil knows and can do with respect to curriculum learning outcomes or the end of a defined
task, unit, topic, instructional period or learning level. It is designed to provide evidence of
achievement to pupils, teachers and other stakeholders such as school administrators and employers.
5.5.3 Learner Profiling
Learner profiling refers to the process of gathering and analysing data about individual pupils in order
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to better understand their unique learning needs, strengths and preferences. It is to create
personalised learning experiences that are tailored to the specific requirements of each pupil.
Therefore, learner profiling entails detailing learner traits and competences acquired from entry to exit
of the school system. A learner profile report is issued at the end of completion of a grade or a form
while a learner profile certificate is issued at the end of each school module.
5.5.4 National Assessment Check-points
Assessment checkpoints refer to specific milestones during a learning process where the pupils’
progress and performance are evaluated. The frequency and timing of these checkpoints will be at ECD
B (school level), Grade 2 (Cluster level), Grade 5 and Form 2 (District level) at the end of the year and
are administered by the Ministry. This should be implemented concurrently with learner profiling. The
purpose of National Assessment Check-points are to:
● Measure pupils’ progress
● Provide feedback
● Inform teaching and learning decisions
● Ensure mastering of competences by pupils
● Track long term progress
● Evaluate pupils’ readiness for next step or milestones
● Plan interventions
● Ensure accountability and quality education
Assessment check-points can take various forms such as tests or quizzes, projects, assignments, skill
demonstrations or presentations, portfolio reviews, observations or performance-based assessments
and exhibitions.
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5.6 Chapter Summary
The chapter outlined the purpose of assessment, types of assessment, principles of assessment and
inter-relationship of learning, teacher facilitation and assessment. It highlighted the importance of
School Based Assessment, learner profiling and National Assessments Check-points.
CHAPTER 6: CURRICULUM IMPLEMENTATION
6.1 THE IMPLEMENTATION MATRIX

The implementation framework is to provide guidance in the delivery of a coherent and inclusive
quality primary and secondary education cycle, from ECD A to Form 6. It therefore sets out systemic
strategies according to the six (6) programmes that anchor the curriculum framework namely the
Curriculum Infrastructure, Staffing Infrastructure, Regulatory and Legal Infrastructure, Physical and
Digital Infrastructure, Financing Infrastructure, and Research, Innovation and Development
Infrastructure.
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The Implementation Matrix is as follows:
# STRATEGY ACTIVITIES IMPLEMENTED BY
THE CURRICULUM INFRASTRUCTURE
1. Final editing of the Curriculum Review Narrative Report 1.1 Editing the draft Narrative Report and Curriculum Framework 18 May 2024
and Heritage Based Curriculum Framework 2024 – 2030 1.2 Checking the Curriculum Framework in terms of policy and
content alignment
2. Type setting and design of the Narrative Report and the Designing the two documents so that they are in a printable 31 May 2024
Curriculum Framework state
3. Development of the communication strategy Adjusting the inception communication strategy for the 31 May 2024
implementation of the Heritage Based Curriculum
4. Printing and distribution of the Narrative Report and 4.1 Printing of the final Curriculum Review Narrative Report and 30 June 2024
Curriculum Framework Curriculum Framework 2024 – 2030 for distribution to Head
Office, Provinces, Districts and Schools.
4.2 Uploading of the two documents on the Ministry’s website
and electronic platforms
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5. Review of learning area syllabi (rationalization of content 5.1 Reviewing primary school syllabi in line with rationalisation 20 October 2024
in learning areas) of learning areas with a focus on ensuring that pupils achieve
clearly stated learning outcomes as per the skills development
agenda and not just the usual predetermined learning
objectives which in most cases focus on acquisition of
knowledge only.
5.2 Reviewing the secondary school syllabi in line with the
Heritage Based Education that facilitates exploitation of our
heritage and acquisition of skills, values and attitudes
resulting in the production of goods and services.
5.3 Developing content, and learning and teaching activities for
the respective learning areas in a holistic manner whereby the
clusters of skills, values and attitudes can be developed
effectively and applied through classroom learning
experiences.
6. Review of the Assessment tools to align with the HBC 6.1 Checking proficiency and standards of projects on the 30 October 2024
Continuous Assessment Framework.
6.2 Review of profiling modalities.
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6.3 Setting modalities on assessment at the point of readiness.
7. Unpacking of the Heritage Based Curriculum 2024 – 7.1 Engagement meetings and workshops to unpack the Heritage Ongoing to 31
2030 Based Curriculum to Ministry personnel and to all May 2025
stakeholders so that they appreciate:
i) What it is and all its components
ii) Its thrust to strengthen the skills development initiative in
order to achieve Vision 2030 of obtaining an upper middle
- income society by 2030
iii) How it should be implemented and emphasis on School
Based Continuous Assessment as assessment as learning to
ensure pupils acquire skills, values and attitudes during
their day – to – day learning
7.2 Discussing the new role of the teacher as a facilitator and of
parents/ guardians and communities
8. Advocacy and awareness of the Heritage Based 8.1 Development of jingles for both radio and Television 31 December
Curriculum Framework to the nation through media 8.2 Development of flyers and pamphlets 2025
8.3 Radio and Television talk shows
8.4 Newspaper articles
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8.5 Road shows
9. Harmonisation of the Heritage Based Curriculum with 9.1 Collaborating with Ministry of Higher and Tertiary Education, Ongoing to 31
Teacher Education Curriculum Innovation, Science and Technology Development for the December 2030
production of specialised primary school teachers during pre-
service training.
9.2 Strengthening the Teacher Professional Development
Programme in collaboration with teacher education
institutions and Ministry of Finance, Economic Development
and Investment Promotion.
10. Mid-term evaluation of the Heritage Based Curriculum Evaluating the implementation of the Heritage Based 31 December
Curriculum highlighting progress, impact, gaps and challenges 2027
to come up with interventions.
STAFFING INFRASTRUCTURE
11. Development of Teacher Assessment Guide and Pupil 11.1 Development of Teacher Assessment and Pupil Profile Guides 30 October 2024
Profile Guide and training of teachers for the implementation of School Based Continuous
Assessment from ECD to Form 6.
11.2 Distribution of the guides and assessment tools in print and
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digital form on Ministry website and learning platforms to

teachers
11.3 Training teachers on assessment
12. In-service training of teachers on the implementation of 12.1 Unpacking of the curriculum and syllabi to teachers through 31 December
the Heritage Based Curriculum workshops, circulars and media for the rationalised learning 2024
areas.
12.2 Interpretation of reviewed secondary school syllabi.
12.3 In-service training of teachers on the implementation of the
curriculum at all levels.
12.4 Enhanced teacher training on School Based Continuous
Assessment focusing on School Based Projects as both
learning and assessment strategies.
13. Teacher Capacity Development (Upgrading) Programme 13.1 Ongoing teacher capacity development programme for Annually up to
curriculum implementation and innovation launched in 2014. year 2030
The thrust is to encourage teachers to upgrade themselves
from diploma to a minimum of first degree in Education.
13.2 The teacher capacity development programme should be on
ensuring that teachers learn new trends in education which
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embrace pupil centred methodologies beyond rhetoric.
REGULATORY AND LEGAL FRAMEWORK
14. Policy reviews and formulations 14.1 Reviewing existing policies and regulations to align to the 31 December
Heritage Based Education. 2024
14.2 Formulation of new policies and regulations to promote the
implementation the curriculum.
15. Establishing a Participatory Structure for Continuous 15.1 Establishment of learning area associations and panels for 31 July 2025
Heritage Based Education Refinements continuous Heritage Based Curriculum implementation and
refinements.
15.2 Gathering feedback from internal and external stakeholders
(e.g. industries) on implementation where challenges should
be flagged out and rectified even before the end of the
curriculum review cycle.
15.3 Constituting learning area panels at school level through to
the national level.
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16. Checking on compliance in the implementation of the 16.1 Enforcing compliance with the Heritage Based Curriculum Ongoing to 31
curriculum and the Assessment Framework at all levels; at classroom December 2030
level, school level, at provincial and district levels and at
National level.
16.2 Integrating the use of ICT in the M&E process and
strengthening data management and visualisation.
16.3 Strengthening collaboration with research institutions on
evidence generation for the implementation of the curriculum
and assessment.
16.4 Establishing curriculum research, reporting and sharing
platform.
16.5 Implementing a supervision and monitoring system that
promotes strengthening school based continuous assessment
and documentation of best practices.
PHYSICAL AND DIGITAL INFRASTRUCTURE
17. Physical and Digital Infrastructure development 17.1 Strengthening the construction of new schools and additional Ongoing to 31
school infrastructure December 2030
17.2 Rehabilitation of existing infrastructure
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17.3 Construction of laboratories and technical and vocational

education workshops
17.4 Establishment of libraries in schools
17.5 Establishment of a printing press
17.6 Enhancement of digitalisation of primary and secondary
schools.
18. Adequate Safeguarding and Learners’ Support 18.1 Enhanced protection, safeguarding, safety and health of Ongoing to 31
learners and staff. December 2030
18.2 Regular and reliable provision of school feeding and nutrition.
18.3 Provision of learners’ learning support services to contribute
to improved access to quality, equitable and inclusive
education.
19. Provision of Teaching and learning materials and 19.1 Development of teaching and learning materials (print and Ongoing to 30
equipment digital) for ECD to Form 6 in all learning areas in line with December 2030
the Heritage Based Curriculum.
19.2 Distribution to schools, both print and digital content
19.3 Procurement of teaching and learning materials including
equipment and machinery for Technical and Vocational
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Education and Innovation.

19.4 Strengthening blended learning (face-to-face and digital
learning) especially development, broadcasting and uploading
on social media and e-learning platforms of audio and visual
lessons from ECD A to form 6.
FINANCING INFRASTRUCTURE
20. Resource Mobilisation 20.1 Mobilising adequate resources for the implementation of the Ongoing to 31
Heritage Based Curriculum. December 2030
20.2 Strengthening stakeholder participation in education resource
provision including the business sector and developing
partners.
20.3 Making a deliberate effort to lobby parliamentarians and the
Ministry of Finance, Economic Development and Investment
Promotion to treat spending on education as a strategic
investment rather than as pure consumption.
RESEARCH, INNOVATION AND DEVELOPMENT INFRASTRUCTURE
Page | 9
21. Strengthening Research, Innovation and Development in 21.1 Capacitating Ministry’s research officers with relevant skills
the Ministry on research
21.2 Providing research officers with modern tools for educational
research
Table 16: Implementation Matrix
6.2 Key players in the implementation of the curriculum

Table 17 gives some of the roles and responsibilities of the key players in the implementation of the curriculum.
Key players Roles and Responsibilities
The Pupil • Taking charge and being at the centre of learning

• Being resourceful, innovative and creative in the learning process
• Being disciplined and upholding a high sense of integrity in learning and assessment
• Being a link between the school and parents/guardians as well as the community
• Safeguarding learning materials
• Observe safety for self, others, property and environment
Page | 10
The • Actively participate in continuous professional development to keep abreast with the emerging trends in learning and assessment
Teacher/Facilitat • Prepare and maintain professional records
or • Guide pupils in their learning by being resourceful, reflective, innovative and creative
• Adhere to educational policy directions and requirements of the curriculum
• Identification of pupils with special needs and reporting the same for early intervention
• Analysing evidence of learning from multiple assessment and a variety of assessment tools
• Designing appropriate teaching and learning activities, materials and assessment tools
• Act in loco parentis and as a role model
• Assess and profile pupils
• Carry out educational research to inform teaching and learning process
• Assist pupils to come up with innovations to solve real life problems during school based continuous assessment
The School Head • Is the sub accounting officer in charge of all school (including satellites) programs and projects
• Ensure equity and inclusivity in the learning and assessment of pupils
• Provide appropriate and adequate teaching and learning resources
• Be creative and innovative in providing appropriate interventions to school challenges and problems timeously
• Using educational data to ensure a consistent and continuous school wide focus on improving instruction, learning and assessment.
• Monitoring pupils’ progress and providing regular feedback to teachers about their instructional approaches and assessment
strategies.
• Identify professional teacher capacity development needs and facilitate capacitation
Page | 11
• Spearhead the provision and maintenance of physical and digital infrastructure

• and ensure
• Engage the communities in the learning of their children and school development
• Account for teachers in the preparation and maintenance of pupil progress records
• Ensure the development of valid, reliable and fair assessment tools that improve instructions and learning
• Link the school and the community
• Coordinate the assessment of school based continuous assessment activities
The School • Provide resources for learning

Development • Promote a safe and healthy environment and well-being for the children
Committee, • Collaborate with the school for effective and efficient implementation of programs and projects
Parents and • Be a role model, provide guidance and counselling to the children and help maintain discipline in the school
Guardians • Monitor the learning of their children

• Regular consultations with the class teacher on the child’s progress for continued improvements
• Promote school feeding
Primary • Registration of schools

Secondary, and • Supervise, monitor and evaluate the teaching and learning process in schools for timely intervention
Non-Education • Continuous in-servicing of teachers on HBC implementation
Department • Setting and maintaining standards in the curriculum implementation and quality assessment
Page | 12
personnel
Curriculum • Development of print and digital teaching and learning materials

Development • Orient stakeholders on the curriculum framework and syllabus interpretation.
and Technical • Provide checks and balances in learning and assessment to ensure relevance and quality.
Services • Review of curriculum framework to provide a roadmap for the improvement of curriculum delivery and assessment.
Department • Evaluate curriculum designs for quality instruction and assessment.

• Monitoring and evaluation of print and digital educational materials
Personnel
• Conduct educational research for curriculum development
personnel
• Develop and safeguard online instructional and assessment content to ensure it remains relevant and free from malicious online
attacks.
• Develop awareness on curriculum implementation.
• Teacher capacity development in new teaching methodologies
Provincial • PEDs and DSIs are sub accounting officers at provincial and district levels respectively
Education • Evaluating and reporting on the work of teachers and on the progress of instruction and assessment of learning areas.
Directors (PEDs) • Evaluating and ensuring the quality and standards of instructions, learning and assessment in schools.
and District • Ensuring that the policies and provisions laid down in the assessment framework with regards to curriculum implementation and
Schools assessment are adhered to at school level

• Advising, supporting, monitoring and reporting curriculum implementation and assessment within their respective provinces.
Inspectors (DSIs)
Page | 13
• Collecting and maintaining relevant statistics on assessment and curriculum implementation within the provinces.
• Continuously build capacities of school heads teachers and curriculum support officers on quality curriculum implementation,
assessment and talent identification.
• Monitoring and evaluating curriculum implementation.
• Ensure registration of candidates on time
Research Officers • Conduct research within their zones to solve pedagogical and assessment challenges
• Review assessment reports from schools and offer appropriate interventions for teachers in the respective learning areas for
improving their pedagogical and assessment skills
• Advise teachers on appropriate resources including approved resource books, audio-visual aids and other materials necessary for
effective teaching, learning and assessment
• Publish reports in print and digital for public consumption
• Provide professional support to school heads and teachers and to continually advice on instruction and assessment techniques,
appropriate text books, lesson demonstrations and the challenges noted during assessments.
Schools • Assist in the setting up and organization of learning areas and assessment/panels, assessment procedure at school and district levels.
Inspectors • Supervisory role in curriculum implementation and assessment within their respective zones
• Organizing conducting workshops on curriculum implementation and assessment
• Identify training needs of teachers and school heads on curriculum instruction and assessment
ZIMSEC • Set national assessment standards
Page | 14
• Engages in assessment of learner performance in the system

• Monitors and evaluate assessment processes in the system
• Conduct researches in continuous and summative assessment
• Capacitate teachers in assessment
• Collaborate with the ministry for setting standards on school-based assessment
• Moderate school-based assessments
Table 17: Roles and Responsibilities of key players
6.3 Chapter summary
The chapter presented strategies for effective HBC implementation which are anchored on the six key pillars of the curriculum, roles and
responsibilities of key players in the implementation of the curriculum were also proffered.
Page | 15
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DRAFT HERITAGE BASED CURRICULUM FRAMEWORK FOR PRIMARY AND

SECONDARY EDUCATION 2024 - 2030

1.2 Definition of key terms 2

1.3 Determinants of the curriculum 5

1.3.6 Developments in Science, Technology, Engineering, Arts and Mathematics 7

1.3.7 Technological developments 7

1.4 Chapter Summary 8

CHAPTER 2: PHILOSOPHY OF THE CURRICULUM 9

2.2 Philosophy underpinning the Heritage Based Curriculum 9

2.5 Aims of the HBC 11

2.5.1Promote and cherish the Zimbabwean Identity 11

2.6 Supporting Policy documents and guidelines 15

2.7 Principles guiding the HBC 17

2.8 Learner exit profiles 20

2.9 Chapter summary 22

CHAPTER 3: THE PROGRAMMING OF THE HERITAGE BASED CURRICULUM 23

3.1 STRUCTURE OF THE EDUCATION SECTOR 23

3.2.1 The Curriculum Infrastructure 25

3.2.1.1 Infant School Module 27

3.2.1.2 Learning areas at Infant School Module 27

3.1 Time Allocation 28

3.6 Learning Outcomes 29

3.7 Junior School Module 30

3.7 Learning areas 30

3.5 Cross-cutting themes at Infant and Junior School Module 31

3.8 Time allocation for the learning areas 32

3.6 learning outcomes 32

3.9 Secondary School Level 33

3.9.1 Lower Secondary School Module 34

3.9.2 Learning Areas at Lower Secondary School Module (Form 1 to 4) 34

3.10 Learning Outcomes 37

3.11 Learning areas at lower secondary 39

3.12 Upper Secondary School Module 39

3.14 Education for pupils with special educational needs 2

3.15 Non-Formal Education 2

3.2.2 Staffing Infrastructure 2

3.2.3 Physical and Digital Infrastructure 3

3.2.4 Legal and Regulatory Framework 3

3.2.5 Financing Infrastructure 4

3.2.6 Research Infrastructure 4

CHAPTER 4: TEACHING AND LEARNING APPROACHES AND METHODS 5

4.2 Principles of learning 6

4.3 Teaching and learning approaches 11

4.4 Teaching and Learning Methods 11

4.4 The learning environment 11

4.5 Chapter summary 11

CHAPTER 5: LEARNING AND ASSESSMENT 12

5.2 The relationship between assessment and learning 12

5.4 Principles of assessment 13

5.4.8 Timely Feedback 15

5.5 Types of assessments 15

5.5.1 Formative Assessment 15

5.5.2 Summative Assessment 16

5.5.3 Learner Profiling 17

5.5.4 National Assessments Check-points 17

5.6 Chapter Summary 17

CHAPTER 6: CURRICULUM IMPLEMENTATION MATRIX 18

6.2 Key players in the implementation of the curriculum 26

6.3 Chapter summary 30

Table 1: Principles guiding the HBC 20

Figure 1: Five economic sectors for socio-economic transformation 6

Cde. Dr. E.D. Mnangagwa

THE PRESIDENT OF THE REPUBLIC OF ZIMBABWE