MInISTRY Of PRIMARY AnD SECOnDARY EDUCATIOn

HERITAGE - SOCIAL STUDIES

jUnIOR (GRADE 3-7) SYLLABUS

(2015 - 2022)

Curriculum Development and Technical Services, P.O. Box MP 133, Mount Pleasant, Harare

All Rights ReservedRevised 2015

ZIMBABWE

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:00 PM Page 1

i

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

ACKNOWLEDGEMENTSThe Ministry of Primary and Secondary Education wishes to acknowledge the followingfor their valued contribution in the production of this syllabus:

l The National Primary Heritage-Social Studies Syllabus Panel for their professionaland technical input

l Representatives from universities, technical colleges, teachers’ colleges, church or-ganisations, book publishers and former educationists

l The Zimbabwe Schools Examinations Council for their contribution on assessmentl UNICEFl UNESCO

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:00 PM Page i

ii

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

TABLE OF CONTENTSAcknowledgements .....................................................................................................i1.0 PREAMBLE......................................................................................................1

1.1 Introduction ...........................................................................................11.2 Rationale...............................................................................................11.3 Summary of Content.............................................................................11.4 Assumptions .........................................................................................11.5 Cross-Cutting Themes..........................................................................1

2.0 PRESENTATION OF THE SYLLABUS...........................................................1

3.0 AIMS.................................................................................................................2

4.0 SYLLABUS OBJECTIVES...............................................................................2

5.0 METHODOLOGY AND TIME ALLOCATION...................................................2Methodology and Time Allocation .....................................................................2

6.0 TOPICS.............................................................................................................3

7.0 SCOPE AND SEQUENCE................................................................................4

9.0 Assessment...................................................................................................68

ABBREVIATIONS AND ACRONYMS ........................................................................74

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:00 PM Page ii

1

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

1.0 PREAMBLE

1.1 IntroductionThe Heritage-Social Studies syllabus covers Infantand Junior school cycles in primary education. Thesyllabus covers the social history of the people ofZimbabwe, cultural interdependence, local cultures,heritage values and religious practices.

The focus of the syllabus is on facilitating thelearner to become a responsible member of his /her family and of Zimbabwe. It has a thrust onZimbabwean identity, norms and values through theinclusion of aspects of heritage studies, thusupholding the spirit of Unhu/Ubuntu/Vumunhu(societal norms and values). It is envisaged that thesyllabus will produce learners who are patriotic,diligent and prepared for diverse vocation andcreative businesses.

1.2 RationaleHeritage-Social Studies embraces the Zimbabweanconstitution, patriotism, national identity, nationalsymbols and factors of production such as land,capital, labour and enterprise. It also encompassesthe history, traditions and social qualities which areconsidered an important part of Zimbabwe’s image.Social Studies is the study of people and theirrelationship with the environment. Heritage-SocialStudies moulds the human character and is thefoundation of Unhu/Ubuntu/Vumunhu. It developsa spirit of national consciousness and patriotismthrough interest and involvement in national affairs,conservation and ownership of natural heritage. Itdevelops in the learner, skills of critical thinking,problem solving, leadership and self-esteem,Information and Communication Technology (ICT)and resources management leading to social andeconomic development.

1.3 Summary of ContentThe Heritage-Social Studies syllabus’ main thrustis upholding and sustaining: l Unhu/Ubuntu/Vumunhu (societal norms andvalues)

l Family, relationships and preservation of ournational heritage

l Collaboration with others to improve thelearners’ society

l Patriotism

It instils problem solving, critical thinking skills,leadership, communication, enterprise andtechnological skills.

1.4 AssumptionsIt is assumed that the learners;l belong to a social familyl interact with their peersl know some national symbols and heritagesites

l understand and accept their cultural diversityl can communicate and think logically l appreciate the relevance of their learningl engage in project work, co-operative work andself-assessment activities

1.5 Cross-Cutting Themes The following cross cutting or emerging issues helpthe learner to acquire competencies for lifelonglearning.l Gender equity l Family unityl Child Protection from abuse and diseasessuch as AIDS

l Heritage Studiesl Environmental Issuesl Financial literacy l Disaster Risk Managementl Children’s Rights and Responsibilities

2.0 PRESENTATION OF THESYLLABUSThe Heritage-Social Studies Syllabus is presentedin two documents as follows:

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:00 PM Page 1

2

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

l Infant (ECD - Grade 2) l Junior (Grade 3 –7)

The two documents carry the same informationfrom the preamble up to the Scope and SequenceChart

All grades have the same topics that aredevelopmental in nature.

3.0 AIMSThe aims of the syllabus are to enable the child to:l appreciate and love Zimbabwe and itsChimurenga/Umvukela Liberation war heroesand heroines

l develop an appreciation of national heritage,sovereignty, governance, national symbols andevents

l understand and appreciate Zimbabwe’s pre-colonial, colonial and post-colonial history

l develop an understanding of Zimbabweancultural institutions and practices such asmarriages, inheritance systems, spiritual values and usage of artefacts

l develop a spirit of national consciousness,identity and patriotism through involvement innational functions

l appreciate and sustain Unhu/Ubuntu/Vumunhuthrough interaction with family, community andsociety at large

l appreciate the value and dignity of work,recreation and the need for participation innational development

l appreciate the need for equal opportunities forall and sensitivity to the needs of thedisadvantaged and vulnerable groups

4.0 SYLLABUS OBJECTIVES

By the end of the Heritage-Social Studies PrimarySchool Syllabus, learners should be able to:l identify with national symbols such as theNational Flag, National School Pledge,Anthem, Monuments and Heritage sites

l explain the significance of public holidays andother national events

l demonstrate ways of showing respect for selfand others

l exhibit norms, values and appropriateresponsible behaviour

l differentiate between new and old means oftransport, Information and CommunicationTechnology (ICT)

l explain how modes of transport and ICTfacilitate communication among people andcountries

l justify the importance of work and leisurel explain key events and importance of the Firstand Second Chimurenga/Umvukela liberationstruggle

l compare the practices of their own communityculture and that of others

l identify appropriate shelter for humans andanimals

l explain the need of equal opportunities for allcitizens of Zimbabwe

l identify the global environmental issues thataffect livelihoods

l describe the production and marketing ofgoods and services

5.0 METHODOLOGY AND TIME ALLOCATION5.1 Methodology A spiral approach should be adopted,beginning with the learner’s immediateenvironment, broadening to an exploration ofhis/her wider community and finally extendingto the wider world. Learners need to develop

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:00 PM Page 2

3

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

appropriatevalue systems through participating in plannedactivities. Effective teaching and learning inHeritage-Social Studies depends upon the useof participatory methods. These include thefollowing:(a) discussion(b) drama, role-play and simulation(c) song and dance(d) case studies(e) puppetry(f) gallery walk(g) research(h) futures wheel(i) miming(j) e-learning (k) group work(l) question and answer(m) Individual Early Learning Programme

(IELP)(n) games

For adequate coverage of the syllabus, the followingallocation is advised.

ECD : 2 periods of 20 minutes per week

Grade 1 and 2 : 3 periods of 30 minutes per week

Grade 3 to 7 : 4 periods of 30 minutes per week

For the successful implementation of the Heritage-Social Studies Syllabus the following activities arerecommended:

l Educational tours – at least once per yearl School festivals Day – once a yearl Heritage Culture Day – once a year

NOTE: These events can be organised at school, district,provincial and national levels.

6.0 TOPICS

l Identity: Family History and Local Heritagel Cultural Heritage l National History, Sovereignty and Governance l Entitlements/Rights and Responsibilitiesl Shelterl Social Services and Volunteerism l Natural Heritage: Production, Distribution andConsumption of Goods and Services

l Transport and Communicationl Work and Leisurel Global Issues

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:00 PM Page 3

4

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

$$

$$$

$$$

$$$

$$

$$

$G

RA

DE

3 G

RA

DE

4 G

RA

DE

5 G

RA

DE6

G

RA

DE

7

• Fa

mily

ge

neal

ogie

s •

Fam

ily

nam

es a

nd

tote

ms

• P

urpo

se o

f th

e to

tem

sy

stem

•

Loca

l her

oes

and

hero

ines

•

Indi

geno

us

hunt

ing

tool

s •

Indi

geno

us

relig

ious

pr

actic

es

• R

oles

and

sta

tus

of fa

mily

m

embe

rs

• Fa

mily

asp

iratio

ns

• Fa

mily

gat

herin

gs

• In

dige

nous

pro

cess

ing

tool

s su

ch a

s du

ri/um

gigo

, gu

yo/im

boko

do

• Lo

cal s

hrin

es a

nd m

onum

ents

• Typ

es o

f fam

ily:

- nuc

lear

- m

onog

amou

s - p

olyg

amou

s - c

hild

hea

ded

- one

par

ent

• Fa

mily

and

sur

roun

ding

co

mm

unity

•

Indi

geno

us c

omm

unity

ga

ther

ings

and

eve

nts

• H

uman

mig

ratio

n •

Con

flict

man

agem

ent a

t fam

ily ,

scho

ol a

nd c

omm

unity

leve

ls

• La

ngua

ges

and

cultu

res

in

Zim

babw

e •

Nat

iona

l mon

umen

ts

• C

lans

of Z

imba

bwe

• C

ultu

ral v

alue

s of

mot

herh

ood

in th

e pr

e-co

loni

al e

ra

• C

ultu

ral v

alue

s of

fath

erho

od

in th

e pr

e-co

loni

al e

ra

• S

igni

fican

ce o

f cus

tom

s,

belie

fs, f

olkl

ore,

gam

es, s

ongs

an

d da

nces

•

Indi

geno

us la

ngua

ges

and

cultu

res

in Z

imba

bwe

• In

dige

nous

gov

erna

nce

• In

dige

nous

her

itage

reso

urce

s

• M

arita

l rel

atio

nshi

ps

• C

onfli

ct m

anag

emen

t •

Diff

eren

t lan

guag

es a

nd

cultu

res

of Z

imba

bwe

• C

usto

dian

s of

cul

ture

•

Pre

serv

atio

n of

her

itage

site

s

TOPI

C 2

: CU

LTU

RA

L H

ERIT

AG

E • F

riend

ship

• R

elat

ions

hips

• F

amily

cer

emon

ies

and

ritua

ls

• Chi

ldre

n’s

gam

es

• Fam

ily c

erem

onie

s an

d rit

uals

: -b

irth

-ado

lesc

ence

-m

arria

ge

-dea

th

- afte

r bur

ial

• Cus

tom

s of

diff

eren

t cu

ltura

l gro

ups

• Ind

igen

ous

med

icin

es a

nd

rela

ted

cultu

ral p

ract

ices

• C

hild

ren’

s ga

mes

• Rite

s of

pas

sage

for

boys

and

girl

s • C

ourts

hip

• Ind

igen

ous

way

s of

ge

tting

mar

ried

and

cere

mon

ies

• Mar

riage

: civ

il an

d cu

stom

ary

• Chi

ldre

n’s

gam

es

• Cou

rtshi

p pr

actic

es o

f di

ffere

nt c

ultu

ral g

roup

s • H

eirs

hip

with

in th

e fa

mily

• A

ge o

f con

sent

to s

ex a

nd

mar

riage

• Hea

lthy

boy-

girl

rela

tions

hips

• E

ffect

s of

age

on

mar

riage

and

po

pula

tion

grow

th

• Chi

ld b

earin

g

7.0 SCOPE AND SEQUENCE

TOPIC 1: IDENTITY: FAMILY HISTORY AND LOCAL HERITAGE

TOPIC 2: CULTURAL HERITAGE

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:00 PM Page 4

5

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

GR

AD

E 3

GR

AD

E 4

GR

AD

E 5

GR

AD

E6

GR

AD

E 7

• N

atio

nal e

vent

s/

cele

brat

ions

• S

ymbo

ls o

f uni

ty

• Th

e ea

rly p

eopl

e of

Zi

mba

bwe:

The

K

hois

an a

nd B

antu

•

Con

tribu

tion

of th

e ea

rly p

eopl

e to

the

Zim

babw

ean

herit

age

•

The

need

for r

ules

and

la

ws

• O

bser

ving

the

law

s: th

e ro

le o

f ind

ivid

uals

, co

mm

unity

, pol

ice

and

the

cour

ts

• D

evel

opm

ent o

f in

dige

nous

law

s:

- vill

age

cour

t - h

eadm

an’s

cou

rt

- chi

ef’s

cou

rt

• N

atio

nal S

choo

l ple

dge

• The

pre

-col

onia

l kin

gdom

s:

Roz

vi, M

utap

a an

d N

debe

le

• Effe

cts

of fi

rst c

onta

ct w

ith

Eur

opea

ns:

-mis

sion

arie

s -h

unte

rs a

nd m

iner

al

pros

pect

ors

• Lo

cal G

over

nmen

t:

- rur

al

- urb

an

-met

ropo

litan

pro

vinc

es

• R

oles

of v

illag

e he

ad,

head

man

, chi

ef a

nd c

ounc

illor

• S

yste

ms

of G

over

nanc

e:

-ega

litar

ian

-a

utoc

racy

-d

emoc

racy

•

Stru

ctur

es a

nd fu

nctio

ns o

f C

entra

l Gov

ernm

ent

• C

olon

isat

ion

of Z

imba

bwe

• Fi

rst C

him

uren

ga/ U

mvu

kela

•

Sec

ond

Chi

mur

enga

/

Um

vuke

la a

nd s

over

eign

ty

• N

atio

nal s

ymbo

ls a

nd

cele

brat

ions

•

Nat

iona

l Sch

ool p

ledg

e

• In

depe

nden

ce a

nd s

elf-

gove

rnan

ce

• Th

e La

nd R

efor

m P

rogr

amm

e •

Nat

iona

l Sch

ool p

ledg

e

• Zi

mba

bwe

as a

mem

ber o

f oth

er

regi

onal

and

inte

rnat

iona

l or

gani

satio

ns

TOPIC 3: NATIONAL HISTORY, SOVEREIGNTY AND GOVERNANCE

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:00 PM Page 5

6

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

GR

AD

E 3

GR

AD

E 4

GR

AD

E 5

GR

AD

E6

GR

AD

E 7

• E

ntitl

emen

ts/ R

ight

s an

d re

spon

sibi

litie

s of

chi

ldre

n •

Gen

der e

quity

in th

e co

mm

unity

•

Div

isio

n of

labo

ur a

t hom

e an

d sc

hool

•

Indi

geno

us c

ultu

ral b

elie

fs

and

tabo

os

• R

epor

ting

abus

e

• C

hild

ren’

s en

title

men

ts/

right

s a

nd

resp

onsi

bilit

ies

• C

hild

pro

tect

ion

• S

ubst

ance

abu

se

• R

ules

and

law

s th

at

prot

ect c

hild

ren

from

ab

use

• Th

e R

ight

s of

the

child

•

Citi

zens

hip

• R

ight

s an

d re

spon

sibi

litie

s of

a c

itize

n •

Abu

se o

f chi

ldre

n, w

omen

, m

en a

nd th

e di

sadv

anta

ged

• G

ende

r bas

ed p

rote

ctio

n •

The

role

of t

he p

olic

e an

d ju

dici

ary

• La

w m

akin

g pr

oces

s in

Zi

mba

bwe

•

Gen

der s

tere

otyp

es

• G

ende

r equ

ity i

n th

e w

ork

plac

e

• E

lect

ions

•

Ow

ners

hip

of p

rope

rty

• In

herit

ance

•

Indi

geno

us in

stitu

tions

and

do

mes

tic le

gisl

atio

n on

gen

der

equi

ty

• C

onsu

mer

righ

ts

TOPI

C 5

: SH

ELTE

R

G

RA

DE

3 G

RA

DE

4 G

RA

DE

5 G

RA

DE

6 G

RA

DE

7 •

Func

tions

of b

uild

ings

and

oth

er

type

s of

she

lter

She

lter a

nd h

erita

ge s

ites

• In

dige

nous

form

s of

sh

elte

r •

She

lter i

n ot

her c

ount

ries

• M

ater

ials

use

d to

mak

e sh

elte

r •

Type

s of

she

lter a

ccor

ding

to

geo

grap

hica

l are

as

• S

helte

r and

her

itage

site

s •

Hea

lth a

nd s

afet

y in

sh

elte

r des

igns

S

peci

al b

uild

ings

and

de

sign

s fo

r dis

aste

r pro

ne

area

s

• D

evel

opm

ent o

f se

ttlem

ents

in Z

imba

bwe

• S

iting

of s

helte

r in

urba

n an

d ru

ral a

reas

•

Dis

aste

r and

risk

m

anag

emen

t

• P

robl

ems

and

solu

tions

to

shor

tage

s of

she

lter

• Fa

ctor

s th

at in

fluen

ce

shel

ter s

iting

and

des

ign

• W

ays

of a

cqui

ring

acco

mm

odat

ion

TOPIC 4: ENTITLEMENTS/RIGHTS AND RESPONSIBILITIES

TOPIC 5: SHELTER

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:00 PM Page 6

7

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

G

RA

DE

3 G

RA

DE

4 G

RA

DE

5 G

RA

DE6

G

RA

DE

7 •

Gov

ernm

ent a

s a

soci

al

serv

ice

prov

ider

•

The

need

y in

the

soci

ety

and

acce

ss to

info

rmat

ion

• Lo

cal s

ocia

l ser

vice

pr

ovid

ers

• Fu

nctio

ns o

f loc

al

soci

al s

ervi

ce

prov

ider

s

• P

rom

inen

t peo

ple

and

orga

nisa

tions

invo

lved

in

volu

ntar

y w

ork,

in th

e pa

st

and

pres

ent a

t loc

al a

nd

natio

nal l

evel

•

Loca

l vol

unta

ry

orga

nisa

tions

that

em

pow

er th

e vu

lner

able

an

d di

sadv

anta

ged

• P

rovi

sion

of s

ocia

l ser

vice

s in

Zim

babw

e

• G

over

nmen

t dep

artm

ents

an

d in

stitu

tions

•

Par

ticip

atio

n in

vol

unta

ry

wor

k

• P

rom

inen

t peo

ple

invo

lved

in v

olun

tary

w

ork

in th

e pa

st a

nd p

rese

nt

• P

artic

ipat

ion

in v

olun

tary

wor

k •

Vol

unta

ry a

nd h

uman

itaria

n or

gani

satio

ns in

the

coun

try

TO

PIC

7: N

ATU

RA

L H

ERIT

AG

E: P

RO

DU

CTI

ON

, DIS

TRIB

UTI

ON

AN

D C

ON

SUM

PTIO

N O

F G

OO

DS

AN

D S

ERVI

CES

GR

AD

E 3

GR

AD

E 4

GR

AD

E 5

GR

AD

E6

GR

AD

E 7

• N

atur

al re

sour

ces

•

Food

and

cas

h cr

ops

• Fo

rms

of w

ealth

• C

onse

rvat

ion

of

natu

ral r

esou

rces

•

Indi

geno

us m

etho

ds

of m

anuf

actu

ring

good

s •

Type

s of

indu

strie

s •

Bar

ter t

rade

• P

rodu

ctiv

e se

ctor

s:

- agr

icul

ture

- m

inin

g - f

ishi

ng

• In

com

e, e

xpen

ditu

re a

nd

budg

etin

g •

Ban

king

• La

nd a

s a

basi

c m

eans

of

prod

uctio

n •

Red

istri

butio

n of

land

•

Man

ufac

turin

g an

d di

strib

utio

n of

go

ods

• N

atio

nal s

trate

gic

rese

rves

•

Sto

rage

and

mar

ketin

g of

goo

ds (i

mpo

rts

and

expo

rts)

• In

dige

nous

and

con

tem

pora

ry w

ays

of

pres

ervi

ng fo

od

• E

nter

pris

e sk

ills/

Sel

f-rel

ianc

e an

d em

ploy

men

t cre

atio

n

TOPIC 6: SOCIAL SERVICES AND VOLUNTEERISM

TOPIC 7: NATURAL HERITAGE: PRODUCTION,

DISTRIBUTION AND CONSUMPTION OF GOODS AND SERVICES

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:00 PM Page 7

8

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

GR

AD

E 3

GR

AD

E 4

GR

AD

E 5

GR

AD

E6

GR

AD

E 7

• R

elat

ions

hip

betw

een

popu

latio

n an

d tra

nspo

rt sy

stem

s •

The

need

for c

omm

unic

atio

n •

Mod

ern

form

s of

co

mm

unic

atio

n

• Th

e in

crea

sing

nee

d fo

r tra

nspo

rt •

Maj

or ro

ads

and

rails

in

Zim

babw

e •

Pub

lic a

nd p

rivat

e fo

rms

of

trans

port

and

com

mun

icat

ion

• R

oad

safe

ty

• D

evel

opm

ent o

f tra

nspo

rt an

d co

mm

unic

atio

n sy

stem

s •

Tran

spor

tatio

n of

goo

ds b

y ra

il, ro

ad, a

ir an

d se

a •

Roa

d po

rts, S

eapo

rts a

nd

airp

orts

link

ed to

Zi

mba

bwe

Res

pons

ible

use

of

com

mun

icat

ion

syst

ems

• Im

porta

nce

of tr

ansp

ort,

com

mun

icat

ion

and

ICTs

•

Mod

es a

nd fo

rms

of

trans

port

and

com

mun

icat

ion

• Tr

ansp

ort a

nd

com

mun

icat

ion

links

with

ot

her c

ount

ries

• Fa

ctor

s th

at in

fluen

ce c

hoic

e of

m

ode

of tr

ansp

ort a

nd

com

mun

icat

ion

• Im

porta

nce

of u

p-to

-dat

e m

aps

and

char

ts fo

r tra

velli

ng

purp

oses

•

Haz

ards

and

dis

aste

rs

in th

e tra

nspo

rt an

d co

mm

unic

atio

n in

dust

ry

Man

agem

ent o

f dis

aste

rs in

the

trans

port

indu

stry

TO

PIC

9: W

OR

K A

ND

LEI

SUR

E (T

ake

note

of s

afet

y at

wor

k an

d du

ring

leis

ure

time)

GR

AD

E 3

GR

AD

E 4

GR

AD

E 5

GR

AD

E6

GR

AD

E 7

• D

iffer

ent o

ccup

atio

ns in

the

com

mun

ity

• Le

isur

e fa

cilit

ies

in th

e co

mm

unity

• R

easo

ns fo

r wor

k •

Spo

rt an

d ar

ts a

s fo

rms

of w

ork

•

Vis

ual a

nd

perfo

rmin

g ar

ts

as fo

rms

of

leis

ure

• R

espo

nsib

le u

se

of le

isur

e tim

e

• E

mpl

oym

ent

crea

tion

in

Zim

babw

e •

Wor

k an

d le

isur

e in

th

e pa

st a

nd p

rese

nt

• R

espo

nsib

le u

se o

f le

isur

e tim

e

• E

nter

pris

e sk

ills

• To

uris

m in

Zim

babw

e •

Spo

rt, A

rts a

nd C

ultu

ral a

ctiv

ities

•

Res

pons

ibili

ty a

t wor

k an

d du

ring

leis

ure

time

• O

ccup

atio

nal s

afet

y

• H

uman

cap

ital d

evel

opm

ent i

n Zi

mba

bwe

• S

elf-r

elia

nce

and

empl

oym

ent

crea

tion

• P

rote

ctio

n of

wor

kers

’ rig

hts

• R

espo

nsib

ility

at w

ork

and

durin

g le

isur

e tim

e •

Tour

ism

in S

AD

C a

nd o

ther

co

untri

es

TOPIC 8: TRANSPORT AND COMMUNICATION

TOPIC 9: WORK AND LEISURE

(Take note of safety at work and during leisure time)

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:00 PM Page 8

9

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

G

RA

DE

3 G

RA

DE

4 G

RA

DE

5 G

RA

DE6

G

RA

DE

7 •

Affo

rest

atio

n •

Dro

ught

•

Env

ironm

enta

l co

nser

vatio

n

• P

over

ty

• H

IV a

nd A

IDS

: -

caus

es a

nd m

itiga

tory

m

easu

res

• P

ollu

tion:

- c

ause

s an

d ef

fect

s of

po

llutio

n on

the

envi

ronm

ent

• D

isas

ters

and

dis

aste

r m

anag

emen

t •

Info

rmat

ion

and

Com

mun

icat

ion

Tech

nolo

gy (I

CT)

de

velo

pmen

t

• E

nviro

nmen

tal i

ssue

s:

- Des

ertif

icat

ion:

- C

ause

s, e

ffect

s an

d so

lutio

ns

• P

ollu

tion:

-C

ause

s, e

ffect

s an

d so

lutio

ns

TOPIC 10: GLOBAL ISSUES

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:00 PM Page 9

10

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

KEY

CO

NC

EPTS

LE

AR

NIN

G O

BJE

CTI

VES

Lear

ners

sho

uld

be a

ble

to:

UN

IT C

ON

TEN

T SU

GG

ESTE

D L

EAR

NIN

G A

CTI

VITI

ES

AN

D N

OTE

S SU

GG

ESTE

D L

EAR

NIN

G

RES

OU

RC

ES

FAM

ILY

GEN

EALO

GIE

S •

trace

the

orig

ins

of th

e fa

mily

•

expl

ain

the

impo

rtanc

e of

fa

mily

gen

ealo

gies

• Fa

mily

tree

•

Gen

ealo

gies

and

de

scen

dant

s -

Fath

er’s

anc

esto

rs

- M

othe

r’s a

nces

tors

• D

iscu

ssin

g or

igin

s of

thei

r fam

ilies

•

Dra

win

g fa

mily

tree

up

to th

eir g

reat

gr

and

fath

ers

• R

esea

rchi

ng o

n th

e im

porta

nce

of

fam

ily g

enea

logi

es

• IC

T To

ols

• R

esou

rce

pers

on

• S

torie

s •

Illus

tratio

ns o

f fam

ily

trees

•

Pic

ture

s

• R

elat

ed li

tera

ture

FA

MIL

Y N

AM

ES A

ND

TO

TEM

S

• id

entif

y fa

mily

nam

es a

nd

tote

ms

• st

ate

com

mon

tote

ms

in th

eir

com

mun

ities

•

reci

te p

rais

e po

ems

of th

eir

tote

ms

• Fa

mily

nam

es a

nd

tote

ms

• M

atch

ing

fam

ily n

ames

and

thei

r to

tem

s •

Gro

upin

g m

embe

rs o

f the

cla

ss

acco

rdin

g to

thei

r tot

ems

• D

ram

atis

ing

prai

se p

oem

s of

thei

r to

tem

s

• IC

T to

ols

• R

esou

rce

pers

on

• R

elat

ed li

tera

ture

PUR

POSE

OF

THE

TOTE

M S

YSTE

M

• ex

plai

n th

e im

porta

nce

of th

e to

tem

sys

tem

•

Impo

rtanc

e of

tote

ms:

-id

entit

y -m

arria

ge

-pre

serv

atio

n of

na

tura

l res

ourc

es

-soc

ial i

nter

actio

n

• D

iscu

ssin

g th

e im

porta

nce

of to

tem

s in

mar

riage

s •

Tabu

latin

g to

tem

s an

d th

eir s

acre

d an

imal

s/ob

ject

s •

Dra

win

g an

d la

belli

ng th

eir o

wn

tote

m s

ymbo

ls

• IC

T to

ols

•

Pic

ture

s an

d dr

awin

gs

• R

esou

rce

pers

on

• R

elat

ed li

tera

ture

LOC

AL

HER

OES

AN

D

HER

OIN

ES

• ou

tline

wha

t mak

es o

ne a

he

ro o

r her

oine

•

iden

tify

loca

l her

oes

and

hero

ines

• A

ttrib

utes

of a

he

ro/h

eroi

ne

• Fa

mily

and

com

mun

ity

hero

es a

nd h

eroi

nes

• E

xpla

inin

g th

e te

rms

hero

es a

nd

hero

ines

•

Nam

ing

fam

ily a

nd c

omm

unity

he

roes

/her

oine

s •

Dis

cuss

ing

thei

r con

tribu

tions

• IC

T to

ols

Res

ourc

e pe

rson

•

Pic

ture

s

• R

elat

ed li

tera

ture

IND

IGEN

OU

S H

UN

TIN

G

TOO

LS

• id

entif

y in

dige

nous

hun

ting

tool

s •

desc

ribe

how

the

indi

geno

us

hunt

ing

tool

s ar

e m

ade

• ex

plai

n th

e us

e of

indi

geno

us

hunt

ing

tool

s

• In

dige

nous

hun

ting

tool

s •

Use

s an

d st

orag

e of

the

indi

geno

us h

untin

g to

ols

• Li

stin

g hu

ntin

g to

ols

• M

akin

g m

odel

s of

hun

ting

tool

s •

Mim

ing

usin

g hu

ntin

g to

ols

• IC

T to

ols

• P

ictu

res

• R

esou

rce

pers

on

• R

elat

ed li

tera

ture

•

Indi

geno

us h

untin

g to

ols

8.0 COMPETENCY MATRIX

GRADE 3

TOPIC 1: IDENTITY: FAMILY HISTORY AND LOCAL HERITAGE

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:00 PM Page 10

11

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

KEY

CO

NC

EPTS

LE

AR

NIN

G O

BJE

CTI

VES

Lear

ners

sho

uld

be a

ble

to:

UN

IT C

ON

TEN

T SU

GG

ESTE

D L

EAR

NIN

G A

CTI

VITI

ES

AN

D N

OTE

S SU

GG

ESTE

D L

EAR

NIN

G

RES

OU

RC

ES

IND

IGEN

OU

S R

ELIG

IOU

S PR

AC

TIC

ES

• id

entif

y th

e va

rious

in

dige

nous

relig

ious

pra

ctic

es

• de

scrib

e th

e co

mm

on

indi

geno

us re

ligio

us p

ract

ices

in

thei

r com

mun

ities

• R

elig

ious

pra

ctic

es a

nd

proc

esse

s:

- at f

uner

als

- afte

r fun

eral

s - d

urin

g m

arria

ges

• R

ites

of p

assa

ge

• In

herit

ance

• D

ram

atis

ing

vario

us in

dige

nous

re

ligio

us p

roce

sses

•

Telli

ng s

tory

on

vario

us in

dige

nous

re

ligio

us p

ract

ices

•

Res

earc

hing

on

indi

geno

us re

ligio

us

prac

tices

•

Sin

ging

son

gs

• D

iscu

ssin

g va

rious

relig

ious

ce

rem

onie

s

• IC

T to

ols

• R

esou

rce

pers

on

• P

ictu

res

• R

elat

ed li

tera

ture

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:00 PM Page 11

12

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

K

EY C

ON

CEP

TS

LEA

RN

ING

OB

JEC

TIVE

S Le

arne

rs s

houl

d be

abl

e to

: U

NIT

CO

NTE

NT

SUG

GES

TED

LEA

RN

ING

A

CTI

VITI

ES A

ND

NO

TES

SUG

GES

TED

LEA

RN

ING

R

ESO

UR

CES

FR

IEN

DSH

IP

• ju

stify

the

need

for f

riend

s •

stat

e ex

ampl

es o

f pee

r fri

ends

hip

• N

eed

for f

riend

s

• Fr

iend

s fo

r diff

eren

t oc

casi

ons/

situ

atio

ns/

purp

oses

•

Qua

litie

s of

a g

ood

frien

d

• E

xpla

inin

g th

e ne

ed fo

r frie

nds

• S

ugge

stin

g di

ffere

nt w

ays

of

mak

ing

frien

ds

• Li

stin

g qu

aliti

es o

f a g

ood

frien

d •

Sin

ging

son

gs a

bout

mak

ing

frien

d

• IC

T to

ols

• S

torie

s

• M

usic

•

Folk

tale

s

• R

esou

rce

pers

on

• R

elat

ed li

tera

ture

FA

MIL

Y R

ELA

TIO

NS

• na

me

diffe

rent

mem

bers

of

the

fam

ily

• ex

plai

n ho

w m

embe

rs o

f the

fa

mily

rela

te to

eac

h ot

her

• R

elat

ions

hips

with

in th

e fa

mily

•

Fam

ily m

embe

rs ro

les

• Li

stin

g m

embe

rs o

f the

fam

ily

• D

raw

ing

fam

ily tr

ees

of fa

mily

m

embe

rs

• R

ole

play

ing

fam

ily re

latio

nshi

ps

• IC

T to

ols

• D

ram

a •

Rel

ated

lite

ratu

re

FAM

ILY

CER

EMO

NIE

S A

ND

RIT

UA

LS

• id

entif

y fa

mily

cer

emon

ies

and

ritua

ls

• de

scrib

e pr

oces

ses

of s

ome

fam

ily ri

tual

s

• Fa

mily

cer

emon

ies

and

ritua

ls:

- birt

h

- fun

eral

s

- m

arria

ges

• D

iscu

ssin

g so

me

fam

ily ri

tual

s •

List

ing

som

e fa

mily

ritu

als

• P

erfo

rmin

g so

me

fam

ily ri

tual

s

• IC

T to

ols

• A

rtefa

cts

•

Res

ourc

e pe

rson

•

Rel

ated

lite

ratu

re

CH

ILD

REN

’S G

AM

ES

• st

ate

child

ren’

s ga

mes

that

in

stil

norm

s an

d va

lues

•

play

som

e ga

mes

that

teac

h no

rms

and

valu

es

• C

hild

ren’

s ga

mes

: - i

ndig

enou

s - m

oder

n

• Li

stin

g ga

mes

•

Dis

cuss

ing

the

liste

d ga

mes

in

rela

tion

to n

orm

s an

d va

lues

•

Pla

ying

som

e ga

mes

• IC

T to

ols

• G

ames

car

ds

• R

elat

ed li

tera

ture

•

Res

ourc

e pe

rson

TOPIC 2: CULTURAL HERITAGE

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:00 PM Page 12

13

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

KEY

CO

NC

EPTS

LE

AR

NIN

G O

BJE

CTI

VES

Lear

ners

sho

uld

be a

ble

to:

UN

IT C

ON

TEN

T SU

GG

ESTE

D L

EAR

NIN

G A

CTI

VITI

ES

AN

D N

OTE

S SU

GG

ESTE

D L

EAR

NIN

G

RES

OU

RC

ES

NA

TIO

NA

L EV

ENTS

/ C

ELEB

RA

TIO

NS

• lis

t som

e na

tiona

l eve

nts

• di

scus

s th

e si

gnifi

canc

e of

so

me

natio

nal e

vent

s

• N

atio

nal e

vent

s •

- Ind

epen

denc

e ce

lebr

atio

ns D

ay

- H

eroe

s D

ay

cele

brat

ions

- Def

ence

For

ces

Day

• Id

entif

ying

som

e na

tiona

l eve

nts

• P

artic

ipat

ing

in s

ome

natio

nal

even

ts a

nd c

eleb

ratio

ns

• IC

T to

ols

• C

alen

dars

sho

win

g na

tiona

l eve

nts

• P

ictu

res

•

Rel

ated

lite

ratu

re

SYM

BO

LS O

F U

NIT

Y

• id

entif

y sy

mbo

ls o

f nat

iona

l un

ity

• ex

plai

n th

e na

tiona

l sch

ool

pled

ge

• N

atio

nal s

ymbo

ls:

-Fla

g -N

atio

nal a

nthe

m

-Coa

t – o

f - a

rms

-Nat

iona

l em

blem

-N

atio

nal s

choo

l pl

edge

• Li

stin

g sy

mbo

ls o

f nat

iona

l uni

ty

• D

raw

ing

and

colo

urin

g so

me

of th

e sy

mbo

ls o

f nat

iona

l uni

ty

• S

ingi

ng th

e na

tiona

l ant

hem

•

Rec

iting

of t

he n

atio

nal s

choo

l pl

edge

•

Dis

cuss

ing

the

natio

nal s

choo

l pl

edge

• IC

T to

ols

• Th

e N

atio

nal f

lag

• P

ictu

res

•

Nat

iona

l sym

bols

•

Rel

ated

lite

ratu

re

TOPIC 3: NATIONAL HISTORY, SOVEREIGNTY AND GOVERNANCE

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:00 PM Page 13

14

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

KEY

CO

NC

EPTS

LE

AR

NIN

G O

BJE

CTI

VES

Lear

ners

sho

uld

be a

ble

to:

UN

IT C

ON

TEN

T SU

GG

ESTE

D L

EAR

NIN

G

AC

TIVI

TIES

AN

D N

OTE

S SU

GG

ESTE

D L

EAR

NIN

G

RES

OU

RC

ES

ENTI

TLEM

ENTS

/ R

IGH

TS A

ND

R

ESPO

NSI

BIL

ITIE

S O

F C

HIL

DR

EN

• st

ate

child

ren’

s en

title

men

ts/ri

ghts

and

re

spon

sibi

litie

s

• C

hild

ren’

s en

title

men

ts/ri

ghts

and

re

spon

sibi

litie

s

• Li

stin

g en

title

men

ts/ r

ight

s an

d re

spon

sibi

litie

s of

chi

ldre

n •

Exp

lain

ing

child

ren’

s en

title

men

ts/ri

ghts

and

re

spon

sibi

litie

s

• IC

T to

ols

• C

onst

itutio

n of

Zim

babw

e •

Afri

can

Cha

rter

• U

N R

ight

s C

harte

r •

Rel

ated

lite

ratu

re

GEN

DER

EQ

UIT

Y IN

TH

E C

OM

MU

NIT

Y •

desc

ribe

gend

er e

quity

in

the

com

mun

ity

• G

ende

r equ

ity in

the

com

mun

ity

• D

emon

stra

ting

equi

ty in

trea

ting

boys

and

girl

s •

Rol

e pl

ayin

g eq

uita

ble

dutie

s of

gi

rls a

nd b

oys

• IC

T to

ols

• R

esou

rce

pers

on

• P

ictu

res

•

Rel

ated

lite

ratu

re

D

IVIS

ION

OF

LAB

OU

R

AT

HO

ME

AN

D S

CH

OO

L •

stat

e th

e du

ties

of d

iffer

ent

peop

le a

t hom

e an

d sc

hool

•

expl

ain

the

impo

rtanc

e of

the

divi

sion

of l

abou

r •

outli

ne a

dvan

tage

s an

d di

sadv

anta

ges

of d

ivis

ion

of

labo

ur

• D

ivis

ion

of la

bour

at

hom

e an

d at

sch

ool

• A

dvan

tage

s an

d di

sadv

anta

ges

of

divi

sion

of l

abou

r

• D

escr

ibin

g di

visi

on o

f lab

our a

t ho

me

and

at s

choo

l •

Dis

cuss

ing

adva

ntag

es a

nd

disa

dvan

tage

s of

div

isio

n of

la

bour

• IC

T to

ols

• P

ictu

res

• A

rticl

es fr

om n

ewsp

aper

s •

Rel

ated

lite

ratu

re

IND

IGEN

OU

S C

ULT

UR

AL

BEL

IEFS

A

ND

TA

BO

OS

• id

entif

y cu

ltura

l bel

iefs

and

ta

boos

whi

ch u

phol

d en

title

men

ts/ri

ghts

and

re

spon

sibi

litie

s of

chi

ldre

n •

iden

tify

cultu

ral b

elie

fs a

nd

tabo

os w

hich

vio

late

en

title

men

ts/ri

ghts

and

re

spon

sibi

litie

s of

chi

ldre

n

• C

ultu

ral b

elie

fs a

nd

tabo

os

• D

iscu

ssin

g so

me

cultu

ral b

elie

fs

and

tabo

os

• C

lass

ifyin

g so

me

cultu

ral b

elie

fs

and

tabo

os

• IC

T to

ols

• R

esou

rce

pers

on

• R

elat

ed li

tera

ture

REP

OR

TIN

G A

BU

SE

• id

entif

y va

rious

form

s of

ab

use

• de

scrib

e va

rious

way

s of

re

porti

ng a

buse

• R

epor

ting

proc

edur

es

such

as

child

line

and

child

pro

tect

ion

com

mitt

ee

• D

iscu

ssin

g va

rious

form

s of

ab

use

• E

xpla

inin

g va

rious

way

s of

re

porti

ng a

buse

• IC

T to

ols

• R

esou

rce

pers

on

• P

ictu

res

• P

amph

lets

•

Rel

ated

lite

ratu

re

TOPIC 4: ENTITLEMENTS/RIGHTS AND RESPONSIBILITIES

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:00 PM Page 14

15

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

KEY

CO

NC

EPTS

LE

AR

NIN

G O

BJE

CTI

VES

Lear

ners

sho

uld

be a

ble

to:

UN

IT C

ON

TEN

T SU

GG

ESTE

D L

EAR

NIN

G

AC

TIVI

TIES

AN

D N

OTE

S SU

GG

ESTE

D L

EAR

NIN

G

RES

OU

RC

ES

FUN

CTI

ON

S O

F B

UIL

DIN

GS

AN

D O

THER

TY

PES

OF

SHEL

TER

• lis

t fun

ctio

ns o

f diff

eren

t bu

ildin

gs a

nd o

ther

type

s of

sh

elte

r

• Fu

nctio

ns o

f bui

ldin

gs

and

othe

r typ

es o

f sh

elte

r

• N

amin

g di

ffere

nt ty

pes

of s

helte

r •

Des

crib

ing

func

tions

of v

ario

us

shel

ter

• M

atch

ing

shel

ter a

nd it

s fu

nctio

ns

• IC

T to

ols

• P

ictu

res

• B

uild

ings

and

oth

er

stru

ctur

es

• R

elat

ed li

tera

ture

SH

ELTE

R A

ND

H

ERIT

AG

E SI

TES

• id

entif

y he

ritag

e si

tes

in

Zim

babw

e •

desc

ribe

herit

age

site

s in

Zi

mba

bwe

• S

helte

r and

her

itage

si

tes:

-G

reat

Zim

babw

e

-M

atop

o H

ills

-Gon

akud

zing

wa

• D

iscu

ssin

g he

ritag

e si

tes

in

Zim

babw

e •

List

ing

herit

age

site

s •

Con

duct

ing

educ

atio

nal t

ours

• IC

T to

ols

• P

ictu

res

• A

rtefa

cts

•

Rel

ated

lite

ratu

re

TOPI

C 6

: SO

CIA

L SE

RVI

CES

AN

D V

OLU

NTE

ERIS

M

K

EY C

ON

CEP

TS

LEA

RN

ING

OB

JEC

TIVE

S Le

arne

rs s

houl

d be

abl

e to

: U

NIT

CO

NTE

NT

SUG

GES

TED

LEA

RN

ING

AC

TIVI

TIES

A

ND

NO

TES

SUG

GES

TED

LEA

RN

ING

R

ESO

UR

CES

G

OVE

RN

MEN

T A

S A

SO

CIA

L SE

RVI

CE

PRO

VID

ER

• de

scrib

e so

cial

ser

vice

s pr

ovid

ed b

y th

e go

vern

men

t •

stat

e th

e go

vern

men

t in

stitu

tions

from

whi

ch s

ocia

l se

rvic

es c

an b

e ob

tain

ed

• G

over

nmen

t soc

ial

serv

ices

: -E

duca

tion

-H

ealth

-R

ecre

atio

n -T

rans

port

• S

tatin

g so

cial

ser

vice

s pr

ovid

ed b

y th

e go

vern

men

t •

Iden

tifyi

ng g

over

nmen

t ins

titut

ions

w

here

soc

ial s

ervi

ces

are

obta

ined

•

Dis

cuss

ing

how

gov

ernm

ent e

xten

ds

vario

us fo

rms

of s

ervi

ces

NO

TE: T

each

er to

not

e ro

le o

f go

vern

men

t in

both

pol

icy

form

ulat

ion

and

serv

ice

prov

isio

n

• IC

T to

ols

• R

esou

rce

pers

on

• R

elat

ed li

tera

ture

THE

NEE

DY

IN T

HE

SOC

IETY

AN

D A

CC

ESS

TO IN

FOR

MA

TIO

N

• id

entif

y th

e ne

edy

in th

e so

ciet

y •

expl

ain

how

the

need

y ca

n ac

cess

info

rmat

ion

to g

et

help

• Th

e ne

edy

in s

ocie

ty:

- orp

hans

- e

cono

mic

ally

d

isad

vant

aged

- e

lder

ly

• A

cces

s to

info

rmat

ion

• Li

stin

g th

e vu

lner

able

in s

ocie

ty

• C

lass

ifyin

g th

e ne

edy

in s

ocie

ty

• V

isiti

ng a

nd h

elpi

ng th

e ne

edy

• D

iscu

ssin

g in

form

atio

n di

ssem

inat

ion

for t

he n

eedy

• IC

T to

ols

• P

amph

lets

•

New

spap

ers

•

Rel

ated

lite

ratu

re

TOPIC 5: SHELTER

TOPIC 6: SOCIAL SERVICES AND VOLUNTEERISM

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:00 PM Page 15

16

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

21

KEY

CO

NC

EPTS

LE

AR

NIN

G O

BJE

CTI

VES

Lear

ners

sho

uld

be a

ble

to:

UN

IT C

ON

TEN

T SU

GG

ESTE

D L

EAR

NIN

G A

CTI

VITI

ES

AN

D N

OTE

S SU

GG

ESTE

D L

EAR

NIN

G

RES

OU

RC

ES

NA

TUR

AL

RES

OU

RC

ES

• id

entif

y th

e na

tura

l res

ourc

es

in Z

imba

bwe

• st

ate

the

bene

fits

of n

atur

al

reso

urce

s in

the

loca

lity

• N

atur

al re

sour

ces:

-la

nd/s

oil

-tree

s/ve

geta

tion

-min

eral

s

-a

nim

als

-wat

er

-ai

r

-s

unlig

ht

• Li

stin

g na

tura

l res

ourc

es

• D

iscu

ssin

g us

es o

f nat

ural

re

sour

ces

• C

ondu

ctin

g fie

ld tr

ips

to o

bser

ve

natu

ral r

esou

rces

• IC

T to

ols

• N

atur

al re

sour

ces

in th

e co

mm

unity

•

Rel

ated

lite

ratu

re

FOO

D A

ND

CA

SH

CR

OPS

•

list f

ood

and

cash

cro

ps

• di

stin

guis

h be

twee

n fo

od a

nd

cash

cro

ps

• Fo

od c

rops

•

Cas

h cr

ops

• N

amin

g fo

od c

rops

•

Nam

ing

cash

cro

ps

• C

ompa

ring

food

and

cas

h cr

ops

• IC

T to

ols

• Fo

od c

rops

•

Cas

h c

rops

•

Pic

ture

s

• R

elat

ed li

tera

ture

FO

RM

S O

F W

EALT

H

• id

entif

y va

rious

form

s of

w

ealth

•

Form

s of

wea

lth:

-land

-m

iner

als

-live

stoc

k

-p

rope

rty

-mon

ey

• Li

stin

g fo

rms

of w

ealth

•

Dis

cuss

ing

form

s of

wea

lth

• IC

T to

ols

• N

atur

al re

sour

ces

•

Rel

ated

lite

ratu

re

TOPIC 7: NATURAL HERITAGE: PRODUCTION, DISTRIBUTION AND CONSUMPTION

OF GOODS AND SERVICES

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:00 PM Page 16

17

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

K

EY C

ON

CEP

TS

LEA

RN

ING

OB

JEC

TIVE

S Le

arne

rs s

houl

d be

abl

e to

: U

NIT

CO

NTE

NT

SUG

GES

TED

LEA

RN

ING

AC

TIVI

TIES

A

ND

NO

TES

SUG

GES

TED

LEA

RN

ING

R

ESO

UR

CES

R

ELA

TIO

NSH

IP

BET

WEE

N P

OPU

LATI

ON

A

ND

TR

AN

SPO

RT

SYST

EM

• ex

plai

n ho

w p

opul

atio

n af

fect

s th

e tra

nspo

rt sy

stem

in

an

area

• D

eman

d fo

r tra

nspo

rt •

Dis

cuss

ing

how

the

num

ber o

f pe

ople

in a

n ar

ea a

ffect

s th

e ty

pe

and

need

for t

rans

port

avai

labl

e

• IC

T to

ols

• Tr

ansp

ort s

yste

ms

in th

e lo

calit

y •

Rel

ated

lite

ratu

re

THE

NEE

D F

OR

C

OM

MU

NIC

ATI

ON

•

disc

uss

the

need

for

com

mun

icat

ion

• su

gges

t app

ropr

iate

mea

ns

of c

omm

unic

atio

n

• N

eed

for

com

mun

icat

ion

• M

eans

of

com

mun

icat

ion

• D

escr

ibin

g th

e ne

ed fo

r co

mm

unic

atio

n •

List

ing

mea

ns o

f com

mun

icat

ion

• D

iscu

ssin

g ad

vant

ages

and

di

sadv

anta

ges

of d

iffer

ent m

eans

of

com

mun

icat

ion

• IC

T to

ols

• P

rint m

edia

•

Rel

ated

lite

ratu

re

MO

DER

N F

OR

MS

OF

CO

MM

UN

ICA

TIO

N

• de

scrib

e fo

rms

of m

oder

n co

mm

unic

atio

n •

Mod

ern

form

s of

co

mm

unic

atio

n su

ch

as te

legr

am,

tele

phon

e, fa

x, e

-mai

l, le

tter,

soci

al m

edia

lik

e w

hats

app,

fa

cebo

ok, t

witt

er

• Li

stin

g m

oder

n ty

pes

of

com

mun

icat

ion

• D

escr

ibin

g m

oder

n ty

pes

of

com

mun

icat

ion

• D

iscu

ssin

g th

e co

rrec

t use

s of

m

oder

n fo

rms

of c

omm

unic

atio

n

• IC

T to

ols

• P

rint m

edia

•

Rel

ated

lite

ratu

re

TOPIC 8: TRANSPORT AND COMMUNICATION

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:00 PM Page 17

18

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

K

EY C

ON

CEP

TS

LEA

RN

ING

OB

JEC

TIVE

S Le

arne

rs s

houl

d be

abl

e to

: U

NIT

CO

NTE

NT

SUG

GES

TED

LEA

RN

ING

AC

TIVI

TIES

A

ND

NO

TES

SUG

GES

TED

LEA

RN

ING

R

ESO

UR

CES

D

IFFE

REN

T O

CC

UPA

TIO

NS

IN T

HE

CO

MM

UN

ITY

• na

me

diffe

rent

occ

upat

ions

in

thei

r com

mun

ity

• D

iffer

ent o

ccup

atio

ns

in th

e co

mm

unity

•

Dis

cuss

ing

diffe

rent

occ

upat

ions

in

thei

r com

mun

ity

• R

ole

play

ing

occu

patio

ns in

thei

r co

mm

unity

•

Col

lect

ing

and

past

ing

pict

ures

of

diffe

rent

occ

upat

ions

• IC

T to

ols

• P

ictu

res

• R

elat

ed li

tera

ture

LEIS

UR

E FA

CIL

ITIE

S IN

TH

E C

OM

MU

NIT

Y •

iden

tify

diffe

rent

leis

ure

faci

litie

s in

the

com

mun

ity

• Le

isur

e fa

cilit

ies

in th

e co

mm

unity

•

Nam

ing

diffe

rent

leis

ure

faci

litie

s in

th

eir c

omm

unity

•

Vis

iting

leis

ure

faci

litie

s in

thei

r co

mm

unity

• IC

T to

ols

• Le

isur

e fa

cilit

ies

•

Pic

ture

s •

Prin

t med

ia

• R

elat

ed li

tera

ture

TO

PIC

10:

GLO

BA

L IS

SUES

KEY

CO

NC

EPTS

LE

AR

NIN

G O

BJE

CTI

VES

Lear

ners

sho

uld

be a

ble

to:

UN

IT C

ON

TEN

T SU

GG

ESTE

D L

EAR

NIN

G

AC

TIVI

TIES

AN

D N

OTE

S SU

GG

ESTE

D L

EAR

NIN

G

RES

OU

RC

ES

AFF

OR

ESTA

TIO

N

• ex

plai

n th

e im

porta

nce

of

plan

ting

and

carin

g fo

r tre

es

• U

ses

of tr

ees

• Tr

ee p

lant

ing

• Tr

ee c

onse

rvat

ion

• N

amin

g an

d dr

awin

g ite

ms

mad

e fro

m tr

ees

• P

lant

ing

and

carin

g fo

r tre

es

• IC

T to

ols

• Tr

ees

•

Res

ourc

e pe

rson

•

Rel

ate

liter

atur

e D

RO

UG

HT

•

outli

ne th

e ef

fect

s of

dro

ught

on

peo

ple

and

thei

r en

viro

nmen

t

• E

ffect

s of

dro

ught

: -P

over

ty

-Dis

ease

s

-H

unge

r

-M

igra

tion

• D

iscu

ssin

g ef

fect

s of

dr

ough

t in

thei

r are

a •

Rol

e pl

ayin

g dr

ough

t si

tuat

ions

•

Rec

iting

poe

ms

• IC

T to

ols

• P

ictu

res

• P

oem

s

• R

elat

ed li

tera

ture

TOPIC 9 WORK AND LEISURE

Note: Safety at work and during leisure time

TOPIC 10: GLOBAL ISSUE

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:00 PM Page 18

19

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

K

EY C

ON

CEP

TS

LEA

RN

ING

OB

JEC

TIVE

S Le

arne

rs s

houl

d be

abl

e to

: U

NIT

CO

NTE

NT

SUG

GES

TED

LEA

RN

ING

AC

TIVI

TIES

AN

D

NO

TES

SUG

GES

TED

LE

AR

NIN

G

RES

OU

RC

ES

RO

LE A

ND

STA

TUS

OF

FAM

ILY

MEM

BER

S

• ex

plai

n ro

les

and

stat

us o

f fa

mily

mem

bers

•

Rol

es o

f fam

ily

mem

bers

•

Sta

tus

of fa

mily

m

embe

rs

• D

iscu

ssin

g ro

les

and

stat

us o

f fam

ily m

embe

rs

• R

ole

play

ing

the

stat

us a

nd ro

les

of fa

mily

m

embe

rs

• IC

T to

ols

• P

ictu

res

• R

elat

ed li

tera

ture

FAM

ILY

ASP

IRA

TIO

NS

• ou

tline

thei

r ind

ivid

ual a

nd

fam

ily a

spira

tions

•

Indi

vidu

al a

nd fa

mily

as

pira

tions

•

Exp

lain

ing

thei

r asp

iratio

ns

• D

iscu

ssin

g in

divi

dual

and

fam

ily a

spira

tions

•

Sug

gest

ing

how

asp

iratio

ns c

an b

e ac

hiev

ed

• Id

entif

ying

sou

rces

of i

nspi

ratio

ns

• P

ictu

res

•

ICT

tool

s •

Rel

ated

lite

ratu

re

FAM

ILY

GA

THER

ING

S

• id

entif

y fa

mily

gat

herin

gs

• de

scrib

e fa

mily

gat

herin

gs

• Ty

pes

of fa

mily

ga

ther

ings

suc

h as

w

eddi

ngs,

fune

rals

, m

arria

ges,

birt

hday

s,

illne

ss, m

emor

ial

serv

ices

, par

ties

and

bira

/um

buyi

so

• D

iscu

ssin

g fa

mily

gat

herin

gs

• R

ole

play

ing/

dra

mat

isin

g fa

mily

gat

herin

gs

• IC

T to

ols

• P

ictu

res

•

Rel

ated

lite

ratu

re

IND

IGEN

OU

S PR

OC

ESSI

NG

TO

OLS

• id

entif

y in

dige

nous

pro

cess

ing

tool

s •

disp

lay

indi

geno

us p

roce

ssin

g to

ols

• In

dige

nous

pro

cess

ing

tool

s:

- gu

yo/im

boko

do

- du

ri/in

giga

-

mvu

to/im

vuth

o

• C

ondu

ctin

g ed

ucat

iona

l tou

rs

• D

raw

ing

indi

geno

us p

roce

ssin

g to

ols

• D

emon

stra

ting

proc

esse

s •

Gat

herin

g an

d di

spla

ying

indi

geno

us p

roce

ssin

g to

ols

• IC

T to

ols

• O

bjec

ts to

ols

• R

esou

rce

pers

on

• P

ictu

res

•

Rel

ated

lite

ratu

re

LOC

AL

SHR

INES

A

ND

MO

NU

MEN

TS

• id

entif

y lo

cal s

hrin

es a

nd

mon

umen

ts

• de

scrib

e lo

cal s

hrin

es a

nd

mon

umen

ts

• Lo

cal s

hrin

es a

nd

mon

umen

ts s

uch

as

cave

s, ro

ck p

aint

ings

, sa

cred

hill

s

• C

ondu

ctin

g ed

ucat

iona

l tou

rs

• D

iscu

ssin

g th

e lo

cal s

hrin

es a

nd m

onum

ents

•

Col

lect

ing

and

past

ing

pict

ures

of l

ocal

shr

ines

an

d m

onum

ents

•

Eng

agin

g in

gal

lery

wal

k

• IC

T to

ols

• P

ictu

res

• R

esou

rce

pers

on

• S

hrin

es/

mon

umen

ts

• R

elat

ed li

tera

ture

GRADE 4

TOPIC 1: IDENTITY: FAMILY HISTORY AND LOCAL HERITAGE

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:00 PM Page 19

20

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

K

EY C

ON

CEP

TS

LEA

RN

ING

OB

JEC

TIVE

S Le

arne

rs s

houl

d be

abl

e to

: U

NIT

CO

NTE

NT

SUG

GES

TED

LEA

RN

ING

A

CTI

VITI

ES A

ND

NO

TES

SUG

GES

TED

LEA

RN

ING

R

ESO

UR

CES

FA

MIL

Y C

EREM

ON

IES

AN

D R

ITU

ALS

•

list t

he fa

mily

cer

emon

ies

and

ritua

ls

• ex

plai

n so

me

of th

e fa

mily

ce

rem

onie

s an

d rit

uals

• Fa

mily

cer

emon

ies

and

ritua

ls:

- birt

h - m

arria

ge

- ado

lesc

ence

- a

fter b

uria

ls

- kur

ova

guva

/um

buyi

so

- bira

/uku

thet

hela

- k

usum

a va

dzim

u/

ukut

heth

ela

• Id

entif

ying

fam

ily c

erem

onie

s an

d rit

uals

•

Des

crib

ing

ritua

ls p

erfo

rmed

in

diff

eren

t cer

emon

ies

• P

erfo

rmin

g di

ffere

nt

cere

mon

ies

• IC

T to

ols

• R

esou

rce

pers

on

• P

ictu

res

• R

elat

ed li

tera

ture

CU

STO

MS

OF

DIF

FER

ENT

CU

LTU

RA

L G

RO

UPS

• id

entif

y so

me

cust

oms

of

diffe

rent

cul

tura

l gro

ups

• de

scrib

e so

me

cust

oms

of

diffe

rent

cul

tura

l gro

ups

• C

usto

ms

of d

iffer

ent c

ultu

ral

grou

ps:

- C

rouc

hing

-

Kne

elin

g

- K

usum

ana

- K

upfu

nda

tsiv

a -

Kut

yora

muz

ura/

uk

uviy

oca

• C

ultu

ral g

roup

s:

- S

hona

, Che

wa,

Nya

nja,

S

hang

ani,

Nde

bele

, V

enda

, Sot

ho, K

alan

ga,

Nam

bya,

Ton

ga

• Li

stin

g so

me

cust

oms

of

diffe

rent

cul

tura

l gro

ups

• D

iscu

ssin

g so

me

cust

oms

of

diffe

rent

cul

tura

l gro

ups

• D

ram

atis

ing

som

e cu

stom

s of

diff

eren

t eth

nic

grou

ps

• R

ole-

play

ing

som

e cu

stom

s of

diff

eren

t cul

tura

l gro

ups

• IC

T to

ols

• R

esou

rce

pers

on

• P

ictu

res

• R

elat

ed li

tera

ture

IND

IGEN

OU

S M

EDIC

INES

AN

D

REL

ATE

D C

ULT

UR

AL

PRA

CTI

CES

• lis

t som

e in

dige

nous

m

edic

ines

•

desc

ribe

how

som

e in

dige

nous

med

icin

es a

re

used

•

iden

tify

som

e cu

ltura

l pr

actic

es

• de

mon

stra

te s

ome

cultu

ral

prac

tices

•

expl

ain

the

impo

rtanc

e of

co

nser

ving

med

icin

al h

erbs

an

d tre

es

• In

dige

nous

med

icin

es a

nd

cultu

ral p

ract

ices

:

- her

bs a

nd m

edic

inal

tree

s su

ch a

s al

oe,

mur

uman

yam

a/ is

ihaq

a

•

Con

serv

atio

n of

med

icin

al

herb

s an

d tre

es

• S

tatin

g so

me

indi

geno

us

med

icin

es

• E

xpla

inin

g ho

w s

ome

indi

geno

us m

edic

ines

are

us

ed

• D

iscu

ssin

g so

me

cultu

ral

prac

tices

•

Dra

mat

isin

g/ro

le p

layi

ng

som

e cu

ltura

l pra

ctic

es

• C

ondu

ctin

g a

proj

ect o

n co

nser

ving

med

icin

al h

erbs

an

d tre

es

• IC

T to

ols

• R

esou

rce

pers

on

• S

ampl

es o

f her

bs

TOPIC 2: CULTURAL HERITAGE

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:00 PM Page 20

21

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

KEY

CO

NC

EPTS

LE

AR

NIN

G O

BJE

CTI

VES

Lear

ners

sho

uld

be a

ble

to:

UN

IT C

ON

TEN

T SU

GG

ESTE

D L

EAR

NIN

G

AC

TIVI

TIES

AN

D N

OTE

S SU

GG

ESTE

D L

EAR

NIN

G

RES

OU

RC

ES

CH

ILD

REN

’S G

AM

ES

• sta

te s

ome

child

ren’

s ga

mes

th

at c

ultiv

ate

norm

s an

d va

lues

• p

lay

som

e ga

mes

that

inst

ill

norm

s an

d va

lues

• C

hild

ren’

s ga

mes

-

nhod

o/ig

win

i -

tsor

o/in

tsor

o -

pada

• Li

stin

g ch

ildre

n’s

gam

es th

at

culti

vate

nor

ms

and

valu

es

• P

layi

ng g

ames

that

inst

ill

norm

s an

d va

lues

• IC

T to

ols

• R

esou

rce

pers

on

• R

elat

ed li

tera

ture

•

Gam

e to

ols

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:00 PM Page 21

22

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

KEY

CO

NC

EPTS

LE

AR

NIN

G O

BJE

CTI

VES

Lear

ners

sho

uld

be a

ble

to:

UN

IT C

ON

TEN

T SU

GG

ESTE

D L

EAR

NIN

G

AC

TIVI

TIES

AN

D N

OTE

S SU

GG

ESTE

D L

EAR

NIN

G

RES

OU

RC

ES

THE

EAR

LY P

EOPL

E O

F ZI

MB

AB

WE:

-T

HE

KH

OIS

AN

-TH

E B

AN

TU

• na

rrat

e th

e hi

stor

y of

the

early

peo

ple

of Z

imba

bwe

• de

scrib

e th

e w

ay o

f life

of t

he

Kho

isan

and

the

Ban

tu

peop

le

• Th

e K

hois

an p

eopl

e •

Life

of t

he B

antu

•

Iden

tifyi

ng th

e ea

rly p

eopl

e of

Zi

mba

bwe

• E

xpla

inin

g ho

w th

e K

hois

an a

nd

the

Ban

tu li

ved

• Tr

acin

g th

e B

antu

mig

ratio

n

• M

ap

• P

ictu

res

• IC

T to

ols

• R

elat

ed li

tera

ture

CO

NTR

IBU

TIO

N O

F TH

E EA

RLY

PEO

PLE

TO T

HE

ZIM

BA

BW

E H

ERIT

AG

E

• ex

plai

n th

e co

ntrib

utio

n of

the

Ban

tu to

the

natio

nal h

erita

ge •

Con

tribu

tion

of th

e B

antu

to th

e N

atio

nal

Her

itage

: -

Lang

uage

-

Her

itage

site

s -

Tote

ms

- M

edic

inal

val

ue

- E

dibl

e fru

its

• D

iscu

ssin

g th

e co

ntrib

utio

n of

the

Ban

tu to

the

natio

nal h

erita

ge

• V

isiti

ng lo

cal m

onum

ents

and

he

ritag

e si

tes

• H

erita

ge s

ites

• IC

T to

ols

• P

ictu

res

• R

esou

rce

pers

on

• R

elat

ed li

tera

ture

THE

NEE

D F

OR

RU

LES

AN

D L

AW

S

• ex

plai

n th

e ne

ed fo

r rul

es

and

law

s at

hom

e, s

choo

l an

d in

the

com

mun

ity

• co

mpa

re b

y-la

ws

and

natio

nal l

aws

• Th

e ne

ed fo

r rul

es a

nd

law

s at

hom

e, s

choo

l an

d th

e co

mm

unity

•

Loca

l gov

ernm

ent b

y-la

ws

• P

arlia

men

t and

co

untry

law

s

• O

utlin

ing

rule

s an

d la

ws

at h

ome,

sc

hool

and

com

mun

ity

• D

iscu

ssin

g th

e im

porta

nce

of

law

s •

Dis

cuss

ing

urba

n an

d ru

ral

coun

cil b

y-la

ws

• D

escr

ibin

g ho

w la

ws

are

mad

e in

pa

rliam

ent

• IC

T to

ols

• R

esou

rce

pers

on

• R

elat

ed li

tera

ture

•

Pic

ture

s

OB

SER

VIN

G T

HE

LAW

S: T

HE

RO

LE O

F IN

DIV

IDU

ALS

, C

OM

MU

NIT

Y, P

OLI

CE

AN

D T

HE

CO

UR

TS

• ou

tline

the

need

to o

bser

ve

law

s •

iden

tify

som

e of

the

law

s of

Zi

mba

bwe

• Th

e ne

ed to

obs

erve

la

ws:

-

Rol

e of

indi

vidu

als

- C

omm

unity

-

Pol

ice

- C

ourts

• A

naly

sing

the

need

to o

bser

ve

law

s •

List

ing

by-la

ws

and

parli

amen

tary

law

s •

Res

earc

hing

on

the

role

of

indi

vidu

als,

com

mun

ity, p

olic

e an

d co

urts

in m

aint

aini

ng la

w

and

orde

r in

soci

ety

• D

ram

atis

ing

a co

urt s

essi

on

• C

ondu

ctin

g an

edu

catio

nal t

our

to o

bser

ve a

cou

rt se

ssio

n

• IC

T to

ols

• R

esou

rce

pers

on

• R

elat

ed li

tera

ture

•

Pic

ture

s

TOPIC 3: NATIONAL HISTORY, SOVEREIGNTY AND GOVERNANCE

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:00 PM Page 22

23

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

KEY

CO

NC

EPTS

LE

AR

NIN

G O

BJE

CTI

VES

Lear

ners

sho

uld

be a

ble

to:

UN

IT C

ON

TEN

T SU

GG

ESTE

D L

EAR

NIN

G

AC

TIVI

TIES

AN

D N

OTE

S SU

GG

ESTE

D L

EAR

NIN

G

RES

OU

RC

ES

DEV

ELO

PMEN

T O

F IN

DIG

ENO

US

LAW

S •

iden

tify

indi

geno

us la

ws

• st

ate

the

peop

le w

ho p

resi

de

over

diff

eren

t ind

igen

ous

cour

ts

• D

evel

opm

ent o

f in

dige

nous

cou

rts:

- V

illag

e co

urt

- H

eadm

an’s

cou

rt -

Chi

ef’s

cou

rt

• S

tatin

g in

dige

nous

law

s •

Iden

tifyi

ng th

e pe

ople

who

pr

esid

e ov

er d

iffer

ent i

ndig

enou

s co

urts

•

Con

duct

ing

educ

atio

nal t

ours

• IC

T to

ols

• R

esou

rce

pers

on

• R

elat

ed li

tera

ture

NA

TIO

NA

L SC

HO

OL

PLED

GE

• re

cite

the

natio

nal s

choo

l pl

edge

•

expl

ain

the

impo

rtanc

e of

na

tiona

l sch

ool p

ledg

e

• Th

e na

tiona

l sch

ool

pled

ge

• D

iscu

ssin

g th

e na

tiona

l sch

ool

pled

ge

• In

terp

retin

g th

e na

tiona

l sch

ool

pled

ge

• R

elat

ed li

tera

ture

•

Han

dout

s

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:00 PM Page 23

24

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

KEY

CO

NC

EPTS

LE

AR

NIN

G O

BJE

CTI

VES

Lear

ners

sho

uld

be a

ble

to:

UN

IT C

ON

TEN

T SU

GG

ESTE

D L

EAR

NIN

G

AC

TIVI

TIES

AN

D N

OTE

S SU

GG

ESTE

D L

EAR

NIN

G

RES

OU

RC

ES

CH

ILD

REN

’S

ENTI

TLEM

ENTS

/ R

IGH

TS A

ND

R

ESPO

NSI

BIL

ITIE

S

• id

entif

y ch

ildre

n’s

entit

lem

ents

and

re

spon

sibi

litie

s •

desc

ribe

child

ren’

s re

spon

sibi

litie

s

• C

hild

ren’

s en

title

men

ts/ri

ghts

:

- Rig

ht to

edu

catio

n

- Rig

ht to

food

- Rig

ht to

she

lter

- R

ight

to li

fe

• R

espo

nsib

ility

to:

-beh

ave

wel

l

- be

obed

ient

- be

peac

eful

• S

tatin

g ch

ildre

n’s

entit

lem

ents

/ rig

hts

and

resp

onsi

bilit

ies

• D

iscu

ssin

g ch

ildre

n’s

right

/ent

itlem

ents

• C

onst

itutio

n of

Zim

babw

e

• R

elat

ed li

tera

ture

•

ICT

tool

s •

Res

ourc

e pe

rson

CH

ILD

PR

OTE

CTI

ON

•

reco

gnis

e th

e ne

ed fo

r chi

ld

prot

ectio

n ag

ains

t var

ious

fo

rms

of a

buse

•

repo

rt an

y fo

rms

of a

buse

• C

hild

pro

tect

ion

• C

hild

traf

ficki

ng

• E

xpla

inin

g th

e va

rious

form

s of

ch

ild p

rote

ctio

n •

Dis

cuss

ing

way

s of

repo

rting

ab

use

• IC

T to

ols

• R

esou

rce

pers

on

• R

elat

ed li

tera

ture

•

UN

Rig

hts

Cha

rter

• C

onst

itutio

n of

Zim

babw

e SU

BST

AN

CE

AB

USE

• re

cogn

ise

form

s of

sub

stan

ce

abus

e •

anal

yse

effe

cts

of s

ubst

ance

ab

use

• S

ubst

ance

abu

se:

- gl

ue s

niffi

ng

- ab

use

of a

lcoh

olic

su

bsta

nces

• D

iscu

ssin

g fo

rms

of s

ubst

ance

ab

use

• E

xpla

inin

g th

e ef

fect

s of

sub

stan

ce

abus

e •

Sug

gest

ing

way

s of

con

trolli

ng

subs

tanc

e ab

use

• IC

T to

ols

• R

esou

rce

pers

on

• P

ictu

res

• R

elat

ed li

tera

ture

RU

LES

AN

D L

AW

S TH

AT

PRO

TEC

T C

HIL

DR

EN F

RO

M

AB

USE

• id

entif

y ru

les

and

prac

tices

th

at g

over

n hu

man

con

duct

fro

m th

e pa

st

• id

entif

y so

cial

rule

s an

d la

ws

that

pro

tect

chi

ldre

n fro

m

abus

e •

disc

uss

the

rule

s an

d la

ws

that

pro

tect

chi

ldre

n fro

m

abus

e

• R

ules

and

pra

ctic

es

that

gov

ern

hum

an

cond

uct f

rom

the

past

: -

early

mar

riage

-

disc

iplin

e -

child

labo

ur

• R

ules

and

law

s th

at

prot

ect c

hild

ren

from

ab

use

• D

iscu

ssin

g ru

les

and

prac

tices

that

go

vern

hum

an c

ondu

ct fr

om th

e pa

st

• D

istin

guis

hing

bet

wee

n ru

les

and

law

s •

Inte

rpre

ting

the

law

s th

at p

rote

ct

child

ren

from

abu

se

• C

onst

itutio

n of

Zim

babw

e •

Res

ourc

e pe

rson

•

ICT

tool

s

TOPIC 4: ENTITLEMENTS/RIGHTS AND

RESPONSIBILITIES

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:00 PM Page 24

25

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

KEY

CO

NC

EPTS

LE

AR

NIN

G O

BJE

CTI

VES

Lear

ners

sho

uld

be a

ble

to:

UN

IT C

ON

TEN

T SU

GG

ESTE

D L

EAR

NIN

G

AC

TIVI

TIES

AN

D N

OTE

S SU

GG

ESTE

D L

EAR

NIN

G

RES

OU

RC

ES

IND

IGEN

OU

S FO

RM

S O

F SH

ELTE

R

id

entif

y in

dige

nous

form

s of

sh

elte

r in

the

past

and

pr

esen

t

In

dige

nous

form

s of

sh

elte

r

D

iscu

ssin

g in

dige

nous

form

s of

sh

elte

r in

the

past

and

pre

sent

Dra

win

g in

dige

nous

form

s of

sh

elte

r in

the

past

and

pre

sent

Con

duct

ing

educ

atio

nal t

ours

IC

T to

ols

Pi

ctur

es

R

elat

ed li

tera

ture

SHEL

TER

IN O

THER

C

OU

NTR

IES

id

entif

y sh

elte

r in

othe

r co

untri

es

Sh

elte

r in

othe

r co

untri

es s

uch

as

-iglo

os

-pyr

amid

s

Li

stin

g sh

elte

r in

othe

r cou

ntrie

s

Dra

win

g of

she

lter i

n ot

her

coun

tries

IC

T to

ols

Pi

ctur

es

R

elat

ed li

tera

ture

MAT

ERIA

LS U

SED

TO

M

AKE

SHEL

TER

cl

assi

fy m

ater

ials

use

d to

m

ake

shel

ter

M

ater

ials

use

d to

m

ake:

-

clas

sic

shel

ter

- co

ntem

pora

ry s

helte

r

D

iscu

ssin

g va

rious

mat

eria

ls u

sed

to m

ake

diffe

rent

she

lters

Mou

ldin

g va

rious

form

s of

she

lter

En

gagi

ng in

pro

ject

wor

k

Res

earc

hing

on

type

s of

she

lter

IC

T to

ols

Pi

ctur

es

M

ater

ials

Rel

ated

lite

ratu

re

TYPE

S O

F SH

ELTE

R

AC

CO

RD

ING

TO

G

EOG

RA

PHIC

AL

AR

EAS

id

entif

y fa

ctor

s th

at in

fluen

ce

loca

tion

of s

helte

r

Shel

ter a

nd

geog

raph

ical

fact

ors:

-

wea

ther

-

soil

type

-

mat

eria

ls a

vaila

ble

O

bser

ving

type

s of

she

lter i

n th

eir

area

s an

d el

sew

here

Com

parin

g an

d co

ntra

stin

g th

e ty

pes

of s

helte

r

Dra

win

g di

ffere

nt ty

pes

of s

helte

r fo

und

in d

iffer

ent a

reas

Mou

ldin

g di

ffere

nt ty

pes

of s

helte

r

IC

T to

ols

Pi

ctur

es

M

odel

s

Rel

ated

lite

ratu

re

TOPIC 5: SHELTER

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:00 PM Page 25

26

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

K

EY C

ON

CEP

TS

LEA

RN

ING

OB

JEC

TIVE

S Le

arne

rs s

houl

d be

abl

e to

: U

NIT

CO

NTE

NT

SUG

GES

TED

LEA

RN

ING

A

CTI

VITI

ES A

ND

NO

TES

SUG

GES

TED

LEA

RN

ING

R

ESO

UR

CES

LO

CA

L SO

CIA

L SE

RVI

CE

PRO

VID

ERS

• id

entif

y lo

cal s

ocia

l ser

vice

pr

ovid

ers

• Lo

cal s

ocia

l ser

vice

pr

ovid

ers:

-

Cou

ncil

- Zu

nde

ram

ambo

/ is

ipha

la s

enko

si

- O

rpha

nage

s -

Chu

rche

s

• Li

stin

g lo

cal s

ocia

l ser

vice

pr

ovid

ers

• S

tatin

g th

e ty

pe o

f ser

vice

s pr

ovid

ed b

y th

e lo

cal s

ocia

l ser

vice

pr

ovid

ers

• R

esea

rchi

ng o

n so

cial

ser

vice

s be

ing

prov

ided

in th

e co

mm

uniti

es

• IC

T to

ols

• R

esou

rce

pers

on

• P

ictu

res

•

Rel

ated

lite

ratu

re

FUN

CTI

ON

S O

F LO

CA

L SO

CIA

L SE

RVI

CE

PRO

VID

ERS

• st

ate

func

tions

of l

ocal

soc

ial

serv

ice

prov

ider

s •

desc

ribe

the

serv

ices

offe

red

by v

ario

us s

ocia

l ser

vice

pr

ovid

ers

• Fu

nctio

ns o

f loc

al

soci

al s

ervi

ce

prov

ider

s

• D

iscu

ssin

g se

rvic

es p

rovi

ded

by

loca

l soc

ial i

nstit

utio

ns

• M

atch

ing

serv

ices

with

thei

r se

rvic

e pr

ovid

ers

• C

ondu

ctin

g ed

ucat

iona

l tou

rs

• IC

T to

ols

• R

esou

rce

pers

on

• P

ictu

res

• R

elat

ed li

tera

ture

TOPIC 6: SOCIAL SERVICES AND VOLUNTEERISM

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:00 PM Page 26

27

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

K

EY C

ON

CEP

TS

LEA

RN

ING

OB

JEC

TIVE

S Le

arne

rs s

houl

d be

abl

e to

: U

NIT

CO

NTE

NT

SUG

GES

TED

LEA

RN

ING

AC

TIVI

TIES

A

ND

NO

TES

SUG

GES

TED

LE

AR

NIN

G

RES

OU

RC

ES

CO

NSE

RVA

TIO

N O

F N

ATU

RA

L R

ESO

UR

CES

•

expl

ain

sust

aina

ble

met

hods

of

con

serv

ing

the

natu

ral

reso

urce

s

• M

etho

ds o

f con

serv

ing

natu

ral r

esou

rces

: - t

ree

plan

ting

- wat

er h

arve

stin

g - l

and

recl

amat

ion

• D

iscu

ssin

g m

etho

ds o

f con

serv

ing

natu

ral r

esou

rces

•

Rec

laim

ing

gulli

es

• P

lant

ing

gras

s an

d tre

es in

the

scho

ol

• Th

e im

med

iate

en

viro

nmen

t •

Gar

den

tool

s •

ICT

tool

s •

Rel

ated

lite

ratu

re

IND

IGEN

OU

S M

ETH

OD

S O

F M

AN

UFA

CTU

RIN

G

GO

OD

S

• lis

t ind

igen

ous

met

hods

of

man

ufac

turin

g go

ods

• de

scrib

e in

dige

nous

met

hods

of

man

ufac

turin

g go

ods

• M

etho

ds o

f m

anuf

actu

ring

good

s:

- wel

ding

- p

ound

ing/

ukug

iga

- grin

ding

- c

arvi

ng

- scu

lptu

ring

- mou

ldin

g - w

eavi

ng

• Id

entif

ying

indi

geno

us m

etho

ds o

f m

anuf

actu

ring

good

s •

Obs

ervi

ng p

roce

sses

of m

anuf

actu

ring

good

s •

Dem

onst

ratin

g pr

oces

ses

of

man

ufac

turin

g go

ods

• A

naly

sing

pro

cess

es o

f man

ufac

turin

g go

ods

• IC

T to

ols

• O

bjec

ts

• R

esou

rce

pers

on

• Th

e en

viro

nmen

t •

Pic

ture

s •

Rel

ated

lite

ratu

re

TYPE

S O

F IN

DU

STR

IES

• de

scrib

e ty

pes

of in

dust

ries

in th

e co

untry

•

trace

the

deve

lopm

ent o

f in

dust

ries

in Z

imba

bwe

• Ty

pes

of in

dust

ries:

- p

rimar

y - s

econ

dary

- t

ertia

ry

• C

lass

ifyin

g in

dust

ries

• E

xpla

inin

g th

e va

rious

act

iviti

es o

f in

dust

ries

• D

escr

ibin

g th

e de

velo

pmen

t of

indu

strie

s in

Zim

babw

e •

Con

duct

ing

educ

atio

nal t

ours

• IC

T to

ols

• P

ictu

res

• In

dust

ries

•

Rel

ated

lite

ratu

re

BA

RTE

R T

RA

DE

• ex

plai

n ba

rter t

rade

•

give

exa

mpl

es o

f bar

ter t

rade

•

Bar

ter t

rade

• D

escr

ibin

g ba

rter t

rade

•

Dis

cuss

ing

wha

t may

influ

ence

bar

ter

trade

•

Dra

mat

isin

g ba

rter t

rade

•

Dis

cuss

ing

the

adva

ntag

es a

nd

disa

dvan

tage

s of

bar

ter t

rade

• IC

T to

ols

• P

ictu

res

•

Rel

ated

lite

ratu

re

TOPIC 7: NATURAL HERITAGE: PRODUCTION,

DISTRIBUTION AND CONSUMPTION OF GOODS AND SERVICES

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:00 PM Page 27

28

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

KEY

CO

NC

EPTS

LE

AR

NIN

G O

BJE

CTI

VES

Lear

ners

sho

uld

be a

ble

to:

UN

IT C

ON

TEN

T SU

GG

ESTE

D L

EAR

NIN

G A

CTI

VITI

ES

AN

D N

OTE

S SU

GG

ESTE

D

LEA

RN

ING

R

ESO

UR

CES

TH

E IN

CR

EASI

NG

NEE

D

FOR

TR

AN

SPO

RT

• lis

t pro

blem

s fo

r the

in

crea

sing

nee

d fo

r tra

nspo

rt •

sugg

est s

ome

poss

ible

so

lutio

ns to

tran

spor

t pr

oble

ms

• In

crea

sing

nee

d fo

r tra

nspo

rt:

- adv

anta

ges

- dis

adva

ntag

es

• S

olut

ions

to tr

ansp

ort

prob

lem

s

• D

iscu

ssin

g ad

vant

ages

and

di

sadv

anta

ges

aris

ing

from

the

incr

easi

ng n

eed

for t

rans

port

• S

ugge

stin

g so

lutio

ns to

eas

e tra

nspo

rt pr

oble

ms

• D

iscu

ssin

g tra

nspo

rt sa

fety

rule

s

• IC

T to

ols

• R

oad

sign

s •

Rel

ated

lite

ratu

re

• R

esou

rce

pers

on

MA

JOR

RO

AD

S A

ND

R

AIL

S IN

ZIM

BA

BW

E •

iden

tify

maj

or ro

ads

in

Zim

babw

e •

inte

rpre

t roa

d an

d ra

il m

aps

• R

oad

and

rail

netw

orks

•

Exp

lain

ing

how

road

and

rail

netw

orks

co

nnec

t pla

ces

• D

raw

ing

a m

ap o

f Zim

babw

e sh

owin

g m

ajor

road

s an

d ra

il ne

twor

ks

• IC

T to

ols

• M

ap o

f Zim

babw

e •

Res

ourc

e pe

rson

•

Rel

ated

lite

ratu

re

PUB

LIC

AN

D P

RIV

ATE

FO

RM

S O

F TR

AN

SPO

RT

AN

D C

OM

MU

NIC

ATI

ON

• di

stin

guis

h be

twee

n pu

blic

an

d pr

ivat

e fo

rms

of

trans

port

•

com

pare

pub

lic a

nd p

rivat

e fo

rms

of c

omm

unic

atio

n

• P

ublic

and

priv

ate

form

s of

tran

spor

t •

Pub

lic a

nd p

rivat

e fo

rms

of

com

mun

icat

ion

• E

xpla

inin

g di

ffere

nt fo

rms

of tr

ansp

ort

and

com

mun

icat

ion

• D

iscu

ssin

g pu

blic

and

priv

ate

form

s of

tra

nspo

rt an

d co

mm

unic

atio

n

• IC

T to

ols

• P

ictu

res

• M

eans

of t

rans

port

• R

elat

ed li

tera

ture

RO

AD

SA

FETY

•

iden

tify

road

sig

ns a

nd

sign

als

•

inte

rpre

t roa

d si

gns

and

sign

als

• R

oad

safe

ty:

• - r

oad

sign

s an

d si

gnal

s

• D

raw

ing

road

sig

ns a

nd s

igna

ls

• D

iscu

ssin

g rig

ht a

nd w

rong

beh

avio

ur

on th

e ro

ad

• H

ighw

ay c

ode

• P

ictu

res

• IC

T to

ols

• R

esou

rce

pers

on

TOPIC 8: TRANSPORT AND COMMUNICATION

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:00 PM Page 28

29

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

K

EY C

ON

CEP

TS

LEA

RN

ING

OB

JEC

TIVE

S Le

arne

rs s

houl

d be

abl

e to

: U

NIT

CO

NTE

NT

SUG

GES

TED

LEA

RN

ING

AC

TIVI

TIES

AN

D

NO

TES

SUG

GES

TED

LE

AR

NIN

G

RES

OU

RC

ES

REA

SON

S FO

R W

OR

K

• ou

tline

the

impo

rtanc

e of

w

ork

• R

easo

ns fo

r wor

k •

Dis

cuss

ing

the

valu

e an

d im

porta

nce

of

wor

k •

Eng

agin

g in

som

e ho

useh

old

chor

es

• IC

T to

ols

• R

esou

rce

pers

on

• H

ouse

hold

tool

s •

Rel

ated

lite

ratu

re

SPO

RT

AN

D A

RTS

AS

A

FOR

M O

F W

OR

K

• id

entif

y ca

reer

s in

spo

rt an

d ar

ts

• S

port

and

arts

as

a fo

rm o

f wor

k •

Vis

ual a

nd

perfo

rmin

g ar

ts

• D

iscu

ssin

g di

ffere

nt c

aree

rs in

spo

rt an

d ar

ts

• C

olle

ctin

g pi

ctur

es o

f spo

rt an

d ar

ts

cele

briti

es in

Zim

babw

e an

d ot

her

coun

tries

•

Par

ticip

atin

g in

vis

ual a

nd p

erfo

rmin

g ar

ts

• IC

T to

ols

• P

ictu

res

• A

rt ga

llery

•

Res

ourc

e pe

rson

•

Rec

reat

iona

l fac

ilitie

s

VISU

AL

AN

D

PER

FOR

MIN

G A

RTS

AS

A F

OR

M O

F LE

ISU

RE

• st

ate

leis

ure

activ

ities

in

volv

ing

visu

al a

nd

perfo

rmin

g ar

ts in

the

com

mun

ity

• R

ecre

atio

n an

d le

isur

e

• N

amin

g vi

sual

per

form

ing

arts

faci

litie

s •

Pla

ying

cla

ssic

and

con

tem

pora

ry g

ames

•

Dis

play

ing

visu

al a

nd p

erfo

rmin

g ar

ts

activ

ities

• IC

T to

ols

• R

esou

rce

pers

on

• R

elat

ed li

tera

ture

RES

PON

SIB

LE U

SE O

F LE

ISU

RE

TIM

E •

diffe

rent

iate

bet

wee

n ap

prop

riate

and

in

appr

opria

te le

isur

e ac

tiviti

es

• R

espo

nsib

le u

se o

f le

isur

e tim

e •

Dis

cuss

ing

appr

opria

te a

nd in

appr

opria

te

leis

ure

activ

ities

•

Dis

tingu

ishi

ng b

etw

een

appr

opria

te a

nd

inap

prop

riate

leis

ure

activ

ities

• IC

T to

ols

• R

esou

rce

pers

on

• R

elat

ed li

tera

ture

TOPI

C 1

0: G

LOB

AL

ISSU

ES

K

EY C

ON

CEP

TS

LEA

RN

ING

OB

JEC

TIVE

S Le

arne

rs s

houl

d be

abl

e to

: U

NIT

CO

NTE

NT

SUG

GES

TED

LEA

RN

ING

A

CTI

VITI

ES A

ND

NO

TES

SUG

GES

TED

LEA

RN

ING

R

ESO

UR

CES

EN

VIR

ON

MEN

TAL

CO

NSE

RVA

TIO

N

• id

entif

y na

tura

l res

ourc

es

• di

scus

s th

e ne

ed to

co

nser

ve n

atur

al re

sour

ces

• E

nviro

nmen

tal

cons

erva

tion

of

natu

ral r

esou

rces

: - l

and

- ani

mal

s - w

ater

- v

eget

atio

n

• Li

stin

g na

tura

l res

ourc

es

• E

xpla

inin

g w

ays

of

cons

ervi

ng n

atur

al

reso

urce

s •

Con

duct

ing

proj

ects

on

cons

ervi

ng n

atur

al

reso

urce

s

• IC

T to

ols

• E

nviro

nmen

t •

Pic

ture

s

• R

elat

ed li

tera

ture

TOPIC 9: WORK AND LEISURE

Note: Safety at work and during leisure time

Note: Safety at work and during leisure time

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:00 PM Page 29

30

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

KEY

CO

NC

EPT

LEA

RN

ING

OB

JEC

TIVE

S Le

arne

rs s

houl

d be

abl

e to

: U

NIT

CO

NTE

NT

SUG

GES

TED

LEA

RN

ING

AC

TIVI

TIES

A

ND

NO

TES

SUG

GES

TED

LE

AR

NIN

G

RES

OU

RC

ES

TYPE

S O

F FA

MIL

Y

• Id

entif

y re

spon

sibi

litie

s of

-

pare

nts

- ch

ildre

n

• Ty

pes

of fa

mily

: -n

ucle

ar

-mon

ogam

ous

-pol

ygam

ous

-chi

ld h

eade

d -s

ingl

e pa

rent

• Ta

lkin

g ab

out t

heir

own

fam

ilies

•

Des

crib

ing

type

s of

fam

ilies

•

Dra

mat

isin

g ex

perie

nces

in e

ach

type

of

fam

ily

• P

ictu

res

• R

esou

rce

pers

on

• R

elat

ed li

tera

ture

•

ICT

tool

s

FAM

ILY

AN

D

SUR

RO

UN

DIN

G

CO

MM

UN

ITY

• id

entif

y ro

les

of th

e fa

mily

in th

e co

mm

unity

•

stat

e th

e in

stitu

tions

in th

eir

com

mun

ity

• R

elat

ions

bet

wee

n /a

mon

g fa

mili

es in

rura

l, ur

ban,

farm

s an

d m

ines

•

Rol

es o

f fam

ily m

embe

rs in

th

e co

mm

unity

•

Rol

es o

f ins

titut

ions

in th

e co

mm

unity

• D

iscu

ssin

g ro

les

of fa

mily

mem

bers

in

the

com

mun

ity

• R

ole

play

ing

func

tions

of i

nstit

utio

ns in

a

com

mun

ity s

et u

p

• M

aps

• IC

T to

ols

• R

esou

rce

pers

on

• P

ictu

res

•

Rel

ated

lite

ratu

re

HU

MA

N M

IGR

ATI

ON

• ex

plai

n m

igra

tion

• lis

t rea

sons

for m

igra

tion

• de

scrib

e ef

fect

s of

mig

ratio

n •

iden

tify

solu

tions

to m

igra

tion

• M

igra

tion

• Ty

pes

of m

igra

tion

• C

ause

s of

mig

ratio

n •

Effe

cts

of m

igra

tion

• S

olut

ions

to m

igra

tion

• D

escr

ibin

g m

igra

tion

• D

iscu

ssin

g ca

uses

and

effe

cts

of

mig

ratio

n •

Sug

gest

ing

solu

tions

to m

igra

tion

• M

aps

•

Pic

ture

s

• IC

T to

ols

CO

NFL

ICT

MA

NA

GEM

ENT

AT

FAM

ILY,

SC

HO

OL

AN

D C

OM

MU

NIT

Y LE

VEL

• de

fine

conf

lict

• id

entif

y th

e ca

uses

and

effe

cts

of c

onfli

ct a

t hom

e, s

choo

l and

co

mm

unity

•

desc

ribe

vario

us w

ays

of

solv

ing

conf

licts

at h

ome,

in

scho

ol a

nd a

t com

mun

ity le

vel

• E

ffect

s of

con

flict

s at

hom

e,

scho

ol a

nd c

omm

unity

leve

l •

Way

s of

reso

lvin

g co

nflic

ts:

- com

mun

icat

ion

- rep

ortin

g pr

oced

ures

to b

e

take

n at

sch

ool

• E

xpla

inin

g co

nflic

t •

Dis

cuss

ing

caus

es a

nd e

ffect

s of

con

flict

at

fam

ily, s

choo

l and

com

mun

ity le

vel

• R

ole

play

ing

way

s of

reso

lvin

g co

nflic

ts

at h

ome,

sch

ool a

nd c

omm

unity

leve

l th

roug

h dr

ama,

mus

ic a

nd p

oetry

• C

ase

stud

ies

• V

ideo

s •

Res

ourc

e pe

rson

•

Rel

ated

lite

ratu

re

• IC

T to

ols

LAN

GU

AG

ES A

ND

C

ULT

UR

ES IN

ZI

MB

AB

WE

• id

entif

y la

ngua

ges

spok

en in

Zi

mba

bwe

• lis

t var

ious

cul

tura

l pra

ctic

es

foun

d in

Zim

babw

e

• La

ngua

ges

in Z

imba

bwe:

In

dige

nous

and

fore

ign

• V

ario

us c

ultu

ral p

ract

ices

• Lo

catin

g on

a m

ap v

ario

us la

ngua

ges

and

cultu

ral g

roup

s in

Zim

babw

e •

Dra

mat

izin

g va

rious

cul

tura

l pra

ctic

es in

Zi

mba

bwe

• C

arry

ing

out p

roje

cts

on v

ario

us c

ultu

ral

prac

tices

in Z

imba

bwe

• M

ap

• R

esou

rce

pers

on

• N

ewsp

aper

s an

d m

agaz

ines

•

ICT

tool

s •

Rel

ated

lite

ratu

re

GRADE 5

TOPIC 1: IDENTITY: FAMILY HISTORY AND LOCAL HERITAGE

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:00 PM Page 30

31

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

K

EY C

ON

CEP

T LE

AR

NIN

G O

BJE

CTI

VES

Lear

ners

sho

uld

be a

ble

to:

UN

IT C

ON

TEN

T SU

GG

ESTE

D L

EAR

NIN

G A

CTI

VITI

ES

AN

D N

OTE

S SU

GG

ESTE

D

LEA

RN

ING

R

ESO

UR

CES

R

ITES

OF

PASS

AG

E FO

R B

OYS

AN

D

GIR

LS

• id

entif

y st

ages

of

hum

an

deve

lopm

ent f

rom

birt

h to

ad

oles

cenc

e •

expl

ain

rites

for e

ach

stag

e

• S

tage

s of

hum

an d

evel

opm

ent

and

rites

ass

ocia

ted

with

- b

irth

- inf

ancy

- a

dole

scen

ce

• E

xpla

inin

g th

e st

ages

of h

uman

de

velo

pmen

t •

Dis

cuss

ing

the

rites

for e

ach

stag

e of

hu

man

dev

elop

men

t

• P

ictu

res

• R

esou

rce

pers

on

• C

harts

•

Rel

ated

lite

ratu

re

• IC

T to

ols

C

OU

RTS

HIP

•

expl

ain

the

role

of

cour

tshi

p in

mar

riage

•

Rol

e of

cou

rtshi

p in

rela

tion

to

mar

riage

•

Est

ablis

hing

rela

tions

hips

•

Cou

nsel

ling

and

guid

ance

• D

iscu

ssin

g th

e ro

le o

f cou

rtshi

p in

m

arria

ge

• D

iscu

ssin

g in

dige

nous

and

mod

ern

way

s of

cou

rtshi

p •

Dis

cuss

ing

heal

thy

boy–

girl

rela

tions

hips

• R

esou

rce

pers

on

• IC

T to

ols

• R

elat

ed li

tera

ture

IND

IGEN

OU

S M

AR

RIA

GE

CU

STO

MS

• de

scrib

e in

dige

nous

and

m

oder

n m

arria

ge p

ract

ices

•

Rel

ated

cer

emon

ies

in o

ur

diffe

rent

cul

tura

l gro

ups

• A

naly

sing

type

s of

mar

riage

ce

rem

onie

s in

Zim

babw

e •

Dra

mat

isin

g m

arria

ge c

erem

onie

s

• IC

T to

ols

• P

ictu

res

• C

ultu

re c

entre

s •

Res

ourc

e pe

rson

M

AR

RIA

GE:

CIV

IL

AN

D C

UST

OM

AR

Y •

iden

tify

type

s of

mar

riage

s •

expl

ain

the

sign

ifica

nce

of

mar

riage

cer

tific

ates

• C

usto

mar

y m

arria

ges

• C

ivil

mar

riage

s •

Sim

ulat

ing

and

dram

atis

ing

diffe

rent

ty

pes

of m

arria

ges

• R

ole

play

ing

diffe

rent

type

s of

m

arria

ges

• D

iscu

ssin

g ad

vant

ages

and

di

sadv

anta

ges

of e

ach

type

of

mar

riage

• R

elat

ed li

tera

ture

•

Pic

ture

s •

ICT

tool

s

TOPIC 2: CULTURAL HERITAGE

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:00 PM Page 31

32

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

KEY

CO

NC

EPTS

LE

AR

NIN

G O

BJE

CTI

VES

Lear

ners

sho

uld

be a

ble

to:

UN

IT C

ON

TEN

T SU

GG

ESTE

D L

EAR

NIN

G A

CTI

VITI

ES A

ND

N

OTE

S SU

GG

ESTE

D L

EAR

NIN

G

RES

OU

RC

ES

THE

PRE-

CO

LON

IAL

KIN

GD

OM

S •

iden

tify

the

pre-

colo

nial

st

ates

•

desc

ribe

the

soci

al, p

oliti

cal

and

econ

omic

life

in p

re-

colo

nial

era

• P

re-c

olon

ial s

tate

s:

-Gre

at Z

imba

bwe

- Mut

apa

stat

e - R

ozvi

sta

te

- Nde

bele

sta

te

• H

ow th

e ru

lers

inte

ract

ed

with

thei

r sub

ject

s

• Li

stin

g pr

e-co

loni

al s

tate

s •

Dis

cuss

ing

the

soci

al, p

oliti

cal a

nd

econ

omic

life

of t

he p

eopl

e in

pre

-col

onia

l er

a •

Col

lect

ing

and

prof

iling

pic

ture

s de

pict

ing

the

soci

al, p

oliti

cal a

nd e

cono

mic

life

of t

he

early

peo

ple

• C

ondu

ctin

g ed

ucat

iona

l tou

rs to

obs

erve

pr

e-co

loni

al h

isto

rical

site

s

• C

aves

•

Hun

ting

tool

s •

Map

s •

Pic

ture

s •

ICT

tool

s •

Rel

ated

lite

ratu

re

• R

esou

rce

pers

on

EFFE

CTS

OF

FIR

ST

CO

NTA

CT

WIT

H

EUR

OPE

AN

S

• de

scrib

e th

e fir

st c

onta

ct

betw

een

Eur

opea

ns a

nd

the

indi

geno

us p

eopl

e •

expl

ain

the

effe

cts

of th

e

first

con

tact

bet

wee

n

Eur

opea

ns a

nd in

dige

nous

pe

ople

• Eur

opea

ns:

-mis

sion

arie

s -h

unte

rs

-min

eral

pro

spec

tors

•

Ear

ly m

issi

onar

ies,

hun

ters

, m

iner

al p

rosp

ecto

rs a

nd

impe

rialis

ts

• Li

stin

g ea

rly m

issi

onar

ies.

Hun

ters

, min

eral

pr

ospe

ctor

s

• D

iscu

ssin

g th

e lif

esty

le c

hang

es b

roug

ht

abou

t by

early

con

tact

s w

ith th

e E

urop

eans

• M

useu

ms

• H

untin

g to

ols

• pi

ctur

es

• IC

T to

ols

• R

elat

ed li

tera

ture

DEV

ELO

PMEN

T O

F IN

DIG

ENO

US

LAW

S •

outli

ne th

e de

velo

pmen

t of

indi

geno

us la

ws

• H

isto

rical

dev

elop

men

t of

law

s:

- ind

igen

ous

law

s - c

omm

unity

cou

rt -

chie

f’s c

ourt/

dare

/idal

e

• R

esea

rchi

ng th

e hi

stor

ical

dev

elop

men

t of

law

s •

Dis

cuss

ing

indi

geno

us la

ws,

com

mun

ity

cour

t and

act

iviti

es a

t the

chi

ef’s

cou

rt •

Edu

catio

nal t

ours

to c

ourts

• P

ictu

res

• P

amph

lets

•

Res

ourc

e pe

rson

•

Con

stitu

tion

of Z

imba

bwe

• R

elat

ed li

tera

ture

•

ICT

tool

s R

OLE

S O

F VI

LLA

GE

HEA

D, H

EAD

MA

N,

CH

IEF

AN

D

CO

UN

CIL

LOR

• Id

entif

y th

e ro

les

of

com

mun

ity le

ader

s at

loca

l le

vel

• R

oles

of:

villa

ge h

ead,

he

adm

an, c

hief

and

co

unci

llor

-pre

sidi

ng o

ver c

ivil

case

s -p

roje

ct in

itiat

ors

-impl

emen

ters

-m

anag

ers

• D

iscu

ssin

g th

e ro

les

of v

illag

e he

ad,

head

man

, chi

efs

and

coun

cillo

rs g

ivin

g ex

ampl

es

• R

ole-

play

ing

proc

eedi

ngs

at th

e ch

ief’s

co

urt

• P

ictu

res

• IC

T to

ols

• P

amph

lets

•

Res

ourc

es p

erso

n •

Con

stitu

tion

of Z

imba

bwe

• R

elat

ed li

tera

ture

LO

CA

L G

OVE

RM

ENT

• Id

entif

y lo

cal g

over

nmen

ts

• E

xpla

in th

e fu

nctio

ns o

f lo

cal g

over

nmen

t

• Ty

pes

of lo

cal g

over

nmen

t un

its

- Urb

an c

ounc

ils

- Rur

al c

ounc

ils

- Met

ropo

litan

pro

vinc

es

• Fu

nctio

ns o

f loc

al

gove

rnm

ent

• D

iscu

ssin

g lo

cal a

utho

ritie

s •

Des

crib

ing

the

func

tions

of l

ocal

go

vern

men

t aut

horit

ies

•

Illus

tratin

g lo

cal g

over

nmen

t stru

ctur

es

• P

ictu

res

• P

amph

lets

•

Res

ourc

e pe

rson

•

Con

stitu

tion

of Z

imba

bwe

• R

elat

ed li

tera

ture

•

ICT

tool

s

TOPIC 3: NATIONAL HISTORY, SOVEREIGNTY AND GOVERNANCE

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:00 PM Page 32

33

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

38

K

EY C

ON

CEP

T LE

AR

NIN

G O

BJE

CTI

VES

Lear

ners

sho

uld

be a

ble

to:

UN

IT C

ON

TEN

T SU

GG

ESTE

D L

EAR

NIN

G A

CTI

VITI

ES A

ND

N

OTE

S SU

GG

ESTE

D

LEA

RN

ING

R

ESO

UR

CES

EN

TITL

EMEN

TS/R

IGH

TS A

ND

R

ESPO

NSI

BIL

ITIE

S O

F TH

E C

HIL

D

• ou

tline

bas

ic

entit

lem

ents

/righ

ts a

nd

resp

onsi

bilit

ies

of th

e ch

ild

• B

asic

ent

itlem

ents

/righ

ts

and

resp

onsi

bilit

ies

of th

e ch

ild

• Id

entif

ying

the

entit

lem

ents

/righ

ts a

nd

resp

onsi

bilit

ies

of th

e ch

ild

• D

iscu

ssin

g th

e im

porta

nce

of

entit

lem

ents

/righ

ts a

nd re

spon

sibi

litie

s of

th

e ch

ild

• U

N C

onve

ntio

n •

Afri

can

Cha

rter

• IC

T to

ols

• C

onst

itutio

n of

Zi

mba

bwe

• R

elat

ed li

tera

ture

C

ITIZ

ENSH

IP

• de

fine

citiz

ensh

ip

• ou

tline

diff

eren

t typ

es o

f ci

tizen

ship

•

iden

tify

qual

ities

of a

go

od c

itize

n •

dem

onst

rate

attr

ibut

es o

f pa

triot

ism

• C

itize

nshi

p •

Type

s of

citi

zens

hip:

-

birth

-

desc

ent

- or

igin

-

mar

riage

-

regi

stra

tion

• P

atrio

tism

• E

xpla

inin

g ty

pes

of c

itize

nshi

p •

Des

crib

ing

docu

men

ts w

hich

sho

w o

ne’s

ci

tizen

ship

•

Par

ticip

atin

g in

com

mun

ity a

ctiv

ities

•

Dis

cuss

ing

the

qual

ities

of a

goo

d ci

tizen

•

Par

ticip

atin

g in

nat

iona

l eve

nts

and

activ

ities

• IC

T to

ols

• R

elat

ed li

tera

ture

•

Con

stitu

tion

of

Zim

babw

e

RIG

HTS

AN

D

RES

PON

SIB

ILIT

IES

OF

A C

ITIZ

EN IN

ZI

MB

AB

WE

• st

ate

right

s an

d re

spon

sibi

litie

s of

citi

zens

•

dist

ingu

ish

betw

een

right

s an

d re

spon

sibi

litie

s •

iden

tify

limita

tions

to

right

s an

d re

spon

sibi

litie

s

• R

ight

s an

d re

spon

sibi

litie

s of

citi

zens

•

Diff

eren

ces

betw

een

right

s an

d re

spon

sibi

litie

s •

Lim

itatio

ns to

citi

zen’

s rig

hts

and

phys

ical

resp

onsi

bilit

ies

• Li

stin

g rig

hts

and

resp

onsi

bilit

ies

of

citiz

ens

• E

xpla

inin

g th

e di

ffere

nce

betw

een

right

s an

d re

spon

sibi

litie

s •

Dra

mat

isin

g rig

hts

and

resp

onsi

bilit

ies

of

citiz

ens

• IC

T to

ols

• R

elat

ed li

tera

ture

•

Con

stitu

tion

of

Zim

babw

e

AB

USE

OF

CH

ILD

REN

, W

OM

EN A

ND

MEN

•

desc

ribe

gend

er b

ased

pr

otec

tion

•

expl

ain

form

s of

abu

se

• Fo

rms

of g

ende

r bas

ed

prot

ectio

n

• Fo

rms

of a

buse

suc

h as

ph

ysic

al, s

exua

l, ve

rbal

and

ph

ysic

al a

ssau

lt

• E

xpla

inin

g th

e m

eani

ng o

f gen

der b

ased

pr

otec

tion

•

List

ing

form

s of

abu

se

• C

lass

ifyin

g fo

rms

of a

buse

•

Rep

ortin

g ab

use

• P

ictu

res

• R

elat

ed li

tera

ture

•

ICT

tool

s •

Con

stitu

tion

of

Zim

babw

e

TOPIC 4: ENTITLEMENTS/RIGHTS AND RESPONSIBILITIES

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:00 PM Page 33

34

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

KEY

CO

NC

EPT

LEA

RN

ING

OB

JEC

TIVE

S Le

arne

rs s

houl

d be

abl

e to

:

UN

IT C

ON

TEN

T SU

GG

ESTE

D L

EAR

NIN

G A

CTI

VITI

ES A

ND

N

OTE

S SU

GG

ESTE

D

LEA

RN

ING

R

ESO

UR

CES

G

END

ER B

ASE

D

PRO

TEC

TIO

N

• de

scrib

e ge

nder

bas

ed

prot

ectio

n la

ws

•

expl

ain

form

s of

gen

der

base

d pr

otec

tion

• Fo

rms

of g

ende

r bas

ed

law

s:

-pea

ce o

rder

-C

ED

AW

•

Form

s of

gen

der b

ased

vi

olen

ce:

- sex

ual a

buse

- s

exua

l ass

ault

-dom

estic

vio

lenc

e - r

ape

- hum

an tr

affic

king

• E

xpla

inin

g th

e m

eani

ng o

f gen

der b

ased

pr

otec

tion

and

gend

er b

ased

vio

lenc

e •

Dis

cuss

ing

way

s of

pro

tect

ing

ones

elf

agai

nst g

ende

r bas

ed v

iole

nce

• R

epor

ting

gend

er b

ased

vio

lenc

e

• P

ictu

res

• R

elat

ed li

tera

ture

•

ICT

tool

s •

Con

stitu

tion

of

Zim

babw

e

RO

LE O

F TH

E PO

LIC

E •

desc

ribe

the

role

s of

the

polic

e •

Rol

e of

the

polic

e -m

anni

ng ro

adbl

ocks

-a

rres

ting

offe

nder

s -m

aint

aini

ng o

rder

-p

rote

ctin

g ci

tizen

s -e

duca

ting

citiz

ens

• D

iscu

ssin

g th

e ro

les

of th

e po

lice

• A

naly

sing

the

need

to o

bser

ve la

ws

• D

ram

atis

ing

a po

lice

and

crim

inal

sce

nario

• R

esou

rce

pers

on

• P

ictu

res

•

ICT

tool

s •

Rel

ated

lite

ratu

re

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:00 PM Page 34

35

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

KEY

CO

NC

EPT

LEA

RN

ING

OB

JEC

TIVE

S Le

arne

rs s

houl

d be

abl

e to

:

UN

IT C

ON

TEN

T SU

GG

ESTE

D L

EAR

NIN

G A

CTI

VITI

ES

AN

D N

OTE

S SU

GG

ESTE

D L

EAR

NIN

G

RES

OU

RC

ES

SHEL

TER

AN

D

HER

ITA

GE

SITE

S •

loca

te th

e m

ajor

her

itage

si

tes

in Z

imba

bwe

• di

scus

s w

hy h

erita

ge s

ites

are

impo

rtant

to o

ur

hist

ory

and

cultu

re

• S

helte

r and

her

itage

site

s su

ch a

s:

-Gre

at Z

imba

bwe

-Kha

mi

-Dhl

odhl

o - M

ana

Poo

ls

- Mat

onje

ni

- Mat

opos

- N

yang

a m

ount

ains

- C

hirin

da fo

rest

• N

amin

g he

ritag

e si

tes

in Z

imba

bwe

• D

raw

ing

a m

ap o

f Zim

babw

e an

d lo

catin

g th

e he

ritag

e si

tes

• V

isiti

ng h

erita

ge s

ites

near

thei

r sc

hool

s

• C

olle

ctin

g pi

ctur

es o

f her

itage

site

s

• M

aps

• P

ictu

res

• R

elat

ed li

tera

ture

•

ICT

tool

s •

Res

ourc

e pe

rson

HEA

LTH

AN

D

SAFE

TY IN

SH

ELTE

R D

ESIG

NS

• di

scus

s co

nditi

ons

of

heal

th a

nd s

afet

y in

sh

elte

r des

igns

• H

ealth

and

saf

ety

in s

helte

r de

sign

s •

Iden

tifyi

ng h

ealth

con

side

ratio

ns

whe

n co

nstru

ctin

g sh

elte

rs

• D

iscu

ssin

g th

e im

porta

nce

of

heal

th a

nd s

afet

y in

she

lter d

esig

ns

• S

afet

y cl

othe

s su

ch a

s he

lmet

s •

Pic

ture

s •

ICT

tool

s •

Rel

ated

lite

ratu

re

SPEC

IAL

BU

ILD

ING

D

ESIG

NS

IN

DIS

AST

ER P

RO

NE

AR

EAS

• su

gges

t typ

es o

f bui

ldin

gs

suita

ble

for d

isas

ter p

rone

ar

eas

• S

peci

al b

uild

ings

for d

isas

ter

pron

e ar

eas

such

as

Tong

a hu

ts

• D

iscu

ssin

g fe

atur

es o

f spe

cial

bu

ildin

gs s

uita

ble

for d

isas

ter p

rone

ar

eas

• Ill

ustra

ting

spec

ial b

uild

ing

desi

gns

for d

isas

ter p

rone

are

as

• S

afet

y cl

othe

s su

ch a

s gu

mbo

ots

• P

ictu

res

• IC

T to

ols

• R

elat

ed li

tera

ture

TOPIC 5: SHELTER

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:00 PM Page 35

36

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

K

EY C

ON

CEP

TS

LEA

RN

ING

OB

JEC

TIVE

S Le

arne

rs s

houl

d be

abl

e to

: U

NIT

CO

NTE

NT

SUG

GES

TED

LEA

RN

ING

AC

TIVI

TIES

A

ND

NO

TES

SUG

GES

TED

LEA

RN

ING

R

ESO

UR

CES

PR

OM

INEN

T PE

OPL

E A

ND

O

RG

AN

ISA

TIO

NS

INVO

LVED

IN

VOLU

NTA

RY

WO

RK

IN

TH

E PA

ST A

ND

PR

ESEN

T A

T LO

CA

L A

ND

NA

TIO

NA

L LE

VEL

• id

entif

y pr

omin

ent p

eopl

e an

d or

gani

satio

ns in

volv

ed

in v

olun

tary

wor

k in

the

past

an

d pr

esen

t •

desc

ribe

the

cont

ribut

ion

of

prom

inen

t peo

ple

and

orga

nisa

tions

to

bene

ficia

ries

in th

e co

mm

unity

• P

rom

inen

t peo

ple

and

orga

nisa

tions

invo

lved

in

volu

ntar

y w

ork

at lo

cal a

nd

natio

nal l

evel

in th

e pa

st

and

pres

ent s

uch

as

- Jai

ros

Jiri

- Sal

ly M

ugab

e - M

atth

ew R

usik

e - S

t Gile

s - N

GO

s

- Chu

rch

orga

nisa

tions

•

Con

tribu

tion

of p

rom

inen

t pe

ople

and

org

anis

atio

ns

• C

olle

ctin

g pi

ctur

es o

f peo

ple

and

orga

nisa

tions

invo

lved

in v

olun

tary

wor

k •

Dis

cuss

ing

the

role

pla

yed

by p

rom

inen

t pe

ople

in th

e pa

st a

nd p

rese

nt

• E

xpla

inin

g th

e ro

le p

laye

d by

loca

l vo

lunt

ary

orga

nisa

tions

in th

e pa

st a

nd

pres

ent

• P

ictu

res

• R

elat

ed li

tera

ture

•

I CT

tool

s •

Res

ourc

e pe

rson

LOC

AL

VOLU

NTA

RY

OR

GA

NIS

ATI

ON

S TH

AT

EMPO

WER

TH

E VU

LNER

AB

LE A

ND

D

ISA

DVA

NTA

GED

• ex

plai

n ho

w lo

cal v

olun

tary

or

gani

satio

ns e

mpo

wer

co

mm

uniti

es

• de

scrib

e ho

w th

ey c

an

parti

cipa

te in

vol

unta

ry w

ork

• B

enef

icia

ries

in th

e co

mm

unity

suc

h as

- o

rpha

ns

- dis

able

d - t

he e

lder

ly

- the

nee

dy

• V

olun

tary

act

iviti

es s

uch

as

swee

ping

hos

pita

ls, h

elpi

ng

the

elde

rly a

nd p

ublic

pl

aces

• Id

entif

ying

ben

efic

iarie

s in

the

com

mun

ity

• C

olle

ctin

g ne

ws

artic

les

and

pict

ures

of

assi

stan

ce re

nder

ed to

ben

efic

iarie

s

• P

artic

ipat

ing

in v

olun

tary

act

iviti

es

• D

iscu

ssin

g em

pow

erm

ent s

trate

gies

• P

ictu

res

• IC

T to

ols

• R

esou

rce

pers

on

• C

lean

ing

mat

eria

ls

• R

elat

ed li

tera

ture

TOPIC 6: SOCIAL SERVICES AND VOLUNTEERISM

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:00 PM Page 36

37

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

42

K

EY C

ON

CEP

T LE

AR

NIN

G O

BJE

CTI

VES

Lear

ners

sho

uld

be a

ble

to:

UN

IT C

ON

TEN

T SU

GG

ESTE

D L

EAR

NIN

G A

CTI

VITI

ES A

ND

N

OTE

S SU

GG

ESTE

D L

EAR

NIN

G

RES

OU

RC

ES

PRO

DU

CTI

VE

SEC

TOR

S IN

ZI

MB

AB

WE

ide

ntify

pro

duct

ive

sect

ors

des

crib

e ac

tiviti

es in

the

prod

uctiv

e se

ctor

s

Pro

duct

ive

sect

ors:

- a

gric

ultu

re

- min

ing

- fis

hing

- t

ouris

m

- for

estry

- m

anuf

actu

ring

Act

iviti

es in

the

prod

uctiv

e se

ctor

s

- g

row

ing

- har

vest

ing

- pro

cess

ing

- mar

ketin

g

Id

entif

ying

pro

duct

ive

sect

ors

in th

e co

mm

unity

and

cou

ntry

Dra

win

g th

e m

ap o

f Zim

babw

e an

d lo

catin

g m

inin

g ar

eas

D

iscu

ssin

g fa

rmin

g ac

tiviti

es in

the

loca

l co

mm

unity

and

cou

ntry

Dra

win

g th

e m

ap o

f Zim

babw

e an

d lo

catin

g m

ain

farm

ing

regi

ons

To

urin

g an

y lo

cal p

rodu

ctiv

e se

ctor

M

aps

Pi

ctur

es

D

iora

mas

Mod

els

IC

T to

ols

G

ames

Farm

s

Gar

dens

Gre

enho

uses

Min

es

D

ams

BU

DG

ET

INC

OM

E EX

PEN

DIT

UR

E

sta

te s

ourc

es o

f fam

ily

inco

me

lis

t fam

ily e

xpen

ditu

res

c

ompi

le a

fam

ily m

onth

ly

budg

et

Fam

ily in

com

es

Fam

ily e

xpen

ditu

res

B

udge

ting

D

iscu

ssin

g fa

mily

inco

mes

List

ing

pers

onal

and

hom

e ne

eds

expe

nditu

res

D

raw

ing

up a

sim

ple

fam

ily b

udge

t

R

ecei

pts

N

otes

and

coi

ns

IC

T to

ols

Sh

op c

orne

rs

R

elat

ed li

tera

ture

B

AN

KIN

G

sta

te th

e im

porta

nce

of

bank

ing

ide

ntify

diff

eren

t met

hods

of

bank

ing

Im

porta

nce

of b

anki

ng

M

etho

ds o

f ban

king

-

over

the

coun

ter

- e-

bank

ing

Ex

plai

ning

the

impo

rtanc

e of

ban

king

Giv

ing

exam

ples

of b

anki

ng m

etho

ds

To

urin

g lo

cal b

anks

Rol

e pl

ayin

g

Ba

nk c

ards

With

draw

al s

lips

M

obile

pho

nes

C

hequ

es

N

otes

and

coi

ns

R

esou

rce

pers

on

IC

T to

ols

R

elat

ed li

tera

ture

Pic

ture

s

TOPIC 7: NATURAL HERITAGE: PRODUCTION, DISTRIBUTION AND

CONSUMPTION OF GOODS AND SERVICES

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:00 PM Page 37

38

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

KEY

CO

NC

EPTS

S LE

AR

NIN

G O

BJE

CTI

VES

Lear

ners

sho

uld

be a

ble

to:

UN

IT C

ON

TEN

T SU

GG

ESTE

D L

EAR

NIN

G

AC

TIVI

TIES

AN

D N

OTE

S SU

GG

ESTE

D L

EAR

NIN

G

RES

OU

RC

ES

DEV

ELO

PMEN

T O

F TR

AN

SPO

RT

AN

D

CO

MM

UN

ICA

TIO

N

• ou

tline

the

deve

lopm

ent o

f m

eans

of t

rans

port

and

com

mun

icat

ion

• ex

amin

e in

dige

nous

and

m

oder

n m

eans

of t

rans

port

and

com

mun

icat

ion

• ex

plai

n th

e im

porta

nce

of

mod

ern

trans

port

and

com

mun

icat

ion

• D

evel

opm

ent o

f tra

nspo

rt fro

m

whe

el to

spa

ce tr

avel

•

Dev

elop

men

t of c

omm

unic

atio

n fro

m s

mok

e si

gnal

to s

atel

lite

• S

igni

fican

ce o

f mod

erni

sing

co

mm

unic

atio

n •

Impo

rtanc

e of

tran

spor

t and

co

mm

unic

atio

n

• D

iscu

ssin

g th

e de

velo

pmen

t of

trans

port

and

com

mun

icat

ion

• C

ompa

ring

indi

geno

us a

nd

mod

ern

mea

ns o

f tra

nspo

rt •

Com

parin

g in

dige

nous

and

m

oder

n m

eans

of

com

mun

icat

ion

• D

ebat

ing

on tr

ansp

ort a

nd

com

mun

icat

ion

issu

es

• P

ictu

res

• M

odel

s •

Toys

•

Dio

ram

as

• A

utom

obile

s •

ICT

tool

s •

Rel

ated

lite

ratu

re

TRA

NSP

OR

TATI

ON

OF

GO

OD

S

• id

entif

y go

ods

trans

porte

d by

road

, rai

l, ai

r and

sea

•

eval

uate

cur

rent

mod

es o

f tra

nspo

rt

• M

odes

of t

rans

port:

- a

ir - r

oad

- wat

er

- rai

l

• D

iscu

ssin

g go

ods

trans

porte

d by

rail,

road

, air

and

sea

• E

xpla

inin

g w

hy d

iffer

ent g

oods

ar

e tra

nspo

rted

by v

ario

us

mea

ns o

f tra

nspo

rt •

Giv

ing

reas

ons

for c

hoos

ing

a pa

rticu

lar m

ode

of tr

ansp

ort

• P

ictu

res

• M

odel

s •

Toys

•

Dio

ram

as

• A

utom

obile

s

• R

elat

ed li

tera

ture

•

ICT

tool

s R

OA

D P

OR

TS,

SEA

POR

TS A

ND

A

IRPO

RTS

LIN

KED

TO

ZI

MB

AB

WE

• lis

t maj

or r

oad

ports

, se

apor

ts a

nd a

irpor

ts

linke

d to

Zim

babw

e •

loca

te m

ajor

sea

ports

and

ai

rpor

ts o

n a

map

• M

ajor

road

por

ts, s

eapo

rts a

nd

airp

orts

link

ed to

Zim

babw

e •

Tran

spor

t net

wor

k m

aps

• Tr

acin

g ro

ad p

orts

, sea

ports

an

d ai

rpor

ts o

n a

map

•

Nam

ing

road

por

ts, s

eapo

rts

and

airp

orts

link

ed to

Zi

mba

bwe

• To

urin

g ro

ad p

orts

, airp

orts

and

ra

ilway

sta

tions

• M

aps

• P

ictu

res

•

ICT

tool

s •

Rel

ated

lite

ratu

re

RES

PON

SIB

LE U

SE O

F C

OM

MU

NIC

ATI

ON

SY

STEM

S

• Id

entif

y va

rious

co

mm

unic

atio

n sy

stem

s •

desc

ribe

the

appr

opria

te

use

of c

omm

unic

atio

n sy

stem

s

• C

omm

unic

atio

n sy

stem

s

• R

espo

nsib

le u

se o

f co

mm

unic

atio

n sy

stem

s

• D

iscu

ssin

g ad

vant

ages

of

effe

ctiv

e co

mm

unic

atio

n sy

stem

s •

Out

linin

g m

etho

ds o

f red

ucin

g va

ndal

ism

to c

omm

unic

atio

n sy

stem

s •

Dis

cuss

ing

how

to u

se

com

mun

icat

ion

syst

ems

resp

onsi

bly

Not

e: T

each

ers

shou

ld ra

ise

awar

enes

s on

the

poss

ible

da

nger

s of

mod

ern

com

mun

icat

ion

syst

ems

• M

aps

• IC

T to

ols

• M

ass

med

ia

• R

elat

ed li

tera

ture

TOPIC 8: TRANSPORT AND COMMUNICATION

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:00 PM Page 38

39

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

44

KEY

CO

NC

EPT

LEA

RN

ING

OB

JEC

TIVE

S Le

arne

rs s

houl

d be

abl

e to

: U

NIT

CO

NTE

NT

SUG

GES

TED

LEA

RN

ING

AC

TIVI

TIES

A

ND

NO

TES

SUG

GES

TED

LEA

RN

ING

R

ESO

UR

CES

EM

PLO

YMEN

T C

REA

TIO

N IN

ZI

MB

AB

WE

• id

entif

y w

ays

of c

reat

ing

empl

oym

ent i

n Zi

mba

bwe

•

Em

ploy

men

t cre

atio

n in

Zi

mba

bwe

• D

iscu

ssin

g w

ays

of c

reat

ing

empl

oym

ent i

n Zi

mba

bwe

• R

ecre

atio

nal

cent

res/

plac

es

• C

harts

•

Rel

ated

lite

ratu

re

• IC

T to

ols

WO

RK

AN

D L

EISU

RE

IN T

HE

PAST

AN

D

PRES

ENT

• id

entif

y w

ork

and

leis

ure

activ

ities

in th

e pa

st a

nd

pres

ent

• W

ork

and

leis

ure

in th

e pa

st

and

pres

ent

• R

esea

rchi

ng o

n w

ork

and

leis

ure

activ

ities

in th

e pa

st a

nd p

rese

nt

• C

ompa

ring

wor

k an

d le

isur

e ac

tiviti

es in

the

past

and

pre

sent

• P

ictu

res

• M

odel

s •

Res

ourc

e pe

rson

•

Rel

ated

lite

ratu

re

• IC

T to

ols

RES

PON

SIB

LE U

SE

OF

LEIS

UR

E TI

ME

• de

scrib

e ap

prop

riate

le

isur

e ac

tiviti

es

• R

espo

nsib

le u

se o

f lei

sure

tim

e •

Dis

cuss

ing

appr

opria

te le

isur

e ac

tiviti

es

• D

istin

guis

hing

bet

wee

n ap

prop

riate

an

d in

appr

opria

te le

isur

e ac

tiviti

es

• To

urin

g re

crea

tiona

l pla

ces

• Tr

aditi

onal

and

mod

ern

gam

es

• P

ictu

res

• R

ecre

atio

nal p

lace

s

TOPIC 9: WORK AND LEISURE

Note: Safety at work and during leisure time

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:01 PM Page 39

40

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

K

EY C

ON

CEP

T LE

AR

NIN

G O

BJE

CTI

VES

Lear

ners

sho

uld

be a

ble

to:

UN

IT C

ON

TEN

T SU

GG

ESTE

D L

EAR

NIN

G

AC

TIVI

TIES

AN

D N

OTE

S SU

GG

ESTE

D L

EAR

NIN

G

RES

OU

RC

ES

POVE

RTY

• lis

t cau

ses

and

effe

cts

of p

over

ty in

th

e co

mm

unity

•

sugg

est w

ays

of re

duci

ng p

over

ty in

th

e co

mm

unity

• C

ause

s of

pov

erty

•

Effe

cts

of p

over

ty

• W

ays

of re

duci

ng p

over

ty

• D

iscu

ssin

g po

verty

•

Exp

lain

ing

caus

es a

nd e

ffect

s of

pov

erty

•

Dis

cuss

ing

supp

ort a

nd

miti

gato

ry m

easu

res

agai

nst

pove

rty

• P

ictu

res

• IC

T to

ols

• P

oste

rs

• P

amph

lets

•

Rel

ated

lite

ratu

re

HIV

&A

IDS

• di

scus

s ef

fect

s of

HIV

and

AID

S o

n pe

ople

at h

ome,

at s

choo

l and

in th

e co

mm

unity

• E

ffect

s of

HIV

&A

IDS

in th

e co

mm

uniti

es

• D

ram

atis

ing

the

effe

cts

of H

IV

and

AID

S o

n th

e co

mm

unity

•

Dis

cuss

ing

sup

port

and

miti

gatio

n m

easu

res

for H

IV

and

AID

S

• IC

T to

ols

• P

ictu

res

• P

oste

rs

• P

amph

lets

•

Res

ourc

e pe

rson

•

Rel

ated

lite

ratu

re

POLL

UTI

ON

• id

entif

y ty

pes

of p

ollu

tion

• st

ate

effe

cts

of p

ollu

tion

on th

e en

viro

nmen

t

• Ty

pes

of p

ollu

tion

• E

ffect

s of

pol

lutio

n

• D

iscu

ssin

g ty

pes

of p

ollu

tion

• U

nder

taki

ng e

duca

tiona

l tou

rs

arou

nd lo

cal a

rea

•

Inve

stig

atin

g po

llutio

n in

the

envi

ronm

ent.

• S

ugge

stin

g w

ays

of re

duci

ng

pollu

tion

• C

lean

ing

thei

r env

ironm

ent

• C

ondu

ctin

g aw

aren

ess

cam

paig

ns

• IC

T to

ols

• R

elat

ed li

tera

ture

•

Cle

anin

g m

ater

ials

TOPIC 10: GLOBAL ISSUES

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:01 PM Page 40

41

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

KEY

CO

NC

EPTS

LE

AR

NIN

G O

BJE

CTI

VES

Lear

ners

sho

uld

be a

ble

to:

UN

IT C

ON

TEN

T SU

GG

ESTE

D L

EAR

NIN

G A

CTI

VITI

ES

AN

D N

OTE

S SU

GG

ESTE

D L

EAR

NIN

G

RES

OU

RC

ES

CLA

NS

IN

ZIM

BA

BW

E •

iden

tify

clan

s in

Zim

babw

e •

trace

the

orig

ins

of th

eir

resp

ectiv

e cl

ans

• ex

plai

n fa

ctor

s th

at u

nify

pe

ople

of t

he s

ame

clan

• C

lans

in Z

imba

bwe

• O

rigin

•

Uni

fyin

g fa

ctor

s:

- geo

grap

hica

l - t

otem

- s

pirit

ualit

y

• N

amin

g cl

ans

• D

iscu

ssin

g th

e or

igin

s of

thei

r cla

ns

• Lo

catin

g pl

aces

whe

re th

e cl

ans

orig

inat

ed

• R

esea

rchi

ng o

n un

ifyin

g fa

ctor

s

• R

esou

rce

pers

on

• M

aps

• IC

T to

ols

• R

elat

ed li

tera

ture

SIG

NIF

ICA

NC

E O

F C

UST

OM

S,

BEL

IEFS

, FO

LKLO

RE,

G

AM

ES, S

ON

GS

AN

D D

AN

CES

• id

entif

y in

dige

nous

cus

tom

s an

d be

liefs

•

anal

yse

the

sign

ifica

nce

of

indi

geno

us c

usto

ms

and

belie

fs

• S

igni

fican

ce o

f: - c

usto

ms

- bel

iefs

- f

olkl

ore

- gam

es

- son

gs a

nd d

ance

s

• Li

stin

g so

me

cust

oms

and

belie

fs

• N

arra

ting

som

e fo

lklo

res

• R

ole-

play

ing

som

e cu

stom

s •

Dem

onst

ratin

g so

me

danc

es fr

om

diffe

rent

par

ts o

f Zim

babw

e •

Dis

cuss

ing

the

sign

ifica

nce

of s

ome

cust

oms,

bel

iefs

, fol

klor

e, g

ames

, so

ngs

and

danc

es o

f Zim

babw

e

• IC

T to

ols

• P

ictu

res

• R

elat

ed li

tera

ture

•

Res

ourc

e pe

rson

CU

LTU

RA

L VA

LUES

OF

MO

THER

HO

OD

IN

PRE-

CO

LON

IAL

ERA

• ex

plai

n th

e cu

ltura

l val

ues

of

mot

herh

ood

in p

re-c

olon

ial

era

• C

ultu

ral n

orm

s an

d va

lues

pr

otec

ting

mot

herh

ood

such

as

: - t

aboo

s - m

othe

rhoo

d co

w

• Li

stin

g ta

boos

ass

ocia

ted

with

m

othe

rhoo

d •

Dis

cuss

ing

cultu

ral n

orm

s an

d va

lues

pr

otec

ting

mot

herh

ood

• IC

T to

ols

• R

elat

ed li

tera

ture

•

Res

ourc

e pe

rson

CU

LTU

RA

L VA

LUES

OF

FATH

ERH

OO

D IN

PR

E-C

OLO

NIA

L ER

A

• ex

plai

n th

e cu

ltura

l val

ues

of

fath

erho

od in

pre

-col

onia

l era

•

Cul

tura

l nor

ms

and

valu

es

prot

ectin

g fa

ther

hood

suc

h as

: - i

dent

ity

- mar

riage

righ

ts s

uch

as

dang

a an

d ru

sam

bo/

amal

obol

o

• Li

stin

g cu

ltura

l rol

es a

nd

resp

onsi

bilit

ies

asso

ciat

ed w

ith

fath

erho

od

• D

iscu

ssin

g cu

ltura

l nor

ms

and

valu

es

prot

ectin

g fa

ther

hood

• IC

T to

ols

• R

elat

ed li

tera

ture

•

Res

ourc

e pe

rson

IND

IGEN

OU

S LA

NG

UA

GES

AN

D

CU

LTU

RES

IN

ZIM

BA

BW

E

• lis

t ind

igen

ous

lang

uage

s •

disc

uss

som

e in

dige

nous

cu

lture

s

• In

dige

nous

-la

ngua

ges

-cul

ture

s

• S

tatin

g in

dige

nous

lang

uage

s •

Iden

tifyi

ng p

lace

s w

here

they

are

sp

oken

•

Dis

cuss

ing

the

impo

rtanc

e of

diff

eren

t cu

lture

s •

Dra

mat

isin

g so

me

cultu

ral p

ract

ices

• IC

T to

ols

• M

aps

• R

esou

rce

pers

on

• R

elat

ed li

tera

ture

GRADE 6

TOPIC 1: IDENTITY: FAMILY HISTORY AND LOCAL HERITAGE

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:01 PM Page 41

42

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

KEY

CO

NC

EPTS

LE

AR

NIN

G O

BJE

CTI

VES

Lear

ners

sho

uld

be a

ble

to:

UN

IT C

ON

TEN

T SU

GG

ESTE

D L

EAR

NIN

G A

CTI

VITI

ES

AN

D N

OTE

S SU

GG

ESTE

D L

EAR

NIN

G

RES

OU

RC

ES

IND

IGEN

OU

S G

OVE

RN

AN

CE

• de

scrib

e in

dige

nous

go

vern

ance

stru

ctur

es

• In

dige

nous

gov

erna

nce

stru

ctur

es:

- vill

age

head

- h

eadm

an

- chi

ef

• Ill

ustra

ting

indi

geno

us g

over

nanc

e st

ruct

ures

•

Dis

cuss

ing

role

s of

indi

geno

us

lead

ers

• To

urin

g in

dige

nous

cou

rts

• D

ram

atis

ing

proc

eedi

ngs

at a

n in

dige

nous

cou

rt

• IC

T to

ols

• R

esou

rce

pers

on

• R

elat

ed li

tera

ture

IND

IGEN

OU

S H

ERIT

AG

E R

ESO

UR

CES

• di

stin

guis

h be

twee

n na

tura

l an

d cu

ltura

l her

itage

re

sour

ces

• id

entif

y cu

ltura

l and

nat

ural

he

ritag

e re

sour

ces

• id

entif

y cu

ltura

l way

s of

pr

eser

ving

her

itage

reso

urce

s

• In

dige

nous

cul

tura

l her

itage

re

sour

ces

such

as

site

s,

mus

ic a

nd d

ance

•

Indi

geno

us n

atur

al h

erita

ge

reso

urce

s su

ch a

s la

ndsc

apes

, ani

mal

s,

min

eral

s, fa

lls, h

ot s

prin

gs

• In

dige

nous

and

co

ntem

pora

ry m

etho

ds o

f pr

eser

ving

her

itage

re

sour

ces:

- ta

boos

- s

pirit

ual b

elie

fs

- gaz

ette

d A

cts

- fen

cing

• D

iffer

entia

ting

betw

een

cultu

ral a

nd

natu

ral h

erita

ge re

sour

ces

• C

lass

ifyin

g cu

ltura

l and

nat

ural

he

ritag

e re

sour

ces

• D

iscu

ssin

g th

e be

nefit

s of

the

herit

age

reso

urce

s •

Tour

ing

herit

age

site

s •

Dis

cuss

ing

tabo

os a

nd s

pirit

ual

belie

fs re

late

d to

pre

serv

atio

n of

he

ritag

e re

sour

ces

• IC

T to

ols

• R

esou

rce

pers

on

• C

harts

•

Pic

ture

s

• H

erita

ge s

ites

• R

elat

ed li

tera

ture

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:01 PM Page 42

43

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

K

EY C

ON

CEP

TS

LEA

RN

ING

OB

JEC

TIVE

S Le

arne

rs s

houl

d be

abl

e to

: U

NIT

CO

NTE

NT

SUG

GES

TED

LEA

RN

ING

AC

TIVI

TIES

A

ND

NO

TES

SUG

GES

TED

LEA

RN

ING

R

ESO

UR

CES

C

OU

RTS

HIP

PR

AC

TIC

ES O

F D

IFFE

REN

T C

ULT

UR

AL

GR

OU

PS

• de

scrib

e go

od b

oy –

girl

re

latio

nshi

p pr

actic

es

• lis

t ind

igen

ous

cour

tshi

p pr

actic

es

• ex

plai

n th

e ro

le o

f oth

er

fam

ily m

embe

rs in

cou

rtshi

p

• C

ourts

hip:

- h

ealth

y bo

y-gi

rl re

latio

nshi

p - i

ndig

enou

s co

urts

hip

prac

tices

- r

ole

of o

ther

fam

ily

mem

bers

in c

ourts

hip

• D

iscu

ssin

g go

od b

oy-g

irl

rela

tions

hip

• E

xpla

inin

g in

dige

nous

cou

rtshi

p pr

actic

es

• D

ram

atis

ing

indi

geno

us c

ourts

hip

prac

tices

•

Dis

cuss

ing

the

role

of o

ther

fam

ily

mem

bers

in c

ourts

hip

• R

esou

rce

pers

on

• P

ictu

res

• IC

T to

ols

HEI

RSH

IP W

ITH

IN T

HE

FAM

ILY

• ex

plai

n he

irshi

p w

ithin

the

fam

ily

• an

alys

e he

irshi

p pr

oces

ses

in th

e fa

mily

•

just

ify th

e eq

uity

bet

wee

n m

ales

and

fem

ales

• H

eirs

hip

in th

e fa

mily

•

Indi

geno

us a

nd

mod

ern

heirs

hip

prac

tices

• D

efin

ing

heirs

hip

• C

ompa

ring

indi

geno

us a

nd m

oder

n he

irshi

p pr

actic

es

• E

valu

atin

g th

e he

irshi

p pr

oces

s •

Dra

mat

isin

g th

e he

irshi

p pr

oces

s

• IC

T to

ols

• R

esou

rce

pers

on

• R

elat

ed li

tera

ture

AG

E O

F C

ON

SEN

T TO

SE

X A

ND

MA

RR

IAG

E •

expl

ain

the

conc

ept o

f co

nsen

t •

stat

e th

e ag

es o

f con

sent

to

sex

and

mar

riage

• Le

gal a

ge o

f maj

ority

an

d le

gal a

ge o

f co

nsen

t •

Cul

tura

l vie

ws

on le

gal

age

of m

ajor

ity a

nd

lega

l age

of c

onse

nt

• D

iscu

ssin

g cu

ltura

l con

cept

ion

of

ages

of c

onse

nt to

sex

and

m

arria

ge

• D

istin

guis

hing

bet

wee

n le

gal a

ge o

f m

ajor

ity a

nd le

gal a

ge o

f con

sent

• R

esou

rce

pers

on

• IC

T to

ols

• R

elat

ed li

tera

ture

•

Con

stitu

tion

of

Zim

babw

e

TOPIC 2: CULTURAL HERITAGE

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:01 PM Page 43

44

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

KEY

CO

NC

EPTS

LE

AR

NIN

G O

BJE

CTI

VES

Lear

ners

sho

uld

be a

ble

to:

UN

IT C

ON

TEN

T SU

GG

ESTE

D L

EAR

NIN

G A

CTI

VITI

ES

AN

D N

OTE

S SU

GG

ESTE

D L

EAR

NIN

G

RES

OU

RC

ES

SYST

EMS

OF

GO

VER

NA

NC

E •

iden

tify

syst

ems

of g

over

nanc

e •

com

pare

dem

ocra

cy a

nd

auto

crac

y

• S

yste

ms

of

gove

rnan

ce:

- ega

litar

ian

- dem

ocra

cy

- aut

ocra

cy

• D

iscu

ssin

g de

moc

racy

and

au

tocr

acy

• Id

entif

ying

maj

or c

hara

cter

istic

s of

eg

alita

rian

syst

em o

f gov

erna

nce,

de

moc

racy

and

aut

ocra

cy

• D

istin

guis

hing

bet

wee

n de

moc

racy

an

d au

tocr

acy

• IC

T to

ols

• P

amph

lets

•

Rel

ated

lite

ratu

re

• C

onst

itutio

n of

Zi

mba

bwe

• R

esou

rce

pers

on

STR

UC

TUR

ES A

ND

FU

NC

TIO

NS

OF

CEN

TRA

L G

OVE

RN

MEN

T

• ill

ustra

te th

e st

ruct

ure

of C

entra

l G

over

nmen

t •

expl

ain

the

func

tions

of e

ach

of

the

arm

s of

gov

ernm

ent

• Th

e ar

ms

of

gove

rnm

ent:

- Exe

cutiv

e - L

egis

latu

re

- Jud

icia

ry

• D

raw

ing

an o

rgan

isat

iona

l cha

rt of

ce

ntra

l gov

ernm

ent

• N

amin

g m

inis

tries

of t

he

gove

rnm

ent

• IC

T to

ols

• P

amph

lets

•

Res

ourc

e pe

rson

•

Con

stitu

tion

of

Zim

babw

e •

Rel

ated

lite

ratu

re

CO

LON

ISA

TIO

N O

F ZI

MB

AB

WE

• E

xpla

in re

ason

s fo

r the

co

loni

satio

n of

Zim

babw

e •

desc

ribe

how

Zim

babw

e w

as

colo

nise

d

• W

hy Z

imba

bwe

was

col

onis

ed

• H

ow Z

imba

bwe

was

col

onis

ed

• D

efin

ing

colo

nisa

tion

• D

iscu

ssin

g th

e re

ason

s fo

r co

loni

satio

n •

Exp

lain

ing

how

Zim

babw

e w

as

colo

nise

d

• M

aps

• C

harts

•

Res

ourc

e pe

rson

•

ICT

tool

s •

Pic

ture

s

• R

elat

ed li

tera

ture

FI

RST

CH

IMU

REN

GA

/ U

MVU

KEL

A (

1896

-189

7)

• ou

tline

the

caus

es o

f firs

t C

him

uren

ga/ U

mvu

kela

•

desc

ribe

the

cour

se o

f C

him

uren

ga/ U

mvu

kela

•

desc

ribe

the

role

pla

yed

by

spiri

t med

ium

s in

the

Firs

t C

him

uren

ga/ U

mvu

kela

•

eval

uate

the

resu

lts o

f Firs

t C

him

uren

ga/ U

mvu

kela

• Fi

rst C

him

uren

ga/

Um

vuke

la :

- cau

ses

- cou

rse

- res

ults

•

Rol

e of

spi

rit

med

ium

s •

Her

oes/

Her

oine

s of

the

Firs

t C

him

uren

ga/

Um

vuke

la s

uch

as

-Mbu

ya N

ehan

da

-Sek

uru

Kag

uvi

-Mkw

ati

• E

xpla

inin

g th

e ca

uses

and

the

cour

se o

f the

Firs

t Chi

mur

enga

/ U

mvu

kela

•

Exp

lain

ing

the

role

of s

pirit

med

ium

s in

the

Firs

t Chi

mur

enga

/ Um

vuke

la

• N

amin

g th

e he

roes

and

her

oine

s of

th

e Fi

rst C

him

uren

ga/ U

mvu

kela

•

Exp

lain

ing

the

role

s of

her

oes

and

hero

ines

of t

he F

irst C

him

uren

ga/

Um

vuke

la

• A

sses

sing

the

resu

lts o

f Firs

t C

him

uren

ga/ U

mvu

kela

• IC

T to

ols

• P

ictu

res

• C

harts

SEC

ON

D C

HIM

UR

ENG

A/

UM

VUK

ELA

AN

D

SOVE

REI

GN

TY (1

966-

1979

)

• ou

tline

the

caus

es o

f the

S

econ

d C

him

uren

ga/ U

mvu

kela

•

desc

ribe

the

cour

se o

f the

• S

econ

d C

him

uren

ga/

Um

vuke

la:

• E

xpla

inin

g th

e ca

uses

and

the

cour

se o

f the

Sec

ond

Chi

mur

enga

/ U

mvu

kela

• IC

T to

ols

• P

ictu

res

• C

harts

TOPIC 3: NATIONAL HISTORY, SOVEREIGNTY AND GOVERNANCE

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:01 PM Page 44

45

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

KEY

CO

NC

EPTS

LE

AR

NIN

G O

BJE

CTI

VES

Lear

ners

sho

uld

be a

ble

to:

UN

IT C

ON

TEN

T SU

GG

ESTE

D L

EAR

NIN

G A

CTI

VITI

ES

AN

D N

OTE

S SU

GG

ESTE

D L

EAR

NIN

G

RES

OU

RC

ES

Sec

ond

Chi

mur

enga

/ Um

vuke

la

• de

scrib

e th

e ro

le p

laye

d by

sp

irit m

ediu

ms

in th

e S

econ

d C

him

uren

ga/ U

mvu

kela

•

eval

uate

the

resu

lts o

f Sec

ond

Chi

mur

enga

/ Um

vuke

la

- cau

ses

- cou

rse

- res

ults

•

Rol

e of

spi

rit

med

ium

s •

Her

oes/

hero

ines

of

the

Sec

ond

Chi

mur

enga

/ U

mvu

kela

suc

h as

- J

oshu

a M

qabu

ko

Nko

mo

- Heb

ert C

hite

po

• N

amin

g th

e he

roes

and

her

oine

s of

th

e S

econ

d C

him

uren

ga/ U

mvu

kela

•

Exp

lain

ing

the

role

of s

pirit

med

ium

s in

the

Sec

ond

Chi

mur

enga

/ U

mvu

kela

•

Out

linin

g th

e ro

les

of th

e he

roes

and

he

roin

es o

f the

Sec

ond

Chi

mur

enga

/ Um

vuke

la

• S

tatin

g th

e re

sults

of S

econ

d C

him

uren

ga/ U

mvu

kela

• R

esou

rce

pers

on

NA

TIO

NA

L SY

MB

OLS

AN

D

CEL

EBR

ATI

ON

S •

iden

tify

natio

nal s

ymbo

ls a

nd

natio

nal c

eleb

ratio

ns

• ex

plai

n th

e si

gnifi

canc

e of

na

tiona

l sym

bols

and

nat

iona

l ce

lebr

atio

ns

• N

atio

nal s

ymbo

ls

• N

atio

nal

cele

brat

ions

• N

amin

g na

tiona

l sym

bols

and

ce

lebr

atio

ns

• D

iscu

ssin

g th

e si

gnifi

canc

e of

na

tiona

l sym

bols

and

cel

ebra

tions

•

Illus

tratin

g na

tiona

l sym

bols

• P

ictu

res

• M

odel

s

• IC

T to

ols

• D

iora

mas

•

Nat

iona

l fla

g •

Nat

iona

l coa

t of a

rms

• Zi

mba

bwe

Bird

NA

TIO

NA

L SC

HO

OL

PLED

GE

•

expl

ain

the

impo

rtanc

e of

the

Nat

iona

l Sch

ool P

ledg

e •

reci

te th

e N

atio

nal S

choo

l P

ledg

e

• S

igni

fican

ce o

f the

N

atio

nal S

choo

l P

ledg

e

• D

iscu

ssin

g th

e im

porta

nce

of th

e N

atio

nal S

choo

l Ple

dge

• R

eciti

ng th

e N

atio

nal S

choo

l Ple

dge

• IC

T to

ols

• C

harts

•

Rel

ated

lite

ratu

re

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:01 PM Page 45

46

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

KEY

CO

NC

EPTS

LE

AR

NIN

G O

BJE

CTI

VES

Lear

ners

sho

uld

be a

ble

to:

UN

IT C

ON

TEN

T SU

GG

ESTE

D L

EAR

NIN

G

AC

TIVI

TIES

AN

D N

OTE

S SU

GG

ESTE

D L

EAR

NIN

G

RES

OU

RC

ES

LAW

MA

KIN

G P

RO

CES

S IN

ZIM

BA

BW

E

• de

scrib

e st

ages

in la

w

mak

ing

• La

w m

akin

g pr

oces

s:

-Mot

ion

-Bill

(Hou

se o

f A

ssem

bly

and

Sen

ate)

-A

ct/la

w

• D

iscu

ssin

g st

ages

in la

w

mak

ing

• E

xpla

inin

g th

e ro

le o

f The

Le

gisl

atur

e in

law

mak

ing

• C

onst

itutio

n of

Zim

babw

e •

Res

ourc

e pe

rson

•

Cha

rts

• P

ictu

res

•

Rel

ated

lite

ratu

re

• IC

T to

ols

GEN

DER

ST

EREO

TYPE

S •

iden

tify

com

mon

ste

reot

ypes

in

thei

r soc

iety

•

eval

uate

the

effe

cts

of

ster

eoty

pes

• G

ende

r ste

reot

ypes

- s

ocio

-cul

tura

l -e

cono

mic

•

Effe

cts

of g

ende

r st

ereo

type

s

• Id

entif

ying

gen

der

ster

eoty

pes

• E

xpla

inin

g co

mm

on

gend

er s

tere

otyp

es

• D

iscu

ssin

g th

e ef

fect

s of

ge

nder

ste

reot

ypes

• P

ictu

res

• C

harts

•

Res

ourc

e pe

rson

•

ICT

tool

s •

Rel

ated

lite

ratu

re

GEN

DER

EQ

UIT

Y IN

TH

E W

OR

K P

LAC

E •

defin

e ge

nder

equ

ity

• ev

alua

te g

ende

r equ

ity

• G

ende

r equ

ity

• Im

porta

nce

of g

ende

r eq

uity

• E

xpla

inin

g ge

nder

equ

ity

• D

iscu

ssin

g th

e im

porta

nce

of g

ende

r eq

uity

• R

esou

rce

pers

on

• IC

T to

ols

• R

elat

ed li

tera

ture

TOPIC 4: ENTITLEMENTS/RIGHTS AND RESPONSIBILITIES

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:01 PM Page 46

47

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

KEY

CO

NC

EPTS

LE

AR

NIN

G O

BJE

CTI

VES

Lear

ners

sho

uld

be a

ble

to:

UN

IT C

ON

TEN

T SU

GG

ESTE

D L

EAR

NIN

G A

CTI

VITI

ES

AN

D N

OTE

S SU

GG

ESTE

D

LEA

RN

ING

R

ESO

UR

CES

D

EVEL

OPM

ENT

OF

SETT

LEM

ENTS

IN

ZIM

BA

BW

E

• id

entif

y fa

ctor

s th

at le

d to

the

deve

lopm

ent o

f set

tlem

ents

in

Zim

babw

e

• H

isto

rical

dev

elop

men

t of

settl

emen

ts in

Zim

babw

e •

Set

tlem

ents

- V

illag

es

-Rur

al s

ervi

ce c

entre

s - G

row

th p

oint

s -T

owns

and

citi

es

• Li

stin

g fa

ctor

s th

at le

d to

des

igns

of

early

set

tlem

ents

•

Dis

cuss

ing

maj

or d

evel

opm

ents

of

settl

emen

ts in

rura

l and

urb

an a

reas

in

clud

ing

grow

th p

oint

s an

d ru

ral

serv

ice

cent

res

• P

ictu

res

• IC

T to

ols

• R

elat

ed li

tera

ture

SITI

NG

OF

SHEL

TER

IN

RU

RA

L A

ND

UR

BA

N

AR

EAS

• id

entif

y si

tes

suita

ble

for

shel

ter i

n ru

ral a

nd u

rban

ar

eas

• ou

tline

fact

ors

influ

enci

ng th

e si

ting

of s

helte

r

• R

ural

and

urb

an la

nd

use:

- i

ndus

trial

- r

esid

entia

l - f

arm

ing

- min

ing

• Fa

ctor

s in

fluen

cing

the

sitin

g of

she

lter

• D

iscu

ssin

g di

ffere

nt u

ses

of la

nd in

re

latio

n to

she

lter

• C

ondu

ctin

g ed

ucat

iona

l tou

rs to

ob

serv

e di

ffere

nt la

nd u

ses

• S

tatin

g fa

ctor

s w

hich

influ

ence

the

sitin

g of

she

lter

• S

tudy

ing

and

inte

rpre

ting

settl

emen

t m

aps

• C

ultu

re c

entre

•

Map

s •

ICT

tool

s

DIS

AST

ER A

ND

RIS

K

MA

NA

GEM

ENT

•

iden

tify

disa

ster

s th

at a

ffect

sh

elte

r •

expl

ain

how

dis

aste

rs th

at

affe

ct s

helte

r can

be

man

aged

• D

isas

ters

that

affe

ct

shel

ter:

-nat

ural

-m

an-m

ade

• D

isas

ter m

anag

emen

t

• E

xpla

inin

g di

sast

ers

that

affe

ct s

helte

r •

Dis

cuss

ing

the

stra

tegi

es th

at c

an b

e us

ed in

dis

aste

r man

agem

ent

• IC

T to

ols

• P

ictu

res

• M

ass

med

ia

TOPIC 5: SHELTER

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:01 PM Page 47

48

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

K

EY C

ON

CEP

TS

LEA

RN

ING

OB

JEC

TIVE

S:

Lear

ners

sho

uld

be a

ble

to:

UN

IT C

ON

TEN

T SU

GG

ESTE

D L

EAR

NIN

G

AC

TIVI

TIES

AN

D N

OTE

S SU

GG

ESTE

D L

EAR

NIN

G

RES

OU

RC

ES

PRO

VISI

ON

OF

SOC

IAL

SER

VIC

ES IN

ZIM

BA

BW

E

• id

entif

y in

stitu

tions

that

pr

ovid

e so

cial

ser

vice

s in

Zi

mba

bwe

• de

scrib

e th

e ro

le o

f in

stitu

tions

in s

ocia

l ser

vice

s pr

ovis

ion

• pa

rtici

pate

in v

olun

tary

wor

k

• S

ocia

l ser

vice

in

stitu

tions

in

Zim

babw

e:

- Loc

al n

on-

gove

rnm

enta

l or

gani

satio

ns

• Li

stin

g so

me

inst

itutio

ns

that

pro

vide

soc

ial

serv

ices

in Z

imba

bwe

• D

iscu

ssin

g ro

les

and

func

tions

of s

ocia

l ser

vice

pr

ovid

ers

• Ta

king

par

t in

volu

ntar

y ac

tiviti

es

• IC

T to

ols

• Fl

iers

and

pam

phle

ts

• R

esou

rce

pers

on

GO

VER

NM

ENT

DEP

AR

TMEN

TS A

ND

IN

STIT

UTI

ON

S

• id

entif

y go

vern

men

t de

partm

ents

and

inst

itutio

ns

that

ass

ist t

he v

ulne

rabl

e gr

oups

•

dist

ingu

ish

help

giv

en b

y sp

ecifi

c de

partm

ents

and

in

stitu

tions

• G

over

nmen

t de

partm

ents

suc

h as

: -S

ocia

l wel

fare

-N

atio

nal S

ocia

l S

ecur

ity A

utho

rity

(NS

SA

) -S

choo

ls

Psy

chol

ogic

al S

ervi

ces

(SP

S)

• In

stitu

tions

suc

h as

: - D

anhi

ko

- Hos

pita

ls

• E

xpla

inin

g th

e ro

le o

f go

vern

men

t dep

artm

ents

an

d in

stitu

tions

that

as

sist

the

vuln

erab

le

grou

ps

• C

lass

ifyin

g de

partm

ents

an

d in

stitu

tions

acc

ordi

ng

to s

ervi

ces

• IC

T to

ols

• Fl

iers

and

pam

phle

ts

• P

ictu

res

• R

esou

rce

pers

on

TOPIC 6: SOCIAL SERVICES AND VOLUNTEERISM

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:01 PM Page 48

49

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

KEY

CO

NC

EPTS

LE

AR

NIN

G O

BJE

CTI

VES

Lear

ners

sho

uld

be a

ble

to:

UN

IT C

ON

TEN

T SU

GG

ESTE

D L

EAR

NIN

G

AC

TIVI

TIES

AN

D N

OTE

S SU

GG

ESTE

D L

EAR

NIN

G

RES

OU

RC

ES

LAN

D A

S A

BA

SIC

M

EAN

S O

F PR

OD

UC

TIO

N

• id

entif

y di

ffere

nt ty

pes

of la

nd

use

• ex

plai

n la

nd a

s a

basi

c m

eans

of p

rodu

ctio

n

• U

ses

of la

nd:

- res

iden

tial

- agr

icul

tura

l - m

inin

g - i

ndus

trial

• D

iscu

ssin

g th

e va

lue

and

uses

of l

and

• E

valu

atin

g cu

rren

t use

s of

la

nd

• O

rgan

isin

g ed

ucat

iona

l to

urs

to o

bser

ve la

nd u

se

prac

tices

•

Deb

atin

g la

nd

cons

erva

tion

stra

tegi

es

• IC

T to

ols

• R

esou

rce

pers

on

• P

ictu

res

• La

nd

RED

ISTR

IBU

TIO

N O

F LA

ND

•

Just

ify th

e re

dist

ribut

ion

of

land

•

sugg

est w

ays

of e

ffect

ive

utili

satio

n of

land

• R

easo

ns fo

r lan

d re

dist

ribut

ion

• E

ffect

ive

use

of la

nd

• A

ppra

isin

g la

nd

redi

strib

utio

n •

Dis

cuss

ing

way

s of

ef

fect

ive

utili

satio

n of

land

•

Tour

ing

diffe

rent

type

s of

fa

rms

• Fa

rms

• IC

T to

ols

• P

ictu

res

MA

NU

FAC

TUR

ING

AN

D

DIS

TRIB

UTI

ON

OF

GO

OD

S

• de

scrib

e ho

w ra

w m

ater

ials

ar

e pr

oces

sed

into

fini

shed

pr

oduc

ts

• de

scrib

e bu

ying

and

sel

ling

of g

oods

and

ser

vice

s •

expl

ain

the

fact

ors

that

de

term

ine

the

pric

e of

goo

ds

• id

entif

y fa

ctor

s th

at d

eter

min

e m

arke

ting

activ

ities

•

disc

uss

heal

th a

nd s

afet

y pr

ecau

tions

at w

ork

• P

roce

ssin

g of

raw

m

ater

ials

suc

h as

m

aize

, cot

ton,

milk

an

d tim

ber

• B

uyin

g an

d se

lling

of

good

s an

d se

rvic

es

• M

arke

ting

activ

ities

: -p

acka

ging

-la

belli

ng

-pric

ing

-adv

ertis

ing

-dis

tribu

tion

-tran

spor

tatio

n •

Pro

fit a

nd lo

ss

• H

ealth

and

saf

ety

prec

autio

ns a

t wor

k

• Ta

bula

ting

raw

mat

eria

ls

and

thei

r pro

duct

s •

Obs

ervi

ng fi

nish

ed

prod

ucts

in a

nd o

utsi

de th

e cl

assr

oom

•

Dem

onst

ratin

g th

e bu

ying

an

d se

lling

of g

oods

and

se

rvic

es

• D

iscu

ssin

g m

arke

ting

activ

ities

•

Dra

mat

isin

g he

alth

and

sa

fety

pro

cedu

res

at w

ork

• C

arry

ing

out s

afet

y dr

ills

•

Usi

ng ra

w m

ater

ials

to

mak

e ho

me

mad

e pr

oduc

ts s

uch

as fr

uit

juic

es, b

aske

ts, m

ats

• R

esou

rce

pers

on

• IC

T to

ols

• P

ictu

res

• Fl

ow c

harts

TOPIC 7: NATURAL HERITAGE: PRODUCTION, DISTRIBUTION AND

CONSUMPTION OF GOODS AND SERVICES

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:01 PM Page 49

50

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

KEY

CO

NC

EPTS

LE

AR

NIN

G O

BJE

CTI

VES

Lear

ners

sho

uld

be a

ble

to:

UN

IT C

ON

TEN

T SU

GG

ESTE

D L

EAR

NIN

G A

CTI

VITI

ES A

ND

N

OTE

S SU

GG

ESTE

D

LEA

RN

ING

R

ESO

UR

CES

IM

POR

TAN

CE

OF

TRA

NSP

OR

T,

CO

MM

UN

ICA

TIO

N A

ND

IC

Ts

• ex

plai

n th

e im

porta

nce

of

trans

port

and

com

mun

icat

ion

• as

sess

the

role

of I

CTs

in

com

mun

icat

ion

• Im

porta

nce

of

trans

port

and

com

mun

icat

ion

• R

ole

of IC

Ts

• D

iscu

ssin

g th

e im

porta

nce

of tr

ansp

ort

and

com

mun

icat

ion

•

Usi

ng IC

Ts in

com

mun

icat

ion

•

Exa

min

ing

the

role

s of

ICTs

in

com

mun

icat

ion

• IC

T to

ols

• P

ictu

res

• M

ass

med

ia

• R

elat

ed li

tera

ture

MO

DES

AN

D F

OR

MS

OF

TRA

NSP

OR

T A

ND

C

OM

MU

NIC

ATI

ON

• di

stin

guis

h be

twee

n m

odes

an

d fo

rms

of tr

ansp

ort a

nd

com

mun

icat

ion

• id

entif

y th

e di

ffere

nt m

odes

an

d fo

rms

of tr

ansp

ort a

nd

com

mun

icat

ion

• Tr

ansp

ort:

-mod

es

-form

s •

Com

mun

icat

ion:

-m

odes

-fo

rms

• Li

stin

g m

odes

and

form

s of

tran

spor

t and

co

mm

unic

atio

n •

Dis

cuss

ing

adva

ntag

es a

nd

disa

dvan

tage

s of

diff

eren

t mod

es o

f tra

nspo

rt •

Out

linin

g m

odes

and

form

s of

co

mm

unic

atio

n •

Dis

cuss

ing

the

adva

ntag

es a

nd

disa

dvan

tage

s of

diff

eren

t mod

es o

f co

mm

unic

atio

n

• IC

T to

ols

• P

ictu

res

• R

eal o

bjec

ts

• R

elat

ed li

tera

ture

TRA

NSP

OR

T A

ND

C

OM

MU

NIC

ATI

ON

LI

NK

S W

ITH

OTH

ER

CO

UN

TRIE

S

• ou

tline

Zim

babw

e’s

diffe

rent

tra

nspo

rt an

d co

mm

unic

atio

n lin

ks w

ith

othe

r cou

ntrie

s

• Zi

mba

bwe’

s tra

nspo

rt an

d co

mm

unic

atio

n lin

ks

• P

orts

of e

ntry

in

Zim

babw

e

• Ill

ustra

ting

trans

port

and

com

mun

icat

ion

links

•

Vis

iting

por

ts o

f ent

ry in

Zim

babw

e •

Iden

tifyi

ng p

orts

of e

ntry

on

the

map

of

Zim

babw

e

• IC

T to

ols

• M

aps/

Atla

ses

• R

elat

ed li

tera

ture

TOPIC 8: TRANSPORT AND COMMUNICATION

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:01 PM Page 50

51

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

KEY

CO

NC

EPTS

LE

AR

NIN

G O

BJE

CTI

VES

Lear

ners

sho

uld

be a

ble

to:

UN

IT C

ON

TEN

T SU

GG

ESTE

D L

EAR

NIN

G

AC

TIVI

TIES

AN

D N

OTE

S SU

GG

ESTE

D L

EAR

NIN

G

RES

OU

RC

ES

ENTE

RPR

ISE

SKIL

LS

• lis

t ent

erpr

ise

skill

s •

expl

ain

the

impo

rtanc

e of

en

terp

risin

g

• E

nter

pris

ing

skill

s:

-farm

ing

-bui

ldin

g -te

xtile

tech

nolo

gy

-vis

ual a

nd p

erfo

rmin

g ar

ts

-spo

rt

• E

xpla

inin

g en

terp

risin

g sk

ills

• D

iscu

ssin

g th

e si

gnifi

canc

e of

en

terp

risin

g sk

ills

in jo

b cr

eatio

n •

Tour

ing

indu

strie

s an

d ob

serv

ing

entre

pren

eurs

at

wor

k

• R

esou

rce

pers

on

• P

ictu

res

• IC

T to

ols

• R

elat

ed li

tera

ture

TOU

RIS

M IN

ZI

MB

AB

WE

• id

entif

y m

ajor

tour

ist

dest

inat

ions

in Z

imba

bwe

• ex

plai

n th

e im

porta

nce

of

tour

ism

in Z

imba

bwe

• id

entif

y cu

ltura

l way

s of

pr

eser

ving

tour

ist

dest

inat

ions

• M

ajor

tour

ist d

estin

atio

ns

in Z

imba

bwe

• Im

porta

nce

of to

uris

m

• In

dige

nous

met

hods

of

pres

ervi

ng to

uris

t de

stin

atio

ns:

-tabo

os

-spi

ritua

l bel

iefs

• Li

stin

g m

ajor

tour

ist

dest

inat

ions

in Z

imba

bwe

• Lo

catin

g m

ajor

tour

ist

dest

inat

ions

on

the

map

of

Zim

babw

e •

Tour

ing

tour

ist

dest

inat

ions

in th

eir

com

mun

ities

•

Dis

cuss

ing

the

impo

rtanc

e of

tour

ism

in

Zim

babw

e •

Dis

cuss

ing

tabo

os a

nd

spiri

tual

bel

iefs

rela

ted

to

pres

erva

tion

of to

uris

t de

stin

atio

ns

• M

aps

• IC

T to

ols

• P

ictu

res

• R

elat

ed li

tera

ture

SPO

RT,

AR

TS A

ND

C

ULT

UR

AL

ASS

OC

IATI

ON

S

• id

entif

y sp

ort,

arts

and

cu

ltura

l ass

ocia

tions

in

Zim

babw

e •

desc

ribe

the

func

tions

of

spor

t, ar

ts a

nd c

ultu

ral

• S

port,

arts

and

cul

tura

l as

soci

atio

ns/

orga

nisa

tions

: -C

hipa

wo

-Nat

iona

l Arts

Cou

ncil

• N

amin

g sp

ort,

arts

and

cu

ltura

l ass

ocia

tions

in

Zim

babw

e •

Exp

lain

ing

the

func

tions

of

spo

rt, a

rts a

nd c

ultu

ral

• IC

T to

ols

• R

esou

rce

pers

on

• P

ictu

res

•

Rel

ated

lite

ratu

re

TOPIC 9 WORK AND LEISURE

Note: Safety at work and during leisure time

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:01 PM Page 51

52

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

KEY

CO

NC

EPTS

LE

AR

NIN

G O

BJE

CTI

VES

Lear

ners

sho

uld

be a

ble

to:

UN

IT C

ON

TEN

T SU

GG

ESTE

D L

EAR

NIN

G

AC

TIVI

TIES

AN

D N

OTE

S SU

GG

ESTE

D L

EAR

NIN

G

RES

OU

RC

ES

asso

ciat

ions

- Z

imba

bwe

Foot

ball

Ass

ocia

tion

(ZIF

A)

- Zim

babw

e N

etba

ll

Ass

ocia

tion

(ZIN

A)

asso

ciat

ions

in

Zim

babw

e

D

iscu

ssin

g th

e im

porta

nce

of b

eing

a

mem

ber o

f spo

rt, a

rts

and

cultu

ral a

ssoc

iatio

ns

in Z

imba

bwe

Pa

rtici

patin

g in

spo

rt, a

rts

and

cultu

ral a

ctiv

ities

RES

PON

SIB

ILIT

Y AT

W

OR

K A

ND

DU

RIN

G

LEIS

UR

E TI

ME

di

scus

s re

spon

sibl

e be

havi

our a

t wor

k an

d du

ring

leis

ure

time

R

espo

nsib

le b

ehav

iour

: -h

ard

wor

k -h

ones

ty

-sel

f-mot

ivat

ion

-pun

ctua

lity

Li

stin

g re

spon

sibl

e be

havi

our a

t wor

k an

d du

ring

leis

ure

time

D

iscu

ssin

g th

e im

porta

nce

of

resp

onsi

ble

beha

viou

r at

wor

k an

d du

ring

leis

ure

time

Pa

rtici

patin

g in

wor

k an

d le

isur

e ac

tiviti

es

IC

T to

ols

R

esou

rce

pers

on

Pi

ctur

es

R

elat

ed li

tera

ture

OC

CU

PATI

ON

AL

SAFE

TY

di

scus

s sa

fety

rule

s at

wor

k

expl

ain

the

impo

rtanc

e of

pr

otec

tive

clot

hing

Sa

fety

rule

s at

wor

k

Prot

ectiv

e cl

othi

ng

St

atin

g sa

fety

rule

s at

w

ork

D

iscu

ssin

g th

e im

porta

nce

of p

rote

ctiv

e cl

othi

ng

Pr

actis

ing

safe

ty

mea

sure

s at

wor

k

IC

T to

ols

Pi

ctur

es

R

elat

ed li

tera

ture

Mas

s m

edia

Prot

ectiv

e cl

othi

ng

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:01 PM Page 52

53

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

K

EY C

ON

CEP

TS

LEA

RN

ING

OB

JEC

TIVE

S Le

arne

rs s

houl

d be

abl

e to

: U

NIT

CO

NTE

NT

SUG

GES

TED

LEA

RN

ING

A

CTI

VITI

ES A

ND

NO

TES

SUG

GES

TED

LEA

RN

ING

R

ESO

UR

CES

D

ISA

STER

S A

ND

D

ISA

STER

M

AN

AG

EMEN

T

• di

stin

guis

h be

twee

n na

tura

l an

d hu

man

indu

ced

disa

ster

s •

desc

ribe

the

effe

cts

of

natu

ral a

nd h

uman

indu

ced

disa

ster

s on

the

soci

o-ec

onom

ic e

nviro

nmen

t

• N

atur

al d

isas

ters

•

Hum

an in

duce

d di

sast

ers

• E

ffect

s of

dis

aste

rs o

n th

e so

cio-

econ

omic

en

viro

nmen

t •

Dis

aste

r m

anag

emen

t:

- d

rills

- p

lans

• E

xpla

inin

g th

e di

ffere

nces

be

twee

n na

tura

l and

hu

man

-indu

ced

disa

ster

s •

Cla

ssify

ing

disa

ster

s in

to

natu

ral a

nd h

uman

-in

duce

d di

sast

ers

• D

iscu

ssin

g th

e ef

fect

s of

di

sast

ers

on th

e so

cio-

econ

omic

env

ironm

ent

• P

ract

isin

g di

sast

er

prep

ared

ness

pla

ns

thro

ugh

drill

s •

Des

igni

ng a

dis

aste

r pr

epar

edne

ss p

lan

for t

he

clas

s

• IC

T to

ols

• P

ictu

res

• M

ass

med

ia

• R

esou

rce

pers

on

• E

quip

men

t •

Rel

ated

lite

ratu

re

INFO

RM

ATI

ON

AN

D

CO

MM

UN

ICA

TIO

N

TEC

HN

OLO

GY

(ICT)

D

EVEL

OPM

ENT

• tra

ce th

e de

velo

pmen

t of I

CT

• ex

plai

n th

e po

sitiv

e an

d ne

gativ

e im

pact

of I

CT

on

the

peop

le’s

way

of l

ife

• In

form

atio

n an

d C

omm

unic

atio

n Te

chno

logy

in th

e pa

st a

nd p

rese

nt:

- typ

ewrit

ers

- bla

ck a

nd w

hite

te

levi

sion

- s

atel

lite

dish

es

- lan

dlin

e te

leph

one

- cel

l pho

ne

• E

ffect

s of

ICT

• A

dvan

tage

s an

d di

sadv

anta

ges

of IC

T

• Li

stin

g fo

rms

of IC

T •

Com

parin

g pa

st a

nd

pres

ent t

echn

olog

ical

de

velo

pmen

ts

• D

iscu

ssin

g th

e po

sitiv

e an

d ne

gativ

e ef

fect

s of

te

chno

logy

•

Sug

gest

ing

way

s of

m

itiga

ting

the

nega

tive

effe

cts

of te

chno

logy

• IC

T to

ols

• R

esou

rce

pers

on

• M

odel

s

• R

elat

ed li

tera

ture

•

Mas

s m

edia

TOPIC 10: GLOBAL ISSUES

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:01 PM Page 53

54

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

59

KEY

CO

NC

EPTS

LE

AR

NIN

G O

BJE

CTI

VES

Lear

ners

sho

uld

be a

ble

to:

UN

IT C

ON

TEN

T SU

GG

ESTE

D L

EAR

NIN

G

AC

TIVI

TIES

AN

D N

OTE

S SU

GG

ESTE

D L

EAR

NIN

G

RES

OU

RC

ES

MA

RIT

AL

REL

ATI

ON

SHIP

S •

iden

tify

char

acte

ristic

s of

id

eal m

arita

l rel

atio

nshi

ps

• su

gges

t pos

sibl

e ca

uses

of

mar

ital d

ispu

tes

• C

hara

cter

istic

s of

id

eal m

arita

l re

latio

nshi

ps s

uch

as

fidel

ity, l

ove,

hon

esty

, re

spec

t •

Cau

ses

of m

arita

l di

sput

es

• R

ole-

play

ing

mar

ital r

elat

ions

hips

•

Dis

cuss

ing

poss

ible

cau

ses

of

mar

ital d

ispu

tes

• Id

entif

ying

pos

sibl

e so

lutio

ns to

m

arita

l dis

pute

s

• IC

T to

ols

• R

esou

rce

pers

on

• R

elat

ed li

tera

ture

•

Wed

ding

pic

ture

s •

Wed

ding

ring

s

CO

NFL

ICT

MA

NA

GEM

ENT

• id

entif

y co

nflic

ts a

t hom

e,

scho

ol a

nd c

omm

unity

•

exam

ine

caus

es o

f co

nflic

ts a

t hom

e, s

choo

l an

d in

the

com

mun

ity

• C

ause

s of

con

flict

s at

ho

me,

sch

ool a

nd

com

mun

ity

• P

ossi

ble

way

s of

re

solv

ing

conf

licts

• D

iscu

ssin

g co

nflic

ts a

nd th

eir

caus

es

• S

ugge

stin

g so

lutio

ns to

iden

tifie

d co

nflic

ts

• Id

entif

ying

con

flict

arb

iters

at

hom

e, s

choo

l and

the

com

mun

ity

• R

ole-

play

ing

conf

lict m

anag

emen

t

• IC

T to

ols

• R

esou

rce

pers

on

• H

ouse

hold

equ

ipm

ent

• P

rops

•

Rel

ated

lite

ratu

re

DIF

FER

ENT

LAN

GU

AG

ES A

ND

C

ULT

UR

ES O

F ZI

MB

AB

WE

• lis

t lan

guag

es s

poke

n in

Zi

mba

bwe

• id

entif

y kn

own

cultu

ral

prac

tices

in d

iffer

ent p

arts

of

Zim

babw

e

• La

ngua

ges

spok

en in

di

ffere

nt p

arts

of

Zim

babw

e •

Cul

tura

l pra

ctic

es

asso

ciat

ed w

ith

spec

ific

lang

uage

gr

oups

in Z

imba

bwe

• N

amin

g th

e si

xtee

n of

ficia

l la

ngua

ges

spok

en in

Zim

babw

e •

Com

parin

g cu

ltura

l pra

ctic

es o

f pe

ople

in Z

imba

bwe

• M

odel

ling

in v

ario

us c

ultu

ral a

ttire

• IC

T to

ols

• C

onst

itutio

n of

Zim

babw

e •

Res

ourc

e pe

rson

•

Map

of Z

imba

bwe

• R

elat

ed li

tera

ture

•

Arte

fact

s •

Pic

ture

s •

Diff

eren

t (dr

esse

s) c

ostu

mes

C

UST

OD

IAN

S O

F C

ULT

UR

E •

outli

ne th

e hi

erar

chy

of

indi

geno

us le

ader

ship

in

Zim

babw

e •

expl

ain

the

role

of

indi

geno

us le

ader

s

• de

scrib

e ho

w c

hief

s ar

e in

stal

led

and

burie

d

• In

dige

nous

lead

ersh

ip

hier

arch

y in

Zim

babw

e:

- vill

age

head

-h

eadm

an

- chi

ef

• D

utie

s an

d ju

risdi

ctio

n of

diff

eren

t lev

els

of th

e in

dige

nous

lead

ersh

ip

• In

stal

latio

n an

d bu

rial

• Ill

ustra

ting

the

indi

geno

us

lead

ersh

ip h

iera

rchy

in Z

imba

bwe

• D

ram

atis

ing

the

dutie

s of

ch

iefta

insh

ip h

iera

rchy

•

Dis

cuss

ing

the

inst

alla

tion

and

buria

l of c

hief

s

• IC

T to

ols

• R

esou

rce

pers

on

• R

elat

ed li

tera

ture

•

Pic

ture

s

GRADE 7

TOPIC 1: IDENTITY: FAMILY HISTORY AND LOCAL HERITAGE

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:01 PM Page 54

55

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

KEY

CO

NC

EPTS

LE

AR

NIN

G O

BJE

CTI

VES

Lear

ners

sho

uld

be a

ble

to:

UN

IT C

ON

TEN

T SU

GG

ESTE

D L

EAR

NIN

G

AC

TIVI

TIES

AN

D N

OTE

S SU

GG

ESTE

D L

EAR

NIN

G

RES

OU

RC

ES

of c

hief

s PR

ESER

VATI

ON

OF

HER

ITA

GE

SITE

S •

iden

tify

maj

or h

erita

ge

site

s of

Zim

babw

e •

desc

ribe

way

s of

pr

eser

ving

her

itage

site

s of

Zim

babw

e

• M

ajor

her

itage

site

s of

Zi

mba

bwe:

-F

reed

om c

amp

(Zam

bia)

-C

him

oio

(Moz

ambi

que)

-N

jele

le

-Her

oes

Acr

e

-Gre

at Z

imba

bwe

-Vic

toria

Fal

ls

• P

rese

rvat

ion

of

Her

itage

site

s:

-indi

geno

us w

ays

such

as

tabo

os a

nd

spiri

tual

bel

iefs

-c

onte

mpo

rary

way

s su

ch a

s ga

zette

d A

cts

• S

tatin

g m

ajor

her

itage

site

s of

Zi

mba

bwe

• D

escr

ibin

g m

ajor

her

itage

site

s of

Zi

mba

bwe

• S

ugge

stin

g w

ays

of p

rese

rvin

g he

ritag

e si

tes

of Z

imba

bwe

• To

urin

g of

Her

itage

site

s

• IC

T to

ols

• M

aps

• R

esou

rce

pers

on

• R

elat

ed li

tera

ture

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:01 PM Page 55

56

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

K

EY C

ON

CEP

TS

LEA

RN

ING

OB

JEC

TIVE

S Le

arne

rs s

houl

d be

abl

e to

: U

NIT

CO

NTE

NT

SUG

GES

TED

LEA

RN

ING

A

CTI

VITI

ES A

ND

NO

TES

SUG

GES

TED

LEA

RN

ING

R

ESO

UR

CES

H

EALT

HY

BO

Y-G

IRL

REL

ATI

ON

SHIP

S •

iden

tify

heal

thy

boy-

girl

rela

tions

hips

•

desc

ribe

heal

thy

boy-

girl

rela

tions

hips

• H

ealth

y bo

y-gi

rl re

latio

nshi

ps

• D

iscu

ssin

g he

alth

y bo

y-gi

rl re

latio

nshi

ps

• R

ole-

play

ing

heal

thy

boy-

girl

rela

tions

hips

•

Sto

ry-te

lling

abo

ut h

ealth

y bo

y-gi

rl re

latio

nshi

ps

• IC

T to

ols

• R

esou

rce

pers

on

• R

elat

ed li

tera

ture

•

Pic

ture

s

EFFE

CTS

OF

AG

E O

N

MA

RR

IAG

E A

ND

PO

PULA

TIO

N G

RO

WTH

• re

late

the

age

of m

arria

ge to

po

pula

tion

grow

th

• an

alys

e th

e ef

fect

s of

m

arria

ge ty

pes

on p

opul

atio

n gr

owth

• A

ge, m

arria

ge ty

pes

and

thei

r effe

cts

on

popu

latio

n gr

owth

• D

iscu

ssin

g th

e ef

fect

s of

ag

e in

mar

riage

on

popu

latio

n gr

owth

•

Deb

atin

g th

e ef

fect

s of

fa

mily

siz

e on

a c

ount

ry’s

po

pula

tion

and

econ

omic

ac

tivity

•

Dis

cuss

ing

the

effe

cts

of

mar

riage

type

s on

po

pula

tion

grow

th

• IC

T to

ols

• R

elat

ed li

tera

ture

•

Pic

ture

s •

Res

ourc

e pe

rson

CH

ILD

-BEA

RIN

G

• an

alys

e th

e ef

fect

s of

chi

ld

birth

on

the

mot

her

• re

late

mot

her’s

rate

of c

hild

-be

arin

g to

her

hea

lth a

nd th

e w

elfa

re o

f the

chi

ld

• E

ffect

s of

chi

ld-

bear

ing

on:

- hea

lth o

f the

mot

her

- hea

lth a

nd w

elfa

re

o

f the

chi

ld

• E

xam

inin

g th

e ef

fect

s of

ch

ild-b

earin

g on

the

mot

her

and

fam

ily li

fe

• D

iscu

ssin

g th

e ef

fect

s of

the

rate

of c

hild

bea

ring

on th

e he

alth

and

wel

fare

of t

he

child

• IC

T to

ols

• R

esou

rce

pers

on

• R

elat

ed li

tera

ture

•

Pic

ture

s •

Cha

rts

TOPIC 2: CULTURAL HERITAGE

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:01 PM Page 56

57

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

KEY

CO

NC

EPTS

LE

AR

NIN

G O

BJE

CTI

VES

Lear

ners

sho

uld

be a

ble

to:

UN

IT C

ON

TEN

T SU

GG

ESTE

D L

EAR

NIN

G

AC

TIVI

TIES

AN

D N

OTE

S SU

GG

ESTE

D L

EAR

NIN

G

RES

OU

RC

ES

IND

EPEN

DEN

CE

AN

D

SELF

-GO

VER

NA

NC

E

rela

te in

depe

nden

ce to

sel

f-go

vern

ance

desc

ribe

the

impo

rtanc

e of

se

lf-go

vern

ance

In

depe

nden

ce a

nd

self-

gove

rnan

ce

D

iscu

ssin

g th

e im

porta

nce

of in

depe

nden

ce a

nd s

elf-

gove

rnan

ce

C

ompa

ring

self-

gove

rnan

ce

and

colo

nial

rule

IC

T to

ols

R

elat

ed li

tera

ture

Res

ourc

e pe

rson

Pict

ures

Her

itage

site

s an

d ar

tefa

cts

THE

LAN

D R

EFO

RM

PR

OG

RAM

ME

id

entif

y th

e ca

uses

of t

he

land

refo

rm p

rogr

amm

e

disc

uss

the

bene

fits

of th

e la

nd re

form

pro

gram

me

Th

e la

nd re

form

pr

ogra

mm

e

The

bene

fits

of th

e la

nd re

form

pr

ogra

mm

e

D

iscu

ssin

g ca

uses

of t

he

land

refo

rm p

rogr

amm

e

Des

crib

ing

bene

fits

of th

e la

nd re

form

pro

gram

me

To

urin

g ne

ighb

ourin

g fa

rms

to s

ee b

enef

its o

f the

land

re

form

pro

gram

me

IC

T to

ols

R

elat

ed li

tera

ture

Pict

ures

Res

ourc

e pe

rson

s

Nei

ghbo

urin

g fa

rms

THE

NAT

ION

AL

SCH

OO

L PL

EDG

E

re

cite

the

natio

nal s

choo

l pl

edge

disc

uss

the

impo

rtanc

e of

the

natio

nal s

choo

l ple

dge

re

late

the

natio

nal s

choo

l pl

edge

to th

e na

tiona

l fla

g an

d na

tiona

l ant

hem

Th

e na

tiona

l sch

ool

pled

ge

Th

e na

tiona

l fla

g

The

natio

nal

anth

em

S

wea

ring

alle

gian

ce to

the

natio

nal s

choo

l ple

dge

Si

ngin

g th

e na

tiona

l ant

hem

Expl

aini

ng th

e im

porta

nce

of

the

natio

nal s

choo

l ple

dge

and

the

natio

nal a

nthe

m

IC

T to

ols

C

onst

itutio

n of

Zim

babw

e

Res

ourc

e pe

rson

Rel

ated

lite

ratu

re

ZIM

BA

BW

E A

S A

M

EMB

ER O

F O

THER

R

EGIO

NA

L A

ND

IN

TER

NAT

ION

AL

OR

GA

NIS

ATIO

NS

re

late

Zim

babw

e to

oth

er

inte

rnat

iona

l org

anis

atio

ns

ex

plai

n th

e im

porta

nce

of

belo

ngin

g to

regi

onal

and

in

tern

atio

nal o

rgan

isat

ions

R

egio

nal a

nd

inte

rnat

iona

l or

gani

satio

ns:

-Sou

ther

n Af

rican

D

evel

opm

ent

Com

mun

ity

(SAD

C)

-Com

mon

Mar

ket f

or

East

ern

and

Sout

hern

Afri

ca

(CO

MES

A)

- Afri

can

Uni

on (A

U)

- Uni

ted

Nat

ions

(U

N)

Id

entif

ying

regi

onal

and

in

tern

atio

nal o

rgan

isat

ions

to

whi

ch Z

imba

bwe

is a

m

embe

r

Dis

cuss

ing

the

impo

rtanc

e of

bei

ng a

mem

ber o

f re

gion

al a

nd in

tern

atio

nal

orga

nisa

tions

Expl

aini

ng th

e fu

nctio

ns o

f so

me

regi

onal

and

in

tern

atio

nal o

rgan

isat

ions

IC

T to

ols

R

elat

ed li

tera

ture

Res

ourc

e pe

rson

Pam

phle

ts

M

aps:

-A

frica

-W

orld

TOPIC 3: NATIONAL HISTORY, SOVEREIGNTY AND GOVERNANCE

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:01 PM Page 57

58

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

KEY

CO

NC

EPTS

LE

AR

NIN

G O

BJE

CTI

VES

Lear

ners

sho

uld

be a

ble

to:

UN

IT C

ON

TEN

T SU

GG

ESTE

D L

EAR

NIN

G

AC

TIVI

TIES

AN

D N

OTE

S SU

GG

ESTE

D L

EAR

NIN

G

RES

OU

RC

ES

ELEC

TIO

NS

•

anal

yse

diffe

rent

form

s of

el

ectio

ns

• ex

plai

n th

e el

ecto

ral p

roce

ss

• E

lect

ions

: -P

arlia

men

tary

-P

resi

dent

ial

-Sen

ator

ial

-Loc

al g

over

nmen

t el

ectio

ns

-By-

elec

tions

•

Ele

ctor

al p

roce

ss

• Li

stin

g di

ffere

nt k

inds

of

elec

tions

•

Dis

cuss

ing

the

diffe

rent

ki

nds

of e

lect

ions

•

Com

parin

g lo

cal

gove

rnm

ent e

lect

ions

an

d na

tiona

l ele

ctio

ns

• IC

T to

ols

• R

elat

ed li

tera

ture

•

Con

stitu

tion

of Z

imba

bwe

• P

amph

lets

•

Res

ourc

e pe

rson

OW

NER

SHIP

OF

PRO

PER

TY

• na

me

type

s of

pro

perty

ow

ners

hip

docu

men

ts

• ev

alua

te ty

pes

of p

rope

rty

owne

rshi

p •

expl

ain

the

impo

rtanc

e of

pa

tent

righ

ts

• Fa

mily

pro

perty

•

Mov

able

and

im

mov

able

pro

perty

•

Type

s of

ow

ners

hip

docu

men

ts

• P

aten

t rig

hts:

-in

telle

ctua

l pro

perty

-c

opy

right

s -a

nim

al b

rand

ing

• D

iscu

ssin

g pr

oper

ty

owne

rshi

p •

List

ing

type

s of

pro

perty

ow

ners

hip

docu

men

ts

• D

iscu

ssin

g th

e im

porta

nce

of p

aten

t rig

hts

• IC

T to

ols

• R

elat

ed li

tera

ture

•

Res

ourc

e pe

rson

•

Pam

phle

ts

INH

ERIT

AN

CE

•

expl

ain

inhe

ritan

ce

• id

entif

y ch

anne

ls, i

nstit

utio

ns

and

orga

nisa

tions

whi

ch

faci

litat

e in

herit

ance

• In

herit

ance

: -W

ills

-Hei

rshi

p -P

rope

rty

• D

iscu

ssin

g in

herit

ance

pr

oced

ures

•

Dis

cuss

ing

inst

itutio

ns

and

orga

nisa

tions

that

fa

cilit

ate

inhe

ritan

ce

• D

ram

atis

ing

inhe

ritan

ce

faci

litat

ion

proc

esse

s •

Iden

tifyi

ng p

rope

rties

that

ar

e in

herit

able

• IC

T to

ols

• R

elat

ed li

tera

ture

•

Pic

ture

s •

Res

ourc

e pe

rson

•

Sam

ples

of w

ills

• A

ffida

vit f

orm

s

IND

IGEN

OU

S IN

STIT

UTI

ON

S A

ND

D

OM

ESTI

C

LEG

ISLA

TIO

N O

N

GEN

DER

EQ

UIT

Y

• na

me

indi

geno

us in

stitu

tions

th

at p

rom

ote

gend

er e

quity

•

expl

ain

the

impo

rtanc

e of

ge

nder

equ

ity

• In

dige

nous

inst

itutio

ns

and

Dom

estic

Le

gisl

atio

n on

Gen

der

equi

ty

• Im

porta

nce

of g

ende

r eq

uity

: - i

ndig

enou

s - c

onte

mpo

rary

• Id

entif

ying

indi

geno

us

inst

itutio

ns th

at p

rom

ote

gend

er e

quity

•

Dis

cuss

ing

the

impo

rtanc

e of

gen

der

equi

ty

• C

onst

itutio

n of

Zim

babw

e •

Res

ourc

e pe

rson

•

Rel

ated

lite

ratu

re

• IC

T to

ols

CO

NSU

MER

RIG

HTS

•

iden

tify

cons

umer

righ

ts

• C

onsu

mer

righ

ts:

• D

iscu

ssin

g co

nsum

er

• IC

T to

ols

TOPIC 4: ENTITLEMENTS/RIGHTS AND RESPONSIBILITIES

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:01 PM Page 58

59

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

KEY

CO

NC

EPTS

LE

AR

NIN

G O

BJE

CTI

VES

Lear

ners

sho

uld

be a

ble

to:

UN

IT C

ON

TEN

T SU

GG

ESTE

D L

EAR

NIN

G

AC

TIVI

TIES

AN

D N

OTE

S SU

GG

ESTE

D L

EAR

NIN

G

RES

OU

RC

ES

• in

terp

ret c

onsu

mer

righ

ts

• ex

plai

n th

e im

porta

nce

of

cons

umer

righ

ts

-the

right

to c

hoos

e go

ods

and

serv

ices

-th

e rig

ht to

kno

w th

e co

mpo

sitio

n an

d ex

piry

da

tes

of p

acka

ged

good

s

-the

right

to k

now

the

side

effe

cts

of p

rodu

cts

right

s •

Exp

lain

ing

cons

umer

rig

hts

• Ju

stify

ing

the

impo

rtanc

e of

con

sum

er ri

ghts

•

Col

lect

ing

empt

y pa

ckag

ing

mat

eria

ls

• R

elat

ed li

tera

ture

•

Pic

ture

s •

Res

ourc

e pe

rson

•

Em

pty

pack

agin

g m

ater

ials

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:01 PM Page 59

60

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

KEY

CO

NC

EPTS

LE

AR

NIN

G O

BJE

CTI

VES

Lear

ners

sho

uld

be a

ble

to:

UN

IT C

ON

TEN

T SU

GG

ESTE

D L

EAR

NIN

G

AC

TIVI

TIES

AN

D N

OTE

S SU

GG

ESTE

D L

EAR

NIN

G

RES

OU

RC

ES

PRO

BLE

MS

AN

D

SOLU

TIO

NS

TO

SHO

RTA

GES

OF

SHEL

TER

• id

entif

y pr

oble

ms

rela

ted

to

shel

ter

• su

gges

t pos

sibl

e so

lutio

ns to

sh

orta

ge o

f she

lter

• S

helte

r -P

robl

ems

-Sol

utio

ns

• Li

stin

g pr

oble

ms

caus

ed b

y sh

orta

ges

of s

helte

r •

Sug

gest

ing

poss

ible

sol

utio

ns to

pr

oble

ms

caus

ed b

y sh

orta

ges

of

shel

ter

• IC

T to

ols

• R

elat

ed li

tera

ture

•

Pic

ture

s •

Loca

l env

ironm

ent

FAC

TOR

S TH

AT

INFL

UEN

CE

SITI

NG

AN

D

DES

IGN

OF

SHEL

TER

• Li

st fa

ctor

s th

at in

fluen

ce th

e si

ting

and

desi

gn o

f she

lter

• ex

plai

n fa

ctor

s th

at in

fluen

ce

the

sitin

g an

d de

sign

of

shel

ter

• Fac

tors

that

influ

ence

si

ting

and

desi

gn o

f sh

elte

r

• D

escr

ibin

g di

ffere

nt fa

ctor

s th

at

influ

ence

siti

ng a

nd d

esig

n of

sh

elte

r •

Dra

win

g sh

elte

rs w

ith d

iffer

ent

desi

gns

• To

urin

g pl

aces

with

var

ious

sh

elte

r des

igns

• IC

T to

ols

• M

odel

s •

Dio

ram

as

• P

ictu

res

• R

elat

ed li

tera

ture

•

Res

ourc

e pe

rson

•

Bui

ldin

gs

WA

YS O

F A

CQ

UIR

ING

A

CC

OM

MO

DA

TIO

N

• id

entif

y di

ffere

nt w

ays

of

acqu

iring

acc

omm

odat

ion

• R

entin

g •

Buy

ing

– Ti

tle D

eeds

•

Con

stru

ctin

g ow

n

acco

mm

odat

ion

• In

herit

ance

• D

iscu

ssin

g di

ffere

nt w

ays

of

acqu

iring

acc

omm

odat

ion

• IC

T to

ols

• Ti

tle d

eeds

•

Res

ourc

e pe

rson

•

Pic

ture

s •

Mod

els

• B

uild

ings

TOPIC 5: SHELTER

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:01 PM Page 60

61

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

K

EY C

ON

CEP

TS

LEA

RN

ING

OB

JEC

TIVE

S Le

arne

rs s

houl

d be

abl

e to

: U

NIT

CO

NTE

NT

SUG

GES

TED

LEA

RN

ING

A

CTI

VITI

ES A

ND

NO

TES

SUG

GES

TED

LEA

RN

ING

R

ESO

UR

CES

PR

OM

INEN

T PE

OPL

E IN

VOLV

ED IN

VO

LUN

TAR

Y W

OR

K IN

TH

E PA

ST A

ND

PR

ESEN

T

• id

entif

y pr

omin

ent p

eopl

e in

volv

ed in

vol

unta

ry w

ork

• P

rom

inen

t peo

ple

invo

lved

in v

olun

tary

w

ork

such

as

- Jai

ros

Jiri

- Mat

thew

Rus

ike

- Mot

her T

here

sa

- Flo

renc

e N

ight

inga

le

• S

tatin

g pr

omin

ent p

eopl

e in

volv

ed in

vol

unta

ry w

ork

• D

escr

ibin

g co

ntrib

utio

ns o

f pr

omin

ent p

eopl

e to

ben

efic

iarie

s in

the

com

mun

ity

• To

urin

g ce

nter

s th

at a

ssis

t the

di

sadv

anta

ged

and

vuln

erab

le

peop

le in

the

com

mun

ity

• P

ictu

res

• IC

T to

ols

• R

elat

ed li

tera

ture

•

Res

ourc

e pe

rson

VOLU

NTA

RY

AN

D

HU

MA

NIT

AR

IAN

O

RG

AN

ISA

TIO

NS

IN T

HE

CO

UN

TRY

• ex

plai

n th

e ro

le o

f vol

unta

ry

orga

nisa

tions

in th

e co

untry

•

high

light

the

chal

leng

es

caus

ed b

y so

me

volu

ntar

y or

gani

satio

ns

• su

gges

t way

s of

miti

gatin

g th

e ch

alle

nges

• V

olun

tary

and

H

uman

itaria

n or

gani

satio

ns

• D

iscu

ssin

g th

e ro

le o

f vol

unta

ry

orga

nisa

tions

in th

e co

untry

•

Out

linin

g th

e ch

alle

nges

cau

sed

by s

ome

volu

ntar

y or

gani

satio

ns

• S

ugge

stin

g w

ays

of m

itiga

ting

the

chal

leng

es

• IC

T to

ols

• R

esou

rce

pers

on

• P

ictu

res

•

Rel

ated

lite

ratu

re

PAR

TIC

IPA

TIO

N IN

VO

LUN

TAR

Y W

OR

K

• pe

rform

vol

unta

ry w

ork

in

thei

r loc

ality

•

Par

ticip

atio

n in

vo

lunt

ary

wor

k •

Dem

onst

ratin

g vo

lunt

eeris

m

• E

ngag

ing

in c

omm

unity

pro

ject

s to

ass

ist t

he v

ulne

rabl

e

• IC

T to

ols

• R

esou

rce

pers

on

• R

elat

ed li

tera

ture

TOPIC 6: SOCIAL SERVICES AND VOLUNTEERISM

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:01 PM Page 61

62

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

K

EY C

ON

CEP

TS

LEA

RN

ING

OB

JEC

TIVE

S Le

arne

rs s

houl

d be

abl

e to

: U

NIT

CO

NTE

NT

SUG

GES

TED

LEA

RN

ING

A

CTI

VITI

ES A

ND

NO

TES

SUG

GES

TED

LEA

RN

ING

R

ESO

UR

CES

N

ATIO

NA

L ST

RAT

EGIC

R

ESER

VES

id

entif

y na

tiona

l stra

tegi

c re

serv

es

exp

lain

the

role

of n

atio

nal

s

trate

gic

rese

rves

inst

itutio

ns

i

n Zi

mba

bwe

N

atio

nal s

trate

gic

rese

rves

suc

h as

: - w

ater

- f

uel

- gra

in

- ele

ctric

ity

- wild

life

- mon

ey

N

atio

nal s

trate

gic

rese

rve

inst

itutio

ns

such

as:

- Z

imba

bwe

Ele

ctric

ity

and

Tran

smis

sion

an

d D

istri

butio

n C

ompa

ny (Z

ETD

C)

- Res

erve

Ban

k of

Zi

mba

bwe

(RBZ

) - Z

imba

bwe

Nat

iona

l W

ater

Aut

horit

y (Z

INW

A)

- Gra

in M

arke

ting

Boar

d (G

MB)

- N

atio

nal P

arks

and

W

ildlif

e M

anag

emen

t Au

thor

ity (N

PWM

A)

D

iscu

ssin

g na

tiona

l st

rate

gic

rese

rves

Eval

uatin

g th

e ro

le o

f na

tiona

l stra

tegi

c re

serv

e in

stitu

tions

in Z

imba

bwe

To

urin

g N

atio

nal S

trate

gic

inst

itutio

ns

IC

T to

ols

R

esou

rce

pers

on

R

elat

ed li

tera

ture

Pict

ures

Nat

iona

l Stra

tegi

c re

serv

es

STO

RA

GE

AN

D

MAR

KET

ING

OF

GO

OD

S (IM

POR

TS A

ND

EX

POR

TS)

ex

amin

e va

rious

met

hods

of

stor

age

and

mar

ketin

g

dist

ingu

ish

betw

een

impo

rts

and

expo

rts

St

orag

e fa

cilit

ies

such

as

: - s

ilos

- war

ehou

ses

- tan

ks

- dam

s

Mar

ketin

g in

stitu

tions

su

ch a

s:

-

sup

erm

arke

ts

- dep

artm

enta

l sto

res

M

atch

ing

stor

age

faci

litie

s w

ith g

oods

Dis

cuss

ing

stor

age

and

mar

ketin

g st

rate

gies

Tou

ring

to o

bser

ve

stor

age

faci

litie

s

Iden

tifyi

ng m

ajor

impo

rts

and

expo

rts

IC

T to

ols

R

esou

rce

pers

on

Pa

mph

lets

Stor

age

faci

litie

s

TOPIC 7: NATURAL HERITAGE: PRODUCTION, DISTRIBUTION

AND CONSUMPTION OF GOODS AND SERVICES

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:01 PM Page 62

63

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

KEY

CO

NC

EPTS

LE

AR

NIN

G O

BJE

CTI

VES

Lear

ners

sho

uld

be a

ble

to:

UN

IT C

ON

TEN

T SU

GG

ESTE

D L

EAR

NIN

G

AC

TIVI

TIES

AN

D N

OTE

S SU

GG

ESTE

D L

EAR

NIN

G

RES

OU

RC

ES

IND

IGEN

OU

S A

ND

C

ON

TEM

POR

AR

Y W

AYS

OF

PRES

ERVI

NG

FO

OD

• di

scus

s th

e in

dige

nous

and

co

ntem

pora

ry w

ays

of

pres

ervi

ng fo

od

• ex

plai

n th

e im

porta

nce

of

pres

ervi

ng fo

od

• In

dige

nous

and

co

ntem

pora

ry w

ays

of

pres

ervi

ng fo

od

• C

ompa

ring

the

indi

geno

us

and

cont

empo

rary

way

s of

pr

eser

ving

food

•

Just

ifyin

g th

e im

porta

nce

of p

rese

rvin

g fo

od

• D

emon

stra

ting

way

s of

pr

eser

ving

food

• IC

T to

ols

• R

esou

rce

pers

on

• R

elat

ed li

tera

ture

•

Pic

ture

s •

Pam

phle

ts

• Fo

od it

ems

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:01 PM Page 63

64

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

KEY

CO

NC

EPTS

LE

AR

NIN

G O

BJE

CTI

VES

Lear

ners

sho

uld

be a

ble

to:

UN

IT C

ON

TEN

T SU

GG

ESTE

D L

EAR

NIN

G A

CTI

VITI

ES

AN

D N

OTE

S SU

GG

ESTE

D

LEA

RN

ING

R

ESO

UR

CES

FA

CTO

RS

THA

T IN

FLU

ENC

E C

HO

ICE

OF

MO

DE

OF

TRA

NSP

OR

T A

ND

C

OM

MU

NIC

ATI

ON

• ex

plai

n fa

ctor

s th

at

influ

ence

the

choi

ce o

f m

ode

of tr

ansp

ort a

nd

com

mun

icat

ion

• Fa

ctor

s th

at a

ffect

cho

ice

of m

odes

of t

rans

port

and

com

mun

icat

ion

• Ta

bula

ting

fact

ors

that

influ

ence

ch

oice

of m

ode

of tr

ansp

ort a

nd

com

mun

icat

ion

• E

valu

atin

g fa

ctor

s th

at in

fluen

ce

choi

ce o

f mod

e of

tran

spor

t and

co

mm

unic

atio

n

• M

odel

s •

Dio

ram

as

• IC

T to

ols

• R

elat

ed li

tera

ture

IMPO

RTA

NC

E O

F U

P-TO

-D

ATE

MA

PS A

ND

CH

AR

TS

FOR

TR

AVE

LLIN

G

PUR

POSE

S

• in

terp

ret m

aps

and

char

ts

for t

rave

lling

pur

pose

s •

Impo

rtanc

e of

map

s an

d ch

arts

for t

rave

lling

pu

rpos

es

• R

eadi

ng m

aps

and

char

ts o

n do

mes

tic, r

egio

nal a

nd in

tern

atio

nal

traffi

c ro

utes

•

Exp

lain

ing

the

impo

rtanc

e of

up-

to-

date

map

s fo

r tra

velli

ng p

urpo

ses

NO

TE: T

rave

l map

s ca

n be

acc

esse

d fr

om in

form

atio

n ce

ntre

s, s

urve

yor

gene

ral’s

offi

ce a

nd s

ome

serv

ice

stat

ions

• IC

T to

ols

• M

aps

• R

esou

rce

pers

on

• R

elat

ed li

tera

ture

•

Com

pass

HA

ZAR

DS

AN

D D

ISA

STER

S IN

TH

E TR

AN

SPO

RT

AN

D

CO

MM

UN

ICA

TIO

N

IND

UST

RY

• id

entif

y ha

zard

s an

d di

sast

ers

in th

e tra

nspo

rt an

d co

mm

unic

atio

n in

dust

ry

• an

alys

e ca

uses

and

effe

cts

of h

azar

ds a

nd d

isas

ters

in

the

trans

port

and

com

mun

icat

ion

indu

stry

• H

azar

ds a

nd d

isas

ters

in

the

trans

port

and

com

mun

icat

ion

indu

stry

•

Pre

vent

ion

of h

azar

ds a

nd

disa

ster

s in

the

trans

port

and

com

mun

icat

ion

indu

stry

•

Cau

ses

and

effe

cts

of

haza

rds

in th

e tra

nspo

rt an

d co

mm

unic

atio

n in

dust

ry

• D

iscu

ssin

g ca

uses

, effe

cts

and

prev

entio

n of

dis

aste

rs a

nd h

azar

ds

• D

ebat

ing

caus

es o

f acc

iden

ts

• To

urin

g ro

ads

in th

e lo

cal

envi

ronm

ent

• IC

T to

ols

• R

elat

ed li

tera

ture

•

Res

ourc

e pe

rson

•

Loca

l en

viro

nmen

t

MA

NA

GEM

ENT

OF

DIS

AST

ERS

IN T

HE

TRA

NSP

OR

T IN

DU

STR

IES

• su

gges

t way

s of

man

agin

g ha

zard

s an

d di

sast

ers

in

the

trans

port

and

com

mun

icat

ion

indu

stry

• S

olut

ions

to h

azar

ds a

nd

disa

ster

s •

Con

duct

ing

moc

k di

sast

ers

and

haza

rd p

repa

redn

ess

drill

s •

ICT

tool

s •

Rel

ated

lite

ratu

re

• R

esou

rce

pers

on

TOPIC 8: TRANSPORT AND COMMUNICATION

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:01 PM Page 64

65

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

K

EY C

ON

CEP

TS

LEA

RN

ING

OB

JEC

TIVE

S Le

arne

rs s

houl

d be

abl

e to

: U

NIT

CO

NTE

NT

SUG

GES

TED

LEA

RN

ING

AC

TIVI

TIES

AN

D

NO

TES

SUG

GES

TED

LE

AR

NIN

G

RES

OU

RC

ES

HU

MA

N C

API

TAL

DEV

ELO

PMEN

T IN

ZI

MB

AB

WE

• id

entif

y di

ffere

nt c

aree

r op

portu

nitie

s in

Zim

babw

e •

exam

ine

diffe

rent

or

gani

satio

ns in

volv

ed in

hu

man

cap

ital d

evel

opm

ent

in Z

imba

bwe

• C

aree

r opp

ortu

nitie

s in

Zim

babw

e •

Hum

an c

apita

l de

velo

pmen

t in

Zim

babw

e

• E

xam

inin

g di

ffere

nt c

aree

rs

• R

ole-

play

ing

diffe

rent

car

eer o

ppor

tuni

ties

• To

urin

g di

ffere

nt w

ork

plac

es

• IC

T to

ols

• R

esou

rce

pers

on

• R

elat

ed li

tera

ture

•

Pam

phle

ts

• W

ork

plac

es

ENTE

RPR

ISE

SKIL

LS/S

ELF-

REL

IAN

CE

AN

D

EMPL

OYM

ENT

CR

EATI

ON

• ex

plai

n th

e co

ncep

t of s

elf-

relia

nce

and

empl

oym

ent

crea

tion

• di

scus

s th

e ef

fect

s of

un

empl

oym

ent

• su

gges

t way

s of

bei

ng s

elf-

relia

nt a

nd c

reat

ing

empl

oym

ent

• S

elf-r

elia

nce

and

empl

oym

ent c

reat

ion

• E

ffect

s of

un

empl

oym

ent

• W

ays

of b

eing

sel

f-re

liant

• R

ole-

play

ing

the

impo

rtanc

e of

bei

ng s

elf-

relia

nt

• E

xpla

inin

g ef

fect

s of

une

mpl

oym

ent

• D

iscu

ssin

g w

ays

of c

reat

ing

empl

oym

ent

• E

ngag

ing

in in

com

e ge

nera

ting

proj

ects

• IC

T to

ols

• P

ictu

res

• R

esou

rce

pers

on

• P

amph

lets

•

Pro

ject

cen

tres

PRO

TEC

TIO

N O

F W

OR

KER

S’ R

IGH

TS

• id

entif

y w

orke

rs’ r

ight

s •

expl

ain

the

need

for

prot

ectin

g w

orke

rs’ r

ight

s •

stat

e oc

cupa

tiona

l haz

ards

an

d sa

fety

mea

sure

s

• W

orke

rs’ r

ight

s •

Occ

upat

iona

l haz

ards

•

Occ

upat

iona

l saf

ety

• D

iscu

ssin

g w

orke

rs’ r

ight

s •

Exp

lain

ing

the

func

tions

of w

orke

rs u

nion

s in

Zim

babw

e •

Dis

cuss

ing

the

dang

ers

of o

ccup

atio

nal

haza

rds

• S

ugge

stin

g m

easu

res

of p

reve

ntin

g w

ork

rela

ted

acci

dent

s

• IC

T to

ols

• C

onst

itutio

n of

Zi

mba

bwe

• P

ictu

res

• P

amph

lets

•

Res

ourc

e pe

rson

•

Rel

ated

lite

ratu

re

RES

PON

SIB

ILIT

Y A

T W

OR

K A

ND

DU

RIN

G

LEIS

UR

E TI

ME

• ju

stify

indi

vidu

al

resp

onsi

bilit

ies

at w

ork

and

durin

g le

isur

e tim

e •

desc

ribe

the

bene

fits

of b

eing

in

volv

ed in

spo

rts

• R

espo

nsib

ilitie

s at

w

ork

and

durin

g le

isur

e tim

e •

Spo

rts

• D

iscu

ssin

g sa

fety

pre

caut

ions

at w

ork

and

durin

g le

isur

e tim

e •

Dis

tingu

ishi

ng b

etw

een

resp

onsi

ble

and

irres

pons

ible

beh

avio

ur a

t wor

k an

d du

ring

leis

ure

time

• IC

T to

ols

• R

esou

rce

pers

on

• C

harts

•

Pic

ture

s

• R

elat

ed li

tera

ture

TOPIC 9 WORK AND LEISURE

Note: Safety at work and during leisure time

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:01 PM Page 65

66

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

KEY

CO

NC

EPTS

LE

AR

NIN

G O

BJE

CTI

VES

Lear

ners

sho

uld

be a

ble

to:

UN

IT C

ON

TEN

T SU

GG

ESTE

D L

EAR

NIN

G A

CTI

VITI

ES A

ND

N

OTE

S SU

GG

ESTE

D

LEA

RN

ING

R

ESO

UR

CES

•

desi

gn ti

me-

tabl

es fo

r wor

k an

d le

isur

e •

Just

ifyin

g th

e be

nefit

s of

spo

rts

TOU

RIS

M IN

SA

DC

AN

D

OTH

ER C

OU

NTR

IES

•

iden

tify

tour

ist d

estin

atio

ns in

Zi

mba

bwe,

the

SA

DC

and

ot

her c

ount

ries

• ex

plai

n th

e im

porta

nce

of

tour

ism

to Z

imba

bwe

and

othe

r cou

ntrie

s

• To

uris

t des

tinat

ions

in

Zim

babw

e, th

e S

AD

C

and

othe

r cou

ntrie

s •

Ben

efits

of t

ouris

m

• D

iscu

ssin

g to

uris

t des

tinat

ions

in

Zim

babw

e, th

e S

AD

C a

nd o

ther

cou

ntrie

s •

Sug

gest

ing

way

s of

pro

mot

ing

tour

ism

• IC

T to

ols

• M

aps

• R

elat

ed li

tera

ture

•

Mod

els

• P

ictu

res

• P

amph

lets

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:01 PM Page 66

67

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

K

EY C

ON

CEP

TS

LEA

RN

ING

OB

JEC

TIVE

S Le

arne

rs s

houl

d be

abl

e to

: U

NIT

CO

NTE

NT

SUG

GES

TED

LEA

RN

ING

AC

TIVI

TIES

AN

D

NO

TES

SUG

GES

TED

LE

AR

NIN

G

RES

OU

RC

ES

ENVI

RO

NM

ENTA

L IS

SUES

: D

ESER

TIFI

CA

TIO

N

CA

USE

S, E

FFEC

TS A

ND

SO

LUTI

ON

S

• ex

amin

e ca

uses

and

effe

cts

of d

eser

tific

atio

n •

sugg

est m

itiga

tory

fact

ors

to

the

prob

lem

of

dese

rtific

atio

n

• D

eser

tific

atio

n:

-cau

ses,

effe

cts

and

solu

tions

• Id

entif

ying

maj

or d

eser

ts in

Afri

ca

• D

iscu

ssin

g ca

uses

and

effe

cts

of

dese

rtific

atio

n •

Pla

ntin

g tre

es a

s a

miti

gato

ry fa

ctor

to

dese

rtific

atio

n

• IC

T to

ols

• R

elat

ed li

tera

ture

•

Map

s •

Res

ourc

e pe

rson

•

Tree

see

dlin

gs

and

seed

s PO

LLU

TIO

N:

CA

USE

S, E

FFEC

TS A

ND

SO

LUTI

ON

S

• de

fine

pollu

tion

• ex

plai

n th

e ca

uses

and

ef

fect

s of

pol

lutio

n •

sugg

est m

itiga

tory

mea

sure

s to

con

trol p

ollu

tion

• P

ollu

tion:

-w

ater

-la

nd

-air

• C

ause

s, e

ffect

s an

d so

lutio

ns

• D

iscu

ssin

g th

e pr

oble

ms

and

effe

cts

of

pollu

tion

• Id

entif

ying

miti

gato

ry m

easu

res

to c

ontro

l po

llutio

n

• IC

T to

ols

• R

elat

ed li

tera

ture

•

Map

s

! ! ! ! !$

TOPIC 10: GLOBAL ISSUES

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:01 PM Page 67

68

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

9.0 ASSESSMENTThe syllabus scheme of assessment is grounded on the principle of inclusivity. Arrangements, accommodations andmodifications must be visible in both continuous and summative assessment to enable candidates with special needsto also access assessments.

9.1 Assessment ObjectivesBy the end of the Heritage-Social Studies Primary School Course, learners should be able to:

l identify with national symbols such as National Flag, Anthem, National School Pledge, Monuments andHeritage sites

l explain the significance of public holidays and other national eventsl demonstrate ways of showing respect for self and othersl discuss norms, values and appropriate responsible behaviour l differentiate between new and old means of transport, Information and Communication Technology (ICT)l illustrate how transport and ICT facilitate communication among people and countriesl justify the importance of work and leisurel explain key events and importance of the First and Second Chimurenga/Umvukela liberation strugglel compare the practices of their own culture and that of othersl identify appropriate shelter for humans and animalsl explain the need for equal opportunities for all citizens of Zimbabwel identify the global environmental issues that affect livelihoodsl describe the production and marketing of goods and services

9.2: Scheme of AssessmentHeritage-Social Studies will be assessed through a separate section in the General Paper and shall constitute 25%.The syllabus embraces both continuous and summative assessments.

9.2.1 Continuous Assessment (35%)

Continuous assessment shall involve projects, tests and assignments.

A learner is expected to produce a project portfolio at each of the following levels:l Grade 3l Grade 4l Grade 5l Grade 6l Grade 7

NOTE: A profile system has to be developed for every child to capture those attributes that cannot be measured suchas the soft skills. A folio comprises test results throughout the primary school on an annual basis and marks collatedfrom the four prescribed projects. Observation schedules, checklists, tests and project tasks are to be set at districtlevel and standardised nationally.

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:01 PM Page 68

69

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

Continuous Assessment Model

LEVEL FORM OF ASSESSMENT ASSESSMENT TASKS NATURE FREQUENCY

GRADE 3 Continuous • Singing• Drawing • Dancing • Colouring/Painting• Reading and writing• Story telling• Speaking • Listening• Counting• Playing games• Reciting poems• Constructing models• Dramatising • Role playing• Picture reading• Researching • Discussing • Debating • Written Exercises• Theory tests• Project

• Practical • Can be done individually or in Groups

• Daily basis

• Weekly • Once per Month • Once a year

GRADE 4 Continuous • Singing• Drawing • Dancing • Colouring/Painting• Reading and writing• Story telling• Speaking • Listening• Counting• Playing games• Reciting poems• Constructing models• Dramatising • Role playing• Picture reading• Researching • Discussing • Debating • Written Exercises• Theory tests• Project

• Practical • Can be done individually or in Groups

• Daily basis

• Weekly • Once per Month • Once a year

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:01 PM Page 69

70

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

LEVEL FORM OF ASSESSMENT ASSESSMENT TASKS NATURE FREQUENCY

GRADE 5 • Singing• Drawing • Dancing • Colouring/Painting• Reading and writing• Story telling• Speaking • Listening• Counting• Playing games• Reciting poems• Constructing models• Dramatising • Role playing• Picture reading• Researching • Discussing • Debating • Written Exercises• Theory tests• Project

• Practical • Can be done individually or in Groups

• Daily basis

• Weekly • Once per Month • Once a year

GRADE 6 • Singing• Drawing • Dancing • Colouring/Painting• Reading and writing• Story telling• Speaking • Listening• Counting• Playing games• Reciting poems• Constructing models• Dramatising • Role playing• Picture reading• Researching • Discussing • Debating • Written Exercises• Theory tests• Project

• Practical • Can be done individually or in Groups

• Daily basis

• Weekly • Once per Month • Once a year

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:01 PM Page 70

71

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

ASSESSMENT CRITERIAAssessment Instruments:l Checklistsl Rating Scale l Observation Guidel Exercisesl Theory Testsl Practicall Project

9.2.2 Summative Assessment (65%)Description of the Summative assessment structureThe Summative assessment comprises two components as follows:

Paper 1 (1hr 30 minutes - 50 marks) 30%There are 50 multiple-choice questions and candidates are required to answer all.

Paper 2 (1hr 30minutes – 50 marks) 35%Paper 2 comprises Section A and B. Section A with approximately 30 questions is compulsory and carries 30 Marks.Section B is a choice section which carries 20 marks. A candidate is expected to choose 4 out of 6 questions. Eachquestion carries 5 marks.

LEVEL FORM OF ASSESSMENT ASSESSMENT TASKS NATURE FREQUENCY

GRADE 7 • Singing• Drawing • Dancing • Colouring/Painting• Reading and writing• Story telling• Speaking • Listening• Counting• Playing games• Reciting poems• Constructing models• Dramatising • Role playing• Picture reading• Researching • Discussing • Debating • Written Exercises• Theory tests• Project

• Practical • Can be done individually or in Groups

• Daily basis

• Weekly • Once per Month • Once a year

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:01 PM Page 71

72

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

9.2.3 Assessment Model

Assessment of learner performace in Heritage & Social Studies

25%

FINAL MARK HERITAGE & SOCIAL STUDIES

100% (25%)

FINAL MARKS FROM OTHER GENERAL PAPER

COMPONENTS

75%

Continuous Assessment Summative Assessment

ModeratedContinuous assessment

35%

Continuous Assessment

35%

Examination Mark =

65%

Pro!ling

Pro!le

Projects

15%Tests

10%Assignment

10%MCQ

30%

Structured test

35%

EXITPROFILE

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:01 PM Page 72

73

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

The setting and designing of questions in Heritage-Social Studies are guided and informed by the skills weighting chart and the specificationgrid below:

9.2.4 Skills Weighting ChartHeritage-Social Studies is a skill based study area which shall be assessed as follows:

Knowledge 40%

Comprehension 30%

Application 20%

Problem Solving 10%

9.2.5 Specification Grid for Summative Assessment

TOPICKNOWLEDGE

40%COMPREHENSION

30%APPLICATION

20%PROBLEM

SOLVING 10%TOTAL

1. Identity: Family History andLocal Heritage 2 1 1 1 5

2. Cultural Heritage 2 2 1 0 5

3. National History, Sovereigntyand Governance 3 2 1 1 7

4. Entitlements/Rights and Responsibilities 2 1 1 1 5

5. Shelter 2 2 1 0 5

6. Social Services and Volunteerism 1 1 1 0 3

7.Natural Heritage: Production,Distribution and Consumptionof Goods and Services

3 2 1 1 7

8. Transport and Communication 2 2 1 1 6

9. Work and Leisure 2 1 1 0 4

10. Global Issues 1 1 1 0 3

TOTAL 20 15 10 5 50

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:01 PM Page 73

74

Heritage – Social Studies Junior (Grade 3 - 7) Syllabus

ABBREVIATIONS AND ACRONYMSCEDAW Convention on the Elimination of all forms of Discrimination Against Women

GMB Grain Marketing Board

NACZ National Arts Council of Zimbabwe

NSSA National Social Security Authority

NPWMA National Parks and Wildlife Management Authority

UNESCO United Nations Education Scientific and Cultural Organisation

UNICEF United Nations International Children’s Emergency Fund

UN United Nations

NGOs Non – Governmental Organisations

NMMZ National Museums and Monuments of Zimbabwe

SADC Southern Africa Development Community

SEDCO Small Enterprise Development Company

SPS School Psychological Services

WHO World Health Organisation

ZINWA Zimbabwe National Water Authority

HIV Human Immuno-deficiency Virus

AIDS Acquired Immune Deficiency Syndrome

RBZ Reserve Bank of Zimbabwe

ZETDC Zimbabwe Electricity Transmission Distribution Company

ZIFA Zimbabwe Football Association

ZINA Zimbabwe Netball Association

Heritage and Social Junior 01-10-16.qxp_Layout 1 13/10/2016 1:01 PM Page 74