LIFE SKILLS ORIENTATION PROGRAMME · 2019. 3. 20. · Life Skills Orientation Programme Syllabus,...
Transcript of LIFE SKILLS ORIENTATION PROGRAMME · 2019. 3. 20. · Life Skills Orientation Programme Syllabus,...
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• JUNIORSCHOOLLOPSYLLABUS• SECONDARYSCHOOLORDINARYLOPSYLLABUS• SECONDARYSCHOOLADVANCEDLOPSYLLABUS
ZIMBABWE
MINISTRYOFPRIMARYANDSECONDARYEDUCATION
LIFESKILLSORIENTATIONPROGRAMME
CurriculumDevelopmentandTechnicalServicesP.O.BOXMP133MountPleasant
Harare
© All Rights Reserved2015
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Life Skills Orientation Programme Syllabus, Grade 7, Form 4 and Form 6
ACKNOWLEDGEMENTSThe Ministry of Primary and Secondary Education wishes to acknowledge the following for their valued contribution in the production of this syllabus:
• The Life-skills Orientation Programme Syllabus National Panel • Representatives from:
- Scripture Union Zimbabwe (SU)- Zimbabwe Parks and Wild Life Management Authority (ZPWLMA)- Zimbabwe Republic Police (ZRP)- Zimbabwe School Examinations Council (ZIMSEC)- United Nations International Children’s Fund (UNICEF)- UnitedNationsEducationalScientificandCulturalOrganisation(UNESCO)- Laying Solid Foundations (LASOF)
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Life Skills Orientation Programme Syllabus, Grade 7, Form 4 and Form 6
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CONTENTS
ACKNOWLEDGEMENTS.................................................................................................................i
CONTENTS.......................................................................................................................................ii
1.0PREAMBLE................................................................................................................................1
2.0PRESENTATIONOFTHESYLLABUS....................................................................................1
3.0AIMS............................................................................................................................................2
4.0OBJECTIVES..............................................................................................................................2
5.0METHODOLOGYANDTIMEALLOCATION..............................................................................2
6.0SYLLABUSTOPICS..................................................................................................................3
7.0SCOPEANDSEQUENCE..........................................................................................................4
8.0COMPTENCYMATRIX...............................................................................................................6
JUNIORSCHOOLGRADE7...........................................................................................................6
SECONDARYSCHOOLORDINARYLEVELFORM4....................................................................12
SECONDARYSCHOOLADVANCEDLEVELFORM6...................................................................18
9.0SCHEMEOFASSESSMENT.....................................................................................................24
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Life Skills Orientation Programme Syllabus, Grade 7, Form 4 and Form 6
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1.0PREAMBLE
1.1Introduction
The Life-skills Orientation is an out-of-school programme covering the Junior School (Grade 7), Secondary Sschool Ordinary Level (Form 4) and Secondary School Advanced Level (Form 6) education. The syllabus covers activities that enhance life-skills and has thematic links to other learning areas across the curriculum. The skills include:
• relating• caring• giving• thinking• working• managing.
This syllabus is facilitating the learner to become a patri-otic and a responsible citizen. It promotes Zimbabwean identity, norms and values through the inclusion of Life-skills, volunteerism, exposure to work and outward bound activities. The programme contributes towards the development of Unhu/Ubuntu/Vumunhu through nurturing of important virtues of life such as punctuality, commit-ment, honesty, empathy, resilience and perseverance.
1.2Rationale
The Life-skills Orientation Programme creates synergies between schools, communities and enterprise (industry). Learners are given opportunities to relate theory to practice, and practice to theory in a diligence continuum of dialogue on practice thus bridging the gap between classroom knowledge and practical life. It also encom-passes relationships between learners and their commu-nity. The Life-skills Orientation Programme moulds the character of the learners. It is the foundation of important virtues for life; linking academic achievement, businesses development, self reliance and employment.
The Life-skills Orientation Programme is designed to provide the following practical lifeskills:
• Criticalthinkingandproblemsolving• Collaborationandleadingwithinfluence• Agilityandadaptability• Takinginitiativeandbeingenterprising• Effectiveoralandwrittencommunicationskills• Capabilitytoaccessandanalyseinformation
1.3SummaryofContent
This syllabus will cover theory, practical and problem solving activities in areas such as:
• Identityandpatriotism• Leadership• Health• Environmentalissues• Rightsandresponsibilities• Enterpriseandvolunteerism• Maintenanceskills
1.4Assumptions
The syllabus assumes that learners have knowledge of:
• businessesopportunities;• personalidentity;• communicationskills;• interpersonalskills;• independentdailylivingskills;• experiencedpeerpressure;• Sciences,HumanitiesandTechnicalLearning
Areas;• localenvironment;
1.5Cross-cuttingthemes
• Genderroles• Children’srightsandresponsibilities• Disastermanagement• Healthissues• Heritage• ConstitutionofZimbabwe• Financialliteracy• Environmentalissues• Informationtechnology
2.0PRESENTATIONOFTHESYLLABUS2.1 The Life-skills Orientation Programme is presented as a single document which covers:
• JuniorSchool(Grade7)• SecondarySchoolOrdinaryLevel(Form4)• SecondarySchoolAdvancedLevel(Form6)2..2 All levels have the same topics that are spiral in
nature.
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Life Skills Orientation Programme Syllabus, Grade 7, Form 4 and Form 6
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3.0AIMS
The syllabus aims to:
3.1 Guide learners to achieve their full physical, intellectual, personal, emotional and social abilities
3.2 develop a spirit of national consciousness, identity and patriotism through acquiring skills and interacting with the environment
3.3 promote personal development anchored on Unhu/Ubuntu/Vumunhu in all facets of life
3.4 develop learners’ skills to respond to challeng-es and play an active and responsible role in society
3.5 enable learners to exercise their constitutional rights and responsibilities while respecting the rights of others
3.6 guide learners to make informed and responsi-ble decisions about their health, environment, learning area choices, further studies and busi-nesses
4.0OBJECTIVES
On completion of each level of the Life-skills Orientation Programme learners should have:
4.1 exhibit Unhu/Ubuntu/Vumunhu which will help them to interact meaningfully with others in society
4.2 apply the knowledge, skills and understanding needed to manage their environment
4.3 familiarise themselves with the world of work through work related learning leading to the selection of businesses that match their incli-nations
4.4 develop critical thinking, individual initiative, interpersonal, enquiring and problem solving skills
4.5 develop an awareness of children’s rights and their responsibilities
4.6 practice health habits that will prepare them for responsible family, community, national, regional and global life
4.7 demonstrate patriotism, volunteerism and cele-bration of human diversity
5.0METHODOLOGYANDTIMEALLOCATION
5.1 Methodology
A spiral approach is adopted, beginning with the learner’s immediate environment, broadening to an explorationofhis/herwidercommunityandfinallyextending to the wider world. Learners need to develop appropriate Life-skills through active participation in planned activities. Effective development of life skills depends upon the use of participatory methods. These include the following:
(a) Exposure to enterprise environments(b) Edu-tour targeting historical and heritage sites (c) Engagement in volunteerism(d) Outbound programming(e) Carrying out research(f) E-learning (g) Role playing(h)Dramatization(i) Group work(j) Simulation(k) Question and answer(l) Participation in the institutions and community
activities in areas such as hospitals, red-cross and junior calls, uniformed services and parliament.
(m) Under study
5.2TimeAllocation
This is an out-of-school programme
For adequate coverage of the syllabus, the following allocation is advised.
Junior School (Grade 7): 6 weeks (Mid October to 1st weekofDecember)Secondarey School Ordinary Level (Form 4): 2 months (End of November to end of January)Secondary School Advanced Level (Form 6): 2 months (End of November to end of January)
Junior School Level at least one (1) educational tourSecondary School Ordinary Level at least two (2) educational toursSeconary School Advanced Level at least two (2) educational tours.Learners participate in sport festivals in line with the
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Life Skills Orientation Programme Syllabus, Grade 7, Form 4 and Form 6
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Schools Annual Sport Science and Arts Festivals (SASSAF) concept. The sport festivals are done at school, cluster, district, provincial and national levels when learners are on holiday.
6.0SYLLABUSTOPICS
6.1 Identity and patriotism6.2 Leadership 6.3 Health6.4 Environmental issues6.5 Rights and responsibilities6.6 Enterprise and volunteerism6.7 Maintenance skills
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Life Skills Orientation Programme Syllabus, Grade 7, Form 4 and Form 6
4
7.0
SCOPE
ANDSEQ
UEN
CE
5
7.S
COPE
ANDSEQ
UEN
CE
TOPIC
JU
NIORSCHOOLGRAD
E7
SECONDAR
YSC
HOOLORDINAR
YLE
VELFO
RM4
SECONDAR
YSC
HOOLAD
VANCED
LEV
EL
FORM
6
Id
entit
y an
d Pa
triot
ism
Self-
awar
enes
s
Fam
ily b
elie
fs, n
orm
s an
d va
lues
Patri
otis
m
Se
lf-es
teem
Com
mun
al a
war
enes
s
C
omm
unity
bel
iefs
, nor
ms
and
valu
es
Pa
triot
ism
Se
lf-ac
tual
isat
ion
N
atio
nal,
inte
rnat
iona
l and
glo
bal
awar
enes
s
Nat
iona
l bel
iefs
, nor
ms
and
valu
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Pa
triot
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Lead
ersh
ip
D
efin
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lead
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ip
Le
ader
ship
qua
litie
s
Fa
mily
lead
ersh
ip ro
les
and
resp
onsi
bilit
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Lead
ersh
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halle
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flict
man
agem
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ader
ship
qua
litie
s
Com
mun
al le
ader
ship
role
s an
d re
spon
sibi
litie
s
Lead
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ip c
halle
nges
Con
flict
man
agem
ent
Le
ader
ship
qua
litie
s
Lead
ersh
ip s
tyle
s
Nat
iona
l, in
tern
atio
nal a
nd g
loba
l le
ader
ship
role
s an
d re
spon
sibi
litie
s
Lead
ersh
ip c
halle
nges
Con
flict
man
agem
ent
Health
Fa
mily
hea
lthy
livin
g
Firs
t aid
Subs
tanc
e ab
use
HIVandAIDs
Oth
er c
omm
on a
nd
emer
ging
illn
esse
s
C
omm
unal
Healthyliving
Fi
rst A
id
Su
bsta
nce
abus
e
HIVa
nd AIDS
Oth
er c
omm
on a
nd e
mer
ging
illn
esse
s
In
tern
atio
nal a
nd g
loba
l Healthyliving
Fi
rst A
id
Su
bsta
nce
abus
e
HIVa
nd AIDS
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er c
omm
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mer
ging
illn
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ronm
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ues
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once
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ural
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Impo
rtanc
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ral
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ronm
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now
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once
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Su
stai
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ilizat
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kno
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syst
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of
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aina
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Rig
hts
and
Res
pons
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In
dige
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tem
s of
hu
man
righ
ts
C
hild
ren’
s rig
hts
and
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In
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an
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an ri
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In
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sys
tem
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hum
an ri
ghts
Con
stitu
tiona
l rig
hts
and
resp
onsi
bilit
ies
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Life Skills Orientation Programme Syllabus, Grade 7, Form 4 and Form 6
5
6
Pr
otec
tion
of c
hild
ren’
s rig
hts
Ente
rpris
e an
d vo
lunt
eeris
m
Va
lue
of w
ork
Vo
lunt
eeris
m
En
terp
rise
oppo
rtuni
ties
So
cial
ser
vice
s
Va
lue
of w
ork
Vo
lunt
eeris
m
En
terp
rise
oppo
rtuni
ties
So
cial
ser
vice
s
Va
lue
of w
ork
Vo
lunt
eeris
m
En
terp
rise
oppo
rtuni
ties
So
cial
ser
vice
s
Mai
nten
ance
ski
lls
M
aint
enan
ce in
the
hom
e
M
aint
enan
ce in
the
Com
mun
ity
Mai
nten
ance
in th
e na
tion
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Life Skills Orientation Programme Syllabus, Grade 7, Form 4 and Form 6
6
8.0COMPT
ENCYMAT
RIX
JUNIORSCHOOLGRADE7
7
7.C
OMPT
ENCYMAT
RIX
JU
NIORSCHOOLGRAD
E7
TO
PIC
OBJE
CTIVE
SLe
arne
rswillbeableto
:UNITCONTE
NT
(kno
wledg
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attitud
es)
SUGGES
TEDLEA
RNING
ACTIVITIES
ANDNOTE
SSU
GGES
TED
LEAR
NING
RES
OURCES
SELF
IDEN
TITY
COMMUNITYIDEN
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id
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plai
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porta
nce
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war
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s
Se
lf co
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Self
awar
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s
Dem
onstratin
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divi
dual
st
reng
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Describingself-
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s
Debatingontheimporta
nce
of s
elf-a
war
enes
s
IC
T to
ols
R
esou
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pers
on/s
Rel
ated
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ratu
re
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Fa
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R
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Illus
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ures
Rel
ated
lite
ratu
re
B
raille
mat
eria
l
-
Life Skills Orientation Programme Syllabus, Grade 7, Form 4 and Form 6
7
8
TOPIC
OBJE
CTIVE
SLe
arne
rswillbeableto
:UNITCONTE
NT
(kno
wledg
e,skillsand
attitud
es)
SUGGES
TEDLEA
RNING
ACTIVITIES
ANDNOTE
SSU
GGES
TED
LEAR
NING
RES
OURCES
UNHU/UBUNTU
/VUMUNHU
PATR
IOTISM
st
ate
norm
s an
d va
lues
Nor
ms
and
Valu
es
lis
ting
norm
s an
d va
lues
role
pla
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nor
ms
and
valu
es
re
cogn
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vers
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ffere
nt n
orm
s an
d va
lues
IC
T to
ols
R
esou
rce
pers
on/s
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ated
lite
ratu
re
Br
aille
mat
eria
l
st
ate
char
acte
ristic
s of
a
patri
otic
citi
zen
id
entif
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ith p
lace
s of
na
tiona
l im
porta
nce
in
terp
ret s
igns
and
sy
mbo
ls o
f the
cou
ntry
Pa
triot
ism
Nat
iona
l sig
ns a
nd
sym
bols
Li
stin
g ch
arac
teris
tics
of a
pa
triot
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itize
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rovi
ncia
l, an
d NationalH
eroesAc
re
Dem
onstratingknow
ledgeof
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ir co
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e of
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l her
itage
IC
T to
ols
R
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rce
pers
on/s
Rel
ated
lite
ratu
re
Br
aille
mat
eria
l
LEAD
ERSH
IP
CONFL
ICTMAN
AGEM
ENT
gi
ve th
e m
eani
ng o
f le
ader
ship
iden
tify
lead
ersh
ip
qual
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dem
onst
rate
pos
itive
at
titud
e to
war
ds
lead
ersh
ip
Le
ader
ship
qua
litie
s
Lead
er-fo
llow
er
rela
tions
hip
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tifyi
ng le
ader
ship
qua
litie
s
Parti
cipa
ting
in te
am b
uild
ing
activ
ities
Parti
cipa
ting
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cal
activ
ities
IC
T to
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elat
ed li
tera
ture
Res
ourc
e pe
rson
/s
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aille
mat
eria
l
id
entif
y le
ader
ship
ch
alle
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elat
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lict
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anag
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t
disc
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ays
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anag
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conf
lict
IC
T to
ols
R
esou
rce
pers
on/s
Rel
ated
lite
ratu
re
Br
aille
mat
eria
l
-
Life Skills Orientation Programme Syllabus, Grade 7, Form 4 and Form 6
8
9
TOPIC
OBJE
CTIVE
SLe
arne
rswillbeableto
:UNITCONTE
NT
(kno
wledg
e,skillsand
attitud
es)
SUGGES
TEDLEA
RNING
ACTIVITIES
ANDNOTE
SSU
GGES
TED
LEAR
NING
RES
OURCES
PERSO
NAL
HEA
LTH
FIRST
AIDTEC
HNIQUES
SU
BST
ANCEAB
USE
HIVANDAIDS
st
ate
the
impo
rtanc
e of
pe
rson
al h
ygie
ne a
nd
phys
ical
fitn
ess
an
alys
e th
e im
porta
nce
of
a ba
lanc
ed d
iet
de
mon
stra
te th
e im
porta
nce
of p
hysi
cal
exer
cise
s
dem
onst
rate
hea
lthy
habi
ts
id
entif
y im
plic
atio
ns o
f bad
ha
bits
HealthyLiving
Healthyhabits
Res
earc
hing
on
the
impo
rtanc
e of
per
sona
l hyg
iene
and
ph
ysic
al fi
tnes
s
Iden
tifyi
ng c
ompo
nent
s of
a
bala
nced
die
t
Perfo
rmin
g ph
ysic
al e
xerc
ises
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tisin
g he
alth
y ha
bits
Discussingimplicationsofbad
heal
thy
habi
ts
IC
T to
ols
R
esou
rce
pers
on/s
Brai
lle m
ater
ial
st
ate
situ
atio
ns w
here
firs
t Ai
d ca
n be
app
lied
ap
ply
first
Aid
ski
lls
Fi
rst A
id
Li
stin
g si
tuat
ions
whe
re fi
rst
Aid
can
be a
pplie
d
Si
mul
atin
g si
tuat
ions
requ
iring
fir
st a
id
Dem
onstratingfirstaidskills
IC
T to
ols
1s
t Aid
kits
id
entif
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mm
only
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sed
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tanc
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an
alys
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e he
alth
and
so
cial
effe
cts
of s
ubst
ance
ab
use
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bsta
nce
Abus
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ssur
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ses
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se
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ain
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cts
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tanc
e ab
use
IC
T to
ols
R
esou
rce
pers
on/s
Post
ers
R
elat
ed li
tera
ture
Brai
led
mat
eria
l
givethemeaningofH
IV
andAIDS
HIVa
nd AIDS
Tran
smis
sion
Sym
ptom
s
Discussingthemeaningofthe
term
sHIVandAIDS
IC
T to
ols
R
esou
rce
pers
on/s
Rel
ated
lite
ratu
re
-
Life Skills Orientation Programme Syllabus, Grade 7, Form 4 and Form 6
9
10
TOPIC
OBJE
CTIVE
SLe
arne
rswillbeableto
:UNITCONTE
NT
(kno
wledg
e,skillsand
attitud
es)
SUGGES
TEDLEA
RNING
ACTIVITIES
ANDNOTE
SSU
GGES
TED
LEAR
NING
RES
OURCES
COMMONANDEMER
GING
ILLN
ESSE
S
explainthemodesofH
IV
trans
mis
sion
list s
igns
and
sym
ptom
s of
AIDS
ex
plai
n w
ays
of p
reve
ntin
g HIV/AIDS
as
sess
the
impa
ct o
f HIV/AIDs
Pr
even
tion
Im
pact
Ex
plainingmodesofH
IV
trans
mis
sion
Discussingsignsand
symptom
sofAIDS
View
ingmaterialsonHIVAND
AIDSprevention
Discussingwaysofpreventing
AIDS
Br
aille
mat
eria
l
Id
entif
y ot
her c
omm
on
and
emer
ging
illn
esse
s
id
entif
y ca
uses
of
com
mon
illn
esse
s
O
ther
com
mon
illn
esse
s (C
ance
r, m
alar
ia, b
ilhar
zia,
di
arrh
oea,
cho
lera
etc
;)
Br
ains
torm
ing
com
mon
illn
esse
s
Brai
nsto
rmin
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uses
of
com
mon
illn
esse
s
Visi
ting
loca
l hea
lth c
entre
IC
T to
ols
R
esou
rce
pers
on/s
Post
ers
Br
aille
mat
eria
l
ENVIRONMEN
TALISSU
ES
DISAS
TERS
st
ate
the
com
pone
nts
of
envi
ronm
ent
ou
tline
the
impo
rtanc
e of
th
e en
viro
nmen
t
appl
y th
e th
ree
R’s
in
envi
ronm
enta
l m
anag
emen
t
indi
geno
us k
now
ledg
e sy
stem
s of
sus
tain
able
ut
ilisat
ion
of re
sour
ces
En
viro
nmen
tal
man
agem
ent
-redu
ce
-reus
e -re
cycl
e
Impo
rtanc
e of
the
envi
ronm
ent
Li
stin
g th
e co
mpo
nent
s of
the
envi
ronm
ent
Discussingwhatpollutestheir
envi
ronm
ent
Discussingthe
impo
rtanc
e of
th
e en
viro
nmen
t Designingofpostersand
bann
ers
with
ani
mal
s an
d ve
geta
tion
C
arry
ing
out p
roje
cts
on
cons
erva
tion
Use
was
te m
ater
ials
to
prod
uce
othe
r pro
duct
s
R
esou
rce
pers
on/s
Cha
rts
Br
aille
mat
eria
l
ICT
tool
s
st
ate
type
s of
dis
aste
rs in
yo
ur c
omm
unity
iden
tify
step
s to
take
in
case
of a
dis
aste
r
desi
gn a
dis
aste
r m
anag
emen
t pla
n
Disasters:
- N
atur
al
- M
an m
ade
Disaster
man
agem
ent p
lan
Li
stin
g th
e ty
pes
of d
isas
ters
Dramatizingthedifferentways
of re
spon
ding
to d
isas
ters
Visi
ting
area
s af
fect
ed b
y Disasters
IC
T to
ols
R
esou
rce
pers
on/s
Cha
rts
Vi
deos
Brai
lle m
ater
ial
-
Life Skills Orientation Programme Syllabus, Grade 7, Form 4 and Form 6
10
11
TOPIC
OBJE
CTIVE
SLe
arne
rswillbeableto
:UNITCONTE
NT
(kno
wledg
e,skillsand
attitud
es)
SUGGES
TEDLEA
RNING
ACTIVITIES
ANDNOTE
SSU
GGES
TED
LEAR
NING
RES
OURCES
Vi
sitin
g pu
blic
pla
ces
to a
sses
s di
sast
er m
anag
emen
t
CH
ILD
REN
’S RIGHTS
AND
RES
PONSIBILITIES
de
fine
child
ren’
s rig
hts
and
resp
onsi
bilit
ies
id
entif
y ch
ildre
n’s
right
s an
d re
spon
sibi
litie
s in
the
hom
e
eval
uate
gen
der r
oles
reco
gnis
e in
stan
ces
of
viol
atio
n of
righ
ts
C
hild
ren’
s rig
hts
and
resp
onsi
bilit
ies
Pr
otec
tion
of
Chi
ldre
n’s
right
s an
d re
spon
sibi
litie
s
Li
stin
g ch
ildre
n’s
right
s an
d re
spon
sibi
litie
s
Discussingchild
ren’
s rig
hts
and
resp
onsi
bilit
ies
visi
ting
the
Vict
im F
riend
ly U
nit
Debatingongenderroles
Sele
ctin
g si
gnifi
cant
oth
ers
to
conf
ide
in
Dramatizingabuseand
repo
rting
Com
posi
ng s
ongs
and
dan
ces
on a
buse
and
repo
rting
pr
oced
ure
R
eciti
ng p
oem
s
C
hild
ren’
s R
ight
s an
d re
spon
sibi
litie
s
Docum
ent
C
onst
itutio
nal R
ight
s Docum
ent
R
esou
rce
pers
on/s
Brai
lle m
ater
ial
ENTE
RPR
ISEAN
D
VOLU
NTE
ERISM
id
entif
y bu
sine
ss
oppo
rtuni
ties
in th
eir
hom
es
de
scrib
e sk
ills,
com
pete
ncie
s an
d at
titud
es fo
r bus
ines
s ch
oice
dem
onst
rate
un
ders
tand
ing
of b
usin
ess
oper
atio
n
Bu
sine
ss o
ppor
tuni
ties
-
Con
cept
of
busi
ness
es
- Ty
pes
of
busi
ness
es in
the
fam
ily
Li
stin
g di
ffere
nt k
inds
of
busi
ness
Discussingrequirementsfor
diffe
rent
bus
ines
ses
Sh
adow
ing
diffe
rent
bu
sine
sses
Com
pilin
g pr
ofile
for s
elec
ted
busi
ness
IC
T to
ols
R
esou
rce
pers
on/s
Pict
ures
Prin
t med
ia
de
fine
impo
rtanc
e of
wor
k
Valu
e of
wor
k
Discussingbenefitsofworking
Dramatizingworkscenarios
Prac
tisin
g th
e w
ork
that
is
sust
aina
ble
Fl
ash
card
s
Job
card
s
Brai
lle m
ater
ial
-
Life Skills Orientation Programme Syllabus, Grade 7, Form 4 and Form 6
11
12
TOPIC
OBJE
CTIVE
SLe
arne
rswillbeableto
:UNITCONTE
NT
(kno
wledg
e,skillsand
attitud
es)
SUGGES
TEDLEA
RNING
ACTIVITIES
ANDNOTE
SSU
GGES
TED
LEAR
NING
RES
OURCES
VOLU
NTE
ERISM
SOCIALSE
RVICES
lis
t act
s of
vol
unte
eris
m
durin
g C
him
uren
ga/U
mvu
kela
defin
e co
ncep
t of
volu
ntee
rism
expl
ain
bene
fits
of
volu
ntee
rism
dem
onst
rate
vol
unte
eris
m
in th
e fa
mily
Vo
lunt
eeris
m:
- Be
nefit
s of
vo
lunt
eeris
m
- Ac
ts o
f vo
lunt
eeris
m in
the
fam
ily
Ex
plai
ning
the
conc
ept o
f vo
lunt
ary
wor
k
Nam
ing
bene
fits
of
volu
ntee
rism
Perfo
rmin
g vo
lunt
ary
wor
k in
th
eir c
omm
unity
IC
T to
ols
R
esou
rce
pers
on/s
Pict
ures
Rel
ated
lite
ratu
re
Br
aille
mat
eria
l
ex
plai
n th
e co
ncep
t of
soci
al s
ervi
ces
id
entif
y so
cial
ser
vice
or
gani
satio
ns in
you
r are
a
en
umer
ate
bene
fits
of
soci
al s
ervi
ces
in th
eir
com
mun
ity
So
cial
ser
vice
s :
- Fa
mily
-
Priv
ate
- G
over
nmen
t
N
amin
g ty
pes
of s
ocia
l se
rvic
es
Li
stin
g so
cial
ser
vice
or
gani
satio
ns
Describingsoci
al s
ervi
ce
bene
fits
IC
T to
ols
R
esou
rce
pers
on/s
Prin
t and
ele
ctro
nic
Brai
lle m
ater
ial
MAINTE
NAN
CE
de
fine
mai
nten
ance
stat
e m
aint
enan
ce s
kills
in
the
hom
e
ev
alua
te a
reas
in n
eed
of
mai
nten
ance
in th
e ho
me
M
aint
enan
ce in
the
hom
e Describingmaint
enan
ce in
the
hom
e
Iden
tifyi
ng m
aint
enan
ce a
reas
an
d th
e sk
ills re
quire
d
Tr
aini
ng in
iden
tifie
d sk
ills
Pr
actic
e m
aint
enan
ce in
the
hom
e
IC
T to
ols
R
esou
rce
pers
on/s
-
Life Skills Orientation Programme Syllabus, Grade 7, Form 4 and Form 6
12
SECONDARY
SCHOOLORDINARY
LEV
ELFORM4
13
SEC
ONDAR
YSC
HOOLORDINAR
YLE
VEL
(FORM4)
IDEN
TITY
BEL
IEFS
PA
TRIOTISM
de
fine
self-
imag
e an
d se
lf-es
teem
dem
onst
rate
the
impo
rtanc
e of
sel
f-im
age
and
self-
este
em
as
sess
sel
f-im
age
and
self-
este
em
Se
lf-es
teem
desc
ribin
g se
lf-im
age
and
self-
este
em
de
batin
g on
the
impo
rtanc
e of
sel
f-im
age
and
self-
este
em
as
sess
ing
how
pro
min
ent
peop
le b
ecom
e ho
w th
ere
are
de
mon
stra
ting
conf
iden
ce
IC
T to
ols
R
esou
rce
pers
on/s
Rel
ated
lite
ratu
re
Br
aille
mat
eria
l
id
entif
y be
lief p
ract
ices
eval
uate
the
impo
rtanc
e of
bel
ief p
ract
ices
in th
e co
mm
uniti
es
ex
plor
e w
ays
of
com
mun
icat
ion
C
omm
unity
bel
iefs
, no
rms
and
valu
es
re
sear
ch o
n tra
ditio
nal
belie
fs
re
cord
ing
the
findi
ngs
of th
e tra
ditio
nal b
elie
fs
di
scus
sing
the
impo
rtanc
e of
bel
ief p
ract
ices
in th
e co
mm
unity
IC
T to
ols
R
esou
rce
pers
on/s
Rel
ated
lite
ratu
re
Brai
lle m
ater
ial
de
fine
patri
otis
m
d
emon
stra
te re
spec
t for
ot
her p
eopl
e’s
prop
erty
prac
tice
pat
riotis
m
Pa
triot
ism
Res
pect
Res
pons
ibilit
y
Definingpatriotism
Visi
ting
Libe
ratio
n W
ar
Heroes,localleadershipand
resp
ecte
d ci
tizen
s
C
onst
ruct
ing
patri
otic
art
fact
s
C
ompo
sing
pat
riotic
son
gs
and
poem
s
Dem
onstratingrespectfor
prop
erty
Writ
ing
auto
biog
raph
y on
the
lib
erat
ion
war
her
oes
Discussingtheimporta
nceof
patri
otis
m
Pr
actis
ing
mea
sure
s to
el
evat
e th
e co
untry
I
CT
tool
s
Res
ourc
e pe
rson
/s
R
elat
ed li
tera
ture
Bra
ille m
ater
ial
-
Life Skills Orientation Programme Syllabus, Grade 7, Form 4 and Form 6
13
14
LEAD
ERSH
IP
CONFL
ICT
MAN
AGEM
ENT
id
entif
y le
ader
ship
qua
litie
s
anal
yse
lead
ersh
ip ro
les
and
resp
onsi
bilit
ies
Le
ader
ship
qua
litie
s
Rol
es a
nd re
spon
sibi
litie
s Definingleadership
Parti
cipa
ting
in te
am b
uild
ing
activ
ities
Appl
ying
goo
d le
ader
ship
qu
aliti
es
Discussingleadershipro
les
and
resp
onsi
bilit
ies
Pe
rform
ing
lead
ersh
ip
role
s/ta
sks
IC
T to
ols
R
esou
rce
pers
on/s
Rel
ated
lite
ratu
re
Br
aille
mat
eria
l
as
sess
lead
ersh
ip
chal
leng
es
re
solv
e en
coun
tere
d ch
alle
nges
Le
ader
ship
cha
lleng
es
- So
urce
-
caus
e an
d -
Solu
tions
Discussingleadership
chal
leng
es a
s pe
rform
ed
Pe
rform
ing
lead
ersh
ip
role
s/ta
sks
M
anag
ing
lead
ersh
ip
chal
leng
es
Dem
onstratingnegotiating
skills
Pred
ictin
g le
ader
ship
ch
alle
nges
IC
T to
ols
R
esou
rce
pers
on/s
Rel
ated
lite
ratu
re
Br
aille
mat
eria
l
di
stin
guis
h na
ture
sou
rces
, ca
uses
and
sol
utio
ns o
f co
nflic
ts
de
scrib
e co
nseq
uenc
es o
f co
nflic
ts
su
gges
t way
s of
man
agin
g co
nflic
ts
C
onfli
ct
- So
urce
-
caus
e an
d
Solu
tions
-
Res
olut
ion
-
settl
emen
t
Br
ains
torm
ing
on th
e ca
uses
so
urce
s an
d na
ture
of c
onfli
ct
Discussingconsequencesof
conf
lict
Pe
rform
ing
play
s de
pict
ing
conf
lict m
anag
emen
t
IC
T to
ols
R
esou
rce
pers
on/s
Brai
lle m
ater
ial
HEA
LTH
di
scus
s th
e im
porta
nce
of
heal
th li
ving
parti
cipa
te in
recr
eatio
nal
activ
ities
plan
a b
alan
ced
diet
Healthyliving
- Ba
lanc
ed d
iet
- R
ecre
atio
nal a
ctiv
ities
-
Men
tal h
ealth
-
Spiri
tual
wel
lbei
ng
R
esea
rchi
ng o
n he
alth
y liv
ing
Taki
ng p
art i
n re
crea
tiona
l ac
tiviti
es
Dem
onstratingphysical
fitne
ss
IC
T to
ols
R
esou
rce
pers
on/s
Pict
ures
Pam
phle
ts
Po
ster
s
-
Life Skills Orientation Programme Syllabus, Grade 7, Form 4 and Form 6
14
15
FIRST
AID
HIV/AIDS
Discuss
ing
heal
th p
robl
ems
incl
udin
g m
enta
l hea
lth
Pr
epar
ing
a ba
lanc
ed d
iet
Pr
actis
ing
heal
thy
livin
g
Br
aille
mat
eria
l
ac
quire
firs
t aid
ski
lls
an
alys
e Fi
rst A
id
tech
niqu
es
ap
ply
first
aid
tech
niqu
es
Fi
rst A
id
In
dige
nous
kno
wle
dge
syst
ems
of F
irst A
id
U
nder
taki
ng F
irst A
id tr
aini
ng
R
esea
rchi
ng o
n Fi
rst A
id
know
ledg
e sy
stem
s
Dem
onstrating
Firs
t Aid
te
chni
ques
in d
iffer
ent
situ
atio
ns
Vi
sitin
g he
alth
cen
tres
R
esou
rce
pers
on/s
Brai
lle m
ater
ial
Fi
rst A
id k
it
ou
tline
the
bas
ic fa
cts
on
HIVandAIDS
ca
re fo
r som
eone
with
AIDS
su
ppor
t vol
unta
ry
coun
sellin
g an
d te
stin
g (V
CT)
and
pro
vide
r in
itiat
ive
serv
ices
prac
tice
abst
inen
ce a
s an
ef
fect
ive
prot
ectio
n ag
ains
t ST
IsandHIVandAIDS
HIVandAIDS
Discussing
basi
c fa
cts
abou
t HIVandAIDS
R
ole
play
ing
carin
g fo
r someonewithAIDS
Dramatizing
a vi
sit t
o a
VCT
cent
re
Discussingtheadvantages
of
abst
inen
ce a
s an
effe
ctiv
e pr
otec
tion
agai
nst S
TIs
and
HIVandAIDS
Pr
actis
ing
posi
tive
livin
g
IC
T to
ols
R
esou
rce
pers
on/s
Rel
ated
lite
ratu
re
Br
aille
mat
eria
l
ca
re fo
r som
eone
ill
id
entif
y illn
esse
s
O
ther
illn
esse
s
R
ole
play
ing
taki
ng c
are
of
som
eone
ill
Discussingilln
esses
IC
T to
ols
R
esou
rce
pers
on/s
Brai
lle m
ater
ial
-
Life Skills Orientation Programme Syllabus, Grade 7, Form 4 and Form 6
15
16
ENVIRONMEN
TAL
ISSU
ES
INDIGEN
OUS
KNOWLE
DGESY
STEM
S
st
ate
the
hist
oric
al,
spiri
tual
, sci
entif
ic a
nd
aest
hetic
asp
ects
of t
he
envi
ronm
ent
ev
alua
te th
e ec
onom
ic
impo
rtanc
e of
env
ironm
ent
as
sess
the
rela
tions
hip
betw
een
hum
anity
and
the
en
viro
nmen
t
C
once
pt o
f the
nat
ural
en
viro
nmen
t
An
alys
ing
the
impo
rtanc
e of
hi
stor
ical
, spi
ritua
l, sc
ient
ific
and
aest
hetic
asp
ects
of t
he
envi
ronm
ent
Discussin
g th
e ec
onom
ic
impo
rtanc
e of
the
envi
ronm
ent
R
esea
rchi
ng o
n th
e im
porta
nce
of th
e en
viro
nmen
t
IC
T to
ols
R
esou
rce
pers
on/s
Song
s
sh
ow th
e kn
owle
dge
syst
ems
of s
usta
inab
le
utilis
atio
n of
reso
urce
s
u
se re
sour
ces
sust
aina
bly
expl
ore
the
indi
geno
us
know
ledg
e sy
stem
s
Su
stai
nabl
e ut
ilizat
ion
of
reso
urce
s :
In
dige
nous
kno
wle
dge
syst
ems
R
esea
rchi
ng o
n in
dige
nous
kn
owle
dge
syst
ems
of
sust
aina
ble
utilis
atio
n of
re
sour
ces
C
onst
ruct
ing
item
s us
ing
the
envi
ronm
enta
l res
ourc
es
Dramatizingonthe
sust
aina
ble
utiliz
atio
n of
re
sour
ces
IC
T to
ols
R
esou
rce
pers
on/s
Envi
ronm
enta
l re
sour
ces
RIGHTS
AND
RES
PONSIBILITIES
re
late
to s
ourc
e do
cum
ents
of
hum
an ri
ghts
disc
uss
how
hum
an ri
ghts
an
d re
spon
sibi
litie
s ar
e sh
ared
and
enj
oyed
in th
e in
dige
nous
sys
tem
judg
e fa
irly
Hum
anRights
In
dige
nous
sys
tem
on
Rig
hts
and
Res
pons
ibilit
ies
Discussingprotectionof
Hum
anRightsunder
indi
geno
us s
yste
m
As
sess
ing
prot
ectio
n of
Hum
anRights
R
esea
rchi
ng o
n th
e tw
o sy
stem
s of
righ
ts
Ju
stify
ing
actio
ns ta
ken
on
judg
emen
ts
R
esou
rce
pers
on/s
Brai
lle m
ater
ial
C
onst
itutio
n of
the
Rep
ublic
of Z
imba
bwe
ENTE
RPR
ISEAN
D
VOLU
NTE
ERISM
id
entif
y bu
sine
ss
oppo
rtuni
ties
in Z
imba
bwe
and
beyo
nd
Bu
sine
ss o
ppor
tuni
ties
Bu
sine
ss p
lann
ing
Jo
b cr
eatio
n
Pa
ymen
ts ra
tes
and
taxe
s
Ex
amin
ing
busi
ness
op
portu
nitie
s
Car
ryin
g ou
t cas
e st
udie
s on
pr
omin
ent b
usin
ess
peop
le
IC
T to
ols
Bu
sine
ss le
gisl
atio
n
R
esou
rce
pers
on/s
Brai
lle m
ater
ial
-
Life Skills Orientation Programme Syllabus, Grade 7, Form 4 and Form 6
16
17
SO
CIALSE
RVICES
VO
LUNTE
ERISM
d
istin
guis
h th
e le
arni
ng
area
s re
late
d to
the
busi
ness
es in
tere
st
pl
an b
usin
ess
choi
ces
cr
eate
jobs
that
pro
vide
su
stai
nabi
lity
R
elat
ing
lear
ning
are
as to
bu
sine
sses
cho
ices
Shad
owin
g bu
sine
sses
re
late
d jo
bs
O
pera
ting
a bu
sine
ss e
ntity
Payi
ng ra
tes
and
taxe
s
re
sear
ch o
n so
cial
ser
vice
s ne
eds
in th
e co
mm
unity
prov
ide
soci
al s
ervi
ces
need
s in
the
com
mun
ity
de
sign
a s
ocia
l ser
vice
s pr
ogra
mm
e
So
cial
Ser
vice
s -
Adva
ntag
es a
nd
disa
dvan
tage
s
Discuss
ing
type
s of
soc
ial
serv
ices
Debatingonim
pactofsocial
serv
ices
Res
earc
hing
on
bene
fits
of
soci
al s
ervi
ces
Ta
king
par
t in
soci
al s
ervi
ce
activ
ities
Cre
ate
soci
al s
ervi
ce te
ams
IC
T to
ols
R
esou
rce
pers
on/s
Prin
t Med
ia
Br
aille
mat
eria
l
id
entif
y ac
ts o
f vo
lunt
eeris
m d
urin
g C
him
uren
ga/U
mvu
kela
re
sear
ch o
n vo
lunt
eeris
m
in th
e co
mm
unity
prov
ide
volu
ntee
rism
in th
e co
mm
unity
desi
gn a
vol
unta
ry w
ork
prog
ram
me
Vo
lunt
eeris
m
- Ad
vant
ages
and
di
sadv
anta
ges
Discussingtypesof
volu
ntee
rism
Debatingonim
pactof
volu
ntee
rism
Res
earc
hing
on
bene
fits
of
volu
ntee
rism
Taki
ng p
art i
n vo
lunt
eeris
m
activ
ities
IC
T to
ols
R
esou
rce
pers
on/s
Brai
lle m
ater
ial
ev
alua
te in
trins
ic a
nd
extri
nsic
val
ues
of w
ork
Va
lue
of w
ork
Discussingaspectsofwork
R
esea
rchi
ng o
n th
e im
porta
nce
of w
ork
W
orki
ng fo
r pro
duct
ion
IC
T to
ols
Pr
int M
edia
Brai
lle m
ater
ial
-
Life Skills Orientation Programme Syllabus, Grade 7, Form 4 and Form 6
17
18
MAINTE
NAN
CESK
ILLS
eval
uate
are
as o
f m
aint
enan
ce in
the
com
mun
ity
pe
rform
nec
essa
ry
mai
nten
ance
ski
lls
va
lue
reso
urce
s in
the
com
mun
ity
re
sour
ces
in th
e co
mm
unity
valu
ing
reso
urce
s
skills
trai
ning
de
sign
ing
mai
nten
ance
layo
ut
or
gani
sing
reso
urce
s fo
r m
aint
enan
ce
ap
plyi
ng re
quire
d sk
ills
sh
owin
g re
spec
t the
re
sour
ces
M
aint
enan
ce to
ols
Res
ourc
e pe
rson
/s
-
Life Skills Orientation Programme Syllabus, Grade 7, Form 4 and Form 6
18
SECONDARY
SCHOOLADVA
NCED
LEV
ELFORM6
19
SE
CONDAR
YSC
HOOLAD
VANCED
LEV
EL(F
ORM6)
IDEN
TITY
AND
PATR
IOTISM
NAT
IONAL
BEL
IEFS
PA
TRIOTISM
de
mon
stra
te p
ride
in
richn
ess
of re
sour
ces
pa
rtici
pate
in v
ibra
nt
tradi
tions
and
cul
ture
prac
tice
hone
sty
and
hard
wor
k
Se
lf-im
age
- Pr
ide
- C
reat
ive
-
Honesty
- Hardwork
Sh
ow k
now
ledg
e of
sel
f, co
mm
unity
and
nat
ion
Designingplanswhich
invo
lves
you
tale
nts
an
alys
ing
case
stu
dies
on
self-
imag
e
wor
king
tow
ards
mak
ing
the
tale
nt o
r gift
an
hone
sty
succ
ess
stor
y
IC
T to
ols
Br
aile
d m
ater
ial
Jo
urna
ls
Heritagesites
Id
entif
y na
tiona
l bel
iefs
, no
rms
and
valu
es
ev
alua
te im
pact
the
of
belie
f pra
ctic
es in
the
com
mun
ity
N
atio
nal b
elie
fs, N
orm
s an
d Va
lues
Discussingthenational,
norm
s an
d va
lues
bel
iefs
defe
ndin
g na
tiona
l bel
iefs
, no
rms
and
valu
es
Pr
eser
ving
nat
iona
l bel
iefs
, no
rms
and
valu
es
IC
T to
ols
R
esou
rce
pers
on/s
Br
aille
mat
eria
l
Heritagesites
de
mon
stra
te p
atrio
tism
defe
nd th
eir c
ount
ry
Pa
triot
ism
Discussingtheimporta
nceof
defe
ndin
g th
eir c
ount
ry
Vi
sitin
g Li
bera
tion
War
Heroes,re
spectedleaders
and
prom
inen
t citi
zens
Parti
cipa
ting
in c
ivic
act
iviti
es
Pa
rtici
patin
g in
Exc
hang
e Pr
ogra
mm
es
IC
T to
ols
R
esou
rce
pers
on/s
Brai
lle m
ater
ial
-
Life Skills Orientation Programme Syllabus, Grade 7, Form 4 and Form 6
19
20
LEAD
ERSH
IP
di
scus
s le
ader
ship
sty
les
de
scrib
e le
ader
ship
ch
alle
nges
anal
yse
caus
es a
nd
sour
ces
of c
onfli
ct
ev
alua
te th
e im
pact
of
conf
lict i
n th
e fa
mily
and
co
mm
unity
Le
ader
ship
sty
les
le
ader
ship
cha
lleng
es
co
nflic
t man
agem
ent
C
onfli
ct
- So
urce
-
caus
e an
d
Solu
tions
-
Res
olut
ion
settl
emen
t
pe
rform
ing
lead
ersh
ip ro
les
and
task
s
C
ontra
stin
g le
ader
ship
sty
les
An
alys
ing
lead
ersh
ip
chal
leng
es
Discu
ssin
g co
nseq
uenc
es o
f co
nflic
t
Perfo
rmin
g pl
ays
depi
ctin
g co
nflic
t man
agem
ent
C
arry
ing
out r
esea
rch
on th
e im
pact
of c
onfli
ct o
n fa
milie
s,
com
mun
ities
and
nat
ion
and
give
sol
utio
ns
IC
T to
ols
R
esou
rce
pers
on/s
HEA
LTH
de
mon
stra
te a
phy
sica
lly fi
t at
titud
e
Ph
ysic
al fi
tnes
s
Vi
ewin
g vi
deos
on
phys
ical
fit
ness
Prac
tisin
g a
phys
ical
ly fi
t at
titud
e
Fo
rmul
atin
g ex
erci
se
prog
ram
mes
Esta
blis
hing
faci
litie
s fo
r ex
erci
sing
Man
agin
g a
phys
ical
fitn
ess
faci
litie
s
Ap
plyi
ng F
irst A
id s
kills
IC
T to
ols
R
esou
rce
pers
on/s
Firs
t Ai
d ki
ts
Sp
orts
equ
ipm
ent
-
Life Skills Orientation Programme Syllabus, Grade 7, Form 4 and Form 6
20
21
HIV/AIDS
SUBST
ANCEAB
USE
explaintheimporta
nceHIV
test
ing
an
alys
e an
d in
terp
ret
statisticaldataonHIVand
AIDS
iden
tify
risky
beh
avio
ur
C
are
for s
omeo
ne il
l
disc
uss
illnes
ses,
sy
mpt
oms,
cau
ses
and
treat
men
t
HIVandAIDS
O
ther
em
ergi
ng il
lnes
ses
Discussingimplicationsof
HIVandAIDSstatistics
Discussingriskybehaviour
Vi
sitin
g VC
T an
d pr
ovid
er
initi
ativ
e ce
ntre
s a
Ta
king
car
e of
som
eone
ill
Id
entif
ying
illn
esse
s,
sym
ptom
s, c
ause
s an
d tre
atm
ent
Pr
actis
ing
safe
beh
avio
ur
IC
T to
ols
VC
T ce
ntre
s
Res
ourc
e pe
rson
/s
re
sear
ch s
ubst
ance
s th
at
are
abus
ed
an
alys
e th
e ef
fect
s of
dru
g an
d su
bsta
nce
abus
e
ev
alua
te w
ays
of
prev
entin
g su
bsta
nce
abus
e
iden
tify
law
s re
latin
g to
dr
ug a
nd s
ubst
ance
abu
se
as
sess
cas
es o
f dru
g tra
ffick
ing
Su
bsta
nce
Abus
e -
Drugtra
fficking
- Ad
dict
ion
O
utlin
ing
type
s of
sub
stan
ces
pron
e to
abu
se
An
alys
e th
e ef
fect
s of
dru
g an
d su
bsta
nce
abus
e
Id
entif
ying
way
s of
pre
vent
ing
the
effe
cts
of s
ubst
ance
ab
use
R
esea
rchi
ng o
n m
edic
ines
th
at a
re c
omm
only
abu
sed
ap
plyi
ng la
ws
on d
rug
and
subs
tanc
e ab
use
Discussingthedangersof
drug
traf
ficki
ng
C
arin
g ou
t aw
aren
ess
cam
paig
ns o
n su
bsta
nce
abus
e
IC
T to
ols
R
esou
rce
pers
on/s
Crim
inal
law
and
co
dific
atio
n
DangerousDrugsAct
Liqu
or A
ct
MentalH
ealthAct
ENVIRONMEN
TAL
ISSU
ES
eval
uate
the
hist
oric
al,
spiri
tual
and
aes
thet
ic
aspe
cts
of th
e na
tura
l en
viro
nmen
t
en
viro
nmen
t -
natu
ral
- ar
tific
ial
pr
eser
ving
the
hist
oric
al,
spiri
tual
and
aes
thet
ic
aspe
cts
of th
e na
tura
l en
viro
nmen
t suc
h as
poo
ls,
cave
s, m
ount
ains
desi
gnin
g po
ols,
cav
es a
nd
mou
ntai
ns, r
ecre
atio
nal p
ark
IC
T to
ols
R
esou
rce
pers
on/s
-
Life Skills Orientation Programme Syllabus, Grade 7, Form 4 and Form 6
21
INDIGEN
OUS
KNOWLE
DGESY
STEM
S•
analysetheindigenous
know
ledg
e sy
stem
s of
sus
-ta
inab
le d
evel
opm
ent
•demonstratesustainable
use
of re
sour
ces
•Su
stainableutiliz
ationof
reso
urce
s•
researchingonindigenous
know
ledg
e sy
stem
s of
sus
-ta
inab
le d
evel
opm
ent
•applyingsustainableutiliza-
tion
of re
sour
ces
•ICTtools
•Resourceperson/s
RIGHTS
AND
RES
PONSIBILITIES
•identifygroupsofC
onstitu
-tio
nal r
ight
s •
explainhowtheseconstitu-
tiona
l rig
hts
may
be
enjo
yed
•statewaysinwhichHum
an
Rig
hts
may
be
infri
nged
•ConstitutionalR
ightsand
Res
pons
ibilit
ies
•DiscussinggroupsofC
onsti-
tutio
nal r
ight
s•
ResearchingonwaysConsti-
tutio
nal r
ight
s ar
e ex
erci
sed
•Givingwaysinwhichrights
may
be
infri
nged
•Attendingcourtsessions
•Resourceperson/s
•Braillematerial
•Constitution
ENTE
RPR
ISEAND
VOUNTE
ERISM
•managebusiness
•Identifyprospectivelearning
area
s re
late
d to
thei
r int
er-
est
•Bu
siness
•V
olunteerism
-Benefitsofvolunteerism
•Investigatingbusinesses
oppo
rtuni
ties
•Se
lectingbusinessesinline
with
thei
r orie
ntat
ion
•Studyingbusinessesrelated
area
s•
Expandingbusinessenter
-pr
ise
•Sh
adow
ingbusinessre
lated
area
s
•ICTtools
•PrintM
edia
•Resourceperson/s
-
Life Skills Orientation Programme Syllabus, Grade 7, Form 4 and Form 6
22
23
SOCIALSE
RVICES
VO
LUNTE
ERISM
re
sear
ch o
n so
cial
ser
vice
s ne
eds
in th
e co
mm
unity
prov
ide
soci
al s
ervi
ces
need
s in
the
com
mun
ity
de
sign
a s
ocia
l ser
vice
s
prog
ram
me
eval
uate
ben
efits
of s
ocia
l se
rvic
es in
Zim
babw
e an
d be
yond
appr
aise
rela
tions
hip
betw
een
soci
al s
ervi
ces
and
thei
r nor
ms
and
valu
es
N
atio
nal S
ocia
l ser
vice
s
Discussingtypesofsocial
serv
ices
Debatingonim
pactofsocial
serv
ices
Taki
ng p
art i
n so
cial
ser
vice
ac
tiviti
es
C
reat
e so
cial
ser
vice
team
s R
esea
rchi
ng o
n be
nefit
s of
so
cial
ser
vice
s
Asse
ssin
g re
latio
nshi
p be
twee
n so
cial
ser
vice
s an
d no
rms
and
valu
es
IC
T to
ols
R
esou
rce
pers
on/s
Prin
t Med
ia
an
alys
e ac
ts o
f vo
lunt
eeris
m d
urin
g C
him
uren
ga/ U
mvu
kela
de
scrib
e fo
rms
of
volu
ntee
rism
at n
atio
nal
regi
onal
and
inte
rnat
iona
l le
vels
illust
rate
act
s of
vo
lunt
eeris
m a
t nat
iona
l le
vel a
nd b
eyon
d
eval
uate
impa
ct o
f vo
lunt
eeris
m p
ortra
yed
Vo
lunt
eeris
m a
t nat
iona
l le
vel
R
esea
rchi
ng o
n vo
lunt
ary
activ
ities
at n
atio
nal r
egio
nal
and
inte
rnat
iona
l lev
els
Discussingform
sof
volu
ntee
rism
at n
atio
nal
regi
onal
and
inte
rnat
iona
l le
vels
Perfo
rmin
g ac
ts o
f vo
lunt
eeris
m u
nder
var
ious
co
ntex
ts a
t nat
iona
l reg
iona
l an
d in
tern
atio
nal l
evel
s Docum
entingexperiences
gain
ed in
per
form
ing
the
volu
ntar
y ac
tiviti
es a
t nat
iona
l re
gion
al a
nd in
tern
atio
nal
leve
ls
Vi
sitin
g ar
eas
of n
atio
nal
impo
rtanc
e (s
hrin
es) a
t na
tiona
l reg
iona
l and
in
tern
atio
nal l
evel
s
IC
T to
ols
R
esou
rce
pers
on/s
Prin
t med
ia
-
Life Skills Orientation Programme Syllabus, Grade 7, Form 4 and Form 6
23
MAINTE
NANCESK
ILLS
•evaluateareasofm
ainte-
nanc
e in
the
com
mun
ity
•perfo
rmnecessarymainte-
nanc
e sk
ills•
valueresourcesinthe
com
mun
ity
•resourcesinthecommu-
nity
•valuingresources
•skills
trainingmainte-
nanc
e ar
eas
in w
ider
co
mm
unity
•skills
training
•designingmaintenancelay-
out
•organisingre
sourcesfor
mai
nten
ance
•
traininginidentifiedskills
appl
ying
requ
ired
skills
•show
ingrespectthere
sourc-
es
•ICTtools
•Resourceperson/s
•PrintM
edia
•Braillematerial
-
Life Skills Orientation Programme Syllabus, Grade 7, Form 4 and Form 6
24
9.0SCHEMEOFASSESSMENTThe syllabus scheme of assessment is grounded on the principle of inclusivity. Arrangements, accommodations and modificationsmustbevisibleincontinuousassessmentbearinginmindcandidateswithspecialneeds.
9.1ASSESSMENTOBJECTIVES
On completion of each Life-skills Orientation Programme learners should be able to:
9.1.1discussthesignificanceofUnhu/Ubuntu/VumunhuintheLife-skillsOrientationProgramme9.1.2 participate in all Life-skills related activities without fear of being judged or labelled 9.1.3demonstrateself-confidence,Self-management,Self-esteem,Character,Self-discipline9.1.4 listen and respond sensitively to questions, suggestions and criticism9.1.5 demonstrate skills in creativity, decision-making and problem solving 9.1.6 communicate clearly and effectively 9.1.7 demonstrate competencies acquired in work related learning9.1.8showtheabilitytomanageconflict,environmentandhealth9.1.9 demonstrate patriotism, volunteerism and acceptance of human diversity9.1.10 demonstrate an awareness of children’s rights and responsibilities9.1.11 evaluate the contribution of physical exercises, diet for a healthy life style
The Life-skills Orientation Programme will be assessed through continuous assessment. This will be in the form of profiling.Learnersareexpectedtorecordworkcoveredasevidence.Alearnerisexpectedtoacquire,developanddemonstrate skills in the areas shown in the Assessment model.
9.2ASSESSMENTMODEL
Assessment of learner performance LOP
Continuous assessment
Unhu/Ubuntu/Vumunhu SkillsSelf-management, Self-esteem, Character, Self-discipline
RELATING SKILLSCommunication,Cooperation,Conflictmanagement,Acceptingdifferences
CARING SKILLSSharing, Empathy, Concern for others, nurturing relationships, Patriotism
GIVING SKILLSVolunteering, Responsible citizenship
THINKINGSKILLSDecisionmaking,Criticalthinking,Learningtolearn,Problemsolving
WORKING SKILLSTeamwork, Self-motivation, Marketable skills, Initiative and enterprise, Technological
skillsMANAGING SKILLS
Leadership,resilience,keepingrecords,Goalsetting,Planning,Disastermanagement, Wise use of resources
ExitProfile