ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

GUIDANCE AND
COUNSELLING
SYLLABUS
FORMS 5 - 6

2015 - 2022

Curriculum Development and Technical Services

P. O. Box MP 133
Mount Pleasant
Harare

© All Rrights Reserved

2015
ACKNOWLEDGEMENTS

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

• The National Guidance and Counselling panel for their professional and technical input
• Representatives from various Guidance and Counselling Institutions
• Zimbabwe School Examinations Council (ZIMSEC)
• LASOF Careers Institute
• Culture Shock Trust
• United Nations Scientific and Cultural Organisation (UNESCO)
• United Nations Children’s Emergency Fund (UNICEF)

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Guidance and Counselling Syllabus Forms 5 - 6

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

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

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

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

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

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

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

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

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

8.0 COMPETENCY MATRIX................................................................................................................ 7

FORM 5................................................................................................................................................ 7

FORM 6................................................................................................................................................ 16

9.0 ASSESSMENT............................................................................................................................... 24

ASSESSMENT MODEL....................................................................................................................... 25

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Guidance and Counselling Syllabus Forms 5 - 6

1.0 PREAMBLE 1.3 SUMMARY OF CONTENT

1.1 INTRODUCTION The Form 5 and 6 Guidance and Counselling Syllabus is

premised on the principles of Unhu/Ubuntu/Vumunhu to
The Guidance and Counselling learning area is a Form produce learners who are truly Zimbabwean. The con-
5 and 6 syllabus premised on the philosophy of Unhu/ tent is presented in the following thematic areas:
Ubuntu/Vumunhu. This philosophy encompasses moral
development, norms, values and beliefs. The syllabus • Unhu/Ubuntu/Vumunhu (norms and values)
comprises topics such as Concepts and Principles of • Concepts and Principles of Counseling
Guidance and Counseling, Child Protection, Health, • Relationships
Enterprise and Career Guidance. It strives to inform • Child Protection
and equip learners with knowledge to make responsi- • Disaster Risk Management
ble choices about sexuality, relationships, health relat- • Health
ed issues as well as other life empowerment skills. It • Disability
prepares learners for productive adulthood and lifelong • Enterprise and Career Guidance
learning. This syllabus is designed to enhance active • Consumer Education
participation of learners through inclusive, culturally
relevant, scientifically accurate knowledge and skills, 1.4 ASSUMPTIONS
which will produce responsible citizens who will positive-
ly contribute towards nation building. It is assumed that learners have:

1.2 RATIONALE • some knowledge of the learning area

• experienced some form of guidance and counsel-
Guidance and Counseling is a learning area that en- ing
deavors to empower learners with relevant, collaborative • an awareness that the entry into adulthood
and competitive life skills that enable them to live in a comes with responsibilities
dynamic socio-economic and political environment with- • diverse interests, perceptions, values and abilities
out losing their identity and integrity. The learning area • different interests in enterprise and career choices
is critical in the development of Unhu/Ubuntu/Vumunhu • some knowledge of certain child protection laws
philosophy that promotes a sense of positive self-image,
patriotism, cherishes diversity and celebrates differences 1.5 CROSS CUTTING THEMES
among learners. The syllabus fosters self- reliance and
prepares learners to cope with developmental changes. The following are some of the cross cutting themes:
It also equips learners with skills to deal with a variety
of risk factors such as early marriages, teenage preg- • Gender roles
nancies, drug and substance abuse, HIV and AIDS and • Child rights
other contemporary challenges. • Sexuality, HIV and AIDS
• Child Protection
The Guidance and Counseling syllabus enables learners • Heritage Studies
to develop skills in: • Financial Literacy
• Collaboration
• Collaboration • Environmental issues
• Self-management • Information and Communications Technology
• Tolerance (ICT)
• Critical thinking
• Decision making
2.0 PRESENTATION OF THE
• Problem solving
• Communication SYLLABUS
• Innovation
• Leadership The Guidance and Counselling Syllabus is presented as
• Enterprise a single document which covers Forms 5 and 6. Some
• Assertiveness of the topics are developed from the ‘O’ level syllabus
• Technology while other topics are new.

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Guidance and Counselling Syllabus Forms 5 - 6

3.0 AIMS 5.0 METHODOLOGY AND TIME

ALLOCATION
The syllabus enables learners to:
This learning area is based on an interactive, hands on,
• develop the acquired concepts of Unhu/Ubuntu/Vu- multi-cultural and realistic approach. It promotes an
munhu (norms and values) in all facets of life awareness of morals, norms and values.
• conserve their cultural and national heritage for the
development of the society 5.1 METHODOLOGY
• celebrate diversity and inclusivity in various social
systems • Group discussions
• develop a sense of national identity and patriotism • Debate
• develop life skills that enable them to become citizens • Research
who appreciate their rights and responsibilities • Case study
• exercise positive behaviours and attitudes that pre- • Work related learning
vent the spread of HIV, Sexually Transmitted Infec- • Educational tours
tions( STIs) and other health and social concerns • Seminars
• consider their personal abilities, character traits in • Drama, song and poetry
relation to others and choice of career paths • Discovery
• acquire career planning and enterprise skills that con- • Imitation or Simulation
tribute to wealth creation and achievement of national • Video and film shows
development goals • Games and Quizzes

4.0 SYLLABUS OBJECTIVES The above-suggested methods are enhanced through

the application of multi-sensory approaches to teaching
By the end of Form 5 and 6 learners should be able to: and principles of individualization, unification, concrete-
ness, stimulation and self-activity.
• demonstrate an understanding of Unhu/Ubuntu/
Vumunhu 5.2 TIME ALLOCATION
• express an appreciation of their cultural and na-
tional heritage For adequate coverage of the syllabus a time allocation
• justify the existence of their cultural and national of four periods of 40 minutes per week should be allo-
heritage cated. It is recommended that learners should go on
• illustrate the ability to become responsible citizens educational tours at least twice a year.
who appreciate their rights and responsibilities
• demonstrate comprehensive knowledge of life 6.0 TOPICS
skills, sexuality and HIV and AIDS
• demonstrate acceptance of people with disabilities • Unhu/Ubuntu/Vumunhu
and those in difficult circumstances • Concepts and Principles of Guidance and
• express a sense of loyalty and patriotism to their Counseling
nation • Relationships
• apply peer counselling skills to various life situa- • Child Protection
tions • Disaster Risk Management
• demonstrate career planning and enterprise skills • Health
that contribute to wealth creation and achievement • Disability
of national development goals • Enterprise and Career Guidance
• identify their personal abilities and character traits • Consumer Education
in relation to career paths and enterprise

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  Disability
 Enterprise and Career Guidance
Guidance and Counselling Syllabus
 Consumer -6
Forms 5 Education

7.0 SCOPE
7.0 AND SEQUENCE
SCOPE AND SEQUENCE
TOPIC 1: UNHU/UBUNTU/VUMUNHU
TOPIC 1: UNHU/UBUNTU/VUMUNHU
SUB TOPIC: NORMS AND VALUES
SUB TOPIC: NORMS AND VALUES

KEY CONCEPT FORM 5 FORM 6

Concept of Unhu/Ubuntu/Vumunhu  Norms, values and beliefs
 Caring for the vulnerable in indigenous
societies

Indigenous knowledge systems  Idioms, proverbs, folktales, music and

dance
 Interpretation of natural phenomena
 Taboos
Patriotism  National identity
 National events
 National policies and programmes
 Sovereignty and national heritage
Grooming and etiquette  Roles of aunts, uncles and grandparents
 Communication
 Manners
 Attire
Citizenship  Types of citizenship
 The Zimbabwe Constitution

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Guidance and Counselling Syllabus Forms 5 - 6
TOPIC 2: CONCEPTS AND PRINCIPLES OF GUIDANCE AND COUNSELLING
SUBTOPIC: APPROACHES TO GUIDANCE AND COUNSELING
KEY CONCEPT
Indigenous systems in Guidance and
Counseling
TOPIC 3: RELATIONSHIP
SUBTOPIC: BUILDING RELATIONSHIPS
KEY CONCEPT
Relationships
TOPIC 4: CHILD PROTECTION
SUBTOPIC: LAWS, RIGHTS AND RESPONSIBILITIES
KEY CONCEPT
Learner Welfare Incidences
Drug and Substance Abuse
Child Online Protection
Laws, rights and responsibilities
FORM 5
 Indigenous systems
 Counseling therapies
 Ethics in Guidance and Counseling
 Techniques and strategies in Counseling
 Peer counseling
FORM 5
FORM 5
 Families of drugs and substances
 Sources of drugs and substances
 Forms of drug and substance abuse
 Effects of drugs and substances
 Management of drug and substance abuse
 Use of the internet
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FORM 6
FORM 6
 Types of relationships
 Dating and courtship
 Peer influence
 Conflict management
FORM 6
 Types of incidences
 Negative religious practices
 Prevention and management of incidences
 Families of drugs and substances
 Sources drugs and substances
 Forms of drug and substance abuse
 Effects of drugs and substances
 Management of drug and substance abuse
 Child protection legislation
 KEY CONCEPT
Guidance and Counselling Syllabus Forms 5 - 6 FORM 5 FORM 6

TOPIC 5: DISASTER RISK MANAGEMENT

SUBTOPIC: DISASTER OCCURANCES
KEY CONCEPT FORM 5 FORM 6
Types of disasters  Types of disasters
 Disasters in Zimbabwe
 Global disasters in the 21st century
 Avertable and non-avertable disasters
 Ways of managing avertable disasters

TOPIC 6: HEALTH
SUBTOPIC: HEALTH MANAGEMENT
KEY CONCEPT FORM 5 FORM 6
Health Issues  Healthy living  Basic care and support for people with
 Sexual and reproductive health disabilities, the affected and infected
 Communicable and Non-Communicable  Stigma and discrimination
diseases
 Mental health

TOPIC 7: ENTERPRISE AND CAREER GUIDANCE

SUBTOPIC: ENTERPRISE AND CARRIERS
KEY CONCEPT FORM 5 FORM 6
Considerations for enterprise and careers  Enterprise  Career exploration (opportunities)
 Job, scholarship applications and Interviews  Business management

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Guidance and Counselling Syllabus Forms 5 - 6

TOPIC 8: CONSUMER EDUCATION

SUBTOPIC: CONSUMER AWARENSS
KEY CONCEPT FORM 5 FORM 6
Consumer Rights  Consumer rights
 Consumer Council of Zimbabwe and
Consumer protection legislation
 Advertising
 Financial institutions

8.0 COMPETENCY MATRIX

FORM 5

TOPIC 1: UNHU/UBUNTU/VUMUNHU

KEY CONCEPT OBJECTIVES Learners should UNIT CONTENT SUGGESTED LEARNING LEARNING
be able to: ACTIVITIES RESOURCES
Concept of  describe norms, values and  Norms, values and  Discussing norms, values  Resource person(s)
Unhu/Ubuntu/ beliefs in societies beliefs and beliefs in society  Braille material
Vumunhu  assess the contribution of  Caring for the  Visiting the vulnerable and  Sign language
norms, values and beliefs in vulnerable in the assisting them charts
caring for the vulnerable in Zimbabwean context  Audio material
society  ICT tools
 demonstrate the caring for
the vulnerable in  Role models
communities  Interacting with indigenous
 identify role models with role models with success
success stories stories
Indigenous  identify the sources of  Sources of  Deliberating on the sources  Resource person(s)
knowledge systems idioms, proverbs, folktales, indigenous idioms, of idioms, proverbs,  ICT tools
music and dance folktales, music and dance

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 Consumer protection legislation
 Advertising
Guidance and Counselling Syllabus Forms 5 - 6  Financial institutions

8.0 COMPETENCY MATRIX

FORM 5
8.0 COMPETENCY MATRIX
1: UNHU/UBUNTU/VUMUNHU
TOPICFORM 5

TOPIC 1: UNHU/UBUNTU/VUMUNHU

KEY CONCEPT OBJECTIVES Learners should UNIT CONTENT SUGGESTED LEARNING LEARNING
be able to: ACTIVITIES RESOURCES
Concept of  describe norms, values and  Norms, values and  Discussing norms, values  Resource person(s)
Unhu/Ubuntu/ beliefs in societies beliefs and beliefs in society  Braille material
Vumunhu  assess the contribution of  Caring for the  Visiting the vulnerable and  Sign language
norms, values and beliefs in vulnerable in the assisting them charts
caring for the vulnerable in Zimbabwean context  Audio material
society  ICT tools
 demonstrate the caring for
the vulnerable in  Role models
communities  Interacting with indigenous
 identify role models with role models with success
success stories stories
Indigenous  identify the sources of  Sources of  Deliberating on the sources  Resource person(s)
knowledge systems idioms, proverbs, folktales, indigenous idioms, of idioms, proverbs,  ICT tools
music and dance folktales, music and dance

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Guidance and Counselling Syllabus Forms 5 - 6

KEY CONCEPT OBJECTIVES Learners should
be able to:
 interpret the natural
phenomena and taboos
Patriotism  explain national policies and
programmes
 recite the National Pledge
and sing the National
Anthem
 demonstrate activities that
promote sovereignty and
protection of national
heritage
Grooming and  examine the role of family
etiquette support systems
 explain the importance of
communication in the
retention of norms, values
and beliefs
 describe appropriate
manners in various contexts
and situations
 identify appropriate dressing
that promotes Unhu/Ubuntu/
Vumunhu
Citizenship  identify various types of
citizenship
 analyse the Zimbabwe
Constitution in relation to
citizenship
UNIT CONTENT SUGGESTED LEARNING LEARNING
ACTIVITIES RESOURCES
proverbs, folktales,  Discussing the importance  Sign language
music and dance of Indigenous knowledge charts
 Natural phenomena systems  Audio material
 Taboos  Braille material
 National policies and  Discussing the policies and  Resource person(s)
programmes programmes that support  ICT tools
patriotism  Braille material
 National Pledge and  Singing the National  Sign language
National Anthem Anthem charts
 Audio material
 National Pledge
 Participating in activities charts
that promote sovereignty  National Anthem
and the protection of charts
national heritage
 Role of the family in  Analysing the role of family  Resource person(s)
moral development: support systems  ICT tools
- aunts  Pictures
- uncles  Sign language
- grandparents charts
- confidante  Audio material
 Retention of norms,  Discussing the importance  Charts
values and beliefs of communication in the  Pamphlets
retention of norms, values  Posters
and beliefs
 Demonstrating appropriate
 Manners manners and register in
different situations
 Presenting themselves
appropriately in various
 Attire situations
 Types of citizenship  Discussing types of  ICT tools
citizenship  Braille material
 Zimbabwean  Researching on the  Sign language
Constitution Citizenship Act charts
 Audio material

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Guidance and Counselling Syllabus Forms 5 - 6

KEY CONCEPT OBJECTIVES Learners should UNIT CONTENT SUGGESTED LEARNING LEARNING
KEY CONCEPT OBJECTIVES Learners should UNIT CONTENT SUGGESTED LEARNING LEARNING
be able to: ACTIVITIES RESOURCES
be able to: ACTIVITIES RESOURCES
 Pamphlets
 Pamphlets
 Constitution of
 Constitution of
Zimbabwe
Zimbabwe

TOPIC 2: CONCEPTS AND PRINCIPLES OF GUIDANCE AND COUNSELLING

TOPIC 2: CONCEPTS AND PRINCIPLES OF GUIDANCE AND COUNSELLIN
TOPIC 2: CONCEPTS AND PRINCIPLES
SUBTOPIC:APPROACHES OF GUIDANCE
TO GUIDANCE ANDAND COUNSELLIN
COUNSELING
SUBTOPIC:APPROACHES TO GUIDANCE AND COUNSELING
SUBTOPIC:APPROACHES TO GUIDANCE AND COUNSELING

KEY CONCEPT OBJECTIVES UNIT CONTENT SUGGESTED LEARNING LEARNING RESOURCES

KEY CONCEPT OBJECTIVES UNIT CONTENT SUGGESTED LEARNING LEARNING RESOURCES
Learners should be able ACTIVITIES
Learners should be able ACTIVITIES
to:
to:
Indigenous Systems in  examine the role of  Indigenous systems in  Dramatising the roles of  ICT tools
Indigenous Systems in  examine the role of  Indigenous systems in  Dramatising the roles of  ICT tools
Guidance and Counseling various family members guidance and family members in  Braille material
Guidance and Counseling various family members guidance and family members in  Braille material
in providing guidance counseling providing guidance and  Sign language charts
in providing guidance counseling providing guidance and  Sign language charts
and counseling  Systemic therapy counseling  Audio material
and counseling  Systemic therapy counseling  Audio material
 discuss the importance  Humanistic therapy  Watching videos that  Print media
 discuss the importance  Humanistic therapy  Watching videos that
of counseling therapies  Behaviouristic depict the roles of  Printmedia
Resource person(s)
of counseling therapies  Behaviouristic depict the roles of
in promoting therapies different family  Resource person(s)
in promoting therapies different family
Unhu/Ubuntu/Vumunhu  Eclectic approach members in providing
Unhu/Ubuntu/Vumunhu  Eclectic approach members in providing
guidance and
guidance and
counseling
counseling
 Applying the therapies
 Applying the therapies
in various case studies
in various case studies
 Demonstrating the use
 Demonstrating the use
of therapies in real life
of therapies in real life
situations
situations
 Conducting seminars
 Conducting seminars
on approaches to
on approaches to
guidance and
guidance and
counseling
counseling
Ethics in Guidance and  define the term ethics  Ethics in Guidance and  Applying ethics in  ICT tools
Ethics in Guidance and  define the term ethics  Ethics in Guidance and  Applying ethics in  ICT tools
Counseling  describe the ethics in Counseling Counseling  Braille material
Counseling  describe the ethics in Counseling Counseling  Braille material
Guidance and  Practising ethics in real  Sign language charts
Guidance and  Practising ethics in real  Sign language charts
Counseling life situations  Audio material
Counseling life situations  Audio material
 Print media
 Print media

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Guidance and Counselling Syllabus Forms 5 - 6

 uphold ethics in their  Resource person(s)

projects  Examining the
 discuss the challenges of ethics in
contradictions in the Counseling
ethics of counseling
Peer counseling  assess the importance  Peer counseling  Dramatising peer  ICT tools
of peer counseling in  Importance of peer counseling  Braille material
fostering counseling  Discussing the  Sign language charts
Unhu/Ubuntu/Vumunhu importance of peer  Audio material
counseling  Print media
 describe the techniques  Strategies and  Engaging in peer  Resource person(s)
and strategies in peer techniques in peer counseling case study
counseling counseling activities

 participate in peer  Practising peer

counseling activities counseling

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Guidance and Counselling Syllabus Forms 5 - 6
TOPIC 3: CHILD PROTECTION
TOPIC 3: CHILD PROTECTION
SUBTOPIC:LAWS, RIGHTS
SUBTOPIC:LAWS, RIGHTS AND RESPONSIBILITIES
AND RESPONSIBILITIES
KEY CONCEPT
Child online protection
Drug and substance
abuse
OBJECTIVES UNIT CONTENT
Learners should be able
to:
 identify different types  Access and use of the
of common internet and internet and other
social media platforms social media platforms
(SMPs)
 differentiate safe from  Benefits of internet use
risky internet use and  Challenges of
other SMPs unrestricted use of the
 develop safe internet internet and other
and SMPs skills social media platforms
 examine the effects of
excessive use of the
internet
 Safety while using the
internet and other
SMPs
 identify families and  Sources of drugs and
sources of drugs and substances
substances
 distinguish various  Drug and substance
forms of drug and families:
substance abuse - alcohol
- marijuana
- nicotine
- steroids
 Drug and substance
intake modes:
- injecting
- inhaling
- sniffing
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SUGGESTED LEARNING LEARNING RESOURCES
ACTIVITIES
 Naming different  ICT tools
devices used to access  Resource person(s)
the internet and various  Print media
social media platforms  Braille material
 Explaining the benefits  Sign language charts
of accessing the  Audio material
internet and other  Postal and Tele
SMPs Regulatory Authority of
Zimbabwe (POTRAZ)
Child Online Protection
Guidelines
www.potraz.gov.zw
 Analysing techniques to
remain safe while using
the internet and other
SMPs
 Demonstrating safe use
of the internet and
other SMPs
 Listing various drugs in  Resource person(s)
each family  ICT tools
 Discussing forms of  Print media
drug and substance  Sign language charts
abuse  Audio material
 Comparing and  Braille material
contrasting the effects
of drugs in different
families
 Attending seminars/
awareness campaigns
on the effects of drug
and substance abuse
Guidance and Counselling Syllabus Forms 5 - 6

KEY CONCEPT OBJECTIVES UNIT CONTENT SUGGESTED LEARNING LEARNING RESOURCES

Learners should be able ACTIVITIES
to:
- ingesting
(swallowing)
- smoking
- drinking
 evaluate the effects of  Effects of drug and  Analysing the effects of
drug and substance substance abuse drug and substance
abuse - immediate abuse
- short term
- long term
 analyse the  Rehabilitation  Visiting drug and
management strategies  Counselling substance rehabilitation
of drug and substance  Clinical therapy centres
abuse  Psycho social
support(PSS)

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Guidance and Counselling Syllabus Forms 5 - 6
TOPIC 6: HEALTH
SUBTOPIC:
TOPIC HEALTH
6: HEALTHMANAGEMENT
SUBTOPIC: HEALTH MANAGEMENT
KEY CONCEPT OBJECTIVES
Learners should be able
to:
Healthy Living  explain healthy living
 discuss the importance
of healthy living
 maintain a balanced
diet
 practise healthy living
 participate in
recreational activities
Sexual and Reproductive  define sexuality and
Health reproductive health
 analyse components of
sexual and
reproductive health
 discuss the importance
of abstinence in
promoting the concept
of
Unhu/Ubuntu/Vumunhu
 articulate the
consequences of early
sexual debut
 examine ways of
preventing sexual and
reproductive health
challenges
Communicable and non-  explain communicable
communicable diseases and non-communicable
diseases
UNIT CONTENT
 Healthy living
 Good and bad eating
habits
 Balanced diet
 Physical fitness
 Sexuality
 Components of sexual
and reproductive health
 Abstinence
 Consequences of early
sexual debut
 Ways of preventing
sexual and
reproductive health
challenges
 Communicable and
non-communicable
diseases
 Role of the family and
community in
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SUGGESTED LEARNING LEARNING RESOURCES
ACTIVITIES
 Researching on the  ICT tools
importance of healthy  Pamphlets
living  Braille material
 Demonstrating physical  Sign language charts
fitness  Audio material
 Discussing health  Print media
problems and solutions  Resource person(s)
 Researching on  ICT tools
components of sexual  Resource person(s)
and reproductive health  Braille material
 Analysing components  Sign language charts
of sexuality  Audio material
 Pamphlets
 Deliberating on the  Posters
importance of  Picture codes
abstinence
 Discussing
consequences of early
sexual debut
 Evaluating ways of
preventing sexual and
reproductive health
challenges
 Assessing the  Resource person(s)
prevalence of  ICT tools
communicable and  Braille material
non-communicable  Sign language charts
diseases  Audio material
 Print media
Guidance and Counselling Syllabus Forms 5 - 6

KEY CONCEPT OBJECTIVES UNIT CONTENT SUGGESTED LEARNING LEARNING RESOURCES

Learners should be able ACTIVITIES
to:
 analyse communicable preventing  Examining the role of
and non-communicable communicable and the family and
diseases non-communicable community in the
 examine the preventive diseases prevention of
measures on communicable and
communicable and non-communicable
non-communicable diseases
diseases
 discuss ways of  Ways of managing  Researching on the
managing communicable and existing ways of
communicable and non-communicable managing
non-communicable diseases communicable and
diseases non-communicable
diseases
 Referral systems  Evaluating services
available for managing
communicable and
non-communicable
diseases
Mental Health  define mental health  Concept of mental  Describing mental  ICT tools
health health  Resource person(s)
 analyse ways of  Ways of maintaining  Articulating ways of  Pamphlets
maintaining mental mental health maintaining mental  Posters
health health  Picture codes
 identify signs and  Signs and symptoms of  Discussing the signs  Mental Health Act
symptoms of mental ill mental illness and symptoms of  Sign language charts
health mental health illness  Audio material
 explain the causes of  Causes of mental ill  Analysing the types of  Braille material
mental ill health health mental health illnesses
 Types of mental health
illnesses
 discuss ways of  Ways of managing  Researching on the
managing mental ill mental ill health existing ways of
health managing mental ill
health
 Identifying referral
systems
 Conducting educational
tours

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Guidance and Counselling Syllabus Forms 5 - 6
TOPIC 7: ENTERPRISE AND CAREER GUIDANCE
TOPIC 7: ENTERPRISE
SUBTOPIC: AND CAREER
ENTERPRISE GUIDANCE
AND CAREERS
SUBTOPIC: ENTERPRISE AND CAREERS
KEY CONCEPT OBJECTIVES
Learners should be able
to:
Enterprise  define enterprise
 discuss components of
a project proposal
 design a project
proposal
 manage a project
 market products from
the project
 deliberate on marketing
strategies and financial
management
Job, scholarship  Identify a
application and interview job/scholarship in
relation to one’s
learning area
 Write an application
letter
 Design the curriculum
vitae(CV)
 Prepare for an
interview
UNIT CONTENT SUGGESTED LEARNING LEARNING RESOURCES
ACTIVITIES
 Enterprise  Explaining enterprise  Resource person(s)
 Components of a  Identifying components  ICT tools
project proposal of a project proposal  Braille material
 Assessing project  Sign language charts
feasibility  Audio material
 Project proposal  Preparing a project  Print media
proposal
 Marketing products  Marketing the project
products
 Marketing Strategies  Discussing financial
and Financial management
management
Job/scholarship search  Aligning the learning  ICT tools
area to the relevant job  Print media
 Braille material
 Sign language charts
 Application letter  Writing an application  Audio material
letter and a CV  Resource person(s)
 Curriculum vitae
 Interview preparation  Role playing on
interview techniques
and procedure
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Guidance and Counselling Syllabus Forms 5 - 6
FORM 6
TOPIC FORM 6
1: RELATIONSHIPS
SUBTOPIC: BUILDING RELATIONSHIPS
TOPIC 1: RELATIONSHIPS
SUBTOPIC: BUILDING RELATIONSHIPS
KEY CONCEPT OBJECTIVES
Learners should be able
to:
Types of relationships  describe good and bad
types of relationships
 examine the morals
and values in
relationships
 relate appropriately
with members of the
family and various
communities
 discuss aspects of peer
pressure or influence in
relationships
 analyse ways of
resolving conflicts in
relationships
Dating and courtship  outline factors that
influence choice of
partner
 discuss appropriate
dating and courtship
practices
 distinguish between
indigenous and modern
practices of dating and
courtship
UNIT CONTENT
 Types of relationships
 Morals, values and
beliefs in relationships
 Appropriate register
 Peer pressure or
influence in
relationships
 Ways of resolving
conflict in relationships
 Ways of dating and
courtship
 Appropriate dating and
courtship practices
 Indigenous and modern
courtship practices
 Abstinence
16 18
SUGGESTED LEARNING LEARNING RESOURCES
ACTIVITIES
 Identifying the good  Resource person(s)
and bad types of  ICT tools
relationships  Braille materials
 Demonstrating  Pamphlets
appropriate morals,  Audio material
values and beliefs in  Sign language charts
different situations
 Communicating using
appropriate register
 Researching the
aspects of peer
pressure or influence in
relationships
 Examining ways of
managing conflicts in
relationships
 Role playing on dating  ICT tools
and courtship  Resource person(s)
 Braille material
 Using age appropriate  Audio material
audio-visual material on  Sign language charts
dating and courtship
 Debating on indigenous
and modern practices
of dating and courtship
Guidance and Counselling Syllabus Forms 5 - 6

TOPIC 2: CHILD PROTECTION

SUBTOPIC:LAWS, RIGHTS AND RESPONSIBILITIES
TOPIC 2: CHILD PROTECTION
SUBTOPIC:LAWS, RIGHTS AND RESPONSIBILITIES

KEY CONCEPT OBJECTIVES UNIT CONTENT SUGGESTED LEARNING LEARNING RESOURCES

Learners should be able ACTIVITIES
to:
Learner welfare  describe different types  Incidences  Discussing different  Resource person(s)
incidences of incidences - depression and types of incidences  ICT tools
suicide affecting learners and  Braille material
- pornography their effects  Sign language charts
 differentiate good from - sex parties  Distinguishing types of  Audio material
bad religious practices religious practices  Print media
 explain different ways - teenage  Examining different
of preventing and pregnancies prevention and
managing incidences - child marriages management strategies
- examination of incidences
stress
 discussing ways of *Harmful  Comparing different
managing examination religious study techniques
stress practices
- Satanism
- cults
- terrorism

Drug and substance  identify families and
abuse sources of drugs and
substances
 distinguish various
forms of drug and
substance abuse
 Sources of drugs and  Discussing methods of  Resource person(s)
substances distributing drugs and  ICT tools
substances  Print media
 Drug and substance  Listing various drugs in  Sign language charts
families: each family  Audio material
- opiates  Braille material
- inhalants
- hallucinogens
- stimulants
 Comparing and
contrasting the effects
of drugs in different
families
 Drug and substance  Discussing the intake
intake modes: modes of drugs and
- injecting substances
- inhaling

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Guidance and Counselling Syllabus Forms 5 - 6

- sniffing
- ingesting
(swallowing)
- smoking
- drinking
 evaluate the effects of  Effects  Analysing the effects of
drug and substance - immediate drug and substance
abuse - short term abuse
 analyse the - long term  Evaluating services
management strategies available to assist drug
of drug and substance and substance abusers
abuse  Rehabilitation  Visiting drug and
 Counselling substance rehabilitation
 Clinical therapy centres
 Psycho social support
(PSS)
Child Protection  explain legislative  The Constitution and  Discussing the rights of  The Constitution of
Legislation provisions that protect Bill of Rights of all Zimbabweans as Zimbabwe
children Zimbabwe enshrined in the  ICT tools
 Children’s Act of 2013 Constitution  Resource person(s)
 analyse various laws of (Chapter 5:06)  Classifying the rights of  Print media
Zimbabwe that uphold  Education Act children, women,  Sign language charts
rights and  Legal Age of Majority elderly, liberation war  Audio material
responsibilities of Act veterans and people  Braille material
children  Domestic Violence Act with disabilities  Policies
 discuss the rights of (Chapter 5:16)  Examining the
children and rights of  Sexual Offences Act provisions of different
other members of (Chapter 9:21) national laws that
society  Universal Declaration govern rights and
of Human Rights responsibilities of
 African Charter of children
Human Rights

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Guidance and Counselling Syllabus Forms 5 - 6
TOPIC 3: DISASTER RISK MANAGEMENT
SUBTOPIC: DISASTER OCCURENCES
TOPIC 3: DISASTER RISK MANAGEMENT
SUBTOPIC: DISASTER OCCURENCES
KEY CONCEPT
Types of disasters
OBJECTIVES
Learners should be able
to:
 identify types of
disasters
 explain the causes of
disasters
 distinguish avertable
from non-avertable
disasters
 determine the course of
action to take after
disaster has occurred
 discuss ways through
which disasters can be
prevented
UNIT CONTENT
 Types of disasters
- man-made
- natural
 Causes of disasters
 Avertable and non-
avertable disasters
 Disasters in Zimbabwe
 Global disasters in the
21st century
 Disaster management
 Prevention of avertable
disasters
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19
SUGGESTED LEARNING LEARNING RESOURCES
ACTIVITIES
 Describing types of  ICT tools
disasters in each  Resource person
category  Print media
 Researching on causes  Sign language charts
of disasters  Audio material
 Examining avertable  Braille material
and non-avertable
disasters
 Identifying disastrous
occurrences in
Zimbabwe and globally
 Analysing effects of
various types of
disasters
 Discussing the ways of
managing the effects of
disasters after they
have occurred
 Debating on ways of
preventing avertable
disasters
Guidance and Counselling Syllabus Forms 5 - 6
TOPIC 4: HEALTH
SUBTOPIC:HEALTH MANAGEMENT
TOPIC 4: HEALTH
SUBTOPIC:HEALTH MANAGEMENT
KEY CONCEPT OBJECTIVES
Learners should be able
to:
Basic care and support  describe different types
for people with of disabilities
disabilities,the affected ,  explain basic care and
infected and HIV and support for people with
AIDS disabilities
 discuss basic care and
support for people
living with HIV and
AIDS
 identify the referral
sources and support
services available in
their communities
Stigma and  describe the concepts
discrimination of stigma and
discrimination
 explain causes of
stigma and
discrimination
 evaluate the effects of
stigma and
discrimination
 discuss ways of
managing stigma and
discrimination
 examine issues of
stigma and
UNIT CONTENT SUGGESTED LEARNING LEARNING RESOURCES
ACTIVITIES
 Types of disabilities  Identifying different  Sign language charts
types of disabilities and dictionaries
 Basic care and support  Assessing basic care  Audio material
for people with and support for people  ICT tools
disabilities with disabilities  Resource person(s)
 Basic care and support  Discussing the  Print media
for people living with importance of  Braille material
HIVand AIDS adherence to treatment
for people living with
HIV and AIDS
 Referral sources  Finding the referral
sources and support
services in their
communities
 Ways of empowering  Researching on
people with disabilities projects that can
and those living with empower people with
HIVand AIDS disabilities and those
 Concept of inclusivity living with HIV and
 Available support AIDS
services
 Concepts of stigma and  Analysing concepts of  ICT tools
discrimination stigma and  Film screening
discrimination  Resource person
 Causes of stigma and  Articulating the causes  Print media
discrimination of stigma and  Sign language charts
discrimination  Braille material
 Effects of stigma and  Assessing the effects of  Audio visual materials
discrimination stigma and
discrimination
 Ways of managing  Identifying ways of
stigma and managing stigma and
discrimination discrimination
 Issues of stigma and  Researching on issues
discrimination in of stigma and
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Guidance and Counselling Syllabus Forms 5 - 6
KEY CONCEPT
TOPIC 5: ENTERPRISE AND CAREER GUIDANCE
SUTOPIC:ENTERPRISE AND
TOPIC 5: ENTERPRISE CAREERS
AND CAREER GUIDANCE
SUTOPIC:ENTERPRISE AND CAREERS
KEY CONCEPT
Career exploration
(opportunities)
Business management
OBJECTIVES
Learners should be able
to:
discrimination in
relation to gender, HIV
and AIDS, people with
disabilities and other
related ailments
OBJECTIVES
Learners should be able
to:
 identify different career
opportunities related to
their learning area
 show an understanding
of career pathways
 construct a portfolio on
work related learning
 define business
management
 design a business plan
 assess business
viability
 manage a business
UNIT CONTENT
relation to gender, HIV
and AIDS, people with
disabilities and other
related ailments
UNIT CONTENT
 Career opportunities
 Career pathways
 Job related experience
 Career days
 Career sessions
 Educational tours
 Business management
 Business planning
 Business viability
23
21
SUGGESTED LEARNING LEARNING RESOURCES
ACTIVITIES
discrimination in
relation to gender, HIV
and AIDS, people with
disabilities and other
related ailments
SUGGESTED LEARNING LEARNING RESOURCES
ACTIVITIES
 Describing different  ICT tools
careers  Resource person
 Print media
 Demonstrating an  Braille material
understanding of career  Sign language charts
pathways  Audio material
 Resource centers
 Undertaking job related  Industries
learning and
educational tours
 Inviting resource
persons for career days
and career sessions
 Explaining business  ICT tools
management  Resource person(s)
 Developing a business  Print media
plan  Braille material
 Evaluating business  Sign language charts
viability  Audio material
 Designing advertising  Reports on labour
media market
 Operating the business
Guidance and Counselling Syllabus Forms 5 - 6
TOPIC 8: CONSUMER EDUCATION
SUB TOPIC:CONSUMER
TOPIC 8: CONSUMER AWARENESS
EDUCATION
SUB TOPIC:CONSUMER AWARENESS
KEY CONCEPT
Consumer rights
Consumer Council of
Zimbabwe(CCZ) and
Consumer Protection
Legislation(CPL)
Advertising
Financial Institutions
OBJECTIVES
Learners should be able
to:
 define consumer rights
 describe consumer
rights
 assess the quality of
products
 explain the role of the
C.C.Z.
 analyse the features of
the consumer
protection legislation
 describe advertising
platforms
 explain the role of
advertising in business
 analyse the pros and
cons of advertising
 identify relevant
advertising techniques
 define financial
institutions
UNIT CONTENT SUGGESTED LEARNING
ACTIVITIES
 Consumer rights  Explaining consumer
rights
 Consumer awareness  Visiting shops to
exercise consumer
rights
 Observing different
products and services
to determine quality
 Consumer Council  Defining the term
C.C.Z.
 Discussing the main
activities conducted by
C.C.Z.
 Consumer Protection  Describing the
Legislation importance of the CP
Legislation
 Advertising  Explaining the concept
of advertising
 Role of advertising in  Researching on the
business role of advertising in
business
 Advantages and  Evaluating the
disadvantages of advantages and
advertising platforms disadvantages of
advertising
 Advertising techniques  Choosing relevant
advertising platforms
 Financial institutions  Listing local and
international financial
institutions
25
22
LEARNING RESOURCES
 ICT tools
 Sign language charts
 Audio material
 Resource person(s)
 Print media
 ICT tools
 Print media
 Sign language charts
 Audio and visual
materials
 Consumer Protection
Legislation
 Resource person(s)
 ICT tools
 Print media
 Audio material
 Sign language charts
 Exhibitions
 Resource person(s)
 ICT tools
 Print media
 Sign language charts
 Audio material
 Braille material
Guidance and Counselling Syllabus Forms 5 - 6

KEY CONCEPT OBJECTIVES UNIT CONTENT SUGGESTED LEARNING LEARNING RESOURCES

Learners should be able ACTIVITIES
to:
 identify local and  Types of financial  Resource person(s)
international financial institutions
institutions
 analyse the role of  Functions of financial  Discussing the
financial institutions institutions -savings functions of financial
- loans institutions
- renting  Visiting financial
- leasing institutions
- mortgage

9.0 ASSESSMENT

9.1 ASSESSMENT OBJECTIVES

Learners will be assessed in the ability to:

1.1 discuss the significance of Unhu/Ubuntu/Vumunhu (norms and values) in Guidance and Counselling
1.2 identify concepts in Guidance and Counselling that shape identity and national values
1.3 explain the significance of culture and national heritage
1.4 demonstrate the ability to become responsible citizens who appreciate their rights and responsibilities
1.5 apply comprehensive knowledge of life skills, sexuality, cancer, HIV and AIDS and other health related ailments
1.6 show acceptance of people living with disabilities and those in difficult circumstances
1.7 identify the role of Guidance and Counselling in fostering loyalty and patriotism
1.8 demonstrate peer counselling skills to various life situations
1.9 employ self-assessment tools that guide career profiling necessary for identification of career pathways
1.10 demonstrate competencies acquired in work related learning
1.11 analyse different career pathways to match one’s inclination
1.12 demonstrate knowledge of consumer education
1.13 discuss the linkages between disaster risk management and Guidance and Counselling

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Guidance and Counselling Syllabus Forms 5 - 6

9.0 ASSESSMENT
9.1 ASSESSMENT OBJECTIVES

Learners will be assessed in the ability to:

1.1 discuss the significance of Unhu/Ubuntu/Vumunhu (norms and values) in Guidance and Counselling
1.2 identify concepts in Guidance and Counselling that shape identity and national values
1.3 explain the significance of culture and national heritage
1.4 demonstrate the ability to become responsible citizens who appreciate their rights and responsibilities
1.5 apply comprehensive knowledge of life skills, sexuality, cancer, HIV and AIDS and other health related ail-
ments
1.6 show acceptance of people living with disabilities and those in difficult circumstances
1.7 identify the role of Guidance and Counselling in fostering loyalty and patriotism
1.8 demonstrate peer counselling skills to various life situations
1.9 employ self-assessment tools that guide career profiling necessary for identification of career pathways
1.10 demonstrate competencies acquired in work related learning
1.11 analyse different career pathways to match one’s inclination
1.12 demonstrate knowledge of consumer education
1.13 discuss the linkages between disaster risk management and Guidance and Counselling

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Guidance and Counselling Syllabus Forms 5 - 6

ASSESSMENT MODEL

Assessment of learner performance in Guidanc and

Counselling (G&C) 100%

Continuous assessment % Summative Assessment%

Assign- Tests Projects G&C1 G&C2

ments Essays 35% Essays 35%

Profiling
Continuous assessment mark Examination mark
=30 % = 70%

Profile

FINAL MARKS 100 %

Exit
Profile

25
Guidance and Counselling Syllabus Forms 5 - 6

Form of assessment Weighting

Continuous 30%
Summative 70%
Total 100%

Continuous Assessment

Level Assessment task Frequency Weighting

Form 5 Assignment 2 per term 15%

Test 1 per term
Form 6 Assignment 2 per term 15%
Test 1 per term
Total 30%

NOTE: All assessment tasks are marked out of 100. Assessment of soft skills will be done as learners respond to
NOTE: All assessment tasks are marked out of 100. Assessment of soft skills will be done as learners respond to continuous assessme
continuous assessment tasks.
The learners shall be assessed through both continuous assessment and summative examination. The summative examination consist
The learners
papers whichshall
are Gbe&assessed
C 1 and Gthrough
& C 2. both continuous assessment and summative examination. The summative
examination consists of two component papers which are G & C 1 and G & C 2.

SUMMATIVE ASSESSMENT
SUMMATIVE ASSESSMENT
PAPER DESCRIPTION
PAPER DESCRIPTION
G & C 1 (1 hour 15mins)
G & C 1 (1 hour 15mins)
This component consists of 40 multiple choice questions on all the nine topics in the syllabus. The topics are:

This component consists of 40 multiple choice questions on all the nine topics in the syllabus. The topics are:
 Unhu/Ubuntu/Vumunhu
 Concepts and Principles of Guidance and Counselling
Relationships
•  Unhu/Ubuntu/Vumunhu
 Child Protection
• Concepts and Principles of Guidance and Counselling
 Disaster Risk Management
• Relationships
 Health
•  Child Protection
Disability
•  Disaster Risk
Enterprise Management
and Career Guidance
Consumer Education
•  Health
• Disability
• Enterprise and Career Guidance
•G &Consumer Education
C 2 (3 hours) 28
G & C 2 (3 hours)
This component
This component consists of nine
consists of nine questions
questionsfrom thenine
fromthe ninetopics
topicsininthis syllabus.
this The
syllabus. component
The is inistwo
component sections
in two of Section A is
of which
sections
compulsory case study questions. Section B has seven questions and candidates must answer any two questions.
which Section A is covering two compulsory case study questions. Section B has seven questions and candidates
must answer any two questions.

SPECIFICATION GRID
SPECIFICATION GRID

Skill Paper 1 Paper 2

Knowledge and understanding 5 5
Comprehension 5 5
Application and analysis 10 10
Synthesis and Evaluation 15 15
Practical - -
Total 35 35

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