FAMILY AND RELIGIOUS STUDIES SYLLABUS FORM1-4

ZIMBABWE
MINISTRY OF PRIMARY AND SECONDARY EDUCATION
FAMILY AND RELIGIOUS STUDIES SYLLABUS
FORMS 1- 4
2024-2030
Curriculum Development Unit © All rights

P.O. Box MP 133 reserved
MOUNT PLEASANT 2024
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 Family and Religious Studies panel

• Ministry of Higher and Tertiary Education, Innovation, Science and Technology
Development (MoHTEISTD)
• Zimbabwe School Examinations Council (ZIMSEC)
• United Nations International Children’s Educational Fund (UNICEF)
• United Nations Educational Scientific and Cultural Organisation (UNESCO)
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Table of Contents
Table of Contents................................................................................................................2
1.0 PREAMBLE .................................................................................................................3
1.1 Introduction ..............................................................................................................3
1.2 Rationale ...............................................................................................................3
1.3 Summary of content ..............................................................................................3
1.4 Assumptions ..........................................................................................................3
1.5 Cross-cutting themes ..........................................................................................4
2.0 PRESENTATION OF THE SYLLABUS ...................................................................4
3.0 AIMS ............................................................................................................................4
4.0 SYLLABUS OBJECTIVES ........................................................................................5
5.0 METHODOLOGY AND TIME ALLOCATION...................................................5
5.1 Methodology..........................................................................................................5
5.2 Time allocation ......................................................................................................6
6.0 TOPICS.........................................................................................................................6
7.0 SCOPE AND SEQUENCE..........................................................................................0
8.0 COMPETENCY MATRIX ..........................................................................................3
FORM 1 ..........................................................................................................................3
FORM 2 ........................................................................................................................11
FORM 3 ........................................................................................................................21
FORM 4 ........................................................................................................................31
9.0 ASSESSMENT .......................................................................................................41
9.1 Assessment objectives ............................................................................................41
9.2 Assessment Model ...............................................................................................42
9.4 Specification Grid ................................................................................................53
9.5 Assessment Instruments/Tools ............................................................................53
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1.0 PREAMBLE
1.1 Introduction
The Heritage-based Family and Religious Studies learning area focuses on the study of the
respective historical backgrounds, beliefs and practices, practitioners, rites and rituals of
selected religions in Zimbabwe and their impact on an individual, family, local, national and
global communities respectively. The Heritage-based Family and Religious Studies (FRS)
learning area is a four-year syllabus that provides learners with opportunities to harness
cognitive, religious and moral experiences. These experiences help the learners understand,
interpret and apply religious and moral concepts to their everyday life. It is a multi-faith
approach to the study of religion, which makes learners to be aware of their respective religious
identities in the context of Ubuntu/Unhu/Vumunhu, religious plurality, as well as both their
horizontal and vertical relationships with their respective families, communities, nation, the
global village and the natural environment.
1.2 Rationale
Family and Religious Studies facilitates the respect for human dignity and diversity. The
learning area is significant in the development of Ubuntu/Unhu/Vumunhu, social responsibility
and a sense of sound ethical norms from other religions. It also leads to the understanding of
the role of religion in the formulation of appropriate ideologies that may help motivate, propel
and sustain development. It seeks to develop a critical reflection of socio-economic and
political issues as well as religious tolerance.
The Family and Religious Studies syllabus enables learners to develop skills in:
• Problem solving
• Critical thinking
• Decision making
• Conflict resolution
• Leadership
• Self-management
• Communication
• Enterprise
• Technology
1.3 Summary of content
This syllabus covers the respective historical backgrounds, beliefs and practices, rituals, rites
and fundamental themes of Indigenous Religion, Judaism, Christianity and Islam. The focus is
to draw concepts from these religions to help learners reflect on their lives.
1.4 Assumptions
It is assumed that learners:
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• are aware of the diversity of religions and culture
• are conscious of some expectations of Ubuntu/ Unhu/Vumunhu and moral
values of their respective religions
• are affected in some way by religion at family, community and national levels
respectively
• interact with their peers from different religious backgrounds and the
environment around them
are aware of the existence of a Supreme Being
• are aware of the existence of spirits
1.5 Cross-cutting themes
The Heritage-based Family and Religious Studies as a learning area, encompasses the cross-
cutting themes listed here-under:
• Gender
• Health and well-being
• Environmental issues
• Business enterprise
• Children’s Rights and Responsibilities
• Human Rights
• Climate change
• Financial literacy
• ICT
• Disaster Risk Management
• Collaboration
2.0 PRESENTATION OF THE SYLLABUS
The Family and Religious Studies syllabus is presented as a single document, which covers
Forms 1- 4. All forms have the same topics which are developmental. The syllabus follows a
spiral approach that will lead learners to grow into a mature relationship with religious and
moral thinking and practice.
3.0 AIMS
The aims of the syllabus are to:
3.1 promote the religious and moral development of the learner

3.2 foster an understanding of the importance of belonging to a family, religion and
community as a whole
3.3 enable the learner to appreciate religious and cultural diversity in Zimbabwe
3.4 integrate the concept of Ubuntu/Unhu/Vumunhu with various religious beliefs in
shaping the character and behaviour of the learner
3.5 promote national heritage and identity
3.6 develop the spirit of national consciousness and patriotism
3.7 enable the learner to appreciate the value and dignity of hard work and teamwork for
sustainable development through their respective religions
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3.8 enable the learner to appreciate the impact of technology on religion and moral values
3.9 understand the importance of ICT in the study of religion
4.0 SYLLABUS OBJECTIVES
By the end of Form 4 learners should be able to:

4.1 outline various religions in Zimbabwe
4.2 describe the main features of a religion
4.3 identify heritage sites of religious importance in Zimbabwe
4.4 explain the significance of heritage sites and how they foster national
identity
4.5 define the concept of Ubuntu Unhu/Vumunhu
4.6 relate the concept of Ubuntu Unhu/Vumunhu to the various religious
beliefs in Zimbabwe
4.7 explain the role of religion in fostering teamwork, hard work and good
citizenship
4.8 discuss the effects of ICT on religious and moral values
4.9 appreciate religious and cultural diversity in Zimbabwe
4.10 understand the importance of belonging to a family
5.0 METHODOLOGY AND TIME ALLOCATION
5.1 Methodology
This syllabus is based upon a learner-centred, hands-on, multi-faith, non-proselytising and

non-confessional problem posing approach. This approach encourages initiative, self-
motivation, reflective thinking and practical application of concepts to everyday life. The
methodology comprises the following teaching and learning methods:
• Lesson delivery and note taking

• Discussion
• Drama, Role-play and Simulation
• Video and Film Show
• E-learning
• Group Work
• Research
• Case Studies
• Educational Tours
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The above-suggested methods are enhanced by the application of methods that employ
multi-sensory approaches to teaching such as individualisation, totality, concreteness,
tactility, stimulation and self-activity.
5.2 Time allocation
Four periods of 40 minutes per week should be allocated for adequate coverage of the
syllabus. Learners will go on educational tours.
6.0 TOPICS
6.1 Religions
6.2 Contemporary issues
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7.0 SCOPE AND SEQUENCE
7.1TOPIC 1: RELIGION
SUB-TOPIC FORM 1 FORM 2 FORM 3 FORM 4

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

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

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

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

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

Learners should be able to: ACTIVITIES
Historical background • define Judaism • Definition • Explaining the term Judaism • ICT tools
• narrate the historical • History • Tracing the history and • Text books
background of Judaism development of Judaism • Braille books
• Resource person
TOPIC: RELIGION
SUB-TOPIC: CHRISTIANITY

learners should be able to: (knowledge, skills, values ACTIVITIES
and attitudes)
Historical • define Christianity • Definition • Explaining the term Christianity • ICT tools
Background • narrate the historical • History • Tracing the history and • Text books
background of Christianity development of Christianity • Braille books
• Resource person
• identify the attributes of the • Describing the attributes of the • Braille Books
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TOPIC: RELIGON
SUB-TOPIC: ISLAM

learners should be able to: (knowledge, skills, values ACTIVITIES
and attitudes)
Historical • define Islam • Definition • Explaining the term Islam • ICT tools
background • narrate the historical • History • Tracing the history and • Text books
background of Islam development of Islam • Braille books
• Resource person
TOPIC: RELIGION AND CONTEMPORARY ISSUES
SUB-TOPIC: RELIGION, FAMILY AND IDENTITY
KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING SUGGESTED

Learners should be able to: (knowledge, skills, values ACTIVITIES RESOURCES
and attitudes)
• Concept of the • define a family, family • Family • Describing a family structure • ICT tools
Family structure and identity • Structure and identity • Text books
• Structure of a family • describe the structure of a • Identity • Narrating the origin of their own • Braille books
• IR and Family family family • Family pictures
Identity • explain the role of IR in • Discussing the role of IR in
shaping family identity shaping family identity
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SUB-TOPIC: RELIGION AND EDUCATION

and attitudes)
Education • define Education • Education • Outlining the definition of • Text books
education • ICT tools
• Braille books
• Talking book
Types of Education • list types of education • Types • Stating types of education • Text books
• outline characteristics of • characteristics characteristics • ICT tools
formal education • Identifying characteristics of • Braille books
• state characteristics of formal and informal education • Talking book
informal education
SUB-TOPIC: RELIGION AND GENDER ROLES

and attitudes)
Gender • define gender • Gender • Discussing the meaning of • Text books
• outline the characteristics • Gender characteristics gender • ICT tools
associated with a particular • Identifying the characteristics • Braille books
gender associated with femininity and • Talking book
masculinity
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SUB-TOPIC: RELIGION, ETHICS, HEALTH AND SEXUALITY

and attitudes)
Ethics and Values • define ethics, values, health, • Ethics • Explaining the meaning of • ICT tools
chronic conditions and • Values ethics, values, health, chronic • Text books
sexuality conditions and sexuality • Braille books
• give examples of values • Identifying ethics and values • Video clips
they uphold in their respective
families and communities

SUB-TOPIC: RELIGION, HEALTH, ETHICS AND SEXUALITY

and attitudes)
Health and Sexuality • give the meaning of health • Health • Discussing the meaning of • Text books
and sexuality • Sexuality health and sexuality • ICT tools
• Braille books
• Talking book
• Pictures
Chronic condition • state examples of chronic • Examples of chronic • Listing chronic conditions • Text books
conditions conditions common in their society • ICT tools
• Braille books
• Talking book
• Resource person
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SUB-TOPIC: RELIGION AND DISABILITY

and attitudes)
Disability • define disability • Disability • Explaining the meaning of • ICT tools
• identify the causes of • Causes disability • Text books
disability • Outlining causes of disability • Resource person
• Charts
Forms of disability • identify forms of disability • Forms • Listing forms of disability • Braille books
• explain forms of disability • Perceptions • Describing forms of disability • Talking book
• state perceptions to forms of • Discussing perceptions to • Charts
disability forms of disability • Video clips
SUB-TOPIC: RELIGION AND THE NATURAL ENVIRONMENT

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

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

and attitudes)
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Enterprise • define enterprise • Enterprise • Stating types of enterprises • Text books
• give types of enterprises • Types common in various religious • ICT tools
institutions
Technology • define technology • Technology
SUB-TOPIC: RELIGION AND THE LIBERATION STRUGGLE
KEY CONCEPT OBJECTIVES CONTENT ACTIVITIES RESOURCES

(knowledge, skills,
Learners should be able to: values and attitudes)
Background to the • narrate the background of • Chimurenga 1 • Relating the background of • Text books
Liberation Struggle the Liberation Struggle • Background the Liberation Struggle • ICT tools
• identify forms of Liberation • Forms • Discussing forms of the
liberation struggle
Causes of the • identify the causes of • causes • Listing the causes • Text books
Liberation Struggle the Liberation Struggle • ICT tools
• Discussing the causes • Documentaries
• explain the causes of • Films
the Liberation Struggle
Religious groups • identify religious groups • Religious groups • Stating the religious • Text books
involved involved in the Liberation - IR groups involved • ICT tools
Struggle - Christianity • Discussing the role • Documentaries
• explain their involvement played by the religious • Resource person/s
groups
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SUB-TOPIC: RELIGION AND CONFLICT MANAGEMENT

Learners should be able to: (knowledge, skills, ACTIVITIES
values and attitudes)
Conflict • define conflict • Conflict • Explaining the meaning of • Text books
conflict • ICT tools
Causes of conflict • identify causes of conflict • Causes of conflict • Stating causes of conflict • Text books
• ICT tools
FORM 2
TOPIC 1: RELIGION

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

and attitudes)
Key beliefs • identify key beliefs of IR • Beliefs • Stating key beliefs • ICT tools
• describe the characteristics - Existence of ancestral • Explaining the key • Resource person
of IR spirits characteristics of IR • Text books
- Existence of other • Braille books
spirits • Talking book
Symbols • identify various symbols in • Symbols • Drawing symbols • Text books
IR • ICT tools
• Pictures
• Talking book
Totems and taboos • list totems • Totems • Stating totems • Text books
• identify various taboos • Taboos • Discussing the importance of • ICT tools
• outline the purpose of • purpose totems • Resource person
taboos • Explaining the importance of
taboos
TOPIC: RELIGION
SUB-TOPIC: JUDAISM

Learners should be able (knowledge, skills, values ACTIVITIES
to: and attitudes)
Key beliefs • list the key beliefs in • Key beliefs • Stating the key beliefs in • ICT tools
Judaism • scripters Judaism • Text books
Scriptures • identify scripters in • Explaining scriptures in Judaism • Resource Person
Judaism
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Symbols • Identify symbols of • Symbols • Drawing some symbols of • ICT tools
Judaism Judaism • Text books
• Describing the meaning the
meaning of Judaism
TOPIC: RELIGION

to: and attitudes)
Key beliefs • list key beliefs in • Key beliefs • Stating key beliefs in Christianity • ICT tools
Christianity • Text books
• Resource Person
Symbols • Identify the symbol of • Symbols • Drawing the symbol of • ICT tools
Christianity Christianity • Text books
• Describing the meaning of
Christianity
TOPIC: RELIGION
SUB-TOPIC: ISLAM

to: and attitudes)
Key beliefs in Islam • Outline the beliefs of • Key beliefs • Stating key beliefs in Islam • ICT tools
Islam • Text books
• Resource
Person
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Symbols • identify the symbol of • Symbol • Drawing some symbol of Islam • ICT tools
Islam • Describing the meaning of the • Text books
symbol • Resource person
TOPIC: RELIGION AND CONTEPMORARY ISSUES

and attitudes)
Names and Totems • describe the role of names • Names and Totems • Explaining the role of names • Text books
and totems in family and totems in family • ICT tools
relationships relationships • Pictures of
• outline the meanings of • Discussing meanings of names some totems
names and totems and totems
• Tracing the origins of certain

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


and attitudes)
Gender roles • explain gender roles • Roles • Identifying roles as assigned in • Text books
their respective homes • ICT tools
• Braille books
• Talking book
Religion and Gender • describe the impact of • Impact of religion • Discussing the impact of religion • Textbooks
Roles religion on gender roles on gender roles • ICT tools
• Braille books
• Talking book
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Unhu/Ubuntu, Right and • define ethics • Unhu/Ubuntu • Explaining the meaning of ethics • Textbooks
Wrong Conduct • identify right and wrong • Right and wrong • Stating examples of right and • ICT tools
conduct conduct wrong conduct. • Braille books
• Talking book
Religion and Sexuality • Give the meaning of • Sexuality • Explaining the meaning of • Text books
sexuality • Sexual conduct sexuality • ICT tools
• Outline the role of IR in • Discussing the role of IR in • Braille books
shaping sexual conduct shaping sexual conduct • Talking book
Religious beliefs and • define Health • Health • Stating examples of chronic • Text books
Health • give examples of health • Health conditions conditions • ICT tools
conditions • • Discussing religious beliefs • Braille books
• give examples of religious • Health-related associated with selected health • Talking book
beliefs associated with religious beliefs conditions • Resource person
health
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Possible causes of • Identify causes of disability • Causes • Stating causes of disability • ICT tools
disability • explain causes of disability • Discussing causes of disability • Resource
person
• Textbooks
• Pictures
• Talking book
• Braille books
Religious perceptions • discuss religious • Religious perceptions • Explaining religious perceptions • ICT tools
about disability perceptions about disability about disability • Resource
person
• Textbooks
• Pictures
• Talking book
• Braille books
SUB-TOPIC: RELIGION AND THE NATURAL ENVIRONMENT

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

and attitudes)
• Basic human • identify basic human rights • Rights • Listing basic human rights • Text books
rights • explain basic human rights • Discussing basic human rights • ICT tools
• The Zimbabwean
Constitution
• Resource person
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KEY CONCEPT OBJECTIVES CONTENT ACTIVITIES RESOURCES

(knowledge, skills,
Leaners should be able to: values and attitudes)
Religion and Chimurenga identify religious groups • Religious groups • Listing the Religious groups • Text books
2 involved in Chimurenga 2 • History of involved in Chimurenga 2 • ICT tools
Chimurenga 2 • Discussing roles of the above • Resource
Religious groups person/s
SUB-TOPIC: RELIGION AND ENTERPRISE

Nature of Enterprise • explain the nature of • Enterprise • Defining enterprise • ICT tools
enterprise • Forms • Outlining forms of enterprise • Text books
• identify various forms of • Large print books
enterprise • Talking books
• Braille books
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Family Conflicts • identify various conflicts at • Family Conflicts • Discussing various conflicts at • ICT tools
family level family level • Text books
• Large print books
• Talking book
• Braille books
Causes of conflict • explain causes of conflicts at • Causes • Listing religious causes of • ICT tools
family level conflicts at family level • Text books
• Large print books
• Talking book
• Braille books
Family and conflict • discuss religious ways of • Religious ways of • Explaining religious ways any • ICT tools
management managing conflict at family conflict management one of the conflicts above may • Textbooks
level be managed • Large print books
• Talking book
• Braille books
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FORM 3
TOPIC 1: RELIGION

National distribution of • show geographical • Geographical • Discussing geographical • ICT tools
religions distribution of religions in distribution of religions distribution of religions • Text books
Zimbabwe • Membership • Analysing membership • Resource
• discuss membership of Person
religions in Zimbabwe • Braille books
TOPIC: RELIGION

Rituals • describe rituals in IR • Rituals Discussing rituals in IR • Text books
• explain various myths in IR • Myths • Stating the importance of rituals • Resource
and myths in IR person
• Braille books
• Resource
person
• Talking book
Religious practitioners • Identify religious practitioners • Religious • Naming religious practitioners in • Text books
in IR practitioners IR • Resource
• state the roles of religious • Roles • Explaining roles of religious person
practitioners practitioners in IR • Braille books
• Talking book
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Sacred places • identify sacred places IR • Places of religious • Listing sacred places in their • Text books
• describe the importance of importance locality • Resource
sacred places in IR • Discussing the importance of person
sacred places in IR • Braille books
• Visiting sacred places in IR • Talking book
TOPIC: RELIGION
SUB-TOPIC: JUDAISM

Rituals • describe rituals in Judaism • Rituals • Text books
• Discussing rituals in Judaism • Resource
• Stating the importance of rituals person
in Judaism • Braille books
• Talking book
Religious practitioners • identify religious practitioners in • Religious • Naming religious practitioners • Text books
Judaism practitioners • Explaining roles of religious • Resource
• state the roles of religious • Roles practitioners in Judaism person
practitioners • Braille books
• Talking book
Sacred places • identify sacred places • Places of religious • Listing sacred places in Judaism • Text books
• describe the importance of importance • Discussing the importance of • Resource
sacred places in Judaism sacred places in Judaism person
• Visiting sacred places in Judaism • Braille books
• Talking book
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TOPIC: RELIGION

Rituals • describe religious rituals in • Rituals • Discussing rituals in Christianity • Text books
Christianity • Resource person
• Stating the importance of rituals • Braille books
in Christianity • Talking book
Religious practitioners • identify religious practitioners in • Religious • Naming religious practitioners in • Text books
Christianity practitioners Christianity • Resource person
• state the roles of religious • Roles • Describing roles of religious • Braille books
practitioners in Christianity practitioners in Christianity • Talking book
Sacred places • identify sacred places • Places of religious • Listing sacred places in • Text books
• describe the importance of importance Christianity • Resource person
sacred places in Christianity • Discussing the importance of • Braille books
sacred places in Christianity • Talking book
TOPIC: RELIGION
SUB-TOPIC: ISLAM

Rituals • describe religious rituals in • Rituals • Discussing rituals in Islam • Text books
Islam • Stating the importance of rituals • Resource person
in Islam • Braille books
• Talking book
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Religious practitioners • identify religious practitioners in • Religious • Naming religious practitioners in • Text books
Islam practitioners in Islam Islam • Resource person
• Describe the roles of religious • Roles • Explaining roles of religious • Braille books
practitioners in Islam practitioners in Islam • Talking book
Sacred places • identify sacred places • Places of religious • Visiting sacred places in their • Text books
• describe the importance of importance locality • Resource person
sacred places in Islam • Discussing the importance of • Braille books
sacred places in Islam • Talking book
• Visiting sacred places in Islam

Learners should be able to: (knowledge, skills, ACTIVITIES RESOURCES
Inter-dependency of • illustrate ways in which • Family Inter- • Dramatizing ways in which • Text books
families religion encourages families to dependency families depend on each other • Resource person
depend on each other • Braille books
• Talking book
IR and Zimbabwean • show how IR through • Zimbabwean Identity • Identifying aspects of IR which • Resource person
Identity Unhu/Ubuntu/Vumunhu bring out Zimbabwean Identity • Braille books
shapes Zimbabwean Identity • Talking book
• Text books
42

Religion in formal • assess the positive and • Impact of religion in • Discussing various religious- • Text books
education negative impact of religion in formal education based educational institutions • Resource
formal education nationwide person
• Explaining the negative impact of • Braille books
religion on education • Talking book
IR in informal education • demonstrate the role of IR in • Role of IR in informal • Illustrating the contributions of IR • Text books
informal education education in informal education • Resource
person
• Braille books
• Talking book

Gender in various • identify what various • Gender roles • Citing gender roles in various • Text books
religions religions say on gender roles religions • Resource
• explain gender roles in the • Comparing and contrasting person
above religions gender roles in different religions • Braille books
• Talking book
42
Religion and Women • demonstrate how religion • Women empowerment Explaining how religion enhances • Text books
empowerment enhances women women empowerment • Resource
empowerment person
• Braille books
• Talking book

IR and • discussing morals and • IR as a source of • Describing morals and values in • Text books
Unhu/Ubuntu/Vumunhu, values from IR and how they morals and values in IR and how they shape • Resource
values and sexuality shape Zimbabwean identity shaping Zimbabwean Zimbabwean identity person
• explain how IR beliefs help identity • Discussing how religious beliefs • Braille books
shape societal attitudes on • IR and Unhu/Ubuntu help shape societal attitude of • Talking book
femininity and masculinity • Religion, femininity and femininity and masculinity
masculinity
Religious beliefs, • assess the contributions of • Religious beliefs and • Describe the contributions of IR • Text books
sexuality and behaviour IR to Unhu/Ubuntu behaviour change to Unhu/Ubuntu • Resource
change • Discussing ways in which person
various religions instil self-control • Braille books
• Talking book
Religious beliefs and • describe how religious • Religious beliefs, rituals • Discussing some positive and • Text books
chronic conditions beliefs influence people with and chronic conditions negative religious influences on • Resource
chronic conditions people with chronic conditions person
• Braille books
• Talking book
42
TOPIC: RELGION AND CONTEMPORARY ISSUES

• Religion and • identify religious perceptions • Religious perceptions • Discussing religious perceptions • ICT tools
perceptions about about disability about disability • Text books
disability • explain religious perceptions • Describing religious perceptions • Resource
about disability about disability person
• Religion and • explain the severity of • Different types of • Stating different types of • Pictures
marginalisation of different types of disabilities disabilities disabilities • Charts
Persons living • ICT tools
with Disability • Braille books
SUBTOPIC: RELIGION AND THE NATURAL ENVIRONMENT

Judaism and the • describe the attitudes of • Attitudes • Outlining the attitudes of Judaism • ICT tools
natural environment Judaism to the natural • Methods towards the natural environment • Text books
environment • Describing methods of • Resource
• outline methods of preserving preserving the natural person
the environment in Judaism environment in Judaism • Computers with
Jaws software
• Talking book
42
Islam and the natural • describe the attitudes of Islam • Attitudes • Outlining the attitudes of Islam to • ICT tools
environment to the natural environment • Methods the natural environment • Text books
• outline methods of preserving • Describing the methods of • Resource
the natural environment in preserving the natural person
Islam environment in Islam • Computers with
Jaws software
• Talking book

and attitudes)
Rights of the • recognise the rights of • Rights • Explaining the rights of the • ICT tools
elderly the elderly elderly • Brail material
• identify the rights of • Outlining the rights of • Resource person
Rights of persons persons with persons with disabilities • Zimbabwean
with disabilities disabilities • Benefits • Discussing the benefits constitution
• identify the benefits associated with freedom
Rights of freedom associated with of worship
of worship freedom of worship • Disadvantages • Outlining the
• state the disadvantages associated
disadvantages with freedom of worship
associated with
freedom of worship
42

Levels of conflict • identify causes of conflict at • Communal conflict • Discussing causes of conflict at • ICT tools
community level community level. • Resource person
• Computers with
Jaws software
• Talking book
Religious causes of • explain religious causes of • Religious conflict • Discussing religious based • ICT tools
conflict conflicts at community level conflict • Resource person
• Computers with
Jaws software
• Talking book
Role of religion in conflict • identify religious efforts at • Religious conflict • Stating efforts by religious • ICT tools
management managing conflict at management people to manage conflict at • Textbooks
community level community levels • Resource person
• Computers with
Jaws software
• Talking book
Impact of conflict • identify the impact of conflict • Consequences of • Outlining possible results of • ICT tools
conflict conflict • Text books
• Resource person
• Computers with
Jaws software
• Talking book
42
SUB-TOPIC: RELIGION AND ENTERPRISE

Religion and enterprise • explain the various forms of • Forms of enterprise • Discussing forms enterprise that • Text books
enterprise are based on religion • ICT tools
• Braille books
• describe the positive impact • Impact of religion • Identifying religious teachings • Resource
of religion on technology use that encourage enterprise person
and enterprise
KEY CONCEPT OBJECTIVES: CONTENT ACTIVITIES RESOURCES

Learners should be able to: (knowledge, skills,
Role of IR in • identify the IR religious • IR religious • Listing IR practitioners • Text books
Chimurenga 2 practitioners who practitioners who participated in • ICT tools
participated in Chimurenga 2 • Roles Chimurenga 2 • Braille books
• explain the roles IR • Discussing roles of IR • Resource person
practitioners who practitioners who
participated in Chimurenga 2 participated in
Chimurenga 2
42
Role of Christianity in • identify the Christian • Christian practitioners • Listing Christian • Text books
the Liberation Struggle religious practitioners who • Roles practitioners who • ICT tools
participated in Chimurenga 2 participated in • Resource person
• explain the roles of Christian Chimurenga 2 • Braille books
practitioners who • Discussing roles of
participated in Chimurenga 2 Christian practitioners
who participated in
Chimurenga 2
FORM 4
TOPIC1: RELIGIONS

and attitudes)
Global distribution of • explain how religions are • Distribution of religion • Describing the global • ICT tools
religions globally distributed distribution of religions • Resource Person
• Text books
TOPIC: RELIGIONS

and attitudes)
42
Rites of passage in • identify the rites of passage • Rites of passage • Explaining the rites of • ICT tools
IR in IR passage in IR • Resource Person
• Dramatizing various • Text books
rites in IR
Attire in IR • describe the regalia in IR • Regalia • Describing sacred attire• ICT tools
in IR • Resource Person
• Text books
• IR regalia
Sacred Days • identify sacred days in IR • Sacred days • Stating the sacred days • ICT tools
• describe the significance of • Significance of sacred in IR • Resource Person
sacred days in IR days • Explaining the • Text books
significance of sacred
days
TOPIC: RELIGIONS
SUB-TOPIC: JUDAISM
KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED RESOURCES

Learners should be able to: (knowledge, skills, values LEARNING ACTIVITIES
and attitudes)
Judaism in Judaism passage in Judaism • Resource Person
rites in Judaism
Attire in Judaism • Identify sacred attire in • Attire or Regalia • Describing sacred • ICT tools
Judaism attire in Judaism • Resource Person
• describe the significance of • Text books
sacred attire in Judaism • Jewish regalia
Sacred Days • state sacred days in • sacred days • Stating sacred days in • ICT tools
Judaism • significance of sacred Judaism • Resource Person
days • Text books
42
• describe the significance of • Explaining the
sacred days in Judaism significance of sacred
days in Judaism
TOPIC: RELIGIONSUB-TOPIC: CHRISTIANITY

and attitudes)
Christianity in Christianity passage in Christianity • Resource Person
• Text books
Sacred Days • identify sacred days in • Sacred days • Stating sacred • ICT tools
Christianity days in Christianity • Resource Person
• describe the significance of • Text books
sacred days in Christianity
TOPIC: RELIGIONS
SUB-TOPIC: ISLAM

and attitudes)
Islam in Islam passage in Islam • Resource Person
rites in Islam
Attire in Islam • describe the regalia in Islam • Regalia • Describing sacred • ICT tools
attire in Islam • Resource Person
• Text books
42
• Islamic regalia
Sacred Days • identify sacred days in Islam • sacred days • Stating sacred days in • ICT tools
• describe the significance of Islam • Resource Person
sacred days in Islam • Explaining the • Text books
significance of sacred • Braille books
days in Islam
TOPIC: CONTEMPORARY ISSUES

Family and the • identify the various agents of • Family • Listing various agents • Text books
changing culture cultural change • Culture change of cultural change • Pictures
• explain how change in • Describing how change • ICT tools
culture is affecting the nature in culture is affecting the • Braille books
of the family nature of family
Family, national • describe the role of the • National values • Explaining how the • Textbooks
values and good family in promoting national • Good citizenship family promotes • ICT tools
citizenship values national values • Resource person
• illustrate the significance of • Describing the • Braille books
religion in promoting significance of religion
national values and good in promoting national
citizenship values and good
citizenship
IR and African • explain the role of IR in • African identity • Discussing how IR • Text books
Identity fostering African identity fosters African identity • Picture
• ICT tools.
42
TOPIC: CONTEMPORARY ISSUES

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

Gender in various • identify what various • Gender • Citing gender roles in various • Textbooks
religions religions say on gender • Religious gender religions • Resource person
• explain gender roles in the views • Braille books
various religions • Talking book
42
• Comparing and contrasting
gender roles in different
religions
Gender based violence • identify forms of gender- • Forms of gender- • Role-playing forms of • ICT tools
based violence based violence gender-based violence • Text books
• identify causes of gender- • Causes • Listing causes of gender- • Resource person
based violence • Solutions based violence • Pictures
• state possible religious ways • Suggesting possible • Films
of solving gender-based solutions to gender-based
violence violence • Charts

IR and Unhu/Ubuntu • summarize morals and • IR as a source of • Identifying morals and • Textbooks
values from IR morals and values values from IR • Resource person
• examine morals and values • IR and Unhu/Ubuntu • Identifying principles of • Braille books
from the various religions Unhu/Ubuntu derived • Talking book
• examine principles of from IR
Unhu/Ubuntu derived from
IR
Religious beliefs and • assess the contributions of • Religious beliefs in IR • Relating the contribution • Text books
sexuality IR to Unhu/Ubuntu • Religion, femininity of IR to Unhu/Ubuntu • Resource person
• explain how religious beliefs and masculinity • Discussing ways in which • Braille books
help shape societal attitudes various religions shape • Talking book
on femininity and masculinity societal attitudes on
femininity and masculinity
42
Religion and health • describe how religious • Religious beliefs • Illustrating some positive • Text books
beliefs influence people with • Health conditions and negative religious • Resource person
health conditions influences on people with • Braille books
health conditions • Talking book

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

and attitudes)
Right to freedom of • Identify advantages and • Advantages and • Discussing advantages • ICT tools
worship disadvantages of freedom disadvantages and disadvantages of • Text books
of worship freedom of worship • Talking book
• Resource person
42
• Constitution of
Zimbabwe
Leadership, rights and • demonstrate the • Rights • Illustrating the relationship • ICT tools
social responsibility relationship between • social responsibility between rights and social • Text books
rights and social responsibility • Talking book
responsibilities • Resource person
Religion and levels of • explain the role of religion • Leadership styles • Discussing the role of • ICT tools
leadership in shaping leadership religion in shaping • Text books
styles leadership styles • Talking book
• Resource person

(knowledge, skills,
Leaners should be able to: values and attitudes) ACTIVITIES
Role of IR in the • state the IR religious • IR religious • Naming the IR religious • Text books
Liberation Struggle practitioners who practitioners practitioners who • ICT tools
participated in the liberation • Roles participated in the liberation • Braille books
struggle struggle. • Resource person
• describe the roles of IR • Discussing the roles of IR
religious practitioners who religious practitioners who
participated in the liberation participated in the liberation
struggle struggle
Role of Christianity in • state the Christian • Christian practitioners • Listing Christian practitioners • Text books
the Liberation Struggle practitioners who • Roles who participated in the • ICT tools
participated in the liberation liberation struggle • Resource person
struggle
42
•
describe the roles of the • Explaining the roles of
religious practitioners who Christian practitioners who
participated in the liberation participated in the liberation
struggle struggle
SUB-TOPIC: RELIGION, TECHNOLOGY AND ENTERPRISE

Religion and • Identify forms of technology • Forms of technology • Stating forms of technology • Text books
Technology • Examine the forms of • Forms of interaction • Discussing forms of • ICT tools
interaction between religion interaction • Resource person
and technology • Braille books
Role of religion in • describe the positive impact • Role of religion • Demonstrating the role of • Text books
enterprising of religion on enterprise - Provision of religion in promoting • ICT tools
• assess the negative impact work ethic enterprise • Resource person
of religion on enterprise - Influencing • Discussing the negative • Braille books
fiscal impact of religion on
discipline enterprise
• Religious tourism


Levels of conflict • identify causes of religious • Causes • Discussing causes of • Text books
conflict at national level • Impact religious conflicts at • ICT tools
Impact of conflict • discuss the impact of conflict • Role of religion national and global level. • Braille books
at national level
42
Religion and conflict • discuss the role religion in • Listing the consequences
management conflict management of religious conflict
nationally
• Researching the role of
religion in conflict
management
42
9.0 ASSESSMENT
The Family and Religious syllabus learning area for Form 1-4 shall be assessed through
School Based Continuous Assessment (SBCA) and Summative Assessment (SA). These
assessments shall be guided by the principles of inclusivity, practicability, authenticity,
transparency, flexibility, validity and reliability. The principles are crucial for creating a
supportive and effective learning environment that fosters growth and development in learners
at secondary school level. Arrangements, accommodations and modifications shall be visible
to enable candidates with special needs to access assessments.
This section covers the assessment objectives, the assessment model, the scheme of
assessment, and the specification grid.
9.1 Assessment objectives
By the end of the Family and Religious Studies syllabus for Forms 1- 4 , learners should be
able to:
9.1.1 identify various religions in Zimbabwe
9.1.2 state the main features of a religion
9.1.3 identify places of religious importance in Zimbabwe
9.1.4 explain the significance of the heritage sites and how they foster national identity
9.1.5 discuss the concept of Ubuntu/Unhu/Vumunhu
9.1.6 demonstrate the concept of Ubuntu/Unhu/Vumunhu to the various religious beliefs in
Zimbabwe
9.1.7 explain the role of religion in fostering team work, hard work and good citizenship
9.2 Assessment Model
Assessment of learners at Lower Secondary school level for Family and Religious syllabus
shall be both Continuous and Summative as illustrated in Figure 1. School Based Continuous
Assessment shall include recorded activities from the School Based Projects done by the
learners. The mark shall be included on learners’ end of term and year reports. Summative
41
assessment at school level shall include terminal examinations which are at the end of the term
and year.
Assessment Of Learner
Performance in Family
and Religious Studies
School Based Continuous

Assessment Summative Assessment
20% 80%
School
Based
Profiling Project
Paper -- Paper --
20%
Exit Continuous
Assessment Mark Summative
Profile (20%) Assessment Mark
Certificate (80%)
Final Mark (Continuous + Summative) =

100%)
Fig. 1 Assessment Model
In addition, learners shall be profiled and learner profile records established. Learner profile
certificates shall be issued for checkpoints assessment in schools as per the dictates of the
Teacher’s Guide to Learning and Assessment. The aspects to be profiled shall include
learner’s prior knowledge, values and skills, and subsequently the new competences acquired
at any given point.
9.3 Scheme of Assessment

The Assessment Model shows that learners shall be assessed using both School Based
Continuous Assessment and Summative Assessment for both School and ZIMSEC
assessments.
The table shows the Scheme of Assessment where 20% is allocated to School Based
Continuous Assessment and 80% to School or ZIMSEC Summative Assessment.
FORM OFASSESSMENT WEIGHTING
42
School Based Continuous Assessment 20%
Summative Assessment 80%
Total 100%
9.3.1 Description of School Based Continuous Assessment
Learners shall do one school-based project per Form which contributes to 20% of the end of
year final mark. The end of year summative assessment shall then contribute 80%. However,
for ZIMSEC public examinations, two (2) school-based projects shall be considered as School
Based Continuous Assessment at Form 5 and 6. The two School Based Projects shall include
those done at Form 5 and Form 6. Each one will contribute 10%.
9.3.1.1School – Based Project: Continuous Assessment Scheme
The Table given below shows the Learning and Assessment Scheme for the School
Based Project.
Project Execution Description Timelines Marks
Stages
1 Problem Identification January 5
2 Investigation of related February 10
ideas to the
problem/innovation
3 Generation of possible March 10
solutions
4 Selecting the most suitable April-May 5
solution
5 Refinement of selected June 5
solution
6 Presentation of the final July 10
solution
7 Evaluation of the solution August-September 5
and Recommendations
TOTAL 50
The learning and assessment scheme shows the stages that shall be executed by pupils
and the timeline at which each stage shall be carried out. Possible marks, totalling 50, are
highlighted to indicate how much can be allocated.
42
9.3.2 Description of the ZIMSEC Summative Assessment
ZIMSEC Summative Assessment shall be a public examination at Form 6. The examination

consists of 2 papers of equal weighting.
Paper Paper type Marks Duration Weighting
1 Structured questions 100 2 hours 40%
2 Essays 100 2 hours 30 40%
minutes
TOTAL 80%
Paper Description
Paper 1 (2 hours)
This component consists of 20 structured questions on all the four religions in this syllabus. The
component is in three sections of which Section A is compulsory covering Indigenous Religion
and Christianity. Candidates will then choose either Section B on Judaism or Section C on
Islam.
Paper 2 (2 hours 30 minutes)
This component consists of 16 essay type questions which cover all the four religions. The
component is in four Sections of which Section A is Indigenous Religion, Section B Christianity,
Section C Judaism and Section D Islam. Each Section has four questions each carrying 25
marks. A candidate is required to attempt four questions. Sections A and B are compulsory
while candidates may choose either Section C or D
9.4 Specification Grid
Skill Paper 1 Paper 2

Knowledge and comprehension 40% 40%
Application and Analysis 40% 40%
Problem solving 20% 20%
TOTAL 100% 100%
42
9.5 Assessment Instruments/Tools
The following are suggested tools:
FORM OF ASSESSMENT SUGGESTED INSTRUMENTS

Profiling
Check list
Observation schedules
Rating Scale
Continuous Assessment
Practical activities
School based continuous projects
Summative Assessment
Tests
Exercises
42

FAMILY AND RELIGIOUS STUDIES SYLLABUS FORM1-4

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ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

FAMILY AND RELIGIOUS STUDIES SYLLABUS

Curriculum Development Unit © All rights

• The National Family and Religious Studies panel

1.3 Summary of content

It is assumed that learners:

1.5 Cross-cutting themes

2.0 PRESENTATION OF THE SYLLABUS

The aims of the syllabus are to:

3.1 promote the religious and moral development of the learner

4.0 SYLLABUS OBJECTIVES

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

5.0 METHODOLOGY AND TIME ALLOCATION

This syllabus is based upon a learner-centred, hands-on, multi-faith, non-proselytising and

• Lesson delivery and note taking

5.2 Time allocation

SUB-TOPIC FORM 1 FORM 2 FORM 3 FORM 4

SUB-TOPIC FORM 1 FORM 2 FORM 3 FORM 4

SUB-TOPIC FORM 1 FORM 2 FORM 3 FORM 4

SUB-TOPIC: CONCEPT OF RELIGION

KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES

SUB-TOPIC: INDIGENOUS RELIGION (IR)

KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING RESOURCES

KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES

KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES

TOPIC: RELIGION AND CONTEMPORARY ISSUES

SUB-TOPIC: RELIGION, FAMILY AND IDENTITY

KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING SUGGESTED

SUB-TOPIC: RELIGION AND EDUCATION

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING RESOURCES

TOPIC: RELIGION AND CONTEMPORARY ISSUES

SUB-TOPIC: RELIGION AND GENDER ROLES

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING RESOURCES

SUB-TOPIC: RELIGION, ETHICS, HEALTH AND SEXUALITY

KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES

TOPIC: RELIGION AND CONTEMPORARY ISSUES

KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES

SUB-TOPIC: RELIGION AND DISABILITY

KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES

TOPIC: RELIGION AND CONTEMPORARY ISSUES

SUB-TOPIC: RELIGION AND THE NATURAL ENVIRONMENT

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED LEARNING RESOURCES

TOPIC: RELIGION AND CONTEMPORARY ISSUES

SUB-TOPIC: RELIGION, RIGHTS AND SOCIAL RESPONSIBILITY

KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES

TOPIC: RELIGION AND CONTEMPORARY ISSUES

SUB-TOPIC: RELIGION, TECHNOLOGY AND ENTERPRISE

KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES

TOPIC: RELIGION AND CONTEMPORARY ISSUES

SUB-TOPIC: RELIGION AND THE LIBERATION STRUGGLE

KEY CONCEPT OBJECTIVES CONTENT ACTIVITIES RESOURCES

SUB-TOPIC: RELIGION AND CONFLICT MANAGEMENT

KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES

SUB-TOPIC: CONCEPT OF RELIGION

KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES

SUB-TOPIC: INDIGENOUS RELIGION (IR)

KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES

KEY CONCEPT OBJECTIVES: CONTENT SUGGESTED LEARNING RESOURCES