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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
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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
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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
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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:
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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
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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
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Heritage – Social Studies Junior (Grade 3 - 7) Syllabus
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$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
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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
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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
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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
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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)
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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Heritage – Social Studies Junior (Grade 3 - 7) Syllabus
K
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TOPIC 10: GLOBAL ISSUES
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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.
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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
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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
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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
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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
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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
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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
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