Family and Religious Studies VALIDATION

ZIMBABWE
MINISTRY OF PRIMARY AND SECONDARY EDUCATION
FAMILY AND RELIGIOUS STUDIES SYLLABUS
FORMS 1 – 4
© All rights reserved

Curriculum Development Unit 2015
P.O. Box MP 133
MOUNT PLEASANT
HARARE
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 Religious Studies panel for their professional and technical input
 Representatives from Universities (Zimbabwe Open University and University of Zimbabwe)
 Zimbabwe Schools Examinations Council (ZIMSEC)
 Representatives from various Religious Institutions
 United Nations International Children’s Educational Fund (UNICEF)
 United Nations Educational Scientific and Cultural Organisation (UNESCO)
 Publishers
CONTENTS PAGE
Acknowledgements
Preamble
Aims
Assessment objectives
Scheme of Assessment
Methodology and Time Allocation
Presentation of the Syllabus
Scope and Sequence Chart
1.0 PREAMBLE
1.1 INTRODUCTION
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The Family and Religious Studies (FRS) learning area is a four year syllabus that provides learners
with opportunities to harness cognitive, religious and moral experiences. These experiences help the
learners understand, interpret and apply religious and moral concepts to their everyday life. It is a
multi-faith approach to the study of religion which makes learners to be aware of their respective
religious identities in the context of Unhu/Ubuntu, religious plurality, as well as both their horizontal
and vertical relationships with their respective families, communities, nation, the global village and
the natural environment.
The Family and Religious Studies syllabus seeks to develop critical reflection of socio-economic and
political issues, religious tolerance, and initiative in terms of formulating ideologies that help in
transforming the learners to contribute to sustainable development. The syllabus follows a spiral
approach that will lead learners to grow into a mature relationship with religious and moral thinking
and practice. The learning phase will see learners being assessed through both continuous assessment
and summative examination.
1.2 RATIONALE
The Family and Religious Studies learning area focuses on the study of the respective historical
backgrounds, beliefs and practices, practitioners, rites and rituals of selected religions in Zimbabwe and
their impact on an individual, family and local, national and global communities respectively. The learning
area facilitates the respect for human dignity and diversity. Family and Religious Studies is significant in
the development of Unhu/Ubuntu, social responsibility and a sense of sound ethical norms from other
religions. The learning area also leads to the understanding of the role of religion in the formulation of
appropriate ideologies that may help motivate, propel and sustain development.
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The Family and Religious Studies syllabus enables learners to develop skills in:
 Problem solving
 Critical thinking
 Decision making
 Conflict resolution
 Leadership
 Self-management
 Communication
 Enterprise
1.3 SUMMARY OF CONTENT
This syllabus covers the respective historical backgrounds, beliefs and practices, rituals, rites and
fundamental themes of Indigenous Religion, Judaism, Christianity and Islam. The focus is to draw
concepts from these religions that help learners to reflect on their lives in the context of socio-
religious environment.
1.4.0 METHODOLOGY AND TIME ALLOCATION
1.4.1 METHODOLOGY
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This syllabus is based upon a learner-centred, hands-on, multi-faith, non-proselytising and non-confessional
problem posing approach. This approach encourages initiative, self-motivation, reflective thinking and
practical application of concepts to everyday life. The methodology comprises the following teaching and
learning methods:
 Lesson delivery and note taking
 Discussion
 Drama, Role-play and Simulation
 Video and Film Show
 E-learning
 Group Work
 Research
 Case Studies
 Educational Tours
The above suggested methods are enhanced by the application of methods that employ multi-sensory
approaches to teaching such as individualization, totality, concreteness, tactility, stimulation and self-
activity.
1.4.2 TIME ALLOCATION
Four periods of 40 minutes per week should be allocated for adequate coverage of the syllabus. Students
will go on educational tours.
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1.5 ASSUMPTIONS
It is assumed that learners:
 belong to a family
 are aware of diversity of religions and culture
 are conscious of some expectations of Unhu/Ubuntu and moral values of their respective religions
 are affected in some way by religion at family, community and national levels respectively
 interact with their peers from different religious backgrounds and the environment around them
 are aware of the existence of a supreme being
 are aware of the existence of spirits
1.6 CROSS-CUTTING THEMES
The Family and Religious Studies as a learning area encompasses the cross-cutting themes listed here-
under:
 Gender
 Health
 Environmental management
 Enterprise
 Children’s rights
 Human Rights
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 Sexuality
 Heritage
 Good Citizenship, Social Responsibility and Governance
 Conflict Transformation, Tolerance and Peace-Building
2.0 PRESENTATION OF SYLLABUS
The Family and Religious Studies syllabus is presented as a single document which covers Forms 1- 4. All
forms have the same topics which are developmental.
3.0 AIMS
The aims of the syllabus are to:
 promote the religious and moral development of the learner

 foster an understanding of the importance of belonging to a family, religion and community as a whole
 enable the learner to appreciate religious and cultural diversity in Zimbabwe
 integrate the concept of Unhu/Ubuntu with various religious beliefs in shaping the character and
behaviour of the learner
 promote national heritage and identity
 develop the spirit of national consciousness and patriotism
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 enable the learner to appreciate the value and dignity of hard work and teamwork for sustainable
development through their respective religions
 enable the learner to appreciate the impact of technology on religion and moral values
4.0 SYLLABUS OBJECTIVES
By the end of the course learners should be able to:

4.1 outline various religions in Zimbabwe
4.2 describe the main features of a religion
4.3 identify heritage sites of religious importance in Zimbabwe
4.4 explain the significance of heritage sites and how they foster national identity
4.5 define the concept of Unhu/Ubuntu
4.6 relate the concept of Unhu/Ubuntu to the various religious beliefs in Zimbabwe
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4.7 explain the role of religion in fostering teamwork, hard work and good citizenship
4.8 understand the importance of ICT in the study of religion
4.9 discuss the effects of ICT on religious and moral values
5.0 PRESENTATION OF THE SYLLABUS
Note: For each of one of the religions below it is important to cover the historical background, key beliefs
and practices. When studying these religions, one needs to focus on the contemporary issues in 5.2
5.1. RELIGIONS
 Concept of religion
 Indigenous Religion
 Judaism
 Christianity
 Islam
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5.2. CONTEMPORARY ISSUES
 Religion, Family and Identity

 Religion and Education
 Religion and Gender Roles
 Religion, Ethics, Health and Sexuality
 Religion and Disability
 Religion and the Natural Environment
 Religion and Enterprise
 Religion and the Liberation Struggle-Chimurenga/Umvukela
 Religion, Rights and Social Responsibility
 Religion and Conflict Resolution
6.0. SCOPE AND SEQUENCE
6.1. TOPIC 1: RELIGION
SUB-TOPIC FORM 1 FORM 2 FORM 3 FORM 4

Concept of Religion  Definition, types and  Different religions in  National distribution of  Global distribution of the
characteristics of religion Zimbabwe the religions religions
Indigenous Religion  Historical background  Key beliefs  Rites and rituals  Rites of passage
 Names of the Supreme  Symbols  Religious practitioners  Sacred Days
Being  Totems and taboos  Sacred places  Attire
 Beliefs in the Supreme
Being
Judaism  Historical background  Key beliefs Rites and rituals  Rites of passage
 Beliefs in the Supreme  Scripture  Religious practitioners  Attire
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Being  Symbols  Sacred places  Feasts
 Sacred Days
Christianity  Historical background  Key beliefs  Rites and rituals  Rites of passage
 Sacred Days
Islam  Historical background  Key beliefs  Rites and rituals  Rites of passage
 Sacred Days

Religion, Family and Identity  The concept of family  Names and Totems  Inter-dependency of families  Changing culture and different
 Structure of a family  IR and Community  IR and Zimbabwean Identity types of families
 IR and Family Identity Identity  Family and the national values
 Family values  IR and African Identity
 Community values
Religion and Education  The concept of education  Formal Education  Religion in formal education  Religion and Education in
 Types of Education  Informal Education  IR in informal education nation building
 Examples of Formal and  Religion and establishment of
Informal Education educational institutions and
 Characteristics of Formal capacity building
education  Negative impact of religion on
 Characteristics of Informal education
education
Religion and Gender  Background  Gender roles  Gender in various religions  Gender in various religions
 Gender  Religion and Gender  Religion and Women  Gender based violence
 Gender roles Development Empowerment
Religion, Ethics, Health and  Ethics  Unhu/Ubuntu and  Unhu/Ubuntu and  Unhu/Ubuntu and African
Sexuality.  Values Community Identity Zimbabwean Identity Identity
 Unhu/Ubuntu and Family  Religion and sexuality  Religious beliefs, sexuality  Religious beliefs, sexuality and
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Identity  Causes of selected and behaviour change behaviour change
 Health chronic conditions  Religious beliefs and  Faith-healing and chronic
 Chronic conditions  Religious beliefs and chronic conditions conditions
 Sexuality chronic conditions
Religion and Disability  Disability defined  Possible causes of  Religion and perceptions  Disability and Religious
 Forms of disability disability about disability Intervention measures
 Religion and  Disability and enterprise
marginalisation of persons
with disability

Religion and the Natural  Environment defined  Christianity and the  Judaism and the natural
Environment  Environmental issues natural environment environment
 IR and the natural  Islam and the natural -----------------
environment environment
Religion, Rights and Social Religion and: Religion and: Religion and:  Right to freedom of
Responsibility  Right to life  Right to health care  Rights of the elderly Conscience and Worship
 Right to Human Dignity  Right to Personal Liberty  Rights of persons with  Leadership, rights and social
 Right to education  Right to language and disabilities responsibility
 Right to Freedom of Worship culture  Right to Freedom of
 Social responsibility Worship
Religion and the Liberation  Background to the Liberation  Religion and the  Role of Christianity in  Role of IR in
Struggle Struggle Liberation struggle Chimurenga/Umvukela 1 Chimurenga/Umvukela 1 and 2
 Causes of the Liberation and 2
Struggle
Religion, Technology and Definitions of:  Forms of Enterprise Religion and use of  Religion and use of technology
Enterprise  Technology technology  Role of religion in enterprising
 Enterprise
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Religion and Conflict  Conflict defined  Levels of conflict –  Levels of conflict –  Levels of conflict – national
Resolution  Causes of conflict family community and global
 Levels of conflict –  Conflict Resolution  Religious causes of conflict  Impact of conflict
interpersonal  Impact of conflict  Religion and Conflict
 Role of religion in conflict Resolution
Resolution
COMPETENCY MATRIX
FORM 1
TOPIC 1: RELIGIONS
SUB-TOPIC: CONCEPT OF RELIGION
KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES

Learners should be able to: ACTIVITIES
Definition, types and  define religion  Definition  Explaining the meaning of religion  ICT tools
characteristics of  identify the types of religion  Types  Naming the types of religion  Text books
religion  list characteristics of religion  Characteristics  Identifying the characteristics of  Braille Books
religion
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TOPIC: RELIGION
SUB-TOPIC: INDIGENOUS RELIGION (IR)

Historical Background  define IR  Definition  Explaining the term IR  ICT tools
 trace the historical  History  Discussing the history and  Text books
background of IR development of IR  Braille Books
 Resource person
Names of the Supreme  list names of the Supreme  Names  Stating the names of the Supreme  ICT tools
Being Being  Attributes Being  Text books
 identify the attributes of the  Describing the attributes of the  Braille Books
Supreme Being Supreme Being  Resource person
TOPIC: RELIGIONS
SUB-TOPIC: JUDAISM
KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING RESOURCES
Historical background  define Judaism  Definition  Explaining the term Judaism  ICT tools
 narrate the historical  History  Tracing the history and  Text books
background of Judaism development of Judaism  Braille Books
 Resource person
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TOPIC: RELIGION
SUB-TOPIC: CHRISTIANITY

learners should be able to: ACTIVITIES
Historical Background  define Christianity  Definition  Explaining the term Christianity  ICT tools
background of Christianity development of Christianity  Braille Books
 Resource person
TOPIC: RELIGON
SUB-TOPIC: ISLAM
learners should be able to: ACTIVITIES
Historical background  define Islam  Definition  Explaining the term Islam  ICT tools
background of Islam development of Islam  Braille Books
 Resource person
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TOPIC: RELIGION AND CONTEMPORARY ISSUES
SUB-TOPIC: RELIGION, FAMILY AND IDENTITY

KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING SUGGESTED
Learners should be able to: ACTIVITIES RESOURCES
 Concept of the Family  define a family, family structure  Family  Describing a family structure and  ICT tools
 Structure of a family and identity  Structure identity  Text books
 IR and Family Identity  describe the structure of a family  Identity  Narrating the origin of their own  Braille Books
 explain the role of IR in shaping family  Family pictures
family identity  Discussing the role of IR in
shaping family identity
SUB-TOPIC: RELIGION AND EDUCATION

Education  define Education  Education  Outlining the definition of  Textbooks
education  ICT tools
 Braille Books
 Talking Book
Types of Education  list types of education  Types  Stating types of education  Textbooks
 outline characteristics of formal  characteristics characteristics  ICT tools
education  Identifying characteristics of  Braille Books
 state characteristics of informal formal and informal education  Talking Book
education
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SUB-TOPIC: RELIGION AND GENDER ROLES

Gender  define gender  Gender  Discussing the maning of gender  Textbooks
 outline the characteristics  Gender characteristics  Identifying the characteristics  ICT tools
associated with a particular associated with femininity and  Braille Books
gender masculinity  Talking Book
SUB-TOPIC: RELIGION, ETHICS, HEALTH AND SEXUALITY

Ethics and Values  define ethics, values, health,  Ethics  Explaining the meaning of ethics,  ICT tools
chronic conditions and sexuality  Values values, health, chronic conditions  Text books
 give examples of values and sexuality  Braille Books
 Identifying ethics and values they
uphold in their respective families
and communities
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SUB-TOPIC: RELIGION, HEALTH, ETHICS AND SEXUALITY
Health and Sexuality  give the meaning of health and  Health  Discussing the meaning of health  Textbooks
sexuality  Sexuality and sexuality  ICT tools
 Braille Books
 Talking Book
 Pictures
Chronic condition  state examples of chronic  Examples of chronic  Listing chronic conditions  Textbooks
conditions conditions common in their society  ICT tools
 Braille Books
 Talking Book
 Resource person
SUB-TOPIC: RELIGION AND DISABILITY

Disability  define disability  Disability  Explain the meaning of disability  ICT tools
 identify the causes of disability  Causes  Outlining causes of disability  Textbooks
 Resource person
 Charts
Forms of disability  identify forms of disability  Forms  Listing forms of disability  Braille books
 explain forms of disability  Perceptions  Describing forms of disability  Talking book
 state perceptions to forms of  Discussing perceptions to forms
disability of disability
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SUB-TOPIC: RELIGION AND THE NATURAL ENVIRONMENT

Natural Environment  define natural environment  Natural Environment  Explaining the meaning of  ICT tools
 identify some components of  Components environment  Textbooks
the natural environment -water  Stating components of the  Resource person
-vegetation environment  Picture
-wildlife  Large print books
 Video clips
 Braille books
Environmental issues  show how different religions  Use  Relating how different religions  ICT tools
use some components of the  Causes use some components of the  Textbooks
natural environment natural environment  Resource person
 list causes of environmental  Stating causes of environmental  Picture
damage damage  Large print books
 Video clips
 Braille books
SUB-TOPIC: RELIGION, RIGHTS AND SOCIAL RESPONSIBILITY

Rights.  define rights  Rights  Explaining the meaning of rights  Textbooks
 identify types of rights  Listing the types of rights  ICT tools
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Social Responsibility  define social responsibility  Explaining social responsibility  Textbooks
 give different social  Social responsibility  Identifying social responsibilities  ICT tools
responsibilities displayed at  Types displayed at different levels
various levels
SUB-TOPIC: RELIGION, TECHNOLOGY AND ENTERPRISE

Enterprise  define enterprise  Enterprise  Stating types of enterprises  Textbooks

 give types of enterprises  Types common in various religions  ICT tools
religious institutions
SUB-TOPIC: RELIGION AND THE LIBERATION STRUGGLE
KEY CONCEPT OBJECTIVES CONTENT ACTIVITIES RESOURCES

Learners should be able to:
Background to the  narrate the background of the  Chimurenga 1  Relating the background of  Textbooks
Liberation Struggle Liberation Struggle  Background the Liberation Struggle  ICT tools
 identify forms of Liberation  Forms  Discussing the forms
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Causes of the Liberation  identify the causes of the  Chimurenga  Listing the causes  Textbooks
Struggle Liberation Struggle  ICT tools
- causes  Discussing the causes  Documentaries
 explain the causes of the  Films
Liberation Struggle
Religious groups involved  identify religious groups  Religious groups  Stating the religious  Textbooks
involved in the Liberation - IR groups involved  ICT tools
Struggle - Christianity  Discussing the role  Documentaries
 explain their involvement played by the groups  Resource person/s
SUB-TOPIC: RELIGION AND CONFLICT RESOLUTION

Conflict  define conflict  Conflict  explaining the meaning  Textbooks
of conflict  ICT tools
Causes of conflict  identify causes of conflict  Causes of conflict  Stating causes of conflict  Textbooks
 ICT tools
FORM 2
TOPIC 1: RELIGION

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Different Religions  identify the different religions  Religions  Discussing the different religions in  ICT tools
in Zimbabwe  Characteristics Zimbabwe  Resource person
 describe the characteristics of  Explaining the key characteristics of  Text books
religions in Zimbabwe religion  Braille
 Talking book
TOPIC: RELIGION
SUB-TOPIC: INDIGENOUS RELIGION

Key beliefs  identify key beliefs of IR  Beliefs  Stating key beliefs  ICT tools
 describe the characteristics of - Existence of ancestral  Explaining the key characteristics of  Resource person
IR spirits IR  Text books
- Existence of other spirits  Braille
 Talking book
Symbols  identify various symbols in IR  Symbols  Drawing symbols  Text books
 ICT tools
 Pictures
Totems and taboos  list totems  Totems  Stating totems  Text books
 identify various taboos  Taboos  Discussing the importance of totems  ICT tools
 outline the purpose of taboos  purpose  Explaining the importance of taboos  Resource person
TOPIC: RELIGION
SUB-TOPIC: JUDAISM
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Key beliefs  list the key beliefs in  Key beliefs  Stating the key beliefs in Judaism  ICT tools
Judaism  Text books
 Resource Person
Symbols  Identify symbols of  Symbols  Drawing some symbols of Judaism  ICT tools
Judaism  Describing the meaning the meaning  Text books
of Judaism
TOPIC: RELIGION
Key beliefs  list key beliefs in  Key beliefs  Stating key beliefs in Christianity  ICT tools
Christianity  Text books
 Resource Person
Symbols  identify symbols of  Symbols  Drawing some symbols of  ICT tools
Christianity Christianity  Text books
TOPIC: RELIGION
SUB-TOPIC: ISLAM
Key beliefs in Islam  Outline the beliefs of  Key beliefs  Stating key beliefs in Islam  ICT tools
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Islam  Text books
 Resource Person
Symbols  identify symbols of Islam  Symbols  Drawing some symbols of Islam  ICT tools
 Describing their meaning  Text books
TOPIC: RELIGION AND CONTEPMORARY ISSUES

Names and Totems  Describe the role of names and  Names and Totems  Explain the role of names and  Textbooks
totems in family relationships totems in family relationships  ICT tools
 Outline the meanings of names  Discussing meanings of names and  Pictures of some totems
and totems totems
 Tracing the origins of certain

surnames and totems
IR and Community  explain the role of IR in shaping  Role  Discussing the role of IR in shaping  Textbooks
Identity community identity community identity  ICT tools
 Braille
Family and  state family and community  Values  Explaining the importance of family  Textbooks
Community values values associated with the and community values  ICT tools
various religious  Braille
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Formal Education  define formal education  Formal Education  Explaining formal education  Textbooks
 outline the role of various  Role  Giving examples of formal  ICT tools
religions in formal education educational institutions  Braille book
 Identify the role of various religions  Talking book
in formal education
Informal Education  define informal education  Informal Education  Explaining informal education  Textbooks
 identify the role of various  Identifying forms of informal  ICT tools
religions in informal education  Role education  Braille book
 Discussing the role of various  Talking book
religions in informal informal
education
TOPIC: RELIGON AND CONTEMPORARY ISSUES

Gender roles  explain gender roles  Roles  Identifying roles as assigned in their  Textbooks
respective homes  ICT tools
 Braille book
 Talking book
Religion and Gender Roles  Describe the impact of religion  Impact  Discussing the impact of religion on  Textbooks
on gender roles gender roles  ICT tools
 Braille book
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 Talking book

Unhu/Ubuntu, Right and  define ethics  Unhu/Ubuntu  Explaining the meaning of ethics  Textbooks
Wrong Conduct  identify right and wrong conduct  Right and wrong conduct  Stating examples of right and wrong  ICT tools
conduct.  Braille book
 Talking book
Religion and Sexuality  Give the meaning of sexuality  Sexuality  Explaining the meaning of sexuality  Textbooks
 Outline the role of IR in shaping  Sexual conduct  Discussing the role of IR in shaping  ICT tools
sexual conduct sexual conduct  Braille book
 Talking book
Religious beliefs and  define Health  Health  Stating examples of chronic  Textbooks
Health  give examples of health  Health conditions conditions  ICT tools
conditions   Discussing religious beliefs  Braille book
 give examples of religious  Health-related religious associated with selected health  Talking book
beliefs associated with health beliefs conditions  Resource person

Possible causes of  Identify causes of disability  Causes  Stating causes of disability  ICT tools
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disability  explain causes of disability  Discussing causes of disability  Resource person
 Textbooks, Pictures
 Talking book
 Braille books
Religious perceptions  discuss religious perceptions  Religious perceptions  Explaining religious perceptions  ICT tools
about disability about disability about disability  Resource person
 Textbooks, Pictures
 Talking book
 Braille books
SUB-TOPIC: RELIGION AND THE NATURAL ENVIRONMENT

IR and the natural  Explain IR beliefs about the  Preservation of the natural  Outlining IR beliefs about the natural  ICT tools
environment natural environment environment through environment  Textbooks
 explain ways IR preserves the - totems  Stating totems associated with  Resource person
natural environment - sacred places animal species  Large print books
- Sacred trees  Identifying sacred places and trees  Talking books
in Zimbabwe  Braille books
Christianity and the  identify environmental  Environmental problems  Listing environmental problems in  ICT tools
natural environment problems in society  Preservation of the society  Textbooks
 explain how Christianity takes natural environment  Searching scriptures that take care of  Resource person
care of the natural environment the natural environment  Large print books
 Outlining ways in which Christians
preserve the natural environment
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 Basic human  identify basic human rights  Rights  Listing basic human rights  Textbooks
rights  explain basic human rights  Discussing basic human rights  ICT tools
 The Zimbabwean
Constitution

KEY CONCEPT OBJECTIVES CONTENT ACTIVITIES RESOURCES
Leaners should be able to:
Religion and Chimurenga 2 identify religious groups involved  Religious groups  Listing the Religious groups  Textbooks
in Chimurenga 2  History involved in Chimurenga 2  ICT tools
 Discussing roles of the above  Resource person/s
Religious groups
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SUB-TOPIC: RELIGION AND ENTERPRISE

Nature of Enterprise  explain the nature of enterprise  Enterprise  Defining enterprise  ICT tools
 identify various forms of  Forms  Outlining forms of enterprise  Textbooks
enterprise  Large print books
 Talking books
 Braille books

Family Conflicts  identify various conflicts at  Family Conflicts  Discussing various conflicts at  ICT tools
family level family level  Textbooks
 Large print books
 Talking book
 Braille books
Causes of conflict  explain causes of conflicts at  Causes  Listing religious causes of conflicts  ICT tools
family level at family level  Textbooks
 Talking book
 Braille books
Family and conflict  discuss religious ways of  Religious ways of conflict  Explaining religious ways any one of  ICT tools
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resolution resolving conflict at family level resolution the conflicts above may be resolved  Textbooks
 Talking book
 Braille books
FORM 3
TOPIC 1: RELIGION

National distribution of  show geographical distribution  Geographical distribution  Discussing geographical distribution  ICT tools
religions of religions in Zimbabwe of religions of religions  Textbooks
 discuss membership of religions  Membership  Analysing membership  Resource Person
in Zimbabwe  Braille
TOPIC: RELIGION
SUB-TOPIC: AFRICAN INDIGENOUS RELIGION

Rituals  describe rituals in IR  Rituals Discussing rituals in IR  Textbooks
 explain various myths  Stating the importance of rituals in  Resource person
IR  Braille books
 Talkingbook
29
Religious practitioners  Identify religious practitioners in  Religious practitioners  Naming religious practitioners in IR  Textbooks
IR  Roles  Explaining roles of religious  Resource person
 state the roles of religious practitioners in IR  Braille books
practitioners  Talking book
Sacred places  identify sacred places IR  Places of religious  Listing sacred places in their locality  Textbooks
 describe the importance of sacred importance  Discussing the importance of sacred  Resource person
places in IR places in IR  Braille books
 Talking book
TOPIC: RELIGION
SUB-TOPIC: JUDAISM
Rituals  describe rituals in Judaism  Rituals  Textbooks
 Discussing rituals in Judaism  Resource person
 Stating the importance of rituals in  Braille books
Judaism  Talking book
Religious practitioners  identify religious practitioners in  Religious practitioners  Naming religious practitioners  Textbooks
Judaism  Roles  Explaining roles of religious  Resource person
 state the roles of religious practitioners in Judaism  Braille books
practitioners  Talking book
Sacred places  identify sacred places  Places of religious  Listing sacred places in Judaism  Textbooks
places in Judaism places in Judaism  Braille books
 Talking book
30
TOPIC: RELIGION
Rituals  describe religious rituals in  Rituals  Discussing rituals in Christianity  Textbooks
Christianity  Resource person
 Stating the importance of rituals in  Braille books
Christianity  Talking book
Religious practitioners  identify religious practitioners in  Religious practitioners  Naming religious practitioners in  Textbooks
Christianity  Roles Christianity  Resource person
 state the roles of religious  Describing roles of religious  Braille books
practitioners in Christianity practitioners in Christianity  Talking book
Sacred places  identify sacred places  Places of religious  Listing sacred places in Christianity  Textbooks
places in Christianity places in Christianity  Braille books
 Talking book
TOPIC: RELIGION
SUB-TOPIC: ISLAM
Rituals  describe religious rituals in Islam  Rituals  Discussing rituals in Islam  Textbooks
 Stating the importance of rituals in  Resource person
Islam  Braille books
 Talking book
31
Religious practitioners  identify religious practitioners in  Religious practitioners  Naming religious practitioners in  Textbooks
Islam  Roles Islam  Resource person
 Describe the roles of religious  Explaining roles of religious  Braille books
practitioners in Islam practitioners in Islam  Talking book
Sacred places  identify sacred places  Places of religious  Visiting sacred places in their  Textbooks
 describe the importance of sacred importance locality  Resource person
places in Islam  Discussing the importance of sacred  Braille books
places in Islam  Talking book

SUB-TOPIC: RELIGION, FAMILY AND IDENTIFY
Inter-dependency of  illustrate ways in which religion  Family Inter-dependency  Dramatizing ways in which families  Textbooks
families encourages families to depend on depend on each other  Resource person
each other  Braille books
 Talking book
IR and Zimbabwean  show how IR through  Zimbabwean Identity  Identifying aspects of IR which  Resource person
Identity Unhu/Ubuntu shapes Zimbabwean bring out Zimbabwean Identity  Braille books
Identity  Talking book
32
Religion in formal  assess the positive and negative  Impact of religion in  Discussing various religious-based  Textbooks
education impact of religion in formal formal education educational institutions nationwide  Resource person
education  Explaining the negative impact of  Braille books
religion on education  Talking book
IR in informal education  demonstrate the role of IR in  Role of IR in informal  Illustrating the contributions of IR in  Textbooks
informal education education informal education  Resource person
 Braille books
 Talking book

Gender in various  identify what various religions  Gender roles  Citing gender roles in various  Textbooks
religions say on gender roles religions  Resource person
 explain gender roles in the above  Comparing and contrasting gender  Braille books
religions roles in different religions  Talking book
Religion and Women  demonstrate how religion  Women empowerment Explaining how religion enhances  Textbooks
empowerment enhances women empowerment gender empowerment  Resource person
 Braille books
 Talking book
33

IR and Unhu/Ubuntu,  discussing morals and values  IR as a source of morals  Describing morals and values in IR  Textbooks
values and sexuality from IR and values  Discussing how religious beliefs  Resource person
 explain how IR beliefs help  IR and Unhu/Ubuntu help shape societal attitude of  Braille books
shape societal attitudes on  Religion, femininity and femininity and masculinity  Talking book
femininity and masculinity masculinity
Religious beliefs and  assess the contributions of IR to  Religious beliefs and  Describe the contributions of IR to  Textbooks
sexuality Unhu/Ubuntu behaviour change Unhu/Ubuntu  Resource person
 Discussing ways in which various  Braille books
religions instil self-control  Talking book
Religious beliefs and  describe how religious beliefs ei  Religious beliefs, rituals  Discussing some positive and  Textbooks
chronic conditions influence people with chronic and chronic conditions negative religious influences on  Resource person
conditions people with chronic conditions  Braille books
 Talking book
TOPIC: RELGION AND CONTEMPORARY ISSUES

Religion, Stigma and  define stigma and  Stigma  Explaining the meanings of stigma  ICT tools
Discrimination of Persons discrimination  Discrimination and discrimination  Text books
living with Disability  identify religious forms of  Describing religious forms of stigma  Dictionaries
stigma and discrimination and discrimination  Resource person
 Pictures, Charts
34
Intervention measures  define intervention measures  Definition  Stating intervention measures  ICT tools
 explaining intervention  Intervention measures  Identifying intervention measures  Text books
measures  Interacting with people with  Resource person
disability  Pictures
 Charts
SUBTOPIC: RELIGION AND THE NATURAL ENVIRONMENT

Judaism and the natural  describe the attitudes of Judaism to  Attitudes  Outlining on attitudes of Judaism  ICT tools
environment the natural environment  Methods towards the natural environment  Textbooks
 outline methods of preserving the  Describing methods of preserving  Resource person
environment in Judaism the natural environment in Judaism  Computers with Jaws
soft ware
 Talking book
Islam and the natural  describe the attitudes of Islam to  Attitudes  Outlining on attitudes of Islam to the  ICT tools
environment the natural environment  Methods natural environment  Textbooks
 outline methods of preserving the  Describing the methods of  Resource person
natural environment in Islam preserving the natural environment in  Computers with Jaws
Islam soft ware
 Talking book
35

Rights of the elderly  recognise the rights of  Rights Explaining the rights of the  ICT tools
Rights of persons with the elderly elderly
disabilities  identify the rights of  Outlining the rights of
persons with disabilities persons with disabilities

Levels of conflict  identify causes of conflict at  Communal conflict  Discussing causes of conflict at  ICT tools
community level community level.  Resource person
 Computers with Jaws
soft ware
 Talking book
Religious causes of  explain religious causes of  Religious conflict  Discussing religious based conflict  ICT tools
conflict conflicts at community level  Resource person
soft ware
 Talking book
Role of religion in conflict  identify religious efforts at  Religious conflict  Stating efforts by religious  ICT tools
36
resolution resolving conflict at community resolution people to resolve conflict at  Textbooks
level community levels  Resource person
soft ware
 Talking book
Impact of conflict  identify the impact of conflict  Consequences of conflict  Outlining possible results of conflict  ICT tools
 Textbooks
 Resource person
soft ware
 Talking book

Religion and enterprise  explain the various forms of  Forms of enterprise  Discussing forms enterprise that are  Textbooks
enterprise based on religion  ICT tools
 describe the positive impact of  Impact of religion  Identifyligious teachings that  Textbooks
religion on technology use and encourage enterprise  ICT tools
enterprise
37
KEY CONCEPT OBJECTIVES: CONTENT ACTIVITIES RESOURCES

Learners should be able to:
Role of IR in Chimurenga  identify the IR religious  IR religious practitioners  Listing IR practitioners who  Textbooks
2 practitioners who participated in  Roles participated in Chimurenga 2  ICT tools
Chimurenga 2  Discussing roles of IR
 explain the roles IR practitioners practitioners who participated
who participated in Chimurenga in Chimurenga 2
2
Role of Christianity in the  identify the Christian religious  Christian practitioners  Listing practitioners who  Textbooks
Liberation Struggle practitioners who participated in  Roles participated in Chimurenga 2  ICT tools
Chimurenga 2  Discussing roles of Christian
 explain the roles of Christian practitioners who
practitioners who participated in participated in Chimurenga 2
Chimurenga 2
FORM 4
TOPIC1: RELIGIONS

Global distribution of  explain how religions are  Distribution of religion  Describing the global  ICT tools
38
religions globally distributed distribution of religions  Resource Person
 Text books
TOPIC: RELIGIONS
SUB-TOPIC: INDIGENOUS RELIGION

Rites of passage in IR  identify the rites of passage in  Rites of passage  Explaining the rites of  ICT tools
IR passage in IR  Resource Person
 Text books
Attire in IR  describe the regalia in IR  Regalia  Dramatizing various rites  ICT tools
in IR  Resource Person
 Text books
 AIR regalia
Sacred Days  identify sacred days in IR  Sacred days  Stating the sacred days in  ICT tools
 describe the significance of IR  Resource Person
sacred days in IR  Explaining the significance  Text books
of sacred days
39
TOPIC: RELIGIONS
SUB-TOPIC: JUDAISM
KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED RESOURCES
Learners should be able to: LEARNING ACTIVITIES
Rites of passage in  identify the rites of passage in  Rites of passage  Explaining the rites of  ICT tools
Judaism Judaism passage in Judaism  Resource Person
 Text books
Attire in Judaism  Identify sacred days in Judaism  Regalia  Dramatizing various rites  ICT tools
 describe the significance of in Judaism  Resource Person
sacred days in Judaism  Text books
 Jewish regalia
Sacred Days  state sacred days in Judaism  sacred days  Stating sacred days in  ICT tools
Judaism  Resource Person
 Explaining the  Text books
significance of sacred days
in Judaism
TOPIC: RELIGIONSUB-TOPIC: CHRISTIANITY

Christianity Christianity passage in Christianity  Resource Person
 Text books
Sacred Days  identify sacred days in  Sacred days  Stating sacred days  ICT tools
Christianity in Christianity  Resource Person
 describe the significance of  Text books
sacred days in Christianity
40
TOPIC: RELIGIONS
SUB-TOPIC: ISLAM
Islam Islam passage in Islam  Resource Person
 Text books
Attire in Islam  describe the regalia in Islam  Regalia  Dramatizing various rites  ICT tools
in Islam  Resource Person
 Text books
 Islamic regalia
Sacred Days  identify sacred days in Islam  sacred days  Stating sacred days in  ICT tools
 describe the significance of Islam  Resource Person
sacred days in Islam  Explaining the  Text books
significance of sacred days
in Islam
41
TOPIC: CONTEMPORARY ISSUES

Family and the  identify the various agents of  Family  Listing various agents of  Textbooks
changing culture cultural change  Culture change cultural change  Pictures
 explain how change in culture is  Describing how change in  ICT
affecting the nature of the family culture is affecting the
nature of family
Family, national  describe the role of the family in  National values  Explaining how the family  Textbooks
values and good promoting national values  Good citizenship promotes national values  ICT
citizenship  illustrate the significance of  Describing the significance
religion in promoting national of religion in promoting
values and good citizenship national values and good
citizenship
IR and African  explain the role of IR in  African identity  Discussing how IR fosters  Textbooks
Identity fostering African identity African identity  Picture, ICT tools.
TOPIC: CONTEMPORARY ISSUES

Religion and Education in  assess the role of religion in  Religion and nation  Discussing the role of  Textbooks
nation building nation building building religious organisations in  ICT tools
 Educational institutions educational infrastructure
development
Religion and establishment  explain the role played by  Religion and human  Illustrating the role of  Textbooks
of educational institutions various religions in the resource capacity building religious institutions in human
42
and capacity building development of educational resource capacity building  ICT tools
and human resource capacity
building
Negative impact of religion  examine the negative impact  Negative religious impact  Identifying religious beliefs  Textbooks
on education of religion on education which discourage children  ICT tools
from accessing formal
education

Gender in various  identify what various religions  Gender  Citing gender roles in various  Textbooks
religions say on gender  Religious gender views religions  Resource person
 explain gender roles in the  Comparing and contrasting  Braille books
various religions gender roles in different religions  Talking book
Gender based violence  identify forms of gender based  Forms of gender based  Role-playing forms of gender  ICT tools
violence violence based violence  Textbooks
 identify causes of gender based  Causes  Listing causes of gender based  Resource person
violence  Solutions violence  Pictures
 state possible religious ways of  Suggesting possible solutions to  Films
solving gender based violence gender based violence  charts
43

IR and Unhu/Ubuntu  summarize morals and values  IR as a source of morals  Identifying morals and values  Textbooks
from IR and values from IR  Resource person
 examine morals and values from  IR and Unhu/Ubuntu  Identifying principles of  Braille books
the various religions Unhu/Ubuntu derived from IR  Talking book
 examine principles of
Unhu/Ubuntu derived from IR
Religious beliefs and  assess the contributions of IR to  Religious beliefs in IR  Relating the contribution of  Textbooks
sexuality Unhu/Ubuntu  Religion, femininity and IR to Unhu/Ubuntu  Resource person
 explain how religious beliefs masculinity  Discussing ways in which  Braille books
help shape societal attitudes on various religions shape  Talking book
femininity and masculinity societal attitudes on femininity
and masculinity
Religion and health  describe how religious beliefs  Religious beliefs  Illustrating some positive and  Textbooks
influence people with health  Health conditions negative religious influences  Resource person
conditions on people with health  Braille books
conditions  Talking book
44

Disability and religious  illustrate religious attitudes  Religious attitudes  Dramatizing relevant stories  ICT tools
intervention measures towards disability  Religious intervention that illustrate religious attitude  Computer with Jaws
 explain religious intervention towards disability software
measures to disability  Relating the role of religion in  Textbooks
assisting people living with  Talking book for learners
disability who are blind
 Resource person

 demonstrate the relationship  Rights  Illustrating the relationship  ICT tools
Leadership, rights and between rights and social  social responsibility between rights and social
social responsibility responsibilities responsibility
Religion and levels of  explain the role of religion in  Leadership styles  Discussing the role of  ICT tools
leadership shaping leadership styles religion in shaping leadership
styles
45

Leaners should be able to: ACTIVITIES
Role of IR in the  state the IR religious  IR religious practitioners  Naming the IR religious  Textbooks
Liberation Struggle practitioners who participated in  Roles practitioners who participated in  ICT tools
the liberation struggle the liberation struggle.
 describe the roles of IR religious  Discussing the roles of IR
practitioners who participated in religious practitioners who
the liberation struggle participated in the liberation
struggle
Role of Christianity in the  state the IR Christian  Christian practitioners  Listing Christian practitioners  Textbooks
Liberation Struggle practitioners who participated in  Roles who participated in the liberation  ICT tools
the liberation struggle struggle
 describe the roles of the  Explaining the roles of Christian
religious practitioners who practitioners who participated in
participated in the liberation the liberation struggle
struggle
46

Role of religion in  describe the positive impact of  Role of religion  Demonstrating the role of  Textbooks
enterprising religion on enterprise - Provision of religion in promoting enterprise  ICT tools
 assess the negative impact of work ethic  Discussing the negative impact
religion on enterprise - Influencing of religion on enterprise
fiscal
discipline
 Religious tourism

Levels of conflict  identify causes of religious  Causes  Discussing causes of religious  Textbooks
Impact of conflict conflict at national level  Impact conflicts at national and global  ICT tools
 discuss the impact of conflict at level.
national level  Listing the consequences of
religious conflict nationally
47
SCHEME OF ASSESSMENT
The syllabus scheme of assessment is grounded on the principle of inclusivity. Arrangements, accommodations and modifications should be visible in
both the continuous and summative assessment to enable all learners to access assessments.
ASSESSMENT OBJECTIVES
By the end of the course learners should be able to:
 identify various religions in Zimbabwe
 identify the main features of a religion
 identify places of religious importance in Zimbabwe
 explain the significance of the heritage sites and how they foster national identity
 define the concept of unhu/Ubuntu
 relate the concept of unhu/Ubuntu to the various religious beliefs in Zimbabwe
 explain the role of religion in fostering team work, hard work and good citizenship
48
ASSESSMENT MODEL
Assessment of learner performance in Family and

Religious Studies- 100%
Continuous assessment Summative assessment
Profiling Assignments Tests FRS 1 Structured FRS 2 Essay Questions

Projects
Questions 30% 40%
Profile Continuous Assessment

Mark= 30% Examination
Mark= 70%
Exit Profile
FINAL MARK
FRS 100%
49
Form of assessment Weighting
Continuous 30%
Summative 70%
Total 100%
Continuous Assessment
Level Assessment task Frequency Weighting
Form 1 Assignment 1 per term 5

Test 1 per term
Test 1 per term
Test 1 per term
Test 1 per term
Total 30
NOTE: All assessment tasks are marked out of 100. Assessment of soft skills will be done as learners respond to continuous assessment tasks.
50
The learners shall be assessed through both continuous assessment and summative examination. The summative examination consists of two component
papers which are FRS 1 and FRS 2.
SUMMATIVE ASSESSMENT
PAPER DESCRIPTION
FRS 1 (2 hours)
This component consists of 20 structured questions on all the four religions in this syllabus. The component is in three sections of which Section A is
compulsory covering Indigenous Religion and Christianity. Candidates will then choose either Section B on Judaism or Section C on Islam.
FRS 2 (2 hours 30 minutes)
This component consists of 16 essay type questions which cover all the four religions. The component is in four Sections of which Section A is
Indigenous Religion, Section B Christianity, Section C Judaism and Section D Islam. Each Section has four questions each carrying 25 marks. A
candidate is required to attempt four questions. Sections A and B are compulsory while candidates may choose either Section C or D
51
SPECIFICATION GRID
Skill Paper 1 Paper 2

Knowledge and understanding 15 10
Comprehension 10 10
Application and analysis 5 20
Synthesis and Evaluation - -
Practical - -
Total 30 40
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ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

FAMILY AND RELIGIOUS STUDIES SYLLABUS

© All rights reserved

Methodology and Time Allocation

Presentation of the Syllabus

Scope and Sequence Chart

1.3 SUMMARY OF CONTENT

1.4.0 METHODOLOGY AND TIME ALLOCATION

1.4.2 TIME ALLOCATION

It is assumed that learners:

1.6 CROSS-CUTTING THEMES

2.0 PRESENTATION OF SYLLABUS

The aims of the syllabus are to:

 promote the religious and moral development of the learner

4.0 SYLLABUS OBJECTIVES

By the end of the course learners should be able to:

5.0 PRESENTATION OF THE SYLLABUS

 Religion, Family and Identity

6.0. SCOPE AND SEQUENCE

6.1. TOPIC 1: RELIGION

SUB-TOPIC FORM 1 FORM 2 FORM 3 FORM 4

SUB-TOPIC FORM 1 FORM 2 FORM 3 FORM 4

SUB-TOPIC FORM 1 FORM 2 FORM 3 FORM 4

SUB-TOPIC: CONCEPT OF RELIGION

KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES

SUB-TOPIC: INDIGENOUS RELIGION (IR)

KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES

SUB-TOPIC: RELIGION, FAMILY AND IDENTITY

TOPIC: RELIGION AND CONTEMPORARY ISSUES

SUB-TOPIC: RELIGION AND EDUCATION

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING RESOURCES

SUB-TOPIC: RELIGION AND GENDER ROLES

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING RESOURCES

TOPIC: RELIGION AND CONTEMPORARY ISSUES

SUB-TOPIC: RELIGION, ETHICS, HEALTH AND SEXUALITY

TOPIC: RELIGION AND CONTEMPORARY ISSUES

TOPIC: RELIGION AND CONTEMPORARY ISSUES

SUB-TOPIC: RELIGION AND DISABILITY

KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING RESOURCES

TOPIC: RELIGION AND CONTEMPORARY ISSUES

SUB-TOPIC: RELIGION, RIGHTS AND SOCIAL RESPONSIBILITY

KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES

TOPIC: RELIGION AND CONTEMPORARY ISSUES

SUB-TOPIC: RELIGION, TECHNOLOGY AND ENTERPRISE

Enterprise  define enterprise  Enterprise  Stating types of enterprises  Textbooks

TOPIC: RELIGION AND CONTEMPORARY ISSUES

SUB-TOPIC: RELIGION AND THE LIBERATION STRUGGLE

KEY CONCEPT OBJECTIVES CONTENT ACTIVITIES RESOURCES

TOPIC: RELIGION AND CONTEMPORARY ISSUES

SUB-TOPIC: RELIGION AND CONFLICT RESOLUTION

SUB-TOPIC: CONCEPT OF RELIGION

SUB-TOPIC: INDIGENOUS RELIGION

TOPIC: RELIGION AND CONTEPMORARY ISSUES

SUB-TOPIC: RELIGION, FAMILY AND IDENTITY

 Tracing the origins of certain

SUB-TOPIC: RELIGION AND EDUCATION

TOPIC: RELIGON AND CONTEMPORARY ISSUES

SUB-TOPIC: RELIGION AND GENDER ROLES

TOPIC: RELIGION AND CONTEMPORARY ISSUES

SUB-TOPIC: RELIGION, ETHICS, HEALTH AND SEXUALITY

KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES

TOPIC: RELIGION AND CONTEMPORARY ISSUES