1

TOPIC AND OBJECTIVES COMPETENCIES TR-PU ACTIVITIES SOM AND AIDS EVALUATION
CONTENT
IDENTITY At the end of the lesson the -The teacher explains the stages of Total Heritage
learners should be able to: -Critical identity. Heritage F1-4
Psycho-social State the stages of identity thinking -In pairs the learners list and describe Syllabus
Identity development. the stages.
-Describe the various stages. Team work -The class discusses the importance
-Discuss the importance of the stages of the stages.
IDENTITY -Define the term indigenous tools. - -The teacher asks the learners to Total Herit
Indigenous Communication define major terms. Studies F3.
ceremonial -Name and identify the tools. skills. -In pairs the learners identify and
A Practical
tools name the tools.
-Describe the uses of the tools. -Leadership -The class discussed how the tools approach St F3
skills. are used.
IDENTITY -Define the major terms used. -Team work. -In pairs the learners define the major Total Herit
Indigenous terms to be used. Studies F3.
gatherings -State the indigenous ceremonies, -Critical -In pairs the learners state the various
A Practical
events and gatherings. thinking indigenous ceremonies. events.
-Explain the activities of the -The class discusses activities of the approach St F
ceremonies and events. name ceremonies.
Revision -Critical -The teacher writes the questions on Past Exam
exercise -Answer questions correctly thinking the board. papers.
-Problem -The learners write the exercise.
solving skills
 2

TOPIC AND OBJECTIVES COMPETENCIES TR-PUL ACTIVITIES SOM AND AIDS EVALUATION
CONTENT
IDENTITY At the end of the lesson the -The teacher asks learners to state Total Heritage
learners should be able to: -Critical rituals and events related to funerals. St F3
-Death, funerals State the rituals and ceremonies thinking Heritage F1-4
and related related to death. -In groups the learners describe the Syllabus
rituals -Explain the process of kurova -Team work process of kurova guva
guva/umbuyiso
IDENTITY -State ceremonies carried out at -Team work.
-The learners state events and Total Heritage
Funerals, death national level in Zimbabwe. ceremonies carried out at national level. St F3
and related -Explain how people show respects
-Critical -In groups the learners discuss how Heritage F1-4
rituals. for the dead. thinking people show respect for the dead. Syllabus
-Describe the process of Nyaradzo, -The class discusses what takes place
Isikhumbuzo. during Nyaradzo or Isikhumbuzo.
IDENTITY -Explain the importance of
- -The teacher helps the learners to Total Herit
-Importance of ceremonies. Communication explain the importance of ceremonies, Studies F3.
ceremonies; skills. rituals and events. A Practical
-Threats to -Discuss the threat to indigenous -In groups the learners discuss the approach St F
indigenous tools and ceremonies. -Leadership threats to indigenous ceremonies and
events. skills. tools.
Revision test -Critical -The teacher writes the questions on the Past exam
-Indigenous -Answer questions correctly thinking board. papers.
tools and -Technological -The learners write the exercise.
ceremonies. skills.
 3

TOPIC AND OBJECTIVES COMPETENCIES TR-PUL ACTIVITIES SOM AND EVALUATION

CONTENT AIDS
CULTURAL At the end of the lesson the learners Critical -The teacher asks leaners to list Total
HERITAGE.NORM must be able to: thinking norms and values. Heritage
S AND VALUES
-State the norms and values at work -In groups the learners describe Heritage
Norms and Values
places. Team work the norms and values. F1-4
at work places.
-Describe the norms and the values. -The class discusses threats to Syllabus
-Discuss the threats to the norms and Ubuntu/ Unhu norms and values.
values.
CULTURAL -Define the term rites. -Critical -The learners define the term rites. Total
HERITAGE.NORM thinking. The class discusses the Heritage
S AND VALUES
-Discuss the importance of rites. - importance of rites. Heritage
Birth Rites Communication F1-4
-Explain the significance of birth rites. skills -In groups learners explain the Syllabus
significance of birth rites.
CULTURAL -Define the term death rite. -Leadership -The teacher defines the term Total
HERITAGE.NORM skills. death rites. Heritage
S AND VALUES
-Discuss what happens at a funeral. -The class discusses the Heritage
Death Rites.
-Team work proceedings at a funeral. F1-4
-Explain the significance of death rites. -The learners explain the Syllabus
significance of death rites.
-Critical -The teacher writes the questions Past exam
-Answer questions correctly thinking. on the board. papers.
Revision exercise Total Her
-Problem -The learners write the exercise. F3
solving.
 4
TOPIC AND CONTENT OBJECTIVES COMPETENCIES TR-PU ACTIVITIES SOM AND EVALUATION
AIDS
CULTURAL At the end of the lesson the -The teacher helps learners define the Total
HERITAGE.NORMS learners should be able to: -Critical major terms. Heritage
AND VALUES
-Define the major terms thinking Heritage
Inheritance practises
associated with inheritance. -The learners in groups discuss the F1-4
-Describe the inheritance -Team work inheritance practises in Zimbabwe. Syllabus
practises in Zimbabwe.
CULTURAL -Describe the role of an - -The learners in pairs discuss the role A Pract App
HERITAGE.NORMS executor. Communication of an executor. to Her F3
AND VALUES
skills. -The class discusses the importance of
The writing of a will.
-Discuss the importance of a a will. Heritage
will. -Leadership -The teacher explains the advantages Syll
skills of writing a will.
-Explain advantages of writing a
will.
CULTURAL -Define the concept of courtship. -The learners define the term Total
HERITAGE.NORMS -Describe indigenous courtship. -Team work courtship. Heritage,
AND VALUES
-Discuss courtship in the -The learners describe indigenous Heritage
Courtship Practices
contemporary concept. -Ubuntu or courtship. F1-4
Indigenous Practices;
Unhu -The class discuss contemporary Syllabus
courtship.
CULTURAL -Define the term marriage. -The teacher as learners to define the
HERITAGE.NORMS -Describe the important values in -Problem term marriage. Past exam
AND VALUES
marriage. solving. -The learners in groups discusses the papers.
Marriage -Discuss the importance of -Critical important values in marriage.
 marriage. thinking. The teacher explains why marriage is
important.

5
TOPIC AND OBJECTIVES COMPETENCIES TR-PUL ACTIVITIES SOM AND AIDS EVALUATION
CONTENT
CULTURAL At the end of the lesson the -The teacher asks the learners to Total
HERITAGE.NORM learners should be able to: -Critical thinking state the role of counsellors. Heritage
S AND VALUES
-State the role of counsellors in -In pairs the learners state the Heritage F1-4
Marriage
marriage. various indigenous marriage Syllabus
-State the various ways of -Team work practises.
indigenous marriage practices. -The class discusses the practises.
-Describe the practises named
above.
CULTURAL -Define the term drama. -Technological -Teacher helps the learners to Total
HERITAGE.NORM skills define the term drama. Heritage,
S AND VALUES.
-Describe the types of drama. -In groups the learners describe
Drama as
-Leadership skills
types of drama. Heritage F1-4
entertainment
Explain the importance of drama -The class discuss the importance Syllabus
of drama.
IDENTITY -Explain the concept of dance. -Team work. -The class explains the concept of Total
dance. Heritage,
Dance and Drama -State the types of Shona dances. Problem solving -The class state types of
as ways of -Describe the various dances in skills. Heritage F1-4
entertainment. Zimbabwe. Syllabus

IDENTITY -State the Ndebele dances -Critical thinking. -The teacher states the Ndebele A Pract Appr
Dance and Drama -Describe the types of Ndebele dances, to Heri St F3
as ways of dances. -The class discuss the types of
entertainment. -Discuss the importance of dance. -Problem solving. Ndebele dances. Heritage F1-4
-Class discuss importance of Syllabus
drama.

6
TOPIC AND OBJECTIVES COMPETENCIES TR-PUL ACTIVITIES SOM AND AIDS EVALUATION
CONTENT
NATIONAL At the end of the lesson the learners -The teacher asks learners to lists Total
HERITAGE should be able to: -Critical the shrines and monuments. Heritage
National -State the shrines, monuments thinking -The learners in pairs identify the Heritage F1-
Shrines - Identify the shrines, monuments and shrines and monuments on pictures. 4 Syllabus
shrines. Team work -The class discusses the importance
-Explain the significance of the shrines. of the shrines and monuments.
NATIONAL -Define the terms used. -Leadership -The learners define major terms. A Pract Appr
HERITAGE skills to Heri St F3
National -Recite the national pledge. -In groups learners recite the
Pledge -Problem national pledge. Heritage F1-
-Explain the significance of the solving. -The class discusses the 4 Syllabus
national pledge. significance of the national pledge.
NATIONAL The learners sing the national Total
HERITAGE -Sing the national anthem. -Technological anthem. Heritage
National skills. -The class discusses the Heritage F1-
Anthem -Explain the significance of the significance of the national anthem. 4 Syllabus
national anthem. -Team work
-Problem -The teacher writes the questions
Revision test solving. on the board. Past exam
-Rites and -Answer questions correctly papers.
inheritance -Critical -The learners write the test.
thinking.

7
TOPIC AND OBJECTIVES COMPETENCIES TR-PUL ACTIVITIES SOM AND AIDS EVALUATION
CONTENT
NATIONAL At the end of the lesson the -Critical -The teacher identifies Zimbabwean Total
HERITAGE learners should be able to: thinking flag. Heritage
National Flag -Identify the Zimbabwean flag. -In pairs the learners list and explains Heritage F1-
-State the colours and explain what -Technological the colours. 4 Syllabus
they represent. skills. -The class discusses the importance
-Explain the significance of the of the national flag.
national flag.
NATIONAL -State the natural resources in -Leadership -The learners state the natural A Pract Appr
HERITAGE Zimbabwe. skills. resources. to Heri St F3
Natural -Explain the importance of land. -The class discuss the importance of
Resources -Describe the land policies -Team work. land. Heritage F1-
implemented by whites. -The class discusses land policies. 4 Syllabus
NATIONAL -State major minerals and where they -Problem -The learners state major minerals in Total
HERITAGE are found in Zimbabwe, solving Zimbabwe. Heritage F3
Natural -Discuss the importance of minerals -The teacher helps learners discuss
Resources. and forests. -Team work importance of minerals. Heritage F1-
-Explain threats to the named -The class discusses the threats to 4 Syllabus
resources. resources.
NATIONAL -State areas where oil and natural gas - -The teacher helps learners state A Pract Appr
HERITAGE are found in Africa. Communication where natural resources are found. to Heri St F3
Natural -Discuss the importance of water and skills. -In groups the learners discuss
Resources. oil. importance of water and oil. Heritage F1-
-Explain threats to the water and oil Problem -The class discuss the threats to water 4 Syllabus
as natural resources. Solving. and oil.

8
TOPIC AND OBJECTIVES COMPETENCIES TR-PUL ACTIVITIES SOM AND EVALUATION
CONTENT AIDS
CONSTITUTION At the end of the lesson the learners Critical-The teacher helps the learners Total
OF ZIMBABWE should be able to: thinkingdefine the major terms. Heritage
Key Features of -Define the major terms such as -In pairs the learners’ stat the three Heritage F1-
the Constitution.constitution. Team work tiers of the government and their 4 Syllabus
-State the three tiers of the government functions.
and functions. -The class discuss the operation of
-Describe national government. the national government.
CONSTITUTION -State the ten provinces in Zimbabwe. -Problem -In pairs learners list the ten A Pract App.
OF ZIMBABWE -Describe the composition of the solving provinces in Zimbabwe. to Heri St
Provincial and provincial and Metro councils. -In groups the learners describe the F3.
Metropolitan -Explain the function of the Provincial -Team work composition of the councils.
Governments. and Metropolitan councils. -The class discusses the functions National
of the Provincial and Metro Syll.
councils.
CONSTITUTION -Describe the work of the local council -Problem -The teacher helps the learners Total
OF ZIMBABWE in Zimbabwe. solving describe the work of the Local Heritage
The Local Councils in Zimbabwe. Heritage F1-
Government. -Explain the Declaration or the Bill of Communication -The class discuss the Bill or 4 Syllabus
rights skills. Declaration of rights.
 Revision test -Critical -The teacher writes the questions
thinking. on the board. -Past exam
-Answer questions correctly. -Problem papers.
solving. -The learners write the test.

9
TOPIC AND OBJECTIVES COMPETENCIES TR-PU ACTIVITIES SOM AND EVALUATION
CONTENT AIDS
CONSTITUTION At the end of the lesson the learners -Critical -The teacher states the educational
OF ZIMBABWE should be able to: thinking policies. Total
Education. -State education polices. -The class discusses education Heritage
-Discuss the education sector from 1980 -Team work sector from 1980 to 2000. Heritage F1-
to 2000. 4 Syllabus
-Describe the Nziramasanga Commission -In groups the learners describe the
and education from 2000 to 2016 Nziramasanga Commission.
CONSTITUTION -Discuss health issues since 1980 -Problem -Teacher asks learners to name the A Pract App.
OF ZIMBABWE solving major hospitals in Zimbabwe. to Heri St F3.
Health since 1980 -Describe Zimbabwe’s health policies. -The class discusses health issues
Communicatio since 1980. National Syll
-Explain the importance of right to n skills. -The learners describe Zimbabwe’s F1-4
health. health policies.
CONSTITUTION -Define the term language. -Problem -The learners define the term
OF ZIMBABWE solving language. Total
Languages of -State the languages spoken in Zimbabwe -In pairs the learners state languages Heritage
Zimbabwe. and areas where they are spoken. -Team work in Zimbabwe and areas spoken. Heritage F1-
 -The class discusses the importance 4 Syllabus
-Discuss the importance of language. of language
CONSTITUTION -Problem -The teachers write the questions on
OF ZIMBABWE solving. the board. Total
Revision exercise -Answer questions correctly. Heritage
-Critical -The learners write the exercise. Heritage F1-
thinking. 4 Syllabus

10
TOPIC AND OBJECTIVES COMPETENCIES TR-PU ACTIVITIES SOM AND EVALUATION
CONTENT AIDS
CONSTITUTION At the end of the lesson the -The teacher helps the learners define Total
OF ZIMBABWE learners should be able to: -Critical the term citizenship. Heritage
Citizenship -Define the term citizenship. thinking -The class discusses the constitutional Heritage
Constitutional -Discuss the constitutional rights of rights of citizens. F1-4
rights of citizens. -Team work Syllabus
Zimbabwean -Design their own classroom -The learners as a class design their
citizens. Constitution. own constitution.
CONSTITUTION -State the categories of citizenship. -Problem -The learners state the categories of A Pract
OF ZIMBABWE solving citizenship. Appr to Her
Citizenship. -Discusses disadvantages of dual -The learners in groups discuss the St F3
Categories. citizenship. Communication disadvantages of dual citizenship.
-Discuss abuse and cancellation of skills. -The teacher helps the learners to Nat Syll f1-
citizenship. describe the cancellation of citizenship. 4
CONSTITUTION -State member countries of SADC. -Problem -In pairs the learners list member Total
OF ZIMBABWE -Discuss the SADC citizenship solving countries of SADC. Heritage
SADC Citizen protocol. -The class discusses discuss Heritage
Protocol -Describe citizenship law and -Team work disadvantages of dual citizenship. F1-4
 gender perspectives. -The teacher helps learners discuss Syllabus
citizenship, law and order.
CONSTITUTION -State some of the war veterans of -Leadership -The learners state some of the war A Pract
OF ZIMBABWE the Liberation struggle. skills. veterans of the Liberation struggle. Appr to Her
War Veterans of - List of war veterans still alive. - -In pairs the learners make a list of war St F3
the Liberation -Discuss the importance of including Communication veterans still alive.
Struggle war veterans in the liberation. skills. -The class discuss the importance of Nat Syll f1-
including war vets in the constitution. 4

11
TOPIC AND CONTENT OBJECTIVES COMPETENCIES TR-PUL ACTIVITIES SOM AND EVALUATION
AIDS
CONSTITUTION At the end of the lesson the -The teacher asks learners to state Total
OF ZIMBABWE learners should be able to: systems of governance. Heritage
Systems of -Describe democracy and -Critical -In pairs the learners describe Heritage F1-
Governance. autocracy systems. thinking Zimbabwe as a constitutional 4 Syllabus
-Democracy -Describe Zimbabwe as a democracy.
-Autocracy Constitutional Democracy Team work -The class discuss the system of
-Explain monarchy as a form of monarchy.
government
CONSTITUTION -State the three structures of central -Problem -The learners list the structures of Total
OF ZIMBABWE government in Zimbabwe. solving central government. Heritage
Structures and -Describe each structure. -In groups the class describes the Heritage F1-
functions of central -Discuss the roles and functions of Communication structures. 4 Syllabus
government. each structure. skills. -The class discuss the role and
functions of each structure.
CONSTITUTION -State the social services provided -Problem -The learners state social services A Pract App
OF ZIMBABWE by the government. solving provided by the government. to Heritage
Government as a -Describe the state of social -The class discusses the state of the Studies F3.
social provider. services before independence. -Team work social services before independence.
-Explain the role played by the -The teacher helps learners explain the Heritage F1-
government in providing services. role played by government. 4 Syllabus
CONSTITUTION At the end of the lesson the -Critical -The teacher writes the questions on
OF ZIMBABWE learners should be able to: thinking. the board. -Past exam
The Electoral System -Define major terms such as -Problem -The learners write the test. questions.
in Zimbabwe. electoral system. solving skills.
Discuss the functions of ZEC.
Explain the electoral process.