ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

GUIDANCE AND
COUNSELLING SYLLABUS

FORMS 1 - 4
2015 - 2022

Curriculum Development and Technical Services

P. O. Box MP 133
Mount Pleasant
Harare

© All rights reserved

2015
Guidance and Counselling Syllabus Forms 1 - 4

ACKNOWLEDGEMENTS

The Ministry of Primary and Secondary Education wishes to acknowledge the following for their valued
contribution in the production of this syllabus:

• The National Guidance and Counselling panel for their professional and technical input
• Zimbabwe School Examinations Council (ZIMSEC)
• Representatives from various Guidance and Counselling Institutions
• Publishers
• National AIDS Council (NAC)
• Southern Africa HIV and AIDS Information Dissemination Service (SAfAIDS)
• LASOF Careers Institute
• Nhaka Leadership Solutions
• United Nations Scientific and Cultural Organisation (UNESCO)
• United Nations Children’s Fund (UNICEF)

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Guidance and Counselling Syllabus Forms 1 - 4

CONTENTS
ACKNOWLEDGEMENTS................................................................................................................... i

CONTENTS......................................................................................................................................... ii

1.0 PREAMBLE.................................................................................................................................. 1

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

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

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

5.0 METHODOLOGY AND TIME ALLOCATION ............................................................................... 2

6.0 TOPICS......................................................................................................................................... 2

7.0 SCOPE AND SEQUENCE............................................................................................................ 3

8.0 COMPETENCY MATRIX............................................................................................................... 6

FORM 1............................................................................................................................................... 6

FORM 2............................................................................................................................................... 17

FORM 3............................................................................................................................................... 26

FORM 4............................................................................................................................................... 37

ASSESSMENT.................................................................................................................................... 47

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Guidance and Counselling Syllabus Forms 1 - 4

1.0 PREAMBLE and values, beliefs, citizenship), child protection and

career guidance. The thrust of this syllabus is to produce
a competent, versatile and empowered learner who is
1.1 Introduction able to cope with dynamic life trends.

The Guidance and Counselling learning area is a Form 1.4 Assumptions

1 to 4 secondary school syllabus comprising six topics
namely: Unhu/Ubuntu/Vumunhu (Norms and Values), It is assumed that learners:
Relationships, Health including Sexuality, HIV and AIDS,
Human Growth and Development, Child Protection and • belong to a family
Career Guidance. It prepares learners for an indepen- • are aware of basic relationships
dent productive adulthood and life-long learning. This • have some communication skills
syllabus is designed to equip learners with age-appropri- • are conscious of general personal hygiene and
ate, culturally relevant, scientifically accurate knowledge common diseases
and skills which will produce responsible citizens who will • are able to identify physical changes at adoles-
positively contribute towards nation building. cence stage
• are aware of the diversity of religions and culture
• are conscious of types and effects of child abuse
1.2 Rationale
• have different interests in career choices
Guidance and Counselling is a learning area that
seeks to empower learners with essential life skills that 1.5 Coss Cutting Themes
enable them to survive in a changing socio-economic
environment comprising the family, local, national • Gender roles
and global communities. The learning area is very • Children’s rights and responsibilities
significant in the development of Unhu/Ubuntu/Vumunhu • Crisis management
attributes as it gives a sense of positive self-image and • Financial Literacy
high self-esteem, cherishes diversity and celebrates • Sexuality, HIV and AIDS
differences among learners. It prepares learners to • Child Protection
cope with developmental changes and a variety of risky • Heritage Studies (Constitution)
factors such as HIV and AIDS, early marriages, teenage • Human Rights
pregnancies, drug and substance abuse. • Collaboration
• Education for Sustainable Development
The Guidance and Counselling syllabus enables learners
to develop skills in:
2.0 PRESENTATION OF THE
• Self-management SYLLABUS
• Managing diversity
• Critical thinking The Guidance and Counselling Syllabus is presented as
• Decision making a single document which covers Forms 1 – 4. All forms
• Problem solving have the same topics which are developmental and
• Communication spiral
• Learning and Innovation
• Leadership
• Enterprise
• Assertiveness
• Technology

1.3 Summary of Content

This syllabus covers the following essential themes in

Guidance and Counselling: relationships, health, human
growth and development, Unhu/Ubuntu/Vumunhu (norms

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Guidance and Counselling Syllabus Forms 1 - 4

3.0 AIMS 5.0 METHODOLOGY AND TIME

ALLOCATION
The syllabus enables learners to:
This syllabus is based upon a learner-centred, hands
3.1 experience personal development anchored on on, multi-cultural, interactive and real life approach. It
Unhu/Ubuntu/Vumunhu in all facets of life promotes innovation, assertiveness, self-motivation,
3.2 develop the need for relationships and a sense critical thinking and pragmatic application of concepts to
of belonging to the family, community and so- everyday life.
ciety through management and celebration of
diversity
3.3 develop into total and mature individuals, 5.1 Methodology
aware of rights and responsibilities, with ability
to respond to real life challenges and social • Games and Quizzes
dynamics • Imitation or Simulation
3.4 manage adolescence and live healthy produc- • Video and film shows
tive lives • Educational tours
3.5 acquire career planning and development skills • Drama, song and poetry
that contribute to wealth creation and achieve- • Case study
ment of national development goals • Group discussions
3.6 interact and engage various educational and • Discovery
other support systems related to Guidance and • Research
Counselling • Debate
• Work related learning

The above suggested methods are enhanced through the

application of multi-sensory approaches to teaching and
4.0 SYLLABUS OBJECTIVES principles of individualization, unification, concreteness,
tactility (touch), stimulation and self-activity.
By the end of Form 4 learners should be able to:
5.2 T ime Allocation
4.1 describe the significance of Unhu/Ubuntu/Vu-
munhu (norms and values) to the individual, For adequate coverage of the syllabus a time allocation of
family and community four periods of 40 minutes per week should be allocated.
4.2 demonstrate the ability to manage intra- per- It is recommended that learners should go on educational
sonal and inter- personal relationships tours at least twice a year.
4.3 demonstrate an awareness of children’s rights
and responsibilities
4.4 embrace diversity and overcome stigma and
6.0 TOPICS
discrimination
• Unhu/Ubuntu/Vumunhu (norms and values), beliefs
4.5 describe the processes in human development
and citizenship
(personal, social, emotional and physical)
• Relationships
4.6 apply relevant information related to life skills,
• Health
sexuality, HIV and AIDS Education
• Human growth and development
4.7 employ self-assessment tools that guide career
• Child protection
profiling necessary for identification of career
• Career guidance
pathways
4.8 familiarize with the world of work through work
related learning leading to selection of a career
that matches one’s inclination

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  Child protection
 Career guidance
7.0 SCOPE AND SEQUENCE
7.0 SCOPE AND SEQUENCE
7.1 TOPIC 1: UNHU/UBUNTU/VUMUNHU (NORMS AND VALUES), BELIEFS AND CITIZENSHIP
7.1 TOPIC 1: UNHU/UBUNTU/VUMUNHU (NORMS AND VALUES), BELIEFS AND CITIZENSHIP

SUB-TOPIC FORM 1 FORM 2 FORM 3 FORM 4

Unhu  Unhu/Ubuntu/Vumunhu  Grooming and etiquette  Grooming and etiquette  Grooming and
/Ubuntu/Vumunhu  Unhu /Ubuntu/Vumunhu at home,  Self-image and self-  Self-image and self-esteem etiquette
school and community esteem  Concept of respect  Self-image and self-
 Norms values and beliefs in  Religious and  Respect and tolerance esteem
Zimbabwe Indigenous beliefs  Citizenship
 Unhu/Ubuntu/Vumunhu in various  Various religions in  Patriotism
roles and contexts Zimbabwe
 Grooming and etiquette
 Self-image and self-esteem
Guidance and Counselling Syllabus Forms 1 - 4

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7.2 TOPIC 2: RELATIONSHIPS

7.2 TOPIC 2: RELATIONSHIPS

SUB-TOPIC FORM 1 FORM 2 FORM 3 FORM 4

Family  Types of families  Roles of family
 Types of relationships members
 Communication skills  Abusive relationships
 Personal identity and
life skills
 Conflicts and Conflict  Challenges to family
Management cohesion
 Communication in  Managing
relationships relationships
 Conflict management
 Peer pressure

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 7.3 TOPIC 3: HEALTH
7.3 TOPIC 3: HEALTH
SUB-TOPIC FORM 1 FORM 2 FORM 3 FORM 4
Health management  Personal and environmental  Sexual and reproductive  Personal and environmental  Sexual and
hygiene health hygiene reproductive health
 Immunization  HIV and AIDS  Grooming and etiquette and rights
 Sexual and reproductive health  Communicable and  Sexual and reproductive  HIV and AIDS
 HIV and AIDS non-communicable health  Stigma and
 Drug and substance abuse diseases  HIV and AIDS discrimination
 Healthy living  Drug and substance  Communicable and non  Drug and substance
abuse communicable diseases abuse
 Healthy living  Drug and substance abuse  Mental Health
 Healthy living  Basic care and
support for people
with disabilities
 Healthy living

7.4 TOPIC 4: HUMAN GROWTH AND DEVELOPMENT

Guidance and Counselling Syllabus Forms 1 - 4

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7.4 TOPIC 4: HUMAN GROWTH AND DEVELOPMENT
SUB-TOPIC FORM 1 FORM 2 FORM 3 FORM 4
Sexuality  Puberty and adolescence  Anatomy and  Anatomy and Physiology  Anatomy and
 Sex and sexuality Physiology  Sexuality Physiology
 Psycho-social support systems  Sexuality  Teenage pregnancy  Sex and sexuality
 Disability  Teenage pregnancy  Psycho-social support  Disability
 Psycho-social support systems  Psycho-social support
systems  Disability  Teenage pregnancy
 Disability  Adolescence and stress
management

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 7.5 TOPIC 5: CHILD PROTECTION

7.5 TOPIC 5: CHILD PROTECTION

SUB-TOPIC Form 1 Form 2 Form 3 Form 4
Child Rights and  Concept of Child Rights and  Concept of Child  Concept of Child Rights and  Concept of Child
Responsibilities Responsibilities Rights and Responsibilities Rights and
 Child abuse Responsibilities  Child abuse Responsibilities
 Policies and legislation on Child  Child Abuse  Policies and legislation on  Child abuse
Rights in Zimbabwe  Policies and Child rights in Southern  Policies and
 Drug and Substance Abuse legislation on Child Africa legislation on Child
rights in Southern rights in the World
Africa

7.6 TOPIC 6: CAREER GUIDANCE

7.6 TOPIC 6: CAREER GUIDANCE

SUB-TOPIC FORM 1 FORM 2 FORM 3 FORM 4
Guidance and Counselling Syllabus Forms 1 - 4

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Careers  Study skills  Career exploration  Study skills  Study skills
 Career awareness  Study skills  Enterprise  Enterprise
 Enterprise  Interviews  Individual transitional  Individual transitional
 Interviews  Individual transitional programs programs
 Guidance and Counselling Portfolio programs  Guidance and Counselling  Guidance and
 Individual transitional programs  Guidance and Portfolio Counselling Portfolio
Counselling Portfolio  Interviews  Career planning
 Enterprise  Career planning  Work related learning
experience

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 8.0 COMPETENCY MATRIX

FORM 1
8.0 COMPETENCY MATRIX
8.1 TOPIC
FORM 1 1: UNHU/UBUNTU/VUMUNHU (NORMS AND VALUES), BELIEFS AND CITIZENSHIP
8.1 TOPIC 1: UNHU/UBUNTU/VUMUNHU (NORMS AND VALUES), BELIEFS AND CITIZENSHIP
SUB TOPIC: UNHU/UBUNTU/VUMUNHU
KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING LEARNING
Learners should be able to ACTIVITIES RESOURCES
Concept of  define Unhu/Ubuntu/Vumunhu  Unhu/Ubuntu/Vumunhu  Describing  Pamphlets
Unhu/Ubuntu/Vumunhu and related concepts concepts Unhu/Ubuntu/Vumunhu  Resource
 list characteristics of  Characteristics of  Analysing Unhu/Ubuntu person(s)
Unhu/Ubuntu/Vumunhu Unhu/Ubuntu/Vumunhu  Case study
 Reading novels
 Videos
Guidance and Counselling Syllabus Forms 1 - 4

Unhu /Ubuntu/Vumunhu  Pamphlets

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at home ,school and  describe  Unhu/Ubuntu/Vumunhu at  Dramatising  Resource
community Unhu/Ubuntu/Vumunhu at home, school and Unhu/Ubuntu/Vumunhu at person(s)
home, school and community community home, school and  Case study
community  Reading novels
 Videos
Norms, values and beliefs  state the norms, values and  Norms, values and beliefs  Listing norms, values and  Pamphlets
in Zimbabwe beliefs in the locality beliefs  Resource
 Describing norms, values person(s)
and beliefs  Case study
 Reading novels
 Videos

Unhu/Ubuntu/Vumunhu in  outline Unhu/Ubuntu/Vumunhu  Unhu/Ubuntu/Vumunhu  Demonstrating  Pamphlets

various roles and in various roles and contexts
contexts
 discuss the factors affecting
Unhu/Ubuntu/Vumunhu
roles in different contexts
 Factors affecting
 Unhu/Ubuntu/Vumunhu
Unhu/Ubuntu/Vumunhu  Resource
roles in different contexts person(s)
 Case study
 Involving learners in  Reading novels
cultural exchange programs  Videos

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 Grooming and Etiquette  define grooming and etiquette  Definition of
 distinguish acceptable -dress code
situational behavior from -table manners
unacceptable behavior -Walking style
-deportment
-situational appropriate
communication
-body posture
-eye contact
 Management of behavior:
-Unacceptable
situational behavior
-acceptable behavior
Self-image and self-  define self-image and self-  Self-image and self-
esteem esteem esteem
 explain the importance of self-  Significance of self-image
image and self-esteem and self-esteem
 assess self-image and self-
esteem
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 Demonstrating deportment  ICT tools
 Discussing mannerisms  Resource
including spitting person(s)
 Demonstrating appropriate  Pamphlets
situational behaviors  Videos
 Discussing behaviors  Pictures
portrayed in videos
 Dramatising situational
behaviors
 Describing self-image and  ICT tools
self-esteem  Braille material
 Debating on the importance  Pamphlets
of self-image and self-
esteem
 Participating in public
speaking
Guidance and Counselling Syllabus Forms 1 - 4
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 8.2 TOPIC 2: RELATIONSHIPS

SUB TOPIC: TYPES OF FAMILIES

8.2 TOPIC 2: RELATIONSHIPS

SUB TOPIC: TYPES OF FAMILIES
KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING LEARNING
Learners should be able to ACTIVITIES RESOURCES
Family types  list types of families  Different family types  Identifying different types of  ICT tools
 describe different types of families such as: families  Braille material
Nuclear, extended,  Playing roles of different  Videos
Child headed , one family members
parent  Story telling
Types of  identify different types of  Different types of  Listing different types of  Pamphlets
Relationships relationships relationships such as: relationships  Braille material
 describe the different types of -friendships  Brainstorming on different  Resource person(s)
relationships -dating and courtship types of relationships  Case study
-marriage(refer to  Role playing different types of  Reading novels
Guidance and Counselling Syllabus Forms 1 - 4

constitution) relationships  Videos

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Communication  state types of communication  Types of  Listing the different types of  Electronic and print
skills  illustrate effective communication communication communication media
 Barriers to  Discussing effective  Braille material
communication communication  Sign language
 Forms of material
communication

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 8.3 TOPIC 3: HEALTH

SUB TOPIC: HEALTH MANAGEMENT

8.3 TOPIC 3: HEALTH

Sub TOPIC: HEALTH MANAGEMENT

Key Concept Topic Objectives Unit Content Suggested learning activities Resources
Learners should be able to:
Personal and  define personal and  Definition of key  Describing personal and  ICT tools
environmental environmental hygiene and other concepts related to environmental hygiene  Resource person(s)
hygiene related terms personal and  Demonstrating hand washing,  Pamphlets
 State the importance of hygiene environmental hygiene dental care and proper toilet
 list waste management laws  Personal hygiene e.g. use
 describe ways of disposing waste -bathing  Discussing menstrual
-oral care hygiene management
-ear care  Demonstrating waste disposal
-eye care
-laundry
-hand washing
Guidance and Counselling Syllabus Forms 1 - 4

 Menstrual hygiene

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 environmental hygiene
-waste disposal e.g.
recycling
-Water and Sanitation
Hygiene (WASH)

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 Key Concept Objectives Unit Content Suggested learning activities Resources
Topic Learners should be able
to:
Immunization  define immunization  Immunization  Describing immunization  Resource
 describe importance of  Rationale for immunization  Composing immunization songs, person(s)
immunization  Myths and misconceptions poems  ICT tools
 dispel myths and  Immunization service providers  Dramatising immunization myths and  Child health card
misconceptions on misconceptions/benefits of  Charts
immunization immunization  Pamphlets
 Watching videos on immunization  Picture codes
 Video
Sexual and  define SRHR  Sexual and reproductive health and  Describing SRHR  Age appropriate
reproductive  state reproductive health rights (SRHR)  Identifying sexual and reproductive audio-visual
health and rights and  Reproductive health rights and health rights and responsibilities materials e.g.
rights (SRHR) responsibilities responsibilities  Discussing importance of sexual -videos
 outline sexual  Sexual health health -Picture codes
reproductive health  Sexual reproductive health  Identifying SRH challenges and -Pamphlets
challenges and challenges prevention measures -Posters
prevention strategies -teenage pregnancy  Watching STI and HIV videos -Braille material
-STIs  Resource
Guidance and Counselling Syllabus Forms 1 - 4

-HIV person(s)

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HIV and AIDS  define HIV and AIDS
 describe modes of
transmission
 identify ways of
prevention
 state myths and
misconception on HIV
and AIDS
 deliberate on treatment,
care and support
 Prevention strategies  ICT tools
-Voluntary Medical Male
circumcision (VMMC)
 HIV and AIDS  Explaining HIV and AIDS  Age appropriate
 Modes of transmission  Identifying modes of transmission audio-visual
 Ways of preventing HIV  Discussing ways of preventing HIV materials e.g.
transmission transmission -videos
 HIV Testing  Stating HIV and AIDS myths and -Picture codes
 Common myths and misconceptions misconceptions -Pamphlets
 Treatment, Care and Support for  Describing HIV treatment, care, -Posters
people living with HIV (PLHIV) support and adherence -Braille material
 Positive living  Outlining positive living including  Resource
 Stigma and Discrimination nutrition for PLHIV person(s)
 Gender and HIV  Discussing stigma and discrimination  ICT tools

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  explore stigma and
discrimination on HIV
and AIDS
 Discuss gender
dynamics in HIV
Drug and  define drug and
substance substance abuse
abuse
 identify types of drugs
and substances
 state effects of drug and
substance abuse
 state ways of preventing
drug and substance
abuse
 distinguish between drug
and substance abuse
Healthy living  define healthy living
 -Nutrition
 Analysing gender dynamics in HIV
 Drug and substance abuse  Defining drug and substance abuse  Resource
 Causes of drug and substance  Watching videos and discussing person(s)
abuse issues depicted in videos  Age appropriate
 Types and sources of drugs and  Researching on drugs and audio-visual
substances substances materials
-videos
 Ways of preventing drug and  Dramatising on drug and substance -Picture codes
substance abuse abuse -Pamphlets
 Effects of drug and substance abuse  Debating on drug and substance -Posters
 Management of drug and substance abuse -Braille material
abuse-rehabilitation  ICT tools
 Healthy living e.g.  Explaining components of healthy  audio-visual
living, nutrition and balanced diet materials e.g.
Guidance and Counselling Syllabus Forms 1 - 4

describe the importance

 -videos

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of a balanced diet -eating habits Researching on local balanced diet
-Picture codes
-weight control  Participating in physical fitness -Pamphlets
-wellness activities -Posters
-Balanced diet  Discussing common mental health -Braille material
-Physical fitness problems  Resource
 Mental health person(s)
 ICT tools

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 8.4 TOPIC 4: HUMAN GROWTH AND DEVELOPMENT
SUB TOPIC: SEXUALITY
KEY CONCEPT OBJECTIVES:
Learners should be able to
Puberty and • define puberty and adolescence
adolescence • identify physical, emotional and
psychological changes
• manage the physical, emotional
and psychological changes
Sex and Sexuality • explain the meaning of sex and
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sexuality
• state the consequences of early
sexual debut
• practice ways of delaying sexual
debut
UNIT CONTENT SUGGESTED LEARNING ACTIVI- LEARNING RESOURCES
TIES
• Puberty and adoles- • Researching on puberty and • ICT tools
cence adolescence • Resources person(s)
• Changes associated with • Describing physical, emotional • Charts
puberty and adolescence and psychological changes • Text books
- Physical changes • Discussing ways of managing • Braille material
- Physiological changes changes associated with puberty
- Emotional changes and adolescence
• Ways of managing
changes in puberty and
adolescence
• Meaning of terms • Researching on puberty and • ICT tools
Guidance and Counselling Syllabus Forms 1 - 4
associated with sex and adolescence • Pamphlets
sexuality such as • Describing the physical, emotional • Resource person(s)
- Sex and psychological changes • Braille materials
- Sexuality • Listing the ways of managing • Sign language materials
- Sexual debut changes associated with puberty • Talking book
- Abstinence and adolescence • Videos
• Consequences of early • Demonstrating ways of managing
sexual debut such as changes in puberty and adoles-
-Teenage pregnancies cence
-Early marriages • Researching on sex and sexuality
-STIs • Explaining the consequences of
• Ways of delaying sex early sexual debut
debut • Discussing ways of delaying
-Setting limits on how sexual debut
far they go in express-
ing romantic affection
-Avoiding sexual stimulat-
ing situations
 Key Concept Objectives Unit Content Suggested learning activities Resources
Topic Learners should be able to:
Psycho-social  define psycho-social support  Psycho-social support  Describing psycho-social support  ICT Tools
support systems systems systems systems  Resource person(s)
 access services for psycho-  Service providers that  Listing service providers that  Text books
social support systems offer psycho-social offer psycho-social support  Braille material
support systems systems
 Identifying the service providers
that offer psycho-social support
services
 Training in peer education
Disability  define disability  Disability  Classifying disabilities  ICT Tools
 identify different types and forms  Different types and  Explaining different forms of  Pamphlets
of disability forms of disability disability  Resource person(s)
 find ways of assisting people  Support Systems for  Selecting ways of assisting  Child-led Protection
with disabilities people with disability people with disability depending Committees
 promote inclusion of people with on the nature of the disability  Braille material
disabilities  Identifying learners with  Sign language
disabilities in communities who dictionary
are deprived of education
Guidance and Counselling Syllabus Forms 1 - 4

 Sensitizing communities on

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disabilities
 Appreciating inclusion of people
with disabilities in schools and
communities

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 8.5 TOPIC 5: CHILD PROTECTION

SUB TOPIC: RIGHTS AND RESPONSIBILITIES

8.5 TOPIC 5: CHILD PROTECTION
SUB TOPIC: RIGHTS AND RESPONSIBILITIES
KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING LEARNING RESOURCES
Learners should be able to ACTIVITIES
Child rights and  define child rights and  Definition  Listing child rights and  ICT tools
responsibilities responsibilities  Examples of child rights responsibilities  Text books
 state examples of child rights and responsibilities  Describe child rights and  Zimbabwean
and responsibilities responsibilities Constitution 2013
 Child rights policies
Child abuse  define child abuse  Definition  Explaining child abuse  Secretary’s Circular
 state types and forms of child  Types and forms of child  Naming types and forms of child Minute No 5 of 2000
abuse abuse abuse  Director Circular No 27
 identify common learner  Common learner  Discussing incidences of 2008
incidences incidences such as sex  Identifying reporting structures  ICT tools
 describe prevention and parties, satanism,   Newspapers
Guidance and Counselling Syllabus Forms 1 - 4

Offering psycho-social s
management of child abuse pornography, teenage  Resource person(s) -

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pregnancies, the victim friendly unit
examination stress,  Videos
suicide  Audio tapes
 Reporting structures  Braille material
such as Child-led materials
Protection Committees
 Referral systems
Policies and  define policy and legislation  Policy and legislation  Stating policies and legislation  Zimbabwean
Legislation on  identify policies and legislation  Explaining policies and Constitution 2013
Child Rights in  Policies and legislation legislation  Education Act 1996
Zimbabwe  Resource person(s)
Drug and  define drug and substance  drug and substance  Explaining drug and substance  Resource person(s)
substance abuse abuse abuse abuse  Pictures
 list types of drugs and  types of drugs and  Differentiating between drugs  Pamphlets
substances substances and substances  Flyers
 identify sources of drugs and  sources of drugs and  Analysing the effects of drugs  ICT tools
substances substances and substances  Audio and visual tapes
 state the effects of drug and  effects of drugs and  Identifying commonly abused
substances substances drugs and substances

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 8.6 TOPIC 6: CAREER GUIDANCE

SUB TOPIC: CAREERS

8.6 TOPIC 6: CAREER GUIDANCE

SUB TOPIC: CAREERS
KEY CONCEPT OBJECTIVES; The learner
should be able to;
Study skills  explain appropriate study skills
 design a study timetable
Career awareness  develop career awareness
 identify a career pathway that
matches the learner’s
orientation
UNIT CONTENT
 appropriate study habits
 Study processes
 Study timetable
 Career awareness skills
 Select career pathway
and option:
- employment
- self-employment
- tertiary education
SUGGESTED ACTIVITIES LEARNING RESOURCES
 Discussing the importance of  Study pack
note making and reading notes  ICT tools
 Explaining career awareness  ICT tools
skills  Resource person(s)
 Exploring Learner passions and  Reports on labour
interests market trends
 Exploring exit options
 Attending career days
 Developing a job search
Guidance and Counselling Syllabus Forms 1 - 4

strategy (for employment option)

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 Designing a business and
marketing plan (for self-
employment option)
 Formulating a tertiary education
plan
Enterprise  name different income  Income generating  Listing income generating  Resource person(s)
generating projects projects projects  Charts
 draft proposals  Project proposals  Writing proposals  ICT tools
 identify niche in business  Niche in business  Determining product or service
to be offered
 Determining market

Interviews  prepare for an interview  Preparing for an  Role playing and dramatizing  ICT tools
 describe types of interviews interview  Discussing types of interviews  Charts
 Types of interviews  Resource person(s)
Guidance and  identify the importance of  Importance of portfolios  Discussing the importance of  ICT tools
counselling portfolios in assessment in assessment programs portfolios in assessments  Resource person(s)
portfolio programs  Relevance of profiling in  Researching on relevance of  Charts
career choices profiling in career choices

23
  describe the relevance of
profiling in career choices
Individual  name vocational centres
transitional  describe the importance of
programs vocational centres in career
choices
16
 Vocational centres
 Importance of vocational
centres
 Identifying vocational centres  Pamphlets
 Discussing the importance of  Resource person(s)
vocational centres  Case study
 Case studying  Videos
Guidance and Counselling Syllabus Forms 1 - 4
24
 COMPETENCY MATRIX
FORM 2
8.7 TOPIC 1: UNHU/UBUNTU/VUMUNHU (VALUES), BELIEFS AND CITIZENSHIP
FORM 2
SUB TOPIC: UNHU/UBUNTU/VUMUNHU
8.7 TOPIC 1: UNHU/UBUNTU/VUMUNHU (VALUES), BELIEFS AND CITIZENSHIP
SUB TOPIC: UNHU/UBUNTU/VUMUNHU
KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING LEARNING
Learners should be able to ACTIVITIES RESOURCES
Grooming and  describe importance of grooming and  Acceptable situational  Stating ways to carry  ICT tools
Etiquette etiquette behavior oneself  Resource
 distinguish acceptable situational  Unacceptable situational  Discussing mannerisms person(s)
behavior from unacceptable behavior behavior  Demonstrating appropriate  Pamphlets
 Management of behavior situational behaviors  Videos
 Discussing behaviors  Braille material
portrayed in videos  Sign language
 Dramatizing situational material
behaviors
Guidance and Counselling Syllabus Forms 1 - 4

17
Self-image and self-  explain how one can build positive self-  Positive self-image and  Researching on ways of  ICT tools
esteem image and self-esteem self-esteem building positive self-image  Resource
 outline reasons for negative self-image  Reasons for negative self- and self-esteem person(s)
and self-esteem image and self-esteem  Discussing reasons for  Pamphlets
negative self-image and  Videos
self-esteem  Braille material
 Sign language
material
KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING LEARNING
Religious and Learners
defineshould
religion be indigenous
andable to beliefs  Religion and indigenous Explaining religion and
ACTIVITIES Resource
RESOURCES
indigenous beliefs  explain religion and indigenous beliefs beliefs indigenous beliefs  Person(s)
 compare religious and indigenous  types of religions and  Comparing religion and  Pictures
beliefs indigenous beliefs indigenous beliefs  Charts
 myths and misconceptions  Discussing myths and
 Modern versus indigenous  misconceptions
practices  Deliberating on religions
and indigenous beliefs
 Singing and dancing
 Debating on indigenous
and modern practices

25
 8.8 TOPIC 2: RELATIONSHIPS

SUB TOPIC: FAMILY

8.8 TOPIC 2: RELATIONSHIPS
SUB TOPIC: FAMILY

KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING LEARNING

Learners should be able to ACTIVITIES RESOURCES

Role of family  identify roles of family members in  Role of family members  Playing roles of  Videos
members in relationships in relationships e.g. different family  ICT tools
relationships  describe the role of different family -building members  Study pack
members in relationships -supporting  Dramatizing roles  Braille material
-maintenance of family members
in relationships
 identifying roles of
different family
Guidance and Counselling Syllabus Forms 1 - 4

members

18
Abusive  state the forms of abuse in  Forms of abuse  Role playing on  Resource
relationships relations  Abusive relationships abusive person(s)
 describe abusive relationships  Ways of preventing relationships  Videos
 identify support services available abuse in relationships  Discussing forms
to survivors of abuse in  Support services of abuse in
relationships relationships
 explain ways of preventing abuse  Case studying

Personal identity  demonstrate life skills  Life skills
and life skills  illustrate the characteristics of - self esteem
personal identity - assertiveness
- critical thinking
- communication skills
- negotiation skills
 Attributes of personal
identity
 Public speaking  Study pack
 Facilitating film  Video screening
screening equipment
 Debating
 Participating in
quiz competitions

27
 8.9 TOPIC 3: HEALTH
SUB TOPIC: HEALTH MANAGEMENT
8.9 TOPIC 3: HEALTH
SUB TOPIC: HEALTH MANAGEMENT
Key Concept Topic Objectives Unit Content
Learners should be able to:
Sexual and  outline components of SRH  SRH components
reproductive Health  identify sexual and reproductive  Reproductive health rights
and Rights (SRHR) health rights and responsibilities and responsibilities
 explain sexual reproductive health  Sexual health
challenges and prevention strategies  sexual reproductive health
challenges
-Teenage pregnancy e.g.
-STIs
-HIV
-Voluntary Medical Male
Circumcision(VMMC)
 Myths and misconceptions
19
about reproductive health
HIV and AIDS  differentiate HIV from AIDS  HIV and AIDS
 explain modes of HIV transmission  Modes of transmission
 describe ways of preventing the  Ways of preventing HIV
spread of HIV and AIDS including preventing
 state myths and misconceptions on mother to child
HIV and AIDS transmission of HIV
 discuss treatment, care and support (PMTCT)
 explore ways of fighting stigma and  HIV Testing
discrimination in HIV and AIDS  Myths and misconceptions
 discuss gender dynamics in HIV  Treatment, Care and
Support for people living
with HIV (PLHIV)
 Positive living
 Stigma and Discrimination
 Gender and HIV
Suggested learning Resources
activities
 Describing SRH  Age appropriate
components audio-visual materials
 Discussing sexual and -videos
reproductive health -Picture codes
rights and -Pamphlets
responsibilities -Posters
 Discussing the -Braille material
importance of sexual  Resource person(s)
health  ICT tools
 Describing SRH
challenges and
Guidance and Counselling Syllabus Forms 1 - 4
prevention measures
 Watching STI and HIV
videos
 Distinguishing HIV  Age appropriate
from AIDS audio-visual materials
 Describing modes of -videos
transmission -Picture codes
 Discussing ways of -Pamphlets
preventing HIV -Posters
 Clarifying HIV and -Braille material
AIDS myths and  Resource person(s)
misconceptions  ICT tools
 Describing HIV
treatment, adherence,
care and support for
the infected and
affected
 Outlining positive
living including
nutrition for PLHIV
28
  Discussing stigma
and discrimination
 Analysing gender
dynamics in HIV
Communicable and  define communicable and non-  Communicable e.g.  Classifying  Videos
non-communicable communicable diseases cholera, dysentery, Ebola, communicable and  Drama
disease (NCDs)  outline communicable and non- TB, Hepatitis, HIV and non-communicable  Poetry
communicable diseases non-communicable diseases  Song
 describe ways of preventing diseases e.g. diabetes,  Explaining ways of  Pamphlets
communicable and non- cancer, hypertension preventing  Posters
communicable diseases (HBP) ,epilepsy communicable and  Resource person(s)
 explain ways of managing  Preventing communicable non-communicable  Resource centers
communicable and non- and non-communicable diseases  Educational tours
communicable diseases diseases  Describing
 list services available for managing  Complications of complications of
communicable and non- communicable and non- communicable and
communicable diseases communicable diseases non-communicable
 Management of diseases
communicable and non-  Discussing
communicable diseases management of
Guidance and Counselling Syllabus Forms 1 - 4

 Services available for communicable and

20
managing communicable non-communicable
and non-communicable diseases
diseases  Identifying available
services
 Researching on
communicable and
non-communicable
diseases
Drug and substance  describe types of drugs and  Drugs and substances  Outlining types of  Resource person(s)
abuse substances prone to abuse drugs and substances  Age appropriate
 state effects of drug and substance  Effects of drug and  Discussing effects of audio-visual materials
abuse substance abuse drug and substance -videos
-Picture codes
 list ways of preventing drug and  Ways of preventing drug abuse
-Pamphlets
substance abuse and substance abuse -Posters

29
  identify ways of managing drug and  Managing drug and
substance addiction substance abuse e.g.
rehabilitation
Healthy living  describe healthy living  Nutrition
 outline importance of wellness  Eating habits
 state importance of a balanced diet  Weight control
 Adolescence and nutrition
21
challenges
 Diet and physical
performance
 Balanced diet
 Physical fitness
 Mental health
 Identifying ways of -Braille material
preventing drug and  ICT tools
substance abuse
 Visiting institutions
managing clients
recovering from drug
and substance abuse
 Watching videos on
drug and substance
abuse
 Dramatizing on drug
and substance abuse
 Researching on
drugs and substances
 Researching on  Audio-visual materials
healthy living -videos
standards -Picture codes
-Pamphlets
Guidance and Counselling Syllabus Forms 1 - 4
 Demonstrating
-Posters
physical fitness -Braille material
 Discussing mental  Resource person(s)
health problems  ICT tools
 Film screening
equipment
30
 8.10 TOPIC 4: HUMAN GROWTH AND DEVELOPMENT
SUB TOPIC : SEXUALITY
8.10TOPIC 4: HUMAN GROWTH AND DEVELOPMENT
SUB TOPIC : SEXUALITY
KEY CONCEPT OBJECTIVES:
Learners should be able to
Anatomy and physiology  explain human
reproduction
 describe myths and
misconceptions about
human reproduction
Sexuality  state ways of preventing
pregnancy
 describe laws and rights
on age of consent and
22
age of marriage.
Teenage Pregnancy  identify the effects of
early pregnancies on
human development.
 describe strategies of
preventing teenage
pregnancies.
Psycho-social support  describe forms of social
Systems support systems
 assist teenagers that
need psycho-social
support systems
Disability  define disability
 discuss the ways of
empowering those with
disabilities
UNIT CONTENT
 Human Reproduction
 myths and
misconceptions about
human reproduction
 Prevention of Pregnancy
 Age of consent and age
of marriage according to
Zimbabwean Constitution
 Effects of Early
Pregnancies
 Prevention of Teenage
Pregnancies
 Psycho-social support
systems for teenagers.
 Empowerment of people
with Disabilities
SUGGESTED LEARNING LEARNING RESOURCES
ACTIVITIES
 Brainstorming  Resource person(s)
 Facilitating video  Study pack
screening  Videos
 Questioning and  Posters
answering on myths and  Pamphlets
misconceptions about
human reproduction
 Identifying ways of  Zimbabwe Constitution
preventing pregnancy  ICT tools
 Debating on age of  Resource person(s)
Guidance and Counselling Syllabus Forms 1 - 4
consent and age of
marriage.
 Role playing and  Resource person(s)
dramatizing  ICT Tools
 Researching on methods
of preventing teenage
pregnancies.
 Role playing  ICT Tools
 Debating  Study pack
 Questioning and  Film Screening
answering Equipment
 Video Screening
 Researching on ways of  Resource person(s)
empowering people with  Posters
disabilities  ICT tools
 Participating in
community rehabilitation
projects.
30
 8.11 TOPIC 5: CHILD PROTECTION

SUB TOPIC: RIGHTS AND RESPONSIBILITIES

8.11TOPIC 5: CHILD PROTECTION
SUB TOPIC: RIGHTS AND RESPONSIBILITIES

KEY CONCEPT OBJECTIVES: Learners UNIT CONTENT SUGGESTED LEARNING LEARNING

should be able to ACTIVITIES RESOURCES
Concept of child  define child rights and  Child rights and  Naming child rights and  Resource
rights and responsibilities responsibilities responsibilities person(s)
responsibilities  state child rights and  Differences between child  Explaining child rights and  Pamphlets
responsibilities rights and responsibilities responsibilities  Child Rights part 3
 distinguish between child rights  Rights and privileges  Discussing the differences of the Constitution
and responsibilities between child rights and item 81 page 38.
responsibilities
 Debating on child rights and
responsibilities
Child abuse  define child abuse  Child abuse  Explaining child abuse  Resource
Guidance and Counselling Syllabus Forms 1 - 4

 list forms of child abuse  Forms of child abuse  Identifying forms of child person(s)

23
 explain effects of child abuse  Effects of child abuse abuse  Pamphlets
 find ways of coping with abuse  Ways of coping with abuse  Analysing effects of child  Constitution
abuse  Magazine
 Discussing ways of coping  Audio visual tapes
with abuse  Braille material
 Researching on learner  ICT tools
incidences
Policies and  state policies and legislation on  Policies and legislation on  Naming different policies and  Resource
legislation on child child rights child rights in Southern legislation on child rights in person(s)
rights in Southern in Southern Africa Africa Southern Africa  Textbooks
Africa  explain policies and legislation  Discussing policies and  Pamphlets
on child rights in Southern Africa legislation on child rights in  Constitution
Southern Africa  Magazine
 Audio visual tapes
 Braille material
 African Charter
 Geneva
conference on
child rights

32
 8.12 TOPIC 6: CAREER GUIDANCE

SUBTOPIC: CAREERS
8.12TOPIC 6: CAREER GUIDANCE
Subtopic: CAREERS

KEY CONCEPT OBJECTIVES: UNIT CONTENT ACTIVITIES LEARNING RESOURCES

Learner should be able to:
Career  explore the world of work
Exploration  research the labour market
 explore careers that fit results of
the learner’s self-assessment
 Career clusters and  Explaining various  ICT tools
pathways careers  Resource person(s)
 areas of growth and  Discussing work-related  Reports on labour market
opportunity in the labour learning, volunteering and trends
market informational interviews
 The link between career  Finding information on
choice and the learner’s labour markets
orientation  Illustrating the link
between career choice
and the learner’s
orientation
Guidance and Counselling Syllabus Forms 1 - 4

 Comparing self-

24
assessment results with
career pathways
 Discussing implications of
self-assessment results
for career planning

 Job related learning

 Educational touring
 Attending career days
Study skills  create timetables  Timetables  Developing timetables for  Resource person(s)
- day  Charts
- week  ICT tools
- year  Textbooks

34
 Interviews  design a curriculum vitae  curriculum vitae  Crafting a curriculum  Resource person(s)
 write an application letter  Application letter vitae  ICT tools
 prepare for an interview  Interview procedures and  writing an application  Videos
requirements letter  Case studies
 Common errors  participating in mock
interviews

Individual  identify practical learning areas  Practical learning areas  Naming vocational  Resource person
transitional available in vocational Centres  Types of vocational training Centres  ICT tools
programs  explore on various vocational training Centres  Touring vocational
Centres centres
 discussing
Guidance and  describe importance of portfolios  Portfolios in assessment  Discussing the  Resource person(s)
counselling in assessment  Profiling in career choices importance of portfolios in  ICT tools
portfolio  discuss the relevance of profiling assessment
in career choices  Questioning and
 create a portfolio in Guidance answering
and Counselling  Compiling portfolios
Guidance and Counselling Syllabus Forms 1 - 4

Enterprise  define enterprise  Enterprise  Clarifying meaning of an  ICT tools

25
 state types of enterprise  types enterprise  Videos
 Identifying types of  Case studies
enterprises

35
 COMPETENCY MATRIX

FORM 3
COMPETENCY MATRIX
8.13 TOPIC 1: UNHU/UBUNTU/VUMUNHU(NORMS AND VALUES), BELIEFS AND CITIZENSHIP
FORM 3

8.13TOPIC 1: UNHU/UBUNTU/VUMUNHU(NORMS AND VALUES), BELIEFS AND CITIZENSHIP

SUB TOPIC: UNHU/UBUNTU/VUMUNHU
SUB TOPIC: UNHU/UBUNTU/VUMUNHU

KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING LEARNING

Learners should be able to ACTIVITIES RSOURCES
Grooming and  apply appropriate grooming and  Acceptable situational  Demonstrating appropriate  ICT tools
Etiquette etiquette ideals behavior e.g. Grooming, ways of carrying oneself  Resource
 critique acceptable/ personal hygiene, dressing,  Discussing pros and cons of person(s)
unacceptable situational make up, posture etiquette, mannerisms  Pamphlets
behavior respect protocol,  Demonstrating appropriate  Videos
Guidance and Counselling Syllabus Forms 1 - 4

politeness, verbal and non- situational behaviors  Drama skits

26
verbal cues, mannerisms,  Discussing behaviors  Video screening
 Unacceptable situation al portrayed in video equipment
behavior  Dramatising situational
 Management of behavior behaviors
Self-image and self-  demonstrate attributes  Attributes associated with  Participating in public speaking  ICT tools
esteem associated with positive self- positive self-image and sessions  Resource
image and high self-esteem high self-esteem  Practising positive self-talk person(s)
 distinguish traits of negative self-  Traits of negative self-  Writing and reciting poems  Pamphlets
image and low self-esteem image and low self-esteem  Videos
 Drama skits
 Video screening
equipment

Concept of respect  define the term respect  Respect  Giving meaning to the term  Resource
 explain ways of showing respect  Importance respect Person(s)
in society  Mentioning ways in which  Pictures
 discuss the importance of respect is shown in society
respect in society

36
 Respect and  define key concepts related to  Key concepts related to  Discussing key concepts  Resource
tolerance respect and tolerance respect and tolerance related to respect and Person(s)
 differentiate between respect  Respect for self, adults, tolerance  Pictures
and tolerance peers and others  Dramatizing respectful
 assess the importance of respect  Respect and tolerance for behavior
and tolerance diversity e.g.  Role playing good and bad
- People living with behavior
disability, albinism, HIV  Analysing good and bad traits
and AIDS and those from the role play
with health related
conditions
 Importance of respect and
tolerance
Guidance and Counselling Syllabus Forms 1 - 4

27
37
 8. 14 TOPIC 2: RELATIONSHIPS

SUB TOPIC: CONFLICT

8.14
MANAGEMENT
TOPIC 2: RELATIONSHIPS
SUB TOPIC: CONFLICT MANAGEMENT

KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING LEARNING RESOURCES

Learners should be able to ACTIVITIES

Conflict and conflict  list causes of conflicts
Management at home, school and in
the community
 discuss effects of conflicts
 explain ways of resolving
conflict
Communication in  describe the nature of
relationships communication in
different relationship
 Causes of conflict  Role playing  Pictures
 Effects of conflict  Discussing causes of  Charts
 Conflict Management conflict  ICT tools
 Questioning and
answering
 Nature of communication  Facilitating film screening  ICT tools
in relationships e.g.  Debating  Film screening equipment
- parent to parent  Dramatizing  Pictures
Guidance and Counselling Syllabus Forms 1 - 4

- parent to child  Charts

28
- peer to peer
- teacher to pupil

38
 8.15 TOPIC 3: HEALTH
SUB TOPIC: HEALTH MANAGEMENT
8.15TOPIC 3: HEALTH
SUB TOPIC: HEALTH MANAGEMENT
Key Concept Topic Objectives
Learners should be able to:
Personal and  state the importance of
environmental hygiene personal and
environmental hygiene
 outlining waste
management laws
 apply appropriate personal
and environmental
hygiene practices
 apply appropriate ways
of disposing waste
including recycling
29
Grooming and etiquette  explain grooming and
etiquette
 identify signs of grooming
in an individual
Sexual and Reproductive  define sexual and
Health and Rights (SRHR) reproductive health
 define components of
sexual and reproductive
health
 define sexuality
 outline components of
sexuality
Unit Content Suggested learning Resources
activities
 Personal hygiene e.g.  Demonstrating personal  ICT tools
-bathing and environmental  Resource person(s)
-oral care hygiene  Pamphlets
-laundry  Discussing the  Videos
-Hand washing importance of personal  Film screening equipment
 Menstrual Hygiene and environmental
 Environmental hygiene hygiene
e.g.  Discussing menstrual
-waste disposal hygiene management
-water and sanitation  Demonstrating waste
(WASH) disposal

Guidance and Counselling Syllabus Forms 1 - 4
Open defecation  Disposing waste
appropriately
 Educational touring
 Viewing videos
 Grooming  Discussing grooming and  ICT tools
 Etiquette role playing  Resource person(s)
 Role playing  Pamphlets
 Videos
 Film screening equipment
 Sexual and reproductive  Describing sexual and  Age appropriate
health rights reproductive health audio-visual materials
 SRH components  Explaining SRH -videos
 Sexuality components -Picture codes
 Components of sexuality  Describing sexuality -Pamphlets
 Anatomy and physiology components -Posters
of sexual and  Demonstrating anatomy -Braille material
and physiology of sexual  Resource person(s)
39
  define sexual expression
 explain consequences of
early sexual activities
(debut)
 explain ways of preventing
sexual and reproductive
health challenges
HIV and AIDS  explain modes of HIV
transmission
 discuss the importance of
knowing one’s HIV status
 deliberate on ways of HIV
prevention
 discuss treatment, care,
support and positive living
 address HIV and AIDS
30
stigma and discrimination
in the school and
community
 discuss myths and
misconceptions
 discuss gender dynamics
in HIV
reproductive health and reproductive health  ICT tools
system system  Video screening
 Consequences of early  Identifying ways of equipment
sexual activities preventing sexual and
 Preventing sexual and reproductive health
reproductive health challenges
challenges  Interrogating sexual and
 Myths and reproductive health
misconceptions myths and
misconceptions
 Watching STI and HIV
videos
 HIV and AIDS  Distinguishing HIV from  Age appropriate
Modes of transmission AIDS audio-visual materials
 Prevention of HIV  Describing modes of -videos
transmission e.g. transmission -Picture codes
- Abstain  Discussing ways of -Pamphlets
- Be faithful preventing HIV -Posters
- Correct and  Clarifying HIV and AIDS -Braille material
consistent condom myths and  Resource person(s)
Guidance and Counselling Syllabus Forms 1 - 4
use misconceptions  ICT tools
- Delay sexual debut  Describing HIV  Educational tours
- Early treatment of treatment, care and  Film screening equipment
STIs support
- Free and frank  Outlining positive living
discussions including nutrition for
- HIV testing and PLHIV
counseling  Discussing stigma and
- Voluntary Medical discrimination
Male Circumcision  Describing HIV treatment
(VMMC) adherence
 Common myths and  Analysing gender
misconceptions dynamics in HIV
 Treatment, Care, Support
and positive living for
children and adults living
with HIV
40

Communicable and non-  discuss the magnitude of
communicable disease common and prevailing
(NCDs) communicable and non-
communicable diseases
 discuss prevention
strategies for
communicable and non-
communicable diseases
 present ways of managing
communicable and non-
communicable diseases
 identify services available
for managing non-
communicable and
communicable diseases
 Stigma and
Discrimination
 Gender and HIV
 Communicable and non-  Analysing the magnitude  Videos
communicable diseases of common and  Drama
 The role of family and prevailing communicable  Poetry
and non-communicable  Song
community in prevention
diseases  Pamphlets
and management of  Researching ways of
 Posters
communicable and non- preventing
 Resource person(s)
communicable diseases communicable and non-
 Educational tours
 Complications of communicable diseases
 Discussing management
communicable and non-
communicable diseases of communicable and
non-communicable
 Services available for
diseases
managing non-  Identifying available
communicable and services
communicable diseases  Viewing educational
videos
Guidance and Counselling Syllabus Forms 1 - 4

31
Drug and substance abuse  describe drug and
substance abuse
 state the sources of drug
and substance abuse
 analyse the long and short
term effects of drug and
substance abuse
 drugs and substance  Explaining drug and
abuse substance abuse
 Sources  Examining the sources of
 Long and short term drug and substance
effects abuse
 Researching on the long
term and short term
effects of drug and
substance abuse
 Resource person(s) e.g.
from CID and Survivor
 Age appropriate
audio-visual materials
-videos
-Picture codes
-Pamphlets
-Posters
-Braille material
 Resource person(s)
 ICT tools

Healthy living  discuss importance of  Good and bad eating  Researching on healthy  Age appropriate
healthy living habits living standards audio-visual materials e.g.
-videos

41
  participate in some form of
exercise and sport
 participate in some form of
recreational activities
 plan a balanced diet
32
 Weight management  Demonstrating physical -Picture codes
 Diet and physical fitness -Pamphlets
performance  Discussing common -Posters
-Braille material
 Balanced diet health problems including
 Resource person(s)
 Physical fitness mental health  ICT tools
 Mental health  Participating in recreation
activities
Guidance and Counselling Syllabus Forms 1 - 4
42
 8.16 TOPIC 4: HUMAN GROWTH AND DEVELOPMENT

SUB TOPIC: SEXUALITY

8.16TOPIC 4: HUMAN GROWTH AND DEVELOPMENT
SUB TOPIC: SEXUALITY

KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING LEARNING RESOURCES

Learners should be able to ACTIVITIES

Anatomy and Physiology  identify myths and  Human Reproduction  Viewing videos  ICT Tools
misconceptions about  Risks of sexual activity  Role playing  Videos
reproduction  The laws and rights on  Debating  Video screening
 describe sexual activity age of consent and  Discussing contents of equipment
and associated risks marriage. the Zimbabwe
 discuss the laws and Constitution on age of
rights on age of consent consent and age of
and marriage. marriage
Guidance and Counselling Syllabus Forms 1 - 4

Adolescence and Stress  describe challenges  Challenges at  Discussing challenges  ICT tools

33
Management associated with adolescence faced by an adolescent  Resource person(s)
adolescence stage  Stress management at  Debating
 discuss ways of stress adolescence  Role playing and
management at dramatizing
adolescence stage
Psycho-social support  state the service  Service providers of  Identifying psycho-social  ICT tools
Systems providers that offer psycho-social support support service providers  Charts
psycho-social support  Accessing psycho-social  Discussing ways of  Pictures
 describe procedures of support services getting psycho-social  Resource person(s)
seeking psycho-social support services
support

42
 8.17 TOPIC 5: CHILD PROTECTION
8.17 TOPIC 5: CHILD PROTECTION

KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING LEARNING

Learners should be able to ACTIVITIES RSOURCES
Child rights and  recall Child Rights and  Child Rights and  Singing and dancing  Resource
responsibilities Responsibilities Responsibilities  Reciting poems Person(s)
 identify challenges related to  challenges among learners  Explaining the challenges that  Pictures
Child Rights and Responsibilities on Child Rights and learners have on Child Rights  Audio and video
 discuss Child Rights and Responsibilities and Responsibilities tapes
Responsibilities  Showing documentary on  Constitutions
violation on Child Rights
Child abuse  define exploitation  Child abuse  Explaining child abuse  Resource
 describe child abuse  Long term and short term  Discussing the effects of child Person(s)
 explain forms of child abuse effects abuse  Pictures
 outline reporting structures  Forms of child abuse  Reciting forms of child abuse.  Audio and video
 analyse the effects of child  How to report child abuse  Describing reporting structures tapes
abuse  Ways of coping with abuse  discussing ways of coping with  Constitutions
 describe ways of coping with  Role of peer educators and abuse
Guidance and Counselling Syllabus Forms 1 - 4

abuse child led protection  deliberating on forms of

34
committees exploitation
 Definition of exploitation

Drug and substance  describe drug and substance  Drug and substance abuse  Explaining drug and substance  Resource
abuse abuse  Sources of drug and abuse Person(s)
 state the sources of drug and substance abuse  Examining the sources of drug  Pictures
substances abuse  Long and short term effects and substance abuse  Audio and video
 analyse the long and short term of drug and substance  Researching on the long and tapes
effects of drug and substance abuse short term effects of drug and  Constitutions
abuse substance abuse  Charts
Policies and  state policies and legislation on  Policies and legislation on  Discussing policies and  Resource
legislation on child child rights child rights in Africa legislation on child rights in Person(s)
rights in Africa in Africa Africa  Pictures
 explain policies and legislation  Analysing policies and  Audio and video
on child rights in Africa legislation on child rights in tapes
Africa  Constitutions
 Charts

44
 FORM 3
8.18 TOPIC 6: CAREER GUIDANCE
8.18TOPIC 6: CAREER GUIDANCE

Key concept Objectives: Unit content Suggested learning activities Learning resources
Learners should able to
Study skills  set own study goals  Study time table  Setting study goals  ICT
 develop own study time table  Conducive study  Developing own time table  Resource
 manage own study setting environments  Managing own study setting person(s)

Enterprise  design a project proposal
 Institute an incoming generating
project
 market the product from the
project
Individual  explain career interests in
transitional program Vocational Training
 exhibit skills in any of the
practical areas they are
 Enterprising
 Types of vocational training
skills
 Models of learning areas
 Designing a project proposal  Resource person
 Presenting the project  ICT Tools
proposed for discussion
 Describing career interests  Work related
 Illustrating skills experience
 Showcasing of models  Touring
 Touring of Vocational Centres  Resource
Guidance and Counselling Syllabus Forms 1 - 4

interested in person(s)

35
 design models in
 different learning areas
Guidance and  explain the relevance of
counselling portfolios in assessment
portfolios  discuss the importance of
profiling in career choices
 create a Guidance and
Counselling portfolio
Interviews  design curriculum vitae
 write an application letter
 prepare for an interview
 Relevance of learners  Discussing relevance of  Resource person
profiling in assessment learners profiling in  ICT tools
 Importance of profiling in assessment  Samples of
career choices  Questioning and answering portfolios
 Portfolios  Compiling portfolio
 Designing a CV  Formulating a CV  Model curriculum
 Application letter writing  Writing an application letter vitae
 Preparation for an interview  Discussing preparation for an  Resource
interview person(s)
 ICT Tools

45
 Career planning  explore career pathways  STEM – Science,  Explaining career pathway  ICT tools
 Develop an understanding of Technology, Engineering  Job related learning  Resource
career pathways and Mathematics Career  Attending career days person(s)
Pathway  Reports on labour
 Visual and Performing Arts markets
Career pathway  Newspapers
 Humanities and Languages  University
Career Pathway prospectus
 Design Technology Career
Pathway
 Commercials Career
Pathway
 Career decision making
skills
Guidance and Counselling Syllabus Forms 1 - 4

36
45
 COMPETENCY MATRIX

FORM 4
MATRIX
8.19 COMPETENCY
TOPIC 1: UNHU/UBUNTU (VALUES), BELIEFS AND CITIZENSHIP
FORM 4
SUB TOPIC: UNHU/UBUNTU/VUMUNHU
8.19TOPIC 1: UNHU/UBUNTU (VALUES), BELIEFS AND CITIZENSHIP
SUB TOPIC: UNHU/UBUNTU/VUMUNHU

KEY CONCEPT OBJECTIVES: Learners should be UNIT CONTENT SUGGESTED LEARNING LEARNING
able to ACTIVITIES RESOURCES
Grooming and  describe importance of grooming • Acceptable situational  Stating ways to carry oneself  ICT tools
Etiquette and etiquette behavior  Discussing mannerisms  Resource
 distinguish acceptable situational • Unacceptable situation al  Demonstrating appropriate person(s)
behavior from unacceptable behavior situational behaviors  Pamphlets
behavior • Management of behavior  Discussing behaviors portrayed  Videos
Guidance and Counselling Syllabus Forms 1 - 4

in video  Video screening

37
 Dramatising situational equipment
behaviors
Self-image and self-  participate in a number of  Leadership roles  Initiating projects  ICT tools
esteem leadership roles  Talent development  Showcasing leadership skills  Resource
 develop talent in different areas  Career planning  Writing poems that depict person(s)
 plan for future careers Zimbabwean pride  Pamphlets
 Reciting poems that depict  Videos
Zimbabwean pride  Video screening
 Reading stories about patriotic equipment
and successful Zimbabweans
Citizenship  define citizenship  citizenship  Discussing elements of a good  Resource
 identify qualities of a good citizen  qualities of a good citizen citizen person(s)
 state roles and responsibilities of  roles and responsibilities of  Assessing qualities of a good  Constitution of
duty bearers and rights holders duty bearers and rights citizen Zimbabwe
holders  Comparing and contrasting bad  ICT tools
and good citizens  Braille material

Patriotism  define patriotism  Patriotism  Discussing patriotism  Resource

 explain patriotism  Importance of patriotism  Singing and dancing of patriot person(s)

47
 • discuss the importance
of patriotism
• distinguish between a
patriot and a traitor
8.20 TOPIC 2: RELATIONSHIP
SUB TOPIC: MANAGING RELATIONSHIPS
8.20TOPIC 2: RELATIONSHIPS
SUB TOPIC: Managing relationships
KEY CONCEPT OBJECTIVES:
Learners should be able to
38
Challenges to family  state the challenges
cohesion that affect family unity
 discuss the
challenges that can
affect family cohesion
Maintaining relationships  identify ways of
maintaining
relationships
Conflict Management  identify ways of
managing conflicts
 explore on conflict
resolution
Peer pressure  categorize forms of
peer pressure
 discuss effects of
peer pressure
• Patriots such as junior • Reciting poems on • Constitution of Zimba-
president, senators, patriots bwe
junior parliamentarians • Identifying patriots • ICT tools
and councilors • Undertaking educa- • Pictures
• Patriotism versus tional tours to culturally • Charts
treachery relevant • Audio visual
• Braille material
UNIT CONTENT SUGGESTED LEARNING LEARNING RESOURCES
ACTIVITIES
Guidance and Counselling Syllabus Forms 1 - 4
 Challenges to family  Role playing  ICT tools
cohesion  Researching on  Videos
family conflicts  Pictures
 Watching videos  Resource person(s)
 Ways of maintaining  Debating  ICT tools
relationships  Conducting quizzes  Resource person(s)
 Questioning and  Charts
answering  Pictures
 Watching videos
 Conflict management  Discussing conflict  Resource person(s)
 Conflict resolution resolutions  ICT tools
 Role playing  Videos
 Questioning and
answering
 Forms of peer  Dramatizing  ICT tools
pressure  Researching  Film screening
 Effects of peer  Facilitating film equipment
pressure screening
 8.21 TOPIC 3: HEALTH
8.21TOPIC 3: HEALTH
SUB TOPIC: HEALTH MANAGEMENT
SUB TOPIC: HEALTH MANAGEMENT
Key Concept Topic
Sexual and reproductive Health
and Rights (SRHR)
39
Objectives Unit Content
Learners should be able to:
 articulate sexual,  Sexual and
reproductive health, rights reproductive health
and responsibilities rights and
responsibilities
 outline components of
sexuality  Components of
sexuality
 explain the consequences of
early sexual activities (debut)  Different forms of
sexual expression
 explain ways of preventing
sexual and reproductive  Consequences of
health challenges early sexual activities
 STI, HIV Prevention
strategies
 Prevention of teenage
pregnancies
 Myths and
misconceptions on
sexual and
reproductive health
rights
Suggested learning Resources
activities
 Explaining the link  Age appropriate audio-
between sexual and visual materials e.g.
reproductive health
rights and -videos
-Picture codes
responsibilities
-Pamphlets
-Posters
 Describing components
-Braille material
of sexuality  Resource person(s)
 Identifying different  ICT tools
forms of sexual
Guidance and Counselling Syllabus Forms 1 - 4
expression  Video screening
equipment
 Discussing ways of
preventing sexual and
reproductive health
challenges
 Discussing
consequences of early
sexual debut
 Dramatizing situations
that depict the
consequences of early
sexual debut
50

HIV and AIDS  discuss the magnitude of
HIV among learners and
young people – nationally,
regionally and globally
 explain key drivers of HIV
among learners and young
people
 discuss the HIV prevention
strategies as they relate to
learners and young people
40
 deliberate on treatment,
adherence, care, support
and positive living
 discuss gender dynamics in
HIV
 Correcting sexual and
reproductive health
rights, myths and
misconceptions
 Viewing films on SRH,
HIV and AIDS
 Overview of HIV and  Analyzing trends on HIV  Age appropriate
AIDS nationally, and AIDS among young audio-visual materials
regionally and people – nationally, -videos
-Picture codes
globally regionally and globally
-Pamphlets
-Posters
 Key drivers of HIV  Discussing key drivers
-Braille material
of HIV among young -Sign language
 Prevention of HIV people material
transmission  Resource person(s)
 Identifying roles and
-Abstain responsibilities of  ICT tools
Guidance and Counselling Syllabus Forms 1 - 4
-Be faithful
learners and young
-Correct and
people in HIV  Educational tours
consistent condom
prevention strategies
use
 Film screening
-Delay sexual debut
-Early treatment of  Clarifying HIV and AIDS equipment
STIs myths and
-Free and frank misconceptions  Research Reports
discussions such as Zimbabwe
-HIV testing and  Outlining positive living Demographic Health
counselling including nutrition, Survey (ZDHS)
-Voluntary Medical
treatment, adherence,
Male Circumcision
(VMMC) care and support for
 Treatment, PLHIV
Adherence, Care,
Support and positive
51
 living for children and
adults living with HIV

Stigma and discrimination  address HIV and AIDS
stigma and discrimination in
the home, school,
community and beyond
 Stigma and  Coming up with  Policies and Strategic
Discrimination strategies to address documents such as
stigma and Zimbabwe National
 Gender and HIV discrimination AIDS Strategic Plan
(ZNASP) 111
 Dramatising stigma and
discrimination

 Analysing gender
dynamics in HIV

Drug and substance abuse  define prevailing types of
drugs and substances
 list the effects of drug and
substance abuse on mental
 Drugs and
substances prone to
abuse
 Effects of drug and
 Outlining prevailing  Resource person(s)
types of drug and such as:
substance prone to
abuse - Criminal Investigation
Department
Guidance and Counselling Syllabus Forms 1 - 4

substance abuse  Debating effects of

and physical health

41
 state ways of preventing
drug and substance abuse
 outline ways of managing
drug and substance
addiction
prevailing drug and
- Victim Friendly Unit
 Ways of preventing substance prone to
drug and substance abuse
- survivor
abuse
 Identifying ways of
 Managing drug and managing the effects of  Audio-visual materials
substance abuse e.g. drug and substance -videos
rehabilitation abuse -Picture codes
-Pamphlets
 Visiting institutions -Posters
managing clients -Braille material
recovering from drug  ICT tools
and substance abuse

 Watching videos

52
  Dramatising on drug
and substance abuse

 Debating on drug and

substance abuse

 Researching on
prevailing drugs and
substances prone to
abuse
Guidance and Counselling Syllabus Forms 1 - 4

42
53
 8.22 TOPIC: 4 HUMAN GROWTH AND DEVELOPMENT
SUB TOPIC: SEXUALITY
8.22 TOPIC: 4 HUMAN GROWTH AND DEVELOPMENT
SUB TOPIC: SEXUALITY
KEY CONCEPT OBJECTIVES: UNIT CONTENT
Learners should be able to
Anatomy and physiology  identify components of
reproductive health and
rights
 describe prenatal
development and child
bearing
Sex and Sexuality  define sexuality
 describe components of
human sexuality
 
43
discuss sexuality
 describe the dangers of
sexual intimacy in young
people
Disability  discuss ways of
empowering people with
disability
SUGGESTED LEARNING LEARNING RESOURCES
ACTIVITIES
 Components of sexual and  Discussing components  ICT tools
reproductive health rights of sexual reproductive  Study kits
 Prenatal development and health  Film screening equipment
child bearing  Researching on anatomy
and physiology
 Facilitating video
screening
 Sexuality  Discussing human  Resource person(s)
 Components of human sexuality  ICT tools

Guidance and Counselling Syllabus Forms 1 - 4
sexuality e.g. Brain storming  Charts
- sexual intimacy Case studying  Pictures
- sexual identity  Reciting poems
- sexual and  Questioning and
reproductive health answering
- sexuality
 Empowerment of people  Identifying projects that  Resource person(s)
with disabilities can empower with  ICT tools
disabilities  Charts
 Researching on  Pictures
strategies of empowering
people with disabilities
54
 8.23 TOPIC 5: CHILD PROTECTION

SUB TOPIC: RIGHTS AND RESPONSIBILITIES

8.23TOPIC 5: CHILD PROTECTION
SUB TOPIC: RIGHTS AND RESPONSIBILITIES

KEY CONCEPT OBJECTIVES: Learners should be UNIT CONTENT SUGGESTED LEARNING LEARNING
able to ACTIVITIES RSOURCES
Child rights and  assess child rights and  Child rights and  Discussing articles on child  Resource
responsibilities responsibilities responsibilities rights and responsibilities person(s)
 differentiate between rights and  Differences between rights  Analysing child rights and  Constitution
privileges and privileges privileges  ICT tools
 evaluate the significance of child  Significance of child rights  Researching on the importance  Pictures
rights and responsibilities and responsibilities of child rights and  Charts
responsibilities  Audio visual
 Reciting poems on child rights  Braille material
and responsibilities
Child abuse  describe Child abuse  Child abuse  Explaining child abuse  Resource
 outline forms of Child abuse  Forms of child abuse  Examining forms of child abuse person(s)
Guidance and Counselling Syllabus Forms 1 - 4

 analyse the effects of child  Effects of child abuse at home, school and in the  Constitution
community 

44
abuse  Management of child abuse ICT tools
 assess management of child  Functions of reporting  Assessing effects of child  Pictures
abuse cases structures abuse  Charts
 state the functions of reporting  discussing ways of managing  Audio visual
structures child abuse cases  Braille material
 reciting poems on child abuse
Policies and  explain policies and legislation  Policies and legislation on  Analysing the policies and  Resource
legislation on child on child rights child rights in Africa legislation on child rights person(s)
rights in Africa in Africa globally.  Constitution
 discuss policies and legislation  Examining the importance of  ICT tools
on child rights in Africa policies and legislations on  Pictures
child rights globally  Charts
 Audio visual
 Braille material

55
 8.24 TOPIC 6: CAREER GUIDANCE

SUB TOPIC: CAREERS

8.24TOPIC 6: CAREER GUIDANCE
SUB TOPIC: CAREERS
KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING LEARNING
Learners should be able to ACTIVITIES RESOURCES
Study skills  select a variety of learning  Learning methods  Using a variety of learning  Study packs
methods and styles to improve methods  Charts
learning capabilities  Timetable samples
 Pictures
 ICT material
Enterprise  describe the components of a  Components of a project  Identifying components of a  Resource person(s)
project proposal proposal project proposal  ICT Tools
 design a project proposal  Designing a project  Presenting of project  Sample of a project
 market products from income proposal proposal for discussion proposal
generating projects  Marketing of products  Researching on project
Guidance and Counselling Syllabus Forms 1 - 4

proposals

45
Individual  identify Vocational training  Examples of Vocational  Naming of Vocational  ICT Tools
transitional programs Centres training centres Training Centres  Resource persons
 explore interests in Vocational  Different models of  Demonstrating Practical  Charts
Training Centres Vocational Training skills  Pictures
 design models in different Centres  Show casing models of
learning areas vocational skills
Guidance and  describe the components of a  Components of an  Identifying components of a  Resource person(s)
Counselling portfolio portfolio of assessment assessment portfolio portfolio  ICT Tools
 discuss the importance of  Importance of learner  Exploring on importance of  Sample of an
profiling profiling profiling assessment portfolio
Interviews  design a CV  Designing a CV  Formulating a CV  ICT Tool
 write an application letter  Application letter writing  Discussing application letter  Braille material
 prepare for an interview  Interview preparation writing  Sign language
 Role playing on interviews material
 Sample of a
curriculum vitae

Career planning  make a purposeful and  Career decision making  Explaining career decision  ICT tools
informed career choice skills making skills  Resource person(s)

56
  develop career decision making
skills
 identify a career pathway that
matches the learner’s orientation
 develop a career plan
 practice the general skills
expected from school leavers in
a work environment
Work related learning  identify business opportunities
experience(School in Zimbabwe and beyond
on the shop floor  create jobs that provide
programme) sustainability
46
 Select career pathway and
option:
- Employment
- Self-employment
- Tertiary
 Career plan
 Self-management skills
 Problem solving skills
 Communication and team
work skills
 Initiative and enterprise
skills
 Technological skills
 Virtues of productivity and
punctuality
 Commitment, honesty and
perseverance
 Business opportunities
 Job creation
 Exploring career pathways  Reports on labour
 Exploring exit options market trends
 Develop a job search
strategy (for employment
option)
 Develop a business and
marketing plan (for self-
employment option)
 Develop a tertiary education
plan (for Tertiary option)
 Volunteering
 Practicing work related
learning
 Reflecting on lessons from
volunteering and work
related learning
 Examining business  Pamphlets
opportunities  Resource person(s)
 Shadowing business related  Case study
Guidance and Counselling Syllabus Forms 1 - 4
jobs  Reading novels
 Paying rates and taxes to  Videos
the government
57
Guidance and Counselling Syllabus Forms 1 - 4

ASSESSMENT

9.1 ASSESSMENT OBJECTIVES

Learners will be assessed in the ability to:

1.1 discuss the significance of Unhu/Ubuntu/Vumunhu (norms and values) to the individual, family and commu-
nity
1.2 demonstrate the ability to manage intra-personal and inter-personal relationships
1.3 demonstrate an awareness of children’s rights and responsibilities
1.4 evaluate measures to address stigma and discrimination
1.5 analyse the effects of stigma and discrimination
1.6 demonstrate acceptance of human diversity
1.7 examine human development (personal, social, emotional and physical) processes, challenges and resolu-
tions in relation to behavior
1.8 analyse relevant information related to life skills, sexuality, HIV and AIDS Education
1.9 examine the gender dynamics of Sexuality and HIV
1.10 employ self-assessment tools that guide career profiling necessary for identification of career pathways
1.11 demonstrate competencies acquired in work related learning
1.12 analyse different career pathways to match one’s inclination
1.13 evaluate the contribution of physical exercises, diet, sport and recreation for a healthy lifestyle

9.2 SCHEME OF ASSESSMENT

The scheme of assessment is grounded on the principle of inclusivity. Arrangements, accommodations and
modifications should be visible in both summative and continuous assessment to enable ALL LEARNERS to access
assessment. Guidance and Counselling will be assessed continuously from Form 1 – 4. Learners will be assessed in
the following areas:

9.3 CONTINUOUS ASSESSMENT

Continuous assessment will focus on examination of the following practical skills:

9.3.1.1 Problem solving skills

9.3.1.2 Leadership skills
9.3.1.3 Evaluation skills
9.3.1.4 Communication skills
9.3.1.5 Originality and creativity
9.3.1.6 Collaboration skills
9.3.1.7 Management skills
9.3.1.8 Enterprise skills
9.3.1.9 Research skills
9.3.1.10 Deportment, etiquette and grooming
9.3.1.11 Negotiation skills
9.3.1.12 Conflict resolution skills
9.3.1.13 Risk management

9.3.2 Theory

9.3.2.1 Writing assignments

47
Guidance and Counselling Syllabus Forms 1 - 4

9.3.2.2 Writing exercises and tests

9.3.3 Examinations

Title Duration Marks Weighting (%)

Paper 1: Theory 1 hour 15 minutes 40 20%

Multiple choice

Paper 2:Structured paper 2 hours 100 50%

Section A: Structured
questions
Section B: Semi-structured
Essays
Section C: Case Study
based

Continuous assessment 30 30%

Total for paper 1 and 2 170 100%

9.3.4 SPECIFICATION GRID

ASSESSMENT AREAS
Paper Unhu/Ubuntu/ Relationship Health Human Child Career
Vumunhu(Norms Growth and Protection Guidance
and Values),beliefs Development
and citizenship

1 20% 10% 20% 20% 20% 10%

2 20% 10% 20% 20% 20% 10%

Guidance and Counselling will be assessed using continuous and summative assessment.

Form of Assessment Weighting

Continuous 30%
Summative 70%
Total 100%

48
Guidance and Counselling Syllabus Forms 1 - 4

9.4 Continuous Assessment

Level Assessment task Frequency Weighting

Form 1 Practical Assignment 1 per term 5
Theory Test 1 per term
Written Research Project 1 per year

Form 2 Practical Assignment 1 per term 5

Theory Test 1 per term
Written Research Project 1 per year

Form 3 Practical Assignment 1 per term 10

Theory Test 1 per term
Written Research Project 1 per year

Form 4 Theory Tests 10

Written Research Project
(continued from form 3)

Total 30
NOTE: All assessment tasks are marked out of 100. Assessment of soft skills will be done as learners respond to con-
tinuous assessment tasks to come out with an exit profile.
Paper Description

Paper 1
This component consists of 40 multiple choice questions which are chosen from the 6 topics of the syllabus.
Questions should be equally distributed across the 6 topics. Each question carries 1 mark.

Paper 2

This component has three sections.

• Section A-Structured (30 marks) consists of six structured questions. Each question carries 5 marks. Candi-
dates are expected to answer all questions in this section writing their responses on the question paper.
• Section B-Semi structured (30 marks). This paper consists of 6 semi -structured essay questions. Candidates
are expected to choose any 3 questions. Each question in this section carries 10 marks. Candidates are ex-
pected to write their responses on separate paper provided.
• Section C-Case study based (40 marks).This section consists of 4 case study based questions. Candidates
are expected to choose any 2 questions. Each question in this section carries 20 marks

9.5 SPECIFICATION GRID

Skill Paper 1 Paper 2
Knowledge and understanding 35 10
Comprehension 30 15
Application and analysis 20 20
Synthesis and evaluation 15 25
Practical skills 30
Total 100 100

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