MINISTRY OF PRIMARY AND SECONDARY EDUCATION

GUIDANCE AND COUNSELLING AND LIFE SKILLS EDUCATION

SYLLABUS

FORMS 1 – 4
(2015-2022)

Curriculum Development and Technical Services

P O Box MP 133 ALL RIGHTS RESERVED
Mount Pleasant REVISED 2017
Harare Revised 2011
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 and Life Skills Education 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 Emergency Fund (UNICEF)
 Scripture Union Zimbabwe(SUZ)
 Zimbabwe Republic Police (ZRP)
 UNFPA
 Zimbabwe Parks and Wild Life Management Authority (ZPWLMA)
 Young Peoples Network On Sexual Reproductive Health, HIV and AIDS(YPNSRHHA)

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Table of Contents
PAGE

ACKNOWLEDGEMENTS

1.0 PREAMBLE………………………………………………………………………………………………………………

2.0 PRESENTATION OF THE SYLLABUS……………………………………………………………………………….

3.0 AIMS………………………………………………………………………………………………………………………

4.0 SYLLABUS OBJECTIVES……………………………………………………………………………………………...

5.0 METHODOLOGY AND TIME ALLOCATION…………………………………………………………………………

6.0 TOPICS ……………………………………………………………………………………………………………………

7.0 SCOPE AND SEQUENCE CHART…………………………………………………………………………………….

8.0 COMPETENCY MATRIX……………………………………………………………………………………………….

Form 1…………………………………………………………………………………………………………………………

Form 2 …………………………………………………………………………………………………………………………

Form 3………………………………………………………………………………………………………………………….

Form 4 ………………………………………………………………………………………………………………………….

9.0 ASSESSMENT…………………………………………………………………………………………………………………

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 1.0 PREAMBLE

1.1 Introduction

The Guidance and Counselling and Life Skills Education learning area is a Form 1 to 4 secondary school syllabus comprising nine topics.
The learning area prepares learners for independent, productive and life-long learning. This syllabus is designed to equip learners with
age-appropriate, culturally relevant and scientifically accurate knowledge. It inculcates virtues such as punctuality, commitment, honesty,
empathy, resilience and perseverance. The syllabus also provides each learner an opportunity to practise the general and specific skills
expected in work and social environment through exposure to work, or specially simulated and outbound activities. The learning area
aims to produce responsible citizens who will positively contribute towards nation building imbued with Unhu/Ubuntu/ Vumunhu.

1.2 Rationale

Guidance and Counselling and Life Skills Education is a learning area that seeks to empower learners with essential life skills that enable
them to thrive in a changing socio-economic environment comprising the family, local, national and global communities. The learning
area is very significant in the development of Unhu/Ubuntu/Vumunhu attributes and it gives a sense of positive self-image, high self-
esteem and cherishes diversity among learners. It prepares learners to cope with developmental changes and a variety of risky factors
such as HIV and AIDS, early marriages, teenage pregnancies, drug and substance abuse. The syllabus seeks to bridge the gap between
classroom knowledge and practical life. It further lays the foundation of important virtues for life, linking academic achievement, enterprise
development, self-reliance and employment. The thrust of this syllabus is to produce a competent, versatile and empowered learner who
is able to cope with life trends.

The Guidance and Counseling and Life Skills Education syllabus enables learners to acquire and develop basic skills in:

 Self-management
 Managing diversity
 Tolerance
 Critical thinking
 Assertiveness
 Decision making
 Problem solving
 Communication
 Innovation
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 Collaboration
 Leadership
 Enterprise
 Technology

1.3 Summary of content

This syllabus covers the following essential themes in Guidance and Counselling and Life Skills Education; Relationships; Health
and Well-being, Sexuality Education; Social Etiquette; Understanding Child rights and responsibilities; Educational and Career
Guidance; Citizenship and Volunteerism; Management of Resources and Assets and Traffic and Road safety.

1.4 Assumptions

It is assumed that learners:

 are aware of relationships

 have some communication, interpersonal and independent daily living skills
 are conscious of personal hygiene and common diseases
 are undergoing physical and behavioral changes at adolescence
 are aware of child abuse
 have different interests in career choices

1.5 Cross cutting themes

 Gender issues
 Children’s rights and responsibilities
 Conflict management
 Financial Literacy
 Sexuality, HIV and AIDS
 Child Protection
 Human Rights and Responsibilities
 Collaboration

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  Information and Technology
 Environmental issues
 Heritage
 Disaster Risk management

2.0 PRESENTATION OF THE SYLLABUS

The Guidance and Counselling and Life Skills Education syllabus is presented as a single document that covers Forms 1-4

3.0 AIMS

The syllabus enables learners to:

3.1 experience physical, intellectual, personal and social development anchored on Unhu/Vumunhu/Ubuntu in all aspects of
life
3.2 manage peer pressure and live healthy productive lives
3.3 exercise their constitutional rights and responsibilities while respecting the rights of others
3.4 make informed and responsible decisions
3.5 develop a spirit of national consciousness, identity and patriotism
3.6 acquire career planning skills that contribute to wealth creation
3.7 engage in various educational and other support systems related to
Guidance and Counselling and Life skills education
3.8 be exposed to the world of work through outward bound activities

4.0 SYLLABUS OBJECTIVES

By the end of Form 4 learners should be able to:

4.1 explain changes that take place at adolescence

4.2 discuss ways of dealing with peer pressure
4.3 demonstrate good health habits
4.4 apply Unhu/ Ubuntu/Vumunhu in day to day activities
4.5 demonstrate patriotism, volunteerism and tolerance

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 4.6 illustrate the ability to manage intra and inter- personal relationships
4.7 demonstrate knowledge of children’s rights and responsibilities
4.8 participate in the world of work through work related learning to make
informed career choices
4.9 explain dangers within the traffic environment and practise
safety as pedestrians and road users
4.10 participate in voluntary, maintenance and conservation of resources
4.11 describe management of various communicable and non-communicable
diseases

5.0 METHODOLOGY AND TIME ALLOCATION

This syllabus uses learner-centred, hands-on, participatory, multi-cultural, interactive and real life approaches to teaching and
learning. A spiral approach is adopted beginning with the learner’s immediate environment, broadening to an exploration of his/her
wider community and finally the wider world.

5.1 Methodology

The following methods are suggested:

 Case study
 Group discussions
 Discovery
 Research
 Debate
 Games and Quizzes
 Imitation or Simulation
 Video and film shows
 Educational tours
 Drama, song and poetry
 Work related learning (at hospitals, junior calls, uniformed services, parliament )
 Information Communication Technology (ICT)

The above methods are enhanced through the application of multi-sensory approaches to teaching and principles of
individualization, unification, concreteness and self-activity.
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5.2 Time allocation

For adequate coverage of the syllabus a time allocation of four periods of 35-40 minutes per week should be allocated. It is
recommended that learners at all levels go on educational tours at least twice a year. There is a practical programme after Form
Four national examinations which runs for two months (end of November to end of January) that seeks to buttress what they
would have learnt throughout the four years.

6.0 TOPICS

 Relationships
 Health and Well-being
 Understanding gender and gender based violence
 Sexuality Education
 Social Etiquette
 Understanding Child rights and responsibilities
 Educational and Career Guidance
 Citizenship and Volunteerism
 Management of Resources and Assets
 Safety and protection

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7.0 SCOPE AND SEQUENCE

TOPIC 1: RELATIONSHIPS

FORM 1 FORM 2 FORM 3 FORM 4

 Roles and responsibilities  Conflict resolution in  Relationships at home,  National and international
of family members families school and in the community relationships
 Family cohesion  Effective communication in  Peer pressure  Roles and responsibilities of
 Family dynamics relationships  Conflict management in the leaders
 Peer pressure community
 Relationships  Abusive relationships
 Community Relationships
 Communication in
relationships
 Abuse in relationships

TOPIC 2: HEALTH AND WELL-BEING

FORM 1 FORM 2 FORM 3 FORM 4

 Personal hygiene  Sexual and Reproductive  Healthy living  HIV Testing Services
 Healthy living Health  Blood donation  Stigma and discrimination
 Immunization  Communicable and non-  Waste management  Drug and substance abuse
 Drug and substance communicable diseases  Drug and substance abuse
abuse  Drug and substance abuse
 First Aid
 Referral support
systems

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TOPIC 3 : UNDERSTANDING GENDER AND GENDER BASED VIOLENCE

FORM 1 FORM 2 FORM 3 FORM 4

 Gender, gender norms  Gender, gender norms and  Gender, gender norms and  Gender, gender norms and
and stereotypes stereotypes stereotypes stereotypes
 Gender equality  Gender equality  Gender equality  Gender equality
 Gender based violence  Gender based violence Gender based violence  Gender based violence

TOPIC 4: SEXUALITY EDUCATION

FORM 1 FORM 2 FORM 3 FORM 4

 Puberty and adolescence  Sex and sexuality  Adolescence and stress  Sexual relationships
 Sex and sexuality management  Referral support systems
 Sex and sexuality
 Sexually transmitted
infections
 Psycho social support
systems

TOPIC 5: SOCIAL ETIQUETTE

FORM 1 FORM 2 FORM 3 FORM 4

 Norms and values in  Grooming and etiquette Grooming and etiquette  Grooming and etiquette
various roles and  Self-image and self esteem  Self-image and self esteem  Self-image and self esteem
contexts  Respect and tolerance  Respect and tolerance  Norms and values
 Grooming and etiquette
 Self-image and self
esteem

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TOPIC 6: UNDERSTANDING CHILD RIGHTS AND RESPONSIBILITIES

FORM 1 FORM 2 FORM 3 FORM 4

 Child rights and  Child rights and  Indigenous knowledge  Policies and
responsibilities responsibilities systems on children’s legislation on
 Child Abuse  Child abuse responsibilities Children’s rights
 Support systems  Policies and legislation on
children’s rights in
Zimbabwe

TOPIC 7: EDUCATIONAL AND CAREER GUIDANCE

FORM 1 FORM 2 FORM 3 FORM 4

 Study skills  Career exploration  Career awareness  Examination preparation and
 Career awareness  Interviews  Entrepreneurship stress management
 Enterprise skills  Enterprise  Job Application and interviews  Work related learning (School on
the Shop floor programme)

TOPIC 8: CITIZENSHIP AND VOLUNTEERISM

FORM 1 FORM 2 FORM 3 FORM 4

 Citizenship  Citizenship  Patriotism  Social services
and Volunteerism  Volunteerism  Patriotism

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TOPIC 9: MANAGEMENT OF RESOURCES AND ASSETS

FORM 1 FORM 2 FORM 3 FORM 4

 Value of property  Value of property  Value and maintenance of  Value and maintenance of
 Maintenance of  Maintenance of property property property
property  Conservation of natural  Conservation of natural resources  Conservation of natural
 Conservation of resources resources
natural resources

TOPIC 10: SAFETY AND PROTECTION

FORM 1 FORM 2 FORM 3 FORM 4
 Disaster risk  Disaster risk management  Disaster risk management  Disaster risk management
management  Pedestrian safety  Pedestrian safety  Passenger safety
 Pedestrian safety  Passenger safety  Passenger safety  Provisional driver’s license
 Passenger safety  Riding, leading and herding  Road signs, signals and markings training
 Riding, leading and animals  Safe use of ICT  Safe use of ICT
herding animals  Road signs, signals and
 Road signs, signals marking
and markings  Safe use of ICT
 Safe use of ICT

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8.0 COMPETENCY MATRIX

FORM 1
TOPIC 1: RELATIONSHIPS

KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING LEARNING

Learners should be able to ACTIVITIES RESOURCES
Roles and  define family  Family  Explaining family  Audio and video
responsibilities of family  identify benefits of different  Benefits of different  Discussing benefits of materials
members types of family, that is, nuclear, types of families different types of families  ICT tools
extended families.  Roles of family members  Role playing roles of  Resource
 identify roles of family  Importance of roles and different family members persons
members responsibilities in in indigenous family set  Pictures
 describe the role of different families up such as aunt, uncle  Models
family members  Researching on roles  Braille materials
 explain the importance of and responsibilities of  Sign language
different roles and different family members materials
responsibilities in families  Discussing the
importance of roles and
responsibilities in families
Family cohesion  define family cohesion  Family cohesion (family  Dramatizing united  ICT tools
 state the challenges that affect unity) families  Audio and video
family unity  Challenges to family  Researching on family materials
 discuss ways of managing cohesion conflicts  Resource
conflicts in the family  Ways of managing  Watching videos about persons
 explain ways of maintaining conflict conflicts in the family  Pictures
family cohesion within the  Ways of maintaining  Discussing ways of  Models
extended family family cohesion within bringing family cohesion  Braille materials
the extended family  Sign language
materials

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KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING LEARNING
Learners should be able to ACTIVITIES RESOURCES
Family dynamics  define family dynamics  Family dynamics  Explaining family  ICT tools
 list types of families  Types of families dynamics  Braille materials
 Effects of family  Identifying different types Audio and video
 discuss effects of family dynamics (patterns of of families materials
dynamics relating or interactions  Researching on family  Resource
between family dynamics persons
members)  Explaining the effects of  Pamphlets
family dynamics  Magazines
 Sign language
materials
Peer Pressure  explain peer pressure  Peer pressure  Discussing peer pressure  ICT tools
 state the consequences of  Consequences of peer  Outlining the  Pictures
yielding to peer pressure pressure consequences of peer  Charts
 discuss ways of handling peer  Ways of handling peer pressure  Resource
pressure pressure  Researching on ways of persons
handling peer pressure  Audio-visual
material
 Braille material
 Sign languages
materials
Relationships  identify different types of  Different types of  Listing different types of  Pamphlets
relationships relationships such as: relationships  Braille materials
 describe the different types of -friendships  Discussing different  Resource
relationships -dating and courtship types of relationships person(s)
-marriage  Role playing different  Videos
types of relationships  Pictures
 Charts
 Constitution
Community  define community relationships  Community relationships  Explaining Community  Pictures
Relationships  explain the importance of  Importance of relationships  Charts
community relationships community relationships  Role playing on  ICT tools
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KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING LEARNING
Learners should be able to ACTIVITIES RESOURCES
 discuss factors that affect  Factors that affect community relationships  Resource
community relationships community relationships  Researching on factors persons
 explain ways of resolving  Ways of resolving that affect community  Audio visual
conflict in community conflicts in community relationships  Braille
relationships relationships  Discussing the Material
importance of community Sign language
relationships materials
 Dramatising ways of
resolving conflicts in
community relations
Communication in  define communication in  Communication in  Explaining  Electronic and
relationships relationships relationships Communication in print media
 illustrate effective  Effective communication relationships  Braille materials
communication in relationships in relationships  Discussing effective  Sign language
 explain different modes of  Modes of communication communication in material
communication  Barriers to relationships  Audio-visual
 describe barriers to communication  Role playing effective materials
communication communication  Pictures
 Explaining barriers to
communication
 Analysing the different
types of communication
Abuse in relationships  define abuse in relationships  Abuse in relationships  Explaining abuse in  Resource
 state the forms of abuse in  Forms of abuse in relationships person(s)
relationships relationships  Role playing on abuse in  Videos
 explain ways of preventing  Ways of preventing relationships  Braille materials
abuse abuse in relationships  Discussing forms of  Sign language
 identify support services  Support services for the abuse in relationships materials
available to survivors of abuse abused  Case studying on abuse  Audio Visual
in relationships in relationships materials
 Researching on support
services for the abused
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 KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING LEARNING
Learners should be able to ACTIVITIES RESOURCES

TOPIC 2: HEALTH AND WELL-BEING

KEY CONCEPT TOPIC OBJECTIVES UNIT CONTENT SUGGESTED LEARNING RESOURCES

Learners should be able to: ACTIVITIES
Personal hygiene  define personal hygiene  Personal hygiene such  Explaining personal hygiene  ICT tools
 discuss the importance of as:  Discussing personal  Resource
personal hygiene - bathing hygiene person(s)
 identify indigenous ways of - oral care  Demonstrating hand  Pamphlets
personal hygiene - ear care washing, dental care and  Audio-visual
- eye care proper toilet use materials
- laundry  Discussing menstrual  Pictures
- hand washing hygiene  Braille materials
 Importance of personal  Case studying on  Sign language
hygiene Indigenous hygiene materials
 Menstrual hygiene practices
 Indigenous hygiene
practices

Healthy living  define healthy living  Healthy living  Explaining of healthy living  Audio-visual
 discuss aspects of healthy  Healthy living aspects  Researching on aspects of materials
living such as healthy living  Pamphlets
 Posters
 explain the importance of -balanced diet  Participating in physical
 Resource
healthy living -eating habits fitness activities
person(s)
-weight control  Discussing the importance  ICT tools
-physical fitness of rest and recreation  Braille materials
-rest and recreation  Sign language
 importance of healthy materials

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KEY CONCEPT TOPIC OBJECTIVES UNIT CONTENT SUGGESTED LEARNING RESOURCES
Learners should be able to: ACTIVITIES
living

Immunization  define immunization  Immunization  Describing immunization  ICT Tools

 describe importance of  Rationale for  Composing immunization  Resource
immunization immunization songs and poems persons
 Child health card
 dispel myths and  Myths and  Dramatizing immunization
 Charts
misconceptions on misconceptions on myths , misconceptions and
 Pamphlets
immunization immunization benefits of immunization
 Picture card
 Watching videos of  Braille material
immunization  Sign language
materials
Drug and substance  define drug and substance  Drug and substance  Explaining drug and  Resource
abuse abuse abuse substance abuse person(s)
 identify types and sources of  Types and sources of  Watching videos of drug  Audio-visual
drugs and substances drugs and substances and substance abuse materials
 explain causes of drug and  Causes of drug and  Discussing sources of drugs  Charts
substance abuse substance abuse and substances  Pamphlets
 state effects of drug and  Effects of drug and  Researching on effects of  Posters
substance abuse substance abuse drugs and substance abuse  ICT tools
 discuss ways of preventing and  Ways of preventing  Discussing ways of  Braille materials
managing drug and substance drug and substance preventing and managing  Sign language
abuse abuse drug and substance abuse materials
 Management of drug
and substance abuse

First Aid  state situations where First Aid  First Aid  Explaining First Aid  ICT tools
can be applied  First Aid skills in  Listing situations where first  Resource
 apply First Aid skills in various various situations aid can be applied person(s)
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KEY CONCEPT TOPIC OBJECTIVES UNIT CONTENT SUGGESTED LEARNING RESOURCES
Learners should be able to: ACTIVITIES
situations  Simulating situations  Charts
requiring First Aid  Braille materials
 Demonstrating safe First Aid  Sign language
skills material
 Audio-visual
materials
 Pictures
 Pamphlets
Referral Support  define referral and support  Referral and support  Explaining forms of referral  ICT tools
systems systems systems and support systems  Resource
 describe forms of referral and  Forms of referral  Researching on institutions person(s)
support systems systems that offer support services  Audio visual
 identify institutions that offer  Institutions that offer materials
support services support services  Pamphlets
 Pictures
 Posters
 Braille materials
 Sign language
materials

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TOPIC 3 : UNDERSTANDING GENDER AND GENDER BASED VIOLENCE

KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING

Learners should be able LEARNING ACTIVITIES RESOURCES
to
Gender, gender norms and  define gender,  Gender, gender  Explaining  ICT tools
stereotypes gender norms norms and gender, gender  Resource person(s)
and stereotypes stereotypes norms and
 Audio visual
 describe gender  Gender norms stereotypes
materials
norms and and values  Discussing
values  How gender gender norms  Pamphlets
 explain how stereotypes can and values  Pictures
gender cause conflict in  Researching on  Braille materials
stereotypes can families how gender  Sign language
cause conflict in stereotypes can materials
families cause conflict in
families
Gender equality  define gender  Gender equality  Explaining  ICT tools
equality  The importance gender equality  Resource person(s)
 explain the of treating all  Discussing the  Audio visual
importance of people equally importance of
materials
treating all people  Benefits of treating all
equally gender equality people equally  Pamphlets
 discuss the benefits  Ways of  Researching on  Pictures
of gender equality promoting the benefits of  Posters
 demonstrate ways of gender equality gender equality  Braille materials
promoting gender at home, school  Discussing ways
 Sign language
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 KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING
Learners should be able LEARNING ACTIVITIES RESOURCES
to
equality at home, and in the of promoting materials
school and in the community gender equality
community at home, school
and in the
community
Gender based violence  define gender  Gender based  Explaining GBV  ICT tools
based violence violence (GBV)  Stating examples  Resource
 list examples of  Examples of of Gender based person(s)
gender based gender based violence
 Audio visual
violence violence:  Researching on
 suggest where - bullying where learners materials
learners can - sexual can report  Pamphlets
report gender harassment gender based  Pictures
based violence - rape violence  Posters
- domestic
 Braille materials
violence
- teasing  Sign language
 Where learners materials
can report
gender based
violence
- class monitor
- prefect
- teacher
- school head
- G and C
Committee

TOPIC 4: SEXUALITY EDUCATION

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 KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING LEARNING
Learners should be able to ACTIVITIES RESOURCES
Puberty and  define puberty and adolescence  Puberty  Researching on puberty and  ICT tools
adolescence  explain puberty and  Adolescence adolescence  Resources
adolescence  Physical and behavioral  Describing physical and person(s)
 identify physical changes changes behavioral changes associated  Charts
associated with puberty  Coping mechanisms for with puberty  Braille materials
 discuss ways of coping with puberty and  Discussing ways of managing  Audio-visual
physical and behavioural adolescence changes associated with materials
changes at puberty and puberty and adolescence  Pictures
adolescence  Researching on initiation rites  Pamphlets
associated with puberty in some
cultures
Sex and Sexuality  define Sex and Sexuality  Sex and  Explaining sex and sexuality  ICT tools
 state the short, medium and Sexuality  Explaining the short, medium  Pamphlets
long term consequences of  Consequences of early and long-term consequences of  Resource person(s)
early sexual debut sexual debut such as; early sexual debut  Braille materials
 demonstrate ways of delaying -Teenage pregnancies  Discussing ways of delaying  Sign language
sexual debut -Early marriages sexual debut materials
-STIs  Talking books
-Poverty  Videos
-Career disturbances
 Ways of delaying sexual
debut
- keeping one self busy

TOPIC 5: SOCIAL ETIQUETTE

KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING LEARNING RESOURCES
Learners should be able to ACTIVITIES
Norms and values  discuss the norms and values in  Norms and values in various  Explaining the  Pamphlets
in various contexts various indigenous cultural cultural groups importance of norms  Braille materials
groups  Importance of norms and and values in society  Sign language materials
 explain the importance of norms values in society such as  Debating the norms
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KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING LEARNING RESOURCES
Learners should be able to ACTIVITIES
and values in society Unhu/Ubuntu/Vumunhu and values of their
culture
 Evaluating the
consequences of
abandoning norms and
values
Grooming and  define grooming and social  grooming and social etiquette  Explaining grooming  ICT Tools
Etiquette etiquette  cultural etiquette etiquette  Resource person(s)
 describe cultural etiquette  Acceptable situational  Demonstrating  Audio-visual aids
 apply appropriate grooming and behaviour for example appropriate situational  Posters
etiquette ideals grooming, personal hygiene, behavior  ICT Tools
 discuss acceptable and dressing, make-up,  Demonstrating  Resource person(s)
unacceptable behaviour Posture, etiquette, appropriate ways of  Audio-visual aids
Respect, protocol, carrying oneself  Posters
Politeness  Discussing  Pamphlets
 Unacceptable situational mannerisms  Braille materials
behaviour
 Sign language materials
 Management of behaviour
Self-Image and Self  demonstrate attributes  Attributes  Participating in public  ICT Tools
esteem associated with positive self- associated with positive self- speaking sessions  Resource person(s)
image and high self esteem image and high self esteem  Practicing positive self-  Audio-visual aids
 distinguish traits of negative self-  Traits of negative self-image talk  Posters
image low self esteem low self esteem  Writing and reciting  Pamphlets
poems  Braille materials
 Drama skits
 Sign language materials

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TOPIC 6: UNDERSTANDING CHILD RIGHTS AND RESPONSIBILITIES
KEY CONCEPT OBJECTIVES:
Learners should be able to
Child rights and  define child rights and
responsibilities responsibilities
 list child rights and
responsibilities
 describe child rights and
responsibilities
 discuss the importance of
being a responsible child
Child Abuse  define child abuse
 state forms of child
abuse
 discuss prevention and
management of child
abuse
UNIT CONTENT SUGGESTED LEARNING LEARNING RESOURCES
ACTIVITIES
 Child rights and  Explaining child rights and  ICT tools
responsibilities responsibilities  Pamphlets
 Differences between  Describing children’s  Charts
child rights and rights  Brochures
responsibilities  Explaining the importance of  Braille materials
 Importance of being child responsibilities  Sign language materials
a responsible child  Zimbabwean Constitution
2013
 Children’s Rights Policies
 Child abuse  Explaining child abuse  Secretary’s Circular Minute No
 Forms of child abuse  Listing forms of child 5 of 2000
 Reporting structures abuse  Director Circular No 27 of
such as Child-led  Identifying reporting 2008
Protection structures  ICT tools
Committees  Discussing referral support  Newspapers
 Referral systems systems  Resource person(s)
 Role playing on reporting  Audio-visual materials
child abuse cases  Braille materials
timeously using proper Sign language materials
channels
22
TOPIC 7 : EDUCATIONAL AND CAREER GUIDANCE

KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED ACTIVITIES LEARNING

Learners should be able to: RESOURCES
Study skills  define study skills  Study skills Discussing study skills  ICT tools
 discuss study skills  Study timetable Designing a study timetable  Study pack
 design personal study time tables  Resource person(s)
 Audio visual
 Braille material
 Sign language
materials
Career awareness  define career awareness  Career awareness  Explaining career awareness  ICT tools
 list different careers  Career pathways and choices  Naming different careers  Resource person(s)
 make informed career choices Exploring learner passions  Newspapers
and interests  Brochures
Attending career days  Charts
Enterprise skills  define enterprise  Enterprise  Explaining enterprise  ICT tools
 identify enterprise opportunities  Enterprise  Identifying types of  Audio and visual
around the community Opportunities enterprises  Videos
 establish enterprising projects  Enterprising projects  Starting enterprising  Case studies
projects within the school  Resource persons
and community  Braille materials
 Interviewing successful  Sign language
entrepreneurs in the materials
community

23
 KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED ACTIVITIES LEARNING
Learners should be able to: RESOURCES

TOPIC 8: CITIZENSHIP AND VOLUNTEERISM

KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING LEARNING

Learners should be able to: ACTIVITIES RESOURCES
Citizenship  define citizenship  Citizenship  Explaining citizenship  ICT tools
 discuss the qualities of a  Qualities of a good citizen  Researching on the  Resources
good citizen  Responsibilities of a qualities of a good person(s)
 state responsibilities of a citizen citizen  Charts
citizen  Simulating  Braille materials
responsibilities of a good  Audio-visual
citizen materials

TOPIC 9: MANAGEMENT OF ASSETS AND RESOURCES

KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING

Learners should be able to: LEARNING ACTIVITIES RESOURCES
Value of property  define value of property at home,  Value of property  Explaining value of  ICT tools
school and community  Care for personal property  Resource person(s)
 demonstrate care of personal and and shared property  Identifying personal  Pamphlets
shared property and shared property  Audio and visual
 Explaining the materials
importance of caring  Pictures
for property  Charts

24
KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING
Learners should be able to: LEARNING ACTIVITIES RESOURCES
 Braille materials
Maintenance of  identify areas that need  Property  Discussing areas  ICT tools
property maintenance in the school maintenance that need  Property
 illustrate ways of maintaining  Ways of maintaining maintenance in the  Resource Persons
property in the school property school  Maintenance tools
 discuss the importance of property  Importance of  Carrying out  Charts
maintenance property maintenance  Sign language
maintenance campaigns within the materials
school
 Repairing and
servicing property in
the school
Conservation of  discuss ways of conserving natural  Ways of conserving  Identifying ways of  ICT tools
natural resources resources of natural resources conserving natural  Charts
 demonstrate ways of conserving  Indigenous resources in the  Braille material
natural resources knowledge systems community  Resource Persons
 describe indigenous knowledge on conservation of  Case studying on  Sign language
systems on conservation of natural natural resources Indigenous materials
resources knowledge systems
on conservation of
natural resources
 Researching on
ways of sustainable
management of
natural resources
 Engaging in
conservation
activities

TOPIC 10: SAFETY AND PROTECTION

25
KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING LEARNING
Learners should be able to ACTIVITIES RESOURCES
Disaster risk  define a disaster  Disaster  Explaining a disaster  ICT tools
management  classify disasters  Classification of  Discussing man made and  Braille materials
 explain the effects of disasters disasters: natural disasters  Audio-Visual
- man-made  Researching on the effects materials
disasters of disasters  Resource persons
- natural disasters
 Effects of disasters
Pedestrian safety  explain safe ways of walking  Walking along the road  Listing safe ways of walking  ICT tools
along the road  Crossing the road along the road  Braille materials
 demonstrate correct ways of  Refuse, Run away,  Researching ways of  Audio-Visual
crossing the road Report- RRR principle crossing the road materials
 discuss the Refuse, Run away,  Dramatizing correct ways of  Resource persons
Report -RRR principle crossing the road  Model road
 Debating the RRR principle

Passenger safety  state cycling rules  Cycling rules  Listing cycling rules  ICT tools
 explain cycling risks  Cycling risks  Researching on cycling risks  Braille materials
 discuss ways of maintaining  Maintenance of cycles  Demonstrating ways of  Audio-Visual
cycles maintaining cycles materials
 Educating peers on cycling  Resource persons
safety  Model road

Riding, leading and  explain safe ways of riding,  Safe ways of riding,  Discussing safe ways of  ICT tools
herding animals leading and herding animals leading and herding riding, leading and herding  Braille materials
along the road animals animals  Audio-Visual
 illustrate correct ways of herding  Explaining correct ways of materials
animals along the road herding animals  Resource persons
 Discussing dangers of  Model road
incorrect ways of herding  Sign language
animals along the road materials

26
KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING LEARNING
Learners should be able to ACTIVITIES RESOURCES

Road signs, signals  list different types of road signs  Types of road signs  Naming types of road signs  ICT tools
and markings  name classes of road signs,  Classes of road signs,  Identifying classes of road  Braille materials
signals and markings signals and markings signs, signals and markings  Audio-Visual
 explain different road signs,  Drawing different road signs, materials
signals and markings signals and markings  Resource persons
 Discussing meanings of  Model road
different road signs, signals
and markings
Safe use of ICT  identify ICT gadgets  ICT gadgets and their  Researching on the use of  ICT tools
 describe the uses of ICT gadgets uses ICT gadgets  Braille materials
- Computers (desk  Discussing the importance of  Audio-Visual
top, laptop ICT gadgets materials
- Camera  Resource persons
- Closed Circuit  Model road
Television (CCTV)
- Television
- Automated Teller
Machines (ATM)
- Barcode Readers
- Radio
- Public Address
System (PA
System)
- Smart phones e.g.
Tablets
- Tollgates machines
- Alarm
- Anti-hijack system

27
FORM 2
TOPIC 1: RELATIONSHIPS

KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING RESOURCES

Learners should be able LEARNING ACTIVITIES
to
Conflict resolution in  define conflict  Conflict  Explaining conflict  Pictures
families  list causes of conflict  Causes of conflict in the  Role playing conflicts  Charts
in the home home.  Discussing causes of  Sign-language material
 discuss the effects of  Effects of conflict on conflicts  Braille materials
conflicts on family family relationship  Researching the  ICT tools
relationships  Conflict management effects of conflicts in  Resource persons
 explain ways of the family  Newspaper cuttings
resolving conflict  Dramatizing ways of  Magazines
managing conflicts
Effective  describe effective  Communication in  Explaining effective  ICT tools
communication in communication in relationships such as communication in  Pictures
relationships different relationships - parent to parent different relationships  Charts
 explain effective - parent to child  Demonstrating  Costumes
communication - peer to peer effective  Sign language materials
- teacher to learner communication in
- child to elders different relationships
 Dramatizing effective
communication in
different relationships

28
TOPIC 2: HEALTH AND WELL-BEING
KEY CONCEPT OBJECTIVES
Learners should be able to:
Sexual and  define sexual and reproductive  Sexual and reproductive
reproductive health health
 explain sexual reproductive
health challenges and
prevention strategies
 identify sexual and reproductive
health rights and
responsibilities
 explain myths and
misconceptions about sexual
reproductive health
Communicable and  define communicable and non-  Communicable
non-communicable communicable diseases
diseases  describe ways of preventing
communicable and non-
communicable diseases in
modern and indigenous ways
 discuss ways of managing
communicable and non-
communicable diseases in
modern and indigenous ways
 state services available for
managing communicable and
non- communicable diseases
UNIT CONTENT SUGGESTED LEARNING RESOURCES
ACTIVITIES
 Explaining Sexual and  Videos
health reproductive health  Pictures
 Sexual reproductive  Describing Sexual  Pamphlets
health challenges and reproductive health  Posters
prevention strategies challenges and prevention  Braille materials
- teenage pregnancy strategies  Resource
- STIs  Discussing the importance person(s)
- HIV of sexual and reproductive  ICT tools
- Voluntary Medical health  Sign language
Male Circumcision  Researching on myths and materials
(VMMC) misconceptions about SRH  Braille materials
 Sexual and reproductive  Watching videos on sexual
health rights and reproductive health
responsibilities
 Myths and
misconceptions about
reproductive health
 Explaining communicable  Videos
diseases such as and non-communicable  Drama
cholera, dysentery, diseases  Poetry
Ebola, TB, Hepatitis, HIV  Explaining ways of  Song
and non-communicable preventing communicable  Pamphlets
diseases such as and non-communicable  Posters
diabetes, cancer, diseases in modern and  Resource
hypertension epilepsy indigenous ways. person(s)
 Non communicable  Describing complications of  Resource centers
diseases such as communicable and non-  Educational tours
Asthma, Cancer, communicable diseases
Diabetes, Heart disease,  Discussing management of
Lung disease, Kidney communicable and non-
29
KEY CONCEPT OBJECTIVES
Learners should be able to:
Drug and substance  describe types of drugs and
abuse substances
 state the long term effects of
drug and substance abuse
 identify ways of managing drug
and substance abuse
UNIT CONTENT SUGGESTED LEARNING RESOURCES
ACTIVITIES
disease, Cataracts, communicable diseases
Fibromyalgia  Researching on
 Prevention of communicable and non-
communicable and non- communicable diseases
communicable diseases  Identifying available
 Complications of services
communicable and non-
communicable diseases
 Management of
communicable and non-
communicable diseases
 Services available for
managing communicable
and non-communicable
diseases
 Types of drugs and  Outlining types of drugs  Resource
substances prone to and substances person(s)
abuse  Discussing long term  ICT tools
 Effects of drug and effects of drug and  Audio-visual
materials
substance abuse substance abuse
 Pamphlets
 Managing drug and  Visiting institutions for drug  Posters
substance abuse for and substance abuse  Sign language
instance rehabilitation patients materials
 Watching videos on drug
and substance abuse
 Researching on drugs and
substances
30
TOPIC 3: UNDERSTANDING GENDER AND GENDER BASED VIOLENCE
KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING LEARNING
Learners should be able to ACTIVITIES RESOURCES
Gender, gender norms and  explain gender equity  Gender equity  Discussing gender  Resource persons
stereotypes  describe consequences of  Consequences of gender equity  Braille material
gender inequality inequality  Explaining the  Sign language
 discuss the difference  Differences between consequences of materials
between gender equity gender equity and gender gender inequality
and gender inequality inequality  Discussing the
differences between
gender equity and
gender inequality
Gender equality  list the causes of gender  Causes of gender  Explaining causes of  Resource persons
inequality inequality gender inequality  Braille material
 explain the consequences  Consequences of gender  Researching on  Sign language
of gender inequality inequality Consequences of materials
 discuss ways of  Ways of addressing gender inequality
addressing gender gender inequality  Discussing ways of
inequality addressing gender
inequality
Gender based violence  state causes of gender  Causes of gender based  Explaining causes of  Resource persons
based violence violence : gender based violence  Braille material
 discuss the effects of - poor communication  Researching on the  First Aid kit
gender based violence in - competition for limited effects of gender based  Fire extinguisher
the family resources violence  Sign language
 Effects of gender based materials
violence:
- poor relations
- poor communication
- injuries and death
- withdrawal by the
victims
- low self esteem
-
31
 TOPIC 4: SEXUALITY EDUCATION
KEY CONCEPT OBJECTIVES:
Learners should be able to
Sex and sexuality  identify effects of early
pregnancies
 describe methods of
preventing teenage
pregnancies
 explain the importance of
abstinence
TOPIC 5: SOCIAL ETIQUETTE
KEY CONCEPT OBJECTIVES:
Learners should be able to
Grooming and Etiquette  apply appropriate
grooming and etiquette
ideals
 discuss acceptable and
unacceptable behaviour
Self-Image and Self esteem  demonstrate attributes
associated with positive
self-image and high self
esteem
 distinguish traits of
UNIT CONTENT SUGGESTED LEARNING LEARNING
ACTIVITIES RESOURCES
 Effects of early  Role playing effects of  Resource person(s)
pregnancies early pregnancy  ICT Tools
 Prevention of teenage  Researching on  Braille materials
pregnancies methods of preventing  Audio-visual
 Importance of abstinence teenage pregnancies materials
 Discussing the  Sign language
importance of materials
abstinence
UNIT CONTENT SUGGESTED LEARNING LEARNING
ACTIVITIES RESOURCES
 Acceptable situational  Demonstrate  ICT Tools
behaviour for example appropriate ways of  Resource person(s)
grooming, personal carrying oneself  Audio-visual aids
hygiene, dressing, make-  Discussing pro and cons  Posters
up, posture, etiquette, of mannerisms  Pamphlets
respect, protocol,  Demonstrate  Braille materials
politeness appropriate situational
 Unacceptable situational behaviour
behaviour
 Management of behaviour
 Attributes  Participating in public  ICT Tools
associated with positive speaking sessions  Resource person(s)
self-image and high self  Attending motivational  Audio-visual aids
esteem public speaking  Posters
 Traits of negative self- sessions  Pamphlets
32
 KEY CONCEPT
Respect and tolerance
OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING LEARNING
Learners should be able to ACTIVITIES RESOURCES
negative self-image and image and low self  Case studying and  Braille materials
low self esteem esteem reciting poems  Drama skits
 Sign language
materials
 define respect and  Respect and tolerance  Discussing respect and  ICT Tools
tolerance  Respect for self and tolerance  Resource person(s)
 differentiate between others  Dramatising respectful  Audio-visual aids
respect and tolerance  Respect and tolerance for behavior  Posters
 explain ways of showing diverse people with  Role playing good and  Pamphlets
respect and tolerance in disability, albinism, and bad behaviour  Braille materials
society those with related health  Analysing good and bad  Sign language
 discuss the importance of conditions traits from the role play materials
respect and tolerance in  Importance of respect and
society tolerance

TOPIC 6: UNDERSTANDING CHILD RIGHTS AND RESPONSIBILITIES

KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING LEARNING

Learners should be able to ACTIVITIES RESOURCES
Child rights and responsibilities  state child rights and  Child rights and  Listing child rights and  Resource
responsibilities responsibilities responsibilities person(s)
 explain the importance of child  Importance of  Discussing child rights  Pamphlets
rights and responsibilities Child rights and and responsibilities  Constitution of
responsibilities  Explaining the importance Zimbabwe
33
KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING LEARNING
Learners should be able to ACTIVITIES RESOURCES
of child rights and
responsibilities
 Debating on child rights
Child abuse  explain forms of child abuse  Forms of child  Discussing forms of child  Resource
 discuss reporting structures after abuse abuse person(s)
abuse  Child protection  Examining the effects of  Pamphlets
 explain the effects of child abuse systems child abuse  Constitution of
 outline ways of coping with abuse  Effects of child  Describing reporting Zimbabwe
abuse structures  Braille materials
 Ways of coping  Analysing ways of coping  Sign language
with abuse with abuse materials
 Discussing role of peer
educators and child led
protection committees
 Visiting child protection
organisations in the
community
Support systems  identify different support systems  Different support  Naming different support  Resource
in place systems systems person(s)
 explain different support services  Support services  Discussing different  Pamphlets
offered by different stakeholders offered by support services offered  Braille materials
 describe the referral procedure or different by different stakeholders  Sign language
protocol stakeholders  Explaining the referral materials
 Referral procedure or protocol  Magazines
procedure or
protocol

TOPIC 7: EDUCATIONAL AND CAREER GUIDANCE

34
 KEY CONCEPT OBJECTIVES:
Learner should be able to:
Career exploration  research on different
careers
 discuss requirements for
different careers
Interviews  design a curriculum vitae
 write an application letter
 prepare for an interview
Enterprise  explain enterprise
 identify enterprise
opportunities
 establish income
generating projects
TOPIC 8: CITIZENSHIP AND VOLUNTEERISM
UNIT CONTENT ACTIVITIES LEARNING RESOURCES
 Career pathways  Explaining various  ICT tools
 Requirements for careers  Resource person(s)
different careers  Researching on  Newspapers
requirements for  Brochures
different careers  Pamphlets
 Finding information  Braille materials
on different careers  Sign language materials
 Educational touring
 Attending career
days
 Curriculum vitae  Crafting a curriculum  Resource person(s)
 Application letter vitae  ICT tools
 Interview procedures  Writing an  Audio-visual media
and requirements application letter  Case studies
 Role playing in mock  Braille material
interviews  CV models
 Sign language materials
 Enterprise  Defining enterprise
 Enterprise  Identifying types of  ICT tools
opportunities enterprises  Videos
 Income generating  Starting income  Case studies
projects generating projects  Resource persons
within the school  Sign language materials
and community
35
 KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING LEARNING RESOURCES
Learners should be able to: ACTIVITIES
Citizenship  discuss citizenship and  Citizenship and  Role playing  ICT tools
and Volunteerism volunteerism volunteerism responsibilities of a  Resources person(s)
 explain the importance of  Importance of citizenship  Charts
volunteerism volunteerism  Researching on  Braille materials
volunteerism  Audio-visual materials
 Taking part in voluntary  Sign language
activities materials

TOPIC 9: MANAGEMENT OF RESOURCES AND ASSETS

KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING

Learners should be able to: LEARNING ACTIVITIES RESOURCES
Value of property  discuss the importance of  Value of property  Explaining the ICT tools
valuing property at home,  Caring for property importance of valuing Resource person(s)
school and community personal and shared Pamphlets
 demonstrate care of home, property Videos
school and community  Discussing the Pictures
property penalties for Charts
vandalizing
community property
 Participating in
awareness activities
Maintenance of property  identify areas that need  Property maintenance  Discussing areas that  ICT tools
maintenance in the home,  Maintenance skills need maintenance in  Property
school and community the home, school and  Resource Persons
 demonstrate maintenance community  Maintenance tools
skills  Carrying out  Charts
maintenance  Sign language
campaigns materials
 Repairing and
servicing property at
36
 KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING
Learners should be able to: LEARNING ACTIVITIES RESOURCES
home, school and
community
Conservation of natural  discuss ways of conserving  Conservation of  Identifying natural  ICT tools
resources natural resources natural resources resources in the  Charts
 demonstrate ways of community  Braille materials
conserving natural resources  Researching on ways  Resource Persons
of sustainable  Sign language
management of materials
natural resources
 Engaging in
conservation activities

TOPIC 10: LEARNER SAFETY AND PROTECTION

KEY CONCEPT OBJECTIVES: UNIT CONTENT ACTIVITIES LEARNING

Learner should be able to: RESOURCES
Disaster Risk Management  define Disaster Risk  Disaster Risk  Explaining Disaster  Resource
Management Management Risk Management persons
 discuss ways of reducing  Ways of reducing  Researching on ways  Braille material
disasters disasters of reducing disasters  First Aid kit
 practice basic First Aid skills  Basic First Aid skills  Undertaking First Aid  Fire extinguisher
in case of a emergency or  Fire drills training  Sand
disaster  Demonstrating First  Sign language
 apply First Aid in various Aid skills in different materials
situations situations.
 demonstrate fire drills  Organising fire drills

37
KEY CONCEPT
Pedestrian safety
Passenger safety
Riding, leading and herding
animals
OBJECTIVES: UNIT CONTENT ACTIVITIES LEARNING
Learner should be able to: RESOURCES
 explain causes of distracted  Causes of distracted  Discussing causes of  ICT tools
walking walking distracted walking  Resource
 discuss effects of distracted  Effects of distracted  Listing effects of persons
walking walking distracted walking  Audio-Visual
 list ways of curbing jay  Ways of curbing jay  Researching on ways materials
walking walking of curbing jay walking  Model road
 describe safety measures to  Measures to be taken by  Visiting the road to  White cane
be taken by the physical and the physical and visual observe distracted  Wheel chair
visual impaired people impaired people and jay walking  Braille
 Explaining measures materials
to be taken by the  Sign language
physical and visual materials
impaired people
 explain passenger safety in  Passengers in  Discussing passenger  ICT tools
various vehicles -cars safety in various  Resource
 discuss dangers associated -buses vehicles persons
with various vehicles -tractors  Listing the dangers  Audio-Visual
 state measures that should -pick-up trucks and lorries associated with materials
be taken in case of an -animal drawn carts various vehicles  Model road
accident  Dangers associated with  Explaining measures  First aid kit
various vehicles to be taken in case of
 Measures to be taken in a vehicle accident
case of an accident  Dramatizing
passenger safety
 Role playing accident
scene
 explain safe riding rules  Safe riding rules  Discussing safe riding  ICT tools
 list legal requirements for  Legal requirements rules  Resource
riding, leading and herding  Researching on legal persons
animals requirements for  Audio-Visual
riding, leading and materials
herding animals  Model road
38
KEY CONCEPT OBJECTIVES: UNIT CONTENT ACTIVITIES LEARNING
Learner should be able to: RESOURCES
 Highway code
 Pictures
 Braille material
 Sign Language
materials
Road signs, signals and  identify road signs, signals  Road signs signals and  Discussing road signs  ICT tools
markings and markings markings , signals and markings  Resource
 explain the purpose of road  Interpretation of signs,  Researching the persons
signs, signals and markings signals and markings purposes of road  Audio-Visual
signs, signals and materials
markings  Model road
 Visiting the road to  Highway code
observe road signs,  Pictures
signals and markings  Sign language
materials

Safe use of ICT  describe the benefits of  Benefits of the internet  Discussing the  ICT tools
internet and social media in and social media benefits of the internet  Braille materials
education  Disadvantages of the and social media in  Audio-Visual
 discuss the disadvantages of internet and social media education materials
the internet and social media  Researching on the  Resource
disadvantages of the persons
internet and social  Computers
media  Television
 Radio
 Pictures

39
FORM 3
TOPIC 1: RELATIONSHIPS
KEY CONCEPT OBJECTIVES:
Learners should be able to
Relationships at home,  state the importance of
school and Community relationships at home,
school and community
 discuss factors that affect
relationships at home,
school community
 explain ways of resolving
problems at home, school
and community
Peer pressure  discuss peer pressure
 explain the consequences of
peer pressure
 discuss ways of managing
peer pressure
UNIT CONTENT SUGGESTED LEARNING LEARNING
ACTIVITIES RESOURCES
 Importance of  Explaining the  Pictures
relationships at importance of  Charts
home ,school and relationships at  ICT tools
community home ,school and  Resource
 Factors that affect community persons
relationships at home,  Role playing to show  Audio-Visual
school and community the importance of materials
 Ways of resolving relationships at home,  Braille materials
problems at home, school school and community
and community  Discussing the
importance of
relationships at home,
school and community
 Researching on
factors that affect
relationships at home,
school and community
 Dramatizing ways of
resolving problems at
home, school and
community
 Peer pressure  Discussing peer  ICT tools
 Consequences of peer pressure  Pictures
pressure  Debating on the  Charts
 Ways of managing peer consequences of peer  Resource
pressure pressure persons
40
KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING LEARNING
Learners should be able to ACTIVITIES RESOURCES

 Researching on ways  Audio-Visual

of managing peer materials
pressure  Braille materials

Conflict management in  identify causes of conflict in  Causes of conflict  Naming causes of  ICT tools
the community the community  Ways of managing conflict in the  Pictures
 explain ways of managing conflict community  Charts
conflict in the community  Researching on ways  Resource
of managing of conflict persons
in the community  Audio-Visual
materials
 Braille materials
 Sign language
materials
Abusive relationships  identify abusive relationships  Abusive relationships  Discussing abusive  ICT tools
 discuss disadvantages of  Disadvantages of abusive relationships  Pictures
abusive relationships relationships  Explaining  Charts
 explore ways of ending  Ways of ending abusive disadvantages of  Resource
abusive relationships relationships abusive relationships persons
 Suggesting ways of  Audio-Visual
ending abusive materials
relationships  Braille materials
 Sign language
materials

41
 TOPIC 2: HEALTH AND WELL-BEING
KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING RESOURCES
Learners should be able ACTIVITIES
to:
Healthy living  explain healthy living  Healthy living  Researching on healthy  Videos
 describe  Characteristics of living  Pamphlets
characteristics of healthy living  Discussing components  Posters
healthy living  Balanced diet and of a balanced diet  Resource
person(s)
 plan a balanced diet exercise  Participating in physical
 ICT tools
 demonstrate a healthy  Healthy life style fitness activities
 Braille materials
lifestyle  Designing a healthy and  Audio visual
fitness diary materials
 Discussing common  Model diary
health problems
including mental health
Blood donation  explain blood donation  Blood donation and  Explaining blood  Resource
and screening screening donation and screening person(s)
 discuss the importance  Importance of blood  Examining the  Pamphlets
of blood donation donation importance of blood  Posters
 Braille materials
 describe voluntary  Voluntary blood donation
 ICT tools
blood donation donation  Visiting National Blood
Transfusion Service
Waste management  explain waste  Waste management  Explaining waste  ICT tools
management  Laws and policies management  Resource
 outline waste governing waste  Demonstrating person(s)
management laws management appropriate ways of  Pamphlets
 demonstrate  Waste disposal waste management  Videos
appropriate ways of principles:  Discussing the  Braille materials
disposing waste Reducing, Reusing importance of managing  Sign language
42
KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING RESOURCES
Learners should be able ACTIVITIES
to:
 explain the Recycling waste materials
consequences of (RRR)  Explaining
inappropriate waste  Consequences of consequences of
disposal inappropriate waste inappropriate waste
disposal disposal
 Educational touring to
dump sites
 Viewing videos on waste
management
 Participating in clean up
campaigns
 Conducting a research
on waste management
Drug and substance  identify harmful drugs  Harmful drugs and  Discussing harmful drugs  ICT tools
abuse and substances substances and substances  Resource
 describe the effects of  Effects of drug and  Analysing the effects of person(s)
drug and substance substance abuse drug and substance  Pamphlets
abuse  Relationship between abuse  Videos
 analyse the drug abuse and HIV  Researching on the  Braille materials
relationship between and AIDS relationship between  Sign language
drug abuse and HIV  Conditions associated drug abuse and AIDS materials
 explain the conditions with substance and  Assessing the conditions
associated with drug abuse associated with
substance and drug substance and drug
abuse abuse

43
TOPIC 3: UNDERSTANDING GENDER AND GENDER BASED VIOLENCE
KEY CONCEPT OBJECTIVES:
Learners should be able to
Gender, gender norms and  describe how culture can
stereotypes perpetuate gender
inequalities
 explain what communities
can do to fight gender
inequalities
Gender equality  describe how culture can
perpetuate gender
inequality
 explain cultural beliefs
that can cause gender
inequality
 discuss efforts by
communities to fight
gender inequality
Gender -based violence  describe the effects of
gender based violence in
society
 outline ways in which
survivors of gender based
violence can be helped
UNIT CONTENT SUGGESTED LEARNING LEARNING
ACTIVITIES RESOURCES
 How culture can  Explaining how culture  Resource persons
perpetuate gender can perpetuate gender  Braille material
inequalities inequalities  Sign language
 What communities can do  Researching on what materials
to fight gender communities can do to
inequalities fight gender inequalities
 Culture and its influence  Explaining how culture  Resource persons
on gender inequality influences gender  Braille material
 Cultural beliefs and how inequality  Sign language
they cause gender  Discussing cultural materials
inequality beliefs that cause
 Efforts by communities to gender inequality
fight gender inequality
 Effects of gender based  Discussing effects of  Resource persons
violence in the society: gender based violence  Braille material
- increased pressure on in society  First Aid kit
health services  Suggesting ways in  Fire extinguisher
- death which survivors of  Sign language
- low production gender based violence materials
 Ways in which survivors can be helped
of gender based violence
can be helped
44
TOPIC 4: SEXUALITY EDUCATION

KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING

Learners should be able LEARNING ACTIVITIES RESOURCES
to:
Adolescence and  outline challenges  Challenges at  Discussing  ICT tools
stress management associated with adolescence challenges faced by  Resource person(s)
adolescence  Stress management an adolescent  Braille materials
 describe ways of at adolescence  Debating on  Audio-visual media
stress management at challenges associated  Pictures
adolescence with the adolescence  Sign language
 Role playing stressful materials
incidences at  Print media
adolescence
 Case studying on
stress management
Sex and sexuality  explain the advantages  Advantages of  Discussing the  ICT tools
of abstinence abstinence advantages of  Resource person(s)
 discuss ways of  Ways of preventing abstinence  Braille materials
preventing teenage teenage pregnancies  Explaining ways of  Audio-visual media
pregnancies and and sexually preventing teenage  Pictures
sexually transmitted transmitted infections pregnancies and  Sign language
infections sexually transmitted materials
infections  Print media
 Debating on the
dangers of teenage
pregnancies
Sexually transmitted  identify sexually  Sexually transmitted  Explaining sexually  ICT tools
infections transmitted infections infections transmitted infections  Resource person(s)
(STIs)  Ways of transmitting  Discussing ways of  Braille materials
 describe ways through STIs transmitting STIs  Audio-visual media
which STIs are  Consequences of  Debating on the  Pictures
transmitted STIs consequences of  Sign language
 explain the  Ways of preventing STIs materials
45
KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING
Learners should be able LEARNING ACTIVITIES RESOURCES
to:
consequences of STIs STIs  Suggesting ways of  Print media
 discuss ways of preventing STIs
preventing STIs
Psycho social support  identify types of  Types of psycho  Explaining types of  ICT tools
systems psycho social support social support (Pss) Pss  Resource person(s)
systems  Incidences which  Conducting a  Braille materials
 discuss incidences require Pss : research on  Audio-visual media
which require psycho - oral sex incidences which  Pictures
social support - rape require Pss  Sign language
 describe the - sodomy  Explaining Pss materials
administration of  Administration of Pss administration  Print media
psycho social support  Organisations which  Naming organisations
 identify organisations offer Pss: which offer Pss
which offer psycho - Police (Victim  Visiting organisations
social support Friendly Unit) offering Pss
- LEPS (Learner
Welfare
Psychological
Services and
Special Needs
Education)

46
TOPIC 5: SOCIAL ETIQUETTE

KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING

Learners should be able to LEARNING RESOURCES
ACTIVITIES
Grooming and Etiquette  apply appropriate  Grooming and etiquette  Demonstrating  ICT Tools
grooming and etiquette  Acceptable situational appropriate ways  Resource person(s)
ideals behaviour for example of carrying oneself  Audio-visual aids
 examine acceptable and grooming, personal  Discussing pros  Posters
unacceptable behavior hygiene, dressing, and cons of  Pamphlets
 explain the importance of make-up, poster mannerisms  Braille materials
observing etiquette, respect  Demonstrate  Sign language
protocol, politeness appropriate materials
 Unacceptable situational
situational behaviour behaviour
 Management of
behavior
Self-Image and Self esteem  demonstrate attributes  Attributes  Participating in  ICT Tools
associated with positive associated with positive public speaking  Resource person(s)
self-image and high self self-image and high self sessions  Audio-visual aids
esteem esteem  Practicing positive  Posters
 distinguish traits of  Traits of negative self- self-talk  Pamphlets
negative self-image and image and low self  Writing and  Braille materials
low self esteem esteem reciting poems  Drama skits
 Sign language
materials
Respect and tolerance  explain respect and  Respect and tolerance  Discussing respect  ICT Tools
tolerance  Respect for self, adults, and tolerance  Resource person(s)
 differentiate between peers and others  Mentioning ways  Audio-visual aids
respect and tolerance  Respect and tolerance in which respect is  Posters
 explain ways of showing among diverse people shown in society  Pamphlets
respect in society living with disability,  Researching on  Braille materials
 discuss the importance albinism and those with the importance of  Sign language
47
KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING
Learners should be able to LEARNING RESOURCES
ACTIVITIES
of respect in society related health respect and materials
conditions tolerance
 Differences between  Dramatizing
respect and tolerance respectful
 Ways of showing behaviour
respect in society  Role playing good
 Importance of respect and bad behaviour
 Analysing good
and bad traits from
the role play

TOPIC 6: UNDERSTANDING CHILD RIGHTS AND RESPONSIBILITIES

KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING

Learners should be able to LEARNING RSOURCES
ACTIVITIES
Indigenous knowledge systems  identify indigenous  Indigenous knowledge  Researching on  Resource
on children’s responsibilities knowledge systems on systems on children’s indigenous Person(s)
children’s responsibilities responsibilities knowledge  Pictures
 explain indigenous  Importance of indigenous systems on  Audio and video
knowledge systems on knowledge systems on children’s tapes
children’s responsibilities children’s responsibilities responsibilities
 discuss the importance of  Explaining
indigenous knowledge indigenous
systems on children’s knowledge
responsibilities systems on
children’s
responsibilities
Policies and legislation on child  state policies and  Policies and legislation on  Naming different  Resource
rights in Zimbabwe legislation on child rights child rights policies and Person(s)
 explain policies and  Importance of policies legislation on child  Pamphlets
48
KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING
Learners should be able to LEARNING RSOURCES
ACTIVITIES
legislation on child rights and legislation on child rights  Constitution of
 discuss the importance of rights  Discussing policies Zimbabwe
policies and legislation on and legislation on  Magazines
child rights child rights  Audio and visual
 Debating on the tapes
impact of different  Braille materials
policies and  Sign language
legislation on child materials
rights  Geneva
Conference on
children’s rights

TOPIC 7: EDUCATIONAL AND CAREER GUIDANCE

KEY CONCEPT OBJECTIVES: learners UNIT CONTENT SUGGESTED LEARNING

should able to: LEARNING RESOURCES
ACTIVITIES
Career awareness  identify different career  Career pathways  Discussing  ICT
pathways  Careers different career  Resource
 plan for an appropriate pathways person(s)
career  Brainstorming  Pamphlets
different careers  Sign language
 Educational touring materials
to places of work  Braille materials
 Attending career
days
Entrepreneurship  identify viable business  Viable business  Exploring viable  Resource
opportunities opportunities business person(s)
 design a project  Project proposal opportunities  ICT Tools
proposal  Drafting a project  Pamphlets
proposal
49
KEY CONCEPT OBJECTIVES: learners UNIT CONTENT SUGGESTED LEARNING
should able to: LEARNING RESOURCES
ACTIVITIES
 Establishing an  Sign language
income generating materials
project  Braille materials
 Implementing the
proposed project
 Discussing
business ethics.
 Touring local
businesses
Job application and interviews  discuss the structure of  Application letter writing  Generating an  Model curriculum
an application letter  Curriculum vitae or application letter vitae
 design a curriculum resume  Formulating a CV  Resource
vitae (CV) or resume  Interviews or resume person(s)
 prepare for an interview  Discussing  ICT Tools
preparations for an  Sign language
interview materials
 Attending mock  Braille material
interviews

TOPIC 8: CITIZENSHIP AND VOLUNTEERISM

EY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING

Learners should be able to
Patriotism  explain patriotism
 demonstrate respect for other
people
 outline the importance of
Patriotism
 Patriotism
 Respect for other people
 Importance of patriotism
50
LEARNING ACTIVITIES RESOURCES
 Discussing patriotism  Resource persons
 Visiting Liberation War  ICT tools
Heroes,  Braille materials
local leadership and  Audio-visual
respected citizens materials
 Constructing patriotic  Sign language
artifacts material
 Composing patriotic
EY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING
Learners should be able to LEARNING ACTIVITIES RESOURCES
songs and poems
 Discussing the
importance of
Patriotism
Volunteerism  identify acts of volunteerism  Acts of volunteerism  Explaining acts of  ICT tools
 describe various voluntary  Voluntary activities volunteerism  Resource person(s)
activities in the home, school  Voluntary work schedule  Discussing examples  Braille materials
and community of voluntary work  Print media
 design a voluntary work  Debating on the  Audio-visual
schedule impact of volunteerism materials
 Presenting a work  Sign language
schedule materials
 Researching on the
benefits of
volunteerism
 Taking part in
voluntary activities

51
TOPIC 9: MANAGEMENT OF RESOURCES AND ASSETS

KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING

Learners should able to: LEARNING ACTIVITIES RESOURCES
Value and  demonstrate care and Care and maintenance of  Discussing the  Resource person(s)
maintenance of maintenance of property property importance of caring  Pamphlets
property and maintenance of  Posters
property  Braille materials
 Describing ways of  ICT tools
 Sign language
maintaining personal
property
 Participating in
maintenance
activities in the
school and
community
Conservation of  explain ways of conserving  Ways of conserving  Discussing ways of  ICT tools
natural resources natural resources natural resources conservation  Charts
 describe ways of sustainable  Ways of sustainable  Researching on  Braille materials
management of natural management of natural ways of sustainable  Resource Persons
resources resources management of  Pamphlets
natural resources  Posters
 Engaging in  Sign language
conservation materials
activities

52
TOPIC 10: SAFETY AND PROTECTION

KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING LEARNING

learners should able to: ACTIVITIES RESOURCES
Disaster risk  identify disasters commonly  Disasters commonly  Discussing disasters  ICT tools
management found in their locality found in their locality commonly found in their  Resource persons
 discuss ways of dealing - drowning locality  Audio-Visual
with disasters - floods  Researching on ways of materials
- fires dealing with disasters  Pictures
- landmines  Sign language
- cyclones materials
 Ways of dealing with  Braille materials
disasters
Pedestrian safety  explain the importance of  Importance of  Researching on the  ICT tools
putting on reflective reflective materials importance of putting  Resource persons
materials when on the road  Safe ways of pushing reflective materials when on  Audio-Visual
 discuss safe ways of wheelbarrows and the road materials
pushing wheelbarrows and carts  Illustrating safe ways of  Model road
carts pushing wheelbarrows and  Pictures
carts  Wheelbarrows
 Listing dangers associated and carts
with reckless pushing of  Sign language
wheelbarrows and carts materials
 Braille materials
Passenger safety  state the uses of animal  Uses of animal  Identifying uses of animal  ICT tools
drawn carts drawn carts drawn carts  Resource persons
 explain safe ways of using  Safe ways of using  Discussing safe and correct  Audio-Visual
animal drawn carts animal drawn carts ways of using animal drawn materials
 discuss ways of avoiding  Dangers associated carts  Model road
dangers associated with with animal drawn  Analysing ways of avoiding  Pictures
animal drawn carts carts dangers associated with  Sign languages
animal drawn carts materials

53
KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING LEARNING
learners should able to: ACTIVITIES RESOURCES
 Braille Materials

Road signs, signals  interpret road signs signals  Highway code  Answering questions from  ICT tools
and markings and markings  Roles of the Vehicle the high way code  Resource person
 discuss questions from the Inspection  Researching on the  Highway code
highway code of Zimbabwe Department (VID) functions of the Vehicle  Model road
 explain the functions of the Inspection Department  Pictures
Vehicle Inspection  Listing functions of the  Audio Visual
Department (VID) Vehicle Inspection Materials
Department
Safe use of ICT  explain the safe use of the  Safe use of the  Explaining the safe use of  ICT tools
internet and social media internet and social the internet and social  Braille materials
 evaluate productive ways of media media  Audio-Visual
using internet and social - using the internet and  Researching on the unsafe materials
media social media for use of the internet and  Resource persons
 discuss unsafe use of the educational purposes social media  Computers
internet and social media  unsafe use of the  Discussing the productive  Television
internet and social ways of using the internet  Radio
media and social media.  Pictures
- visiting prohibited 
sites on the
internet, for
example those
with
pornographic
material and
sexual activities
- taking pictures of
people involved
in accidents or
those who would
have died in an
54
KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING LEARNING
learners should able to: ACTIVITIES RESOURCES
accident
 Productive ways of
using internet and
social media

55
FORM 4
TOPIC 1: RELATIONSHIPS

KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING LEARNING

Learners should be able to ACTIVITIES RESOURCES

National and  identify national and  National and  Discussing various national  Resource
international international relationships international and international person(s)
relationships  discuss the importance of relationships relationships  Pamphlets
national and international  Importance of  Researching on the  Posters
relationships national and importance of national and  Braille materials
international international relationships  ICT tools
relationships  Sign language
materials
Roles and  identify roles and  Roles and  Performing leadership roles  ICT tools
Responsibilities of responsibilities of leader responsibilities of or tasks  Resource
Leaders  describe the characteristics leaders  Researching on person(s)
of a good leaders  Characteristics of characteristics of good  Braille materials
 assess leadership good leaders leaders  Audio-visual
challenges  Leadership  Discussing leadership materials
challenges challenges  Sign language
 Managing leadership materials
challenges  Braille material
 Demonstrating negotiating
skills

56
TOPIC 2: HEALTH AND WELL-BEING

KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING RESOURCES

Learners should be able to: ACTIVITIES
HIV testing Services  discuss HIV testing services  HIV testing services  Explaining HIV testing  Audio-visual
 identify HIV testing service  HIV testing service services materials
providers providers  Describing the processes in  Pictures
 explain the process  The process involved HIV testing and counselling  Pamphlets
involved in HIV testing and in HIV testing and  Researching on HIV testing  Posters
counseling counseling services  Resource
 describe the importance of  Importance of cancer  Watching films on HIV person(s)
cancer screening screening testing and counselling  ICT tools
 Researching on the  Braille materials
relationship between cancer
and other diseases
Stigma and  discuss stigma and  Stigma and  Explaining stigma and  Posters
discrimination discrimination discrimination which discrimination which is  Pamphlets
 identify causes of stigma is - health related  Audio-visual
 explain ways of reducing - health related - HIV and AIDS materials
stigma and discrimination - HIV and AIDS  Researching on causes of  Pictures
 Causes of stigma stigma and discrimination  Resource
 Ways of reducing  Discussing ways of person(s)
stigma and reducing stigma and  ICT tools
discrimination discrimination  Braille materials
 Dramatizing stigma and
discrimination
 Participating in awareness
campaigns against stigma
and discrimination

57
 KEY CONCEPT OBJECTIVES:
Learners should be able to:
Drug and substance  state types of drugs and
abuse substances
 describe the effects of drug
and substance abuse on
mental and physical health
 discuss ways of preventing
drug and substance abuse
 outline ways of managing
drug and substance
addiction
UNIT CONTENT SUGGESTED LEARNING RESOURCES
ACTIVITIES
 Types of drugs and  Listing types of drug and  Resource
substances prone to substances prone to abuse person(s)
abuse  Identifying ways of  Audio-visual
 Effects of drug and managing the effects of materials
substance abuse drug and substance abuse  Pamphlets
 Ways of preventing  Visiting institutions  Posters
drug and substance managing drug and  ICT tools
abuse substance abusers  Braille materials
 Ways of managing  Watching videos on the  Sign language
drug and substance effects of drug abuse materials
abuse

TOPIC 3: UNDERSTANDING GENDER AND GENDER -BASED VIOLENCE

KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING LEARNING
Learners should be able to ACTIVITIES RESOURCES
Gender, gender norms and  discuss the effects of  Effects of gender  Explaining effects of  Resource persons
stereotypes gender stereotyping stereotyping gender stereotyping  Braille material
 design a community - discrimination  Creating a community  First Aid kit
awareness programme on - bullying awareness programme  Fire extinguisher
gender inequalities and - abuse on gender inequalities  Sand
gender based violence - unfair treatment and gender based  Sign language
- gender inequality violence materials
Gender equality  explain how gender  How gender inequalities  Discussing how gender  Resource persons
inequalities can cause can cause gender based inequalities can cause  Braille material
gender based violence violence gender based violence  Sign language
 describe ways in which  Ways in which gender  Explaining ways in materials
gender stereotypes can stereotypes can cause which gender
cause gender based gender based violence stereotypes can cause
violence  A community awareness gender based violence
 design a community programme on gender  Creating a community
58
KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING LEARNING
Learners should be able to ACTIVITIES RESOURCES
awareness programme on based inequalities and awareness programme
gender based inequalities gender based violence on gender based
and gender based inequalities and gender
violence based violence
Gender based violence  identify ways of dealing  Ways of dealing with  Explaining ways of  Resource persons
with gender based gender based violence dealing with gender  Braille material
violence - counseling based violence  First Aid kit
 explain support services - psycho social support  Discussing support  Sign language
given to survivors of - provision of basic services given to materials
gender based violence needs such as survivors of gender
shelter, food and based violence
clothing
- awareness campaigns
- curriculum
approaches that
prevent and promote
gender equality
 Support services given to
survivors of gender based
violence:
- reporting GBV to the
police
- community based
victim support
services
- seeking medical
attention

59
TOPIC 4: SEXUALITY EDUCATION

KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING

Learners should be able to LEARNING ACTIVITIES RESOURCES

Sexual relationships  list the components of human  Components of human  Discussing  Resource
sexuality sexuality components of person(s)
 describe the consequences of  Consequences of human sexuality  ICT tools
sexual intimacy in young sexual intimacy in  Outlining the  Charts
people young people consequences of  Pictures
 explain indigenous ways of  Indigenous ways of early sexual debut  Pamphlets
maintaining abstinence maintaining  Researching on the  Posters
 discuss the advantages of abstinence indigenous ways of  Audio-visual
delaying sexual debut  Advantages of maintaining materials
delaying sexual debut abstinence  Braille materials
 Explaining the  Sign language
advantages of materials
delaying sexual debut
Referral support  identify forms of referral  Psycho-social support  Listing forms of  ICT Tools
systems support systems systems referral support  Resource
 explain referral support systems person(s)
systems  Researching on  Audio-visual aids
institutions that offer  Posters
psycho-social support  Pamphlets
 Case studying on  Braille materials
referral support  Sign language
systems materials

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TOPIC 5: SOCIAL ETIQUETTE

KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING

Learners should be able to LEARNING ACTIVITIES RESOURCES
Grooming and etiquette  apply appropriate grooming and  Acceptable situational  Demonstrating  ICT Tools
etiquette ideals behaviour for example appropriate ways of  Resource
 critic acceptable and grooming, personal carrying oneself person(s)
unacceptable behaviour hygiene, dressing,  Discussing pro and  Audio-visual
posture etiquette, cons of mannerisms aids
respect, protocol,  Demonstrating  Posters
politeness appropriate situational  Pamphlets
 Unacceptable behaviour  Braille materials
situational behaviour
 Management of
behavior
Self-Image and Self  demonstrate attributes  Attributes  Participating in public  ICT Tools
esteem associated with positive self- associated with speaking sessions  Resource
image and high self esteem positive self-image  Practising positive person(s)
 distinguish traits of negative and high self esteem self-talk  Audio-visual
self-image and low self esteem  Traits of negative self-  Writing and reciting aids
image and low self poems promoting high  Posters
esteem self esteem and  Pamphlets
positive self image  Braille materials
 Drama skits
 Sign language
materials
Norms and values  explain norms and values in  Norms and values in  Discussing norms and  ICT Tools
different cultures their culture values in their culture  Resource
 analyse the role of norms and  Roles of norms and  Examining the roles of person(s)
values in society value in society norms and values in  Audio-visual
society aids
 Case studying on the  Posters
consequences of  Pamphlets
norms and value in
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KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING
Learners should be able to LEARNING ACTIVITIES RESOURCES
society  Braille materials
 Drama skits
 Sign language
materials

TOPIC 6: UNDERSTANDING CHILD RIGHTS AND RESPONSIBILITIES

KEY CONCEPT OBJECTIVES: Learners should UNIT CONTENT SUGGESTED LEARNING

be able to LEARNING ACTIVITIES RESOURCES
Policies and legislation on  state policies and legislation  Policies and  Analysing the policies  Resource
child rights on child rights legislation on child and legislation on person(s)
 discuss policies and rights such as child rights  Constitution
legislation on child rights -African Youth  Examining the  ICT tools
Charter importance of policies  Pictures
-Universal and legislation on  Charts
Declaration of child rights  Audio visual
Human Rights 1948  Researching on the materials
impact of policies and  Braille materials
legislation on child  Sign language
rights materials

TOPIC 7: EDUCATIONAL AND CAREER GUIDANCE

KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING

Learners should be able to LEARNING ACTIVITIES RESOURCES
Examination  discuss a variety of studying  Study methods when  Researching on a  Study packs
preparation and stress methods for examination preparing for variety of studying  Charts
management preparation examinations: methods  Timetable samples
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 KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING
Learners should be able to LEARNING ACTIVITIES RESOURCES
 illustrate ways of managing time - group discussions  Discussing ways of  Pictures
 discuss ways of managing - revising of notes managing time  ICT tools
stress  Ways of managing time  Explaining ways of  Resource persons
-time table managing stress  Braille materials
 Ways of managing  Sign language
stress materials
 Past examination
papers
Work related learning  identify careers of their choice  Careers of their choice  Examining different  Pamphlets
(School on the Shop  take part in internship  Internship programmes careers  Resource
floor programme) programmes  Shadowing careers person(s)
of their choice  Case study
 ICT tools
 Braille materials
 Sign language
materials

TOPIC 8: CITIZENSHIP AND VOLUNTEERISM

KEY CONCEPT OBJECTIVES: Learners should be UNIT CONTENT SUGGESTED LEARNING

able to: LEARNING ACTIVITIES RESOURCES
Social services  explain the concept of social  Social services  Discussing types of  Resource
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 KEY CONCEPT OBJECTIVES: Learners should be UNIT CONTENT SUGGESTED LEARNING
able to: LEARNING ACTIVITIES RESOURCES
services  Types of social social services person(s)
 identify social services in the services  Researching on the  Constitution
community  Social services benefits of social  ICT tools
 take part in social services in the programme services  Pictures
community  Participating in social  Charts
 design a social services services activities  Audio visual
programme  Creating social  Braille materials
services teams
Patriotism  explain patriotism  Importance of  Discussing patriotism  Resource
 discuss the importance of patriotism  Singing and dancing person(s)
patriotism  Patriots such as junior to patriotic songs  Constitution of
 distinguish between a patriot president, senators,  Identifying patriots Zimbabwe
and a traitor junior parliamentarians  Reciting poems on  ICT tools
 participate in patriotic activities and councilors patriots  Pictures
 Patriots versus  Undertaking  Charts
treachery educational tours to  Audio visual
 Patriotic activities culturally relevant  Braille materials
places
 Writing biography of
liberation heroes

TOPIC 9: MANAGEMENT OF RESOURCES AND ASSETS

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KEY CONCEPT OBJECTIVES: UNIT CONTENT SUGGESTED LEARNING
Learners should be able to: LEARNING RESOURCES
ACTIVITIES
Value and maintenance of  identify areas of maintenance in  Areas of maintenance in  Stating areas of  ICT tools
property the home, school and the home, school and maintenance in the  Resource
community community home, school and person(s)
 demonstrate necessary  Maintenance skills community  Charts
maintenance skills  Importance of valuing  Repairing identified  Braille materials
 explain the importance of property in the areas in the home,  Maintenance tools
valuing property in the community school and
community community
 Participating in
maintenance of the
home, school and
community property
 Mobilising resources
for maintenance
Conservation of natural  discuss the natural management  Management of  Participating in  ICT tools
resources of resources in the community resources conservation  Charts
 describe indigenous ways of  Indigenous ways of awareness activities  Braille materials
managing natural resources managing natural  Researching on  Resource Persons
 explain the importance of resources indigenous ways of  Pamphlets
conserving natural resources  Importance of managing natural  Posters
conserving natural resources  Sign language
resources  Engaging in materials
conservation
activities

TOPIC 10: SAFETY AND PROTECTION

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KEY CONCEPT OBJECTIVES, THE LEARNER UNIT CONTENT SUGGESTED LEARNING
SHOULD LEARNING RESOURCES
ACTIVITIES
Disaster Risk Management  identify steps to take in case of  Steps to take in case of  Explaining steps to  Charts
disaster disasters take in case of  Pictures
 discuss the importance of taking  Importance of taking disasters  ICT tools
heed of impending disaster heed of impending  Designing disaster Resource person
messages disaster messages risk messages  Sign language
 design a disaster risk  Disaster management  Analysing different materials
management plan plan ways of responding  Braille materials
 apply First Aid in case of to disasters
disaster  Case studying on
areas affected by
disasters
Passenger safety  discuss the role of the driver in  Role of the driver in  Conducting a  ICT tools
ensuring passenger safety ensuring passenger research on the  Charts
 identify roles of passengers in a safety role of the driver in  Pamphlets
vehicle that ensures their safety  Roles of passengers in a ensuring  Braille materials
 discuss touting vehicle that ensures their passenger safety  Audio Visual
 explain the dangers associated safety  Discussing the Materials
with touting  Touting roles of  Sign language
 suggest ways of curbing touting  Ways of curbing touting passengers in a materials
vehicle that
ensures their
safety
 Explaining touting
 Researching on
the dangers
associated with
touting
 Outlining ways of
curbing touting
Provisional driver’s license  discuss road rules in the  Highway code:  Explaining road  ICT tools
training Highway code - road signs, signals and rules in the  Charts
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KEY CONCEPT OBJECTIVES, THE LEARNER UNIT CONTENT SUGGESTED LEARNING
SHOULD LEARNING RESOURCES
ACTIVITIES
 explain the importance of markings Highway code  Pamphlets
obtaining a provisional driver’s  Answering  Braille material
license questions from the  Audio Visual
Highway code Material
 Obtaining  Highway code
provisional drivers’  Resource persons
licenses
Safe use of ICT  explain the impact of the internet  Impact of the internet  Researching on the  ICT tools
and social media on norms and and social media on impact of the  Braille materials
values norms and values internet and social  Audio-Visual
 discuss the laws which regulate  laws which regulate safe media on norms materials
safe use of the internet and use of the internet and and values  Resource persons
social media social media  Explaining laws  Computers
which regulate safe  Television
use of the internet  Radio
and social media  Pictures
 Discussing the
importance of laws
which regulate safe
use of the internet
and social media

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9.0 ASSESSMENT

9.1 ASSESSMENT OBJECTIVES

Learners will be assessed on the ability to:

9.1.1 state the significance of norms and values to the individual, family and community
9.1.2 exhibit self-confidence, self-management, self-esteem, self-discipline, creativity, decision making and problem
solving
9.1.3 understand the dangers within the traffic environment and practice safety as pedestrians and road users
9.1.4 show an awareness of child rights and responsibilities
9.1.5 demonstrate ways of addressing stigma and discrimination
9.1.6 analyse the effects of stigma and discrimination
9.1.7 demonstrate patriotism, volunteerism and tolerance of human diversity
9.1.8 show knowledge on human development processes and challenges (personal, social, behavioural and physical)
9.1.9 demonstrate awareness of Life Skills, Sexuality, HIV and AIDS
9.1.10 apply competencies acquired in work related learning
9.1.11 participate in voluntary, maintenance and conservation of resources
9.1.12 identify different career pathways to match one’s inclination
9.1.13 discuss the advantages of a healthy lifestyle
9.1.14 manage different health issues

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-Life Skills Programme will be assessed continuously from Form 1 – 4. Learners will be assessed in the following
areas:

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9.3 Continuous Assessment

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

9.3.1 Assertiveness
9.3.2 Problem solving skills
9.3.3 Leadership skills
9.3.4 Evaluation skills
9.3.5 Communication skills
9.3.6 Originality and creativity
9.3.7 Collaboration skills
9.3.8 Management skills
9.3.9 Enterprise skills
9.3.10 Research skills
9.3.11 Deportment, etiquette and grooming
9.3.12 Negotiation skills
9.3.13 Conflict resolution skills
9.3.14 Risk management

9.4 Theory

9.4.1 Writing assignments

9.4.2 Writing exercises and tests

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 9.5 Examinations

Title Duration Marks Weighting (%)

Paper 1: Theory
1 hour 15 minutes 40 20%
Multiple choice

Paper 2:Structured paper

Section A: Structured questions 2 hours 100 50%

Section B: Semi-structured Essays
Section C: Case Study based

Continuous assessment

30 30%
Total for paper 1 and 2 170 100%

9.5.1 Specification Grid

The guide below illustrates the relationship between the assessment objectives and components of the scheme of assessment

Paper Relationships Citizenship Social Health Sexuality Management Child Rights Educational Safety and
and Etiquette and education of resources Responsibilities and Career protection
Volunteerism Well- and assets Guidance
being
1 10% 10% 10% 15% 15% 10% 10% 10% 10%
2 10% 10% 10% 15% 15% 10% 10% 10% 10%

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

Form of assessment Weighting

Continuous 30%
Summative 70%

Total 100%

9.7 Continuous Assessment

Level Assessment task Frequency Weighting (%)

Form 1 Practical Assignment 1 per term 5
Theory test 1 per term
Research Project 1 per year
Form 2 Practical Assignment 1 per term 5
Theory test 1 per term
Research Project 1 per year
Form 3 Practical Assignment 1 per term 10
Theory test 1 per term
Research Project 1 per year
Form 4 2 practical Assignments 10
1 Research project
Total 30

NOTE: All assessment tasks are marked out of 100. Assessment of soft skills will be done as learners respond to continuous assessment
tasks to come out with an exit profile.

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Paper Description

Paper 1
This component consists of 40 multiple choice questions which are chosen from the 7 topics of the syllabus. Questions should be equally
distributed across the 7 topics. Each question carries 1 mark.

Paper 2
This component has three sections.

 Section A-Structured (30marks) consists of six structured questions. Each question carries 5 marks. Candidates 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 expected 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 caries 20 marks

9.7 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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