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ZIMBABWEMINISTRY OF PRIMARY AND SECONDARY EDUCATIONFAMILY AND RELIGIOUS STUDIES

SYLLABUSFORMS 5 & 6Curriculum Development UnitP.O. Box MP 133MOUNT PLEASANTHARARE© All
rights reserved2015

ACKNOWLEDGEMENTSThe Ministry of Primary and Secondary Education wishes to acknowledge the

following for their valued contribution in the production ofthis syllabus: The National Family and
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 Traditions and Institutions United Nations
International Children’s Educational Fund (UNICEF)  United Nations Educational Scientific and Cultural
Organisation (UNESCO) Publishers

1CONTENTS PAGE AcknowledgementsPreamble Aims Assessment ObjectivesScheme of

AssessmentMethodology and Time AllocationPresentation of the SyllabusScope and Sequence Chart

21.0 PREAMBLE1.1 INTRODUCTIONThe Family and Religious Studies learning area is a two year syllabus
that provides learners with skills that enable them to criticallyreflect on religious concepts and
experiences. The learning area helps the learners understand and interpret religious and moralconcepts
in their everyday life. It is a multi-faith, non-proselytising approach to the study of religion which makes
learners to be awareof their respective religious identities in the context of Unhu/Ubuntu/Vumunhu and
religious plurality. It inculcates in the learners theinvaluable ability to hold responsible dialogue where
they tolerate each other’s religion in a peaceful environment. The lear ning areaenables learners to
evaluate and synthesise religious concepts to formulate theoretical frameworks for sustainable
development. Thesyllabus employs a thematic approach that will graduate learners to a mature
relationship with religious and moral thinking andpractice. The learning phase will see learners being
assessed through both continuous assessment and summative examination.1.2 RATIONALEThe Family
and Religious Studies learning area focuses on selected concepts in four religions in Zimbabwe;
Indigenous Religion,Judaism, Christianity and Islam. The learning area facilitates the respect for human
dignity and diversity. The Family and ReligiousStudies learning area is significant in that it enables
learners to actively conceptualise, analyse, evaluate and apply data gathered fromtheir observations of
religious phenomena to develop Unhu/Ubuntu/Vumunhu, social responsibility and ethical principles
from thereligions. The learning area develops learners into critical, self-driven and responsible citizens
who participate in sustainabledevelopment.The Family and Religious Studies syllabus enables learners to
develop skills in: Problem solving Critical thinking Decision making Conflict resolution Leadership
Self-management

3 Communication Enterprise Learning and innovation1.3 SUMMARY OF CONTENTThis syllabus

covers aspects of Indigenous Religion, Judaism, Christianity and Islam. The focus is to draw concepts
from thesereligions that enable learners to reflect on their lives within their socio- political and
economic environment.1.4.0 METHODOLOGY AND TIME ALLOCATION 1.4.1 METHODOLOGYThis syllabus
is based upon a learner-centred, hands-on, multi-faith, non-proselytising and non-confessional problem
posing approach.This approach develops critical thinking, evaluation, synthesis and practical application
of concepts to everyday life. The methodologycomprises the following teaching and learning methods:
Lecture and Signing Group Work and Discussion Seminars Workshop Drama, Role-play and
Simulation Video and Film Show E-learning Discovery Projects Research and assignment Case
Studies Educational Tours

4The above suggested methods are enhanced by the application of methods that employ multi-sensory
approaches to teachingsuch as individualization, totality, concreteness, tactility, stimulation and self-
activity.1.4.2 TIME ALLOCATIONEight periods of 40 minutes per week should be allocated for adequate
coverage of the syllabus. A minimum of two seminarsper year and some educational tours should be
allocated.1.5 ASSUMPTIONSIt is assumed that learners: are aware of background issues are aware of
diversity of religions are aware that religion is dynamic are conscious of Unhu/Ubuntu/Vumunhu and
moral values in the diversity of religions have the potential to critique different religions in a rational
manner are aware that the religion has the potential to influence change in the society1.6 CROSS-
CUTTING THEMESFamily and Religious Studies as a learning area encompasses the cross-cutting themes
listed here-under: Gender Health Environmental management Enterprise Human Rights
Sexuality Heritage Good Citizenship, Social Responsibility and Governance

5 Conflict Transformation, Tolerance and Peace-Building2.0 PRESENTATION OF SYLLABUSThe Family

and Religious Studies syllabus is presented as a single document which covers aspects of Indigenous
Religion andJudaism in Form 5 and aspects of Christianity and Islam in Form 6.3.0 AIMSThe aims of the
syllabus are to: enable the learner to appraise the four religions in Zimbabwe integrate the concept of
Unhu/Ubuntu/Vumunhu with various religious beliefs in shaping the character and behaviour of
thelearner develop critical consciousness of how religion shapes identity and national values enable
the learner to evaluate the role of religion in fostering the dignity of hard work and teamwork for
sustainabledevelopment4.0 SYLLABUS OBJECTIVESBy the end of form 6 learners should be able to:4.1
identify the key aspects in the four religions in Zimbabwe4.2 apply concepts from the religions in
problem solving4.3 evaluate the elements of Unhu/Ubuntu/Vumunhu in the Indigenous Religion

64.4 delineate the traits of Unhu/Ubuntu/Vumunhu in Judaism, Christianity and Islam4.5 Discuss
concepts in the four religions that shape identity and national values4.6 Assess the role of religion in
fostering the dignity of hard work and team work4.7 synthesise religious concepts from the four
religions into the models of hard work and team work forSustainable development5.0 PRESENTATION
OF THE SYLLABUS5.1 RELIGIONS Indigenous Religion Judaism Christianity Islam5.2 Indigenous
Religion Tenets Of Indigenous Religion Indigenous Religion and Medium ship
Unhu/Ubuntu/Vumunhu in Indigenous Religion5.3 Indigenous Religion and Contemporary issues
Indigenous Religion and Marriage Indigenous Religion and Gender Relations Indigenous Religion and
Land

7 Indigenous Religion and the Natural Environment Indigenous Religion and Health Indigenous
Religion and Politics5.4 JudaismProphecy Prophecy and its origins – including possible origins outside
ancient Israel The early manifestations of prophecy and functions of prophets Methods used by
prophets to receive and communicate their messages True and false prophets Prophecy, politics and
social justiceNote: Examples on the above concepts may be drawn from pre-canonical prophets and
canonical prophets – Amos,Hosea, Isaiah of Jerusalem and Jeremiah5.5 Judaism and Contemporary
issues Marriage institution Death and related beliefs Health and well being The portrayal of women
in Judaism Judaism and the land question Environmental conservation

85.6 Islam Tenets of Islam Mohamed, prophecy and revelation Ethics in Islam5.7 Islam and
Contemporary issues Islam and gender relations Islam and social responsibility Islam in Politics
(peace building) Islam and marriage Islam and the natural environment5.8 CHRISTIANITY Tenets of
Christianity Jesus – birth, baptism, death and resurrection Key teachings of Christianity5.9 Christianity
and contemporary issues:- Christianity and marriage- Christianity and enterprise- Christianity and
politics (peace building)- Christianity and health/wellbeing- Christianity and gender relations-
Christianity, prophecy and miracles in the contemporary Zimbabwean context

96.0. SCOPE AND SEQUENCE6.1. TOPIC 1: Indigenous ReligionSUB TOPIC FORM 5 FORM 6Tenets Of
Indigenous Religion Concept of God Existence and functions of spirits Concept of ancestors Totems
and indigenous identities Communication with the spirits Symbolism Belief in life after death  The
nature of Medium ship -Indigenous Religion andMedium ship Concept of medium
ship-Unhu/Ubuntu/Vumunhu inIndigenous Religion Family relations and ethical conduct Respect for
the elders Community and Social responsibility-Indigenous Religion andMarriage Marriage
institution Divorce-Indigenous Religion andGender Relations Status of women in Indigenous Religion
Women participation in politics-Indigenous Religion and Land Concept of land in Indigenous Religion
Indigenous Religion and land ownership-Indigenous Religion and theNatural Environment Reverence
for nature and kinship withnature-

10SUB TOPIC FORM 5 FORM 6 Sacred phenomena in the naturalenvironment Taboos and the natural
environmentIndigenous Religion andEnterprise Indigenous Religion and wealthcreation-Indigenous
Religion and Health Concept of health Methods of healing-Indigenous Religion andPolitics
Governance-

116.2. TOPIC 2: JudaismSUB TOPIC FORM 5 FORM 6Tenets of Judaism Covenant Law-Prophecy
Prophecy and its origins – includingpossible origins outside ancient Israel The early manifestations of
prophecy Functions of prophets Ways in which prophets received theirmessages Methods used by
prophets tocommunicate their message True and false prophets Prophecy, politics and social justice-
Judaism and Contemporaryissues Marriage institution Death and related beliefs Health and well
being Status of women in Judaism Judaism and the land question Environmental conservation-

126.3. TOPIC 3: ChristianityTenets of Christianity - Authority of the Bible Sin Salvation Holy Spirit
Concept of the church EschatologyJesus’s life - Birth Baptism Passion and Death
ResurrectionMinistry of Jesus - Kingdom of God Parables Miracles Ethics of Jesus

136.4. TOPIC 4: IslamSUB TOPIC FORM 5 FORM 6Tenets of Islam - Authority of the Koran Concept of
Allah Five pillars of Islam Sharia LawMohammad, prophecy andrevelation - Role of Mohammad in
Islam Mohammad as the prophetEthics in Islam - Love Rules of behaviourIslam and gender relations
- Status of women in Islam Participation of women in politicsIslam and social responsibility -
Humanitarian service Islamic charity organisations/NGOsIslam and Politics - Concept of governance in
Islam Concept of Jihad Islam and conflict transformationIslam and marriage - Marriage institution
DivorceIslam and the naturalenvironment - Natural environment preservation

14COMPETENCY MATRIXFORM 5TOPIC 1: INDIGENOUS RELIGIONSUB TOPIC 1: TENETS OF INDIGENOUS

RELIGIONKEYCONCEPTLEARNING OBJECTIVE:Learners should be ableto:-CONTENT (Skills,knowledge,
attitude)SUGGESTED LEARNINGACTIVITIESSUGGESTEDLEARNINGRESOURCESConcept ofGod explain the
concept ofGod identify the attributesof God God Attributes Discussing the concept of God
Explaining the attributes of God ICT tools Large printbooks Talking book Braille bookExistenceand
functionsof spirits explore theexistence of spirits examine the typesof spirits explain thefunctions of
spirits Spirit existence Types of spirits suchas ancestral spirits,shavi spirits andavenging spirits
Functions of spirits Discussing the challengesinvolved in establishing theexistence of spirits
Researching on types ofspirits. Exploring functions of spirits ICT tools Large printbooks Talking
book Braille bookConcept ofancestors explain the conceptof ancestors Ancestors Relationship
withGod Discussing the concept ofancestors ICT tools Large printbooks Talking book Braille book

15KEYCONCEPTLEARNING OBJECTIVE:Learners should be ableto:-CONTENT (Skills,knowledge,

attitude)SUGGESTED LEARNINGACTIVITIESSUGGESTEDLEARNINGRESOURCESTotems
andIndigenousidentities Identify lineages oftotems and foundingancestors explain the importanceof
totems inIndigenous Religion Totems Importance identity-Spiritual Role-Social role Migration from
Guruuswato Baradzano Spiritual leaders Totems and foundingancestors Exploring the history
oftotems Discussing the importance oftotems ICT tools Large printbooks Talking book Braille
book ResourcePerson Case studyCommunication with thespirits identify different waysof
communicating withspirits Assess the differentways of communicatingwith spirits Forms
ofcommunication such as- Kusuma/kudira/ukubika emadlozini Kupira/ ukuthethela Comparing and
contrasting thedifferent ways of communicatingwith spirits Evaluating the different ways
ofcommunicating with spirits ICT tools Large printbooks Talking book Braille bookSymbolism
identify the symbols inIndigenous Religioninterpret the significanceof symbols Symbols in
IndigenousReligion Significance ofsymbols Examining the symbols inIndigenous Religion Deducing
the significance ofsymbols ICT tools Large printbooks Talking book Braille book

16KEYCONCEPTLEARNING OBJECTIVE:Learners should be ableto:-CONTENT (Skills,knowledge,

attitude)SUGGESTED LEARNINGACTIVITIESSUGGESTEDLEARNINGRESOURCESBeliefs in Lifeafter Death
explain the concept oflife after death inIndigenous Religion examine ritualsassociated with lifeafter
death discuss evidence of lifeafter death inIndigenous Religion Concept of life afterdeath Rituals
associated withlife after death such asKurova guva/ ukubuyisa Life after death such asNgozi (Avenging
Spirits),Vadzimu (AncestralSpirits) Analysing the concept of life afterdeath Researching on
ritualsassociated with life after death Exploring evidence of life afterdeath in indigenous Religion ICT
tools Braillebooks Talkingbooks Resourceperson Large printbooksThe nature ofmedium ship
Explain the practice ofmedium ship Delineate theobservances(Miko)and the ethicalprinciples of
mediums Discuss the criteria todistinguish true fromfalse medium ship Initiation into mediumship
such as callthrough dreams,sickness andmisfortune Practice of mediumship Observances ofmediums
such as dietand etiquette Ethics of mediumship Criteria to distinguishtrue from falsemedium ship
Researching on the initiation andpractice of medium ship Discussing the observances andethical
principles of mediums Debating the criteria todistinguish true from falsemedium ship ICT tools
Braille books Talkingbooks Resourceperson

17SUB TOPIC 3: INDIGENOUS RELIGION AND MEDIUMSHIPKEY CONCEPT LEARNINGOBJECTIVE:Learners

should beable to:-CONTENT (Skills,knowledge,
attitude)SUGGESTEDLEARNINGACTIVITIESSUGGESTEDLEARNINGRESOURCESConcept of Mediumship
explain the conceptof medium ship identify early andcontemporarymediums Assess theinteraction
betweenthe early mediumsand the whitesettlers Critique the roles ofMediums in theLiberation
Strugglein Zimbabwe Medium ship Examples of earlyand contemporarymediums.Early
mediums;Chaminuka,Nehanda andThobelaContemporarymediums;Mushore, Nemamwaand Tangwena
Interaction betweenthe early mediumsand the whitesettlers such assuppression ofindigenousreligious
institutions The roles ofMediums in theLiberation Strugglein Zimbabwe Examining theconcept of
mediumship givingexamples ofmediums Researching onearly andcontemporarymediums Discussing
thesuppression ofindigenousreligious institutionsciting examples Assessing the roleof mediums in
theLiberation Strugglein Zimbabwe ICT tools Large print books Talking book Braille book Resource
person

18SUB TOPIC 4: UNHU/UBUNTU/VUMUNHU IN INDIGENOUS

RELIGIONKEYCONCEPTLEARNINGOBJECTIVE:Learners should beable to:-CONTENT (Skills,knowledge,
attitude)SUGGESTED LEARNINGACTIVITIESSUGGESTED LEARNINGRESOURCESFamilyrelationsand
ethicalconduct examine the natureof family relations inIndigenous Religion identify ethicalaspects
that affectfamily relations inIndigenous Religion Nature of familyrelations Aspects of ethicalconduct
Discussing the nature of familyrelations Evaluating the importance ofethical conduct in shapingfamily
relations ICT tools Large print books Talking book Braille bookRespect forthe elders explain the
conceptof respect inIndigenous Religion examine the valueof respecting eldersin IndigenousReligion
Concept ofrespect Value of respectfor elders Discussing the concept ofrespect in IndigenousReligion
Assessing the value ofrespect for elders ICT tools Large print books Talking book Braille
bookCommunityand Socialresponsibility identifyelements thatenhancecommunal life
inIndigenousReligion evaluate thefactors thatnegatively affectthe communalsystem Elements
ofcommunal life Factorsaffectingcommunalsystem Discussing elements thatenhance communal life
Examining the factors thatnegatively impact on thecommunal system inIndigenous Religion ICT tools
Large print books Talking book Braille book
 19SUB TOPIC 5: INDIGENOUS RELIGION AND MARRIAGEKEYCONCEPTLEARNINGOBJECTIVE:
Learnersshould be able to:-CONTENT (Skills,knowledge, attitude)SUGGESTED
LEARNINGACTIVITIESSUGGESTED LEARNINGRESOURCESMarriageInstitution identify the types
ofmarriage inIndigenous Religion explain pre and postmarital rites Marriage types Marital rites
Explore the types ofmarriage in IndigenousReligion Discussing the stages inboth pre and post
maritalrites ICT tools Large print books Talking book Braille bookDivorce explain the natureof
divorce inIndigenousReligion highlight theprocedures offacilitating divorce Nature of divorce
Procedures of divorce Discussing the natureof divorce inIndigenous Religion Examining theprocedures
offacilitating divorce ICT tools Large print books Talking book Braille bookSUB TOPIC 6:
INDIGENOUS RELIGION AND GENDER RELATIONSKEY CONCEPT LEARNING OBJECTIVE:Learners should be
ableto:-CONTENT (Skills,knowledge, attitude)SUGGESTED
LEARNINGACTIVITIESSUGGESTEDLEARNINGRESOURCESStatus ofwomen inIndigenousReligion examine
the status ofwomen in IndigenousReligion evaluate factors whichmay promote or hinder Status of
women Women’s progress  Discussing the status ofwomen in Indigenous Religion Analysing factors
which maypromote or hinder women’sprogress in Indigenous ICT tools Large print books Talking
book Braille book

20KEY CONCEPT LEARNING OBJECTIVE:Learners should be ableto:-CONTENT (Skills,knowledge,

attitude)SUGGESTED LEARNINGACTIVITIESSUGGESTEDLEARNINGRESOURCESwomen’s progress
inIndigenous ReligionReligionWomenparticipation inpolitics evaluate theinvolvement ofwomen in
politics inIndigenous Religion identify factors whichmay promote orhinder women’sparticipation
inpolitics Women in politics Factor promoting Factors hindering Analysing women’sparticipation in
politics Explaining factors whichpromote or hinder women'sparticipation in politics ICT tools Large
print books Talking book Braille bookSUB TOPIC 7: INDIGENOUS RELIGION AND LANDKEY CONCEPT
LEARNING OBJECTIVE:Learners should be ableto:-CONTENT (Skills,knowledge, attitude)SUGGESTED
LEARNINGACTIVITIESSUGGESTEDLEARNINGRESOURCESLand in Indigenousreligion Explain the
conceptof land in IndigenousReligion  Assess the landownership system inIndigenous religion 
Concept of land- Ancestors- Chiefs- Mediums Land ownership Discussing the conceptof land in
IndigenousReligion Analysing the concept ofland ownership inIndigenous Religion ICT tools Text
books Braille Books Resource person Talking book

21SUB-TOPIC 8: INDIGENOUS RELIGION AND NATURAL ENVIRONMENTKEY CONCEPT LEARNING

OBJECTIVE:Learners should be ableto:-CONTENT (Skills,knowledge, attitude)SUGGESTED
LEARNINGACTIVITIESSUGGESTEDLEARNINGRESOURCESReverence fornature and kinshipwith nature
examine reverence fornature in IndigenousReligion explain human kinshipwith nature in
IndigenousReligion Reverence Kinship with nature Discussing reverence ofnature in Indigenous
Religion Analysing human kinship withnature in Indigenous Religion ICT tools Text books Braille
Books Resource person Talking bookSacred phenomenain the naturalenvironment identify the
sacredphenomena in the naturalenvironment Assess the significanceof sacred phenomena inthe
natural environment Sacred phenomena Significance Explaining the significance ofsacred natural
phenomena inIndigenous Religion Researching on thesignificance of sacredphenomena ICT tools
Text books Braille Books Resource person Talking bookTaboos and thenatural environment Analyse
taboos thatprotect the naturalenvironment Taboos Discussing taboos and theirsignificance in
protecting theenvironment ICT tools Text books Braille Books Resource person Talking book

22SUB-TOPIC 9: INDIGENOUS RELIGION AND ENTERPRISEKEY CONCEPT LEARNING OBJECTIVE:Learners

should be ableto:-CONTENT (Skills,knowledge, attitude)SUGGESTED
LEARNINGACTIVITIESSUGGESTEDLEARNINGRESOURCESIndigenous Religionand wealth creation explain
the values onwealth creation inIndigenous Religion identify the prohibitedways of wealth creation
Values on wealthcreation Prohibited ways ofwealth creation suchas:-negative manipulation
ofsupernatural powers andany such unacceptablemeans Discussing the values onwealth creation in
IndigenousReligion Examining the prohibitedways of wealth creation ICT tools Text books Braille
Books Resource person Talking bookSUB-TOPIC 10: INDIGENOUS RELIGION AND HEALTHKEY CONCEPT
LEARNING OBJECTIVE:Learners should be ableto:-CONTENT (Skills,knowledge, attitude)SUGGESTED
LEARNINGACTIVITIESSUGGESTEDLEARNINGRESOURCESConcept of Health analyse the concept ofhealth
in IndigenousReligion Holistic nature of theconcept of health inIndigenous Religion Identifying areas
ofindigenous life that areincluded under health ICT tools Text books Braille Books Resource person
Talking bookMethods of Healing delineate the relationshipbetween the spiritualworld and healing
examine methods of Relationshipbetween thespiritual world andhealing Discussing ways in which
thespiritual realm influences thehealing practice Researching on different ICT tools Text books
Braille Books Resource person

23KEY CONCEPT LEARNING OBJECTIVE:Learners should be ableto:-CONTENT (Skills,knowledge,

attitude)SUGGESTED LEARNINGACTIVITIESSUGGESTEDLEARNINGRESOURCEShealing in
IndigenousReligion Significance of thespiritual realm in thehealing practice Forms of healing-spiritual-
physicalmethods of healing,highlighting the religiouspractitioners involved andtools used in each
method Talking bookSUB TOPIC 11: INDIGENOUS RELIGION AND POLITICSKEY CONCEPT LEARNING
OBJECTIVE:Learners should be ableto:-CONTENT (Skills,knowledge, attitude)SUGGESTED
LEARNINGACTIVITIESSUGGESTEDLEARNINGRESOURCESConcept ofgovernance explain the concept
ofgovernance inIndigenous Religion identify the processesof governanceIndigenous Religion
Governance-Spirit medium ship-Chieftainship Processes ofgovernance Discussing the concept
ofgovernance Exploring the processes ofgovernance ICT tools Large printbooks Talking book
Braille book

24TOPIC 2: JUDAISMSUB TOPIC: TENETS OF JUDAISMKEY CONCEPT LEARNINGOBJECTIVE:Learners

should beable to:-CONTENT (Skills,knowledge, attitude)SUGGESTED
LEARNINGACTIVITIESSUGGESTEDLEARNINGRESOURCESCovenant identify differenttypes of covenants
explain thesignificance of thecovenants Covenant Significance ofcovenants Discussing the
varioustypes of covenants andtheir significance ICT tools Large print books Talking book Braille
bookLaw distinguishdifferent typesof laws in thePentateuch interpret theDecalogue Laws – casuistic
andapodictic Decalogue Analysing differenttypes of laws in thePentateuch Assessing thesignificance
of theDecalogue ICT tools Large print books Talking book Braille bookSUB TOPIC: PROPHECYKEY
CONCEPT LEARNINGOBJECTIVE:Learners should beable to:-CONTENT (Skills,knowledge,
attitude)SUGGESTED LEARNINGACTIVITIESSUGGESTEDLEARNINGRESOURCESProphecy and itsorigins
reflect ondefinitions ofprophecy critique theories on Prophecy Theories Delineating the
differentdefinitions of prophecy Discussing theories onorigins of prophecy ICT tools Large print
books Talking book

25KEY CONCEPT LEARNINGOBJECTIVE:Learners should beable to:-CONTENT (Skills,knowledge,

attitude)SUGGESTED LEARNINGACTIVITIESSUGGESTEDLEARNINGRESOURCESorigins of prophecy Braille
bookEarly manifestationsof prophecy examine earlyforms ofprophecy compare theearly forms
withsimilarphenomena insurroundingnations Early forms ofprophecy Similar forms insurrounding
nations Explaining earlyforms of prophecy Tracing thedevelopment of theforms of prophecy ICT
tools Large print books Talking book Braille bookFunctions of prophets explainfunctions
ofprophets assess thefunctions ofprophets Functions ofprophets Evaluating functionsof prophets
ICT tools Large print books Talking book Braille book

26KEY CONCEPT LEARNINGOBJECTIVE:Learners should beable to:-CONTENT (Skills,knowledge,

attitude)SUGGESTED LEARNINGACTIVITIESSUGGESTEDLEARNINGRESOURCESWays in whichprophets
receivedmessages Identify ways inwhich prophetsreceived theirmessage examine methodsused by
prophetsto receive theirmessage Methods of reception Significance Discussing ways inwhich
prophets receivedtheir messages Assessing thesignificance of methods ICT tools Large print books
Talking book Braille bookMethods used byprophets tocommunicate theirmessage identify
methodsused by prophetsto communicatetheir message evaluate methodsused by prophetsto
communicatetheir message Communication Significance Discussing the methodsused by prophets
tocommunicate theirmessage Assessing theeffectiveness of themethods used. ICT tools Large print
books Talking book Braille book

27KEY CONCEPT LEARNINGOBJECTIVE:Learners should beable to:-CONTENT (Skills,knowledge,

attitude)SUGGESTED LEARNINGACTIVITIESSUGGESTEDLEARNINGRESOURCESTrue and falseprophecy
Explain theconcept of falseprophecy Trace thecircumstancesthat led to thedevelopment ofcriteria
todistinguish trueand falseprophecy assess the criteriaused todifferentiatebetween true andfalse
prophecy True and falseprophecy Criteria used todifferentiate true andfalse prophecy Examining
theconcept of true andfalse prophecy Researching oncircumstances thatled to thedevelopment
ofcriteria to distinguishtrue and falseprophecy Analysing the criteriaused to differentiatebetween true
andfalse prophets ICT tools Large print books Talking book Braille book

28KEY CONCEPT LEARNINGOBJECTIVE:Learners should beable to:-CONTENT (Skills,knowledge,

attitude)SUGGESTED LEARNINGACTIVITIESSUGGESTEDLEARNINGRESOURCESProphecy, politics andsocial
justice examine theinvolvement ofprophets inpolitics explain howprophetsaddressedsocial injustice
Involvement ofprophets in politics Prophets and social justice Discussing therelationship ofprophecy,
politicsand social justice Evaluating therelationship ofprophecy, politicsand social justice ICT tools
Large print books Talking book Braille bookSUB TOPIC: JUDAISM AND CONTEMPORARY ISSUESKEY
CONCEPT LEARNINGOBJECTIVE: Learnersshould be able to:-CONTENT (Skills,knowledge,
attitude)SUGGESTED LEARNINGACTIVITIESSUGGESTEDLEARNINGRESOURCESMarriage institution
Examine thenature ofmarriage inJudaism Explore marriagerites in Judaism nature ofmarriage
marriage rites Discussing the nature ofmarriage Evaluating the significance ofthe marriage rites ICT
tools Text books Braille Books Resource person Talking bookDeath and relatedbeliefs Explain
howdeath is perceivedin Judaism Perceptions ofdeath Comparison with Discussing the
Jewishperceptions of death Researching on perceptions ICT tools Text books Braille Books

29KEY CONCEPT LEARNINGOBJECTIVE: Learnersshould be able to:-CONTENT (Skills,knowledge,

attitude)SUGGESTED LEARNINGACTIVITIESSUGGESTEDLEARNINGRESOURCES Compareperceptions
ofdeath in Judaismwith perceptionsof death in otherreligionsthree religions-IndigenousReligion-
Christianity-Islamon death in Judaismcomparing with otherreligions Resource person Talking
bookHealth and wellbeing Explore theconcept of well-being and healthin Judaism Well-being
Health Discussing the concept ofwell- being and health inJudaism ICT tools Text books Braille
Books Resource person Talking bookStatus of women inJudaism Identify the rolesof women
inJudaism Assess the statusof women inJudaism Roles of women Status of women Exploring the
roles ofwomen in Judaism Evaluating the status ofwomen in Judaism ICT tools Text books Braille
Books Resource person Talking bookJudaism and theland question Assess the land tenuresystem in
JudaismEvaluate the significanceof the land in JudaismLand tenuresystem- DeuteronomicLawDiscussing
the challengesassociated with the land tenuresystem in Judaism.Exploring the significance ofland in
Judaism ICT tools Text books Braille Books Resource person Talking book

30KEY CONCEPT LEARNING OBJECTIVE:Learners should be ableto:-CONTENT (Skills,knowledge,

attitude)SUGGESTED LEARNINGACTIVITIESSUGGESTEDLEARNINGRESOURCESEnvironmentconservation
Evaluate Jewishattitudes to the naturalenvironment Assess how theJewish
attitudesinfluenceenvironmentalconservation Jewish attitudestowards nature(reference
toJewishscriptures) Conservation Discussing the Jewishattitudes to the naturalenvironment
Analysing the impact ofJewish attitudes onenvironmentalconservation ICT tools Text books Braille
Books Resourceperson Talking bookFORM 6TOPIC 3: CHRISTIANITYSUB-TOPIC 1: TENETS OF
CHRISTIANITYKEY CONCEPT LEARNING OBJECTIVE:Learners should be ableto:-CONTENT
(Skills,knowledge, attitude)SUGGESTED LEARNINGACTIVITIESSUGGESTEDLEARNINGRESOURCES
Authority of the Bible Evaluate the relationshipbetween the Old Testamentand the New Testament
The Old and Newcovenants Discussing howdifferent Christians inZimbabwe value theOld and
NewTestaments ICT tools Text books Braille Books Resourceperson Talking book

31KEY CONCEPT LEARNING OBJECTIVE:Learners should be ableto:-CONTENT (Skills,knowledge,

attitude)SUGGESTED LEARNINGACTIVITIESSUGGESTEDLEARNINGRESOURCESSin Examine the
biblicalmeaning of sin Critique the variousperceptions of sin amongChristians in Zimbabwe Biblical
texts on sin Various perceptionsof sin Analysing the concept of sinfrom the Old Testament andNew
Testament Debating perceptions of sin insociety and ways ofovercoming sin ICT tools Text books
Braille Books Resourceperson Talking bookSalvation Examine the concept ofsalvation in the
NewTestament Analyse the differentconcepts of salvationacross denominations inZimbabwe New
Testamentsoteriology-Gospels, Acts,Pauline and non-Pauline epistles Different concepts ofsalvation in
churchesin Zimbabwe Discussing the NewTestament concepts that formthe basis of
Christiansoteriology Assessing the problemsassociated with the Christiansoteriology in
society(salvation is only throughJesus Christ) ICT tools Text books Braille Books Resourceperson
Talking bookHoly Spirit Explain the concept of theHoly Spirit Explore the function of theHoly Spirit in
Christianity Concept of the HolySpirit (pneumatology) Functions of the HolySpirit in Christianity
Interpreting the concept ofHoly Spirit Discussing the functions ofthe Holy Spirit as interpretedby
different churches ICT tools Text books Braille Books Resourceperson Talking bookConcept of
theChurch Explain the concept of thechurch Draw conclusions from Acts and relevant epistlesabout
the origins anddevelopment of the early Ecclesiology Origins of the earlychurch Development of
theearly church Comparing the NewTestament concept of thechurch to contemporaryunderstandings
of the church Discussing the challengesassociated with the mission of ICT tools Text books Braille
Books Resourceperson Talking book

32KEY CONCEPT LEARNING OBJECTIVE:Learners should be ableto:-CONTENT (Skills,knowledge,

attitude)SUGGESTED LEARNINGACTIVITIESSUGGESTEDLEARNINGRESOURCESchurch the church in
societyEschatology Explain eschatology Examine the biblical viewof the last things Develop a logical
view ofdeath and life after death Definition ofeschatology Examples ofeschatologicalconcepts in
thegospels and Paulineletters (1Thessalonians and 1Corinthians) Death and the here-after
Researching oneschatological concepts in theGospels and Pauline letters  Comparing the Christian
viewof death and the here-afterwith similar concepts insociety ICT tools Text books Braille Books
Resourceperson Talking bookSUB-TOPIC 2: JESUS’ LIFE KEY CONCEPT LEARNING OBJECTIVE:Learners
should be ableto:-CONTENT (Skills,knowledge, attitude)SUGGESTED
LEARNINGACTIVITIESSUGGESTEDLEARNINGRESOURCESBirth examine the birthnarratives in the
gospels Investigate challengesassociated with the birth ofJesus. The virgin birth Similarities
anddifferences in the birthnarratives in theGospels Debating the presence ofbirth narratives in
Matthewand Luke Comparing birth narrativesin Matthew and Luke ICT tools Text books Braille
Books Resource person Talking bookBaptism Explain the rite of baptismin the New Testament Rite
of baptism Significance of Critiquing various forms ofbaptism in the different ICT tools Text books

33KEY CONCEPT LEARNING OBJECTIVE:Learners should be ableto:-CONTENT (Skills,knowledge,

attitude)SUGGESTED LEARNINGACTIVITIESSUGGESTEDLEARNINGRESOURCES Assess the significance
ofbaptism to Jesus, the earlychurch and Christianstodaybaptism churches in Zimbabwe today
Comparing the birthnarratives in the Gospels Evaluating the significanceof baptism Braille Books
Resource person Talking bookPassion and Death Interpret the passionnarratives Assess the reasons
for thecrucifixion of Jesus Passion narratives inthe four gospels Reasons for thedeath of Jesus
Researching on the passionnarratives Debating the significance ofthe death of Jesus inChristianity ICT
tools Text books Braille Books Resource person Talking bookResurrection Interpret the
resurrectionnarratives Evaluate the evidence forthe resurrection of Jesus Resurrectionnarratives in
the fourgospels Evidence for theresurrection of Jesus Exploring the resurrectionnarratives Discussing
the challengesassociated with the historicityof the resurrection of Jesus ICT tools Text books Braille
Books Resource person Talking bookSUB-TOPIC 3: MINISTRY OF JESUSKEY CONCEPT LEARNING
OBJECTIVE:Learners should be ableto:-CONTENT (Skills,knowledge, attitude)SUGGESTED
LEARNINGACTIVITIESSUGGESTEDLEARNINGRESOURCESKingdom of God Explain the meaning of
thekingdom of God from thegospels Examine the dimensions Meaning of theKingdom of God Nature
of theKingdom of God Assessing the extent towhich the Kingdom of God iscentral to Jesus’ teachingand
ministry ICT tools Text books Braille Books Resource person

34KEY CONCEPT LEARNING OBJECTIVE:Learners should be ableto:-CONTENT (Skills,knowledge,

attitude)SUGGESTED LEARNINGACTIVITIESSUGGESTEDLEARNINGRESOURCESof the Kingdom of God -
present-future Evaluating the extent towhich the Kingdom of God iscentral to the ministry of thechurch
today Talking bookParables Examine the nature of aparable Explain why Jesus taughtin parables
Nature of parable asa literary genre Reasons for teachingin parables Critiquing views on
Jesus’parables Discussing why Jesustaught in parables ICT tools Text books Braille Books Resource
person Talking bookMiracles Examine the concept ofmiracles in the NewTestament Assess the
significance ofmiracles in the NewTestament Concept of miracles Significance ofmiracles Exploring
the various termsused by New Testamentwriters to refer to miracles Evaluating the significanceof
miracles. ICT tools Text books Braille Books Resource person Talking bookEthics of Jesus Identify
the basic elementsof Jesus’ ethics from thegospels Evaluate the challengesassociated with the ethicsof
Jesus Elements of Jesus’ethics Challenges of Jesus’ethics Assessing the extent towhich Jesus’ ethics
areapplicable to Christians Discussing the elements ofJesus' ethics. ICT tools Text books Braille
Books Resource person Talking bookSUB-TOPIC 4: CHRISTIANITY AND CONTEMPORARY ISSUESKEY
CONCEPT LEARNING OBJECTIVE:Learners should be ableto:-CONTENT (Skills,knowledge,
attitude)SUGGESTED LEARNINGACTIVITIESSUGGESTEDLEARNINGRESOURCESChristianity and the
Analyse the marriage Jesus’ teaching on Discussing on marriage ICT tools
 35KEY CONCEPT LEARNING OBJECTIVE:Learners should be ableto:-CONTENT (Skills,knowledge,
attitude)SUGGESTED LEARNINGACTIVITIESSUGGESTEDLEARNINGRESOURCESmarriage institution
institution in Christianity Assess the challenges ofJesus’ teaching onmarriage to
Christianstoday.marriage. Challenges of Jesus’teaching on marriage.institution in Christianity
Researching on marriagecrises in the church todayand how the church isdealing with divorce. Text
books Braille Books Resource person Talking bookChristianity andenterprise explain the term
enterprise delineate the link betweenthe Christian faith andenterprise Enterprise
Relationshipbetween Christianityand enterprise Discussing the termenterprise Examining texts in the
NewTestament that promoteenterprise Exploring the link betweenChristian faith and enterprise ICT
tools Text books Braille Books Resource person Talking bookChristianity andpolitics Interpret texts
in the newtestament that refer to goodgovernance andresponsible citizenship Reflect on the
relationsbetween Christianity andthe State. Concepts of goodgovernance andresponsiblecitizenship
Church Staterelations Explaining goodgovernance and responsiblecitizenship Discussing
relationshipbetween Christianity and thestate ICT tools Text books Braille Books Resource person
Talking bookChristianity, healthand wellbeing Explain the NewTestament concept ofhealth and
wellbeing Evaluate the challengesassociated with Christianconceptions of health andwellbeing New
Testamentconceptions of healthand wellbeing Christianconceptions of healthand wellbeing such asthe
prosperity gospel Discussing the concept ofhealth and well-being in theNew Testament Assessing
arguments forand against the prosperitygospel as an example of aChristian conception ofhealth and
wellbeing inZimbabwe today. ICT tools Text books Braille Books Resource person Talking book

36KEY CONCEPT LEARNING OBJECTIVE:Learners should be ableto:-CONTENT (Skills,knowledge,

attitude)SUGGESTED LEARNINGACTIVITIESSUGGESTEDLEARNINGRESOURCESStatus of women
inChristianity analyse the positiveportrayal of women in theNew Testament examine texts in the
NewTestament that portraywomen negatively Positive portrayal ofwomen in the NewTestament
Negative portrayal ofwomen in the NewTestament Researching on the positiveportrayal of women in
theNew Testament Assessing negativeportrayal of women in theNew Testament. ICT tools Text
books Braille Books Resource person Talking bookChristianity,prophecy andmiracles inZimbabwe
today Analyse contemporaryChristian conceptions ofprophecy and miracles inZimbabwe Identify the
challenges ofcontemporary Christianconceptions of prophecyand miracles in Zimbabwe
ContemporaryChristian conceptionsof prophecy andmiracles in Zimbabwe Challenges
ofcontemporaryprophetic activities Researching oncontemporary propheticministry in Zimbabwe.
Critiquing the challenges ofcontemporary propheticministry. ICT tools Text books Braille Books
Resource person Talking bookTOPIC 4: ISLAMSUB TOPIC: TENETS OF ISLAM

37 Authority of theKoran Explain the nature of theKoran Evaluate the importanceof the Koran in
Islam Nature of the Koran Significance of theKoran Identifying the nature of theKoran Analysing the
significance ofthe Koran Textbooks Talking bookbraille ICT toolsConcept of Allah Explain the
concept of Allah Identify the attributes of Allah The deity of Allah Attributes of Allah Discussing the
concept of Allah Analysing the attributes of Allah Textbooks Talking bookbraille ICT toolsFive pillars
of Islam Identify the five pillarsof Islam Assess the significanceof the five pillars of Islam Pillars of
Islam Significance of thefive pillars Examinig the five pillars ofIslam Evaluating the five pillars
ofIslam Textbooks Talking bookbraille ICT toolsShariah Law Explain Shariah Lawhow instances
whereShariah Law is applied Shariah Law Instances whereapplicable Discussing Shariah Law
Illustrating the application ofShariah Law in Islam Textbooks Talking bookbraille ICT toolsSUB TOPIC:
MUHAMMAD, PROPHECY AND REVELATIONKEY CONCEPT LEARNING OBJECTIVE:Learners should be
ableto:-CONTENT (Skills,knowledge, attitude)SUGGESTED LEARNINGACTIVITIES AND
NOTESSUGGESTEDLEARNINGRESOURCESRole of Muhammad explain the role ofMuhammad in
theestablishment of Islam evaluate the legacy ofMuhammad Muhammad’s role  Muhammad’s
legacy  Identifying key eventsinvolving Muhammad in theestablishment of Islam Examining
theachievements ofMuhammad in Islam Textbooks Talking bookbraille ICT tools

38KEY CONCEPT LEARNING OBJECTIVE:Learners should be ableto:-CONTENT (Skills,knowledge,

attitude)SUGGESTED LEARNINGACTIVITIES AND NOTESSUGGESTEDLEARNINGRESOURCESMuhammad as
aProphet analyse the concept of aprophet in Islam explore the extent ofMuhammad’s
propheticstatus Concept of a prophetin Islam Muhammad’sprophetic status Discussing
thecharacteristics of a prophetin Islam Illustrating Muhammad’sprophetic status Textbooks Talking
bookbraille ICT toolsSUB TOPIC: ETHICS IN ISLAMKEY CONCEPT LEARNING OBJECTIVE:Learners should
be ableto:-CONTENT (Skills,knowledge, attitude)SUGGESTED LEARNINGACTIVITIES AND
NOTESSUGGESTEDLEARNINGRESOURCESLove delineate the categoriesof love assess how love
isdemonstrated in Islam Categories of love Identifying the types of loveemphasised in Islam
Discussing how love isexpressed in Islam Textbooks Talking bookbraille ICT toolsRules of behaviour
Identify the sources ofethical principles in Islam examine the rules ofbehaviour in Islam Sources of
ethics Rules of behaviour Explaining the sources ofbehaviour Discussing the rules ofbehaviour in
Islam Textbooks Talking bookbraille ICT toolsSUB TOPIC: ISLAM AND GENDER RELATIONS

39KEY CONCEPT LEARNING OBJECTIVE:Learners should be ableto:-CONTENT (Skills,knowledge,

attitude)SUGGESTED LEARNINGACTIVITIES AND NOTESSUGGESTEDLEARNINGRESOURCESStatus of
women identify the role ofwomen in Islam evaluate the perceptionof women in Islam Role of
women inIslam Perception of women Discussing the role ofwomen in Islam Distinguishing factors
whichmay hinder or promotewomen’s progress in Islam  Textbooks Talking bookbraille ICT
toolsParticipation ofwomen in politics analyse the extent towhich women areinvolved in politics
inIslam Women in politics Evaluating women’sparticipation in politics Textbooks Talking
bookbraille ICT toolsSUB TOPIC: ISLAM AND SOCIAL RESPONSIBILITYKEY CONCEPT LEARNING
OBJECTIVE:Learners should be ableto:-CONTENT (Skills,knowledge, attitude)SUGGESTED
LEARNINGACTIVITIES AND NOTESSUGGESTEDLEARNINGRESOURCESHumanitarianservice explain the
concept ofhumanitarian service delineate the relationshipbetween Jihad andhumanitarian service
Concept ofhumanitarian service Link between Jihadand humanitarianservice Discussing the concept
ofhumanitarian service Examining types ofhumanitarian servicesoffered in Islam Textbooks Talking
bookbraille ICT toolsIslamic charityorganisations/NGOs identify Islamic relatedNGOs and their roles
analyse the contributionof Islam to social Charityorganisations/ NGOs Contribution of Islam
Discussing the activities ofIslamic charityorganisations/ NGOs Assessing the contribution Textbooks
Talking bookbraille ICT tools

40KEY CONCEPT LEARNING OBJECTIVE:Learners should be ableto:-CONTENT (Skills,knowledge,

attitude)SUGGESTED LEARNINGACTIVITIES AND NOTESSUGGESTEDLEARNINGRESOURCESdevelopment
inZimbabweof Islamic charityorganisations to socialdevelopment in ZimbabweSUB TOPIC: ISLAM AND
POLITICSKEY CONCEPT LEARNING OBJECTIVE:Learners should be ableto:-CONTENT (Skills,knowledge,
attitude)SUGGESTED LEARNINGACTIVITIESSUGGESTEDLEARNINGRESOURCESIslam andgovernance
explain the Islamicconcept of governance assess the challenges ofIslamic perceptions ofgovernance
Islamic concept ofgovernance Perceptions ofgovernance Discussing the Islamicconcept of
governance Examining the challenges ofIslamic perceptions ofgovernance Textbooks Talking
bookbraille ICT toolsConcept of Jihad explore the meaning ofJihad evaluate the importanceof a
Jihad Meaning of Jihad Importance of Jihad Exploring the meaning ofJihad Assessing the
importance ofJihad. Textbooks Talking bookbraille ICT toolsIslam and conflicttransformation explain
conflicttransformation illustrate the modes ofconflict transformation inIslam Conflicttransformation
Modes of conflicttransformation Analysing the nature ofconflict transformation Examining modes of
conflicttransformation in Islam Textbooks Talking bookbraille ICT toolsSUB TOPIC: ISLAM AND
MARRIAGE

41KEY CONCEPT LEARNING OBJECTIVE:Learners should be ableto:-CONTENT (Skills,knowledge,

attitude)SUGGESTED LEARNINGACTIVITIESSUGGESTEDLEARNINGRESOURCESMarriage Institution
Evaluate the meaning ofmarriage in the Koran assess the importanceof marriage in Islam Meaning of
marriage Importance ofmarriage Discussing the meaning ofmarriage in Islam Analysing the
significance ofmarriage in Islam Textbooks Talking bookbraille ICT toolsDivorce explain the causes
ofdivorce in Islam Causes of divorce Discussing the causes ofdivorce in Islam Textbooks Talking
bookbraille ICT toolsSUB TOPIC: ISLAM AND NATURAL ENVIRONMENTKEY CONCEPT LEARNING
OBJECTIVE:Learners should be ableto:-CONTENT (Skills,knowledge, attitude)SUGGESTED
LEARNINGACTIVITIESSUGGESTEDLEARNINGRESOURCESNatural environmentpreservation identify the
sources ofIslamic environmentalpractice explain the principles ofenvironmentalpreservation in Islam
Sources of naturalenvironmentalpractice Principles ofenvironmentalpreservation Interpreting the
sources ofIslamic environmentalpractice Examining the principles ofenvironmental preservationin
Islam Textbooks Talking bookbraille ICT toolsSCHEME OF ASSESSMENT
 42The syllabus scheme of assessment is grounded on the principle of inclusivity. Arrangements,
accommodations and modificationsshould be visible in both the continuous and summative assessment
to enable all learners to access assessments.ASSESSMENT OBJECTIVESBy the end of the course learners
should be able to: identify key aspects in the four religions in Zimbabwe apply concepts from the
religions in problem solving evaluate the elements of Unhu/Ubuntu/Vumunhu in the Indigenous
Religion delineate the traits of Unhu/Ubuntu/Vumunhu in Judaism, Christianity and Islam discuss
concepts in the four religions that shape identity and national values assess the role of religion in
fostering the dignity of hard work and team work synthesise religious concepts from the four religions
into the models of hard work and team work forSustainable developmentASSESSMENT MODEL

43Exit ProfileASSESSMENT OF LEARNER PERFORMANCE IN FRS100%Continuous assessmentProfiling

AssignmentsTestsProjectsFRS 1 Essays 35%FRS 2 Essays35%Profile Continuous AssessmentMark=
30%ExaminationMark= 70%

FINAL MARKFRS 100%Summative assessment

44Form of assessment WeightingContinuous 30%Summative 70%Total 100%Continuous

AssessmentLevel Assessment task Frequency WeightingForm 5 AssignmentTest2 per term1 per
term15%Form 6 AssignmentTest2 per term1 per term15%Total 30% NOTE: All assessment tasks are
marked out of 100. Assessment of soft skills will be done as learners respond to continuousassessment
tasks.

45The learners shall be assessed through both continuous assessment and summative examination.
The summative examination consistsof two component papers which are FRS 1 and FRS 2.SUMMATIVE
ASSESSMENTPAPER DESCRIPTIONFRS 1 (3 hours)This component consists of 10 essay questions on two
religions in this syllabus. The component is in two sections of which SectionA iscovering Indigenous
Religion and Section Bcovering Judaism.FRS 2 (3 hours)This component consists of 10 essay questions on
two religions in this syllabus. The component is in two sections of which SectionA iscovering Christianity
and Section B covering Islam.NOTE: In both papers candidates must answer four questions, choosing at
least one question from each section.

46SPECIFICATION GRIDSkill Paper 1 Paper 2Knowledge and understanding 5 5Comprehension 5 5

Application and analysis 10 10Synthesis and Evaluation 15 15Practical - -Total 35 35

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