MINISTRY OF PRIMARY AND SECONDARY

EDUCATION
GUIDANCE AND COUNSELLING SYLLABUS
FORMS 5 AND 6

Curriculum Development Unit

©ALL RIGHTS RESERVED
P O Box MP 133 2016
Mount Pleasant
HARARE

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ACKNOWLEDGEMENTS

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

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

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CONTENTS PAGE

Acknowledgements

Contents page

Preamble 1

Presentation of the Syllabus 2

Aims 3

Syllabus Objectives 3

Methodology and Time Allocation 4

Topics 6

Scope and Sequence Chart 6

Competency Matrix 12

Assessment 34

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1.0 PREAMBLE

1.1 INTRODUCTION

The Guidance and Counselling learning area is a Form 5 and 6 syllabus premised on the philosophy of
Unhu/Ubuntu/Vumunhu. This philosophy encompasses moral development, norms, values and beliefs. The syllabus
comprises topics such as Concepts and Principles of Guidance and Counseling, Child Protection, Health, Enterprise and Career
Guidance. It strives to inform and equip learners with knowledge to make responsible choices about sexuality, relationships,
health related issues as well as other life empowerment skills. It prepares learners for productive adulthood and lifelong
learning. This syllabus is designed to enhance active participation of learners through inclusive, culturally relevant,
scientifically accurate knowledge and skills, which will produce responsible citizens who will positively contribute towards
nation building.

1.2 RATIONALE

Guidance and Counseling is a learning area that endeavors to empower learners with relevant, collaborative and competitive
life skills that enable them to live in a dynamic socio-economic and political environment without losing their identity and
integrity. The learning area is critical in the development of Unhu/Ubuntu/Vumunhu philosophy that promotes a sense of
positive self-image, patriotism, cherishes diversity and celebrates differences among learners. The syllabus fosters self-
reliance and prepares learners to cope with developmental changes. It also equips learners with skills to deal with a variety of
risk factors such as early marriages, teenage pregnancies, drug and substance abuse, HIV and AIDS and other contemporary
challenges.

The Guidance and Counseling syllabus enables learners to develop skills in:

 Collaboration
 Self-management
 Tolerance
 Critical thinking
 Decision making

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  Problem solving
 Communication
 Innovation
 Leadership
 Enterprise
 Assertiveness
 Technology

1.3 SUMMARY OF CONTENT

The Form 5 and 6 Guidance and Counselling Syllabus is premised on the principles of Unhu/Ubuntu/Vumunhu to produce
learners who are truly Zimbabwean. The content is presented in the following thematic areas:

 Unhu/Ubuntu/Vumunhu (norms and values)

 Concepts and Principles of Counseling
 Relationships
 Child Protection
 Disaster Risk Management
 Health
 Disability
 Enterprise and Career Guidance
 Consumer Education

1.4 ASSUMPTIONS

It is assumed that learners have:

 some knowledge of the learning area

 experienced some form of guidance and counseling
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  an awareness that the entry into adulthood comes with responsibilities
 diverse interests, perceptions, values and abilities
 different interests in enterprise and career choices
 some knowledge of certain child protection laws

1.5 CROSS CUTTING THEMES

The following are some of the cross cutting themes:

 Gender roles
 Child rights
 Sexuality, HIV and AIDS
 Child Protection
 Heritage Studies
 Financial Literacy
 Collaboration
 Environmental issues
 Information and Communications Technology (ICT)

2.0 PRESENTATION OF THE SYLLABUS

The Guidance and Counselling Syllabus is presented as a single document which covers Forms 5 and 6. Some of the topics are
developed from the ‘O’ level syllabus while other topics are new.

3.0 AIMS

The syllabus enables learners to:

 develop the acquired concepts of Unhu/Ubuntu/Vumunhu (norms and values) in all facets of life
 conserve their cultural and national heritage for the development of the society
 celebrate diversity and inclusivity in various social systems
 develop a sense of national identity and patriotism
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  develop life skills that enable them to become citizens who appreciate their rights and responsibilities
 exercise positive behaviours and attitudes that prevent the spread of HIV, Sexually Transmitted Infections( STIs) and other
health and social concerns
 consider their personal abilities, character traits in relation to others and choice of career paths
 acquire career planning and enterprise skills that contribute to wealth creation and achievement of national development
goals

4.0 SYLLABUS OBJECTIVES

By the end of Form 5 and 6 learners should be able to:

 demonstrate an understanding of Unhu/Ubuntu/Vumunhu

 express an appreciation of their cultural and national heritage
 justify the existence of their cultural and national heritage
 illustrate the ability to become responsible citizens who appreciate their rights and responsibilities
 demonstrate comprehensive knowledge of life skills, sexuality and HIV and AIDS
 demonstrate acceptance of people with disabilities and those in difficult circumstances
 express a sense of loyalty and patriotism to their nation
 apply peer counselling skills to various life situations
 demonstrate career planning and enterprise skills that contribute to wealth creation and achievement of national
development goals
 identify their personal abilities and character traits in relation to career paths and enterprise

5.0 METHODOLOGY AND TIME ALLOCATION

This learning area is based on an interactive, hands on, multi-cultural and realistic approach. It promotes an awareness of
morals, norms and values.
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5.1 METHODOLOGY

 Group discussions
 Debate
 Research
 Case study
 Work related learning
 Educational tours
 Seminars
 Drama, song and poetry
 Discovery
 Imitation or Simulation
 Video and film shows
 Games and Quizzes

The above-suggested methods are enhanced through the application of multi-sensory approaches to teaching and principles
of individualization, unification, concreteness, stimulation and self-activity.

5.2 TIME ALLOCATION

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

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6.0 TOPICS

 Unhu/Ubuntu/Vumunhu
 Concepts and Principles of Guidance and Counseling
 Relationships
 Child Protection
 Disaster Risk Management
 Health
 Disability
 Enterprise and Career Guidance
 Consumer Education

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7.0 SCOPE AND SEQUENCE

TOPIC 1: UNHU/UBUNTU/VUMUNHU
SUB TOPIC: NORMS AND VALUES

KEY CONCEPT FORM 5 FORM 6

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

Indigenous knowledge systems  Idioms, proverbs, folktales, music

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

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

KEY CONCEPT FORM 5 FORM 6

Indigenous systems in Guidance and  Indigenous systems
Counseling  Counseling therapies
 Ethics in Guidance and Counseling
 Techniques and strategies in
Counseling
 Peer counseling

TOPIC 3: RELATIONSHIP
SUBTOPIC: BUILDING RELATIONSHIPS

KEY CONCEPT FORM 5 FORM 6

Relationships  Types of relationships
 Dating and courtship
 Peer influence
 Conflict management

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TOPIC 4: CHILD PROTECTION
SUBTOPIC: LAWS, RIGHTS AND RESPONSIBILITIES

KEY CONCEPT FORM 5 FORM 6

Learner Welfare Incidences  Types of incidences
 Negative religious practices
 Prevention and management of
incidences

Drug and Substance Abuse  Families of drugs and substances  Families of drugs and substances
 Sources of drugs and substances  Sources drugs and substances
 Forms of drug and substance  Forms of drug and substance
abuse abuse
 Effects of drugs and substances  Effects of drugs and substances
 Management of drug and  Management of drug and
substance abuse substance abuse
Child Online Protection  Use of the internet

Laws, rights and responsibilities  Child protection legislation

TOPIC 5: DISASTER RISK MANAGEMENT

SUBTOPIC: DISASTER OCCURANCES

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

TOPIC 6: HEALTH
SUBTOPIC: HEALTH MANAGEMENT

KEY CONCEPT FORM 5 FORM 6

Health Issues  Healthy living  Basic care and support for people
 Sexual and reproductive health with disabilities, the affected and
 Communicable and Non- infected
Communicable diseases  Stigma and discrimination
 Mental health

TOPIC 7: ENTERPRISE AND CAREER GUIDANCE

SUBTOPIC: ENTERPRISE AND CARRIERS

KEY CONCEPT FORM 5 FORM 6

Considerations for enterprise and  Enterprise  Career exploration (opportunities)
careers  Job, scholarship applications and  Business management

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KEY CONCEPT FORM 5 FORM 6
Interviews

TOPIC 8: CONSUMER EDUCATION

SUBTOPIC: CONSUMER AWARENSS

KEY CONCEPT FORM 5 FORM 6

Consumer Rights  Consumer rights
 Consumer Council of Zimbabwe
and Consumer protection
legislation
 Advertising
 Financial institutions

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8.0 COMPETENCY MATRIX
FORM 5

TOPIC 1: UNHU/UBUNTU/VUMUNHU

KEY CONCEPT OBJECTIVES Learners UNIT CONTENT SUGGESTED LEARNING LEARNING

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

TOPIC 2: CONCEPTS AND PRINCIPLES OF GUIDANCE AND COUNSELLIN

SUBTOPIC:APPROACHES TO GUIDANCE AND COUNSELING

KEY CONCEPT OBJECTIVES UNIT CONTENT SUGGESTED LEARNING

Learners should be LEARNING RESOURCES
able to: ACTIVITIES

Indigenous Systems  examine the role of  Indigenous systems  Dramatising the  ICT tools
in Guidance and various family in guidance and roles of family  Braille material
Counseling members in counseling members in  Sign language
providing guidance  Systemic therapy providing guidance charts
and counseling  Humanistic therapy and counseling  Audio material
 discuss the  Behaviouristic  Watching videos  Print media
importance of therapies that depict the roles  Resource person(s)
counseling  Eclectic approach of different family
therapies in members in
promoting providing guidance
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KEY CONCEPT OBJECTIVES UNIT CONTENT SUGGESTED LEARNING
Learners should be LEARNING RESOURCES
able to: ACTIVITIES

Unhu/Ubuntu/Vumu and counseling

nhu  Applying the
therapies in various
case studies
 Demonstrating the
use of therapies in
real life situations
 Conducting
seminars on
approaches to
guidance and
counseling
Ethics in Guidance  define the term  Ethics in Guidance  Applying ethics in  ICT tools
and Counseling ethics and Counseling Counseling  Braille material
 describe the ethics  Practising ethics in  Sign language
in Guidance and real life situations charts
Counseling  Examining the  Audio material
 uphold ethics in challenges of ethics  Print media
their projects in Counseling  Resource person(s)
 discuss the
contradictions in the
ethics of counseling
Peer counseling  Dramatising peer  ICT tools
 assess the  Peer counseling counseling  Braille material
importance of peer  Importance of peer  Discussing the  Sign language
counseling in counseling importance of peer charts
fostering  Strategies and counseling  Audio material
Unhu/Ubuntu/Vumu techniques in peer  Engaging in peer  Print media
nhu counseling counseling case  Resource person(s)
study activities
 describe the
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KEY CONCEPT OBJECTIVES UNIT CONTENT SUGGESTED LEARNING
Learners should be LEARNING RESOURCES
able to: ACTIVITIES

techniques and  Practising peer

strategies in peer counseling
counseling

 participate in peer
counseling activities

TOPIC 3: CHILD PROTECTION

SUBTOPIC:LAWS, RIGHTS AND RESPONSIBILITIES

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KEY CONCEPT OBJECTIVES UNIT CONTENT SUGGESTED LEARNING
Learners should be LEARNING RESOURCES
able to: ACTIVITIES

Child online  identify different  Access and use of  Naming different  ICT tools
protection types of common the internet and devices used to  Resource person(s)
internet and social other social media access the internet  Print media
media platforms platforms and various social  Braille material
(SMPs)  Benefits of internet media platforms  Sign language
 differentiate safe use  Explaining the charts
from risky internet  Challenges of benefits of  Audio material
use and other unrestricted use of accessing the  Postal and Tele
SMPs the internet and internet and other Regulatory
 develop safe other social media SMPs Authority of
internet and SMPs platforms  Analysing Zimbabwe
skills  Safety while using techniques to (POTRAZ) Child
 examine the effects the internet and remain safe while Online Protection
of excessive use of other SMPs using the internet Guidelines
the internet and other SMPs www.potraz.gov.zw
 Demonstrating safe
use of the internet
and other SMPs

Drug and substance  identify families and  Sources of drugs  Resource person(s)
abuse sources of drugs and substances  Listing various  ICT tools
and substances  Drug and drugs in each family  Print media
 distinguish various substance families:  Discussing forms of  Sign language
forms of drug and -alcohol drug and substance charts
substance abuse -marijuana abuse  Audio material
 evaluate the effects -nicotine  Comparing and  Braille material
of drug and -steroids contrasting the
substance abuse  Drug and effects of drugs in
 analyse the substance intake different families
management modes:  Attending seminars/
strategies of drug -injecting awareness
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KEY CONCEPT OBJECTIVES UNIT CONTENT SUGGESTED LEARNING
Learners should be LEARNING RESOURCES
able to: ACTIVITIES

and substance -inhaling campaigns on the

abuse -sniffing effects of drug and
-ingesting substance abuse
(swallowing)  Analysing the
-smoking effects of drug and
-drinking substance abuse
 Effects of drug and  Visiting drug and
substance abuse substance
-immediate rehabilitation
- short term centres
- long term
 Rehabilitation
 Counselling
 Clinical therapy
 Psycho social
support(PSS)

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TOPIC 6: HEALTH
SUBTOPIC: HEALTH MANAGEMENT

KEY CONCEPT OBJECTIVES UNIT CONTENT SUGGESTED LEARNING

Learners should be LEARNING RESOURCES
able to: ACTIVITIES

Healthy Living  explain healthy living  Healthy living  Researching on the  ICT tools
 discuss the  Good and bad importance of  Pamphlets
importance of eating habits healthy living  Braille material
healthy living  Balanced diet  Demonstrating  Sign language
 maintain a balanced  Physical fitness physical fitness charts
diet  Discussing health  Audio material
 practise healthy problems and  Print media
living solutions  Resource person(s)
 participate in
recreational
activities

Sexual and  define sexuality and  Sexuality  Researching on  ICT tools

Reproductive Health reproductive health  Components of components of  Resource person(s)
 analyse sexual and sexual and  Braille material
components of reproductive health reproductive health  Sign language
sexual and  Abstinence  Analysing charts
reproductive health  Consequences of components of  Audio material
 discuss the early sexual debut sexuality  Pamphlets
importance of  Ways of preventing  Deliberating on the  Posters
abstinence in sexual and importance of  Picture codes
promoting the reproductive health abstinence
concept of challenges  Discussing
Unhu/Ubuntu/Vumu consequences of
nhu early sexual debut
 articulate the  Evaluating ways of
consequences of preventing sexual
early sexual debut and reproductive
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KEY CONCEPT OBJECTIVES UNIT CONTENT SUGGESTED LEARNING
Learners should be LEARNING RESOURCES
able to: ACTIVITIES

 examine ways of health challenges

preventing sexual
and reproductive
health challenges

Communicable and  explain  Communicable and  Assessing the  Resource person(s)

non-communicable communicable and non-communicable prevalence of  ICT tools
diseases non-communicable diseases communicable and  Braille material
diseases  Role of the family non-communicable  Sign language
 analyse and community in diseases charts
communicable and preventing  Examining the role  Audio material
non-communicable communicable and of the family and  Print media
diseases non-communicable community in the
 examine the diseases prevention of
preventive  Ways of managing communicable and
measures on communicable and non-communicable
communicable and non-communicable diseases
non-communicable diseases  Researching on the
diseases  Referral systems existing ways of
 discuss ways of managing
managing communicable and
communicable and non-communicable
non-communicable diseases
diseases  Evaluating services
available for
managing
communicable and
non-communicable
diseases
Mental Health  define mental  Concept of mental  Describing mental  ICT tools
health health health  Resource person(s)
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 KEY CONCEPT OBJECTIVES UNIT CONTENT SUGGESTED LEARNING
Learners should be LEARNING RESOURCES
able to: ACTIVITIES

 analyse ways of  Ways of  Articulating ways of  Pamphlets

maintaining mental maintaining mental maintaining mental  Posters
health health health  Picture codes
 identify signs and  Signs and  Discussing the  Mental Health Act
symptoms of symptoms of signs and  Sign language
mental ill health mental illness symptoms of charts
 explain the causes  Causes of mental ill mental health  Audio material
of mental ill health health illness  Braille material
 discuss ways of  Types of mental  Analysing the types
managing mental ill health illnesses of mental health
health  Ways of managing illnesses
mental ill health  Researching on the
existing ways of
managing mental ill
health
 Identifying referral
systems
 Conducting
educational tours

TOPIC 7: ENTERPRISE AND CAREER GUIDANCE

SUBTOPIC: ENTERPRISE AND CAREERS

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KEY CONCEPT OBJECTIVES UNIT CONTENT SUGGESTED LEARNING
Learners should be LEARNING RESOURCES
able to: ACTIVITIES

Enterprise  define enterprise  Enterprise  Explaining  Resource person(s)

 discuss  Components of a enterprise  ICT tools
components of a project proposal  Identifying  Braille material
project proposal  Project proposal components of a  Sign language
 design a project  Marketing products project proposal charts
proposal  Marketing  Assessing project  Audio material
 manage a project Strategies and feasibility  Print media
 market products Financial  Preparing a project
from the project management proposal
 deliberate on  Marketing the
marketing project products
strategies and  Discussing financial
financial management
management
Job, scholarship  Identify a Job/scholarship  Aligning the  ICT tools
application and job/scholarship in search learning area to the  Print media
interview relation to one’s  Application letter relevant job  Braille material
learning area  Curriculum vitae  Writing an  Sign language
 Write an application  Interview application letter charts
letter preparation and a CV  Audio material
 Design the  Role playing on  Resource person(s)
curriculum interview
vitae(CV) techniques and
 Prepare for an procedure
interview

FORM 6
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TOPIC 1: RELATIONSHIPS
SUBTOPIC: BUILDING RELATIONSHIPS
KEY CONCEPT OBJECTIVES UNIT CONTENT SUGGESTED LEARNING
Learners should be LEARNING RESOURCES
able to: ACTIVITIES

Types of  describe good and  Types of  Identifying the good  Resource person(s)
relationships bad types of relationships and bad types of  ICT tools
relationships  Morals, values and relationships  Braille materials
 examine the morals beliefs in  Demonstrating  Pamphlets
and values in relationships appropriate morals,  Audio material
relationships  Appropriate register values and beliefs  Sign language
 relate appropriately  Peer pressure or in different charts
with members of influence in situations
the family and relationships  Communicating
various  Ways of resolving using appropriate
communities conflict in register
 discuss aspects of relationships  Researching the
peer pressure or aspects of peer
influence in pressure or
relationships influence in
 analyse ways of relationships
resolving conflicts  Examining ways of
in relationships managing conflicts
in relationships

Dating and courtship  outline factors that  Ways of dating and  Role playing on  ICT tools
influence choice of courtship dating and  Resource person(s)
partner  Appropriate dating courtship  Braille material
 discuss appropriate and courtship  Using age  Audio material
dating and practices appropriate audio-  Sign language
courtship practices  Indigenous and visual material on charts
 distinguish between modern courtship dating and
courtship
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 KEY CONCEPT OBJECTIVES UNIT CONTENT SUGGESTED LEARNING
Learners should be LEARNING RESOURCES
able to: ACTIVITIES

indigenous and practices  Debating on

modern practices of  Abstinence indigenous and
dating and modern practices of
courtship dating and
courtship

TOPIC 2: CHILD PROTECTION

SUBTOPIC:LAWS, RIGHTS AND RESPONSIBILITIES

KEY CONCEPT OBJECTIVES UNIT CONTENT SUGGESTED LEARNING

Learners should be LEARNING RESOURCES
able to: ACTIVITIES

Learner welfare  describe different  Incidences  Discussing different  Resource person(s)

incidences types of incidences -depression and types of incidences  ICT tools
 differentiate good suicide affecting learners  Braille material
from bad religious -pornography and their effects  Sign language
practices -sex parties  Distinguishing charts
 explain different types of religious  Audio material
ways of preventing -teenage practices  Print media
and managing pregnancies  Examining different
incidences -child marriages prevention and
 discussing ways of -examination stress management
managing *Harmful religious strategies of
examination stress practices incidences
-Satanism  Comparing
-cults different study
-terrorism techniques
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KEY CONCEPT OBJECTIVES UNIT CONTENT SUGGESTED LEARNING
Learners should be LEARNING RESOURCES
able to: ACTIVITIES

Drug and substance  identify families and  Sources of drugs  Discussing  Resource person(s)
abuse sources of drugs and substances methods of  ICT tools
and substances  Drug and distributing drugs  Print media
 distinguish various substance families: and substances  Sign language
forms of drug and -opiates  Listing various charts
substance abuse -inhalants drugs in each family  Audio material
 evaluate the effects -hallucinogens  Comparing and  Braille material
of drug and -stimulants contrasting the
substance abuse  Drug and effects of drugs in
 analyse the substance intake different families
management modes:  Discussing the
strategies of drug -injecting intake modes of
and substance -inhaling drugs and
abuse -sniffing substances
-ingesting  Analysing the
(swallowing) effects of drug and
-smoking substance abuse
-drinking  Evaluating services
 Effects available to assist
-immediate drug and substance
- short term abusers
- long term  Visiting drug and
 Rehabilitation substance
 Counselling rehabilitation
 Clinical therapy centres
 Psycho social
support (PSS)
Child Protection  explain legislative  The Constitution  Discussing the  The Constitution of
Legislation provisions that and Bill of Rights of rights of all Zimbabwe

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KEY CONCEPT OBJECTIVES UNIT CONTENT SUGGESTED LEARNING
Learners should be LEARNING RESOURCES
able to: ACTIVITIES

protect children Zimbabwe Zimbabweans as  ICT tools

 analyse various  Children’s Act of enshrined in the  Resource person(s)
laws of Zimbabwe 2013 (Chapter Constitution  Print media
that uphold rights 5:06)  Classifying the  Sign language
and responsibilities  Education Act rights of children, charts
of children  Legal Age of women, elderly,  Audio material
 discuss the rights of Majority Act liberation war  Braille material
children and rights  Domestic Violence veterans and  Policies
of other members Act (Chapter 5:16) people with
of society  Sexual Offences disabilities
Act (Chapter 9:21)  Examining the
 Universal provisions of
Declaration of different national
Human Rights laws that govern
 African Charter of rights and
responsibilities of
Human Rights
children

TOPIC 3: DISASTER RISK MANAGEMENT

SUBTOPIC: DISASTER OCCURENCES

KEY CONCEPT OBJECTIVES UNIT CONTENT SUGGESTED LEARNING

Learners should be LEARNING RESOURCES
able to: ACTIVITIES

Types of disasters  identify types of  Types of disasters  Describing types of  ICT tools
26
KEY CONCEPT OBJECTIVES UNIT CONTENT SUGGESTED LEARNING
Learners should be LEARNING RESOURCES
able to: ACTIVITIES

disasters -man-made disasters in each  Resource person

 explain the causes -natural category  Print media
of disasters  Causes of disasters  Researching on  Sign language
 distinguish  Avertable and non- causes of disasters charts
avertable from non- avertable disasters  Identifying  Audio material
avertable disasters  Disasters in disastrous  Braille material
 determine the Zimbabwe occurrences in
course of action to  Global disasters in Zimbabwe and
take after disaster the 21st century globally
has occurred  Disaster  Examining
 discuss ways management avertable and non-
through which  Prevention of avertable disasters
disasters can be avertable disasters  Analysing effects of
prevented various types of
disasters
 Discussing the
ways of managing
the effects of
disasters after they
have occurred
 Debating on ways
of preventing
avertable disasters

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TOPIC 4: HEALTH
SUBTOPIC:HEALTH MANAGEMENT

KEY CONCEPT OBJECTIVES UNIT CONTENT SUGGESTED LEARNING

Learners should be LEARNING RESOURCES
able to: ACTIVITIES

Basic care and  describe different  Types of disabilities  Identifying different  Sign language
support for people types of disabilities  Basic care and types of disabilities charts and
with disabilities,the  explain basic care support for people  Assessing basic dictionaries
affected , infected and support for with disabilities care and support  Audio material
and HIV and AIDS people with  Basic care and for people with  ICT tools
disabilities support for people disabilities  Resource person(s)
 discuss basic care living with HIVand  Discussing the  Print media
and support for AIDS importance of  Braille material
people living with  Referral sources adherence to
HIV and AIDS  Ways of treatment for
 identify the referral empowering people people living with
sources and with disabilities HIV and AIDS
support services and those living  Finding the referral
available in their with HIVand AIDS sources and
communities  Concept of support services in
inclusivity their communities
 Available support  Researching on
services projects that can
empower people
with disabilities and
those living with
HIV and AIDS

Stigma and  describe the  Concepts of stigma  Analysing concepts  ICT tools
discrimination concepts of stigma and discrimination of stigma and  Film screening
and discrimination  Causes of stigma discrimination  Resource person
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KEY CONCEPT OBJECTIVES UNIT CONTENT SUGGESTED LEARNING
Learners should be LEARNING RESOURCES
able to: ACTIVITIES

 explain causes of and discrimination  Articulating the  Print media

stigma and  Effects of stigma causes of stigma  Sign language
discrimination and discrimination and discrimination charts
 evaluate the effects  Ways of managing  Assessing the  Braille material
of stigma and stigma and effects of stigma  Audio visual
discrimination discrimination and discrimination materials
 discuss ways of  Issues of stigma  Identifying ways of
managing stigma and discrimination managing stigma
and discrimination in relation to and discrimination
 examine issues of gender, HIV and  Researching on
stigma and AIDS, people with issues of stigma
discrimination in disabilities and and discrimination
relation to gender, other related in relation to
HIV and AIDS, ailments gender, HIV and
people with AIDS, people with
disabilities and disabilities and
other related other related
ailments ailments

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TOPIC 5: ENTERPRISE AND CAREER GUIDANCE
SUTOPIC:ENTERPRISE AND CAREERS

KEY CONCEPT OBJECTIVES UNIT CONTENT SUGGESTED LEARNING

Learners should be LEARNING RESOURCES
able to: ACTIVITIES

Career exploration  identify different  Career  Describing different  ICT tools

(opportunities) career opportunities opportunities careers  Resource person
related to their  Career pathways  Demonstrating an  Print media
learning area  Job related understanding of  Braille material
 show an experience career pathways  Sign language
understanding of  Career days  Undertaking job charts
career pathways  Career sessions related learning  Audio material
 construct a portfolio  Educational tours and educational  Resource centers
on work related tours  Industries
learning  Inviting resource
persons for career
days and career
sessions

Business  define business  Business  Explaining business  ICT tools
management management management management  Resource person(s)
 design a business  Business planning  Developing a  Print media
plan  Business viability business plan  Braille material
 assess business  Evaluating business  Sign language
viability viability charts
 manage a business  Designing
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KEY CONCEPT OBJECTIVES UNIT CONTENT SUGGESTED LEARNING
Learners should be LEARNING RESOURCES
able to: ACTIVITIES

advertising media  Audio material

 Operating the  Reports on labour
business market

TOPIC 8: CONSUMER EDUCATION

SUB TOPIC:CONSUMER AWARENESS

KEY CONCEPT OBJECTIVES UNIT CONTENT SUGGESTED LEARNING

Learners should be LEARNING RESOURCES
able to: ACTIVITIES

Consumer rights  define consumer  Consumer rights  Explaining  ICT tools

rights  Consumer consumer rights  Sign language
 describe consumer awareness  Visiting shops to charts
rights exercise consumer  Audio material
 assess the quality rights  Resource person(s)
of products  Observing different  Print media
products and
services to
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KEY CONCEPT OBJECTIVES UNIT CONTENT SUGGESTED LEARNING
Learners should be LEARNING RESOURCES
able to: ACTIVITIES

determine quality
Consumer Council of  explain the role of  Consumer Council  Defining the term  ICT tools
Zimbabwe(CCZ) and the C.C.Z.  Consumer C.C.Z.  Print media
Consumer Protection  analyse the Protection  Discussing the  Sign language
Legislation(CPL) features of the Legislation main activities charts
consumer conducted by  Audio and visual
protection C.C.Z. materials
legislation  Describing the  Consumer
importance of the Protection
CP Legislation Legislation
 Resource person(s)
Advertising  describe advertising  Advertising  Explaining the  ICT tools
platforms  Role of advertising concept of  Print media
 explain the role of in business advertising  Audio material
advertising in  Advantages and  Researching on the  Sign language
business disadvantages of role of advertising charts
 analyse the pros advertising in business  Exhibitions
and cons of platforms  Evaluating the  Resource person(s)
advertising  Advertising advantages and
 identify relevant techniques disadvantages of
advertising advertising
techniques  Choosing relevant
advertising
platforms
Financial Institutions  define financial  Financial  Listing local and  ICT tools
institutions institutions international  Print media
 identify local and  Types of financial financial institutions  Sign language
international institutions  Discussing the charts
financial institutions  Functions of functions of  Audio material
 analyse the role of financial institutions financial institutions  Braille material
32
KEY CONCEPT OBJECTIVES UNIT CONTENT SUGGESTED LEARNING
Learners should be LEARNING RESOURCES
able to: ACTIVITIES

financial institutions -savings  Visiting financial  Resource person(s)

- loans institutions
- renting
- leasing
-mortgage

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9.0 ASSESSMENT

9.1 ASSESSMENT OBJECTIVES

Learners will be assessed in the ability to:

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

34
 ASSESSMENT MODEL

Assessment of learner performance in Guidance and

Counselling (G & C) 100%

Continuous assessment Summative assessment

Profiling Assignments Tests G & C 1 Essays 35% G & C 2 Essays

Projects
35%

Profile Continuous Assessment Mark=

30% Examination Mark=
70%

Exit Profile
35 FINAL MARK
G & C 100%
Form of assessment Weighting
Continuous 30%
Summative 70%
Total 100%

Continuous Assessment

Level Assessment task Frequency Weighting

Form 5 Assignment 2 per term 15%

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

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

The learners shall be assessed through both continuous assessment and summative examination. The summative
examination consists of two component papers which are G & C 1 and G & C 2.

SUMMATIVE ASSESSMENT

PAPER DESCRIPTION

G & C 1 (1 hour 15mins)

This component consists of 40 multiple choice questions on all the nine topics in the syllabus. The topics are:

36
 Unhu/Ubuntu/Vumunhu
 Concepts and Principles of Guidance and Counselling
 Relationships
 Child Protection
 Disaster Risk Management
 Health
 Disability
 Enterprise and Career Guidance
 Consumer Education

G & C 2 (3 hours)

This component consists of nine questions from the nine topics in this syllabus. The component is in two sections of which
Section A is covering two compulsory case study questions. Section B has seven questions and candidates must answer any
two questions.

SPECIFICATION GRID

Skill Paper 1 Paper 2

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

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