Updated Curriculum

FORM
A Practical Approach

1
to

Guidance and Counselling

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Connious Zhou Patience Makuyana

 A Practical Approach
to

Guidance and Counselling

Form 1

Makuyana Patience Zhou Connious

 CONTENTS

Chapter 1: Unhu/Ubuntu/Vumunhu (values), Beliefs and Citizenship.............................. 1

Unit 1.1 Unhu/Ubuntu/Vumunhu......................................................................................................... 1
Unit 1.2 Unhu/Ubuntu/Vumunhu at home, school and community....................................... 5
Unit 1.3 Norms, values and beliefs in Zimbabwe............................................................................ 8
Unit 1.4 Unhu/Ubuntu/Vumunhu in various roles and contexts............................................... 10
Unit 1.5 Grooming and etiquette.......................................................................................................... 13
Unit 1.6 Self-image and self-esteem.................................................................................................... 19
Chapter 2: Relationships.................................................................................................... 26
Unit 2.1 Types of families.......................................................................................................................... 26
Unit 2.2 Types of relationships............................................................................................................... 32
Unit 2.3 Communication skills................................................................................................................ 40
Examination I Paper 1.......................................................................................................................... 50
Examination I Paper 2.......................................................................................................................... 55
Chapter 3: Health Management......................................................................................... 58
Unit 3.1 Personal and environmental hygiene................................................................................. 59
Unit 3.2 Immunisation............................................................................................................................... 70
Unit 3.3 Sexual and reproductive health and right........................................................................ 74
Unit 3.4 HIV and AIDS................................................................................................................................ 79
Unit 3.5 Drug and substance abuse..................................................................................................... 84
Unit 3.6 Healthy living............................................................................................................................... 89
Chapter 4: Human Growth and Development.................................................................. 98
Unit 4.1 Puberty and adolescence........................................................................................................ 99
Unit 4.2 Sex and sexuality........................................................................................................................ 103
Unit 4.3 Psycho-social support systems.............................................................................................. 105
Unit 4.4 Disability........................................................................................................................................ 107
Examination II Paper 1.......................................................................................................................... 113
Examination II Paper 2.......................................................................................................................... 117
Chapter 5: Child Protection................................................................................................ 119
Unit 5.1 Child rights and responsibilities............................................................................................ 119
Unit 5.2 Child abuse................................................................................................................................... 121
Unit 5.3 Policies and legislation on child rights in Zimbabwe.................................................... 124
Unit 5.4 Drug and substance abuse..................................................................................................... 125
Chapter 6: Career Guidance............................................................................................... 130
Unit 6.1 Study skills.................................................................................................................................... 130
Unit 6.2 Career awareness........................................................................................................................ 133
Unit 6.3 Enterprise...................................................................................................................................... 135
Unit 6.4 Interviews...................................................................................................................................... 140
Unit 6.5 Guidance and counselling portfolio.................................................................................... 143
Examination III Paper 1......................................................................................................................... 147
Examination III Paper 2......................................................................................................................... 151

Index ............................................................................................................................ 152

 Chapter
UNHU/UBUNTU/ VUMUNHU
(VALUES), BELIEFS AND
1 CITIZENSHIP

Chapter objectives
At the end of this chapter, you should be able to:
•• define Unhu/Ubuntu/Vumunhu and related concepts.
•• list charatcteristics of Unhu/Ubuntu/Vumunhu.
•• describe Unhu/Ubuntu/Vumunhu at home, school and community.
•• state the norms, values and beliefs in the locality.
•• outline Unhu/Ubuntu/Vumunhu in various roles and contexts.
•• discuss the factors affecting Unhu/Ubuntu/Vumunhu.
•• define grooming and etiquette.
•• distinguish acceptable situational behaviour from unacceptable behaviour.
•• define self- image and self- esteem.
•• explain the importance of self-image and self-esteem.
•• assess self- esteem and self-image.

Introduction
Long ago, African societies were characterised by a bond that unified all members of the traditional
communities. This bond was a result of ethics that were set in these traditional societies. The ethics defined
the behaviour that was right and that which was wrong. Therefore, everyone in the society was supposed
to hold or show high principles of proper conduct to be called munhu/umuntu/a person. To be munhu/
umuntu/ a person was determined by one’s relationship with others. Members were placing community
interest first than individual interests. Everything was viewed in terms of common good, for example, a
person’s talent was seen as a community talent. The success of a community member was the success of
his/her family as well as the success of his/her community. On the other hand, immorality by an individual
was a disgrace to his/her family as well as the entire community. In that, any behaviour pattern was a
reflection of the person’s community values and family values as well.

UNIT 1.1 UNHU/UBUNTU/VUMUNHU

Unhu/Ubuntu/Vumunhu refers to the moral attribute of a person. The word is termed differently in different
languages, for example, munhu in the Bantu languages (Shona of Zimbabwe), Umuntu among the Ndebele
of Zimbabwe or Zulu/Xhosa of South Africa, Muthu among the Tswana of Botswana, Omundu among the
Herero of Namibia, to name but just a few.

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The community through informal courts will handle the issue in a manner considered just and fair.
However, if the gravity of the wrong committed is high, then the matter is reported to proper authorities
such as police. Under Unhu/Ubuntu remedies and punishments are meant to bring people together. They
are meant to inculcate Unhu/Ubuntu among individuals. It is the community which bestows hunhuness/
ubuntuness upon an individual or withholds it from him/her.
2. Unhu/Ubuntu/Vumunhu versus children
Under Unhu/Ubuntu a child is not a child to biological parents only but is everyone’s child. All members
of the community play a big role in parenting. A child is therefore expected to respect all elders, in the
same manner in which he/she respects his/her biological parents. If a community member sees a child
misbehaving, he or she does not have to wait and report the child to the biological parents. Instead, the
bad behaviour should immediately be corrected and sometimes may not even be reported to biological
parents.
The morality of community members is mainly the product of social experience stemming from childhood.
Children should be inculcated good moral values at tender age. Knowledge is expressed through listening
to elders telling stories of their experiences as youth and how such experience can be transformed into the
lives of today’s youth. Sometimes adults use proverbs to teach children for example, “we passed through
the millet field and we know that there are no sweet reeds there” (Takabva nako kumhunga hakuna ipwa).
Experience is a good teacher and therefore children must listen carefully to get knowledge from their
parents who have wisdom and experience.
Under Unhu/Ubuntu children are never orphans. There is always someone else to look after the child since
it takes a village to raise a child. Mothers are mothers of the whole village. Communities with Unhu/Ubuntu
will not have such names as step sister, step daughter, step son or half-sister. Your father’s brother is your
father, his wife is your mother, his child is your sister or brother. The following are some of what is expected
of children under communities with Unhu/Ubuntu:
•• Children must greet the elders all times.
•• Children must not refuse to be sent on any reasonable errand by an adult.
•• Children must kneel when greeting elders.
•• When adults are in need of any form of help, children should give a hand when meeting an adult
who is weighed down.
•• Children must not speak when adults are speaking.
Characteristics of Unhu/Ubuntu/Vumunhu
A person with unhu should know him/herself, the group to which he/she belongs and the generality of the
society he/she is a part of. One should uphold the norms and values of that society. In the Shona or Ndebele
societies of Zimbabwe, anything to the contrary will be met with such sarcasm as “hausi hunhu ihwohwo/
ayisibobuntu lobu/this is not humaneness”. Those who fail to uphold unhu are regarded as children even
if they are adults. If they are children their parents would be a laughing stock in the community as they
would have failed to impart good moral values to their children. The following are characteristics of Unhu/
Ubuntu/Vumunhu:
•• Kindness – being kindness is the quality of being friendly, generous and considerate. If you are
doing something and not expecting to get something in return then you are kind.
•• Courtesy – this is showing politeness in your attitude and behaviour towards others. One’s
behaviour must be marked by polished manners and respect.
•• Consideration – is kindness and thoughtful regard for others. This is the Golden Rule in all
relationships. You should treat others as you would have them treat you.

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(b) Migration
The movement of people from one place to another or from one country to another with the intention
of settling, permanently or temporarily has also affected the upholding of our Unhuism/Ubuntuism. For
instance, the land reform program has left many people being displaced. When people from different
places converge in one place there is dilution of their Unhu/Ubuntu.
(c) Information Communication and Technology
Under Unhu/Ubuntu knowledge lies in the community and not in individuals. Elders through their
experiences teach their young so that they grow up holding Unhu/Ubuntu/Vumunhu. People should be
physically available for each other but with the advent of information, Communication and Technology,
people are no longer available for each other.
Nowadays people would prefer communicating with friends or relatives using smartphones to the extent
that they may forget to breastfeed or to give attention to their children. Children are also now getting
more information from the internet which renders adults useless in communities.
However, it must be noted that change is inevitable thus communities must therefore be ready for a change
in Unhu/Ubuntu/Vumunhu. As long as communities behave in a manner which promote the welfare of their
members it is still good. After all tolerance and cordiality is part of being humane so our culture should
allow the culture of others and only pay attention to these aspects that can negatively affect its members.

Activity 1.1 Research

Do some research on how the elders in your communities define the term Unhu/Ubuntu/Vumunhu. Ask
them if they think the concept of Unhu/Ubuntu/Vumunhu is still applicable. Share your findings with
others in class.

Exercise 1.1
1. Explain the following terms as they are used under Unhu/Ubuntu/Vumunhu:
(a) humanity.
(b) morality.
2. Describe the concept of Unhu/Ubuntu/Vumunhu ethics.
3. What are the benefits to members who live in a community with Unhu/Ubuntu/Vumunhu?
4. Why is experience seen as the best teacher under Unhu/Ubuntu?

UNIT 1.2 UNHU/UBUNTU/VUMUNHU AT HOME, SCHOOL AND COMMUNITY

The phrase that says ‘catch them young’ is linked to how significant it is to impart Unhu/Ubuntu/Vumunhu
in children whilst they are still young. Some say an old dog cannot be taught new tricks meaning once
children transform into adults, they would not be able to catch new life lessons. The river of Unhu/Ubuntu/
Vumunhu must flow continuously in the child’s life from home, school and into the community.
Unhu/Ubuntu/Vumunhu at home
Home is the foundation of all good behaviours that would manifest at a later stage in child’s life. Poor
cultured children are shown by lacking proper ethical values. The elderly often says, “haana kumba/ngakibo
akulabantu/ one is lacking good training from home”. Home is not about beautiful structures built but it
is more about the contribution the family elders have in inculcating good moral standards to their young
ones.

5
A person who was taught Unhu/Ubuntu at home will help the family to work well which reduces family
stress. The same person would not be a problem in his/her community as well as in the school. Unhu/
Ubuntu at home can manifest itself through the following ways:
•• Respecting parents through greeting them at proper times, for example, in the morning, afternoon
and evening. During such greetings, females must kneel and males can bend down their bodies as
a sign of showing respect. Kneeling is also done when handing food to parents. Courtesy must also
be shown when greeting people.
•• Showing hospitality to visitors. Children do not show rowdiness in the presence of visitors. They
should try by all means to control their behaviour up until visitors are gone. This also means they
should greet visitors, assist them, entertain them and avoid demanding the share of visitors when
they are given food. Visitors are well fed under the notion that a guest does not carry away the
granary (Mweni haapedzi dura/isisu somuhambi kasinganani ngango’phonjwana iwembuzi).
•• Children must be willing to receive advice from their parents. Under Unhu/Ubuntu parents play a
big role in educating their children on societal norms and values. Children who shun advice from
their parents are considered Unhuless/Ubuntuless.
•• Parents do most of the chores at home but children must assist their parents. Being helpful is
one of the virtues of Unhu/Ubuntu. Undertaking household tasks helps children learn about what
they need to do to care for themselves, their home and family. Skills learnt from doing chores
like preparing meals and cleaning will be quite helpful in their adult lives. It also gives children
experience of relationships like communicating clearly, negotiating and working as a team.
•• Children must work hard. Their parents too should reward them so they see the essence of
hardworking.
•• Children should be reliable, honest and dependable. If they by mistake are involved in any wrong
doing, they should not wait for parents to ask them but rather report themselves. In the event that
they delay to report they should not refuse when questioned by their parents. Stealing and fighting
is also not practiced by people who possess Unhu/Ubuntu/Vumunhu.
Unhu/Ubuntu/Vumunhu at school
The school set up is quite different from the home, learners are different in terms of, race (brown, white,
black), ethnic background (nationality, ancestry, language and regional culture), religion and ability
meet. A school is a community with children of different learning levels and diverse social and economic
backgrounds. At home children are under the custody of their parents whilst at school they are under their
teachers who act in loco-parentis.
How the school imparts Unhu/Ubuntu/Vumunhu to children
Communities which practice Unhu/Ubuntu are bound by communal ethic and they are communal in their
living. The communities of this type are characterised by empathy and tolerance of people of diverse
cultural, social and economic backgrounds. Schools are therefore proper communities where children can
learn to be tolerant and empathetic. The following are some of the elements of Unhu/Ubuntu/Vumunhu
which children benefit from the school:
•• The school allows children to learn some forms of behaviours from their peers which they may not
necessarily learn from adults.
•• Reasoning aptitude of children is perfected through exercises and tests which foster critical thinking.
•• Integration and cooperation principles are enhanced in children since they work with their peers
who they regard as their siblings and teachers who they treat as their parents. They will thus, learn
to treat every adult as their own parent and every peer as brother and sister.

6
 Activity 1.2 Drama
In groups, use creativity to write a short story which show two people, one with Unhu/Ubuntu and one
without. Dramatize that story showing:
(a) The benefits of having Unhu/Ubuntu.
(b) The disadvantage of lacking Unhu.
Exercise 1.2
1. Outline differences between Unhu/Ubuntu practised at home and Unhu/Ubuntu practiced at school.
2. What are disadvantages of the modern school as a promoter of Unhu/Ubuntu?
3. Why is learning from peers more beneficial than learning from parents?

UNIT 1.3 NORMS, VALUES AND BELIEFS IN ZIMBABWE

The norms, values and beliefs of people in one society are what make them distinct from people in other
human societies. Norms, values and beliefs of a society plays a vital role in shaping the behaviour of children
and sustenance of adult behaviour. The child grows into and within the cultural heritage of his people. He
assimilates it. Norms, values and beliefs are not taught but they are caught as the child grows.
The child observes, absorbs and emulates the action of the community elders. He/she attends funeral
gatherings the naming ceremonies, religious services and marriage rituals. He/she witnesses the
coronation of a king, annual festive event like Christmas day celebration. All these events equip children
with appropriate norms, values as well as beliefs of his/her own society which all shape one’s Unhu/Ubuntu/
Vumunhu.
1. Norms
Social norms are standards, rules, guides and
expectations for actual behaviour. Norms are standards
ways of behaving that are considered normal in
a particular society. Norms may eventually be
internalised by people and when that happens
expectations

there is conformity which is not related to external

rewards and punishment. They may also be
enforced by negative or positive sanctions. NORMS rules
Norms are more specific than values. Norms are
behaviours accepted and promoted in society.
For example, honesty is a general value, and the
expectation that a student will not cheat in the
examinations is a norm. Not all individuals will guides
agree with stated norms. Some learners will cheat
in the examination and we say they deviate from a Fig. 1.1 The wheel which showing the components of
set norm. norms
Children are guided by norms to achieve societal values. People with Unhu/Ubuntu/Vumunhu do follow
societal norms not because they fear to be punished but because they want to be honest. The problem of
following norms for fear of being caught is that if one realises that no one will notice him/her he/she will
commit a crime. Our Zimbabwe government has set communal laws and national laws that guide people
in their conduct. People are expected to work hard so that they avoid corruption and other illegitimate
ways of getting wealth.

8
2. Values
Values are important and lasting beliefs or ideals shared by the members of a culture about what is good
or bad, desirable and undesirable. Values are rules or morals that an individual may have, for example
honesty, compassion, integrity and empathy.
•• Honest – people who are honest are free of deceit. They are truthful and sincere in all their doings
•• Compassion – means showing concern for the sufferings or misfortunes of others. People who
show kindness, caring and willingness to help others are showing compassion. Children must be
willing to assist the sick and the poor.
•• Integrity – it is the state of being whole and undivided. It is the quality of being honesty and
having strong moral principles. People decide to hold themselves to consistent standards.
•• Empathy – is the ability to understand and share the feelings of other people whether related or
not. This drive people to help strangers if they are in needy.
In Zimbabwe, people cherish hard working and honesty. People also value working together and loving
each other, for example despite the fact that we have many tribes but we are united and have one purpose
of developing our country.
3. Beliefs
A belief is an opinion or something that a group of people or an individual hold to be true even without
proof. People believe the existence of a Supreme Being. Such things like traditions, religions, myths and
superstitions govern how the members of the community behave.
People become certain that if they go against their beliefs some misfortune will befall them. Some beliefs
are good for the society, for instance, the idea that if one seats in the midst of the road, they will develop
blisters on the buttocks is beneficial in that people would not be hit by vehicles from behind.
In Zimbabwe people believe in the Supreme Being but however they differ in the avenues that link them
to Him. Some are followers of Christianity and some African Indigenous Religion. Those that believe in
Christianity worship God through Jesus Christ whilst those who believe in African Indigenous Religion
worship through the ancestors whom they strongly believe will forward their concerns to God (Mwari).
There are also some movements who also believe in the Supreme Being but do not worship Jesus Christ
such as some apostolic sects and Muslims.

Activity 1.3 Observations

Invite a resource person (with assistance of your teacher) who must be an elderly in your surroundings.
Prepare questions that you would ask him/her about the norms, value, and beliefs in their community and
how these assists in uplifting Unhu/Ubuntu/Vumunhu.

Exercise 1.3
1. State the norms, values and beliefs found in your locality.
2. Explain the following terms;
(a) Compassion
(b) Integrity
(c) Empathy

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 UNIT 1.4 UNHU /UBUNTU/VUMUNHU IN VARIOUS ROLES AND CONTEXTS
Different roles and contexts require different behaviours. A role is a function assumed or part played by
a person in a particular situation. The term context means the situation within which something exists or
happens, and that can help explain it. People with Unhu/Ubuntu must behave according to the situation
in question. The roles people assume also require them to behave in a certain manner which promotes
humanity.
Different roles
(a) Mothers/wives
All mothers have a big role to play in the sustenance of the family and community. Mothers who possess
Unhu/Ubuntu/Vumunhu are expected to provide the physical and social needs of the entire family. They
cook and serve food to all members, wash clothes/plates, practice farming and gardening. Some mothers
are formally employed as teachers, doctors and other professions. In addition, they teach their children
good moral behaviour and take orders from their husbands.
(b) Father/husband
He is the head of the family. A father with good practices of Unhu/Ubuntu is fond of his family. He is a
protector and does everything he can to safe keep his family. Due to his physical make up he performs all
physical duties which require physical fitness. Farming, mining, forestry, construction is some of the duties
performed by cultured fathers.
Beyond his family, the man must take part in community programs for examples looking after paddocks,
repairing roads, and offering any kind of assistance that is of help in the society. Some men are formally
employed and some are self-employed. No one should fail to contribute to his family and community
saying he is not employed.
(c) Children
Male and female children have different roles
they are expected of. Children who possess Unhu/
Ubuntu/Vumunhu must obey their parents as well
as other older members in the community. In the
modern communities some parents teach their
children all duties despite their gender.
(d) Daughters-in law/sons-in law
A son in law who possess Unhu/Ubuntu must pay
bride price (lobola) in full. He should also treat his
wife with dignity and respect. A cultured son in law
must treat his in-laws as his parents. In the event of
any problem in his in-law’s family he should be part
of the solutions. At the same time a daughter-in-law
must exhibit good behaviour to her in-laws. She Fig 1.2 A mother teaching her daughter to wash
must not destroy the existing relations between her
husband and her in-laws.
The daughter-in law is an ambassador of her own family so failure to show Unhu/Ubuntu results in shaming
her family.

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Exercise 1.4
1. How would you show Unhu/Ubuntu/Vumunhu at when in a bus?
2. Is showing Unhu/Ubuntu in different contexts similar to pretending? Give convincing reason for your
answer.
3. (a) What is to avenge a spirit?
(b) How do people in your community avenge spirits?
(c) Are the methods used to avenge spirits show some aspects of Unhu/UbuntuVumunhu?

UNIT 1.5 GROOMING AND ETIQUETTE

Grooming
Grooming refers to the things that people do to keep themselves clean and make their face, hair, and skin
look nice.
Proper grooming and appearance is quite important as it allow people to gain respect and to get the
first impression from the people they meet for the first time as well as those they interact with every day.
People who are well dressed have confidence in whatever they are doing. In formal jobs grooming is very
important because it presents a visual image and sends a message that the employees are professional.
Etiquette
Etiquette is defined as the formal manners and rules that are followed in social or professional settings. It
is expected behaviour that shows respect, meant to make everyone feel comfortable.
Good manners and etiquette in public places is a key thing for our kids. It ensures that children are not
embarrassed or embarrass the public. There are certain things one should not do in public and other things
that must be done like the following:
Table 1.1 Do’s and don’ts in public places
Don’ts in the public/classroom Dos (acceptable behaviour) in public/classroom
Removing nose hair. Identify yourself if when making a phone call to
someone not a close friend or relative.

Throw litter while you are in a vehicle or any place Excuse yourself and step away if you sneeze, cough
which is not a pit/bin. or fart.
Applying deodorant. Not interrupting others while talking.
Talking too much while chewing. Not carrying on side conversation while someone
is talking.

Flossing teeth - it’s just better if mouths are kept Considering other’s feelings and concerns when
closed. making decisions and comments.
Cleaning out your ears. Being respectful of the instructor and classmates.
Popping pimples – besides disappointing others Avoid arguments and disagreements and saying I
you can potentially harm your skin by busting that am sorry when you wrong others.
zit.
Putting on full make up. Providing assistance when asked.
Spitting in public places. Use terms such as please and thank you.

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Rules of etiquette
The basic rules of etiquette include speech, common courtesy, neat appearance and control over your
emotions. Grooming and etiquette manifest themselves in the following ways:
1. Dress code
A dress code is a set of written and unwritten rules that have to do with clothing. Different occasions or roles
require different clothing so the rules applied are meant to promote good human physical appearance
which has a social importance.
(a) Business dress code
Business dress codes range from formal to business
casual to casual. Dress code help provide employees
with guidance about what is appropriate to wear to
work.
(b) Ordinary dress code
Every community has its expectations on what
must be worn and how. In our African Traditional
Societies members are allowed to wear descent Fig. 1.3 Business dress code
clothing.
If one put on torn clothes, they say he/she has no Unhu/Ubuntu/Vumunhu. You will be linked to a mad
man/woman or a murderer and respect is lost.
(c) School dress code
The purpose of school dress code is to provide
guidance to parents as to appropriate attire for
school and at any school function. Dress code is
also a primary means of helping students acquire
skills which are required for success in getting and
keeping employment linked to attire. It promotes a
more serious school atmosphere which emphasise
academics and good behaviour.
School dress code is important in teaching learners
the importance of having a respectable appearance Fig. 1.4 Learners in uniform which identifies them
which impact positively on their self-image and from their teachers
self-esteem.
It also reduces the disparities between learners as some afford more clothes and some do not. With
school dress code they will all look the same. School discipline is also promoted because learners avoid
misbehaving due to easy of identification.
2. Table manners
These are rules which are used when eating, which may also include the use of utensils. Different cultures
observe different rules for table manners and each family or group set its own standards on how strictly
these rules are to be enforced.
In Southern African Traditional set up dining is usually done on low stools or around a mat on the floor
and individuals are careful to keep their body positions low when dining with elders. Utensils may be used
but people commonly use their fingers. Water is always provided to wash one’s hands before and after

14
 Table 1.4 Related behaviours
Positives Negatives
They are helpful, loyal and dependable. Can be easily distracted.
They are cooperative and are good listeners.
(d) The corrector – they walk slowly and cautiously with their eyes focused to the floor and keep their
arms close to their side. They do not want to interact with friends while walking.
Table 1.5 Related behaviours
Positive Negative
They are thinkers. Think that everyone knows what they want.
Ave problem solving techniques.
(e) Short strider – those takes short strides.

Table 1.6. Related behaviours

Positive Negative
Undemanding Self-centred

Short striders may have health problems which affect their walking. They could be having aches in their
calves and hamstrings or it could be a sign of an emerging hip problem especially in women.
(f) The arm crosser – 
they cross their arms while walking which is an indication of their
vulnerability
Related behaviour – it could be that they live alone or prefer to be alone.
(g) The arm swinger – an arm swinger swings his arm on the opposite side of the leg while walking.
Health related problem – those could be suffering from back or neck problem.
(h) Foot shuffler – foot shufflers walk by dragging their feet along or without lifting them fully
from the ground.
Health related problem – they normally have poor eye sight or other medical issues so their walking
is due to fear of falling.
(i) The stomper – people in this category stomp their feet while walking.
Related behaviour – it’s a sign of anger and frustration.
Health related problem – this could be a problem of a loss of sensation in the limb.
4. Deportment
It is the manner in which one conducts oneself. How would your co-learners describe your behaviour
and manners at school? Deportment is an element of etiquette and it is simply the way a person behaves
toward other people.
If you disrupt or divert your classmate with jokes, personal story-telling, bursts of laughter or even growing
voice then your deportment is negative. People who are angry, jealous or unkind have unreceptive
deportment which makes it difficult for others to work around them. Deportment can also mean the way
how one walks and stands.

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5. Body language
It is a type of non-verbal communication in which there are range of actions and mannerisms as opposed
to words that are used to express and to pass information. Such actions and mannerisms incudes facial
expressions, body posture, gestures, eye contact, touch and the use of space.
Body language is used to support oral communication and every community or country has its own
interpretation of it. If a man and a woman stand close to each other it’s a reflection of physical intimacy in
Zimbabwe culture. Man is not allowed to touch a married woman even in a friendly way as this is considered
socially unacceptable. People who do that in Zimbabwe are considered lacking Unhu/Ubuntu/Vumunhu.
Shona women may kneel when talking to their father or husband and when serving meals. Their heads will
be kept lower than that of their men with indirect eye contact. This shows humility and respect. Slouching
and having hands in pockets when talking to elders is considered unhuless/ubuntuless.
6. Body posture
The following images show three seating postures of people who may be seen as (a) hostile, unfriendly or
anxious, (b) friendly, willingness or openness and (c) thoughtful.

Fig. 1.6 (a) Open posture (b) Closed posture (c) Thoughtful

The position in which we hold our bodies while standing, sitting or lying down is known as body posture.
Body posture conveys more information about our mood and personality. Seating perfectly erect means
you are confident while seating with legs crossed is considered rude.
7. Eye contact
Eye movement is one of the important features of body language which reflects emotions and attitudes
of these involved in conversation. In casual situations, direct eye contact can be used. When speaking to
elders’ African people usually divert their gaze. Women also lower their gaze from men. It is a sign of lacking
Unhu/Ubuntu in Zimbabwe to stare directly at someone older than you. In many African cultures, people
believe that direct eye contact from a child to an adult is an act of disrespect or defiance that should be
punished. In Ghana direct eye contact from child to adult is not allowed, instead, children are expected to
look down as a sign of respect for elders.
However, when a person looks directly into your eyes while having conversation it shows that they are
interested and paying attention. On the contrary, if one is frequently looking away and breaks eye contact
this might mean they are not comfortable with the topic or they are concealing their actual feelings.
Prolonged eye contact may cause someone to feel threatened.

17
 •• Do not express your emotions inappropriately. When you fail the examination, you should not
shout at everyone you meet on your way back home or at home.
•• Do not use technical jargon in the market place. For example, computer people who speak computer
language must learn to shift gears when they go out in the market place.
•• Avoid using slang when writing in an examination or formally communicating to your superior or
teacher.
•• Avoid drinking alcohol if you are a child. Adults should also avoid alcohol during lessons or other
professional gatherings.
•• Do not be late for appointments with your teacher, supervisor or doctor.

Activity 1.5 Individualisation

Your deeds as a member of your class describe the person you are in terms of grooming and etiquette.
Think about the last few class sessions you have attended and answer the questions given.
1. What do you do if you disagree with something that is said?
2. Are you considerate to other class members?
3. Have you criticised ideas brought forward by your classmates during class discussions?
4. Do I disrupt the instructor while he/she is lecturing or answering another student’s question?
5. Am I supportive and encouraging to other class members, even if I don’t agree with what they are
saying?
6. When another member of the class is disruptive or puts down other members’ suggestions, do I call
attention to his or her behaviour and suggest a better approach?

Exercise 1.5
1. Define the term deportment.
2. Explain the table manners expected in our traditional Zimbabwe.
3. Outline five things that cannot be done by learners who have proper etiquette.
4. Explain any four walking styles giving any behaviour associated to them.
5. Describe management of behaviours.

UNIT 1.6 SELF- IMAGE AND SELF-ESTEEM

The majority of people we see today failing were not born failures. Even those that we see progressing
in life were not born to conquer but thoughts and beliefs contribute greatly. Some people believe that
problems, challenges or opportunities are greater than them and cannot do anything to overcome or to
grab. They lack respect of themselves and their confidence is destroyed which is important in achieving. To
achieve people must improve their self-image, self-esteem, self-respect and thus their confidence.
Self-image
Self-image is how you see yourself. This may be physically or just opinion of who and what you are which
is normally called self-concept. Self-image includes the following:
•• How you see your personality.
•• What kind of person you think you are?
•• What you believe others think of you.
•• How much you like yourself or you think others like you.

19
 •• Fear of taking risks.
•• Feelings of being unloved and unlovable.
•• Dependence – letting others make decisions.
•• Fear of being ridiculed.

Activity 1.6 Essay writing

Write an essay describing ‘yourself’. Include the following in your essay;
(a) Your opinion about yourself.
(b) What you think others think about you.

Exercise 1.6
1. List any 5 things you are happy about yourself.
2. Identify any 5 things you hate about yourself and explain how these limits you in life.
3. Outline any 4 benefits of a positive self-image and high self-esteem.
4. Explain factors that influence self-image.

Interesting facts
1. One of the tribes in the World which is still intact in terms of upholding its Unhu/Ubuntu is the Kayapo
tribe in Brazil.
2. There is an association between sexual abuse and low self-esteem and thus children with low self-
esteem are more prone to child abuse.
3. Upon meeting someone for the first time, we form an opinion of them within the first 30 seconds based
on 45% of what they say and 55% of their appearance.
Summary of the chapter
•• Unhu/Ubuntu/Vumunhu refers to the moral attribute of a person. The term behind Unhu/Ubuntu/
Vumunhu is humanity which means understanding and kindness towards other people.
•• Unhu/Ubuntu/Vumunhu ethics and Unhu/Ubuntu/Vumunhu in children helps us to understand the
concept of Unhu/Ubuntu/Vumunhu.
•• Characteristics of Unhu/Ubuntu/Vumunhu include kindness, courtesy, consideration, friendliness,
responsibility, sharing, cooperative, hard work, justice and hospitality.
•• Unhu/Ubuntu/Vumunhu at home are shown by assisting parents in doing the chores, by working
hard, being reliable, respect and willing to receive advice from parents as well as being hospitable
to visitors.
•• Unhu/Ubuntu/Vumunhu at school are shown by being punctual, orderliness, observing school dress
code, keep the school environment clean and tidy.
•• Unhu/Ubuntu in the community is shown by following orders from parents and elders in general.
•• Social norms are standards, rules, guides, and expectations for actual behaviour.
•• Values are rules or morals that an individual may have for example honesty, compassion, integrity,
and empathy.
•• Beliefs are opinions or something that a group of people or an individual hold to be true even
without proof.
•• Unhu/Ubuntu/Vumunhu are shown in various roles which are as follows:

21
 (a) Mothers/wives
(b) Father/husband
(c) Daughter-in-laws/son-in-laws
(d) Community leaders
(e) Religious leaders
•• Various contexts where Unhu/Ubuntu/Vumunhu should also manifest include:
(a) Funeral.
(b) Social gatherings.
(c) Job interviews.
•• Factors which affect Unhu/Ubuntu/Vumunhu include:
(a) Globalisation.
(b) Cultural exchange programs.
(c) Technology.
(d) Poverty and other calamities like HIV and AIDS which is a result of sexual abuse, child abuse as
well as women abuse.
•• Grooming refers to things that people do to keep themselves clean and make their face, hair and
skin look nice.
•• Etiquette is defined as the formal manners and rules that are followed in social or professional
settings.
•• Grooming and etiquette manifest themselves in the following:
Dress code Table manners
Walking style Deportment Body language
•• Management of behaviour is an attempt to guide and motivate individuals to change their actions
or interaction in certain situations.
•• Self-image is how you see yourself and this has an effect on our behaviour, thinking and how we
relate to others. Self-esteem is your overall view of yourself which can be high or low. People with
low self-esteem will never realise their full potentials.
Glossary of terms
Cultural heritage – is an expression of the ways of living developed by a community and
passed on from generation to generation.
Empathy – ability to understand and share the feelings of another.
Ethics – a moral principle that govern a person’s behaviour.
Laughing stock – someone that seems stupid or silly.
Slouching – the action of standing, moving or sitting in a lazy and relaxed way.
Unhuness/Ubuntuness – the state or condition of possessing Unhu/Ubuntu.
Zit – a spot on the skin.

22
Revision Exercises
Multiple Choice Questions
Answer all questions. For each question there are four possible answers, A, B, C and D. Choose the one you
consider correct and record.
1. People with Unhu/Ubuntu/Vumunhu must ________.
A. concentrate on issues that have to do with his family
B. ask for payment if he assist someone who is weighed down
C. have understanding and kindness towards other people.
D. not interfere when they see a neighbour’s child misbehave.
2. Which of the following is not a benefit of Unhu/Ubuntu/Vumunhu?
A. Children are inculcated with good moral values at tender age.
B. Promote harmony within members of the same community.
C. Children are allowed to learn from experience which might not give them a second chance.
D. Communal way of life allows members to share problems.
3. Which of the following is a feature of Unhu/Ubuntu/Vumunhu?
A. Idleness B. Individualism
C. Not sharing D. Friendliness
4. What role is played by the school in shaping children’s Unhu/Ubuntu/Vumunhu?
A. The school setting promotes tolerance of children from diverse social and economic environment.
B. It encourages competition which is a feature of Unhu/Ubuntu.
C. Children develop delinquent behaviours while in school.
D. The school allow children to engage in bullying.
5. People who _____________________ will attend a funeral in the village than to go to work in their
individual fields.
A. are egocentric B. are not rationale
C. put community interest first D. have more money
6. __________ are standards, rules, guides, and expectations for actual behaviour.
A. Social norms B. Humanities
C. Values D. Doctrines
7. One of the benefits of beliefs is that _____________.
A. they make people fools in believing what they have not seen before
B. they cause divisions amongst community members
C. they are a cause of adequate rainfall in the community
D. they unite people by making them realise that they have more things in common.
8. Spiritual leaders who lacks Unhu/Ubuntu/Vumunhu may______.
A. contribute money towards bereavement of their fellow community men
B. engage into bad practices like abortion due to greediness
C. provide medical assistance to those in needy
D. give spiritual advice to their community
9. The following are factors which affect Unhu/Ubuntu/Vumunhu except_______.
A. community gatherings B. neo-colonialism
C. information, communication and technology. D. migration

23
10. A person who has proper etiquette can do the following except________.
A. excuse oneself and step away when sneezing or coughing
B. not interrupting others while talking
C. saying I am sorry when you wrong others
D. talking too much while chewing
11. Looking directly into someone’s eyes may reveal the following except____.
A. a person is interested in the discussion.
B. someone is paying attention
C. the person is absent minded
D. someone does not want to miss no-verbal expression.
12. Unacceptable situational behaviour involves________.
A. disturbing others who are reading through making noise
B. engaging into serious academic debate in class
C. giving a wrong answer when asked by the teacher
D. knocking the door when you are late for lessons
13. The driver is a walker who______.
A. take quick and forwarding stride with a purpose
B. walk with his head held high
C. walk neither forward nor back
D. walk slowly and cautiously with eyes focused to the floor
14. 14. Self- esteem is _______________.
A. how others see you
B. the respect you give to others
C. your overall view of yourself
D. the views you have towards others.
15. People with low self-esteem have ________.
A. confidence and self-direction B. negative view of life
C. an ability to trust others D. good self-care

Structured Questions
1. Define the following terms;
(a) humanity. [3]
(b) ethics. [2]
2. Outline two benefits and three challenges faced by people with low self-esteem. [5]
3. Give any five unacceptable situational behaviours. [5]
4. (a) Define etiquette. [2]
(b) What is the three basic rules of etiquette? [3]
5. Describe Unhu/Ubuntu/Vumunhu. [10]
6. Explain the table manners expected in our tradition in Zimbabwe. [10]
7. Outline the do’s and don’ts when one is in a public place. [10]
8. Describe body language with reference to the Zimbabwe context. [10]

24
Case study Questions
Read this story and attempt the questions that follow.
Farai grew up in the care of her grandmother who was always saying all bad things about her, even when
she prepared good meals there were no encouraging comments from her grandmother. Instead she was
yelled at with all kinds of harsh words such; like she was very dark in complexion and that no perfect job
could ever be completed perfectly by her as she was so black. As a result, she blamed the Creator for her
dark complexion and admired most of her friends who were not like her.
Regardless of the fact that she was born bright and jovial, she became reserved and with-drawn. During
play she was uncooperative as she preferred being solitude as a result her friends Tatenda and Tanyaradzwa
were always chasing after her hoping to win her again. At school, Farai was constantly late because her
grandmother was giving her too many household chores leading her to be tired all day. She was a non-
participant in class even when probed with straight-forward questions since she lacked confidence in
herself and was overworked.
1. Describe Farai’s self-image. [10]
2. (a) What role did Farai’s grandmother play in shaping her behaviour? [6]
(b) If you were Tatenda and Tanyaradzwa what were you going to do to assist Farai? [4]
3. Was Farai considered a person with low or high self-esteem? Justify your answer with four set of
behaviours from the story. [10]


25
 Chapter RELATIONSHIPS

2
TYPES OF FAMILIES

Chapter objectives
At the end of the chapter, you should be able to:
•• list types of families.
•• describe different types of families.
•• identify different types of relationships.
•• describe the different types of relationships.
•• state types of communication.
•• illustrate effective communication.

Introduction
People are connected to each other in many different ways and this connection is what is known as
relationships. The close connection amongst people is formed by emotional bond and interaction.
According to John Bowlby, relationships are innate in all human beings and all people are able to form close
attachments to others. The environment too contributes to the extent how people keep relationships. When
people are in a relationship, they are expected to be happy together in order to promote teamwork. If they
happen to fight, they need to make merry their differences. Well managed relationships are a great source
of love, pleasure, support and excitement. Poorly managed relationships result in anger, unhappiness and
suffering. There is need therefore for people to have knowledge and skills on how to manage relationships,
whether family, friends or intimate relationships between couples.

UNIT 1.1 TYPES OF FAMILIES

In the context of human society, a family is a group of people related to each other either by marriage,
birth, co-residence or a combination of these. What makes up one family is different from what makes
another one. This being the case, different people can therefore define the term family in different ways.
To have a better understanding of the concept of a family we shall look at the different types of families.
There are numerous types of families which exist in today’s society. Some of the common types of families
include extended, nuclear, single parent, child headed, grandparent, step and childless family.
1. Extended family
In Africa, this is the traditional and common type of family that has been in existence for over a thousand
of years. An extended family usually consist of two or more adults as well as children who are related either

26
 •• Grandparents have a tendency to pamper their grandchildren with more love which will end up
spoiling them.

Activity 2.1 Role playing

1. In your groups design a play where members will assume different roles that can be performed by
children in a child-headed family. Demonstrate in front of others in class.
2. Compose a story in any one sub-topic of your choice under family types and tell it to the rest of your
classmates in class. Rank top ten of the members who composed an interesting story.

Exercise 2.1
1. Define a family.
2. Outline six types of families.
3. What are the advantages of an extended family?
4. Describe the challenges faced by students who come from a child-headed family.
5. Suggest solutions to the challenges identified above.

UNIT 2.2 TYPES OF RELATIONSHIPS

Relationships refer to close connections between people, formed by emotional bonds and interactions.
Relationships are formed in the context of social, cultural, economic, political and other influences.
Relationships can be based on some of the following: obsession, love, harmony, regular business
interactions, or some other types of social obligations.
Types of relationships
There are various types of relationships which include family relationships, friendships, casual relationships,
intimate relationships, professional relationships and self-relationships.
1. Family relationships
Family relationship is connection by blood, marriage or adoption. Children benefit a lot if they have a
caring and supportive family. They feel they belong to it. It does not matter whether it’s a nuclear, extended,
one parent or what. What is needed is for the leaders of the family to create a good environment which
transform a family into a happier one with healthy family relationships. A healthy family relationship is
created through opening up proper channels of communications and providing support for each other.
The specific family relationship depends on the type of family under discussion. The family tree above can
be used to describe the relationships within major types of families. The great-great grandmother/father
for example is at the top followed by the great grandfather/mother, grandmother and father/mother. This
lineage will be respected under Unhu/Ubuntu. In African Traditional culture, the one surviving at the top
hierarchy remains the head of the family. Orders flow from top to down as shown in the hierarchy above.
People respect each other according to age and position in the hierarchy
Where it is indicated ‘me’ is where you are today. You should respect those that were born before you. Thus,
your brothers and sisters are your siblings who should earn respect from you. They are older brothers/
sisters if they are older than you and young brothers/sisters if they are younger than you. Children who
were born by your mother before she got married to your father are called half-sisters/brothers and their
children are also called half-niece/nephew and so on.

32
The family tree
Great – great grandmother/father

Great –grand mother/father

Grandfather / mother

Nothing Mother Father Step mother Nothing Auntie/uncle

Half Brother/ Step Brother/

Brother/Sister Me First cousin
Sister Sister

Half Grand Step niece/

Niece/nephew Son/daughter Cousin
niece nephew

Half Grand Grand niece/ Grand Son/ Step Grand

nephew niece/nephew Cousin
nephew daughter

Fig. 2.1 Family tree showing how members of the family relate to each other

A wife married to your father other than your biological mother is called step mother. The children born by
your stepmother are called step brother/sister. Your step sister/brother’s child is called step niece/nephew
and so on. Children born by your aunt/uncle are called cousin. In future you will also become a family man/
woman and shall bear children. Your children shall be grandchildren to your parents and their children are
your grandchildren.
Under Unhu/Ubuntu however, half-sisters/brothers and step-sisters/brothers must be treated the same
manner you treat your young and older brothers and sisters. Respect and love must be shown to them
which should also extend to step-mothers and step-fathers. Elders of the family are sometimes not at
liberty to share with their young ones the true relationships (brothers versus half or step brothers) for the
sake of promoting harmony and love. Some children grow up knowing that their step mothers are their
real mothers, an environment which the head of the family create to allow functionality.
The head of the family must create rules which will guide the family as it conducts itself in the day in
day out basis. For example, rules can include that members should treat each other with honour and
dignity, members should treat visitors as part of family members, members should observe the hierarchy
of authority, members must greet each other or members must obey family rules and thrive to uphold the
norms and values of the family. The family is regarded as functional and in a healthy family relationship
when there is mutual understanding and order.
Parents define the roles to be performed by everyone in the family which are usually gender related. It is in
today’s world where issues of gender are sometimes not given importance when assigning roles. Members
must share household chores and work together to solve problems to maintain good family relationship.
Good family relationships are important because of the following:

33
As learners, we must develop a ‘no sex’ policy with whoever forces us to. To avoid sexual temptation, we
should always try to abstain from sexual relationships.
Difference between dating and courting
Table 2.1 Difference between courtships and dating
Courtship Dating
Courtship is done only when both parties are Men and women who date have no commitment
prepared to make a commitment to marriage. to consider marrying the other person.

A couple participate in courtship seeks the In dating the two people involved have little or no
accountability of their parents or other mentors. interaction with family members. They see each
other in private for the purpose of making each
They let God guide their interaction since they
other happy.
believe God’s grace and the support of others can
strengthen them to maintain their commitment to
purity.
In courtship commitment precedes intimacy. Thus, In dating couples usually seeks personal pleasure
couples can overcome many temptations since other than to seek God’s pleasure. Self-gratification
they let God lead and seek others for advice. is at the centre of the relationship. Thus, there
are more temptations since commitment is very
insignificant.
Courtship is based on what God knows about each A dating relationship is based on what couples
partner and what he has in stock for all of them. presently know about each other.

Marriage
A marriage is the intimate union and equal
partnership of a man and a woman. Marriage is both
a sacred union because it is rooted in the divine
plan of creation. Only married people are allowed
to have physical intimacy. Children are not allowed
because there are more consequences that come
with marriage that can only be managed by people
who are grown-ups.
Children must concentrate on their school work.
When they complete primary and secondary
Fig. 2.2 Couples signing a marriage contract at the
education they must go to tertiary where they do a
court of law
career of their own choice.
After they complete their career, they find employment whether self-employment or getting employed by
others and that is when they can now start dreaming about marriage.
The constitution of Zimbabwe only preserves marriage for adult people and not children. Section 78(2)
prohibits forcing someone into marriage against their will. Children according to the Zimbabwe constitution
are all persons who are under the age of 18. Children cannot consent and because of that they cannot enter
into marriage contracts. Whoever marries a child commits a crime and is subject to prosecution. Long back
people used to avenge spirits by using female children. In that regard children were forced to be brides.
Also, some religious practices are still present in today’s world which sees child marriages being practiced.
That is not acceptable in Zimbabwe and such acts must be reported to the police once identified.

37
Marriage of same sex couples is also unacceptable in Zimbabwe although in some parts of the world it has
become legal for people of similar sex to marry (Constitution Amendment 20, Section 78(3). This practice
is not only against laws of the land, but also against our Unhu/Ubuntu and God the creator.
Cohabitation
It is a state of living together and having a sexual relationship without being married. This practice is
against our African traditional religion. People who cohabit are considered loose. They have no space in
our societies that practice Unhu/Ubuntu. People who cohabit usually face problems if one member dies.
The other partner will either runaway or face the wrath of living in such an unethical arrangement. Family
members will find it difficult to accept the situation and if the survivor stands to face the calamity, he/she
will be made to pay huge sums of money as punishment.
5. Professional relationships
Professional relationship is a connection which is regulated by law, for example, professional relation
between doctor and patient or teacher and learner. Organisations, corporates, companies and businesses
have certain things in common which are teamwork and work relationships and without this they tend to
fall.
Every profession has its own rules which regulate how those involved must relate. It is however important
to note that people should develop positive relationships with the individuals they interact with at work
to make their job more enjoyable and productive.
Professional tree diagram
Head

Deputy head

Senior teacher

H.O.D H.O.D Maths/ H.O.D H.O.D H.O.D G&C

& Child H.O.D Sports Health Master Accounts
Commercials Sciences Practicals Humanities
Protection

Teachers Teachers Teachers Teachers Teachers Teachers Teachers General

workers

Class teacher

Head girl/boy

Prefects

Class monitor

All learners

Fig. 2.3 School chart showing how members at a school relate

38
 results. This is a false belief and it must be realised that sporting activities are good for both physical
and mental health.
•• Give priority to activities that brings joy to you, for example, taking a walk with friends or bathing.
•• Make time for yourself where you will be alone quietly and do certain activities like reading your
books.
•• Focus on your inner world. A healthy relationship with yourself include being aware of your internal
process, that is, your thought and feelings.
•• Analyse your action and see where change is needed. If you realise your mistakes do not beat
yourself up but act as if you were your own best friend. Be supportive to you and take time to
appreciate yourself each day. Be your own best friend.

Activity 2.2 Role play

Do this activity in groups.
Identify any one relationship of your choice from the above discussed relationships. Occupy certain
positions and demonstrate how an effective relationship must look like. This exercise must be done in class
and groups take turns to present their work.

Exercise 2.2
1. Outline six types of relationships.
2. Explain ways of improving family relationships.
3. Outline five features of a good friend.
4. Why is casual relationship discouraged in learners?
5. Briefly explain a self-relationship.

UNIT 2.3 COMMUNICATION SKILLS

Communication is exchanging of information, ideas and feelings through oral, writing or using some
other medium. Communication is a two-way process in which there should be the sender of information
and the receiver of information. The sender initiates messages and the receiver provide feedback and
communication will be said to be complete that way.
Communication is a vital tool in all human relations. Without communication all social institutions,
business, organisations and companies will not survive. There would be disorder as no one can interpret
the intention and meaning of the actions of the other.
Types of communication
There are basically four types of communication namely verbal, non-verbal, written and visual.
(a) Verbal communication
Verbal communication is a type of oral communication whereby messages are transmitted through spoken
words. The sender assigns words to his feelings, thoughts, ideas and opinions and expresses them in the
form speeches, discussions, presentations and conversations.
People who are high in terms of their self- esteem are powerful in terms of verbal communication. Verbal
communication is quite influential in that these who have a good command of it always defeat challenging
situations. Children must be trained so that they develop good oral skills. People who have poor oral skills
were found to be victims of abuse because they cannot boldly communicate their feelings, ideas and
thoughts.

40
 Activity 2.3 group work
1. In groups of five, identify non-verbal cues used in communication in your community. Demonstrate
how these cues can be aids to both oral and written communication through a small drama in class.
2. Make a brief summary of this section titled ‘communication skills’. Write down what you have benefited
from this topic.

Exercise 2.3
1. Define communication.
2. Identify any three types of communication.
3. Explain any three benefits of visual communication.
4. How can communication be used to improve relationships

Interesting facts
1. Nearly three out of ten families with children today are headed by a single parent.
2. Child marriage statistics show that girls who are not in school face a greater risk of becoming child
brides. Girls who have no education are three times more likely to marry before eighteen than girls
who attend secondary schools or higher.
3. No relationship can survive without communication.

Summary of the chapter

•• A family is a group of people related either by marriage, birth, co-residence or a combination of
these.
•• There are seven types of families which include: extended, nuclear, single-parent, child-headed,
grandparent, step-family and childless.
•• Relationships refer to close connections between people, formed by emotional bonds and
interactions.
•• The types of relationships discussed here are family, friendships, casual, intimate, professional and
self-relationships.
•• Communication is the exchange of information, ideas and feelings through oral, written or other
medium.
•• Four types of communication are verbal, non-verbal, written and visual.
•• Verbal communication is a type of oral communication where messages are transmitted through
spoken words.
•• Non-verbal communication is a process of sending and receiving information without using spoken
word and written information.
•• Written communication is the sending of information through the use of written word.
•• Visual communication is that communication which is achieved through sight.
•• Communication can be hindered by barriers which result in distorted meaning.
•• Common barriers to communication include: use of jargon, lack of attention and interest, physical,
psychological and language barrier.
•• To achieve effective communication both the sender and receiver must work to improve their
communication skills. Good listening skills, positive attitude and consideration of audiences are
some of the areas that can be improved.

46
Glossary of terms
BEAM – Basic Education Assistance Model.
Blessers – an older man with a lot of money, who provides things like money, expensive gifts and
luxurious trips to young women in exchange of sexual favours. They are similar to
sugar daddies but those are richer.
Engagement – is an agreement to entertain someone for the purpose of marrying in future.
Minor – a person under the age of full legal responsibility.
MoPSE – Ministry of Primary and Secondary Education.
Personal space – it is a one-foot radius around a person. It can only be entered by close friends,
family members and significant others.
Technical jargon – is a type of language that is used in a particular context, that is, trade,
profession or academic field.

Revision Exercises
Multiple Choice Questions
Answer all questions. For each question there are four possible answers, A, B, C and D. Choose the one you
consider correct and record.
1. One of the advantages of extended families is that_____.
A. members do not get enough food
B. they promote respect and care of the elderly
C. parents have no one to consult in times of needy
D. children become more resilient as they perform parental duties at tender ages
2. The following are types of families except______.
A. single-parent B. african
C. childless D. child-headed
3. “It is formed when two separate families join to become one”.
The above statement explains a________ type of family.
A. extended family B. step-family
C. grandparent family D. combined family
4. Step- families allow children from the two separate families to live under one roof. The disadvantage of
this is ___________.
A. children may form a bond with their new siblings
B. children will not assist each other with household chores
C. parents may fail to recognise each other’s children
D. children may fail to recognise their new counterparts especially when they are old enough
5. Childless families ______________.
A. are encouraged in our African societies
B. are families with parents who do not stay with their children
C. may be formed when parents decide not to have children
D. are not legally required by our Zimbabwe laws

47
15. For communication to be effective there has to be____.
A. more people listening B. a lot of noise
C. clarity of messages sent D. interest in the sender of messages only

Structured Questions
1. (a) Explain the composition of a nuclear family. [2]
(b) What is a relationship? [3]
2. (a) What are the three reasons behind Child headed families? [3]
(b) State the benefits of child-headed families. [2]
3. Explain the following terms:
(a) Emotional intimacy. [3]
(b) Physical intimacy. [2]
4. (a) Outline three benefits of written communication. [3]
(b) Barriers to communication are________. [2]
5.
Describe the merits and demerits of a childless family. [10]
6.
Differentiate between dating and courtship. [10]
7.
Describe any five barriers to communication. [10]
8.
How can effective communication be achieved? [10]

Case Study Questions

Read this story and attempt the questions that follow.
Thabani is a form one, new comer, learner at a school in a growth point. His first day at school was a
very painful one as he had no one to talk to. In class, Thabani drew himself close to certain learners who
identified themselves as Paida and Clifton, but during break time he only realised that his new colleagues
were only after his food.
After they finished eating his food they disappeared and never shared theirs with him. The second day,
Thabani tried to be close to one of the learners, Obey, who stays close to his place of residence. Obey was
disrespectful to teachers and other co-learners throughout the lessons on that day and Thabani felt he
could not be related to such a person.
1. (a) State the type of a relationship that Thabani was trying to establish. [2]
(b) Describe Thabani’s personality basing on the actions he shown during these two days. [8]
2. (a) Why did Thabani fail to make a relationship in his two days at school? [5]
(b) Recommend the action that Thambani should make in order to make a good relationship. [5]
3. (a) Outline the challenges that are often met by new comers in schools. [5]
(b) If you were in Thabani’s position how were you going to handle the situation? [5]

49
EXAMINATION I
PAPER1: Multiple Choice Questions
Answer all questions. For each question there are four possible answers, A, B, C and D. Choose the
one you consider correct and record.
1. “I am because we are and since we are, therefore I am”. This concept explains that ______.
A. people should be worried only about themselves
B. the community does not assist individuals in any way
C. individuals must live not only for themselves but also for others
D. a person has more than two biological parents
2. People who have bad character are seen by___.
A. assisting others in times of needy B. helping their parents
C. being dishonest D. working for their families
3. Children must be taught good moral values____.
A. when they passed adolescents stage B. at tender age
C. when they are adults D. if their parents have passed on
4. One who possess Unhu/Ubuntu_____________.
A. treat others as they expect to be treated themselves.
B. only welcome few people that are close to them
C. avoid sharing as that promote laziness
D. respect only the community he belongs
5. How do information communication and technology affect Unhu/Ubuntu?
A. Young people no longer rely on their elders as the only source of knowledge but they get diverse
knowledge from internet.
B. People are only restricted to one truth
C. More people get to know about the practices of certain cultural groups.
D. There is no need for people to travel more distances due to internet.
6. Children with Unhu/Ubuntu must __________.
A. not be given work at home as that disturbs them to concentrate on school work
B. respect their parents only if they get the same respect from them
C. do household chores at home as a way of assisting their parents
D. provide help only when asked to
7. Which of the following is not a feature of Unhu/Ubuntu/Vumunhu at school?
A. Keep the school environment clean and tidy.
B. Observing the school dress code.
C. Respect only teachers who are friendly to learners
D. Be punctual to school.
8. Why are beliefs important?
A. They usually unite people as people will have certain views in common.
B. A belief lacks proof.
C. Traditional beliefs are usually associated with uneducated people.
D. The behaviour of community members is not governed by beliefs.

50
PAPER 2
Section A: Structured Questions (30 Marks)
Answer all questions in this section writing your responses on the spaces provided.
1. (a) The concept of Unhu/Ubuntu/Vumunhu refers to __________. [1]
(b) Two behaviours that must be displayed by a child who possess Unhu/Ubuntu/Vumunhu are _____.
[2]
(c) What is the impact of migration on Unhu/Ubuntu/Vumunhu? [2]
2. (a) What are three benefits of sending children to school? [3]
(b) State any two factors that affect Unhu/Ubuntu/Vumunhu. [2]
3. (a) Identify three acceptable behaviours that one must show in class. [3]
(b) Explain the term deportment. [2]
4. (a) A childless family is a __________. [2]
(b) State any three reasons for the emergence of grandparent family. [3]
5. (a) Outline any two factors that draw people together as friends. [2]
(b) State two differences between courting and dating. [3]
6. (a) What is visual communication? [1]
(b) State two common barriers to communication. [2]
(c) Why is it important to listen attentively during a conversation? [2]

Section B: Semi-structured Questions (30 Marks)

This section consists of six questions and each carry 10 marks. Candidates are expected to choose any 3
questions. Answer in essay form on a separate paper provided.
1. Describe the characteristics of Unhu/Ubuntu/Vumunhu. [10]
2. Distinguish between acceptable and unacceptable situational behaviour. [10]
3. Explain the benefits of positive self-image and high self-esteem [10]
4. (a) Discuss any three types of families. [6]
(b) Explain the challenges faced by child-headed families. [4]
5. (a) Why is it important for children to follow family rules? [5]
(b) How would one choose a friend at school? [5]
6. Draw your school chart showing how members relate to each other. [10]

55
on smoothly despite the fact that Cain was already in a state of shock and helplessness. The last phase of
the interview was only attended by two hundred learners out of the three hundred learners who initially
attended the interview. Names of successful candidates were called and Cain was not one of them. He
carried his pain back home as all his hopes and dreams were crushed.

Questions
1. (a) Why did the school staff members group learners in twenties? [6]
(b) School staff members were moving around in different groups. What were they observing? [6]
(c) The role of the school is to impart Unhu/Ubuntu/Vumunhu to learners.
In what way did learners benefit from the interaction they had on that particular day? [8]
2. (a) The learners who failed the first phase of the interview displayed a complete lack of proper etiquette.
Identify and explain on the bad etiquette displayed by those learners. [10]
(b) Explain any waste management laws that were breached in the story above. [10]
3. Cain lastly failed the interview. Describe the behaviours that might have led to his failure using the
following points;
(a) His family background.
(b) His dress code.
(c) Self-image and self- esteem.
(d) His confidence. [20]
4. If Cain is to be called to another interview what acceptable situational behaviour should he show to
win the hearts of the interviewers? Your answer should address everything which Cain did well and
that which he failed. Consider also the unacceptable situational behaviours shown by learners who
failed the first phase of the interview. [20]

57
 Chapter
HEALTH MANAGEMENT
3
Chapter objectives
At the end of the chapter, learners should be able to:
•• define personal and environmental hygiene and other related terms.
•• state the importance of hygiene.
•• state the importance of hygiene.
•• list waste management laws.
•• describe ways of disposing waste.
•• describe importance of immunisation dispelling its myths and misconceptions.
•• define SRHR.
•• state reproductive health, rights and responsibilities.
•• outline sexual reproductive health challenges and prevention strategies.
•• define HIV and AIDS.
•• describe modes of transmission and ways of prevention.
•• state myths and misconception on HIV and AIDS.
•• explore stigma and discrimination on HIV and AIDS.
•• discuss gender dynamics in HIV.
•• define drug and substance abuse.
•• identify types of drug and substance abuse.
•• state the effects of drug and substance abuse.
•• state ways of preventing drug and substance abuse.
•• distinguish between drug and substance abuse.
•• define health living.
•• describe the importance of a balanced diet.

Introduction
Physical and environmental components of health are very critical in our livelihoods as they are the most
visible of the various dimensions of health, which include, social, spiritual, emotional and intellectual. The
majority of signs and symptoms of illness on a person appear physically. Physical health is the overall
physical condition of a person at a given time. Proper physical health is achieved when the body is
operating as it was designed to function. This means soundness of the body and absence of diseases and
abnormality. The main concerns in health are preventing diseases and healing damage caused by injuries
and biological attacks because our bodies are constantly under attack from our environment and even
ourselves. When environmental health is not well the effects can be seen and there is an outcry in other
dimensions of health.

58
Problems of poor oral health
There are some diseases which arise from poor oral health which include the following:
(a) Dental caries (decay) – this is damage to the hard tissues of a tooth due to acidic waste products created
by oral bacteria.
(b) Dental plague – is a sticky, colourless to pale
yellow film of bacteria and sugars, which builds
up on your teeth. This is not in itself a disease but
it is the main cause of cavities and gum disease.
(c) Gingivitis – is a common and mild form of
gum disease that causes irritation, redness and
swelling of your gingiva, the part of your gum
around the base of your teeth.
(d) Periodontal diseases – a serious gum infection
that damages gums and can destroy the
jawbone. Fig. 3.1 Dental plague
Best and worst foods for your teeth
Some foods may contain some elements which cause problems to your teeth when consumed and such
foods must be minimised. At the same time some foods play a role in promoting good oral health and as
such they have to be prioritised.
Table 3.1 Good and bad foods for teeth
Suggested foods that are good for teeth Suggested foods that are bad for teeth
•• Cheese. •• Sticky candies and sweets.
•• Apples. •• Starchy foods like soft bread, potato chips.
•• carrots. •• Carbonated soft drinks.
•• Milk. •• Alcohol.
•• Plain yoghurt. •• Ice.
•• Green and black teas. •• Dried fruits.
•• Sugarless chewing gum.
•• Foods with fluoride, for example,
powdered juices and dehydrated soups.
•• Commercially prepared foods like poultry
products, seafood and powdered cereals.

4. Hair care
Refers to all things people do to keep their hair clean, healthy-looking and attractive. It is necessary to
wash your hair at appropriate times to maintain good health. People can use soap or shampoo when
washing their hair. Shampoo is good because it strips unwanted oil (excess sebum) out of the hair.
Students must adhere to the rules stipulated at their schools with regard to hair style. Some schools require
short hair styles to allow learners from different backgrounds to look the same. Thus, learners who are do
not afford to keep long hair or artificial hair would not feel out of place. More so, students will spend much
of their time concentrating on reading their books than their hair.

61
(e) Dry your washing on a clothes-line or in a tumble-dryer
Before clothes are dried on a line one should make
sure that the pegs and the clothes-line are clean.
Laundry must be attached to the clothes-lines by
their edges.
Hang tops (shirts and blouses) from their bottoms,
and bottoms (jeans) from their tops. To protect your
clothes, dry white and light items in the sunlight
and dark items in the shade, and use towels to
blot excess moisture from stockings and under
garments. Fig. 3.2 Air drying clothes on a washing line
When tumble-drying read the manufacturer’s instruction book to have information on dryer’s operating
procedures and recommended cycles.
(f) Ironing clothes and linens
This is an important part of laundry hygiene which ensures that some microbes which have not been
killed during washing are destroyed due to high temperatures involved. Read the textile care symbol
before ironing as some fabrics do not want too much heat and sort your clothes or linens accordingly.
Start pressing light items and end with heavy items because if you do vice-versa the iron might take
time to cool down which will result to damage of goods. Understand your iron first since irons differ in
their operations. It would be better to test using unimportant garments or to start pressing pockets.
Menstrual hygiene
Menstrual hygiene management is an essential aspect of hygiene for women and adolescent girls. In school
going girls, good menstrual hygiene keeps girls healthy and contributes much to their performances.
Menstruation, also known as having your period, is when blood and tissue from your uterus comes out of
your vagina usually once a month.
The genesis of menstruation varies with different people with some experiencing it between ages of12
and 14 and some, earlier or later than that. If you do not get your period by the time you are 16 years it is
good to visit a doctor or nurse.
Most people stop getting their period when they are between 45 and 55 and this is called menopause.
Menstruation can last between 3-5days on average although some may get to seven days. For the first
few years menstruation begins, long cycles are common however it tends to be shorter as one grows into
middle ages.
Cultural barriers to menstrual health
Some cultures have beliefs, myths and taboos regarding menstruation which are not good for proper
menstrual hygiene. For example, in some cultures, woman and girls are told that during their menstrual
cycles they should not bathe, look in a mirror or touch a plant. They are told they will become infertile or
will cause plants and animals they touch to become infertile.
Some cultures do not permit girls who are having their periods to interact with others, to cook, sleep in
the same room with others or to have their menstrual cloth seen by others. That impact negatively on their
education as they cannot participate or attend school in some cases. Their health is also threatened like in
cases where they are not allowed to bathe.

64
Environment is everything that is around us which includes living and non-living things, both natural
and artificial. Natural surroundings include air, water, plants, rivers, and wetlands and so on while
artificial surroundings include shelter, buildings, dams, roads, modes of transportation, and other
products of technology. Environment also includes pollutants and waste materials.
Waste is any unwanted or unusable materials. Materials can be discarded after they have served
their primary use or they can be defective which will render them useless. Examples of waste include
municipal solid waste, hazardous waste, wastewater (sewage), radioactive waste and others. Hazardous
wastes are these that are becoming a big threat to the environment.
Cell phone for instance is made of lead, mercury and plastic and millions of cell phones are thrown
as garbage yet it creates environmental problems. Mercury will leach when certain electronic
devices like breakers are destroyed. Acid also leach from batteries into the soil which later on mix
with underground water which will be used for drinking and that poses threat to human beings. An
environment which is free of waste is a hygienic environment.
Environmental hygiene can be looked at from two aspects, that is, hygiene at household level and hygiene
at community level.
(a) Hygiene at household level
People should have quality housing for them to
lead a standard life. Quality housing is characterised
by rooms that have enough space, ventilation and
lighting.
The houses must not be overcrowded as that would
impact on people’s health. General cleanliness of
the home is a symbol of quality living.
Children should therefore aim to practice maximum
hygiene at home through things like sweeping
in their rooms and their surroundings, cleaning
window panes if any, cleaning kitchen utensils,
dishes and plates, arrange household contents like
chairs, beds and wardrobes in a desirable manner. Fig. 3.4 A rubbish pit

Proper toilets and rubbish pits or bins must be made available in homes. The toilets must be kept clean and
rubbish pits or beans must be emptied all times.
(b) Hygiene at community level
The community environment should be health and sound. A healthy community is the one that have
protected sources of drinking water. Borehole water is the most recommended source of water. For
communities that use tapped water it has to be purified so that it will be free from diseases. Water is a
major source of waterborne diseases like bilharzia, cholera, typhoid and diarrhoea.
River water and dam water must be boiled and properly stored before used. To be certain that your water
is safe, you may choose to have your water tested where a fee may be charged for this service.
The community must have a system of deposing waste which is effective to get rid of garbage. Infrastructure
must also be developed such as roads, clinics and schools to ensure that health is promoted.

66
6. Sanitary landfill

This involves the dumping of wastes into a landfill. A landfill is an area built up by landfill. It is a system of
trash and garbage disposal in which waste is buried between layers of earth. Landfills must be created in
places with low groundwater level and far from sources of flooding to prevent the accidental leakage of
the toxic chemicals.
7. Disposal in ocean/sea

Wastes of radioactive nature are dumped in the oceans far from active human habitats. However, this
method is dangerous to aquatic life.
Learners must avoid throwing litter everywhere when they are at school, in the community or at home.
They must practice environmental health so as to prevent diseases.
The importance of hygiene
Health reasons – poor hygiene can lead to poor
health. Practicing personal hygiene helps you to
live a healthy lifestyle. Personal hygiene helps to
prevent people from catching or spreading all forms
of diseases, for example, if you forget to wash your
hands after using the toilet or before handling food
you can become ill and die.
Psychological reasons – when people are clean
and well-presented, they feel more confident,
especially in social setup. Our self-esteem can be
boosted if we are physically presentable. Fig. 3.6 A bin placed in town for throwing litter
Social reasons – if you are well-presented more people would like to associate with you but if you have
odour smell from your body or mouth people avoids talking to you. You lose many friends because of poor
hygiene and we are always looked down upon.
Waste management laws (an extract from Environmental Management Statutory Instrument 6 of
2007)
(a) No person shall dispose of waste or affluent into a public stream or into any other surface water or
groundwater, whether directly or through drainage or seepage, except under a licence.
(b) A license shall not be required in respect of the following:

(i)The on-site disposal of household domestic waste by means of pit latrines, septic tanks and associated
soak ways, refuse pits and other on-site household domestic sanitation systems.
(ii) The application of inorganic fertilisers, chemicals and animal manure used for the purposes of
agricultural production, if the application is on-site and its effects are restricted to the location
where such production takes place.
(c) Every local authority shall designate suitable sites as waste collection sites within its areas of control for
the management of wastes and ensure a waste collection frequency that minimises accumulation and
avoids decay of waste on collection sites.
(d) Every local authority shall keep records and register of every waste collection and management
enterprise operating within its area of control.

68
Preventing water from being contaminated is the best that can be done to maintain good health. Poorly
constructed toilets can lead to water contamination. Regular hand washing after defecation and before
handling water minimises the risk that dirty hands contaminate water used in the home.
Hygiene
Hygiene is possible if there is clean water to bathe, wash and perform other hygienic activities. Diseases can
be prevented if there is safe and sufficient water and basic sanitation and hygiene. In schools, learners must
be taught good hygiene practices and encouraged to demonstrate it in their families and in community.

Activity 3.1 Observations

Identify the myths and beliefs surrounding the issue of menstruation in your community. How would girls
in your community overcome such beliefs and attain good menstrual hygiene?
Activity 3.2 Research
Research and write a report to your member of local assembly informing him/her of the water situation in
your area. Advise him/her on what can be done to improve the situation.

Exercise 3.1
1. Differentiate between personal and environmental hygiene.
2. Outline four methods of disposing waste.
3. List any two waste management laws.
4. Explain eye health management.
5. Why is it important to iron your clothes after washing?

UNIT 3.2 IMMUNISATION

Immunisation also known as vaccination is a process whereby a person is made resistant to a transferable
disease through administration of a vaccine. Vaccines are important because they encourage the body’s
own immune system to guard the person against successive infection or disease.
A vaccine usually prevents the onset of a disease
or it reduces its severity. The vaccine contains the
same antigens or parts of antigens that cause the
disease, but the antigens in vaccines are either
killed or greatly weakened.
Vaccines work because they tricky your body into
thinking it is being attacked by the actual disease
Types of immunisation
There are two types of immunisation namely active
and passive immuniSation. Fig. 3.7 A vaccine administered by injection

1. Active immunisation
This aims to ensure that a sufficient supply of antibodies or T and B cells that react against a potential
infectious agent or toxin are present in the body before infection occurs. Under active immunisation, a
person can become immune to a disease in two ways:

70
List of diseases that are vaccine preventable
Table 3.2 Diseases that are vaccine-preventable.
Blood infection Haemophilus influenza type b

Hepatitis A Diphtheria
Hepatitis B Human papillomavirus (HPV)
Influenza Polio
Ear infection Meningitis
Chickenpox Pneumonia
Rotavirus Rubella
Whooping cough Mumps
Yellow fever Zoster (Shingles)

How is immunisation executed?

The first thing is to identify the target group. The target group is that which is vulnerable to particular
vaccine-preventable disease. Health care professionals then come up with a program to ensure that the
targeted group is reached. Outreach programmes are usually preferred as they yield more than 90%
success.
Immunisation in Zimbabwe
Immunisation is taken seriously in Zimbabwe where the primary objective is to vaccinate all children
below the age of one year against six killer diseases which are; polio, diphtheria, tuberculosis, pertussis
(whooping cough), measles and tetanus. Zimbabwe also observes last week of April each year as it is the
period marked by WHO and its partners as World immunisation week. They use this period to promote
the use of vaccines to protect people of all ages against disease. National immunisation days are also set
every year where measles vaccines as well as vitamin A supplements are given to all children, irrespective
of vaccination status to interrupt the transmission of vaccine-transferable diseases.
Myths and misconceptions
(a) Myth – People believe that vaccination must not be carried out on rare diseases.

The truth – When a disease is rare it does not mean it does not exist. What makes it rare is the fact that
there is a successful vaccination program in the area. If that disease is not prevented for a period of time it
will return. To avoid vaccination due to myths and misinformation about the safety of vaccine puts you at
risk.
(b) Myth – Vaccines cause autism – some people believed that immunisation has led to autism spectrum
disorder, a learning disorder.
The truth – Research has concluded that there is no association between autism and vaccines that contain
thimerosal.
(c) Myth – Giving an infant multiple vaccine can overwhelm their immune system

The truth – Babies begin being exposed to immunological challenges immediately at the time of birth.
As the baby pass through the birth canal and breathe, they are immediately colonised with trillions of
bacteria which remain in their body but are not infected by them. For babies to be healthy it means they

72
(h) The right to be free from torture or to cruel, inhumane or humiliating treatment or punishment

Responsibilities
•• Report any inhuman treatment or punishment you may face after you reject someone’s love
proposal.
•• At school boys normally bully girls who reject them so you must associate with good company who
would protect you in times of bullying.
(i) The right to freedom of expression and opinion

Responsibility
•• You should freely express yourself for example telling that you need to concentrate on your career
when someone proposes love to you.
(j) The right to an effective remedy for violations of fundamental rights

Responsibility
•• Report all matters to do with violation of your fundamental rights to school authorities or to police.

Sexual reproductive health challenges

As learners you must equally have information about sexuality. Thus, sex education is quite important
because in it you are able to know the consequences of sex and all that you need to know about it. Sexual
health implies that we indulge into sexual activities at the most appropriate time considering all safety
measures.
Children must abstain from sexual intercourse because they are not able to fully communicate about sexual
health. For example, child brides are facing sexual health challenges due to considerable age difference
with their partners. As such it is their partners who decide when to have sex or whether they will use
protective measures or not and the number of children they are going to have. They are left with less
option to decide what happens to their bodies. Only if children wait for the right time will they be able to
safeguard their sexual and reproductive health. Below are other SRH challenges
(a) Teenage pregnancy
Teenage pregnancy or adolescence pregnancy is
pregnancy in a female who is under the age of 20.
Pregnant teenagers face many of the problems that
are faced by pregnant women but theirs is made
worse by the fact that their bodies and brains will
still be immature to handle it. Below the age of
15, the female body is not physically developed
fully and it would be difficult to sustain a health
pregnancy or to give birth. The challenges can be
classified as follows;
Health aspects – there are risks of low birth weight,
premature labour, maternal and neonatal mortality, Fig. 3.8 A learner receiving counselling after realising
anaemia and pre-eclampsia among other infections. that she is pregnant
Socio-economic aspects – teenage pregnancies are usually associated with lower educational levels
and poverty. Sometimes teenage pregnancy is outside marriage which is associated with social stigma.

77
Exercise 3.3
1. Define the following terms:
(a) Sexual health.
(b) Reproductive health.
2. Outline any 3 reproductive health rights.
3. What is voluntary medical male circumcision?
4. Explain the benefits of voluntary male circumcision.
5. How are STIs transmitted?

UNIT 3.4 HIV AND AIDS

HIV and AIDS remain some of the World’s biggest killers that have caused a nightmare across the world.
AIDS is a severe lethal condition which results from the destruction of the immune system by the Human
Immune Virus (HIV). Information gathered at the end of the year 2018 indicated that a global estimate of
36,9 million people are living with HIV but only around 75% of them know that they have HIV virus. HIV and
AIDS continue to be a challenge affecting the education sector and other sectors of the economy.
HIV and AIDS
HIV stands for Human Immune Virus. It is a virus that attacks cells in the immune system, which is our
body’s natural defence against illness. The body contains white blood cells in the immune system which are
responsible for body defence. These white blood cells are called CD4 cells. The HIV when enters the body
destroys CD4 cells and makes copies of itself. The person’s immune system will gradually be weakened
which leaves the body more prone to different infections. If HIV is not controlled, the body’s immune
system will be completely damaged within 10 to 15years and it will not be able to defend itself.
AIDS stands for Acquired Immune Deficiency Syndrome. When a person’s immune system is weakened
to a point that it can no longer be able to fight diseases, the body develops a range of symptoms and
illnesses. This is the final stage of HIV and a person is now said to have AIDS. So, AIDS is a set of symptoms
and illnesses that characterise the advanced stage of HIV.
How is HIV transmitted?
HIV can be passed from one infected person to another through direct contact of bodily fluids which
include blood (including menstrual blood), semen, vaginal fluids and breast milk.
Activities that put one at the risk of HIV infection are:
(a) Sexual intercourse – unprotected anal and vaginal intercourse leads to HIV infection. HIV may enter
through small invisible and visible cuts and sores on the penis, anus and vagina.
(b) Oral sex – if the person has STIs, cuts or sores in the mouth, recent dental work and bleeding gums he
or she is more likely to pass or contract HIV.
Sharing injection needles and other sharp materials increase the rate of getting HIV because these
(c) 
materials can pass blood from one person to another.
Mother to child transmission used to be so rife before great efforts by medical care professionals.
(d) 
Nowadays, HIV positive pregnant women can receive medication which prevents HIV to pass from the
mother to the baby. However, because some women especially in developing countries do not come
to the open about their HIV status, mother to child transmission records a considerable percentage in
passing HIV.

79
Usually the virus is not detectable in the first three months and this is called the window period. HIV
negative people also need to practice protective measures so that they remain negative for the rest of their
lives. There are self-test kits which provide do-it-yourself service. Although they help to fight stigma some
people may not be able to properly use them. Also, the fact that there is absence of counselling these self-
test kits may harbour more problems when people fail to accept their results.
Comprehensive HIV testing and counselling come in four ways in Zimbabwe. It can be diagnostic testing
and counselling (DTC), client-initiated counselling and testing (CICT), and provider-initiated testing and
counselling (PITC).
Myths and misconceptions on HIV and AIDS
There are a lot of misconceptions about how you get AIDS and how you can cure it. However, one must
know the facts in order to serve self from trouble. Below are some misconceptions and myths as well as
facts.
Table 3.2 Myths and facts about HIV and AIDS
Myths Facts
One can get HIV by being around people HIV cannot be contracted by breathing the same air,
who are HIV and AIDS. touching a toilet seat or door handle, drinking from same
source of water, hugging and shaking hands, sharing eat-
ing utensils. We should actual be around people who suf-
fer from AIDS to give them social and moral support.
Mosquitos spread HIV. Research has shown that mosquitos do not spread HIV.
HIV can only be spread by ways discussed on item (b).

People cannot get HIV from oral sex People can get HIV through oral sex if that involve an HIV
infected person with cuts or mouth sores.

If a person is HIV positive you can easily no- The only way you can know someone’s HIV status is hav-
tice him or her. ing them tested not by physical appearance.

I do not need to worry about getting HIV. Drugs (ART) do not cure HIV. They only improve the health
Drugs will keep me well. conditions of people living with HIV otherwise drugs have
side effects and are very expensive and one must not de-
liberately transmit or contract the virus.
If you are HIV positive your life is over. AIDS used to be a dangerous killer before the introduc-
tion of ART. Nowadays PLHIV are leading normal life just
like the majority of people without the virus.
If I am getting treatment, I do not spread the When medication is working for you well your viral load
virus. become low and sometimes the virus cannot be detected
by tests. However, that does not mean you can be reck-
less and continue transmitting the virus

81
condom use to men. She would rather be considered a prostitute. Males can go and get HIV tested in
private and continue with treatment for years without the knowledge of their partners since they are
treated as second class citizens in some oppressive cultures. Thus, women will delay in getting tested and
receiving medication.
Gender based violence – gender-based violence has also been a major concern on women’s reproductive
health and rights. When the couples test HIV positive it is always the woman who is blamed for the disease
even if the husband has acquired it. Women sometimes default on their medicines due to violence. Thus,
the medicine can be burnt or destroyed during violence and they are refused access to health care by their
spouses. The wounds they sustain add to the pain they are already experiencing which then affect healing.
Educational imbalances – when there is HIV induced sickness in the family, girls are usually the first to be
stopped to go to school so that they can take care of the sick parents. They continue missing lessons and,
in some instances, they end up dropping out. This has serious retrogressive effects because education is
the only key which brings good sexual and reproductive health and rights outcomes.
Poverty and gender imbalances – the majority of women in developing countries are living in poverty.
As such they are always dependant on men for food, health services and other basic necessities. Men
can take advantage of that situation and abuse women sexually. Child prostitution is now widespread,
mainly due to poverty and the girl children do not have decisions over condom use since those men
who pay them are the ones who decide. This makes adolescent girls and young women more vulnerable
to HIV.
Activity 3.4 Research
Conduct a research in your community to see the attitude of people towards HIV testing. Tell participants
that the research is for academic purpose only and assure them that you will never divulge their identities.
You can ask the following questions:
1. Have you heard about HIV testing?
2. Have you ever been at the health centre for HIV testing?
3. How often do you go for HIV testing?
4. If you never got tested what are the reasons that cause you not to seek HIV testing?
Summarise your results and report them to others in statistical form.
Do not force people who are not willing to participate and never ask them about their results or HIV status.
Remember to thank them after.

Exercise 3.4
1. Differentiate between HIV and AIDS.
2. Outline five activities which do not lead to HIV transmission.
3. Why are unmarried people encouraged to abstain from sexual activities?
4. Define the following terms;
(a) Stigma
(b) Discrimination
5. Explain any two misconceptions and myths on HIV and bring in the facts which dispute such.

UNIT 3.5 DRUG AND SUBSTANCE ABUSE

One of the problems that affect people in developing countries is drug and substance abuse. Drugs have
affected the whole population in general and youths in particular, in terms of career, social life, physical
and mental health.

84
Exercise 3.5
1. Differentiate between substance abuse and drug abuse.
2. Explain the following terms in relation to the effects of drug and substance abuse.
(a) Physical health effect.
(b) Social effects.
3. Describe the treatment of drugs and substances abuse.
4. Describe the use of behavioural counselling in the treatment of drug addiction.
5. Describe any two sources of drugs and substances in your community.

UNIT 3.6 HEALTHY LIVING

Healthy living means ensuring that one is maintaining his or her physical, social and mental wellness. It
is about one’s lifestyle. People should adopt a lifestyle that enables them to eliminate or lower illness and
prolong their lives. Not all diseases can be prevented but many deaths especially those from coronary
heart disease and lung cancer can be avoided. There is a relationship between physical health and mental
health.
If one is mentally disturbed his or her physical health will deteriorate. When one is physically affected, say
by a chronic disease their mental health is also severely affected. To adopt healthy lifestyles means to strike
a balance between one’s physical and mental health. Ensuring a healthy living must therefore concentrate
mostly on physical and mental health.
Physical health
Physical health concentrates on the physical body requirements that promote a physically healthy
individual without disease or deformities. There are certain actions that are needed to promote healthy
living like eating (diet), weight control, physical activity and exercise, avoiding drug and substance abuse,
avoiding risky sexual behaviours and other risk-behaviours.
(a) Good eating habits
People must eat food for growth and maintenance
of a healthy body. Different ages require different
foods, for example infants may require feeding
every four hours up to a particular age where they
consume solid foods. Kids, teenagers and young
adults usually snack between meals. It is good to
enjoy the food one eats but eating a healthy diet
that does not promote disease is good.
•• One must eat three meals a day, that is,
breakfast, lunch and supper. The evening
meal must not be the largest. Fig. 3.9 Nutritious food
•• A person should consume more fruits, vegetables, whole grain and low-fat milk products.
•• Choose foods which are low in saturated fats, cholesterol, salt and added sugars.
•• Eat lean meats, poultry, fish, beans, eggs, nuts and madora.
•• Control the quantities of food you are eating. When going to bed, eating large quantities is not
recommended.
•• One can turn to a vegetarian diet.
•• Avoid consumption of raw or undercooked meats of any type.

89
 Table 3.6 Nutrients and their functions in the body
Nutrients Found in Function
Macronutrients
Protein Beef, pork, chicken, game and wild Provide the body with amino acids which are
meat, fish and sea food, eggs, soya the building blocks responsible for growth,
beans development and repair and maintenance.
Carbohydrates Corn, beans, rice potatoes, root Provide energy to do activities such as walk-
vegetables, bread and fruits ing, talking, running and moving heavy
objects.
Fat Oils, coconut, nuts, milk, cheese, Provide structure to cells and cushion mem-
meat, poultry and fish branes to help prevent damage. It is also
important for absorbing fat-soluble vitamins
like vitamin A responsible for health eyes and
lungs.
Micronutrients
Vitamins Fruits, vegetables, milk, eggs Aid in energy production, wound healing,
bone formation, immunity, and eye and skin
health
Minerals Fruits, vegetables, meat, milk and Help maintain cardiovascular health and pro-
eggs vide structure to the skeleton.
(e) Balanced diet

A balanced diet is the one that gives the body nutrients it needs to function well. A balanced diet is food that
provides all nutrients in the correct proportions. Consuming a balanced diet including fruits, vegetables,
dairy, protein foods and whole grains helps ensure the body has plenty of nutrients to use.
Importance of a balanced diet
A balanced diet is important because one’s organs
and tissues need proper nutrition to work properly.
Good nutrition helps a person to maintain healthy
weight, reduce body fat, provide body energy and
promote good sleep which all makes someone feel
good.
Without good nutrition the body can be attacked by
diseases, fatigue and poor performance. Diseases
such as obesity and diabetes are good examples
of the effects of poor diet. Children without good
diet will experience growth and developmental
problems and they will not perform well in school.
Fig. 3.11 Balanced diet for vegetarians
(f) Wellness

Wellness is a process of becoming aware of and making choices toward a healthy and fulfilling life. It is more
than just the absence diseases. There are basically eight dimensions of wellness which are occupational,
emotional, spiritual, environmental, financial, physical, social and intellectual. These dimensions are
interrelated to each other and are all important in achieving good health.

91
10. Which is the most recommended way of preventing HIV in young ones?
A. Have a boyfriend. B. Abstinence.
C. Male circumcision. D. Quarantining.
11. Which nutrient provides the building blocks which are responsible for growth?
A. Fats. B. Carbohydrates.
C. Minerals D. Protein.
12. Health living means _________.
A. staying in a well swept room.
B. absence of physical disease
C. absence of mental disease
D. ensuring that one is maintaining his or her physical and mental health
13. The purpose of preventing children from taking drugs is _______.
A. to avoid them from competing with adults on such good drugs
B. to allow their brains to develop so that they are able to make responsible decisions
C. to save their money
D. to suppress their rights
14. Which of the following is a physical effect of drugs?
A. Causes confusion. B. Affects short term memory.
C. Causes people to steal and damage property. D. Causes kidney damage.
15. Abusing drugs is not helpful because it causes people to __________.
A. do better B. be seen as an adult.
C. lose creativity D. have good performance.

Structured Questions
1. (a) State two diseases which results from poor oral health. [2]
(b) Identify three foods that are bad for teeth. [3]
2. (a) Outline two importance of immunisation. [2]
(b) How are STIs spread? [3]
3. (a) Explain the difference between HIV and AIDS. [3]
(b) Why is it important for pregnant mothers to seek medical care earlier [2]
4. (a) State three effects of stigma and discrimination. [3]
(b) Define gender inequalities . [2]
5. (a) What is nutrition? [5]
(b) Explain the importance of a balanced diet. [5]
6. Describe the procedures in laundry. [10]
7. Describe the stages in HIV Testing. [10]
8. How is positive living attained? [10]

96
Case Study Questions
Read this story and attempt the questions that follow.
After receiving such bad news from his grandmother Siyiwai went to bed in tears. He prepared the bed
and sat quietly, covering his legs with a blanket. His brain was now very busy processing the information
his grandmother had finally told him. He was now accusing her for keeping such important information
from him for quite a long time. Siyiwai was a sixteen-year, Form 4 orphaned learner who lost his parents at
the age of three. He did not even have a clue of how his parents were looking like as they left him at such
a tender age. He did not even know the disease that killed his parents until that day when grandmother
decided to divulge that information.
There were some medicines he was also taking but without knowing the really illness he was suffering
from. Grandmother had initially told her that the family history has recorded asthma, a disease which
everyone in the family was to prevent by taking regular medicine. Siyiwai was now aware that his parents
died of AIDS. He also came to know that his regular medicine was for treating the same disease.
From that day onwards Siyiwai started behaving in an unusual and very strange manner. At school he
was now avoiding his friends and preferred to be alone most of the time. Although his grandmother
encouraged him to continue with his medication the stress of the strange news disturbed him such that
he discontinued taking it. More often than not Siyiwai would think of committing suicide because he did
not like his status at all. He gradually started to lose his appetite hence his food consumption rate declined
alarmingly.
1. (a) Discuss if children should be told early about their HIV status. [6]
(b) Comment on the name Siyiwai as he was given it by his grandmother. [4]
2. (a) If you were in Siyiwai’s shoes what were you going to do after your grandmother told you that you
are HIV positive? [10]
3. Why do students like Siyiwai prefer not to tell anyone about their status? [10]

97
 Chapter HUMAN GROWTH AND

4
DEVELOPMENT

Chapter objectives
At the end of this chapter, you should be able to:
•• define puberty and adolescence.
•• identify physical, emotional and psychological changes.
•• manage the physical, emotional and psychological changes.
•• explain the meaning of sex and sexuality.
•• state the consequences of early sexual debut.
•• practise ways of delaying sexual debut.
•• define psycho–social support systems.
•• access services for psycho–social support systems.
•• define disability.
•• identify different types and forms of disability.
•• find ways of assisting people with disabilities.
•• promote inclusion of people with disabilities.

Introduction
The transition from childhood to adulthood is exciting and confusing at the same time. There is need for
one to know the physical, psychological and emotional changes that come with puberty. Knowledge on the
management of puberty is there for important. The adolescence stage is characterised by inquisitiveness
on sex and sexuality thus teenagers should be able to understand sex and sexuality. With the sexual debut
lowering there is need to explain the advantages of abstinence and consequences of early sexual activities.
Adolescents should be equipped with skills of delaying sexual activities, how to express romantic feelings
and avoiding situations that are likely to lead to engaging in sexual activities. The society has systems
in place that support adolescents as they go on the journey of growing up. There are institutions that
provide psycho-social support systems and the teenager needs to be aware of how, where and when to
approach them for assistance. Differently abled persons such as the visually impaired, the handicapped
and those with hearing challenges should be included holistically in the society for them to achieve their
full potential.

98
3. Growth of pubic hair
Onset of puberty is shown by growth of hair on the
pubic area. Hair also grows under the arm.
4. Changes in the skin texture
The facial skins become s oily only encouraging the
growth of acne. Fig. 4.4 Hair growing under the arms

5. Body odour becomes stronger due to

hormonal changes
The body is made up of hormones. These hormones
are responsible for the body odour produced
by both girls and boys. The body is made up of
oestrogen and progesterone hormone which
respond to physical changes that happen among
boys and girls. Sweat glands become more active
during puberty and this causes perspiration odour.
To help this odour use a deodorant.
6. Beginning of menstruation
Mensuration cycle is the process of becoming a
woman. This is whereby girls begin to experience Fig. 4.5 A person with acne
shedding of blood monthly. If a girl has sexual
intercourse, she can now become pregnant.
Some girls may experience stomach abdominal cramps when on their menstruation. Hygiene is very
important during this time.
Psychological and emotional changes
These psychological changes happen in your mind. When body reaches a certain age (11-13 years) your
brain releases a special hormone that start the changes of puberty like desire for sex or to be near one of
a different sex.
1. Develop sexual feelings
Girls begin to have interests in boys. They begin to find love songs meaningful. They also take time
grooming themselves so that they attract the opposite sex.
2. Desire to be independent
This period is usually marked with arguments with parents and peers as the adolescents try to exert their
own individuality.
3. Erratic moods
Hormonal changes usually lead to mood swings as the teenager tries to cope with the changes. The
hormones, oestrogen and progesterone are responsible for these changes.
Management of physical, psychological and emotional changes for females at puberty
1. Girls should learn how to manage their menstrual cycle. Keeping a personal calendar with their marked
dates when they started and finished their cycle.

100
2. Having sanitary wear available such as pads. These can be home made and reusable, cotton wool or
clean cotton cloth.
3. Pain killers for those who experience abdominal cramps.
4. Bathing regularly using plenty of water.
5. Acne is usually a problem with most adolescents undergoing the puberty stage. Washing thoroughly
with soap to remove oiliness and applying a cream that will be able to control the pimples help a lot.
The acne, however will dis appear in due course.
6. Washing under arms thoroughly and shaving helps control body odour. If one can afford using a
deodorant can help.
7. Breast development is a normal development
in female and girls should be confident with
new development. Busters and brassieres are
available on the market on different shapes and
sizes.
8. Seek advice from elders, family leaders and
teachers at school.
9. Never stay out late.
10. Some are late developers whilst others are early
developers. Fig. 4.6 A girl in a puberty stage seeking advice from
an elderly person
Male puberty
Physical and psychological changes also take place among boys at puberty.

Physical changes for boys

1. Wet dreams
The male is now able to produce semen and this can be released at night whilst asleep. These are called
wet dreams and this is an indication of the functionality of the reproductive organ. This shows that the boy
is sexually mature and capable of getting a girl pregnant.
2. The voice deepens
The voice changes and become deeper like an adult male. This marks the transition to adulthood.
3. Growth of facial pubic and hair under arms

Fig. 4.7 Growth of facial hair

The distribution of hair is an indication of the change to adulthood.

101
 •• Not to be influenced into having a romantic
affair with girls and peers.
•• Change either happen early or late,
developmental cycles are different.
•• Counselling from elders, family or teachers
at school.

Activity 4.1 Group discussion

In pairs, discuss ways of managing changes
associated with puberty and adolescence in boys
and girls. After that present your answers in front of
the class. Fig. 4.9 A boy in a puberty stage getting counselling
from an elderly person
Exercise 4.1
1. How best can you handle your moral swings?
2. How do you know puberty has begun?
3. List three ways to deal with puberty problems?
4. Outline two people who can help you understand puberty stages?
5. Puberty starts at the same age for boys. Give a reason for your answer
6. Is it necessary to discuss on puberty at school? Give a reason for your answer.

UNIT 4.2 SEX AND SEXUALITY

The adolescence period is a time when the young adults experiments a lot trying to come to terms with
the physical changes they will be undergoing. Sexuality education is therefore very important. It should be
culturally acceptable, scientifically accurate, realistic and non-judgemental information. The young adults
should be given a chance to explore their own values and attitudes, build decision making, communication
and risk reduction skills about many aspects of sexuality.
(a) Sex refers to a person’s gender whether one is male or female.
(b) Sexuality refers to one’s femininity or one’s masculinity. Sexuality begins at birth and ends at death.
(c) Sexual debut means the first time a person has sexual intercourse.
(d) Abstinence refers to avoidance of something enjoyable, such as food, alcohol or sex.
Consequences of early sexual debut
Having sexual intercourse at an early age results in the following consequences;
•• Unwanted or teenage pregnancy – you can easily fall pregnant yet you are unprepared for the
consequences.
•• Early marriage – early marriages denies you of better choices as you carry responsibilities of being
a parent.
•• Early parentage.
•• Getting STIs – sexually transmitted diseases are common among young girls as you fail to take
protection measures.

103
 •• Employment to people with disability.
•• Increasing disability representation in political settings.
•• Social inclusion.
•• Providing college scholarship to them.
•• For the blind use braille.
•• Buying a wheel chair.
•• Sporting activities for those living with disability.
•• Infrastructure like toilets for those with disability and reserving seats in the bus for those living with
disability.

Activity 4.4 Discussion

Discuss and write down the different ways that you can do to help people living with disabilities.
Exercise 4.4
1. When is it necessary to offer help to people living with disabilities?
2. Explain what is meant by inclusivity.
3. Discuss the different ways to help those living with disabilities in our culture under Ubuntu.
4. What are the different ways to help those living with disability?
5. What is the best way of dealing with those living with disability when you think of helping them?

Interesting facts
Puberty is controlled by hormones, and these hormones affect your feelings as well as your body.
Summary of the chapter
•• Girls during puberty experience changes in body height, growth of hair under arms and pubic hair,
mensuration and changes in emotions.
•• Boys also experience changes in height, pubic hair growth, voice deepens and body parts
enlargements.
•• There is need to seek advice about growing up from elders, family, pastors, clinics and health
personnel, community leaders and youth advisory centres.
•• Early sexual debut has many consequences on girls than boys since the y experience social, health
and financial problems.
•• Those living with disability need to be included in different programmes by removing barriers,
policies designed to identify and getting fair treatment.
•• Try to eliminate the barriers and eliminate the belief that people with disabilities are unhealthy or
less capable of doing things.
Glossary of terms
Abstinence – avoidance of something enjoyable such as food, alcohol or sex.
Areola – the dark area surrounding a nipple.
Acne – a skin condition usually on the face that is common in adolescents.
Puberty – the process of sexual development of children that makes them into adolescents
capable of reproducing sexually.

109
Precocious puberty
– is the early onset of puberty usually before the age of 7or 8 for girls and 9 for
boys.
Gland – an organ that synthesises a substance such as hormones.
Hormones – any substance produced by tissues that can affect physiological activity.
Sex –  means gender or divisions into which organisms are placed according to
reproductive organs.
Sexuality – refers to one’s femininity or one’s masculinity.
Sexual debut – the first time a person has sexual intercourse.
Disability –  state of being deprived, absence of competent physical, intellectual or moral
power.

Revision Exercises
Multiple Choice Questions
1. For girls, which one is the first sign that puberty has begun?
A. Beast development. B. Menstruation.
C. Pubic hair. D. Voice deepens.
2. Moody swings can be controlled by ______.
A. seeking counsel B. discuss with peers
C. have time out D. good diet
3. If breasts fail to develop at age 12 one has to ________.
A. see a sangoma B. seek advice from elders
C. consult teachers D. seek counsel
4. Which of the following is not a psycho-social support organisation?
A. Church pastors. B. Clinics and hospital.
C. Child protection. D Soldiers.
5. Sexual debut is ________.
A. having sex. B. first sexual contact
C. honey moon D. weeding
6. How do I know that puberty has begun?
A. Physical and emotional changes. B. Menstruation.
C. Deep voice. D. All of the above.
7. Acne is __________.
A. hair under arms B. pubic hair
C. pimples on the face D. puberty period
8. __________ play a role in body physical changes.
A. Hormones B. Acne
C. Erratic moods D. Sex
9. ___________ during puberty begin to widen hips.
A. Boys B. Girls
C. Aunts D. Uncles
10. Getting fair treatments means _______.
A. inclusivity B. human rights
C. stigma D. stereotyping

110
Case Study Questions
Robert’s story
It is very difficult to describe what happened because it still feels like a terrible dream. I am still shocked
by what happened. My mother’s friends Mrs Jordan come into my room while everyone was asleep. I was
still awake and I asked her what she wanted. She said keep quite I will give you $2 USA. She removed her
clothes and got into the bed with me. She started to touch my private parts. When I asked her to stop, she
put her hand on my mouth and asked me to be nice to her. She forced me to touch her private parts as well.
It was horrible. When she gets out of my bed, I cried and cried. I could not stop.
Joyce’s story
My mother left me with my step father when she had to visit granny in the village. He told me to go to bed
after supper. After a while he comes into my room because it had no lock. He pulled the blankets off me
and asked me to take off clothes. I refused but slapped me on the face and pulled off my pants so roughly
that he even tore them. I asked him what he was doing and tried to push him hard he hit me and told me
to do as he said since he was consuming his hard-earned money he worked for.
He pulled my legs apart and lay on top of me. It was so painful, I screamed but he kept on hurting me and
hitting me. When my mother came, I told her but could not believe me. She said if I spread such stories, she
will throw me out of the house. Whenever my mother was away step father continued to hurt me. He has
stopped now because my mother’s young sister come to live with us and we share the same bed.
1. In each story who is mistreating the child. [2]
2. What is the relationship between the adults and the children? [2]
3. If you find yourself in Roberts place what would you do? [2]
4. Why did Joyce’s mother refused to believe what she tells her? [2]
5. If you find yourself in Joyce’s place what would you do? [4]
6. List the dangers encountered by the children. [2]

112
EXAMINATION II
PAPER 1: MULTIPLE CHOICE QUESTIONS
Answer all questions. For each question there are four possible answers, A, B, C and D. Choose the one you
consider correct and record.
1. Good personal hygiene does not include _______.
A. washing the body often B. cleaning the teeth
C. washing the hands D. eating nutritious food
2. What is perineal care?
A. It is bathing of the genital and anal area, or private parts.
B. It is caring of the whole body.
C. Refers to cleaning of the ears.
D. Refers to caring of one’s hair.
3. Poor dental care results in ________.
A. dental caries B. diarrhoea
C. head aching D. poor vision
4. Which foods are best teeth?
A. Carbonated soft drinks and alcohol. B. Soft bread and potato chips.
C. Sticky candies and sweets. D. Green and black teas.
5. What is meant by term earwax?
A. It is an object used to clean the ear.
B. It is the ear’s own mechanism for cleaning itself.
C. It is a medicine applied inside the ear when it is painful.
D. It refers to the ability of an ear to receive information from afar.
6. During menstruation cycle female people _________.
A. are not allowed to bathe as they might become infertile
B. keep their bodies warm to prevent painful cramping
C. must stay indoors
D. must participate in intensive exercises
7. Hygiene at household level imply that ________.
A. people should keep their surroundings clean and tidy
B. children must wait for their housemaids to clean their rooms
C. people can be overcrowded as long as they are related by blood
D. people must use bush toilets
8. At school litter can be avoided by _________.
A. composting B. sanitary landfill
C. availing more bins in the school yard D. recycling
9. Which water is safer to drink?
A. Borehole water. B. Chlorinated water.
C. Dam water. D. Sea water.
10. The following is not the benefit of immunisation; ___________.
A. it allows people to live in peace
B. helps to protect one from getting infectious diseases
C. helps to protect others since diseases will not be passed
D. children receive the protection they need as early as possible

113
INDEX

A L
Laughing stock 3, 22
Addiction 87, 88, 94, 125
Abstinence 93, 95, 97, 102, 104, 108 M
Abuse 123 – 127, 146, 148, 149, 150 Maternal mortality 58, 75, 94
Acne 99, 100, 101, 108, 109, 114 Microbe 64, 70, 94
Antigens 70, 72, 94 Minor 30, 35, 36, 47, 76, 105
Areola 98, 108, 110 MoPSE 44, 47
Awareness 20, 107, 129, 132, 133, 136, 144, 145 Myth 9, 58, 64, 70, 72, 73, 80, 81, 84, 87, 94, 95
B N
BEAM 30, 47 Neonatal mortality 74, 77, 94
Blessers 22, 35, 47
P
C
Personal space 39, 41, 44, 47
Caesarean delivery 74, 94 Policy 37, 118, 123, 126, 147, 148
Career 1
 29, 132, 133, 141, 142, 143, 144, 145, Pornography 116, 121, 123, 126, 127, 146, 149
148
PEP 80, 94
Cultural heritage 8, 22, 122, 127
Precocious puberty 106, 109, 110
D Protection 38, 71, 79, 102, 105, 109, 117, 118,
119, 122, 123
Disability 7, 44, 73, 97, 106, 107, 108, 109, 110,
115 Proposal 76, 135, 136, 139, 144, 148
Puberty 97 – 102, 105, 106, 108, 109, 114
E
Purge 92, 94
Empathy 6, 9, 21, 122
S
Engagement 36, 47
Enterprise 68, 134, 144 Sex 94, 97-105, 108-115, 117, 120-122, 124, 126
Ethics 1, 2, 4, 5, 21, 22, 24 Sexuality 73, 74, 76, 97, 102, 126
Sexual debut 97, 102, 103, 104, 105, 109, 110,
G
114, 115, 120, 126
Gland 99, 101, 106, 110 T
H
Technical jargon 19, 44, 45, 47, 54
Hormones 65, 74, 99, 101, 106, 109
U
I
Unhuness/Ubuntuness 3, 22
Interview 11, 18, 22, 51, 56, 57, 139, 140, 141,
Z
142, 144, 148
Zit 13, 22

152
 Updated Curriculum A Practical Approach to Guidance and Counselling Form 1-4 Series

Updated Curriculum
FORM FORM
A Practical Approach A Practical Approach

1 2
to to
Guidance and Counselling Guidance and Counselling
A Practical Approach to Guidance and Counselling | Form 1

A Practical Approach to Guidance and Counselling | Form 2

is a learner centred comprehensive book which gives learners an effective
erstanding of the learning area. It constitutes of the following features:
• well-structured content as outlined in the syllabus from known to unknown.
• interesting facts about the subject that motivate and stimulate interest in
the learning of Guidance and Counselling.
• activities that require learners to actively participate in their learning
process.
• content that helps learners to understand, interpret Unhu/Ubuntu/
Vumunhu, career guidance and prepares learners to cope with
developmental changes.
• equips learners with career planning and development skills that contribute
to wealth creation and achievement of national development goals.
• simple language to enhance understanding.
• attractive illustrations that reinforce concepts being taught.
• thorough revision exercises at the end of every unit, chapter and follow
up examinations meant to evaluate the extent to which taught skills and
knowledge have been understood.

Connious Zhou Patience Makuyana

Gloria Manyara Tavagadza Mind
Updated Curriculum

Updated Curriculum

FORM FORM
A Practical Approach A Practical Approach

3 4
to to

Guidance and Counselling Guidance and Counselling

A Practical Approach to Guidance and Counselling | Form 3

A Practical Approach to Guidance and Counselling | Form 4

a learner centred comprehensive book which gives learners an effective

standing of the learning area. It constitutes of the following features:
• well-structured content as outlined in the syllabus from known to unknown.
• interesting facts about the subject that motivate and stimulate interest in
the learning of Guidance and Counselling.
• activities that require learners to actively participate in their learning
process. Abilities Perseverance Reputation
• content that helps learners to understand, interpret Unhu/Ubuntu/
Vumunhu, career guidance and prepares learners to cope with
developmental changes.
Success
• equips learners with career planning and development skills that contribute
to wealth creation and achievement of national development Leadership
goals.
• simple language to enhance understanding.
• attractive illustrations that reinforce concepts being taught.
Education
• thorough revision exercises at the end of every unit, chapter and follow Contacts
up examinations meant to evaluate the extent to which taught skills and
knowledge have been understood.
Learning
Hard
Career Working

Job
Experiance

Knowledge CV

Connious Zhou Gloria Manyara

Connious Zhou Tavagadza Mind

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