guidance and counselling syllabus · guidance and counselling syllabus forms 1 - 4 3 7.0 b scope...

ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

FORMS 1 - 42015 - 2022

GUIDANCE AND COUNSELLING SYLLABUS

Curriculum Development and Technical ServicesP. O. Box MP 133Mount Pleasant

Harare

© All rights reserved2015

Guidance and Counselling Syllabus Forms 1 - 4

ACKNOWLEDGEMENTS

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

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

i


ii

CONTENTSACKNOWLEDGEMENTS .................................................................................................................. i

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

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

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

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

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

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

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

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

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

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

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

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

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

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


1

1.0 PREAMBLE

1.1 Introduction

The Guidance and Counselling learning area is a Form 1 to 4 secondary school syllabus comprising six topics namely: Unhu/Ubuntu/Vumunhu (Norms and Values), Relationships, Health including Sexuality, HIV and AIDS, Human Growth and Development, Child Protection and Career Guidance. It prepares learners for an indepen-dent productive adulthood and life-long learning. This syllabus is designed to equip learners with age-appropri-ate,culturallyrelevant,scientificallyaccurateknowledgeand skills which will produce responsible citizens who will positively contribute towards nation building.

1.2 Rationale

Guidance and Counselling is a learning area that seeks to empower learners with essential life skills that enable them to survive in a changing socio-economic environment comprising the family, local, national and global communities. The learning area is very significantinthedevelopmentofUnhu/Ubuntu/Vumunhuattributes as it gives a sense of positive self-image and high self-esteem, cherishes diversity and celebrates differences 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 Guidance and Counselling syllabus enables learners to develop skills in:

• Self-management• Managingdiversity• Criticalthinking• Decisionmaking• Problemsolving• Communication• LearningandInnovation• Leadership• Enterprise• Assertiveness• Technology

1.3 Summary of Content

This syllabus covers the following essential themes in Guidance and Counselling: relationships, health, human growth and development, Unhu/Ubuntu/Vumunhu (norms

and values, beliefs, citizenship), child protection and career guidance. The thrust of this syllabus is to produce a competent, versatile and empowered learner who is able to cope with dynamic life trends.

1.4 Assumptions

It is assumed that learners:

• belongtoafamily• areawareofbasicrelationships• havesomecommunicationskills• areconsciousofgeneralpersonalhygieneand

common diseases• areabletoidentifyphysicalchangesatadoles-

cence stage• areawareofthediversityofreligionsandculture• areconsciousoftypesandeffectsofchildabuse• havedifferentinterestsincareerchoices

1.5 Coss Cutting Themes

• Genderroles• Children’srightsandresponsibilities• Crisismanagement• FinancialLiteracy• Sexuality,HIVandAIDS• ChildProtection• HeritageStudies(Constitution)• HumanRights• Collaboration• EducationforSustainableDevelopment

2.0 PRESENTATION OF THE SYLLABUS

The Guidance and Counselling Syllabus is presented as a single document which covers Forms 1 – 4. All forms have the same topics which are developmental and spiral


2

3.0 AIMSThe syllabus enables learners to:

3.1 experience personal development anchored on Unhu/Ubuntu/Vumunhu in all facets of life

3.2 develop the need for relationships and a sense of belonging to the family, community and so-ciety through management and celebration of diversity

3.3 develop into total and mature individuals, aware of rights and responsibilities, with ability to respond to real life challenges and social dynamics

3.4 manage adolescence and live healthy produc-tive lives

3.5 acquire career planning and development skills that contribute to wealth creation and achieve-ment of national development goals

3.6 interact and engage various educational and other support systems related to Guidance and Counselling

4.0 SYLLABUS OBJECTIVES

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

4.1 describethesignificanceofUnhu/Ubuntu/Vu-munhu (norms and values) to the individual, family and community

4.2 demonstrate the ability to manage intra- per-sonal and inter- personal relationships

4.3 demonstrate an awareness of children’s rights and responsibilities

4.4 embrace diversity and overcome stigma and discrimination

4.5 describe the processes in human development (personal, social, emotional and physical)

4.6 apply relevant information related to life skills, sexuality, HIV and AIDS Education

4.7 employ self-assessment tools that guide career profilingnecessaryforidentificationofcareerpathways

4.8 familiarize with the world of work through work related learning leading to selection of a career that matches one’s inclination

5.0 METHODOLOGY AND TIME ALLOCATION This syllabus is based upon a learner-centred, hands on, multi-cultural, interactive and real life approach. It promotes innovation, assertiveness, self-motivation, critical thinking and pragmatic application of concepts to everyday life.

5.1 Methodology

• GamesandQuizzes• ImitationorSimulation• Videoandfilmshows• Educationaltours• Drama,songandpoetry• Casestudy• Groupdiscussions• Discovery• Research• Debate• Workrelatedlearning

The above suggested methods are enhanced through the application of multi-sensory approaches to teaching and principlesofindividualization,unification,concreteness,tactility (touch), stimulation and self-activity.

5.2 T ime Allocation

For adequate coverage of the syllabus a time allocation of four periods of 40 minutes per week should be allocated. It is recommended that learners should go on educational tours at least twice a year.

6.0 TOPICS• Unhu/Ubuntu/Vumunhu(normsandvalues),beliefs

and citizenship• Relationships• Health• Humangrowthanddevelopment• Childprotection• Careerguidance


3

7.0

SCO

PE A

ND

SEQ

UEN

CE

7.1

TOPI

C 1

: UN

HU

/UB

UN

TU/V

UM

UN

HU

(NO

RM

S A

ND

VA

LUES

), B

ELIE

FS A

ND

CIT

IZEN

SHIP

7.2

TOPI

C 2

: R

ELAT

ION

SHIP

S

8

7.2

TOPI

C 2

: R

ELAT

ION

SHIP

S

SUB

-TO

PIC

FO

RM 1

FO

RM 2

FO

RM 3

FO

RM 4

Fa

mily

Type

s of

fam

ilies

Ty

pes

of re

latio

nshi

ps

C

omm

unic

atio

n sk

ills

R

oles

of f

amily

m

embe

rs

Ab

usiv

e re

latio

nshi

ps

Pe

rson

al id

entit

y an

d lif

e sk

ills

C

onfli

cts

and

Con

flict

M

anag

emen

t

Com

mun

icat

ion

in

rela

tions

hips

C

halle

nges

to fa

mily

co

hesi

on

M

anag

ing

rela

tions

hips

Con

flict

man

agem

ent

Pe

er p

ress

ure

7

C

hild

pro

tect

ion

C

aree

r gui

danc

e

7.0

SCO

PE A

ND

SEQ

UEN

CE

7.1

TOPI

C 1

: UN

HU

/UB

UN

TU/V

UM

UN

HU

(NO

RMS

AND

VAL

UES

), B

ELIE

FS A

ND

CIT

IZEN

SHIP

SUB

-TO

PIC

FO

RM 1

FO

RM 2

FO

RM 3

FO

RM 4

Unh

u /U

bunt

u/Vu

mun

hu

U

nhu/

Ubu

ntu/

Vum

unhu

Unh

u /U

bunt

u/Vu

mun

hu a

t hom

e,

scho

ol a

nd c

omm

unity

Nor

ms

valu

es a

nd b

elie

fs in

Zi

mba

bwe

U

nhu/

Ubu

ntu/

Vum

unhu

in v

ario

us

role

s an

d co

ntex

ts

G

room

ing

and

etiq

uette

Self-

imag

e an

d se

lf-es

teem

G

room

ing

and

etiq

uette

Self-

imag

e an

d se

lf-es

teem

Rel

igio

us a

nd

Indi

geno

us b

elie

fs

Va

rious

relig

ions

in

Zim

babw

e

G

room

ing

and

etiq

uette

Self-

imag

e an

d se

lf-es

teem

Con

cept

of r

espe

ct

R

espe

ct a

nd to

lera

nce

G

room

ing

and

etiq

uette

Self-

imag

e an

d se

lf-es

teem

Citi

zens

hip

Pa

triot

ism


4

7.3

TO

PIC

3:

HEA

LTH

7.4

TOPI

C 4

: H

UM

AN

GR

OW

TH A

ND

DEV

ELO

PMEN

T

9

7.3

TOPI

C 3

: H

EALT

H

SUB

-TO

PIC

FO

RM 1

FO

RM 2

FO

RM 3

FO

RM 4

H

ealth

man

agem

ent

Pe

rson

al a

nd e

nviro

nmen

tal

hygi

ene

Im

mun

izat

ion

Sexu

al a

nd re

prod

uctiv

e he

alth

HIV

and

AID

S

Dru

g an

d su

bsta

nce

abus

e

Hea

lthy

livin

g

Se

xual

and

repr

oduc

tive

heal

th

H

IV a

nd A

IDS

Com

mun

icab

le a

nd

non-

com

mun

icab

le

dise

ases

Dru

g an

d su

bsta

nce

abus

e

Hea

lthy

livin

g

Pe

rson

al a

nd e

nviro

nmen

tal

hygi

ene

Gro

omin

g an

d et

ique

tte

Se

xual

and

repr

oduc

tive

heal

th

H

IV a

nd A

IDS

C

omm

unic

able

and

non

co

mm

unic

able

dis

ease

s

Dru

g an

d su

bsta

nce

abus

e

Hea

lthy

livin

g

Se

xual

and

re

prod

uctiv

e he

alth

an

d rig

hts

H

IV a

nd A

IDS

St

igm

a an

d di

scrim

inat

ion

D

rug

and

subs

tanc

e ab

use

M

enta

l Hea

lth

Ba

sic

care

and

su

ppor

t for

peo

ple

with

dis

abilit

ies

H

ealth

y liv

ing

10

7.4

TOPI

C 4

: H

UM

AN G

RO

WTH

AN

D D

EVEL

OPM

ENT

SUB

-TO

PIC

FO

RM 1

FO

RM 2

FO

RM 3

FO

RM 4

Se

xual

ity

Pu

berty

and

ado

lesc

ence

Sex

and

sexu

ality

Psyc

ho-s

ocia

l sup

port

syst

ems

D

isab

ility

An

atom

y an

d Ph

ysio

logy

Sexu

ality

Teen

age

preg

nanc

y

Ps

ycho

-soc

ial s

uppo

rt sy

stem

s

Dis

abilit

y

An

atom

y an

d Ph

ysio

logy

Sexu

ality

Teen

age

preg

nanc

y

Ps

ycho

-soc

ial s

uppo

rt sy

stem

s

Dis

abilit

y

Adol

esce

nce

and

stre

ss

man

agem

ent

An

atom

y an

d Ph

ysio

logy

Sex

and

sexu

ality

Dis

abilit

y

Psyc

ho-s

ocia

l sup

port

Teen

age

preg

nanc

y


5

7.5

TOPI

C 5

: CH

ILD

PR

OTE

CTI

ON

7.6

TOPI

C 6

: CA

REE

R G

UID

AN

CE

12

7.6

TOPI

C 6

: CAR

EER

GU

IDA

NC

E SU

B-T

OPI

C

FORM

1

FORM

2

FORM

3

FORM

4

Car

eers

Stud

y sk

ills

C

aree

r aw

aren

ess

En

terp

rise

In

terv

iew

s

Gui

danc

e an

d C

ouns

ellin

g Po

rtfol

io

In

divi

dual

tran

sitio

nal p

rogr

ams

C

aree

r exp

lora

tion

St

udy

skills

Inte

rvie

ws

Indi

vidu

al tr

ansi

tiona

l pr

ogra

ms

G

uida

nce

and

Cou

nsel

ling

Portf

olio

Ente

rpris

e

St

udy

skills

Ente

rpris

e

Indi

vidu

al tr

ansi

tiona

l pr

ogra

ms

G

uida

nce

and

Cou

nsel

ling

Portf

olio

Inte

rvie

ws

C

aree

r pla

nnin

g

St

udy

skills

Ente

rpris

e

Indi

vidu

al tr

ansi

tiona

l pr

ogra

ms

G

uida

nce

and

Cou

nsel

ling

Portf

olio

Car

eer p

lann

ing

W

ork

rela

ted

lear

ning

ex

perie

nce

11

7.5

TOPI

C 5

: CH

ILD

PR

OTE

CTI

ON

SU

B-T

OPI

C

Form

1

Form

2

Form

3

Form

4

Chi

ld R

ight

s an

d R

espo

nsib

ilitie

s

Con

cept

of C

hild

Rig

hts

and

Res

pons

ibilit

ies

C

hild

abu

se

Po

licie

s an

d le

gisl

atio

n on

Chi

ld

Rig

hts

in Z

imba

bwe

D

rug

and

Subs

tanc

e Ab

use

C

once

pt o

f Chi

ld

Rig

hts

and

Res

pons

ibilit

ies

C

hild

Abu

se

Po

licie

s an

d

legi

slat

ion

on C

hild

rig

hts

in S

outh

ern

Afric

a

C

once

pt o

f Chi

ld R

ight

s an

d R

espo

nsib

ilitie

s

Chi

ld a

buse

Polic

ies

and

legi

slat

ion

on

Chi

ld ri

ghts

in S

outh

ern

Afric

a

C

once

pt o

f Chi

ld

Rig

hts

and

Res

pons

ibilit

ies

C

hild

abu

se

Po

licie

s an

d le

gisl

atio

n on

Chi

ld

right

s in

the

Wor

ld


6

8.0

CO

MPE

TEN

CY

MAT

RIX

FOR

M 1

8.1

TOPI

C 1

: U

NH

U/U

BU

NTU

/VU

MU

NH

U (N

OR

MS

AN

D V

ALU

ES),

BEL

IEFS

AN

D C

ITIZ

ENSH

IP

14

8.0

CO

MPE

TEN

CY

MAT

RIX

FO

RM 1

8.1

TOPI

C 1

: U

NH

U/U

BU

NTU

/VU

MU

NH

U (N

OR

MS

AND

VAL

UES

), B

ELIE

FS A

ND

CIT

IZEN

SHIP

SU

B TO

PIC

: U

NH

U/U

BUN

TU/V

UM

UN

HU

K

EY C

ON

CEP

T O

BJE

CTI

VES:

L

earn

ers

shou

ld b

e ab

le to

U

NIT

CO

NTE

NT

SUG

GES

TED

LEA

RN

ING

AC

TIVI

TIES

LE

ARN

ING

R

ESO

UR

CES

C

once

pt o

f U

nhu/

Ubu

ntu/

Vum

unhu

d

efin

e U

nhu/

Ubu

ntu/

Vum

unhu

an

d re

late

d co

ncep

ts

list

cha

ract

eris

tics

of

Unh

u/U

bunt

u/Vu

mun

hu

U

nhu/

Ubu

ntu/

Vum

unhu

co

ncep

ts

C

hara

cter

istic

s of

U

nhu/

Ubu

ntu/

Vum

unhu

D

escr

ibin

g U

nhu/

Ubu

ntu/

Vum

unhu

Anal

ysin

g U

nhu/

Ubu

ntu

Pa

mph

lets

Res

ourc

e pe

rson

(s)

C

ase

stud

y

Rea

ding

nov

els

Vi

deos

Unh

u /U

bunt

u/Vu

mun

hu

at h

ome

,sch

ool a

nd

com

mun

ity

desc

ribe

Unh

u/U

bunt

u/Vu

mun

hu a

t ho

me,

sch

ool a

nd c

omm

unity

U

nhu/

Ubu

ntu/

Vum

unhu

at

hom

e, s

choo

l and

co

mm

unity

D

ram

atis

ing

Unh

u/U

bunt

u/Vu

mun

hu a

t ho

me,

sch

ool a

nd

com

mun

ity

Pa

mph

lets

Res

ourc

e pe

rson

(s)

C

ase

stud

y

Rea

ding

nov

els

Vi

deos

N

orm

s, v

alue

s an

d be

liefs

in

Zim

babw

e

stat

e th

e no

rms,

val

ues

and

belie

fs in

the

loca

lity

N

orm

s, v

alue

s an

d be

liefs

List

ing

norm

s, v

alue

s an

d be

liefs

Des

crib

ing

norm

s, v

alue

s an

d be

liefs

Pa

mph

lets

Res

ourc

e pe

rson

(s)

C

ase

stud

y

Rea

ding

nov

els

Vi

deos

Unh

u/U

bunt

u/Vu

mun

hu in

va

rious

role

s an

d co

ntex

ts

ou

tline

Unh

u/U

bunt

u/Vu

mun

hu

in v

ario

us ro

les

and

cont

exts

disc

uss

the

fact

ors

affe

ctin

g U

nhu/

Ubu

ntu/

Vum

unhu

U

nhu/

Ubu

ntu/

Vum

unhu

ro

les

in d

iffer

ent c

onte

xts

Fact

ors

affe

ctin

g

U

nhu/

Ubu

ntu/

Vum

unhu

D

emon

stra

ting

Unh

u/U

bunt

u/Vu

mun

hu

role

s in

diff

eren

t con

text

s

In

volv

ing

lear

ners

in

cultu

ral e

xcha

nge

prog

ram

s

Pa

mph

lets

Res

ourc

e pe

rson

(s)

C

ase

stud

y

Rea

ding

nov

els

Vi

deos


7

15

Gro

omin

g an

d Et

ique

tte

de

fine

groo

min

g an

d et

ique

tte

di

stin

guis

h ac

cept

able

si

tuat

iona

l beh

avio

r fro

m

unac

cept

able

beh

avio

r

D

efin

ition

of

-dre

ss c

ode

-tabl

e m

anne

rs

-Wal

king

sty

le

-dep

ortm

ent

-situ

atio

nal a

ppro

pria

te

com

mun

icat

ion

-b

ody

post

ure

-eye

con

tact

Man

agem

ent o

f beh

avio

r: -U

nacc

epta

ble

situ

atio

nal b

ehav

ior

-acc

epta

ble

beha

vior

D

emon

stra

ting

depo

rtmen

t

Dis

cuss

ing

man

neris

ms

incl

udin

g sp

ittin

g

Dem

onst

ratin

g ap

prop

riate

si

tuat

iona

l beh

avio

rs

D

iscu

ssin

g be

havi

ors

portr

ayed

in v

ideo

s

Dra

mat

isin

g si

tuat

iona

l be

havi

ors

IC

T to

ols

R

esou

rce

pers

on(s

)

Pam

phle

ts

Vi

deos

Pict

ures

Self-

imag

e an

d se

lf-es

teem

defin

e se

lf-im

age

and

self-

este

em

ex

plai

n th

e im

porta

nce

of s

elf-

imag

e an

d se

lf-es

teem

asse

ss s

elf-i

mag

e an

d se

lf-es

teem

Se

lf-im

age

and

self-

este

em

Si

gnifi

canc

e of

sel

f-im

age

and

self-

este

em

D

escr

ibin

g se

lf-im

age

and

self-

este

em

D

ebat

ing

on th

e im

porta

nce

of s

elf-i

mag

e an

d se

lf-es

teem

Parti

cipa

ting

in p

ublic

sp

eaki

ng

IC

T to

ols

Br

aille

mat

eria

l

Pam

phle

ts


8

8.2

TOPI

C 2

: REL

ATIO

NSH

IPS

SUB

TO

PIC

: T

YPES

OF

FAM

ILIE

S

15

8.2

TOPI

C 2

: REL

ATIO

NSH

IPS

SUB

TOPI

C:

TYP

ES O

F FA

MIL

IES

K

EY C

ON

CEP

T O

BJE

CTI

VES:

Le

arne

rs s

houl

d be

abl

e to

U

NIT

CO

NTE

NT

SUG

GES

TED

LEA

RN

ING

AC

TIVI

TIES

LE

ARN

ING

R

ESO

UR

CES

Fa

mily

type

s

list t

ypes

of f

amilie

s

desc

ribe

diffe

rent

type

s of

fam

ilies

Diff

eren

t fam

ily ty

pes

su

ch a

s:

Nuc

lear

, ext

ende

d,

Chi

ld

hea

ded

, one

pa

rent

Id

entif

ying

diff

eren

t typ

es o

f fa

milie

s

Play

ing

role

s of

diff

eren

t fa

mily

mem

bers

Stor

y te

lling

IC

T to

ols

Brai

lle m

ater

ial

Vi

deos

Type

s of

R

elat

ions

hips

iden

tify

diffe

rent

type

s of

re

latio

nshi

ps

de

scrib

e th

e di

ffere

nt ty

pes

of

rela

tions

hips

D

iffer

ent t

ypes

of

rela

tions

hips

suc

h as

: -fr

iend

ship

s -d

atin

g an

d co

urts

hip

-m

arria

ge(re

fer t

o co

nstit

utio

n)

Li

stin

g di

ffere

nt ty

pes

of

rela

tions

hips

Brai

nsto

rmin

g on

diff

eren

t ty

pes

of re

latio

nshi

ps

R

ole

play

ing

diffe

rent

type

s of

re

latio

nshi

ps

Pa

mph

lets

Brai

lle m

ater

ial

R

esou

rce

pers

on(s

)

Cas

e st

udy

R

eadi

ng n

ovel

s

Vide

os

Com

mun

icat

ion

skill

s

stat

e ty

pes

of c

omm

unic

atio

n

illust

rate

effe

ctiv

e co

mm

unic

atio

n

Ty

pes

of

com

mun

icat

ion

Ba

rrier

s to

co

mm

unic

atio

n

Form

s of

co

mm

unic

atio

n

Li

stin

g th

e di

ffere

nt ty

pes

of

com

mun

icat

ion

D

iscu

ssin

g ef

fect

ive

com

mun

icat

ion

El

ectro

nic

and

prin

t m

edia

Brai

lle m

ater

ial

Si

gn la

ngua

ge

mat

eria

l


9

8.3

TOPI

C 3

: HEA

LTH

SUB

TO

PIC

: H

EALT

H M

AN

AG

EMEN

T

16

8.3

TOPI

C 3

: HEA

LTH

Su

b TO

PIC

: HEA

LTH

MAN

AGEM

ENT

Key

Con

cept

Top

ic

Obj

ectiv

es

Lear

ners

sho

uld

be a

ble

to:

Uni

t Con

tent

Sugg

este

d le

arni

ng a

ctiv

ities

R

esou

rces

Pers

onal

and

en

viro

nmen

tal

hygi

ene

de

fine

pers

onal

and

en

viro

nmen

tal h

ygie

ne a

nd o

ther

re

late

d te

rms

St

ate

the

impo

rtanc

e of

hyg

iene

list w

aste

man

agem

ent l

aws

de

scrib

e w

ays

of d

ispo

sing

was

te

D

efin

ition

of k

ey

conc

epts

rela

ted

to

pers

onal

and

en

viro

nmen

tal h

ygie

ne

Pe

rson

al h

ygie

ne e

.g.

-bat

hing

-o

ral c

are

-ear

car

e -e

ye c

are

-laun

dry

-han

d w

ashi

ng

M

enst

rual

hyg

iene

envi

ronm

enta

l hyg

iene

-w

aste

dis

posa

l e.g

. re

cycl

ing

-Wat

er a

nd S

anita

tion

Hyg

iene

(WAS

H)

D

escr

ibin

g pe

rson

al a

nd

envi

ronm

enta

l hyg

iene

Dem

onst

ratin

g ha

nd w

ashi

ng,

dent

al c

are

and

prop

er to

ilet

use

D

iscu

ssin

g m

enst

rual

hy

gien

e m

anag

emen

t

Dem

onst

ratin

g w

aste

dis

posa

l

IC

T to

ols

R

esou

rce

pers

on(s

)

Pam

phle

ts


10

18

Key

Con

cept

To

pic

Obj

ectiv

es

Lear

ners

sho

uld

be a

ble

to:

Uni

t Con

tent

Sugg

este

d le

arni

ng a

ctiv

ities

R

esou

rces

Imm

uniz

atio

n

de

fine

imm

uniz

atio

n

desc

ribe

impo

rtanc

e of

im

mun

izat

ion

di

spel

myt

hs a

nd

mis

conc

eptio

ns o

n im

mun

izat

ion

Im

mun

izat

ion

R

atio

nale

for i

mm

uniz

atio

n

Myt

hs a

nd m

isco

ncep

tions

Imm

uniz

atio

n se

rvic

e pr

ovid

ers

D

escr

ibin

g im

mun

izat

ion

C

ompo

sing

imm

uniz

atio

n so

ngs,

po

ems

D

ram

atis

ing

imm

uniz

atio

n m

yths

and

m

isco

ncep

tions

/ben

efits

of

imm

uniz

atio

n

Wat

chin

g vi

deos

on

imm

uniz

atio

n

R

esou

rce

pers

on(s

)

ICT

tool

s

Chi

ld h

ealth

car

d

Cha

rts

Pa

mph

lets

Pict

ure

code

s

Vide

o

Sexu

al a

nd

repr

oduc

tive

heal

th a

nd

right

s (S

RH

R)

de

fine

SRH

R

st

ate

repr

oduc

tive

heal

th

right

s an

d re

spon

sibi

litie

s

outli

ne s

exua

l re

prod

uctiv

e he

alth

ch

alle

nges

and

pr

even

tion

stra

tegi

es

Se

xual

and

repr

oduc

tive

heal

th a

nd

right

s (S

RH

R)

R

epro

duct

ive

heal

th ri

ghts

and

re

spon

sibi

litie

s

Sexu

al h

ealth

Sexu

al re

prod

uctiv

e he

alth

ch

alle

nges

-te

enag

e pr

egna

ncy

-STI

s

-HIV

Prev

entio

n st

rate

gies

-V

olun

tary

Med

ical

Mal

e ci

rcum

cisi

on (V

MM

C)

D

escr

ibin

g SR

HR

Iden

tifyi

ng s

exua

l and

repr

oduc

tive

heal

th ri

ghts

and

resp

onsi

bilit

ies

D

iscu

ssin

g im

porta

nce

of s

exua

l he

alth

Iden

tifyi

ng S

RH

cha

lleng

es a

nd

prev

entio

n m

easu

res

W

atch

ing

STI a

nd H

IV v

ideo

s

Ag

e ap

prop

riate

au

dio-

visu

al

mat

eria

ls e

.g.

-vid

eos

-Pic

ture

cod

es

-Pam

phle

ts

-Pos

ters

-B

raille

mat

eria

l

Res

ourc

e pe

rson

(s)

IC

T to

ols

HIV

and

AID

S

de

fine

HIV

and

AID

S

desc

ribe

mod

es o

f tra

nsm

issi

on

id

entif

y w

ays

of

prev

entio

n

stat

e m

yths

and

m

isco

ncep

tion

on H

IV

and

AID

S

delib

erat

e on

trea

tmen

t, ca

re a

nd s

uppo

rt

H

IV a

nd A

IDS

M

odes

of t

rans

mis

sion

Way

s of

pre

vent

ing

HIV

tra

nsm

issi

on

H

IV T

estin

g

C

omm

on m

yths

and

mis

conc

eptio

ns

Tr

eatm

ent,

Car

e an

d Su

ppor

t for

pe

ople

livi

ng w

ith H

IV (P

LHIV

)

Posi

tive

livin

g

St

igm

a an

d D

iscr

imin

atio

n

Gen

der a

nd H

IV

Ex

plai

ning

HIV

and

AID

S

Iden

tifyi

ng m

odes

of t

rans

mis

sion

Dis

cuss

ing

way

s of

pre

vent

ing

HIV

tra

nsm

issi

on

St

atin

g H

IV a

nd A

IDS

myt

hs a

nd

mis

conc

eptio

ns

D

escr

ibin

g H

IV tr

eatm

ent,

care

, su

ppor

t and

adh

eren

ce

O

utlin

ing

posi

tive

livin

g in

clud

ing

nutri

tion

for P

LHIV

Dis

cuss

ing

stig

ma

and

disc

rimin

atio

n

Ag

e ap

prop

riate

au

dio-

visu

al

mat

eria

ls e

.g.

-vid

eos

-Pic

ture

cod

es

-Pam

phle

ts

-Pos

ters

-B

raille

mat

eria

l

Res

ourc

e pe

rson

(s)

IC

T to

ols


11

18

ex

plor

e st

igm

a an

d di

scrim

inat

ion

on H

IV

and

AID

S

Dis

cuss

gen

der

dyna

mic

s in

HIV

Anal

ysin

g ge

nder

dyn

amic

s in

HIV

Dru

g an

d su

bsta

nce

abus

e

de

fine

drug

and

su

bsta

nce

abus

e

id

entif

y ty

pes

of d

rugs

an

d su

bsta

nces

stat

e ef

fect

s of

dru

g an

d su

bsta

nce

abus

e

st

ate

way

s of

pre

vent

ing

drug

and

sub

stan

ce

abus

e

dist

ingu

ish

betw

een

drug

an

d su

bsta

nce

abus

e

D

rug

and

subs

tanc

e ab

use

Cau

ses

of d

rug

and

subs

tanc

e ab

use

Ty

pes

and

sour

ces

of d

rugs

and

su

bsta

nces

Way

s of

pre

vent

ing

drug

and

su

bsta

nce

abus

e

Effe

cts

of d

rug

and

subs

tanc

e ab

use

M

anag

emen

t of d

rug

and

subs

tanc

e ab

use-

reha

bilit

atio

n

D

efin

ing

drug

and

sub

stan

ce a

buse

Wat

chin

g v

ideo

s an

d di

scus

sing

is

sues

dep

icte

d in

vid

eos

R

esea

rchi

ng o

n dr

ugs

and

subs

tanc

es

D

ram

atis

ing

on d

rug

and

subs

tanc

e ab

use

D

ebat

ing

on d

rug

and

subs

tanc

e ab

use

R

esou

rce

pers

on(s

)

Age

appr

opria

te

audi

o-vi

sual

m

ater

ials

-v

ideo

s -P

ictu

re c

odes

-P

amph

lets

-P

oste

rs

-Bra

ille m

ater

ial

IC

T to

ols

Hea

lthy

livin

g

de

fine

heal

thy

livin

g

desc

ribe

the

impo

rtanc

e of

a b

alan

ced

diet

H

ealth

y liv

ing

e.g.

-N

utrit

ion

-eat

ing

habi

ts

-wei

ght c

ontro

l -w

elln

ess

-Bal

ance

d di

et

-Phy

sica

l fitn

ess

M

enta

l hea

lth

Ex

plai

ning

com

pone

nts

of h

ealth

y liv

ing,

nut

ritio

n an

d ba

lanc

ed d

iet

R

esea

rchi

ng o

n lo

cal

bala

nced

die

t

Parti

cipa

ting

in p

hysi

cal f

itnes

s ac

tiviti

es

D

iscu

ssin

g co

mm

on m

enta

l hea

lth

prob

lem

s

au

dio-

visu

al

mat

eria

ls e

.g.

-vid

eos

-Pic

ture

cod

es

-Pam

phle

ts

-Pos

ters

-B

raille

mat

eria

l

Res

ourc

e pe

rson

(s)

IC

T to

ols


12

8.4

TOPI

C 4

: HU

MA

N G

RO

WTH

AN

D D

EVEL

OPM

ENT

SUB

TO

PIC

: SE

XUA

LITY

KEY

CO

NC

EPT

OB

JEC

TIVE

S:

Lear

ners

sho

uld

be a

ble

toU

NIT

CO

NTE

NT

SUG

GES

TED

LEA

RN

ING

AC

TIVI

-TI

ESLE

AR

NIN

G R

ESO

UR

CES

Pube

rty

and

adol

esce

nce

•definepubertyandadolescence

•identifyphysical,emotionaland

psyc

holo

gica

l cha

nges

•managethephysical,emotional

and

psyc

holo

gica

l cha

nges

•Pu

bertyandadoles-

cenc

e•

Changesassociatedwith

pube

rty a

nd a

dole

scen

ce- P

hysi

cal c

hang

es- P

hysi

olog

ical

cha

nges

- Em

otio

nal c

hang

es•

Waysofmanaging

chan

ges

in p

uber

ty a

nd

adol

esce

nce

•Researchingonpubertyand

adol

esce

nce

•Describingphysical,emotional

and

psyc

holo

gica

l cha

nges

•Discussingwaysofmanaging

chan

ges

asso

ciat

ed w

ith p

uber

ty

and

adol

esce

nce

•ICTtools

•Resourcesperson(s)

•Charts

•Textbooks

•Braillematerial

Sex

and

Sexu

ality

•explainthemeaningofsexand

sexu

ality

•statetheconsequencesofearly

sexu

al d

ebut

•practicewaysofdelayingsexual

debu

t

•Meaningofterms

asso

ciat

ed w

ith s

ex a

nd

sexu

ality

suc

h as

- Sex

- Sex

ualit

y- S

exua

l deb

ut- A

bstin

ence

•

Consequencesofearly

sexu

al d

ebut

suc

h as

-Tee

nage

pre

gnan

cies

-Ear

ly m

arria

ges

-STI

s•

Waysofdelayingsex

debu

t -S

ettin

g lim

its o

n ho

w

fa

r the

y go

in e

xpre

ss-

ing

rom

antic

affe

ctio

n-A

void

ing

sexu

al s

timul

at-

ing

situ

atio

ns

•Researchingonpubertyand

adol

esce

nce

•Describingthephysical,emotional

and

psyc

holo

gica

l cha

nges

•Listingthewaysofmanaging

chan

ges

asso

ciat

ed w

ith p

uber

ty

and

adol

esce

nce

•Dem

onstratingwaysofmanaging

chan

ges

in p

uber

ty a

nd a

dole

s-ce

nce

•Researchingonsexandsexuality

•Explainingtheconsequencesof

early

sex

ual d

ebut

•Discussingwaysofdelaying

sexu

al d

ebut

•ICTtools

•Pa

mphlets

•Resourceperson(s)

•Braillematerials

•Signlanguagematerials

•Talkingbook

•Videos


13

20

Key

Con

cept

To

pic

Obj

ectiv

es

Lear

ners

sho

uld

be a

ble

to:

Uni

t Con

tent

Sugg

este

d le

arni

ng a

ctiv

ities

R

esou

rces

Psyc

ho-s

ocia

l su

ppor

t sys

tem

s

defin

e ps

ycho

-soc

ial s

uppo

rt sy

stem

s

acce

ss s

ervi

ces

for p

sych

o-so

cial

sup

port

syst

ems

Ps

ycho

-soc

ial s

uppo

rt sy

stem

s

Serv

ice

prov

ider

s th

at

offe

r psy

cho-

soci

al

supp

ort s

yste

ms

D

escr

ibin

g ps

ycho

-soc

ial s

uppo

rt sy

stem

s

List

ing

serv

ice

prov

ider

s th

at

offe

r psy

cho-

soci

al s

uppo

rt sy

stem

s

Iden

tifyi

ng th

e se

rvic

e pr

ovid

ers

that

offe

r psy

cho-

soci

al s

uppo

rt se

rvic

es

Tr

aini

ng in

pee

r edu

catio

n

IC

T To

ols

R

esou

rce

pers

on(s

)

Text

boo

ks

Br

aille

mat

eria

l

Dis

abili

ty

de

fine

disa

bilit

y

iden

tify

diffe

rent

type

s an

d fo

rms

of d

isab

ility

fin

d w

ays

of a

ssis

ting

peop

le

with

dis

abilit

ies

pr

omot

e in

clus

ion

of p

eopl

e w

ith

disa

bilit

ies

D

isab

ility

D

iffer

ent t

ypes

and

fo

rms

of d

isab

ility

Su

ppor

t Sys

tem

s fo

r pe

ople

with

dis

abilit

y

C

lass

ifyin

g di

sabi

litie

s

Expl

aini

ng d

iffer

ent f

orm

s of

di

sabi

lity

Se

lect

ing

way

s of

ass

istin

g pe

ople

with

dis

abilit

y de

pend

ing

on th

e na

ture

of t

he d

isab

ility

Id

entif

ying

lear

ners

with

di

sabi

litie

s in

com

mun

ities

who

ar

e de

priv

ed o

f edu

catio

n

Sens

itizi

ng c

omm

uniti

es o

n di

sabi

litie

s

Appr

ecia

ting

incl

usio

n of

peo

ple

with

dis

abilit

ies

in s

choo

ls a

nd

com

mun

ities

IC

T To

ols

Pa

mph

lets

Res

ourc

e pe

rson

(s)

C

hild

-led

Prot

ectio

n C

omm

ittee

s

Brai

lle m

ater

ial

Si

gn la

ngua

ge

dict

iona

ry


14

8.5

TOPI

C 5

: CH

ILD

PR

OTE

CTI

ON

SUB

TO

PIC

: RIG

HTS

AN

D R

ESPO

NSI

BIL

ITIE

S

21

8.5

TOPI

C 5

: CH

ILD

PR

OTE

CTI

ON

SU

B T

OPI

C: R

IGH

TS A

ND

RES

PON

SIB

ILIT

IES

KEY

CO

NC

EPT

OB

JEC

TIVE

S:

Lear

ners

sho

uld

be a

ble

to

UN

IT C

ON

TENT

SU

GG

ESTE

D L

EAR

NIN

G

ACTI

VITI

ES

LEAR

NIN

G R

ESO

UR

CES

Chi

ld ri

ghts

and

re

spon

sibi

litie

s

defin

e ch

ild ri

ghts

and

re

spon

sibi

litie

s

stat

e ex

ampl

es o

f chi

ld ri

ghts

an

d re

spon

sibi

litie

s

D

efin

ition

Exam

ples

of c

hild

righ

ts

and

resp

onsi

bilit

ies

Li

stin

g ch

ild ri

ghts

and

re

spon

sibi

litie

s

D

escr

ibe

child

righ

ts a

nd

resp

onsi

bilit

ies

IC

T to

ols

Te

xt b

ooks

Zim

babw

ean

Con

stitu

tion

2013

Chi

ld ri

ghts

pol

icie

s

Chi

ld a

buse

defin

e ch

ild a

buse

stat

e ty

pes

and

form

s of

chi

ld

abus

e

iden

tify

com

mon

lear

ner

inci

denc

es

de

scrib

e pr

even

tion

and

man

agem

ent o

f chi

ld a

buse

D

efin

ition

Type

s an

d fo

rms

of c

hild

ab

use

C

omm

on le

arne

r in

cide

nces

suc

h as

sex

pa

rties

, sat

anis

m,

porn

ogra

phy,

teen

age

preg

nanc

ies,

ex

amin

atio

n st

ress

, su

icid

e

Rep

ortin

g st

ruct

ures

su

ch a

s C

hild

-led

Prot

ectio

n C

omm

ittee

s

R

efer

ral s

yste

ms

Ex

plai

ning

chi

ld a

buse

Nam

ing

type

s an

d fo

rms

of c

hild

ab

use

D

iscu

ssin

g in

cide

nces

Iden

tifyi

ng re

porti

ng s

truct

ures

Offe

ring

psyc

ho-s

ocia

l s

Se

cret

ary’

s C

ircul

ar

Min

ute

No

5 of

200

0

Dire

ctor

Circ

ular

No

27

of 2

008

IC

T to

ols

N

ewsp

aper

s

Res

ourc

e pe

rson

(s) -

th

e vi

ctim

frie

ndly

uni

t

Vide

os

Au

dio

tape

s

Brai

lle m

ater

ial

mat

eria

ls

Polic

ies

and

Legi

slat

ion

on

Chi

ld R

ight

s in

Zi

mba

bwe

de

fine

polic

y an

d le

gisl

atio

n

id

entif

y po

licie

s an

d le

gisl

atio

n

Po

licy

and

legi

slat

ion

Po

licie

s an

d le

gisl

atio

n

St

atin

g po

licie

s an

d le

gisl

atio

n

Ex

plai

ning

pol

icie

s an

d le

gisl

atio

n

Zi

mba

bwea

n C

onst

itutio

n 20

13

Ed

ucat

ion

Act 1

996

R

esou

rce

pers

on(s

) D

rug

and

subs

tanc

e ab

use

de

fine

drug

and

sub

stan

ce

abus

e

list t

ypes

of d

rugs

and

su

bsta

nces

iden

tify

sour

ces

of d

rugs

and

su

bsta

nces

stat

e th

e ef

fect

s of

dru

g an

d su

bsta

nces

dr

ug a

nd s

ubst

ance

ab

use

ty

pes

of d

rugs

and

su

bsta

nces

sour

ces

of d

rugs

and

su

bsta

nces

effe

cts

of d

rugs

and

su

bsta

nces

Ex

plai

ning

dru

g an

d su

bsta

nce

abus

e

Diff

eren

tiatin

g be

twee

n dr

ugs

and

subs

tanc

es

An

alys

ing

the

effe

cts

of d

rugs

an

d su

bsta

nces

Iden

tifyi

ng c

omm

only

abu

sed

drug

s an

d su

bsta

nces

R

esou

rce

pers

on(s

)

Pict

ures

Pam

phle

ts

Fl

yers

ICT

tool

s

Audi

o an

d vi

sual

tape

s


15

8.6

TOPI

C 6

: CA

REE

R G

UID

AN

CE

SUB

TO

PIC

: CA

REE

RS

23

8.6

TOPI

C 6

: CAR

EER

GU

IDA

NC

E SU

B TO

PIC

: CAR

EER

S K

EY C

ON

CEP

T O

BJE

CTI

VES;

The

lear

ner

shou

ld b

e ab

le to

; U

NIT

CO

NTE

NT

SUG

GES

TED

AC

TIVI

TIES

LE

ARN

ING

RES

OU

RC

ES

Stud

y sk

ills

expl

ain

appr

opria

te s

tudy

ski

lls

de

sign

a s

tudy

tim

etab

le

ap

prop

riate

stu

dy h

abits

Stud

y pr

oces

ses

St

udy

timet

able

D

iscu

ssin

g th

e im

porta

nce

of

note

mak

ing

and

read

ing

note

s

Stud

y pa

ck

IC

T to

ols

Car

eer a

war

enes

s

deve

lop

care

er a

war

enes

s

iden

tify

a ca

reer

pat

hway

that

m

atch

es th

e le

arne

r’s

orie

ntat

ion

C

aree

r aw

aren

ess

skills

Sele

ct c

aree

r pat

hway

an

d op

tion:

-

empl

oym

ent

- se

lf-em

ploy

men

t -

terti

ary

educ

atio

n

Ex

plai

ning

car

eer a

war

enes

s sk

ills

Ex

plor

ing

Lear

ner p

assi

ons

and

inte

rest

s

Expl

orin

g ex

it op

tions

Atte

ndin

g ca

reer

day

s

Dev

elop

ing

a jo

b se

arch

st

rate

gy (f

or e

mpl

oym

ent o

ptio

n)

D

esig

ning

a b

usin

ess

and

mar

ketin

g pl

an (f

or s

elf-

empl

oym

ent o

ptio

n)

Fo

rmul

atin

g a

terti

ary

educ

atio

n pl

an

IC

T to

ols

R

esou

rce

pers

on(s

)

Rep

orts

on

labo

ur

mar

ket t

rend

s

Ente

rpris

e

na

me

diffe

rent

inco

me

gene

ratin

g pr

ojec

ts

dr

aft p

ropo

sals

iden

tify

nich

e in

bus

ines

s

In

com

e ge

nera

ting

proj

ects

Proj

ect p

ropo

sals

Nic

he in

bus

ines

s

Li

stin

g in

com

e ge

nera

ting

proj

ects

Writ

ing

prop

osal

s

Det

erm

inin

g pr

oduc

t or s

ervi

ce

to b

e of

fere

d

Det

erm

inin

g m

arke

t

R

esou

rce

pers

on(s

)

Cha

rts

IC

T to

ols

Inte

rvie

ws

prep

are

for a

n in

terv

iew

desc

ribe

type

s of

inte

rvie

ws

Prep

arin

g fo

r an

inte

rvie

w

Ty

pes

of in

terv

iew

s

R

ole

play

ing

and

dram

atiz

ing

D

iscu

ssin

g ty

pes

of in

terv

iew

s

ICT

tool

s

C

harts

Res

ourc

e pe

rson

(s)

Gui

danc

e an

d co

unse

lling

po

rtfo

lio

id

entif

y th

e im

porta

nce

of

portf

olio

s in

ass

essm

ent

prog

ram

s

Im

porta

nce

of p

ortfo

lios

in a

sses

smen

t pro

gram

s

R

elev

ance

of p

rofil

ing

in

care

er c

hoic

es

D

iscu

ssin

g th

e im

porta

nce

of

portf

olio

s in

ass

essm

ents

Res

earc

hing

on

rele

vanc

e of

pr

ofilin

g in

car

eer c

hoic

es

IC

T to

ols

R

esou

rce

pers

on(s

)

Cha

rts


16

24

de

scrib

e th

e re

leva

nce

of

prof

iling

in c

aree

r cho

ices

Indi

vidu

al

tran

sitio

nal

prog

ram

s

na

me

voca

tiona

l cen

tres

desc

ribe

the

impo

rtanc

e of

vo

catio

nal c

entre

s in

car

eer

choi

ces

Vo

catio

nal c

entre

s

Im

porta

nce

of v

ocat

iona

l ce

ntre

s

Id

entif

ying

voc

atio

nal c

entre

s

D

iscu

ssin

g th

e im

porta

nce

of

voca

tiona

l cen

tres

C

ase

stud

ying

Pa

mph

lets

Res

ourc

e pe

rson

(s)

C

ase

stud

y

Vide

os


17

FOR

M 2

CO

MPE

TEN

CY

MAT

RIX

SUB

TO

PIC

: UN

HU

/UB

UN

TU/V

UM

UN

HU

8.7

TOPI

C 1

: U

NH

U/U

BU

NTU

/VU

MU

NH

U (V

ALU

ES),

BEL

IEFS

AN

D C

ITIZ

ENSH

IP

25

FORM

2

8.7

TOPI

C 1

: U

NH

U/U

BU

NTU

/VU

MU

NH

U (V

ALU

ES),

BEL

IEFS

AN

D C

ITIZ

ENSH

IP

SUB

TOPI

C: U

NH

U/U

BUN

TU/V

UM

UN

HU

K

EY C

ON

CEP

T O

BJE

CTI

VES:

Le

arne

rs s

houl

d be

abl

e to

U

NIT

CO

NTE

NT

SUG

GES

TED

LEA

RN

ING

AC

TIVI

TIES

LE

ARN

ING

R

ESO

UR

CES

G

room

ing

and

Etiq

uette

de

scrib

e im

porta

nce

of g

room

ing

and

etiq

uette

dist

ingu

ish

acce

ptab

le s

ituat

iona

l be

havi

or fr

om u

nacc

epta

ble

beha

vior

Ac

cept

able

situ

atio

nal

beha

vior

Una

ccep

tabl

e si

tuat

iona

l be

havi

or

M

anag

emen

t of b

ehav

ior

St

atin

g w

ays

to c

arry

on

esel

f

Dis

cuss

ing

man

neris

ms

Dem

onst

ratin

g ap

prop

riate

si

tuat

iona

l beh

avio

rs

D

iscu

ssin

g be

havi

ors

portr

ayed

in v

ideo

s

Dra

mat

izin

g si

tuat

iona

l be

havi

ors

IC

T to

ols

R

esou

rce

pers

on(s

)

Pam

phle

ts

Vi

deos

Brai

lle m

ater

ial

Si

gn la

ngua

ge

mat

eria

l

Self-

imag

e an

d se

lf-es

teem

expl

ain

how

one

can

bui

ld p

ositi

ve s

elf-

imag

e an

d se

lf-es

teem

outli

ne re

ason

s fo

r neg

ativ

e se

lf-im

age

and

self-

este

em

Po

sitiv

e se

lf-im

age

and

self-

este

em

R

easo

ns fo

r neg

ativ

e se

lf-im

age

and

self-

este

em

R

esea

rchi

ng o

n w

ays

of

build

ing

posi

tive

self-

imag

e an

d se

lf-es

teem

Dis

cuss

ing

reas

ons

for

nega

tive

self-

imag

e an

d se

lf-es

teem

IC

T to

ols

R

esou

rce

pers

on(s

)

Pam

phle

ts

Vi

deos

Brai

lle m

ater

ial

Si

gn la

ngua

ge

mat

eria

l

KEY

CO

NC

EPT

OB

JEC

TIVE

S:

Lear

ners

sho

uld

be a

ble

to

UN

IT C

ON

TENT

SU

GG

ESTE

D L

EAR

NIN

G

ACTI

VITI

ES

LEAR

NIN

G

RES

OU

RC

ES

26

Rel

igio

us a

nd

indi

geno

us b

elie

fs

de

fine

relig

ion

and

indi

geno

us b

elie

fs

ex

plai

n re

ligio

n an

d in

dige

nous

bel

iefs

com

pare

relig

ious

and

indi

geno

us

belie

fs

Rel

igio

n an

d in

dige

nous

be

liefs

type

s of

relig

ions

and

in

dige

nous

bel

iefs

myt

hs a

nd m

isco

ncep

tions

Mod

ern

vers

us in

dige

nous

pr

actic

es

Ex

plai

ning

relig

ion

and

indi

geno

us b

elie

fs

C

ompa

ring

relig

ion

and

indi

geno

us b

elie

fs

D

iscu

ssin

g m

yths

and

mis

conc

eptio

ns

D

elib

erat

ing

on re

ligio

ns

and

indi

geno

us b

elie

fs

Si

ngin

g an

d da

ncin

g

Deb

atin

g on

indi

geno

us

and

mod

ern

prac

tices

Res

ourc

e

Pers

on(s

)

Pict

ures

Cha

rts


18

8.8

TOPI

C 2

: REL

ATIO

NSH

IPS

SUB

TO

PIC

: FA

MIL

Y

27

8.8

TOPI

C 2

: REL

ATIO

NSH

IPS

SUB

TOPI

C: F

AMIL

Y

KEY

CO

NC

EPT

OB

JEC

TIVE

S:

Lea

rner

s sh

ould

be

able

to

UN

IT C

ON

TENT

SU

GG

ESTE

D L

EAR

NIN

G

ACTI

VITI

ES

LEAR

NIN

G

RES

OU

RC

ES

Rol

e of

fam

ily

mem

bers

in

rela

tions

hips

id

entif

y ro

les

of fa

mily

mem

bers

in

rela

tions

hips

desc

ribe

the

role

of d

iffer

ent f

amily

m

embe

rs in

rela

tions

hips

R

ole

of fa

mily

mem

bers

in

rela

tions

hips

e.g

. -b

uild

ing

-sup

porti

ng

-mai

nten

ance

Pl

ayin

g ro

les

of

diffe

rent

fam

ily

mem

bers

Dra

mat

izin

g ro

les

of fa

mily

mem

bers

in

rela

tions

hips

iden

tifyi

ng ro

les

of

diffe

rent

fam

ily

mem

bers

Vi

deos

ICT

tool

s

Stud

y pa

ck

Br

aille

mat

eria

l

Abus

ive

rela

tions

hips

st

ate

the

form

s of

abu

se in

re

latio

ns

de

scrib

e ab

usiv

e re

latio

nshi

ps

id

entif

y su

ppor

t ser

vice

s av

aila

ble

to s

urvi

vors

of a

buse

in

rela

tions

hips

expl

ain

way

s of

pre

vent

ing

abus

e

Fo

rms

of a

buse

Abus

ive

rela

tions

hips

Way

s of

pre

vent

ing

abus

e in

rela

tions

hips

Supp

ort s

ervi

ces

R

ole

play

ing

on

abus

ive

rela

tions

hips

Dis

cuss

ing

form

s of

abu

se in

re

latio

nshi

ps

C

ase

stud

ying

R

esou

rce

pers

on(s

)

Vide

os

Pers

onal

iden

tity

and

life

skill

s

dem

onst

rate

life

ski

lls

illu

stra

te th

e ch

arac

teris

tics

of

pers

onal

iden

tity

Li

fe s

kills

-

self

este

em

- as

serti

vene

ss

- cr

itica

l thi

nkin

g -

com

mun

icat

ion

skills

-

nego

tiatio

n sk

ills

At

tribu

tes

of p

erso

nal

iden

tity

Pu

blic

spe

akin

g

Faci

litat

ing

film

sc

reen

ing

D

ebat

ing

Pa

rtici

patin

g in

qu

iz c

ompe

titio

ns

St

udy

pack

Vide

o sc

reen

ing

equi

pmen

t


19

8.9

TOPI

C 3

: H

EALT

H

SUB

TO

PIC

: HEA

LTH

MA

NA

GEM

ENT

28

8.9

T

OPI

C 3

: H

EALT

H

SUB

TOPI

C: H

EALT

H M

ANAG

EMEN

T K

ey C

once

pt T

opic

O

bjec

tives

Le

arne

rs s

houl

d be

abl

e to

: U

nit C

onte

nt

Su

gges

ted

lear

ning

ac

tiviti

es

Res

ourc

es

Sexu

al a

nd

repr

oduc

tive

Hea

lth

and

Rig

hts

(SR

HR

)

ou

tline

com

pone

nts

of S

RH

iden

tify

sexu

al a

nd re

prod

uctiv

e he

alth

righ

ts a

nd re

spon

sibi

litie

s

expl

ain

sexu

al re

prod

uctiv

e he

alth

ch

alle

nges

and

pre

vent

ion

stra

tegi

es

S

RH

com

pone

nts

R

epro

duct

ive

heal

th ri

ghts

an

d re

spon

sibi

litie

s

Sexu

al h

ealth

sexu

al re

prod

uctiv

e he

alth

ch

alle

nges

-T

eena

ge p

regn

ancy

e.g

. -S

TIs

-H

IV

-Vol

unta

ry M

edic

al M

ale

Circ

umci

sion

(VM

MC

)

Myt

hs a

nd m

isco

ncep

tions

ab

out r

epro

duct

ive

heal

th

D

escr

ibin

g SR

H

com

pone

nts

D

iscu

ssin

g se

xual

and

re

prod

uctiv

e he

alth

rig

hts

and

resp

onsi

bilit

ies

D

iscu

ssin

g th

e im

porta

nce

of s

exua

l he

alth

Des

crib

ing

SRH

ch

alle

nges

and

pr

even

tion

mea

sure

s

Wat

chin

g ST

I and

HIV

vi

deos

Ag

e ap

prop

riate

au

dio-

visu

al m

ater

ials

-v

ideo

s -P

ictu

re c

odes

-P

amph

lets

-P

oste

rs

-Bra

ille m

ater

ial

R

esou

rce

pers

on(s

)

ICT

tool

s

HIV

and

AID

S

di

ffere

ntia

te H

IV fr

om A

IDS

ex

plai

n m

odes

of H

IV tr

ansm

issi

on

de

scrib

e w

ays

of p

reve

ntin

g th

e sp

read

of H

IV a

nd A

IDS

stat

e m

yths

and

mis

conc

eptio

ns o

n H

IV a

nd A

IDS

di

scus

s tre

atm

ent,

care

and

sup

port

ex

plor

e w

ays

of fi

ghtin

g st

igm

a an

d di

scrim

inat

ion

in H

IV a

nd A

IDS

disc

uss

gend

er d

ynam

ics

in H

IV

H

IV a

nd A

IDS

M

odes

of t

rans

mis

sion

Way

s of

pre

vent

ing

HIV

in

clud

ing

prev

entin

g m

othe

r to

child

tra

nsm

issi

on o

f HIV

(P

MTC

T)

H

IV T

estin

g

M

yths

and

mis

conc

eptio

ns

Tr

eatm

ent,

Car

e an

d Su

ppor

t for

peo

ple

livin

g w

ith H

IV (P

LHIV

)

Posi

tive

livin

g

St

igm

a an

d D

iscr

imin

atio

n

Gen

der a

nd H

IV

D

istin

guis

hing

H

IV

from

AID

S

Des

crib

ing

mod

es o

f tra

nsm

issi

on

D

iscu

ssin

g w

ays

of

prev

entin

g H

IV

C

larif

ying

HIV

and

AI

DS

myt

hs a

nd

mis

conc

eptio

ns

D

escr

ibin

g H

IV

treat

men

t, ad

here

nce,

ca

re a

nd s

uppo

rt fo

r th

e in

fect

ed a

nd

affe

cted

Out

linin

g po

sitiv

e liv

ing

incl

udin

g nu

tritio

n fo

r PLH

IV

Ag

e ap

prop

riate

au

dio-

visu

al m

ater

ials

-v

ideo

s -P

ictu

re c

odes

-P

amph

lets

-P

oste

rs

-Bra

ille m

ater

ial

R

esou

rce

pers

on(s

)

ICT

tool

s


20

29

D

iscu

ssin

g st

igm

a an

d di

scrim

inat

ion

An

alys

ing

gend

er

dyna

mic

s in

HIV

Com

mun

icab

le a

nd

non-

com

mun

icab

le

dise

ase

(NC

Ds)

de

fine

com

mun

icab

le a

nd n

on-

com

mun

icab

le d

isea

ses

ou

tline

com

mun

icab

le a

nd n

on-

com

mun

icab

le d

isea

ses

de

scrib

e w

ays

of p

reve

ntin

g co

mm

unic

able

and

non

-co

mm

unic

able

dis

ease

s

expl

ain

way

s of

man

agin

g

com

mun

icab

le a

nd n

on-

com

mun

icab

le d

isea

ses

lis

t ser

vice

s av

aila

ble

for m

anag

ing

com

mun

icab

le a

nd n

on-

com

mun

icab

le d

isea

ses

C

omm

unic

able

e.g

. ch

oler

a, d

ysen

tery

, Ebo

la,

TB, H

epat

itis,

HIV

and

no

n-co

mm

unic

able

di

seas

es e

.g. d

iabe

tes,

ca

ncer

, hyp

erte

nsio

n (H

BP) ,

epile

psy

Prev

entin

g co

mm

unic

able

an

d no

n-co

mm

unic

able

di

seas

es

C

ompl

icat

ions

of

com

mun

icab

le a

nd n

on-

com

mun

icab

le d

isea

ses

M

anag

emen

t of

co

mm

unic

able

and

non

- co

mm

unic

able

dis

ease

s

Serv

ices

ava

ilabl

e fo

r m

anag

ing

com

mun

icab

le

and

non-

com

mun

icab

le

dise

ases

C

lass

ifyin

g co

mm

unic

able

and

no

n-co

mm

unic

able

di

seas

es

Ex

plai

ning

way

s of

pr

even

ting

com

mun

icab

le a

nd

non-

com

mun

icab

le

dise

ases

Des

crib

ing

com

plic

atio

ns o

f co

mm

unic

able

and

no

n-co

mm

unic

able

di

seas

es

D

iscu

ssin

g m

anag

emen

t of

com

mun

icab

le a

nd

non-

com

mun

icab

le

dise

ases

Iden

tifyi

ng a

vaila

ble

serv

ices

Res

earc

hing

on

com

mun

icab

le a

nd

non-

com

mun

icab

le

dise

ases

Vi

deos

Dra

ma

Po

etry

Song

Pam

phle

ts

Po

ster

s

Res

ourc

e pe

rson

(s)

R

esou

rce

cent

ers

Ed

ucat

iona

l tou

rs

Dru

g an

d su

bsta

nce

abus

e

desc

ribe

type

s of

dru

gs a

nd

subs

tanc

es

st

ate

effe

cts

of d

rug

and

subs

tanc

e ab

use

list w

ays

of p

reve

ntin

g dr

ug a

nd

subs

tanc

e ab

use

D

rugs

and

sub

stan

ces

pr

one

to a

buse

Effe

cts

of d

rug

and

subs

tanc

e ab

use

W

ays

of p

reve

ntin

g dr

ug

and

subs

tanc

e ab

use

O

utlin

ing

type

s of

dr

ugs

and

subs

tanc

es

D

iscu

ssin

g ef

fect

s of

dr

ug a

nd s

ubst

ance

ab

use

R

esou

rce

pers

on(s

)

Age

appr

opria

te

audi

o-vi

sual

mat

eria

ls

-vid

eos

-Pic

ture

cod

es

-Pam

phle

ts

-Pos

ters


21

30

id

entif

y w

ays

of m

anag

ing

drug

and

su

bsta

nce

addi

ctio

n

M

anag

ing

drug

and

su

bsta

nce

abus

e e.

g.

reha

bilit

atio

n

Id

entif

ying

way

s of

pr

even

ting

dru

g an

d su

bsta

nce

abus

e

Visi

ting

inst

itutio

ns

man

agin

g cl

ient

s re

cove

ring

from

dru

g an

d su

bsta

nce

abus

e

W

atch

ing

vid

eos

on

drug

and

sub

stan

ce

abus

e

Dra

mat

izin

g on

dru

g an

d su

bsta

nce

abus

e

Res

earc

hing

on

dr

ugs

and

subs

tanc

es

-Bra

ille m

ater

ial

IC

T to

ols

Hea

lthy

livin

g

de

scrib

e h

ealth

y liv

ing

ou

tline

impo

rtanc

e of

wel

lnes

s

stat

e im

porta

nce

of a

bal

ance

d di

et

N

utrit

ion

Ea

ting

habi

ts

W

eigh

t con

trol

Ad

oles

cenc

e an

d nu

tritio

n ch

alle

nges

Die

t and

phy

sica

l pe

rform

ance

Bala

nced

die

t

Phys

ical

fitn

ess

M

enta

l hea

lth

R

esea

rchi

ng o

n he

alth

y liv

ing

stan

dard

s

Dem

onst

ratin

g ph

ysic

al fi

tnes

s

Dis

cuss

ing

men

tal

heal

th p

robl

ems

Au

dio-

visu

al m

ater

ials

-v

ideo

s -P

ictu

re c

odes

-P

amph

lets

-P

oste

rs

-Bra

ille m

ater

ial

R

esou

rce

pers

on(s

)

ICT

tool

s

Film

scr

eeni

ng

equi

pmen

t


22

8.10

TO

PIC

4: H

UM

AN

GR

OW

TH A

ND

DEV

ELO

PMEN

T

SUB

TO

PIC

: SE

XUA

LITY

30

8.10

TOPI

C 4

: HU

MAN

GR

OW

TH A

ND

DEV

ELO

PMEN

T SU

B TO

PIC

: SE

XUAL

ITY

K

EY C

ON

CEP

T O

BJE

CTI

VES:

Le

arne

rs s

houl

d be

abl

e to

U

NIT

CO

NTE

NT

SUG

GES

TED

LEA

RN

ING

AC

TIVI

TIES

LE

ARN

ING

RES

OU

RC

ES

Anat

omy

and

phys

iolo

gy

ex

plai

n hu

man

re

prod

uctio

n

desc

ribe

myt

hs a

nd

mis

conc

eptio

ns a

bout

hu

man

repr

oduc

tion

H

uman

Rep

rodu

ctio

n

m

yths

and

m

isco

ncep

tions

abo

ut

hum

an re

prod

uctio

n

Br

ains

torm

ing

Fa

cilit

atin

g vi

deo

scre

enin

g

Questioningand

answ

erin

g on

myt

hs a

nd

mis

conc

eptio

ns a

bout

hu

man

repr

oduc

tion

R

esou

rce

pers

on(s

)

Stud

y pa

ck

Vi

deos

Post

ers

Pa

mph

lets

Sexu

ality

stat

e w

ays

of p

reve

ntin

g pr

egna

ncy

de

scrib

e la

ws

and

right

s on

age

of c

onse

nt a

nd

age

of m

arria

ge.

Pr

even

tion

of P

regn

ancy

Age

of c

onse

nt a

nd a

ge

of m

arria

ge a

ccor

ding

to

Zim

babw

ean

Con

stitu

tion

Id

entif

ying

way

s of

pr

even

ting

preg

nanc

y

Deb

atin

g on

age

of

cons

ent a

nd a

ge o

f m

arria

ge.

Zi

mba

bwe

Con

stitu

tion

IC

T to

ols

R

esou

rce

pers

on(s

)

Teen

age

Preg

nanc

y

iden

tify

the

effe

cts

of

early

pre

gnan

cies

on

hum

an d

evel

opm

ent.

de

scrib

e st

rate

gies

of

prev

entin

g te

enag

e pr

egna

ncie

s.

Ef

fect

s of

Ear

ly

Preg

nanc

ies

Pr

even

tion

of T

eena

ge

Preg

nanc

ies

R

ole

play

ing

and

dram

atiz

ing

R

esea

rchi

ng o

n m

etho

ds

of p

reve

ntin

g te

enag

e pr

egna

ncie

s.

R

esou

rce

pers

on(s

)

ICT

Tool

s

Psyc

ho-s

ocia

l sup

port

Sy

stem

s

desc

ribe

form

s of

soc

ial

supp

ort s

yste

ms

as

sist

teen

ager

s th

at

need

psy

cho-

soci

al

supp

ort s

yste

ms

Ps

ycho

-soc

ial s

uppo

rt sy

stem

s fo

r tee

nage

rs.

R

ole

play

ing

D

ebat

ing

Questioningand

answ

erin

g

Vide

o Sc

reen

ing

IC

T To

ols

Stud

y pa

ck

Fi

lm S

cree

ning

Eq

uipm

ent

32

Dis

abili

ty

de

fine

disa

bilit

y

disc

uss

the

way

s of

em

pow

erin

g th

ose

with

di

sabi

litie

s

Em

pow

erm

ent o

f peo

ple

with

Dis

abilit

ies

R

esea

rchi

ng o

n w

ays

of

empo

wer

ing

peop

le w

ith

disa

bilit

ies

Pa

rtici

patin

g in

co

mm

unity

reha

bilit

atio

n pr

ojec

ts.

R

esou

rce

pers

on(s

)

Post

ers

IC

T to

ols


23

8.11

TO

PIC

5: C

HIL

D P

RO

TEC

TIO

N

SUB

TO

PIC

: RIG

HTS

AN

D R

ESPO

NSI

BIL

ITIE

S

32

8.11

TOPI

C 5

: CH

ILD

PR

OTE

CTI

ON

SU

B TO

PIC

: RIG

HTS

AN

D R

ESPO

NSI

BILI

TIES

KEY

CO

NC

EPT

OB

JEC

TIVE

S:

Lea

rner

s sh

ould

be

able

to

UN

IT C

ON

TENT

SU

GG

ESTE

D L

EAR

NIN

G

ACTI

VITI

ES

LEAR

NIN

G

RES

OU

RC

ES

Con

cept

of c

hild

rig

hts

and

resp

onsi

bilit

ies

de

fine

child

righ

ts a

nd

resp

onsi

bilit

ies

st

ate

child

righ

ts a

nd

resp

onsi

bilit

ies

di

stin

guis

h be

twee

n ch

ild ri

ghts

an

d re

spon

sibi

litie

s

C

hild

righ

ts a

nd

resp

onsi

bilit

ies

D

iffer

ence

s be

twee

n ch

ild

right

s an

d re

spon

sibi

litie

s

Rig

hts

and

priv

ilege

s

N

amin

g ch

ild ri

ghts

and

re

spon

sibi

litie

s

Expl

aini

ng c

hild

righ

ts a

nd

resp

onsi

bilit

ies

D

iscu

ssin

g th

e di

ffere

nces

be

twee

n ch

ild ri

ghts

and

re

spon

sibi

litie

s

Deb

atin

g on

chi

ld ri

ghts

and

re

spon

sibi

litie

s

R

esou

rce

pers

on(s

)

Pam

phle

ts

C

hild

Rig

hts

part

3 of

the

Con

stitu

tion

item

81

page

38.

Chi

ld a

buse

defin

e ch

ild a

buse

list f

orm

s of

chi

ld a

buse

expl

ain

effe

cts

of c

hild

abu

se

fin

d w

ays

of c

opin

g w

ith a

buse

C

hild

abu

se

Fo

rms

of c

hild

abu

se

Ef

fect

s of

chi

ld a

buse

Way

s of

cop

ing

with

abu

se

Ex

plai

ning

chi

ld a

buse

Iden

tifyi

ng fo

rms

of c

hild

ab

use

An

alys

ing

effe

cts

of c

hild

ab

use

D

iscu

ssin

g w

ays

of c

opin

g w

ith a

buse

Res

earc

hing

on

lear

ner

inci

denc

es

R

esou

rce

pers

on(s

)

Pam

phle

ts

C

onst

itutio

n

Mag

azin

e

Audi

o vi

sual

tape

s

Brai

lle m

ater

ial

IC

T to

ols

Po

licie

s an

d le

gisl

atio

n on

chi

ld

right

s in

Sou

ther

n Af

rica

st

ate

polic

ies

and

legi

slat

ion

on

child

righ

ts

in S

outh

ern

Afric

a

expl

ain

polic

ies

and

legi

slat

ion

on c

hild

righ

ts in

Sou

ther

n Af

rica

Po

licie

s an

d le

gisl

atio

n on

ch

ild ri

ghts

in S

outh

ern

Afric

a

N

amin

g di

ffere

nt p

olic

ies

and

legi

slat

ion

on c

hild

righ

ts in

So

uthe

rn A

frica

Dis

cuss

ing

polic

ies

and

legi

slat

ion

on c

hild

righ

ts in

So

uthe

rn A

frica

R

esou

rce

pers

on(s

)

Text

book

s

Pam

phle

ts

C

onst

itutio

n

M

agaz

ine

Au

dio

visu

al ta

pes

Br

aille

mat

eria

l

Afric

an C

harte

r

Gen

eva

conf

eren

ce o

n ch

ild ri

ghts


24

8.12

TO

PIC

6: C

AR

EER

GU

IDA

NC

E

SUB

TOPI

C: C

AR

EER

S

34

8.12

TOPI

C 6

: CAR

EER

GU

IDA

NC

E Su

btop

ic: C

AREE

RS

KEY

CO

NC

EPT

OB

JEC

TIVE

S:

Lear

ner s

houl

d be

abl

e to

: U

NIT

CO

NTE

NT

ACTI

VITI

ES

LEAR

NIN

G R

ESO

UR

CES

Car

eer

Expl

orat

ion

ex

plor

e th

e w

orld

of w

ork

re

sear

ch th

e la

bour

mar

ket

ex

plor

e ca

reer

s th

at fi

t res

ults

of

the

lear

ner’s

sel

f-ass

essm

ent

C

aree

r clu

ster

s an

d pa

thw

ays

ar

eas

of g

row

th a

nd

oppo

rtuni

ty in

the

labo

ur

mar

ket

Th

e lin

k be

twee

n ca

reer

ch

oice

and

the

lear

ner’s

or

ient

atio

n

Ex

plai

ning

var

ious

ca

reer

s

Dis

cuss

ing

wor

k-re

late

d le

arni

ng, v

olun

teer

ing

and

info

rmat

iona

l int

ervi

ews

Find

ing

info

rmat

ion

on

labo

ur m

arke

ts

Ill

ustra

ting

the

link

betw

een

care

er c

hoic

e an

d th

e le

arne

r’s

orie

ntat

ion

C

ompa

ring

self-

asse

ssm

ent r

esul

ts w

ith

care

er p

athw

ays

D

iscu

ssin

g im

plic

atio

ns o

f se

lf-as

sess

men

t res

ults

fo

r car

eer p

lann

ing

Job

rela

ted

lear

ning

Educ

atio

nal t

ourin

g

Atte

ndin

g ca

reer

day

s

IC

T to

ols

R

esou

rce

pers

on(s

)

Rep

orts

on

labo

ur m

arke

t tre

nds

Stud

y sk

ills

cr

eate

tim

etab

les

Tim

etab

les

D

evel

opin

g tim

etab

les

for

- da

y -

wee

k -

year

R

esou

rce

pers

on(s

)

Cha

rts

IC

T to

ols

Te

xtbo

oks


25

35

Inte

rvie

ws

desi

gn a

cur

ricul

um v

itae

w

rite

an a

pplic

atio

n le

tter

pr

epar

e fo

r an

inte

rvie

w

cu

rricu

lum

vita

e

Appl

icat

ion

lette

r

Inte

rvie

w p

roce

dure

s an

d re

quire

men

ts

C

omm

on e

rrors

C

rafti

ng a

cur

ricul

um

vita

e

writ

ing

an a

pplic

atio

n le

tter

pa

rtici

patin

g in

moc

k in

terv

iew

s

R

esou

rce

pers

on(s

)

ICT

tool

s

Vide

os

C

ase

stud

ies

Indi

vidu

al

tran

sitio

nal

prog

ram

s

id

entif

y pr

actic

al le

arni

ng a

reas

av

aila

ble

in v

ocat

iona

l Cen

tres

expl

ore

on v

ario

us v

ocat

iona

l C

entre

s

Pr

actic

al le

arni

ng a

reas

Type

s of

voc

atio

nal

train

ing

Cen

tres

N

amin

g vo

catio

nal

train

ing

Cen

tres

Tour

ing

voca

tiona

l ce

ntre

s

disc

ussi

ng

R

esou

rce

pers

on

IC

T to

ols

Gui

danc

e an

d co

unse

lling

po

rtfo

lio

de

scrib

e im

porta

nce

of p

ortfo

lios

in a

sses

smen

t

disc

uss

the

rele

vanc

e of

pro

filin

g in

car

eer c

hoic

es

cr

eate

a p

ortfo

lio in

Gui

danc

e an

d C

ouns

ellin

g

Po

rtfol

ios

in a

sses

smen

t

Prof

iling

in c

aree

r cho

ices

Dis

cuss

ing

the

impo

rtanc

e of

por

tfolio

s in

as

sess

men

t

Questioningand

answ

erin

g

Com

pilin

g po

rtfol

ios

R

esou

rce

pers

on(s

)

ICT

tool

s

Ente

rpris

e

de

fine

ente

rpris

e

stat

e ty

pes

of e

nter

pris

e

Ente

rpris

e

type

s

C

larif

ying

mea

ning

of a

n en

terp

rise

Id

entif

ying

type

s of

en

terp

rises

IC

T to

ols

Vi

deos

Cas

e st

udie

s


26

CO

MPE

TEN

CY

MAT

RIX

FOR

M 3

8.13

TO

PIC

1:

UN

HU

/UB

UN

TU/V

UM

UN

HU

(NO

RM

S A

ND

VA

LUES

), B

ELIE

FS A

ND

CIT

IZEN

SHIP

SUB

TO

PIC

: U

NH

U/U

BU

NTU

/VU

MU

NH

U

36

CO

MPE

TEN

CY

MAT

RIX

FORM

3

8.13

TOPI

C 1

: U

NH

U/U

BU

NTU

/VU

MU

NH

U(N

ORM

S AN

D V

ALU

ES),

BEL

IEFS

AN

D C

ITIZ

ENSH

IP

SUB

TOPI

C:

UN

HU

/UBU

NTU

/VU

MU

NH

U

K

EY C

ON

CEP

T O

BJE

CTI

VES:

Le

arne

rs s

houl

d be

abl

e to

U

NIT

CO

NTE

NT

SUG

GES

TED

LEA

RN

ING

AC

TIVI

TIES

LE

ARN

ING

R

SOU

RC

ES

Gro

omin

g an

d Et

ique

tte

ap

ply

appr

opria

te g

room

ing

and

etiq

uette

idea

ls

cr

itiqu

e ac

cept

able

/ un

acce

ptab

le s

ituat

iona

l be

havi

or

Ac

cept

able

situ

atio

nal

beha

vior

e.g

. Gro

omin

g,

pers

onal

hyg

iene

, dre

ssin

g,

mak

e up

, pos

ture

etiq

uette

, re

spec

t pro

toco

l, po

liten

ess,

ver

bal a

nd n

on-

verb

al c

ues,

man

neris

ms,

Una

ccep

tabl

e si

tuat

ion

al

beha

vior

Man

agem

ent o

f beh

avio

r

D

emon

stra

ting

appr

opria

te

way

s of

ca

rryi

ng o

nese

lf

D

iscu

ssin

g pr

os a

nd c

ons

of

man

neris

ms

Dem

onst

ratin

g ap

prop

riate

si

tuat

iona

l beh

avio

rs

D

iscu

ssin

g be

havi

ors

portr

ayed

in v

ideo

Dra

mat

isin

g si

tuat

iona

l be

havi

ors

IC

T to

ols

R

esou

rce

pers

on(s

)

Pam

phle

ts

Vi

deos

Dra

ma

skits

Vide

o sc

reen

ing

equi

pmen

t

Self-

imag

e an

d se

lf-es

teem

dem

onst

rate

attr

ibut

es

asso

ciat

ed w

ith p

ositi

ve s

elf-

imag

e an

d hi

gh s

elf-e

stee

m

di

stin

guis

h tra

its o

f neg

ativ

e se

lf-im

age

and

low

sel

f-est

eem

At

tribu

tes

asso

ciat

ed w

ith

posi

tive

self-

imag

e an

d hi

gh s

elf-e

stee

m

Tr

aits

of n

egat

ive

self-

imag

e an

d lo

w s

elf-e

stee

m

Pa

rtici

patin

g in

pub

lic s

peak

ing

sess

ions

Prac

tisin

g po

sitiv

e se

lf-ta

lk

W

ritin

g an

d re

citin

g po

ems

IC

T to

ols

R

esou

rce

pers

on(s

)

Pam

phle

ts

Vi

deos

Dra

ma

skits

Vide

o sc

reen

ing

equi

pmen

t

Con

cept

of r

espe

ct

de

fine

the

term

resp

ect

ex

plai

n w

ays

of s

how

ing

resp

ect

in s

ocie

ty

di

scus

s th

e im

porta

nce

of

resp

ect i

n so

ciet

y

R

espe

ct

Im

porta

nce

Giv

ing

mea

ning

to th

e te

rm

resp

ect

M

entio

ning

way

s in

whi

ch

resp

ect i

s sh

own

in s

ocie

ty

Res

ourc

e Pe

rson

(s)

Pi

ctur

es


27

37

Res

pect

and

to

lera

nce

de

fine

key

conc

epts

rela

ted

to

resp

ect a

nd to

lera

nce

diffe

rent

iate

bet

wee

n re

spec

t an

d to

lera

nce

as

sess

the

impo

rtanc

e of

resp

ect

and

tole

ranc

e

Ke

y co

ncep

ts re

late

d to

re

spec

t and

tole

ranc

e

Res

pect

for s

elf,

adul

ts,

peer

s an

d ot

hers

Res

pect

and

tole

ranc

e fo

r di

vers

ity e

.g.

- Pe

ople

livi

ng w

ith

disa

bilit

y, a

lbin

ism

, HIV

an

d AI

DS

and

thos

e w

ith h

ealth

rela

ted

cond

ition

s

Impo

rtanc

e of

resp

ect a

nd

tole

ranc

e

Dis

cuss

ing

key

conc

epts

re

late

d to

resp

ect a

nd

tole

ranc

e

Dra

mat

izin

g re

spec

tful

beha

vior

Rol

e pl

ayin

g go

od a

nd b

ad

beha

vior

Anal

ysin

g go

od a

nd b

ad tr

aits

fro

m th

e ro

le p

lay

Res

ourc

e Pe

rson

(s)

Pi

ctur

es


28

8. 1

4 T

OPI

C 2

: REL

ATIO

NSH

IPS

SUB

TO

PIC

: CO

NFL

ICT

MA

NA

GEM

ENT

38

8.14

T

OPI

C 2

: REL

ATIO

NSH

IPS

SUB

TOPI

C: C

ON

FLIC

T M

ANAG

EMEN

T K

EY C

ON

CEP

T O

BJE

CTI

VES:

Le

arne

rs s

houl

d be

abl

e to

U

NIT

CO

NTE

NT

SUG

GES

TED

LEA

RN

ING

AC

TIVI

TIES

LE

ARN

ING

RES

OU

RC

ES

Con

flict

and

con

flict

M

anag

emen

t

list c

ause

s of

con

flict

s

at h

ome,

sch

ool

and

in

the

com

mun

ity

di

scus

s ef

fect

s of

con

flict

s

expl

ain

way

s of

reso

lvin

g co

nflic

t

C

ause

s of

con

flict

Effe

cts

of c

onfli

ct

C

onfli

ct M

anag

emen

t

R

ole

play

ing

D

iscu

ssin

g ca

uses

of

conf

lict

Questioningand

answ

erin

g

Pi

ctur

es

C

harts

ICT

tool

s

Com

mun

icat

ion

in

rela

tions

hips

desc

ribe

the

natu

re o

f co

mm

unic

atio

n in

di

ffere

nt re

latio

nshi

p

N

atur

e of

com

mun

icat

ion

in re

latio

nshi

ps e

.g.

- pa

rent

to p

aren

t -

pare

nt to

chi

ld

- pe

er to

pee

r -

teac

her t

o pu

pil

Fa

cilit

atin

g fil

m s

cree

ning

Deb

atin

g

Dra

mat

izin

g

IC

T to

ols

Fi

lm s

cree

ning

equ

ipm

ent

Pi

ctur

es

C

harts


29

8.15

TO

PIC

3: H

EALT

H

SUB

TO

PIC

: HEA

LTH

MA

NA

GEM

ENT

39

8.15

TOPI

C 3

: HEA

LTH

SU

B TO

PIC

: HEA

LTH

MAN

AGEM

ENT

Key

Con

cept

Top

ic

Obj

ectiv

es

Lear

ners

sho

uld

be a

ble

to:

Uni

t Con

tent

Sugg

este

d le

arni

ng

activ

ities

R

esou

rces

Pers

onal

and

en

viro

nmen

tal h

ygie

ne

st

ate

the

impo

rtanc

e of

pe

rson

al a

nd

envi

ronm

enta

l hyg

iene

outli

ning

was

te

man

agem

ent l

aws

ap

ply

appr

opria

te p

erso

nal

and

envi

ronm

enta

l hy

gien

e pr

actic

es

ap

ply

appr

opria

te

way

s of

dis

posi

ng w

aste

in

clud

ing

recy

clin

g

Pe

rson

al h

ygie

ne e

.g.

-bat

hing

-o

ral c

are

-laun

dry

-Han

d w

ashi

ng

M

enst

rual

Hyg

iene

Envi

ronm

enta

l hyg

iene

e.

g.

-was

te d

ispo

sal

-wat

er a

nd s

anita

tion

(WAS

H)

O

pen

defe

catio

n

D

emon

stra

ting

pers

onal

an

d en

viro

nmen

tal

hygi

ene

Dis

cuss

ing

the

impo

rtanc

e of

per

sona

l an

d en

viro

nmen

tal

hygi

ene

D

iscu

ssin

g m

enst

rual

hy

gien

e m

anag

emen

t

Dem

onst

ratin

g w

aste

di

spos

al

D

ispo

sing

was

te

appr

opria

tely

Educ

atio

nal t

ourin

g

View

ing

vide

os

IC

T to

ols

R

esou

rce

pers

on(s

)

Pam

phle

ts

Vi

deos

Film

scr

eeni

ng e

quip

men

t

Gro

omin

g an

d et

ique

tte

ex

plai

n gr

oom

ing

and

etiq

uette

iden

tify

sign

s of

gro

omin

g in

an

indi

vidu

al

G

room

ing

Et

ique

tte

D

iscu

ssin

g gr

oom

ing

and

role

pla

ying

Rol

e pl

ayin

g

IC

T to

ols

R

esou

rce

pers

on(s

)

Pam

phle

ts

Vi

deos

Film

scr

eeni

ng e

quip

men

t

Sexu

al a

nd R

epro

duct

ive

Hea

lth a

nd R

ight

s (S

RH

R)

de

fine

sexu

al a

nd

repr

oduc

tive

heal

th

de

fine

com

pone

nts

of

sexu

al a

nd re

prod

uctiv

e he

alth

defin

e se

xual

ity

ou

tline

com

pone

nts

of

sexu

ality

Se

xual

and

repr

oduc

tive

heal

th ri

ghts

SR

H c

ompo

nent

s

Sexu

ality

Com

pone

nts

of s

exua

lity

Anat

omy

and

phys

iolo

gy

of s

exua

l and

D

escr

ibin

g se

xual

and

re

prod

uctiv

e he

alth

Expl

aini

ng S

RH

co

mpo

nent

s

Des

crib

ing

sexu

ality

c

ompo

nent

s

Dem

onst

ratin

g an

atom

y an

d ph

ysio

logy

of s

exua

l

Ag

e ap

prop

riate

au

dio-

visu

al m

ater

ials

-v

ideo

s -P

ictu

re c

odes

-P

amph

lets

-P

oste

rs

-Bra

ille m

ater

ial

R

esou

rce

pers

on(s

)


30

40

de

fine

sexu

al e

xpre

ssio

n

expl

ain

cons

eque

nces

of

early

sex

ual a

ctiv

ities

(d

ebut

)

expl

ain

way

s of

pre

vent

ing

sexu

al a

nd re

prod

uctiv

e he

alth

cha

lleng

es

repr

oduc

tive

heal

th

syst

em

C

onse

quen

ces

of e

arly

se

xual

act

iviti

es

Pr

even

ting

sexu

al a

nd

repr

oduc

tive

heal

th

chal

leng

es

M

yths

and

m

isco

ncep

tions

and

repr

oduc

tive

heal

th

syst

em

Id

entif

ying

way

s of

pr

even

ting

sexu

al a

nd

repr

oduc

tive

heal

th

chal

leng

es

In

terro

gatin

g se

xual

and

re

prod

uctiv

e he

alth

m

yths

and

m

isco

ncep

tions

Wat

chin

g S

TI a

nd H

IV

vide

os

IC

T to

ols

Vi

deo

scre

enin

g eq

uipm

ent

HIV

and

AID

S

ex

plai

n m

odes

of H

IV

trans

mis

sion

disc

uss

the

impo

rtanc

e of

kn

owin

g on

e’s

HIV

sta

tus

de

liber

ate

on w

ays

of H

IV

prev

entio

n

disc

uss

treat

men

t, ca

re,

supp

ort a

nd p

ositi

ve li

ving

addr

ess

HIV

and

AID

S st

igm

a an

d di

scrim

inat

ion

in th

e sc

hool

and

co

mm

unity

disc

uss

myt

hs a

nd

mis

conc

eptio

ns

disc

uss

gend

er d

ynam

ics

in H

IV

H

IV a

nd A

IDS

Mod

es o

f tra

nsm

issi

on

Pr

even

tion

of H

IV

trans

mis

sion

e.g

. -

Abst

ain

- B

e fa

ithfu

l -

Cor

rect

and

co

nsis

tent

co

ndom

us

e -

Del

ay s

exua

l deb

ut

- Ea

rly tr

eatm

ent o

f ST

Is

- Fr

ee a

nd fr

ank

disc

ussi

ons

- H

IV te

stin

g an

d co

unse

ling

- Vo

lunt

ary

Med

ical

M

ale

Circ

umci

sion

(V

MM

C)

C

omm

on m

yths

and

m

isco

ncep

tions

Trea

tmen

t, C

are,

Sup

port

and

posi

tive

livin

g fo

r ch

ildre

n an

d ad

ults

livi

ng

with

HIV

D

istin

guis

hing

H

IV fr

om

AID

S

Des

crib

ing

mod

es o

f tra

nsm

issi

on

D

iscu

ssin

g w

ays

of

prev

entin

g H

IV

C

larif

ying

HIV

and

AID

S m

yths

and

m

isco

ncep

tions

Des

crib

ing

HIV

tre

atm

ent,

care

and

su

ppor

t

Out

linin

g po

sitiv

e liv

ing

incl

udin

g nu

tritio

n fo

r PL

HIV

Dis

cuss

ing

stig

ma

and

disc

rimin

atio

n

Des

crib

ing

HIV

trea

tmen

t ad

here

nce

An

alys

ing

gend

er

dyna

mic

s in

HIV

Ag

e ap

prop

riate

au

dio-

visu

al m

ater

ials

-v

ideo

s -P

ictu

re c

odes

-P

amph

lets

-P

oste

rs

-Bra

ille m

ater

ial

R

esou

rce

pers

on(s

)

ICT

tool

s

Educ

atio

nal t

ours

Film

scr

eeni

ng e

quip

men

t


31

41

St

igm

a an

d D

iscr

imin

atio

n

Gen

der a

nd H

IV

Com

mun

icab

le a

nd n

on-

com

mun

icab

le d

isea

se

(NC

Ds)

di

scus

s th

e m

agni

tude

of

com

mon

and

pre

vailin

g

com

mun

icab

le a

nd n

on-

com

mun

icab

le d

isea

ses

di

scus

s pr

even

tion

stra

tegi

es fo

r co

mm

unic

able

and

non

-co

mm

unic

able

dis

ease

s

pres

ent w

ays

of m

anag

ing

co

mm

unic

able

and

non

-co

mm

unic

able

dis

ease

s

iden

tify

serv

ices

ava

ilabl

e fo

r man

agin

g no

n-co

mm

unic

able

and

co

mm

unic

able

dis

ease

s

C

omm

unic

able

and

non

-co

mm

unic

able

dis

ease

s

Th

e ro

le o

f fam

ily a

nd

com

mun

ity in

pre

vent

ion

and

man

agem

ent o

f co

mm

unic

able

and

non

-co

mm

unic

able

dis

ease

s

Com

plic

atio

ns o

f co

mm

unic

able

and

non

-co

mm

unic

able

dis

ease

s

Serv

ices

ava

ilabl

e fo

r m

anag

ing

non-

com

mun

icab

le a

nd

com

mun

icab

le d

isea

ses

An

alys

ing

the

mag

nitu

de

of c

omm

on a

nd

prev

ailin

g c

omm

unic

able

an

d no

n-co

mm

unic

able

di

seas

es

R

esea

rchi

ng w

ays

of

prev

entin

g co

mm

unic

able

and

non

-co

mm

unic

able

dis

ease

s

Dis

cuss

ing

man

agem

ent

of c

omm

unic

able

and

no

n-co

mm

unic

able

di

seas

es

Id

entif

ying

ava

ilabl

e se

rvic

es

Vi

ewin

g ed

ucat

iona

l vi

deos

Vi

deos

Dra

ma

Po

etry

Song

Pam

phle

ts

Po

ster

s

Res

ourc

e pe

rson

(s)

Ed

ucat

iona

l tou

rs

Dru

g an

d su

bsta

nce

abus

e

desc

ribe

drug

and

su

bsta

nce

abus

e

stat

e th

e so

urce

s of

dru

g an

d su

bsta

nce

abus

e

an

alys

e th

e lo

ng a

nd s

hort

term

effe

cts

of d

rug

and

subs

tanc

e ab

use

d

rugs

and

sub

stan

ce

abus

e

Sour

ces

Long

and

sho

rt te

rm

effe

cts

Ex

plai

ning

dru

g an

d su

bsta

nce

abus

e

Exam

inin

g th

e so

urce

s of

dr

ug a

nd s

ubst

ance

ab

use

R

esea

rchi

ng o

n th

e lo

ng

term

and

sho

rt te

rm

effe

cts

of d

rug

and

subs

tanc

e ab

use

R

esou

rce

pers

on(s

) e.g

. fro

m C

ID a

nd S

urvi

vor

Ag

e ap

prop

riate

au

dio-

visu

al m

ater

ials

-v

ideo

s -P

ictu

re c

odes

-P

amph

lets

-P

oste

rs

-Bra

ille m

ater

ial

R

esou

rce

pers

on(s

)

ICT

tool

s

Hea

lthy

livin

g

di

scus

s im

porta

nce

of

heal

thy

livin

g

Goo

d an

d ba

d ea

ting

habi

ts

R

esea

rchi

ng o

n he

alth

y liv

ing

stan

dard

s

Age

appr

opria

te

audi

o-vi

sual

mat

eria

ls e

.g.

-vid

eos


32

42

pa

rtici

pate

in s

ome

form

of

exer

cise

and

spo

rt

parti

cipa

te in

som

e fo

rm o

f re

crea

tiona

l act

iviti

es

pl

an a

bal

ance

d di

et

W

eigh

t man

agem

ent

D

iet a

nd p

hysi

cal

perfo

rman

ce

Ba

lanc

ed d

iet

Ph

ysic

al fi

tnes

s

Men

tal h

ealth

D

emon

stra

ting

phys

ical

fit

ness

Dis

cuss

ing

com

mon

he

alth

pro

blem

s in

clud

ing

men

tal h

ealth

Parti

cipa

ting

in re

crea

tion

activ

ities

-Pic

ture

cod

es

-Pam

phle

ts

-Pos

ters

-B

raille

mat

eria

l

Res

ourc

e pe

rson

(s)

IC

T to

ols


33

8.16

TO

PIC

4: H

UM

AN

GR

OW

TH A

ND

DEV

ELO

PMEN

T

SUB

TO

PIC

: SEX

UA

LITY

42

8.16

TOPI

C 4

: HU

MAN

GR

OW

TH A

ND

DEV

ELO

PMEN

T SU

B TO

PIC

: SEX

UAL

ITY

K

EY C

ON

CEP

T O

BJE

CTI

VES:

Le

arne

rs s

houl

d be

abl

e to

U

NIT

CO

NTE

NT

SUG

GES

TED

LEA

RN

ING

AC

TIVI

TIES

LE

ARN

ING

RES

OU

RC

ES

Anat

omy

and

Phys

iolo

gy

id

entif

y m

yths

and

m

isco

ncep

tions

abo

ut

repr

oduc

tion

de

scrib

e se

xual

act

ivity

an

d as

soci

ated

risk

s

disc

uss

the

law

s an

d rig

hts

on a

ge o

f con

sent

an

d m

arria

ge.

H

uman

Rep

rodu

ctio

n

Ris

ks o

f sex

ual a

ctiv

ity

Th

e la

ws

and

right

s on

ag

e of

con

sent

and

m

arria

ge.

Vi

ewin

g vi

deos

Rol

e pl

ayin

g

Deb

atin

g

Dis

cuss

ing

cont

ents

of

the

Zim

babw

e C

onst

itutio

n on

age

of

cons

ent a

nd a

ge o

f m

arria

ge

IC

T To

ols

Vi

deos

Vide

o sc

reen

ing

equi

pmen

t

Adol

esce

nce

and

Stre

ss

Man

agem

ent

de

scrib

e ch

alle

nges

as

soci

ated

with

ad

oles

cenc

e st

age

di

scus

s w

ays

of s

tress

m

anag

emen

t at

adol

esce

nce

stag

e

C

halle

nges

at

adol

esce

nce

Stre

ss m

anag

emen

t at

adol

esce

nce

D

iscu

ssin

g ch

alle

nges

fa

ced

by a

n ad

oles

cent

Deb

atin

g

Rol

e pl

ayin

g an

d dr

amat

izin

g

IC

T to

ols

R

esou

rce

pers

on(s

)

Psyc

ho-s

ocia

l sup

port

Sy

stem

s

stat

e th

e se

rvic

e pr

ovid

ers

that

offe

r ps

ycho

-soc

ial s

uppo

rt

desc

ribe

proc

edur

es o

f se

ekin

g ps

ycho

-soc

ial

supp

ort

Se

rvic

e pr

ovid

ers

of

psyc

ho-s

ocia

l sup

port

Ac

cess

ing

psyc

ho-s

ocia

l su

ppor

t ser

vice

s

Id

entif

ying

psy

cho-

soci

al

supp

ort s

ervi

ce p

rovi

ders

Dis

cuss

ing

way

s of

ge

tting

psy

cho-

soci

al

supp

ort s

ervi

ces

IC

T to

ols

C

harts

Pict

ures

Res

ourc

e pe

rson

(s)


34

8.17

TO

PIC

5: C

HIL

D P

RO

TEC

TIO

N

44

8.17

TO

PIC

5: C

HIL

D P

RO

TEC

TIO

N

K

EY C

ON

CEP

T O

BJE

CTI

VES:

Le

arne

rs s

houl

d be

abl

e to

U

NIT

CO

NTE

NT

SUG

GES

TED

LEA

RN

ING

AC

TIVI

TIES

LE

ARN

ING

R

SOU

RC

ES

Chi

ld ri

ghts

and

re

spon

sibi

litie

s

reca

ll C

hild

Rig

hts

and

Res

pons

ibilit

ies

id

entif

y ch

alle

nges

rela

ted

to

Chi

ld R

ight

s an

d R

espo

nsib

ilitie

s

disc

uss

Chi

ld R

ight

s an

d R

espo

nsib

ilitie

s

C

hild

Rig

hts

and

Res

pons

ibilit

ies

ch

alle

nges

am

ong

lear

ners

on

Chi

ld R

ight

s an

d R

espo

nsib

ilitie

s

Si

ngin

g an

d da

ncin

g

R

eciti

ng p

oem

s

Expl

aini

ng th

e ch

alle

nges

that

le

arne

rs h

ave

on C

hild

Rig

hts

and

Res

pons

ibilit

ies

Sh

owin

g do

cum

enta

ry o

n vi

olat

ion

on C

hild

Rig

hts

R

esou

rce

Pers

on(s

)

Pict

ures

Audi

o an

d vi

deo

tape

s

Con

stitu

tions

Chi

ld a

buse

defin

e ex

ploi

tatio

n

desc

ribe

child

abu

se

ex

plai

n fo

rms

of c

hild

abu

se

ou

tline

repo

rting

stru

ctur

es

an

alys

e th

e ef

fect

s of

chi

ld

abus

e

desc

ribe

way

s of

cop

ing

with

ab

use

C

hild

abu

se

Lo

ng te

rm a

nd s

hort

term

ef

fect

s

Form

s of

chi

ld a

buse

How

to re

port

child

abu

se

W

ays

of c

opin

g w

ith a

buse

Rol

e of

pee

r edu

cato

rs a

nd

child

led

prot

ectio

n co

mm

ittee

s

Def

initi

on o

f exp

loita

tion

Ex

plai

ning

chi

ld a

buse

Dis

cuss

ing

the

effe

cts

of c

hild

ab

use

R

eciti

ng fo

rms

of c

hild

abu

se.

D

escr

ibin

g re

porti

ng s

truct

ures

disc

ussi

ng w

ays

of c

opin

g w

ith

abus

e

delib

erat

ing

on fo

rms

of

expl

oita

tion

R

esou

rce

Pers

on(s

)

Pict

ures

Audi

o an

d vi

deo

tape

s

Con

stitu

tions

Dru

g an

d su

bsta

nce

abus

e

desc

ribe

drug

and

sub

stan

ce

abus

e

stat

e th

e so

urce

s of

dru

g an

d su

bsta

nces

abu

se

an

alys

e th

e lo

ng a

nd s

hort

term

ef

fect

s of

dru

g an

d su

bsta

nce

abus

e

D

rug

and

subs

tanc

e ab

use

So

urce

s of

dru

g an

d su

bsta

nce

abus

e

Long

and

sho

rt te

rm e

ffect

s of

dru

g an

d su

bsta

nce

abus

e

Ex

plai

ning

dru

g an

d su

bsta

nce

abus

e

Exam

inin

g th

e so

urce

s of

dru

g an

d su

bsta

nce

abus

e

Res

earc

hing

on

the

long

and

sh

ort t

erm

effe

cts

of d

rug

and

subs

tanc

e ab

use

R

esou

rce

Pers

on(s

)

Pict

ures

Audi

o an

d vi

deo

tape

s

Con

stitu

tions

Cha

rts

Polic

ies

and

legi

slat

ion

on c

hild

rig

hts

in A

fric

a

st

ate

polic

ies

and

legi

slat

ion

on

child

righ

ts

in A

frica

expl

ain

polic

ies

and

legi

slat

ion

on c

hild

righ

ts in

Afri

ca

Po

licie

s an

d le

gisl

atio

n on

ch

ild ri

ghts

in A

frica

Dis

cuss

ing

polic

ies

and

legi

slat

ion

on c

hild

righ

ts in

Af

rica

Anal

ysin

g po

licie

s an

d le

gisl

atio

n on

chi

ld ri

ghts

in

Afric

a

R

esou

rce

Pers

on(s

)

Pict

ures

Audi

o an

d vi

deo

tape

s

Con

stitu

tions

Cha

rts


35

8.18

TO

PIC

6: C

AR

EER

GU

IDA

NC

E

45

FORM

3

8.18

TOPI

C 6

: CAR

EER

GU

IDA

NC

E

Key

con

cept

O

bjec

tives

: Le

arne

rs s

houl

d ab

le to

U

nit c

onte

nt

Sugg

este

d le

arni

ng a

ctiv

ities

Le

arni

ng re

sour

ces

Stud

y sk

ills

se

t ow

n st

udy

goal

s

deve

lop

own

stud

y tim

e ta

ble

m

anag

e ow

n st

udy

setti

ng

St

udy

time

tabl

e

Con

duci

ve s

tudy

en

viro

nmen

ts

Se

tting

stu

dy g

oals

Dev

elop

ing

own

time

tabl

e

Man

agin

g ow

n st

udy

setti

ng

IC

T

R

esou

rce

pers

on(s

)

Ente

rpris

e

desi

gn a

pro

ject

pro

posa

l

Inst

itute

an

inco

min

g ge

nera

ting

proj

ect

m

arke

t the

pro

duct

from

the

proj

ect

En

terp

risin

g

Des

igni

ng a

pro

ject

pro

posa

l

Pres

entin

g th

e pr

ojec

t pr

opos

ed fo

r dis

cuss

ion

R

esou

rce

pers

on

IC

T To

ols

Indi

vidu

al

tran

sitio

nal p

rogr

am

ex

plai

n ca

reer

inte

rest

s in

Vo

catio

nal T

rain

ing

ex

hibi

t ski

lls in

any

of t

he

prac

tical

are

as th

ey a

re

inte

rest

ed in

desi

gn m

odel

s in

diffe

rent

lear

ning

are

as

Ty

pes

of v

ocat

iona

l tra

inin

g sk

ills

M

odel

s of

lear

ning

are

as

D

escr

ibin

g ca

reer

inte

rest

s

Ill

ustra

ting

skills

Show

casi

ng o

f m

odel

s

Tour

ing

of V

ocat

iona

l Cen

tres

W

ork

rela

ted

expe

rienc

e

Tour

ing

R

esou

rce

pers

on(s

)

Gui

danc

e an

d co

unse

lling

po

rtfo

lios

ex

plai

n th

e re

leva

nce

of

portf

olio

s in

ass

essm

ent

di

scus

s th

e im

porta

nce

of

prof

iling

in c

aree

r cho

ices

crea

te a

Gui

danc

e an

d C

ouns

ellin

g po

rtfol

io

R

elev

ance

of l

earn

ers

prof

iling

in a

sses

smen

t

Impo

rtanc

e of

pro

filin

g in

ca

reer

cho

ices

Portf

olio

s

D

iscu

ssin

g re

leva

nce

of

lear

ners

pro

filin

g in

as

sess

men

t

Questioningandanswering

C

ompi

ling

portf

olio

R

esou

rce

pers

on

IC

T to

ols

Sa

mpl

es o

f po

rtfol

ios

Inte

rvie

ws

de

sign

cur

ricul

um v

itae

w

rite

an a

pplic

atio

n le

tter

pr

epar

e fo

r an

inte

rvie

w

D

esig

ning

a C

V

Appl

icat

ion

lette

r writ

ing

Pr

epar

atio

n fo

r an

inte

rvie

w

Fo

rmul

atin

g a

CV

W

ritin

g an

app

licat

ion

lette

r

Dis

cuss

ing

prep

arat

ion

for a

n in

terv

iew

M

odel

cur

ricul

um

vita

e

Res

ourc

e pe

rson

(s)

IC

T To

ols


36

45

Car

eer p

lann

ing

ex

plor

e ca

reer

pat

hway

s

Dev

elop

an

unde

rsta

ndin

g of

ca

reer

pat

hway

s

ST

EM –

Sci

ence

, Te

chno

logy

, Eng

inee

ring

and

Mat

hem

atic

s C

aree

r Pa

thw

ay

Vi

sual

and

Per

form

ing

Arts

C

aree

r pat

hway

Hum

aniti

es a

nd L

angu

ages

C

aree

r Pat

hway

Des

ign

Tech

nolo

gy C

aree

r Pa

thw

ay

C

omm

erci

als

Car

eer

Path

way

Car

eer d

ecis

ion

mak

ing

skills

Ex

plai

ning

car

eer p

athw

ay

Jo

b re

late

d le

arni

ng

At

tend

ing

care

er d

ays

IC

T to

ols

R

esou

rce

pers

on(s

)

Rep

orts

on

labo

ur

mar

kets

New

spap

ers

U

nive

rsity

pr

ospe

ctus


37

CO

MPE

TEN

CY

MAT

RIX

FOR

M 4

8.19

TO

PIC

1:

UN

HU

/UB

UN

TU (V

ALU

ES),

BEL

IEFS

AN

D C

ITIZ

ENSH

IP

SUB

TO

PIC

: UN

HU

/UB

UN

TU/V

UM

UN

HU

47

CO

MPE

TEN

CY

MAT

RIX

FORM

4

8.19

TOPI

C 1

: U

NH

U/U

BU

NTU

(VAL

UES

), B

ELIE

FS A

ND

CIT

IZEN

SHIP

S

UB

TOPI

C: U

NH

U/U

BUN

TU/V

UM

UN

HU

KEY

CO

NC

EPT

OB

JEC

TIVE

S: L

earn

ers

shou

ld b

e ab

le to

U

NIT

CO

NTE

NT

SUG

GES

TED

LEA

RN

ING

AC

TIVI

TIES

LE

ARN

ING

R

ESO

UR

CES

G

room

ing

and

Etiq

uette

de

scrib

e im

porta

nce

of g

room

ing

and

etiq

uette

dist

ingu

ish

acce

ptab

le s

ituat

iona

l be

havi

or fr

om u

nacc

epta

ble

beha

vior

• Ac

cept

able

situ

atio

nal

beha

vior

•

Una

ccep

tabl

e si

tuat

ion

al

beha

vior

•

Man

agem

ent o

f beh

avio

r

St

atin

g w

ays

to c

arry

one

self

Dis

cuss

ing

man

neris

ms

Dem

onst

ratin

g ap

prop

riate

si

tuat

iona

l beh

avio

rs

D

iscu

ssin

g be

havi

ors

portr

ayed

in

vid

eo

D

ram

atis

ing

situ

atio

nal

beha

vior

s

IC

T to

ols

R

esou

rce

pers

on(s

)

Pam

phle

ts

Vi

deos

Vide

o sc

reen

ing

equi

pmen

t

Self-

imag

e an

d se

lf-es

teem

parti

cipa

te in

a n

umbe

r of

lead

ersh

ip ro

les

de

velo

p ta

lent

in d

iffer

ent a

reas

plan

for f

utur

e ca

reer

s

Le

ader

ship

role

s

Tale

nt d

evel

opm

ent

C

aree

r pla

nnin

g

In

itiat

ing

proj

ects

Show

casi

ng le

ader

ship

ski

lls

W

ritin

g po

ems

that

dep

ict

Zim

babw

ean

prid

e

Rec

iting

poe

ms

that

dep

ict

Zim

babw

ean

prid

e

Rea

ding

sto

ries

abou

t pat

riotic

an

d su

cces

sful

Zim

babw

eans

IC

T to

ols

R

esou

rce

pers

on(s

)

Pam

phle

ts

Vi

deos

Vide

o sc

reen

ing

equi

pmen

t

Citi

zens

hip

de

fine

citiz

ensh

ip

id

entif

y qu

aliti

es o

f a g

ood

citiz

en

st

ate

role

s an

d re

spon

sibi

litie

s of

du

ty b

eare

rs a

nd ri

ghts

hol

ders

ci

tizen

ship

qual

ities

of a

goo

d ci

tizen

role

s an

d re

spon

sibi

litie

s of

du

ty b

eare

rs a

nd ri

ghts

ho

lder

s

D

iscu

ssin

g el

emen

ts o

f a g

ood

citiz

en

As

sess

ing

qual

ities

of a

goo

d ci

tizen

Com

parin

g an

d co

ntra

stin

g ba

d an

d go

od c

itize

ns

R

esou

rce

pers

on(s

)

Con

stitu

tion

of

Zim

babw

e

IC

T to

ols

Br

aille

mat

eria

l

Patr

iotis

m

de

fine

patri

otis

m

ex

plai

n pa

triot

ism

Patri

otis

m

Im

porta

nce

of p

atrio

tism

Dis

cuss

ing

patri

otis

m

Si

ngin

g an

d da

ncin

g of

pat

riot

R

esou

rce

pers

on(s

)


38

8.20

TO

PIC

2: R

ELAT

ION

SHIP

SUB

TO

PIC

: MA

NA

GIN

G R

ELAT

ION

SHIP

S

48

8.20

TOPI

C 2

: REL

ATIO

NSH

IPS

SUB

TO

PIC

: Man

agin

g re

latio

nshi

ps

KEY

CO

NC

EPT

OB

JEC

TIVE

S:

Lear

ners

sho

uld

be a

ble

to

UN

IT C

ON

TENT

SU

GG

ESTE

D L

EAR

NIN

G

ACTI

VITI

ES

LEAR

NIN

G R

ESO

UR

CES

Cha

lleng

es to

fam

ily

cohe

sion

stat

e th

e ch

alle

nges

th

at a

ffect

fam

ily u

nity

disc

uss

the

chal

leng

es th

at c

an

affe

ct fa

mily

coh

esio

n

C

halle

nges

to fa

mily

co

hesi

on

R

ole

play

ing

R

esea

rchi

ng o

n fa

mily

con

flict

s

Wat

chin

g vi

deos

IC

T to

ols

Vi

deos

Pict

ures

Res

ourc

e pe

rson

(s)

Mai

ntai

ning

rela

tions

hips

iden

tify

way

s of

m

aint

aini

ng

rela

tions

hips

W

ays

of m

aint

aini

ng

rela

tions

hips

Deb

atin

g

Con

duct

ing

quiz

zes

Questioningand

answ

erin

g

Wat

chin

g vi

deos

IC

T to

ols

R

esou

rce

pers

on(s

)

Cha

rts

Pi

ctur

es

Con

flict

Man

agem

ent

id

entif

y w

ays

of

man

agin

g co

nflic

ts

ex

plor

e on

con

flict

re

solu

tion

C

onfli

ct m

anag

emen

t

Con

flict

reso

lutio

n

Dis

cuss

ing

conf

lict

reso

lutio

ns

R

ole

play

ing

Questioningand

answ

erin

g

R

esou

rce

pers

on(s

)

ICT

tool

s

Vide

os

Peer

pre

ssur

e

cate

goriz

e fo

rms

of

peer

pre

ssur

e

disc

uss

effe

cts

of

peer

pre

ssur

e

Fo

rms

of p

eer

pres

sure

Effe

cts

of p

eer

pres

sure

D

ram

atiz

ing

R

esea

rchi

ng

Fa

cilit

atin

g fil

m

scre

enin

g

IC

T to

ols

Fi

lm s

cree

ning

eq

uipm

ent

•discusstheimportance

of p

atrio

tism

•

distinguishbetweena

patri

ot a

nd a

trai

tor

•Pa

triotssuchasjunior

pres

iden

t, se

nato

rs,

juni

or p

arlia

men

taria

ns

and

coun

cilo

rs•

Patriotismversus

t

reac

hery

•Recitingpoemson

patri

ots

•Identifyingpatriots

•Undertakingeduca

-tio

nal t

ours

to c

ultu

rally

re

leva

nt

•ConstitutionofZimba

-bw

e•

ICTtools

•Pictures

•Charts

•Au

diovisual

•Braillematerial


39

8.21

TO

PIC

3: H

EALT

H

SUB

TO

PIC

: HEA

LTH

MA

NA

GEM

ENT

50

8.21

TOPI

C 3

: HEA

LTH

SUB

TO

PIC

: HEA

LTH

MAN

AGEM

ENT

Key

Con

cept

Top

ic

Obj

ectiv

es

Lear

ners

sho

uld

be a

ble

to:

Uni

t Con

tent

Sugg

este

d le

arni

ng

activ

ities

R

esou

rces

Sexu

al a

nd re

prod

uctiv

e H

ealth

an

d R

ight

s (S

RH

R)

ar

ticul

ate

sexu

al,

repr

oduc

tive

heal

th, r

ight

s an

d re

spon

sibi

litie

s

ou

tline

com

pone

nts

of

sexu

ality

ex

plai

n th

e co

nseq

uenc

es o

f ea

rly s

exua

l act

iviti

es (d

ebut

)

ex

plai

n w

ays

of p

reve

ntin

g se

xual

and

repr

oduc

tive

heal

th c

halle

nges

Se

xual

and

re

prod

uctiv

e he

alth

rig

hts

and

resp

onsi

bilit

ies

C

ompo

nent

s of

se

xual

ity

D

iffer

ent f

orm

s of

se

xual

exp

ress

ion

C

onse

quen

ces

of

early

sex

ual a

ctiv

ities

ST

I, H

IV P

reve

ntio

n st

rate

gies

Pr

even

tion

of te

enag

e pr

egna

ncie

s

M

yths

and

m

isco

ncep

tions

on

sexu

al a

nd

repr

oduc

tive

heal

th

right

s

Ex

plai

ning

the

link

betw

een

sexu

al a

nd

repr

oduc

tive

heal

th

right

s an

d re

spon

sibi

litie

s

D

escr

ibin

g co

mpo

nent

s of

sex

ualit

y

Id

entif

ying

diff

eren

t fo

rms

of s

exua

l ex

pres

sion

D

iscu

ssin

g w

ays

of

prev

entin

g se

xual

and

re

prod

uctiv

e he

alth

ch

alle

nges

D

iscu

ssin

g co

nseq

uenc

es o

f ear

ly

sexu

al d

ebut

D

ram

atiz

ing

situ

atio

ns

that

dep

ict t

he

cons

eque

nces

of e

arly

se

xual

deb

ut

Ag

e ap

prop

riate

aud

io-

visu

al m

ater

ials

e.g

.

-vid

eos

-Pic

ture

cod

es

-Pam

phle

ts

-Pos

ters

-B

raille

mat

eria

l

Res

ourc

e pe

rson

(s)

IC

T to

ols

Vi

deo

scre

enin

g eq

uipm

ent


40

51

C

orre

ctin

g se

xual

and

re

prod

uctiv

e he

alth

rig

hts,

myt

hs a

nd

mis

conc

eptio

ns

Vi

ewin

g fil

ms

on S

RH

, H

IV a

nd A

IDS

HIV

and

AID

S

di

scus

s th

e m

agni

tude

of

HIV

am

ong

lear

ners

and

yo

ung

peop

le –

nat

iona

lly,

regi

onal

ly a

nd g

loba

lly

ex

plai

n ke

y dr

iver

s of

HIV

am

ong

lear

ners

and

you

ng

peop

le

di

scus

s th

e H

IV p

reve

ntio

n st

rate

gies

as

they

rela

te to

le

arne

rs a

nd y

oung

peo

ple

de

liber

ate

on tr

eatm

ent,

adhe

renc

e, c

are,

sup

port

and

posi

tive

livin

g

di

scus

s ge

nder

dyn

amic

s in

H

IV

O

verv

iew

of H

IV a

nd

AID

S na

tiona

lly,

regi

onal

ly a

nd

glob

ally

Ke

y dr

iver

s of

HIV

Pr

even

tion

of H

IV

trans

mis

sion

-Abs

tain

-B

e fa

ithfu

l -C

orre

ct a

nd

cons

iste

nt c

ondo

m

use

-Del

ay s

exua

l deb

ut

-Ear

ly tr

eatm

ent o

f ST

Is

-Fre

e an

d fra

nk

disc

ussi

ons

-HIV

test

ing

and

coun

sellin

g -V

olun

tary

Med

ical

M

ale

Circ

umci

sion

(V

MM

C)

Tr

eatm

ent,

Adhe

renc

e, C

are,

Su

ppor

t and

pos

itive

An

alyz

ing

trend

s on

HIV

an

d AI

DS

amon

g yo

ung

peop

le –

nat

iona

lly,

regi

onal

ly a

nd g

loba

lly

D

iscu

ssin

g ke

y dr

iver

s of

HIV

am

ong

youn

g pe

ople

Id

entif

ying

role

s an

d re

spon

sibi

litie

s of

le

arne

rs a

nd y

oung

pe

ople

in H

IV

prev

entio

n st

rate

gies

C

larif

ying

HIV

and

AID

S m

yths

and

m

isco

ncep

tions

O

utlin

ing

posi

tive

livin

g in

clud

ing

nutri

tion,

tre

atm

ent,

adhe

renc

e,

care

and

sup

port

for

PLH

IV

Ag

e ap

prop

riate

au

dio-

visu

al m

ater

ials

-v

ideo

s

-P

ictu

re c

odes

-P

amph

lets

-P

oste

rs

-Bra

ille m

ater

ial

-Sig

n la

ngua

ge

mat

eria

l

Res

ourc

e pe

rson

(s)

IC

T to

ols

Ed

ucat

iona

l tou

rs

Fi

lm s

cree

ning

eq

uipm

ent

R

esea

rch

Rep

orts

su

ch a

s Zi

mba

bwe

Dem

ogra

phic

Hea

lth

Surv

ey (Z

DH

S)


41

52

livin

g fo

r chi

ldre

n an

d ad

ults

livi

ng w

ith H

IV

Stig

ma

and

disc

rimin

atio

n

addr

ess

HIV

and

AID

S st

igm

a an

d di

scrim

inat

ion

in

the

hom

e, s

choo

l, co

mm

unity

and

bey

ond

St

igm

a an

d D

iscr

imin

atio

n

G

ende

r and

HIV

C

omin

g up

with

st

rate

gies

to a

ddre

ss

stig

ma

and

disc

rimin

atio

n

D

ram

atis

ing

stig

ma

and

disc

rimin

atio

n

An

alys

ing

gend

er

dyna

mic

s in

HIV

Po

licie

s an

d St

rate

gic

docu

men

ts s

uch

as

Zim

babw

e N

atio

nal

AID

S St

rate

gic

Plan

(Z

NAS

P) 1

11

Dru

g an

d su

bsta

nce

abus

e

defin

e pr

evai

ling

type

s of

dr

ugs

and

subs

tanc

es

lis

t the

effe

cts

of d

rug

and

subs

tanc

e ab

use

on m

enta

l an

d ph

ysic

al h

ealth

st

ate

way

s of

pre

vent

ing

drug

and

sub

stan

ce a

buse

ou

tline

way

s of

man

agin

g dr

ug a

nd s

ubst

ance

ad

dict

ion

D

rugs

and

su

bsta

nces

pr

one

to

abus

e

Ef

fect

s of

dru

g an

d su

bsta

nce

abus

e

W

ays

of p

reve

ntin

g

drug

and

sub

stan

ce

abus

e

M

anag

ing

drug

and

su

bsta

nce

abus

e e.

g.

reha

bilit

atio

n

O

utlin

ing

prev

ailin

g ty

pes

of d

rug

and

subs

tanc

e pr

one

to

abus

e

D

ebat

ing

effe

cts

of

prev

ailin

g dr

ug a

nd

subs

tanc

e pr

one

to

abus

e

Id

entif

ying

way

s of

m

anag

ing

the

effe

cts

of

drug

and

sub

stan

ce

abus

e

Vi

sitin

g in

stitu

tions

m

anag

ing

clie

nts

reco

verin

g fro

m d

rug

and

subs

tanc

e ab

use

W

atch

ing

vide

os

R

esou

rce

pers

on(s

) su

ch a

s:

- C

rimin

al In

vest

igat

ion

Dep

artm

ent

- Vi

ctim

Frie

ndly

Uni

t

- su

rviv

or

Au

dio-

visu

al m

ater

ials

-v

ideo

s -P

ictu

re c

odes

-P

amph

lets

-P

oste

rs

-Bra

ille m

ater

ial

IC

T to

ols


42

53

D

ram

atis

ing

on d

rug

and

subs

tanc

e ab

use

D

ebat

ing

on d

rug

and

subs

tanc

e ab

use

R

esea

rchi

ng o

n pr

evai

ling

drug

s an

d su

bsta

nces

pro

ne to

ab

use


43

8.22

T

OPI

C:

4

H

UM

AN

GR

OW

TH A

ND

DEV

ELO

PMEN

T

SUB

TO

PIC

: SEX

UA

LITY

54

8.22

TO

PIC

: 4

HU

MAN

GR

OW

TH A

ND

DEV

ELO

PMEN

T

SU

B TO

PIC

: SEX

UAL

ITY

KEY

CO

NC

EPT

OB

JEC

TIVE

S:

Lear

ners

sho

uld

be a

ble

to

UN

IT C

ON

TENT

SU

GG

ESTE

D L

EAR

NIN

G

ACTI

VITI

ES

LEAR

NIN

G R

ESO

UR

CES

Anat

omy

and

phys

iolo

gy

id

entif

y co

mpo

nent

s of

re

prod

uctiv

e he

alth

and

rig

hts

de

scrib

e pr

enat

al

deve

lopm

ent a

nd c

hild

be

arin

g

C

ompo

nent

s of

sex

ual a

nd

repr

oduc

tive

heal

th ri

ghts

Pren

atal

dev

elop

men

t and

ch

ild b

earin

g

D

iscu

ssin

g co

mpo

nent

s of

sex

ual r

epro

duct

ive

heal

th

R

esea

rchi

ng o

n an

atom

y an

d ph

ysio

logy

Faci

litat

ing

vide

o sc

reen

ing

IC

T to

ols

St

udy

kits

Film

scr

eeni

ng e

quip

men

t

Sex

and

Sexu

ality

defin

e se

xual

ity

de

scrib

e co

mpo

nent

s of

hu

man

sex

ualit

y

disc

uss

sexu

ality

desc

ribe

the

dang

ers

of

sexu

al in

timac

y in

you

ng

peop

le

Se

xual

ity

C

ompo

nent

s of

hum

an

sexu

ality

e.g

. -

sexu

al in

timac

y -

sexu

al id

entit

y -

sexu

al a

nd

repr

oduc

tive

heal

th

- se

xual

ity

D

iscu

ssin

g hu

man

se

xual

ity

Br

ain

stor

min

g

Cas

e st

udyi

ng

R

eciti

ng p

oem

s

Questioningand

answ

erin

g

R

esou

rce

pers

on(s

)

ICT

tool

s

Cha

rts

Pi

ctur

es

Dis

abili

ty

di

scus

s w

ays

of

empo

wer

ing

peop

le w

ith

disa

bilit

y

Em

pow

erm

ent o

f peo

ple

with

dis

abilit

ies

Id

entif

ying

pro

ject

s th

at

can

empo

wer

with

di

sabi

litie

s

Res

earc

hing

on

stra

tegi

es o

f em

pow

erin

g pe

ople

with

dis

abilit

ies

R

esou

rce

pers

on(s

)

ICT

tool

s

Cha

rts

Pi

ctur

es


44

8.23

TO

PIC

5: C

HIL

D P

RO

TEC

TIO

N

SUB

TO

PIC

: RIG

HTS

AN

D R

ESPO

NSI

BIL

ITIE

S

55

8.23

TOPI

C 5

: CH

ILD

PR

OTE

CTI

ON

SU

B T

OPI

C: R

IGH

TS A

ND

RES

PON

SIB

ILIT

IES

K

EY C

ON

CEP

T O

BJE

CTI

VES:

Lea

rner

s sh

ould

be

able

to

UN

IT C

ON

TENT

SU

GG

ESTE

D L

EAR

NIN

G

ACTI

VITI

ES

LEAR

NIN

G

RSO

UR

CES

C

hild

righ

ts a

nd

resp

onsi

bilit

ies

as

sess

chi

ld ri

ghts

and

re

spon

sibi

litie

s

diffe

rent

iate

bet

wee

n rig

hts

and

priv

ilege

s

eval

uate

the

sign

ifica

nce

of c

hild

rig

hts

and

resp

onsi

bilit

ies

C

hild

righ

ts a

nd

resp

onsi

bilit

ies

D

iffer

ence

s be

twee

n rig

hts

and

priv

ilege

s

Sign

ifica

nce

of c

hild

righ

ts

and

resp

onsi

bilit

ies

D

iscu

ssin

g ar

ticle

s on

chi

ld

right

s an

d re

spon

sibi

litie

s

Anal

ysin

g ch

ild ri

ghts

and

pr

ivile

ges

R

esea

rchi

ng o

n th

e im

porta

nce

of c

hild

righ

ts a

nd

resp

onsi

bilit

ies

R

eciti

ng p

oem

s on

chi

ld ri

ghts

an

d re

spon

sibi

litie

s

R

esou

rce

pers

on(s

)

Con

stitu

tion

ICT

tool

s

Pict

ures

Cha

rts

Au

dio

visu

al

Br

aille

mat

eria

l

Chi

ld a

buse

desc

ribe

Chi

ld a

buse

outli

ne fo

rms

of C

hild

abu

se

an

alys

e th

e ef

fect

s of

chi

ld

abus

e

asse

ss m

anag

emen

t of c

hild

ab

use

case

s

stat

e th

e fu

nctio

ns o

f rep

ortin

g st

ruct

ures

C

hild

abu

se

Fo

rms

of c

hild

abu

se

Ef

fect

s of

chi

ld a

buse

Man

agem

ent o

f chi

ld a

buse

Func

tions

of r

epor

ting

stru

ctur

es

Ex

plai

ning

chi

ld a

buse

Exam

inin

g fo

rms

of c

hild

abu

se

at h

ome,

sch

ool a

nd in

the

com

mun

ity

As

sess

ing

effe

cts

of c

hild

ab

use

di

scus

sing

way

s of

man

agin

g ch

ild a

buse

cas

es

re

citin

g po

ems

on c

hild

abu

se

R

esou

rce

pers

on(s

)

Con

stitu

tion

ICT

tool

s

Pict

ures

Cha

rts

Au

dio

visu

al

Br

aille

mat

eria

l

Polic

ies

and

legi

slat

ion

on c

hild

rig

hts

in A

fric

a

ex

plai

n po

licie

s an

d le

gisl

atio

n on

chi

ld ri

ghts

in

Afri

ca

di

scus

s po

licie

s an

d le

gisl

atio

n on

chi

ld ri

ghts

in A

frica

Po

licie

s an

d le

gisl

atio

n on

ch

ild ri

ghts

in A

frica

An

alys

ing

the

polic

ies

and

legi

slat

ion

on c

hild

righ

ts

glob

ally

.

Exam

inin

g th

e im

porta

nce

of

polic

ies

and

legi

slat

ions

on

child

righ

ts g

loba

lly

R

esou

rce

pers

on(s

)

Con

stitu

tion

ICT

tool

s

Pict

ures

Cha

rts

Au

dio

visu

al

Br

aille

mat

eria

l


45

8.24

TO

PIC

6: C

AR

EER

GU

IDA

NC

E

SUB

TO

PIC

: C

AR

EER

S

56

8.24

TOPI

C 6

: CAR

EER

GU

IDA

NC

E

SUB

TO

PIC

: C

AREE

RS

KEY

CO

NC

EPT

OB

JEC

TIVE

S:

Lear

ners

sho

uld

be a

ble

to

UN

IT C

ON

TENT

SU

GG

ESTE

D L

EAR

NIN

G

ACTI

VITI

ES

LEAR

NIN

G

RES

OU

RC

ES

Stud

y sk

ills

sele

ct a

var

iety

of l

earn

ing

met

hods

and

sty

les

to im

prov

e le

arni

ng c

apab

ilitie

s

Le

arni

ng m

etho

ds

U

sing

a v

arie

ty o

f lea

rnin

g m

etho

ds

St

udy

pack

s

Cha

rts

Ti

met

able

sam

ples

Pict

ures

ICT

mat

eria

l

Ente

rpris

e

desc

ribe

the

com

pone

nts

of a

pr

ojec

t pro

posa

l

desi

gn a

pro

ject

pro

posa

l

mar

ket p

rodu

cts

from

inco

me

gene

ratin

g pr

ojec

ts

C

ompo

nent

s of

a p

roje

ct

prop

osal

Des

igni

ng a

pro

ject

pr

opos

al

M

arke

ting

of p

rodu

cts

Id

entif

ying

com

pone

nts

of a

pr

ojec

t pro

posa

l

Pres

entin

g of

pro

ject

pr

opos

al fo

r dis

cuss

ion

R

esea

rchi

ng o

n pr

ojec

t pr

opos

als

R

esou

rce

pers

on(s

)

ICT

Tool

s

Sam

ple

of a

pro

ject

pr

opos

al

Indi

vidu

al

tran

sitio

nal p

rogr

ams

id

entif

y Vo

catio

nal t

rain

ing

Cen

tres

ex

plor

e in

tere

sts

in V

ocat

iona

l Tr

aini

ng C

entre

s

de

sign

mod

els

in d

iffer

ent

lear

ning

are

as

Ex

ampl

es o

f Voc

atio

nal

train

ing

cent

res

Diff

eren

t mod

els

of

Voca

tiona

l Tra

inin

g C

entre

s

N

amin

g of

Voc

atio

nal

Trai

ning

Cen

tres

D

emon

stra

ting

Prac

tical

sk

ills

Sh

ow c

asin

g m

odel

s of

vo

catio

nal s

kills

IC

T To

ols

R

esou

rce

pers

ons

C

harts

Pict

ures

Gui

danc

e an

d C

ouns

ellin

g po

rtfo

lio

de

scrib

e th

e co

mpo

nent

s of

a

portf

olio

of a

sses

smen

t

disc

uss

the

impo

rtanc

e of

pr

ofilin

g

C

ompo

nent

s of

an

asse

ssm

ent p

ortfo

lio

Im

porta

nce

of le

arne

r pr

ofilin

g

Id

entif

ying

com

pone

nts

of a

po

rtfol

io

Ex

plor

ing

on im

porta

nce

of

prof

iling

R

esou

rce

pers

on(s

)

ICT

Tool

s

Sam

ple

of a

n as

sess

men

t por

tfolio

Inte

rvie

ws

de

sign

a C

V

writ

e an

app

licat

ion

lette

r

prep

are

for a

n in

terv

iew

D

esig

ning

a C

V

Appl

icat

ion

lette

r writ

ing

In

terv

iew

pre

para

tion

Fo

rmul

atin

g a

CV

D

iscu

ssin

g ap

plic

atio

n le

tter

writ

ing

R

ole

play

ing

on in

terv

iew

s

IC

T To

ol

Br

aille

mat

eria

l

Sign

lang

uage

m

ater

ial

Sa

mpl

e of

a

curri

culu

m v

itae

Car

eer p

lann

ing

m

ake

a pu

rpos

eful

and

in

form

ed c

aree

r cho

ice

C

aree

r dec

isio

n m

akin

g sk

ills

Ex

plai

ning

car

eer d

ecis

ion

mak

ing

skills

ICT

tool

s

Res

ourc

e pe

rson

(s)


46

57

de

velo

p ca

reer

dec

isio

n m

akin

g sk

ills

id

entif

y a

care

er p

athw

ay th

at

mat

ches

the

lear

ner’s

orie

ntat

ion

deve

lop

a ca

reer

pla

n

prac

tice

the

gene

ral s

kills

ex

pect

ed fr

om s

choo

l lea

vers

in

a w

ork

envi

ronm

ent

Se

lect

car

eer p

athw

ay a

nd

optio

n:

- Em

ploy

men

t -

Self-

empl

oym

ent

- Te

rtiar

y

Car

eer p

lan

Se

lf-m

anag

emen

t ski

lls

Pr

oble

m s

olvi

ng s

kills

Com

mun

icat

ion

and

team

w

ork

skills

Initi

ativ

e an

d en

terp

rise

skills

Tech

nolo

gica

l ski

lls

Vi

rtues

of p

rodu

ctiv

ity a

nd

punc

tual

ity

C

omm

itmen

t, ho

nest

y an

d pe

rsev

eran

ce

Ex

plor

ing

care

er p

athw

ays

Ex

plor

ing

exit

optio

ns

D

evel

op a

job

sear

ch

stra

tegy

(for

em

ploy

men

t op

tion)

Dev

elop

a b

usin

ess

and

mar

ketin

g pl

an (f

or s

elf-

empl

oym

ent o

ptio

n)

D

evel

op a

terti

ary

educ

atio

n pl

an (f

or T

ertia

ry o

ptio

n)

Vo

lunt

eerin

g

Prac

ticin

g w

ork

rela

ted

lear

ning

Ref

lect

ing

on le

sson

s fro

m

volu

ntee

ring

and

wor

k re

late

d le

arni

ng

R

epor

ts o

n la

bour

m

arke

t tre

nds

Wor

k re

late

d le

arni

ng

expe

rienc

e(Sc

hool

on

the

shop

floo

r pr

ogra

mm

e)

id

entif

y bu

sine

ss o

ppor

tuni

ties

in Z

imba

bwe

and

beyo

nd

cr

eate

jobs

that

pro

vide

su

stai

nabi

lity

Bu

sine

ss o

ppor

tuni

ties

Jo

b cr

eatio

n

Exam

inin

g bu

sine

ss

oppo

rtuni

ties

Sh

adow

ing

busi

ness

rela

ted

jobs

Payi

ng ra

tes

and

taxe

s to

th

e go

vern

men

t

Pa

mph

lets

Res

ourc

e pe

rson

(s)

C

ase

stud

y

Rea

ding

nov

els

Vi

deos


47

ASSESSMENT

9.1 ASSESSMENT OBJECTIVES

Learners will be assessed in the ability to:

1.1 discussthesignificanceofUnhu/Ubuntu/Vumunhu(normsandvalues)totheindividual,familyandcommu-nity

1.2 demonstrate the ability to manage intra-personal and inter-personal relationships1.3 demonstrate an awareness of children’s rights and responsibilities 1.4 evaluate measures to address stigma and discrimination1.5 analyse the effects of stigma and discrimination1.6 demonstrate acceptance of human diversity1.7 examine human development (personal, social, emotional and physical) processes, challenges and resolu-

tions in relation to behavior1.8 analyse relevant information related to life skills, sexuality, HIV and AIDS Education1.9 examine the gender dynamics of Sexuality and HIV1.10 employself-assessmenttoolsthatguidecareerprofilingnecessaryforidentificationofcareerpathways1.11 demonstrate competencies acquired in work related learning1.12 analyse different career pathways to match one’s inclination1.13 evaluate the contribution of physical exercises, diet, sport and recreation for a healthy lifestyle

9.2 SCHEME OF ASSESSMENT

The scheme of assessment is grounded on the principle of inclusivity. Arrangements, accommodations and modificationsshouldbevisibleinbothsummativeandcontinuousassessmenttoenableALLLEARNERStoaccessassessment. Guidance and Counselling will be assessed continuously from Form 1 – 4. Learners will be assessed in the following areas:

9.3 CONTINUOUS ASSESSMENT

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

9.3.1.1 Problem solving skills9.3.1.2 Leadership skills9.3.1.3 Evaluation skills 9.3.1.4 Communication skills9.3.1.5 Originality and creativity 9.3.1.6 Collaboration skills9.3.1.7 Management skills9.3.1.8 Enterprise skills9.3.1.9 Research skills9.3.1.10 Deportment, etiquette and grooming9.3.1.11 Negotiation skills9.3.1.12Conflictresolutionskills9.3.1.13 Risk management

9.3.2 Theory

9.3.2.1 Writing assignments

Title Duration Marks Weighting (%)Paper 1: Theory

Multiple choice

1 hour 15 minutes 40 20%

Paper 2:Structured paper

Section A: Structured questionsSection B: Semi-structured EssaysSection C: Case Study based

2 hours 100 50%

Continuous assessment 30 30%

Total for paper 1 and 2 170 100%

ASSESSMENT AREASPaper Unhu/Ubuntu/

Vumunhu(Norms and Values),beliefs and citizenship

Relationship Health Human Growth and Development

Child Protection

Career Guidance

1 20% 10% 20% 20% 20% 10%2 20% 10% 20% 20% 20% 10%


48

9.3.2.2 Writing exercises and tests

9.3.3 Examinations

Title Duration Marks Weighting (%)Paper 1: Theory

Multiple choice

1 hour 15 minutes 40 20%

Paper 2:Structured paper

Section A: Structured questionsSection B: Semi-structured EssaysSection C: Case Study based

2 hours 100 50%

Continuous assessment 30 30%

Total for paper 1 and 2 170 100%

9.3.4 SPECIFICATION GRID

ASSESSMENT AREASPaper Unhu/Ubuntu/

Vumunhu(Norms and Values),beliefs and citizenship

Relationship Health Human Growth and Development

Child Protection

Career Guidance

1 20% 10% 20% 20% 20% 10%2 20% 10% 20% 20% 20% 10%

Form of Assessment WeightingContinuous 30%Summative 70%Total 100%

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


49

9.4 Continuous Assessment

Level Assessment task Frequency WeightingForm 1 Practical Assignment

Theory Test Written Research Project

1 per term1 per term1 per year

5

Form 2 Practical Assignment Theory Test Written Research Project


5

Form 3 Practical Assignment Theory Test Written Research Project


10

Form 4 Theory TestsWritten Research Project (continued from form 3)

10

Total 30

NOTE: All assessment tasks are marked out of 100. Assessment of soft skills will be done as learners respond to con-tinuousassessmenttaskstocomeoutwithanexitprofile.

Paper Description

Paper 1This component consists of 40 multiple choice questions which are chosen from the 6 topics of the syllabus. Questionsshouldbeequallydistributedacrossthe6topics.Eachquestioncarries1 mark.

Paper 2

This component has three sections.• SectionA-Structured(30marks)consistsofsix structured questions. Each question carries 5 marks. Candi-

dates are expected to answer all questions in this section writing their responses on the question paper. • SectionB-Semistructured(30marks).Thispaperconsistsof6 semi -structured essay questions. Candidates

are expected to choose any 3 questions. Each question in this section carries 10 marks. Candidates are ex-pected to write their responses on separate paper provided.

• SectionC-Casestudybased(40marks).Thissectionconsistsof4 case study based questions. Candidates are expected to choose any 2 questions. Each question in this section carries 20 marks

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

guidance and counselling syllabus · guidance and counselling syllabus forms 1 - 4 3 7.0 b scope...

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